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What’s included in this unit:
•Whole class graphing of their favorite food on Thanksgiving/ Individual recording sheet
•Pattern worksheets with 6 different patterns
•One-to-one correspondence counting
•Skip counting puzzles by 2’s, 5’s and 10’s
•Write the room
•Turkey ABC match up
•Sight word coloring
•CVC word writing
This will make a great addition to your Thanksgiving file of activities in your classroom!
I hope you enjoy this unit! | <urn:uuid:afc55a26-c382-4bc6-9a34-6ae9673b14ec> | CC-MAIN-2014-49 | http://www.teacherspayteachers.com/Product/Thanksgiving-Math-and-Literacy-Unit-391331 | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931005028.11/warc/CC-MAIN-20141125155645-00210-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.875291 | 113 | 2.859375 | 3 |
10 Facts about Trinidad & Tobago
Trinidad and Tobago is no ordinary Caribbean destination. This great twin island destination boasts an extraordinary mix of natural attractions along with a unique cultural heritage which makes a visit to the islands an unforgettable experience. Here are just a few key facts you should know when visiting:
The Trinidad Moruga “Scorpion” Pepper
The Trinidad Moruga “Scorpion” Pepper has officially been ranked as the world’s hottest pepper by the Guinness Book of Records. The Habanero pepper has a maximum hotness of 350,000 Scoville Heat Units. That's nothing—like eating an Altoid—compared to the mouth-searing Trinidad Moruga Scorpion. It tops out at over two million SHU and is justly named the world's hottest pepper. As super-hot peppers go, Scoville ratings can vary greatly within a variety depending on the growing conditions—the harsher the environment, the hotter the peppers will be. The Trinidad Moruga Scorpion averaged 1.2 million SHU with some individual fruits measuring a face-melting two million-plus SHU. It's like the Chuck Norris of peppers, there is no amount of milk that can quench that sort of burning. I think I'd rather eat a real scorpion than try to consume one of these.
The birthplace of the steel pan drum
It is the birthplace of the steel pan drum. Steel pans (steel drums) were created on the Caribbean island of Trinidad in the 1930s, but steel pan history can be traced back to the enslaved Africans who were brought to the islands during the 1700s. The early metal pan bands were a rustic combination of a wide variety of metallic containers and kitchen utensils which were struck with open hands, fists or sticks. The metal pan players discovered that the raised areas of the metal containers made a different sound to those areas that were flat. Through experimentation, coincidence, trial and error, and ingenuity on the part of numerous innovators, the metal pan bands evolved into the steel pan family of instruments. As the pan makers knowledge and technique improved, so did the sound of the instrument.
World’s largest natural deposit of asphalt
Pitch Lake in Trinidad is the world’s largest natural deposit of asphalt. It covers about 99 acres and is 246 feet deep. A destination of amazement and mystery, the Pitch Lake is the largest natural deposit of asphalt in the in the world. It is the largest commercial deposit of natural asphalt in the world – one of only three in known existence – and holds approximately 10 million tonnes of asphalt. It is the largest commercial deposit of natural asphalt in the world - one of only three in known existence - and holds approximately 10 million tonnes of asphalt. The lake appears like a huge oval-shaped car park, but on closer inspection, it looks like very dark clay, with rough undulating patches. Its asphalt has been used to pave roads and airport runways around the world, including the roadway in front of Buckingham Palace in England, La Guardia Airport in New York, the Lincoln Tunnel which connects New York to New Jersey, as well as numerous roads in several countries.
Measuring 10 feet by 16 feet, the world’s largest piece of brain coral can be found at the popular diving and snorkeling spot Speyside. This single colony is as large as a truck, about 10ft(3M) high and 16ft(5.3M) across, and is the largest single brain coral colony in the world! Comprised of millions of individual coral animals, huge as it is, the colony is very fragile. The World's Largest Brain Coral In Speyside, Tobago. It's recent rise to fame means that many divers are visiting the brain coral. This is great, but please be careful, never touch any corals. 'Minor' scrapes from fins or tanks can destroy the tissues of the coral animals, possibly leading to serious infection. At best the coral will suffer an ugly scar! Don't Touch! The coral is nestled at the edge of a reef slope, about 55ft (17.5M) deep. Undercut slightly on south side, the overhang sometimes attracts a nurse shark or moray eel.
Main Ridge Forest Preserve
The Tobago Main Ridge Forest Reserve is on record as the oldest legally protected forest reserve geared specifically towards a conservation purpose. It was established on April 13th, 1776 by an ordinance which states in part, that the reserve is “for the purpose of attracting frequent showers of rain upon which the fertility of lands in these climates doth entirely depend.” The passage of the ordinance is attributed to Soame Jenyns, a member of the British parliament whose main responsibilities were trade and plantation. He was influenced by the ideas of the English scientist Stephen Hales who was able to show the correlation between trees and rainfall. It took Jenyns eleven years to convince the parliament that this was indeed a valid endeavour. Scientific American has commented “…that the protection of Tobago’s forest was the first act in the modern environmental movement”. This can be considered a landmark in the history of conservation and preservation of the environment. The living testimony is the survival of the Forest Reserve itself.
Largest Carnival in the Caribbean
Trinidad is home to the largest Carnival in the Caribbean, which consistently ranks in the top 10 of most-coveted events in the world. The celebrations begin up to eight months in advance, with costumes becoming more elaborate and spectacular every year and hundreds of calypso bands preparing their music. Easily the pulsing heart of Caribbean carnival creativity, the island’s sounds are constantly evolving -- you may hear booming rapso (a mixture of calypso and rap) or the latest variation on soca (the ubiquitous carnival sound that started on Trinidad 50 years ago and combines calypso, soul and African among many other influences). It is a huge honour (and a large cash prize) to be named the Calypso Monarch, the person chosen in national judging for their musical performances.
While English is the local language, there are an array of Trini Talk phrases. Some of these phrases include:
- Liming: Hanging out
- Screw pan: An angry look on a person’s face
- Grog: Rum
- Vex: Angry
- Cutters: Finger food snacks
- Dingolay: Dancing in a happy, carefree manner
- Freshwater Yankee: A person who spends a short time in the U.S. and comes back with an American accent
- Gyul: How locals pronounce “girl”
- Cunumunu: A foolish person
- Jus’ now: In a little while
The Limbo dance was created in Trinidad. The limbo is a dance in which participants have to cross under a stick by bending backward at the waist. The stick is lowered a notch each time every one passes under it, and those who touch the stick are eliminated from the dance. The version of the limbo performed in nineteenth century Trinidad was meant to symbolize slaves entering the galleys of a slave ship, or a spirit crossing over into the afterworld, or “limbo.” Contrary to popular belief, the limbo did not originate in Hawaii. Today the limbo remains a popular dance, particularly at Caribbean resorts and hotels, as well as on cruise ships, where a prize is commonly awarded to the last dancer to successfully cross under the stick.
First Black Miss Universe
Janelle Penny Commissiong (born June 15, 1953) is a Trinidadian beauty queen. she migrated to the United States at the age of 13, and returned to Trinidad and Tobago ten years later. After winning the Miss Trinidad and Tobago title, she went on to be crowned Miss Universe 1977 in Santo Domingo, Dominican Republic. In New York City, she studied fashion at the Fashion Institute of Technology, but returned to Port of Spain in 1976. The following year, Commissiong was selected to represent the Island at the 1977 Miss Universe competition in Santo Domingo, Dominican Republic. She was elected Miss Photogenic four days before the final, becoming the first black woman to win the award in Miss Universe history. On July 16, in the National Theater of Santo Domingo, Commissiong was crowned Miss Universe, attracting international attention as the first black winner in the chronology of Miss Universe. During her reign, she was an advocate for black rights and world peace. Commissiong was awarded the Trinity Cross, the country's highest award, in 1977. Three postage stamps were also issued in her honour.
The Nylon Pool
The Nylon Pool is a natural, metre-deep crystal clear swimming pool with a sandy bottom in the middle of the sea created by an offshore sandbar and a still lagoon. Take a rejuvenating swim With the deep ocean on one side and palm fringed beaches on the other. This is one of many serene destinations in the tropical paradise that is Tobago. Located just south of Buccoo Reef, you can relax in the soft white sand bordering the thigh-high turquoise waters. If you can't resist the urge to go in, you can float in the still lagoon, with the deep blue ocean on one side and a palm-fringed beach on the other. Locals claim the water here has the ability to rejuvenate anyone lucky enough to swim in it. Accessible by glass-bottomed boat from Store Bay and Pigeon Point, the area was named by Britain's Princess Margaret back in 1962, when she spent her honeymoon there. And it remains today a popular idyllic destination for couples and families alike. | <urn:uuid:e147e2dd-df50-44de-b0cf-eb8e3f1098dd> | CC-MAIN-2018-30 | http://svrevelations.com/index.php/places/trinidad-tobago/122-10-facts-about-trinidad-tobago.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676590169.5/warc/CC-MAIN-20180718115544-20180718135544-00474.warc.gz | en | 0.953751 | 2,016 | 2.5625 | 3 |
It all began, as you know, with the Declaration of Independence. The Americans stated their case, both as to the disabilities put upon them by the British Crown and as to the kind of government they considered it fitting for men to live under.
The indictment was rejected and the issue was joined in battle. The god of war decided in favor of the Americans, insofar as removing the grievous rule was concerned; but in the establishment of a government to their liking the victors were on their own. Nobody could help them.
Even history could not make a suggestion; for never had there been a political establishment constructed or operating on principles laid down in the Declaration. These principles, moreover, were quite metaphysical, completely outside the realm of experience. They were: (1) that all men are created equal, and, (2) that all men are endowed with inalienable rights. When you come down to it, the two metaphysical concepts are really one. For the postulate of equality did not apply to human capacities or attributes, which are quite unequal and far beyond the scope of government, but to the enjoyment of rights or prerogatives.
In that respect, they maintained, all men must be considered on a par. This was a brand-new base for government. In all political science hitherto known it had been an axiom that rights were privileges handed down to subjects by the sovereign power; hence there was nothing positive about them. A new king or a new parliament could abrogate existing rights or extend them to other groups or establish new favorites.
The Americans, however, insisted that in the nature of things all rights inhere in the individual, by virtue of his existence, and that he instituted government for the sole purpose of preventing one citizen from violating the rights of another. Sovereign power, they said, resides in the individual; the government is only an agency of his will. If it fails to carry out its duties properly, or if it itself presumes to invade his rights, then the moral thing to do is to kick it out.
But, government is not an abstraction; it consists of people, and the inclination of all people is to improve upon their circumstances with whatever skills or capacities they possess and by whatever opportunities they meet up with. The power placed in the hands of this agency to enforce the observance of an equality of rights is in itself a temptation from which only the saintly are delivered.
The Founding Fathers were therefore confronted with a difficult contradiction: men being what they are, a government is necessary; and government being what it is, men must be safeguarded against it. Their recipe was the Constitution. Whether or not the ensuing government would materialize the metaphysics of the Declaration, the Constitution was, at any rate, a definite pattern; and when it was ratified and put into operation, it became the end-product of the Revolution.
To be sure, the Constitution cut corners around the doctrine of natural rights. We must remember that it was, after all, a political instrument, concocted by men. Only in its preamble can such an instrument serve the moralities; its working parts must be geared to the interests of the dominating groups in society, and hence it must be a compromise; to effect the compromise the moralities must be watered down. The Constitution was no exception. The assumed equality of rights was distinctly out of line with the profitable slave trade; owners of large estates wondered how it might affect their business; merchants and manufacturers deemed it dangerous to their preferred position. The Constitution was therefore so framed that the doctrine could not be employed to disrupt the status.
There were many Americans who contended that the profit of the Revolution was liquidated by the Constitution and at their insistence a Bill of Rights was included.
The Basic Social Struggle
The Founding Fathers forged well. Putting aside what it might have been, the Constitution did pay homage to the doctrine of natural rights. It did so by the simple expedient of putting restraints and limitations on the powers of government. We learn from their published statements that the intent of the Founding Fathers was to prevent the despised "democrats," should they come into power, from using it for spoliation. They were quite forthright about it, and not a little could be said in favor of their thesis. In recent years the "mob" they feared has indeed come into power and the result seems to support the contention of Madison, Adams, and Hamilton.
"The postulate of equality did not apply to human capacities or attributes, which are quite unequal and far beyond the scope of government
But regardless of their argument and regardless of their intent, the Constitutional shackles did in fact, though perhaps inadvertently, protect the people in the enjoyment of their cherished rights.
From this we learn a little heeded lesson in social science, namely, that the real struggle that disturbs the enjoyment of life is not between economic classes but between Society as a whole and the political power which imposes itself on Society. The class-struggle theory is a blind alley. True, people of like economic interests will gang up for the purpose of taking advantage of others. But within these classes there is as much rivalry as there is between the classes.
When, however, you examine the advantage which one class obtains over another you find that the basis of it is political power. It is impossible for one person to exploit another, for one class to exploit another, without the aid of law and the force to back up the law. Examine any monopoly and you will find it resting on the State. So that the economic and social injustices we complain of are not due to economic inequalities, but to the political means that bring about these inequalities.
If peace is to be brought into the social order it is not by accentuating a class struggle, but by restraining the basic cause of it; that is, the political power. To bring about a condition of equal rights, which is a condition of justice, the hands of the politician must be so tied that he cannot extend his activities beyond the simple duty of protecting life and property, his only competence.
To the extent, then, that the Founding Fathers delimited the powers of the new government by the system of checks and balances to that extent did they render inestimable social service. And to that extent did they insure the victory of the Revolution.
For about a century and a half the American citizen enjoyed, in the main, three immunities against the State: in respect to his property; in respect to his person; in respect to his thought and expression. Pressure upon them was constant, for in the pursuit of power the State is relentless, but the dikes of the Constitution held firm and so did the immunities. Only within our time did the State effect a vital breach in the Constitution, and in short order the American, no matter what his classification, was reduced to the status of subject, as he was before 1776. His citizenship shriveled up when the Sixteenth Amendment replaced the Declaration of Independence.
The income tax completely destroys the immunity of property. It flatly declares a prior right of the State to all things produced. What it permits the individual to retain is a concession to expediency, not by any means a right; for the State retains the liberty to set rates and to fix exemptions from year to year, as its convenience dictates. Thus, the sacred right of private property is violated, and the fact that it is done pro forma makes the violation no less real than when it is done arbitrarily by an autocrat. The blanks we so dutifully fill out simply accentuate our degradation to subject status.
Demagoguery loves to emphasize a distinction between human rights and property rights. The distinction is without validity and only serves to arouse envy. The right to own is the mark of a free man. The slave is a slave simply because he is denied that right. And because the free man is secure in the possession and enjoyment of what he produces, and the slave is not, the spur to production is in one and not in the other. Men produce to satisfy their desires and if their gratifications are curbed they cease to produce beyond the point of limitation; on the other hand the only limit to their aspirations is the freedom to enjoy the fruits of their labors.
"The American no longer regards his local government as anything more than an agency of the State."
That fact, deep rooted in the nature of man, accounts for the progress of civilization when and where the right of property is recognized, and for the retrogression that follows from its denial. Property rights and human rights are more than complementary; they are identical.
The income tax did more than revoke the immunity of property. It gave the State the means of effectively attacking the immunities of mind and of person; it transferred to the State that sovereignty which, according to the American theory, is lodged in the individual. In the final analysis, sovereignty is a matter of dollars. The more dollars the more sovereignty. The individual is no longer sovereign when his living is dependent on a superior will, when that will becomes dominant by the economic strength behind it.
The edicts of the State are not self-enforcing, since they lack the voluntary support of public opinion, and are therefore only as effective as the size of the police force; but the police force must be paid, and since the payments must come out of the property of those upon whom the edicts fall, there is no standing up to it. Without an FBI, military conscription which violates the immunity of person would be impossible; it failed during the Civil War simply because Lincoln did not have the funds to support such an agency. The Espionage Act which violated the immunity of mind would have been but a piece of paper but for the thugs hired by the State to enforce it.
Bribing the Constitution
Further, the wealth acquired by the State at the expense of the producers enabled it to buy its way into sovereignty. The Founding Fathers put a check on the central power by clearly delimiting its scope, specifying that all other prerogatives, named and unnamed, shall reside in the component and autonomous commonwealths. They knew from experience what a far-away and self-sufficient authority could do to human liberty, and sought to avoid that danger by making local government the residuary of all unspecified power; not that the local politician is different in kind from the national politician, but that his proximity to the people makes him more sensitive to their will.
However, with the advent of the income tax this safeguard lost all meaning, for from then on the local politician was less and less under obligation to his constituents; on the other hand, they fell under his obligation by his ability to hand out gratuities derived from federal grants, for which he gave up nothing but the dignity vested in him by the Constitution. His political preferment is now largely a matter of dispensing federal patronage. The American no longer regards his local government as anything more than an agency of the State.
Thus, the original federation the Union has been superseded in fact by a single, centralized power, and the citizen of the commonwealth has become a subject of that power. The income tax alone made this possible, inevitable.
The transmutation of the Constitution by bribery has also been effected through private channels. The income tax has made the State the largest single buyer in the country and, since "the customer is always right," it is unthinkable that the recipients of its patronage would oppose the State on any issue important to its purposes. Subvention of agriculture, education, and the press has been supplemented by gratuities to sundry pressure groups, all easing the shift of sovereignty from the individual to the State. To top it all off, the capital absorbed by the State, via the income tax, has put it into business in a big way, so that it is now the largest employer in the nation; loyalty to a boss of that potential breeds a peculiar kind of freedom of conscience.
Lost Will for Freedom
Our forefathers were not unaware of the inverse ratio of taxation to liberty. Their experience with the British Crown was still fresh when the Founding Fathers came up with the Constitution, and they scrutinized its taxing provisions most carefully. About the only fiscal power generally conceded to the federal authority was a levy on imports. Hamilton knew this would hardly yield enough to support the establishment contemplated and pleaded with great acumen for the right to levy internal excise taxes. His argument prevailed, but only because, as he pointed out, without this revenue the government would be compelled to ask for the unthinkable: a land tax or an income tax.
And, until 1913, the federal establishment had to get along as best it could with what it picked up from custom duties and a few excise taxes. Its sovereignty was thus contained.
In 1913 the relationship between the State and Society was reversed. Areas which had heretofore been considered within the private domain, sacred ground so to speak, were now invaded by the arrogant and enriched State, and within thirty years the individual was squeezed into a corner so small that even his soul lacked elbow room. His case was far worse than it was in 1776; in exchange for an income tax King George III would have conceded every point made against him by the colonists, and might even have done penance for past sins. But, such was the character of these Americans that they challenged him to battle because he presumed to impose a miserable tax on tea. What they won at Yorktown was lost by their offspring one hundred and thirty-two years later.
Were the disposition of the current crop of Americans comparable to that of their forbears, a new revolution, to regain the profit of the first one, would be in order. There is far more justification for it now than there was in 1776. But, people do not do what reason dictates; they do what their disposition impels them to do. And the American disposition of the 1950s is flaccidly placid, obsequious and completely without a sense of freedom; it has been molded into that condition by the proceeds of the Sixteenth Amendment. We are Americans geographically, not in the tradition. In the circumstances, a return to the Constitutional immunities must wait for a miracle.
Frank Chodorov (18871966), one of the great libertarians of the Old Right, was the founder of the Intercollegiate Society of Individualists and author of such books as The Income Tax: Root of All Evil. | <urn:uuid:7254886a-88fa-4c24-b416-e04e89d2680b> | CC-MAIN-2017-17 | http://ozarkia.net/bill/anarchism/library/TimeforAnotherRevolution.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120187.95/warc/CC-MAIN-20170423031200-00173-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.979087 | 2,958 | 3.359375 | 3 |
LONDON, Aug 8 (Thomson Reuters Foundation) – Governments too often sidestep indigenous people when approving new infrastructure projects on their land, ignoring the potential for sustainable economic growth and environmentally-friendly development, a U.N. expert said on Tuesday.
A landmark United Nations declaration adopted 10 years ago declared authorities should seek consent from indigenous people before starting new infrastructure projects like mines and dams.
But even governments that adopted the declaration sometimes seek shortcuts to work around it, said Victoria Tauli-Corpuz, U.N. Special Rapporteur on the Rights of Indigenous People.
“There is really a great misconception and misunderstanding that enforcing indigenous peoples’ rights is usually an obstacle to national development,” she told the Thomson Reuters Foundation in an interview.
Indigenous people have customary claims to two thirds of the world’s land but are legally recognised as holding only 10 percent, according to think thank World Resources Institute (WRI).
U.N. standards stipulate companies should adhere to the principle of free, prior and informed consent, meaning a community has the right to give or withhold its consent to proposed projects that may affect the lands they customarily own, occupy or otherwise use.
A 2016 study of 50 companies showed only 10 percent referred to the principle when negotiating with communities over land.
Without title deeds proving ownership, communities may find their land is taken over for major development projects, which Tauli-Corpuz said governments often wrongly assume locals would oppose even before speaking to them.
“In many cases indigenous people…just want to be consulted, they want to be participating in the decisions that are made,” she said by phone on the eve of the International Day of the World’s Indigenous Peoples on Wednesday.
Involving indigenous people in the management of natural resources also ensures these are exploited in a sustainable way, said Tauli-Corpuz.
Research showed indigenous communities played an important role in the preservation of forests in the Philippines and Brazil, she said.
“If indigenous peoples’ rights are respected then there are better chances of really sustainably conserving and using these natural resources,” she said.
Failing to engage with indigenous communities generally leads to discontent and conflict, which also hampers economic growth, said Tauli-Corpuz.
At least 200 land rights activists were killed in 24 countries in 2016, making it the deadliest year on record, according to human rights watchdog Global Witness. Almost 40 percent of those murdered were indigenous.
An estimated 370 million indigenous people live spread across 70 countries, according to U.N. data. | <urn:uuid:f4ed42d0-5839-4321-a86f-59ed0205f3da> | CC-MAIN-2017-39 | http://rightsandresources.org/en/blog/engaging-indigenous-people-benefits-business-environment-u-n-expert/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818686705.10/warc/CC-MAIN-20170920071017-20170920091017-00683.warc.gz | en | 0.953417 | 540 | 3.015625 | 3 |
How to Use the 250th Anniversary of the American Revolution in New Jersey Resources in aHigh School Social Studies Classroom
By: Lucille Finnegan
Abstract: This article seeks to provide other high school educators with some concrete methods for implementing the NJCSS’ resources on ordinary individuals from the American Revolution into their classroom. This article offers educators multiple ways to integrate the decision activities and the associated resources into a unit on the American Revolution.
For the past two years, educators have conducted meaningful research on the lives of ordinary individuals in New Jersey, who were present during the American Revolution. They have uncovered stories of individuals torn between the loyalties of their family members, Native Americans dealing with the aftermath of fraudulent land deals, and women trying to survive in the midst of war. These stories are engaging and illuminating, but not well known. Thus, below, I recommend different student-centered ways to implement these stories into your classroom.
Using the Decision Activities
The decision activities could be used extensively in a Revolutionary America unit centered around a question such as: “How were the lives of women, African-Americans, and Native Americans impacted by the Revolution?” As an introduction to this unit, students could engage in inquiry based learning by investigating the decision activities of a certain group or individual. For example, one group could study women and could explore the lives of Margaret Hill Morris and Annis Boudinot Stockton. To guide students through the decision activities, students could fill out a graphic organizer similar to the one featured in Exhibit 1 (see below). After each group had read through the decision activities and completed their respective graphic organizers, students could jigsaw with the different groups to learn what other groups had discovered before culminating in a full class discussion. Stating a claim and supporting it with evidence is an important disciplinary skill in social studies.
If a teacher did not want to center their American Revolution unit solely on the question mentioned above, these activities could be very easily integrated into a unit as extension activities. For example, if students were considering how African-Americans were involved in the Revolution, they could consider the story of Samuel Sutphen, an enslaved African-American from Hunterdon County who served as a replacement soldier for his enslaver. For classrooms looking at how the American Revolution was in many ways a civil war, the Guillam Demarest decision activity would be useful. For others looking at Native Americans, I suggest using the Chief Tishcohan decision activity.
Using the Decision Activities in Conjunction with the Hamilton Education Program
Additionally, these decision activities could be used as a starting point for students participating in the Hamilton Education Program, a program run by the Gilder Lehrman Institute. The Hamilton Education Program challenges students to make a performance piece (a song, skit, poem etc.) based on a key event or individual’s life from the founding period of the United States. Since these decision activities highlight the fascinating stories of individuals from the Revolutionary War period, they would serve as excellent base material for any performance piece. Additionally, the primary sources associated with these decision activities would also enable students to conduct the necessary research the program requires (see the Annotated Directory of Resources). For more information on the Hamilton Education program, please visit this page.
Using the Annotated Directory of Resources on the American Revolution
Alternatively, teachers could integrate the primary sources gathered by this project into their classroom by having students explore the Annotated Directory posted on the website. This type of lesson could be done at the beginning of the school year, when students are first learning how to analyze primary sources. After learning how to identify the author, the author’s purpose, the intended audience, and the point of view of a primary source, students could then apply their analysis techniques to one (or more!) of the primary sources located in the Annotated Directory of Resources. Students could use a graphic organizer similar to Exhibit 2 (see below) to assist them in their research and improving their required proficiencies relating to Sources and Evidence.
Exhibit 1: Sample Graphic Organizer
EQ: How were the lives of women, African-Americans, and Native Americans impacted by the Revolution?
What did you learn about this individual’s life?
What decision did you make? Why did you make that decision?
How does this decision activity help you answer the essential question?
Margaret Hill Morris
Annis Boudinot Stockton
Exhibit 2: Sample Primary Source Analysis Research Organizer
Name of Document: ________________________________
Who is the author? When was it written? What do you know is happening around the time it was written?
Who is the author’s intended audience? How do you think this affects what/how they are writing?
What is the author’s purpose? How do you think this affects what/how they are writing?
From what perspective is this author writing from? How do you think this affects what/how they are writing?
Rev. Calvin Cornelius Fairbank was born November 3, 1816 in Pike, Wyoming County, NY. He began his academic studies at a seminary in Lima, Livingston County, NY, and became a licensed preacher in 1840. In 1842 he was ordained an elder in the Methodist Episcopal Church, and he graduated Oberlin College in Ohio two years later. At Oberlin he met John Mifflin Brown (1817-1893), a bishop in the African Methodist Episcopal (AME) Church and an Underground Railroad activist.
Fairbank was a radical abolitionist who not only spoke out against slavery, but actively worked to free as many enslaved people as he could. “Forty-seven slaves I guided toward the North Star, in violation of the state codes of Kentucky and Virginia,” he wrote. “I piloted them through the forests, mostly by night, – girls fair and white, dressed as ladies; men and boys, as gentlemen or servants – men in women’s clothes, and women in men’s clothes; on horseback, in buggies, in carriages, common wagons, in and under loads of hay, straw, old furniture, boxes and bags; crossed the Jordan of the slave, swimming, or wading chin deep, or in boats, or skiffs, on rafts, and often on a pine log. And I never allowed one to be recaptured. For aiding these slaves to escape from their bondage, I was twice imprisoned, – in all seventeen years and four months; and received… thirty-five thousand, one hundred and five stripes from a leather strap…”
Fairbank helped free an enslaved person for the first time in 1837. While piloting a lumber raft down the Ohio River he ferried a slave across the river into free territory. He often guided escaped slaves to Levi Coffin who helped arrange further transportation north for thousands of people.
Fairbank was arrested for helping to transport Lewis Hayden, his wife Harriet and Harriet’s son Joseph by carriage to freedom in Ohio. He was tried in 1845 and sentenced to 15 years, five years for each of the slaves he helped free. Serving his sentence in the Kentucky State Penitentiary in Frankfort, he was pardoned in 1849 using money raised by Hayden from his new neighbors in Boston. Two years later he was arrested again for helping an enslaved man named Tamar escape Kentucky to Indiana. In November 1851, marshals from Kentucky, with the help of the sheriff of Clark County, Indiana and Indiana Governor Joseph A. Wright, abducted Fairbank and took him back to Kentucky. In 1852, he was again sentenced to 15 years. While imprisoned in the Frankfort Penitentiary he was the victim of harsh treatment, including being frequently whipped (he believed he had received some 35,000 lashes while imprisoned). From 1844 to 1870, Kentucky imprisoned at least 44 people for helping to free enslaved people. The last man was released in 1870, five years after the end of the Civil War. Eight of those imprisoned died prisoners.
Late in the Civil War, in 1864, Fairbank was pardoned by Acting Kentucky Governor Richard T. Jacob. He later wrote a memoir, published in 1890, Rev. Calvin Fairbank During Slavery Times: How He “Fought the Good Fight” to Prepare “the Way.” He died in near-poverty in Angelica, Allegany County, NY. Rev. Calvin Cornelius Fairbank was inducted to the National Abolition Hall of Fame and Museum in Peterboro, New York in October 2022.
Rev. Calvin Fairbank During Slavery Times (1890) (Excerpts)
“I took license to preach in 1840, and in 1842 was ordained an elder in the Methodist Episcopal Church, and closed my course of study, graduating in 1844. One incident, more than anything else outside of my organization, controlled and intensified my sentiments on the slavery question. It was this: I went with my father and mother to Rushford to quarterly meeting when a boy, and we were assigned to the good, clean home of a pair of escaped slaves. One night after service I sat on the hearthstone before the fire, and listened to the woman’s story of sorrow. It covered the history of thirty years. She had been sold from home, separated from her husband and family, and all ties of affection broken. My heart wept, my anger was kindled, and antagonism to slavery was fixed upon me. “Father,” I said, on going to our room, “when I get bigger they shall not do that;” and the resolve waxed stronger with my growth.”
I grew to manhood with a positive, innate sense of impartial liberty and equality, of inalienable right, without regard to race, color, descent, sex or position. I never trained with the strong party simply because it was strong. From the time I heard that woman’s story I felt the most intense hatred and contempt for slavery, as the vilest evil that ever existed; and yet I supposed the institution provided for and protected by the United States Constitution, and legally established by every slave state; and when, previous to investigation, I repeatedly aided the slaves to escape in violation of law, I did it earnestly, honestly, in all good conscience toward God and man.
Coming within the influence of active anti-slavery men at Oberlin, Ohio, I was led to examine the subject in the light of law and justice, and soon found the United States Constitution anti-slavery, and the institution existing in violation of law. My conclusion in regard to the anti-slavery character of the Constitution of the United States was based on common law, on its interpretation by the whole civilized world, and the recognition of self-evident truth as the basis of that interpretation, viz.: “Where rights are infringed, where fundamental principles are overthrown, where the general system of the law is departed from, the legislative intention must be expressed with irresistible clearness, in order to induce a court of justice to suppose a design to effect such object.”
This conclusion enabled me to act without misgiving, as to my obligation to the General Government. I was no longer under obligation to respect the evil institution as protected by the Government, but was free to condemn slavery and the slave code, — free to follow the promptings of duty.
Finding, then, the diabolical institution unprovided for — finding it positively prohibited—finding it to be a conceded fact by our best statesmen, North and South, that not a state in the Union had slavery established by law, I concluded, upon the highest authority in the universe, that slavery was chronic rebellion, and that I was not only justified, but bound by the “higher law,” to oppose it in defense of an oppressed people. From that time I never allowed an opportunity to aid the fugitives to pass unimproved; but when men and women came to me, pleading the “Fatherhood of God,” and the brotherhood of man, I did all in my power to set them free, subjecting myself to imprisonment and the deepest suffering.
Forty-seven slaves I guided toward the North Star, in violation of the state codes of Virginia and Kentucky. I piloted them through the forests, mostly by night, — girls, fair and white, dressed as ladies; men and boys, as gentlemen, or servants, — men in women’s clothes, and women in men’s clothes; boys dressed as girls, and girls as boys; on foot or on horseback, in buggies, carriages, common wagons, in and under loads of hay, straw, old furniture, boxes, and bags; crossed the Jordan of the slave, swimming, or wading chin deep, or in boats, or skiffs, on rafts, and often on a pine log. And I never suffered one to be recaptured. None of them, so far as I have learned, have ever come to poverty, or to disgrace. I have visited a score of those families, finding them all industrious, frugal, prosperous, respectable citizens.
For aiding those slaves to escape from their bondage, I was twice imprisoned — in all seventeen years and four months; and received, during the eight years from March first, 1854, to March first, 1862, thirty-five thousand, one hundred and five stripes from a leather strap fifteen to eighteen inches long, one and a half inches wide, and from one-quarter to three-eighths of an inch thick. It was of half-tanned leather, and frequently well soaked, so that it might burn the flesh more intensely. These floggings were not with a rawhide or cowhide, but with a strap of leather attached to a handle of convenient size and length to inflict as much pain as possible, with as little real damage as possible to the working capacity.
In what decade did Calvin Fairbank become a member of the clergy?
What “incident’ convinced Rev. Fairbank to organize his life to oppose slavery?
Rev. Fairbank believed in a “positive, innate sense of impartial liberty and equality, of inalienable right, without regard to race, color, descent, sex or position.” In which foundational American document(s) do those ideas appear?
What was his initial view of the United States Constitution?
How did his view of the Constitution and the government change?
How many freedom seekers did Fairbank assist on the Underground Railroad?
What happened to Fairbank as a result of his activity on the Underground Railroad?
Rev. Calvin Fairbank was recently inducted into the National Abolition Hall of Fame and Museum in Peterboro, New York. In your opinion, did he merit this honor? Explain.
Antisemitism in America was not only widespread but went almost unnoticed in regard to the media prior to the Holocaust. This ideology was likely a result of the hold that Christianity had on many people’s lives, coupled with traditions of American culture. Dr. Baruch Braunstein spoke about this phenomenon in his speech A Symptom of the Disease that Kills Great Nations in December of 1939, right as the Second World War was beginning in Europe. Dr. Braunstein explained antisemitism within America and how it should be America’s greatest concern due to its relation to the persecution that was happening in German-occupied Europe. Dr. Braunstein does this through his use of powerful messages, such as how “if a nation closes itself off from others, it will fall and not be able to progress,”suggests that America is attempting to keep different ideas, religions, and cultures out, and in doing so is only harming themselves. Dr. Braunstein exclaimed that Americans should change their opinions on and reaction to Jewish people, in order to help further America by increasing tolerance of different people and their cultures.
Antisemitism within America was rising leading up to World War II because of the notion that Jewish people and other minority groups were the cause of America’s greatest issues even though they had been persecuted for centuries. Many Jewish Americans chose to ignore antisemitism and the persecution that was happening in America and abroad leading up to the war believing that they were not the ones being harmed.2 This led to a cultural separation of Jewish people and helped the American Jewish people look past what was going on abroad. This disconnect allowed antisemitism to continue in the United States because Jewish people were less likely to point out or condemn it when they saw it happening. But antisemitism was not only happening in Europe and in American cities, it was prevalent in the American government.
The American government continued to stay out of the Second World War physically, yet by allowing widespread antisemitism to continue, the American Government made a statement about where the nation stood when it came to antisemitism. Many politicians at this time were known to have had antisemitic ideologies, even President Roosevelt had antisemitic ideologies during his presidency, believing that Jewish people should not immigrate to America or seek refuge here. The Roosevelt administration also refused to allow refugees that were fleeing German-occupied nations, never increasing their quotas for the number of Jewish refugees.
While Roosevelt’s antisemitic ideologies were not always public, many came to light because of the Morgenthau Project after Roosevelt’s death.The Morgenthau project, created after FDR’s presidency, discloses many private conversations the President had with colleague Henry Morgenthau through the digital archiving of Morgenthau’s private diary entries and letters.These letters revealed some of the policies and ideologies that President Roosevelt held which might not have been formerly made public. Included in these documents was a letter that Roosevelt had sent to Morgenthau about his idea to “spread thin” the Jewish and other immigrants that came to America. Roosevelt believed that immigrants of the same ethnicity or background should not settle together, but instead should be spread thinly around America in order to not “disrupt” the original cultural and political ideologies of the areas they settle.This ideology was not only anti-immigration but antisemitic, as well. Roosevelt believed that the Jewish people entering America would somehow alter and degrade the ways in which America would continue to run.
President Roosevelt in liaison with other government officials had a plan he called the M-project, not to be confused with the Morgenthau Project that was previously discussed. The M-project or “migration project” was an idea of what to do with the European migrants, particularly Jewish migrants, that were expected to be displaced at the end of the Second World War. The M-project was created in 1942, years prior to the end of the war, and was greenlit in secret by the president, who commissioned journalist John Franklin Carter and anthropologist Henry Field to create a survey of regions that would be suitable for Jewish people to live. President Roosevelt created this project in an attempt to find places in and out of the United States for Jewish refugees to be placed after the war. This concept was created in secret due to the antisemitic and controversial nature of the project. This project perpetuates the antisemitic and anti-immigration ideologies that Roosevelt had throughout his presidency.
During Roosevelt’s presidency, he attempted to show his support for the Jewish people being persecuted, but did not make headway in his efforts. Roosevelt set up an international conference called the Evian Conference in July of 1938 in order to address the issues arising in Germany at the time. At this conference, many nations agreed that Jewish people needed to be helped and that their laws about refugees should change. Despite this, most nations did not change the number of refugees they would allow, even though they “expressed sympathy for the refugees.”7 These nations would not allow them within their boundaries for fear of being taken over by Germany, and being dragged into the war. Instead of allowing more Jewish immigrants or refugees into the United States, President Roosevelt continued to display consistent performative activism by discussing the issue while making no legitimate attempts to help Jewish people. The lack of change after the Evian conference showed not only Nazi Germany that they could continue the persecution of Jewish people, but also showed Americans that there was no real movement to help Jewish people and that they could continue in their hateful ways. The United States continued to allow a limited number of Jewish immigrants during the war, and only ever approved 1000 Jewish refugees to enter America. President Roosevelt was more interested in performative activism than in supporting the Jewish people being prosecuted and murdered throughout German-occupied Europe. The lack of action from President Roosevelt influenced the way antisemitism and the holocaust were viewed in America until the United States joined the war.
Leading up to the Second World War, there was an abundance of antisemitism throughout America, much of which went ignored by the average citizen. Many Americans had very negative ideologies about Jewish people, and stereotypes ran rampant through the media. Historian Leonard Dinnerstein suggests that the increase in antisemitism at this point was in part due to the increased aggravation and suspicion of outsiders, with many other groups suffering from prejudice as well. Antisemitism at this time was not seen as an issue by non-Jewish Americans, and lacked media attention from gentile groups. Notably, a study done in November of 1938 showed that 52.5 percent of Americans believed there was very little hostility toward Jewish people in America, even though similar studies show that antisemitism was on the rise in the years leading up to World War II.In an attempt to change the tides of antisemitism, small video and audio updates about the progression of the war in Europe–called Newsreels–would play before movies and on the radio during the Interwar years from 1934 to 1938. They often informed people about foreign affairs such as the Annex of Austria and other nations.However, many Americans were wary about the specifics of the information that they consumed, due to the large amounts of misinformation and propaganda that Americans received during the First World War. The American Institute of Public Opinion found that in January of 1943, 29% of people thought that it was untrue that 2 million Jewish people had been killed since the beginning of the war.With almost a third of Americans remaining unsure about the information they consumed about the war, a change in America’s views about Jewish people seemed unlikely.
1 Braunstein, Baruch. 1939 “A Symptom of the Disease that Kills Great Nations.” Transcript of speech delivered at Institute on Contemporary Jewish Affairs in Washington D.C., December 12th, 1939.
Rafael Medoff, “What FDR Said about Jews in Private,” Los Angeles Times (Los Angeles Times, April 7,
The Use of Social Framework as an Analysis of a Historical Event
A “social framework” is a way that the public perceives a specific event that is ongoing or is being analyzed. Learning how something is socially constructed is by analyzing the primary sources of the specific event one is talking about. Primary sources include newspaper clippings, speeches, government documents, etc.… Social framework determines if a historical event is genuinely bad or genuinely good, but sometimes social frameworks of historical events are not completely true. When analyzing traditional history, generally speaking, top-down, it’s difficult to see what is going on at the smaller more local levels of society. Put this way, traditional history is usually analyzed from the top-down perspective, an analogy would be looking at a battle and looking at the battle from the general’s perspective. So an alternate way to determine the social framework would be taking the social-historical route where when analyzing an event, again back to the battle example, one can see the soldier’s perspective of the battle and how bullets were flying by, no food, seeing their friends being killed. Taking the social history route is key when discussing a lot of historical events. For example, during the crack epidemic, many politicians and rich people were not affected and they are at the top of society, therefore they never realized what life was like for people in those positions. During the crack epidemic, there were not many primary sources that were actually showing and displaying some of the characteristics that were shown during the heroin epidemic. So, the differences between the crack epidemic and the heroin epidemic were that first off there was a racialized component, and second that the crack epidemic was seen from that top-down analysis, and the heroin epidemic was seen from the social history approach
A way to show the racial privilege effect of the crack epidemic is the way that the epidemic was framed socially compared to other drug epidemics. Sadé L. Lindsay, author of Drug Epidemics and Moral Crusades: The Role of Race in Framing Issues of Substance Abuse explains the idea of public perception perfectly. Lindsay discusses the crack epidemic and the heroin epidemic and how they were both framed in the public eye. In one section of her research, Lindsay describes her findings on personal narratives in newspaper articles. Prior, Lindsay discusses how the heroin epidemic primarily hit suburban neighborhoods which are predominantly areas that affect white people, and how the crack epidemic hit inner cities which predominantly affect areas of African Americans. In her findings, Lindsay cited an article from the New York Times that stated “Everyone’s dream child… She was in the honor society, a cheerleader, and sang the national anthem at school events” (Sade, 2017, p.2) and described this quote as a “positive characterization of heroin addicts was common from family and friends who were given the opportunity to discuss their heroin-addicted loved ones.” (Sade, 2017 Page24) When a media outlet describes victims of a drug-related death as positive, it gives a sense that what’s going on is a tragedy which is true. A tragedy in one drug-related death during a drug epidemic should be applied across the board regardless of what drug caused the death, but when it comes to the crack epidemic, Lindsay quoted an article from the Washington Post stating “[Crack] users typically binge without eating, sleeping, or bathing until their crack and money are gone and they collapse physically… addicts break into vacant buildings to smoke and share pipes. They also share common squalor (WP 1988).”(Sade, 2017 Page 26) Stating that the victims of a drug epidemic are unhygienic and physically unhealthy gives a negative connotation to them and is completely opposite of the heroin epidemic. With the heroin epidemic affecting whites, the media gives sympathy for them and praises the victims for how good their life was and how they got ruined by heroin. When the media covers the crack epidemic, there is no sympathy at all but rather a somewhat condescending attitude toward victims and most of the victims of the crack epidemic were blacks in inner cities.
To prove the difference in the social framework of the two drug epidemics, an article by the New York Times and by STAT news were drawn. Crack’s Destructive Sprint Across America written by Michael Massing, in 1989, discusses the effects of the crack epidemic while Behind the photo: How heroin took over an Ohio town written by Casey Ross, in 2016, discusses the heroin epidemic and its effects in small towns in Ohio. In Massing’s article, he stated many negative connotations of the crack epidemic specifically drawn into New York City. Massing discusses how the neighborhood of Washington Heights used to be an excellent vibrant cultural melting pot then states now if you “Wander off Broadway, though, and the neighborhood quickly seems like an American nightmare” (Massing 1989) giving a bad reputation to a neighborhood and people that lived in it as a whole. Massing also went on to state that “in Harlem, in South Jamaica, Queens, in the Brooklyn neighborhoods of Bushwick and Brownsville, poor young blacks – jobless, uneducated and desperate – hungered for a piece of the ”crazy money” crack offered”(Massing 1989) again going back to what Sade stated, the use of condescending labels was put onto the people who were affected even going as far to state that “the gangs did their job only too well, killing 800 people by election day” (Massing 1989). In Ross’s article about the heroin epidemic, they hone in on a personal narrative rather than the heroin epidemic as a whole, again a statistic that Sade stated would be popular in comparison to the articles. The heroin epidemic has caused many people to overdose right in front of their children, in an interview with paramedic Christine Lerussi she stated “do you know how many houses we go into that the kids are sitting on the couch watching us?” (Ross,2016) as the newspaper article is sort of portraying a need for sympathy. A photo was taken by police of two parents overdosed in a car with a child in the back screaming for help, and the police department decided to put it on their Facebook as “Their decision to put it on Facebook was, in some ways, a cry for help.”(Massing 1989) It’s understandable to seek sympathy for victims in all aspects of a drug epidemic, but when the epidemic gets racialized, it’s seen that there is no sympathy for African Americans. Referring back to Sade she states that “largely frame the heroin epidemic as a public health concern by humanizing heroin addicts through personal narratives and advocating for collective action” (Massing 1989) but “the crack epidemic was framed as a public safety concern that emphasized punishment and crime prevention” (Sade,2017, p. 2), which is what can be seen between an analysis of both of these articles. Crack was dehumanizing, patronizing, and condescending acting as if the victims were not to be cared about. A drug epidemic again is a sad deal, but the application of sympathy through personal narratives should be applied equally when discussing both of them.
The Schlieffen Plan was an offensive military strategy that contributed to Germany’s defeat in World War I. The purpose of this plan was for Germany to break up a two-front war between France and Russia. Germany produced the idea of the Schlieffen Plan due to Field Marshal Alfred von Schlieffen. Alfred Von Schlieffen was a former Chief and General Staff of the German Army. Schlieffen was successful as a Chief and General Staff. For example, before World War I began, Germany was successful in battles such as “smashing the Danes in 1864, the Austrians in 1866, and the French in 1870-71.” (Bolger, 1). Instead of continuing to run the same plan, Schlieffen was overconfident that he wanted to design a new plan for Germany. The Schlieffen plan according to Schlieffen took inspiration from “Hannibal Barca of Carthage during the Battle of Cannae.” (Bolger, 1). Hannibal during the Battle of Cannae inspired Schlieffen that Hannibal was known for attacking such as “swinging in both of his flanking contingents, bagging the stunned Roman legionaries.” (Bolger, 1). Germany agreed to an alliance with Austria-Hungary, which led them to a two-front war between France and Russia.
Not only did Germany have to deal with France and Russia, but the plan also failed dramatically in World War I due to them entering through Belgium, not having enough resources, and underestimating France and Russia.
The Schlieffen Plan was designed for Germany to defeat France in six weeks before Russia could mobilize. The reason Schlieffen gave an estimated timeline of six weeks is that Russia suffered considerable damage to Japan during the Russo-Japanese War. While Schlieffen was planning to attack France, he had to think about where he had to send his troops to. Schlieffen decided to send his troops up North instead of South because the Swiss army was “ready for war and the passes through the Jura mountains.” (Foley, 226). So, they decided to enter through Luxembourg and Belgium. His reasoning behind this is that Luxembourg “possesses no army, and through Belgium, which will withdraw its relatively weak army into its fortress.” (Foley, 226). While the Schlieffen Plan initially seemed that it was going to be successful, when the Germans entered Belgium, it violated a treaty forcing Britain to declare World War I. The significance of the Schlieffen Plan was for Germany to “capture Paris before France’s allies could join the battle.” (Reid,1). Due to Britain declaring war, the plan was less likely to be successful because the purpose of the plan was for Germany to conquer Paris without one of their alliances joining them. Not only did Germany incite Britain to declare war by entering Belgium, but they also underestimated Russia and France throughout World War I. This led to the Schlieffen Plan being a failure in World War I. The failure of the Schlieffen Plan illustrates how a lack of planning and respect for the opposition had repercussions that led to the greater conflict of World War I.
The Schlieffen Plan was a failure in World War I due to Kaiser Wilhelm II being overconfident. For example, before World War I began, the French were not successful when it came to wars. Daniel Bolger, a writer for the Army Magazine, discussed “Schlieffen’s Perfect Plan” and “the war of 1870-71 indicated that France could not beat Germany.” (Bolger, 1). The purpose of the Schlieffen Plan was for Germany to “keep France isolated.” (Bolger, 1). Instead, what happened to Germany was that Kaiser Wilhelm II did not keep good relations with the Russians. The reason he did not keep good relations with Russia is that he believed that the Russians were not prepared for war after the outcome of the Russo-Japanese War. Not only did Wilhelm II believe that Russia was not prepared for war, but he was also overconfident and not afraid of a two-front war between France and Russia. Before Wilhelm II took office, Germans such as Chancellor Otto von Bismarck were trying to keep a good relationship with Russia. Since the goal of the Schlieffen Plan was to “isolate France,” “Bismarck wove elaborate diplomatic schemes to ensure good relations with Russia.” (Bolger, 1). Germany had a good relationship with Russia before Wilhelm II took office. The reason Wilhelm II was a major problem for Germany was that he did not agree with Bismarck’s idea of keeping an alliance with the Russians. When Wilhelm II took over, “he dumped Bismarck, while he watched Russia and France create an alliance.” (Bolger, 1). Not only did Wilhelm fire Chancellor Bismarck, but he was also overconfident in World War I, which gave Germany a huge disadvantage. For example, Daniel Bolger on page one emphasizes that “Wilhelm II didn’t fear a two-front war and was confident in Germany’s burgeoning strength, he intended to win it.” Not only was Kaiser Wilhelm II overconfident in World War I, but General Alfred Moltke was also guilty of being overconfident with the Schlieffen Plan.
Moltke’s overconfidence in the Schlieffen Plan resulted in its failure. Since Wilhelm II burned bridges with the Russians, Alfred Von Schlieffen had to produce a plan to defeat a two-front war between France and Russia. Before Wilhelm burned bridges with Russia, the Schlieffen Plan was designed for Germany so that they “must make our right-wing strong and extend it as far west as possible.” (Foley, 225). So, what Schlieffen did with the plan is that he attacked up North through Belgium and Luxembourg. The reason Schlieffen did this was due to the mountainous terrain of Switzerland, as well as their army. In addition, Schlieffen wanted to do this due to the flat terrain of Belgium and Luxembourg helping the Germans send their troops. Another reason Schlieffen attacked through Belgium instead of France was to avoid the strong defended French Border fortifications through the South.” (Reid, 10). On the other hand, the problem with Wilhelm II was that he made things complicated after not setting up good relationships with Russia. This led to General Moltke staying offensive in a two-front war between France and Russia. Due to the German’s overconfidence in World War I, they continued to use the Schlieffen Plan. General Moltke was overconfident in World War I because he continued to use the Schlieffen Plan in 1915 when it was proven to be a failure in 1905. The Schlieffen Plan was a failure since Alfred Von Schlieffen left his own plan. For example, “some surviving military leaders blamed the deceased Moltke, claiming he perversely ignored a plan for sure victory that Schlieffen supposedly left.” (O’Neil, 806). What Moltke did to the Schlieffen Plan is that he changed the plan, which made the plan a failure during World War I. Before World War I even began, General Moltke “weakened the Schlieffen Plan even before the start of World War by Tannenberg worries and had a nervous collapse before the two sides made their race to the Channel.” (Gadfly). The French were not good compared to the Germans but their leaders being incompetent, helped the French defeat the Germans.
Alfred Von Schlieffen was also to blame for the Schlieffen Plan. Even though the Schlieffen Plan was designed for Germany to beat France in six weeks and then defeat Russia, “Schlieffen did not give any instructions for adhering to a precise and imperative timetable; he even allowed for the whole advance to be brought to a temporary halt if it became necessary to deal with a British landing on the northern coast of France.” (Holmes, 514). For example, the reason Schlieffen said six weeks is that it was an estimate. According to Buchholz, “Russian forces were expected to cross the German border by the fortieth day after mobilization.” (Holmes, 514). This quote supports that Schlieffen estimated that it would take six weeks to beat France while Russia would take a long time to mobilize. Schlieffen’s switching to a new plan cost Germany from being successful during World War I. Even though Schlieffen took many years to prepare for the war, it was not successful due to the plan being reckless. For example, the Schlieffen Plan was not “a rational war plan but a reckless adventure: In Herwig’s words, “fourteen years of General Staff work came down to a gambler’s dice.” (Holmes, 514). The reason the Schlieffen Plan is described as a “gamblers dice” is that the plan did not give any timeline on when Russia would mobilize, how long it would take for them to defeat France and they underestimated Belgium, France, and Russia during World War I. For example, some “German commanders like Cluck and Bulow, as well as the royal commanders, were either too old (them) or not fully competent for general reasons (some of the royals).” (Gadfly). Another reason Schlieffen was overconfident about his own plan is that he was confident to switch things up. Historians believed that the Schlieffen Plan was “a sobering reminder of the high price of military arrogance.” (Bolger, 76). Since Schlieffen wanted the Germans to march through Belgium, the Schlieffen Plan became one of the causes of World War I.
Since the Germans were afraid of Switzerland due to its terrain as well as their army, the Germans decided to enter through Belgium. When the Germans marched through Belgium, they violated a treaty that England had with them in 1839. The treaty of London was to make Belgium neutral throughout World War I. The reason Great Britain wanted Belgium to stay neutral throughout World War I is that Great Britain was afraid of the expansion of Germany through Western Europe. Since Schlieffen decided to enter Belgium, Britain decided to join forces with France in World War I. The purpose of the Schlieffen Plan for Germany was for them to capture France without one of their allies joining them. Germany should have done a better job on “geopolitics such as not doing international law violations of Britain’s blockade by extension later in the war.” (Gadfly). Due to the Germans trying to expand through Western Europe through the Schlieffen Plan, caused the plan to fail drastically as well as it made Great Britain join forces with France. Not only did the Schlieffen Plan cause Great Britain to join World War I, but Germany also had a lack of resources that caused the plan to fail dramatically during World War I.
Germany’s lack of resources, including the number of railroads and troops, resulted in the plan’s failure. The Schlieffen Plan was a big project that needed several pieces of equipment. For example, what Schlieffen was trying to do was build a railroad through Luxembourg as well as Belgium. Building a railroad takes a long time and it was difficult for Germany to build one on Belgium territory. The reason it was difficult for the Germans to build a railroad in Belgium is that “Belgium refused Germany’s request to match troops through Belgian territory.” (Reid, 10). When the Germans tried to build railroads, Belgium destroyed them. Another reason General Moltke was overconfident during World War I is that the Germans did not have enough resources such as troops to be sent over to France. According to Schlieffen, “the German army would need at least 48.5 corps to succeed with an attack on France by way of Belgium.” (Holmes, 193). Instead, General Moltke switched up the plan by changing the original plan that Schlieffen had. The difference between what General Moltke did compared to Schlieffen is that Moltke “reduces the strength of the right-wing.” (Holmes, 193). What Holmes is referring to in his book is Moltke having fewer troops compared to Schlieffen. While Schlieffen said that the Germans need “48.5” troops for the plan to be successful, Moltke had different ideas. Instead, General Moltke had only, “34 corps at his disposal in the west.” (Holmes, 193). Not only did Moltke have fewer troops than Schlieffen intended to have, but he also had troops in a different location than Schlieffen such as being in the West rather than the North. Due to Moltke being overconfident, he believed that the Germans would be fine with a lack of troops. For example, Schlieffen believed that “the defensive is the stronger form of war.” (Holmes, 213). Moltke on the other hand believed that “the stronger form of combat lies in the offensive’ because it represents a striving after positive goals.” (Holmes, 213). Moltke later explains that the “offensive could make up for a lack of numbers.” (Holmes, 213). Terrence Holmes is not the only author that highlights Germany’s lack of troops during World War I. Since Germany was suffering from a lack of troops, it made it difficult for them to “invade Belgium, Germany’s advance was slow.” (Reid, 10). Not only did the Germans suffer from a lack of resources, but the Schlieffen Plan also failed due to aerial reconnaissance.
The Germans were superior on land rather than air. The Germans were successful due to aerial reconnaissance, which helped them win the Battle of Tannenberg. For example, “The combined result of German radio intelligence and aerial reconnaissance by both aircraft and Zeppelin dirigibles enabled General von Hindenburg to score a stunning victory over the Russian forces at Tannenberg.” (Hussain). Even though aerial reconnaissance helped the Germans win the Battle of Tannenberg, it gave France and England a huge advantage while the Germans tried to do the Schlieffen Plan. The importance of aerial reconnaissance for the British and French is that it helped them find “the change in orientation of von Kluck’s formation towards the new axis was spotted.” (Hussain). Since the British and French knew where the Germans were going due to aerial reconnaissance, it helped them win the Battle of Marne. For example, “Paris was saved, and the war shifted from the Schlieffen Plan to the bloody trench warfare.” (Hussain). Not only did aerial reconnaissance help the French and British understand where the Germans were, aerial reconnaissance actually “stalled the German offensive at Marne that ground the revolving door at a halt.” (Hussain). As Hussain later says in his article, the Germans were stuck in trench warfare rather than using the Schlieffen Plan. Aerial reconnaissance forced the Germans to stop being offensive as well as it helped stalled them during World War I. Although aerial reconnaissance was a key factor as to why the Schlieffen Plan failed, geography was also a key factor for them.
The geography made it difficult for Germany to deal with a two-front war between Russia and France. Since Kaiser Wilhelm II fired Otto von Bismarck, the Germans did not have good relations with Russia. This made the Schlieffen Plan difficult because the plan was originally designed for the Germans to just capture Paris before an alley joined them. The reason the Germans went through Luxembourg and Belgium was that they were both neutral and flat countries. In addition, the Germans did not go through France because the Germans wanted to “avoid the strongly defended French border fortifications through the South.” (Reid, 10). The reason the French improved their borders was that the French lost to the Germans in 1870- 71 and lost the “provinces of Alsace and Lorraine.” (Bolger, 10). Not only could the Germans not go through France due to their improved borders, but they would also have had a tough time if they had gone through Switzerland.
The reason Schlieffen did not consider Switzerland for the Schlieffen Plan to set his troops to mobilize into France was two things, their army as well as location. Even though Switzerland was neutral during World War I, it had a powerful army. For example, if Schlieffen decided to send his troops down to Switzerland, the Swiss would have been “ready for war.” (Foley, 226). Since the Germans did not want to attack a neutral country, they decided to go through Belgium and Luxembourg. Also, Switzerland is known for its elevation such as the Jura Mountains. The importance of Switzerland’s geography is that it would have been difficult for Germany to mobilize their troops due to the Swiss mountains. Not only would it have been difficult for Germany to mobilize their troops, but it would also have been difficult for them to build railroads on steep mountains.
The significance of the railroad is that it helped Germany mobilize their troops faster rather than taking a car, plane, or walking. For example, after Germany was faced with a two-front war, the railroad was designed in the Schlieffen Plan to help the Germans give them a huge advantage during the war “by rail to deal with the slower arriving Russians.” (Bolger, 10). Even though Germany did not expect Russia to mobilize faster than they expected, the Schlieffen Plan was a clever idea but due to their geographical location, it was difficult for the Schlieffen Plan to work during World War I due to France improving their borders as well as Switzerland’s army and geography. Germany instead had to send their troops through Luxembourg and Belgium. Since Germany sent their troops through Belgium, Great Britain declared World War I. Kaiser Wilhelm II burning bridges with the Russians made geography a disadvantage for Germany during World War I.
Kaiser Wilhelm II made it difficult for the Germans during World War I is that he destroyed the relationship that Germany had with Russia. The Schlieffen Plan was designed to be a one-front war instead of a two-front war. The purpose of the plan was to defeat France before an ally joined them. Things changed when the Germans entered Belgium and Luxembourg as Britain decided to join forces with the French. The reason Britain joined France is that the British had a deal with Belgium in the Treaty of London. The Treaty of London was a treaty that forced Belgium to be neutral during the war but since Germany went through Belgium, it violated the Treaty of London, which forced Great Britain to declare World War I. Not only did the Schlieffen Plan cause World War I, countries also such as Britain and France were afraid of Germany due to them creating an alliance with Austria- Hungary. Germany and Austria-Hungary formed an alliance, which led Britain, France, and Russia to create their own alliance before World War I even started. Wilhelm II, Moltke, and Schlieffen being overconfident in World War I, led the Schlieffen Plan to fail.
The reason Wilhelm II was overconfident is that he created a two-front war after firing Otto von Bismarck. The importance of Otto von Bismarck is that he set up good relationships with Russia so Schlieffen could use his original plan, a one-front war. Moltke throughout World War I was overconfident by “weakening the right flanks.” (Hussain). Not only did Moltke weaken the right flanks, but he also revised the Schlieffen Plan. For example, Schlieffen said that for the plan to work, the Germans needed “48.5 troops.” (Holmes, 193). Instead, General Moltke had different ideas. For example, the Germans only had “34 corps at his disposal in the west.” (Holmes, 193). Moltke continued to run the Schlieffen Plan even though the Germans did not have a lot of resources such as troops. During World War I, the Schlieffen Plan was a failure due to the founder, Alfred von Schlieffen leaving his own plan. The overconfidence from Moltke forced the Germans to continue to run the Schlieffen Plan during World War I. The reason Schlieffen was overconfident in the Schlieffen Plan is that he did not produce the plan. For example, Hannibal in the Battle of Carthage inspired the Schlieffen Plan.
Instead of producing his own plan as he did in battles before World War I, Germany might have been successful during World War I. Looking back at the Schlieffen Plan, historians believed that Schlieffen could have done a better job with the Schlieffen Plan during World War I. For example, the Schlieffen Plan was described as “a sobering reminder of the high price of military arrogance.” (Bolger, 76). The failure of the Schlieffen Plan illustrates how a lack of planning and respect for the opposition had repercussions that led to the greater conflict of World War I and contributed to Germany’s defeat.
Holmes, Terence M. “”One Throw of the Gambler’s Dice”: A Comment on Holger Herwig’s View of the Schlieffen Plan.” The Journal of Military History 67, no. 2 (2003): 513-16. Accessed April 13, 2021. http://www.jstor.org/stable/3093466.
The Revolt that Changed Everything:The Haitian Revolution’s Immediate Effect on the United States
The year is 1804, and the New World is functioning as it had for the past thirty years since the American Revolution. After the war, a new constitution, and three presidential administrations, America had begun to find its footing as a new nation. With this, many Americans began to get used to their existence as a small democratic nation. However, whether the American people knew it or not, their world was about to drastically change. 1,888 miles south of the US, another revolution had been fought and won on the island of Saint-Domingue. The rebels, much like the US patriots, were able to cast off the yoke of a powerful European empire and establish the second democracy in the Western Hemisphere. However, this rebellion was much different than the one that occurred back in 1776. Unlike the US driving out the British and establishing a new government, the rebels of 1804 were living under much harsher oppression. These rebels were slaves who were living on Saint-Domingue under French colonial rule. In 1791, the slaves revolted against the French starting a twelve year bloodbath that would end in the abolition of slavery on the island and the establishment of the Empire of Haiti.
The United States, though in theory should be very pleased with another democracy emerging nearby, were none too happy about this development. This mostly stemmed from the fact that the Haitian government were all freed slaves. This idea of a successful African rebellion was so foreign to the American government. The success of a slave revolt also flew in the face of the then legal practice of slavery in the United States. This caused the US to avoid recognizing Haiti as a nation until the start of the Civil War. However, despite all of this, the US was greatly affected by the Haitian Revolution as well as their early interactions with the new nation. First, the Louisiana Purchase, which was caused due to the French needing money after the war’s economic devastation on the nation. This exchange doubled the US’ size and allowed it to begin expanding as a nation, taking its first steps to becoming a world power. But even beyond the Louisiana Purchase, the Haitian Revolution and its aftermath still affected the US greatly in terms of trade, foreign policy, and thoughts on how to deal with the issue of slavery.
Sadly, the Haitian Revolution as well as its profound impact on the United States is often not talked about when discussing how America became what it is today. It is very important that these effects be discussed and understood by a broader audience. There is a lack of awareness in terms of the connections between the Haitian Revolution and the growth of America. This proposal aims to answer the question of just how the Haitian Revolution impacted the United States in its immediate aftermath. Ultimately, through qualitative research this paper attempts to explain that the Haitian Revolution affected the United States in a way that caused it to grow into a far more powerful nation.
Teaching this event is an undertaking, as there are many ins and outs in regards to this revolution. Educating students based on the historiographic data found in this paper can actually prove to be a superior style as opposed to an ordinary lesson. With the information gleaned from the historians that are cited in this essay, students can achieve a much deeper understanding of the Haitian Revolution as well as its impact that it had on the United States.
Beyond just simply understanding the events, impact, and significance of certain episodes in history, there is a much deeper understanding one can acquire when studying certain key events. In the craft of historiography, a deeper analysis of history is made, where instead of reading for the information about a topic, the purpose is to understand how historians wrote and by extension, felt about said topic. In the case of the Haitian Revolution and its immediate effect of the United States, scholars range in their specific takes on the topic. Scholarship on the topic also has numerous areas of interest that different authors focus on. While some focus on the economic implications, others focus on the racial statements that the revolution made to the US. Other scholars fixate on the level of coverage the Haitian Revolution receives and how it reflects a larger issue with how history is written. These numerous points of focus often shed light on the historians who are behind them, as educators it is important to look past what the author is saying and think about why they are saying it.
However, all of these scholars touch on specifics that merely scrape the surface in regards to correlation of the Haitian Revolution to the US. But what is not touched on is how these numerous aspects and results of the conflict helped jumpstart the US into becoming the powerhouse it is today. This fact is often overlooked in classrooms, hence why many teachers breeze through the Revolution during lessons or just omit it from their courses entirely. Upon deeper inspection, many sources about the Haitian Revolution fail to elaborate on just how significant the slave insurrection was when it comes to paving the way for America to expand. While many authors like to praise and critique many aspects of the Revolution’s significance they often ignore how their many points of interest come together to reveal a much grander impact on America. A plethora of sources that has been compiled helps shed light on the absence of scholarship on this matter. Moreover, this will show why further research into how the Haitian Revolution molded America is certainly necessary and lastly how more teaching on this subject is also important.
Most scholars see the Haitian Revolution as a landmark event in terms of the fight against slavery. However, certain authors tend to lean more towards how the fight against racism was affected by the revolution. For example, Philippe Girard notes how after only two years into the Haitian Revolution, the First French Republic declared slavery an abolished practice. Girard discusses this in his piece, “Making Freedom Work: The Long Transition from Slavery to Freedom during the Haitian Revolution.” and goes on to explain how racism was talked about much more after the revolution. He backs this up by going through the long history of the fight against different forms of slavery and racism that were seen during the years during and after the revolution.
Mitch Katchun builds off of Girard’s focus on racism in his own work, “Antebellum African Americans, Public Commemoration, and the Haitian Revolution: A Problem of Historical Mythmaking.”. In Katchun’s piece, he elaborates on how the revolution had an effect on the fight against slavery and racism, but specifically in Antebellum America. Katchun complements the ideas of Girard but goes deeper when discussing how the revolution specifically started conversations about racism in enslaved African American circles. Citing the 1811 slave march in Louisiana led by Charles Deslondes, the author puts a lot of emphasis on how the events in Haiti inspired the fight against slavery to be expanded but in a more tangible way, such as another revolution. This facet of the impact of the revolution is one of the most widely discussed, however it can be expanded upon in numerous ways as shown by other scholars. It must also be noted that accounts such as this are valuable for teachers. This showcases how the Haitian Revolution influenced the slaves in the southern United States and was an early seed that was planted in their minds that would eventually grow into slave revolts within the US.
Numerous other authors chime in on the discussion of the Haitian Revolution’s impact (racially speaking) on the US. Tim Matthewson dives into this racial layer with his piece “Abraham Bishop, ‘The Rights of Black Men,’ and the American Reaction to the Haitian Revolution.”. In his writing, Matthewson discusses Abraham Bishop, an American man who wrote three pieces regarding the Haitian Revolution in the 1790s. Bishop supported the revolution and urged America as a whole to get behind the rebel’s cause. He stated how the US supported the French Revolution and also staged their very own revolution as well. With that said, Bishop argued that the US should support the similar cause in Haiti, but stated that it was due to the issue of slavery that prevented the US from doing that. Unlike the previous two scholars, Matthewson uses Bishop’s writings to showcase how white people were affected by the events in Haiti and started to defend the black people in the US. Overall, this subset of scholarship on the Haitian Revolution’s impact on the US was heavily focused on race which played a large role in the narrative of the event. However, other scholars attempt to break away from the ever prominent racial aspect and focus on other areas such as economic and political effects.
When looking at how the Haitian Revolution changed the US economically and politically, certain authors touch on a bevy of policy changes, and repercussions during and after the war. An example of this comes in the form of Robin Blackburn, a scholar who in her piece “Haiti, Slavery, and the Age of the Democratic Revolution.” touches on how the US had to begin forming its own international policies. One such policy was its refusal to recognize Haiti. This included an embargo on the new nation, despite it being a massive trading partner when under French control. This changed the US’s treatment of other nations when it came to trade as it set a precedent with Haiti that essentially states that the US will not trade with another nation and ignore what’s beneficial for itself if it does not support the government of that nation. This stems from the statement made by the success of the slave rebels.
This is focused on by Blackburn who infuses the issue of race and slavery but adds an economic/political spin to it. She notes how the US put itself in a bizarre situation by supporting other democratic revolutions (Like the French) but not ones such as Haiti. This is due to the fact that the US would be forced to admit (in a sense) that the black slaves were capable trading partners, which flies in the face of the notion that black people were sub-human and deserved to be nothing more than slaves. And as Blackburn points out, it only became worse when Haiti survived for decades after the revolution. So the US opted to simply not recognize the island nation, something that would continue up until 1862. This is interesting for educators as it can be used by teachers to explain two layers of the issue that the US was faced with during this time. The US’ problem was not just a racial one, it was an economic one as well. Author Tim Matthewson brings up how the US immediately reacted to the revolution and what he states is very telling. In his piece “George Washington’s Policy Towards the Haitian Revolution ” the author states that under the first presidential administration in the US, American merchants actually were allowed to aid the French with supplies and even men. This was in hopes to defeat the slaves, showing that the US had been willing to help squash all slave revolts in the name of maintaining the practice. Matthewson uses this little known fact to highlight the idea that the US was very much a pro slavery nation, and that even before the revolution had been won, the US had already been trying to put it down.
Another scholar adds to the discussion by way of citing the particular benefits and unintentional problems that the rebellion had on America. This scholar is Jim Thomson, author of “The Haitian Revolution and the Forging of America.”
In his piece, Thompson adds to the discussion of the Haitian Revolution’s effect on the US by highlighting a few results of the conflict. One was how France had to sell the Louisiana Territory to the US to get money to fund Napoleon’s conquest of Europe. This important moment for the US, a moment that doubled its size was caused by the Haitian Revolution’s economic impact on France. This dent in the already fragile economy of France caused Napoleon to work with the US which resulted in the monumental Louisiana Purchase.
These particular scholars prefer to highlight why Haiti changed the United States’ political and economic status in the world. Whereas previous authors focused on race, this group, specifically Thompson who really hones in on that aspect of the relationship between Haiti and America. Blackburn is different as she focuses on the impacts politically and economically, however she infuses a bit of race into her point of study. Citing how the political relationship between the two nations was tense due to the issues of race and slavery, Blackburn connects what the previous scholars have noted about the revolution with her own part of the conversation. This blends the two areas of study together and actually shows how these different impacts (racial, political, economic) did not exist apart from each other but rather built off each other to make a much larger impact on the United States.
The final area of study that scholars seem to focus on, is the historiography of this tense relationship between Haiti and the United States. Many scholars often go into why the revolution has not been noted as a larger event historically and why the aforementioned impacts it had on other nations (specifically the US) have often been downplayed. John E. Baur makes mention of this in his piece “International Repercussions of the Haitian Revolution.”. In it Baur states that there has never been a full scale study of the impacts of the Revolution and just rather numerous articles and pieces about certain aspects of it and its impact. This gets at exactly what this proposal aims to achieve, putting those pieces together to create a full scale study on the topic of Haiti’s impact on the US. With more study into this topic, teachers can better utilize this monumental moment from history by implementing it into their curriculums.
This historiographical aspect to the topic is unique as it explains why the topic of the revolution and its effects has not been given the recognition it deserves. Thomas Reinhardt answers this question in his piece “200 Years of Forgetting: Hushing up the Haitian Revolution.”. In his work, Reinhardt states that the authors who wrote about the revolution spoke of it in a demeaning manner. The brutality of the insurrection was what most scholars used as their rationale for why black people are barbaric and without Western guidance they will act savagely as they did back in Africa. Reinhardt notes how the success of the rebellion and establishment of the Haitian nation was completely undercut by these writers who simply wanted to discredit black people. Reinhardt asserts that writings like those were why many people did not pay much attention to the Haitian Revolution and its significance.
Adding to the idea that there was a concerted effort to diminish the importance of the Haitian Revolution is author Manuel Barcia. Barcia agrees with the ideas of Reinhardt in that white historians were made uncomfortable by the success of the uprising. In his piece “Comment: From Revolution to Recognition: Haiti’s Place in the Post-1804 Atlantic World.” Barcia particularly takes note of what the success of black people meant for the rest of the world. Barcia notes that acknowledging the fact that the Haitian rebels won and were able to run a sustainable nation would mean that one would have to acknowledge the fact that black people were just as skilled as anyone else. This of course threatened the status quo of white people dominating black people in society, which Barcia says is why it has not been touched upon by mainstream history. One interesting point made by the author is how the US in particular would trade with Haiti (covertly) but still not recognize them as a nation. This, according to Barcia, helped justify the lack of coverage writers gave Haiti as it was not recognized by the US until decades after the revolution.
The final historian being examined is Shannon Marie Peck-Bartle. In her piece “Toussaint L’Ouver-Who? An Anthropological Approach to Infusing the African Diaspora into Caribbean History.” Peck-Bartle adds to the discussion on the lack of recognition the rebellion has received. The piece pushes that the reason why the impact of Haiti has not fully been appreciated is because the Western world has spun a Eurocentric narrative of the events since 1804. This is to say that the West essentially took credit for Haiti’s success by asserting that without their European philosophies and culture, the Haitians could never have been able to successfully stage an insurrection and maintain a stable society for as long as they did. Peck-Bartle challenges this notion by pushing that rather than European culture creating the revolution, it was African culture that actually helped unite the Haitian rebels to be able to succeed. This information is valuable for teachers as it offers the opportunity to look at what is being taught in schools and see how culturally imbalanced the material is. The Eurocentric nature of most classes is unfortunate but also a very real thing and topics like the Haitian Revolution and its historiography help show teachers that there is not a lot of representation for numerous cultures around the world.
This third subsection of scholarship on the Haitian Revolution is unique as it focuses on the historiography of the event. Different scholars discuss different avenues of why this topic isn’t explored as often as it should. While people like Baur point out how there has been no full scale look into this event and its impact, people like Reinhardt and Barcia provide the reasons why. With Reinhardt asserting that the West simply went out of its way to paint the revolution in a bad light and Barcia explaining that this was because the alternative was to acknowledge the fact that black people were capable of both freeing and governing themselves. Peck-Bartle actually veers from this and states that actually the West chose to take credit for the Haitian’s success instead of outright ignoring or demonizing it. Overall, these scholars helped explain why the revolution doesn’t get as much attention and just why its impact on the US is not highlighted as often as it should.
Upon review of all ten sources it is quite clear that they all have their merits and add to the discussion about Haiti’s revolution and its impact on the US. The sources focusing on race helped explain why the US had such an awkward relationship with the new nation. Girard and Katchun particularly provided strong arguments that supported their theses. The economic/politically based scholars helped pinpoint what changes occurred in the US because of the revolution. Blackburn is the most prominent of these scholars as she mixes both the racial component previously discussed along with the political components. She successfully adds to the discussion and links two different areas of study. The final section is the historiographical section that hones in on why the impacts of the Haitian Revolution aren’t discussed as much as they should be. Again, these scholars connect the two other areas of study, the racial and economic/political by explaining why racism and Eurocentrism created a historiography that neglects the Haitian Revolution’s impact. This section seems to have the most debate over the truth behind why Haiti has been neglected. While Reinhardt and Barcia seem to agree with Peck-Bartle that race plays a major role in the downplaying of Haiti’s significance, they disagree with her when she says the West took credit for Haiti’s success and impact.
With the exception of the historiographical section, the scholarship on Haiti and its impact on the US is rather cohesive. The scholars mostly agree with each other and some of the different subsets actually blend well with each other, creating a clearer image of what the effects the Haitian Revolution had on the US were. The biggest issue these authors have is that they do not go deeper with their claims. They state that the revolution impacted the United States and list examples of how it did so. They also explain why there hasn’t been much research done on the topic. But the scholarship lacks one major point of focus, and that is how all of these subsets come together. What this proposal attempts to explore is how the Haitian Revolution immediately affected the United States. Furthermore, upon answering that question, this proposal aims to show how this impact absolutely molded the US into the world power that it is today. By infusing the three most prominent areas of study in regards to the revolution, this proposal will expand upon what has already been stated. The large scale implications for the United States brought on because of the Haitian Revolution and its success will be uncovered and ultimately show how a seemingly insignificant slave revolt changed the trajectory of a country that would become one of the most powerful nations on Earth.
The Haitian Revolution serves as a historic reminder of the triumphs of African people. It also serves as an interesting point of study when examining its relationship with the United States. The revolution’s mere existence shed light on the US’ own issues with slavery as well as early signs of the nation’s hypocrisy. The issues of racism and slavery are interconnected to the revolution; these two topics envelop the history of the modern west and cannot be ignored. With this said, these topics can be showcased through lessons about the Haitian Revolution as well as the island nation’s relationship with the United States.
The beauty of this topic is that it goes even deeper than that as it can also be used as a way to examine the historiography of the subject, something that is often overlooked in classes today. Examining how people have written history helps show students how people viewed a certain topic back then as well as how they view it now. These are valuable for both students and educators alike. Lastly, the study into the Haitian Revolution helps show how the US became the nation that it is today. Looking at the success of the US through the lens of the Haitian Revolution can help expand students’ understanding of the success of other people outside of the US. It can also showcase some of the inspiration for change in the US, namely the fight to end slavery. Overall, the educational value of the Haitian Revolution stretches far beyond its use as a fun and exciting historic episode. Through its links to race relations, slavery, economics and historiography, the Haitian Revolution truly makes for a great area of focus for educators who want to make their students better and more well-rounded scholars in the field of history.
Barcia, Manuel. “Comment: From Revolution to Recognition: Haiti’s Place in the Post-1804 Atlantic World.” American Historical Review 125, no. 3 (June 2020): 899–905. doi:10.1093/ahr/rhaa240.
Girard, Philippe. “Making Freedom Work: The Long Transition from Slavery to Freedom during the Haitian Revolution.” Slavery & Abolition 40, no. 1 (March 2019): 87–108. doi:10.1080/0144039X.2018.1452683.
Kachun, Mitch. “Antebellum African Americans, Public Commemoration, and the Haitian Revolution: A Problem of Historical Mythmaking.” Journal of the Early Republic 26, no. 2 (2006): 249–73. http://www.jstor.org/stable/30043409.
Matthewson, Tim. “Abraham Bishop, ‘The Rights of Black Men,’ and the American Reaction to the Haitian Revolution.” The Journal of Negro History 67, no. 2 (1982): 148–54. https://doi.org/10.2307/2717572.
The Forgotten Lessons: The Teaching of Northern Slavery
In the winter of 2021, a dark discovery took Rider University by storm and sparked a revelation amongst many of the students in attendance. After over a century of being hidden in the darkness, the secret that Rider University was once a slave-owning plantation was revealed to the world. A place of advanced education and diversity was once an institution of oppression. The university has since changed the name of the building from the name of the slave owner, Van Cleve, to the Alumni House. It is important that history not be forgotten, but instead brought to the forefront. The university will not erase the history but rather use it as a way to teach about the complicated history of slavery in the state of New Jersey. To many of the students attending the university, this came as a surprise. The students who were history majors were astonished by the fact that slavery occurred in the state of New Jersey, let alone on Rider University’s property. The reason for this lack of information stems from the collective lack of education on the subject.
With a basic understanding of American history, one would be led to believe that slavery was a southern issue and continues to be a contentious history when taught in those states. The reality was that slavery was a nationwide institution. Though schools in the south are vocal about the unwillingness to teach the subject, schools in the north are silent. There is continuous hypocrisy in deflecting all discussions of the matter to the south while ignoring what happened in their own backyards. Walking through any school teaching U.S. history, one may hear a line like “The north were free states and the south were slave states.” Similarly, worded statements can be found within schools in New Jersey all across the state. It implies that Northern states had no slaves at the time of the civil war and were actively fighting the good fight. When the 14th Amendment comes into discussion, one may have the impression that it directly pertained to the freeing of enslaved people in the south, rather than the north as they were already free. This simplification of the issue is far from the truth. To this day, many students will never learn that slavery took place in the north at all, let alone that New Jersey was the last state to abolish the practice. The nation now celebrates Juneteenth to “commemorate an effective end of slavery in the United States”. The stark reality is that slavery persisted after Juneteenth in the state of New Jersey legally for almost a full year, and illegally for another year. That dark history is often forgotten within classrooms throughout the state of New Jersey and the nation.
The lack of national attention to this critical issue does beg the question of how it happened. Many historians argue that the lack of discussion on the institution of northern slavery was due to the racist beliefs of historians in the 19th and 20th centuries. The voices of those early historians often get blamed for creating the view that slavery was only relevant when discussing the civil war as it was undeniably a major cause. As time progressed, one would assume the material on northern slavery would become more prevalent, however, that is not the case. As the discussion both in the classroom and by historians on the institution of slavery has expanded, northern slavery still remains for the most part absent. The question remains: did this critical part of the establishment of the nation go untaught? The only way to answer that question is by examining the teaching of slavery in New Jersey and the Tri-state area. This will open that gateway to a deeper understanding of how this history could be erased from the collective memory.
Before proceeding, it is imperative to understand what the discussion of the education on northern slavery has been. Though the discussion on northern slavery began in the late 1940s alongside the civil rights movement, the conversation about its absence in the classroom does not begin until 1991 due to a shocking discovery in Manhattan, New York. As the federal government was constructing a 275 million dollar project, they stumbled upon “the largest and oldest collection of colonial-era remains of free and enslaved Africans in the United States, according to the National Park Service”. This discovery of the cemetery caused massive protests to fight the city to halt the construction and the removal of the bodies from the site. Following this event, the New York City public schools began to look for a way to incorporate the material into the class and teach this reality that was just revealed to them. This started a growing push from schools across the nation to try to incorporate this reality.
The conversation on northern slavery would continue over a decade later when Professor Alan Singer of Hofstra University would guest teach in New York City public schools. When teaching less than a mile away from the enslaved African cemetery, most of the students were completely oblivious to the reality that not only were slaves in New York but how the reality of slavery was visible in their own community. Though many decisions on how to tackle such an issue were made to teach this material, over a decade later the students still had no idea about northern slavery. The discussions on the material did not translate into the classroom to a sufficient extent. The debate on how to successfully teach northern slavery in the classroom ensued and ultimately lead to the discussion on how to teach this history appropriately.
The content of northern slavery required a restructuring in order to successfully teach the material. Previously, slavery was only taught at the establishment of European colonies in the New World and before the American Civil War. What this divide does is creates the material into another unit, a separate event rather than a continuous struggle. The 2016 book Understanding and Teaching American Slavery by Bethany Jay and Cynthia Lyerly attempt to illustrate the best organization for discussing the topic and the history of the institution of slavery in classrooms. In their analysis of the history of teaching the institution of slavery, they regard the idea of teaching slavery exclusively at those points during early American Colonization and the Civil War to “severely hinder its importance.” What is the best way to teach the institution of slavery is discussing the enslaved perspective threw out the development of the nation. The benefits of this method allow the longevity of the issue and the hardships faced by those affected to be well articulated amongst the students. This is due to its constant presence and the reminder that liberty and freedom were not for all. This revelation in adding the enslaved perspective to early American history would spark further development in tools and resources to bring northern slavery into the classroom.
An initiative would be enacted to bring northern slavery and the massive scope of the institution of slavery to the forefront. This would come in the form of The New York Times 1619 Project. This resource marks an incredible stride in the conversation on teaching northern slavery. The project’s purpose is “to reframe the country’s history by placing the consequences of slavery and the contributions of black Americans at the very center of our national narrative”. This comes out of a series of historians and teachers discussing how the realities and the true institution of slavery were untaught to them in the classroom. The project’s aim is to bring these lost lessons of slavery such as its true cruelty and its widespread adoption throughout the nation, not just exclusively in the south. It is built off of the ideals proposed in Understanding and Teaching American Slavery and other books with the same idea tofollow this notion that slavery is an integral part of the nation as a whole, rather than at specific points in U.S. history. The combination of all these ideas paints a picture of the flaws of the teaching of slavery threw out the nation. The current discussion’s main focus is looking at what is absent in the current classroom. The smaller conversation that pertains to the material taught in the past primarily revolves around racism and the Klan. The discovery of a 1904 textbook that details the brutality of northern slavery pushes back on this notion. It begs the question of whether the subject was truly untaught or if another force was responsible for its absence. Looking at the material present in the classroom in the past may prove an insight into northern slavery’s appeared absence.
An analysis of the classroom material available to students is key to understanding the absence of northern slavery. To find these answers, understanding what material was being taught in classrooms from the 1860s and beyond. A method to understand the content of the classroom is by looking at textbooks. Many school notes and lesson plans have been lost to time, but what remains are textbooks. The work of Dr. Pearcy shows the indicator tool that can be used to understand their effect on the content being taught in schools. He states clearly in his article, “Textbooks are, ultimately, tools, for student use. Their utility can only be measured by the degree to which they offer teachers the opportunity to build student-centered inquiry”. From this notion, we can conclude that textbooks are just an object and a tool for students to use. Their content is meaningless unless given a purpose by the teacher. Everything learned in the classroom is under the teachers’ control and they possess the option to use or discard the textbook. However, textbooks do tell us something else depending on where they are. His research looks at ten different U.S. history textbooks of different authors that are widely adopted and compares their tellings of the Battle of Fort Sumter. After analyzing each of the tellings, an interesting trend occurs. This trend is in the bias of the author and how they pick and choose what details to keep and leave out of the telling of the event. This bias could affect the leanings of anyone reading and coerce their perspective of the events that unfolded. These different depictions of the conflict in different areas can have effects on the material discussed in class or reflect it. Companies such as Pearson publish multiple textbooks by different authors to capitalize mainly on the market, however, what market are they capitalizing on?
Looking at the rationale behind the variation of textbooks based on location can assist in understanding why certain content is missing. The findings by Goldstein in his article Two States. Eight Textbooks. Two American Stories sheds light on the issue of why these publishing companies hire multiple historians and interpretations of the same material. This article focuses on eight different textbooks found within the states of Texas and California. The issues arise when looking at the same textbook in multiple states. The textbooks are by the exact same author but have different versions for each state. The variations were created by request of school districts or even the book’s own editor. These individuals remove or request additions of material to allow the book to be adopted in a particular area. The best evidence to illustrate this divide between locations is that of the Harlem Renaissance. Examples of this are found in Pearson’s United States History: The Twentieth Century 19th edition. On the subject of the Harlem Renaissance, the Californian edition features a section on the debate within the African American community over its overall impact on them and the nation as a whole. The Texas version only includes the line “some critics ‘dismissed the quality of literature produced’”. What these two distinct changes, along with many more, indicate is the presence of the political atmosphere of the area and the belief of the people the textbook is serving to reinforce. The textbook adopted by a particular state or district reflects the information a school is teaching in the classroom.
With an understanding of the behind-the-scenes crafting of textbooks, there can be the formulation of the content of northern slavery in school. Combining the findings of Dr. Pearcy and Goldstein, textbooks can provide insight into the classroom. The selection of the historian and the version adopted by the school reflect what the administration desired its teachers to instruct in the classroom. Though it may not be a perfect indicator of what was taught in classrooms, as it’s a tool for teachers to use, it gives an idea of what is being taught in the classroom. Examining textbooks from the past used in classrooms within the Tristate area can reveal if northern slavery was taught, and to what extent.
Examining the earliest textbook may yield an understanding of the lack of teaching, not only about northern slavery but slavery as a whole. An example of the content of what was taught in the classroom after the Civil War and in the years following can be found in The New England Primer. This book originated in 1690 and was a fixture in the classroom until the 1930s, a well over 200-year run. The textbook served as the basis of elementary education instruction. By looking at these textbook translations, historians get a sense of what was required of the majority of students at this time, along with what was taught in classrooms. Looking at the 1802 edition, the book opens with an alphabet chart. This gets taught through prayers that become progressively more complex as they go. This information indicates that understanding the alphabet was key. Depending on the quantity available, the school could have focused on reading and potentially writing to utilize this book. Within the context of these prayers, one learns about the calendar and days of the week, counting and basic mathematics, and a small amount of history. This stresses the importance of religion in the classroom at this time. The underlying message throughout the book is that God is more important than any other subject or material in the classroom. The small amount of history included is more biblical in nature but does include the basics of the American government system. The addition of the U.S. system of government is the only change from the 1773 edition, replacing prayers outlining the functions and structure of the parliament system. What this shows is that history was really not a focus in this era of education. Only those who would exceed the basic knowledge of the time would learn about more advanced information. With the perpetuation of this book into the 20th century, this basic education would be what was taught to many poor American individuals and black Americans. More fortunate areas would receive new textbooks and educational material, phasing this material out or relying on it less exclusively. Those less fortunate areas would be using this information exclusively until the 1930s. The New England Primer is referred to as the “Bible of one-room schoolhouse education”. The lack of history not only assists in the loss of the knowledge of northern slavery but of the entire institution of slavery as a whole. These individuals would want the history they learned as children in school. A slow creep of this altered history would make its way to the north.
Movements were made to suppress and remove the teaching of not only northern slavery but all of black history. The most prominent of these would be “The Lost Cause”, the movement to honor the legacy of the confederacy. This movement would begin in the 1870s as reconstruction would begin to fail. The lost cause mentality would paint the black community as unable to attain the same equality as white individuals due to the efforts attempting to create equality failed. This gave rise to the notion that the confederates were noble in their sacrifice to fight for slavery. It rewrites the telling of the history that “there was nothing ‘lost’ about the southern cause”. This was due to the mindset that black Americans were only good at being servants to white men. Monuments and memorials to honor the confederacy would be constructed such as the statues of Stonewall Jackson, Jefferson Davis, and Robert E. Lee. By the 1890s this movement would sink its teeth into the education system of the north. The goal was to rewrite history books to reflect the southern perspective and preserve its honor. This movement is regarded as a reunion of America’s racist mentality as it proposed the Civil War was caused by other factors, not slavery. It also created this idea of the “happy slave”, the idea that there were enslaved individuals that loved slavery and serving the white man. Women’s organizations and the state department of education were the ones in charge of advocating for approving educational material for schools. Many became strong supporters of the lost cause and by the 1920’s it would be integrated into schools across the north and especially in New Jersey.
Before the alteration of the history would appear, strides were made to bring the history of northern slavery to the forefront. In the 1870s history books began to include slavery within their content. The oldest examined history textbook to bear mention of slavery is the Condensed History of The United States from 1871. This book was used in a classroom in Norristown, Pennsylvania, as demonstrated by the address of the school on the front cover pages with the initial date of October 31, 1888. On the page adjacent, student names are written, with the last one being 1899, giving the text an eleven-year confirmed usage in the classroom. The cover pages are full of notes made by students long past, however, one stands out amongst the rest. This particular note is a prayer, one found word for word from the 1812 edition of the New England Primer. This detail establishes that in this classroom, the two books were in fact utilized together. This class was learning American history alongside the basics in the New England Primer. The town had the economic resources present to invest in its youth’s education. The students within this town received a higher quality of education than those of poorer communities. However, what did these students learn about not only northern slavery but the institution of slavery as a whole?
This history tells a very interesting version of America’s past, but what is interesting is what is left out. There is no mention of slavery until what they call the “War of Secession” is discussed. The book starts with the discovery of the new world and the establishment of each American state at the time of its publication, but not one mention of slavery till that point. The book does establish that there was northern slavery by directly stating “At the time of adoption of the Constitution, slavery existed in the Northern as well as the Southern States”. It provides an impressive analysis for its time detailing the various legal cases pertaining to slavery such as Dred Scott v. Sanford. There is a fascinating inaccuracy with the passing of the 13th, 14th, and 15th amendments; as the book details that Johnson was president for their passing. It details that the passing of these amendments was the cause of the issues between the President and the other two branches, rather than Reconstruction. In fact, the only mention of Reconstruction at all is Johnson vetoing the Reconstruction Act of 1865 rather than discussing any of the programs created by it. This alteration to history has two possible reasons for the inaccuracy. The first is more innocent, being in the title of the book “condensed”. Reconstruction not only is a long process and would officially end in 1877. The book was written in 1874 meaning that reconstruction was still ongoing at the time. Writing on its effects could be taken as more speculatory and not factual information as the book attempts to stick exclusively to. The second is the seed of the lost cause making its way into the material. The ideology of the lost cause deemed Reconstruction a failure and did not warrant time discussion. Its omission is telling that this influence was seeping into the education of these students. However, what is most interesting is what it says about how slavery ended in the north. After detailing the increase of southern populations due to the cotton gin, it stated, “In the North, on the other hand, where slave labor was not profitable, slavery soon died out”. It leads to the idea that in the 1850s slavery was extinct in the north, however, the reality was quite different. Slavery was very much alive in the north during the 1850s.
Looking at the history of just New Jersey alone, there is a far different reality of northern slavery from this telling in the textbook. Starting as far back as the 1790s, New Jersey was split over the issue of slavery. Quakers were strongly against it; they interpreted enslaved people as people due to the wording of the constitution. The three-fifths compromise of 1787 also reinforced their claim that enslaved individuals were people. The opposition viewed freedom as an economic catastrophe. The labor force for the majority of the state’s highest-grossing markets were nearly entirely enslaved or indentured servant individuals. They saw that liberation would make the industries of agriculture, ironworking, and factory manufacturing unprofitable. The debate over a compromise began in 1797 but would reach its conclusion in 1804 with the gradual abolition act, also referred to as the “free womb” act. This legislation gave freedom to all enslaved individuals born after July 4th, 1804 on their 21st birthday. This allowed slave owners to have the labor force they needed to make up for the economic loss of abolition and granted enslaved people their freedom at a set point. The average life expectancy of an enslaved individual in New Jersey at this time was forty-one years. This meant that they would likely have had only half their life to live if they even made it to freedom. The act was filled with loopholes that allowed the continuation of slavery in the state well after the projected period of total abolition. The idea was to have all enslaved individuals freed by the 1830s. The issue was with the clause that allowed children born while in the period of the enslavement term were to be placed in the care of the local principality. Principalities were the townships and counties that reside within the State of New Jersey. Many of the individuals in charge of managing the treatment of these children would give them right back into the hands of their masters, making them slaves till their 21st birthday. This is how the enslaved population grew far larger than it was in 1804 by the 1860s.
The inaccuracies of the teaching of northern slavery would have disastrous consequences to its very existence by later generations. The pervasive belief that slavery was all but extinct in the north by the 1860s is evidence of the start of the “the amnesia of slavery”. This is a term coined by historian James Gigantino II in his book The Curious Memory of Slavery in New Jersey, 1865-1941. What he seeks to illustrate is how Northern states such as New Jersey with such a large and prosperous enslaved population forgot that slavery even occurred in their own backyards. The reason for this was that slavery was looked at as an “insignificant sideshow” in the state. Many northern slaveowners owned only one or two slaves, thus making the reminders of an enslaved past virtually nonexistent to those that were not directly affected by it. What the Condensed U.S. History textbook shows us is this amnesia occurring. In a time when enslaved individuals and their children were very much still alive, their suffering is being forgotten. There is no active backlash as those with the ability to change the material have little to no interest. This early removal of teaching about what occurred beneath these students’ feet will send shockwaves to later generations and reach into the modern classroom.
There would be a push to expand the teaching of northern slavery upon the turn of the century before the influence of the Klan would take hold. This is evident in the textbook Stories of New Jersey by Frank R. Stockton. This book was published in 1896 and the copy analyzed was printed in 1904. The inside cover indicates the book originated from a Princeton classroom before finding its way into the Library of Congress. It is worth noting that this book is back in reproduction and the Amazon description of the book reads that it was “so popular over the years in NJ schools that it has in itself become a part of New Jersey’s history”. This book possesses a unique feature that is exclusive to this book and none other, even textbooks today. This feature is an entire chapter dedicated to the history of enslaved individuals in the state from 1626-1867. What this chapter says about slavery in the state is incredibly unique, especially for its time of publication. The section begins with Dutch settlers bringing enslaved individuals over with them in 1626 to develop the inhospitable land and form their colony. Enslaved individuals were expendable and would do the labor that would normally require a far more physical toll on the body. They became the largest group of workers in the booming iron industry, logging, and of course, the plantations popping up across the land. In 1664, the Dutch surrendered their colonies to the English empire. In this exchange, many changes would appear in the lives of those original settlers, but slavery was not changed. Slavery remained in this state for over 200 years after this point. This early slavery history even includes an entire section on how Perth Amboy, New Jersey, was the slave trade capital in the north and distributed enslaved individuals throughout the northern colonies. This was all true. While other texts around this period ignore this history, this book sought to put a spotlight on it. Following details of the atrocious conditions the enslaved people in the state faced and the lack of large plantations like the south, it noted that large numbers of individuals owned one or two enslaved individuals. This kept slavery as a pivotal force in the community and essential to its economy. If this text was utilized in the classroom to the fullest, many students would have learned a genuine and dark history of the establishment of the state’s institutions. However, this very insightful history becomes inaccurate regarding the abolition of slavery.
The first half of the telling of northern slavery from Stories of New Jersey is remarkable with its depiction of northern slavery for its time, but that narrative falls apart when reaching the abolition of slavery in the state. While it does portray an accurate picture, much of it is far from the truth. The first comes in the debates over the gradual abolition act of 1804. The book describes it as Quakers becoming abolitionists; the three-fifths compromise made their view under the law that these were people, not property, and entitled to the same rights. The opposition saw slavery as an economic necessity as the work they were doing was dangerous. These were undesirable jobs no one wanted to do in their society. This debate over the issue does remain close to the reality that transpired. The text makes a crucial error in stating the gradual abolition bill that allowed the abolition of slavery on one’s twenty-first birthday passed in 1820 rather than 1804. This alteration of the date creates a precedent that the abolition of slavery was far faster and more efficient. It creates the idea that New Jersey’s policy was successful and had no issues with its implementation. Further errors found in the section support this idea that the solution the state implemented was successful. When discussing the results of the act it directly states, “in 1840 there were still six-hundred and seventy-four slaves in the state, and by 1860 only eighteen slaves remained, and these must have been very old”. These numbers couldn’t be further from the truth as slavery was still going strong by the 1850s.
What is missing from the Stories of New Jersey textbook are those who were wrongfully enslaved. The text leaves out the dark reality that a percentage of slavery occurring in the state was children who were supposed to be free. The 1804 Gradual abolition act forced some of the children born to enslaved mothers into a life of enslavement until their twenty-first birthday. The census of children being born from 1804-1835 to exclusively enslaved mothers shows five hundred and forty-one documented children. It is estimated that in the year 1850, while documentation may say two hundred and thirty-six, far more were illegally in service. The text also does not acknowledge the abolition of slavery in its entirety in 1866. The wording makes it appear it ended gradually by 1860 citing the success of the gradual abolition act. This misinformation will impact generations to come as it was the definitive history of the state. It took until 2008 for the New Jersey government to finally formally apologize for its slave-owning past and its failure to step in and end its illegal perpetuation. Though it may not be the most perfect telling of the history, it’s evidence that people were trying to teach the injustice that happened within their state. Slavery was not relegated to a small part of the civil war, rather it merited its own chapter dedicated to the hardships and debate over its abolishment. While this book is making its way into classrooms, so is the Klan. The Klan would attempt to rapidly spread in the education field and in the coming decades as part of its resurgence. This growth would ultimately transform the history of northern slavery.
The Klans’ takeover of northern education and purging of the history of not just northern slavery, but the entire institution is seen within the textbooks of the 1920s. The 1924 textbook An Elementary History of New Jersey by Earle Thomson is dramatically different from the textbook from 1904. What distinguishes this book aside is absolutely no mention of slavery of any kind. This textbook was definitely used within the state, as in the preface the author thanked superintendents and principals who commissioned a book to express their shared view of the truly important history and to add tools that would enhance student understanding. The schools this particular book was used in included Union, Hackensack, Newark, and Westfield. There may have been more schools adopting this book, however, those are unmentioned by the author, and no indication is left on any of the Library of Congress documentation. The book directly states that “children should be taught in some detail the history of their own state and of its part in the development and progress of the country” while omitting a major part of their history. The larger shocking piece is that only the conflict of the Civil War is discussed. There is no lead-up; it just dropped the reader right into the conflict. It appears that only the victory of the war was significant, but not what they were fighting for or even the amendments that followed. This text is pivotal to understanding the shift in the classroom. The lost cause ideology had reached the apex of its hold on the classroom. The removal of all mention of slavery or black Americans was done to illustrate how unimportant the black community was and how futile any action to promote equality was. However, its removal may have been far more purposeful than just a desire to push this lost cause ideology.
The Klan had far larger ambitions than just the omission of slavery from educational material during the 1920s. The book The Second Coming of the KKK: The Ku Klux Klan of the 1920s and the American Political Tradition by Linda Gordon sheds light on this exact time period. The Klan was a notorious hate group created in the aftermath of the Civil War but it saw a resurgence in the 1920s. This revived Klan was stronger in the North than in the southern states of the nation and focused on the education system of the time. Their priority was the recruitment of white American youth to continue their organization into the coming generations. This involved integration of the Klan into the material taught in schools. The Klan and those associated with them edited the material to reflect the beliefs of the organization. This makes recruitment easier as the Klan reflects the morals and values secretly supplanted into the minds of susceptible students. This was most evident in the teaching of history in the classroom. Klansmen in positions of authority in schools such as superintendents used their influence to alter texts found in the classroom. This involved the recreation of textbooks to fit their nefarious agenda. The lack of a mention of slavery or even the leadup or aftermath of the civil war in the 1924 textbook is evidence of known involvement. It’s unclear if any of the principals or superintendents credited in the textbook are Klansmen, but the influence is quite evident. The textbook states, “This book is in no sense a complete history of New Jersey, the author hopes that its study may prove an inspiration to the purple to become an upright citizen of his community or state”. The absence of this major time period in the state’s history is done in a way to not invoke question. Unless there is other supplemental material taught in the classroom, the dark history of the state and the nation are removed from the collective memory. This book directly shows how “the amnesia of slavery” occurred not only in the state of New Jersey but across northern states. With the widespread recruitment push for new Klansmen, anyone learning in schools around this time would have no recollection of northern slavery’s existence. All the work in the decades past to bring this history into the classroom has been completely undone. Any book touching on the subject would have to start from scratch if the goals of those behind the book were successful.
Following the end of the Second World War, the U.S. would revisit the teaching of northern slavery. The post-war U.S. began to enter a period of civil rights and reforms as the Truman administration began to assist in the abolishment of segregation. This gets reflected in the 1947 U.S. history textbook American History by Howard Wilson and Wallice Lamb. This textbook is fascinating due to its creation. The book states that the author’s intentions for writing the textbook were to “include history and perspectives from this great nation that have been forgotten or removed over the years”. This indicates that the creation of the book was to teach a history that includes information removed by the Klan and other parties. The authors attempted to devise a history from the ground up that includes lost information including slavery. It kept its promise by including a simplified version of the slave trade and the quantity of forced labor employed. The text also looked into how the institution of slavery was a fundamental part of colonization in the Americas. It may not be the most perfect of tellings as it leaves the atrocities that faced the enslaved individuals out. This is significant as it leaves out the horrors that faced enslaved individuals. It creates the notion that this was a great injustice on the part of the colonists but was not as horrific as the reality of the situation. It keeps the reader, most likely a white student, separated from the event allowing no remorse for the actions of their forefathers to the black community. This was the last instance of slavery mentioned till the causes of the Civil War. There are two chapters dedicated to the development of agriculture and industry in the northern states and the southern states, but there is no mention of slavery whatsoever. What this does is reinforces the idea that slavery was there, but it wasn’t important in the continued development of the nation. The practice of slavery was only significant in establishing a foothold on the land. It makes the institution and the horrors faced by the enslaved people insignificant to economic development. However, coverage of the Civil War period possessed an interesting take on the content.
The 1947 textbooks’ stance on the Civil War and its aftermath indicate a deviation from the stranglehold of the Klan in education. The period leading up to the war has an interesting take on slavery. The text neither condemns nor supports either side of the debate on slavery. It creates this awkwardly neutral state when describing the situation that caused the suffering of so many. This is important as the goal appears to not anger those with sentiment in support of slavery. The author appears to be holding back their opinion on the matter and not getting into depth on the horrific reality. The text does have an allusion to the idea that the northern states either abandoned or abolished the practice. It describes this trope of the north being “abolitionist”, that there was no one within the state that opposed slavery. Following the end of the war, it does something unique to this text. The textbook described the reconstruction period in a way to appear successful rather than what happened in reality. The book described Reconstruction as establishing property in the south with 40 acres and a mule proposition. It describes how many would remain in the south as they were given property. What is also interesting is that it discusses the surge of newly freed black individuals getting into office as they finally received the right to vote. The book describes the downfall of the reconstruction as due to irresponsible spending of tax dollars and the creation of the Klan forcing black Americans to stay out of government and politics. The text portrays the Klan as the villain in reconstruction. It signifies a shift in public opinion and the elimination of their grasp on the education system. Information that pushes back on the lost cause narrative by showing that Reconstruction was sabotaged is making its way into schools. The neutral dialog however does indicate their presence is still there. The Klans’ limited presence is also indicated by the book leaving out many important details such as lynchings, or even the Great Migration of Black Americans to the north for work. These events had the potential to paint the Klan that existed at this time rather than the early organization during the reconstruction era in a negative light. The Klan may not have been as strong as they were in the previous decades, but was still a prominent organization throughout the nation, especially in the north. The textbooks telling of slavery does reinforce the notion that slavery was exclusively a southern problem, but this is not the first time this will occur.
Northern slavery’s absence in the classroom may not have been excluded due to racist involvement in the material. The relegation to slavery being exclusively southern is an issue that perpetuates to this modern day. This trend is one that Mr.Vikos, a former high school history teacher is very familiar with the pattern of returning to relegating slavery to exclusively the south. Mr. Vikos taught in Brooklyn from the late 1960s to the late 1990s. His insight into the teaching of northern slavery illustrates how racism is not the only factor in the removal of this information. In the late 60s, his school was facing a large influx of black students due to the end of segregation in 1963. The school would become nearly 100% black by 1975 and the teachers wanted to teach material that reflected the classroom’s demographics. This involved teaching northern slavery when the pre-Civil War era would arise in the classroom. “Students did enjoy the content at first, but as the years went on there were an increasing number of issues. The first was general confusion as students would get confused on what side slavery was on during the actual conflict. The second and most important issue was the lack of care. The students had no interest in learning about slavery that occurred here (New York)”. Eventually the teaching of northern slavery would be reduced as issues with the content would arise. “Readings on northern slavery were present in the classroom, but the likelihood anyone of the students remembered them a decade later is highly unlikely”. The teaching of northern slavery was present, but students would be the driving factor in its reduction. Eventually, the material would return to the idea that the north were free states and the south was slave states. There is a cycle of the subject of northern slavery appearing and then disappearing. The topic becomes introduced, it reaches a height where the issue is really focused on, and then an outside force acts, reducing the discussion back to the beginning. This trend can be seen between the textbooks from 1874 to 1924 with the Klan removing the material and again from 1947 to the 1970s when student interest would reduce its discussion. This trend would continue into the modern day. This becomes evident with the current lack of understanding of northern slavery even though the material is now present in almost every classroom in northern schools. The decades from the 1980s to the mid-2010s only serve to continue this trend.
To prove this theory of the teaching of northern slavery being a cycle, the decade of the 1980s serves as a point to see the material reintroduced. The 1980 textbook American History Review Text by Irving Gordon illustrates an interesting trend in the telling of history. This book was used in Port Richmond High School in Staten Island, New York throughout the 1980s and into the early 90s. The textbook immediately began with the colonization of America and the triangle trade after establishing a background on the New World. It also does a fantastic job of illustrating the population differences between the enslaved population and the white Europeans. This detail is that “slavery was found as a common practice throughout all English thirteen colonies”.Through discussing early American slavery, the inclusion that it existed within the entirety of the nation does allow the student reading to understand that the institution of slavery was in fact present in the north. Continuing the traditional organization structure, the textbook only mentions slavery only at the colonization of America and prior to the Civil War. This structure continues to assist in undermining the severity and longevity of the institution of slavery. When it begins to discuss the pre-Civil war era, it does call out hypocrisy. Though it may be two paragraphs, it sheds light on the hypocrisy of northern slavery. This hypocrisy was the north participating in slavery while simultaneously vilifying the south for participating in the exact same practice. This is significant as this is the first textbook examined to touch upon this issue. Not only does it bring to light northern slavery, but the textbook condemns the north for criticizing southern slavery before it abolished the practice fully within its states. Upon reaching the point of reconstruction, the textbook’s messages begin to shift.
Though time long since passed the time of Klan involvement, the telling of the history still bears its scars. The language of the text leads to assumptions with the vocabulary used to describe the black community at different points. In the beginning, they were described as “Africans” who then transitioned into being referred to as “enslaved” individuals. In the years during reconstruction, they are referred to as “Black”. However, once reconstruction ends they become “negros”. What this shows is the perpetuation of the lost cause mentality through the vocabulary. The idea of referring to black individuals as “negros” in this text is to establish the notion that the black community during the point of reconstruction and after are two different kinds of people. There also are present many allusions to what is going on in the north but the reality is vastly different. An example of this is the education system constructed in the south during Reconstruction. It stated “Negros, as well as whites, were guaranteed free compulsory public education by the reconstruction constitutions of the southern states. However, after the southern whites regained control, Negros received schooling that was segregated and inferior”. This line does highlight the notion that there was segregation and inferior education in the south but makes it appear that it was not a problem in the north. Segregated schools were prominent in the north as well and in some cases persisted far longer than they were legally able to. What this wording does that becomes commonplace is make the south sound like a racist and discriminatory place and paint the northern states in a light that is far from the reality that existed. The textbook does a decent job of illustrating the regression of the discussion of northern slavery. It may establish the institution existed in the north, but it lacks descriptions of the conditions. The text also regresses to race-charged wording linking its connection to the history of previous Klan-influenced textbooks. This would change as the nation entered the 1990s.
The discussion on northern slavery would continue due to its prioritization. The 90s would be a point where the material on northern slavery would begin to grow once again. Starting in 1996, Mr.Vikos would be responsible for approving textbooks for schools in the central headquarters. When asked about the criteria for what textbooks got approved, he would respond with the topic of slavery. He recalled how “many textbooks would just have a paragraph or two on the subject of slavers as a whole. It is impossible to cover all of the slavery in a single book, how do you do it in one paragraph? A textbook would only get passed if it discussed the social, political, and economic factors of both the north and the south”. He would stress the economic section as this would be the deciding factor of slavery’s perpetuation for both the north and the south. What was illustrated was a reinvigoration of the content. This was an individual who was passionate about bringing this information to the classroom and was in a place to do so. With the discovery of the massive burial of enslaved individuals in Manhattan a few years prior, there was a draw into teaching northern slavery.
As time progresses into the modern day, the pattern of the rise and fall of northern slavery’s discussion in the classroom only becomes more rapid of a cycle. Three different versions of the American Pageant textbook by Thomas Bailey, David Kennedy, and Lizabeth Cohen illustrate the perpetuation of the rise and fall of northern slavery in the classroom. The editions in question are the 2006, 2013, and 2016 versions. What makes these books unique is that they are currently in use in schools in New Jersey. The ones examined were in the possession of students actively using them in the classroom. What makes this even more interesting is the parts that were changed. The beginning chapters detail the triangle trade and the enslavement of the native American populations and the African populations. It even includes how slavery reach the American colonies in 1619 from captured slaves en route to Spanish colonies diverted to Virginia. The wording is almost exactly word for word between editions, so uniform it’s almost conspicuous. The differences become starkly relevant when the discussion of American slavery comes to question.
The three discussed American Pageant textbooks present differences that illustrate the increase and decline of the topic of northern slavery. Each book possessed a section dedicated to slavery between the founding of the nation and the civil war, slavery prior to the civil war, and a chapter on reconstruction. The differences become apparent in the first few paragraphs of the section. The 2006 edition was altered to include a deeper perspective of northern slavery following the revelation that attempts to include the material were unsuccessful. This is evident as the edition remarked that in the north there was freedom being attained, but there was more hatred of black Americans than in the south. This gets reinforced by the story of an individual who was born enslaved in the south, sold in New York City, and was eventually freed after eight years of servitude and the conditions she lived in after gaining freedom. The textbook accurately portrayed the conditions of slavery, and by covering the north before the south in the description of slavery, it gives the impression that slavery was equally horrible in practice throughout the nation. The 2013 edition states that northern slavery was just small farms with no large-scale plantations. It goes into detail about how New York abolished all of its slavery and possessed far better-living conditions than the south. This entirely changes the established narrative that slavery was a horrible practice. The text almost glorifies the practice of slavery in the state of New York. The 2016 edition resolves these issues by taking the best aspects of the two together. It largely emphasizes the story of the enslaved woman by giving it its own dedicated page. It includes an interesting insight into the northern slavery perspective. It does an excellent job of discussing how “few northerners were prepared for the outright abolition of slavery”. It goes in-depth at looking at the economic issues facing the north if it were to abolish slavery and the general view of the population wanting reform rather than abolition. The description of the popular view of the time feeds into a clearer understanding of the northern hypocrisy. This being the desire to abolish slaves in the south rather than within their own borders. The combining of the best of the two prior editions is the greatest strength of the sixteenth edition. Due to its publication date, the revised text containing a large amount of northern slavery material could be due to the political climate in 2016. The contentious political election sought to reinvigorate the discussion of slavery, especially that of northern states. This may be only speculation due to the recentness of this change, but outside forces like that are indicators of material like this being reintroduced based on the previously analyzed patterns in the earlier textbooks discussed. The three different textbooks indicate a falling point in the 2006 edition due to the reinvigoration in the 90s, a low point in 2015 as northern slavery was no longer in style, and then a spike in 2016 due to a shifting political climate.
What the analysis of these texts indicate is a disturbing trend of periodically increasing and decreasing the teaching of northern slavery in the northern states. There are large and periodic appearances of this under-discussed material and it appears to almost be predictable.
We begin to see it untaught in the classroom in the immediate aftermath of the Civil War. This was due to the material being largely sourced from the New England Primer, a book that focused on basic language, mathematics, and civic education. The exclusivity of this textbook would fuel the “lost cause” ideology. This ideology was the belief that the south was justified in fighting for slavery as reconstruction failed, proving black individuals could never be equal to their white counterparts.The discussion of northern slavery begins to increase in the mid-1870s based on the material from Condensed U.S. History from 1874. Though the description of events leads much of the history of northern slavery out, it does make its appearance known. Entering the 20th century we see a boom in the discussion of the material. In the textbook of the history of New Jersey, Stories of New Jersey, there is a detailed history of slavery in the state. It goes as far back as the Dutch and only gets slightly inaccurate in the end with the eventual abolition of the institution. This revolutionary discussion of the material comes crashing down in the 1920s. This is illustrated by the 1924 textbook An Elementary History of New Jersey. Its lack of not only the discussion of slavery in the north, but the absence of the entire practice is the ultimate goal of the “lost cause”. It indicates the idea of the Klan using education as a way to indoctrinate young and new members, and this came at the price of editing textbooks to reflect their views on society. Textbooks and educational material would bear the scars from this alteration for dedicated to come.
The coming age of civil rights reform would attempt to distance itself from the past. The restructuring of this discussion of northern slavery is illustrated in the 1947 textbook American History. Its limited appearance shows that the topic once again rose into the discussion. From the perspective of a history teacher from the late 60s to the mid-1970s, coverage began to increase once again to a clear point in the late 60s as schools finally began to become more diverse due to an end of segregation. Northern slavery’s discussion then began to fall in the 70s as the civil rights movement would lose its ground in the years following Martin Luther King Jr.’s assassination. The discussion on northern slavery would reach a low in the 1980s and gets illustrated by the 1980 history textbook American History Review Text. It may call out the North but it shows clear evidence of promoting the “lost cause” mentality due to its racially charged language. The 90’s would see a rise in the discussion of northern slavery again as the discovery of the largest enslaved cemetery in the nation would be found under Manhattan. The depth of the discussion on northern slavery reached a height in 2006 with the American Pageant 13th edition. It includes a detailed section on slavery in New York and that the horrors of slavery were present in the north. It even details how northerners viewed the practice as unjust but did little to nothing to end it within their states while criticizing the south. From this height there is a dramatic fall in the 2013 edition of the same textbook. It led to the idea that slavery was small in the north and that it was far better in conditions than in the south. It also creates the illusion that it was abolished by the 1860s rather than continuing throughout the civil war. Lastly, we see a jump in the discussion emerging in 2016. The American Pageant textbook’s 16th edition rectifies this issue of a decrease in the discussion. It adds material from the 2006 edition and expands on the practice and conditions of northern slavery. It’s unclear what the cause of this shift could be, but one could only speculate it was done out of a response to the changing climates and the increased national discussion on the longevity of the impacts the institution of slavery had on the nation.
With these trends highlighted, it’s important to note that there has never been a steady teaching of the material. Teachers have struggled with finding ways to get the material across without creating unnecessary confusion. The importance of this subject is unparalleled as its atrocities have never truly been righted. The perpetuation of these trends creates a lost history of the horrifying events that unfolded beneath the feet of students. They can adequately describe the atrocities that happened in distant states but are oblivious to the same atrocities that happened only a few miles away. The lack of a focus or understanding of what happened in the backyards of both teachers and students alike truly creates and perpetuates the “the amnesia of slavery”.
There is hope however that this continuous issue does get brought to light in the classroom. The awareness on the part of the students and teachers alike can see an end to its repetition. Teachers bringing this issue to the forefront and explaining to students that slavery happened here, and that it goes undiscussed, may inspire students to speak up when this topic is left out. Activism on this issue is key to maintaining its presence in the classroom and that these forgotten lessons never become forgotten again.
Bailey, Thomas, David Kennedy, and Lizabeth Cohen. The American Pageant. 13th ed. Stamford, CT: Cengage Learning, 2006.
Bailey, Thomas, David Kennedy, and Lizabeth Cohen. The American Pageant. 15th ed. Stamford, CT: Cengage Learning, 2013.
Bailey, Thomas, David Kennedy, and Lizabeth Cohen. The American Pageant. 16th ed. Stamford, CT: Cengage Learning, 2016.
Blight, David W. Race, and Reunion: The Civil War in American Memory. Cambridge, MA: Belknap Press of Harvard University Press, 2001.
Gigantino II, James J. “The Curious Memory of Slavery in New Jersey, 1865-1941.” New Jersey Studies: An Interdisciplinary Journal 6 (1): 35–55. 2020, Academic Search Premier doi:10.14713/njs.v6i1.188. Accessed 9/28/22.
Gigantino II, James J. The Ragged Road to Abolition: Slavery and Freedom in New Jersey, 1775-1865. Philadelphia: University of Pennsylvania Press, 2016.
Gigantino II, James J.“‘’The Whole North Is Not Abolitionist’’.” Journal of the Early Republic 34 (3): 411–37. 2014, Academic Search Premier doi:10.1353/jer.2014.0040. Accessed 9/28/22
Gordon, Irving L. Review Text in American History. New York, NY: AMSCO School Publications, 1980.
Gordon, Linda. The Second Coming of the KKK: The Ku Klux Klan of the 1920s and the American Political Tradition. New York: Liveright Publishing Corporation, a division of W.W. Norton & Company, 2018.
Jay, Bethany, and Cynthia Lynn Lyerly. Understanding and Teaching American Slavery. Madison, WI: The University of Wisconsin Press, 2016.
Lapsansky-Werner, Emma J., Peter B. Levy, Randy Roberts, Alan Taylor, and Kathy Swan. United States History: The Twentieth Century. 19th ed. California. New York, NY: Pearson Education, Inc., 2019.
Lapsansky-Werner, Emma J., Peter B. Levy, Randy Roberts, Alan Taylor, and Kathy Swan. United States History: The Twentieth Century. 19th ed. Texas. New York, NY: Pearson Education, Inc., 2019.
Mydland, Leidulf. “The Leg of One-Room Schoolhouses: A Comparative Study of the AME…” European journal of American studies. European Association for American Studies, February 24, 2011. https://journals.openedition.org/ejas/9205.
New Jersey. Laws, Statutes, Etc. An act for the gradual abolition of slavery … Passed at Trenton . Burlington, S. C. Ustick, printer 1804. Burlington, 1804. Pdf. https://www.loc.gov/item/rbpe.0990100b/.
Pearcy, Mark, “We Are Not Enemies”: An Analysis of Textbook Depictions of Fort Sumter at the beginning of the Civil War, The History Teacher, Volume 52 Number 4, Society for History Education, August 2019
Swinton, William. Swinton’s Condensed United States: A Condensed School History of the United States: Constructed for Definite Results in Recitation and Containing a New Method of Topical Reviews. New York, Chicago: Ivinson, Blakeman & Co., 1871.
Vikos, George and Greenstein, Andrew. Conversation at Marina Cafe, Staten Island NY, November 14th, 2022
Westminster Assembly. The New England primer improved: for the easy attaining the true reading of English, to which is added, the Assembly of Divines, and Mr. Cotton’s catechism. Boston: Printed for and sold by A. Ellison, in Seven-Star Lane, 1773. Pdf. https://www.loc.gov/item/22023945/.
Wilson, Howard E, and Wallice E Lamb. American History. Schoharie, NY: American Book Company, 1947.
Wolinetz, Gary K., When Slavery Wasn’t a Dirty Word in NJ, New Jersey Lawyer, February 15th, 1999
Pearcy, Mark, “We Are Not Enemies”: An Analysis of Textbook Depictions of Fort Sumter at the beginning of the Civil War, The History Teacher, Volume 52 Number 4, Society for History Education, August 2019, p.611
Pearcy, “We Are Not Enemies”: An Analysis of Textbook Depictions of Fort Sumter at the beginning of the Civil War, p.596
Samuel Wood & Sons, Beauties of the New-England primer p.4-21
Samuel Wood & Sons, Beauties of the New-England primer p.22-30
Westminster Assembly. The New-England primer improved: for the more easy attaining the true reading of English, to which is added, the Assembly of Divines, and Mr. Cotton’s catechism. Boston: Printed for and sold by A. Ellison, in Seven-Star Lane, 1773. Pdf. https://www.loc.gov/item/22023945/ ,p.29-31
Mydland, Leidulf. “The Legacy of One-Room Schoolhouses: A Comparative Study of the AME…” European journal of American studies. European Association for American Studies, February 24, 2011. https://journals.openedition.org/ejas/9205.
Blight, David W. Race and Reunion: The Civil War in American Memory. Cambridge, MA: Belknap Press of Harvard University Press, 2001.p.255
Blight, Race and Reunion: The Civil War in American Memory p.257
Blight, Race and Reunion: The Civil War in American Memory p.287
Blight, Race and Reunion: The Civil War in American Memory p.283
Swinton, William. Swinton’s Condensed United States: A Condensed School History of the United States: Constructed for Definite Results in Recitation and Containing a New Method of Topical Reviews. New York, Chicago: Ivinson, Blakeman & Co., 1871, p. 235
Swinton, Swinton’s Condensed United States: A Condensed School History of the United States p. 236
Swinton, Swinton’s Condensed United States: A Condensed School History of the United States p. 288-291
Swinton, Swinton’s Condensed United States: A Condensed School History of the United States p. 237
Wolinetz, When Slavery Wasn’t a Dirty Word in NJ
New Jersey, An act for the gradual abolition of slavery.
Gigantino II, James J. “The Curious Memory of Slavery in New Jersey, 1865-1941.” New Jersey Studies: An Interdisciplinary Journal 6 (1): 35–55. 2020, Academic Search Premier doi:10.14713/njs.v6i1.188. Accessed 9/28/22.
Gigantino II, James J. “The Curious Memory of Slavery in New Jersey, 1865-1941.” p.36
Gigantino II, James J. “The Curious Memory of Slavery in New Jersey, 1865-1941.” p.37
Thomson, An elementary history of New Jersey P.v
Thomson, An elementary history of New Jersey P.ix
Thomson, An elementary history of New Jersey P.150
Gordon, Linda. The Second Coming of the KKK: The Ku Klux Klan of the 1920s and the American Political Tradition. New York: Liveright Publishing Corporation, a division of W.W. Norton & Company, 2018. p.2
Gordon, Linda. The Second Coming of the KKK: The Ku Klux Klan of the 1920s and the American Political Tradition p.65
Gordon, Linda. The Second Coming of the KKK: The Ku Klux Klan of the 1920s and the American Political Tradition p.67
Thomson, An elementary history of New Jersey P.iv
Gigantino II, James J. “The Curious Memory of Slavery in New Jersey, 1865-1941.” p.36
In the Spring 2022 semester, Dr. Nancy Hagedorn of the Department of History led a group of history students to develop a Digital History of Slavery and Runaways in New York.
As part of the history department’s efforts to help students develop historical research and digital technology skills, students created an innovative, public history using arcGIS Story Maps.
The project was conceived as an applied history course to introduce students to digital history methods and techniques by focusing on New York runaway ads. The class began by reading about digital history and its methods and uses, and then extensively about the history of runaways and slavery generally. Finally, the class focused on slavery in New York and New York City specifically. To facilitate the class’ digital history research and answer questions about slavery and runaways in New York, members compiled a database of New York runaway ads using transcribed ads culled primarily from the Freedom on the Move database at Cornell University. The class input data on 641 runaways between 1730 and 1811, and also compiled census data on slaveholding in New York State using the Northeast Slave Records Index at Lloyd Sealy Library and John Jay College of Criminal Justice.
More information on the project can be found online.
Born in 1917 in Atlantic City, New Jersey, Jacob Lawrence moved to Harlem with his family in 1930 where he benefited from WPA projects. He studied art at the WPA Harlem Art Workshop in the New York Public Library’s 135th Street branch while he was still in high school. He continued his studies in art at the Workshop, despite dropping out of school to work part-time to help support his family when his mother lost her job. At the age of 21, he joined the easel division of the WPA and then the WPA Harlem Mural Project. Harlem, a destination for people of African descent from other parts of the U.S. and the Caribbean, provided Lawrence with a continual source of stimulation for his art. During the 1930s and 1940s, one of Lawrence’s major themes was working Americans, and unlike many artists, he created images of female workers, including teachers and domestic workers. The Shoemaker, 1945, is one of his images of men working.
Here, Lawrence depicts the strong physique and concentration of a lone worker, an artisan with powerful arms. Lawrence focuses especially on the man’s hands, rendered in exaggerated size and the largest element in the painting. It’s a serious subject, but Lawrence paints the background in the brilliant and joyous colors and patterns that he had noticed in many poor Harlem homes. Lawrence was well acquainted with the lives of laborers; his mother had been a domestic worker. In 1941 Lawrence was the first African American represented by a major New York City gallery. He was also the first to be exhibited in major museums and to enjoy patronage both within and outside the Black community.
Dorothea Lange (1895-1965)
In 1932, Lange photographed unemployed men in New York City on food line
Lange, born to German immigrants in Hoboken, New Jersey, is best known for her photographs taken during the Depression. A childhood case of polio left Lange with a limp that contributed to her sensitivity to the plight of others and her commitment to social justice. Deserted by her father and raised in the home of her alcoholic grandmother, Lange had a lonely childhood. She trained in several photographers’ studios, studied photography at Columbia University, and established a very successful photography studio in San Francisco. Lange’s early photos of labor demonstrations in San Francisco came to the attention of Paul Taylor, an economist at UCLA, who later became her second husband. An advocate for establishing camps for migrant workers, Taylor encouraged Lange to become a photographer for the State Emergency Relief Administration. The potency of these photos prompted Roy Stryker, the director of the Farm Security Administration, an agency that examined issues of rural poverty, to employ Lange in its historical division. Lange’s images became a source of inspiration for John Steinbeck’s The Grapes of Wrath. Her photograph, Migrant Mother, came to epitomize the Depression. This migrant mother was only 32 years old and had just sold the tires from her car to purchase food. Lange’s photographs later documented the injustice of Japanese internment during World War II.
Ben Shahn (1898-1969)
As a young boy Ben Shahn immigrated to the United States with his mother from Lithuania. When he was 14, he left school to become a lithographer’s assistant. He eventually attended New York University, CCNY, the Art Students League, and the National Academy of Design. His study of Jewish traditions, examined while the Depression developed, reinforced a concern for the plight of workers. He became known for his political subject matter, especially his series on the Sacco and Vanzetti court case that grappled with the trial and execution of Italian immigrants. Shahn worked on many WPA projects as both a painter and a photographer, chronicling the relocation of poor families to new federally sponsored communities through the Resettlement Administration. Shahn created a series of murals for a subsistence homesteading community in Roosevelt, New Jersey. The community was founded by the Farm Security Administration in 1936 to house New York City garment workers and their families, who would farm while off from work in the summer.
Images of starving Ukrainian peasant children, c. 1932-1933
Animosity between Russia and Ukraine has deep roots. This “Father Stalin” children’s song is from the 1930s when Soviet Union policies created famine in Ukraine. Father Stalin is Josef Stalin, head of the Communist Party and government in the Soviet Union that was dominated by Russia. The author of the poem is unknown. This version is from the 2012 book Bloodlands: Europe Between Hitler and Stalin (Basic Books, 2012: 36) by Timothy Snyder. A “kolkhoz” is a collective farm. | <urn:uuid:a59199bc-3c6c-4dc6-8223-cfe5e348e2ba> | CC-MAIN-2023-23 | https://teachingsocialstudies.org/category/lessons-resources/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649348.41/warc/CC-MAIN-20230603233121-20230604023121-00593.warc.gz | en | 0.971022 | 29,840 | 3.9375 | 4 |
The Fairyland of Evolutionary Modeling
Evolution takes too long, so we'll just speed it up in a computer. That's what two Darwinians scientists from the University of Barcelona decided to do. They created maps of virtual worlds where new adapted animals emerge. But even they, with all their creative modeling, couldn't get natural selection to bear the load put on it.
Models are useful in science. They've been used since Victorian times. William Thomson (Lord Kelvin) said that unless he can build a model of something he can't really understand it. The models of 19th- and 20th-century scientists have usually been testable against the real world. Observation provides important tethers to models, so that they don't fly off into fairyland.
Where, though, are the connections to reality in a paper by Isaac Salazar-Ciudad and Miquel Mar�n-Riera, published in Nature? One will look in vain for any mention of fossils, mammals, arthropods, or any other animal. The nearest natural thing they discuss is a tooth -- but even that is an idealized, virtual tooth in their dreamed up world of visions and simulations.
The University of Barcelona describes their approach: "3D simulation shows how form of complex organs evolves by natural selection." Notice that they call theirs the first simulation of its kind:
Researchers at the Institute of Biotechnology at the Helsinki University and the UAB have developed the first three-dimensional simulation of the evolution of morphology by integrating the mechanisms of genetic regulation that take place during embryo development. The study, published in Nature, highlights the real complexity of the genetic interactions that lead to adult organisms' phenotypes (physical forms), helps to explain how natural selection influences body form and leads towards much more realistic virtual experiments on evolution. (Emphasis added.)There's a conundrum for you: "more realistic virtual experiments." Try this exercise: find the realism in their model. We read about "virtual simulation of evolution" and "models of virtual evolution by natural selection of form." Here's a gem: "Evolution takes place virtually on the computer in populations of individuals in which each individual can mutate its genes, just as this works in nature." Nature itself nowhere appears, though, except in the name of the journal that published their imaginative excursion.
Keep in mind that the Darwinian evolutionists' burden is to demonstrate that natural selection actually produced novel, innovative structures, the classic examples being an eye or a wing. It's not convincing to look at existing eyes or wings and simply assert that they evolved by unguided processes. Nor is it convincing to look at existing genes and make that assertion. Skeptics of neo-Darwinism will suggest other explanations for the observations, such as genetic drift or intelligent design.
Salazar and Marin-Riera seem to know this. That's why they make a glaring admission in explaining why they couldn't be realistic, but had to go virtual:
"Right now we have a lot of information on what changes in what genes cause what changes in form. But all this is merely descriptive. The issue is to understand the biological logic that determines which changes in form come from which changes in genes and how this can change the body", explains Isaac Salazar, a researcher at the University of Helsinki and in the Department of Genetics and Microbiology of the UAB, and lead author of the article. In nature this is determined by embryo development, during the life of each organism, and by evolution through natural selection, for each population and species.But their brief reference to "existing experimental data," remember, does not demonstrate the validity of natural selection, because alternative explanations exist. It's up to them to prove it. Otherwise, their "virtual simulation of evolution" floats free in the realm of imagination. Their whole paper is built on "theoretical models" they wrote and that other Darwinian evolutionists wrote. The real-world constraints on their theoretical model are just other theoretical models!
But in the field of evolution of organisms it is practically impossible to set up experiments, given the long timescale these phenomena operate on. This means that there are still open debates, with hypotheses that are hard to prove experimentally. This difficulty is compensated for by the use of theoretical models to integrate in detail the existing experimental data, thus creating a virtual simulation of evolution.
Even so, it's astonishing to read on and find out that with all the freedom in their imaginary world, they still couldn't get natural selection to accomplish much. We are offered three "visions" of evolution (an instructive choice of words). The first "vision" was that any change was adaptive. That one got shot down, leaving two others with little for natural selection to do:
This simulation enables a comparison of the different hypotheses in the field of evolution regarding which aspects of morphology evolve most easily. The first vision is that all metric aspects of form contribute to adaptation and that, consequently, all are fine-tuned by evolution over time. The second vision is that some aspects of form have greater adaptive value and that the remainder evolve collaterally from changes in these. The third is that no aspect of form is intrinsically more important, but what is important adaptively is a complex measurement of the form's roughness.It must be obvious that perfection in a virtual world is a lot different from perfection in the real world. Watching Illustra Media's film Metamorphosis, about butterflies, it would be hard to imagine creatures gifted with better engineering and artistry. Salazar and his companion focused on virtual teeth, using their own subjective criteria -- nothing from the real world.
"What we have found is that the first hypothesis is not possible and that the second is possible in some cases. Even if ecology favoured this type of selection (the first vision), embryo development and the relationship between genetic and morphological variation imposed by this is too complex for every aspect of morphology to have been fine-tuned. In one way, what we are seeing is that natural selection is constantly modelling body forms, but these are still a long way from perfection in many ways", points out Salazar.
By "roughness," they are referring to another theoretical construct in evolutionism, the "fitness landscape" imagined by Sewall Wright. The fitness landscape has peaks and valleys. An organism might attain a local optimum fitness but get stuck there, with no way to climb to a higher peak without having to decrease its fitness first. Interesting as the fitness landscape concept is, it's incidental. What matters is that Salazar's entire evolutionary model is adrift in virtual space -- and even there, natural selection doesn't do much.
Remember, this was not some backwoods thought experiment, but was published in the leading science journal in the world, Nature. And it got good press. In the same issue of Nature, P. David Polly gives his perspective on the paper, under the headline, "Evolution: Stuck between the teeth." Here's the upshot:
A computer model of tooth evolution designed to assess the impact of developmental dynamics on natural selection reveals that complexity reduces the likelihood of maximum fitness being attained.Polly was not being critical. He congratulated their "groundbreakingly realistic computational model" of how natural selection works. (The realism still eludes us.) Polly spends some time discussing how real teeth develop in living animals, but that's not the issue. Remember, the burden of the neo-Darwinist is to explain how unguided natural processes achieved the high degrees of adaptation that we actually observe in the living world.
Polly's digression into real teeth doesn't help, therefore, because he admits that "the authors created artificial populations of developing teeth that they subjected to mutation and selection." It's all simulation that cannot be tested in the real world. Remember? It takes too long.
When we see what the authors did, we have to sigh: "There you go again." They snuck information into their evolutionary algorithm. That's the only way they could get evolution to (at least partially) work. Look at all the free parameters in their arbitrary scheme:
Fitness was assigned to each individual on the basis of either its phenotypic or its functional similarity to an arbitrarily chosen target phenotype. The latter can be thought of as the phenotype that conveys the greatest fitness in the ecological context of the simulation -- a peak on the adaptive landscape, as described by the geneticist Sewall Wright. The fittest individuals were then selected as the parents of the next generation and the simulation was repeated.But even with all the coaching of their imaginary organisms, they could only get some of the virtual individuals to reach their full fitness potential. Alas:
Salazar-Ciudad and Mar�n-Riera have shown that not only are suboptimal dead ends an evolutionary possibility, but they are also exceedingly likely to occur in real, developmentally complex structures when fitness is determined by the exact form of the phenotype.Well, they couldn't leave natural selection powerless to create endless forms most beautiful, so they tweaked the model to steer it up the fitness peak:
However, the authors also found that when fitness was determined by functional properties instead of the phenotype itself, the adaptive peak was usually reached. This is because many different phenotypes can have the same functional properties -- a herbivorous mammal, for example, simply needs grinding and chewing surfaces on its teeth, regardless of how the surfaces are constructed. Thus, there are many more paths to a functional adaptive peak than to a phenotypic one, especially for a phenotype that has a complex developmental system, such as a tooth.Of course the computer organisms will reach the adaptive peak when you define it in terms of functional properties that you yourself reward your virtual organisms to find, by calling them the fittest and only allowing them to reproduce. Try it with no rewards, and no guidance (as neo-Darwinism is supposed to work), and the algorithm reduces to blind search.
Polly is impressed by the work, but ends with a series of questions that reveal the Darwinian mechanism as a series of promissory notes with no deadlines. Pay special notice to his reference to "knowledge gaps":
The authors' results highlight interesting questions. If phenotypic evolution is likely to get stuck on suboptimal adaptive peaks, what happens to the evolving populations? Do they simply persist in a suboptimal state? Do their ecological relationships change to fit their phenotype, thereby creating new adaptive peaks? Or do they become extinct as they are out-competed by populations that can reach a more optimal phenotype? Salazar-Ciudad and Mar�n-Riera's focus on teeth -- which can be studied empirically in living populations, among distantly related clades and in the fossil record -- offers considerable potential for testing their evolutionary predictions and closing the knowledge gaps between genetics, development and macroevolution.So they can be tested (implying they have not been), provided that one begs the question of whether unguided natural processes are responsible. Some day we'll close those knowledge gaps! Just keep the funding on tap to pay our computer programmers. Meanwhile we see that Darwinian theory, which is sold to the public as so obvious in nature it should be the only one permitted in schools, works only in virtual space. And even there, it doesn't work very well. | <urn:uuid:778462ee-9b7a-4434-b1dd-3f36e8245e87> | CC-MAIN-2016-22 | http://www.evolutionnews.org/2013/05/the_fantasy_wor071901.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464054915149.6/warc/CC-MAIN-20160524015515-00010-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.958607 | 2,332 | 3.375 | 3 |
Effects Of Technology
The late-19th and early-20th centuries saw a revolution in transportation with the invention of the airplane and automobile. Other technological advances made during the Paleolithic period have been clothes and shelter; the adoption of each technologies can’t be dated precisely, but they have been a key to humanity’s progress. As the Paleolithic era progressed, dwellings turned more subtle and extra elaborate; as early as 380 ka, people had been setting up short-term wooden huts. Clothing, adapted from the fur and hides of hunted animals, helped humanity broaden into colder regions; humans began to migrateout of Africa by 200 ka and into other continents similar to Eurasia.
In Goethe’s Faust, Faust selling his soul to the devil in return for power over the physical world can be usually interpreted as a metaphor for the adoption of industrial technology. Optimistic assumptions are made by proponents of ideologies corresponding to transhumanism and singularitarianism, which view technological development as usually having useful effects for the society and the human condition. In these ideologies, technological growth is morally good.
In home, at work, for communication, transport, enterprise and so forth. you see technology everywhere. Moreover, any important field you can probably think of, technology certainly prevails there in a single kind or the opposite. Technology, the essence of the trendy day world is evolving at a a lot quicker pace. In our private as well as professional/enterprise life, technology is indispensable.
This article is about the use and information of strategies and processes for producing items and companies. There exist sensible difficulties of actually implementing technology transfers, nevertheless.
To some extent, some business applied sciences can make a small company appear to be an enormous firm, and this may help a small enterprise gain place in a competitive market. This complete router features ultra Fast AC technology allowing for Up to 2.6Gbps of wi-fi speed. | <urn:uuid:e8b38cd8-1aa3-4685-bb2f-e8434ca56865> | CC-MAIN-2021-04 | https://www.michaelkorsets.com/technology-noun.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703513144.48/warc/CC-MAIN-20210117174558-20210117204558-00603.warc.gz | en | 0.940162 | 394 | 2.71875 | 3 |
SUGAR FREE GUM…..is it what you think?
The American Dental Association has confirmed that chewing sugar-free gum in between meals and after snacks is extremely beneficial to oral health. The act of chewing itself stimulates the flow of saliva which helps wash away leftover food particles.
All gums with the ADA Seal are sweetened by non-cavity causing sweeteners such as aspartame, xylitol, sorbitol or mannitol. Of course, chewing sugar-containing gum increases saliva flow too, but it also contains sugar which is used by plaque bacteria to produce decay-causing acids.
One of these non-cavity causing sweeteners shines brighter than the rest, xylitol. Sugar-free gum sweetened with xylitol has the added benefit of inhibiting the growth of Streptococcus mutans, one of the oral bacteria that cause cavities. In the presence of xylitol, the bacteria lose the ability to adhere to the tooth, stunting the cavity-causing process. The American Academy of Pediatric Dentistry (AAPD) recognizes that xylitol, therefore, helps prevent cavities. The AAPD also notes that there is some evidence that the actual chewing of this type of gum may help improve its cavity-reducing effect.
Xylitol is just about as sweet as sugar and is found in fruits, vegetables, and plant fibers. The sweetest part about xylitol is its health benefits. For more than 40 years, clinical research has proven xylitol helps improve oral health. It also provides anti-aging properties, and significantly boosts oral and upper respiratory health.
Keep in mind that gum is not an alternative to proper oral hygiene and dental visits. | <urn:uuid:b17b59d0-99f1-4cad-9310-8501f77ea00c> | CC-MAIN-2021-31 | https://newalbanysmiles.com/sugar-free-gum/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153521.1/warc/CC-MAIN-20210728025548-20210728055548-00414.warc.gz | en | 0.941688 | 358 | 2.96875 | 3 |
On Sunday 12 April 2015, 400 people lost their lives in a shipwreck off the Italian coasts.
The number of victims outnumbers by far the tragic events of October 2013, when 366 migrants drowned near Lampedusa.
How come that such horror may happen again, 18 months after a tragedy which had aroused indignation among the European Union (EU), the heads of state and governments ? Why is it, that,in 2014, more migrants lost their lives in the Mediterranean than ever before ? Over 3,500 people died or were reported missing last year, five times as many as in 2013 !
The number of people trying to cross the Mediterranean has considerably increased.
They were over 200,000 in 2014 according to the UNHCR, three times as many as in 2011.
They flee countries like Eritrea, Syria, Libya or Palestine, i.e. war zones or countries where human rights are violated. In such circumstances, it is shocking that European countries stick to their main objective – preventing people from reaching their territory rather than rescuing and protecting them.
It is unbelievable that death and disappearance at European gates turn out to be commonplace news, as if something unavoidable.
Beyond the alleged willingness to limit the number of shipwrecks and to save lives, the EU and its member states have merely barred access to their territory, particularly the maritime routes, including for people needing protection and who seek asylum, by maintaining their visa policies with the support of Frontex agency and the Eurosur surveillance system.
Thus, being perfectly aware of the situation, the EU and its member states, Italy included, have set up a border surveillance operation called Triton. This operation was launched after the Italian sea and rescue operation Mare Nostrum came to an end in late 2014. It is co-ordinated by Frontex and its first task is not to save lives but to control migration « flows ».
Yet, upon the launch of Mare Nostrum, Italy seemed to have paved the way to a different approach in line with its international obligations to search and rescue people in distress at sea. A similar effort could have been deployed by all member states, thereby avoiding the loss of thousands of lives.
The heads of states as well as European institutions cannot escape their responsibility in this tragedy by shifting the blame onto smugglers as the cause for vessels which capsize in the Mediterranean. Migrants would not turn to smugglers were they able to travel legally. Those who embark on insecure boats to cross the sea are the same that are refused the right to obtain a visa and to move freely.
A radical change in the rationale underpinning the EU’s asylum and migration policies is urgently needed so that priority is given to the respect of migrants’ rights, the obligation to rescue people at sea and to provide access to the European territory for people needing protection.
The right to free movement is and will remain a demand voiced by people crossing the Mediterranean : the European Union has no choice but to finally take it into consideration.
Boats4People is a international coalition of NGOs. The following organisations are members of the coalition : AME (association malienne des expulsés), ARCI (associazione ricreativa culturale italiana), ARACEM (association des rapatriés d’Afrique centrale au Mali), CIMADE, FASTI (Fédération des associations de solidarité avec les travailleurs immigrés), FTDES (Forum tunisien pour les droits économiques et sociaux), GADEM (groupe antiraciste d’accompagnement et de défense des étrangers et migrants), GISTI (groupe d’information et de soutien aux immigrés), le réseau euro-africain MIGREUROP, etc.
The following NGOs have also signed this press release : ATMF (association des travailleurs maghrébins en France), FTCR (fédération des tunisiens pour une citoyenneté des deux rives), ACORT, (assemblée citoyenne des originaires de Turquie), REMDH (réseau euroméditerranéen des droits de l’homme), FIDH (Fédération internationale des droits de l’homme), Mouvement de la paix, UGTT (Union générale tunisienne du travail), AEDH (association européenne pour la défense des droits de l’homme) | <urn:uuid:e97ae2f4-ab01-4dcb-b2ff-b9019101b556> | CC-MAIN-2017-22 | http://www.migreurop.org/article2595.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463612537.91/warc/CC-MAIN-20170529184559-20170529204559-00457.warc.gz | en | 0.878659 | 969 | 2.640625 | 3 |
Since the Bomb became fact 78 years ago, works of fiction have born witness to its potential impact upon every life on earth—and to its actual impact upon billions of human and nonhuman lives. By way of these works, our course will trace the spreading shadows cast by nuclear weapons on the lives and places they threaten not only through their detonation but also through their production, testing, and use as tokens of national and imperial power. We’ll learn about the nuclear sublime and the nuclear uncanny, encounter narrative accounts and critiques of nuclear colonialism, and consider how the very shape of the novel has altered to accommodate the Bomb. And we’ll think about how, as Aotearoa New Zealand Māori novelist James George puts it, nuclear weapons have made “a hole in the future” for Indigenous people in the Pacific and elsewhere. Primary texts by James George, Russell Hoban, Masuji Ibuse, Walter Miller, Jr., Ruth Ozeki, Thomas Pynchon (whose Gravity’s Rainbow turns 50 this year), Leslie Marmon Silko, and others. | <urn:uuid:8bc73152-1d78-4dff-8b8b-44fadf49d5df> | CC-MAIN-2023-50 | https://www.english.upenn.edu/courses/undergraduate/2023/fall/engl2082.401 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100232.63/warc/CC-MAIN-20231130193829-20231130223829-00362.warc.gz | en | 0.949722 | 224 | 3.125 | 3 |
THE AND GATE
The AND gate is a logic circuit that requires all inputs to be TRUE at the same time in order for the
output to be TRUE.
The standard symbol for the AND gate is shown in figure 2-2. Variations of this standard symbol
may be encountered. These variations become necessary to illustrate that an AND gate may have more
than one input.
Figure 2-2. AND gate.
If we apply two variables, A and B, to the inputs of the AND gate, then both A and B would have to
be TRUE at the same time to produce the desired TRUE output. . The symbol f designates the output
function. The Boolean expression for this operation is f = A·B or f = AB. The expression is spoken, "f =
A AND B." The dot, or lack of, indicates the AND function.
AND GATE OPERATION
We can demonstrate the operation of the AND gate with a simple circuit that has two switches in
series as shown in figure 2-3. You can see that both switches would have to be closed at the same time to
light the lamp (view A). Any other combination of switch positions (view B) would result in an open
circuit and the lamp would not light (logic 0).
Figure 2-3.AND gate equivalent circuit: A. Logic 1 state; B. Logic 0 state.
Now look at figure 2-4. Signal A is applied to one input of the AND gate and signal B to the other.
At time T0, both inputs are LOW (logic 0) and f is LOW. At T1, A goes HIGH (logic 1); B remains LOW;
and as a result, f remains LOW. At T2, A goes LOW and B goes HIGH; f, however, is still LOW, because
the proper input conditions have not been satisfied (A and B both HIGH at the same time). At T4, both A | <urn:uuid:a427a6bb-2643-4348-8324-f67e29462ee7> | CC-MAIN-2018-34 | http://electriciantraining.tpub.com/14185/css/The-And-Gate-88.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221217970.87/warc/CC-MAIN-20180821053629-20180821073629-00380.warc.gz | en | 0.925213 | 412 | 3.96875 | 4 |
Malcolm X, born Malcolm Little, lived a short, often violent life. This story frames Malcolm’s death with his upbringing and the racial and political struggles that defined his adult life.
Malcolm was struck by racial injustice at a young age. His father was murdered - though police ruled it a suicide - for his involvement in civil rights movements. He graduated from junior high at the top of his class, but his dreams were crushed when his teacher told him a black boy could never become a lawyer. Later, he joined the Nation of Islam and preached for civil rights - but this made him a target of the United States government and of ruthless assassins.
This audio companion for the graphic novel Malcolm X: A Graphic Biography allows listeners to follow along with the book’s evocative drawings by Randy DuBurke. Listeners will gain a new perspective on the activist from this dynamic biography.
©2006 Andrew J. Helfer (P)2008 Recorded Books
Malcolm X: A Graphic Biography, is an intriguing, fast-paced moving look at the life and times of Malcolm X. The author, Andrew Helfer, does a great job in conveying to the reader the experiences that Malcolm X went through and his conversions throughout his life. He details the ongoing struggle that Malcolm X was involved in in regards to the liberation, empowerment, social justice of the black race.
Malcolm X was one of the key figures of the civil rights era both here in the United States and abroad throughout the 1950s and 60s, and helping others to realize that the opportunities, power and control of one’s destiny, lay within themselves, but they would have to fight for it in order to obtain it. “Any Means Necessary”, became the mantra that Malcolm X is best known for. He would encourage people to fight for what is right, and fight for what is rightfully theirs.
This is a great book, and a great look back at the life and times of Malcolm X. I highly recommend this book to anyone with a sense of history, a thirst for the understanding and contrary to popular public opinion of what the civil rights era was all about. The book also does a great job in speaking of Malcolm X’s personal life, friends, enemies and his ongoing struggle within himself and the Nation of Islam.
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If you find this review inappropriate and think it should be removed from our site, let us know. This report will be reviewed by Audible and we will take appropriate action. | <urn:uuid:5815f7d1-3f93-4e54-bfc1-8d011ced26ca> | CC-MAIN-2015-22 | http://www.audible.com/pd/Bios-Memoirs/Malcolm-X-A-Graphic-Biography-Audiobook/B00BAYB96Y?ref_=pd_rsp_2 | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207927104.48/warc/CC-MAIN-20150521113207-00001-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.98112 | 530 | 3 | 3 |
I am a fan of analogies. I use them all the time. I see them as very handy to illustrate lots of situations when speaking to work colleagues, clients and contractors. As English is my second language, they help me to easily communicate technical information in a more friendly way. Here is one of my favourites:
You may have heard people saying: “I’d love to know what stories that historic building could tell, what secrets it knows” or you may have heard people talking about how buildings “breathe”. What you might not have heard anyone say, until now, is that historic buildings “dance” as well. Yes, you read it right, historic buildings dance.
Construction materials such as timber, mortars, or metals typically move rhythmically in response to changes in temperature through the different seasons of the year. This phenomenon can be described as the “expansion-contraction rate”. The difference between the hottest and the coldest temperature in an area or region also determines the amplitude of this volume oscillation. Different materials have different “coefficients” of thermal expansion and contraction so, when they come together to form a building component, their volume oscillation results in differential movement.
When materials and buildings components are initially combined in a building, it is expected that cracks or other defects resulting from differential movement will appear during the first years of the building’s life. Careful choice of materials and thorough detailed design helps to accommodate this differential movement and allows materials and components to dance together.
Some materials are better “dancers” than others. Thanks to their plasticity, they can act as buffers that accommodate the differential movement between more lively components. This is especially the case of lime mortars, for example. When a lime mortar is correctly specified, its plasticity will allow some of the movement of the masonry elements to be absorbed. This contributes to maintaining the integrity of the masonry. In a similar way, sand mastic, when used to seal the joints between external masonry and windows or doors, contributes to the tightness of the joint, as masonry and joinery elements don’t typically dance to the same rhythm.
There are, however, some “twinkle toes” materials, such as cement. Cement is very stiff and prone to cracking. Rather than helping to harmonise differential movements, it can disrupt the rhythm of the dance.
Once components get familiar with each other, they usually settle down, reaching a point of equilibrium. From then on, they usually move together in harmony, so they dance.
Building materials and components begin to dance together from the earliest days of construction of a building, to the rudimentary beat of the hammers and chisels and to the cutting of saws, and this choreography of construction continues for decades.
The key to keeping buildings dancing to the beat of the changing seasons is determining the right repair strategy and selecting the right materials. Introducing inappropriate materials or components will disturb that harmony. This can compromise the integrity of the whole ensemble. Modern materials that may be perfectly harmonious in new construction, when introduced in historic buildings can be discordant partners.
It is like a stranger who comes late to a party where people have been dancing together for hours. The people there are a very closed group of people where they have all known each other for a long time and like the same music. They are “in their element”. Then the newcomer wants to play different music for the others to dance to, but now they don’t want to. The dancing stops and the party is over.
So, when colleagues are immersed in specifying a building material or in deciding the most appropriate way to repair a defect in a historic building, I would ask them to think about this and always remember that historic buildings dance!
Chartered Building Surveyor | <urn:uuid:f8a50aaf-a85a-4c08-b5ae-7400d8c62e83> | CC-MAIN-2022-40 | https://www.weareglm.com/historic-buildings-dance/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030336978.73/warc/CC-MAIN-20221001230322-20221002020322-00485.warc.gz | en | 0.953624 | 812 | 2.953125 | 3 |
Pearl S. Buck
Pearl Sydenstricker Buck (born Pearl Comfort Sydenstricker; Chinese: 赛珍珠; Pinyin: Sài Zhēnzhū; 26 June 1892 – 6 March 1973), primarily known as Pearl S. Buck, was a prolific American writer. In 1938, she became the first American woman to win the Nobel Prize for Literature.
- An intelligent, energetic, educated woman cannot be kept in four walls — even satin-lined, diamond-studded walls — without discovering sooner or later that they are still a prison cell.
- "America's Medieval Women," Harper's Magazine (August 1938)
- There will be no real content among American women unless they are made and kept more ignorant or unless they are given equal opportunity with men to use what they have been taught. And American men will not be really happy until their women are.
- Harper’s Magazine (August 1938), p. 232
- A man is educated and turned out to work. But a woman is educated — and turned out to grass.
- Of Men and Women (1941), Ch. 4
- Profound as race prejudice is against the Negro American, it is not practically as far-reaching as the prejudice against women. For stripping away the sentimentality which makes Mother’s Day and Best American Mother Contests, the truth is that women suffer all the effects of a minority.
- Of Men and Women (1941), Ch. 8
- Men and women should own the world as a mutual possession.
- Of Men and Women (1941), Ch. 8
- It is a shameful sign of our arrogance that our history departments have almost no Chinese history in them, our literature courses almost no Chinese literature, our philosophy departments almost none of the great Chinese systems of philosophy. And our religious schools have been the most arrogant of all.
This ignorant arrogant mind has become fixed in its patterns. It is the pattern which considers anything not American to be inferior — unless it be English.
- Euthanasia is a long, smooth-sounding word, and it conceals its danger as long, smooth words do, but the danger is there, nevertheless.
- The Child Who Never Grew (1950), Ch. 2
- Because psychologists have been able to discover, exactly as in a slow-motion picture, the way the human creature acquires knowledge and habits, the normal child has been vastly helped by what the retarded have taught us.
- The Child Who Never Grew (1950)
- I love people. I love my family, my children … but inside myself is a place where I live all alone and that's where you renew your springs that never dry up.
- As quoted in The New York Post (26 April 1959)
- All things are possible until they are proved impossible — and even the impossible may only be so, as of now.
- A Bridge for Passing (1962)
- One does not live half a life in Asia without return. When it would be I did not know, nor even where it would be, or to what cause. In our changing world nothing changes more than geography. The friendly country of China, the home of my childhood and youth, is for the time being forbidden country. I refuse to call it enemy country. The people in my memory are too kind and the land too beautiful.
- A Bridge for Passing (1962)
- What is a neglected child? He is a child not planned for, not wanted. Neglect begins, therefore, before he is born.
- Children for Adoption (1964). Ch. 3
- The secret of joy in work is contained in one word — excellence. To know how to do something well is to enjoy it.
- The Joy of Children (1966)
- Nothing and no one can destroy the Chinese people. They are relentless survivors. They are the oldest civilized people on earth. Their civilization passes through phases but its basic characteristics remain the same. They yield, they bend to the wind, but they never break.
- China, Past and Present (1972) Ch. 1
- Ah well, perhaps one has to be very old before one learns how to be amused rather than shocked.
- China, Past and Present (1972) Ch. 6
- There was an old abbot in one temple and he said something of which I think often and it was this, that when men destroy their old gods they will find new ones to take their place.
- As quoted in The Quotable Woman (1978) by Elaine T Partnow, p. 226. "When men destroy their old gods they will find new ones to take their place" has sometimes been quoted as her original statement, though she states that she herself is quoting an abbot.
- The truth is always exciting. Speak it, then. Life is dull without it.
- As quoted in Know Your Limits — Then Ignore Them (2000) by John Mason, p. 46
- The young do not know enough to be prudent, and so they attempt the impossible, and achieve it, generation after generation.
- As quoted in An Apple for the Teacher: Fundamentals for Instructional Computing (1983) by George H. Culp and Herbert N. Nickles, p. 190; also in Youth Quake: A Manifesto (2002) by Cousin Sam, p. 31
- The truly creative mind in any field is no more than this: a human creature born abnormally, inhumanly sensitive. To him, a touch is a blow, a sound is a noise, a misfortune is a tragedy, a joy is an ecstasy, a friend is a lover, a lover is a god, and failure is death. Add to this cruelly delicate organism the overpowering necessity to create, create, create — so that without the creating of music or poetry or books or buildings or something of meaning, his very breath is cut off from him. He must create, must pour out creation. By some strange, unknown, inward urgency he is not really alive unless he is creating.
- As quoted in The 101 Habits of Highly Successful Screenwriters: Insiders Secrets from Hollywood's Top Writers (2001) by Karl Inglesias, p. 4. This has also appeared on the internet in several slightly paraphrased forms.
The Chinese Novel (1938)Edit
- I grew up believing that the novel has nothing to do with pure literature. So I was taught by scholars. The art of literature, so I was taught, is something devised by men of learning. Out of the brains of scholars came rules to control the rush of genius, that wild fountain which has its source in deepest life. Genius, great or less, is the spring, and art is the sculptured shape, classical or modern, into which the waters must be forced, if scholars and critics were to be served. But the people of China did not so serve. The waters of the genius of story gushed out as they would, however the natural rocks allowed and the trees persuaded, and only common people came and drank and found rest and pleasure. For the novel in China was the peculiar product of the common people. And it was solely their property.
- The Chinese novel was written primarily to amuse the common people. And when I say amuse I do not mean only to make them laugh, though laughter is also one of the aims of the Chinese novel. I mean amusement in the sense of absorbing and occupying the whole attention of the mind. I mean enlightening that mind by pictures of life and what that life means.
- Did one man write Shui Hu Chuan, or did it grow to its present shape, added to, rearranged, deepened and developed by many minds and many a hand, in different centuries? Who can now tell? They are dead. They lived in their day and wrote what in their day they saw and heard, but of themselves they have told nothing.
- Strangely enough, there were certain scholars who envied the freedom of obscurity, and who, burdened with certain private sorrows which they dared not tell anyone, or who perhaps wanting only a holiday from the weariness of the sort of art they had themselves created, wrote novels too, under assumed and humble names. And when they did so they put aside pedantry and wrote as simply and naturally as any common novelist.
For the novelist believed that he should not be conscious of techniques. He should write as his material demanded.
- A good novelist, or so I have been taught in China, should be above all else tse ran, that is, natural, unaffected, and so flexible and variable as to be wholly at the command of the material that flows through him. His whole duty is only to sort life as it flows through him, and in the vast fragmentariness of time and space and event to discover essential and inherent order and rhythm and shape. We should never be able, merely by reading pages, to know who wrote them, for when the style of a novelist becomes fixed, that style becomes his prison. The Chinese novelists varied their writing to accompany like music their chosen themes.
- These Chinese novels are not perfect according to Western standards. They are not always planned from beginning to end, nor are they compact, any more than life is planned or compact. They are often too long, too full of incident, too crowded with character, a medley of fact and fiction as to material, and a medley of romance and realism as to method, so that an impossible event of magic or dream may be described with such exact semblance of detail that one is compelled to belief against all reason
- Out of this folk mind, turned into stories and crowded with thousands of years of life, grew, literally, the Chinese novel. For these novels changed as they grew. If, as I have said, there are no single names attached beyond question to the great novels of China, it is because no one hand wrote them. From beginning as a mere tale, a story grew through succeeding versions, into a structure built by many hands.
- The people of China forged their own literature apart from letters. And today this is what lives, to be part of what is to come, and all the formal literature, which was called art, is dead. The plots of these novels are often incomplete, the love interest is often not brought to solution, heroines are often not beautiful and heroes often are not brave. Nor has the story always an end; sometimes it merely stops, in the way life does, in the middle of it when death is not expected.
In this tradition of the novel have I been born and reared as a writer.
- The instinct which creates the arts is not the same as that which produces art. The creative instinct is, in its final analysis and in its simplest terms, an enormous extra vitality, a super-energy, born inexplicably in an individual, a vitality great beyond all the needs of his own living — an energy which no single life can consume. This energy consumes itself then in creating more life, in the form of music, painting, writing, or whatever is its most natural medium of expression. Nor can the individual keep himself from this process, because only by its full function is he relieved of the burden of this extra and peculiar energy — an energy at once physical and mental, so that all his senses are more alert and more profound than another man's, and all his brain more sensitive and quickened to that which his senses reveal to him in such abundance that actuality overflows into imagination. It is a process proceeding from within. It is the heightened activity of every cell of his being, which sweeps not only himself, but all human life about him, or in him, in his dreams, into the circle of its activity.
- The street is noisy and the men and women are not perfect in the technique of their expression as the statues are. They are ugly and imperfect, incomplete even as human beings, and where they come from and where they go cannot be known. But they are people and therefore infinitely to be preferred to those who stand upon the pedestals of art.
- Story belongs to the people. They are sounder judges of it than anyone else, for their senses are unspoiled and their emotions are free.
What America Means to Me (1943)Edit
- Race prejudice is not only a shadow over the colored — it is a shadow over all of us, and the shadow is darkest over those who feel it least and allow its evil effects to go on. It is not healthy when a nation lives inside a nation, as colored Americans are living inside America. A nation cannot live confident of its tomorrow if its refugees are among its own citizens. For it is never the one who suffers injustice who is the injured one, but the one who is unjust. Slavery bred a race of idle and shiftless white men, and race prejudice continues the evil work. White people who insist on their superority because of the color of the skin they were born with- can there be so empty and false a superiority as this? Who is injured the most by that foolish assumption, the colored or the white? In his soul it s the white man. It is the wise white people who ought now to be angry because of race prejudice, for as surely as night follows day our country will fail in its democracy because of race prejudice unless we root it out. We cannot grow in strength and leadership for democracy so long as we carry deep in our being this fatal fault.
- p. 8
- None who have always been free can understand the terrible fascinating power of the hope of freedom to those who are not free.
- Ch. 4
- Every great mistake has a halfway moment, a split second when it can be recalled and perhaps remedied.
- Ch. 10
- It may be that religion is dead, and if it is, we had better know it and set ourselves to try to discover other sources of moral strength before it is too late.
- Questions at home and school should be decided in the light of the future. It is a process of toughening, but not the sort of false physical thing that we have called toughening. Our boys and girls ought to know that the bully type, the false "tough," has been the first to break down under the actual fire of battle. The quiet, the calm, the determined have made the best soldiers. Why? Obviously the bully is insecure in himself- he blusters to muster his own courage. Children ought to know that. They ought to be taught to retort to the bully, "You're a coward or you wouldn't make such a noise about being brave. The really brave man simply acts brave- he doesn't have to talk about it."
- p. 151-152
- I believe with all my heart that jimcrow is wicked and I know that it is a rotten core in our society. I know that we cannot say that we are a full democracy so long as jimcrow exists anywhere in our country. I will fight against it and refuse to countenance it in all was that I can, as long as I live. And yet I know that were all jimcrow laws to be abolished tomorrow, the war for the lberation of mankind would still not be won here. There would still be those not free, not equal.
- p. 183
- I don't know whether Abraham Lincoln knew exactly what he was doing when he freed the slaves. Perhaps he did it only as a war measure. The war, you remember, dragged along without any heart in it. Nobody seemed to want to fight. There was everything to fight for- the Union, the preservation of a country whole- but the idea of union, even of country, did not seem enough to make men want to fight... There were even plenty of people, accustomed to the small compact nations of Europe, who thought that perhaps this great expanse of America should not be one country, that it might be better if it were divided into nations instead of states. But others were determined that the continual bickering and quarreling between the little nations of Europe should not be repeated here and they were determined to keep the country whole and large, and among these was Abraham Lincoln.
- p. 192
- The greatest blow for freedom that was ever struck in the world's history, perhaps, was when Abraham Lincoln decided that the slaves of the South were to be free and he freed them. The South collapsed. The gentlemen who could spend their time fighting, sure of supplies from slave-tended lands, began to starve and go ragged. Their homes began to fall into ruin and their families to be hungry. Their morale was broken. The war was really won by the pen upon the paper which wrote these words, "are and henceforward shall be free."
- p. 193
- I suppose Abraham Lincoln knew that was what would happen. He was very wise in the ways of men. He knew how people think and feel. Doubtless he knew that deeper than anything else in the hearts of men everywhere is the wish for simple freedom- freedom without any promises even of protection, of food, of security- just freedom. He knew that those people, so long bond, would leave even comfortable sheltered places where masters were kind, if they could only be free.
- p. 194
- Had Japan been a tenth as wise as Abraham Lincoln, had Hitler been a hundredth part as sensible, we today, the United States and England, would not have a chance in this war. Had those two enemies of ours coveted the lands upon subject peoples dwell today and had they whispered the magic word freedom to those peoples, they might have set half the world against us in a moment. But they have lost because they attacked lands already free, and because they have enslaved peoples accustomed to freedom. By this one thing alone, if by no other, they are doomed. They have misread the hearts and minds of men. By their enslavement of the peoples whom they have made subject by force of arms, they have aroused against themselves a greater force than can be found in any army, in any weapon. It is this- the will of men everywhere to be free. Let us learn today from Abraham Lincoln, as we fight this war still so far from victory. He could not win that war until he lit the fire in the hearts of men and women enslaved. Nothing had been enough to make men rise up and shout aloud for victory until that moment. A few men like war and enjoy it as a game. But most men and all women hate war. They will not fight with their whole hearts unless they are set aflame. And the torch is always the same words. Whisper those words and men and women will shout them aloud and sing them as they march. The words are simple but they are the most potent in the universe- they are the spiritual dynamite of victory. The words? "All persons held as slaves... are and henceforward shall be free."
- p. 195
This I Believe (1951)Edit
- Full text online Read as a This I Believe radio broadcast in 1951 (some remarks from this essay have sometimes been cited as being from 1939).
- I enjoy life because I am endlessly interested in people and their growth. My interest leads me to widen my knowledge of people, and this in turn compels me to believe in the common goodness of mankind. I believe that the normal human heart is born good. That is, it’s born sensitive and feeling, eager to be approved and to approve, hungry for simple happiness and the chance to live. It neither wishes to be killed, nor to kill. If through circumstances, it is overcome by evil, it never becomes entirely evil. There remain in it elements of good, however recessive, which continue to hold the possibility of restoration.
- I believe in human beings, but my faith is without sentimentality. I know that in environments of uncertainty, fear, and hunger, the human being is dwarfed and shaped without his being aware of it, just as the plant struggling under a stone does not know its own condition. Only when the stone is removed can it spring up freely into the light. But the power to spring up is inherent, and only death puts an end to it. I feel no need for any other faith than my faith in human beings.
- Like Confucius of old, I am absorbed in the wonder of earth, and the life upon it, and I cannot think of heaven and the angels. I have enough for this life. If there is no other life, than this one has been enough to make it worth being born, myself a human being. With so profound a faith in the human heart and its power to grow toward the light, I find here reason and cause enough for hope and confidence in the future of mankind.
- The common sense of people will surely prove to them someday that mutual support and cooperation are only sensible for the security and happiness of all. Such faith keeps me continually ready and purposeful with energy to do what one person can towards shaping the environment in which the human being can grow with freedom.
- In the midst of possible world war, of wholesale destruction, I find my only question this: are there enough people now who believe? Is there time enough left for the wise to act? It is a contest between ignorance and death, or wisdom and life. My faith in humanity stands firm.
My Several Worlds (1954)Edit
- My Several Worlds : A Personal Record (1954)
- I became mentally bifocal, and so I learned early to understand that there is no such condition in human affairs as absolute truth. There is only truth as people see it, and truth, even in fact, may be kaleidoscopic in its variety. The damage such perception did to me I have felt ever since, although damage may be too dark a word, for it merely meant that I could never belong entirely to one side of any question. To be a Communist would be absurd to me, as absurd as to be entirely anything and equally impossible. I straddled the globe too young.
- p. 52
- Every event has had its cause, and nothing, not the least wind that blows, is accident or causeless. To understand what happens now one must find the cause, which may be very long ago in its beginning, but is surely there, and therefore a knowledge of history as detailed as possible is essential if we are to comprehend the present and be prepared for the future. Fate, Mr. Kung taught me, is not the blind superstition or helplessness that waits stupidly for what may happen. Fate is unalterable only in the sense that given a cause, a certain result must follow, but no cause is inevitable in itself, and man can shape his world if he does not resign himself to ignorance.
- p. 52 - 53
- In any war a victory means another war, and yet another, until some day inevitably the tides turn, and the victor is the vanquished, and the circle reverses itself, but remains nevertheless a circle. … I came home more torn in heart than any child should be, for I saw that each side was right as well as wrong, and I yearned over both in a helpless fashion, unable to see how, history being what it was, anything now could be done.
- p. 61
- Chinese are wise in comprehending without many words what is inevitable and inescapable and therefore only to be borne.
- p. 192
- The wild winds had been sown and the whirlwinds were gathering... and I was reaping what I had not sown... None of us could escape the history of the centuries before any of us had been born, and with which we had nothing to do. We had not, I think, ever committed even a mild unkindness against a Chinese, and certainly we had devoted ourselves to justice for them, we had taken sides against our own race again and again for their sakes, sensitive always to injustices which others had committed and were still committing. But nothing mattered today, neither the kindness nor the cruelty. We were in hiding for our lives because we were white.
- p. 208
- There is something to be said for losing one’s possessions, after nothing can be done about it. I had loved my Nanking home and the little treasures it had contained, the lovely garden I had made, my life with friends and students. Well, that was over. I had nothing at all now except the old clothes I stood in. I should have felt sad, and I was quite shocked to realize that I did not feel sad at all. On the contrary, I had a lively sense of adventure merely at being alive and free, even of possessions. No one expected anything of me. I had no obligations, no duties, no tasks. I was nothing but a refugee, someone totally different from the busy young woman I had been. I did not even care that the manuscript of my novel was lost. Since everything else was gone, why not that?
- p. 218
- I am an inveterate homemaker, it is at once my pleasure, my recreation, and my handicap. Were I a man, my books would have been written in leisure, protected by a wife and a secretary and various household officials. As it is, being a woman, my work has had to be done between bouts of homemaking.
- p. 239
- Chinese were born, it seemed to me, with an accumulated wisdom, a natural sophistication, an intelligent naiveté, and unless they were transplanted too young, these qualities ripened in them. To talk even with a farmer and his family, none of whom could read or write, was often to hear a philosophy at once sane and humorous. If ever I am homesick for China, now that I am home in my own country, it is when I discover here no philosophy. Our people have opinions and creeds and prejudices and ideas but as yet no philosophy.
- p. 244
- Yet somehow our society must make it right and possible for old people not to fear the young or be deserted by them, for the test of a civilization is in the way that it cares for its helpless members.
- p. 337
- We are not empire builders. How important this fact is no American who has not lived in Asia can appreciate. It goes against our conscience, which is a very tender part of the American spirit. Therefore we are learning how to hold our allies, not by force of arms and government, but by mutual benefit and friendship. So much is already clear...
I am therefore hopeful. In spite of dismaying contradictions in individuals in our national scene, I feel the controlling spirit or our people, generous, decent, and sane. In this mood of faith and hope my work goes on. A ream of fresh paper lies on my desk waiting for the next book. I am a writer and I take up my pen to write.
- p. 407, This has sometimes been quoted as "In a mood of faith and hope..."
To My Daughters, With Love (1967)Edit
- Praise out of season, or tactlessly bestowed, can freeze the heart as much as blame.
- "First Meeting"
- The bitterest creature under heaven is the wife who discovers that her husband’s bravery is only bravado, that his strength is only a uniform, that his power is but a gun in the hands of a fool.
- "Love and Marriage"
- The person who tries to live alone will not succeed as a human being. His heart withers if it does not answer another heart. His mind shrinks away if he hears only the echoes of his own thoughts and finds no other inspiration.
- "To You on Your First Birthday"
- To eat bread without hope is still slowly to starve to death.
- "To the Young"
- You cannot make yourself feel something you do not feel, but you can make yourself do right in spite of your feelings.
- "My Neighbor's Son"
- Order is the shape upon which beauty depends.
- Growth itself contains the germ of happiness.
- Some are kissing mothers and some are scolding mothers, but it is love just the same, and most mothers kiss and scold together.
Quotes about BuckEdit
- Buck's efforts on behalf of equality included tireless support for women's rights. She promoted modern birth control and called her friend Margaret Sanger "one of the most courageous women of our times," a person whose name "would go down in history" as a modern crusader for justice. In the 1930s and 1940s, Buck also spoke out repeatedly in support of an Equal Rights Amendment for women, at a time when opposition to it included the majority of organized women's groups.
- How does a woman of this magnitude and range slip away from our national consciousness? She has not exactly disappeared. Rather, as one reader of an earlier draft of this book shrewdly put it, she has been "hidden in plain sight," obscured beneath a caricature that belies her complexity and her achievement. … In the years after World War II, Buck's literary reputation shrunk to the vanishing point. She stood on the wrong side of virtually every line drawn by those who constructed the lists of required reading in the 1950s and 1960s.
- Peter Conn in "Rediscovering Pearl Buck" from Pearl S. Buck: A Cultural Biography (1996)
- She was a spokesman on all sorts of issues: freedom of the press, freedom of religion, the adoptability of disadvantaged children, the future of China, especially the battle for women's rights, for education. If you followed in her trail, as I did, you were put in touch with almost every major movement in the United States — intellectual, social, and political.
- James Michener, interview with Donn Rogosin (March 1991).
- The most influential Westerner to write about China since thirteenth-century Marco Polo.
- "Why Doesn't Pearl Buck Get Respect?" by James Thomson in The Philadelphia Inquirer (24 July 1992), p. A15 | <urn:uuid:0f41c433-b8a5-4131-9bbc-661e0c31f6e5> | CC-MAIN-2020-24 | https://en.m.wikiquote.org/wiki/Pearl_S._Buck | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347406785.66/warc/CC-MAIN-20200529214634-20200530004634-00338.warc.gz | en | 0.978701 | 6,282 | 2.9375 | 3 |
This T-34/85 Red Army Soviet WW2 Medium Tank can be found at the Imperial War Museum, Lambeth Road, London SE1 6HZ. It is only a 4 minute walk from Lambeth North Tube Station. There website is www.iwm.org.uk. It no longer has the white markings on the turret.
T-34/85 Medium Tank in the Imperial War Museum London
The T–34/85 Russian tank has been in operational service with various armies around the world for over 50 years. The soviet union first introduced this tank in 1944. The 76 mm gun on the T-34/76 tank was superior to the guns of the German tanks it was fighting when it was first introduced in 1941. But it had problems penetrating the armour of the later German tanks like the Panther and Tiger II Tank.
The red Army needed a tank with a bigger gun that was easy and cheap to make. This tank was the answer to those requirements. The Soviet tank regiments started to receive the T-34/85 tank in March 1944. Preference was given to the Guards formations. The idea was to equip the complete unit with the upgraded tank but in reality what happened is that they fought with a mixture the new and the old versions of the T34 tank.
Rear Fuel tanks on the T-34/85 Medium Tank in the Imperial War Museum London
T–34/85 tanks were first used operationally against the Germans in the Western Ukraine. The Russian tank crews felt a lot happier fighting the Germans with this vehicle. Although it was not a superior vehicle to the Panther and Tiger tank, they could now at least fight them in a tank that nearly matched them. The major advantage the Russian army did have was in the amount of tanks. they had available.
At this time in the war, the might of Russia's industry was churning hundreds of tanks out each month. Trainloads of replacement tanks were arriving every day. Russian tank production at the end of May 1944, was running at about 1,200 T34/85 tanks per month. The German army on the eastern front at the end of May 1944 only had 300 Panther tanks that were operational. Go to end.
The Driver's Hatch on the T-34/85 Russian Soviet WW2 Medium Tank in the Imperial War Museum London
The Germans were fighting in technically superior tanks but they took a long time to produce. Both versions of the T-34 tank could be manufactured quickly. Losses of tanks could not be replaced quickly. The Russian tank commanders sent wave upon wave of tanks to overwhelm the German panzers.
The turret top on the T-34/85 Russian Soviet WW2 Medium Tank in the Imperial War Museum London
The T-34 tank had a good cross-country speed which meant they could quickly close the distance between the enemy. Because they fought in packs, that meant that whilst the German tank was engaging 1 to 3 tanks in front of it, the others could get around the flank and rear of the tank to fire at its weak spots.
T-34/85 Russian Soviet WW2 Medium Tank in the Imperial War Museum London | <urn:uuid:1079dd76-ec70-4e4b-bc43-0e3078cdebeb> | CC-MAIN-2021-21 | http://tank-photographs.s3-website-eu-west-1.amazonaws.com/t34-85-russian-soviet-medium-tank-london.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988882.94/warc/CC-MAIN-20210508151721-20210508181721-00354.warc.gz | en | 0.975747 | 644 | 2.640625 | 3 |
- The average length of the brown
trout is 16 inches and generally they
weigh only a few pounds. In streams the
coloring is a light brown with silvery
sides and pronounced black spots on the
back whereas in large lakes or in the
sea the overall coloration is silvery.
- The brown trout is native to Europe
and western Asia and was introduced into
North America in 1883. It can be found
in most waters in Canada with the exeption
of Prince Edward Island and Manitoba.
- Brown trout spawn in late autumn to
early winter in shallow, gravelly waters.
The female digs the redd where she lays
about 2000 eggs. This species is carnivorous
and feed on insects, crustaceans especially
crayfish, molluscs, salamanders, frogs
TO MAN - The brown trout has enjoyed
only limited success as a game fish in
Canadian waters because it is difficult | <urn:uuid:547683b7-c718-40d1-8235-aebd4b269966> | CC-MAIN-2016-26 | http://www.bcadventure.com/adventure/angling/game_fish/brntrout.phtml | s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783392069.78/warc/CC-MAIN-20160624154952-00088-ip-10-164-35-72.ec2.internal.warc.gz | en | 0.917869 | 200 | 3.171875 | 3 |
How To Grow Wildflowers In Your Backyard
A wildflower garden offers a natural oasis away from the hustle and bustle of everyday life, and easily brings the rugged beauty of naturally occurring flower gardens into your own backyard. Considered plants that self-seed, require little maintenance, and grow in undeveloped, natural areas, wildflowers often grow mixed with other plants and grasses, especially in prairies or meadows. Many are natives to North America, although some are immigrants that naturalized successfully from other areas.
Walk into any garden center, and you can find various mixes of wildflower seeds, all claiming that with little care, you can have a bright field of flowers in your yard. However, like all gardens, wildflowers do require planning, preparation, and maintenance.
Planning your wildflower garden gives you the perfect excuse to browse gardening magazines, drool over seed catalogs, and visit websites specializing in seed mixtures.
- Size: Measure your square footage before visiting the gardening center, or the wildflower seed website. Make sure to purchase the right amount of seed. The packet or bag of seed will specify coverage.
- Region: What USDA gardening zone do you live in? Choosing wildflowers that do best in your zone or region will bring you the best success. Seed companies specializing in wildflowers have developed many blends for specific parts of the country.
- Placement: Where in your yard will you place your flowerbed? Wildflowers generally prefer full sun or perhaps a little protection from the strongest afternoon sun in regions with hot summers. Pick seed mixes that will thrive in your specific plot.
Now comes the most labor-intensive part of planting, but a little effort now will reward you later with a wonderful wildflower garden.
- Remove all stones, large dirt clods or other debris from the planting site.
- Water the area, wait for a week or two to allow any weed seeds to germinate, and remove those. Weeds are the enemy of your wildflower garden!
- Work the soil to a depth of three inches. Break up any large dirt clods.
- Add organic compost, and mix it in with the dirt. Rake the soil smooth, leaving raking grooves to hold onto the seeds.
- Spring is the best time to sow the seeds.
- Wildflower seeds tend to be very small, so mixing the seeds with sand will make it easier to handle them, and spread evenly over your flowerbed.
- You can cast the seed by hand in a small area, or use a seed spreader if you are covering a very large bed.
- For even coverage, spread the seeds in evenly spaced rows in one direction, then evenly spaced rows crossing the opposite direction. Gently rake over the soil once you have sown all the seeds.
- Water the area, and keep moist until the flower seed germinates. Most of the seeds should sprout within two to three weeks.
Now that your wildflowers have sprouted, basic garden maintenance will help them grow and continue to blossom season after season.
- Pull all weeds immediately. In the early stages, it might be hard to tell weeds from wildflowers, so err on the side of caution. Weeds will quickly smother your wildflowers if given the chance, so don't let them get ahead of you.
- Continue to water on a regular schedule, but cut back as your seedlings grow. Most wildflowers are relatively drought resistant once mature, but appreciate a weekly watering if there is insufficient rainfall, or extended hot weather.
- Most wildflowers grow naturally in poor soils, so there is no need to provide extra fertilizer beyond the compost worked into the soil when first planted, and annual additions of compost or mulch.
- In late fall, prune your wildflower garden down to a height of four to six inches. This tidies up the area, removes the dormant or dead plants, and helps spread seeds for next season.
- Some varieties may prove more aggressive than others, and crowd out other flowers. You can avoid this by adding new seed each spring, filling in any bare spots.
Put in a little time, labor and sweat, and your backyard can become a wildflower oasis. Your wildflower bed will be filled with an ever-changing display of color, as different flowers come in and out of bloom. The bees, butterflies and birds will thank you, and as you sit and enjoy the view, you will be thankful too. | <urn:uuid:ed759520-7433-4f30-8b1c-0b50328de4f7> | CC-MAIN-2015-14 | http://www.idealhomegarden.com/outdoor-living/how-to-grow-wildflowers-in-your-backyard/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131303466.87/warc/CC-MAIN-20150323172143-00082-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.916861 | 941 | 2.9375 | 3 |
Boys are almost three times as likely as girls to receive science and maths toys this Christmas, the Institution of Engineering and Technology has said.
The IET found that 31 per cent of science, technology, engineering and maths (Stem) toys were listed for boys, compared with 11 per cent listed for girls, after analysing 360 toys and images across the top ten retailer’s websites as well as 594 search engine results.
Using the search terms “boys’ toys” and “girls’ toys”, the study also found that 89 per cent of toys listed for girls were pink compared with 1 per cent for boys.
The IET warned that societal stereotypes driving the gendered gift lists could be turning young girls away from careers in technology and engineering.
And it said that while the onus was on parents to “think outside the pink and blue boxes” when shopping for their children, toy retailers and search engines also had a responsibility not to perpetuate gender stereotypes.
Search engines in particular could look at introducing ways of detecting patterns of gender bias, the charity said.
The latest figures from the IET’s 2016 Skills and Demand in Industry survey show that women account for just 9 per cent of engineers in the UK.
However, separate IET research conducted with parents and children found that 39 per cent of primary school girls said they enjoy ICT and computing, 38 per cent enjoy maths and 36 per cent like science. The same study found just 7 per cent of parents think engineering would appeal to their daughter as a career.
IET spokeswoman Mamta Singhal said: “The research shows girls clearly do have an interest in science, technology and engineering subjects at school so we need to find ways to help this to translate into a higher number of women entering the industry.
“The toy industry is changing slowly and over the years more gender neutral toys such as science kits have started appearing. Toys can really influence what a child does in later years.”
Jess Day, from the campaign Let Toys Be Toys, said: “We previously asked women engineers and scientists about the toys they played with as children and the most interesting finding was not that they all played with construction or science toys, but they didn’t recall being aware of a distinction. It’s not just the toys which are the issue, but the whole idea that some things are just for boys or girls. If children learn that early, it’s hardly surprising that they go on to apply this logic to their career choices.” | <urn:uuid:ad116d2e-8d9f-42fb-809a-a821108b905d> | CC-MAIN-2017-39 | http://www.scotsman.com/business/companies/retail/boys-three-times-more-likely-to-have-science-toys-than-girls-1-4312812 | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818688940.72/warc/CC-MAIN-20170922112142-20170922132142-00251.warc.gz | en | 0.975403 | 528 | 2.765625 | 3 |
The orchid family is large and diverse, according to the University of Florida Cooperative Extension. Orchids are popular with home gardeners, who often grow them indoors in containers. The flowers are desirable for their exotic beauty and almost unlimited range of shapes and hues. Although orchids can differ widely in terms of care needs and appearance, they all have the same parts.
The roots of the orchid, although barely noticeable, are the most important part of the plant. It is through the roots that nutrients and water are absorbed to flow to the rest of the flower. Some orchids get these from the soil, while other orchids attach themselves to a host, wrapping their roots around the host plant and absorbing nutrients from the humid air. Still other orchids have something called pseudobulbs on their roots, which are structures that store water for later use.
Stem and Leaves
Orchids have one stem that grows from the main root. In some orchids, the stem is very sturdy and thick. In other orchids, the stem may be fairly thin and even bend over. The flowers sit atop this stem, or grow along either side of the stem. For this reason, the stem is also sometimes called a flower spike. The leaves grow from the stem, and these can vary widely in color and shape depending on the type of orchid. It is the leaves that make food for the plant through the process of photosynthesis. If the leaf of an orchid starts turning light green or yellow, it is not receiving enough light and cannot produce enough food for the flower.
The flower is the most recognizable part of an orchid. Every orchid has the same structures contained in the flower, but the shape and number of the structures can vary. An orchid flower has two or three sepals, which are modified leaves that fan out behind the flower. In front of the sepals lie three flower petals. These can be round, heart-shaped, ruffled or smooth. They are arranged with one on either side, and one hanging down in the front. This lower petal is called the "lip". The lip of an orchid is usually the most colorful part and functions to attract insects to the nectar. The reproductive organs are the stamen, where the pollen is located, and the ovaries, which sit below the stamen. These reproductive organs are tucked into the throat of the flower, which is located toward the rear of the lip.
- How Do I Care for My Orchid After the Blooms Die?
- Dendrobium Jairak Orchid Care
- Parts of the Gumamela Flower
- Rare Plants in the Amazon
- Regrow Orchids
- What to Do After Your Orchids Are Finished Blooming
- Transplant Orchid Plants
- What Are the Parts of a Flower Stem?
- Care for Epidendrum Orchids
- Flowers That Look Similar to Orchids
- Cymbidium Orchid Colors
- Parts of an Angiosperm Flower | <urn:uuid:a32fe147-ac0c-444a-a2a4-eecf6fdcbc72> | CC-MAIN-2019-35 | https://www.gardenguides.com/107184-parts-orchid-plant.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027318894.83/warc/CC-MAIN-20190823150804-20190823172804-00524.warc.gz | en | 0.940921 | 633 | 3.828125 | 4 |
The wikipedia example is a very nice example, but ironically, can lead to a lot of confusion, as well. It should be noted that the 24-bit gradiant example achieves a nicely smooth gradiant (ymmv, depending if you are viewing on an LCD or CRT), so that should suggest that the bit depth of the color used in these enduser formats is quite sufficient to do the job (naturally, footage capture and mastering should continue to strive at a higher bit depths, to ensure that the best of 24-bits can make it to the consumer). "Deep color" would not solve the problem, if the problem is occuring elsewhere. It would just result in even more bits getting "lost" at the problem point, rather than more bits making it to the end result. The problem point is lossy compression, which attempts to eliminate finer bit depths it thinks we would not see, if they were missing from the picture. The result is a reduction in data size, but also the subtle loss (or sometimes not so subtle) of intermediate shades of color which would smoothly fill in a gradient. What's left is a gradient with clearly visible steps, where adjacent colors fail to blend together. It's not that 24-bit color is not enough. It's the lossy compression that leaves the end result with only a subset of colors
available from that 24-bit color pallette.
So what of this "confusion" I mentioned earlier? The Wikipedia example chooses a single primary color of red to show a gradient. Hence, it is no longer using the "full" 24-bits to achieve that color. It is only using 1 of three primary components, since it is red. Technically, this isn't a 24-bit gradient, but an 8-bit gradient (since the red only can utilize 1 channel out of the 3).
So it is actually possible to show a pretty smooth gradient of a single primary color with a "mere" 8-bits of actual data (shown in the 3rd figure). So what about the very coarse gradient that is labeled "8-bit gradient"? Why is it so coarse at 8-bit (the 1st figure), when I just explained that 8-bit is enough to show the color red in a very smooth gradient (the 3rd figure)? The answer is that the 1st figure is not
technically using all 8-bits to achieve that gradient in that color. Just like before, the color red corresponds to 1 of 3 available color channels. So it is only a sub 3 bits out of 8 bits that are getting used to show the red gradient. If you count the shades in the coarse gradient example, you see it works out to 6 discrete shades, which is what would be possible in a colordepth greater than 2 bits but not quite 3 bits (4 shades vs. 8 shades).
Naturally, if the example used a color resulting from a mixture of red, green, and blue, then all 3 channels with their associated bits would get a work out, and the labeling of 8-bits and 24-bits would be more technically valid.
Also forgot to mention, the whole situation as it relates to incidences of banding on PE gets even more complex, as the bits get shuffled here and there when/if a colorspace conversion has to occur during the production process between rgb and yuv, or vice versa. Shades of colors don't match up quite right between the 2 systems, so therein lies another opportunity for subtle color information to get lost/mangled between generational cycles. The end result is, again, color performance which is only using a subset of what would be available in a fully intact 24-bit pallette.
There are even colors in one system that are outright illegal in the other color system. In this scenario, I believe this applies to the high intensity shades of the primary colors, rather than the near black intensities. So it is certainly possible for high saturation colors to get clipped to a lower level when converting between colorspaces.
So it is possible that the right scenario gives a double whammy in sacrificed color depth. You lose some bits on the low end, get clipped on the high end, and maybe the end result has to contend with a shockingly limited color range of that possible with a fully intact 24-bit pallette. | <urn:uuid:ccebdabe-a337-435d-aad9-61c79f7465ab> | CC-MAIN-2017-26 | http://www.avsforum.com/forum/150-blu-ray-software/839376-planet-earth-banding-issues-sigh-9.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00085.warc.gz | en | 0.943837 | 887 | 3.375 | 3 |
In the days of the darkroom this Photo Masque, for example, could be brushed on top of black-and-white photos that were processed in your own darkroom. Brush it on areas that you wanted to protect. Then, once this red colored frisket dried the print could be placed in, say, a blue toner. Once the toned print was to your liking the frisket could be removed without damaging the emulsion. The red frisket prevented any blue toner from reaching the emulsion. In the end you would have a uniquely finished photo.
Today when thinking of Photo Masque or Photo Mask it’s easy to associate this with Photoshop’s Quick Mask Mode shown in the example below. Instead of dealing with the potentially dangerous liquid version a protective red mask is painted on a digital image. (When we mention that it’s dangerous look at the back label shown in the image above.) | <urn:uuid:0114c8cf-be76-412b-b89f-45166261f657> | CC-MAIN-2015-35 | http://www.prophotohome.com/news/2010/08/a-photo-masque-is-a-frisket-is-a-mask/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645348533.67/warc/CC-MAIN-20150827031548-00125-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.928313 | 193 | 2.59375 | 3 |
Imagine looking at your garden one morning and finding that the grass had suddenly been replaced by bushes. Far fetched ? You might think so but changes of this magnitude have recently been reported in the biology of the North Atlantic with a dramatic switch in the prevalence of dinoflagellates and diatoms, two groups that include many of the microscopic planktonic plants that lie at the base of the food chain. The findings, published in Nature Climate Change by a team of researchers from Swansea University and the Sir Alister Hardy Foundation for Ocean Science, show that this shift from dinoflagellates to diatoms is partly driven by increases in water temperature which are a well known part of global warming. But more unexpected was the discovery that the plankton shift is also strongly driven by an increase in the windiness in the North Atlantic region over the last 50 years. This increase in windiness is something that is often overlooked. In the ocean, windiness promotes vertical mixing of the water, which in turn has profound impacts on surface nutrients levels and the vertical distribution of plankton. In general, windier conditions seem to favour diatoms over dinoflagellates. The new patterns show major shifts in the distribution of economically important species known to cause harmful effects through toxin poisoning. The wider implication of this discovery are not fully known, but the switch from dinoflagellates to diatoms is likely to have propagated up the food chain to impact much larger animals such as fish and whales.
Hinder SL, Hays GC, Edwards M, Roberts EC, Walne AW, Gravenor MB (2012). Changes in marine dinoflagellate and diatom abundance under climate change. Nature Climate Change doi: 10.1038/NCLIMATE1388 | <urn:uuid:6a8e878d-3909-4224-a66c-ac7a990b4f72> | CC-MAIN-2014-52 | http://www.sahfos.ac.uk/news/2012/2/14/dramatic-changes-in-the-biology-of-the-north-atlantic-and-north-sea.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1419447562612.157/warc/CC-MAIN-20141224185922-00090-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.94487 | 367 | 3.6875 | 4 |
I was a little scared by the idea of computational thinking. I am a comfortable and competent user of technology but I don’t give much thought to how it all happens. I am grateful for all the work the programmers do to make my life easier but I don’t really understand how they do it. I was still afraid when I read the first paragraph of Wing’s Computational thinking and thinking about computing but by the end of the article she had helped alleviate my fear. Wing explains that “computational thinking is taking an approach to solving problems, designing systems and understanding human behaviour that draws on concepts fundamental to computing” (Wing, 2006). At this point I was still scared by the mention of abstractions as the essence of computational thinking with algorithms and programming languages as examples. Things became a little clearer when Wing explained that “abstractions are the mental tools of computing” (Wing, 2008, p3718). In the abstraction process, people have to decide what details are important and what can be left out and then layer abstractions. The real power is in combining human and machine processing abilities to solve problems. Barr, Harrison & Conery believe students should be taught how to identify when and where digital tools can assist with problem solving (2011). The kinds of computational thinking skills they refer to appear in the following video. I still have a lot to learn but I am not scared of computational thinking now.
Barr, D., Harrison, J., & Conery, L. (2011). Computational Thinking: A Digital Age Skill for Everyone. Learning & Leading With Technology, 38(6), 20-23. Retrieved from http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/detail/detail?sid=e1670d37-13fa-4624-96d3-fc5da71f1820%40sessionmgr4004&vid=0&hid=4201&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=59256559
ISTE. [ISTE]. (2012, January 3). Computational thinking: A digital age skill for everyone [Video file]. Retrieved from https://youtu.be/VFcUgSYyRPg
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. [INF530 Module 2.5] retrived May 10, 2015, from Charles Sturt University website: https://interact2.csu.edu.au/bbcswebdav/pid-249312-dt-content-rid-635255_1/courses/S-INF530_201530_W_D/module2/2_5_Computational_thinking.html
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions: Mathematical, Physical and Engineering Sciences, 366(1881), 3717–3725. retrived from http://www.jstor.org/stable/25197357 | <urn:uuid:09d09b96-3239-4bf9-b140-07b6f833a627> | CC-MAIN-2021-31 | https://thinkspace.csu.edu.au/karenmalbon/tag/module-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00216.warc.gz | en | 0.870058 | 670 | 2.953125 | 3 |
Welcome to the Fascinating World of Linguistics! Linguistics is the Scientific Study of Language.
"When we study human language, we are approaching what some might call "the human essence," the distinctive qualities of mind that are, so far as we know, unique to man."- Noam Chomsky
So we can talk with precision about languages
- Phonetics & Phonology
Dialects and Variation
We don't all have to speak exactly the same, y'know
Match languages that have the same parent
Are children really better learners than adults?
Are some languages easier than others?
Which symbols belongs to...
How do we do it so fast?
Why do we confuse:
"The Russian women loved died."
"Eye drops off shelf."
- "It makes me think about language in a new way."
- "It's fun and interesting."
- "This course informs you about many features that language has, features that you may not have thought of."
- "....it relates to real life."
Look for these Linguistics offerings in the Schedule of Classes
- LG200 Introduction to Linguistics
- HP251EA History of the English Language
- HP251CN Topics in Linguistics | <urn:uuid:bd443793-36a0-4886-881c-106640b8bce9> | CC-MAIN-2014-35 | http://cms.montgomerycollege.edu/EDU/Department2.aspx?id=7291 | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535922871.14/warc/CC-MAIN-20140901014522-00426-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.866712 | 262 | 3.46875 | 3 |
A study performed by The Wistar Institute has revealed that oxygen-deprived breast cancer cells transmit messages that cause oncogenic modifications in the surrounding healthy epithelial cells.
Image Credit: The Wistar Institute.
Packed into particles, known as extracellular vesicles (EVs), these messages reprogram the shape and position of mitochondria inside the recipient normal cells to eventually support the morphogenesis of deregulated tissues. The study results were recently published in the Developmental Cell journal.
It is well known that cancer cells ‘talk’ to their neighboring normal cells all the time and this is important to promote cancer progression. How that happens and what signals are being transferred from one cell to another are still very much open questions. A better understanding of this process may give us important clues about how tumors hijack nearby normal cells to promote disease recurrence.”
Dario C. Altieri, MD, Study Lead Author, President, and CEO, The Wistar Institute
Dr Altieri is also the director of the Cancer Center at Wistar Institute and the Robert & Penny Fox Distinguished Professor.
For their research works, Dr Altieri’s research team grew breast cancer cells in a low-oxygen environment to imitate a condition called hypoxia—a hallmark of the microenvironment that surrounds a majority of the solid tumors—and analyzed the EVs discharged by these cells.
EVs are small structures surrounded by a double-membrane layer and discharged by a majority of the cells to convey different kinds of molecules and data to other cell types. Therefore, vesicles are a significant means of intercellular interaction. In this research, the team focused on tiny EVs (sEV) that have a size of 30 to 150 nm.
The team then incubated normal breast epithelial cells with sEVs discharged by cells maintained in hypoxia. This was done to establish the impacts of sEVs created by cancer cells on normal adjacent cells.
The researchers observed that normal recipient cells developed an increased ability to migrate in culture, which consecutively corresponded with a redistribution of their mitochondria to the periphery of cells. This was found to be consistent with the crucial role played by mitochondria in supporting the motility of cells, which was earlier explained by the Altieri laboratory.
Apart from the modulation of mitochondrial behavior, the researchers observed that sEV discharged by hypoxic breast cancer cells caused major modifications in the expression of genes in the normal recipient cells, with the activation of numerous routes of cytoskeletal organization, cell motility, and cell-to-cell contact. Moreover, cells treated with sEVs showed increased pro-inflammatory responses and reduced cell death.
Altieri and collaborators set out to detect Integrin-Linked Kinase (ILK) as the key signaling component packed in sEVs, which accounts for increased migration of recipient cells as well as mitochondrial variations. Activation of ILK signaling, in turn, profoundly influenced the morphogenesis of normal tissues.
Using 3D cell models of the development of normal mammary glands, the researchers found that when hypoxic cancer cells are exposed to sEVs, it usually disrupted the architecture of normal mammary glands and induced numerous traits of oncogenic transformation, such as reduced cell death, deregulated proliferation of cells, morphological changes, and appearance of markers of epithelial-mesenchymal transition (EMT)—a process that imparts mobility to cancer cells and the ability to move from the primary location.
Our findings indicate that breast cancer cells may use sEVs to enable both local and distant disease progression. Based on these observations, we suggest that therapeutic targeting of ILK or mitochondrial reprogramming may provide novel strategies to disrupt these pro-tumorigenic changes in the microenvironment.”
Irene Bertolini, PhD, Study First Author, The Wistar Institute
Bertolini is also a postdoctoral fellow in the Altieri laboratory.
Bertolini, I., et al. (2020) Small Extracellular Vesicle Regulation of Mitochondrial Dynamics Reprograms a Hypoxic Tumor Microenvironment. Developmental Cell. doi.org/10.1016/j.devcel.2020.07.014. | <urn:uuid:e2d6f654-e89c-438c-b08b-59dbf88012c6> | CC-MAIN-2022-27 | https://www.azolifesciences.com/news/20200811/Mitochondrial-reprogramming-may-offer-new-treatment-strategies-against-breast-cancer.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104672585.89/warc/CC-MAIN-20220706121103-20220706151103-00571.warc.gz | en | 0.936883 | 881 | 2.71875 | 3 |
Table of Contents | Search Technical Documentation | References
Linking Diagrams for NAEP Assessments
Transformation Constants for NAEP Assessments
Comparisons of Distributions of Linking Samples for NAEP Assessments
NAEP Variance Estimation During Transition to Digitally Based Assessment
A goal of NAEP is to measure changes in performance over time. Results from different administrations must be based on a common scale in order for valid comparisons to be made. Five situations in which NAEP scales must be linked to existing NAEP assessment scales are
NAEP scales are linked to scales from previous assessments via a common calibration linking (also known as common item linking) procedure. Essentially, the data from the current assessment year and the last previous assessment year are calibrated together. Data from the two assessments are scaled together in the same run, specifying the samples for each assessment as coming from different populations. For each scale, the mean and the standard deviation of the last previous assessment data from this joint calibration are matched, or equal, to the mean and standard deviation of the last previous assessment data as reported in the last NAEP report card for that subject. This process links the current data to the previously established scales.
For 2000 and prior state assessments, NAEP state scales were linked to the national scales via a common population linking procedure. The response data from the participating jurisdictions was scaled separately from the nation. Then the mean and standard deviation of the state data from the jurisdictions that were represented by the national sample were matched to the mean and standard deviation for the national linking sample (NLS). The national linking sample contains any national data that represents students from jurisdictions participating in the state assessment. This process linked the current state data to the current national data and, so, to the previously established scales.
In the combined national and state samples in 2002 and onward, NAEP scales are no longer calibrated separately for the nation and the participating states. All public and private school students are combined to form the national sample, which is calibrated jointly with the previous year’s data. Subsequently, the mean and standard deviation of the last previous assessment data from the joint calibration are matched to the mean and standard deviation of the last previous assessment data as reported in the last NAEP report card for that subject. These transformation constants are then applied to the current year, thus linking the current data to the previously established scales.
Special sample data may be linked to NAEP scales in a variety of ways. In 1998 and 2000, special linking transformations were created to link the scales for samples of students for which accommodations were permitted to the scales for samples of students for which no accommodations were permitted. For these links, students who were not identified as those with a disability (SD) or as English learners (EL) were used for a special common calibration/common population linking. Because they, by definition, did not require and were not offered accommodations, these students were constrained to have the same mean and standard deviation for their scale scores whether their response data were scaled with students who were offered accommodations or not. This process linked the scales for the accommodated samples to the scales for the non-accommodated samples and, so, to the previously established scales.
The 2017 NAEP mathematics and reading assessments were designed to continue reporting trends in student performance dating back to the early 1990s, while keeping pace with the new generation of classroom environments in which digital technology has become an increasing part of students' learning. After the administration of the assessment, NCES
conducted rigorous analyses of the data and aligned the 2017 results to previous assessment years using a two-step process. First, common item linking was used to calculate the trend line from 2015 to 2017 based on the paper-based assessment results. This kind of linking was possible because the majority of the 2017 assessment questions were also administered in 2015 and showed the same statistical properties. Second, common population linking was used to align the 2017 paper-based assessment results with the 2017 digitally based assessment results. This kind of linking was possible because the samples of students for each assessment mode were randomly equivalent; that is, each random sample included students from the same school, ensuring that the students' educational experiences and characteristics were equivalent. These analyses—common item linking based on paper results and common population linking of paper results to digital results—enabled NCES to successfully maintain the mathematics and reading trend lines while transitioning to digitally based assessments.
After scaling, which results in scores centered around zero, NAEP scales must be transformed to NAEP reporting metrics. Beginning in 1996, the metrics for newly established NAEP scales have been most often set to have a mean of 150 and a standard deviation of 35. Prior to 1996, the metrics for newly established NAEP scales were most often set to have a mean of 250 and a standard deviation of 50. Each subject area scale is linked to that from the previous assessment; then, if there are several subscales for the subject area, the composite scale scores can be calculated as the weighted sum of transformed subscale scores. | <urn:uuid:c29a7a0c-9900-4650-9a2d-a566765a6253> | CC-MAIN-2023-14 | https://nces.ed.gov/nationsreportcard/tdw/analysis/trans.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943747.51/warc/CC-MAIN-20230321225117-20230322015117-00183.warc.gz | en | 0.961518 | 1,029 | 2.796875 | 3 |
What is Type 2 Diabetes?
Type 2 diabetes is a disease that affects how your body processes blood sugar (glucose). If you have type 2 diabetes, this means your body doesn’t make enough insulin, or it can’t use the insulin it has.
Our bodies use glucose—or sugar—for energy. Insulin allows the cells in our body to process glucose. If your body doesn’t have enough insulin, glucose can collect in your blood. This causes high blood sugar.
There’s no cure for type 2 diabetes. People with this disease will need to manage it with medication, diet, and exercise for the rest of their life. The reason doctors call diabetes a “chronic” disease is because it is a long-term health problem that can’t be cured or prevented with medication.
Type 2 diabetes is also called adult onset diabetes. It’s also the most common kind of diabetes.
Find a Diabetes Specialist
Type 2 Diabetes Causes
Doctors and researchers don’t know exactly causes type 2 diabetes. Some families have higher rates of the disease. But lifestyle factors like poor diet, obesity, and not exercising enough increase your chances of developing the disease. Some medications also may increase your chances of getting it.
Risk Factors For Type 2 Diabetes
A risk factor is anything that increases your chances of getting a certain kind of disease. There are many risk factors for type 2 diabetes. This means that if you have or do any of these things, you have a higher chance of getting type 2 diabetes.
Risk factors for type 2 diabetes include the following:
- Having a history of diabetes in your family
- Being overweight
- Age. People who are older than 45 have a higher chance of developing diabetes.
- Not getting enough exercise
- Being pregnant
- Race and ethnicity. Hispanic Americans, African Americans, Asian Americans, and American Indians have higher chances of developing type 2 diabetes than white Americans.
- Having a baby who weighed more than nine pounds when he/she was born.
- Being a smoker
- Having a high triglyceride level
- Having low levels of HDL. HDL is high-density lipoprotein, also known as the “good cholesterol”
Symptoms of Type 2 Diabetes
Symptoms can be different for each person. Symptoms may include the following:
- Being more thirsty than normal
- Having frequent bladder or skin infections that take a long time to heal
- Urinating (peeing) frequently
- Losing weight even though you’re hungrier than usual
- Having blurry vision
- Being nauseous or vomiting
- Feeling very weak and tired
- Feeling irritable
- Having changes in your mood
- Having dry, itchy skin
- Losing feeling in your hands or feet or having tingling
Type 2 diabetes can be hard to detect because some people don’t have any symptoms. Other people have only mild symptoms that are barely noticeable. In the US, half of people who have diabetes don’t even know they have it.
People can also mistake symptoms of type 2 diabetes for other health problems. Be sure to see your doctor for a correct diagnosis.
How is Type 2 Diabetes Diagnosed?
Doctors use many tests to diagnose type 2 diabetes. It’s best if you retake the tests a second time to make sure your diagnosis is correct.
Hemoglobin A1C. This test measures your average blood sugar levels during the last two to three months. If your A1C is more than 6.5%, you have diabetes.
Fasting plasma glucose (FPG). FPG checks your blood sugar levels after you haven’t eaten for eight hours (called fasting). Most people take this test before eating their first meal of the day. Doctors call this test your fasting blood glucose level. If your fasting blood glucose is higher than or equal to 126 mg/dl, you have type 2 diabetes.
Oral glucose tolerance test (OGTT). Doctors measure your blood sugar level before and two hours after you have a sugary drink. The OGTT test lets your doctor know how well your body uses glucose. If your blood sugar level is 200 mg/dl or more after you had the sugary drink, you have type 2 diabetes.
Random glucose test. Doctors can give you a random glucose test during any time of the day. If your blood sugar level is 200 mg/dl or more, and if you have hyperglycemia symptoms or hyperglycemic crisis, then you have type 2 diabetes.
Doctors think about several things when developing a treatment plan for patients with diabetes. To find the best treatment for you, your doctor will consider the following things:
- Your age
- Your overall health and health history
- Your reaction to medications, procedures, or treatments
- Your opinions and preferences about treatment
The goal of any type of diabetes treatment is to make sure blood sugar levels stay close to normal. It’s important that blood sugar levels don’t dip too low or raise too high. To keep blood sugar levels as normal as possible, you will need to:
- exercise regularly,
- eat a healthy diet,
- and get regular check-ups.
Some people can control their type 2 diabetes without medication by losing weight, exercising regularly, and eating a healthy diet. Other people will need to take oral or injection medications or take insulin.
You will also need to be sure to check your feet a few times a week.
Making healthy changes to your lifestyle can go a long way in managing your diabetes. Exercise plays an important role. Be sure to get at least 150 minutes of exercise each week—and don’t let more than two days go by without exercising. Losing just five to seven percent of your body weight can help keep your blood sugar levels more healthy.
If you sit for long amounts of time, stand up every 30 minutes to get some light activity.
Medications & Insulin
Your doctor may recommend oral medicines, medicines by injection, or insulin replacement therapy. It’s important to take the medication your doctor recommends.
Different medicines can treat type 2 diabetes. Patients can choose from many different kinds of oral medicines (usually pills). Each type works in a different way to lower blood sugar. Some doctors recommend that patients combine medications to better control their blood sugar. If oral medicines stop working, you may need insulin injections.
Blood Sugar Level Monitoring
Doctors recommend that people with type 2 diabetes test their hemoglobin A1C levels at least once every six months if blood sugar level is stable and is in a healthy range.
If your blood sugar level is unstable, you should check your A1C levels more often.
Long-Term Health Problems
Type 2 diabetes can lead to serious health problems if you don’t get treatment or if you don’t manage your diabetes by following your doctor’s recommendations. The disease can affect important organs and systems in your body.
Type 2 diabetes can cause problems with your:
- blood flow,
- and/or feet.
Over time, health problems in these parts of your body can cause:
- kidney failure,
- or amputation.
It’s very important that you closely follow your doctor’s health plan for treating and managing your diabetes.
Important Things to Know
- Type 2 diabetes happens when your body doesn’t make enough insulin. People can also get type 2 diabetes if their body can’t effectively use insulin.
- Insulin allows the cells in our body to process glucose. Our bodies use glucose—or sugar—for energy.
- There is no cure for type 2 diabetes. It’s a chronic disease, meaning it lasts longer than three months.
- It’s the most common form of diabetes.
- Doctors don’t know exactly what causes type 2 diabetes. If anyone in your family has diabetes, you have a higher chance of getting it at some point in your life.
- People with diabetes need to make their sure blood sugar levels stay close to normal. It’s important that blood sugar levels don’t dip too low or raise too high.
- People living with type 2 diabetes need to control their blood sugar (glucose) levels. You can do this by watching your blood sugar, exercising regularly, having a healthy diet, and getting regular checkups.
Finding out you have type 2 diabetes can be stressful and overwhelming. Before you visit a doctor to talk about your condition, keep these tips in mind:
- Before your appointment, write down any questions you’d like your doctor to answer.
- Know why you’re making the appointment and what you want to gain from the appointment.
- Bring a family member or friend to your appointment. Your friend can help you ask questions and remember what your doctor tells you.
- During your appointment, write down the names any new diagnoses the doctor gave you. Also, write down the names of any new medications, tests, or treatments the doctor wants you to get.
- Your doctor may give you special instructions on how to manage your type 2 diabetes. Be sure to write these instructions down during your appointment.
- If your doctor is prescribing a new medicine or treatment, know why. How will this medicine or treatment help you? Be sure to find out if the medicine has any side effects.
- Ask if you can get other types of treatment for type 2 diabetes.
- If your doctor is recommending a special test or procedure, know why. Be sure to learn about what the test results will tell you.
- Know what could happen if you don’t take medicine or get the test or procedure your doctor is recommending.
- If you will have a follow-up appointment, be sure to write down when and where the appointment will be. Write down why you need that follow-up appointment.
- Know how to contact your doctor’s office after business hours. It’ll be important to contact your doctor after hours if you get sick, have questions, or need help. | <urn:uuid:00f36acd-433e-491b-910c-b3cda5063324> | CC-MAIN-2023-14 | https://healthcare.utah.edu/utahdiabetescenter/type-2 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949107.48/warc/CC-MAIN-20230330070451-20230330100451-00608.warc.gz | en | 0.904573 | 2,145 | 3.828125 | 4 |
Contact: Mari N. Jensen
University of Arizona
Caption: This is the south flank of glaciated Cordillera Darwin and Bahia Pia (Pia Bay), highest point on Tierra del Fuego, Chile, taken from the Beagle Channel. These peaks and fjords were named after exploration undertaken during Charles Darwin's Voyage of the Beagle to this region in the 1830s.
Credit: Stuart N. Thomson.
Usage Restrictions: This photo may be used only to illustrate a story about the research described in the release, Glaciers Help High-Latitude Mountains Grow Taller.
Related news release: Glaciers help high-latitude mountains grow taller | <urn:uuid:6c0b8623-12b2-4cf6-8cb2-a403b6602c6d> | CC-MAIN-2014-23 | http://www.eurekalert.org/multimedia/pub/25508.php?from=168450 | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510260734.19/warc/CC-MAIN-20140728011740-00341-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.871932 | 142 | 3.234375 | 3 |
Harvey could cost more than Katrina and Sandy combined
Homes are surrounded by floodwaters from Tropical Storm Harvey Tuesday, Aug. 29, 2017, in Spring, Texas. (David J. Phillip / AP)
Accuweather projects Harvey could be "the most costly natural disaster in United States history," and estimates that its economic impact on GDP is $190 billion, which exceeds that of Katrina and Sandy combined.
- "Much of the damage ... is uninsured." (Bloomberg Businessweek)
- "Harvey is straining the global superhighway of the energy trade," per WSJ: "More than a dozen refineries are affected — including the country's two biggest, Saudi Arabian Oil Co.'s Motiva facility in Port Arthur and Exxon Mobil Corp.'s Baytown facility — cumulatively representing more than 30% of U.S. refining capacity."
- "Katrina Survivors Relive Ordeal," per WSJ: A dozen years ago, "Katrina uprooted residents to cities across the U.S., but Houston received the largest share outside Louisiana. Of the 150,000 to 200,000 evacuees who initially arrived in Houston, as many as 40,000 remain."
- Houston Chronicle banner: "THREATS RISE FROM RESERVOIRS, RIVERS: As sun finally returns, a devastated region tallies the damage." (Read the digital paper free.) | <urn:uuid:c06ceacf-4eb3-4341-99fd-46bdbd567f10> | CC-MAIN-2020-24 | https://www.axios.com/harvey-could-cost-more-than-katrina-and-sandy-combined-1513305199-4ef37a79-8d3a-44a9-bc34-7f804100ab00.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347417746.33/warc/CC-MAIN-20200601113849-20200601143849-00020.warc.gz | en | 0.934807 | 288 | 2.515625 | 3 |
Technology plays a huge role in most of our lives. From our smartphones to our laptops and even our vehicles, advances in available devices have made incredible things possible for those with disabilities or limited mobility. These are just a few of our favorite assistive gadgets to make our daily activities just a little simpler, allowing us more time to get on the road and on our next adventures.
Make Cleaning Up Easy
Vacuuming, sweeping and taking care of your home’s floors can be difficult for a person with limited mobility. Hiring a cleaning service might be a viable solution for your household, but to save money, a good alternative (or supplement) to a cleaning service is a vacuum, floor washing or window-cleaning robot. These powerful little machines take care of your floors and windows with the push of a button and can even save you a few bucks by cutting down the amount of times a cleaning crew needs to come to your house.
Eye Level Access
Not just for the tech-aficionados, Google Glass can help people take pictures, send emails or text messages, make calls and more with simple spoken commands. You can search the web hands-free with this gadget. To top it off, researchers are looking into ways this technology can help those with vision or hearing impairments.
From getting to work or appointments on time to taking medications at the correct intervals, most of us need to be able to tell the time at various points throughout the day. Devices like the Bradley Watch and vibrating alarm clocks let visually or hearing impaired individuals keep track of time and make sure they’re on schedule throughout the day.
The National Mobility Equipment Dealers Association (NMEDA) is an advocate for mobility and accessibility for drivers with disabilities. If you need help with converting or buying a handicap accessible car, truck or van, please consider one of our mobility equipment dealers. | <urn:uuid:fffc4ce2-e13a-4b41-b6e3-c21c760bdc9d> | CC-MAIN-2018-47 | https://www.nmeda.com/assistive-technologies/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039743521.59/warc/CC-MAIN-20181117123417-20181117145417-00215.warc.gz | en | 0.933308 | 385 | 2.515625 | 3 |
Łódzkie Żydowskie Towarzystwo Opieki nad Sierotami i jego działalność na rzecz dzieci i młodzieży w latach I wojny światowej
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The origins of the Łódź Jewish Society for Providing Care to Orphans (Łódzkie Żydowskie Towarzystwo Opieki nad Sierotami – ŁŻTOS) date back to the period before the World War I and are related to the initiative of the Jewish community, which, in July 1907, applied for a registration of a charitable organization aimed at providing aid to children and young people. The statute of the Society was drawn up. According to the statute, the Society was supposed to take care of material, moral, and intellectual condition of Jewish orphans. The history of the Society is also related to the history of the Jewish family of Henryk and Zofia Hirszberg, as they were the founders of the building which became the offices of the Society just before the World War I and was supposed to serve the orphans looked after by the organization. The Orphans’ Home, as that was the name of the centre for children and young people, was located in Łódź at Północna 38. In the face of the numbers of orphans, half-orphans, the abandoned, and the homeless growing day after day in 1914-1918, the mission and the tasks of the Society gained a new meaning. The organization intensified its actions and took children and young people aged 3-18 under the roof of the Orphans’ House. Apart from day-to-day care of their material situation, the issue of education and upbringing of the orphans was still the goal of the Society’s actions, even during the difficult times of the war. The conditions of living in the Orphans’ Home were specified by the rules adopted by resolution of the Society’s Board on 30 January 1916. During the whole period of the World War I, app. 170 children and young people lived in the Orphans’ Home.
- Artykuły naukowe | <urn:uuid:19b42a01-048b-4a47-be74-741aaece2059> | CC-MAIN-2019-35 | http://repozytorium.uni.lodz.pl:8080/xmlui/handle/11089/12707 | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315811.47/warc/CC-MAIN-20190821065413-20190821091413-00546.warc.gz | en | 0.937906 | 486 | 2.953125 | 3 |
Introductory Digital Design - A Programmable Approach,
Full text not available from this repository.
This book adopts an integrated approach to hardware and software for logic-circuit design. It has been developed from the author's experience in lecturing to first-year undergraduate students of electronics and software engineering. Modern programming logic is used and the author describes how the basic programmable devices work, as well as how to write the software to make them work. The book starts off with the basics of combinatorial design: how to specify logic circuits, how to minimise them and how to implement them. Sequential logic design is presented using the algorithmic state machine (ASM) approach with reference to Moore and Mealy design. These are implemented in programmable logic, using a software specification to drive established programmable logic, using a software specification to drive established programmable array lgoic (PAL) architectures; the software uses the popular PALASM and PLPL specification languages with worked design examples programming standard PAL chips. Later chapters also cover arithmetic circuits and their implementation, data conversion which is used to interface digital circuits to the outside world, and practical aspects of building digital circuits. Solutions are provided for the end of chapter questions. Sections 1. Introduction 1.1 Introducing digital electronics 1.2 Organisation of this book 1.3 Preliminaries 2. Combinational logic design 2.1 Combinational logic/Boolean algebra 2.2 Logic functions 2.3 Combinational logic and computer software 2.4 Combinational logic implementation 2.5 Integrated Circuits 2.6 Basic logic Devices 2.7 Introductory combinatorial design 2.8 Laws of logic 2.9 Minimisation 2.10 Timing considerations and static hazards 2.11 Logic implementations 2.12 Terminology 2.13 Concluding comments and further reading 2.14 Questions 3. Logic circuits 3.1 Device characteristics 3.2 Switching devices 3.3 Logic technologies 3.4 Comparison of logic circuits 3.5 Specimen CMOS and ECL datasheets 3.6 Concluding comments and further reading 3.7 Questions 4. Introductory sequential logic 4.1 Sequential logic concepts 4.2 Bistables 4.3 Clocks and synchronism 4.4 Master-slave D-type bistable 4.5 Positive edge-triggered D-type 4.6 Timing considerations 4.7 Asynchronous inputs 4.8 Sequential systems 4.9 Algorithmic state machine design 4.10 Further ASM chart design 4.11 Asynchronous vs. synchronous design 4.12 Concluding comments and further reading 4.13 Questions 5. Programmable logic implementation 5.1 Programmable logic design 5.2 Programmable circuits 5.3 The PALCE16V8 PAL and the PALASM language 5.4 Introductory programmable design example 5.5 Programmable sequential logic examples 5.6 Design examples 5.7 Concluding comments and further reading 5.8 Questions 6. Number systems, coding and arithmetic 6.1 Numbers and coding systems 6.2 Binary arithmetic 6.3 Design examples 6.4 Concluding comments and further reading 6.5 Questions 7. Analog-to-digital and digital-to-analog conversion 7.1 Analog-to-digital and digital-to-analog basics 7.2 A/D and D/A performance characteristics 7.3 Amplifiers and operational amplifiers 7.4 D/A conversion circuits 7.5 A/D conversion circuits 7.6 Concluding comments and further reading 7.7 Questions 8. Interface and hybrid circuits 8.1 Schmitt trigger 8.2 Power supplies and decoupling 8.3 Output stages 8.4 Driving circuits 8.5 Clock circuits 8.6 Monostables 8.7 Timer chips 8.8 Concluding comments and further reading References. Appendix 1. Drawing logic circuits A1.1 Mixed-logic convention A1.2 IEEE/ANSI logic symbol standard Appendix 2. The PLPL programming language and the PEEL18CV8 A2.1 The PEEL 18CV8 PAL A2.2 The PLPL programming language A3.3 Examples in PLPL and PEEL 18CV8 Appendix 3. Semiconductor manufacturers - contact addresses Appendix 4. Further reading Appendix 5. Abbreviated answers to questionsContents
Actions (login required) | <urn:uuid:f8e8dbab-8f5d-42d2-bc9a-76da2cdcfae7> | CC-MAIN-2017-04 | http://eprints.soton.ac.uk/250372/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560284376.37/warc/CC-MAIN-20170116095124-00142-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.790559 | 899 | 3.90625 | 4 |
Why does my pictures folder suddenly disappear? Why are their folders at all? Why is the model for a computer screen the desktop? How long have desktops been around? People got along for 100,000 years before there were desktops. Why is that the right idea? There were always people who wanted to talk to you, and things you needed to remember to do, and threats to be dealt with, and goals to be accomplished. Why isn’t that basic human agenda the paradigm for computers and not the desktop and the sharing of folders and files? The caveman didn’t have folders or files, but he sure had issues to deal with that are fundamentally the same ones that we deal with today.
Starting with the assumption that humans have basically the same mental apparatus today that they had thousands of years ago, let’s think about how the caveman might have designed a computer screen, since it is fairly obvious that today’s software designers are out of touch with how people actually think and operate on a daily basis.
Cave men didn’t use folders and they wouldn’t have known how to label them if they had lots of them. We can’t ever find where we put a file we need because files and labels didn’t exist for cave men. They do exist for software designers however. Why?
Programmers misunderstand the world in a profound way. They copy the metaphor of a desktop as if that metaphor was a basic human concept. Since desktops, paper, folders and such haven’t been around that long, the question is: what indexing scheme did cave men use? How could the caveman’s indexing scheme be harnessed to make our lives on a computer easier?
Does the mind have folders? It seems obvious that it does not. The mind must have some way of storing information that makes it easy to find. And, it is obvious that whatever means the mind has, was the same means that the mind of the cave man employed. Or, to put this another way, programmers would make easier to use software if they understood how the cave man’s mind stored information.
Do we have to dig up some petrified cave man brains to figure this out? Of course not, our own brains are the same. But examining our brains will not help. We are interested in the nature of information, as our ancestors saw it, not in the structure of meat.
Cave Men did not Point and Click
Neither did they drag and drop. This seems a silly point, but it isn’t. When a person approaches a sentient entity they expect that entity to have some goals of its own, and some knowledge of who they are and what the interaction is likely to be.
Computers are seen by their users as sentient, but somewhere along the way the user comes to the conclusion that stupid would be a better choice of adjectives. But, why are computers stupid? Simply put, there are three reasons.
Cave men don’t use folders. Computers do. People try to use folders but this means they need a filing system. Cave men had filing systems. Without them they would never find prior experiences to help them process current experiences and we know they would have had to be able to do just that in order to survive for tens of thousands of years. Those filing systems were not alphabetical, sorted by date, or sorted by size. How they worked and continue to work in modern man is a very important question.
2. The Lack of Expectation
Cave men had expectations about what would happen next. When these expectations failed, they tried to modify them so they would be smarter next time. One thing cave men expected was that those they interacted with also had expectations. They expected that others knew what they might want and it made interactions easier and faster.
Computers seem to have no idea who is using them. They don’t know that I am writing this, why I might be doing so, and what I might want to do next. Tomorrow, when I start again, the best the computer will be able to tell me was what I did most recently. This may have been reading e-mail or checking what was on TV at night, so this may not be very useful to me. Why doesn’t the computer know more about me? A cave man expects that it does.
3. The Missing Goal and Plan Structure
Of course it isn’t just me. People have clear goals and plans to achieve those goals, and they are, for the most part, well known types of plans and goals. Shouldn’t a computer have enough domain knowledge of the domains its owner works in to be helpful in knowing what to do next? Shouldn’t it know more about the user’s domain than the user does in most cases? Cave men knew about the available plans and goals in their world. Computers that cave men can easily use would know what there user was trying to accomplish, how he accomplished it the last time he tried and would suggest doing it that way again unless the user had a better idea.
In the era of the cave man, it is safe to assume, your average person didn’t know all that many people. So, conversation was personal. People didn’t seek help or advice from people they didn’t know. This matters because when people seek advice they usually imagine that the information they receive has somehow been tailored for them and their particular situation.
Socrates remarked that he was against books because they would say the same thing to everyone regardless who was reading them and without the possibility of interruption. He knew that the mind of the cave man needs information that is given with him in mind.
When you ask a stranger for directions, do they know how fast you walk, or how good your sight is, or what landmarks you know, or how hungry you are? All these factors would help someone give good advice. Instead we get generic advice. In the world of cave men there probably was not all that much generic advice, so we expect to get advice suitable for us, but it usually isn’t.
This is why travel agencies, and in particular, travel web sites, are so difficult to use. What do these agents know about you besides how much money you want to spend and where you say you want to go. You may not even know where you want to go. Perhaps you heard about a place on television or in a magazine that looked interesting. But, of course, that information was absorbed as if it were meant for you, because cave men think that way, despite the fact that the author doesn’t know you at all.
A Caveman Example
Andrew has a family sailing boat. His family has been using it since the kids were young. His son Paul want to use the boat now that he is 22 and an up and coming geopolitical analyst working at his first job at a major consulting firm. But Andrew does not see his son as a yacht owner since he doesn’t have the funds to maintain this hobby. He prefers to see him rent a yacht. So he lets his son use it if he can rent it and sustain the expenses. Paul has his first guests on board. He cooks a nice meal for the guests that evening and when he is finished he feels like he just finished running “desert storm”.
He ponders the problem and realizes that part of the problem was opening hatches and getting stuff out of storage including the second can of tomato paste, a water bottle and cooking wine out of the bilges via 2 different hatches. One choice is to plan everything and bring it to the kitchen ahead, in which case he is stepping over mustard jars while cooking and he has to ignore the guests in case he loses concentration and messes up dinner.
The second choice is a bigger boat.
The third choice is to get his sister to bring the stuff from the bilges, and possibly help in the cooking. For this he will have to replace the hired hand. This choice seems better since his sister has been sailing in the boat since she was 3 years old, she can assist in mooring, sailing, cooking etc, and she can fit in the crew quarters with Paul.
Now let’s transfer this plan to the world of software. To work in an intense space-restricted environment, Paul can try to plan every move and practice this for years to get it right, knowing exactly where everything is and having thought of all contingencies.
Or he can have an expert assistant.
If the choice isn’t obvious, add to this that Paul’s charter guests are the most important people in his life and they are very chatty. Does Paul want to be the perfectly organized yacht captain (which would require years of practice? Does he want to ignore the opportunities to take advantage of social/career opportunities while using the boat? Does he want to be thinking of cooking and boating contingencies all day? Wouldn’t it be better to hire his sister as an assistant who is also a yachting expert in this particular boat and cares about him accomplishing his goals?
Now imagine that the sister was actually a good piece of software. Software does not take up space or take vacations. A service oriented expert service would costs no more than trying to configure and learn how to use a software product that knew nothing about your boat, but was intended to do everything for everybody.
Or, to put this another way, cave men knew how to use expert assistants to help them in the hunt or in war. They knew better than to try to configure a general purpose newcomer to the tribe to go into battle. | <urn:uuid:d73373c7-3844-4c72-bbc0-122ebdf054d7> | CC-MAIN-2018-13 | http://ulysses-systems-km.blogspot.com/2008/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647280.40/warc/CC-MAIN-20180320033158-20180320053158-00678.warc.gz | en | 0.984021 | 2,007 | 2.75 | 3 |
Despite the potential economic and environmental consequences of uranium mining in Kakadu National Park, and the agreement that national parkland shouldn't be exploited for its resources, it is ultimately (ethically) the government's purview to use the land the way it sees fit. Uranium is a rare resource, and if the Australian government believes mining in the park would produce the greatest net benefit for its people, there is no ethical reason why they shouldn't be allowed to.
The Australian government shouldn't mine for uranium in Kakadu National Park because it's a national landmark and preserve. Such areas should be preserved around the world in order to keep habitats intact and viewable by future generations. By mining for uranium here, the Australian government is destroying precious land that won't come back anytime soon. | <urn:uuid:4fb3373e-4de0-4ade-8727-27688f2d26c6> | CC-MAIN-2017-04 | http://www.debate.org/opinions/uranium-mining-in-kakadu-national-park-australia-is-the-australian-government-justified-to-mine-for-uranium-here | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281069.89/warc/CC-MAIN-20170116095121-00412-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.953851 | 160 | 2.6875 | 3 |
After a good meal, do you feel sluggish and tired? Then the so-called “schnitzel koma” struck. Doctors speak of “postprandial fatigue“. Why we get tired and what you can do about it: We’ve looked into these questions in more detail.
In a nutshell:
- Schnitzelkoma and pasta anaesthesia describe the same thing: fatigue after a good meal.
- Reason: The body needs energy to break down the food. We lack this energy in other institutions. the episode? Fatigue. So it is basically a normal phenomenon.
- Insulin releases sugar into our cells. This will reduce your blood sugar. the episode? Fatigue.
- Tryptophan is converted into a happiness hormone serotonin. That’s great, but it can also make us sleepy.
- Tips? Exercise, forgo greasy dishes, eat a little less and take a little nap.
- When to see the doctor? If the fatigue lasts for a very long time or you get tired of light food like a salad.
The Causes of The Lunch Hang-Over: Why You’re Tired After Eating
1. The digestion runs and runs and runs
After eating, your body works at full speed to bleed through your digestive organs. Oxygen is needed for this. The problem: Other organs have to give up blood and oxygen and we get tired.
2. Low sugaring due to insulin production
Fatigue after eating occurs when our body produces insulin. With food intake, the glucose in the blood increases. As a result, our body releases insulin. The insulin acts like a friendly bouncer and now releases much more sugar into our cells. Now the blood sugar drops again. This leads to fatigue, because we can only use blood sugar as an inefficient source of energy.
3. The tired maker Tryptophan strikes
Tryptophan is an amino acid used, for example, in
- Parmesan and cashews
is included. What does this dubious amino acid do and what does your drowsiness have to do with it? Your blood transports Tryptophan into your brain after eating. There it is converted to Serotonin. You probably know serotonin as a “happiness hormone”. That’s great, isn’t it? Sure, you become more relaxed, get motivation and it has an antidepressant effect. However, it also makes us a little sleepy.
Our tips for less fatigue after eating
- Don’t eat too much
- Don’t eat greasy
- A little nap
- Emergency coffee
Prefer light foods such as salads, vegetables and soy. Avoid “heavy food“, i.e. foods with many carbohydrates.
With a little exercise, you support the oxygen supply to catapult your brain back to normal. A powernap also provides good service against fatigue.
If nothing helps, try the emergency coffee. The caffeine wakes up and dispels fatigue.
When should you go to the doctor?
Fatigue after eating is basically “normal“. Unfortunately! We have to get through this. However, fatigue disappears within about 30 minutes. With a little coffee you can help if necessary.
If the fatigue persists for a long time and is very strong, then you should consult your doctor. Your thyroid gland may complain after eating. Let’s clarify that. Also watch if you get tired after light food like a salad. Is that the case? Then visit the medical woman or the medical man. Because after small meals you should not get tired.
Fatigue after eating – Now it’s your turn
The schnitzel coma is normal. The reason is a strong blood flow to the digestive organs and a lack of oxygen in the brain. Make sure you eat a little less, forgo heavy food and you’ll have oxygen after eating: a short walk or a short airwill will help you. You don’t usually have to go to the doctor. If you often have problems with long-lasting fatigue and get tired even from light foods, then see a doctor. | <urn:uuid:4f7a9715-3816-4fa6-a722-a7554f1b9cb8> | CC-MAIN-2023-50 | http://www.mind-favour.com/fatigue-after-eating-the-1x1-to-the-schnitzel-koma/?lang=en | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100164.87/warc/CC-MAIN-20231130031610-20231130061610-00864.warc.gz | en | 0.916627 | 868 | 2.828125 | 3 |
Introducing Poetry to Kids
As parents, most of us know how important it is to read to our children. We regularly share books with them, and encourage them to borrow from the library. However, sometimes we forget to make sure our kids get a balanced reading diet. Sadly, poetry can be left off the menu and that's such a shame. The good news is poems are often short so it's easy to slip a poem or rhyme into a spare moment in a day.
An easy way to start introducing poetry to kids is to find books of nursery rhymes for pre-school children. Local libraries will have some, perhaps in a special section of board books. Reading, memorizing, chanting, or singing nursery rhymes really helps little ones develop skills they need for reading. As Mem Fox says in Why Reading Really Is Magic, "…if kids know six nursery rhymes by the time they are four, they are more likely to be in the top reading group at school by age eight." We can incorporate poetry into play by encouraging our kids to use toys to act out Humpty Dumpty or Little Miss Muffett. When we're walking to the park, it's fun to find a nursery rhyme that fits the rhythm of our footsteps and chant it aloud. Babies love rhymes like Round and round the garden, or I'm a little teapot and toddlers can soon copy the words and actions.
Keep an eye open for poetry books for kids in the library or bookstore. Once you've found some poetry anthologies or books, try incorporating one into story time each day or evening. For children who might think they're too old for nursery rhymes, look for short, fun poems. Kids love poetry that makes them laugh. One great place to find material like this is Giggle Poetry, a website with lots of poems kids love. Kenn Nesbitt's Poetry4Kids is another cool online space for sharing poems with kids, and it includes a handy rhyming dictionary.
A special book to look out for is World Rat Day by former U.S. Children's Poet Laureate J. Patrick Lewis. It has a poem for some special (and bizarre!) days, with illustrations by Anna Raff that will also tickle children's funny bones. Celebrating these days with their corresponding poems is a nice, easy way to integrate more poetry into everyday family life.
When we share poems, I believe it's important to help children make connections with their own lives. We can ask questions like "Does it remind you of something?" "Have you ever felt the same way the poet did?" "Which part did you like best?"
Playing with words is an important part of adding more poetry to kids' lives. I love to take advantage of ANY situation to point out how fascinating and fun our language is. Puns, jokes, and riddles can all lead to discussions about words, the building blocks of language. A very simple activity to slip into the second or third read-aloud of a rhyming picture book is to change the rhyming word at the end of a sentence, and have kids correct you. Dads are great at this! You'll find some more word games on my Book Chook Bag of Tricks page that can be slipped into car trips and soon become family favorites.
Writing poetry with younger kids is important, too. This can be as simple as celebrating relatives' birthdays by co-writing a rhyming couplet or short verse for them. Another easy and fun idea is to take a rhyme or poem children know and innovate on it. That's a fancy way of saying we study the poet's words and change them slightly to invent a new poem. So we might take "Higglety, pigglety, pop/The dog has eaten the mop" and change it to "Gigglety, jigglety, jig/The pussycat danced with a pig."
Is poetry a regular part of your family's reading diet? Do you have any special poetry books or poems you and your kids love? Please share them on the Scholastic Parents Facebook page! | <urn:uuid:14b1a035-4221-48dd-adff-05f5748e938b> | CC-MAIN-2014-41 | http://www.scholastic.com/parents/blogs/scholastic-parents-learning-toolkit/introducing-poetry-to-kids | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657134511.2/warc/CC-MAIN-20140914011214-00032-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.96041 | 848 | 3.296875 | 3 |
The A/C refrigeration pump is one of the most important tools an engineer will use during their role, as it is a key player when carrying out maintenance on air conditioning units.
The preservation of refrigerant is promoted due to the effect disposal can have on the environment, albeit with some rules and regulations.
It’s also worth noting that should the refrigeration be exposed to any form of moisture, then it could become corrosive and could cause problems with the air conditioning unit that could incur more expense in the future.
Knowing how important an A/C refrigeration pump is, it’s understandable that those who operate within the HVAC sector will want to ensure that they have the right tools to hand.
Those who have worked within the HVAC sector for some time will be familiar as to how different air conditioning units operate and what pump is needed to ensure the job is carried out correctly.
However, those who are using a A/C refrigeration pump for the first time may be confused as to what size pump they should purchase.
Determining the CFM Required (Cubic Feet Per Minute)
When ascertaining what refrigeration pump needs to be used, it’s important to determine the CFM rating required for a job.
This can mean that those dealing with a variety of air conditioning units may need to invest in more than one pump to ensure maximum productivity and ensure overheads are low.
This is often the case for engineers who operate on both commercial and residential properties.
The most practical way to decide what A/C refrigeration pump is needed is to take the square root of the tonnage you’re servicing. Examples of these calculations could be as follows:
- √16ton to √25ton (Typical Residential A/C System) would require a pump with a 4 to 5 CFM rating.
- √16ton to √25ton (Commercial Systems) would require a 6 to 8 CFM rating.
It’s important that the right measurements are carried out when ascertaining what pump is the most suitable, or you could find that the job is more problematic than it needs to be.
Can’t I Use the Same Pump for All Jobs?
It’s easy to assume that a larger pump can contend with all jobs. Although a pump with an 8 CFM raring will reach the maximum number of microns before a pump with a 4CFM, they do operate at the same speed when operating at maximum capacity.
This means that although a bigger pump may be able to contend with smaller jobs, it’s likely it will cost more to operate.
Similarly, using a pump that has smaller CFM rating than what the job dictates could mean the refrigeration pump is being put through more stress, which can result in wear and dysfunction.
Other Factors to Consider
Once you’ve determined what size A/C refrigeration pump is needed, then it’s simply a case of finding a reputable supplier. Although it can be tempting to see what bargains are available from other vendors, if the price seems too good to be true, then it probably is.
When choosing an A/C vacuum pump, it’s important to ensure that you’re on only purchasing reliable tools from reliable suppliers such as HVAC tools. | <urn:uuid:c676c978-e98e-4b18-8096-731fb58ceb3d> | CC-MAIN-2019-43 | https://hvactools.co.nz/hvac-vacuum-pumps/how-to-select-the-right-size-a-c-vacuum-pump/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986697439.41/warc/CC-MAIN-20191019164943-20191019192443-00325.warc.gz | en | 0.952234 | 696 | 2.984375 | 3 |
But Plato, though he accepted, as is likely, the doctrine of Moses and the other prophets regarding one only God, which he learned while in Egypt, yet fearing, on account of what had befallen Socrates, lest he also should raise up some Anytus or Meletus against himself, who should accuse him before the Athenians, and say, “Plato is doing harm, and making himself mischievously busy, not acknowledging the gods recognised by the state;” in fear of the hemlock-juice, contrives an elaborate and ambiguous discourse concerning the gods, furnishing by his treatise gods to those who wish them, and none for those who are differently disposed, as may readily be seen from his own statements. For when he has laid down that everything that is made is mortal, he afterwards says that the gods were made. If, then, he would have God and matter to be the origin of all things, manifestly it is inevitably necessary to say that the gods were made of matter; but if of matter, out of which he said that evil also had its origin, he leaves right-thinking persons to consider what kind of beings the gods should be thought who are produced out of matter. For, for this very reason did he say that matter was eternal, 2546 that he might not seem to say that God is the creator of evil. And regarding the gods who were made by God, there is no doubt he said this: “Gods of gods, of whom I am the creator.” And he manifestly held the correct opinion concerning the really existing God. For having heard in Egypt that God had said to Moses, when He was about to send him to the Hebrews, “I am that I am,” 2547 he understood that God had not mentioned to him His own proper name.
ὁ ὢν, “He who is; the Being.” | <urn:uuid:750a116c-e193-45ca-a733-116d0705b8cb> | CC-MAIN-2014-10 | http://sacred-texts.com/chr/ecf/001/0010630.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394011240269/warc/CC-MAIN-20140305092040-00022-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.991153 | 402 | 2.75 | 3 |
This is an example of Intro Video made using Flixpress!
Pretty easy to make, just take a few minutes. I will be adding more videos to my YouTube Channel soon.
Suppose a party has six people. Consider any two of them. They might be meeting for the first time—in which case we will call them mutual strangers; or they might have met before—in which case we will call them mutual acquaintances. The theorem says:
In any party of six people either at least three of them are (pairwise) mutual strangers or at least three of them are (pairwise) mutual acquaintances.
Very interesting video about the story of Pythagoras, including Pythagoras’ Theorem, and why the square root of 2 is irrational!
Synthetic Division – This video shows how you can use synthetic division to divide a polynomial by a linear expression. It also shows how synthetic division can be used to evaluate polynomials! | <urn:uuid:72135071-4c66-4499-83ca-05e35fccdd5f> | CC-MAIN-2021-04 | https://mathtuition88.com/category/youtube/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703513144.48/warc/CC-MAIN-20210117174558-20210117204558-00037.warc.gz | en | 0.950803 | 199 | 2.96875 | 3 |
Deselecting books, also referred to as weeding, is necessary for maintaining a school’s library collection of resources. The process of deselecting includes removing damaged, outdated, or books no longer relevant to the curriculum. Prior to deciding what should be removed from the library, librarians often use Titlewise by Follett to analyze the collection’s strengths and weaknesses based on industry standards. For example, a book on computers with a copyright date of 2000 will likely be outdated, (perhaps not if the focus is on the historical aspect), and books on robotics, forensics, and artificial intelligence may be recommended for strengthening the sciences.
When recently asked to help a librarian ‘weed’ the elementary library, I found a book on New York City with a copyright date of 1998. Although it appeared to be in new condition, the Twin Towers were pictured, and Governor Pataki has since been replaced. Some other examples of weeded books include The Lincoln Library of Sports Champions featuring Terry Bradshaw, Peggy Fleming, and other popular athletes at the time this text was printed; and The Chinese in America with a copyright date of 1959.
When a library has not been ‘weeded’ for many years, the process can be overwhelming. Making room for new materials offers an additional opportunity to make the library attractive and inviting. Similar to marketing strategies used by retailers, displaying products often piques the interests of those who may be visiting for another purpose.
Research studies have shown college students prefer to read materials in print rather than in electronic format (Baron, 2016; Foasberg, 2014; Mizrachi, 2015), and a large percentage of students ages 4-15 enjoy reading print books (Kleeman, 2016). Although the popularity of Amazon Kindle and Apple’s iPhone beginning in 2007 made reading books electronically convenient, print publishers have remained constant for the past ten years ( Mcilroy, 2017). Balancing the library collection with print and electronic resources is a necessary duty that not all librarians have time to do.
Schools needing assistance with the deselection process may contact the school library system coordinator: firstname.lastname@example.org
By: Cece Fuoco, CA BOCES Learning Resources
Baron, N. (2015). Words onscreen: The fate of reading in a digital world. New York, NY: Oxford University Press,
Foasberg, N. (2014). Student reading practices in print and electronic media. College & Research Libraries, 75(5), 705-723.
Kleeman, D. (2016). Books and reading are powerful with kids, but content discovery is challenging. Publishing Research Quarterly, 32(1), 38-43.
Mizrachi, D. (2015). Undergraduates' academic reading format preferences and behaviors. Journal of Academic Librarianship, 41(3) 301-311
Mcilroy, T. (2017). Startups within the U.S. book publishing industry. Publishing Research Quarterly, 33(1), 1-9.
Follow us on | <urn:uuid:2aadfd86-5e45-4a5d-b58d-946fddae6d5d> | CC-MAIN-2022-49 | https://cainnovativeteaching.weebly.com/innovative-teaching/weedingthe-library | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711200.6/warc/CC-MAIN-20221207153419-20221207183419-00298.warc.gz | en | 0.917288 | 651 | 3.46875 | 3 |
It is unknown why except that it may be a form of comfort. Autistic children especially have repetitive behaviors. Sometimes they are involuntary movements and are labeled dyskinesias. choreoathetosis is a term describing movements that are brief, purposeless,writhing and blend in a stream of movement.
Wayne Yankus, MD, FAAP
expert panelist: pediatrics
It has been my experience that some children "rock" for a variety of reasons including: calming themselves, helping to integrate and adjust to changes of stimuli in their environment (such as loud music that can agitate some children), habitual reasons (like to repeat the movement and have a need to be perseverative) or for enjoyment. Sometimes rocking is paired with vocalizations, too- such as humming.
Not all children with learning challenges rock, including those with autism.
Thanks for asking your question-
Louise Masin Sattler, NCSP
Nationally Certified School Psychologist
Owner of SigningFamilies.com | <urn:uuid:30357a32-da99-4387-a1eb-4ce6adee689f> | CC-MAIN-2016-50 | http://www.education.com/question/children-didabilities-rock-whats-medically/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541783.81/warc/CC-MAIN-20161202170901-00468-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.944255 | 210 | 3.046875 | 3 |
"Electricity from nuclear fission continues to be the most comprehensive source of energy available to meet growing U.S. demand," declared Richard Rhodes, beginning his 1993 book Nuclear Renewal. He ended it 126 pages later declaring "whether it will be or not depends on leadership and public education."
Rhodes and John Palfreman made their contribution to this pro-nuclear power "public education" with an hour-long Frontline program, "Nuclear Reaction," broadcast on PBS on April 22—Earth Day. Rhodes served as correspondent, Palfreman as producer and writer. "Nuclear Reaction" was essentially a TV version of Nuclear Renewal. It maintained that irrational fear is the chief reason nuclear power has been rejected in the U.S.
The program has generated intense criticism. Nobel laureate Henry W. Kendall, professor of physics at MIT and chair of the Union of Concerned Scientists, called it "seriously unbalanced" and, in a letter to Frontline executives, accused it of "serious omissions and incorrect statements." Dr. Michio Kaku, professor of nuclear physics at the City University of New York, described the program as "representing a fringe element within the nuclear establishment."
Rhodes could not be reached for comment. Palfreman, however, in an hour-long interview with Extra!, stressed that he does not see a "scientific debate" as far as radioactivity and other dangers of nuclear power are concerned. That is why, he explained, he did not arrange for any scientists critical of nuclear power to be on "Nuclear Reaction." The Chernobyl nuclear plant accident, for example, was in the "basic ballpark of industrial disasters." As for the normal operation of a nuclear plant, "if you live at the boundary fence of one of these things" a person would receive less radioactivity than "if you sleep next to somebody for eight hours. You’re getting as much [radioactivity] from their body," he said.
To have included anti-nuclear scientists, he said, would "give the impression of a scientific debate when there isn’t one." The issue he set out to explore, he said, was the public’s unjustified nuclear fears.
As to the airing of the program by Frontline, Palfreman, who said he was a senior producer for the PBS program for four years before forming his own production company 10 months ago, described it as "really, essentially we’re atoning." Frontline took "some sort of liberal, environmental kind of stances up until three or four years ago," said Palfreman. "They did shows on Frontline in the 1980s that were very credulous," raising environmental issues and being "just basically wrong."
Now, he said, there is "concern" at Frontline about the
TV’s Lonely Scientist
Palfreman noted that he "was trained as a physicist," received an undergraduate degree in physics and a masters in the history and philosophy of science in England. After working for the BBC, he came to the U.S. in 1989, joining Nova and then Frontline. He described himself as specializing in "political, policy subjects" and said that aside from himself, "there are no political journalists on television who have any sort of scientific knowledge."
"Nuclear Reaction" took $450,000 to make, said Palfreman. Most of the money came from PBS through Frontline and was "public money." Some $150,000 of it, said Palfreman, came from the Alfred P. Sloan Foundation.
Established in 1934 by Sloan—who was president and later chair of General Motors between 1923 and 1946—the foundation currently includes among its trustees retired GM chair Roger Smith, of Michael Moore’s Roger and Me. Part of the Sloan Foundation’s mission is to "stimulate a more realistic portrayal of scientists and engineers," according to its literature, and seek "to reach a wider audience about the importance of science and technology through such mass media as commercial television and films." The foundation earlier helped Rhodes publish two of his books, The Making of the Atomic Bomb and Dark Sun: The Making of The Hydrogen Bomb.
Prior Frontline documentaries by Palfreman include "Breast Implants on Trial" (2/27/96), which attacked reports of health problems caused by Dow’s silicone breast implants, and "Currents of Fear" (6/13/95), which cast doubt on the health impacts of the electromagnetic fields (EMF) generated by power lines and other electric systems. Louis Slesin, editor and publisher of Microwave News and a specialist on EMF, described "Currents of Fear" as "a one-sided show in which Palfreman shopped for quotes to support his predetermined position."
Palfreman said his next Frontline project involves Gulf War Syndrome. He said he wants to show that neither chemicals nor depleted uranium had anything to do with health problems experienced by Gulf War vets. "Basically," he said, "the angle I’m taking is that it’s very hard to make all that stuff stand up and why in our culture we have rejected psychogenic explanations for certain illnesses, such as stress."
"Nuclear Reaction" received a glowing review by Walter Goodman, the New York Times’ establishment-defending TV critic (4/22/97). "Explosive reactions to ‘Nuclear Reaction’ are to be expected from the anti-nuclear cadres. Fine," concluded Goodman. "Let’s hope they will make their case with scientific evidence, as Mr. Rhodes did tonight, rather than with the toxic imagery that has contaminated the debate."
"Nuclear Reaction" has indeed been criticized sharply on scientific grounds. Among the program’s dubious claims:
- "The actual death toll from Chernobyl is surprisingly low," said "Nuclear Reaction." "Thirty-one firefighters died in the accident. So far, leukemia and adult cancers have not measurably increased." Bill Magavern of Ralph Nader’s Critical Mass Energy Project referred to Frontline’s number as "the old Soviet lie," noting that "Chernobyl death toll estimates vary widely, from 8,000 to 148,000—31 is preposterous." (The 8,000 figure is the Ukrainian government’s official estimate.) MIT’s Kendall cites thyroid cancer rates "up by a factor of 285 in Belarus." Meanwhile, Palfreman told Extra! that the 31-person Chernobyl death count was too high. "Two of them were probably cardiac cases," he said.
- "Nuclear critics concede that a normally operating plant may not pose a major threat," said "Nuclear Reaction." Dr. Jay M. Gould, author of Deadly Deceit: Low-Level Radioactivity, High Level Cover-Up, responded: "In fact, even the routine operation of a nuclear power plant releases bone-seeking radioactive strontium-90 and other poisons and my research has shown these routine operations have caused an increased level of cancer near nuclear reactors." Also, noted CUNY’s Michio Kaku, "Nuclear Reaction" did not consider the "enormous fuel cycle hazards—mining and milling of uranium, transportation, and the generation of incredibly dangerous nuclear waste."
- "Nuclear reactors can’t blow up like nuclear bombs," said "Nuclear Reaction." "That’s not the point," said Kaku. Conventional nuclear plants "can and have undergone steam explosions blowing out the radionuclides inside." David Lochbaum, a senior nuclear safety engineer for the Union of Concerned Scientists who worked for 17 years at nuclear power plants, commented: "The main thing is that a nuclear meltdown can lead to an uncontrolled release of significant quantities of radioactive material—we don’t get a mushroom cloud, but do get a dispersal of radioactive isotopes." Moreover, breeder reactors, urged in "Nuclear Renewal" by Rhodes, can explode like nuclear bombs (The Accident: Hazards of Nuclear Power Plants by Richard E. Webb).
- "The cores of American reactors are surrounded by massive containment domes. Even if an accident occurred, the argument goes, the radioactive material would be confined inside the plant," said "Nuclear Reaction." But Lochbaum cited projections by Harold Denton, former director of the Office of Nuclear Regulation at the U.S. Nuclear Regulatory Commission, that nuclear plant containments "would not work 90 percent of the time with a severe core melt accident. The energy released would cause the containment to fail." In congressional testimony, then—Nuclear Regulatory Commissioner James Asselstine said that "we can expect to see a core meltdown accident within the next 20 years" with possibly "off-site releases of radiation which are as large as, or larger than, the releases estimated to have occurred at Chernobyl."
- "No one was injured or killed in the [Three Mile Island] accident," said "Nuclear Reaction." But epidemiologist Steve Wing of the School of Public Health at the University of North Carolina at Chapel Hill and co-investigators (Environmental Health Perspectives, 1/97) found a significant increase in cancer in areas around the TMI plant since the 1979 accident. Harvey Wasserman, a senior advisor to Greenpeace USA, noted that the program "made no reference to the people in Pennsylvania who sued" for damages as a result of illness and death they suffered due to the TMI accident. These people have been compensated by the owner of the nuclear plant—"some $15 million so far." Palfreman’s response: "When people settle a claim [it is] to make you go away. It doesn’t say ‘I admitted this.’"
Before the program aired, Magavern of Critical Mass complained to David Fanning, senior executive producer of Frontline. "I am very concerned that the Frontline show Palfreman is producing will be extremely biased," he wrote.
Palfreman told Extra!: "Ralph Nader is the most argumentative, aggressive person in the world. The idea that little me is argumentative against a figure like that is amazing."
Scott Denman, director of Safe Energy Communication Council, also a month before "Nuclear Reaction" aired, urged Frontline to include scientists critical of nuclear power on the program. "The filmmakers started out with a bias and developed their story around that bias: that scientists believe that the risks associated with nuclear power are acceptable and that citizens are simply afraid of nuclear power," said Denman. "The fact is that the filmmakers were afraid of the truth because they refused to interview a Nobel laureate like Dr. Kendall and other award-winning scientists who differ with their bias."
Palfreman said that he considers most scientists with reservations about nuclear power as "flat-earthers," the "fringe."
According to Frontline publicist Rick Byrne, in the program’s 15 years it has only aired one program before "Nuclear Reaction" that touched on nuclear power: "The Politics of Power." The 1992 program (10/20/92), a co-production with the Center for Investigative Reporting, looked at the Bush administration’s National Energy Strategy, dealing in part with the drive—still pushed by the nuclear industry—for what the documentary termed a "revival" of nuclear power.
Danny Schechter, executive producer at Globalvision, which, until four years ago, produced documentaries for Frontline, writes in his just-published book, The More You Watch, The Less You Know, that Frontline "began to transform itself in the mid-1990s, moving away from hard-edge investigative reporting." He feels Frontline has been moving in a conservative direction; in the book he cites "Nuclear Reaction" as an example of Frontline’s "work . . . usually of a high standard" having been "cut back or moved rightward."
That’s "baloney," said Palfreman. Schechter has
Palfreman concluded: "If it turns out that people have particular predispositions to agendas . . . then you expect to get a certain kind of story." He didn’t seem to be referring to himself. | <urn:uuid:cf2e5f51-5a6a-4fac-a522-775a171e5d8b> | CC-MAIN-2014-41 | http://fair.org/extra-online-articles/atoning-for-environmentalism/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663135.34/warc/CC-MAIN-20140930004103-00182-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.962852 | 2,559 | 2.53125 | 3 |
Princess Zizi is thwarted in love and takes her lot meekly until she discovers her beloved's deceit, whereupon she embarks on a bittersweet revenge. Princess Mim is bitter and resentful because of her own romantic failures and also takes her revenge, leading those around her to a tragic end. First published in 1834.
'It is not people that kill, but ungovernable passions'. "Princess Mimi" and "Princess Zizi", Odoevsky's complementary society tales from the 1830s, portraying the two diametrically opposed sides of the nature of the Russian Aristocracy, can be seen as precursors to Anna Karenina and the works of Dostoevsky. The eponymous princesses are both spinsters, but there any similarity must end. Zizi, thwarted in love, takes her lot meekly until she comes face to face with her erstwhile lover's perfidy, and her sense of justice and familial devotion rise to claim a bittersweet revenge. Mimi meanwhile, whose own romantic failures have left her bitter and resentful, takes her revenge groundlessly, leading all around her to a tragic end. | <urn:uuid:716b8611-cf1d-45ae-9998-50a1c5354d23> | CC-MAIN-2020-24 | https://cloustonandhall.com.au/two-princesses/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347392141.7/warc/CC-MAIN-20200527044512-20200527074512-00214.warc.gz | en | 0.93995 | 243 | 2.765625 | 3 |
Boys suffer more from autism than girls. The number of boys affected is 3-4 times larger than girls. The children with autism have difficulties in pretend play, social interaction and verbal and non verbal communication.
If parents suspect something wrong with the development of the child it is wise to seek medical guidance. Research suggests that early intervention can make a huge difference in the coping tactics of these kids. It is found children start to show signs of autism by the time of their first birthday.
Talking about the treatment for autism it includes behavior and communication therapies, educational therapies and medication. It is important to tell all the medications and nutritional supplements you are giving your kid to the health care providers.
Creative therapies such as art, music and sensory integration can help these kids a lot. Diet plays a prominent role in the life of an autistic kid or a person. Special diets such as yeast free diet, gluten free diet and casein free diet yields great benefits. You know what? Latest research has proved that gluten free and casein free diets greatly improve the psychological symptoms of children with autism spectrum disorder.
Taking care of a child with autism can be quite challenging. So it would be in your best interest that you take some me time. Families with autistic children can give you a lot of information so seek their friendship. Having a detailed knowledge of the disorder helps you in many ways. Last but not the least you should have a trusted team of professionals to help you in times of need. | <urn:uuid:e8ab2f75-efe3-451f-8f26-88ad59bb07dc> | CC-MAIN-2023-14 | https://holisticwellnesshub.com/top-tips-to-deal-with-autism-3/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950422.77/warc/CC-MAIN-20230402074255-20230402104255-00048.warc.gz | en | 0.953974 | 304 | 3.25 | 3 |
Get Moving… To Live!
Get Moving… To Live!
The phrase: “If I’m lying, I’m dying” should be changed to: “If I’m sitting, I’m dying” even though it doesn’t rhyme. If you haven’t heard by now, sitting for long periods of time increases the chance that you’ll die early, regardless of your race, gender, age, body mass index (BMI), or even if you exercise. The longer you sit, the higher your risk of dying sooner rather than later.
Every morning, people get ready for work and then sit in their cars (or public transportation), then sit when they get to work, then sit again in their cars, then sit in front of the TV when they get home. It’s time everyone breaks that cycle and starts moving around more during the day and not just when they’re at the gym, assuming they even go.
Fortunately, in an article on CNN’s website titled, “Yes, sitting too long can kill you, even if you exercise,” reveals that taking “movement breaks” every 30 minutes basically cancels out this health problem. But it’s not as simple as just standing, there are two factors impacting this—frequency and duration. How often you sit during the day, and how long you sit each time, have an effect. The article references the American Heart Association’s message of “Sit less, move more,” but admonishes them for not telling people how they should move around, or for how long.
The Centers for Disease Control and Prevention (CDC) has specific guidelines and recommendations for exercising, but none for sitting. For example, if you sit for 30 minutes, you should probably walk around for at least five minutes before sitting down again. And don’t assume that a “standing desk” is healthier than a traditional desk where you sit down. There isn’t enough evidence to say that a standing desk is better. It’s all about actual movement, which is why simply standing up isn’t enough.
Age is another factor that would seem to make a difference, but actually doesn’t. The article discusses age, yet the same principles apply. Older adults who sat more often and for long durations were far more likely to die earlier than those who sat less.
The message is clear. Regardless of who you are, what you do for a living, or how “fit” you may be, if you’re not moving around during the day and sitting for fewer than 30 minutes, you’d better get used to the fact that you may not be around as long as you expect, so get moving! | <urn:uuid:dc7c5bdf-e2a6-43e6-8daf-db9279940ade> | CC-MAIN-2021-49 | http://rss.ubabenefits.com/tabid/2835/Default.aspx?art=sUy%2B7uRZJHA%3D&mfid=OYECPLn9sJQ%3D | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00081.warc.gz | en | 0.944167 | 588 | 2.53125 | 3 |
Our puppetry program is a pioneering program among Waldorf schools. In the kindergarten, puppet performances are brought that are based on the fairy tales and simple repetitive stories. In the grades, one through eight, the puppet projects are presented in block periods wherein each grade develops a different style of puppet. Each student handcrafts their own puppet and leams how to gesture and enliven it. The class then stages a puppet performance, drawn from the stories of each grade’s curriculum. Elements of color, music, and lighting are woven into the performances, as well as complementary aspects of the history of puppetry to the upper grades.
Beginning in the 5th grade, classes begin working with wood as a practical art. They create an egg from a block on wood. Woodworking is continued through 8th grade and their final project is a beautiful hand carved spoon.
Eurythmy is a form of movement developed by Rudolf Steiner. It has become a well known dance form, on a par with ballet, on the stages of Europe. Ideally, children would have eurythmy once or twice a week from first grade on.
Speech eurythmy makes visible the formative gestures of vowel and consonant sounds; tone eurythmy makes visible the elements of music – for example, pitch, interval, major and minor. Eurythmic gestures and movements allow children to develop balance, spatial coordination, fluidity and grace. In the later grades, it gives them a way to understand the formative powers at work in language and music and to express in archetypal gestures a wide range of feelings.
Singing is a part of every school day. Starting with simple melodies in the early grades, the children progress to learning rounds and songs with two or more parts. The main lesson teacher leads this daily activity and also introduces the children to the pentatonic flute beginning in the first grade. Music notation is brought in the middle grades. And beginning in the fifth grade students are taught to play the violin and sing in the Choir through 8th grade.
Through the generosity of a community member, we were given a grant to build a school garden. It sits off to the side of our first and second grade yard and is seen from Rawhide Road. It is cared for by our gardener and our students. It’s bounty is shared in our early childhood classes for soup making. Kindergartners will often spend time in the garden exploring. All of the grades work in the garden at least once a week. Weeding, creating beds, planting seeds and taking care of the worms, compost and bees are all chores done by our students. Every other Wednesday afternoon, the 6th graders help sell the produce they harvested.
Ideally, Waldorf schools include two modern foreign languages from different language groups in the curriculum such as Spanish and German or French. Our program presently includes Spanish. Beginning in the lower grades, the children experience the foreign culture through songs, verses, stories and games. Gradually the written language and its grammar are introduced, culminating in reading, writing and conversation in the middle school years. | <urn:uuid:60bc7b14-a8a8-467b-9690-5223a40b0e6f> | CC-MAIN-2020-16 | https://sierrawaldorf.com/parent-tot-program/specialty-programs/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370502513.35/warc/CC-MAIN-20200331150854-20200331180854-00092.warc.gz | en | 0.954632 | 642 | 3.46875 | 3 |
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By Jennifer Fernandez January 10, 2023 6 min read
Reviewed by Dr. Po-Chang Hsu, MD, MS
It is no doubt that being a parent is super time-consuming, and as your child transitions to solid foods, it may be beneficial to have a few healthy and convenient snacks or meal options at your disposal. One of the most popular and widely relied-on products for infants over 6 months is baby cereal.
Despite it being a convenient, store-bought item, it is an overall healthy product and the best baby cereal is often fortified with beneficial ingredients, that support your baby's health and well-being, such as Iron.
Below we will discuss the benefits of iron-fortified baby cereal, along with product recommendations and tips for introducing new food to your baby's diet.
Table of contents
There are many reasons why certain food goes through the fortification process, especially when it is specifically made for infants, whose growing bodies need certain amounts of macronutrients and micronutrients to thrive.
Fortification involves the deliberate increase of a specific (or multiple) micronutrient(s), which consequently improves the nutritional quality. Food fortification can be done to cater to the needs of a certain demographic (ie. infants), increase the overall nutritional content of popular foods, or in order to replenish micronutrients lost during processing.
This long-standing custom has been a great tool used in public health practices, as fortified foods have been shown to significantly decrease certain micronutrient deficiencies.
There are many benefits of Iron, which is a mineral that supports a child's growth and development. To be more specific, iron supports childhood learning and helps disperse oxygen throughout the body. Baby cereal is often fortified with iron due to the risks associated with not receiving enough iron, such as iron deficiency anemia.
Iron-fortified baby cereals are a great source of nutrition starting at 6 months when your child begins the transition from breast milk or formula to solid foods. When choosing a specific cereal, there are a few factors to consider.
Choose unsweetened iron-fortified cereals instead of ready-to-eat cereals.
Begin with a single-grain cereal when introducing your child to iron-fortified cereals, such as oatmeal, barley, wheat, or baby rice cereal.
It is recommended to wait 3-5 days before adding another new food to your baby's diet, whenever you start introducing them to new foods, including baby cereal, as this allows you time to monitor for symptoms of a food allergy.
Later you can begin to offer infant cereal made with multiple grains once your baby is accustomed to one grain, and they are showing no signs of a food allergy.
Organic's Best carries a range of healthy and yummy organic baby cereal. Here are 4 of HiPP's best baby cereals that are fortified with iron.
This milk porridge made with whole grain cereals and organic fruits is gentle on a baby's tummy and free from added sugar.
It is fortified with iron, while also containing other beneficial nutrients such as iodine, calcium, and Omega-3 fatty acids.
This milk porridge is super easy to make, requiring just the product itself along with some water.
It is made with whole grain cereals and organic bananas along with beneficial nutrients such as iron, iodine, calcium, and Omega-3 fatty acids.
Just like many other HiPP baby food products, this porridge is free from added sugar and gentle on a baby's tummy.
This milk porridge is gently processed and free from added sugar, meaning that no ingredients such as granulated sugar, fructose, or syrups have been added.
It is made with organic whole grains and is rich in iron, iodine, calcium, and Omega-3 fatty acids.
This milk porridge is unsweetened and made with strictly selected organic ingredients. It is fortified with vitamins and minerals tailored to meet babies' special nutritional needs.
This product is rich in iron, iodine, and calcium and can be easily prepared using freshly boiled water.
There is no limit to how long a baby can enjoy iron-fortified baby cereals, although it is important that their diet also includes other sources of iron. Once your baby starts transitioning to solid food, at around 6 months, there are a ton of iron-rich foods to introduce to their diet, alongside baby cereal.Learn More: How to Make Baby Oatmeal With Formula?
There are two types of iron found in foods, which are heme and non-heme iron. The difference between the two is in how easily the iron is absorbed by the body.
Because non-heme iron is less easily absorbed, it is important to monitor how much of these items your little one is eating, compared to items that contain heme iron.
At around the 12-month mark, your child will likely be screened for anemia, but if you are concerned at all about your child's iron intake before that time, it is best to consult your pediatrician.
Let's take a look at which common food items contain heme iron vs non-heme iron...
Iron-fortified infant cereals
Beans and lentils
Dark green leafy vegetables
It is beneficial to eat non-heme items with foods rich in vitamin C because pairing the nutrients together can aid in the absorption of iron. Some foods rich in vitamin C include the following:
Citrus fruits like oranges
Dark green leafy vegetables
The main component of baby cereal to focus on is the ingredients. Ideally, the baby cereal that you choose should have limited ingredients consisting mainly of grains alongside any vitamins and minerals used to enrich the product.
Choosing an organic product such as an organic infant rice cereal or organic whole grain oats cereal comes with added health benefits.
Learn More: Different Levels Of Organic Certification In Europe
It is also beneficial to choose a cereal with whole grains listed as one of the first ingredients, and if sugars are included they should be further down the ingredients list, but ideally, it is best if the baby cereal is completely free from added sugar.
Cereal should be free from added sugars
Contains a small list of healthy ingredients
Ingredients should consist of grains alongside vitamins and minerals
Choose organic when possible
Grains should be listed as a top ingredient
Learn More: Best Organic Baby Cereal 2022
There has been some controversy surrounding rice cereal for a couple of reasons. The first reason being for the amount of arsenic it contains, which could be dangerous in large quantities, and the second reason being rice cereal is more likely to cause constipation compared to other types of baby cereal.
Despite these claims, rice cereal can still be a healthy part of your baby's diet, it just shouldn't be relied on as a main source of iron. When given the choice, it may be beneficial to choose a cereal made from a different grain such as oat, barley, or whole wheat, instead of rice.
Including baby cereals enriched with iron in your little one's diet can be hugely beneficial, but should not be used to replace other sources of iron.
It is always best to offer your baby a diet with plenty of variety to help them obtain all of the different types of nutrients their body needs for growth and development.
Iron-rich foods can prevent anemia while supporting your baby's overall health and should be given to your little one from the 6-month mark.
Please be aware that this information is based on general trends evidenced in babies, it is in no way medical advice. Your baby's doctor should be your first source of information and advice when considering any changes to your child’s formula, and when choosing your child’s formula. Always consult your pediatrician prior to making any decisions about your child’s diet or if you notice any changes in your child.
Disclaimer: Breastfeeding is the best nutrition for your baby because breast milk provides your child with all the essential nutrients they need for growth and development. Please consult your pediatrician if your child requires supplemental feeding.
Agustina Fernandez is a medical doctor, who graduated from Universidad Nacional de Cordoba, in Argentina. She has experience working in an emergency room of a public hospital, where she helped many patients with urgent diseases. However, her true passion are children and she is planning on doing her specialization degree in Pediatrics soon. In the past year, she has become interested in researching about infant nutrition, including breastfeeding, infant formula and food in the first years of little ones' lives.
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By Jennifer Fernandez March 28, 2023 8 min readRead More
By Jennifer Fernandez March 21, 2023 9 min readRead More
By Jennifer Fernandez March 14, 2023 8 min readRead More
Dr. Hsu received his medical degree from Tufts University in Boston, Massachusetts, and holds a Master’s of Science degree from both Harvard University and Tufts University.
Dr. Hsu did research in MRI neuroimaging research of fetal brains at Boston Children’s Hospital, an affiliated hospital of Harvard Medical School. Dr. Hsu is currently a full-time medical writer and consultant.
Outside of the medical profession, Dr. Hsu loves to write, learn new languages, and travel | <urn:uuid:21572466-1b27-417d-9aa2-e23082fc51bf> | CC-MAIN-2023-14 | https://organicsbestshop.com/blogs/organicsbestclub/health-benefits-of-iron-fortified-baby-cereal | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950030.57/warc/CC-MAIN-20230401125552-20230401155552-00502.warc.gz | en | 0.942125 | 1,967 | 2.65625 | 3 |
When it comes to cheese consumption, the French are world champions—the average French person eats roughly 59 pounds of cheese per year, compared with about 34 pounds for the average American. Meanwhile, the French enjoy low rates of heart disease and a long life expectancy (82 years versus 78 for Americans). This phenomenon—called the French paradox—has long baffled scientists, but a group of researchers in Denmark may have discovered one piece of the puzzle: cheese’s effect on your microflora.
In a study published in the Journal of Agricultural and Food Chemistry, scientists found that relatively high levels of cheese consumption (about 4.2 ounces a day, or the equivalent of four string cheese sticks) altered levels of certain compounds and microbiota-related metabolites in ways that can positively affect blood cholesterol levels and other biomarkers linked to heart health. The research team only tested a standard Danish soft cheese, so more studies will be needed to see if all cheese produces the same results. But the outlook is good.
“It appears that cheese stimulates production of short-chain fatty acids the gut,” says researcher Hanne C. Bertram, a professor in the Department of Food Science at Denmark’s Aarhus University. “We hypothesize that it is the fermentation process that the cheese undergoes that generates compounds with potential effects.”
Separate research on short-chain fatty acids suggests that, in addition to their link to lower blood cholesterol levels, they may also positively influence metabolism and help your body process glucose. More cheese, anyone?
Cheese Plate Wreath
- 1 package (8 ounces) cream cheese
- Zest of 1 lemon
- Leaves from 1 bunch of fresh thyme
- Red pepper flakes, to taste
- Salt and pepper, to taste
- 1 cup cheese curds or fresh mozzarella balls
- 8 ounces Parmesan or other hard cheese, broken up into bite-sized chunks
- 2 big bunches of fresh rosemary
- ½ cup dried cranberries
- ¼ cup honey for serving
- Open cream cheese. Wet hands slightly and tear off bits of cream cheese. Form into small balls, about 1 inch in diameter.
- On a flat plate, mix together zest, thyme, pepper flakes, salt and pepper.
- Roll cheese balls through spice mixture. Make sure each ball picks up a lot of the flavorful goodies. Store cheese balls in fridge until ready to use.
- To serve, cut bunches of rosemary, and form a wreath on a plate or cutting board. Place cream cheese balls, Parmesan chunks and cheese curds around your wreath like holiday ornaments. Fill in gaps with bright clusters of dried cranberries, and serve with a bit of honey on the side for dipping. | <urn:uuid:c708e42f-1a8d-4c22-b81c-0f02b50215b0> | CC-MAIN-2019-09 | https://livenaturallymagazine.com/recipes/go-ahead-eat-cheese/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247483873.51/warc/CC-MAIN-20190217233327-20190218015327-00298.warc.gz | en | 0.892406 | 572 | 3.171875 | 3 |
“The only reason for time is so that everything doesn’t happen at once.” -Albert Einstein
And yet, this is a very good reason! We need things to happen in stages: you can’t form human beings before you form planets (that would be bad); you can’t form stars before you form atoms (also bad); you can’t form atomic nuclei before you get rid of antimatter (still bad).
But somehow, despite having very little direct evidence for what happened in the early Universe, we tend to give timelines of precisely when various events happened. For this week’s Ask Ethan, we take a look at how well we actually know these pieces of information, and why we think we can state any of this with confidence. | <urn:uuid:df96e5ca-fa1d-4873-b953-2fa8d9405d04> | CC-MAIN-2018-30 | http://scienceblogs.com/startswithabang/2015/01/23/ask-ethan-72-the-timeline-of-the-universe-synopsis/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676593051.79/warc/CC-MAIN-20180722061341-20180722081341-00074.warc.gz | en | 0.94012 | 163 | 2.609375 | 3 |
Publication year: 2017
Internet Resource: Please Login to download book
Provides dental assisting and dental hygiene students with complete coverage of head and neck anatomy, plus detailed discussions of the temporomandibular joint and its role in dental health, the anatomy of local anesthesia, and the spread of dental infection. Chapters are organized by anatomical systems of study and include expanded review questions that help prepare you for classroom and board examinations. Combine this new edition with its companion title, Illustrated Dental Embryology, Histology, and Anatomy, and you will have a solid foundation of basic scientific knowledge that ties to everyday clinical dental practice. | <urn:uuid:3aae6187-44f3-4f6a-a1c5-80c256c47c33> | CC-MAIN-2024-10 | https://www.aiu.edu.sy/en/1-13531/book/21442/9780323396349/Illustrated-Anatomy-of-the-Head-and-Neck----Margaret-J.-Fehrenbach-RDH,-Susan-W.-Herring | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474445.77/warc/CC-MAIN-20240223185223-20240223215223-00059.warc.gz | en | 0.904802 | 128 | 2.734375 | 3 |
For fiscal years 2016 and 2017 (October 2016 – September 2017), the U.S. federal government spent $3.98 Trillion to pay its bills (I.e. Military, Social Security, Medicare/Medicaid, Education etc.). Here’s how much of it was spent:
* Medicare/Medicaid (Dept. of Health & Human Services) – $1.1 Trillion
* Social Security – $1 Trillion
* Dept. of Defense – $568 Billion
* Dept. of Treasury INTEREST ONLY on our Debt – $457 Billion
Those four “items” alone account for roughly $.79 for every $1 spent by the federal government.
The other roughly $.21 combined spending goes for everything else including Education, Veterans, Homeland Security, Housing & Urban Development, Transportation, Energy, Agriculture, Environmental Protection.
The federal government also collected roughly $3.31 Trillion from taxpayers (I.e. Your paycheck).
Finally, over the years, the federal government has borrowed money to take care of its needs. Currently, it owes over $20.4 Trillion on its “credit cards” and “loans” combined (national debt).
As stated earlier, in the 2016 – 2017 fiscal year, the federal government used the taxes we paid to pay $457 Billion in INTEREST ONLY on the total amount it owes.
For more on TaxAssurances, check out our reviews, photos and links on Google Reviews.
Also, here is a link to our Signup Form to subscribe to our list. | <urn:uuid:e164925f-d4d3-40c8-97e1-7b9aeb9851ba> | CC-MAIN-2019-18 | https://taxassurances.wordpress.com/tag/defense/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578613888.70/warc/CC-MAIN-20190423214818-20190423235850-00004.warc.gz | en | 0.918533 | 327 | 2.546875 | 3 |
It’s time for a My Body theme and friends, these activities are going to get you super excited! I have tons of math, literacy, art, and sensory activities you can put right into your lesson plans and I have two FREEBIES for you too! Make sure you grab them later on in this post. For those of you who do Teeth or a Dental Health theme during your My Body theme, I did a separate post just for Teeth and Dental Health and you can check it out HERE.
Our fingerprints are unique and part of our body. Put the worksheets away and make fingerprint letters! Have students stamp a letter then try to make the letter using their fingertips.
My students LOVE building letters with glass gems and I found these red and clear glass gems at the Dollar Tree! Pretend the gems are red and white blood cells and build uppercase and lowercase letters. Students can also trace the letters with dry erase markers or make the letters using play dough.
Our body is supported by many bones, so these bone beginning sound clip it cards are perfect for a my body theme. Plus pinching those clothespins open and closed is a fabulous fine motor workout too!
Sometimes our body gets injured and we use bandages to help us heal. For these boo boo rhyme puzzles, I used Velcro dots so students can attach the matching rhyme to make the middle part of the bandage. This game could easily be made into a file folder game too!
For every theme, I placed theme vocabulary cards in the pocket chart (don’t worry the lowercase my body vocabulary cards are right in front of the my body writing paper). My students this year LOVE skinny markers so you bet I have their favorite thing in the writing center to keep them excited about writing!
Ahhhh new books! There are so many fabulous books for this theme! Books about eating healthy, sleeping, exercise, yoga, the body, getting sick, germs, and going to the doctor. You can find a clickable book list HERE.
Every person has a heartbeat, and writing it on a piece of paper is a fun way for students to practice fine motor skills! Cut a red piece of paper in half and create various types of lines on them. Grab small red gems, clear gems, and small popsicle sticks. If you don’t have glass gems handy just use red or white pom poms.
Students build the lines with the manipulatives than students can make patterns on the lines!
Fingerprint graphs! Students identify the number and make the same amount of fingerprints above the number to create the graph. So many objectives in one activity! There is counting, identifying numbers, comparing quantities, and graphing all in one activity. Yes!
Time to measure! I love using non-standard rulers with my little learners and how much fun are these bandage rulers. Students can learn their body parts and explore measurement at the same time. I also filled the tray with items you use to keep you healthy like soap, toothbrush, and various bandages for students to measure too!
Anything with a spinner is always a hit in my classroom. These silly germs are all different shapes. Just spin the spinner, identify the shape, and cover it with a matching pom pom. These are similar to the translucent spinners I have.
Skeleton self-portraits (or you can call them x-ray self-portraits) are a fun twist to a regular self-portrait. I pulled out this skeleton from my Halloween decorations for students to use for support and to examine. Students draw the skeletons on black paper with white chalk.
This health sensory bin was super simple to make. It includes white rice, hand tweezers, red glass gems, white glass gems, tooth mini erasers, small popsicle sticks, and Q Tips. Use small containers like baby food containers to encourage counting and sorting during play.
An X-Ray play dough tray is perfect for a My Body theme! Cut up white pipe cleaners for bones and twist some into a circle for the skull. Use gingerbread cookie cutters and pet cookie cutters so students can compare their body to a dogs body!Germs can travel fast and be transferred from person to person very easily. Squirt a few dots of paint onto the FREE hand printable. Students can “cough” or blow through a straw to move the paint. Once the paint is dry, add little angry germ faces to each paint blob.
Taking showers and baths keep our bodies clean and healthy! Teaching little ones about hygiene is so important. Make beautiful prints with a shower loofah. I found this three pack of mini loofahs at the dollar tree and the tray is from IKEA.
Check out this interactive Science center! Real x-rays to examine, a skeleton to build, and a baby to label. I barely have time to teach science during circle or small group so having an engaging Science center that kids WANT to go to independently during centers is HUGE to me. Grab the My Body Science Unit HERE.
Don’t forget about the block center! Place empty cereal boxes or empty food containers in the center for students to use for building. Add veggie counter or fruit counters too! I unfold the boxes and keep them for the next year. You can also ask families to send in cereal boxes to students have the cereal they eat in the block center! Post photos of places in the community that promote healthy living for students to build.
Teach students about healthy eating and nutrition by transforming the Dramatic play center! Students can practice making healthy food choices through PLAY! Click HERE to read all my tips and tricks to make your center into a Grocery Store
Want all the My Body printable centers? Grab the My Body & Teeth Math and Literacy Centers on TPT HERE.
Love these activities! Pin this image! | <urn:uuid:213de1ca-9296-4c80-9f54-0889b3ce9c61> | CC-MAIN-2021-43 | https://pocketofpreschool.com/my-body-themed-activities-and-centers-for-little-learners/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585348.66/warc/CC-MAIN-20211020183354-20211020213354-00649.warc.gz | en | 0.926515 | 1,224 | 2.515625 | 3 |
Introduction: Preschool Teaching: a Learning Aid for Increasing Classroom Interaction
Interaction is defined as the experience of utilizing and applying course material in solving a given problem. Interaction can be in the form of solving practice questions and performing hands-on exercise.
The goal of the project is to develop a training material for teachers to carry out the instructions in ways that will be better understood by preschool students. The instructions provided to the students will consist of subject topics in areas of math and English. Math will consist of basic addition and subtraction. English will include learning the alphabets, and basic grammar and sentencing that are used for simply communication of correctly transferring one’s thoughts.
General Objective of the Project
- Develop a prototype that can be used for the training materials in the subject topic of teaching math and English.
- When learning a subject matter, need to keep the learners interested and engaged in the overall of subject and the learning material(s) used.
- Design and create prototype of the learning material to be used in class.
- The prototype created will be used to enhance the learning interest in the subject matters.
Objective Directed to a Specific Subject Matter
- In the case of teaching math
- Create a business game system that will invoke the student’s inner interest in exploring the world they live in, outside of the classroom environment.
- Example themes of the game system includes
- Selling apple juice
- Purchasing toys from a toy store
Significance and potential benefits
1) Selling apple juice
In this case, students are encouraged to change the apple juice to other varieties of fruit or juices they have more interest in. The scenario will include the process of gathering the resources to form the final selling product (e.g. apple juice). The calculation of expenses throughout the process of gathering the resources and the income of selling the product are the focus for teaching subtraction and addition.
2) Purchasing toys from a toy store
Similar to selling apple juice, the scenario changed from a seller’s point of view to a customer’s point of view. This scenario may be more relevant in the daily lives of a child. In this case, the child will be making the purchase instead of their parents. They will be given an amount of money and a variety of choices in toys. Based on the amount of money given, students will be tasked with purchasing a toy or toys of their liking without over spending. This process of pick and choose will aid in deciding to make, of which, also involves adding and subtracting the amount of money needed to make the purchase based on the toy or toys the student ends up with.
Using the first example of selling apple juice. Prototypes to be made includes a juice selling stand, apple, juice maker, currency, and figures representing the seller and the customer(s). The figures may be in the shape of a person or cute animals. These prototypes will be created from laser cutter (e.g. juice stand) and 3D printer (e.g. apple).
The smaller the prototypes, the harder it will be to create them. Especially in the case of 3D printing an apple or similar toy-sized objects. It is possible to calculate a certain size where the apple won’t be too small to print, and also not too big to play with as a toy without the game system.
Limitations in this project may include availabilities in resources (e.g. physical materials, software) for creating the prototypes. Another limitation is in creating detailed prototypes, such as carving details for currency in both paper and coin forms because it will be too small to show on a toy sized currency.
A prototype of a business game system for preschool teachers to better present learning materials in the subject of math will be created. The prototype items included are mentioned above.
Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92(3), 458-465. doi:http://dx.doi.org/10.1037/0022-06184.108.40.2068
McDermott, P. A., Leigh, N. M., & Perry, M. A. (2002). Development and Validation of the Preschool Learning Behaviors Scale. Psychology in the Schools, 39(4), 353.
Fantuzzo, J., Perry, M. A., & McDermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children. School Psychology Quarterly, 19(3), 212-230.
- Wood (1/8 inch Baltic Birch)
- 3D printing material (i.e. Acrylonitrile Butadiene Styrene a.k.a. ABS)
- Adobe Illustrator
- Autodesk Fusion 360
Tools & Equipments
- Laser cutter
- 3D printer
- Sand paper (or similar functionality tools)
Step 1: Brainstorm Prototype Designs
Laser Cutting & 3D Printing
- Brainstorm design
- Brainstorm design
- Design in your head and then flatten it out
- Thinking 3 dimensionally but designing 2 dimensionally
Step 2: Design Prototypes - Laser Cutting
- Use Adobe Illustrator
- Line for cutting: 0.072 points (may vary depending on cutter)
- Use RGB colors (i.e. red, green, blue) for drawing
Step 3: Design Prototypes - 3D Printing
- Use Autodesk Fusion 360
- Frequently used feature/function: CREATE
- Used CREATE for individual shapes (i.e. circle, square) and for creating new shapes and designs through combining them
NOTE: The apples were taken/modified from an free online downloadable source.
Step 4: Prototypes - Laser Cutting
- Using notches or keys to hold the flatten pieces together to fold up and create 3D objects
- You can cut wood and fabric
- Can buy cheap wood materials from Home Depot or nearby wood-shop
- Use cardboard or cheap and machine applicable materials for draft cutting before using wood or final product material
Step 5: Prototypes - 3D Printing
- Used the 3D printers at the school's makerspace
- Use the plastic/applicable material for 3D printing as instructed
- Prototypes printed took over a sum of six hours
Step 6: Final Product - Laser Cutting
- Assembled the corresponding pieces for the juice stand.
- Sand corners and surfaces as needed.
Step 7: Final Product - 3D Printing
- To remove the extraneous materials, use pliers and sand papers (or similar tools) as needed. | <urn:uuid:481278c5-ae90-4d1d-aac1-e36b41360ac5> | CC-MAIN-2021-39 | https://www.instructables.com/Preschool-Teaching-a-Learning-Aid-for-Increasing-C/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780058263.20/warc/CC-MAIN-20210927030035-20210927060035-00376.warc.gz | en | 0.883102 | 1,423 | 3.96875 | 4 |
Art and Design Resources for Students and Teachers
Art is an important part of a child’s education; exploring art can spark a child’s creativity and foster a passion that will last a lifetime. Thomas Merton once said, “art enables us to find ourselves and lose ourselves at the same time.” This is especially true for young artists. An art room should be a safe and familiar place where young artists can explore their creativity and lose themselves in their art. A welcoming and engaging environment, led by a teacher is entrusted with the responsibility of nurturing and helping each child to grow and develop their artistic skills, allows students to explore and experiment with color, shape, and textures, and form to gain a better understanding of what art really is about; self-expression,. The following resources and activities will help your young artist to grow and develop their artistic skills and build a lasting appreciation for the arts.
Art for Kids
- NGA Kids – The National Gallery of Art’s Art Zone has creative and artistic games for learners of all ages.
- MOWA Kids – The Museum of Web Art offers educational art activities for younger children.
- Picassohead – Explore your creativity, make your own Picasso-inspired work of art.
- Coloring and Drawing Activities – Practice drawing skills with these simple activities for young artists.
- Lizzy Visits the Sculpture Garden – Go along with Lizzy to visit this virtual sculpture garden.
- Great Buildings Collection – Architecture is an important part of the art world, and art education; use this website to broaden your knowledge of great architecture.
- World Art Resources – Art education resources from different regions around the world.
- The Imagination Factory – and award-winning art education site, including art lessons, resources, and teaching materials.
- Artcyclopedia – An all-inclusive art encyclopedia; find information about individual artists, art movements, techniques, and vocabulary.
- Art Games – Educational and artistic games for kids ages four to twelve.
- The Art Detective – An interactive art mystery game for kids.
- World Art Treasures – Explore different artwork from around the world with virtual tour.
- Inside Art – A virtual tour through impressionist art.
- Art Dictionary – A directory of art vocabulary and terminology with in-depth detail.
- Coloring – Color Projects that can be colored on the computer, or printed out.
- Crayola – The Official Crayola website offers fun, art-based activities for kids.
- Shapes Coloring Pages – A simple art activity for young children to help practice and recognize shapes.
- Kaleidoscope Art – An interactive Kaleidoscope art activity.
- The Color – Coloring and act activities for young artists.
- Behind the Art – Learn about how art is created and different art concepts.
- Arts & Crafts Links – Projects and fun art activities for different age groups and skill levels.
- Art Recipes – Easy recipes for fun art projects, including peanut butter play dough and homemade crayons.
- How to Teach Children’s Art – A PowerPoint presentation for art teachers about how to teach art to young children.
- What is Art? – A simple lesson for young artists to get a better understanding of what art is.
- Collage in the Classroom – College art for beginners and young artists. A description of collage art and how to make a simple college.
- Comics in the Classroom – These lesson plans are a great way to bring comics and art education together, young artists will love these art lessons!
- Art Projects for Kids – Incorporate fun and dynamic art lessons into your elementary art class, includes drawing, painting, and general art lessons and activities
- Model Art Curricula – Links to examples of art class plans and standards from many different schools.
- Museum of Children’s Art - Encourage children’s creativity with this website dedicated to art appreciation and exploration.
- Achieves of American Art – Art education resources from the Smithsonian Institute.
- Art Junction – Art education resources for teachers and K12 art students.
- Spiral Art Education – Lesson plan and art education resources for teachers.
- NaeA – The National Art Education Association offers art information, resources, and tool for art educators and teachers.
- Art Teacher Resources – Art resources for teachers working with younger age groups, including printable projects, seasonal art, and art lessons.
- Color, Contrast & Dimension – Learn and explore the concept of color theory.
- ArtsEdge Lesson Plans – A collection of art-based lesson plans for a variety of age groups and topics.
- Art Image Search – Use this artwork database to help identify different artists and their artwork.
- Famous Artists – Short artist biographies and examples of the artist’s work.
- Artist Quotes – A collection of quotes from famous artists.
- Artists on Art – Learn what famous artists are saying about art and the value of art in society.
- Famous Artist Biographies – A collection of short artist biographies, spanning a many different genres of art and time periods.
- The Impressionists – Biographical and art information on some of the world’s greatest impressionist artists.
- Virtual Met Tour – Take a virtual tour of The Metropolitan Museum of Art and explore the beautiful and unique art collections at The Met
- Art Galleries of the World – Explore different art galleries throughout the world.
- Web Gallery of Art – Take a virtual tour of with this online art gallery.
Latest Graphic Design Articles & News
Designers to submit artwork to wine label contest
Graphic designers and artists are now able to enter the annual Artist Series Wine Label Design contest for The Capital Grille, and can submit their creations until October 7, according to the Orlando Sentinel.
Graphic designers fighting against new design opportunity at Huffington Post
The Huffington Post has recently issued a contest, asking graphic designers to create a new logo. However, the winning individual will not be paid for their design - they will only be recognized by name, rather than compensation, according to AdWeek. | <urn:uuid:68d923dc-ba37-4b1a-a02d-c928f5d435de> | CC-MAIN-2019-51 | http://www.design-training.com/graphic-design/art-and-design-resources-for-students-and-teachers.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540511946.30/warc/CC-MAIN-20191208150734-20191208174734-00327.warc.gz | en | 0.893096 | 1,274 | 4.1875 | 4 |
A new drug beats standard treatment in preventing strokes, shows study.
"Apixaban resulted in an additional 21 percent relative reduction in stroke and systemic embolism" compared to warfarin, Christopher Granger, a professor at Duke University in Durham, North Carolina and co-leader of the study, reported in a statement.
"It also resulted in a 31 percent relative reduction in major bleeding, as well as an 11 percent relative reduction in overall mortality."
Warfarin, developed in the 1950s, is taken by millions of people worldwide who have had or are at risk of having strokes.
Strokes occur when a blood clot blocks circulation of blood in the brain, causing damage that can result in partial paralysis, impaired speech or vision, and death.
Some 15 million people worldwide suffer stroke each year, according to the World Health Organisation (WHO). Approximately a third die, and another third are permanently disabled.
Up to a quarter of all strokes arise from atrial fibrillation.
In phase III clinical trials -- the last step before commercialisation -- Granger and colleagues divided more than 18,000 patients in 39 countries into two groups.
One group took five milligrammes of apixaban twice a day for an average of 1.8 years, and the other warfarin, which is adjusted in dosage depending on the result of frequent blood tests.
The new drug has another advantage, said Lars Wallentin, a director of the Uppsala Clinical Research Centre in Sweden and a co-author of the study.
Unlike warfarin, apixaban does not require constant monitoring to insure that the dosage remains within a desired range.
Warfarin levels can be thrown off by a change in diet, or other medications. Too high a dosage can result in blood being too "thin," leading to internal or uncontrolled bleeding in case of injury. Too low, and the medicine can lose its capacity to prevent clots.
"Only about half of patients (at risk of stroke due to atrial fibrillation) who should be treated are being treated," Granger said. "The disparity exists because warfarin treatment has several limitations."
Five million people in the United States and six million in the European Union suffer from atrial fibrillation, according to the drugmakers.
Apixaban is manufactured by the American pharmaceutical companies Bristol-Myers Squibb and Pfizer, which also funded the study. | <urn:uuid:8853efa7-549d-428c-ac50-e3a67c43ff44> | CC-MAIN-2017-09 | http://www.medindia.net/news/New-Stroke-Drug-Proves-Effective-89834-1.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501172649.58/warc/CC-MAIN-20170219104612-00611-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.943954 | 499 | 3.015625 | 3 |
Small and wide angle X-ray diffraction shines a monochromatic X-ray beam through a sample and measures the diffracted radiation at small and wide angles. Small angle X-ray diffraction can be used to determine the size of repeating variations in electron density in a sample, in the range of 10-200 Å. This corresponds to the repeating distance between layers in crystals and liquid crystals, allowing the determination of the unit cell size. Wide angle X-ray diffraction shows the diffraction by structures in the range 3-5 Å, allowing the distinction between a crystalline and amorphous/liquid crystalline sample.
Small and Wide Angle X-Ray Scattering. Kratky compact camera with line collimation (slit focus), equipped with two linear Mbraun detectors (small and wide angle). Two different temperature controlled sample stages (0-70 °C or 25-300 °C) can be used. Powder (semi-solid/solid) or capillary (liquid) sample holders, as well as a flow-through capillary sample holder, are available. | <urn:uuid:5856a9df-6443-4f7d-abe7-30f963043987> | CC-MAIN-2022-49 | http://openlabskane.se/tools_matr_sci_chem/swaxd/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710916.40/warc/CC-MAIN-20221202183117-20221202213117-00374.warc.gz | en | 0.884689 | 230 | 2.765625 | 3 |
By Nolen Nychay
High atop the cityscape, yellow-ringed eyes squinting in morning sun, the dark silhouette of a peregrine falcon lies in wait of the perfect ambush. As a low-flying pigeon approaches, the peregrine leaps into a dive, closing the 100-foot gap within seconds. In a flurry of feathers, she plucks the unsuspecting pigeon out of the air with her long curved beak — the peregrine’s military precision kills on impact, allowing for a calm flight back to the nest to share breakfast with her young.
Adorned with a dark cowl and cape, peregrine falcons have become urban crusaders in major metropolitan cities from New York City to Knoxville. Substituting the outcroppings of skyscrapers for their usual niches along cliff faces, these threatened birds of prey have been forced to adapt to expanding human habitats in the Appalachian region. But, for a species that was believed to be extinct in the eastern mountains, their perseverance in the face of human encroachment is nothing short of admirable.
During winter months, peregrines migrate as far south as Peru and Argentina. Creatures of habit, falcons are known to migrate between the same series of nests every year. Not all peregrines in the Appalachians are migratory, however, especially those with established urban territories. Since large cities produce heat and absorb a great deal of solar heat during the cold season, city climates often remain suitable for peregrines year-round.
According to Appalachian State University graduate researcher Angela Langevin, the biggest threat ever posed to peregrine falcons in the Eastern United States was the widespread use of chlorinated hydrocarbon pesticides such as DDT in the mid-1900s. These pesticides contain chemical compounds that bioaccumulate through the food chain, resulting in reproductive issues for contaminated females. Affected falcon eggs were notably thinner and more brittle, leading to an increased mortality rate during incubation. By 1970, the U.S. Fish and Wildlife Service listed the species as endangered. But within two years, the newly formed U.S. Environmental Protection Agency had issued a cancellation order on DDT, classifying the pesticide as an environmental risk and probable human carcinogen.
The first peregrine recovery efforts began at Cornell University, whose ornithological lab bred the falcons in captivity for release once they reached maturity. The reintroduction program in the Appalachians started in 1973, and within 20 years nearly 250 captive-bred falcons were returned to their historical habitats on cliff faces and along river valleys. Breeding success in the natural environments is statistically much better than mated pairs nesting in urban areas.
Peregrine falcons prefer to breed in the late spring and early summer, with females ultimately picking their ideal suitor after weeks of aerial acrobatic displays by competing males. Once mated, peregrines unite in a lifelong monogamous relationship that is rekindled annually during breeding season. The peregrine population in the Appalachians has increased by about ten percent annually since being removed from the endangered species list in 1999.
• Peregrine falcons are approximately 15 to 21 inches long with a wingspan of about 40 inches.
• Both males and females showcase a proud chest of white and black-speckled plumage, which helps them remain undetected while circling above prey.
• Peregrines, the fastest animal in the world, can exceed 200 miles per hour in a vertical dive.
• Adult females are often as much as a third larger than their male counterparts.
• Peregrines have one of the longest migrations of any North American bird, extending from northern Canada to the southern tip of South America.
• A group of falcons has a variety of names, including: a bazaar, a cast, a tower, and an eyrie.
• Peregrine falcons feed primarily on other birds, such as songbirds, shorebirds, ducks and, in urban areas, starlings and pigeons. | <urn:uuid:23c769ab-7a6d-46be-9703-f3fff7229950> | CC-MAIN-2023-50 | https://appvoices.org/2013/10/09/peregrine-falcons-diving-back-into-appalachia/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100381.14/warc/CC-MAIN-20231202073445-20231202103445-00679.warc.gz | en | 0.955128 | 842 | 3.75 | 4 |
With 10 years of experience under her belt, Jennie Bremer is confident that she knows how to teach history. But this year Bremer—the chair of the Social Studies Department at Travis Ranch Middle School in Yorba Linda, California, and a former Orange County Teacher of the Year—is responsible for helping the 235 eighth graders in her classes refine their writing, too, as part of the district’s adoption of the Common Core.
It’s a big change for Bremer, who is used to looking at the content, not the structure, of the essays that she grades. But she has found a free, innovative curriculum supplement that links social studies and literacy—EDC’s Zoom In.
“Before our current emphasis on writing and Common Core skills, a lot of students didn’t have a good sense of what history was about,” says Bremer. “They thought it was just a set of facts to know. Using the Zoom In materials has helped them realize that historians investigate, look at primary and secondary sources, and write.”
That twin emphasis on investigation and writing is a hallmark of Zoom In, a collection of 15 online mini-units that cover U.S. history topics from the American Revolution to the social movements of the 1960s. Funded by the Bill & Melinda Gates Foundation, Zoom In was developed by historians, teachers, and researchers from EDC and the City University of New York.
Each Zoom In mini-unit presents students with primary and secondary sources about a specific historical event and then offers them interactive tools and experiences to analyze what happened—and why.
For example, in one lesson that examines the lead-up to the American Revolution, students study Paul Revere’s famous engraving of the Boston Massacre, comparing it to historians’ accounts of the event. Using Zoom In, they can take notes, highlight text, and learn definitions of unfamiliar words in the documents they are reading. Then they write a three-paragraph essay explaining how the engraving served as propaganda for the American patriot cause.
“Many other social studies products focus on reading and shortchange the writing,” says EDC’s Noah Goodman, the director of teacher outreach for Zoom In. “But our approach really strives to support kids in writing effective arguments and explanations.”
Learning across disciplines
Zoom In’s approach complements the Common Core State Standards, which emphasize the building of literacy skills across the disciplines. It was also designed for social studies teachers, who are increasingly responsible for helping students develop their reading, writing, and analysis skills.
“Teachers across the country want their students to be able to read, write, and reason in ways the Common Core names,” says EDC’s Bill Tally, who led the development of Zoom In. “But over and over, we hear that students struggle most with the transition to argumentative writing. Zoom In does several things that help teachers tackle this writing challenge with kids.”
For example, each mini-unit contains a set of writing prompts that can help students build their arguments. Teachers can also see the different notes and comments that students have made on the primary sources, which helps them offer individualized instruction.
But for the Zoom In team, the most important aspect of the program is that the literacy skills are grounded in a deep study of history. Tally believes that developing students’ reading and writing skills can actually enhance authentic discussions of social studies—including conversations about why certain events happened and why they mattered.
“Teachers care about, and are responsible for, disciplinary knowledge as well as skills,” he says. “And while there are other document-based history units available online, teachers are usually left on their own to help students if and when they struggle to read and write about the documents. In Zoom In, teachers see something different—rich and demanding U.S. history content and high supports for reading and writing.”
For Bremer, it’s this combination of content and writing support that sets Zoom In apart.
“Zoom In really emphasizes deep thinking as well as explanatory and argumentative writing,” she says. “It gave all my students the scaffolds they needed to write well.”
And while they are becoming better writers, her students are learning to love history, too.
“When I told my students that we would be doing another Zoom In unit soon, they were all excited,” she says. “I couldn’t believe that they were all looking forward to writing about history.” | <urn:uuid:df363da9-5f38-4d24-8c6f-45cf63c8802b> | CC-MAIN-2022-49 | https://www.edc.org/zooming-history-and-literacy | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710421.14/warc/CC-MAIN-20221210074242-20221210104242-00812.warc.gz | en | 0.95873 | 963 | 2.984375 | 3 |
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One of the most confusing things about university or college is that there seems to be a whole new set of vocabulary used. Tests aren’t tests, they’re “midterms”. Instructors are not the same as Professors while TA’s are definitely not lecturers. So what is what? Here is a list of words every incoming student should know before they start university. Terms in each group is ranked in the order of importance (although no group is more important than the others). Memorize this list – it will make your life much easier.
List of Terms Every Student Should Know Before Starting University:
Group A: People
Group B: Courses
Group C: First Year Specific Terms
Group D: Miscellaneous
Professors – Professors are not exactly the university equivalent of teachers. Most professors are P.I.’s (Principle Investigators) who have their own labs and do their own research. Typically, professors are paid to do 3 things: research, teach, and sit on committees. Although most professors are adequate teachers, some really dislike teaching (as they would rather do research) and others are not great at it despite their best efforts (because they have very little training). Professors can be further divided into several other subcategories: associate professors, assistant professors, and emeritus professors. However, different subcategories rarely affect undergraduate students.
Instructors – An instructor’s role in university is like that of a high school teacher. Unlike professors, they are paid to teach and not do research (though some instructors do do some research). Instructors typically have at least a ph.D and many years of teaching experience. Therefore, their classes are usually excellent.
Lecturers (otherwise known as sessional lecturers) – Lecturers are people hired specificially to teach certain courses. Their positions are usually not permanent and they don’t really do research. Their qualifications are about the same as Instructors.
Teaching Assistants (TA’s) – TA’s are upper year undergraduate students or graduate students. They can teach classes or discussion groups, run or help out with labs, mark your assignments and exams, hold office hours, and run demonstrations and experiments. Students become TA’s to help pay for their education. Some TA’s are absolutely great and others could care less about what you do (both of which have their advantages and disadvantages). As well, which TA you get is up to chance, so cross your fingers (or switch classes)!
Principle Investigators (P.I.’s) – Researchers who run their own labs. They usually have at least one graduate student working for them along with Post Doc’s, research associates, and undergraduate students. Each P.I. has a specific area of interest. The main objective of a P.I. is to find something new and amazing and publish that finding in a paper.
Lab Directors – Lab Directors… direct labs. If you are taking a class with a lab component, these people are the ones who work out the logistics of fitting several thousand undergrad into their respective labs. They won’t be the ones teaching and you’ll probably never see them after lab check-in days. Nonetheless, they play an important role.
Deans – A dean is the head of a faculty (or department) at university. They oversee the entire faculty and make some executive decisions. If, for example, you are failing multiple classes, you may get hauled up to the dean’s office.
Advisors – There are faculty advisors (people who tell you what you need to do to graduate with a B.A. or B.Sc, or a B.F.A. etc.) and program advisors who tell you what you need to do to graduate with certain specializations (e.g. Major in Psychology, Honors Geology, Minor in English). There are all sorts of other adivisors, but they vary by school.
Group B: Courses
Midterm – Akin to a test in high school. Any exam (or test) that is not the final exam is a midterm, regardless of when during the academic term they actually happen. Midterms can be worth anywhere between 20 to 50% of the course mark.
Finals – Final are final exams in any course. Depending on the length of the course (e.g. 1 semester of 1 year), they can happen in December or April. They are weighed heavily and can be worth up to 100% of the course mark.
Quizzes – Are exactly the same as the ones in high school. Some quizzes are computer based. Quizzes in total rarely exceed more than 20% of the grade for any course.
Assignments/Homework/Exercises – Questions and readings that may or may not need to be turned in. Most of the time, they do not have to be, but check with your professor/instructor/TA.
Labs/Tutorials – For science courses, labs are where students perform experiments. Tutorials are where TA’s guide students through difficult topics, do some exam prep, or answer questions. Some tutorials are optional and their usefulness largely depends on the TA.
Office Hours – Just about every professor, instructor, lecturer, and TA has office hours. This time, usually 1 or 2 hours per week, is reserved for students to ask questions, discuss issues, look over exams, and beg for extra marks (or perhaps not). This is a good time to get to know your professor better and hopefully get some hints for exams!
Review Sessions – Before a midterm or final, professors will have review sessions in which they go over materials they have covered and take questions from students. Sometimes they give out extra questions people can try. If you can make these sessions, ALWAYS GO. Even if you don’t have any questions. That’s because professors give away a LOT of hints in these sessions. For example, a professor may have just finished writing the exam and he will give out questions which are similar to those on the exam. Other times, students will ask her a question she like so much that that question make it onto the exam. Even if those 2 things don’t happen, review sessions are a good way to consolidate your and help you figure out what topics you need to focus on more.
Semester – Usually 4 months in length. Depending on the school, it can be one term or a fraction of a term (or session).
Session – Can be synonymous to a semester. However, at some schools, the winter session is 8 months long and runs September to April (with the summer session running from May to August). In these schools, 1 semester would be half a session. The terms semester, session, and term are used interchangeably in some schools and their exact length can be very school-specific.
Credit – A unit of exchange indicating how much a certain course is “worth”. For many schools, a course which runs for one semester is worth 3 credits, and a full “year” (2 semester) course is worth 6. Labs can be worth 1 or 2 However, this also varies by school. To graduate, students generally have to obtain a certain number of credits. Tuition is also often calculated on a per-credit basis.
Faculty – A group of departments which focuses on one major topic. It is like an umbrella which encompasses a whole bunch of loosely connected topics. For example, the Faculty of Science, the Faculty of Arts, the Faculty of Law, and the Faculty of Music.
Department – A division of a faculty. They are far more specific and is concerned with a narrower field. For example, the Department of Earth and Ocean Science, the Department of Economics, and the Department and Mechanical Engineering.
Group C: First Year Specific Terms
Orientation – An event, lasting anywhere between a few hours to a full week depending on the school, to welcome freshman students. Usually involving campus tours, meeting the professors/deans, pep rallies, and mini-competitions.
Frosh or Frosh Week – Frosh is another word for a freshman student. However, when someone asks “are you going to frosh”, the word “frosh” actually means an event specifically for first year students. Frosh Week is a week-long event and can involve all sorts of crazy stunts probably not sanctioned by the university (i.e. dying each other purple, chucking paint balls, throwing rubber chickens, and stealing mascots). Frosh can be synonymous to orientation, be a part of orientation, or be completely separate from it. Not every school or faculty has frosh.
Group D: Miscellaneous
Clubs – Exactly the same as the ones in high school, except probably involving a lot more people.
Fraternities/Sororities – A group of people sharing some common interest. Fraternities are male-only while sororities are female-only. Having never been in either, I can’t say I know too much about them. They do have a reputation for hosting drinking parties, but that is complete hearsay and I don’t actually know what they do.
Did I miss any terms? Heard something somewhere and you’re not sure what it means? Leave a note in the comments 🙂 | <urn:uuid:ce103ba4-ea1f-488f-bdd1-0ff387c3381b> | CC-MAIN-2017-30 | https://scratchesonthenotepad.wordpress.com/2010/09/01/terms-every-student-should-know-before-starting-university/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424961.59/warc/CC-MAIN-20170725042318-20170725062318-00032.warc.gz | en | 0.960892 | 2,000 | 3.015625 | 3 |
Moderate to severely depressed clients showed greater improvement in cognitive therapy when therapists emphasized changing how they think rather than how they behave, new research has found. The results suggest cognitive therapists should concentrate, at least during the first few sessions, on using cognitive techniques to help those with more severe depression to break out of negative thought patterns and to see events in their lives more realistically.
The study found that a concentration on changing behavior – such as having patients schedule activities to get them out of the house, and tracking how they spent their time – did not significantly predict subsequent change in depressive symptoms.
“There has been a lot of attention recently on behavioral approaches to treating severe depression, and that may lead some people to suspect that cognitive techniques are not important for more severely depressed patients,” said Daniel Strunk, co-author of the study and assistant professor of psychology at Ohio State University. “But our results suggest that it was the cognitive strategies that actually helped patients improve the most during the first critical weeks of cognitive-behavioral therapy.”
Strunk conducted the study with Melissa Brotman of the National Institute of Mental Health and Robert DeRubeis of the University of Pennsylvania. Their results appear online in the journal Behaviour Research and Therapy and will appear in a later print edition.
The study involved 60 patients who were diagnosed with major depression and who were being treated at two university clinics. All the patients were being treated by one of six cognitive therapists and agreed to have their therapy sessions videotaped for study.
Two trained raters reviewed the videotapes of the first through the fourth therapy sessions. They rated how much the therapists relied on cognitive and behavioral methods and other aspects of the sessions. In addition, patients completed a questionnaire at each session that measured their depression levels.
The researchers examined the relationship between specific techniques used by their therapists and the extent of improvement in patients’ depression scores from one session to the next. The study focused on the first few weeks of therapy because other studies suggest that is when patients make the largest improvement in depression levels, Strunk said.
Results showed that patients’ depression scores improved significantly when their therapists focused on cognitive techniques, but didn’t change when their therapists focused on behavioral techniques.
Other factors were also associated with patient improvement, the study found. Patients improved more when they collaborated with their therapists about a plan for treatment and followed that plan. Not surprisingly, patients also showed greater improvement when they were more engaged in the therapy process and were open to suggestions from their therapist.
“If you’re a patient and willing to fully commit to the therapy process, our data suggest you will see more benefit,” Strunk said.
Strunk said this research is being continued at Ohio State’s Depression Treatment and Research Clinic. Researchers there are working with people suffering from depression to understand the nature of cognitive change and how it affects their improvement.
“We’re trying to understand if cognitive therapy leads people to a profound change in their basic self view, or if it teaches them a set of skills that they have to continually practice over time,” he said.
Strunk said these results suggest that, despite the recent attention given to behavioral approaches to treating depression, cognitive techniques appear to be quite powerful. “In our sample of cognitive therapy patients, cognitive techniques appeared to promote a lessening of depression symptoms in a way that was not true of behavioral techniques,” he said. | <urn:uuid:2f3c72ab-5b8f-4eb6-95c8-87e475118432> | CC-MAIN-2017-34 | http://www.bmedreport.com/archives/12747 | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886104565.76/warc/CC-MAIN-20170818043915-20170818063915-00625.warc.gz | en | 0.969604 | 708 | 2.640625 | 3 |
“Each tree planted needs water and care for its entire
life. It’s worth the work. Over its lifetime, that tree will pay you back in
lower energy bills, higher property values, cleaner air and water. “
That was the commitment Antonio Villaraigosa made to the people of Los Angeles when he announced he was America’s greenest mayor and would plant a million trees.
“I love this amazing city, and I know you do too. As part of a larger effort to make Los Angeles greener, cleaner, healthier and more beautiful for us all to enjoy, I have launched the Million Trees LA initiative; the plan is to plant one million trees over the next several years,” the mayor promised.
For a man with visions of high office, fantastically. He got great publicity on NPR and other local and national media.for his million trees and sparked imitators like New York
But Antonio always has begrudgers.
When he passed the 200,000 tree mark last year and staged a press event for planting 55 more, the LA Weekly mocked his effort under the headline “55 Down — 799,945 to Go” and said, “At L.A.’s current planting rate Mayor Villaraigosa would not only be long out of City Hall by the time the millionth tree is put in the ground, but also out of the governor’s mansion as well, should he end up there.
Best laid plans like Antonio’s ambition to be governor haven’t worked out any better than his million trees initiative.
At this point, he’s handed out less than than 300,000 seedlings without knowing if they actually got planted or are surviving today — or what it would take to accomplish such a feat in a city so over-built there’s only room for 1.3 million trees, according to a U.S. Forest Service aerial reconnaissance and computer analysis reported by the
The Forest Service found “the space is actually quite tight” and that “realistically” the only places available are in the yards of private homes.
A study on “Trees of Los Angeles” early in this decade noted LA didn’t have a sidewalk repair program for 22 years, leaving 4,300 miles in sidewalks broken in 2001 while 262 miles were being fixed annually, “preserving approximately 7,000 trees
that would have otherwise been removed.”
“The City of Los Angeles included trees as one of the major infrastructure elements in the General Plan Framework in the 1980’s,” the study city and Forest Servive experts noted.
“Although expanding the City’s ‘green infrastructure’ was a stated policy in the Plan, implementation of this major step lagged behind. Frequently, trees were the last consideration during design and development but the first consideration for removal when they conflicted with other infrastructure.”
So the neglect of basic services and critical interests of the community didn’t start with Antonio but he’s taken it to new heights of political posturing while gutting basic services to depths never before reached.
The problem is that the mayor has slashed funding to nothing for tree trimming and maintenance, resulting the loss of untold numbers of trees, and cut staff so deeply into the budget that the city’s trees on street lawns are dying or left dead in place by the tens of thousands.
Here’s what he called for in his budget for this year:
Street Tree Maintenance (3,330,732) (4,705,008)
Delete funding and regular authority for 60 positions due to the
City’s fiscal constraints. These positions were previously assigned
to perform proactive street tree maintenance. Tree pruning
services will be provided with the remaining staff on an emergency,
as needed, basis. This service reduction will increase the annual
tree trimming cycle to an undetermined number of years. Related
costs consist of employee benefits.
Far more damaging was the loss of trained staff to the sweetened Early Retirement Incentive Package and the transfers of dozens of tree specialists to the Department of Water and Power.
Sorry, city workers now say, if they aren’t an imminent
danger, dead trees are just left standing there, no staff to chop them
down, remove stumps or plant new ones. Of course, residents can file
applications, pay fees up to $400 for each of those privileges and pay a
contractor to do the city’s work.
fear, America’s greenest mayor has a plan to tap into his cash cow, the DWP, to serve his purely political purposes
even as he shines off his responsibility to provide a basic service to
Here’s Item 28 on the agenda of the obedient DWP Commission for Tuesday:
“Recommended by Chief Operating Officer and Senior Assistant General Manager – Sustainability Programs and External Affairs) (Approved by General Manager)
Resolution authorizing execution of the Memorandum of Understanding with Board of Public Works of the City of Los Angeles to fund a single Citywide Tree Planting Program in support of the Million Trees Los Angeles Initiative. Funding shall not exceed $4,450,000 for a term of two years.”
Get it? There’s no money to maintain the basic service of trimming the city’s trees, keeping them alive, chopping them down or replacing them on street lawns — a core city service.
But the money you pay in soaring rates for water (another increase on Tuesday’s DWP Commission agenda) and power is coming in handy to keep his failed million trees fantasy alive..
Like the sidewalks that are crumbling, the mayor’s and City Council’s solution is to rid themselves of all responsibility and charge property owners of that what a decent neighborhood — the same people who pay a lot in taxes for tree trimming, tree maintenance, tree replacement, sidewalk repair.not to mention libraries and parks and street sweeping and everything else that has been sharply cut or eliminated.
What passes for the rule of law in Los Angeles works something like this:
If you’re an ordinary person, you pay through the teeth and get no services but if prop up your failed city officials with your money or political clout, you get whatever you want. | <urn:uuid:72efb969-e806-47cd-80c0-9caf7da2805b> | CC-MAIN-2017-09 | http://ronkayela.com/2010/10 | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171171.24/warc/CC-MAIN-20170219104611-00428-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.950013 | 1,337 | 2.546875 | 3 |
This tree diagram shows the relationships between several groups of organisms.
The root of the current tree connects the organisms featured in this tree to their containing group and the rest of the Tree of Life. The basal branching point in the tree represents the ancestor of the other groups in the tree. This ancestor diversified over time into several descendent subgroups, which are represented as internal nodes and terminal taxa to the right.
You can click on the root to travel down the Tree of Life all the way to the root of all Life, and you can click on the names of descendent subgroups to travel up the Tree of Life all the way to individual species.close box
The main characteristics supporting the nodes of this phylogeny are:
- Node 1: Narrow-based paired fins, oralobranchial cavity closed ventrally by large dermal platelets
- Node 2: Anterior dorsal fin reduced to a large median dorsal scute
- Cornuata: Cornual processes
- Node 3: Large median dorsal scute lost.
- Node 4: First canal leading from the inner ear to lateral fields branches close to the orbit.
- Node 5: Posterior ventral myodome of the orbit (for recti eye muscles) reduced.
The Osteostraci, or osteostracans, are a major clade (about 200 species) of fossil, armored jawless vertebrates which lived from the Early Silurian (about 430 million years) to the Late Devonian (about 370 million years). Most of them have a characteristic horseshoe-shaped head, which consists of a massive endoskeletal skull, covered with a shield of dermal bone. On the dorsal surface of the head are the closely-set eyes, a pineal foramen, and a median, keyhole-shaped nasohypophysial opening. In addition, there are peculiar "fields" (in fact, depressions of the braincase, covered with loose platelets of dermal bone), which have been regarded as either sense organs or electric organs. The mouth and gill openings are, like in the Galeaspida, situated on the ventral side of the head. Osteostracans also have large, pad-shaped paired fins. Most osteostracans are about 20 to 40 cm. in total length, but some species could be extremely small (about 4 cm in length). The largest species is about one metre in length.
The zenaspidid osteostracan Zenaspis pagei, from the Lower Devonian of Scotland.
Osteostracans, also known as "cephalaspids", played an important role in the history of vertebrate palaeontology, as they were the first fossil jawless fishes whose internal anatomy has been described in detail, thereby raising heated debates about the organization of the primitive vertebrate head.
Most osteostracans lived in marginal, marine environments, some of them being regarded as fresh water. Their horseshoe-shaped headshield suggests a benthic mode of life, but it is possible that some of them, such as the Boreaspididae or the Kiaeraspidida were more active swimmers. They are most diverse in the Early Devonian and become very rare in the Middle and Late Devonian. Osteostracans are widely distributed in North America, Europe, Siberia, and Central Asia, north of the Tian-Shan.
Osteostracans are characterized by:
- Two lateral and one median depression in the dorsal surface of the endoskeletal headshield, referred to as "cephalic fields". These fields are covered by polygonal, exoskeletal platelets and are connected to the inner ear by means of large branching canals. They have been variously interpreted as having housed electric organs, expansions of the labyrinth, or special organs of the sensory-line system. To date, their function remains unknown.
- A peculiar, leaf-shaped, horizontal fin underlying the caudal fin. This may be a modified anal fin.
Osteostracans resemble the Galeaspida and Pituriaspida in having a massive endoskeletal headshield, made up by cartilage (sometimes with globular calcifications) lined with a thin layer of cellular perichondral bone. As in the latter two groups, this endoskeletal headshield is hollowed ventrally by a large oralobranchial cavity, the roof of which shows impressions of the gills and velum. It is undecided whether this headshield only represents the braincase, or also includes part of the visceral and scapular skeleton. This endoskeletal headshield is covered with an exoskeletal headshield, generally made up by polygonal platelets of cellular bone and bearing tubercles of mesodentine. The oralobranchial cavity is closed ventrally by either minute scales or larger dermal platelets. The mouth and gill openings (8 to 10) open ventrally, along the rim of the oralobranchial cavity. Dorsally, the headshield is pierced by two closely-set orbits, between which opens a pineal foramen (often piercing a small, separate plate), and a median, keyhole-shaped nasohypophysial opening. The nasohypophysial opening is the external opening of the small olfactory organ and the blind hypophysial tube. This remarkable similarity to lampreys has long suggested that the two groups were close relatives and were included, along with the Anaspida in a clade Cephalaspidomorphi. Current theories of craniate interrelationships suggest, however, that this characteristic is homoplastic.
Thanks to the perichondral ossification of the endoskeletal headshield, the internal anatomy of osteostracans could be studied in great details. It shows the brain cavity, with a paired recess for the cerebellum, the orbits, with myodomes for the eye muscles, the labyrinth cavity, with two vertical semicircular canals, and the canals for the cranial nerves and blood vessels. There have been heated debates about the path of the cranial nerves, in particular those innervating the gill arches. Some considered that the maxillary branch of the trigeminus nerve innervated a premandibular gill arch. Others considered that the gill anatomy of osteostracans was similar to that of larval lampreys, the foremost gill being that of the hyoid arch. The most intriguing feature of osteostracan anatomy is the large, branching canals which lead from the labyrinth to the lateral and dorsal cephalic "fields". Some interpret then as expansions of the membranous labyrinth, containing endolymph, whereas others regard them as having housed either sensory or electromotor nerves.
Osteostracans have paired fins which contained a musculature and were attached to the posterolateral region of the endoskeletal headshield.The body of osteostracans is massive, covered with large, diamond-shaped scales, and bears primitively two dorsal fins (reduced to one or none in the more advanced forms). The tail is epicercal (i.e. the lobe containing the notochord points posterodorsally, as in sharks). The caudal fin web is underlain by a peculiar horizontal, leaf-shaped, fin web, which may represent a modified anal fin. Sensory-line canals are developed on the head and part of the body.
The Cornuata comprise five major taxa: the Cephalaspidida, Zenaspidida, Benneviaspidida, Kiaeraspidida, and Tyestiida. There are a few other minor taxa of uncertain affinities, such as the Tannuaspidida from Central Asia (Tuva).
The Cephalaspidida are characterized by broad and flattened cornual processes, onto which extend the lateral fields. Cephalaspis is the classical representative of this group which, however, includes many other forms, such as the large Parameteoraspis, whose headshield can reach 45 cm in breadth.
The Zenaspidida have a more massive headshield, often bearing a posterior median crest or spinal process. They have a characteristic ornamentation of large tubercles, surrounded by smaller ones.
The Benneviaspidida have a flattened headshield and their exoskeleton has lost the polygonal pattern of the platelets, to form a continuous layer. Some benneviaspidids, such as the Boreaspididae, develop a long rostral process, like some galeaspids and pituriaspids. One of them, Tauraspis, is unique in having a pair of forward pointing "horns".
The Kiearaspidida are small osteostracans whose headshield extends posteriorly into a long abdominal division and whose cornual processes are extremely reduced or lost. Some of them, the Acrotomaspididae, are very specialized forms, with extremely reduced cephalic fields and their mouth opens anterodorsally.
The Thyestiida are also small osteostracans, characterized by the special structure of their sensory-line canals. They include forms, the Tremataspididae, which have lost the paired fins and cornual process, their headshield becoming olive-shaped. This may represent an adaptation to burrowing habits.
Among all "ostracoderms", osteostracans (possibly along with pituriaspids) share the largest number of uniquely derived characteristics with the gnathostomes: cellular bone, sclerotic ring in eyes, paired fins containing musculature, and epicercal caudal fin.
Adrain, J. M. and Wilson, M. V. H. (1994). Early Devonian cephalaspids (Vertebrata: Osteostraci: Cornuata) from the southern Mackenzie Mountains, N.W.T., Canada. Journal of Vertebrate Paleontology, 14, 301-319.
Afanassieva, O. (1991). (The cephalaspids of Soviet Union). Trudy Paleontologicheskogo Instituta Akademia Nauk, 248, Moscow. (In Russian.)
Afanessieva, O. and Janvier, P. (1985). Tannuaspis, Tuvaspis and Ilemoraspis, endemic osteostracan genera from the Silurian and Devonian of Tuva and Khakassia (USSR). Géobios, 18, 493-505.
Janvier, P. (1981). Norselaspis glacialis n.g., n.sp. et les relations phylogénétiques entre les Kiaeraspidiens (Osteostraci) du Dévonien inférieur du Spitsberg. Palaeovertebrata, 11(2-3), 19-131.
Janvier, P. (1984). The relationships of the Osteostraci and Galeaspida. Journal of Vertebrate Paleontology, 4, 344-358.
Janvier, P. (1985a). Les Céphalaspides du Spitsberg. Anatomie, phylogénie et systématique des Ostéostracés siluro-dévoniens. Révision des Ostéostracés de la Formation de Wood Bay (Dévonien inférieur du Spitsberg). Cahiers de Paléontologie, Centre national de la Recherche scientifique, Paris.
Janvier, P. (1985b). Les Thyestidiens (Osteostraci) du Silurien de Saaremaa (Estonie). Première partie: Morphologie et anatomie, Annales de Paléontologie, 71(2), p.83-147. Deuxième partie: Analyse phylogénétique, répartition stratigraphique, remarques sur les genres Auchenaspis, Timanaspis, Tyriaspis, Didymaspis, Sclerodus et Tannuaspis. Annales de Paléontologie, 71(3), p.187-216.
Janvier, P. (1996). Early vertebrates. Oxford Monographs in Geology and Geophysics, 33, Oxford University Press, Oxford.
Mark-Kurik, E. & Janvier, P. (1995). Early Devonian osteostracans from Severnaya Zemlya, Russia. Journal of Vertebrate Paleontology. 15(3):449-462.
Ritchie, A. (1967). Ateleaspis tessellata Traquair, a non-cornuate cephalaspid from the Upper Silurian of Scotland. Zoological Journal of the Linnean Society, 47, 69-81.
Stensiö, E. A. (1927). The Devonian and Downtonian vertebrates of Spitsbergen. 1. Family Cephalaspidae. Skrifer om Svalbard og Ishavet, 12, 1-391.
Stensiö, E.A. (1964). Les Cyclostomes fossiles ou Ostracodermes. In: Traité de paléontologie (ed. J. Piveteau), Vol. 4(1), pp. 96-383, Masson, Paris
Wängsjö, G. (1952). The Downtonian and Devonian vertebrates of Spitsbergen. 9. Morphologic and systematic studies of the Spitsbergen cephalaspids. Results of Th. Vogt's Expedition 1928 and the English-Norwegian-Swedish Expedition in 1939. Norsk Polarinstitutt Skrifter, 97, 1-611.
Watson, D. M. S. (1954). A consideration of ostracoderms. Proceedings of the Royal Society of London, B, 238, 1-25.
White, E. I. and Toombs, H. A. (1983). The cephalaspids from the Dittonian at Cwm Mill, near Abergavenny, Gwent. Bulletin of the British Museum (natural History), Geology, 37, 149-171.
Whiting, H. P. (1977). Cranial nerves in lampreys and cephalaspids. In Problems in Vertebrate Evolution, Linnean Society Symposium Series, No. 4, (ed. S.M. Andrews, R. S. Miles, and A.D. Walker), pp. 1-23. Academic Press, London.
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Limiting structured activities allows kids to establish interests and self-discipline, according to a new study at the University of Colorado Boulder, one of the first of its kind.
The study, published in the journal Frontiers in Psychology, says that kids who spend time reading, playing or exploring nature in the absence of predetermined structure are more proactive than those whose parents pack their schedules with lessons and study sessions.
They are also better able to meet their own goals than those who are carted from one pre-organized activity to another outside of school and homework, say researchers.
According to senior author Yuko Munakata, CU-Boulder psychology and neuroscience professor, over-structuring could interfere with the development of "self-directed executive function," a scientific term referring to independent, proactive thinking and decision-making.
"Executive function is extremely important for children," says Munakata. "It helps them in all kinds of ways throughout their daily lives, from flexibly switching between different activities rather than getting stuck on one thing, to stopping themselves from yelling when angry, to delaying gratification."
The study delves into a heated controversy that erupted with the 2011 publication of an article by "Tiger Mother" Amy Chua in the Wall Street Journal entitled "Why Chinese Mothers Are Superior," making the case for tightly structured parenting.
Despite ongoing controversy, scientific evidence in support of lax or rigid parenting styles can be lacking.
"These are societally important questions that come up quite often in social commentary and casual conversations among parents," Jane Barker, a CU-Boulder doctoral student working with Munakata and lead author of the study. "So it's important to conduct research in this area, even if the questions are messy and not easy to investigate."
In the one-week study, researchers interviewed 70 parents of six-year-old children about their scheduled daily activities and classified them using science-oriented definitions of structured time, often referred to by economists.
Barker says the definitions were selected for use in the study because they were the most rigorous ones they could find.
Sleeping, eating, school and commutes were not taken into account.
Chores, lessons and religious activities are examples of activities that fell into the structured category, whereas social outings, play time, internet surfing and reading were classified as being unstructured.
Researchers then evaluated the children using an industry-standard verbal fluency test.
The end result indicates that self-directed executive function is more prevalent in children who spend more time in unstructured activities.
"Executive function during childhood also predicts important outcomes, like academic performance, health, wealth and criminality, years and even decades later," says Munakata.
Researchers involved in the study admit more work is necessary but are happy to have cut the ribbon in the area they say needs scientific attention.
Parents should by no means cancel all structured activites, for some music lessons, in particular, may in fact help improve executive brain function, according to an American study out this month. | <urn:uuid:3b56cdbc-2235-4367-ab97-edad3f4edd58> | CC-MAIN-2015-40 | https://www.bcbsal.org/web/index.html/-/youbar/Kids_with_freer_schedules_are_better_able_to_meet_goals__study.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443737904854.54/warc/CC-MAIN-20151001221824-00065-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.962216 | 689 | 2.9375 | 3 |
Study shows how vital coral algae adapts to warming seas
Scientists at the University of Southampton have shown how a specific type of symbiotic algae, which lives in coral tissue, is able to adapt and survive the hotter seawater temperatures caused by global warming.
The team identified that one particular species of the photosynthetic organisms called zooxanthellae is able to change part of its chemical make-up to survive warmers seas, which prove fatal to other similar species of zooxanthellae. The survival of these single-celled organisms is important as they help protect corals from the risk of bleaching.
Corals live in a mutually beneficial relationship, a symbiosis, with zooxanthellae—where the tiny algae gain shelter, carbon dioxide and nutrients, while corals get photosynthetic products that can provide them with up to 90 percent of their energy needs.
If temperatures rise just 1˚C above the summer maximum the photosynthetic machinery of the zooxanthellae can start to malfunction and symbiosis breaks down. As a consequence, the brownish-coloured algal symbionts are lost and the coral's white limestone skeleton shines through its transparent tissue—a phenomenon known as coral bleaching. This can lead to a coral starving, falling victim to disease and often dying.
It's already know that some species of zooxanthellae are more tolerant to heat than others, but this latest study paves the way to more accurately identifying which corals will be able to survive successfully in warmer waters of the future. Findings are published in the journal Coral Reefs.
Scientists from the Coral Reef Laboratory at the University of Southampton worked with colleagues at University Hospital Southampton to use the hospital's mass-spectrometry facility to analyze lipid molecules – the building blocks of the membranes of zooxanthellae cells. Among other functions, these membranes play a key role helping the algae to harness energy from the sun and convert it to food.
The team compared a heat tolerant species of zooxanthellae with one which is less tolerant and found the more resilient of the two could adapt the lipid molecule composition of its membranes to withstand stress from higher temperatures. They discovered different chemical properties in the thermotolerant species as compared to their less resistant counterparts.
Lead researcher and marine biologist at the University of Southampton, Dr. Cecilia D'Angelo said: "This is an important step forward in understanding how coral can handle global warming. Our findings show the coral symbionts use multiple strategies to protect themselves from excess heat.
"It is encouraging to see that corals have mechanisms in place to adjust to high seawater temperatures, however, not all of them have the same capacity to do so. One symbiont species studied as part of our research became severely stressed at 30˚C. This temperature is considered a critical threshold for coral survival in many places of the world. The failing of defense mechanisms at temperatures above this threshold can explain observations of our previous research that only very few symbiont species are able to thrive in extreme temperature environments such as the hottest coral water of the world, the Persian/Arabian Gulf, where water temperatures hit summer maxima of up to 35˚C on a regular basis. Moreover, our results will help to explore the inner workings of phytoplankton algae, the most abundant photosynthetic organisms on the planet."
Dr. D'Angelo concluded that more research can be conducted in this area: "Global warming in combination with other forms of environmental stress such as nutrient starvation has the potential to greatly reduce the diversity of coral symbionts and their hosts. Through our collaboration with colleagues at the University Hospital Southampton we can combine coral experimentation under tightly controlled laboratory conditions with molecular analysis using state-of-the art mass spectrometry. This puts us in an excellent position to understand the mechanisms that enable corals to respond to their environment and determine to which extend these processes will help the corals to adjust to rising seawater temperature." | <urn:uuid:9461cea3-9c90-4ccc-a978-ac3fe0800aa5> | CC-MAIN-2019-51 | https://phys.org/news/2019-10-vital-coral-algae-seas.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540490743.16/warc/CC-MAIN-20191206173152-20191206201152-00159.warc.gz | en | 0.928367 | 821 | 4.03125 | 4 |
Donald Trump recently told crowds a story about U.S. Gen. John Pershing executing Muslim insurgents with bullets dipped in pig’s blood. It’s a gruesome story, and it is also not true. But it does point to a real, complicated history about the United States’ involvement in the Philippines during the early 1900s.
Speaking in South Carolina ahead of the primary, Trump told his crowd that Pershing, who led U.S. troops during World War I, was a “rough guy,” according to Mother Jones. He then said that during the Moro rebellion in the Philippines (1899-1913, and Pershing served as governor of the Moro Province between 1909 and 1913), Pershing “caught 50 terrorists who did tremendous damage … and he took the 50 terrorists and he took 50 men and dipped 50 bullets in pig’s blood. You heard about that? He took 50 bullets and dipped them in pig’s blood. And he has his men load up their rifles and he lined up the 50 people and they shot 49 of those people. And the 50th person, he said, you go back to your people and you tell them what happened.”
For Muslims, ingesting pork is a sin, and pig’s blood is considered unholy.
Brian McAllister Linn, a history professor at Texas A&M University who is an expert in the Philippine conflict, said he first remembers this tale about Pershing surfacing right after the terrorist attacks on September 11, 2001. (Another version of the story has Pershing burying Muslim bodies with pigs.) Linn said that he and Frank Vandiver, who wrote a biography of Pershing and passed away in 2005, were contacted at the time about the veracity of the story.
“We both checked our notes and found no evidence to support this,” Linn told TIME. “We also concluded it was out of character.”
Snopes, a myth-busting site, came to the same conclusion: “We haven’t yet found any references to this alleged incident in Pershing biographies, however, nor does it match the way Pershing is generally recorded as having dealt with the Moros in 1911,” the site concludes.
It may have been out of character for Pershing, but it may not have been out of character for other U.S. troops. Trump did hit on an unfortunate truth that the occupation of the Philippines involved deliberate attempts—at least among the ranks—to use religious taboos to intimidate people.
In 1941, TIME ran a letter to the editor from a soldier named J. R. McKey who had served with Pershing in the Philippines decades before. In the letter, McKey describes using pigs in burials to deter Muslim insurgent activities, but does not ascribe the act to Pershing.
McKey wrote, “U.S. soldiers … had a pretty good cure for juramentado [Moro swordsmen] activities. Knowing the horror of the Mohammedan for any contact with swine, and particularly with its blood, these American roughnecks, when they had killed a juramentado, held for him a very public funeral. The body of the defunct bad man having been deposited in the grave, a pig was brought, stuck, its blood sprinkled freely over the D B M, the dead pig thrown in with him, and the burial completed.”
Some reports do say that Pershing was engaged in burying Muslims with pigs or throwing pig’s blood on them. According to the History News Network, a Chicago Daily Tribune article from 1927 describes Pershing sprinkling prisoners with pig’s blood, then setting them free to warn others of being doused with the blood. “Those drops of porcine gore proved more powerful than bullets,” the article wrote.
Christopher Capozzola, a history professor at Massachusetts Institute of Technology, also cited an incident in which Pershing brought a pig’s head to a ceasefire negotiation with a Muslim leader.
“So yes, there were deliberate efforts to offend Muslim Filipinos’ religious sensibilities,” Capozzola told TIME. “And yes, there was large-scale violence against their communities. But I know of no event like the one that Mr. Trump describes.” | <urn:uuid:a55863fa-6b59-4adc-81ed-c2c6030c6508> | CC-MAIN-2018-13 | http://time.com/4235405/donald-trump-pig-blood-muslims-story/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645604.18/warc/CC-MAIN-20180318091225-20180318111225-00417.warc.gz | en | 0.972854 | 907 | 2.53125 | 3 |
Karaoke, meaning “empty orchestra” in Japanese, is singing along to an instrumental backing track. A visual accompaniment usually shows scrolling lyrics on a screen in time to the music. Many people have tried karaoke, one of the most popular nightlife activities in Japan and globally, but few know the story behind it.
The origins of karaoke as a concept can be traced throughout human history. Sing-alongs, where groups of people would gather together to perform music, usually in an informal setting and accompanied by minimal instrumentation, have been recorded throughout human history.
The first televised versions of these were in the 1960s- when American entertainer Mitch Miller hosted Sing Along with Mitch. The idea was that the audience would sit at home and sing along. However, sing-alongs are different from karaoke because of a group leader or lead singer who would direct everyone else and offer the main vocals of the song. The focus was on joint communal singing, not individual expressing themselves like with karaoke.
The Start of Karaoke in Japan
The first recorded karaoke technology in its homeland of Japan was a device constructed by engineer Shigeichi Negishi in 1967. Coming several years before any other karaoke machines, Negishi has a clear claim to be the innovator. He came up with the idea of combining an 8-track cassette player, which played instrumental versions of popular songs, with a microphone, allowing people to sing the vocal lines over the top. Singers would be provided with a booklet of lyrics to the songs, and Negishi christened his invention, the “Sparko Box.”
The Sparko Box was the first commercially available karaoke device, but Negishi lacked the social hook to make his machine popular. It was just a bit too novel. He kept selling his invention, but they never quite caught on. Distribution problems eventually became too much, and he stopped producing his machine without leaving much of a mark on popular culture. Similarly, in 1970, Toshiharu Yamashita, a singing coach, developed a machine for vocal practice combining an instrumental track player with a microphone. But his idea never truly broke through, either.
This leads to arguably the most important figure in the history of karaoke, Daisuke Inoue. In 1971, without knowing about the experiments of Negishi, Inoue began his foray into instrumental singing technology. An enthusiastic but struggling musician, Inoue used to play in bands and became a popular accompaniment to bar patrons as they sang.
One of his regulars was going on a business trip and asked Inoue to join him so that the musician could entertain some clients of his. Inoue couldn’t go with him, so he recorded an instrumental tape of hit songs for his friend to take on his trip and sing along with. The quirky idea was such a hit that Inoue invested in producing a coin-operated “8 Juke” machine, similar to Negishi’s creation, which provided a few minutes of amplified instrumental singing per payment.
Where Inoue truly shined was his unifying of karaoke to a social scene. His instrumental tracks were produced in different keys to help make songs easier to sing. His machine even had a basic form of reverb to make everyone sound better. He started putting his prototype karaoke machines in bars around Kobe, and the response was initially lukewarm.
People didn’t know what they were and didn’t “get” them. Once Inoue decided to experiment with paying some of the bar’s hostesses to sing on the machines, things took off. Seeing that singing along to the instrumental tracks was fun meant people wanted to try it out themselves. And what better way to blow off steam after a tough day at work than belting out your favorite tunes surrounded by thrilled onlookers? Things would only go up from here.
Throughout the 1970s, Inoue’s machines spread throughout Kobe, nearby Osaka, and then to Tokyo and the rest of Japan. The social phenomenon was in full effect. Yet here comes the twist; Inoue never copyrighted his karaoke machine. This sounds insane, as it’s one of the most influential entertainment technologies of the 20th Century. He could have been a billionaire! But for whatever reason (historians assume it was likely due to the laborious and complex nature of Japan’s copyrighting system at the time), Inoue decided to keep the ball rolling for as long as he could. Eventually, giants like JVC started producing their own karaoke machines, but Inoue continued to work in the karaoke industry, making a decent living off his idea regardless. Inoue never became the entertainment titan he could have been, but he seemed happier this way.
Who Owns the Copyright to Karaoke?
The person who eventually copyrighted karaoke technology was Roberto del Rosario, an entrepreneur from the Philippines who copyrighted it in 1975. This copyright, officially solidifying what a karaoke machine was, accelerated the spread of karaoke far and wide. Karaoke bars appeared all across East and South Asia, and export to the United States and Europe led to the first karaoke bars opening there in the 1980s.
Innovations such as the karaoke box room, now the most dominant style of karaoke in Japan, allowed for a more private, personalized experience. And new technologies, such as the Laserdisc, produced visual imagery for karaoke, allowing singers to follow along with the lyrics in time as they sang. These final puzzle pieces transformed karaoke into an all-encompassing audio-visual experience.
Karaoke Culture in Japan
Karaoke in modern Japan is still a huge force culturally and socially. There are over 8,000 karaoke parlors in the country, with the average establishment having 14 karaoke rooms each! Its popularity has given rise to an entire subculture, with terms such as 十八番 (Jūhachiban” or “Ohako“) – a kabuki-derived word for a karaoke singer’s “best” song” and ヒトカラ “Hitokara,” the practice of going to a karaoke parlor alone to unwind or practice your singing.
New songs from across the globe are added constantly, media tie-ins are frequent, and the inside of the modern karaoke booth is usually comparable to a plush hotel room.
Often you’ll find leather seats, a full surround sound system, plasma screens on the walls, and a touch-operated multi-language interface for browsing and choosing songs. Drinks and food can be ordered and delivered to the rooms in many places, and you can find karaoke places in almost every town in Japan. Of course, some karaoke shops are very small, “mom and pop” type of establishments.
Karaoke remains widespread throughout Asia, while American and European consumers have especially taken to the bar style of karaoke, with the public performance element proving enduringly popular.
A global phenomenon, karaoke has come a long way from the eccentric inventions of Negishi, Yamashita, and Inoue in the 60s and 70s. And it’s likely that the appeal of singing your heart out, of being a rockstar for 3 minutes, will never fade away. | <urn:uuid:39d79ab3-db11-466b-9832-9a8504d1435c> | CC-MAIN-2023-06 | https://thetruejapan.com/history-of-karaoke-in-japan/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499826.71/warc/CC-MAIN-20230130165437-20230130195437-00160.warc.gz | en | 0.970215 | 1,573 | 3.015625 | 3 |
Edexcel International GCSE and Certificate French
Endorsed by Edexcel for both the International GCSE French and the Level 1/2 Certificate in French A grammar-led approach with extensive exam preparation that will help develop independent, culturally aware students of French. - Develop students' ability to use French effectively - Stretch and challenge students to achieve their best grades - Ensure the progression required for further study at A-level or equivalent - Provide insight and encourage a positive attitude towards other cultures This book is written to the latest Edexcel specification by experienced teachers. Extensive use of French reflects the style of the exams and, with specific exam advice and practice, it helps to build all the skills needed for success. Topics on Francophone cultures are integrated throughout to ensure students gain the cultural awareness that is at the heart of this qualification. The book provides up-to-date content following a clear sequencing of topics designed specifically for teaching French at this level. It is designed to develop spontaneous, confident linguists who are able to progress to further study of French.
Vocabulary available online at Vocab Express, an interactive learning application. Visit www.vocabexpress.co.uk/hodder for more information. Accompanying resources: - Teacher Guide + Audio CD (ISBN 9781444181067) includes all recordings and transcripts together with detailed guidance, editable vocabulary lists, cultural PowerPoints and interactive activities - Grammar Workbook (ISBN 9781444181074) | <urn:uuid:89945ef1-91c1-4011-8f83-241d4a6e7d69> | CC-MAIN-2017-26 | https://www.tanum.no/_edexcel-international-gcse-and-certificate-french-yvette-grime-9781444181043 | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320532.88/warc/CC-MAIN-20170625134002-20170625154002-00372.warc.gz | en | 0.897256 | 304 | 3.546875 | 4 |
Carrying a complex scope of responsibility towards every car’s performance and safety; selecting the right wheels and tyres can become a challenging task for every car owners. To eliminate confusions, wheels are identified as the rims whereas tyres are the rubber part. To summarize, both of them are relatively important to one another for assuring an excellent contribution to an overall exceptional vehicle performance.
To establish intelligent purchase, any interested buyer should set a specific standard guidelines based on reliable researches and advices provided by car technology experts and car enthusiasts. By doing so, the buyer will not only maximize his or her time that is allotted for the said matter, simplify the process and avoid having confusions and even neglecting some important aspects, but also, a wise buying exercise will assuredly be surfaced. Understanding the entire characteristics of numerous types of car wheels (also known as the rims) and tyres bids a satisfying relief towards each buyer’s task of finding the most suitable package for their vehicle.
In particular, owners of Sports Utility Vehicle (SUV) who would like to replace their corresponding car’s wheels and tyres should first thoroughly understand each of its classification so to avoid purchasing tyres and mag wheels Australia that are not as suitable to what he or she would like to be installed towards his or her vehicle.
Brief Discussion of Various Wheel and Tyre Classifications
There are four major types of wheels each interested buyers should be aware of: the alloy car wheels, chrome car wheels, steel car wheels, and wire car wheels.
The steel car wheels shares several advantages to car owners by means of demanding for a lower price unlike the other available car wheel types, outstanding flexibility, and ability to absorb shocks while ensuring great protections against car deformation. However, one major weakness of steel car wheels is holding a poor corrosion resistance.
Meanwhile, chrome car wheels are complimented for achieving great aesthetic appeal by displaying a highly polished shine. This type of rim has ample ability of preventing component problems particularly its rusting or corroding. The consequence of choosing chrome car wheels relates to its advantage because it requires regular cleaning to keep its shine. Also, purchasing this type of rim is not that affordable.
On the other hand, alloy car wheels are described as light wheel that is perfectly compatible for both aesthetics and speed. This specific type is known to contain stronger resistance to corrosion than those types that are made from steel. However, among other classifications, alloy car wheels are more prone to breaking and cracking when exposed to harsh conditions.
Lastly, wire car wheels also known as the “spoke car wheels” has been commonly characterized for having less weight and more flexibility. This type of rim is extremely light while providing adequate vehicle support. In addition, multiple wires or spokes that mainly makes this car wheel up adds an assured aesthetic appeal. On the contrary, wire car wheels drawbacks poor balance.
Giving emphasis to safety while also considering the interested SUV owner’s budget is also necessary for claiming the best deal. Conducting further researches while considering the aspects of tread life, ability to stand in various weather conditions, speed rate, quality of ride certainly when it comes to providing comfort, and also the noise factor must be properly weighed relying to what the particular interest buyer targets to have. This is when online reviews from reputable review sites, social media groups, and message boards come in handy. After accomplishing such task, picking the most suitable mag wheels Australia and tyres for sports utility vehicles (SUVs) is guaranteed. | <urn:uuid:cdaf7619-ec64-4713-a63a-75f62a5f1544> | CC-MAIN-2019-47 | http://troop910.com/finding-the-best-bang-for-the-buck-mag-wheels-for-your-suv/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496665976.26/warc/CC-MAIN-20191113012959-20191113040959-00199.warc.gz | en | 0.962494 | 714 | 2.546875 | 3 |
WASHINGTON, November 19, 2013—Several new studies are finding a link between the gut bacteria, brain chemistry and mental health. Even though in its beginning stages, this exciting new field of research holds a lot of promise.
Bacteria cells in the human body outnumber huuman cells ten to one, each person having an average of 1,000 trillion bacteria living in a delicate balance inside their body. The average human carries around about five pounds of bacteria, mostly in their gut. Bacteria in the gut perform several functions including digestion, protecting against infection, and providing nutrition to certain cells.
Babies begin with a sterile digestive tract, collecting their first bacteria while traveling through the birth canal and subsequently through breast milk. Gut bacteria continue to develop as the baby has contact with the outside world and other people.
Often called the “second brain” in research circles, the gut also contains more neurons than the spinal chord or peripheral nervous system, estimated at over 100 million. The vagus nerve provides a direct link between the gut and the brain. Science has already established a link between the vagus nerve and mood. Stimulation of the vagus nerve by an electrode that is implanted is a current treatment for depression.
It now appears that bacteria and bacteria levels in the gut, known as microbiota, may also have an influence over brain function and mood.
There is growing anecdotal evidence that a change in gut bacteria can have a significant impact on conditions like obsessive–compulsive disorder (OCD), attention deficit hyperactivity disorder (ADHD), and Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal infections (PANDAS), as well as depression and anxiety.
For example, Dr. James Greenblatt, a psychiatrist and founder of Comprehensive Psychiatric Resources Inc. in Waltham, Massachusetts, told ABC News that he has successfully treated young patients diagnosed with severe OCD, ADHD and several digestive problems with probiotics and antibiotics targeted toward changing gut bacteria composition. Hundreds of doctors are doing the same.
The link between gut bacteria and brain function goes beyond the anecdotal, however.
A 2011 study published in the journal “Gastroenterology” found that the presence and amount of certain gut bacteria in mice had an effect on their behavior. The scientists first used antibiotics to disrupt healthy bacteria in adult mice. As a result the mice became less anxious and more daring.
To confirm their findings, researchers in a 2013 follow-up study transplanted fecal microbiota from an anxious strain of mice into the guts of young mice belonging to a calm strain and vice versa. The mice from the anxious strain became more confident and calm, while the mice from the calm strain became very nervous after the transplant, suggesting that certain behaviors are determined more by the bacteria in the gut than by the brain or genetics.
While humans have a more complicated microbiota and nervous systems, there also seems to be a link between gut bacteria and brain function in humans.
A 2010 study published in “Nutritional Neuroscience” showed elevated levels of the metabolite HPHPA, in urine samples of children with autism and individuals with schizophrenia. HPHPA is a byproduct of clostridia, a type of bacteria found in the intestines of several animals, including humans.
A UCLA study published in 2013 looked at 36 women to determine whether eating fermented yogurt—high in probiotics—had any effect on brain function. The women, without previous psychiatric symptoms, were divided into three groups where 12 ate fermented yogurt with probiotics, 11 ate a milk product that did not contain probiotics and 13 were used as controls with no intervention in their diet.
After four weeks, researchers studied functional MRIs of the women’s brains. Scientists found that there were function changes in areas of the brain associated with sensation and emotion in the women who ate the fermented milk product with probiotics.
The UCLA study, while small, is among the first human studies to suggest a link between gut bacteria and brain function. There are several larger and more comprehensive human studies underway, however. Moreover, the National Institutes of Mental Health recently called for grant submissions to investigate this new area of research.
While still in its initial stages, however, using probiotics to treat mood, anxiety and possibly a host of other diagnoses should not be considered a magic cure.
“As exciting as these investigations may be, research on how gut bacteria affect psychological well-being in humans is still in its infancy,” writes Dr. Siri Carpenter in an article for the American Psychological Association. “For one, the studies have been almost entirely limited to rodents. Second, researchers have only begun to probe how such effects occur. Finally, correcting microbial imbalances to treat disease requires first defining what constitutes a healthy gut microbiome—something that scientists are still trying to understand.”
This article is the copyrighted property of the writer and Communities @ WashingtonTimes.com. Written permission must be obtained before reprint in online or print media. REPRINTING TWTC CONTENT WITHOUT PERMISSION AND/OR PAYMENT IS THEFT AND PUNISHABLE BY LAW. | <urn:uuid:18634667-68b7-4875-8225-11dab4918d60> | CC-MAIN-2014-41 | http://communities.washingtontimes.com/neighborhood/world-our-backyard/2013/nov/19/can-bacteria-your-gut-help-regulate-mood-and-anxie/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657139395.59/warc/CC-MAIN-20140914011219-00253-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.948205 | 1,045 | 3.65625 | 4 |
When we hear the thundering sounds of engines and witness the speed with which modern supercars fly by, it seems unbelievable that humans have evolved so quickly in such a short period, and that only a century was needed for us to go from four-wheeled bicycles to today’s Formula One monsters.
Drifting is a driving technique to drive the car at the time of racing. It is the style of car driving in racing competition. Drifting is one of the fastest-growing sports. Drifting is very popular in the world of motorsport. Did you see the Tokyo Drift???? If Yes then I guess you know what drifting is.
The front slip angle is usually smaller than the rear slip angle and the front-wheel moves in the opposite direction. All these parts are controlled by the driver and this technique is known as drifting. A good drifter takes 5 to 6 opposite turns without losing the balance.
The drifting sport started in Japan many years ago on the mountain roads. But in a few years, it has become a popular sport worldwide.
There are many ways of drifting but here we will talk about a few and most usable ways:
How to drift a car?
If you have the rear-wheel drive then choose a manual transmission car (having shifting gears and third pedal for the operating clutch). If you have a rear-wheel drive in your car then drifting is very easy. There are several ways to do drift like power over technique, handbrake slide with cars or clutch kick. If you do the drifting by following advanced techniques then it will be more exciting than your fear.
Here are the steps for drifting a car:
With the help of shifting gears and pedal, you can easily control the engine while doing the drifting. The automatic cars will do these things for you, you don’t have to worry about it. Automatic cars will help you to take control of speed and angles while doing the drifting.
Make you’re drifting easier by choosing a rear-wheel car
In this engine controls the rear wheel only while other engines control the front wheels or four wheels. For drifting this rear-wheel car is perfect!
Use worn-out tires
Use old tires for proper and easy drifting. With new tires, there are chances of sliding.
Drift a car far away from traffic and public place
Drifting can take the life of people. While practicing the drifting make sure that you are not doing it in a public place. Drift your car away from public and traffic.
While practicing drifting make sure that you are not harming yourself and surrounding people.
Before talking about the history of the Nascar logo, let’s talk about the current affairs of it. In 2017 NASCAR changed its logo for the first time in 40 years. They declared it just after announcing a brand new premier series. The last time they redesigned it was in 1976 to give admiration to the past history of NASCAR.
Now let’s talk about the history of NASCAR.
The National Association of Stock Car Auto Racing is the full form of NASCAR, very few knew it. In Feb 1948, Bill France, Sr. and other exemplary drivers founded NASCAR. As the name suggests it is legendary motorsport in America. This motorsport commonly happened in major racing tracks of America. America is a sports country and this sport is more famous and recognized by audiences.
When this event started the cars’ demand was at its peak and this is the reason for starting NASCAR. NASCAR’s main intention was to choose ordinary car racers who did not have a modified car. In the present condition, NASCAR has a Fanclub of 75 million and its races happened in 150 countries. It has a total turnover of $3 billion per year.
History of NASCAR logo:
Just like its brand NASCAR logo was also famous and easily recognizable by its audiences.
It was the most admired sports logo in history.
It was an everlasting design.
It was a symbol of principle, persona, and excellence.
It was a multicolored logo.
Included color – red, purple, blue and yellow (The latest logo also includes these colors)
Excited for the new logo of NASCAR, I’m too. Here I’m bringing the journey of NASCAR logos. let’s check out:
This was the starting phase for NASCAR and still, they rock. People loved their logo as it was the perfect logo for sportspeople.
It was a redesigned logo. The design was the same. They just added multiple colors in it.
It was the design which lasted over a decade and the most popular design in kids as well as in youngsters.
Awesome!!! No words can explain the elegance of this logo. They used multiple colors in it. These colors are actually related to sports enthusiasts.
Are you excited to see the latest logo???? Here we go!!! Don’t forget to add your comments after seeing this brand new NASCAR logo.
A track built for racing of vehicles, athletes or animals known as race tracks. There are two types of racing tracks i.e. 1) legal and 2) Illegal. Nowadays the most popular racing is “car (vehicles) racing”. There are people who are fond of adventures and they choose to do the car racing in the hardest race track to feel the thrill.
Nowadays people are passionate about motorsport and the number of racing tracks is available all around the world. The high-speed motor racing, game-changing chance for overtaking brings amazing excitement in the game or in competition. In terms of race lovers, “the race is all about fun and thrilling”.
You guess it right, Here we will see hardest race tracks around the world:
If you are going on this racing track then you will be facing big problems during traveling on this 45-mile long road. The problem includes mud, mountain road, gravel, and many more things. This is the race track where Giulio Masetti died in 1926. During the 1974 world championship, this race track was declared as “too dangerous” racing track. Now it’s up to you whether you want to go here or not!!!!!
This is a very famous and hardest racing track which is located in Stavelot, Belgium. This racing track ended the life of 23 drivers. This race track went through several changes after the death of several drivers. In 1979 this race track compressed from 14.10 km to 6.95 km.
Autodromo Nazionale Monza
This track was reopened in 1922 and during racing, it took the life of 52 drivers and 35 audiences. If we talk about the past then it took more lives than 1922. In 1961, Formula 1 cars were banned because of their high speed. This car took the life of Wolfgang von Trips.
Indianapolis Motor Speedway
This track is situated in Speedway, Indiana, in the United States. This race track took the life of 43 competitors with 13-year-old Peter Lenz.
Now you know the hardest race tracks, you decide whether you want to go there or not. After all, life is more precious than money.
This is my favorite topic. As I started watching racing movies with Fast Saga which is my all-time favorite. Now I’m waiting eagerly for F9. If I talk about my favorite movies then it will start from fast and furious and end with fast and furious so let’s talk about people’s choice movies.
Here we will see the top five movies which are my all-time favorite:
The Fast and The Furious
Don’t laugh! As I said I won’t talk about my favorite movie but this movie I can’t skip it. This movie is one of the iconic movies in the world of racing. Sports enthusiasts can’t skip this movie. Especially those people who loved Paul Walker from the heart.
Senna was a much-awaited movie as it was a documentary movie on the life of Ayrton Senna. He was an extraordinary driver undoubtedly. In this movie, you must have seen lots of emotions. If you are an F1 superfan then you can’t miss this movie.
Le Mans (1971)
This movie captured all the amazing moments of racing drivers. It is one of the most enthusiastic movies, if you miss it then you should watch it once.
Gone in 60 Seconds (1974)
Did you see the original Gone in 60 Seconds???? If “No” then you must watch it. It is a full car-chasing action movie. If you are a fan of action movies then you can’t afford to miss it.
Are you searching for a Formula One’s drivers movie??? Then this is your movie. This is one type of documentary movie. In this movie, you will watch the danger which drivers face every day. This movie took interviews with well-known personalities.
24 hour Le Mans is a sports car race that started in 1923 in France in the Le Mans town. 24-hour car Le Mans is the well-known prestigious car race in the world. If you want to take part in this racing then you have to race 24 hours without any mechanical failure and it is held on a closed public road and unusual racing track.
In the year 2018, there were 60 cars participating in 24 hour Le Mans in the racing championship and out of all cars 41 cars completed 24-hours duration without any mechanical failure. This racing is also called the “Grand Prix of Endurance and Efficiency”. In 2012 it was the part of the FIA World Endurance Championship and in 2011 it was the part of the International Le Mans Cup.
24 hour Le Mans is connected to Formula One racing. Both races are quite different like F1 races are mere sprints and on the other hand, Le Mans 24 race is ultra-marathon and it is the most crucial race for a persistent driver.
The Le Mans track is also known as the Circuit de Sarthe. This track is the longest track in the world with minimum modification and it covers the distance 8.467 miles. The Le Mans circuit is divided into different sections. In 1972 Porsche Curve was created while in 1968 Ford Chicanes was created for safety purposes (because of a pit disaster that happened in 1955).
Important rules of the race
There are two different rules for Le Mans, one is related to cars and another for drivers. The car gets in the European Le Mans Series and is nominated in two categories, first is Prototypes and the second one is GTs which includes the series of LMP1, LMP2, LMP3, LM GTE, LMGTE AM, and GTE. LMP1 is the topmost class. 2050 Ibs is the weight of the LMP2 which is used to hold a passenger. And the LMP3 is for an entry-level racer.
History of 24 Hour Le Mans can’t be completed here. If you have some interesting points to share with us then let us know and if you have any questions related to it then kindly mention it in the comment section.
One of the most interesting cultures that is practiced by Americans is taking on road trips across the country. An interesting thing about these American roads is that they prove the opportunity to view the wonders and beauties of nature. You get to cross rivers, oceans, hills and valleys and even go through forest and feel like you are alone in the world. The next time you going on a trip, or travelling across America using the roads, ensure you take some time and detour some of these 10 best driving roads in North America before you get to your destinations.
Route 254-Route 7-Route 26 Loop, Oregon
Of the many great roads on Oregon State, this is one of the best. It has no traffic and one could travel for many miles without seeing a single truck. It also cuts through large acres of forest land on a hilly landscape.
Overseas Highway, Florida Keys
This is a 181 kilometer highway consisting of a series of bridges and roads running from the mainland in Florida down to Key West. The road offers quite a unique experience as you get to travel across a section of the sea.
The San Juan Skyway, US 160, State Highway 145, State Highway 62, U.S. Highway 550 Colorado
This route is a scenic and historic byway. It is surrounded by a wonderful scenery, and mountains proving to be a suitable route for drivers who are looking for a challenge in mountain driving. The road is 233 miles long.
NV 158 to NV157, Mount Charleston, Nevada
Nevada region has one of the best driving roads in the United States, and route NV 158 to NV157 is one of them. Found west of Las Vegas, this road, though short, is one of the best providing access to Mount Charleston and broad view of the landscape.
The Big Sur Coast Highway, Highway 1, California
This road is characterized by amazing curves and wonderful views of the Pacific. The road is 90 miles running along the coastline, through the redwood forest and Limekiln State Park and ends as Carmel River. It is clogged with wonderful thrills.
This road is found north of Manhattan, meandering around Bear Mountain State Park. Driving on the route provides Cliffside views of the Hudson River below.
M119, Harbor Springs, Michigan
This route was nicknamed the Tunnel of Trees. Found north of Lake Michigan, the route provides a path through the beautiful and very peaceful green canopy in the area. Provides a perfect connection with nature as one drives through.
Hells Canyon Road, Idaho
The Hells Canyon Road starts from Coopersfield Campground, Oxbow running for 22 miles along the Snake River. The road runs adjacent to the cannon walls the entire way. It however ends at the Hells Canyon Dam from where one has to make a u turn.
San Juan Skyway, Colorado
The San Juan Skyway is a 375-kilometer road cutting across the San Juan National Forest, Uncompahgre, Grand Mesa and Gunnison National Forests. The road provides a perfect view of the quaint towns, San Juan Mountains, the alpine forests and cliffs. You also get great views of the waterfalls crushing down the mountains. | <urn:uuid:4d186488-9588-418a-bc71-88aaff271c50> | CC-MAIN-2021-04 | https://the-beacon.net/category/uncategorized/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703514423.60/warc/CC-MAIN-20210118061434-20210118091434-00382.warc.gz | en | 0.959376 | 2,954 | 2.671875 | 3 |
“At the end of the day, we can endure much more than we think we can” – Frida Kahlo
The most striking theme of the historic Mexico exhibit at the Dallas Museum of Art is its focus on strong — even revolutionary — Mexican women.
The show, “Mexico 1900-1950: Diego Rivera, Frida Kahlo, Jose Clemente Orozco, and the Avant-Garde,” is at the DMA through Sunday, July 16, 2017. Impressively, the exhibition’s only other stop was at the Grand Palais in Paris.
DMA Director Agustín Arteaga, formerly from the Museo Nacional de Arte (MUNAL) in Mexico City, brought the exhibit to Dallas along with the Latino Center for Leadership Development, and worked hard to attract and welcome the Latino and Mexican community in Dallas to the DMA.
Although Frida Kahlo grabbed headlines about the show for good reason, she is by no means the only Mexican woman artist whose work is displayed or even whose image is depicted.
The exhibit depicts women engrossed in an array of activities: selling calla lilies or produce at a market, marching off to war, artists depicted in evocative self portraits, or interacting with their families.
To walk through the exhibit was to see women depicted of all complexions and backgrounds – indigenous, Hispanic, Spanish, black, and mixed background (mestiza/o).The paintings depict a tremendous diversity of women, as seen below.
Many of the diverse portraits of women were self portraits by women artists other than Frida Kahlo. The self-portrait from 1947 below of the woman in a green blouse is by Olga Costa. Costa was born in Germany to Jewish parents, and immigrated to Mexico at a young age.
Rosa Rolanda also painted the self-portrait below, in 1952. Rolando was an American-born artist, dancer and photographer who immigrated to Mexico with her Mexican artist husband Miguel Covarrubias. She was very interested in Mexican folk art.
The painting below by Mexican painter María Izquierdo is another self-portrait, from 1946. She was raised in a small Mexican rural village, but moved to Mexico City as a young adult. Her bold style is reminiscent of Frida Kahlo’s work.
“I paint myself because I am so often alone and because I am the subject I know best.” – Frida Kahlo
Frida herself had a German father and a Mexican indigenous mother. The painting shows the two versions of herself grasping hands, the key difference being one figure is dressed in indigenous Tehuana dress and the other in a white European Victorian-era dress. Beyond that, the broken and exposed hearts depicted are believed to be references to how she felt about artist Diego Rivera, around the time of their divorce.
Frida acknowledged and even celebrated her imperfections. Her image at left below was titled “Self Portrait Very Ugly” (Muy Fea, 1933). And at right below, Frida expressed her tortured bond to Diego by juxtaposing half of her face with his in a heart-like chamber.
“Diego was my everything; my child my lover, my universe.” – Frida Kahlo
My favorite Frida piece in the exhibit is the whimsical self-portrait that she painted her pet dog into, Itzcuintli Dog with Me (Perro Itzcuintli conmigo, 1938) The tiny black dog stands with confidence against the folds of her skirt. As the owner of a tiny five-pound chihuahua, this image melted my heart a bit. Frida never had children, but she loved her pets.
As a powerful way to champion women’s expression the museum also hosted a night to break the Guiness World Record of the largest gathering of people dressed at Frida Kahlo. More than 1,000 people showed up (women, children, babies and men) in a stunning array of colorful self-expression and as a tribute to the famous female artist.
The exhibit was not only about Frida, though. There were powerful paintings of women at work, in celebration, interacting with their families — and even going to war. Male Mexican painters also powerfully depicted women.
There were women depicted enduring the struggles of the Mexican Revolution. The 1926 painting below by famed artist Jose Clemente Orozco was appropriately titled “The Women Soldiers” (Las soldaderas). As the exhibit noted, Orozco depicted the revolution and the participation of the Mexican people as that in which “power and melancholy merged to create a vision of the future of Mexico and of humanity, an approach that was nevertheless critical.”
The exhibit includes also includes one of Diego Rivera’s iconic depictions of a woman selling white calla lilies.
Another of the most attention-grabbing paintings depicts a woman at a produce market selling fruit. The 1951 oil painting by Olga Costa is titled appropriately, “The Fruit Seller” (La vendedora de frutas).
Another market scene is “Indian Women on Market Day” (1922), by Francisco Diaz de Leon.
Female figures are depicted less frequently at ease, in celebration or sunbathing.
They are depicted in the home, as central to the family unit.
The painting below by Angel Zárraga is “The Northern Border of Mexico” (1927), and appears to depict a woman with arms outstretched as she looks toward the United States. This painting could be seen as some as the embodiment of the beacon of hope offered by the American Dream, as light seems to be shining on the girl from the north.
Perhaps appropriately, the exhibit ends with a powerful depiction of the union between a woman and man. An indigenous man and woman are depicted as the Mexican Adam and Eve, painted by Alfredo Ramos Martínez in 1933.
- “Mexico 1900-1950: Diego Rivera, Frida Kahlo, Jose Clemente Orozco, and the Avant-Garde,” Dallas Museum of Art (DMA)
- “Exhibit of Frida Kahlo, Other Mexican Greats is Cultural Touchstone for Dallas Latinos,” NBC News
- “Kahlo, The Two Fridas (Las dos Fridas),” Khan Academy
- “Here are 1,000 Frida Kahlo Look-Alikes Attempting to Break a World Record,” The Huffington Post
- “Nuanced and thoughtful, Dallas Museum of Art’s ‘Mexico 1900-1950’ exhibit is worth the wait,” The Dallas Morning News | <urn:uuid:83235a05-da8d-4ba4-8e67-b63c3a28b6ae> | CC-MAIN-2018-39 | https://wanderlusterful.com/2017/07/15/dallas-dma-mexican-art-exhibit-spotlights-strong-women/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267155634.45/warc/CC-MAIN-20180918170042-20180918190042-00181.warc.gz | en | 0.967031 | 1,407 | 2.859375 | 3 |
Tuesday January 25 2011
Cancer cells can multiply and spread throughout the body
We will soon have a “cure for most cancers”, the Daily Express has reported. The newspaper claims that scientists are close to providing the "holy grail" of cancer cures, which will be available within a few years.
The scientists in question were in fact much more cautious when reporting their own research, which was a laboratory study looking at a gene called WWP2 that is present in all cells. The gene can produce a group of different proteins that in turn regulate other proteins that normally prevent tumours from spreading in different ways. The researchers hope eventually to modify this process with drugs so that they can cure cancer. However, this was a preliminary laboratory study and no such drug has yet been found. Such a wide-ranging cure is much further away than the headline suggests.
This carefully conducted study was complex and featured a range of tests examining the proteins and genes thought to be involved in the spread of cancers. However, it did not directly model the "spreading" action of cancer cells, and further research must now test how the chemical processes work in real-world settings.
Where did the story come from?
The study was carried out by researchers from the School of Biological Sciences at the University of East Anglia. It was supported the Association for International Research, with additional funding from the Big C charity, the British Skin Foundation and the Dunhill Medical Trust. The study was published in the peer-reviewed journal, Oncogene.
Most newspapers have focused on the research’s potential for giving hope to those living with cancer, with The Daily Telegraph and BBC emphasising how the experimental study’s discoveries might improve our understanding of how cancers spread. However, this is very preliminary, basic laboratory research and although it may lead to potential drug targets in the future, it is very early days.
What kind of research was this?
This was a cell-culture based laboratory study that investigated a family of related proteins called “ubiquitin ligases” and how they regulate cellular processes. Of interest were one full-length protein called WWP2-FL and two other, shorter forms of the protein. The function of these proteins is to interact with other target proteins and attach a chemical called ubiquitin to them. Once a target protein within a cell has been bound with ubiquitin, it signals to the cell that the protein should be removed.
Within our DNA genes is the code used by the body to produce certain proteins. Some proteins coded for by a single gene can exist in different forms, called isoforms. The researchers looked at whether isoforms of the WWP2 protein interacted in different ways depending on whether they were the full-length or shorter form.
The researchers then looked at whether the interaction between WWP2 and other proteins in the cell would affect the ability of the cells to move. This would have implications for cancer, where cells can then move to other parts of the body and form cancers in other tissues. This process is called metastasis.
What did the research involve?
The research involved a number of tests to look at the various pathways and processes that may be involved in the growth and spread of cancerous cells.
The researchers first analysed the DNA sequence of the WWP2 gene to predict whether it could be used to produce proteins of different length. They confirmed their predictions by measuring the length of RNA, a molecule made when a gene produces the protein that it contains information for making.
They used a technique called “immunoprecipitation” to look at which proteins bound to the WWP2 proteins. To do this they took a mixture of proteins found within cells and passed them through a column coated in WWP2 proteins. They then used antibodies to detect which proteins had bound to the WWP2 proteins. The researchers were particularly interested in a group of proteins called “Smad” so they used antibodies that would bind to Smad proteins to look at their actions. They then measured how quickly the Smad proteins were cleared from the cell in the presence of the different forms of WWP2.
Another protein, called transforming growth factor beta (TGFβ), regulates the activation of some genes, including those that produce for the Smad2 and Smad3 proteins. It also regulates a process called “epithelial-mesenchymal transition” (EMT), in which stationary cells are converted into cells that move, a process that has been linked to cancer cell growth and the metastasis process that is key in the spread of cancers.
The researchers also looked at whether the WWP2 proteins switched on genes and examined a cancer cell line that undergoes EMT to see whether the WWP2 proteins affected this process. Finally they looked at what would happen if they blocked the action of the WWP2 gene using a technique called siRNA.
What were the basic results?
This research tested several complex biological pathways, providing a number of results on the individual chemical processes that may contribute to the spread of cancerous cells.
The researchers found that there were three different length proteins made from the WWP2 gene: a full-length WWP2 protein called WWP2-FL, and two smaller proteins called WWP2-N and WWP2-C.
They found that, of the different proteins:
- WWP2-FL was able to bind with Smads 2, 3 and 7
- WWP2-N bound to Smad3
- WWP2-C bound to Smad7
The researchers found that when there was more WWP2 protein in the cell it increased the speed at which Smads 2, 3 and 7 were removed. The acceleration of Smad7 removal was greater than Smads 2 and 3.
They found that the shorter WWP2-N protein affected the activity of the WWP2-FL protein and made it more likely that WWP2-FL would bind ubiquitin to the Smad2 and Smad3, ultimately causing these proteins to be removed more rapidly.
The researchers additionally found that increasing the amount of WWP2-FL in the cells prevented the TGFβ protein from switching on the Smad2 and Smad3 genes. Decreasing the amount of WWP2-FL in cells using siRNA led to an enhancement of TGFβ-dependent switching on of the Smad2 and Smad3 genes.
After the researchers stimulated a cancer cell line with TGFβ, they found that increasing WWP2-FL could affect the EMT process. The WWP2-C and WWP2-FL proteins both featured a similar fragment. Introducing this fragment of protein into cells (by genetic engineering) caused the Smad7 gene to be more active.
How did the researchers interpret the results?
The researchers said that elevated TGFβ-signalling activity (which stimulates gene activation and the mobilisation of cells) is associated with the cellular processes of human disease including fibrosis, heart disease and cancer metastasis. They suggest that the WWP2 protein plays a key role in preventing EMT, a process that may be involved in cancer metastasis. They say that part of the WWP2-C protein increases the levels of Smad7 and cite other studies that have shown that Smad7 inhibits EMT.
This preliminary study has made progress in understanding how WWP2 proteins interact with Smad proteins and has given some indication of how these interactions may affect cancer metastasis. The research work was done in cell-culture in the laboratory by genetically modifying the cells to either overproduce or not produce the proteins of interest. Further, direct investigation in cancer cells and tumour tissue sample are needed to see the importance of these proteins in cancer.
Some newspapers have correctly pointed out that this research was preliminary in nature, while others have wrongly implied that a cure for cancer will be available soon. | <urn:uuid:48b206b1-194b-430b-b353-1ad8ecfa22f9> | CC-MAIN-2016-18 | http://www.nhs.uk/news/2011/01January/Pages/cancer-research-discovers-spreading-gene.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860124045.24/warc/CC-MAIN-20160428161524-00215-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.968522 | 1,641 | 3.140625 | 3 |
KEEP THOSE AIRWAYS FLYING. Our lungs are designed to perform their well-choreographed routine without so much as a hiccup. Until stuff that’s in the air like germs, toxins, smoking and pollution, wreak havoc on these delicate organs. The key to breathing health is to protect your lungs from the things most likely to harm them before the damage is done. Here’s a look at some of the biggest threats to your lung health and how you can avoid or minimize them.
WHEN BREATHING IS HARD WORK. The first sign that something’s wrong with our respiratory system may be a chronic cough, shortness of breath, excess mucus, wheezing, chronic chest pain or even coughing up blood. Over time, the risks add up and can trigger even more significant respiratory disease. The Lung Association has been researching lung conditions for over a century. In this section you will find lots of relevant Information on different lung ailments, including asthma, COPD, lung cancer and IPF.
OUR HEARTS ARE IN IT. One person in five in Canada is affected by lung disease. Millions more are in jeopardy. The Lung Association is here for everyone who breathes. We realize that a diagnosis of lung disease brings endless questions and concerns. We don’t want anyone to deal with that alone. Our Lung Health Info Line, support groups, programs and information can make it easier to cope.
PANTING WITH EXCITEMENT. We are doers and dreamers. We are family and friends. We embrace the challenge of better breathing and can’t wait to roll up our sleeves. But we need your help. We’re always looking for like-minded people to join our movement. People who will campaign with us, partner with us, play with us and make a difference with us. Take a look at some of the interesting ways you can get involved.
CROSSING FRONTIERS AND FINGERS. What does it take to outwit lung disease? Outstanding research. Our investigators are involved in projects that cover all the bases, from studying how diseases work to developing real-world therapies. They have pioneered the latest lung transplantation treatments and cutting-edge diagnostic tests. Learn more about some of the dramatic breakthroughs we have supported, investigations we are currently backing, and how to apply for funding.
Our certified respiratory
educators are ready to take your questions
Croup usually lasts five to six days and is worse at night. The symptoms usually peak on the second or third night. Most children with croup don’t need medical attention and get better with home treatments.
Back to Croup (Overview)
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Charitable Registration No. 12404 6368 RR0002 | <urn:uuid:4b30df17-3ce6-4fb9-b7de-b2180244489b> | CC-MAIN-2018-22 | http://lungontario.ca/a-to-z/croup/recovery-time/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794864968.11/warc/CC-MAIN-20180522205620-20180522225620-00285.warc.gz | en | 0.938478 | 608 | 2.65625 | 3 |
When many people think of mathematical holidays, they think of PI Day. However, that isn’t the only holiday celebrated around the world. There is also a holiday called e-day that is used to celebrate the mathematical constant e. This holiday is celebrated on February 7th each year in countries that use a month-day format. That is because the date of this holiday – 2/7 – corresponds to the first 2 digits of the mathematical constant e, which has a value of 2.7182818.
E-day shouldn’t be confused with eDay. In New Zealand, eDay is a day in which people recycle their electronic waste and work to clean their environment of all electronic waste. This day fall on October 4th instead of February 7th.
History of e-day
While no one is sure when e-day was invented or who invented it, it most likely was invented by a mathematician or engineer after they discovered that PI (π) had its own day. After all, the field had to be equaled because the mathematical constant e is important in and of itself.
What’s so special about e? This constant is an irrational number that is used in logarithms and for determining exponential growth in complex number systems. It was first referenced during the early 17th century in a book of logarithms by John Napier. While this work referenced this constant, it didn’t actually contain it. The first known use of it wouldn’t come until 1690 when Gottfried Leibniz used it in correspondence to Christiaan Huygens. However, in that correspondence, the letter b was used instead of e. It wasn’t until Leonhard Euler decided to use e to express this constant that it finally began to become the mathematical standard.
E-day customs & Traditions
If you want to celebrate this holiday, then you can do so in two different ways. You can learn more about the irrational constant e and its use in math or science. Or you can eat foods that may begin with the letter e – this includes foods such as eggplants, elderberries, eggs, enchiladas, egg noodles, eggnog, English muffins, eclairs, eggrolls, etc. | <urn:uuid:0d17a732-a4fe-49d2-a786-7c8163e2e3e7> | CC-MAIN-2019-35 | http://www.holidayscalendar.com/event/e-day/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027316150.53/warc/CC-MAIN-20190821174152-20190821200152-00011.warc.gz | en | 0.973646 | 473 | 3.390625 | 3 |
The Convention on the Elimination of All Forms of Discrimination
against Women was adopted and opened for signature by the General
Assembly on December 18, 1979. The sixteen substantive articles of the
Convention outline government obligations to eliminate discrimination
and pursue equality in nationality rights, legal status, education,
health care, employment, family life, and participation in public and
political life. Most significantly, ratifying countries (States parties)
undertake to eliminate prejudices and customs that perpetuate
stereotyped gender roles and inequality.
States parties are required to report on the status of women and girls within one year of ratification and every four years thereafter. A 23-member group of independent experts, the Committee on the Elimination of Discrimination against Women (the CEDAW Committee), monitors implementation of the Convention, reviewing country reports on implementation and, under the Convention's Optional Protocol, addressing individual complaints and pursuing inquiries. When a State party's report is scheduled for review, any NGO with knowledge of sex discrimination issues in that country may submit a shadow report to be considered by the CEDAW Committee.
The CEDAW Committee issues Concluding Observations (previously called Concluding Comments) at the end of every session. These remarks are the official opinion of the CEDAW Committee on the progress the reporting States parties have made to comply with the obligations of the CEDAW Convention.
With the adoption in 2000 of the Optional Protocol to the Convention, women gained an avenue for individual claims of Convention violations as well as an opportunity to request a CEDAW Committee inquiry into situations of "grave or systematic" violations of women's human rights. Under the complaints procedure, when a woman's human rights have been violated, and she has exhausted all possible remedies within her country, she may petition the CEDAW Committee to hear her complaint. Under the inquiry procedure, the Committee may initiate inquiries into situations of "grave or systematic" violations of women's rights.
For more information on the Convention and the Optional Protocol, please see
Office of the United Nations High Commissioner for Human Rights, CEDAW home page
For information on submitting complaints or requests for inquiry under the Optional Protocol see Office of the High Commissioner for Human Rights, "Monitoring the Core International Human Rights Treaties"
For more information on submitting complaints under the Optional Protocol, see Human Rights Bodies--Complaints Procedures. | <urn:uuid:dad97baa-8f59-457b-a9e2-55a56ef90fe2> | CC-MAIN-2016-18 | http://www1.umn.edu/humanrts/iwraw/Cedaw.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461863352151.52/warc/CC-MAIN-20160428170912-00211-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.917255 | 484 | 2.78125 | 3 |
Learning to read music is much like learning a language. There are three basic elements: listening, reading, and writing. This well-organized book provides step-by-step sequential lessons for developing these skills. Rhythm, note, and interval concepts are taught in the following way: first, hear and echo a short musical example; second, read and perform a notated exercise; and third, notate musical phrases as demonstrated on the CD. Reproducible worksheet-style pages are included in the book. Ten-minute activities are provided for teaching or assessment, and are recommended for 4th through 9th grade ensembles or music classes. | <urn:uuid:b6f70b1f-cd64-4316-91ad-c5a67b7b564b> | CC-MAIN-2023-23 | https://www.jandbmusicsales.com/shop/Educator-Resources/p/Hear-It-Read-It-Write-It-x51729559.htm | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224643388.45/warc/CC-MAIN-20230527223515-20230528013515-00157.warc.gz | en | 0.917014 | 179 | 4.46875 | 4 |
The Grand Canyon needs little introduction. The national park is visited by over 5 million people each year from all around the world. The Grand Canyon is as deep and wide as it is unique. People have marveled at the unique geology of the Grand Canyon for centuries. The fascination for the canyon let to its designation as a National Park in 1919. Our trip to the canyon certainly did not disappoint.
Our crew consisted of graduate students, outdoor guides, and faculty all of whom are, or were, connected to the University of California, Davis. We began our trip, on cue with the now yearly pilgrimage, from Davis to Flagstaff, Arizona. A 13-hour car ride certainly allows for plenty of chatting. Although all the students knew each other from class, our friendships felt only professional and sterile for the most part. That changes quickly with a trip down the canyon.
After a night in Flagstaff, we made our way to Lee’s Ferry to put boats in the water. The boats were rented from Canyon REO (https://www.canyonreo.com/) and our guides were all associated with Outdoor Adventures (https://cru.ucdavis.edu/outdooradventures) at UC Davis. I was amazed at how much gear goes into the boats and down the Colorado River. I am used to backpacking trips where you pack as little as necessary. Instead, for these trips we packed everything but the kitchen sink, actually we packed that too. We had a full kitchen setup, all of our personal camping gear, boat gear, medical supplies, and two sets of bathrooms.
After gearing up the boats we camped in Lee’s Ferry for the evening. The next morning, after a year of planning, we were finally on the water. The year of planning is necessary as only 35,000 people are allowed to raft the canyon each year and this is determined by a lottery. Our trip has so many participants that we are usually able to get two permits (enough for our number of people). This year, the permits were drawn two days apart, so we had to wait two days on the river for the second group of students, faculty, and guides to arrive at the river. In those two days we mostly explored some side canyons, chatted about science, played some games, and simply got to know one another. With a brief pause in our trip waiting for the other crew, I will explain the point of the trip.
The rafting trip is essentially the final project for a seminar in the winter quarter. The seminar consisted of presentations by graduate students on topics related to the Grand Canyon. These presentations had two important objectives. First, we were each able to learn a bit about the Grand Canyon from our peers. And second, the presentations helped us develop our science communication skills. The students were in disparate scientific fields including geology, hydrology, civil engineering, and ecology. Therefore, we had to present with little jargon and focus on key messages. We received feedback on our communication skills during the class and throughout our time in the canyon.
When the second launch crew arrived we made our way down the river once again. First, however, we needed to do some safety drills. We had all received lots of guidance and tips about emergency situations on the river. Now it was time to put our knowledge to the test, sometimes a difficult think for academics who spend too much time in the ivory tower. One-by-one we each jumped into the river, like lemmings off a cliff following each other. Our task was to be towed by a kayak to a raft where we would pull each other out of the water. The drill was to simulate a scenario where someone fell out of a boat and needed to be pulled back in the boat. With good technique anyone, perhaps surprisingly, can pull anyone back into the boat. The scenario made me feel much more comfortable knowing people had practiced things a bit.
We then spent seven full days on the meat of our trip. Days were usually structured similarly, but no two were ever the same. Each morning there was a coffee/tea call around 6:30. On their own time people would slowly start drifting into the kitchen. Breakfast was usually around 7. The whole team then worked for the next two hours to pack up camp and get on the river. The group was great. Everyone jumped in to help one another. Once the camp was spotless, we made our way down river once again. We typically rafted for a few hours each day, in the range of 5-15 miles, depending on wind and our preference for campsites.
Rafting down the Grand Canyon gives you a very different perspective, quite literary, then simply visiting the rim. Starting at Lee’s Ferry we started in young rock (275 million years is young for geologists), the Coconino sandstone. As we traveled down river, we moved backwards in time, down through the geological layers. We would eventually journey into the Vishnu Basement layer rocks; these are on the order of 1.7 billion years old. The layers are a perfect example of why learning in this atmosphere, as opposed to a classroom or textbook, is so important. It is one thing to memorize what some layer looks like in a book. It is a very different task to identify layers in person, as evidenced by the trip geologists often arguing about it.
After a few hours of rafting we either stopped for lunch or made our way to the next campsite and had lunch there. The best lunch spot had to be the Red Wall Hole. The name is quite fitting. As we turn around a bend in the river, a giant hole appeared in the wall of the canyon. The hole was large enough for a group of 10 people were able to play Frisbee. The spot was also perfect for finding fossils, doing some rock climbing, and baking in the sun for a few minutes.
In the afternoon, we typically went on a hike. It is difficult to choose which was my favorite. One such hike was up North Creek. As we moved up the canyon we discussed various hydrological and ecological observations. We continued up the side canyon and the walls started to narrow. The canyon’s walls only grew weirder from there. The beautiful layers we were used to seeing disappeared and rocks seem to point in all kinds of crazy directions. The canyon walls themselves started folding into one another, almost forming a pipe of rock. We spent a lot of time discussing how exactly this could happen. In very very short detail, the creek cut right through rock that was just perfect in composition to cause the weird patterns to occur.
The rafting and hiking usually ended around 5pm. Then, someone would muster up their best Bill Nye impression with a call for SCIENCE! At this time, several people each night delivered presentations on some aspect of the Grand Canyon. These were always interesting and engaging, especially given the backdrop. Often these conversations continued informally through dinner and the rest of the evening. People were, not surprisingly, excited to talk about more controversial topics. For instance, how do we best manage the Grand Canyon into the future.
Unlike the second half of the trip, we did not have a lot of big rapids. Our biggest rapid came on the last full day of rafting. The mood in camp that morning was focused. Everyone, in particular the guides, was focused on the day ahead. Our test came at Hance, an 8 out of 10 on the canyon’s rapid scale. I joined Larry’s boat on this day. Informally, he is the captain amongst the boat guides and goes through each rapid first. Therefore, we did not know what to expect, except that which the guides could see during there scouting. We entered Hance on the clean tongue of the rapid. Then, the huge hole emerged. We were to go right through it. Water went straight over the bow and over my head. After a moment, and realizing we were all still onboard, cheers erupted. Wow. We just did that. We then watched each successive boat make it through the rapid successfully.
Our journey ends with an 8-mile hike out of the canyon at the Bright Angle Trail near Pipe Spring rapid. Only some of the boat guides and staff will continue to meet up with the second half students. The hike itself acts a bit like rewinding a video. We rafting down the canyon going from young rock to old and reverse the pattern on the way out. The 8-mile hike climbs quickly and soon we can barely make out the river. Eventually, we just awe at how far we had been through the canyon. After two and a half hours a number of us make it to the canyon rim. We are greeted by tourists hiking around with no water and instead a Starbucks. It is a surreal experience reemerging in “the real world”.
Upon my return to Davis many people ask: what was the best part? At first, I thought this was a difficult question. The Grand Canyon is an immense an incomparable beauty. The size alone is awe-inspiring, let alone the geology itself. The immense power of the Colorado, despite the upstream dam, is also impressive. The river, of course, makes the rapids and rafting as fun as they are. Despite all of these wonders, the people are what make the trip. It is not a difficult question. The people I spent 10 days with were the best part of the trip. I would spend 10 days with this group of people wherever. I learned so much from this group, had some great laughs, and we all shared this once-in-a-lifetime experience. And best of all, we all get to go back to Davis and still be friends.
Post by: Easton White (email@example.com)
You can find additional information about the Grand Canyon course here: http://grandcanyon.ucdavis.edu/ | <urn:uuid:a0f1fbcd-03ee-4d3c-b539-ac50d0ccfdb7> | CC-MAIN-2018-22 | https://www.cpb.ucdavis.edu/student-news/science-and-rafting-in-the-grand-canyon | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794868239.93/warc/CC-MAIN-20180527091644-20180527111644-00366.warc.gz | en | 0.979164 | 2,057 | 2.53125 | 3 |
GIANLORENZO BERNINI (Self Portrait, age 25) Born December 7, 1598 Naples, Italy
BERNINI 1609: Gianlorezno carves a portrait bust that is so impressive that the Pope asks that the boy be brought to him. He asks the boy to sketch a head of St. Paul, and is so awed by the boy’s talent that he decides the child’s education and training are matters of utmost importance. He entrusts the child to a noted patron, Cardinal Maffeo Barberini, with the hope that the boy will become “ the Michelangelo of our century.” Pope Paul V by Guido Reni
BERNINI 1623: Maffeo Barberini assumes the papacy as Pope Urban VIII Pope Urban VIII by Bernini (for the Pope’s tomb in St. Peter’s)
BERNINI: ST. PETER’S Baldacchino Baldacchino: begun in 1624 (when Bernini was 25). Ninety-five foot bronze canopy directly under the dome over the crossing and directly over supposed burial site of St. Peter at the crossing of the basilica
BERNINI: ST. PETER’S—Crossing (Saints and relics)
BERNINI: ST. PETER’S—Cathedra Petri Cathedra Petri (“Peter’s Chair”): visible upon entering the church and framed by the columns of the Baldacchino.
Cathedra Petri: a hollow reliquary— encased by Bernini within is an old wooden chair believed to have been used by St. Peter, making it the first papal throne (in fact, tests of the wood it dates only from the 8 th or 9 th century). BERNINI: ST. PETER’S—Cathedra Petri (1657-66)
BERNINI: ST. PETER’S—Interior (tombs) Tomb of Pope Urban VIII
BERNINI: ST. PETER’S—Interior (tombs) Tomb of Pope Alexander VII (1678-79)
BERNINI: ST. PETER’S—Piazza St. Peter’s (1656-67) Piazza St. Peter’s: creates a large, open space where 250,000 people can gather to receive the pope’s blessing from either the basilica or the Vatican Palace directly to the north.
BERNINI: ST. PETER’S—Constantine in Scala Regia Scala Regia (Royal Staircase) Scala Regia: private entrance used by the pope to go between St. Peter’s and the Vatican. Bernini redesigned the steps so they would be less steep and more regular, and sculpted a statue of Constantine placed in the passage way leading directly into the church.
BERNINI: ST. PETER’S—Constantine in Scala Regia
BERNINI: ARCHITECTURE—Projects in Rome Ponte Sant’Angelo (1668-70s) Ponte Sant’Angelo: bridge leading to Castel Sant’Angelo; connects secular Rome to the Vatican. Commissioned by Pope Clement IX to sculpt a series of large, inspiring angels, each carrying an instrument of the Passion.
BERNINI: ARCHITECTURE—Projects in Rome (Fountains) Fountain of the Four Rivers (Piazza Navona; 1651): allegories of the four continents/ corners of the earth.
BERNINI: PORTRAIT SCULPTURE, SCULPTED BUSTS Francesco d’Este, Duke of Modena 1650s: flowing hair, billowing robe or cloak
A particular slide catching your eye?
Clipping is a handy way to collect important slides you want to go back to later. | <urn:uuid:b3be96d0-eadc-47a9-8232-62a9e2feb907> | CC-MAIN-2015-35 | http://www.slideshare.net/bellablackadder/arth-335-week-4-review-presentation | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645293619.80/warc/CC-MAIN-20150827031453-00015-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.851909 | 849 | 2.921875 | 3 |
Working with wood is one of the most satisfying things you can do but getting started in woodworking can seem daunting. Knowing which tools and woodwork machinery to invest in and how to use them safely can make all the difference, whether you want to be successful at DIY or move into woodworking as a career.
Set up for success
Understanding the various stages involved in any woodworking project will help you to set yourself up for success. Find out about different types of wood and the projects they’re suitable for, how you use and look after your tools, and research specialised skills like joinery. There are thousands of YouTube videos that can help you with the basics of the craft, though nothing is a substitute for getting hands on with tools and wood.
Start with simple and achievable projects that will build and refine your skills. That way you’ll develop the basic craft and confidence to move on to bigger and better things.
Related article: 9 Practical Ways to Market Woodworking Business
- Before you invest in woodwork machinery for your workshop, get some essential safety gear including goggles, gloves and ear defenders.
- Remember that loose fitting clothes, drugs and alcohol don’t mix with power tools.
- Always disconnect the power before changing a blade or a drill bit – if it helps, use a single heavy-duty extension cord for all your power tools so you get into the habit of switching them off and unplugging before the next tool can be used.
- Check the wood you’re using for old nails and screws – metal and saw blades aren’t a great combination.
- Keep your blades and bits sharp because they’ll cut faster, cleaner and more safely than when they’re dull.
- Never put your hands near a moving blade or drill bit.
- Don’t get distracted – if you have to move away, find a safe place to finish what you’re doing first.
Your essential tools
Of course, not every piece of equipment you’ll need for woodworking is a power tool. You won’t get far without a hammer, chisels, screwdrivers, plane and a level. But there’s no doubt that power tools make short work of sawing, drilling and sanding.
Invest in a good quality circular saw and jigsaw, power drill and orbital sander and you’ll take your woodworking to the next level. With these four tools alone you can accurately cut straight and curved lines, drill holes and finish like a pro.
Always choose the best quality tools you can afford and learn to use them expertly. You’ll find you don’t need to spend money on specialised tools once you’ve discovered all the capabilities of your basic tools and can use them with confidence.
Setting up your workshop
If you’re interested in woodworking as a career or you want to create your own cabinetry and fine woodworking projects, you’ll need to invest in a workshop and woodwork machinery. These are the essentials:
- A panel saw will be the centrepiece of your workshop and should have a powerful motor, a sturdy fence and a durable table.
- A band saw will cut precision curves in anything from wood to plastic and metal and is extremely versatile.
- A drill press can be used to drill multiple holes with ease but will also drill effortlessly at an angle.
- A dovetail machine will make short work of creating jointed pieces.
- A router is ideal for creating mouldings, recessing hinges and cutting rebates and patterns in wood and other hard materials.
Setting up a workshop can be an expensive business, but there are ways you can get the woodwork machinery you need without spending a fortune. Used machines can be ideal if you’re on a tight budget or prefer to cut your teeth on older style and simpler to operate equipment.
Refurbished woodwork machinery is a sustainable way to set up your workshop with equipment that benefits from replacement components and parts. Whichever tools you choose, enjoy working on your craft and creating beautiful things from wood! | <urn:uuid:5815d7d9-eb83-4b98-9273-1fcbf0312e72> | CC-MAIN-2023-06 | https://www.expert-market.com/top-tips-for-beginners-in-woodworking/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500456.61/warc/CC-MAIN-20230207102930-20230207132930-00666.warc.gz | en | 0.924946 | 862 | 2.671875 | 3 |
Sustainable Science & Technology
What are the United Nations SDGs?
Over recent decades, humanity has made unprecedented economic and social advances. But this has come at a cost to our people and our planet.
And our population continues to grow. By 2050, estimates suggest that the number of people on the planet will have increased by 2 billion, from 7.7 billion to 9.7 million – and could peak at nearly 11 billion at the turn of the century .
We are reaching a tipping point where our current path is no longer sustainable. By the early 2030s, it is predicted that we will need more than two planets’ worth of resources to meet demand . If the world does not act now, there will be catastrophic consequences that will dramatically impact our lives and that of future generations.
We all now need to take radical action to protect our future and our planet. Achieving the necessary growth to lift people out of poverty must go hand-in-hand with strategies to tackle climate change and preserve our environment – ensuring that we create sustainable ways to live.
In 2012, the United Nations set out 17 Sustainable Development Goals (SDGs) that meet the urgent environmental, political and economic challenges facing our world. Three years later, these were adopted by all member states as a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity by 2030.
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United Nation's Sustainable Development Goals (SDGs): https://sustainabledevelopment.un.org/ | <urn:uuid:8fa37c20-2c94-41b4-9d28-438c4ca281b1> | CC-MAIN-2022-40 | https://www.emdgroup.com/en/research/science-space/envisioning-tomorrow/sdg.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337404.30/warc/CC-MAIN-20221003070342-20221003100342-00127.warc.gz | en | 0.897055 | 655 | 3.0625 | 3 |
When she enrolled at UC Irvine to study chemistry, Khanh Tran knew she wanted to pursue a career in education. Never mind that family and friends tried to steer her toward pharmacology and engineering. She’s happy in a classroom, doing things like explaining chemical reaction rates with over-the-counter antacids, a beaker of vinegar and a stopwatch.
“I really enjoy those lightbulb moments,” Tran says of students grasping science concepts. “It’s rewarding to help them gain more knowledge.”
She’s working toward a bachelor’s in chemistry and a teaching credential through UCI’s California Teach science and mathematics program. Over its course, Tran will complete at least 500 hours of fieldwork and apprentice teaching in local classrooms, honing her skills under the supervision of experienced middle and high school science teachers. This quarter, she’s finishing fieldwork at Santa Ana’s Godinez Fundamental High School.
In 2007, UCI was one of 13 universities in the nation awarded $1.4 million by the National Math & Science Initiative to develop dual bachelor’s degree and single-subject teaching credential programs modeled after UTeach at the University of Texas at Austin. UCI’s resultant Cal Teach effort aims, eventually, to produce 60 credentialed math and science teachers annually. The first cohort of 11 will graduate in spring of 2012.
Once a global leader in math and science education, the United States now ranks 25th in math and 21st in science out of 30 industrialized nations, according to a report from the Organisation for Economic Co-operation & Development. This concerns those in the scientific community such as Al Bennett, dean of UCI’s School of Biological Sciences.
“Kids through the sixth grade are little scientists; they’re very curious about the world and how things work,” he says. “For some reason, that curiosity gets beaten out of them, but we can help by educating highly qualified and motivated teachers who are passionate about math and science.”
An evolutionary biologist, he credits his eighth-grade science teacher for inspiring his love of the subject. “To a biologist, every living thing is fascinating,” says Bennett, a fellow of the American Academy of Arts & Sciences and the American Association for the Advancement of Science. “When you feel that way, it gets communicated to students even beyond what you’re doing in the classroom.”
Cal Teach addresses the growing need for skilled math and science teachers by making it possible for undergraduates to earn a math or science bachelor’s degree and teaching credential in just four years. The state’s traditional model has prospective teachers enroll in a one-year credential program after completing their undergraduate education.
The Cal Teach curriculum blends math or science subject matter and research-based teaching pedagogies, with a focus on readying students for the challenges of teaching in the state’s most disadvantaged schools. Upon graduating, students in the program are fully prepared and certified to start their teaching careers.
Rebecca Cordero, a Cal Teach junior majoring in mathematics, wants to counter the general dislike of the subject, which she thinks is fear-based. “When I tell someone what I’m majoring in, they go ‘ewww,’” she says. “What scares people most is that math is cumulative; everything builds on everything else.
“If you have an ineffective teacher one year, it can really mess you up and make it difficult to catch up. But when people have good math teachers, it helps them understand and like the subject.”
Through Cal Teach, Cordero has taught algebra to students at Santa Ana’s Carr Intermediate School and explained the science behind earthquakes and volcanoes to elementary students during a summer internship at the Discovery Science Center.
She grew up helping her younger sisters and classmates with math homework and looks forward to teaching professionally. When planning lessons, Cordero checks with her roommate, an anthropology major, to ensure that they’re engaging to nonexperts.
“I think math is so misunderstood,” she says. “Cal Teach is great at training you how to convey math concepts, such as the many different ways to solve an equation.”
Tran most appreciates the program’s emphasis on instructional methodology and how to work with California’s diverse student population.
“We’re learning teaching strategies for ESL and special-needs kids,” she says. “I feel like we’re all part of an educational movement, and I just want to put forth my best effort and achieve great things with my students.” | <urn:uuid:4d062138-1aad-40cf-8b81-ff8ec16ee89e> | CC-MAIN-2015-18 | http://news.uci.edu/features/program-fosters-future-science-math-teachers/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1430448955185.53/warc/CC-MAIN-20150501025555-00062-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.952818 | 991 | 2.6875 | 3 |
The advent of micro-blogging sites has paved the way for researchers to collect and analyze huge volumes of data in recent years. Twitter, being one of the leading social networking sites worldwide, provides a great opportunity to its users for expressing their states of mind via short messages which are called tweets. The urgency of identifying emotions and sentiments conveyed through tweets has led to several research works. It provides a great way to understand human psychology and impose a challenge to researchers to analyze their content easily. In this paper, we propose a novel use of a multi-channel convolutional neural architecture which can effectively use different emotion and sentiment indicators such as hashtags, emoticons and emojis that are present in the tweets and improve the performance of emotion and sentiment identification. We also investigate the incorporation of different lexical features in the neural network model and its effect on the emotion and sentiment identification task. We analyze our model on some standard datasets and compare its effectiveness with existing techniques. | <urn:uuid:9c49ce9f-d71a-4189-8188-eeaf0e87dcdf> | CC-MAIN-2020-40 | https://experts.syr.edu/en/publications/multi-channel-convolutional-neural-network-for-twitter-emotion-an | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600401641638.83/warc/CC-MAIN-20200929091913-20200929121913-00688.warc.gz | en | 0.947935 | 194 | 2.53125 | 3 |
PARTHENIUM HYSTEROPHORUS is widely growing weed found in abundance everywhere in irrigated and non-irrigated areas of the Punjab. As one knows that the weeds are the plants that are competitive, persistent, pernicious, and interfere negatively with human activity. Weeds have major economic, environmental and social impacts causing damage to natural landscapes, agricultural lands, waterways and coastal areas. Parthenium hysterophorus is an aggressive ubiquitous annual herbaceous weed with no economic importance unraveled till now. The aim of this article is to create awareness of the emerging problem to mankind and ecosystem and to develop measures for its control by adopting common strategy to reduce the threat of this noxious weed in Pakistan.
Parthenium hysterophorus is amongst ten of rapidly growing and noxious weeds of the world, locally called as Gajar Booti which is emerging as a severe threat to the agriculture of Pakistan particularly to Punjab. It is worldwide known as altamisa, carrot grass, bitter weed, star weed, white top, wild feverfew, the “Scourge of India” and congress grass. It is enormously detrimental to heath of flora and fauna. It may reduce productivity of crops thus a serious threat to food security in long run.
Technical name of this weed is Parthenium hysterophorus L. Its threat was identified during the last decade of previous century. Origin of this noxious weed is Mexico (Central America) from where it rapidly disseminated to Australia, Africa and Asia. In 1956, it was identified in India since then it is spreading other parts of sub-continent. It is reported to be heavily infested in China, Taiwan, Vietnam, Ethiopia, Kenya and South Africa where it has become an emerging threat to agriculture.
It is gifted to Pakistan by India as it poses through the river water resultantly; its population is increasing at drastic rate in Pakistan. In Pakistan, initially it appeared on coarse areas of residential colonies, railway tracks, roads, drainage and on the banks of irrigation canals. The survey of the Agriculture Department of Punjab reveals that Parthenium hysterophorus is rapidly shifting to cultivated areas thus posing severe threat to the production of crops. Now during summer, it can widely be seen abundantly in rice, maize and sugarcane crops. Its infestation is also seen not only to Punjab but also in KPK and some parts of AJK.
It is annual herbaceous weed having leaves light green in color covered by delicate small hair but with aging of plant density of hair reduce on leaves. Lobes are present on the edges of the leaves. It is deep rooted plant having erect and stiff stem, by the maturity of plant stiffness is reduced. Plant height is up to 2 meters. It completes its life cycle and produces seeds in four weeks in favorable environmental conditions. Its flowers are of white color having shape like star which turns to brown or black color at maturity of seed. Every flower has the capability to produce 4-5 seeds with 2mm length. Plant has the capability to produce ample quantity of seeds and is viable for long period. The seeds disseminate through wind to large areas. One plant can produce 25000 seeds and can remain viable for seven years. The rainy season is considered to be favorable for growth, development and inflorescence of this weed.
It has tendency to flourish in all type of soils but clayey fertile soils are most suitable. Seeds usually mature from March to April. Areas under relatively high rainfall favor its germination and growth because seeds require enough moisture for its germination due to the very reason its germination and growth is found to be restricted under low rainfall areas. Optimum temperature ranges from 12- 27 0C for its germination. Seed starts germination in 4-7 days under favorable environmental conditions.
This weed has been reported causing many health hazards with epidemic proportions. This weed is considered to be one of the causes of respiratory allergic problems, contact dermatitis, mutagenicity in human and livestock. Persons exposed to this plant for a prolonged period be manifested the symptoms of skin inflammation, eczema, asthma, allergic rhinitis, hay fever, black spots, burning and blisters around eyes. It can also cause diarrhea, severe popular erythematous eruptions, breathlessness and choking. The pollens of P. hysterophorus can cause allergic bronchitis to those who are exposed to it.
Owing to allelopathic characteristics of this weed, crop production can be drastically reduced. As the weed not only competes for nutrients, water, space and light with crop plants but also release growth inhibiters to neighboring flora. Moreover, it is also providing shelter to many pests of crops as well as produces carbon dioxide which can intervene nitrogen fixation by Azotobacter and Nitrosomonas present adjunct to plants thus, has detrimental effect on the fertility of soil.
It is a prolific weed plant produces many seeds henceforth; a single plant has competent to produce up to 25000 seeds. Wind, water, animals and agricultural implements are the main source for their spread to all around the ecosystem.
In the light of above comprehensive description regarding P hysterophorus, it is most concern to all stakeholders of agriculture as the pressure is mounting at rapid pace with alarming threats. Therefore, it is suggested to adopt following preventive measures for the minimal effects of the threats including uprooting of this noxious weed before flowering on small areas, on large scale integrated management strategies must be adopted, awareness campaigns must be undertaken to make this noxious weed aware among farming communities, regarding chemical control glyphosate @1 liter/acre must be applied for prompt control.
Under the above scenario, the duties of extension services have been considerably enhanced to create awareness regarding the issue through its infrastructure and print/electronic media. If it is done, it would be a great service to humanity and the country. | <urn:uuid:6a60af96-6971-44f4-a4a7-09bea8505771> | CC-MAIN-2020-05 | https://www.technologytimes.pk/rapid-multiplication-of-noxious-parthenium-weed-needs-attention/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250616186.38/warc/CC-MAIN-20200124070934-20200124095934-00082.warc.gz | en | 0.952276 | 1,197 | 3.40625 | 3 |
According to research, potholes cost American taxpayers an average of $6.5 billion per year. From flat tires to cracked rims, potholes can wreak havoc on vehicles and cause losses to property owners. Although you cannot control the state of roads outside your property, you can take measures to ensure your own property’s wellbeing.
If you want to keep your property safe from the scourge of potholes, know how to identify potholes’ formation by learning the following signs.
Excess rain is never good for asphalt driveways and pavements. During the rainy season, water seeps down to the foundation of the pavement, which results in erosion of the foundation. The varying temperatures below and over the surface cause the ground to expand and further push the pavement till it cracks.
So, remember to check for cracks as soon as the rain is over. You can also be more proactive and sealcoat your pavement before the rainy season to prevent the rain from causing damage to the pavement.
Widening cracks are another tell-tale sign of pothole development. Pavement cracks are something that you need to repair as soon as possible. Delaying repair of cracks will increase the risk of extensive damage to the pavement.
Moisture, dirt, debris, and contaminants infiltrate these cracks and find their way to the pavement’s base. Their entry initiates the deterioration process as the pavement’s base is exposed to external elements, thus widening the cracks and worsening the condition.
Crack filling and sealcoating are the best methods to repair and prevent cracks. Sweeping the pavement, and ensuring that it is clean and tidy at all times, helps prevent crack formation from the outset. Following the prescribed regular maintenance measures will help you avoid the pothole problem before it raises its ugly head.
Heavy Traffic Load
Many commercial parking lots face the brunt of heavy traffic. Heavy vehicular traffic, particularly big commercial vehicles, plays a significant role in pothole formation.
Now, this is something you don’t have much control over. You can’t turn away potential clients and customers or stop business as usual because you fear a possible pothole formation. A better strategy is to be vigilant when installing the pavement and to look for durable and long-lasting options. Also, inform your contractor of your parking lot needs before installing the pavement, especially if you’re expecting heavy traffic.
One of the most commonly used and effective methods of pothole repair is called semi-permanent pothole repair. The water and debris are removed from the pothole; then cuts are made along the side of the pothole. These cuts go down to the bottom of the pavement. Finally, asphalt patch mix is poured into the hole, and then it is compacted with a roller.
Get a free quote for the pothole repair service we offer. | <urn:uuid:9c685786-6f89-4478-9b3d-a7ebf465e33c> | CC-MAIN-2023-50 | https://actionasphalt.com/3-warning-signs-for-pothole-development/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102637.84/warc/CC-MAIN-20231210190744-20231210220744-00441.warc.gz | en | 0.929977 | 598 | 2.625 | 3 |
That Little Mine Down Morden
Contributed by Rick Morgan
On entering Morden Park the first thing you see is the 75 foot headframe built by Pacific Coast Coal Mines a century ago. Limited signage and other ruins around the perimeter provide a visual clue of what the surface site looked like then but what you don't see are the myriad of tunnels spreading out 600 feet below you. Workers once toiled in these and other underground coal mines on Vancouver Island and the BC mainland, extracting the black gold that fueled an industrial revolution which would define Canada as we know it today, a sovereign nation extending from the Atlantic to the Pacific.
There is nothing at the site to indicate who these workers were or the horrible conditions under which they worked and lived at the whim of coal masters and politicians of the day who in many cases were one and the same. All is peaceful and quiet, that crumbling headframe standing silently like a cenotaph on an historic battlefield.
In such a tranquil setting it is hard to comprehend that Pacific Coast Coal Mines once captured the attention of financial centres around the world. Foremost amongst the financiers was Colonel W. Grant Morden who the short lived mine is named after. It was he who arranged the financing for the merger of Pacific Coast Coal Mines into Pacific Coast Collieries through his connections with investors in Montreal and England. The year was 1912, the same year the shafts at Morden were started and the future for Vancouver Island coal couldn't have looked brighter. The Panama Canal was nearing completion, which would make the Pacific Coast market including the Orient more accessible to eastern industry and England. Vancouver Island had the best thermal coal on the west coast of North America and it was readily accessible so close to tidewater.
The founder of Pacific Coast Coal Mines, former Winnipeg mayor and millionaire timberman, John Arbuthnot, with New York financing headed by Luther Wishart, had secured huge tracts of potential coal measures in the Cedar area and at Suquash further north on the island through various agreements with land holders. Within the E&N Railway belt these land holders were the original preemptors who could finally apply for fee simple title including coal and mineral rights through the passage of the Vancouver Island Settlers Rights Act of 1904. At Suquash, Arbuthnot's own lumber company had secured the coal and mineral rights for much of the coal measures there. When PCCM was formed, they intended to buy out the Dunsmuir coal interests on the Island but this fell through and in 1910 Mackenzie and Mann of Canadian Northern picked up the option. Mackenzie and Mann were heavily financed by Americans J.P. Morgan and J.J. Hill of the Great Northern Railway. The purchase included the docking facilities at Ladysmith and Union Bay. PCCM with all its potential coal measures and its own dock facilities became particularly attractive to eastern investors including the Canadian Pacific Railroad which had purchased the E&N in 1905 from the Dunsmuirs.
And so who was this Grant Morden who arranged for the merger of PCCM into Pacific Coast Collieries in 1912? Walter Grant Peterson Morden was born in Prince Edward County, Ontario, on July 20, 1880, of United Empire Loyalist ancestry. After receiving his education in Toronto, he commenced studying law but soon found financial matters more to his liking and went into the manufacturing business. By the time he was twenty, he was already in business for himself and had started on his career of creating and merging companies. Shortly after 1901, Morden moved where the money was, Montreal, setting up offices in prestigious Beaver Hall Square. The city directories list him as Vice President of the Can Wood Manufacturing Company and the Montreal Bridge & Terminal Company. In 1909 he married Doris Henshaw, daughter of Charles and Julia Henshaw of Vancouver
They were to have three daughters, Patricia, Barbara, Ann, and one son John.
By the time he reached 30 years of age, even Montreal couldn't satisfy Morden's driving ambition and he moved to London, England setting up offices there in addition to his Montreal offices. Already a multi millionaire, by 1913 he was a director of the Richelieu and Ontario Navigation Company, Vice-President of Canadian Securities Corporation, Montreal, director of Murray-Kay Ltd., Toronto, director, Prudential Trust Company, director Mexican Mahogany and Rubber Corporation Ltd.; director, New Orleans Southern Railway Co.; director New Orleans and Grand Isle Railway Light and Power Co.; director Pacific Coast Coal Mines Ltd; Collingwood Ship Building Co. Ltd, and many other sterling enterprises.
Between 1910 and 1914 Morden embarked on his largest merger to date, the creation of Canada Steamship Lines. The entrepreneurs who formed the quasi monopoly included Canadian promoters through English ship-owners interested in protecting their trans-Atlantic networks. The merger involved eleven shipping companies and would completely dominate Canadian Great Lakes shipping. By 1912, Grant Morden had really arrived. To complement his elevated station in life he purchased Heatherden Hall, a Victorian estate with spectacular grounds, at Ivor Heath, Buckinghamshire,just outside London. He immediately set to transforming the mansion adding a huge ballroom and Turkish bath. He and Doris entertained lavishly, his home becoming a retreat and meeting place for politicians and diplomats. In 1921 the agreement to form the Irish Free State was signed at Heatherden.
During the early months of the war Morden acted as staff officer in England to his close associate, Sam Hughes, the Canadian Minister of Militia, from whom he received the honorary title of Colonel. He soon gave this up and ventured into Switzerland and Germany seeking "dope" for British airplanes. The air machines of that era were covered with a cellulose acetate fabric popularly known as "dope," which made them taut, wind resistant and weatherproof. Entering into an agreement with the Swiss manufacturers he soon became Chairman of the British Cellulose and Chemical Manufacturing Co., a corporation heavily financed by the wartime government. Professing his actions as patriotic, he nevertheless profited greatly resulting in the Dope Scandal enquiry following the war.
He entered British politics in 1918 serving as the Conservative member for Brentford and Chiswick until 1931. He is considered the main driving force behind the creation of a separate Canadian air force, writing a memorandum advocating this in early 1918. A conference was then held with the British Air Board in March of that year and the Canadian Air Force was formally established on November 20, 1918. In 1920 he added newspapers to his list of businesses, buying "The People" and shortly afterwards playing a major part in arranging the financing for Odham's Press Ltd. when it absorbed John Bull.
Also in 1920, Morden, now aged 40, announced his last great venture, the creation of the British Empire Steel Corporation. The colossal undertaking involved industrial and financial combinations for the development of Canada's resources and trade and included the merging of the Nova Scotia and Dominion steel and coal monopoly, Canada Steamship Lines, other shipping ports and steel mills. Backed by some of the largest steel concerns in England it was slated to become the greatest industrial organization in the British Empire. It was coal and iron that made it possible for the ships of Britain to go to the four corners of the earth and bring back the cargoes England needed. Combining English industrial expertise with the resources of the colonies and maintaining a great fleet of ships would assure that the British Empire would maintain its position of pre eminence in world trade. The conglomerate only lasted 8 years, was in constant financial crises and filled with labor strife.
By 1930 Grant Morden, now 50 years of age, was bankrupt and two years later he was dead. His palatial estate, Heatherden was sold at a fraction of what he had paid to satisfy creditors. The purchasers who included J R Rank turned the property into Pinewood Studios and the mansion has been featured as a movie site in numerous films including the James Bond films, the Carry on films and Midsomer Murders. Another legacy of the owners when Coal was King...
And that "cenotaph" at Morden, an ideal centerpiece to honor the mine workers, continues to deteriorate. Pity. | <urn:uuid:f610fc03-2c21-457c-a4d6-59e829c8ec88> | CC-MAIN-2017-47 | http://mordenmine.com/little_mine_down_morden.php | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934803848.60/warc/CC-MAIN-20171117170336-20171117190336-00358.warc.gz | en | 0.975808 | 1,679 | 2.734375 | 3 |
The New Literacies
Are you familiar with the Pacific Northwest tree octopus? Most likely not. Good thing there is a website on the Internet to tell you all about it! According to the tree octopus site, this solitary cephalopod resides in the temperate rainforests of the Olympic Peninsula on North America's west coast. It is amphibious but lives in trees, spending only its early life in water. It has eight arms, complete with sensitive suckers, and a soft body, just like a regular octopus. It is intelligent and inquisitive. And it does not exist.
Surprised? Again, most likely not. But 25 seventh-grade, high-performing online readers, when directed to the site in a recent study by the New Literacies Research Team at the University of Connecticut, all thought the Pacific Northwest tree octopus was real.
"Knowing truth from fiction on the Internet is a huge problem," says Kenneth Eastwood, superintendent of Middletown City (N.Y.) School District. "Students might be good researchers, but they tend not to scrutinize the information."
Apparently high-performing online readers are not so high performing after all. And those 25 students were the same top students who, when first surveyed from a larger pool of 800 students in urban Connecticut school districts, said, "You can't trust everything you see online." But you can always trust a tree octopus. (Or maybe that's a mountain walrus. Check the site.)
It might seem that evaluating information online-just one form of "new literacy"-and reading a book-more of a foundational literacy-are pretty much the same thing. After all, you can't trust everything you read, either. But there are differences. And those differences, when brought into the classroom and incorporated into curricula, are enriching the educational experiences of many K12 students. Unfortunately, many administrators, although they are beginning to recognize the need to revise their districts' media skills instruction, lack the resources, and more importantly the vision, to bring the new literacies into the classroom.
21st Century Skills
Foundational or traditional literacy is about print on a page, or decoding and making sense of words, images and other content that a reader can string together and then begin to comprehend. They are the words and pictures students read and pore over that are contained in textbooks, in novels, on standardized tests, and even in comic books.
The new literacies encompass much more. Their utility lies in online reading comprehension and learning skills, or 21st century skills, required by the Internet and other information and communication technologies (ICTs), including content found on wikis, blogs, video sites, audio sites, and in e-mail. They require the ability not just to "read" but also to navigate the World Wide Web, locate information, evaluate it critically, synthesize it and communicate it-all skills that are becoming vital to success in this century's economy and workforce.
What complicates the situation is that there is a growing gap between what today's students do in school and what they do at home. According to a recent Pew Internet and American Life Project study, "The Digital Disconnect: The Widening Gap between Internet-Savvy Students and Their Schools," students are spending 27 hours a week online at home, compared to an average of 15 minutes per week at school. "It's hard to develop online skills in traditional classrooms when so little instructional time is online," says Susan Patrick, president of the North American Council for Online Learning. "Online learning is not this separate silo that we might need to use as a tool." Administrators should have such learning weaved into classrooms, she adds.
Today's students, the "digital natives" as they are sometimes called, are practically inseparable from their computers, video games and the Internet. Moreover, a recent study by the National School Boards Association found that 96 percent of students who have online access use the technologies for social networking such as blogging, sharing music, instant messaging, and posting their own movies. Not exactly the first thing you think of when you imagine a classroom.
And although digital natives may be tech savvy, they don't use a lot of information, or at least they don't know how to think critically about the information they use. They need guidance on how to find the best information most efficiently and determine fact from fiction.
"Technology and knowledge in general are growing at an exponential rate," says Mary Colombo, assistant superintendent of curriculum and instruction at Hopkinton (Mass.) Public Schools. "Where do you find it? How do you gather it? How should you use it?"
New Literacies Research Lab
At the New Literacies Research Lab at the University of Connecticut, tucked amid the rolling hills of northern Connecticut, researchers are conducting studies on the state of new literacies in schools and encouraging district leaders to realize the importance of such technologies, particularly in middle school. The six-year-old research lab, with $8 million in private and federal funds for research, professional development, assessment and curriculum development, is the most widely recognized center worldwide for doing such research. And the 14-member team develops research-based evidence to prepare students in these new skills.
The lab's co-directors, Donald Leu, Douglas Hartman and Julie Coiro, maintain that it's high time for school districts to focus on this new form of literacy. "It's a huge challenge because we've never been in a position where every month or every year there are new reading and writing skills that you have to acquire because there are new technologies," Leu says. "We've had the same technology for 500 years. We have basically been reading books. Who knew about wikis or blogs" just five years ago?
But few, if any, of the new literacies have found their way into the American classroom. "Indeed, many seem to be resisted overtly by deliberate educational policies or covertly by educators who sometimes are not nearly as literate with the Internet as the students they teach," according to Leu and others at UConn, who wrote a research paper, "What Is New about the New Literacies of Online Reading Comprehension?"
Economically challenged districts have little incentive to include online reading skills in the instructional program because they face pressure to raise reading test scores on assessments that have nothing to do with online comprehension. As a result, many students are not taught these online skills, especially those students who require the most support-and who have the least access to the Internet at home.
"And think about the wealthy districts," Leu says. "The kids have the Internet at home. When they come to school, the teachers, the superintendents and the administrators feel less pressure for AYP, and so they're integrating the Internet more into the classroom. They're getting the skills. And the kids who are the lowest- performing students on state reading assessments are being denied them just because of the pressure of these tests."
Among the UConn lab's various studies, one with the North Central Regional Educational Laboratory/Learning Point Associates created an online reading comprehension assessment. It asked seventh-graders from a Connecticut district first to download a document from a blog post, requiring them to search the web, and to post a new blog message to communicate what they found. The results showed no statistically significant correlation between scores on state reading assessments and students' performance on online reading assessments. It suggests that there's "something different going on here," Leu says. "That's highly unusual in the reading world-all reading comprehension assessments correlate with one another."
New Instructional Models
Under the lab's experimental study with Clemson University in South Carolina, Teaching Internet Reading Comprehension to Adolescents, the research team is now developing a three-phase instructional model for teachers, called Internet Reciprocal Teaching (IRT). This year the team will randomly choose seventh-grade classroom teachers in Connecticut and South Carolina to receive instruction in the new literacies using the model.
Another study underway in California is ascertaining the contexts in which students learn new literacies best. "It's a qualitative study where one of the doctoral students is watching new literacies being introduced to the classroom, and the kids are the informants to the researcher," Leu says. The doctoral student learns the context in which the students' new skills are acquired, such as from a teacher or another student, or from something the student decided to do on the Internet or from something that was assigned. "That information is really going to be important to understand what contexts facilitate the acquisition of new literacies," Leu says. "Is it when the teacher tells you directly, or is it when students explore something and figure something out? And those contexts are important as we think about integrating these things into school classrooms."
Ironically, the federal No Child Left Behind law includes an Enhancing Education Through Technology section mandating that every student become technologically literate by the end of eighth grade. But there are few, if any, federal funds going to schools under this mandate, and the law doesn't clearly define the mandate, Leu and Hartman say. Every state has technology standards, but they go untested, which makes real change difficult to achieve.
Joseph Cirasuolo, chief operating officer of the American Association of School Administrators, agrees that these new skills are about the present, not just the future. "Until we change assessment laws or NCLB starts to test for these skills, I think we'll have a major time problem" where the school day and year is limited, he says. "This will be a bigger problem in school districts that serve children who don't test as well."
"Technology literacy is endangered by well-intentioned educators trying to create checklists and tests," says Dennis Harper of Generation YES, which provides programs for youths to improve their education through technology, such as TechYES, which is a technology literacy certification program for sixth- through ninth-graders. "And they artificially put an end to the process. Technology should open new doors to students, not limit them." Leu adds, "This is really critical — it's not only that there are new reading skills and strategies involved, but our public policies, because they're not in tune with what's going on, are actually preventing the kids we care about the most from acquiring these skills."
Learning from Other Nations
As news reports proclaim that the world is getting "flatter" as a result of a rise in economic and workforce competition from foreign countries, there are signs that the U.S. educational system is not taking the new literacies seriously enough, Leu and Hartman say. The National Assessment of Educational Progress-the nation's report card-has no plans to test such skills at least for another 10 years. And the United States is not participating in the 2009 PISA reading assessment, which is a worldwide assessment for 15-year-olds conducted every decade by the Organization for Economic Cooperation and Development.
The 2009 assessment will include online reading literacy skills for the first time. "Assessment needs to be part of it," says Colombo. "We must know how what we're doing is helping students and what new skills they're leaving with when they're out of school."
By contrast, other nations around the globe, particularly developed nations, are taking the new skills quite seriously. Finland, for example, has a national training model for teachers to integrate the Internet and other ICTs into the classroom. The government gives five weeks of paid release time for professional development to all teachers, Leu says. "They know their kids are going to have to compete with other kids," Leu adds. "And they also have a priority for an information technology economy. They're very focused on that."
Ireland is following a similar path. "It's a boom economy right now," Leu says. "It's being called a 'Celtic Tiger.' More software is manufactured in Ireland than in the United States today, and it's because they have a trained workforce. They've invested in integrating technology into their schools so that kids know how to work in an information age, and major companies have been setting up their headquarters in Ireland because they have a trained workforce. Ireland is importing workers now because their economy is so strong. It used to be that they sent their sons and daughters away when they didn't have enough jobs."
The United Kingdom has just developed a national ICT literacies assessment that's being piloted in schools, and in Japan the government subsidizes Internet access in 98 percent of all households because it knows that kids spend more time reading outside of school than they do inside, Leu and Hartman say. In Mexico, there is a national policy to make Internet access available to all schools in all classrooms and all homes in the next 15 years. And all of Singapore's high schools are using online learning, Patrick adds.
Fortunately, there are pockets of hope in the United States, as various states and districts have taken steps to alter the educational technology landscape. The International Society for Technology in Education encourages administrators across the nation to use the new literacies in classrooms. And the Partnership for the 21st Century Skills, a national advocacy organization focused on infusing 21st century skills into education, recently started joint partnerships with Maine, South Dakota and Massachusetts to bring 21st century teaching and learning skills to students. Other states are also getting involved, including Michigan, North Carolina and West Virginia. Gov. Michael Easley of North Carolina and Gov. Joseph Manchin III of West Virginia realize that students must move beyond mastering instant messaging and MP3s and cope with the bigger demands of the new literacies.
For example, North Carolina has been losing jobs in the textile and clothing industries over the past few years, so Easley's development strategy is designed to introduce more high-skilled jobs. The North Carolina Center for 21st Century Skills is working with business leaders, educators and policy-makers to ensure that all high school students will graduate with new literacy skills that are relevant to jobs today. Among its plans, the center has a program to create smaller learning communities that make class work relevant to contemporary workplaces. It also created Learn and Earn, a one-year high school extension program that allows students to earn two years of college credit or an associate's degree.
West Virginia has also lost jobs in the coal and mining industries, so Manchin implemented the West Virginia 21st Century Skills Initiative, a 30-member board of key leaders, including teacher union and higher education representatives, which is working to restructure the state's education system to integrate 21st century learning and implement online professional development tools.
Wisconsin has a book full of ICT standards, but the difficulty is weaving them into core subject standards that were implemented before the ICT standards were born, according to Barry M. Golden, educational consultant at the Wisconsin Department of Education. "I believe we are ahead of the game with the standards but are far from having them fully implemented, in great part because we don't have the resources at the state level, nor do the districts have the resources at the local level to deliver the training necessary for full implementation," Golden says. "I think it's imperative that the nation look at the challenges facing us in most content areas, 21st century skills, problem and project-based learning, and technology integration in general and conclude that the K12 enterprise must go on a massive retooling effort."
Reaching Out to Districts
In districts where the UConn lab is working, administrators are starting to think about the digital disconnect-the gap between how often students use the Internet at home compared to how often they use the Internet in school. But Leu reiterates that administrators are at different levels of awareness.
Tim Lauer, the principal of Meriwether Lewis Elementary School in Portland, Ore., not only is aware of the technological gulf between what students do in school and at home, but he also points out that the way students conceptualize information is so radically different now from when he was a student four decades ago. "Students are more connected now than ever. They don't even look in books. It's actually really funny as far as where they go to get information. They don't even know what yellow pages are," he says.
School change must start from the top, Leu and Hartman stress. Early on, the research team prepared dozens of Connecticut high-level administrators to work with new literacies over a three-year period, under a Bill and Melinda Gates Foundation grant with the Connecticut Department of Educational Leadership. "We had a series of workshops around the state and we had groups of 40 or 50 people in them to show them what new literacies were, trying to get them to understand these things," Leu says. "If you don't have leadership it's not going to happen. If you're going to change schools, you have to have a vision for it."
While the research lab can offer no primer or "how-to" list that administrators can follow, Leu says, it's key for administrators and teachers to spend time every day online. "If they don't live online, how are they going to communicate to kids how to do these things that they themselves don't do?" Leu asks.
Beyond leadership, Leu says that revamped curricula and preservice teacher education will support teaching new literacies to students. "We've got to coach current teachers to become newly literate, understand how to use the Internet, so they can pass along a lot of those skills, and then we have to implement effective instructional models," he says.
At the Middletown district-where administrators are working to enhance its curriculum with new technologies through a federal Enhancing Education through Technology grant-Eastwood agrees that to address the most important issues one must first properly train the teachers in instructional technology. "New teachers do not do very well with technology integration skills in the classroom," he says.
Hartman's grant with preservice teacher education, funded by the Carnegie Corporation of New York and called the Adolescent Literacy Preservice Initiative, is designed to develop and implement an innovative program of teacher preparation for candidates in secondary math and science education that focuses on foundational print literacy as well as the new literacies. "All of this is gradually receiving greater attention, but the change is huge," Leu says.
Hartman plans to work with a school in the Manchester (Conn.) School District this year, focusing on how teachers already use online reading and writing every day, and then have administrators think about how such technologies can be integrated more fully across grade levels. As teachers develop the skills and language for building a professional school culture, then educators can think about "logical and natural ways to fold" online reading into what the students could and should be learning about using the Internet and other communication technologies, Hartman says.
Patrick believes that school leaders also need to be clearer about their mission, which should be to prepare students for the Information Age and to ensure teachers have online teaching credentials. "I'm going to push our teacher education schools to include these skills" and get certificates, she says. Boise State University is one such example, she explains. It is working with Connections Academy, a free K11 public school distance-learning program, to encourage standard classroom teachers to receive online training skills.
Districts Ahead of the Curve
The lab researchers have worked with more than 500 K12 education leaders in states such as Connecticut, New York and South Carolina who are "starting to get it" and understand "the enormity of the challenge," Leu says.
At Meriwether Lewis Elementary, Lauer oversees classes in digital arts for third-, fourth- and fifth-graders. Held in a computer lab outfitted with 30 Apple MacBook computers, students delve into every subject from filmmaking to music composition to digital photography, but some of the most interesting lessons merge Internet-based programs like Google Earth with 3D modeling and city building programs like SimCity Societies and Google SketchUp. "Students capture real earth images from Google Earth and then expand on them with the other software," explains Lauer. "Each kid gets his or her own property lot to build on."
Lauer says students use web-based search engines like Google to "research zoning and construction issues" and through the software learn the importance of planning and sticking to a budget. Students also share their ideas with classmates and respond to each other's work through a "construction diary" blog.
Scarsdale, New York
This fall, Scarsdale (N.Y.) Public Schools will begin offering a yearlong course through its Teachers Institute on the new literacies so district teachers can collectively examine the pedagogical nature of the technologies and incorporate them into classroom teaching models. The course is inviting national experts in the field to investigate the research that's being done and make recommendations on how participating educators can use the technologies to improve student learning.
"One of our goals is for students to read better online," says district technology director Gerald Crisci. "Becoming more critical, knowing the importance of the source, knowing how to navigate are all examples of what we're trying to do."
But Scarsdale computer teacher Jodie Giroux stresses that the phrase "new literacies" is almost a misnomer, because what should be achieved is "balanced literacy," or a comprehensive literacy that incorporates traditional print media, electronic media and everything in-between that makes connections among various forms of content. "This is nothing 'new,'" says Giroux. "It's much more like taking what we already know and applying these new technologies to it. It's a good commonsense approach to teaching literacy, in every sense of the word."
The Scarsdale district also has an intensive Capstone Project for fifth-graders in which they choose and research a topic of their own and make a presentation at the end of the year. Giroux says that "inquiry research" is central to the project's ideals. Students are taught the value of framing good questions, how to make connections, and how to research both in print and online. Teaching students how to read web pages and how to find sources on the Internet is paramount, she adds.
Additionally, Paul Folkemer, assistant superintendent of instruction, not only "gets" the importance of new literacies and web 2.0, but he runs and maintains a current events blog for all the district's students. He often reads news articles from various online sources, chooses one he believes will be interesting for young people, rewrites the story himself, posts it to the blog, and poses questions that he thinks will be debated or considered.
"Critical reading is one of the new literacy skills, and the current events blog is an effective strategy for teaching critical reading because students connect the content to their lives and then accurately respond to what they have read," says Folkemer. "The blog gives students an opportunity to read, think and respond in writing to events and issues that are important for them to understand as citizens of democracy."
Folkemer says that whenever he adds a new story to the blog, an e-mail is sent to more than 80 teachers in the district who incorporate the blog articles and questions students raise into their own lessons.
Online and technology literacy is part of the success of Connections Academy, a virtual public school based in Baltimore, according to Patricia Hoge, senior director of curriculum and instruction. The academy offers a course, Educational Technology and Online Learning, every year in which students learn Internet safety skills, how to navigate search engines and how to distinguish bogus from authentic sites. Middle school students also learn about intellectual property rights and plagiarism. Assignments are directly related to class work. "We certainly have them well-positioned to move out into the world and use technology skills on a daily basis," Hoge says, "and not just sit in a computer lab once a week."
Monroe (Conn.) Public Schools is part of a group of districts turning to organizations such as the Partnership for 21st Century Skills to explore the educational potential of new literacies. The district held a retreat this past summer for school administrators at which they reflected on what 21st century skills are and what it means to have those skills. Assistant Superintendent Richard Canfield, who is also concerned about teaching life skills and lessons in personal finance, says, "Improving these literacies is an enormous task. It is important in every single subject."
Engagement and Motivation
Despite the fact that many students struggle with traditional reading, they're still engaged when they're online. And engagement means they are more excited in school and less likely to drop out. "We think we get spillover into traditional reading," Leu says. "We think we'll get engagement and motivation even with these kids because we'll be integrating reading where they get to control where they're going. We give them a problem to solve and they get to decide where to go."
Leu feels that the much-needed technology shift in American schools might just boil down to patience. "But other nations are doing this stuff," Leu reiterates. "Meanwhile we're still struggling here with the best technology in the world, the most access in the schools, and one might argue the least use."
- Connections Academy, www.connectionsacademy.com
- Generation YES, www.genyes.org
- Meriwether Lewis Elementary School, www.lewiselementary.org
- Middletown City (N.Y.) School District, www.middletowncityschools.org
- New Literacies Research Team, www.newliteracies.uconn.edu
- North American Council for Online Learning, www.nacol.org
- Partnership for 21st Century Skills, www.21stcenturyskills.org
- Scarsdale (N.Y.) Public Schools, www.scarsdaleschools.k12.ny.us | <urn:uuid:67f823df-f39c-47d4-8ddd-89745fff6220> | CC-MAIN-2018-39 | http://www.readingrockets.org/article/new-literacies | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267159193.49/warc/CC-MAIN-20180923095108-20180923115508-00261.warc.gz | en | 0.963484 | 5,344 | 3.4375 | 3 |
Donald Marshall Jr.
Donald Marshall Jr, born on September 13, 1953 in Sydney, Nova Scotia, was a Mi’kmaq man from Canada who was accused of murdering acquaintance Sandy Seale when he was seventeen. Marshall and Seale had been walking together in Wentworth Park after a dance. Soon, they were approached by Roy Ebsary and Jimmy MacNeil, who asked them for a light. During that ensuing scuffle, Seale was killed.
Marshall was arrested and charged for the murder, and was convicted less than six months later. However, Marshall was not guilty of murdering Seale. He spent eleven years in prison before being released on parole in 1982. Ebsary, who seemed to have been the real murderer, was convicted of manslaughter and received a sentence of three years.
In 1990, Marshall was exonerated with a royal commission, and then was awarded $700,000 of compensation.
In 2007, he married Colleen D’Orsay, who, in 2008, reported that Marshall had only received $156,000 of compensation from another sum of nearly $2,000,000 promised to him from the Atlantic Policy Congress of First Nations Chiefs Secretariat.
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Back to Crime Library | <urn:uuid:005b0def-693f-4345-b584-9cd1528b7d31> | CC-MAIN-2020-29 | https://www.alcatrazeast.com/crime-library/famous-prisons-incarceration/donald-marshall-jr/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655896932.38/warc/CC-MAIN-20200708093606-20200708123606-00396.warc.gz | en | 0.989244 | 262 | 2.796875 | 3 |
Sulphur, Soot and Cars: The Cause of Lung Cancer Scare Feb 21, 2018 19:10:12 GMT
Post by Dan on Feb 21, 2018 19:10:12 GMT
Sulphur, Soot and Cars: The Cause of Lung Cancer Scare
Question: What happens when you pump millions of tons of factory chemicals and car exhaust fumes into the atmosphere, for over 100 years?
Answer: You blame the deaths on smoking.
Comment: "Recently I read an article in which some doctors were surprised that there were still too many cases of lung cancer, even though smoker numbers have significantly decreased, and even occurring in people who never smoked or were never around secondary smoke. BUT they all drove. I'm wondering if vehicle exhaust is the real culprit, and cigs just helped make matters worse."
The question begins by looking at the facts, and so first of all, lets take a look at the global rates of smokers in the past 100 years:
Now lets look at the global cases in which Cancer caused death during this time:
You may notice that most of the countries shown here mark an increase in the rate of Cancer, even though the number of smokers has halved in the past 40 to 50 years. In China and Hong Kong, the number of smokers has significantly increased by the Millions in recent years, to take over from the decline in smoking in the west, but the graph shows the number of Cancers reported in China is going down, perhaps due to the switch from Coal and Oil generated electricity supplies, to solar and Nuclear. However, the rate of cancer is still high in China due to the vast amounts of Soot, Carbon and Sulfur still being pumped into our bubble of breathable atmosphere.
This problem has lead scientists to investigate why the level of Cancer is going up, while smoking has been vastly cut down. One problem is that fact that fumes sent into the atmpsphere have nowhere to go, and after so many years, the effect of the Industrial Revolution are only just being discovered, by Soot and Carbon particles in our lungs. Much of the localised, high density, low altitude cancer inducing particles are caused by cars, mostly petrol cars (because there are more of them) but also diesel cars are even more toxic.
"One in three cars in Britain runs on diesel, and 95% of diesel cars emit more nitrogen oxides than is legally allowed, x15 times more in the case of the Jeep Grand Cherokee. Two-thirds of petrol cars break the carbon monoxide limit, and 10% break the nitrogen oxides limit too. "
Scientists admit that air pollution is a factor in "at least 30,000 deaths each year in the UK, although scientists are struggling to disentangle the damage caused by nitrogen dioxide from that caused by particulates, or soot." Three recent studies were analysed by the UK government, in which they found Sulfur Dioxide and Nitrogen Oxides were significantly harming the general public, although two of the studies didnt bother to factor in smoking, presumably because smoking isnt a major impact on global air pollution.
Air pollution at this level for 10 more years will put a Generation at Risk, say officials.
Sulfur Dioxide is known as SO2, and it is clear that even with increased allowances in the regulations, sources still went over the limit.
This means the air quality in the 21st century is many times more polluted than it was in the 19th Century, and the reason for it is the global distribution of pollutants, of which Sulfur Dioxide only makes a very small part of the stuff which gets pumped out globally, on a daily basis.
The most common cause of Lung Cancer is Airborne Particles.
In the graph above, we can see China (east Asia) is producing more emissions that even the whole of North America managed at the height of its hayday, and looks set to overtake the highest recorded emissions for the whole of Europe soon. This means while the West is taxing companies and forcing them to reduce emissions by fractions, China makes sure global pollution levels continue to rise. This continues while global car emissions continue to rise, especially in developing countries.
Lung Cancer in people who have never smoked a cigarette in their life is the 7th most common cause of death in the world. The reason for this rise while smoking rates continue to fall indicates no correlation between smoking rates and Lung Cancer deaths. In fast compared to breathing industrial chemicals and solvents, or car exhaust fumes, smoking the occasional ciggie is almost harmless - and can actually help the immune system to become stronger, to combat infection and disease! | <urn:uuid:6b2a49fa-ae32-469b-8831-4c758b513e5b> | CC-MAIN-2020-24 | https://talkinsmokingculture.boards.net/thread/663/sulphur-soot-cause-cancer-scare | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347387155.10/warc/CC-MAIN-20200525001747-20200525031747-00280.warc.gz | en | 0.959555 | 955 | 2.578125 | 3 |
Why does English have so many words?
English has many, many words. The full version of the Oxford English Dictionary has 20 books containing around 170,000 words commonly used, so there are lots to choose from. But why – and where do they come from?
Many words in English seem to have the same meaning, but often there is a subtle difference. The reason for the number of words is because the English language has been influenced by many things:
- Invasions by the Anglo-Saxons, Vikings and Normans, who all brought their own words.
- Influences from Latin (once used by scholars and in religion) and, indirectly, Greek
- Words taken from languages across the world, including Inuit (kayak, anorak), ancient Egyptian (ebony) and Hindi (pyjamas).
- The English language has a flexible structure which makes it easy to create new words where needed (cyberspace, freelance).
- People – especially authors and scientists – who have invented new words. For example, the words jubilant, stunning and terrific were all inventions by the poet John Milton
But how many words do you actually need? Research in 1925 discovered that just 9 words make up 25% of common English usage: are, be, have, it, of, the, to, will and you. Most people can manage with about 500 to 1,000 words in daily life. People with English as a first language use about 5,000 words regularly, but often understand about 25,000.
Sometimes using many different words in writing/speech can make you seem more educated and intelligent (use a thesaurus to find different words with a similar meaning). However, doing it too much can make you seem insecure: a survey in 2020 of 64,000 dissertation titles found that fancy words were used more by people from a low status university.
A lot of words are only used for official documents or in a particular industry or profession. Lawyers often do this. Here are three examples used in the new laws that came out during the Covid-19 coronavirus crisis of 2020. Most people would need to look at a dictionary for these:
- appurtenance (a-pur-tee-nans) an object that is an accessory to a way of life
- indemnify (in-dem-nee-fie) to pay if there is financial loss
- connivance (con-ie-vans) when you know something bad is happening, but you don’t stop it
It is also worth knowing that different social classes use words in different ways. This can lead to snobbery when people use the ‘wrong’ words. Confusingly, the same word might be used by both groups, just with a different meaning. Here’s a list of common words that are influenced by social class that might help you when nanny wants some tea…
|Working class/middle class||Upper middle class/upper class|
|nan (or nanny)||grandmother (or granny)|
|a cuppa||tea (drink)|
|afternoon tea||tea (light meal)|
|lounge||sitting room/drawing room|
|ta-ta or ta-ra||goodbye| | <urn:uuid:5fa74bef-c552-4450-84e9-039fe1127b3e> | CC-MAIN-2023-50 | https://britainexplained.com/why-english-has-so-many-words-for-the-same-thing/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100781.60/warc/CC-MAIN-20231209004202-20231209034202-00849.warc.gz | en | 0.942862 | 686 | 3.1875 | 3 |
In many cases these students:
- never intended to plagiarize, or cheat.
- did not realize their behaviour was considered academically dishonest.
- simply did not know how to properly cite.
Avoiding plagiarism is not easy. It will require your student to be diligent and vigilant in their academic work.
Brock’s Academic Integrity program promotes AWARENESS, to ensure that students can develop the SKILLS and gain the KNOWLEDGE they need to be academically successful.
Your student will need:
- to be aware of the academic expectations placed on their academic work.
- to develop their academic integrity skills.
These are importants steps to your students academic success.
The easiest way for your student to help themselves… is to ASK | <urn:uuid:60c448d8-c393-4fd5-8b17-4cbe0da11ba2> | CC-MAIN-2014-35 | http://www.brocku.ca/print/19819 | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500832052.6/warc/CC-MAIN-20140820021352-00379-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.957905 | 161 | 2.8125 | 3 |
Dogs and horses are man's two best friends. But while the dog was the first animal domesticated by early humans, the horse was the last. This was because the horse's virtues – speed, power and stamina – made him a tough animal to get close to.
However, once domesticated, the horse has had a decisive influence on the history of humankind.
Early humans and horses first met some 50,000 years ago, but at the time they were used as a source of food. Archeological evidence shows that Cro-Magnons learned to herd the horses into a natural cul-de-sac to make them easier to hunt.
By 9000 BC, the practice of animal husbandry had begun in parts of present-day Iraq. Cattle were kept as livestock because they were more tractable and easier to handle, providing labor, skins and food.
Horses do not appear to have been domesticated until 5,000 or 6,000 years ago. This was a process that began at different stages all over the world. However, no one knows exactly when the first person decided that riding a horse was better than walking. According to the informative Encyclopedia of the Horse (by Elwyn Hartley Edwards: DK Publishing: 1994), horse riding may have begun by chance when someone climbed on top of an older, calm mare.
However it began, the advantages of riding soon became obvious. Relatively long distances became more manageable, herding livestock and warding off predators became more efficient, etc. It didn't take long for these early riders to begin to develop the principles of horsemanship.
It also didn't take long before horses were pressed for service in war. China saw the first domestication of the horse around 2300 BC during the period of the Lungshan. War chariots drawn by horses were introduced to China in the midst of the Shang Dynasty, around 1450 BC.
In the Near East, roughly around 1500 BC, all metal bits were first utilized. Light chariots were being increasingly employed for warfare purposes, which called for stronger more durable control system for the assembly of horses.
Roughly around 1340 BC, a man named Kikkuli began a horse-training establishment. Kikkuli was the horse manager for the Hittite king Suppililuma. As a result of his methods, the Hittites developed into an impressive authority, in turn strengthening the bond between man and his horse.
Xenophon, a Greek who lived from 430 BC to 335 BC wrote the earliest recorded guidebook on the riding horse. "The Art Of Horsemanship" began a long and magnificent relationship between man and horse.
The Roman army was primarily a cavalry-operated power. Used in conjunction with foot soldiers, cavalry tactics would persist for thousands of years, until the mechanization of war made the horse all but obsolete.
The Middle Ages began with the collapse of the Roman Empire and lasted over 700 years. The horse became the primary vehicle for warfare and hunting, as this was a time of religious wars and barbarian assault. Travel at this time was dangerous as roads were in disrepair and relations between kingdoms were strained. During this time, horses were bred to meet the necessities of the Mounted Knight. The great war-horses, called destriers, were developed during this time. Over the next several hundred years, horses were bred and used for these purposes.
In the early 1700s, Rhode Island served as America's primary horse breeding region. Before roads were built to join the towns in America, horses served as the primary mode of transportation. Horses were an important part of the migration west, pulling man and his supplies across the large expanse of land. In the 1800s, the horse was the vital ingredient in urban life. He pulled cabs and carriages allowing man to travel quickly around town.
Today, horses are used for many purposes. Mostly used for pleasure, there are still some areas of the world that employ horses for work. The horse has seen man through many changes along the way, and has remained a loyal worker and companion. | <urn:uuid:56d5f069-f9c2-45ab-84c9-6b1858e927b1> | CC-MAIN-2022-21 | https://www.petplace.com/article/horses/general/history-and-domestication-of-the-horse/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662550298.31/warc/CC-MAIN-20220522220714-20220523010714-00517.warc.gz | en | 0.986816 | 836 | 3.75 | 4 |
I grew up in Central Washington along the Columbia River. It was sad to hear each year about drownings in the Columbia and Wenatchee rivers.
The King County Health Department warns people to use extreme caution around open water, especially this time of year.
In 2007, 24 unintentional drowning deaths occurred in King County. Fifteen of the drownings took place in open water such as rivers, lakes, or Puget Sound. Six of them — 25 percent of the yearly total — occurred during the months of May and June, when waters are still very cold from winter runoff.
See this information from the county on how to avoid trouble in open water.
If you’re a boomer grandparent, be aware that children ages one to four drown most often in residential swimming pools.
According to the Centers for Disease Control, most young children who drowned in pools:
- Were last seen inside the home.
- Had been out of sight less than five minutes.
- Were in the care of one or both parents at the time.
Here are drowning statistics from the King County Health Department’s Web site:
In the United States
The centers reported that more than 4,000 unintentional drowning deaths occur in the United States annually. This figure does not include boating-related drownings.
The U.S. Coast Guard reported 697 boating-related fatalities and 3,451 boating-related injuries in 2005. About 70 percent of these boating-related fatalities were drownings.
In Washington state
From 2000 to 2004, the Washington Department of Health reported 521 Washington residents drowned. One hundred and eighteen of these deaths were children and youths aged 17 or younger.
In King County
Between 2000 and 2004, the Washington Department of Health reported 131 King County residents drowned; 23 of these deaths were children and youths aged 17 or younger.
Public Health – Seattle and King County determined that 31 people unintentionally drowned in King County in 2006. Five of these deaths were children aged 14 or younger and all of these deaths were preventable.
To prevent drownings, see this information from the King County Health Department.
For details on the legal liabilities associated with a residential swimming pool, see Drowning Season Opens; Pools a Major Menace to Children, an article by www.consumeraffairs.com. | <urn:uuid:f43cfa75-a247-48d7-a92c-17690f153343> | CC-MAIN-2016-40 | http://blog.seattlepi.com/boomerconsumer/2008/05/22/its-drowning-season-use-vigilance-around-open-water-swimming-pools/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738662698.85/warc/CC-MAIN-20160924173742-00239-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.958198 | 480 | 2.734375 | 3 |
Form or Thinking?
A further problem with talking about ‘form’ (the essay, the report) is that it can stop us from thinking about thinking. What kinds of thinking do students need to employ to do well in a task or on a course? What do they have to know in order to do this thinking? How will their knowledge and their thinking come together?
The report form, for example, involves several kinds of thinking and communication: identify and explain a problem, explain a process, describe, compare and prioritise findings, select and explain visual representation, interpret and evaluate significance… To write an effective report students need to do all of this thinking, but simply asking them to write a ‘report’ may not be the best way for them to learn. It may be more productive to devise tasks that focus on developing aspects of the thinking and its expression.
The eventual goal may still be for students to write good reports. The key point here though, is that if you take a thinking approach to writing, you can find yourself setting different sorts of writing or at least setting writing differently. The next page, Writing for learning, has an example of this.
For other useful further reading, see Writing Across the Chemistry Curriculum (Kovac and Sherwood, 2001, here in further reading) or browse other examples in our work with subjects, particularly in first year engineering and humanities. | <urn:uuid:f3d4e050-c11b-457d-a557-0fcc5b509d75> | CC-MAIN-2020-29 | http://thinkingwriting.qmul.ac.uk/thinking/form-or-thinking | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655890092.28/warc/CC-MAIN-20200706011013-20200706041013-00051.warc.gz | en | 0.947755 | 288 | 3.21875 | 3 |
Chancroid is the name for the acute, ulcerative process caused by a facultative anaerobic bacterium Haemophilus ducreyi. It occurs on the anogenital area and is usually linked to obvious, suppurative and massive lymphadenitis (also known as “bubo”).
Research has repeatedly shown that individuals seropositive for human immunodeficiency virus (HIV) have increased numbers of ulcers caused by Haemophilus ducreyi. Such epidemiological synergy between HIV infection and chancroid basically represents a two-way street, where these pathogens can influence each other’s transmission patterns.
Furthermore, in a large number of countries with high rates of HIV-infection chancroid is the most frequent cause of genital ulcer disease, with strong associations between these two diseases. Conversely, chancroid is rarely observed in countries that have low rates of HIV-infection.
Effects of Chancroid on HIV Susceptibility and Transmission
Chancroid is shown to facilitate HIV transmission by increasing the susceptibility to viral infection, but also the infectiousness of HIV. One of the most prominent predispositions is when genital ulcer bleeding occurs during sexual intercourse, which potentially increases viral shedding and subsequent HIV infectiousness.
Increased shedding of HIV from ulcer exudates into the genital tract has been evidenced in studies that observed prostitutes from Kenya and Cote d’Ivoire. Female sex workers with HIV that also harbored cervicovaginal ulcers had significantly higher HIV isolation rates from cervicovaginal fluids when compared to those without any ulcer disease.
In men with chancroid there is an increased concentration of HIV in seminal fluid, particularly in those presenting with non-gonococcal urethritis. This finding is ascribed to an increased viral load in blood that stems from systemic activation of the immune system by Haemophilus ducreyi.
The induction of the cellular immune response is also responsible for an increased presence and activation of T-helper cells, macrophages and other HIV-susceptible cells in early chancroid lesions, but also in the edges of already established ulcers. Specific HIV-receptors (CCR-5) are also up-regulated on macrophages, subsequently increasing their susceptibility to HIV invasion.
Moreover, invasive diagnostic and/or therapeutic techniques used for chancroid may also result in HIV spread. Some of those include aspiration and drainage of bubos, especially if unsterilized blades and other equipment are used for multiple subjects.
HIV (AIDS) viruses in blood with red blood cells and white blood cells. 3D illustration. Image Credit: Kateryna Kon / Shutterstock
Effects of HIV on Chancroid
It is well-established that HIV can alter the clinical pattern of chancroid by extending the Haemophilus ducreyi incubation period, as well as by increasing genital ulcer count. Regarding the latter, it has been shown that ulcers in these individuals heal deficiently and very slowly. In addition, a plethora of extragenital sites are affected with ulcers (most commonly the anus, hands, mouth and the thighs).
Concomitant HIV infection can also significantly affect the success of chancroid chemotherapy, which means protracted healing and more common treatment failures. This may in turn result in grave complications, such as massive bleeding and penile amputation. HIV patients with Haemophilus ducreyi are more likely to present with serpiginous and giant genital ulcers.
Therefore, individuals with immunosuppression (which is a consequence of HIV) that are confronted with treatment failures should be monitored closely, as single doses of either fleroxacin or ceftriaxone are usually not effective. Serologic tests for HIV should be pursued routinely – not only at first contact, but also after a window period of three months. | <urn:uuid:4fb1c909-7107-42e8-9aff-f575f23b0cbc> | CC-MAIN-2019-43 | https://www.news-medical.net/health/Chancroid-and-Human-Immunodeficiency-Virus-(HIV).aspx | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987750110.78/warc/CC-MAIN-20191020233245-20191021020745-00296.warc.gz | en | 0.938844 | 815 | 3.15625 | 3 |
Duchy of Swabia
|Duchy of Swabia|
|Herzogtum Schwaben (de)
Ducatus Allemaniæ (la)
|Stem duchy of the Frankish
and Holy Roman Empires
Map showing Upper Burgundy (green) and the Duchy of Swabia (orange)
|Historical era||Early Middle Ages|
|-||Formed from stem
duchy of Alamannia
|-||Duchy resurrected for
|Today part of|
Swabia takes its name from the tribe of the Suebi, and the name was often used interchangeably with Alemannia during the existence of the stem-duchy in the High Middle Ages. Dwelling in the angle formed by the Rhine and the Danube, they were joined by other tribes, and were called Alamanni, until about the 11th century, when the form Swabia began to prevail.
The duchy persisted until 1268, ending with the execution of Conradin, the last duke of Swabia. Rudolph I of Germany in 1273 attempted to revive the title of duke of Swabia, bestowing it on his youngest son, the later Rudolf II, who passed it to his son John Parricida. John died without an heir, in 1312 or 1313, marking the end of the "revived" title.
The Margraviate of Baden detached itself from the duchy in the 12th century.
In 496 the Alamanni were defeated by King Clovis I, brought under Francia, and governed by dukes who were dependent on the Frankish kings. In the 7th century the people were converted to Christianity, bishoprics were founded at Augsburg and Konstanz, and in the 8th century abbeys at Reichenau Island and Saint Gall. The Alamanni had gradually thrown off the Frankish yoke, but in 730 Charles Martel again reduced them to dependence, and his son Pepin the Short abolished the tribal duke and ruled the duchy by counties palatine, or kammerboten.
At this time the duchy, which was divided into gaus or counties, took the shape which it retained throughout the Middle Ages. It was bounded by the Rhine, Lake Constance, the Lech River and the Duchy of Franconia. The Lech, separating Alamannia from the Duchy of Bavaria, did not form, either ethnologically or geographically, a very strong boundary, and there was a good deal of intercommunion between the two people. During the later and weaker years of the Carolingian Empire the counts became almost independent, and a struggle for supremacy took place between them and the Bishopric of Constance. The chief family in Alamannia was that of the counts of Raetia Curiensis, who were sometimes called margraves, and one of whom, Burchard I, was called duke of the Alaminnia. Burchard I was killed in 911, for which two counts palatine, Bertold and Erchanger, were accused of treason and put to death by order of the German king Conrad I.
In 917, Burchard II, son of Burchard I and count in Raetia Curiensis, took the title of duke, and was recognized as such by King Henry I, the Fowler in 919. His position was virtually independent, and when he died in 926 he was succeeded by Herman, a Franconian noble, who married his widow. When Hermann died in 948 Otto the Great gave the duchy to his own son Liudolf, who had married Hermann's daughter Ida; but he reduced the ducal privileges and appointed counts palatine to watch the royal interests. Ludolf revolted, and was deposed, and other dukes followed in quick succession. Burkhard III, son of Burkhard II, ruled from 954 to 973, when he was succeeded by Ludolf's son, Otto, afterwards duke of Bavaria, to 982, and Conrad I, a relative of Duke Hermann I, until 997. Herman II, possibly a son of Conrad, succeeded, and, dying in 1003, was followed by his son Hermann III. During these years the Swabians were loyal to the kings of the Saxon house, probably owing to the influence of the bishops. Hermann III had no children, and the succession passed to Ernest II, son of his eldest sister Gisela and Ernest I, Margrave of Austria. Ernest I held the duchy for his son until his own death in 1015, when Gisela undertook the government, and was married a second time, to Conrad, duke of Franconia, who was afterwards the German king Conrad II. When Ernest came of age he quarrelled with his step-father, who deposed him and, in 1030, gave the duchy to Gisela's second son, Herman IV and then, on the death of Herman IV in 1038, to Henry, his own son by Gisela. In 1045 Henry, who had become German king as Henry III, granted Alamannia to Otto, grandson of the emperor Otto II and count palatine of the Rhine, and, in 1048, to Otto III, count of Schweinfurt. Rudolph, count of Rheinfelden, was the next duke, and in 1077 he was chosen German king in opposition to the emperor Henry IV, but found little support in Swabia, which was given by Henry to his faithful adherent, Frederick I, count of Hohenstaufen. Frederick had to fight for his position with Bertold, son of Duke Rudolph, and the duke's son-in-law, Bertold II, duke of Zahringen, to whom he ceded the Breisgau in 1096. Frederick II succeeded his father in 1105, and was followed by Frederick III, afterwards the emperor Frederick I. The earlier Hohenstaufen increased the imperial domain in Swabia, where they received steady support, although ecclesiastical influences were very strong. In 1152 Frederick I gave the duchy to his kinsman, Frederick, count of Rothenburg and duke of Franconia, after whose death in 1167 it was held successively by three sons of the emperor, the youngest of whom, Philip, was chosen German king in 1198. During his struggle for the throne Philip purchased support by large cessions of Swabian lands, and the duchy remained in the royal hands during the reign of Otto IV, and came to Frederick II in 1214. Frederick granted Swabia to his son Henry, and, after his rebellion in 1235, to his son Conrad, whose son Conradin, setting out in 1266 to take possession of Sicily, pledged his Swabian inheritance to Ulrich II, count of Wurttemberg. The duchy was ripe for dissolution and, after Conradin's death, in 1268, the chief authority in Swabia fell to the counts of Wurttemberg, the margraves of Baden, the counts palatine of Tübingen, the counts of Hohenzollern and others.
When the emperor Maximilian I divided the Holy Roman Empire into Imperial Circles in 1512, one, which was practically coterminous with the duchy, was called the Swabian Circle. The area, which was formerly Swabia, was covered by the County of Württemberg, the Margraviate of Baden and the western part of the Kingdom of Bavaria. Although the name Swabia is occasionally used in a general way to denote the district formerly occupied by the duchy, the exact use of the name is now confined to the Bavarian Swabia Regierungsbezirk, with its capital at Augsburg.
- Today in Germany
- Argengau (Lindau)
- Alpengau (including part of the Lech valley, now in Austria)
- Illargau (Kempten, Memmingen)
- Folchotsbaar (Biberach)
- Duria (Burgau)
- Augstgau (Augsburg)
- Ortenau (Gengenbach)
- Bertoldsbaar (Ulm, Zollern, Falkenstein[disambiguation needed])
- Neckargau (Cannstatt)
- Filsgau (Lorch, Staufen)
- Ries (Nördlingen)
- Breisgau (Zähringen)
- Alpgau (St. Blaise)
- Today in Switzerland
- Augstgau (Augusta Raurica, Basel)
- Zürichgau (Zürich, Einsiedeln, Engelberg)
- Aargau (disputed with Burgundy)[clarification needed] (Lenzburg)
- Today in France
- Nordgau: roughly corresponding to present-day Bas-Rhin in northern Alsace around Strasbourg, without Sarrewerden (The Alsace bossue)
- Sundgau: present-day Haut-Rhin in southern Alsace around Colmar, with Belfort
- Today in Austria
Also part of the duchy was Raetia Curiensis, not historically part of Alemannia, as Burchard II at the time of the proclamation of the duchy also held the title of count of Raetia Curiensis.
- "Germany, the Stem Duchies & Marches". Friesian.com. 1945-02-13. Retrieved 2012-10-19.
- G. Droysen, Allgemeiner Historischer Handatlas, Bielefeld / Leipzig, 1886, 22f.
- This article incorporates text from a publication now in the public domain: Chisholm, Hugh, ed. (1911). Encyclopædia Britannica (11th ed.). Cambridge University Press. | <urn:uuid:3c074254-282b-4399-a49b-87acc9f765ec> | CC-MAIN-2015-32 | https://en.wikipedia.org/wiki/Duchy_of_Swabia | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042988860.4/warc/CC-MAIN-20150728002308-00086-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.963744 | 2,163 | 3.3125 | 3 |
Adapted from the article “Bacterial Canker and Blast in Prunes” by Bill Krueger UC Farm Advisor, Glenn County in the February 2010 Sacramento Valley Prune News
Bacterial canker is a serious disease of all Prunus species. The causal bacteria, Psuedomonas syringae is widespread in nature producing disease under predisposing conditions such as high ring nematode populations, poor drainage caused by clay or hardpan soils, sandy or gravelly soils, or inadequate nutrition, particularly, low nitrogen.
Young trees 2 to 8 years old are most often affected. Cankers on branches and twigs are usually elliptical producing substantial gumming. Cutting below the outer bark reveals reddish brown necrotic streaks or flecks in the phloem beyond the margin of the canker. Cankers may girdle and kill limbs or the entire tree. When this happens, a sour smelling liquid often exudes from the bark of the dying branch or tree. The root system is not affected and suckers usually grow from the roots.
Cankers begin with infection in the fall and winter and develop during dormancy and into early spring. Cankers are not perennial and usually die out in summer. Wet, freezing conditions during bloom and early leafing may result in the blast phase of the disease as flowers and newly opening leaf buds become infected, die, and turn brown. Dying buds and spurs become necrotic, turn dark brown and exude gum.
Avoid planting prunes on sites which are prone to develop this disease such as sandy or gravelly coarse textured soils, clay or hard pan soils with poor drainage, and sites known to have ring nematodes or with a history of bacterial canker.
Marianna 2624 is the most susceptible rootstock, but Myro 29C is only slightly less susceptible. Peach rootstocks are more resistant to bacterial canker but more susceptible to Phytopthora crown and root rot and should not be used if this disease is a concern. Peach rooted trees are prone to overcropping and may require management practices such as additional pruning and thinning.
When ring nematode is present, backhoeing and fumigating prior to planting can help get trees off to a good start and can reduce disease incidence. Be sure trees have adequate nitrogen but are not over-fertilized. Trees low in nitrogen are more susceptible to bacterial canker. Pruning in the late spring or early summer rather than in winter or early spring may help reduce the incidence of bacterial canker. Copper sprays during the fall and winter have not reduced bacterial canker under California conditions. | <urn:uuid:b12a019d-463c-47c0-bc65-caf914d1ed8d> | CC-MAIN-2023-06 | http://www.sacvalleyorchards.com/prunes/bacterial-canker-and-blast/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499946.80/warc/CC-MAIN-20230201144459-20230201174459-00110.warc.gz | en | 0.927502 | 551 | 3.484375 | 3 |
- About Extension
- Get Involved
- Statewide Locations
Rattail fescue weed problems are a growing concern of farmers, field consultants and OSU weed scientists. An annual grassy weed, it is on the increase here in Umatilla County particularly in fields using direct-seed cropping systems. Reduced tillage and a greater reliance on herbicides in the direct-seed system appear to have tipped the scales in favor of this annual fescue.Rattail fescue has been in Umatilla County at least 20 years, and likely much longer.
A European native, it is widely distributed throughout North America. It is common in southern Europe, Asia, Australia and the Americas. It is found in habitats ranging from sagebrush to chaparral-mountain shrub to annual grasslands. It shows a preference for disturbed sites in range conditions.
Rattail fescue, an annual, begins growth in spring and matures early. It can reach up to 2 feet tall. Its narrow leaf blades are folded and hairless. Seed heads are in a slender panicle up to 8 inches in length. Seeds have 5/16 to 3/8 inch awns.
OSU Weed Scientist Dan Ball researched rattail fescue control in chemical fallow. The 2002 study shows that rattail fescue appears to be tolerate to Roundup rates typically used for control of volunteer cereals and downy brome in fallow, and burn-down situations. Only the highest rates of glyphosate (Roundup or Engame) provided fairly good control at 30 days after treatment.
Early imazamox (Beyond) applications have controlled greater than 90% of rattail fescue, but later applications are largely ineffective (60 to 75% control).
Dan and I are interested in hearing about any observations that you might have made about rattail fescue currently or over a period of time. When did you first see rattail fescue? Are you seeing an increase? Do you have areas that appear resistant?
We will be looking for cooperators on future research efforts on rattail fescue. Please contact me at: email@example.com or 278-5403 if you have information or would like to be a cooperator.
Rattail Fescue Control in Chemical Fallow
Daniel A. Ball, Weed Scientist
Oregon State University
Columbia Basin Agricultural Research Center
Effective control of rattail fescue has recently become an issue in direct-seed cropping systems. Since tillage is not used to control weeds, reliance on herbicides, particularly glyphosate (Roundup®), is required. Rattail fescue appears to tolerate the Roundup rates typically used for control of volunteer cereals and downy brome in fallow, burn-down situations. To determine appropriate treatments for control of rattail fescue in chemical fallow, a trial was conducted in 2002 at a dryland site near Pendleton, OR. All treatments were applied in 10 gallon per acre water at 30 p.s.i. spray pressure.
Rattail fescue control in chemical fallow, Pendleton, OR 2002
|Treatment*||Rate**||Rattail fescue control 14 DAT***||Rattail fescue control 30 DAT|
|Roundup UltraMax®||13.0 oz (16)||88||70|
|Roundup UltraMax+AMS||13.0 oz (16)||88||74|
|Roundup UltraMax||16.2 oz (20)||93||83|
|Roundup UltraMax+AMS||16.2 oz (20)||93||92|
|Roundup UltraMax||25.9 oz (32)||95||83|
|Roundup UltraMax||32.4 oz (40)||98||95|
|Engame®||46.2 oz (20)||96||93|
|Engame||73.8 oz (32)||98||98|
|Spartan® +Roundup UltraMax||4oz + 16.2oz (20)||88||66|
|Gramoxone Extra||1.6 pt||90||64|
|Gramoxone Extra+Sencor®||1.6 pt +5.3oz||97||76|
|Gramoxone Extra+Sencor||2.0 pt + 8 oz||97||81|
* All treatments except those containing Roundup UltraMax received NIS at 0.5% v/v (2 qt/100 gal). AMS - ammonium sulfate applied at 8.5 lb/100 gal.
** Product rates per acre for Roundup UltraMax and Engame are followed, in parentheses, by equivalent product rates for Roundup Original.
*** Evaluated 14 and 30 days after treatment (DAT).
When evaluated 30 days after treatment, control of rattail fescue was inadequate at rates typically used for control of downy brome and volunteer wheat (16 to 20 oz/A of Roundup Original®). A high degree of weed control (> 95%) is necessary to prevent rattail fescue seed production in chemical fallow. The highest rate of glyphosate (Roundup or Engame) provided fairly good control of rattail fescue. Addition of AMS appeared to improve weed control. Addition of Spartan to the spray mixture appeared to reduce rattail fescue control, possibly due to an incompatibility in the spray tank mixture. Gramoxone or Surefire treatments did not provide adequate rattail fescue control when evaluated 30 days after treatment. Observation of the rattail fescue in this trial revealed that regrowth and subsequent weed seed production occurred if not adequately controlled. | <urn:uuid:fbcdc0fd-bda7-4db5-9e1a-359f988f638c> | CC-MAIN-2014-23 | http://extension.oregonstate.edu/umatilla/cereals/weeds/rattailfescue | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510265454.51/warc/CC-MAIN-20140728011745-00353-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.897662 | 1,207 | 2.671875 | 3 |
MaterialsSteelSheet metal work is often associated with the use of a widely used metal, steel. We use new technologies and traditional skills to work in a multitude of ways to manipulate this material.Stainless SteelThe description ‘stainless steel’ refers to a number of alloys which are all resistant to corrosion. In other words, they won’t rust or stain.BrassBrass is an alloy consisting mainly of copper and zinc. The amount of each of these will vary depending upon the type of brass being produced.AluminiumAlthough it was only isolated as relatively recently as 1825, aluminium is actually the third most abundant metal in the earth’s crust.TitaniumTitanium is used widely, although sparingly, due to its rarity and therefore cost. We have used Titanium for Automotive components. | <urn:uuid:0dfcd9e6-f567-439c-bd4a-6f30507bb698> | CC-MAIN-2020-34 | https://www.radshape.co.uk/materials/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738816.7/warc/CC-MAIN-20200811150134-20200811180134-00053.warc.gz | en | 0.945821 | 172 | 3.046875 | 3 |
For students who are asked to critique any research paper, you should understand that your main objective is to analyze a specific piece of writing with a focus on whether or not authors supported their main ideas with strong and reasonable arguments based on valid and updated facts. It’s quite simple to get caught up in just summing up some points without analyzing them properly, and that’s why this academic task may turn out to be challenging. To understand how to critique a research paper successfully, you need to demonstrate your interesting and valuable impressions of this work while providing the targeted audience with strong evidence to support them. There are certain suggestions and tips that will help you achieve this goal, or you can always count on the writing guidance offered by skills and reputable freelancers, whose contacts are easy to find online.
You should read a particular research paper that must be analyzed and criticized to get a better understanding of its basic ideas. Your basic goal is to grasp its overall argument and note a thesis statement. It’s advisable to repeat this step a few times while taking helpful notes. Besides, there are certain questions that should be asked to succeed. What is a thesis statement or an argument? What is the main purpose of this paper? Do authors have valid and strong evidence? Does this paper reach the targeted audience effectively? Can you see any holes in the main argument? Is a conclusive point really reached? Is any bias added to offered evidence?
It’s advisable to create some legend for all markings. This means that you should create unique symbols to differentiate paper sections that are significant, confusing, inconsistent, and so on. As an example, you may want to underline confusing passages and circle the main ones. Keep in mind that creating this kind of legend will let you mark up the entire research paper easily and fast. This process may take some time at the very beginning, but it will allow you to save more time later on.
Be sure to take notes as you keep rereading a research article, especially when it comes to expanded thoughts. Once you understand that specific claims can be refuted, make notes in margins or use other methods to come back to them. Some students neglect this simple tip, but they often end up with wasted time and lower grades simply because they think that they can memorize everything, but they are wrong. It’s worth writing down all important observations because this step will help you understand how to critique a research paper properly.
It’s also necessary to form some vague opinion. You should evaluate an overall argument after reading this paper and recording your initial thoughts. Create a list of possible sources to look for the necessary evidence because they are useful when evaluating different pieces of writing.
Firstly, you need to determine whether the overall messages of authors are logical and test a hypothesis before comparing it to similar examples. Be sure to analyze them for proper word application and practicality. Another important step is evaluating both a conclusion and an introduction to ensure that they match all supporting components. Look for any bias demonstrated by authors in their research papers. It includes anything from misappropriate proofs and ignoring obvious facts, or it may come as some prejudice.
It’s required to think about the interpretation of other similar texts. When authors make their claims about other academic works, you should read them to see if you really agree with the analysis given in a specific research paper. Sometimes, readers may interpret the ideas of other people differently, and that’s why you should look for inconsistencies between them.
Find out more about the opinions of others, so that you need to ask a few students with different backgrounds for their opinions. Find out if authors cite unreliable or outdated sources or proofs, as this is what decreased the credibility of their research papers considerably. You should close-read them because their content is one of the most significant aspects when learning how to critique a research paper. Make sure that you don’t overlook both literary and formal methods used by its author and focus on obscure word choices if they are present.
Look for any aspects that reveal deeper issues in the main argument. As an example, those papers that are written in the wrong tone are of a poor quality. You should check the definitions of all unknown words because they may change the entire meaning of sentences. Don’t forget to questions the research methods used in given papers because you need to evaluate everything behind experiments. Is a given study designed with big flaws? Do authors detail their methods carefully? Are all calculations correct? Is this research really important for a particular field?
Don’t hesitate to dig deeper and use your knowledge to gather important information that will help you decide whether you agree or disagree with the authors of research papers. It’s necessary to provide the audience with empirical arguments to back up your point of view. Keep in mind that over-sourcing is a common problem faced by many students because their arguments become too repetitive. Ensure that every source that is used offer something unique and don’t use anything that crowds out your strong arguments or opinions. You should understand that this academic task should be neither 100% negative nor 100% positive. If you agree with authors, you need to make a strong argument and provide valid evidence.
Learning how to critique a research paper is also about knowing how to format your assignment properly. Start with the introduction that must outline your key argument and ensure that it’s no longer than a few paragraphs. This is what lays out the main framework of your future critique. It’s advisable to make notes where a particular paper both succeeds and fails most dramatically.
You also need to include basic information, such as authors, titles, publication, and so on. Remember that an introduction is not the only section where you can provide readers with evidence to back up your point of view. Remain bold in the assertions that you make in your introduction because they must be clear and concise. Otherwise, your ability to seem credible will be decreased.
Provide enough evidence for the main argument you make in body paragraphs. Each of them must include only one major idea and expand this argument in a different direction. You should start them with a catchy topic sentence that sums up the main content of a specific paragraph. It serves as an effective transition into new and different thoughts. Another step is complicating your main argument at the end of your paper. Take into account those effective options that can help you offer a better final twist or take a thesis statement a step further. This is how you’ll come up with possible implications and leave the targeted audience with memorable final thoughts.
Be sure that all of your ideas and arguments are presented in an objective and well-reasoned manner. You should avoid writing in the wrong tone because it will only turn off your readers. Your basic focus must be on doing deep research and articulating yourself efficiently. Your powerful critique should be concluded by summing up all major arguments and suggesting great implications. It’s also important to offer a brief recap of your major points, but don’t forget to tell readers what this critique means for a particular subject. Finally, your basic goal is to leave a lasting impression on them by using your strong language to demonstrate the significance of your entire work.
When you critique any research paper, you always need to give answers to specific questions to succeed and get higher grades. Is there any hypothesis present? Is it clearly stated? Is this paper easy to understand? How can it add to an existing evidence base? Take a look at the overall design, structure, and other elements of this piece of writing to find answers. Besides, you can always ask qualified freelancers for their help. This is how you will get a number of benefits, including the time you save that can be spent on other important activities.
Pay attention to the study included in this paper to get a better understanding of its basic design. Make sure that it involves a number of participants and whether it’s generalized. You should determine whether it allows a specific research problem to be solved effectively. Ensure that this paper includes enough details to prove readers an author’s stance.
In conclusion, you shouldn’t overlook results because they must be clear and easy to understand. If you succeed to take all the above-mentioned steps, you will end up with a perfect and interesting critique. It should be formatted properly, so learn more about existing formatting styles, including MLA and APA. If you’re not familiar with them and you don’t have enough time to get more information, it’s worth giving quality paper writing services a try. They can come in handy in different situations, not only when you critique research works. | <urn:uuid:ffd537ec-56ef-400f-85b5-f1d3f86fe13a> | CC-MAIN-2018-39 | https://studybay.com/blog/how-to-critique-a-research-paper/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267159561.37/warc/CC-MAIN-20180923153915-20180923174315-00337.warc.gz | en | 0.944621 | 1,769 | 2.6875 | 3 |
In San Sadurní is best known for the work against the disclosure of Phylloxera known today as the Seven wise of Greece, a group of landowners who were characterized by their Sunday gatherings at "Cal Guineu". They received this ironic nickname at the time. According to Pelegrí Torelló, this group included Marc Mir, host of the meetings, the heir called Milà, the heir called Mestres, Rovira de la Foradada, Modest Casanovas, Antoni Escayola, Rafael Mir, the heir from Codorniu, Motes and the Pubill Llopart, the Mariametes and even strangers and foreigners sporadically. For their condition of main land owners in town, this group knew the specialized publications of the time and was in contact with owners from other areas affected by the plague. They act as intermediaries and advisors to the group of owners, servants, tenants and lessees who had worked on the adaptation of new vineyards. Also remember that Pelegrí Torellós was the one who pronounced the names of the people who headed the fight against the phylloxera; Marc Mir, Mir Rafael, Manuel Raventós, Francesc Romeu, Pere Rovira de la Foradada, Modest Casanovas and Antonio Escayola. Form a group of seven, that do not exactly match with the names of the most frequent participants in the meetings at "Cal Guineu", was used to determine which will be the ones used as the wise from Greece in the phylloxera celebration.
Thanks to years of expansion that preceded the crisis, the period of phylloxera arrived in Sant Sadurní in a time of important changes. The population growth spurred the opening of new arteries urban street as Montserrat, or the Diputació Street, where the new road goes trough and facilitates the communications with Barcelona. Precisely this road (1883) and the previous arrival of the train (1865) had facilitated the export of wine. To reach these growing storekeepers in the town, and to welcome them to the main streets of the town, some inns were opened. You could say that the streets were seething so much so that in 1886 the storekeepers asked to the City Halll that in addition to traditional fairs in September that they would like to do another fair in May. Also in the phylloxera crisis in 1888 we built a new slaughterhouse, and just before the plague, the old town hall was demolished because it was insufficient for the needs of the population.
The same year that the phylloxera cames, was born the first local publication, "El Defensor" (The Defender), and the following year, two more would be born, "La comarca del Noya" and "La Llumanera". The town also lived in these years the creation of political organizations, like "El Centre Català" (the Catalan Centre), the intense activity of the casinos, the Circle of Noya Casinos, and the Sant Sadurní Casino. Moreover, the birth of the most important cultural, social and recreational society in San Sadurní during the twentieth century, named "l’Ateneu Fraternitat" (the Athenaeum Fraternity), which is still active today under the name "Ateneu Agrícola" (Agricultural Association).
Phylloxera, then, was a moment of crisis, but also came at a time of prosperity and vitality that can identify the start of the cava industry. | <urn:uuid:ad499068-f92a-4940-a193-08140a280da2> | CC-MAIN-2019-13 | https://www.festadelafiloxera.cat/en/filoxera/savis | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202658.65/warc/CC-MAIN-20190322115048-20190322141048-00470.warc.gz | en | 0.952955 | 748 | 2.53125 | 3 |
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