text stringlengths 222 548k | id stringlengths 47 47 | dump stringclasses 95 values | url stringlengths 14 1.08k | file_path stringlengths 110 155 | language stringclasses 1 value | language_score float64 0.65 1 | token_count int64 53 113k | score float64 2.52 5.03 | int_score int64 3 5 |
|---|---|---|---|---|---|---|---|---|---|
Dreaming Sex: Tales of Scientific Wonder and Dread by Victorian Women
Rare jewels of Victorian fiction highlight the fantastic contributions made by women writers in the early development of science fiction A selection of early science fiction short stories by women are collected here, along with an introduction exploring the contributions women made in the early development of the field—in particular the different perspectives they cast on the wonders or fears that technological and scientific advances may bring. The contributions of women to the history of science fiction and to the genre's development has been sorely overlooked. Frankenstein, generally reckoned as the first true work of science fiction, was by Mary Shelley, and one of the first utopian works written in America was also by a woman, Mary Griffith. A companion volume to his acclaimed The Darker Sex, Mike Ashley's latest collection is more essential reading by such female writers as Mary Shelley, Clare Winger Harris, Adeline Knapp, and many others. | <urn:uuid:50077364-5538-4cc1-aad1-38e93332176c> | CC-MAIN-2022-27 | https://www.billandbenbooks.co.uk/general/0041025-dreaming-sex | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103035636.10/warc/CC-MAIN-20220625125944-20220625155944-00595.warc.gz | en | 0.958634 | 185 | 2.671875 | 3 |
Crime, especially violent crime, hurts individuals and society. Both direct and indirect victims of crime may suffer untold consequences that can endure for years and can even affect next generations. Those who do not suffer personally may nonetheless acquire negative perceptions of people or places because of criminal activity. The net effect of such perceptions can change societal attitudes creating a more negative environment. This is a loss for everyone. These perceptions can be disproportionately magnified by advocacy groups, media and political agendas.
Policy responses are often viewed in binary terms: tough or soft on crime. This simplistic duality has long had political resonance, but its impact on our prison system is a major concern. The New Zealand prison population is increasing and is one of the highest in the OECD at a time when crime rates are actually decreasing. This can only be explained by the systemic and cumulative impact of successive policy decisions over time, often in response to public demand and political positioning.
Successive governments of different political orientations have supported a progressively retributive rather than a restorative approach to crime with unsupported claims that prisons can solve the problems of crime. As a result, the costs of prisons far exceed those justified by the need to protect the public. We keep imprisoning more people in response to dogma not data, responding to shifting policies and media panics, instead of evidence-based approaches to prevention, intervention, imprisonment and rehabilitation. This does not diminish the importance of incarceration for a subset of individuals so as to protect the public.
The strong evidence base related to what fuels the prison ‘pipeline’ suggests that prisons are extremely expensive training grounds for further offending, building offenders’ criminal careers by teaching them criminal skills, damaging their employment, accommodation and family prospects, and compounding mental health and substance use issues. On release, even after a short period of imprisonment, for example on remand, offenders have been found to reintegrate poorly to the community. Furthermore, this does nothing to reassure victims that the risk of harm is being effectively managed by the justice system.
It is now well understood that prisons act as recruitment centres for gangs (especially for young offenders) and underpin the illegal drug trade. Imprisonment leaves those incarcerated with high rates of undiagnosed and untreated alcohol/drug addictions and mental illness. They have a negative impact on the next generation, given that a high percentage of people in prison are parents. These issues disproportionately affect Māori.
Other countries, such as Finland, have significantly reduced their incarceration rates without crime rates rising. There is strong scientific evidence for putting resources into crime prevention, early intervention (identifying and mitigating risk), and a smarter approach to rehabilitation and subsequent social inclusion for those already in the criminal-justice system – not for building more prisons.
To assist in such an approach, there must be adequate investment in piloting and evaluating early intervention and prevention initiatives. With leadership and knowledge, we can fundamentally transform the justice system, reduce victimisation and recidivism and make prisons only a part of a much more proactive and effective systemic response to a complex problem.
This is the first of two reports. The second report, which will be released within the next month, explores factors that are particularly relevant to youth offenders. | <urn:uuid:6c58b9c1-08d5-4fe7-864a-a25fd367b22a> | CC-MAIN-2022-27 | https://apo.org.au/node/139026 | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104293758.72/warc/CC-MAIN-20220704015700-20220704045700-00599.warc.gz | en | 0.948039 | 657 | 2.984375 | 3 |
The Classroom Collection program aims to encourage students to exercise aesthetic judgment, consider the qualities inherent in a work of art, and to live with a work of art long enough to observe it carefully and enjoy it fully.
Instructors can integrate works from the Classroom Collection into a variety of academic subjects. These original works of art are visual references and aids for lessons in geography, literary arts, local history, math, and science. Browse the online gallery for suggestions about how to relate works to different subjects. Images of the works from Africa and Haiti will soon be available. Please contact Amanda Martin Hamon, Associate Director of Community Engagement, to discuss how Classroom Collection objects can fit your teaching goals at firstname.lastname@example.org or 785.864.0137.
The collection also lends itself to a variety of studio art lessons. Students may explore techniques and media that the artist used and discuss meaning and personal influences in art making. An aesthetics lesson might include small group debates focused on why something is or is not considered art, or where art can be found in our community.
Related works in the Spencer’s permanent collection are listed in the online gallery. | <urn:uuid:6db0bf26-3e96-4f61-be46-556a0f46ec4d> | CC-MAIN-2016-30 | http://www.spencerart.ku.edu/education/k12/classroom/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257828010.65/warc/CC-MAIN-20160723071028-00063-ip-10-185-27-174.ec2.internal.warc.gz | en | 0.924191 | 240 | 2.859375 | 3 |
Dog training is an essential element of looking after your family pet. Training helps to enhance your dog’s behaviour and can help to lower any unwanted behaviour. Obedience training and socialization can be beneficial to your animal’s advancement.
Socialization is the process of exposing a dog to a variety of experiences. This can be anything from meeting brand-new individuals to communicating with items. When done correctly, it can make your dog better, healthier, and less likely to establish behavior issues.
Although it may be appealing to avoid socialization, it is an important part of your dog’s development. Without it, your family pet may pick up bad behaviors from other dogs, kids, or adults. It also assists avoid your dog from developing fears and fear of complete strangers.
The most essential thing to keep in mind is that socialization is a procedure. You can’t expect your dog to be a well-adjusted, friendly member of your family if you never ever make the effort to expose him to various things.
Throughout the first 2 weeks of your young puppy’s life, you’ll wish to provide him great deals of human contact and a healthy dose of novelty. After that, your vet should recommend some particular steps to take in order to get your pup began on the road to a life time of socialization.
One of the simplest methods to get your young puppy used to people and other animals is by taking him on walks. You’ll likewise wish to present your pup to brand-new locations. For example, you can bring him to a park or a location of grassy land. As your puppy gets more comfy, you can reward his calm behavior with a reward.
The Basic on-leash focused dog training program is designed to assist your dog learn how to behave in a variety of scenarios. This kind of training program assists you develop yourself as the pack leader, while making sure safe interaction with your dog.
Your dog will get one-on-one training sessions. You will deal with your dog and the fitness instructor multiple times a day for a week. These lessons will cover fundamental commands such as sit, down, and come. During your time in class, you’ll also be taught how to handle your dog in public.
In addition to teaching your dog how to handle distractions, your trainer will teach you how to inspire your dog. You’ll have the ability to take your dog on trips, play fetch, and go hiking. All of these activities will add to your dog’s satisfaction and quality of life.
You’ll learn proper leash handling, consisting of how to use a prong collar. You’ll likewise learn how to remedy your dog’s behavior and how to set boundaries.
Your dog will be walked numerous times a day in an on-leash environment. Your dog will be presented to friends and other dogs. You’ll practice these skills at home, also.
Obedience Training Commands
If you wish to have a well-behaved dog, you’ll need to teach him some basic obedience training commands. These tricks can make a big difference in your dog’s life.
The “sit” command is an outstanding beginning point for your animal’s obedience training. It increases your dog’s amenability, keeps him calm and assists him to keep a distance from curious guests. When he’s able to stay in the sit position for a number of minutes, you can start teaching him the “stay” command.
Another fantastic command is the “come.” This command makes life a lot much easier for both you and your dog. And it can conserve your animal’s life in an accidental scenario.
Another crucial command is the “down.” It can be utilized to help your dog learn to relax and calm down. You can also use it to control your dog’s speed.
One way to tell if your dog is discovering the down command is to provide him a treat or toy immediately after the dog suffices. Once your dog has discovered the technique, you can increase the range between you and him.
Utilizing the “come” and “remain” commands together will increase your dog’s control over his environments. And if he gets too over-excited, it can also be an excellent way to keep him restricted to a safe location.
Reduce Separation Anxiety
Obedience training can assist to reduce separation anxiety in your dog. It can teach your dog how to behave in a variety of scenarios, which will assist your dog to get self-confidence when you are away.
The very best part is that it can take less than a month to complete and it is an effective method to build a strong bond with your dog. You can likewise work with a behaviorist to make sure a smooth transition.
When it pertains to obedience training, you require to ensure you are setting clear rules and borders. This will accelerate the process and assist your dog learn the suitable reactions to various situations.
For example, you can make a mini-training session every time you leave the space. In addition, you can utilize child gates to confine your pup within a little location.
Some dogs may show signs of separation anxiety, such as holding on to you. They might end up being more anxious when you leave or return, and they might even have housetraining accidents when you are not home.
While a great deal of individuals will inform you that separation anxiety in dogs is not avoidable, you can do your finest to minimize the impacts of the condition.
Advanced Dog Training
If you’re trying to find a fun and challenging method to exercise your dog, look into dog dexterity training. Agility courses imitate obstacles that are typically found in nature. They are designed to stimulate the dog’s natural searching instincts. It is likewise an excellent way to establish a bond with your pup.
Dogs are naturally social animals and they need to be able to work as a group. These courses use a variety of skills and jobs to fulfill the requirements of different dogs. Some are trained for herding, police, and search and rescue. Others learn to assist individuals who are disabled.
Advanced dog training is a series of classes that concentrates on improving your dog’s abilities. The courses will guarantee that your dog always obeys your commands. When you’re prepared, you can take your pet to AKC ring trials.
You can also select to pursue professional training. Some vocational programs are specialized for particular breeds. For example, Pembroke Welsh corgis are considered high achievers.
In order to sign up for an agility class, you need to have a veterinarian’s approval and an existing physical exam of your dog. Young puppies should be had a look at by a vet to ensure that they are healthy for the activity.
There are several dog training methods that are based on operant conditioning. This method includes using favorable and negative supports to alter a dog’s behavior.
A popular dog training method involves utilizing the remote control. This is a small metal strip that can be pressed with a thumb or external button. It makes a clicking noise when a dog is depressed.
Another dog training method utilizes classical conditioning. Classical conditioning is a kind of operant conditioning that includes combining a neutral stimulus with an unconditioned response. For example, if a dog hears a bell, it may salivate.
Classical conditioning was discovered by Ivan Pavlov in the early 1900s. He studied dogs’ digestive systems and had the ability to identify that the noise of the bell produced a physiological reaction comparable to food.
Eventually, Pavlov installed a system that instantly fed his dog. This was a crucial step in the research procedure. After a brief hold-up, the dog could mimic the human action.
A new study has actually exposed that aversive based dog training techniques are related to jeopardized well-being. Dogs that were trained with aversive techniques exhibited more tense and stress-related habits during training.
Among the most intriguing findings of this study is that the cognitive predisposition job proved to be an effective tool for evaluating affective states of non-human animals. This was a more complex test than the “teach me your name” gimmick.
Avoid Harsh Punishment
If you are having problems with your dog, you might wish to reconsider making use of punishment. While you may be frustrated, punishing your dog will just make the scenario even worse.
There are a number of reasons why a dog may exhibit undesirable behavior. For example, a dog that has a high level of anxiety could have a hard time with training. This can lead to aggressive and destructive behavior. Punishment can be a great way to prevent this type of behavior, however you need to be careful.
In order to train your dog efficiently, you must prevent extreme and unnecessary punishment. Aversive stimuli, such as tugging a leash or giving an electrical shock, can result in long-term issues. Reward-based techniques, such as petting or food deals with, are much more effective and will help you accomplish your objective.
Punishment can lead to a dog’s loss of trust. This can lead to obsessive licking or other hazardous behaviors. It can likewise cause the dog feeling insecure and scared.
You need to also think about whether or not you ought to be utilizing physical punishment. You may need to eliminate a favorite toy or take your dog out of your home for a few minutes. | <urn:uuid:0e0018e5-00f0-4518-b7b4-11111d47825f> | CC-MAIN-2023-14 | https://www.seattlekennelclub.org/dog-barking-stuffed-animal/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945473.69/warc/CC-MAIN-20230326142035-20230326172035-00388.warc.gz | en | 0.954937 | 1,998 | 2.609375 | 3 |
Date(s) - Saturday 21 Aug 2021
10:00 am - 4:00 pm
Are rivers are flowing systems hosting a wide diversity of species, all of whom have their habitat preferences whether it be nesting in the reed beds along the river margins or deep under water munching on the algae growing but the most important part of the food web is the plants. But plants are an essential part of the food chain, feeding the herbivores and in turn the carnivores but also vital for the stability and recovery of a water system. Join us today to learn more about plants suited to river corridors.
As part of the Landscape Partnership scheme we can offer a free workshop exploring the variety of plant species found in rivers, identification techniques and a practical spotting them on a river corridors. This will be delivered by River Restoration Center with a morning theory zoom session followed by a practical site visit in the afternoon to practise our learning and identify skills.
- To register for this workshop please sign up via Eventbrite here
- Or contact Chloe at [email protected]
* This free workshop is only available for registered volunteers with Groundwork South and Colne Valley Regional Park.
If you would like more information about River Restoration Center check out their website here. | <urn:uuid:42656bcc-512f-4247-9d45-69bc03e5fe6d> | CC-MAIN-2021-21 | https://www.colnevalleypark.org.uk/events/river-plants/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988923.22/warc/CC-MAIN-20210508181551-20210508211551-00266.warc.gz | en | 0.904754 | 256 | 3.359375 | 3 |
How did civilians' help lead to total war?
Well, first of all, I'm not sure it did, actually. While the phrase "total war" only emerged as a term in the late 19th and early 20th centuries, seeing wide use for the first time in WW1, the killing of civilians in wartime has been a constant occurrence throughout human history.
Honestly I think this term has more to do with illusions that people in the early 20th century had about the "honor" or "chivalry" of Medieval warfare (cultivated by Medieval leaders and historians, of course), giving them the sense that in those "good old days" soldiers used to fight with honor and only killed other soldiers. The facts are nothing of the sort; rates of civilian collateral damage have been constant or falling throughout history. WW1 was unique in terms of its total number of deaths in a single conflict (a record then broken by WW2); but in terms of total homicide deaths per million population per year, even the World Wars do not contradict the trend of overall declining human violence.
It could also, counter-intuitively, have to do with the advances in moral development made during this period; while civilians had always been killed, it was not until the 20th century that people began to be upset that civilians were killed. This is a general pattern: As the world gets better, people keep saying it's getting worse, because our moral standards rise faster than our actual behavior---but our actual behavior does in fact improve.
That said, there was a strategic reason why total war was used as a strategy in the 20th century despite widespread moral opposition. The World Wars were the first wars that were more dependent upon industrial technology and materiel production than they were on sheer size of army. For most of history, the side with the most soldiers usually won, except if the other side had particularly brilliant commanders (e.g. Alexander of Macedon, Napoleon). But in the World Wars, the number of soldiers was almost irrelevant; a single bomber with half a dozen men inside could destroy an entire infantry division of several hundred. What mattered instead was industrial capacity.
And industrial capacity, of course, is a civilian activity. It was civilian workers who built and operated the factories that made tanks and bombers. Indeed, in the US in WW2, it was primarily women, and our unique willingness to employ women in our factories was part of our overwhelming industrial advantage in the war. Japan could not have matched us industrially even if they had employed women, but their refusal to do so put them even further behind than they would have been, effectively cutting their labor force in half.
Because industrial capacity was so important in the World Wars, many commanders---on both sides---employed tactics such as "strategic bombing" (carpet bombing of cities) designed to disrupt industrial production and infrastructure, regardless of the enormous civilian casualties that resulted. The atomic bombings of Hiroshima and Nagasaki were particularly dramatic examples, but more people actually died in conventional "strategic bombing" of cities such as Tokyo and Dresden.
We could imagine that maybe if civilian industry hadn't been so important for the war effort, these tactics might not have been employed... but honestly, I'm not so sure. Like I said, soldiers have been killing civilians for thousands of years. | <urn:uuid:9ebf3c24-5308-45e3-9d81-386044debfea> | CC-MAIN-2017-51 | https://www.enotes.com/homework-help/how-did-civilians-help-lead-total-war-626360 | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948597485.94/warc/CC-MAIN-20171217191117-20171217213117-00600.warc.gz | en | 0.979933 | 680 | 2.984375 | 3 |
Is Lyme disease on the rise in Canada? Disease-carrying ticks are becoming an annual concern for residents in provinces across Canada as health officials work to warn people about precautionary measures as they head out into the parks, fields and forests this summer.
“This black-legged tick is becoming more established,” said Niagara Region Public Health inspector Joe DeGiuli, to the St. Catherine Standard . Last year, 1,825 ticks were turned in to the Region, while they have 813 submissions already in 2019. And whereas 108 of those last year were removed after biting humans, this year’s number is already at 103.
“The best thing you can do is monitor for signs and symptoms,” said DeGiuli. The cooler, wetter weather this spring isn’t necessarily put a damper on ticks, either, as the insects can come out in any temperature above zero. Instances of tick bites and the Lyme disease carried by some have been on the rise in pets, as well. Greg Stevenson, a veterinary physician in Perth, Ontario, told the Ottawa Citizen that his clinic dealt with 40 Lyme-positive cases in pets in 2018 and has seen 22 cases so far in
“We see ticks almost daily on pets,” says Stevenson.
Last year, Ontario’s Ministry of Health and Long-Term Care released a report from its Lyme Disease and Tick-Borne Illnesses Task Force, which provided ten recommendations for the province, including conducting a review of current clinical practice guidelines surrounding assessment and treatment, establishing collaborative centres of excellence for tick-borne illness and improving of education and awareness across the province.
NDP MPP Michael Mantha recently introduced a motion calling on the Ford government to take action on Lyme disesase by implementing the task force’s recommendations.
Lyme disease on the rise in parts of Canada
“Ontario has the highest number of cases of Lyme disease in the country and the number is growing,” said Mr. Mantha, MPP for Algoma-Manitoulin, to the Manitoulin Expositor . “People are worried about contracting Lyme disease. And too many are already suffering with the debilitating disease.”
There are a number of steps individuals can take by way of prevention, including wearing long sleeves and pants while outside, using bug repellant that contains DEET, searching your clothes and body for ticks after coming in from outside and taking a shower or bath afterwards.
So who is really at risk here? For the most part, it’s pet owners. A 2017 study from the Centers for Disease Control and Prevention in the United States shows that the risk is heightened for owners of pets like cats and dogs, which can easily bring ticks into the home.
“This large evaluation of pet ownership, human tick encounters and tick-borne diseases shows that pet owners, whether of cats or dogs, are at increased risk of encountering ticks and suggests that pet owners are at an increased risk of developing tick-borne disease,” said the study’s authors, whose research is published in the journal Zoonoses and Public Health.
The researchers advocate daily tick checks for all family members and caution to be extra vigilant if you have been in long grass. | <urn:uuid:b2dc3e95-51b1-4ed9-a00f-a2677ade22e7> | CC-MAIN-2019-39 | https://www.cantechletter.com/2019/06/tick-related-illnesses-such-as-lyme-disease-on-the-rise-in-canada/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514575674.3/warc/CC-MAIN-20190922201055-20190922223055-00029.warc.gz | en | 0.953687 | 676 | 3.046875 | 3 |
Science Fiction Planets John Norman's Gor
About the planet Gor described in the book Tarnsman of Gor by science fiction writer John Norman.
PLANETS DISCOVERED BY SCIENCE FICTION WRITERS
5. GOR, OR COUNTER EARTH
Location: Gor occupies the same orbit as Earth but is eternally located on the exact opposite side of our sun; the physical imposition of the sun's bulk between the two planets, as well as deliberate obfuscation on the part of Gor's rulers, prevents Earth's scientists from detecting the presence of another planet in the same orbital plane.
Discoverer: No one can be said to have "discovered" Gor, since Gor's rulers keep their world hidden from Earth's prying eyes; however, Gor's saucer-shaped spacecraft have often abducted men and women from Earth to help populate Gor; one such involuntary voyager is Tarl Cabot, an instructor of English history at a small New Hampshire college, who is kidnapped in the mid-1960s while hiking in the White Mountains.
Book: Tarnsman of Gor (1967) by John Norman, together with its 13 sequels.
Description: Gor is a slightly smaller world than Earth, with a lesser gravity; the air, water, and foliage are somewhat similar, however, although the animal life includes giant lizards (tharlarions), leopardlike creatures called larls, huge fighting birds (tarns), intelligent spiders, and other unusual beasts of burden and prey. The human life is similar to that on Earth and may have derived in part or whole from Earth. The men of Gor are a proud people, semibarbaric in nature, with some elements of advanced technology and civilization mixed together with medieval weaponry and social systems. Slavery is endemic, particularly among the female population; the society is heavily male-oriented, and women are kept in subjugation, supposedly much to their liking. The unseen rulers of the planet, the Priest-Kings, limit the technology allowed the Goreans for use in warfare to swords, crossbows, spears, and the like, while permitting sophisticated computer translators, lighting systems, and heating elements. Those who transgress against the Priest-Kings suddenly erupt in blue flame and are consumed within a few moments. The Priest-Kings, who remain eternally secluded in the Sardar Mountains, are large antlike creatures of immense longevity, who have moved the planet to Earth's solar system from its original, distant location, and who nearly destroy themselves in a civil war. The resulting chaos leaves the planet open to an interstellar war with the Beasts, or Kurii, bearlike creatures that are bent on conquering both Gor and Earth. Tarl Cabot becomes a central figure in the developing saga of Gor as he changes from a mild-mannered professor to a fierce barbarian warrior determined to halt the kurii and maintain the independent life-style of his beloved Earth.
|You Are Here: Trivia-Library Home » 11 Planets Discovered by Science Fiction Writers » Science Fiction Planets John Norman's Gor|
|DISCLAIMER: PLEASE READ - By printing, downloading, or using you agree to our full terms. Review the full terms at the following URL: /disclaimer.htm| | <urn:uuid:75670b88-793c-41a9-9f67-ecfcd4b7496b> | CC-MAIN-2018-51 | https://trivia-library.com/c/science-fiction-planets-john-norman-gor.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376824059.7/warc/CC-MAIN-20181212155747-20181212181247-00352.warc.gz | en | 0.941505 | 675 | 2.734375 | 3 |
On April 26, 1886, blues songstress Ma Rainey was born in Columbus, Georgia. Known as "Mother of the Blues," Rainey, born Gertrude Pridgett, is credited as the first popular entertainer to incorporate the blues style into her performances.
She married comedian William "Pa" Rainey in 1904 and the couple toured together throughout the South. Her travels exposed her to the burgeoning blues scene and, by 1905, she was thrilling audiences with the soulful style. Between 1923 to 1928, she made over 100 recordings, including one of her best known hits, “Bo-Weavil Blues" (1923), and worked with a number of luminaries, including Bessie Smith and Louis Armstrong. Her music is also noted as the muse for Harlem Renaissance poets such as Langston Hughes and Sterling Brown.
At 53, she passed away from a heart attack in 1939. Rainey was inducted into the Rock and Roll Hall of Fame in 1990.
BET National News - Keep up to date with breaking news stories from around the nation, including headlines from the hip hop and entertainment world. Click here to subscribe to our newsletter. | <urn:uuid:0ef7ccb0-d835-4586-b92e-2a2db2072240> | CC-MAIN-2016-50 | http://www.bet.com/news/national/2013/04/26/this-day-in-black-history-april-26-1886.html?cid=rss | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541692.55/warc/CC-MAIN-20161202170901-00432-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.972129 | 239 | 2.734375 | 3 |
A former district of Montserrado County, Grand Cape Mount County obtained its current status in 1924. Cape Mount is known as the earliest recorded landmark of the Liberian Coast. The highest natural landmark on the Liberian Coast is a promontory which rises 1068 feet above sea level, with its peak visible from the Ducor Place Hotel in Monrovia on a sunny day. At the foot of the mountain, on the other side from the Atlantic Ocean, is Lake Piso, the largest lake in the country that flows into the Atlantic Ocean. Lake Piso used to be the U.S. seaplane base during World War II.
Robertsport is a beach city located near the promontory along the shores of Lake Piso. The city set among tropical green hills was founded April 17, 1855, by President Roberts. The city was named after the President after he and seventeen volunteers from Montserrado County sailed to Cape Mount on the Liberian Schooner Lark. Now Robertsport is the county seat of government. The area boasts views of breath-taking beauty due to the combination of the dense green foliage of the promontory sloping downward to the Atlantic Ocean, rocky intrusions to the west, Lake Piso to the east, and several small but picturesque islands offshore.
The area is inhabited by the Vais, along with the descendants of settlers who arrived from North America, the Caribbean and the African Diaspora. The county is also home to communities of such ethnic groups as Bassa, Gola, Fanti, Kru, Mende, and others. The majority of the population is centered in the rural areas in Garwula, Gola Koneh, Pokpa, Tewor and Tombe districts.
The Tubman Center for African Culture in Robertsport housed the extensive collection of artifacts and exhibits devoted to the history, customary laws, folkways, and legends of the Vais, and the descendents of black Americans who settled in the county since its founding, as well as other ethnic groups in Liberia. The collection also featured specimens of Vai Writing and a phonetic chart of the characters of the Vai language and script invented by Mr. Dwalu Bukele. Unfortunately the Center was looted during the civil war. Currently efforts are being made to rehabilitate the Center and restore some of the valuable items that were stolen. A team of Liberian and American scholars is currently working to prepare a desktop arrangement of the Vai language, with the hopes of creating a computer keyboard for the language soon.
Center of Learning
For many years the county was a major educational center of Liberia. A great number of students came to Grand Cape Mount from various parts of Liberia and Sierra Leone to attend The House of Bethany for girls and Saint Johns for boys of the Episcopal High School in Robertsport, known for providing quality education, or Saint Timothy's Hospital, a prestigious medical center of the area. The Robertsport High School is also among the finest high schools in the area, as well as preparatory schools at Bendu and Baloma, in the interior of the county. Cape Mountainians in the United States
Recently the National Association of Cape Mountainians in the Americas, a U.S. organization the members of which are the representatives from Robertsport and reputable citizens from Grand Cape Mount, has contributed to the reconstruction of Grand Cape Mount. Many members of this organization have expressed their desire to return home to facilitate the reconstruction and development of the county and Liberia.
Potential for Tourism and Investment
Today more and more Liberian and foreign travelers venture to the picturesque banks of Lake Piso and the pristine beaches of Robersport in search of good surfing opportunities. In addition, the deposits of iron discovered at the Bea Mountain, as well as gold mining activities in the interior of the county instill hope for further investment and development of the area.
Grand Cape Mount County shows signs of recovering from the scars left by the civil war and years of conflicts. The Department of Public Works and the Engineering Battalion of the United Nations Mission in Liberia have initiated the reconstruction of the Medina-Robersport Road. The country leaders in partnership with the government are working for the rehabilitation and development of Grand Cape Mount County and the Liberian State. | <urn:uuid:3cb11175-da18-43ad-b646-51f9e1f8ce61> | CC-MAIN-2017-26 | http://capemountusa.org/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320491.13/warc/CC-MAIN-20170625115717-20170625135717-00667.warc.gz | en | 0.958014 | 873 | 2.828125 | 3 |
Feasibility is the measure of how beneficial or practical the development of an information system will be to an organization.
Feasibility analysis is the process by which feasibility is measured.
The Feasibility analysis in a project that is feasible at one point in time may become infeasible at a later point in time. Therefore, the Systems Development Life Cycle (SDLC) has to use various go/no-go checkpoints or management reviews. Red diamonds represents the checkpoints. The diamonds identify specific times during the life cycle when feasibility is reevaluated and management review should be conducted at the end of the prior phase. A project can cancel or revised in scope, schedule, or budget at any of these checkpoints. In the textbook, there is a Feasibility Checkpoints in the Systems Development Life Cycle.
The advance of Checkpoints conducted in the SDLC:
- At the early stage of the project, it can measure of the urgency of the problem and the first-cut estimate of development costs.
- Get experience by each of the problem from the checkpoints.
- After each of the Checkpoint, it can occur more detailed study of the current system.
- The analyst can frequently prove more extensive than originally stated. Than, the system will be able to do better than before.
- Considered the solutions before the hardware and software selection impact.
- Once the final checkpoint is completed, all the complexity of the solution should be apparent.
Four Tests For Feasibility
Measure the urgency of the problem or the acceptability of a solution.
Aspects of operational feasibility
- Is the problem worth solving
- Will the solution to has problem work
- Political acceptability
- can only be evaluated after the technical issues are resolved issues
- IS the prepared technology practical?
- Do we currently process the necessary technology and time?
-To measures the reasonable project timetable.
- Are the deadlines mandatory or desirable?
- Scope can change if time (Longer)
- Careful if mandatory (Scope no change)
- Missed Schedules are bad, inadequate systems are worse!
- Are the project deadlines reasonable?
- To measure the cost-effectiveness of a project or solution. Which is often called cost-benefit analysis.
- Costs are impossible to estimate before requirements and technical solutions have been identified.
- Benefits are easier to determine at an early stage.
- The alternative solution can be evaluated according to four criteria: operational, technical, schedule, and economic feasibility.
Cost-Benefit Analysis Techniques
-Capital. Example: New Computer hardware, software and office equipment’s ,Training of the personnel.
-Development costs. Example: Personnel, Training, computer charges, consulting…etc.
Annual operating costs
-Fixed costs. Example: Leasing, licensing, salaries of permanent employees.
-Variable costs. Example: Costs of Computer usage and supplies.
- What benefits will the system provide?
- Benefits normally increase profits or decrease costs or both
- Do not confuses benefits with features
- Classified as tangible or intangible
-Usually measured in term’s savings (month annual)or of profit to the firm.
-Benefits believed to be difficult or impossible to quantify
-Example: Improved employee morals, better service to community And decision making.
Is the prepared system cost-effective?
- All costs and benefits do not occur instantaneously.
- In reality, costs and benefits are distributed overtime.
- Head to take into account time value of money.
- Three commonly used technique
- Payback analysis.
- Return on investment.
- Net present value.
Time value of money
- A dollar today is worth more than a dollar one year from now.
- Future monetary value can be discounted backwards to obtain its discounted present value.
- Based on the prevailing interest rate.
- Enable compositions of money values at different periods of time.
- Development costs are incurred long before benefits begin to occur.
- Period of time called payback period.
- Present value of a dollar in year n depends on the discount rate.
Return on investment analysis
- Compare lifetime profitability of alternate solutions.
- Measure relationship between the amount invested and the return.
- The ROI for a potential solution or project is calculated as follows:
- ROI is equal Estimated lifetime benefits subtract Estimated
- Lifetime costs and divide Estimated lifetime costs.
Not Present Value (NPV)
- Compute Discount Present Value (DPV) for future costs to benefits
- NPV = (Sum of DPV for yearly benefits) – Initial outlay.
- Initial Outlay is equal the amount required for the implementation of the system prior to its operation.
- Feasibility Analysis of Candidate Systems
Candidate System matrix
- Document similarities and difference between systems.
- Performs no analysis.
- Columns represent candidate solutions
- Rows represent characteristics.(Technology, People, Data, Processes, Networks)
Feasibility Comparison Matrix
- Ranking matrix.
- Columns – candidate systems.
- Rows – feasibility criteria.
- Cells represent ranking.
Please visit e-Zest IT services index for more services | <urn:uuid:bcafd08a-7f97-44f3-8b8b-dbf4e194bf5b> | CC-MAIN-2013-20 | http://www.e-zest.net/it-services/consulting/feasibility-analysis-india/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368703489876/warc/CC-MAIN-20130516112449-00003-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.888238 | 1,081 | 2.828125 | 3 |
Bicentennial commemoration set for Texas' first republic
Updated 4:04 pm, Saturday, April 6, 2013
Every Texas student learns about the Republic of Texas, the one fought for at the Alamo and San Jacinto. It declared its independence from Mexico on March 2, 1836 and lasted 10 years.
But fewer Texans know about the other Republic of Texas, the first and shorter-lived, which briefly broke from Spain in 1811, formally declared its independence in San Antonio on April 6, 1813 and lasted until the bloody Battle of Medina that August.
A group of Texans will commemorate the 200th anniversary of that republic with a program beginning at 10 a.m. at the Spanish Governor's Palace downtown.
Gilberto Hinojosa, professor emeritus of the University of the Incarnate Word, will deliver a keynote speech describing how the first republic rose and fell as its regional identity and economy were in flux.
The issue of “changing identities” has been studied only recently, he said.
- Lions Soccer Terrence Thomas San Antonio Express News
- African refugees embrace heritage, opportunities in America Adam Zuvanich/ExpressNews.com.
- Texas Skye: Paris Hatters San Antonio Express-News
- Uresti: 'Very, very disappointed with the verdict' San Antonio Express-News
- SAPD finds man holding knives at homicide scene San Antonio Express-News
- Two hit in shooting at S.A. hotel San Antonio Express-News
- Gov. Greg Abbott on gun control action Peggy Fikac
- Standoff with robbery suspect on interstate affects 'thousands' San Antonio Express-News
- LaMarcus Aldridge Explains Why He Doesn't Call Himself a 'Flashy' Player Sports Illustrated
- SAPD: Possibly drunk woman wrecks SUV, tries to flee San Antonio Express-News
“They saw themselves as Spanish, but then the identification with the region became more important than the identification with Spain,” he said. “How that happens is difficult to sort out completely.”
Years of self-reliance on the frontier contributed, he said, as did increased trade with Louisiana.
In the first act of defiance in 1811, Juan Bautista de las Casas captured the Spanish governor in a brief rebellion.
That led to “a bigger regional revolt led by Bernardo Gutiérrez de Lara,” who declared independence from the Spanish crown, Hinojosa said.
“The bonds that kept us linked to the dominion of Spain have been severed forever,” de Lara declared, adding: “We are free and independent and have the right to establish our own government.”
“It's a powerful statement,” Hinojosa said.
Spain, having already suppressed a Mexican bid for independence led by Padre Miguel Hidalgo, responded to the Texas revolt with a formidable army. Historians estimate 1,000 rebels died.
The Handbook of Texas Online describes the Battle of Medina as the bloodiest ever fought on Texas soil. Those who weren't killed in battle were executed. Fewer than 100 survived. Bodies were left on the battlefield until 1822, the handbook said.
“For the people living in San Antonio de Bejar, it's quite a blow,” Hinojosa said. “But it also has the impact of solidifying the us-vs.-them attitude.”
San Antonio independent filmmaker Bill Millet will speak about his documentary, “Texas before the Alamo,” and two groups will perform.
Arellano said one will play his corrido, “La Batalla del Encinal de Medina,” referring to the wooded area where the battle took place. | <urn:uuid:5b818ce3-df80-4eb1-8b40-3cf48df4696d> | CC-MAIN-2018-09 | https://www.mysanantonio.com/news/local_news/article/Bicentennial-commemoration-set-for-Texas-first-4413376.php | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814538.66/warc/CC-MAIN-20180223075134-20180223095134-00094.warc.gz | en | 0.942267 | 787 | 2.953125 | 3 |
See what questions
a doctor would ask.
Dobriner syndrome: An inherited metabolic disorder involving a deficiency of coproporphyrinogen oxidase. The condition is similar to but milder than intermittent porphyria and sometimes includes photosensitivity. More detailed information about the symptoms, causes, and treatments of Dobriner syndrome is available below.
Review possible medical complications related to Dobriner syndrome:
Read more about causes of Dobriner syndrome.
Research the causes of these diseases that are similar to, or related to, Dobriner syndrome:
Read about other experiences, ask a question about Dobriner syndrome, or answer someone else's question, on our message boards:
Search Specialists by State and City | <urn:uuid:5923a5f5-fb57-469b-9260-5a22d6db259c> | CC-MAIN-2016-40 | http://www.rightdiagnosis.com/d/dobriner_syndrome/intro.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661795.48/warc/CC-MAIN-20160924173741-00101-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.908052 | 151 | 2.65625 | 3 |
Suez (Arabic: السويس As Suwais) is a seaport toun (population ca. 497,000) in north-eastren Egyp, locatit on the north coast o the Gulf o Suez, near the soothren terminus o the Suez Canal, haein the same bundaries as Suez govrenorate. It haes twa harbors, Port Ibrahim an Port Tawfiq, an extensive port facilities. Thegither they form a metropolitan aurie. Railway lines an hieways connect the ceety wi Cairo, Port Said an Ismailia. Suez haes a petrochemical plant, an its oil refineries hae pipelines carryin the finished product tae Cairo.
Table o contents
History[eedit | eedit soorce]
In the 7t century a toun (kent as Clysma or Kolzum) near the site o present-day Suez wis the eastren terminus o a canal linkin the Nile River an the Red Sea. In the 16t century Suez wis a Turkish naval station.
Its importance as a port increased efter the Suez Canal opened in 1869. The ceety wis virtually destroyed durin battles in the late 1960s an early 1970s atween Egyptian an Israeli forces occupyin the Sinai Peninsula. The toun wis desertit follaein the Third Arab-Israeli War in 1967. Reconstruction o Suez began suin efter Egyp reopened the Suez Canal, follaein the October 1973 war wi Israel.
Suez Canal[eedit | eedit soorce]
There wis a canal frae the Nile delta tae the Gulf o Suez in auncient times, when the gulf extendit further north than it does the day. This fell inae disuise, an the present canal wis built in the nineteent century.
The Suez Canal affers a significantly shorter passage for ships than passin roond the Cape o Guid Howp. The construction o the Suez Canal wis favoured bi the natural conditions o the region: the comparatively short distance atween the Mediterranean an the Red Sea, the occurrence o a line o lakes or depressions which became lakes (Lake Manzala in the north, an depressions, Timsah an the Bitter Lakes, pairt way alang the route), an the generally flat terrain. The construction of the canal wis proposed bi the ingineer an French diplomat Ferdinand de Lesseps, who acquired frae Said Pasha the richts o constructin an operatin the canal for a period o 99 years. The Compagnie Universelle du Canal Maritime de Suez wis formed. Construction teuk 11 years, an the canal opened on 17 November 1869. The canal haed an immediate an dramatic effect on warld trade.
The day, the canal is a vital link in warld trade, an contributes significantly tae the Egyptian economy; in 2009 the income generatit frae the canal accoontit for 3.7% o Egyp's GDP.
Internaitional relations[eedit | eedit soorce]
Twin touns — Sister ceeties[eedit | eedit soorce]
Suez is twinned with:
References[eedit | eedit soorce]
- The Economist, July 17 – July 23, 2010, A Favored Spot: Egypt is making the most of its natural advantages.
- "Official portal of City of Skopje - Skopje Sister Cities". © 2006-2009 City of Skopje. Retrieved 2009-07-14.
|Wikimedia Commons haes media relatit tae Suez.| | <urn:uuid:5a7e0c54-0852-4ab0-9c92-51b164b885d3> | CC-MAIN-2016-07 | https://sco.wikipedia.org/wiki/Suez | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701164289.84/warc/CC-MAIN-20160205193924-00271-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.719406 | 790 | 2.734375 | 3 |
Veterans Affairs Fails to Curb Suicide Epidemic
Veterans who do seek treatment receive only minimally adequate care — defined as receiving prescribed drug therapy and visiting a doctor once every three months, or seeing a mental health professional once every seven weeks. Further, poor implementation and limited geographic reach leave elderly and rural veterans three times more likely than the general population to commit suicide.1
The quality of Veterans Health Administration (VHA) care for suicide risks often surpasses private hospitals; for instance, VHA patients are more likely than private hospital patients to receive screening tests and treatment with appropriate medications. However, 61 percent of veterans are not enrolled in the VHA, and therefore do not receive treatment from the Department of Veterans Affairs (VA). The VA’s community-based health care clinics offer fewer services than VHA hospitals, leaving rural and elderly veterans without the treatment needed to reduce suicide risk factors. Veterans represent only 7 percent of the population, but 22 percent of all reported suicides. Suicide is quite literally “ravaging the veteran population.”2
Veteran Suicide Rate. The VA currently uses two different measures to track veteran suicides — neither of which is comprehensive [see Figure I]: the suicide rate among VHA enrollees and aggregate state data from veterans’ death certificates. The VHA figures do not include the 13.4 million (61 percent) of veterans who are not enrolled in the VHA. However, according to surveys, about 5 million of these veterans believe they have service-connected disabilities and suicide risk factors requiring treatment.3
The other suicide report, the Centers for Disease Control’s (CDC) National Violent Death Reporting System (NVDRS), attempts to measure veteran suicide rates at a national level, but receives data from less than half of the states. For example, California and Texas have the largest veteran populations, but they did not produce data for the 2012 Veteran Suicide Report. Despite VA and CDC efforts, incomplete and erroneous state suicide reporting to the NVDRS contributed to an error rate in excess of 23 percent for the best available data.4 Indeed, no one knows just how many veterans are at risk for, or commit, suicide each year.
Effectiveness of Preventive Measures. Over the past few years, the VA has taken a number of steps to improve its suicide prevention efforts. In 2007, only 5 percent of VA facilities employed a suicide prevention coordinator to train VA staff, identify high-risk veterans and monitor their care. By 2009, 99 percent of VA facilities had suicide prevention coordinators. Figure I shows that the VA’s Suicide Hotline fielded 500,000 calls from 2007 to 2009 (represented by the shaded area).5 And, over the past five years, the Crisis Hotline has scheduled 73,000 next-day appointments or interventions.6
Despite the increases in preventive measures, there were nearly 75,000 reported suicide attempts over the past five years, and an additional estimated 57,000 successful suicides. The VHA’s reported suicide rate increased 2 percent, and the CDC’s reported suicide rate increased 16 percent (partly due to the inclusion of data from more states).7
One explanation for the increase in suicides among veterans enrolled in the VHA is inadequate treatment provided by VHA hospitals and clinics. In 2012:8
Only 15 percent of veterans with a primary diagnosis of post-traumatic stress received the minimum of eight recommended psychotherapy sessions within a 14-week period.9
The number of individuals with PTSD evaluated at required intervals to determine the severity of their symptoms has not been reported since 2010, and even then only 5 percent were evaluated; whereas, the VHA’s goal is to treat 80 percent of PTSD patients by 2015.
Veterans diagnosed with depression-related conditions who visit community-based outpatient clinics average only one treatment annually.10
Shortage of Mental Health Professionals. The VA website hosts a search engine where veterans can input their area code to find community-based outpatient clinics (CBOCs) or vet centers, but nearly two-thirds (64 percent) of VA outpatient clinic staffs do not have a mental health clinician — a professional providing treatment, such as a psychiatrist, psychologist, social worker, nurse, nurse practitioner or pharmacist. Charles Curie (formerly of the Substance Abuse and Mental Health Services Administration) argued that VA Secretary Eric Shinseki’s aggressive recruiting strategies have pulled mental health professionals away from clinics and into fulltime staff positions at VA hospitals.11 Pressed by Congress, President Obama signed an executive order authorizing Secretary Shinseki to hire 1,600 new mental health clinicians by the end of June 2013, in order to reallocate personnel and increase access to care for rural and elderly veterans. However, some 70 percent of VA mental health professionals surveyed said that existing clinics do not have enough space to accommodate the incoming workers.12
Figure II illustrates the projected number of mental health professionals, based on VA has hiring rates since January 2013:
From September 2012 to January 2013, the VA hired around 1,100 clinicians.
Between January and March of 2013, they hired only 47 more; and, if this trend continues, the VA will be several hundred clinicians short of its June 2013 goal.
Federal law requires that all veterans who request mental health services from the VA receive an initial evaluation within 24 hours and a comprehensive evaluation within 14 days. However, in April 2012 some veterans waited as long as 60 days for an evaluation.13 Unfortunately, the 2012 VA Performance and Accountability Report does not indicate the number of veterans who receive the required care within 24 hours of requesting help.
The VA blames mental health clinician shortages for the poor access to care. In turn, clinician shortages have isolated veterans by forcing them to travel to urban VA Medical Centers to receive treatment. The inconvenience of traveling and waiting to receive care explains why veterans were “no shows” for more than 20 percent of their mental health appointments last year.14
From 2010 to 2012, the number of veteran suicides remained constant at 22 deaths every day, one every 65 minutes.15 Unfortunately, there appears to be a strong correlation between veterans receiving treatment through the VHA and suicide. Only half of veterans who attempt suicide are VHA participants; but as Figure III illustrates, 80 percent of suicide attempts by VHA enrollees occur within one month of receiving VHA services.
Short-Term Policy Solution: Increase VA Cooperation with Veterans Service Organizations. According to Senator Richard Burr (R-N.C.), ranking member of the Senate Committee for Veterans Affairs, and multiple reports by the Congressional Research Service, there is a clear need for increased cooperation between the VA and Veterans Service Organizations (VSOs). Partnering with VSOs like Give an Hour — a nonprofit organization that connects veterans with free local mental health care professionals in their community — would allow hotline operators to schedule local follow-up appointments days after a crisis, not months. Such cooperative efforts would also allow veterans access to free treatment during that first critical month, when most suicides occur.
Moreover, many veterans simply do not understand their benefits, and are often left unaware of the seriousness of their suicide risk due to a lack of responsible media reporting. Media attention would not only increase the number of clinicians willing to participate in critical organizations such as Give an Hour, but would also stimulate current VA outreach programs.
Long-Term Policy Solution: Health Savings Accounts. Although the VA allows eligible patients to carry private insurance, it strongly encourages them to stay within the VA system. The majority of veterans have both VA and private insurance, according to public health expert Kenneth Kizer. Fragmented coverage, Kizer insists, leads to decreased quality of care.16 VA-eligible patients with private insurance are less likely to use VA care, preferring to seek more accessible care from providers in their own community.17
A “GI Health Care Bill” could provide eligible veterans with the resources to purchase a high-deductible health insurance policy plus a Health Savings Account (HSA). Veterans and their employers should have the opportunity to put premium savings in a tax-free HSA to pay medical bills or to purchase health insurance. Allowing veterans to find care within easy reach would significantly increase their access to care, and would also increase the number of veterans who actively seek care.18
Such a policy shift would require the VHA to provide much more convenient care options. Currently, for example, the VHA will not fill prescriptions from third-party clinicians, and veterans face long waits for necessary treatments at distant VA facilities in order to be eligible for VA prescription mailing services. Thus, veterans are faced with either rationing by waiting, or paying out of pocket for expensive medications. Because most veterans prefer to use private insurance to receive treatment, a GI Health Care Bill should allow prescriptions to be forwarded from a private physician to the VA and then dispensed directly to the veteran through existing infrastructure. This change would reduce costs for veterans and increase the likelihood that they receive care.
Conclusion. The VA has proved unable to provide effective treatment, or to accommodate veterans who want help where they live. Additional funding without effective oversight will not solve the problem. Policy changes are necessary. Congress should also consider allowing veterans to purchase Health Savings Accounts with their VA benefits.
The VA should encourage community-based support networks by partnering with the myriad Veteran Service Organizations and private clinicians willing to help in a community-based setting. These strategies have the potential to vastly increase access to care and outreach; doing so could reduce the alarming rates of veteran suicide.
Kyle Buckley is a graduate student fellow with the National Center for Policy Analysis and a veteran of the U.S. Army.
1. Katherine E. Watkins et al., Veterans Health Administration Mental Health Program Evaluation: Capstone Report, RAND Corporation, 2011. Available at http://www.rand.org/pubs/technical_reports/TR956.html. Access verified May 7, 2013.
2. Erin Bagalman, “Suicide Prevention Efforts of the Veterans Health Administration,” Congressional Research Service, R42340, January 10, 2013. Available at https://www.fas.org/sgp/crs/misc/R42340.pdf. Access verified May 8, 2013; and A. J. Frances, DSM5 in Distress: The Epidemic of Suicide in the Military, Psychology Today, September 19, 2012. Available at http://www.psychologytoday.com/blog/dsm5-in-distress/201209/the-epidemic-suicide-in-the-military.
3. This study focuses on the VA mental health system. A previous NCPA paper explored problems with the VA’s disability benefits system. See Pamela Villarreal and Kyle Buckley, “The Veterans Disability System: Problems and Solutions,” National Center for Policy Analysis, Backgrounder No. 166, December 2012. Available at http://www.ncpa.org/pub/bg166.
4. “Suicide Data Report, 2012,” U.S. Department of Veterans Affairs.
5. Terry Tanielian et al., “Invisible Wounds of War,” Rand Center For Military Health Policy Research, 2008. Available at http://www.rand.org/content/dam/rand/pubs/research_briefs/2011/RAND_RB9594.pdf. Access verified May 8, 2013.
6. Erin Bagalman, “Suicide Prevention Efforts of the Veterans Health Administration,” Congressional Research Service, R42340, January 10, 2013.
8. Katherine E. Watkins et al., Veterans Health Administration Mental Health Program Evaluation: Capstone Report.
9. “2012 Veterans Affairs Performance and Accountability Report,” U.S. Department of Veteran Affairs. Available at http://www.va.gov/budget/report/. Access verified on April 12, 2013.
10. John Fortney et al., “Implementation outcomes of evidence-based quality improvement for depression in VA Community Based Outpatient Clinics,” Implementation Science, July 30, 2012. Available at http://www.ncbi.nlm.nih.gov/pubmed/22494428. Access verified April 16, 2013.
11. Guy Gugliotta, “VA Drive to Hire 1,600 Mental Health Professionals Hits Community Clinics’ Supply,” Kaiser Health New, April , 2013. Available at http://www.kaiserhealthnews.org/Stories/2013/April/07/VA-hiring-mental-health-professionals-impact-on-community-health-centers.aspx?p=1. Access verified April 16, 2013.
12. “Statement of Senator Richard Burr, Ranking Member, Senate Committee on Veterans’ Affairs, Hearing on VA Mental Health Care, March 20, 2013.” Available at http://www.veterans.senate.gov/hearings.cfm?action=release.display&release_id=924acbb2-2bb4-4cbf-8be8-7e0273b1a9a3. Access verified April 16, 2013.
13. “VHA Review of Veterans’ Access to Care,” VA Office of Inspector General, April 23, 2012. Available at http://www.va.gov/oig/pubs/VAOIG-12-00900-168.pdf. Access verified April 12, 2013.
14. “2012 Veterans Affairs Performance and Accountability Report,” U.S. Department of Veterans Affairs.
16. Kenneth Kizer, “Veterans and the Affordable Care Act,” Journal of the American Medical Association, Vol. 307, No. 8, February 22, 2009. Available at http://jama.jamanetwork.com/article.aspx?articleid=1356002. Access verified May 8, 2013.
17. “VHA Treatment of PTSD and TBI among Recent Combat Veterans,” Congressional Budget Office. Available at http://www.cbo.gov/sites/default/files/cbofiles/attachments/02-09-PTSD.pdf. Access verified September 14, 2012.
18. “Invisible Wounds of War,” Rand Center For Military Health Policy Research. | <urn:uuid:2f3dbbd7-84d0-4fd7-bd78-65c127009ed7> | CC-MAIN-2015-11 | http://www.ncpa.org/pub/ib122 | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463122.1/warc/CC-MAIN-20150226074103-00269-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.9302 | 2,975 | 2.828125 | 3 |
Practice sorting different shapes with this worksheet.
Same but different object size
Practice differentiating objects, same but different object size with this worksheet.
Sorting same objects
Identifying same objects sorting worksheet.
Compare in mixed groups with pictures
Comparing mixed groups of objects with pictures with this worksheet.
Comparing more and few with dots
Comparing more or fewer objects with dots worksheet.
Comparison of more / few with pictures
Learn comparing more / few objects on pictures with this worksheet.
Counting tally marks up to 20
Counting tally marks 1 to 20 with worksheet pdf.
Counting tally marks 1 to 30
Counting tally marks 1 to 30 with worksheet. Print and practice
Counting objects / pictures
Counting objects on a worksheet.
Learn counting in a house mix
Practice counting stuff in a house with this worksheet.
Counting on a pyramid
Counting objects on a pyramid worksheet.
Learn spelling number one worksheet
Practice Number 1 worksheet with this worksheet.
Counting to two worksheet
Practice number 2 worksheet with this worksheet.
Number 3 worksheet
Practice Number 3 worksheet with this worksheet.
Number 4 worksheet
Practice Number 4 worksheet with this worksheet.
Number 5 worksheet
Practice Number 5 worksheet with this worksheet.
Number 6 worksheet
Practice Number 6 worksheet with this worksheet.
Number 7 worksheet
Practice Number 7 worksheet with this worksheet.
Number 8 worksheet
Practice Number 8 worksheet with this worksheet.
Number 9 worksheet
Practice Number 9 worksheet with this worksheet.
Number 10 worksheet
Practice Number 10 worksheet with this worksheet.
Growing pattern in maths
Growing patterns worksheet for kindergarteners.
Identifying similar patterns activity worksheet.
Inside and outside spatial sense
Positioning objects - inside vs outside activity worksheet.
Positions - Left, right, middle & positions
Practice left, right & middle positions worksheet.
Left vs right positions
Left vs right positions / spatial sense worksheet.
Location in a 3 by 3 grid
Learn locating in a 3 by 3 grid with this worksheet.
Locate in a 3 by 3 matrix
Practice locating in a 3 by 3 graph in this worksheet.
Top, bottom & middle positions
Learn about top, bottom & middle positions with this sheet.
Identifying shapes in real life
Geometry & Shapes in real life practice for kids.
Shapes & geometry activity
Shapes and geometry worksheets, learn basic shapes.
Solid and planar figures
Identify solid figures that relate planar shape with this worksheet.
Observe symmetry / asymmetry in objects activity in geometry .
Light or heavy activities
Comparing light & heavy objects - which is lighter or heavier ?.
Size vs long objects
Review comparing object sizes, long vs short worksheet.
Tall vs Short worksheet
Comparing objects - which is taller vs Shorter.
Preschool math worksheets - PDF Printable math activities
Preschool math worksheets for children to practice early math skills on counting, numbers, positions, time and more. These worksheets are in printable pdf format and are well illustrated with the best graphics and pictures that appeal to children at this age. Remember pre-k worksheets on that page can supplement teaching materials for teachers and parents who need to give their kids extra practice. There is a lot to learn about shapes: identify different geometric shapes, on spatial sense learn about position of objects in space, learn how to compare numbers of items, learn about patterns, counting tallies etc. | <urn:uuid:f827a242-80f7-44d7-bfc6-208d5cb85662> | CC-MAIN-2021-43 | https://www.kidsmathtv.com/pre-school-worksheets/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323588282.80/warc/CC-MAIN-20211028065732-20211028095732-00057.warc.gz | en | 0.847589 | 790 | 3.84375 | 4 |
The glorified calculator that is Excel can help you build financial calculators, automate your processes, or solve complicated problems. It is safe to say that pretty much all business professionals are familiar with Excel. Although everyone can write formulas, not all can write them well.
You might be asking yourself, why does it even matter? Excel accepts my formulas and giving me the results I want. Well, you are right, but your calculations are probably taking a few seconds to run. You start truly feeling the difference in bigger models. Habits die hard and if you learn to write efficient formulas from get-go, you will appreciate it once your workbooks start getting bigger.
Excel is typically pretty flexible with what it accepts in formulas. You can enter static values, cell references, nest things in other formulas, named ranges, or even entire tables. There’s usually more than one way to reach your target. Let’s take a look at some common practices.
Static Values vs Cell References
One of the most common errors when writing Excel functions is to use static values inside a formula. For example, most people simply prefer entering the column index when creating a VLOOKUP formula. The same goes for SUMIF, AVERAGEIF, or similar formulas. You will get the correct result regardless of how you build these formulas. Formulas return the correct results, however things might get ugly if you try copying that formula into other fields.
Let’s see this with an example. In the table below we have a list of employees and their salaries. You can download the sample workbook here. Let’s assume that our HR department wants to find the average salaries by department. An AVARAGEIF formula can prove useful in this scenario. We’re first going to need to enter the department column J, the enter “R&D” to define the department we’re looking for, and finally the range of values we’re looking into (salary – column G).
This formula will give us what we were looking for, the average salaries of the R&D department. After this point, we could copy and paste this formula for the other departments. One small issue with that is Excel won’t recognize the fact that we want the formula to adapt to the other ‘departments’. Of course, we could copy the formula and edit it for each department. For example, for the ‘administration’ group, the formula needs to be,
However, this is a time consuming task and you really wouldn’t want to do this for repetitive formulas with several differences.
A better way to do this is to use relative cell references. Using cell references may sound like more work, but this method is reliable and far more flexible. Going back to our example, the AVERAGEIF formula can be replicated within seconds, when using cell references. You need to write formula only once, and then you can copy it to apply to all sections without making any other changes.
When you copy down to the formula for the other rows, the cell reference section of the formula will be automatically updated for Administration (L3), Human Resources (L4) and the rest of the departments.
Using cell references becomes far more important when you’re dealing with 2-dimensional ranges. Taking our previous example, let’s assume that we need the average salaries by department and state. With static values we could use this formula, =AVERAGEIFS($G$2:$G$318,$J$2:$J$318,”R&D”,$D$2:$D$318,”GA”)
This formula contains both department and state references as static values. Again, you’re going to need to copy and paste this formula and then update the names in each function. Only this time, we’re going to have 9 * 3 = 27 cells that need editing. Moreover, there are 2 static values in each cell, and that means 27 * 2 = 54 changes. Good luck with that.
Thanks to relative cell references, you can simply copy and paste (or hold the lower right corner of the call and drag) to generate formulas for the other cells. In our sample workbook, we’re using P2 for departments and Q1 for states. Before you start applying the formula to other fields, keep in mind that if you copy the cell with P2 reference and paste it to 1 cell left and 1 cell below, reference will be changed to Q3. Both columns and rows will be updated accordingly.
Here, we need data from the column P (departments) and 1st row (states). When we copy this to the next rows, we don’t want the state reference row to change. Copying from left to right, the department reference columns should remain as is. To do this, we’re going to need to ‘lock’ column and cell references. You may have seen this before as dollar sign “$” used with a cell reference. This means that what comes after that sign will be locked and have an absolute value.
- $P$2 means both row and column are absolute, so reference is not changed after you copy cell into another cell
- $P2 means only column is absolute and stays still while row can be changed
- P$2 means only row is absolute and cannot be changed.
You can either type “$” with your keyboard, or press F4 key when cursor is on cell reference to change between relative/absolute status. This formula can be copied to the following rows to give us the values we’re looking for,
After we copy formula to cell S10 it will become, =AVERAGEIFS($G$2:$G$318,$J$2:$J$318,$P10,$D$2:$D$318,S$1)
$P2 becomes $P10 and Q$1 becomes S$1.
The ability to assign a name to a range in Excel is a powerful ability. By defining names to a cell or a range of cells, you can create formulas that are easy to read and manage. Names ranges work with cell ranges, functions, constants, and even tables. Let’s name the data from our workbook as follows,
- $G$2:$G$318 : BaseSalary
- $J$2:$J$318 : Department
- $D$2:$D$318 : State
As a result, we can create the same formula as,
Now it looks simple and intuitive, right?
Tables are widely used in many Excel models as they have lots of advantages like growing dynamically as you enter data, automatically format options, connect data, and allow filters. Here, we’re going to use tables for their Structured References feature.
Excel automatically defines names for all columns created in a table. Unlike regular named ranges, these column names are defined with the table itself and you can get a list of these fields when you start typing a formula.
In our example, the table is named “EmployeeTable”. When you enter “[“ and start typing the table name, you will get the list of columns from this particular table, as well as special lists like headers or totals. Combining tables and names ranges, our function becomes,
Everyone can write formulas and create spreadsheets for daily use. However, this doesn’t mean that every Excel user can create ‘efficient’ formulas. Just like teaching your body young when you’re doing sports, making a habit of keeping these tricks in mind can help you create Excel models that run faster and save you time and frustration. | <urn:uuid:05316a6c-515c-40f8-8b38-0b41d9d14e6e> | CC-MAIN-2019-30 | https://www.spreadsheetweb.com/efficient-formulas/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195524290.60/warc/CC-MAIN-20190715235156-20190716021156-00361.warc.gz | en | 0.897299 | 1,633 | 2.796875 | 3 |
U.S. historian and civil rights advocate John Hope Franklin, credited with helping create the field of African-American history, died on Wednesday at age 94, Duke University said.
Franklin’s book “From Slavery to Freedom: A History of African-Americans,” published in 1947, is still considered the definitive account of the black experience in America. The longtime Duke professor died of congestive heart failure at Duke Hospital in Durham, North Carolina.
Log in to leave a comment. Sign In / Sign Up | <urn:uuid:0c2f0124-66e4-47fc-9ffb-ba823e98c102> | CC-MAIN-2015-27 | http://en.geneanet.org/genealogyblog/post/2009/03/us-historian-john-hope-franklin-dies-at-94-html | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375099105.15/warc/CC-MAIN-20150627031819-00254-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.943882 | 109 | 2.671875 | 3 |
Real Life Angry Birds
Team member: Jane Chua, Cody Soska, Jean Zhang
Bring the popular mobile game to life! Kids can experiment hands on with the physics of building structures and launching birds. They are divided into 2 teams, one to build a tower to house the pigs and the other to launch birds to knock down the tower. This toy is recommended for children ages 8 and up.
Transfer of energy from downward force on one end of the lever to upward force on the other end.
Springs (Elastic Potential Energy)
Storage and release of energy by stretching and releasing spring.
Effect of shape and weight of projectile on its flight path. Launch angle and energy transfer can also be experimented with.
Different methods of stacking and attaching blocks create structures of varying stability.
Kids need to work together to build a cohesive structure. They must also take turns to launch the birds.
How to make it
- Beam for lever, we used a PVC pipe
- Axle for lever, we used a metal rod
- Wood to build supports
- Spring or bungee cord
- Bowl shaped holder for bird, we used an aluminum lamp shade
- Birds of different shapes and weights (eg. bean bags, foam, bouncy ball, cardboard boxes)
- Lightweight blocks (eg. cardboard or foam)
- Various mechanisms for connecting blocks (eg. magnets, velcro)
- Pigs (we used pigs that separated into 2 halves after falling)
Building the Catapult
- Create a firm base to mount the catapult. This can either be a solid sheet of wood or two planks that are secured together. It should lie flat on the ground.
- Secure 2 supports vertically to the base. They should be spaced far enough apart to fit the lever (PVC pipe in picture) in between.
- Drill holes through both supports and the lever and fit the axle through. The hole should be a tight fit through the lever and a loose fit through the supports. This allows it to rotate along with the lever without too much friction from the supports.
- Attach one end of the spring to the shorter end of the lever and the other end of the spring to the base . We used a screw eye to attach it to the base and drilled a small hole in the PVC pipe to hook the spring through. The spring should not be in tension when the lever is not depressed.
- Attach the bowl to the long end of the lever. This should be on the opposite end to where the spring is attached. The bowl should be large enough to hold the bird.
- Test the catapult by placing a bird in the bowl, then pushing the bowl down and releasing. Weigh the base down if necessary to keep the catapult stable. Adjust the springs so that they are strong enough to launch the bird, but not too strong that the lever cannot be pushed down.
Assembling the Blocks
- Make large lightweight blocks either using cardboard or foam. We used cardboard blocks that were 3″ x 6″ x 12″
- Add attachments on the surface of the blocks to allow stronger structures to be built. For example, we attached magnets and velcro to the blocks. Be sure to use both sides for attachments that are asymmetric (eg. attach magnets such that some have the north pole facing outwards and others have the south pole facing outwards)
- Experiment building different structures with the blocks using the different attachments to make them stronger. Make sure that the attachments are not so strong that the birds cannot knock them down.
Conducting the Game
- Split the players into 2 teams: BUILD and LAUNCH.
- Team BUILD should create a structure out of the blocks that can support the pigs in a way that they are exposed and not touching the ground.
- Team LAUNCH can then launch the birds to knock down the structure and make the pigs fall.
- Team LAUNCH wins if they successfully knock down all the pigs (and they split in half, if using separating pigs). Team BUILD wins if team LAUNCH runs out of birds before knocking down all the pigs.
Child Safety: Be sure to let children know to stay clear of the catapult. User testing shows that children have a tendency to put their face over the bowl while they are launching birds.
For younger children, they should select the birds they’d like, and an adult can launch for them.
The base of the catapult should be weighed down.
The fulcrum of the lever is adjustable. | <urn:uuid:6c52e49d-53bc-4899-9812-f574177a5d54> | CC-MAIN-2020-40 | https://courses.ideate.cmu.edu/39-245/s2017/?page_id=1472 | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00304.warc.gz | en | 0.918346 | 931 | 3.578125 | 4 |
Ask learners what they think the book is about by looking at the title and front cover. List their responses on flipchart paper. Ask learners to check out the book by using Handout 1. Ask them to share their ideas and predictions.
Ask learners to look at Velma's family tree and answer the questions on Handout 2.
Ask learners to draw their family tree using the outlines on Handout 3. They may need to ask their parents or grandparents information about their family in order to complete their family tree. Encourage them to find out as much as they can about their family history.
Ask learners to read the preface in Raising Ourselves on pages 12 and 13 and answer the questions on Handout 4 in groups.
Put up agree and disagree signs in the classroom. Read out the statements below and ask learners to decide if they agree with them or not. Ask them to stand by the sign they chose and discuss the topic with other learners.
The author states, “When you grow up in an environment of addiction, it is always your loved ones who cause you the greatest pain.” Ask learners to write a one page journal on what this statement means to them. | <urn:uuid:d3b80825-c945-425f-a565-1edfb24c0ec1> | CC-MAIN-2016-36 | http://www.nwtliteracy.ca/resources/adultlit/en130/4.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982905736.38/warc/CC-MAIN-20160823200825-00288-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.969904 | 244 | 3.96875 | 4 |
Forestry has long been a male-dominated field, but an increasing number of women are beginning to inherit their husbands’, fathers’ and families’ lands. Due to higher life expectancies, these women are often thrown into land ownership without any prior knowledge or education of forest management. As a result, these forests are at risk of being sold to developers or mismanaged.
“If we are not taking care of female forest landowners, we are not taking care of forest land,” said Dr. Puneet Dwivedi Associate Professor of sustainability sciences in the Warnell School of Forestry at the University of Georgia.Why It’s Newsworthy: Georgia is the top state in the U.S. for forestry products and is seeing a shift toward women landowners. However, these women are often underrepresented in the industry and lack land management education.
Research led by Dwivedi and UGA graduate student Jacqueline Miner shows a need for customized educational outreach programs for female forest landowners. Through interviews and surveys of female forest landowners, Miner found that these women tend to have a worried outlook toward land management.
One of the biggest challenges for these women is entering the field with little or no knowledge about forest land management, according to Miner’s research.
“I felt pretty overwhelmed,” said Anne Parker about managing inherited forest land. “[I feared that] I would waste my parents’ money. That I would do the wrong thing. That I would cut the wrong trees or plant the wrong kind of trees.”
Parker’s land has been passed down through her family from father to son for generations, but when her father passed, the land was left to her mother. Parker immediately jumped in to help manage the land.
After applying for a stewardship plan from the Georgia Forestry Commission, Parker stumbled upon workshops and classes for female landowners. Parker says these workshops not only gave her the skills and language needed to communicate and work in the forest industry, but also the confidence to work towards accomplishing her goals.
One of these workshops, Ladies for Their Land, is run by Danielle Atkins, a UGA graduate, forester, and owner of Land & Ladies. Atkins’ company works as a forestry consulting business specifically aimed at women land owners.
Atkins says her main vision is to transform the knowledge and technical points of land management into actionable, applicable items for the women she works with.
“[Women] will ultimately decide if forests stay forests,” said Atkins. If female landowners have the resources to manage their forests successfully, their land can be both environmentally sustainable and financially beneficial.
“I couldn’t even tell you how many I’ve taken of Danielle’s webinars,” said Parker in reference to virtual education options offered by Land & Ladies. “It’s gone really well,” said Parker about her land management experience so far.
What this Means for Georgia
Georgia is the top state in the nation for forest production, with revenues over $50 million in 2009.
However, forestry is also one of the most male-dominated industries in the US. Just 14% of forestry and logging employees nationwide are women, and the numbers are reflected locally in Georgia. As women outlive men, there is an increasing need for greater representation and involvement of women in the industry.
Miner’s research suggests that private foresters and non-profit stakeholder organizations see potential in female-owned forest land management, and with relevant education and outreach these landowners could greatly benefit the industry.
Dwivedi sees this shift towards female land ownership as one of the biggest land ownership shifts in the country. He hopes his research conducted with Miner will lead to greater access to and involvement in land management education.
Atkins’ work with women landowner education is currently based in Georgia, but she hopes to build a greater community across the Southeast through partnerships with regional and national forestry organizations.
Women must be included in the conversation and given access to land management education to sustain Georgia’s forest lands and industry, according to the research conducted by Miner and Dwivedi.
Sarah White is a senior majoring in journalism in the Grady College of Journalism and Mass Communication with minors in studio art and Italian and a certificate in entrepreneurship at the University of Georgia.
CNN’s Grace Walker on Finding Her Storytelling Voice
Athens Art Scene: The Return of Live Performance
Show Comments (0) | <urn:uuid:b7a6a484-40b0-4356-878d-bf9d9a759fbf> | CC-MAIN-2022-33 | https://gradynewsource.uga.edu/the-future-of-forestland-ownership-is-female/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570692.22/warc/CC-MAIN-20220807181008-20220807211008-00693.warc.gz | en | 0.959105 | 933 | 2.65625 | 3 |
Lincoln Papers at the Library of Congress
The complete Abraham Lincoln Papers from the Manuscript
Division at the Library of Congress consist of approximately
20,000 documents. The collection contains a letter written
Garfield to Lincoln on January 24, 1864. It is the
only letter in the collection written by Garfield to Lincoln.
The Alfred Whital Stern Collection of Lincolniana
The collection documents the life of Abraham Lincoln (1809-1865) both through writings by and about Lincoln as well as a large body of publications concerning the issues of the times including slavery, the Civil War, Reconstruction, and related topics. There are nine items related to James Garfield in this collection, including remarks delivered by Garfield in the House of Representatives on the first anniversary of the death of Abraham Lincoln.
Time Capsule: Three Centuries of Broadsides and Other Printed
The Printed Ephemera collection comprises 28,000 primary
source items dating from the seventeenth century to the
present and encompasses key events and eras in American
Among the collection’s Garfield-related materials are:
Century of Lawmaking for a New Nation: U.S. Congressional
Documents and Debates, 1774-1875
This collection contains a large selection of congressional
material related to James Garfield's service in the
U.S. House of Representatives (1863-80). Search
this collection by date and type of publication to
find materials related to Garfield.
The Frederick Douglass Papers at the Library of Congress
This collection presents the papers of the nineteenth-century African-American abolitionist who escaped from slavery and then risked his own freedom by becoming an outspoken antislavery lecturer, writer, and publisher. The Douglass papers include three folders containing copies of speeches delivered by James Garfield.
Do Solemnly Swear...": Presidential Inaugurations
This collection contains approximately 400 items relating
to presidential inaugurations, including James Garfield's inauguration in 1881.
Highlights from this collection include:
Music for the Nation: American Sheet Music, ca. 1870-1885
consists of over 47,000 pieces of sheet music registered for copyright during the years 1870 to 1885,, including more than 60 songs related to James Garfield.
Words and Deeds in American History: Selected Documents Celebrating the Manuscript Division's First 100 Years
In honor of the Manuscript Division's centennial, its staff selected approximately 90 representative documents from the fifteenth to the mid-twentieth centuries. This collection contains a New Year's greeting from Charles Julius Guiteau, James Garfield's assassin, to his jailer dated December 31, 1881. | <urn:uuid:f4082b63-13cd-4ce7-894a-055ba209b55a> | CC-MAIN-2015-48 | http://www.loc.gov/rr/program/bib/presidents/garfield/memory.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448399326483.8/warc/CC-MAIN-20151124210846-00223-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.893576 | 544 | 2.84375 | 3 |
Stewart Cemetery, which is named after John F. Stewart, an early Texas Republic pioneer, is considered by many local historians to be one of the oldest and by oral tradition to be the oldest cemetery in present day Hunt County, Texas. The cemetery is located approximately 13 miles northeast of Greenville, Texas off of FM 1568 and approximately two miles east of State Highway 50. The cemetery is first mentioned in land records when the owners of the land surrounding the cemetery sold their land. Mr. Martin V. and Julia (Stewart) Williams sold their land in 1892 to William W. Massey, reserving 2.0 acres for a graveyard. Then on July 30, 1907, Mr. and Mrs. Williams, for love and affection, gave this 2.0 acres of land (graveyard) to the Trustees of the Stewart Graveyard. The cemetery holds the bodies of Republic of Texas citizens, at least eleven Confederate veterans, a State Legislator, and many other military veterans of all wars since the Civil War and up to and including Viet Nam.
The land where the cemetery is located is part of the Needham Boone survey. Needham Boone and his brother, Willis, arrived in present day Clarksville, Texas area around 1830, before Texas became a Republic. Willis was and probably Needham were part of the 1830 Wavell Red River Colony founded by George Wavell from England. Needham and Willis Boone received land bounties for their service to the Republic of Texas. A few years after 1830, Needham Boone, along with his wife, Elizabeth Robertson, moved to the land known as the prairie. The land was virgin as no settlers had settled that area. Also they were still Indians abounding in this east part of what would be known as Texas. In 1838, TheTexas Rangers, also called the Indian Fighters, selected a little grove of blackjack timber as a camping place. This area is the highest point between Dallas and Texarkana. The open area prevented the Indians from surmounting a surprise attack on the Rangers. In 1841 the first settlers began to locate near within a few miles of the camp where they could ride for protection from the Indians if the need arose. John Stewart settled approximately seven miles northwest of the Ranger Camp. Boone purchased 3325 acres of land for $20,000. The deed was dated August 4, 1840. The land was purchased with a bond unto Gilbert Clark, the designated land commissioner and judge justice in Red River County, Republic of Texas, under President David G. Burnett. This land was located in Red River County, The Republic of Texas, which later became Hunt County, Texas in 1846. The Needham Boone survey is still listed on several land transactions in present day Hunt County, Texas.
Of the land purchased by and surveyed for Boone, many of the earliest settlers of Hunt County, Texas bought land from or around this survey. Located in the general area of current day, Stewart Cemetery, the land purchased from the Boone survey included John Stewart, William Rippy, William Barker, Godfrey Smith, J.E. Woods, and the Bantan brothers. George W. Dunbar, which Dunbar creek is named after, brought 320 acres on January 15, 1847. W.W. Barker brought 1700 acres, Red River County Certificate #30, Republic of Texas, which was signed on November 18, 1842. This land is where the Stewart Cemetery is located today. All of the aforementioned persons along with their families were some of the first settlers of eastern Hunt County, Texas. When they first settled this area, it was part of Red River County, Republic of Texas. Hunt County became a county in 1846 when Texas became a state of the Union and Red River County was divided up into several counties. The land were they settled was later known as Smith Prairie and is currently known by this to the older citizens of this Hunt and Hopkins County area. Smith Prairie, a stretch of land bordered loosely on the north by South Sulphur River, on the east by the Hopkins County, Texas line, the south by FM 499 and on the west by Dunbar Creek, was named after Godfrey Smith, which settled nearby the Stewarts, in 1844.
John Stewart, along with his wife, Ellen, and their children, settled around 1843 on the Dunbar Creek area, Red River County, Republic of Texas. This land is located south of the South Sulphur River. John Stewart is credited with building the first house in the eastern portion of Hunt County, Texas by Nath Anderson, of nearby Cowhill, present day Commerce, Texas. After Stewart arrived, others settlers arriving in 1845 included The Smith, Rippy, Henry Brigham (whom Brigham Cemetery, Hunt County, Texas is named after), Woods families. Mrs. Stewart was stated as being overwhelmed with joy as she had not seen a woman in over a year. John Stewart was polled, along with Godfrey Smith, William Rippy, and J. E. Woods, in the Republic of Texas. John Stewart, George Dunbar, William Rippy, and John O’Dell were selected as jurors by the District Court of Hunt County, Texas on July 11, 1848. William Rippy and J.E. Woods were appraisers of two estrayed steers on June 17, 1850 in Hunt County. John Stewart was appointed appraisals on June 19, 1850 by Hunt County. Godfrey Smith was elected, in 1846 the year Hunt County become a county, as the first District Clerk in Hunt County, Texas. After that, he was elected in 1854 as Justice of the Peace, Precinct Number 2, and re-elected in 1856. Along with settlements, came religion. Henry Banta and William Cummins were Missionary Baptist ministers that came to the area by the mid 1850s. Stewart Cemetery, however, is not affiliated with any specific faith or religion.
Though accumulating numerous acres of land, being one of the first white settlers in the eastern portion of Hunt County, and seeing the Republic of Texas become a part of the United States and raising his family, John Stewart did not see his dreams come to fruition. He died sometime around 1856 at the age of 57, leaving his wife, Ellen, and five children. The place of burial of John Stewart is currently unknown to the writer but one person said Cumby, Texas. One would think he would be buried near his home which would be the Stewart Cemetery. His children would grow up to be fine citizens of the great state of Texas, two serving with the Confederacy, with one giving his life for it. His children married into some of the other pioneer families within the area. John F. Stewart married Eliza Rippy in 1866, Julia married Martin Williams, Eliza married J. Woods, Roxy Ann married Benjamin Backus, and Nancy Louis Stewart married E. J. Hathaway in 1859. The heirs of John Stewart sold William Jernigan 640 acres of land that was cut from Certificate Number 35 dated in 1841. William Jernigan is credited with being the founding father of nearby Cowhill, Texas, present day, Commerce.
When the call-to-arms for the Confederacy went out in 1861, the community where Stewart is located responded quickly and gallantly. Most if not all able bodied men volunteered for the militia. Men volunteered and listed in Beat Number 2 of Hunt County, Texas on July 6, 1861. There were two of John Stewart’s sons, 3rd Lieutenant R. E. Stewart, age 29, and John F. Stewart, age 21. Others volunteering included J.E. Woods, age 44; Henry Banta, age 37; William Rippy, age 22; Calvin Rippy, age 19; G.W. Keith, age 31; Godfrey Smith, age 41; W.C. Hurt, age 39; Henry Brigham, no age given; E.J. Hathaway, age 25; William and Peter St. Clair, no age given. All of these men and their families are buried at Stewart Cemetery except Henry Brigham, Henry Banta, E.J. Hathaway, the St. Clairs and R.E. Stewart. 3rd Lieutenant R.E. Stewart was killed in action near Little Rock, Arkansas and is buried there. Other Confederate soldiers buried in Stewart Cemetery are: David Altom, 24th Infantry, Arkansas ; Samuel Hawkins, 18th Texas Infantry ; and J. M. Boswell of the Georgia Infantry . Others may be but are unknown at this present time.
During the early years of Hunt County, public education of children rarely occurred because of few if any teachers and the lack of schools. In May 1867, a school was held in the newly built Maloy schoolhouse. The Maloy school house remained active until 1950 when it was consolidated with Campbell, Cumby, and Commerce public schools. Another school in the area was Cross-Timbers, which met in the Cross Timbers Baptist (formerly Brumbelow) Church house. This school was functional by 1882 and probably before that date but records do not exist to substantiate an earlier date.
Before the turn of the century, many other families had arrived in the Smith Prairie area to grow cotton and wheat and to raise cattle. These heads of these families were: William Massey, John Cannon, William Harlow, Robert Fenlaw, William Moore, George Wiggs, Samuel Cowan, J. E. Adair, G.H. Harlow, William Ripley, John Cannon, The Koonce’s, George W. Cooper, and William Maloy. These men and their families were prominent people in their community. Others would still follow right after 1900. Farmers were moving into this area since the ground was of sandy loan and they were tired of farming the blackland of other areas of Hunt County. These were: James Marriott, Jess Alexander, J.F. Berry, Wesley Fleenor, Joe Ray, Will Denton, and the Elmores. Many of their descendants are still alive today living in Hunt County ,Texas being productive citizens of this great State. Several of the newcomers hand-dug graves of the earliest settlers as they were beginning to pass away. Family members and their children of the new community was also soon to be buried there. The medical epidemic of the early 1900s took its toll on the young children as well as mothers and children dying together during childbirth.
Stewart Cemetery was officially given to the Trustees of the Stewart Cemetery Association in 1907 by Julia (Stewart) and Martin Williams. The trustees had, before that date and after, organized the community of friends and neighbors to hold an annual cemetery meeting. This meeting was in part to honor those that had past away, fellowship with relatives and neighbors, and to clean the cemetery of debris and tidy up the graves of their kinfolk. They would clean the graves by hoeing the grave top area and then planting young trees and flowers around the cemetery area. This meeting was and is still scheduled on the 2nd Sunday of August.
In 1938, the association hired Mr. McFarland and his son to clean up the cemetery before its annual meeting. They were to remove the grass, weeds, leaves, and excess wood debris from and around the cemetery before its annual association meeting. They cleaned and cleared the entire cemetery which included the stones, rocks, and bois d’ arc arc posts of the known, but, un-named graves. The Massey and Wiggs families were usually the first to arrive at the meeting since they lived the closest. After George Wiggs, the oldest gentleman at the time (age 75), made a fire to boil his coffee, he noticed and was disturbed that the oldest grave in the cemetery was no longer marked. He went over to the place where the grave was located and directed the young men that were there to put back the bois d’ arc arc post that had originally marked the grave. He also directed the other unmarked graves to be marked again with stones and rocks. The oldest grave, George Wiggs mentioned, is traditionally the oldest grave in Hunt County, Texas. Oral tradition that has lasted over 100 years states the cemetery begin when the land was donated to a pioneer family traveling through the area. This pioneer had a daughter die and he wanted a proper place to bury her. John Stewart or his family made land available for the pioneer to bury his daughter. The location of Stewart Cemetery is approximately 500 yards east of Dunbar Creek setting atop a knoll. Another has the oldest grave in Hunt County, which is located at Stewart Cemetery, as Theodore P. Woods, son of J.E. Woods, which died in 1842. . (I personally do not believe this as Theodore was on the 1850 and 1860 census with his mother and father, and also because of the date (1842). The Woods were not in this area at that time). However, the oldest readable gravestone is that of Elif Cummins, November 1863.
After the mishap with the McFarlands, the Cemetery Association hired John Massey to maintain the cemetery. He owned land surrounding the cemetery in addition he had family members buried there. John and his family maintained the cemetery from 1939 until 1962. At first, John and his family worked the cemetery with a mare and single stock and later with a one row tractor. They also hoed the graves to keep the grass and weeds down during the year. When John’s health failed, the association hired and continues to hire individuals of character to maintain the cemetery.
State Representative Louis Lankford, age 63, died November 19, 1940 at the Veteran’s Hospital in Muskogee, Oklahoma and is buried at Stewart. He was elected representative to the Texas Legislature from Hunt and Rains County representing the 40th District. He served with distinction in the 45th Legislation (1937) under Texas Governor James V. Allred. He was also a private in the 40th U.S. Volunteer Infantry, serving in the Spanish-American War.
In the late 1930s and early 1940s, many of the old timers of the community were dying. Several of the older graves in the cemetery were marked with rocks, bois d’arc posts, stones, etc. After an association meeting in the early 1940s, Jess Alexander, a friend of the community, volunteered to make concrete markers for the known but unmarked graves. These would provide permanent markers for graves. Jess, James Marriott, John Massey, and others placed these markers on the graves. These graves were known to the generation that put the markers up. If he had not done this act of kindness, many of the graves in Stewart Cemetery would be unmarked today. These markers are still present after over 50 years of the changing weather climate of east Texas.
Though the Stewart Cemetery is still active, many of the current “old-timers” from this area have opted to be buried in city cemeteries such as Commerce, Cumby, and even Brigham Cemetery. They fear the cemetery, which is owned by an association and located in a rural area of the county, will fall in disrepair and will be forgotten about when their generation is gone from this earth. Other cemeteries have and they feel this one will too. Burials in the cemetery, which is free, are becoming fewer and fewer apart.
Many of the pioneers of this area left their name in history such as: Stewart Cemetery, Maloy Road (which is FM 1568), Harlow Road (leading from south of Commerce to this area), Smith Prairie, and Cowan Street in Commerce. Commerce, Texas is approximately 3 miles north of the cemetery.
The Stewart Cemetery was declared by the Texas Historical Commission in August 1998 to be a Texas Historic Cemetery. Therefore, it is with distinct honor and privilege that I request a Texas Historical Marker for Stewart Cemetery, Hunt County, Texas. The marker would remind individuals visiting the area of the historical significance of the people buried in this cemetery. This marker would serve as a memorial for “real Texans” of Texas.
Michael R. Massey, 3005 Washington Street, Commerce, Texas 75428. Home phone (903) 886-3729 or email firstname.lastname@example.org.
Submitted by Martey Massey | <urn:uuid:a6ca15c0-cdd3-4f8e-8836-10d1a107f189> | CC-MAIN-2014-42 | http://www.rootsweb.ancestry.com/~txhunt/stewartcemhistory.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414637900031.50/warc/CC-MAIN-20141030025820-00122-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.983627 | 3,354 | 2.703125 | 3 |
The words of Ibsen said, “There are two kinds of moral laws, two kinds of conscience, one for men and one, quite different, for women. They don’t understand each other; but in practical life, woman is judged by masculine law, as though she weren’t a woman but a man…. A woman cannot be herself in modern society.” Throughout the plot there were numerous themes that Ibsen created from those ideas such as deception, blackmail, inequality, marriage, freedom, honesty, and much more. The themes that will be discussed are the sacrificial role of woman, gender, and freedom.
In “A Doll’s House” by Ibsen there were quite a few examples of sacrificial roles held by women. One was when Mrs. Linda had to abandon Krogstad, who was her one and only true love for a richer man. In order to support her mother and two brothers, Mrs. Linda found it necessary to sacrifice her happiness for the sake of helping out her family. Another example of a sacrificial role held by women was when the Nanny had to leave her child to support herself, which is when she started working as Nora’s and now Nora’s children’s caretaker. During the play Nora made a couple of sacrifices such as leaving her children, despite the love she had for them she chose to leave them with the Nanny thinking she would be a better mother and have their best interest at heart. Nora did not want to leave her children; she only wanted to make a way for herself as an adult human being in the world without corrupting them. Not only did Nora do that she also sacrificed her integrity and brought shame upon the manhood of her husband, Torvald to save his life. Gender is something we hear and talk about every day; this too was yet another
theme in “A Doll’s House”. During Ibsen’s time and currently now this issue about gender continues to raise important concerns between men and women such as: the right of a woman to determine and direct course of their own lives, the role of the wife in a marriage, and the...
Please join StudyMode to read the full document | <urn:uuid:04959163-392c-45ee-a5de-8d59ec48119c> | CC-MAIN-2018-47 | https://www.studymode.com/essays/a-Doll%E2%80%99s-House-By-Ibsen-663330.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039742263.28/warc/CC-MAIN-20181114191308-20181114213308-00196.warc.gz | en | 0.986658 | 466 | 3.53125 | 4 |
Tuesday, 24 January 2017: 4:45 PM
Conference Center: Tahoma 5 (Washington State Convention Center )
American Football players are among the most susceptible athletes for exertional heat injuries. Heat safety policies have been implemented at the collegiate and professional levels to mitigate this danger but only recently have interscholastic programs at the high school level begun to develop safety programs. In 2012, the Georgia High Schools Association initiated a study of heat injuries to develop a set of heat safety guidelines geared specifically to their youth athletes. Data were collected from 25 high schools over a six year period, with information on the timing and length of practices, environmental conditions, and injuries. Environmental conditions recorded for each practice session included the wet bulb globe temperature (WBGT) and heat index values. Our study employs this novel dataset to examine associations of these environmental conditions and rate of heat injuries, and to assess guidelines for activity modification. In studying associations between environmental conditions and risk of heat injuries, we specifically compare the use of WBGT and heat index values as effective measures of heat stress, which to our knowledge has not previously been done.
- Indicates paper has been withdrawn from meeting
- Indicates an Award Winner | <urn:uuid:0f3ee086-aa6e-4ccc-8a4b-577616d1caae> | CC-MAIN-2023-40 | https://ams.confex.com/ams/97Annual/webprogram/Paper307336.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510387.77/warc/CC-MAIN-20230928095004-20230928125004-00328.warc.gz | en | 0.949958 | 241 | 2.84375 | 3 |
40 That’s how many minutes a
sloth can hold its breath. This is significantly longer than dolphins can — 10 minutes. Sloths can perform this miracle by slowing their heart rates. Sloths are arboreal mammals noted for slow movement and for spending most of their lives hanging upside down in trees. | <urn:uuid:3676851c-5db7-4e31-a126-1df17b959186> | CC-MAIN-2019-30 | https://ahmedabadmirror.indiatimes.com/ahmedabad/ahmedabad-speaks/breathtaking/articleshow/66975121.cms | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195531106.93/warc/CC-MAIN-20190724061728-20190724083728-00110.warc.gz | en | 0.960493 | 64 | 2.765625 | 3 |
The VOCALS field campaign is studying the ocean, atmosphere, clouds, and land in the Southeast Pacific region to better understand climate.
Windows to the Universe / Lisa Gardiner
What is VOCALS?
What if you wanted to learn more about the climate of a very large area of the world? What would be involved in studying how the oceans, land, and atmosphere interact? You would need to have a team of experts to help you out.
This is exactly what the VAMOS Ocean-Cloud-Atmosphere-Land Study Regional Experiment (VOCALS) field campaign intends to do! VAMOS stands for Variability of the American Monsoon System. VOCALS is a month long international field experiment focused on learning more about the climate of the South American Continent and the Southeast Pacific Ocean. The VOCALS outdoor laboratory includes the land of subequatorial Peru down to about 35 degrees South in Chile and the Southeast Pacific Ocean out to about 110W. Although slightly outside of this area, Easter Island is also included. This very large area has not been as well studied as the Northern Pacific or Atlantic Oceans. The VOCALS campaign will change that!
VOCALS will involve 150 scientists, engineers, and technicians from 40 universities and nine countries. New measurements will produce much-needed information about the Southeast Pacific region. VOCALS will collect data from satellites, four aircraft, and two research ships containing scientific instruments. Data will also be collected from ocean buoys and locations in Chile. This data will be used to improve climate models.
Although VOCALS takes place in October 2008, it required many months of planning before it began. And once the data has been collected, the researchers will study it for many years. Come back soon to learn more about their careers and discoveries!
Shop Windows to the Universe Science Store!
Our online store
on science education, ranging from evolution
, classroom research
, and the need for science and math literacy
You might also be interested in:
There are many connections between the ocean and the atmosphere in the Southeast Pacific Ocean. Strong winds blow north along the coast of South America. These winds stir up the ocean. That brings cold...more
The Southeast Pacific region contains the world's most extensive sheet of stratocumulus clouds. These clouds extend for almost 2,000 kilometers (1,243 miles) off the west coast of South America from central...more
Scientists know that west coasts of Chile and Peru and the Southeastern Pacific Ocean are a very important part of the global climate system. However, they don't completely understand how the oceans, atmosphere,...more
Scientists must work very hard to understand the data collected in field campaigns like VOCALS. They must review and study it to determine what has been learned. Many model runs will be made and analyzed....more
The Southeast Pacific Ocean region off the coastal areas of Peru and Chile is one part of the world where stratus and stratocumulus clouds are frequently present. Other areas include the subtropical climate...more
What is the connection between human activity in western Chile and Peru and the Southeast Pacific climate system? Much of this region is very sparsely populated. The lack of rainfall limits where people...more
Scientists use lots of data from satellites in the VOCALS field campaign. They also gather data from instruments on ships and on airplanes. When they combine data from satellites, ships, and aircraft,...more | <urn:uuid:a56ae535-e297-495a-a371-9d559736dd7c> | CC-MAIN-2020-16 | https://www.windows2universe.org/vocals/vocals_intro.html&portal=vocals | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370524043.56/warc/CC-MAIN-20200404134723-20200404164723-00276.warc.gz | en | 0.937201 | 703 | 3.46875 | 3 |
In a few short weeks numerous live Christmas trees will be tossed to the curb and left to be picked up with the trash. Out lasting the shine of the holiday, the once beautiful trees will be left to sit in a landfill. Instead of letting this happen to your Christmas tree, why not recycle it for future use and protect the environment at the same time?
There are many alternatives to tossing your live Christmas tree to the curb. Here are some ideas to consider:
-reuse the branches of the tree by using them to cover perennials during the winter months
-place your tree in your yard to provide a habitat for birds and small wildlife
-buy a tree with the root ball still intact and replant your tree in warmer weather
-take your tree to a recycling center, where it can be chipped into mulch
-goggle search nonprofit organizations who will pick up your tree and recycle it for you (some Boy Scout tribes will provide this service for a small donation).
No matter how you decide to dispose of your live tree it is important to remove all lights and decorations. Then check and check again for lights and decorations that you may have missed.
Also do not burn your live Christmas tree in a fireplace or wood stove! Although it might seem like the perfect solution to disposing of your tree, pines, firs and many evergreen trees have a high content of flammable turpentine oils. Burning these types of tree in your fireplace or wood stove can lead to creosote buildup and contribute to the risk of fire. | <urn:uuid:c79e270b-7a78-438c-a28d-3c69561439ed> | CC-MAIN-2018-13 | http://ahlumarbor.com/recycle-christmas-tree/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647299.37/warc/CC-MAIN-20180320052712-20180320072712-00376.warc.gz | en | 0.918368 | 318 | 2.65625 | 3 |
Lieferbar innert 2 Wochen
BeschreibungThis classic of Shakespeare scholarship begins with a masterly introductory essay analysing and exemplifying the various categories of sexual and non-sexual bawdy expressions and allusions in Shakespeare's plays and sonnets. The main body of the work consists of an alphabetical glossary of all words and phrases used in a sexual or scatological sense, with full explanations and cross-references.
PortraitEric Partridge (1884-1979) was the author of some three dozen books, mainly on the aspects of the English language. Stanley Wells is an eminent Shakespearean scholar and the general editor of Oxford Shakespeare.
Pressestimmen'It reads as freshly today as it did fifty years ago, when it surprised everyone with its originality and daring, an intriguing blend of personal insight and solid detective-work. If ever a word-book deserved to be called a classic, it is this.' - David Crystal
Untertitel: 'Routledge Classics'. 4 Rev ed. black & white illustrations. Sprache: Englisch.
Verlag: Taylor & Francis Ltd
Erscheinungsdatum: Mai 2001
Seitenanzahl: 304 Seiten | <urn:uuid:e9b2c649-b6a8-48aa-b475-67b6ea5d312c> | CC-MAIN-2017-04 | https://m.ebook.de/de/product/3249849/eric_partridge_shakespeare_s_bawdy.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560285289.45/warc/CC-MAIN-20170116095125-00217-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.697454 | 261 | 2.71875 | 3 |
When we are going to start up a web server, the first thing we need is to use an operating system on which we will run the different services, operating system that in more than 95% of the time is usually a Linux system, as well as a software that is in charge of the management of the data bases, MySQL habitually, and a software to manage the dynamic content of the webs, that usually is PHP. In addition to this essential software, another of the most important parts of the server is usually the choice of the web server, and this is where the doubts come in.
When we search to set up a web we can choose a large number of different web servers, from Apache and Nginx, the best known and used with more than 85% of use between them, to other lesser known servers such as Microsoft IIS (if we use a Windows server ), LiteSpeed, Node.js, etc.
The two servers most used to build web pages today are Apache and Nginx, however, it is impossible to say that one is better than another since each of them has its own strengths and weaknesses and can improve better under certain circumstances or simply be easier to use.
Therefore, below we will see the differences between both web servers today and help you make the decision on which server we should use.
Apache or Nginx: what web server should I use?
If we want to look at the popularity, both web servers are practically tied with 44% of Apache use and 40% of Nginx use. However, although Apache is the most used (probably for its simplicity when mounting), Nginx is the most used in web pages with a lot of traffic, since its resource management is much higher.
Therefore, we will try to differentiate both web servers in other aspects.
Nginx vs Apache: who is faster and who consumes less resources
When choosing the web server we want to use we must take into account two factors, the first of which will be the speed and the second the consumption of resources that will be used.
As for speed, the truth is that both are very fast servers, especially on websites and platforms with few simultaneous users. However, when the number of users increases, we notice that Apache starts to cost to work with so many users at the same time, while Nginx behaves much faster when we have a lot of traffic.
Regarding the use of resources, the result is almost the same. While the website is simple and does not have many users both servers consume a very limited amount of resources, however, when the web is already very large the thing already changes, and while the resources of Apache soar, those of Nginx they remain linear.
Apache vs Nginx: who is easier to configure
If we are used to using one of the two servers surely we know all their configuration files and do not assume any mystery. However, for a new user, Apache is, by far, much simpler to configure and start up. Apache, in addition, is a web server infinitely more flexible than Nginx thanks to the .htaccess tools and the more than 60 different modules that we can find.
However, although Apache can win in ease and flexibility, we can not close this section without mentioning one of the strengths of Nginx, and this server is much more intuitive to work with several hostings, all of them separated and in separate directories .
Nginx vs Apache: who is safer
Another fundamental aspect of a web server is security. On this occasion, both servers are tied, since both take the security of their applications very seriously, have security measures to mitigate, for example, DDoS attacks, malware and Phishing, and periodically publish security reports and maintenance updates. .
So which one is better? Apache vs Nginx
We can not say that one server is better than another since each one has its strengths and weaknesses. While if we are going to set up a very large website that will have many daily users the best option is to use Nginx for its performance improvements, if we want something simple and flexible, Apache will be a much more appropriate server, especially for users without many knowledge
Both servers will work well and will keep our website secure. Now it is already a matter of everyone who chooses the one that best suits their needs. The web is full of articles, manuals and guides to configure both Apache and Nginx, so, if we have any problem, we sure find your solution easily. | <urn:uuid:b1b51341-8a4f-4084-8288-b49e9d8495d7> | CC-MAIN-2020-10 | http://onlinedatanews.com/apache-vs-nginx-what-web-server-should-i-mount-this-2019 | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875148163.71/warc/CC-MAIN-20200228231614-20200229021614-00074.warc.gz | en | 0.958404 | 912 | 2.9375 | 3 |
A friend asked me how to create programming screencasts, like the ones I make here. If you want to make your own screencasts, this is how I make them, and the tools I use.
I’m still working on improving the videos I make – both for my presentation skills and for the process of creating them. But, I think this is a good place for you to start figuring out how to make your own programming screencasts.
By the way, this is for recorded (and edited) videos, and not for live-streaming. I don’t think I’m ready to do live-streaming, yet.
Choosing a style for the video
I’ve tried two different styles for videos. First, a recorded “live-stream”, showing me type in the code. Second, me showing the already-written code and explaining it.
Now, I only do the second style.
With the “live-stream” format, it was difficult for me to:
- Read the list of steps in my lesson plan
- Type in the code for each step
- Explain what I was typing, while I was typing
- Fix my typos (there were many of them)
- Re-explain (so the audio matched what I re-typed)
- Edit out all the mistakes.
Eliminating the re-typing and extra editing saved a huge amount of time. But, try both ways and see which fits you best.
My screencast production process
These are the steps I currently use to make a video. I’ve included the amount of time each step normally takes. All these times are for a final video that will be around 15 minutes long.
Step 1: Plan the topic for the screencast
Time to complete: 15 – 30 minutes
For videos that are part of a series (like my C# RPG lessons), this is easy. I already have an outline of the complete series, so I only need to select the next video in the list.
For other types of videos, this usually takes longer.
I select the topic to explain in the video, and try to find the smallest (and simplest) sample code that can demonstrate the topic, while still being somewhat realistic. You want the code to be complete, and cover the topic you’re trying to explain, but you don’t want to spend an extra 30 minutes explaining what the rest of the program is doing.
The video should be long enough to explain the topic, but no longer.
Step 2: Write the source code
Time to complete: 1 – 4 hours
Visual Studio (or, your favorite editor)
Subversion (or, your favorite source control)
Many of my videos are part of a series – the C# RPG series or the Design Patterns series. After each video, I save the latest version of the source code to my repository. That way, just like with any other project, I can always go back to the last working codebase.
When I demonstrate a programming technique, I try to show how the code looks with using the technique, and without using the technique. So, this requires writing the demonstration code twice.
After the code is written, I check it with ReSharper – so I can see if there are any good places for refactoring, and that the source code fits my standards. If you’re going to do multiple videos, it’s good to use the same coding standards.
Tip: If the topic does not require a front-end, it might be faster to write some unit tests, and show how the code works with them.
Step 3: Test that the code works
Time to complete: 15 to 30 minutes
Visual Studio (or, your favorite compiler and test runner)
The first time you forget to do this, and need to completely remake the video (because of something you forgot at the very beginning), will probably be the last time.
I speak from personal experience on this subject. Make sure the demonstration code works, before you press the “record” button.
This is a big reason why I prefer making videos that show pre-written code, instead of writing the code during the video. It’s easy to make a typo, or leave something out, at the beginning of the video. Then, you might need to re-record the whole thing. With the pre-written code, I can do my testing before I start recording.
Step 4: Write the text post for the lesson
Time to complete: 1 to 3 hours
Microsoft Word (or, your favorite word processor)
Before recording the video, I always write the text post that is going to go along with it.
Many people have told me they prefer videos with a related text post. The text version gives them a chance to go over the lesson at their own speed. Plus, they like to copy-paste the source code that was shown in the video.
I don’t use this as a script to read from. That usually makes for a bad video. However, I do use it as an outline, to make sure I cover everything while recording the screencast. There’s more details on this in the next step.
I tried recording the video first, and hiring a transcriptionist to write the text version afterwards. However, that did not save me time (and did cost me money).
It’s also easier for me to rearrange sections in the word processor, instead of the video editor.
Step 5: Record the video
Time to complete: 30 to 45 minutes
Before I start recording, I go through a checklist. You’ll probably develop your own, with steps that are specific to your environment. But, these are the items on mine:
- Turn off air conditioning (to eliminate background noise)
- Turn off phone ringer
- Turn off alerts on your computer. I solved this by having a separate computer, and only installing the programs I need to write programs and create screencasts. If you have one computer, you might want to use a “virtual machine”, and creating a VM to use for your screencasts.
- If you need to turn off any programs, you can go through this list when you are done recording, and turn them all back on.
- Open my editor, and ensure the font size is large – to make it easier to read on smaller screens.
- Start the screen-recording program, and test the microphone – to ensure it is recording clearly.
You might want to create a standard beginning and end for your screencasts – an “intro” and an “outro”.
I don’t pre-record these. But, I do have a [mostly] standard outro. At the end of the video, I mention that the video’s description will have a link to a “support page” on my website, with the source code and a good place to leave questions.
Something that has helped me massively is the “pause” key. I’ve even put a piece of green tape above the key that pauses the recording program, so I can always find it quickly.
I used to record the complete video in one continuous recording. That led to many mistakes, and much longer editing times.
My new process is:
- Pause the recording program
- Read the next paragraph or two from the text post, to myself
- Think about what I want to say, and what code needs to be highlighted
- Un-pause the recording program
- Record the small section I just planned
- Go back to step 1, for the next paragraph or two
This is what works best for me – so far.
I don’t need to memorize everything I need to do for the complete video (which usually ends up with me forgetting something). If I make a mistake, or think I can do that section better, it also means that I only need to re-record a small section.
And, by making less mistakes, the editing time is much shorter.
Other than that, just try to stay relaxed. If you make a big mistake, or really need to re-think a section, you can pause recording for as much time as you want.
Step 6: Edit the video
Time to complete: 45 to 60 minutes
Camtasia (or, your favorite screen-recording program)
Audacity (if you want to do more audio editing)
At the beginning of each video, I add an introduction image. It’s a standard one I created, and it displays the title of the video. I only display it for five seconds, and I don’t have any introduction music. That’s my preference, and you might want to do it differently. But, you probably want to keep the introduction short. If it’s too long, people start to complain.
After adding the intro, I start to clean up the video.
1. Apply audio cleanup
With Camtasia, I select the recorded track, choose “Audio Effects” from the menu, and apply “Noise Removal” and “Volume Leveling”.
The Volume Leveling tries to make the audio the same volume, through the complete video. However, when Camtasia does this, it normally sets the volume to a very low level.
So, I set the Volume Leveling to Custom, and adjust the level so the volume is higher. See the images below, to see what a “low” level and a “high” level look like.
2. Focus on the relevant parts of the screen
I usually don’t need to display the complete screen. Only part of it is relevant to the screencast.
For most of the videos I make, that’s the file editor section of Visual Studio. So, I use the “Animations” menu in Camtasia to Zoom-n-Pan, to zoom in on that part of the screen. It makes the text larger, and easier to read.
Try not to zoom-n-pan to many times. You don’t want your viewers to get dizzy.
I also highlight the lines of code by either selecting it in Visual Studio (which changes the background color of the selected region), or using the “Sketch Motion” feature to draw a red box around the part of the screen to highlight.
3. Delete mistakes and empty space
I usually need to remove a lot of mistakes, and reduce long pauses to shorter pauses. The better you get at recoding the screencast, the less editing you’ll need to do.
You might also trim some of the “dead space” – sections of the video where you don’t talk for several seconds. When you’re editing, listen to the recording as if you were one of your viewers. If any of the pauses seem too long, remove part of them, to make a shorter pause.
4. Don’t be afraid to re-record a section
I’ve had some sections that I have needed to completely re-record. Plus, there have been a couple of times when I just needed to record some new audio over a section, because I forgot to explain something.
Camtasia has a “Voice Narration” feature you can use while editing. It lets you record new audio. Then, you can cut out the original audio from your video, and replace it with the new audio.
NOTE: It’s important to have clean audio. You’ll want to remove background noise and “level” the audio.
If you upload your videos to YouTube, be aware that they may edit the video – days or weeks after it’s been uploaded. I’ve had several videos where the volume was significantly decreased, long after I uploaded the video.
And, there is no way for you to increase the volume, after the video was uploaded. All you can do is re-upload it (as a new video) and delete the original one – losing all your comments/likes/dislikes/etc.
From what I’ve seen, YouTube will run a “loudness” filter on videos. I believe this is an attempt to keep the volume of the video relatively constant. By using the “Volume Leveling” feature in Camtasia, I can make the volume consistent, before I upload it.
Hopefully, this will prevent problems with having the volume changed by YouTube.
If you aren’t using Camtasia, your editing tool will probably have its own audio-leveling feature. Or, you can export the audio, clean it up in Audacity, and re-import it into your video-editing program.
Step 7: Upload the video and lesson
Time to complete: 30 minutes
Your favorite browser, and video hosting website
Now that the video is edited, it’s time to upload it.
I output the video from Camtasia as an MP4, and manually upload that file to YouTube. Camtasia can upload videos directly to your YouTube channel. However, I have two channels, and don’t want to switch between them every time I want to upload a video for the other channel. Plus, I like to save a copy of the MP4 on my backup drive.
For YouTube, I like to upload the video as a “private” video first. In fact, that is the default setting for my uploads. This way, I can wait to publicly publish it until I’ve finished all the steps below.
For a typical code demonstration screencast, I do these steps:
- Upload the source code to GitHub (for my open-source projects)
- Post the text version for the screencast on my website
- Embed the video in the text version. Once the video is uploaded to YouTube, you’ll have a link to it – even if it is not publicly-visible yet. Then, I embed the video using a small WordPress plugin I wrote (available here, for free use).
- Add tags to the video, for the topics it covers
- Add the video to my relevant YouTube playlist(s)
Then, I’m finally ready to make the video public.
When I publish the video, I usually tweet a link about it. If you’re more serious about social media than I am, you might want to make a checklist of the different places where you want to notify your viewers about the new video.
Video recording and editing summary
If you add all those times together, you’ll see that each 15-minute video takes me around 4.25 to 10.25 hours to make.
That is longer than I would like, but it’s less than when I first started. Partly because practice makes you better at doing them, and partly because I occasionally look for ways to improve the process.
Setting up my recording “studio”
I have a small computer desk area in my apartment that I use as my “studio”. Unfortunately, the desk, cabinets, and shelves are built-in. So, I couldn’t setup the equipment exactly how I’d like to. But, with a little work, everything works “good enough”.
If you have the room, and the budget, having multiple monitors is extremely helpful. I record on one monitor, while displaying my “script” on a second monitor.
Your recording studio should be as quiet as possible. To do this, you need to consider three things:
- Sound from outside
- Sound from inside
- Sound reflections inside
Sounds from outside
My computer area doesn’t have a door, which would help reduce outside sounds from the rest of my apartment building, So, I hung thick curtains over the doorway. That seems to help cut down on random outside noises.
When I record, I don’t wear headphones. That way, I can hear if one of my neighbors starts walking down the hallway – and I can pause the recording until they go past.
As I mentioned in the Step 5 (above), I also eliminate outside sounds by turning off my air conditioner before recording.
If you have other machines that might make noises during your recording, I suggest writing down a list of them. Use it to know what to turn off before you start recording, and turn back on, when you are done.
Keep the list near your computer, in case something interrupts you during a recording.
If you’re in an apartment, you’ll need to discover the best time to record. There are probably many normal noises that you don’t pay attention to. But, now that you want a quiet time to record, you’ll notice all those noises.
Sounds from inside
The loudest things in your studio will probably be the fans inside your computer. To eliminate this problem, I built a silent PC. It has silent fans, and an insulated case.
The parts I used for this computer are listed here: Silent Development PC. This computer is so quiet, I have it on the desk, around one yard (one meter) from the microphone. I also have a quiet keyboard, in case I need to type during a video.
NOTE: The PC I built does not have a video card. Because I’m using it for programming, I only need the graphics built into the motherboard. If you want to record gaming videos, and you get a powerful video card (with lots of extra fans), you’ll need to make sure your computer is far from your microphone – or well-insulated.
To have the best quality sound, you also want to reduce the echoes in your studio. To do this, you want to cover “hard” surfaces (wood, tile, concrete, etc.) with something “soft”, which will block some of the echoing.
I bought rugs to put on my wood floor and desk. I also bought a package of acoustic tiles, and stuck them to the wall with double-sided tape. I also wrapped one of the acoustic tiles around the microphone, to help block keyboard noise – since the microphone is directly above my keyboard when I’m recording.
If you don’t want to get acoustic tiles, you can mount a curtain rod on the wall and hang a thick blanket over it. That’s a simple way to reduce the echoes.
The recording equipment
When I first started making videos, I didn’t want to spend too much money.
To record and edit the screencasts, I spent a little more money – $200 on Camtasia. From watching many programming screencasts, I realized the importance of good video and audio editing. So, I went with a more-professional recording program.
After two years of making screencasts, I decided to upgrade the equipment.
I bought the Rode Podcaster microphone, with the Rode boom arm and shock mount, and noticed a dramatic improvement in the quality of the audio recording. Not that the CAD U37 was bad. It’s a good microphone. But, the Rode microphone had almost no background noise. So, my screencasts didn’t need as much noise filtering as they used to – making my voice sound a little more natural.
As a programmer, you will probably never need to record a screencast. But, it can help in your career.
Nowadays, when I’m interviewing for a new project, my videos are a good way to demonstrate my knowledge to potential clients. Plus, it helps you stand out from the other candidates. Unless you have a specialized skill, your resume (c.v.) probably looks like most other programmers. It can greatly help you to have something “unique”, that the interviewers will remember.
If you have something to share, a screencast can be a great method to do that.
Even if you aren’t great at them when you start (I’ve been doing them for three years, and still need to improve – a lot), it is a way to improve your communication skills. And that’s something many of us programmers need to work on. | <urn:uuid:acdc9f58-c145-43f6-bfe6-49716eed1514> | CC-MAIN-2021-25 | https://scottlilly.com/how-to-record-a-programming-screencast/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00334.warc.gz | en | 0.936825 | 4,281 | 2.53125 | 3 |
Diamonds — Cuts
Diamonds — Cuts
When a round brilliant cut diamond has been cut to precision, it means that it has been cut to mathematically correct proportions. This allows all the light entering from any direction to be totally reflected through the top and dispersed into a gorgeous display of color.
Even until recent years little importance was attached to the quality of the cut.
Before that time, grading was restricted solely to color and clarity. Until the beginning of 20th century, the forms of diamond cuts developed through trial and error as the optimal brilliance effect was pursued.
Only since 1910 have calculations been employed which consider the optical and physical properties of diamond – such as hardness, light refraction and dispersion, in order to achieve maximum brilliance through correct proportions and symmetry.
This style of cut has probably experienced the longest and most intensive history of development; it began as long ago as the first century B.C. and only in the 20th century did it mature in the form of a round brilliant cut.
Uncut diamonds hide the unique optical properties of the cut stones.
Rough diamonds have a yellow,
brown, or grey non-transparent
skin which covers them.
Only cutting can transform the unattractive ‘pebble’ into that crystal clear stone which, in clarity, luster and play of color surpasses all other precious stones.
After being roughcut with a saw Most of the beauty of a cut diamond is in its amazing optical properties, particularly in the way it bends light, and its play of color. The round brilliant displays these properties in the cut state where all of the factors blend in optical harmony with one another to create the highest degree of brilliance. Color and Clarity are rarity factors given to us by nature. As the cut reveals these qualities, it also serves as a beautifying factor that is influenced by mans’ skill alone.
Judgment of cut is based on one hand, on the impression gained at first sight, in which beauty and brilliance are judged purely on personal standards. Thereafter, attention must be directed to the proportions of the cut stone. Here, facet angles and proportions must be tested for accuracy.
The grading of the quality of the cut is therefore always made up of two components: a subjective opinion of the brilliance effect, and an objective judgment determined by checking the craftsmanship and measuring the proportions. In contrast, to color and clarity grading, where a natural degree of rarity exists, in cut grading it is the manual skill of the stone cutter which is judged, because it has a direct influence on how beautiful the stone is.
The factors which contribute to the proportions are:
- girdle diameter
- table diameter
- total depth
- crown height
- thickness of the girdle
- pavilion depth
- angle of the crown facets to the plane of the girdle
- angle of the pavilion facets to the plane of the girdle
The more the cutter deviates from the mathematically correct proportions, the more the brilliance is affected, and the lower is the quality of the cut. However, a very slight departure from precise standards does not enable any loss of brilliance to be seen even by the specialist. It is therefore normal practice not to apply exclusively one value, but to extend this value upwards and downwards within narrow tolerances.
Only when a “Brilliant Cut” varies beyond these limits of tolerance can it no longer be graded “excellent” but only either very good, good, fair or poor.
In the modern Brilliant Cut the requirements for maximum light emission, through the table and for the greatest possible play of color on the upper crown facets, are fulfilled by a mathematical blending of the proportions.
The inter-play of luster, light refraction, total reflection, color dispersion and scintillation. All this is the result of the practical experience and craftsmanship of the cutter, along with his applied understanding of optical law; for only when precisely calculated planes and angles are used in the brilliant cut does the stone attain its’ greatest possible beauty.
Luster, produced by the reflection of light on the surface of the facets.
Refraction of total reflection of light on the pavilion facets. Dispersive Brilliance: Splitting and scattering of light into its spectral colors.
The sparkle of the stone when moved, caused by light reflections of the light source. It is the term used for the changing colors, the radiance and sparkle of the rays when the stone is moved or when the light source changes.
The ratio of the crown to the pavilion, and the thickness of the girdle, are the most important considerations when judging total height. Checking the correct relationship of these proportions is far more important than measuring the total depth alone.
The smaller the table, the more play of color will come through the sloping crown facets. The quantity of light reflection generated depends on the number, size and symmetrical arrangements of the facets, as well as on the quality of the polish.
Because of the steeply rising prices of rough diamonds, there has been a tendency over the last few years to save weight when cutting rough. This practice has led to round brilliants with a very shallow crown and the resultant larger table. These shallow brilliants look larger than a precision cut stone of equal weight, but the dispersion based on the color separation is diminished because of the smaller crown facets. In a brilliant cut with a shallow crown and large table, the major part of the light reflected on the pavilion facets passes through the table without being scattered.
The girdle is the dividing line between crown and pavilion. Its function is to protect the edge of the stone from damage and fracture. The girdle should be very thin, so that it is just visible to the unaided eye as a light line. A thick girdle can adversely affect the color of a cut diamond, and also diminish the light yield and therefore, reduce the brilliance (light rays in the region of the girdle width are refracted into the air and not totally reflected). This applies to girdles left in a natural state, as well as to polished or faceted girdles, which only reinforce the perfection of a well made stone if it is also thin and even. Completely or partially knife-edge girdles are dangerous, as they easily fracture during setting of the stone and can thus produce nicks and cleavage cracks.
In order to understand the important function of the pavilion facets, it must be realized that the light falling from above into a brilliant can only be reflected back by total internal reflection on the pavilion facets, if and only if the angle between the pavilion facets and the girdle corresponds to the mathematicallycorrect angle.
— Author unknown | <urn:uuid:91d596f4-c267-4966-829c-23f90c2e368a> | CC-MAIN-2021-17 | http://www.goldsmithsdealersindreams.com/diamonds-cuts/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038098638.52/warc/CC-MAIN-20210417011815-20210417041815-00309.warc.gz | en | 0.936061 | 1,401 | 3.28125 | 3 |
Manage episode 293038967 series 2541695
Fieldwork Ready with Dr. Sara Vero.
Fieldwork and lab work are two sides of the same scientific coin. However, when preparing for fieldwork, there are many things to consider that don’t come up in a lab. This episode, we talk with Dr. Sara Vero about her new book, Fieldwork Ready, which covers anything from the practical ins and outs of common fieldwork processes and equipment, health and safety issues, and things to consider before going out into the field.
Tune in to learn:
- Why rest matters for fieldwork
- Questions to ask before starting fieldwork
- How to correct or avoid errors in data
- The differences between hazards and risks
If you would like more information about this topic, this episode’s book is available here: https://www.wiley.com/en-us/Fieldwork+Ready%3A+An+Introductory+Guide+to+Field+Research+for+Agriculture%2C+Environment%2C+and+Soil+Scientists-p-9780891183808
Use discount code FWR35 for 35% off through the end of May, 2021.
If you would like to find transcripts for this episode or sign up for our newsletter, please visit our website: http://fieldlabearth.libsyn.com/
Contact us at email@example.com or on Twitter @FieldLabEarth if you have comments, questions, or suggestions for show topics, and if you want more content like this don’t forget to subscribe.
“The 3 T's of Successful Fieldwork” CSA News article: https://doi.org/10.2134/csa2019.64.0125
Read D.J. (2003) Towards Ecological Relevance — Progress and Pitfalls in the Path Towards an Understanding of Mycorrhizal Functions in Nature. In: van der Heijden M.G.A., Sanders I.R. (eds) Mycorrhizal Ecology. Ecological Studies (Analysis and Synthesis), vol 157. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-38364-2_1
Sponsored by Gasmet Technologies. Gasmet Technologies range of portable analyzers are used for environmental research measuring CO2, CH4, N2O, NH3 & H2O gas fluxes simultaneously at sub-ppm levels. Check out www.gasmet.com for more information and to request a quotation.
Sponsored by METER Group. METER sensors deliver real-time, plant, soil, and atmospheric data that fuels environmental research. Find world class webinars about the science behind environmental measurements at www.metergroup.com/fieldlabearth.
Field, Lab, Earth is copyrighted to the American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America. | <urn:uuid:04d77491-2fdb-44fd-b7a1-d3f48f15e5ec> | CC-MAIN-2021-31 | https://player.fm/series/field-lab-earth-2541695/fieldwork-ready-with-dr-sara-vero | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154486.47/warc/CC-MAIN-20210803222541-20210804012541-00520.warc.gz | en | 0.832925 | 636 | 2.609375 | 3 |
While symptoms vary from one STD to another, odor and/or discharge in the vagina and pain during urination are fairly common among women for a number of different infections, according to Mayo Clinic. The initial signs generally show up within a week or two after exposure.Continue Reading
Chlamydia involves bacterial infection in the genital tract, and symptoms often manifest between one and three weeks after initial exposure. The symptoms are often mild and do not last long, so they are easy to miss. Women with chlamydia experience pain during sexual intercourse and urination, general pain in the lower abdomen, vaginal discharge and bleeding between periods, notes Mayo Clinic.
Gonorrhea is a different bacterial infection that shows up in the genital tract but also appears in the anus, throat, mouth and/or eyes, depending on the patient. Initial symptoms start to appear about 10 days after first exposure, but sometimes symptoms do not show up for months. Women experience itching in the anus, pain during urination and defecation, heavy bleeding during and between periods and a cloudy or bloody discharge from the vagina, explains Mayo Clinic.
Trichomoniasis is a parasitic STD that causes a strong odor and/or itching in the vagina, as well as pain during sex and urination and a vaginal discharge that is yellow, green, white or clear. Initial signs of HIV include fever, fatigue, rash, headache, swelling in the lymph glands and/or sore throat, states Mayo Clinic.Learn more about Pain & Symptoms | <urn:uuid:d414b7c1-7408-4e80-8386-f5f917b57493> | CC-MAIN-2017-26 | https://www.reference.com/health/symptoms-std-women-bcb3f22debaefd0b | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320077.32/warc/CC-MAIN-20170623170148-20170623190148-00290.warc.gz | en | 0.939033 | 304 | 3 | 3 |
Energy and Fatigue
Low energy levels is too often considered incorrectly a normal state of being. Poor diets, excessive toxins and pollutants in the environment, unbalanced life-styles, lack of exercise, and over- stress are all common factors that may lead to decreased energy levels. It is necessary to distinguish between the life-style factors and physiological although continued low energy will incur physiological and emotional changes.
Although s sometimes, low energy levels are a not caused by our lifestyles but are instead a symptom of a medical or psychological condition that must be addressed.
If fatigue or lack of energy has been a problem for a long time, the first step is to take a look at possible life-style causes and examine how they can be adjusted. Sometimes fatigue is a symptom of a more serious condition that needs more help than vitamins and supplements for energy. These conditions include hormonal imbalances and depression.
A common problem is the side effects of other medication, for instance proton pump inhibitors will over time reduce B-vitamins and in particular Vitamin B12; Statin medications reduce the levels of Co-enzyme Q10 in the body.
Adequate sleep is vital for energy stamina. Underactive thyroid is a common cause and also adrenal fatigue can occur because of prolonged physical exhaustion. Ensure there are enough B vitamins from the diet or from supplementation as these are a significant foundation for energy along with sufficient iron. | <urn:uuid:47fccfe4-6a61-4dbf-83f6-d38af590fae8> | CC-MAIN-2018-22 | https://millmark.co.uk/health-concern/energy/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794866870.92/warc/CC-MAIN-20180524205512-20180524225512-00371.warc.gz | en | 0.94557 | 287 | 2.953125 | 3 |
Hazardous materials and waste are part of many work situations, and can be found in many types of facilities. OSHA feels that it is so important for employees to know how to recognize these potentially dangerous substances (as well as how to handle and dispose of them properly) they have mandated that anyone working with these substances receive comprehensive training in this area.
In 1976, the U.S. Environmental Protection Agency (EPA) issued the Resource Conservation and Recovery Act (RCRA) to regulate the handling of hazardous waste “from cradle to grave”. Since then other regulations have followed, including OSHA’s 29 CFR 1910.120, also known as HAZWOPER. As part of these HAZWOPER Regulations, there are several requirements for employee training that depends on the specific level of involvement with hazardous materials.
NSC’s “HAZWOPER: Supplemental Training Package” provides employees with the information they need to understand the major areas covered by the regulation. The package of eight programs is aimed at workers who must wear respirators, or who have already had general 24-hour training and are moving to jobs requiring them to complete 40-hour training, and includes:
- “Safety Orientation”
- “Safety Data Sheets in HAZWOPER Environments”
- “Heat Stress”
- “Fire Prevention”
- “The Emergency Response Plan”
- “The Site Safety and Health Plan”
- “Dealing with the Media in Emergency Situations”
- “Electrical Safety in HAZMAT Environments” | <urn:uuid:6cc0a801-ef1f-4c90-a311-9fd55bcbf9c6> | CC-MAIN-2021-21 | https://www.osha-safety-training.net/product/hazwoper-supplemental-training-package/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243990449.41/warc/CC-MAIN-20210514091252-20210514121252-00200.warc.gz | en | 0.961807 | 340 | 3.09375 | 3 |
The Benefits and Essential Elements of Sensory Rooms
Have you read about or experienced firsthand the benefits of carrying out sensory activities within a designated sensory room? These spaces contain a variety of equipment for students with special needs to use and play with to help them focus for classroom learning and become more relaxed. More and more research is available on how therapists can create sensory rooms in schools to improve student learning. Below are some benefits of sensory rooms in schools and my own experience with them as an Occupational Therapist.
Four Key Advantages of Sensory Activities Within Sensory Rooms
- Increases students’ body regulation and decreases overstimulation. Overstimulation can be caused by numerous environmental factors, either within academic settings or outside of them. With proper sensory items and the appropriate amount of staff supervision, sensory rooms can physically relax students’ bodies, keeping them from feeling riled up.
- Improves students’ attention spans and level of focus. This is the common goal of most sensory rooms, although each one can be customized to fit the needs of the students. Within a sensory room, students can choose and focus on using a single equipment item at a time; depending on the item, this activity will give students some degree of satisfaction, clarity, and relaxation. They then leave the sensory room ready to work in the classroom!
- Helps students reach their annual goals. Consider the long-term outcomes. Sensory activities may help students achieve their school-based therapy goals faster! This benefits you as a therapist, who helps set these goals, as well as each student, who can feel good about their accomplishments.
- Enables students to feel part of their school’s community. Some students on the caseload may have a rather lonely experience which contributes to their obstacles. Between attending therapy and related services and keeping up with classwork, these students can have difficulty feeling connected to their community. Sensory rooms, however, serve as safe spaces for multiple students to use at the same time.
My Experience With School Sensory Rooms
I am very fortunate to work in a school that has not one, but two sensory rooms! One of them was set up when I began working, and I had the privilege of helping get the second one up and running.
I work on a campus that has two separate schools on the same property. Although the needs of the students vary greatly between the two buildings, these sensory rooms are available for all students and are meant to be a brain and body break. Students must have a calm body in order to enter; the room is never used as an intervention in the midst of a behavioral outburst. Instead, sensory activities here are used to prevent an outburst due to overstimulation. Students must have an adult with them and may stay in the room for 15-30 minutes.
The first sensory room is for students with Autism and Intellectual Disabilities. The sensory room in this building has a swing, LED and fiber-optic lights, bean bags, pillows, and fiber-optic carpet, as well as sensory massagers, therapeutic brushes, and stretchy bands. We have blackout curtains on the windows to use when needed. There are also light filters to decrease the glare of fluorescent lights. Most students prefer to turn the main lights off and enjoy the fiber-optic lights.
Many of the students in this building use the room on a daily basis to keep their bodies calm and regulated. As expected, there is very little stimulation in this room; we do not have pictures hanging on the walls or any other objects that may have an adverse effect on students. It is a calm, quiet environment, set up to have different sensory input from the rest of the school building.
The second sensory room on campus is for students with a primary diagnosis of Emotional Disturbance. This sensory room has similar equipment to the ones listed above and includes posters with information on the equipment and how to use it. I use the Fun and Function and Southpaw websites to order sensory equipment for this room. We keep baskets full of fidgets, massagers, brushes, noise-canceling headphones, crayons, coloring books, a body sock, and stretchy bands. We also have a white noise machine to drown out any noises that come from the surrounding rooms.
I have numerous favorite sensory activities, including:
- Bubble tubes. Many students I work with are drawn to the bubble tubes. There is a set of buttons where the students can change the color of the LED lights in the bubble tube. I have found that this is very calming for students and also promotes communication.
- Beanbags with LED lights. It is calming for students to place the lights on top of them or just play with them while lying in a super comfortable spot.
- Fiber-optic rug. I like to have students lie prone on a yoga ball and push back and forth from hands to feet on the fiber-optic carpet. I find that students enjoy and are calmed down by simply sitting on the carpet.
Each student has very unique sensory needs. As a school-based Occupational Therapist, I love introducing my students to different kinds of equipment and then observing which ones they choose to use based on their intrinsic bodily needs. By the end of our time in the sensory room, I know I am returning a student who is organized and ready to work to his or her class. The brain and body break enables them to receive the necessary sensory input and prepare for future classroom work. I hope to see these types of the room become more and more common in educational settings.
For more information about carrying out sensory activities in sensory rooms and how PTS can help you utilize these spaces, contact us today! | <urn:uuid:787c54ee-aff7-4d77-a17b-4a8133ee7ba2> | CC-MAIN-2019-13 | https://pts-inc.net/blog/occupational-therapy/sensory-activities/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912203547.62/warc/CC-MAIN-20190325010547-20190325032547-00180.warc.gz | en | 0.969883 | 1,167 | 3.15625 | 3 |
Cursive handwriting holds a captivating allure that transcends time, making it an essential skill in education. Its rich history dates back to ancient times when humans first began to communicate through writing.
Cursive letters have evoked a sense of sophistication and artistry. From the flourishing calligraphy of mediaeval scribes to the penmanship exercises of schoolchildren in the 19th century, cursive handwriting has left an indelible mark on our collective cultural heritage.
Cursive is still beneficial for cognitive development, fine motor skills, and individuality in written expression, despite the rise of digital communication. Let us delve into these advantages and explore why cursive handwriting remains a valuable asset in modern education.
Cursive Handwriting vs Print
Cursive handwriting stands in contrast to print, showcasing fundamental differences that set it apart as a unique form of written expression. Unlike print, cursive letters are interconnected, flowing seamlessly from one to another.
This fluidity offers numerous advantages over print. Firstly, cursive promotes better hand-eye coordination and fine motor skills development, as it requires precise control and coordination of finger movements.
Cursive writing increases writing speed and efficiency, allowing students to express thoughts more quickly. Cursive handwriting also engages various brain regions, according to research, which helps with memory retention and reinforces learning.
These inherent advantages make cursive handwriting an invaluable tool in education, offering students a holistic approach to communication and self-expression.
Benefits of Learning Cursive
Learning the cursive alphabet offers a plethora of cognitive benefits that significantly contribute to students’ brain development. The intricate movements involved in cursive writing stimulate and strengthen neural connections, leading to enhanced overall brain function.
By practicing the cursive alphabet, students engage multiple regions of the brain, promoting cognitive agility and improving coordination skills. This holistic approach to handwriting fosters mental dexterity and boosts cognitive abilities in various areas, such as language processing, memory retention, and creative thinking.
The systematic learning of the cursive alphabet becomes a valuable tool for nurturing cognitive growth and enhancing students’ cognitive abilities, setting a solid foundation for their academic and personal development.
Coordination of hand and eye movements improves dexterity and precision. As students practice forming cursive letters, their brains establish new pathways, enhancing neural plasticity and facilitating the acquisition of other complex skills.
Cursive writing’s continuous flow is also thought to improve memory and information retention, according to research. The act of physically connecting letters in a fluid manner aids in encoding information more effectively, resulting in a deeper understanding and recall.
Learning cursive handwriting can help foster cognitive development and improve overall learning abilities.
Improving Academic Performance with Cursive Handwriting
The benefits of learning cursive handwriting extend beyond the realm of penmanship and have a positive impact on academic performance. One significant advantage is the improvement in reading comprehension skills.
As students become proficient in cursive, they develop the ability to decipher and interpret various handwriting styles, including historical texts and personal notes. Cursive handwriting helps students acquire spelling and vocabulary.
The connected nature of cursive letters helps students recognize patterns and shapes within words, enabling them to spell words more accurately. Cursive writing reinforces the connection between spelling and muscle memory.
Cursive handwriting also offers mathematical advantages. Studies have shown that students who learn cursive have an easier time understanding and solving mathematical problems.
The continuous flow of cursive writing helps students maintain a logical and organized approach to mathematical equations, leading to improved problem-solving skills.
Cursive handwriting can therefore improve academic performance across a range of subjects, promoting a well-rounded education for students.
Emotional and Psychological Benefits
Learning cursive handwriting goes beyond its practical and academic benefits. It also holds emotional and psychological advantages for students. One of the significant benefits is that cursive fosters self-expression and creativity.
The flowing nature of cursive letters allows students to infuse their unique style and flair into their writing, enabling them to express their individuality and creativity on paper. Moreover, cursive handwriting helps students develop a sense of personal identity.
As they refine their handwriting skills, students develop their own distinct handwriting style, which becomes a reflection of their personality and character. This sense of ownership over their writing can boost their self-confidence and self-esteem.
Cursive writing also helps people become more mindful and relaxed because of its rhythmic and repetitive movements. The focused attention required in forming each letter can have a calming effect, helping students find a sense of serenity and tranquility while engaging in the act of writing.
Cursive handwriting nurtures students’ self-expression, creativity, and emotional well-being, improving their overall development.
Cursive Handwriting and Cultural Preservation
Cursive handwriting plays a vital role in cultural preservation by maintaining a connection to historical documents and traditions. Throughout history, important texts, manuscripts, and personal correspondence have been written in cursive.
Learning cursive allows students to decipher and appreciate these historical documents, fostering a connection to their cultural heritage. By preserving the art of cursive writing, we ensure that future generations can read and interpret historical texts accurately.
Cursive handwriting serves as a bridge to our past, allowing us to understand and appreciate the thoughts, ideas, and experiences of those who came before us. Furthermore, cursive handwriting embodies a sense of tradition and continuity.
It represents a longstanding practice that has been passed down through generations. By teaching and learning cursive, we honour and preserve our cultural traditions, keeping them alive in a digital age.
In this way, cursive handwriting serves as a tangible link to our cultural roots, fostering an appreciation for our history and heritage. By recognizing the value of cursive in cultural preservation, we ensure that future generations can connect with their past and preserve our collective identity.
Cursive Handwriting as an Art Form
Cursive handwriting transcends its utilitarian purpose and can be regarded as an art form in its own right. One of its captivating aspects is the appreciation of aesthetics. Cursive letters, with their graceful curves and rhythmic strokes, create a visually pleasing and harmonious composition on paper.
Each letter was meticulously crafted, demonstrating how form and function can coexist. Additionally, calligraphy and cursive writing share a close relationship. Cursive is elevated to a higher level of artistic expression by calligraphy, which places an emphasis on beautiful writing and decorative lettering.
Through calligraphy, cursive becomes a vehicle for self-expression, where each stroke carries intention and meaning. By recognizing cursive as an art form, we encourage students to approach their handwriting with care and creativity. They learn to appreciate the aesthetics of their own writing and develop a sense of pride in their penmanship.
In a world increasingly dominated by digital communication, the artistry of cursive handwriting offers a unique and tangible form of self-expression that goes beyond mere functionality. Embracing cursive as an art form allows individuals to unleash their creativity and connect with the beauty of written language.
Overcoming Challenges in Teaching Cursive Handwriting
Teaching cursive handwriting can sometimes face challenges, particularly when addressing resistance to change. In a rapidly evolving educational landscape, some may question the relevance of teaching cursive in an era dominated by digital communication.
It is crucial to emphasise the distinctive advantages of cursive, such as its benefits to cognition, connection to cultural heritage, and artistic expression, in order to overcome this resistance. Educators and parents can also highlight the importance of preserving this traditional skill while acknowledging the need to adapt to modern technology.
Effective instruction strategies can help overcome challenges as well. Integrating cursive handwriting into the curriculum at an early age allows students to develop proficiency gradually. Providing clear guidelines and ample practice opportunities can help students build confidence and improve their skills.
Engaging and interactive activities can make learning enjoyable and encourage active participation. Furthermore, fostering a supportive and encouraging learning environment is crucial.
Offering praise and recognition for students’ progress, providing individualized assistance when needed, and allowing students to express their personal style in their handwriting can create a positive atmosphere that motivates and inspires them to embrace cursive writing.
By addressing resistance to change and implementing effective instructional strategies, educators can ensure that cursive handwriting continues to be valued and taught, empowering students with a valuable skill that transcends technological advancements.
FAQs about Cursive Handwriting
Is cursive handwriting still relevant in the digital age?
Yes, cursive handwriting remains relevant in the digital age. Learning cursive offers cognitive, academic, emotional, and cultural benefits that cannot be replicated by typing. It enhances fine motor skills, promotes creativity, and fosters a deeper connection to written language and historical documents.
Can cursive handwriting help dyslexic students?
Yes, cursive handwriting can be beneficial for dyslexic students. The continuous flow of cursive letters can aid in reducing letter reversals and confusion commonly associated with dyslexia. The interconnectedness of cursive writing can provide a smoother and more consistent writing experience, potentially improving reading and writing abilities.
How can schools incorporate cursive instruction into their curriculum?
Schools can incorporate cursive instruction by allocating dedicated time for cursive handwriting practice within language arts or writing lessons. Introducing cursive gradually, starting from an early grade level, allows students to develop their skills over time. Providing resources, such as instructional materials, worksheets, and online tools, can support teachers in effectively teaching cursive handwriting.
Is it too late for adults to learn cursive handwriting?
No, it is never too late for adults to learn cursive handwriting. While it may take more time and practice for adults to develop the skill, it is entirely achievable. Adults can start by familiarising themselves with the basic letter forms and practicing consistently. There are various resources available, such as online tutorials and workbooks, to guide adults in their cursive handwriting journey. Adults who are committed and persistent can become proficient in cursive handwriting.
LEAVE A REPLY | <urn:uuid:fd7e9db4-cd0a-462e-9b4e-3c2e56ef37a1> | CC-MAIN-2023-23 | https://examradar.com/benefits-of-learning-cursive-handwriting-in-education/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224650409.64/warc/CC-MAIN-20230604225057-20230605015057-00130.warc.gz | en | 0.935138 | 2,048 | 3.34375 | 3 |
It is very gratifying to go out to the nursery, etc. filled with enthusiasm that you are looking to plant drought tolerant species for your garden. One very important thing to remember is that your plants have been grown under nursery conditions and they are small and young plants. This is important because although they will tolerate dryness, they first need regular watering in order to become established in your garden. This time frame to establish deeper roots which provide drought tolerance can take anywhere from 1-5 years. Some small growing species like native bunch grasses can establish rather quickly, while trees and shrubs will take longer. An important detail is also how much regular watering the species will tolerate as it becomes established.
With all containerized material, you should plant slightly higher than grade since the soil will settle from the planting installation. If the root ball settles higher than grade, you can make up the difference by adding mulch. Thorough watering is key and deep watering will help get roots to lower soil levels. Then let the plant dry out slightly. You want to provide intervals where the plant stays hydrated and also have the soil dry out enough to allow air to return to the soil structure for good root growth.
You can plant from conatiners anytime. Fall is often recommended, but when in containers, plants are established in the pots, and will be anxiously awaiting in ground planting, any season. You will get much root growth in the fall and winter seasons when it is cooler and also wetter, but remember that the sooner you place the plant into the ground, the sooner it will start growting and get established in your garden.
If planting in hot weather, gently tease the roots of most plants if they are circling in the container. If you are planting many, then just make shallow vertical cuts into the root ball from top to bottom of the root ball and then underscore with an ‘X’ the bottom of the root ball.
Some nice species:
Arctostaphylos (the manzanitas) many from which to choose: ground cover carpets to mounding shrubs, larger shrubs to almost small tree like.
Ceanothus: (California lilac): a large group as well, these need excellent drainage. They are not extremely long lived plants under gardening culture with regular watering (on mature plants). Young plants can tolerate more watering than old established plants. ground cover, many intermediate shrub forms, and on up to small tree size, flowers in blues, white, rarely pink. For a nautral soap, wet hands in water, then grab a cluster of blossoms and rub vigorously to make a soap from the wet blossoms and they have a nice fragrance too.
Romney coulteri (matilija poppy) a subshrub, tall perennial poppy with crepe paper white petals and yellow boss of stamens on large poppy flowers. Fragrant as well. Fully open blooms look like fried eggs. Do NOT disturb the roots if at all possible since poppies resent root disturbance. Regular watering will promote longer blooming, but they are quite drought tolerant after the first year.
Lobellia laxiflora: one of the almost continuously blooming clumping perennials for full jot sun. They bloom in open clusters atop many stems in the clump. Narrow foliage, and clusters of red tubed range yellow petals. In bloom almost continuously. A great hummingbird plant. Very tough and drought tolerant. full sun.
These make formidable barriers since the leaves are hook spined. They are sharp all over, and picturesque in outline of clustered clumps of foliage. Spectacular bloom stalks arise and bear trumpet funnel shaped blooms in satin finished colors of metallic blues, and greens. Full sun, these form large impemetrable clumps which are showy in bloom. If you want a barrier planting and want to preserve a view, try this! | <urn:uuid:97b7e2ba-cf6a-4d4e-87a0-4de827ee674f> | CC-MAIN-2017-13 | http://gardening.blogs.petaluma360.com/10020/a-few-drought-tolerant-plants/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189316.33/warc/CC-MAIN-20170322212949-00492-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.950985 | 807 | 2.9375 | 3 |
Klingons (3.5e Race)
From D&D Wiki
Klingons are an honor-obsessed, violent, rude, and otherwise rather unpleasant race... at least on the surface. Klingons view honor as the paramount value in life, and personal strength, victory in combat, and a glorious death in battle are the greatest honors of all.
Insults and curses are art forms in Klingon culture. If you can defeat a Klingon in a fight of words before he has even drawn his weapon, you will muster his respect... however, this is a dangerous ploy. If the Klingon feels his honor has been challenged, he will kill you.
Klingons have a vast oral history, and they enjoy opera. They mate for life with marriage ceremonies ranging from a private and simple "blood oath" to vast complicated ceremonies that are in themselves a retelling of the early stories in Klingon epic history.
Male Klingons stand about 6'4" tall, female Klingons stand 6 ft tall they are dark skinned and have large forehead ridges which act as a sort of cranial exoskeleton protecting their heads from blunt impacts.
Internally Klingons have an interesting physiology. Their bodies contain a number of redundant systems including three lungs, an eight chambered heart, and 2 stomachs). The Klingons themselves believe that they have these redundant organs so that when one is injured in battle another can take it's place.
Klingons tolerate humans and gnomes with a sentiment that can only be described as "They could be useful." They view most other races as dishonorable beings that should be conquered by the Klingon empire.
The Klingon sense of honor makes them tend towards lawful alignments, however many Klingons seek "personal honor" rather then honor for the empire and are of chaotic alignments. Despite their violent nature they are rarely evil because of their honor-driven culture.
Klingons are most comfortable in hot, rocky climates such as volcanic caves although they can survive in any material plane environment.
Klingons believe that their gods created the first Klingon during a time when their home land (now a volcanic wasteland mostly) was a grassland. The gods noticed that the Klingon was sad, the Klingon said "I am alone" and the gods created the first Female Klingon. But, the female Klingon's heart beated stronger and the male was jealous. They fought briefly but when the female Klingon suggested that they work together to defeat all who would oppose them their hearts began to beat together. The gods themselves became jealous of the Klingon hearts and fought a bloody war. This war ravaged their homeland, but in the end the power of two Klingon hearts was stronger then the Klingon gods.
Although their gods are dead, the founder of Klingon thought (an ancient Klingon known as Khaless the Unforgettable) has become somewhat of a religious figure. When Klingons die they believe that the honorable join Khaless at Sto-Vo-Kor. And that the Dishonored meet Fek'ler at Grethor. Some Elven scholars belive that Sto-Vo-Kor is in actuality Ysgard and that Grethor is Malboge in the Nine hells.
tlhIngan Hol (Klingon Language) is a rough gutteral language. It is structured in an almost hostile matter, for example the Klingon word for hello, "nuqneH", literally translates to "What do you want?" assuming that a Klingon would not greet another Klingon without business and the language is designed to cut to the chase.
Klingon names are one or two syllables long. They only have one name but they use the name of their father as a sort of family name.
Worf, Son of Mogh. Khalest, Daughter of Kang
- +2 strength, +2 constitution, -2 wisdom or intelligence, -2 charisma. Klingons are strong, hardy beings. But they can't relate to non-klingons very well and while klingons have had their share of geniuses and great philosophers, they never are both at once owing to the klingon sociatal inclination to put brawn over brains.
- Klingon base land speed is 30 ft
- Klingon Blood Rage(Ex): Klingons can fly into a rage once per encounter for 4 rounds. This rage causes -2 AC +4 to strength and -2 to wisdom, intelligence and charisma.
- +2 intimidate. Klingons regularly subject themselves to large amounts of pain. And are as such experts at torture.
- +2 survival: Klingons are a survivalist culture and train from birth in survival.
- -2 hide and move silently: Klingons view such tactics as cowardly
- Spellcraft, Psicraft, and Concentration are not class skills for Klingons unless they spend 4 skill points to permanantly make them class skills. This must be paid for each skill to be made a class skill, and the Klingon must have at least 2 levels in a class including it as a class skill.
- Klingons begin with proficiencies with Bat'leth and with light armor.
- Pounce: Klingons can make a full attack as part of a charge. This is due to their tendancy to charge into battle with reckless abandon.
- Endurance: Klingons have an almost unnatural stamina.
- Automatic Languages: Klingon'hol. Bonus Languages: Common, Gnomish, Orcish, Giant.
- Favored Class: Fighter.
- Level Adjustment: +1. | <urn:uuid:367ef00b-9ebf-4b20-98ae-c3c4683ed7da> | CC-MAIN-2016-36 | http://www.dandwiki.com/wiki/Klingons_(3.5e_Race) | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982291015.10/warc/CC-MAIN-20160823195811-00206-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.940893 | 1,140 | 2.859375 | 3 |
Digital PCR detects single molecule amplifications. This is done by splitting the sample into micro-droplets in which single target reactions are monitored. A labeled probe incorporated into each amplification product allows the reactions to be detected and monitored. The number of droplets with amplification is counted to give the total target number of the sample. Small differences in copy numbers can be determined because quantitation is performed on a linear scale. This differs from conventional PCR where amplification is detected on a log scale and small differences target numbers can’t be differentiated. The ability to detect small differences in target number between samples makes this technique valuable in the detection of single nucleotide polymorphisms, gene expression and copy number variations. | <urn:uuid:5d281d9d-9ccc-451d-b755-500a02548956> | CC-MAIN-2019-51 | https://www.cbrnetechindex.com/Biological-Detection/Technology-BD/Molecular-BD-T/Digital-PCR-BD-M | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540553486.23/warc/CC-MAIN-20191213094833-20191213122833-00047.warc.gz | en | 0.923095 | 139 | 3.109375 | 3 |
What’s better than one hosta? More hostas! It’s not hard to tackle transplanting hostas, either from divisions or fresh-from-the-nursery pots. Dividing hostas is another easy process, although with large, established clumps it can require a little elbow grease. Learn what you need to know for splitting hostas successfully.
Transplanting hostas is a quick and easy chore. Maybe you’re moving plants because they’re not in ideal growing conditions and looking a little less than picture-perfect. Hostas that have brown leaf margins or odd color spots on leaves are candidates for moving. To dig a hosta for transplanting, if you’re working in early spring, simply dig as much of the rootball as possible.
If you’re transplanting hostas when they’re fully leafed out, tie leaves up with string or cut them a few inches above ground level (they’ll regrow later). Then dig as much of the rootball as possible. Tuck hostas into planting beds with soil that’s rich and well-drained. Add some kind of organic matter to planting holes and beds. Set a hosta plant into soil so the rootball is at the same depth in soil as it was in the pot. Firm soil around the plant, and water well. Add mulch to help suppress weeds and maintain soil moisture.
When dividing hostas, first ask yourself why. Hostas are a perennial that grows best when it’s left alone. The longer a clump stays in the ground, the bigger it becomes. Hostas don’t typically need dividing unless they have outgrown a space. In most cases, even when a hosta has filled it growing area, the resulting root restriction doesn’t damage the plant but simply reduces the growth rate.
If you’re considering splitting hostas because your plant isn’t doing well, the growing conditions probably aren’t ideal. Other perennials, like yarrow, garden mums or coneflower, send out a clue they need divided when the center clump of the plant dies. Hostas don’t work that way. Many of the giant types actually need about five years to come into their own. Dividing hostas like these sooner simply reduces their growth potential.
Splitting hostas is best done in spring or early fall. Ideally, plan on dividing hostas before spring or fall rains arrive. Hostas suffer most when they lose roots, so dig as much of the rootball as possible. If you just need a few divisions, dig small clumps that have formed beside the larger parent clump. If your goal is dividing large hosta plants into several viable clumps, insert a spade into soil outside the dripline of leaves. Use a sharp spade, cutting into soil in a circle surrounding the entire plant.
Pry the plant out of the ground. With mature hostas, you may have to dig 18 inches down to get the roots. Unearth clumps onto a tarp. Pull apart clumps with your hands, or use a knife to slice crowns or growing points away from the mother plant. An easy method for dividing hostas is cutting a clump into thirds or fourths and replanting those pieces . Using this method, in one growing season plants fill in so much that it’s tough to tell they were divisions. | <urn:uuid:4cce7f19-fcfa-43d1-9fd7-4c5de0dff6fb> | CC-MAIN-2020-24 | https://www.hgtv.com/outdoors/flowers-and-plants/transplanting-hostas | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347387155.10/warc/CC-MAIN-20200525001747-20200525031747-00296.warc.gz | en | 0.934499 | 721 | 2.875 | 3 |
The history of Tashkent —capital of the Republic of Uzbekistan - totals 2200 years for which it has passed away from a tiny ancient oasis to the largest city of Central Asia. For the first time Tashkent (in translation from Uzbek - «stone city»), is mentioned in ancient eastern chronicles of the II nd century BC (They sp called Tashkent as - Chach, Binkent, Shash in the ancient time. According to Abu Raykhan Beruni and Mahmud Kashgari, actually name Tashkent appeared for the first time in Turkic sources of the IX-XII th centuries. Advantageous geographical position in a valley of the river Chirchik and favorable climate allowed Tashkent to become one of the main cities through passing the Great Silk Road — the most important trading highway of ancient world. Destiny of Tashkent stood out as extremely dramatic. It was constantly besieged by conquerors due to that it was a rich trading city and it seldom belonged to itself. In the VII th century Tashkent was "summer" capital Western Turkic khaganat, and in the VIII th century it was occupied by Arabs. At the beginning of the XIII th century, on eve of Mongolian gain, oasis of Shash was almost completely destroyed by armies of Khorezm shah Muhammad. In the XIV-XV th centuries the city again revived as shopping and cultural center of Timur and Timurids empire, intensively expanding and turning into one of the largest cities of that time. In the XVI th century Tashkent belonged to Sheybanids during their ruling there were constructed original architectural masterpieces which have remained still. Next century Tashkent was occupied by Imam Kuli khan of Bukhara. At the beginning of the XIX th century, city was taken over by Kokand Khan Alim khan. After in summer of 1865 Tashkent was occupied by armies of Russian Empire, a new era in the history of city had began. Tashkent became main railway junction and most important administrative center of Central Asia. Since 1930 Tashkent – is the capital of Uzbek Soviet Socialist Republic which was a part of USSR. And on September 1, 1991 there was a critical event in the history of the city – there was proclaimed independence of the Republic of Uzbekistan that opened absolutely new prospects for development and prosperity of Tashkent. Literally, in the face of tremendous high-rise buildings, new parks, museums, fountains began to appear. City commenced to change architectural shape, thus keeping traditions of national architecture. Many tests fell to Tashkent – such as wars, invasions, natural disasters. In 1966 the strongest earthquake nearly destroyed it. But incredible efforts of citizens and help of fraternal peoples revived the city - it became still more beautiful and more comfortable. And today before eyes of tourists Tashkent appears as an original pearl of the East, harmoniously combining in old and new architecture: unique medieval monuments of architecture and ultramodern constructions of the XXI th century. | <urn:uuid:a42474a5-255d-41de-b8d9-12fe506d4e69> | CC-MAIN-2018-26 | http://tourstouzbekistan.uz/en/cities/tashkent./ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864958.91/warc/CC-MAIN-20180623113131-20180623133131-00536.warc.gz | en | 0.965427 | 646 | 3.265625 | 3 |
Pain in the neck or shoulder can be either acute or chronic. In cases of acute pain, getting plenty of rest and using an ice bag may help but if it persists for a long time, it might be chronic and requires a serious neck and shoulder pain treatment.
Neck and Shoulder pain treatment is something that almost every person requires or would require at some point in life. Pain in the neck or shoulder for most of us has become a common occurrence and we have learnt to live with it. But, little do we know that ignoring these for a long time can actually take a huge shape in the future and get severe.
Our neck and shoulders have various supporting structures such as veins, muscles, nerves, bones, arteries, ligaments and many others. Any strain on these structures can cause excruciating pain in the neck and shoulders. The pain is of two types, acute (Acute pain is considered not so dangerous and they can result in transient strain or contusions) and chronic (A pain that is chronic is dangerous and can also be life-threatening in some cases).
In this article, you will be introduced to the various different causes and symptoms.
Here are some of the causes of Neck and Shoulder pain -
- One of the main causes of neck and shoulder pain is an injury caused to the soft tissues that include tendons, ligaments and muscles within these structures.
- If there is Degenerative Arthritis of the spine in the neck, known as the Cervical spine, it can send irritations to the nerves that cause both shoulder and neck pain.
- Degenerative Disc diseases occurring in the neck also known as Cervical Spondylosis can also send irritations to the nerves that can cause Cervical Radiculopathy.
- Any strain or inflammation that is caused under the Diaphragm is one of the important causes of pain in the neck or shoulder.
- Diseases relating to the Gallbladder can also cause pain in both neck and shoulder.
- Any abnormality in joints and bones.
- Poor posture for a longer time.
- Strains from overexertion
Given below are some of the symptoms of Neck and Shoulder pain –
- Coolness – A perpetual coolness in the hands or arms indicate that there is either a blockage or an injury in the arteries and the veins. This suggests an insufficient blood rush to the arms.
- Swelling – Tightness in the muscles or muscle spasms can actually contribute to swelling. If there is any dislocation or deformity it may also cause swelling or a sunken area.
- Numbness – Numbness takes place when the nerves are bruised, pinched or cut refraining you from feeling any sensation.
- Changes in colour – If you notice a white or blue tinge or colour around your neck or shoulder area then chances are, the arteries or the veins are injured. However, if there is redness, it can be either from infection or inflammation.
Home remedies such as using an ice bag on the affected area, brief elevations or using the affected area as little as possible might help initially, but if the pain still refuses to get any better or you identify the above mentioned symptoms then it's time for you to seek serious medical attention as soon as you can. You can find some of the best and the most experienced physiotherapists in south Delhi area. | <urn:uuid:ffc02225-4d8f-4c6f-8343-58cd1c08eec3> | CC-MAIN-2019-04 | http://articles.al.lv/article/47680/Neck-and-Shoulder-pain--When-you-should-worry | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583667907.49/warc/CC-MAIN-20190119115530-20190119141530-00458.warc.gz | en | 0.93685 | 701 | 2.53125 | 3 |
The “underground railroad” included many stops in Michigan for African Americans seeking their freedom from slavery between the years of 1810 and 1850. During Black History month, we recognize the bravery of everyone involved in the organized system that moved about 100,000 slaves north.
The Underground Railroad wasn’t really a railroad and it wasn’t underground. It was a network termed to coincide with the emerging steam railroads of that time. The conductors led the escapees at night through forests, rivers and in wagons. The stations were the churches, house attics and basement cellars that safely sheltered them during the day.
In Michigan, families living in Adrian, Albion, Marshall, Saline, Ann Arbor, Detroit, and cities north of Detroit participated in the Underground Railroad. The Second Baptist Church in Detroit served as a safe house, and a marker at the Northeast corner of State and Griswold Streets reminds us where the barn of Seymour Finney once hid freedom seekers headed to Canada.
In 1863, the Emancipation Proclamation ended slavery throughout the United States.
Content provided by Oakland University | <urn:uuid:a0bcf834-e64a-4579-83f3-231b4fd58239> | CC-MAIN-2017-04 | http://detroit.cbslocal.com/2012/02/13/underground-railroad-in-michigan/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279468.17/warc/CC-MAIN-20170116095119-00407-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.95671 | 230 | 4.15625 | 4 |
What Barbie Dolls Have to Say about Postwar American Culture
By Miriam Forman-Brunell, Ph.D
University of Missouri, Kansas City
What can Barbiethe quintessential blond bimbotell us about postwar American culture? Inscribed on Barbie are the traditional notions as well as the changing values of a culture that was in the process of dramatic social, cultural, and political transformation. As an artifact of postwar cultural ambiguity, Barbie characterized not only conservatism and conformity but also, as revisionist historians have argued, contradiction, conflict, and contestation. "Reading" the Barbie doll as a historical text sheds light on the continuities and changes in teen culture, gender roles, sexuality, and consumer culture.
When the teenage Barbie doll debuted in 1959 she was a rebel among her contemporaries. Baby dolls had socialized "baby boomers" to assume maternal and domestic roles consistent with the dominant postwar gender ideology, devised as a buttress against unsettling change. But unlike the bent-limbed baby dolls, Barbie, who had disproportionately long chorus girl legs, would help girls imagine themselves as autonomous adolescents.
Barbie was the exemplar "teenager" (a term first coined during the war years) who represented a "teen culture" that rapidly proliferated in the postwar years due to rising prosperity, spreading suburbs, and expanding leisure time. As a representation of a middle-class suburban teen empowered with new purchasing power, Barbie's mini magazines, records, clothing, and accessories were versions of those that fueled the new teen market. Like real girls, "Babysitter Barbie" would have shopped with money earned as a babysitter, one of the only jobs available to suburban adolescent girls in the postwar economy.
Though dressed in her foundational bathing suit, Barbie's extensive wardrobe exemplified the ethos of an expanding consumer culture where spending replaced saving. While thrift and frugality had prevailed among Depression and war-time generations these were no longer valued; Americans were encouraged to find fulfillment in goods and gadgets. Stimulating consumer desire among America's youngest shoppers, Barbie TV ads encouraged little girls to "Come feast your eyes on Barbie and Midge. . ." (Doc. 1). And they did! Giddy with excitement over the doll, dream house, and the "extra clothing and accessories" her friends had, one Nicaraguan student recalled that she and her sister incessantly begged their single mother for Barbie dolls their family could probably ill afford. (Doc. 2)
Barbie's glamorous outfits were like those designed by Christian Dior who had inaugurated a transformation of women's bodies shortly after WWII. Barbie's body had been shaped, in part, by the introduction of Dior's haute couture that contributed to the gradual sexualization of women (mothers included) in the 1950s. The "New Look" replaced the former wartime cultural ideal of broad-shouldered females (like Rosie the Riveter) that spoke to the 20 million women war workers. By the late 1940s, however, a masculinized silhouette had been replaced by the feminine hour-glass. To accentuate female sexual characteristics shoulder pads yielded to padded bras. Sensible "flats" were replaced with high heels that further exaggerated sexual difference: they forced the bust forward and the backside outward. Like June Cleaver who vacuumed the house while wearing pumps in the new TV sit-coms of the period, Barbie had tiny, tippy-toed feet that also kept her immobilized, dependent, and contained within the household domain where women were safely idealized for their maternal devotion. Yet, mothers and other women had steadily and silently continued to increase their presence in the work force. Though Barbie could not stand on her own two feet, like other women she had one foot in the modern era. The teenage model simultaneously represented independent young women "on the go" who were not only accepted but also celebrated in Sex and the Single Girl (1962).
Barbie's body had been shaped as well by her ancestor, Lilli, a coquettish-looking German doll that male bachelors brought to bars and dangled from their rear-view mirrors. Just like Lilli whom she closely resembled, Barbie donned a striped strapless jersey bathing suit that accented her cinched waist and accentuated her voluptuous figure. (Stripes only provide protective camouflage from predators to zebras in herds.) The stripes on Barbie's suit underscored her full breasts which looked a lot like the ample bumpers that embellished (and protected) 50s' progesterone infused automobiles. The new technology of constrictive undergarments reshaped the feminine form, such that breasts like Barbie's became symbols of postwar abundance, motherhood, and sexual appeal. Despite Mattel's claims that parents thanked them for the doll's "educational value," critics objected to Barbie's sexually provocative "look" (Doc. 3). To many, Barbie's eroticized body-sideways glancing eyes (heavily outlined in black eyeliner), pursed red lips, and scarlet finger nails-were markers of sexual desire. But as Ruth Handler, the originator of Barbie and the founder of Mattel, explained: "The doll has clean hair and a clean face. . .wears gloves and [has] shoes to match" (Doc 3). As the sanitized version of Lilli, Barbie simultaneously neutralized the eras cultural dissonance. Barbie embodied both the sensuality of Marilyn Monroe and the innocence of Debbie Reynolds.
Like these blond-headed, white-skinned pop culture icons, Barbie emerged in a period of intense cultural negotiation over racial difference. One-half of all the teenage college students who participated in the Freedom Rides that tested the desegregation of buses in the South were young women. But Barbie, who had her own sports car, was unlikely to have used public transportation. Nor was she likely to have counted African Americans among her friends, despite the huge migration of people of color and Latinas/os to American cities in the postwar period. What are the chances that Barbie would have left the segregated suburbs for the city's slums where most resided? One Latina recalled that while "We did not look like Barbie, [and] nor did we aspire to" (Doc. 2), Barbie's blond hair, blue eyes, and pink skin nevertheless epitomized an American race, gender, and class ideal that prevailed in postwar popular culture. Nor was this lost on ethnic or African-American girls. "Adults, older girls, shops, magazines, newspapers, window signs-all the world had agreed that a blue-eyed, yellow-haired, pink-skinned doll was what every girl treasured. 'Here', they said, 'this is beautiful'. . . " (Doc 4) Toni Morrison realized that as an African American girl she could never "look like" Barbie. Unlike the desires of others, hers was "to dismember it." Clearly, the social uses of Barbie by little girls could also have embryonic political meanings. Later on as teenagers themselves, many former Barbie players were drawn to sixties' youth culture and movements for civil rights and feminism. | <urn:uuid:ffe397fa-3a31-4ea9-a3ce-83e225ca0bec> | CC-MAIN-2014-42 | http://www.learning.si.edu/idealabs/ap/essays/barbie.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413507454577.44/warc/CC-MAIN-20141017005734-00164-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.96589 | 1,470 | 3.203125 | 3 |
Arctic microbial ecology
Over 20% of Earth’s terrestrial surface is underlain by permafrost that represents one of the largest terrestrial carbon pools with an estimated 1330-1580 Pg of carbon, resulting in as much as half of the Earth’s below ground C. The soil organic matter (SOM) has accumulated in cold conditions that limit its decomposition. However, climate change is affecting the arctic dramatically as the warming is fastest in higher latitudes. Previously frozen ground is thawing and releasing substantial quantities of carbon which microbes can decompose. Microbes mineralize the carbon fraction and convert it to carbon dioxide (CO2) and methane (CH4). Climate change models estimate that C released from thawing arctic permafrost might represent the largest future transfer of C from the biosphere to the atmosphere resulting in a positive feedback loop. In addition to temperature, oxygen and moisture affect the microbial activity.
In a project funded by the Academy of Finland and the University of Helsinki I will study the function and role of the microbial community in production of greenhouse gases in the arctic on a temporal and spatial scale. As a model for future climate change scenarios with annual freeze-thaw cycles, altering vegetation and increased formation of bogs, I will use arctic site in northern Finland, Kilpisjärvi (69°03’ N, 20°50’ E). Use of the model field site is ideal for the analysis of cause and effect of changing conditions to the microbial community relations and for the environmentally contextualized reconstruction of novel genomes that will lead to better understanding of the metabolic and environmental potential of uncultured microbes.
Postdoc Igor Pessi
MSc student Sirja Viitamäki
MSc student Aino Rutanen | <urn:uuid:181fa0bf-c68a-4d65-8f4d-45d14bd94863> | CC-MAIN-2018-34 | https://www.helsinki.fi/en/researchgroups/molecular-environmental-biosciences/research/arctic-microbial-ecology | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221208676.20/warc/CC-MAIN-20180814062251-20180814082251-00312.warc.gz | en | 0.900667 | 369 | 2.9375 | 3 |
Art appreciation is measureable
Is it your own innate taste or what you have been taught that decides if you like a work of art? Both, according to an Australian-Norwegian research team.
Have you experienced seeing a painting or a play that has left you with no feelings whatsoever, whilst a friend thought it was beautiful and meaningful? Experts have argued for years about the feasibility of researching art appreciation, and what should be taken into consideration.
Neuroscientists believe that biological processes that take place in the brain decide whether one likes a work of art or not. Historians and philosophers say that this is far too narrow a viewpoint. They believe that what you know about the artist’s intentions, when the work was created, and other external factors, also affect how you experience a work of art.
A new model that combines both the historical and the psychological approach has been developed.
- We think that both traditions are just as important, although incomplete. We want to show that they complement each other, says Rolf Reber, Professor of Psychology at the University of Bergen. Together with Nicolas Bullot, Doctor of Philosophy at the Macquarie University in Australia, he has developed a new model to help us understand art appreciation. The results have been published in ‘Behavioral and Brain Sciences’ and are commented on by 27 scientists from different disciplines.
- Neuroscientists often measure brain activity to find out how much a testee likes a work of art, without investigating whether he or she actually understands the work. This is insufficient, as artistic understanding also affects assessment, says Reber.
- We know from earlier research that a painting that is difficult – yet possible – to interpret, is felt to be more meaningful than a painting that one looks at and understands immediately. The painter, Eugène Delacroix, made use of this fact to depict war. Joseph Mallord William Turner did the same in ‘Snow storm’. When you have to struggle to understand, you can have an eye-opening experience, which the brain appreciates, explains Reber.
He hopes that other scientists will use the Australian-Norwegian model.
- By measuring brain activity, interviewing test persons about thoughts and reactions, and charting their artistic knowledge, it’s possible to gain new and exciting insight into what makes people appreciate good works of art. The model can be used for visual art, music, theatre and literature, says Reber.
(Translation: Anne Hermansen) | <urn:uuid:263a0b59-a58a-4a2f-8b85-25f8f3c7549d> | CC-MAIN-2016-44 | http://www.uib.no/en/news/36494/art-appreciation-measureable | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719192.24/warc/CC-MAIN-20161020183839-00011-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.958057 | 516 | 3.171875 | 3 |
Gold-rich adularia-sericite-type mineralization occurs near the southern margin of the San Luis caldera, at the intersection of the Equity fault and the northern extension of the Amethyst fault system. Mineralized rock is confined primarily to steeply dipping structures in silicified rhyolite and dacite. Intense sericitic alteration occurs at higher levels in the vein system, and wall rock adjacent to some veins is bleached. The ores are multiply brecciated, and vein filling locally shows sedimentary textures.
Textural, mineralogical, and chemical criteria indicate that there are at least two partially coextensive associations of mineral assemblages separated by periods of brecciation and sedimentation. An older gold-bearing association consists of two fine-grained ore stages, both of which contain electrum, uytenbogaardtite, tetrahedrite, silver sulfosalts, silver sulfides and base-metal sulfides, and a manganese-rich stage containing the assemblages (1) manganese silicate + manganese carbonate minerals + quartz and (2) magnetite + hematite + pyrite + quartz. A younger crosscutting association contains calcite, adularia, fluorite, and quartz, plus the assemblages (1) coarse-grained basemetal sulfides and (2) hematite + chlorite + quartz. Quartz, manganese-rich calcite, and trace pyrite line late-stage vugs.
Mineralogic, lead-isotopic, and fluid-inclusion characteristics of the younger association are similar to those of ores of the southern and central parts of the Creede mining district. In contrast, the gold and manganese-silicate assemblages of the older association are rare to absent in the southern and central parts of the district. The local and early occurrence of the manganese and gold assemblages may indicate that they formed in a small hydrothermal cell that predated the extensive hydrothermal system from which ores of the central and southern parts of the Creede district are proposed to have been deposited (Bethke, 1988). If similar early-stage cells were present in the southern and central parts of the district, they may have been replaced or overprinted by later assemblages, and they may remain to be discovered. In the latter case, mineral assemblages that formed at early stages in the paragenesis hold the most promise for gold exploration.
|Title||Mineralogy, mineral chemistry, and paragenesis of gold, silver, and base-metal ores of the North Amethyst vein system, San Juan Mountains, Mineral County, Colorado|
|Authors||Nora K. Foley, Stanton W. Caddey, Craig B. Byington, David M. Vardiman|
|Publication Subtype||USGS Numbered Series|
|Series Title||Professional Paper|
|Record Source||USGS Publications Warehouse|
|USGS Organization||Eastern Mineral and Environmental Resources Science Center| | <urn:uuid:6f32a953-18dc-4c9c-9a9d-96692d28f982> | CC-MAIN-2023-14 | https://www.usgs.gov/publications/mineralogy-mineral-chemistry-and-paragenesis-gold-silver-and-base-metal-ores-north | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949009.11/warc/CC-MAIN-20230329151629-20230329181629-00783.warc.gz | en | 0.857824 | 714 | 2.796875 | 3 |
What Is Black Mold?
Infamous and notorious, those are not exactly words of high-praise, but they are true of Black Mold. Black Mold is a headliner, perhaps you've seen the sensational news reports, "dangerous black mold" or the more ominous, "toxic mold."
Alarm! Confusion! Fear!
Black mold's technical name is Stachybotrys chartarum, it's greenish-black in form and it does produce allergens and irritants. It grows on material with a high cellulose content, such as fiberboard, gypsum board, and paper. Black mold grows in moist environments, places where there is water damage, leaks, condensation and other types of water infiltrations. A regular source of moisture is required for its growth.
Not all dark molds are the infamous stachybotrys chartarum, which only more greatly makes the point, you need a reputable company like SERVPRO of Cranston on your side.
Learn more about mold by visiting our Mold Damage Tips page.
Learn more about mold and what to do until help arrives by visiting Mold Damage Tips.
How Do I Tell If It’s Black Mold?
Since many types of mold can cause reactions, you should contact us regardless of the color or type of mold. In many instances, multiple types of mold may exist in the same house or structure. If you suspect you have a mold problem, contact SERVPRO of Cranston immediately.
If You See Signs of Mold, Call Us Today – (800) 734-0602
When water intrudes into your property, mold growth can start in as little as 48 hours. Consider the following mold facts:
- Mold is present almost everywhere, indoors and outdoors.
- Mold spores are microscopic, float along in the air, and may enter your home through windows, doors, or AC/heating systems or even hitch a ride indoors on your clothing or a pet.
- Mold spores thrive on moisture. Mold spores can quickly grow into colonies when exposed to water. These colonies may produce allergens and irritants.
- Before mold remediation can begin, any sources of water or moisture must be addressed. Otherwise the mold may return.
- Mold often produces a strong, musty odor, and that odor can lead you to possible mold problem areas.
- Even higher-than-normal indoor humidity can support mold growth. Keep indoor humidity below 45 percent.
Locally Owned Company with National Resources
SERVPRO of Cranston is locally owned and operated—so we live and work here too and are proud to be part of this community. We are also part of a national network of over 1,600 Franchises with special Disaster Recovery Teams placed strategically throughout the country to respond to large scale disasters.
We are proud to serve our local communities:
- West Warwick
- West Warwick | <urn:uuid:baa73a9c-899f-466a-8d0a-48230c898751> | CC-MAIN-2022-40 | https://www.servprocranston.com/black-mold | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334591.19/warc/CC-MAIN-20220925162915-20220925192915-00248.warc.gz | en | 0.906881 | 624 | 3.0625 | 3 |
Dr. Joel Elowsky concludes the six part series on Early African Christianity with a summary of its influence in its own day, and its influence today.
Join Dr. Joel Elowsky and Dr. John Oberdeck as they review the life and times of St. Augustine, the early African theologian known for this famous “Confessions.”
Join Dr. Joel Elowsky and Dr. John Oberdeck as they discuss the influence of early African church father Tertullian, not only in his own day, but for us today as well.
Dr. Joel Elowsky of Concordia University Wisconsin and the Center for Early African Christianity describes the life and influence of Origen of Alexandria.
Dr. Joel Elowsky provides background on Mark’s African connection, and shares the life story of Cyprian of Carthage, Confessor and Martyr. Learn why the subject of martyrdom is particularly powerful for African Christians today.
Few are aware of the influence of Africa on early Christianity. Dr. Joel Elowsky of Concordia University Wisconsin introduces us to the influence and impact of Africa in the early church. Dr. Elowsky is the Research Director for the Center for Early African Christianity. Learn more about our theological roots through this series of presentations. | <urn:uuid:b52e4130-5b17-44b4-b69b-2e83c1c02bbe> | CC-MAIN-2015-14 | http://blog.cuw.edu/cbi/category/podcasts/christ-in-every-word/early-african-christianity/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131298464.94/warc/CC-MAIN-20150323172138-00221-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.936516 | 257 | 2.609375 | 3 |
This document, named computer terms, is deceiving because students are reminded to follow directions. If they do, they won't waste their time answering all the questions about different computer terms. The directions ask them to read all problems before answering questions. If they do read all the directions, step 18 states "Don't answer questions 1-17. You will be surprised how many students go online to find out what many of the computer terms mean. When and if they actually get to step 18, they end up getting frustrated and get temporarily angry with me. They get over it! It is a great learning tool for following directions. | <urn:uuid:cb65516a-d7fb-4f3c-8493-41a4003983b7> | CC-MAIN-2015-35 | https://www.teacherspayteachers.com/Product/Follow-DirectionsComputer-Terms-56184 | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645348533.67/warc/CC-MAIN-20150827031548-00213-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.95321 | 126 | 2.984375 | 3 |
How is the culture of the country you are teaching in reflected in the school?
Consider class subjects, discussions, classroom design, schedules, assessment, etc.
Today I walked into my classroom and was taken aback by the topics we were going to cover during our “Health Talk.” Once a month, one teacher in the school travels to every classroom and teaches each grade level about a different health aspect. My students were being taught about the dangers of smoking, drugs, and alcohol. While this seems like a normal lesson from the topics I just mentioned, it was not!
First off, the lesson was in Spanish. By now I am used to everything in Spanish since I speak it in my dreams. But, this day was different because I have never spoken Spanish with my students. They were all amazed that I was able to get anything out of the lesson and did not believe me when I told them I understood everything the visiting teacher had said. Some of them tested me to see if I was really paying attention, while others began to see me as an equal. I think it was nice for them to see that I was a struggling Spanish learner just as they were struggling English learners.
But back to the lesson, the smoking culture here in Ecuador is extremely different than in the United States. Here you are considered “chevere” (or cool in Spanish) if you smoke. If you are out at night and do not smoke you are considered an annoyance. Because of this many of my students parents, brothers, sisters, grandparents, and relatives all smoke. This is a terrible influence on the students at Colegio Menor because they are unable to see the implications of this action.
During the lesson the children began to get worried because they were being taught that smoking causes lung cancer, a very serious illness. The students asked questions such as, “Will my mom and dad die because they smoke?” It was sad to see because in the United States a lesson like this is innate and we do not even have to be taught this. The visiting teacher told them that their parents will be okay if the students go home and try to be advocates to get them to stop smoking. This solution made the most sense to me because a child is able to convince their parents to do almost anything if it has to do with their health. One girl in my class soon told everyone that she actually had made her mother stop smoking because she told her second hand smoke kills. An interesting thing I learned today was second hand smoke in Spanish is said “fumador passivo,” which a direct translation to English is a passive smoker. I believe this terminology teaches the youth of Ecuador that they are actually already smoking when their parents do it so they might as well take up the habit, too.
Drugs in Ecuador are everywhere and on most street corners. There are people trying to sell you drugs just to buy food for their family. Most of the students in Colegio Menor live a sheltered life in the country because they are wealthy. In this regard they are very lucky. The students were taught about cocaine, marijuana, ecstasy, and more. Most of the children have never heard of these drugs so they were not very interested in this topic.
When the teacher began to talk about alcohol there was a sudden burst of laughter in the classroom. Each student said that they have seen their parents after some drinks and they thought it was really funny. The lesson was mainly about teaching them the effects of drunk driving. In Ecuador, it is very easy to pay off a police man instead of getting a ticket. Because of this many of the wealthy believe that it is okay to drink and drive because they will not get into serious trouble because of it.
One student told a story of the time that they were at a family party and their father had drank a lot. Her grandmother told him that he was not allowed to drive his family home and they would have to stay the night. She viewed it as a fun sleepover at her grandparents, while the teachers and I viewed it as a teaching moment when we could share with the students how lucky the girl was to have such a thoughtful grandmother.
While this lesson taught me a lot about the Ecuadorian culture, I thought it was interesting how different this is than in the United States. At this age our students already know the negative effects of smoking, drugs, and drinking. My students in Ecuador were surprised by all of this, which was truly shocking to me. | <urn:uuid:2b918146-4b39-40d9-872c-1a7bd5f3013c> | CC-MAIN-2018-05 | http://bcteachabroad.blogspot.com/2011/09/ecuadorian-culture.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084886830.8/warc/CC-MAIN-20180117063030-20180117083030-00220.warc.gz | en | 0.992916 | 919 | 3.046875 | 3 |
EXPLORE CARDIFF UNIVERSITY
Core logging during student
project, Porthkerry Park, Barry.
The module will first introduce the principles of soil mechanics including (a) basic characteristics of soils; (b) the concepts of effective and total stress; (c) consolidation and shear strength; (d) the analysis of slope stability; (e) seepage of water and flow nets. Laboratory-based analysis of soil properties will be introduced in the second part of the module. Students will undertake standard soil testing procedures, including determination of Atterberg Limits, granulometry, bulk density, shear strength, compaction and consolidation properties. Finally, the nature and origin of Quaternary soils in the UK will be outlined, and case studies will be presented that emphasise their role in ground engineering, including the nature and significance of glacial and periglacial soils, and the significance of soft Holocene sediments in foundation design.
Dr Sergio Lourenco
Telephone: +44(0)29 208 70760 | <urn:uuid:fe4d3460-17ac-457a-a269-07dcbe4a7dbb> | CC-MAIN-2013-48 | http://www.cardiff.ac.uk/earth/the-engineering-behaviour-of-soils/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164029048/warc/CC-MAIN-20131204133349-00072-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.872238 | 215 | 2.953125 | 3 |
Great walk led by wildlife conservationist Daniel Greenwood yesterday (10.05.2014) starting in Dog Kennel Hill Wood and then onto wild Greendale. On the way back we took a look at the Dog Kennel Hill Meadow and Daniel named a few plants for me. Turns out those nettles that do not sting are called dead-nettles. He pointed out White dead-nettle which we have in abundance in the woodland borders and the meadow. I immediately recalled a similar oddity with bright yellow rather than white or red flowers. Daniel informs that that would be Yellow archangel (Lamiastrum galeobdolon).
All of these are Mints. Yes, I was surprised when later in the day I looked this all up in the book my mother had given me on wild flowers (Field Guide to The Wild Flowers of Britain, Reader’s Digest 1981).
Nettles, those childhood stingers, are part of the English name for a plant with stinging hairs, particularly those of the genus Urtica. There are quite a few so named and even Cnidoscolus texanus, the Texas bull nettle. Not sure what that would sting like. However, the name is also used for dead nettle, blind-nettle or dumb nettle. They don’t sting thus the names are clear in intent. The Common nettle (Urtica dioica) causes stings when touched with the top of each hair on the stem breaking off and releasing an acid which causes a painful rash.
Bane and friend this plant has been both an instrument of torture and used for cloth, food and medicine. Fabric made from nettle stems dates back to the Bronze age and seems to have been used for both table cloths and bed-linen, even until quite recently.
I am looking forward to when we can get some Yellow archangel established as dead or dumb-nettles are a common feature of waste and cultivated land and yellow archangel a much rarer plant of woodlands and hedgerows.
September 29th is the day traditionally dedicated to the Archangel Michael and all of these related plants are still in flower at this time. White dead-nettle (Lamium album) and Red dead-nettle (Lamium purpureum) for this reason are also known as Red and White archangel. There is a magic in any close examination of the flower and great wings of an archangel can be imagined with ease.
Bees love dead-nettle as they find a copious supply of nectar at the bottom of the flower tube. Indeed, this plant is a most important food plant of bees, particularly early in the year, before most other nectar-producing plants flower.
Early on red and white dead-nettle are very similar in appearance but when the flowers appear there is no mistaking which is which. Both were used boiled and eaten as pot-herb and had a range of medicinal uses. Two other dead-nettles are to be found in England. Henbit dead-nettle (Lamius amplexicaule) and Spotted dead-nettle (Lamium maculatum).
Mints have fun names – Gipsywort, Water mint, Corn mint, Marjoram, Wild thyme, Basil thyme, Will basil, Wild clary, Selfheal, Black horehound, Hedge woundwort, Hemp-nettle, Skullcap, Wood sage, Bugle and Ground-ivy. This last like the true ivy remains green all the year and until the introduction of hops in the 16th century was a vital ingredient in brewing ale. In Yorkshire and the West Country this use is recalled in the name “alehoof”. Gill-ale and gill-tea was sold in London by street vendors as a cold and cough cure. In my gifted book pages 210 and 211 show Common nettle and Hop (Humulus lupulus) side by side.
Another noted discovery was of large amounts of Green alkanet. For years this has always been identified to me as Borage. Thanks to my new boon companion of a book it was clear this common mistake needed correction.
Borage (Borago officinalis) flowers have narrow pointed petals and conspicuous black stamens. Green alkanet (Pentaglotiss sempervirens) has five blue rounded petals and the whole flower is funnel-shaped with a center of five white scales. | <urn:uuid:0aada6b7-10f8-47b7-8775-d6d30bcd34f4> | CC-MAIN-2017-26 | https://stephengovier.com/2014/05/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320209.66/warc/CC-MAIN-20170624013626-20170624033626-00715.warc.gz | en | 0.954212 | 942 | 2.984375 | 3 |
This page describes 8 cool Excel tips and tricks (including some of the most useful Excel keyboard shortcuts), that will help you to work more effectively and efficiently in Excel.
If you spend just a few minutes learning these tips and tricks, you can, in the long-term, save hours of time when developing your spreadsheets. In just a short time, you will look back and wonder how you ever managed without them!
|Excel Tips & Tricks Index:|
|Insert a New Line in a Cell|
|Freeze Rows and Columns in a Worksheet|
|View Two Worksheets at Once|
|Zoom to View Named Ranges|
|Use F4 to Cycle Through Relative & Absolute References|
|Keyboard Shortcuts to Cycle Through Worksheets|
|Copy a Function Down to Other Rows|
|Fast Ways to Select a Range of Cells|
To insert a new line while editing an Excel cell, simply press ALT-ENTER (or ALT-RETURN).
To freeze one or more rows of data at the top of your spreadsheet, select the row below the row(s) that you want to freeze. Then, from the Excel menu at the top of your workbook:
If you want to view more than one page of a workbook, you can use the "New Window" option, from the View tab of the ribbon (see below):
(In Excel 2003, the "New Window" option is found in the 'Window' drop-down menu).
This opens up a second window for the current workbook, so that you can view different worksheets of the same workbook in one Excel viewer.
The best way to arrange the two windows is to use Excel's automatic 'Arrange' command (again, located in the View tab of the Excel ribbon, or the 'Window' drop-down menu of Excel 2003). Alternatively, you could size the windows manually in the Excel viewer.
If you use the Excel Zoom to view your worksheet at a zoom level of less than 40%, Excel automatically displays all the named ranges in the worksheet.
If you type a simple reference in your cell (e.g. A1) and then decide you want to change this to be a relative reference, while your cell is still in edit mode, simply press F4.
To quickly move to the next worksheet in your workbook, use CTRL-PageDown (i.e. press the CTRL key and while this is held down, press the PageDown button).
If you want to copy a function down to further rows, there are a number of ways to do this:
The fill handle is the tiny square on the bottom right of a selected cell or selected cell range. Use this to copy a function to other rows by either:
Pressing CTRL-D copies data, depending upon the current selection:
Therefore, in order to copy a function down to other rows in a spreadsheet, select the range that you want to copy the cell down to including the original cell to be copied and then press CTRL-D.
The copy and paste commands can be performed by the following shortcuts:
There are several ways to select a large range of cells. The most obvious is to simply highlight one cell and press the left mouse key, while dragging the mouse across the range you want to select. However, if you want to select hundreds of rows at a time, this can take forever!
The name box is situated on the top left of your Excel spreadsheet, and typically shows the address of the currently selected cell or cell range.
One quick way to select a range is to simply type the range into the Name Box and press the Enter (or Return) key.
A combination of the CTRL key, the SHIFT key and the Arrow keys can be used to select ranges on your spreadsheet. The key combinations work as follows
|SHIFT ↓||-||Moves the current selected range down a row|
|SHIFT →||-||Moves the current selected range right by one column|
|CTRL-SHIFT ↓||-||Selects all cells below the current selection up to the end of the current data range (or up to the next cell containing a value if you are starting from the end of the current data range)|
|CTRL-SHIFT →||-||Selects all cells to the right of the current selection up to the end of the current data range (or up to the next cell containing a value if you are starting from the end of the current data range)|
The best way to familiarise yourself with these commands is to experiment with them.
For more Excel tips and tricks, visit the exceltips.com website | <urn:uuid:db6de3db-5abb-4a21-bfb6-2dffd7988346> | CC-MAIN-2016-18 | http://www.excelfunctions.net/Excel-Tips.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461863352151.52/warc/CC-MAIN-20160428170912-00171-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.871668 | 985 | 2.53125 | 3 |
Web Date: October 15, 2012
A Quick Two-Step Method To Make MOF Thin Films
Researchers have found a simple, fast way to make thin films of metal organic frameworks (J. Am. Chem. Soc., DOI: 10.1021/ja307953m). The two-step technique allows researchers to control the films’ thickness and could work with many types of the framework materials, known as MOFs. The advance could make it easy for scientists to use MOFs in hydrogen storage and gas sensors, the researchers say.
MOFs are crystalline materials that contain metal clusters connected by organic molecules. Their structure makes the materials very porous and gives them a large surface area. Because of these properties, researchers have studied them for storing hydrogen gas to fuel vehicles. Scientists are also interested in using the materials as catalysts and sensors, both of which require large surface areas. All of these applications would require MOFs in thin films of known thickness with regular, well-defined pores to allow molecules to easily diffuse through.
The best-known way to make such thin films, and to control the films’ thickness, is to grow crystalline MOF layers one by one on a substrate, says Hiroshi Kitagawa, a chemist at Kyoto University, in Japan. In addition to consuming time, this method isn’t compatible with all types of MOFs. Some MOFs require harsh synthetic conditions such as high temperatures and corrosive solvents. These conditions would destroy the substrate or the growing film itself.
Kitagawa and his colleagues avoid this problem by producing the MOF separately from growing the film. First, they prepare their MOF particles of choice in solution using the material’s synthetic conditions. Then they disperse the MOFs on the surface of water to produce a thin film. The team uses a rubber stamp to transfer the materials to a solid substrate. Because they place the films on the substrate after they’ve synthesized the MOFs, they don’t have to worry about the MOF production conditions destroying their growing film or substrate.
The researchers used this assembly method to make thin films of MOFs containing copper and a type of porphyrin. They first combined copper and the porphyrin compound in N,N-diethylformamide and ethanol to create MOF flakes. Using atomic force microscopy, the researchers found that the flakes were 300 to 500 nm in diameter and about 15 nm thick. They then dispersed the flakes in ethanol or acetone using ultrasonication. Drop by drop, the team added this suspension to the surface of water in a beaker. The flakes spread out to form a flat thin sheet, and the researchers used a stamp to lift the sheet and transfer it to a solid surface. They repeated the process to stack up layers of the sheets and make a film of a desired thickness.
The method is fast, Kitagawa says: His team could stack 100 layers of MOF sheets in 10 minutes. By contrast, the traditional method took them 10 minutes to produce a single layer.
Osama Shekhah at the King Abdullah University of Science and Technology, in Saudi Arabia, says the new method is convenient, which is important to researchers working on new applications of MOFs. He thinks the technique’s only drawback is that it applies only to two-dimensional, flake-shaped MOFs that can spread out into sheets on water. Kitagawa is working to apply the technique to MOFs with three-dimensional crystal structures.
- Chemical & Engineering News
- ISSN 0009-2347
- Copyright © American Chemical Society | <urn:uuid:ce258d3b-2a89-49a5-bd52-d19368d0845c> | CC-MAIN-2016-36 | http://cen.acs.org/articles/90/web/2012/10/Quick-Two-Step-Method-Make.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982969890.75/warc/CC-MAIN-20160823200929-00011-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.934921 | 745 | 3.90625 | 4 |
The study was conducted by Dr. Carlo A. Marra and colleagues at the University of British Columbia who felt that the increase of asthma in western countries during the last few decades has seemed to coincide with the increased use of antibiotics.
To perform the meta-analysis, the researchers identified seven studies that specifically examined the relationship between administration of at least one prescription for antibiotics in the first year of life and the development of asthma during 1-18 years of age. The study cohorts included 12,082 children and 1817 asthma cases. The investigators also studied data from five trials analyzing a potential dose-response relationship, which included 27,167 children and 3,392 asthma cases.
Co-author Dr. Fawziah Marra commented in a news release that it is possible to reduce the number of antibiotics infants receive because though antibiotics are commonly prescribed to treat upper respiratory infections, most of these infections are viral, for which antibiotics are ineffective.
Chiropractic has been proven to be very successful at significantly reducing asthma symptoms. | <urn:uuid:16f232df-2f70-4aaf-a9b2-a10a58ca13d9> | CC-MAIN-2015-11 | http://www.capitalcityweekly.com/stories/060706/health_20060607020.shtml | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936465599.34/warc/CC-MAIN-20150226074105-00308-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.967319 | 208 | 3.03125 | 3 |
Research in genetics has uncovered an astounding array of characteristics that genetic traits are at least partially responsible for. Testing through a company like Pathway Genomics, co-founded by Jim Plante, can explain why one person has never felt much pain relief when taking acetaminophen but does very well with ibuprofen, for example. Some of these characteristics are of more casual interest, but nevertheless fascinating to learn about. An example is the possibility that genetic testing can verify which scents a person likes and dislikes.
The main study that researched this topic was published in the International Journal of Cosmetic Science in 2011. The researchers found they could predict the types of scents people would prefer based on their genetic structure.
A Theory About the Purpose
Any purposeful reason for people liking certain scents because of genetic structure is still in the theoretical stage. Some scientists speculate, for instance, that men and women prefer fragrances that enhance natural body odor. This would be related to their sex drive and be part of the attraction to a certain person. The specific genes associated with fragrance preferences actually are connected with attraction to other people, so there appears to be merit for this theory. As someone tries to find the perfect cologne or perfume, this person may want to consider what his or her romantic partner would most like.
That theory can explain why people like musk cologne. However, it doesn’t explain why one man prefers powdery fragrances on women, and why one woman prefers a spicy cologne on men. Interestingly, some scents appear to have near-universal approval. A fragrance resembling vanilla ranked highest overall in this study.
Of course, genetics is not the reason for everything. A man might like certain types of perfume because they subconsciously remind him of his first girlfriend when he was a high school sophomore. A woman might associate woodsy cologne fragrances with happy memories of summer camp, especially if she’s always lived in an urban center and has spent little time in the forest since those youthful days. But genetic testing can shed light on the preferences that seem to make no sense. | <urn:uuid:89583dba-04b9-4ee2-9d18-602b39b5e38d> | CC-MAIN-2020-45 | http://www.thenewboyz.com/2019/03/21/genetic-testing-uncovers-traits-connected-with-preferences-for-certain-fragrances/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107874340.10/warc/CC-MAIN-20201020221156-20201021011156-00379.warc.gz | en | 0.957463 | 432 | 2.65625 | 3 |
All kids love the winter season! This resource uses rhythms of winter to help encourage original rhythmic composition. There are three rhythm sheets (two with quarter and eighth note rhythms, and one with sixteenth note and eighth/sixteenth combinations) so you can use this with multiple grade levels. The composition is 4 beats long, with each beat represented by a beat box. Enjoy! | <urn:uuid:b4e00f86-6ac7-4b08-b997-09cb74eb40ab> | CC-MAIN-2018-26 | https://www.teacherspayteachers.com/Product/Winter-Rhythm-Composition-3180475 | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267859904.56/warc/CC-MAIN-20180617232711-20180618012711-00495.warc.gz | en | 0.897769 | 76 | 2.734375 | 3 |
Economic theory of various kinds are often employed to formulate policies in the real world. Often, certain conclusions of a particular economic theory are utilised in policy making. For instance, some of the insights/conclusions arising from mainstream economics are: fiscal deficits are inefficient and inflationary; a perfectly competitive economy is desirable because it is efficient; increase in money supply causes inflation and increase in investment (domestic and foreign) will create employment. Hence, we are regularly advised to lower fiscal deficits, encourage ‘efficiency’, etc.
Broadly, two kinds of logical fallacies are committed by economists and policy makers. Firstly, there are logical fallacies in the domain of economic theory. Secondly, a logical fallacy is committed when real-world policy decisions are derivatives of conclusions from a particular economic theory. This blog post makes use of Stephen F Barker’s book The Elements of Logic (1965) to illustrate some of the logical fallacies in economics.
According to Barker, a “fallacy is a logical mistake in reasoning.” He identifies three broad categories of logical fallacies: (1) non sequitur, (2) petition principia and (3) inconsistency. Fallacies of non sequitur (Latin: “it does not follow”) occur when there is an insufficient link between premises and conclusion. “If the premises are related to the conclusion in such an intimate way that the speaker and his hearers could not have less reason to doubt the premises than they have to doubt the conclusion, then the argument is worthless as a proof, even though the link between premises and conclusion may have the most cast-iron rigor,” logical fallacy of petition principia (Latin: “begging the question”) occurs. Lastly, fallacies of inconsistency occur “when someone reasons from a set of premises that necessarily could not all be true.”
Logical fallacies in economic theory
An economic theory like any scientific theory begins from a set of premises. These premises can be based on observation, fact, other theories, (reasonable) assumptions, etc. Obviously, these premises have to be sufficiently general for it to be a ‘theory.’ From these premises, through the process of (deductive) reasoning, we arrive at certain conclusions. Note that unrealistic assumptions do not render an economic theory fallacious. However, their utility in real-world policy making is contingent on how ‘approximate’ the assumptions are to the particular context.
Hence, given the premises, if the conclusions do not follow, the economic theory under consideration is said to be logically fallacious. This, in fact, happened to the marginalist theory of value and distribution. In the 1960s, it was demonstrated bySraffa, Garegnani and others that marginalist theory of value and distribution is logically fallacious. This was shown so clearly that defenders of the theory, notably, Paul Samuelson, admitted this defect. The main reason for this logical fallacy was/is that prices (value) and distribution are interdependent and hence are simultaneously determined. Therefore, the distribution theory in neoclassical economics (marginal productivity theory) cannot be logically prior and independent of the theory of prices (value). In other words, capital cannot be treated as a distinct factor of production, independent of prices. This is because, at an aggregate level, capital is comprehensible only as a value magnitude. Therefore, the construct of the aggregate production function breaks down and with it the whole neoclassical edifice of value and distribution crumbles. In any case, to circumvent such logical critiques, the concept of inter-temporal equilibrium was constructed. So far, it seems to have been ‘successful’ in warding off capital-theoretic critiques. But, this shift towards inter-temporal equilibrium from long period equilibrium has seriously compromised the relevance of such economic theory. For, ‘anything goes’ in temporary equilibrium. The capital theoretic fallacy is of the non sequitur type as there is an insufficient link between the premises and conclusion.
Marginalist economics studies human behaviour. It is a science of choice thanks to Lionel Robbins who presented a clear definition of neoclassical economics (which originated in the works of Jevons, Walras and Menger in 1870s). Hence, the theory assumes scarcity of both factors and commodities. The central problem in economics becomes that of – allocation. The theory starts with specifying endowments to agents and concludes that there is full employment of resources. After all, if the issue is that of allocation, there will necessarily be a full-employment of resources both before and after the process of allocation (carried out by the market forces of demand and supply). In this case, the premises and the conclusion are connected in such an intimate manner that it seems to commit the fallacy of petition principia.
Consumers maximize utility. Producers maximize profits. This gives us equilibrium. However, is there a clear line of demarcation between a producer and a consumer? What if an agent is both a consumer and a producer? In the language of set theory, what if the intersection between consumers and producers in an economy is not a null set? If so, is it logically consistent to have a strict demarcation between producers and consumers?
Logical fallacies in economic policy
Economists, policy makers and journalists argue for a particular economic policy based on certain premises. These premises are nothing but an admixture of various economic theories. Note the emphasis on ‘theories’, for there is not just one economic theory but multiple economic theories. Most of them are competing paradigms, i.e., they ask similar questions but provide dissimilar answers. Examples include Austrian economics, Marxian economics, Classical economics and Keynesian economics. The dominant paradigm, of course, is the marginalist one; variants of this include New Classical Macroeconomics, Monetarism, New Keynesian Macroeconomics, Microeconomics, etc.
The question we are interested in asking is: what is the basis on which a particular economic policy is favoured. A few examples are provided below.
Premise: Increase in money supply causes inflation.
Conclusion: Therefore, increase interest rates to reduce inflation.
Premise: Inflation is determined by inflation expectations.
Conclusion: Therefore, the Central Bank should target inflation expectations.
Premise: Given full-employment of all resources, an increase in expenditure will raise prices.
Conclusion: Fiscal deficits are inflationary. Therefore, reduce fiscal deficits.
The premise in the first example is from a Monetarist paradigm; the premise in the second one is a New Keynesian perspective and the premise in the third example is a typical neoclassical/marginalist view. Are these kinds of policy conclusions logically correct? Do the conclusions follow from the premises? Or, are we taking a leap of faith? For, the economies which the premises talk about and describe aretheoretical worlds which (hopefully) have certain characteristics of the real-world. In any case, hasty conclusions should not be made. This is especially important for policy making in an economy like India which is very distinct from the theoretical worlds mentioned above.
Yet another commonly used argument is to favour a policy based on its success in another economy. For a long time, India followed economic doctrines which were promoted in the advanced economies of the West. Today, we see a similar trend where examples and case-studies from ‘other emerging economies’ are used to argue for a particular policy recommendation in India. But, India is structurally – socially, culturally, politically and economically different from these other economies. Hence, we again take a leap of faith. I end with such a claim which was made to argue that FDI is favourable: “in Indonesia 10 years after allowing 100 per cent FDI, 90 per cent of the retail sector is controlled by the small shopkeepers.” | <urn:uuid:0cfc22ad-b7b7-45b4-a2ed-ed624ad5ea05> | CC-MAIN-2019-04 | http://www.alexmthomas.com/2011/12/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583658662.31/warc/CC-MAIN-20190117000104-20190117022104-00494.warc.gz | en | 0.939418 | 1,637 | 3.40625 | 3 |
An excerpt from www.HouseOfNames.com archives copyright © 2000 - 2015
Where did the English Spaid family come from? What is the English Spaid family crest and coat of arms? When did the Spaid family first arrive in the United States? Where did the various branches of the family go? What is the Spaid family history?
Spelling variations of this family name include: Speed, Spede, Speyde, Speede, Speid and others.
First found in Suffolk where they held a family seat. The Saxon influence of English history diminished after the Battle of Hastings in 1066. The language of the courts was French for the next three centuries and the Norman ambience prevailed. But Saxon surnames survived and the family name was first referenced in the year 1185 when Godfrey Speed appeared on the Pipe Rolls for that county.
This web page shows only a small excerpt of our Spaid research. Another 273 words(20 lines of text) covering the years 1277, 1455, and 1487 are included under the topic Early Spaid History in all our PDF Extended History products.
More information is included under the topic Early Spaid Notables in all our PDF Extended History products.
Some of the first settlers of this family name or some of its variants were: Richard Speed settled in Barbados in 1635; John Speed settled in Maryland in 1637; John Speed settled in Virginia in 1703; Alexander Speed settled in Virginia in 1714.
The Spaid Family Crest was acquired from the Houseofnames.com archives. The Spaid Family Crest was drawn according to heraldic standards based on published blazons. We generally include the oldest published family crest once associated with each surname.
This page was last modified on 23 September 2010 at 15:36. | <urn:uuid:6f05f22e-c70b-40c3-97a6-09d49217f70f> | CC-MAIN-2015-35 | https://www.houseofnames.com/spaid-family-crest?a=54323-224 | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645281325.84/warc/CC-MAIN-20150827031441-00332-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.950135 | 370 | 2.703125 | 3 |
Acne is a condition of the skin that shows up as different types of bumps.
These bumps can be blackheads, whiteheads, pimples, or cysts.
Teens get acne because of the hormonal changes that come with puberty.
The bad news is that if your parents had acne as teens, it's more likely that you will too.
But the good news is that there are natural ways to prevent and treat acne – safely and effectively.
Dr. Ross Pelton joins Dr. Mike to explain effective ways to manage your acne, whether you're a teenager or an adult. | <urn:uuid:52c73fab-2a95-4687-9e4e-05aa70fe1ba3> | CC-MAIN-2017-17 | http://radiomd.com/show/healthy-talk/item/12730-natural-therapies-for-acne | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122167.63/warc/CC-MAIN-20170423031202-00011-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.949823 | 122 | 2.78125 | 3 |
Officials alarmed by rise in superbug reports
Published: Wednesday, March 13, 2013 at 2:49 p.m.
Last Modified: Wednesday, March 13, 2013 at 2:49 p.m.
Health officials are reporting an alarming increase in some dangerous superbugs at U.S. hospitals.
These superbugs from a common germ family have become extremely resistant to treatment with antibiotics. Only 10 years ago, such resistance was hardly ever seen in this group.
Infections from these superbugs are still uncommon. But in the first six months of last year, nearly 200 U.S. hospitals — about 4 percent — saw at least one case, the Centers for Disease Control and Prevent reported last Tuesday.
“I would call them a major threat emerging in our hospitals,” said Dr. Arjun Srinivasan, an infectious disease expert at the CDC.
Health officials call them “nightmare bacteria” that have now been seen in 42 states and threaten to spread their resistance to more and more of their bacterial brethren.
“We only have a limited window of opportunity to stop spread” of these superbugs, said CDC Director Dr. Tom Frieden. At a press conference last Tuesday, he said he was “sounding an alarm.”
The CDC urged hospital workers to watch for the infections and take steps to prevent passing the germs to other patients.
The report did not include better-known superbugs like the staph infection MRSA or the intestinal bug known as C-diff, which have plagued hospitals.
The bacteria usually live harmlessly in the gut but can cause pneumonia and urinary tract and bloodstream infections if they get into other parts of the bodies of patients with weakened immune systems. As many as half the patients who get the bloodstream infections die, Srinivasan said. | <urn:uuid:4d77901f-f7ed-475b-89e1-fe751a3ecf90> | CC-MAIN-2016-18 | http://www.gatorsports.com/article/20130313/GUARDIAN/130319814&tc=ix | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860109830.69/warc/CC-MAIN-20160428161509-00050-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.955333 | 378 | 2.5625 | 3 |
March 9, 2022, by Rupert Knight
Under the Microscope: a closer look at Ofsted’s science research review
Over the last year, Ofsted has published research reviews into a range of different subjects, designed to collate the most current and most helpful research. In the first of our University of Nottingham Primary Education Network meetings for 2022, our colleague Jo Hancock led a session with a group of school leaders and tutors from the Primary PGCE course on the science review and its implications for practice. In this blog arising from the event, Rachel Peckover summarises some of the discussions, focusing on three key aspects:
• Types of scientific knowledge
• Practical work.
Introduction to the Review
Ofsted situate the review as support for those leading the subject. However, as we discussed during the network meeting, anyone teaching science is going to be leading it in one way or another and therefore it’s very relevant to a wider audience.
The review identifies the principles that will shape what Ofsted inspectors will be looking for in schools. However, it is not intended as an inspection framework or a checklist of what should be seen.
What it does do is identify what the research tells us are the key features associated with high-quality science education, recognising that there is not just one way of achieving this ‘high-quality’ and identifying a number of principles that guide how inspectors look at what they see.
The National Curriculum for science is very clear, comprehensive and extremely ambitious.
The research review highlights the importance of remembering its key aims to ensure that all pupils:
• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
• are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
There is a recognition of the complexity of teaching science – the connectedness and sequencing of the curriculum is an area of particular importance.
This links to the inspection handbook paragraph 222: by making progression clear, pupils will know more and remember more, leading to them becoming informed citizens. Relevant examples we discussed included enabling them to have the capacity to make an informed decision on vaccination programs. The purpose of the curriculum is really worth considering alongside this research review.
One of the concerns that many of us had when carrying out monitoring of progression documents in our own schools, was that there was a lot of repetition in coverage. Different year groups were covering exactly the same work, often because year groups were rushing ahead. As recommended in the review document, and from our own discussions, we felt that carefully sequenced, small ‘chunks’ of content were needed (breaking down complex concepts and procedures), to be revisited and built up over time to support working memory, much in the same way that many of us organised our maths curriculums.
Intent, implementation and impact
One of the key messages of the review is the importance of considering curriculum intent before beginning any planning.
The review discusses research that identifies that many science curriculums are based on an ‘arbitrary collection of topics’ presented in an ‘ad hoc fashion’ and that this type of curriculum often relies on ‘interesting things for pupils to do without the rigorous scientific content’.
In post-input discussion, we discussed this further. Some schools were carrying out monitoring activities focusing on one science topic so that they could really interrogate how this was developed over time. They also carefully considered the number of lessons needed for each unit to ensure that the planning was led by the science and not the number of weeks in a half term.
The review makes it clear that planning a science curriculum should always start with the intent, however tempting it might be to get distracted by those nice ideas, sessions and experiments, which, while they might lead pupils on a pedagogical adventure, if not underpinned by curriculum intent, will fail to address coherent understanding and pupils won’t be learning.
This thread of ensuring a clear intent runs throughout the whole research review.
However, the review does acknowledge that the planning and sequencing of this curriculum intent can be tricky.
Jo introduced us to useful resources such as:
• PLAN primary science assessment resources – useful tools to help ensure that progression is carefully sequenced over time, enabling our pupils to make connections and apply their scientific understanding
• The Royal Society of Chemistry ‘Steps into Science’ – a range of useful resources to show how science can be incorporated into a thematic curriculum.
The research by Danili and Reid (2004) cited in the report, makes it clear that, rather than changing the topics taught, schools should consider changes to the ordering of content as this is far more likely to lead to significant improvements. We need to be confident in the content of our curriculum and our intent and use it to develop tighter medium-term plans, moving children beyond simply remembering, allowing them to make connections between different topics and subjects whilst making the whole curriculum more manageable.
Types of scientific knowledge
The research review identifies four types of intersecting knowledge pertinent to the science curriculum:
The review found that in high-quality science curriculums, content is carefully sequenced to reveal the interplay between both substantive (essentially, the content aspects of the curriculum) and disciplinary (working scientifically aspects) knowledge. Whilst classroom teachers are not expected to use these terms, they are useful in the planning stage and when considering what different types of scientific knowledge might look like.
Disciplinary knowledge has been broken down further:
When asked, whether this ‘disciplinary knowledge’ isn’t just the same as skills, Ofsted explained that this type of knowledge can be viewed in more discrete units (see above) which then come together to make up scientific skills.
To illustrate this interplay, Jo gave the example of a lesson on parachutes: seeing which parachutes are going to fall the fastest or the slowest, the children are likely to be using their disciplinary knowledge at whatever level they are at to plan a fair test, conclude and evaluate, but they will also need some substantive knowledge of air resistance, and about gravity and weight, even if not completely familiar with using these words or concepts.
This key message is not new, but the research review aims to make it clearer – disciplinary knowledge has to be built upon a good grounding of substantive knowledge.
The review then asks us to consider a second layer of knowledge: conceptual (things that pupils need to understand) and procedural (things that pupils need to be able to do). The Primary Science Education Consultancy has a blog unpicking the vocabulary of the science review and they provide a table, which can be viewed in full here., aligning conceptual and procedural knowledge with substantive and disciplinary knowledge
Jo cautioned against the teaching in isolation of both conceptual-substantive knowledge (children just knowing statements) and procedural-disciplinary knowledge (children conducting experiments but not knowing why they’re doing them). One way of addressing this is to conduct regular scientific enquiry to enable pupils to cover all types of knowledge.
We know that practical science is important; it underpins the core of what the subject is. We wouldn’t expect a child to understand how to play football if they couldn’t physically practise those skills. However, there needs to be a solid rationale for it. We need to ensure that:
• the children have the prior knowledge required
• it is related to the curriculum intent
• it forms part of a wider sequence
In post-input discussion, we agreed that our pupils found it difficult to clearly articulate why they study this subject and why it is useful, outside of the science lesson and that disciplinary knowledge was often lacking.
To combat this, one school in the group had developed ‘working scientifically statements’ so that pupils were explicitly aware of different aspects of this each time they were actually engaging with it.
Linking back to the purpose of the research reviews, which may be used to guide what inspectors are thinking when they visit a school, if teaching a practical science lesson during an Ofsted visit, be prepared to be asked: what is the intent of the lesson; how does it connect to the wider curriculum; can the children explain why they are carrying out the practical work?
At every stage of science planning and teaching, the intent needs to be crystal clear!
Some questions to ponder
• Does your curriculum clearly identify what pupils need to know?
• How is it sequenced to ensure progression and a developing disciplinary understanding?
• Does it meet the needs of all pupils?
• Do teaching materials support the intent?
• Do pupils have opportunities to carry out scientific enquiry? Are there any challenges to this?
Further useful resources
Harlen, W. ed., 2010. Principles and big ideas of science education. Association for Science Education.
No comments yet, fill out a comment to be the first | <urn:uuid:b9fd8722-f67c-41b0-a44b-a0b7e6a3e957> | CC-MAIN-2022-49 | https://blogs.nottingham.ac.uk/primaryeducationnetwork/2022/03/09/under-the-microscope-a-closer-look-at-ofsteds-primary-science-review/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710941.43/warc/CC-MAIN-20221203212026-20221204002026-00274.warc.gz | en | 0.948577 | 1,899 | 3.265625 | 3 |
With the era of Google ushering in a whole new overload of information, there is a necessity to learn smartly.Assimilation of information, practical application of concepts to real life, problem solving, inquiry skills.The ability to think independently, to imagine, to question and to generate solutions are traits that students must sharpen in order to be a step ahead of their peers.It is only when students are empowered with this kind of learning that they will be able to face the real challenges of life and succeed in any career that they choose.
To enable deeper understanding and long term retention, we incorporate collaborative efforts, projects and conceptual
learning techniques in our classrooms, apart from traditional learning methods. We deploy different teaching aids to make sure that whatever be the learning style of students at Gyanville (audio, visual or kinesthetic), they leave the class with the intended learning. Mind mapping techniques to enable revision of the class lessons the same day is our hallmark.
Assessment Methodology –
We move away from routine learning methodology and employ various assessment tools like quizzes, exams with multiple choice, true-false, analytical questioning to check their overall understanding. We include both summative and formative methods of assessments during our delivery.
At Gyanville, the streams offered for intermediate students are | <urn:uuid:3cd7ef62-156b-4235-b1bc-c071f890b626> | CC-MAIN-2019-09 | https://gyanville.in/academics/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247494741.0/warc/CC-MAIN-20190220105613-20190220131613-00290.warc.gz | en | 0.935345 | 262 | 2.78125 | 3 |
This Body-In-White image shows the skeleton of the vehicle.
Photo credit: Photo Courtesy of Mercedes-Benz
One term that is relevant to rescue personnel is "body-in-white", which is essentially this is the structural skeleton of the vehicle with body panels, hood, doors, roof, and trunk added.
Topic: Defining the "Body-in-White"
Automakers have different terminology for things that we as responders call by much simpler terms. For example, during many of my conversations with representatives of the major automakers, the term OEM comes up. That term is an abbreviation for Original Equipment Manufacturer. It means that the component being referred to was made by a supplier approved by automaker themselves.
One term that is relevant to rescue personnel is "body-in-white". The image provided courtesy of Mercedes-Benz shows one of their vehicles as a body-in-white. Essentially this is the structural skeleton of the vehicle with body panels, hood, doors, roof, and trunk added. The body-in-whilte does not include interior components or any of the chassis or power train systems.
Looking at a body-in-white image of a vehicle gives responders a great opportunity to see how the structure of that vehicle is put together.
Crash Course Teaching Point:
When it comes right down to it, a lot of our rescue and extrication is actually done as we deal with the body-in-white structure of a vehicle. This is typically what we must force open, move, spread, remove or cut off to free a trapped occupant.
Be Informed...Be Ready...Beware! | <urn:uuid:7b77e4f2-2a54-416f-a84e-54b3eb8a8c92> | CC-MAIN-2014-41 | http://www.firehouse.com/article/10499640/crash-course-quick-drill-series-part-vi | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657134514.93/warc/CC-MAIN-20140914011214-00281-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.959092 | 338 | 2.75 | 3 |
Today, much public attention and litigation in the wake of the government's response to the September 11, 2001 attacks centers on one or another claims about the government's substantive illegality (such as claims based on the Due Process Clause). This is a mistake. Instead of focusing on the ultimate individual liberty questions, challenges should first focus on equality.
Since the terrorist attacks, the government has repeatedly singled out aliens for special disfavor. For example, the Military Commissions Act blatantly discriminates against aliens - shunting the 20 million green-card holders and 5 billion people across the planet into a different, and far inferior, trial procedure than what American citizens face. Since at least the ratification of the Fourteenth Amendment's equality guarantee, such legislation has never been placed in the United States Code.
The equality challenges are the next big thing in the war on terror. While discrimination by the federal government against aliens might be justified when it is handing out government benefits, it is not appropriate when deciding whether someone can be put before a tribunal with the power to dispense the most awesome powers of government, such as life imprisonment and the death penalty. When legislation singles out only powerless aliens, moreover, the standard checks on government abuse, such as political accountability, fail to operate. The result is not only that the legislation runs afoul of the Constitution's guarantee of equal protection, it also eliminates the legislation from the zone of deference traditionally due to the political branches.
59 Stan. L. Rev. 1365-1394 (2007)
Scholarly Commons Citation
Katyal, Neal K., "Equality in the War on Terror" (2007). Georgetown Law Faculty Publications and Other Works. Paper 409. | <urn:uuid:dca0a842-e518-4437-a7dd-137d31253920> | CC-MAIN-2014-23 | http://scholarship.law.georgetown.edu/facpub/409/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510267865.20/warc/CC-MAIN-20140728011747-00002-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.914933 | 346 | 2.53125 | 3 |
- An example of something that would be described as definitive is a conclusive decision made by an authority figure.
- A use of the adjective definitive would be a definitive history book, which would be a complete history on a specific subject.
The definition of definitive is something that is settled in a final way or something that is authoritative.
- that decides or settles in a final way; decisive; conclusive: a definitive answer
- most nearly complete and accurate; authoritative: a definitive biography
- serving to define; limiting or distinguishing precisely: definitive details
- designating or of a postage stamp for regular use, issued for an unlimited period
Origin of definitiveMiddle English diffinitif from Old French definitif from Classical Latin definitivus from past participle of definire, define
a definitive postage stamp
- Serving to define or identify as distinct from others: “The Enlightenment pushed this project further trying to make science and its hallmark method definitive of the rational life” ( Peter Machamer )
- Supplying or being a final settlement or decision; conclusive: “The fall of the city Constantine had founded marked the definitive end of the Christian Eastern Empire” ( James Carroll ) See Synonyms at decisive.
- Authoritative and complete: a definitive biography. See Usage Note at definite.
- Mass produced in indefinite quantities over an indefinite period of time. Used of postage stamps.
- Biology Fully formed or developed, as an organ or structure.
- Grammar A word that defines or limits, such as the definite article or a demonstrative pronoun.
- A definitive postage stamp.
(comparative more definitive, superlative most definitive)
OriginSee also: définitive
From Middle French définitif | <urn:uuid:7ca80dd2-060d-49a6-a506-d27ea2af9537> | CC-MAIN-2018-34 | http://www.yourdictionary.com/definitive | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221218391.84/warc/CC-MAIN-20180821171406-20180821191406-00110.warc.gz | en | 0.879894 | 359 | 3.34375 | 3 |
These Protestant members of the Reformed tradition developed in the 16th century from the doctrines of the Calvinist churches in Switzerland and France. In the U.S., there are two major Presbyterian bodies – the Presbyterian Church (USA) and the more conservative, much smaller Presbyterian Church in America – as well as other, even smaller ones. Presbyterian churches are led by a group of elders, a form of church governance known as Presbyterianism. All Presbyterian clergy may be described as ministers. Use the Rev. before a cleric’s name on first reference. On second reference use only the last name. | <urn:uuid:61593956-6092-40a2-b208-6c1c004e4099> | CC-MAIN-2022-21 | http://religionstylebook.com/entries/presbyterian-churches | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00195.warc.gz | en | 0.969323 | 120 | 3.25 | 3 |
Theodore Kocher is known as the “father of thyroid surgery”. He was also the first surgeon to receive the Nobel Prize, which many have assumed was awarded for his having introduced the modern era of safe and effective thyroid surgery. This however was almost certainly not the case.
Theodor Kocher (1841-1917) was appointed to the Chair of Surgery in Berne, Switzerland in 1872. He was a skilled and innovative surgeon. He developed artery forceps to ligate major vessels and described the technique of “capsular dissection”, reducing the risk of haemorrhage, recurrent laryngeal nerve injury and hypoparathyroidism. This was in contrast to his contemporary, Theodor Billroth, Professor of Surgery in Vienna, who was considered a somewhat “rough” thyroid surgeon and who had a reportedly high incidence of permanent complications following thyroidectomy. When Kocher retired in 1917 he was able to report his entire series of 5,000 thyroidectomies with only 0.5% mortality, a truly remarkable achievement for the times. Kocher was also the first surgeon to receive a Nobel Prize (in Physiology or Medicine) in 1909. Many assume that the Nobel Prize was awarded in recognition of this significant contribution to safe surgical technique, however that is almost certainly not the reason for the award. The Nobel citation, read by Professor the Count KAH Morner in Stockholm in 1909, states: “Professor Kocher has given us a comprehensive exposition fundamental to our knowledge of this gland ......... through which it became quite clear that complete extirpation of the thyroid gland is reprehensible. A portion of the gland which is capable of functioning, must always be left behind at operation”. In other words, the Nobel Prize was specifically awarded for Kocher’s conclusion that a partial thyroidectomy, not total thyroidectomy, should be performed for benign goitre. Kocher did not arrive at that conclusion because of his concern about the risk of surgical complications – he was a superb technical surgeon. Rather the Nobel Prize was awarded in recognition of Kocher’s meticulous follow-up, representing one of the first ever surgical outcomes studies. Kocher recalled all his patients who had undergone thyroidectomy and was dismayed to find that almost all (89%) who had undergone a total thyroidectomy appeared small, ugly and cretinoid. At the time he attributed this to tracheal asphyxia due to loss of support of the trachea, and applied the term “cachexia strumipriva” . He was so saddened he determined never again to do a total thyroidectomy, and championed lobectomy for benign disease, adding contralateral arterial ligation for toxic goitre. This approach was adopted by thyroid surgeons worldwide many of whom visited Kocher in Switzerland. Despite the subsequent demonstration that the observed symptoms were due to thyroxine deficiency, and could be prevented by replacement therapy, subtotal thyroidectomy remained standard of care for benign for the next 100 years. | <urn:uuid:883b42ec-4e84-4196-adca-ed6201dec0f4> | CC-MAIN-2013-20 | http://www.endocrinesurgeons.org.au/historical/2010/12/8/december-2010-newsletter-theodore-kocher-and-his-nobel-prize.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368704645477/warc/CC-MAIN-20130516114405-00097-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.979887 | 635 | 3.5625 | 4 |
?A 2012 report stated that 38,000 to 43,000 deaths occur annually in Canada in connection with health-care delivery. That is the equivalent of 80 jumbo jets crashing every year – one every five days or so. According to the author William Charney, a veteran health and safety officer in health care and author of numerous books on health-care safety, the actual number of deaths is undoubtedly greater because of the high rates of non-reporting.?
I have come across statistics televised on national television in the US a few years ago that were even higher (1-3 jumbo jets/day). Numbers like this raise many concerns and questions. For example why is the health food industry so unfairly targeted these days with many products being taken away from the consumer?
Even though medicine has lots of positive practices to offer and has been saving many people?s lives it is advisable to be aware of preventative measures a person can take when dependent on the medical profession for health care. The article ?PREVENTIVE MEASURES FOR MEDICAL MISTAKES? HTTP://WWW.HANS.ORG/MAGAZINE published by HANS (Health Action Network Society) provides some great suggestions. | <urn:uuid:f2711507-cd31-434b-b3ad-8a3481ebee37> | CC-MAIN-2023-23 | https://herbalinstructions.com/tag/preventative-measures/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224653608.76/warc/CC-MAIN-20230607042751-20230607072751-00222.warc.gz | en | 0.96386 | 258 | 2.765625 | 3 |
By On Nov 22, 2017 Ideas
The term window blinds can also be used to describe window coverings generically—in this context window blinds include almost every type of window covering, i.e. shutters, roller blinds, cellular shades (also called honeycomb shades), wood blinds, roman blinds and of course, standard vertical and horizontal blinds. In the United Kingdom, awnings are sometimes called blinds or shades.
In Britain, awnings and window shutters are often categorized under blinds, which are so named because they limit observation and thus blind the observer to the view. The main types are slat blinds which can be opened in two ways, and solid blinds, which can only be raised or lowered, and are sometimes called shades.
Vertical blinds use a generally wider slat and one can pull a cord to stack the slats together, to one side, or to separate them in the centre and stack them on each end. The slats can be rotated via a rotating shaft in the upper head rail housing, which runs through independent geared carriers that convert the twisting of a tilt rail to a rotation of each individual slat in synchrony. The original vertical blinds were invented in Kansas City, Missouri by Edward Bopp and Fredrick Bopp, who held the original patent. The company name at the time was Sun Vertical. In the 1960s, the patent and company were sold.
66 out of 100 based on 046 user ratings
20 Facebook Shares
11 Twitter tweet
27 Pinterest Pins
12 Google+ Shares
11 Thumblr Shares
5 Linkdkn Shares
© 2017 - 2018 Geotronic.net. All rights reserved. | <urn:uuid:1f6369c8-3857-4fd3-aa95-efca881be0ef> | CC-MAIN-2018-30 | http://geotronic.net/windows-curtains-blinds/isometric-windows-curtains-drapery-shades-blinds-stock-vector/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589251.7/warc/CC-MAIN-20180716095945-20180716115945-00413.warc.gz | en | 0.909955 | 354 | 3.046875 | 3 |
NPGS : Electron Beam Induced Deposition (EBID)
This is an SEM image of platinum features deposited directly onto a substrate
using Electron Beam Induced Deposition (EBID).
The features were written using NPGS with a thermal FE SEM with an OmniGIS Gas Injection System attached. The precursor used to deposit these platinum (Pt) features was MeCpPtMe3 [Trimethyl(methylcyclopentadienyl)platinum(IV)]. These features were written at 30 kV with 1 nA of beam current. The writing time for the features in the image was approximately 2 minutes. Note how the base of the features are ~100 nm in diameter, while the tips are much smaller.
NPGS can also be used with ion beam microscopes which have a gas injection system to perform ion beam induced deposition.
Image courtesy of JEOL USA, Copyright 2009. | <urn:uuid:f3b86784-92be-47d4-8f0b-cddafdec4e45> | CC-MAIN-2017-13 | http://jcnabity.com/gisdots1.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218193284.93/warc/CC-MAIN-20170322212953-00633-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.942235 | 193 | 2.546875 | 3 |
Inclusion of Children with Special Needs
|Lecture hours per week|
|Lab hours per week|
Fundamental to this course is the belief that the inclusion of children with special needs with typically developing children in childcare programs is an enriching experience for everyone, including children, families, caregivers and the community. Through a variety of lectures, workshops, books and videos, students will acquire the knowledge, skills, attitudes and values needed to provide children with special needs, the opportunity to fully participate in the program and learn in the least restrictive environment. The importance of collaboration among early childhood educators, families and community agencies will be emphasized. | <urn:uuid:3301c068-2ecc-4ea9-8400-b2cf3845735e> | CC-MAIN-2019-51 | https://www.centennialcollege.ca/programs-courses/full-time/course/inclusion-of-children-with-special-needs-ECEP-233/?pc=1221 | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541307813.73/warc/CC-MAIN-20191215094447-20191215122447-00081.warc.gz | en | 0.923218 | 129 | 2.71875 | 3 |
While autism is a poorly-understood neurological disorder that can impair an individual’s ability to engage in various social interactions, this 5-year-old girl named Grace from the UK is the perfect example of the unexpected gifts that autism can also grant. Likened to the famous French impressionist, Claude Monet, many of her fans and customers are floored by her incredibly beautiful paintings that demanded her exceptional focus and attention to detail.
Though children are normally expected to begin to speak at least a few words by the age of 2, little Iris is still slowly learning to speak because of her health condition. As she goes through speech therapy, her parents gradually introduced her to painting, which is when they discovered her art talent.
“We have been encouraging Iris to paint to help with speech therapy, joint attention and turn taking,” Iris’ mother, Arabella Carter-Johnson, explains on her website. “Then we realised that she is actually really talented and has an incredible concentration span of around 2 hours each time she paints. Her autism has created a style of painting which I have never seen in a child of her age, she has an understanding of colours and how they interact with each other.”
Ms. Johnson-Carter also shared that she first noticed effective art was with Iris when she was trying to establish joint attention, she would draw stick men and make up stories and Iris would laugh and guide my hand to do more. She would tape down large sheets of wall paper liner down onto a wooden coffee table and they would work or draw together.
With no exceptions of her mother, Iris has opened up many people’s eyes to the possibilities in life with her stunning artworks. | <urn:uuid:808dc4c6-9cea-494b-bd8b-38a9036fcffe> | CC-MAIN-2020-50 | https://realitypod.com/story/this-autistic-5-year-old-gets-rather-magical-with-paint-brushes/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141191692.20/warc/CC-MAIN-20201127103102-20201127133102-00424.warc.gz | en | 0.984025 | 351 | 2.671875 | 3 |
Early intervention (EI) refers to services, education and support provided to families with children, birth to three, with disabilities, delays or at risk of developing a disability that can affect their development or impede their education. The goal of early intervention is to provide support to families to help their children grow to their greatest potential. The services are designed to identify and meet a child’s needs in five developmental domains, including: physical development, cognitive development, communication, social or emotional development, and adaptive development. Although services vary by state, they can include speech and language therapy, occupational therapy, physical therapy, educational services and family counseling.
Early intervention programs and services can be received in a variety of settings. However, these settings must be considered a natural environment, such as in the home or in the community, where children without disabilities or delays can participate and are embraced.
In order to be considered for early intervention services, which are provided to families at no cost, a child must first be evaluated prior to age 3. After their third birthday, they are no longer eligible for early intervention services. If services are still needed after three years, a transition in services will occur and it is then the school district’s (special education team) responsibility to determine eligibility and appropriate services.
Often times, parental concerns initially rise due to their child “not talking” or having a limited expressive vocabulary. If there is any concern regarding your child’s development or meeting developmental milestones, it important to talk to professionals such as your pediatrician. Talking to your child’s pediatrician and requesting a referral for an assessment is the first step! Research shows the learning takes place at a faster rate between birth and 5 years of age. Unfortunately, parents who take the “wait and see” approach, 75% of their children with communication difficulties go undetected until they enter kindergarten and are 5 years old.
Studies examining the effectiveness of early intervention found that
- Early childhood programs can benefit children on intelligence quotient (IQ) and demonstrate sizable long-term effects on school achievement, grade retention, placement in special education, and social adjustment.
- Late talkers have demonstrated gains in expressive vocabulary size and use, utterance length and socialization skills.
- Between 25 and 50% of children receiving intensive EI will move into general education by Kindergarten and many others will need significantly less service provision in future years service provision in future years.
How do I support my child’s communication development?
Birth to One Year:
- Check your child’s hearing ability pay attention to ear problems and infections, especially when they are reoccurring.
- Reward and reinforce your baby’s communication attempts by looking, listening and imitating their vocalizations.
- Teach your baby to imitate facial expressions, actions such as peek-a-boo, clapping, blowing kisses and waving. These games teach turn-taking which facilitates later developing skills to engage in conversation.
- Talk about what you and your baby are doing, such as bathing, feeding (e.g., “Mommy is putting on Marie’s socks”; “Marie is eating a banana”).
- Teach animal sounds (e.g., A sheep says ‘ba ba’”).
One to Two Years:
- Talk while doing things and going places. For example, point out and label familiar objects like a cat. Provide language that is simple and concrete. “I see a cat.” “A cat says meow.”
- Use simple speech, phrases and sentences that can be understood and imitated by your child.
- Expand on words. If you child say’s “baby,” respond by saying, “Yes!. The baby is crying.”
- READ, READ, READ!!! Find books with large print and pictures. Name the objects and describe the pictures. Use simple phrases on sentences on each page. You don’t have to read the actually text (It may be to long or use abstract language).
- Ask your child to point to named pictures.
- Ask your child to name the picture. If they don’t, name it for them!
Two to Three Years:
- Model clear and simple speech and easy enough for your child to imitate.
- Attend to your child and show that you are interested in what he or she has said and expand on it.
- Repair communication breakdowns. Let your child know that what have said is important and ask them to repeat information you could not understand.
- Expand your child’s receptive vocabulary by labeling objects and pictures in books and providing synonyms for familiar words.
- Sing songs, tell nursery rhymes and play finger games. These activities introduce rhythm and the sounds of language as well as promote literacy development.
- Look at family photos and describe what is happening. Write simple and appropriate phrases under the pictures. This helps your child understand that reading is spoken language print.
- Give the child choices and use open ended questions rather than asking yes/no questions. For example, ask “Do you want juice or water?” or “What do you want?” rather then “Do you want juice? Do you want water?”
Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3), 25-50. Retrieved April 25, 2012, from
Eichten, P. (2000). Help me talk: A parents guide to speech and language stimulation techniques for children 1 to 3 years (2nd ed). Richmond, VA: PI Communication Materials, Inc.
Chelsea Collins, M.A., CCC-SLP
Speech Language Pathologist | <urn:uuid:d922bd84-b2dc-48a6-a25b-884511376caf> | CC-MAIN-2013-20 | http://cslot.wordpress.com/2012/05/01/early-intervention-speech-language/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698958430/warc/CC-MAIN-20130516100918-00037-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.943991 | 1,210 | 3.578125 | 4 |
In the year 2021 and beyond, governments around the world will have to choose which Covid-19 vaccine to endorse and use for its citizens. For governments, the decision will be primarily cost to them (nothing is really free) vis-à-vis how effective it is. Some of the vaccines are simply not as effective or require two doses and extra handling and storage. All of these aspects will come into play as to what vaccine a country will use. But, even so, many countries will opt to have several vaccines available to citizens to choose from at a cost.
Nothing is free and the companies making the vaccine have spent millions developing them with government support to defray costs. Even still, these companies will make a profit as governments buy them costing the government millions of dollars.
How Many Vaccines?
The current count is around seven:
- Astra-Zeneca (US)
- Pfizer (US)
- Sputnik (Russian)
- Moderna (US)
- Sinovac (Chinese)
- Gamaleya (India)
There are a few more coming as trials end and their effectiveness is determined. So far, the best have been those made in the USA. It would seem that in some countries only the vaccine made locally will be used (such as the Russian, Chinese vaccines) but that is not entirely true. Many Asian countries will offer any of them, as in the case of the Philippines, which has budgeted millions of dollars in their procurement for use in March 2021.
The Consumer Cost
While the cost is free in some countries, even in the USA, this may not be totally true. Rumors are that the shot of some vaccines is around $10 up to $35. Maybe, initially, the cost is free for some with certain health plans. But in other parts of the world, citizens will have to pay for the vaccine and will no doubt select the cheapest and most likely less effective.
As an example, in the Philippines, the following are the costs in US dollars:
- Astra Zeneca $13 (P610)
- Novamax $7 (P366)
- Pfizer $50 (P2380)
- Moderna $83 (P4000)
- Sinovac $77 (P3629)
- Gamaleya $5 (P220)
Some of the above costs may seem cheap, but when the average Filipino earns just $8-12 (P400-500) a day (not per hour) for an eight hour shift, you easily see that how the best vaccines may not be selected due to costs. A full week's work would be required to get the Pfizer vaccine.
The problem is if the cheaper vaccines are only 75% effective (Pfizer is 95%) or worse and most of a population elects to get them, then the virus will still be an issue in that country. If it is still a problem, then, its a problem for other countries whose citizens travel to other countries using the more effective vaccines.
How all this will actually pan out remains to be seen but expect to continue wearing the mask for much of 2021. | <urn:uuid:e372c0a0-27d0-4314-beee-9f8237b088a4> | CC-MAIN-2022-05 | https://discover.hubpages.com/health/The-Cost-of-the-Covid-19-Vaccines-To-You | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304287.0/warc/CC-MAIN-20220123141754-20220123171754-00392.warc.gz | en | 0.955339 | 658 | 2.6875 | 3 |
Eye Diseases / Glaucoma Treatment
All About Glaucoma
The Second-Leading Cause of Blindness in the U.S.
Your eye has pressure just like your blood, and when this intraocular pressure (IOP) increases to dangerous levels, it damages the optic nerve. This can result in decreased peripheral vision and, eventually, blindness. Glaucoma is similar to ocular hypertension but with accompanying optic nerve damage and vision loss.
While most people are familiar with the eye disease Glaucoma, few are aware of why Glaucoma is such a significant threat to sight.
In general, most serious eye diseases, eye conditions or eye problems cause patients to experience symptoms that make them uncomfortable or disturb their vision. The most common type of Glaucoma is an exception to this rule. Glaucoma begins without any symptoms or obvious loss of vision. Glaucoma is quite insidious in onset and, if not diagnosed and treated early in its course, will lead to progressive, permanent, and unnoticed vision loss. This is what makes it essential to diagnose and treat Glaucoma as early in its course as possible.
Glaucoma is actually not a single disease but is a term that is used to describe a broad range of eye problems that damage the Optic Nerve and potentially cause loss of vision. The pressure inside the eye is called Intraocular Pressure (IOP) and generally falls within some range that is considered “normal”. Many patients are under the impression that Glaucoma is simply due to a high pressure within the eye. While an elevated Intraocular Pressure can be one cause of Glaucoma, and in fact is the most common cause of Glaucoma, a high IOP may not be the only cause of Glaucoma. There are many possible causes of Glaucoma. Regardless of the cause, the various types of Glaucoma share a common factor-if not diagnosed early, treated properly and controlled, it will result in permanent vision loss and potentially blindness.
Glaucoma is one of the leading causes of blindness for patients between the ages of 18-65 years of age. It is estimated that approximately 3 million people have Glaucoma, yet only half of those actually know that they have it. (http://www.glaucoma.org/). In the United States alone, there are approximately 100,000 patients who are believed to be legally blind from glaucoma.
Other estimates indicate that another 3-6 million people in the United States have higher than normal Intraocular Pressure (IOP), without obvious clinical signs of damage to the Optic Nerve. From this data, it is probable that there are another 1 million people who may have Glaucoma, but have not yet been diagnosed because they do not have access to eye care or even Glaucoma screenings.
The eye doctors at Thurmond Eye Associates find that the most disturbing attributes of Glaucoma are that it begins with a slow onset and there is a lack of visual symptoms. This makes Glaucoma easy to overlook unless patients are consistent about having routine eye examinations with Glaucoma testing. For that reason, we strongly recommend regular eye examinations and thorough Glaucoma testing.
How Often Should I be Tested for Glaucoma?
At Thurmand Eye Associates, our doctors recommend that all patients over 50 years of age who have no previous family history of Glaucoma or other general health conditions such as diabetes or high blood pressure, be evaluated for Glaucoma every two years.
If there is any family history of Glaucoma at all, or there are any other general health problems, we recommend patients be evaluated for Glaucoma every year beginning at age 40. In addition, we now also know that there is considerable risk for siblings of those who have Glaucoma. In the Nottingham Glaucoma Study (http://bjo.bmjjournals.com/cgi/content/abstract/90/1/59), it was found that the siblings of Glaucoma patients are 5 times the risk for developing Glaucoma by the age of 70 and therefore should be examined every year.
Glaucoma is a very complex eye disease, and not simply an elevated Intraocular Pressure (IOP). Nonetheless, when detected early it can be successfully treated. At Thurmond Eye Associates, our eye physicians and staff provide the full scope of advanced technology diagnostic testing and treatment, as well as taking the time necessary to give each patient the personal education needed to fully understand their condition in order to get the best possible outcomes for our patients.
Treatment of Glaucoma
Today, there are three main methods of treating Glaucoma: Medical Treatment of Glaucoma, Laser Treatment of Glaucoma and Surgical Treatment of Glaucoma. These treatment options for controlling Glaucoma are quite important, as Glaucoma has no cure. The good news is that in almost all cases, Glaucoma is treatable, but must be diagnosed as early as possible. Thanks to advances in Medical Treatment for Glaucoma, Laser Eye Surgery for Glaucoma and Surgery for Glaucoma, the eye doctors at Thurmond Eye Associates will be able to recommend an individual treatment plan that is best for you. The following information is limited to treatment of Primary Open Angle Glaucoma, as it is the most common type of Glaucoma. Primary Open Angle Glaucoma is treated by the three different approaches above depending on the severity of the disease and the ability of each treatment option to slow or halt the disease progression and preserve your vision.
Medical Treatment of Glaucoma
Primary Open Angle Glaucoma is most often treated with eye drops. There are many types of eye drops that can be prescribed to lower your Intraocular Pressure (IOP). By using a single type of medication or sometimes 2 eye drops in combination, more than 80% of the patients with Open Angle Glaucoma can be successfully treated. These eye drops work by either decreasing the amount of fluid being produced inside your eye or by increasing the rate of drainage of fluid from your eye. For most patients, using the eye drops as prescribed-1-2 times per day it is possible to control the Intraocular Pressure (IOP) and slow or even halt the loss of vision.
Unfortunately, some patients may experience side effects of these eye drops making the use of eye drops a poor treatment option. Also, some patients are unable to achieve adequate control with eye drops alone and require Laser Eye Surgery for Glaucoma in addition to the eye drops in order to maintain control.
Laser Treatment of Glaucoma
The use of Laser Eye Surgery for treatment for Glaucoma has become an important treatment option for many patients. In the past, Laser Eye Surgery for Glaucoma was considered a “last resort” before Glaucoma Surgery. Today, thanks to advances in lasers, using a laser treatment for Glaucoma in conjunction with the eye drop treatment or sometimes even using the laser treatment as the primary treatment are excellent options to help maintain control and slow or stop the progression of the disease. Laser Treatment for Glaucoma is widely used to help prevent vision loss and is becoming a Glaucoma treatment of choice for many patients who have problems with eye drops or are unable to use eye drops properly.
Selective Laser Trabeculoplasty (SLT) is a type of glaucoma laser treatment that helps to reduce the Intraocular Pressure (IOP) by creating more effective drainage of fluid through the Trabecular Meshwork. SLT is effective in reducing IOP by 20-25% in as many as 70-80% of patients undergoing this procedure. The effect of SLT may decrease over time, however, the benefit of SLT over an older treatment called Argon Laser Trabeculoplasty (ALT) is that SLT may be repeated with no damage to ocular structures.
Another type of Laser Eye Surgery, called Laser Peripheral Iridotomy, is a procedure used for the treatment of Anatomically Narrow Angles, Acute Angle Closure Glaucoma and Chronic Angle Closure Glaucoma.
The eye physicians and surgeons at Thurmond Eye Associates routinely perform Laser Eye Surgery for all types of Glaucoma. If Laser Treatment is the best option to help you control your Glaucoma, they will spend the time necessary to explain the risks and benefits so that you fully understand your treatment options.
Surgical Treatment of Glaucoma
For a small number of patients, even with the maximum medical therapy they can be achieved with Glaucoma eye drops and Laser Eye Surgery, it is still not possible to achieve stable control of their disease and stop the progression of vision loss. For these patients there are surgical procedures available to help achieve control of the Intraocular Pressure (IOP) and slow or stop the progression of the disease. These include removing a tiny piece of the Trabecular Meshwork, a surgical procedure called “Trabeculectomy”, “Sclerostomy” or “Filtering Procedure”, or even implanting a microscopic Glaucoma Valve to help reduce and stabilize the Intraocular Pressure (IOP) and prevent vision loss. | <urn:uuid:9e9fa683-fbb6-45d1-84f9-90a1014115cc> | CC-MAIN-2020-45 | https://www.thurmondeye.com/glaucoma-treatment/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107880038.27/warc/CC-MAIN-20201022195658-20201022225658-00368.warc.gz | en | 0.929299 | 1,972 | 3.234375 | 3 |
||Cobalt is a hard, lustrous, grey metal, a chemical element (symbol Co, atomic number 27 and atomic mass 58.9). Cobalt is an essential trace-element for all multicellular organisms as the active center of coenzymes called cobalamins. These include vitamin B-12 which is essential for plants and animals. Cobalt is also an active nutrient for bacteria, algae, and fungi, and may be a necessary nutrient for all life. Cobalt, particularly the Co+2 species, forms complexes with a large number of organic and inorganic molecules with a range of extinction coefficients in the visible range. The Cobalt Assay kit takes advantage of the reaction of Co+2 with mercaptoethanol in basic media. Under the condition, Cobalt forms a complex with a strong absorbance band at 475 nm. The metal ions Fe+2, Cu+2, Ni+2, Zn+2, Mn+2, exhibit less than 10% interference at this wavelength. The kit provides a quick simple accurate method of quantitating Co+2 in a variety of samples. The assay is linear in the range 3 to 50 nmol (0.18-3 µg) Cobalt, with a detection limit of ~ 3 nmol (or ~15 µM, 0.18 µg). | <urn:uuid:8d2a7cd1-fda9-4245-b2ef-5b429db7d68c> | CC-MAIN-2018-30 | https://www.creativebiomart.net/cobalt-assay-kit-462615.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591575.49/warc/CC-MAIN-20180720080634-20180720100634-00106.warc.gz | en | 0.86284 | 275 | 3.453125 | 3 |
Bacterial Leaf Blight (bacterium – Xanthomonas campestris pv oryzae: This disease was identified for the first time in Texas in 1987. The disease is very destructive in Asia, but at this time it appears that the strain of the bacterium in Texas is not very aggressive and causes negligible losses. The first symptom of the disease is a water soaked lesion on the edges of the leaf blades near the leaf tip. The lesions expand and turn yellowish and eventually grayish-white. High rainfall with strong winds are thought thought to provide conditions for the bacteria to multiply and enter the leaf through injured tissue. The bacterium has been isolated from clubhead grass (Leersia hexandra) collected form rice fields in Texas. Fall plowing or rolling of stubble to hasten decay of the rice debris should help to manage the disease by destroying the tissue in which the bacterium is maintained.
Black Sheath Rot (fungus – Gaeumannomyces graminis var. graminis): Black sheath rot or crown rot was considered a minor disease of rice in Texas for several decades, but has become increasing important with increasing intensive production systems. The fungus attacks the crown, lower leaf sheaths, and roots of the rice plant causing a dark brown to black discoloration of the leaf sheaths from the crown to considerably above the water line. As the discolored, infected sheaths decay, tiny, black, fungal reproductive structures (perithecia) form within the tissue and can be seen with a hand lens. The disease is usually observed late in the main crop season and may cause reduced tillering, poor grain fill, and lodging. Crop rotation with non-grass crops and thorough discing and maintenance of a clean fallow field from the summer prior to planting rice will help control the disease by destroying plant residue and weed host upon which the pathogen survives.
Brown Leaf Spot (fungus – Bipolaris oryzae): This disease, previously called Helminthosporium leaf spot, is common in Texas. Most conspicuous symptoms of the disease occur on leaves and glumes of maturing plants. Symptoms also appear on young seedlings and the panicle branches in older plants. Brown leaf spot is a seed-borne disease. Leaf spots may be evident shortly after seedling emergence and continue to develop until maturity. Leaf spots vary in size, are typically 1/8 inch in diameter, and are circular to oval in shape. The smaller spots are dark brown to reddish brown, and the larger spots have a darkbrown margin and reddish brown to gray centers. Damage from brown spot is particularly noticeable when the crop is produced in nutritionally deficient or otherwise unfavorable soil conditions. Significant development of brown spot is often indicative of a soil fertility problem. Brown spot may be reduced by balanced fertilization, crop rotation, and the use of high quality planting seed. Foliar fungicides are not economical for controlling brown leaf spot on most commercial long grain varieties. Rice seed with infected glumes can result in diseased seedlings. Seed treatment fungicides reduce the incidence and severity of seedling blight caused by this fungus.
Blast (fungus – Pyricularia grisea): This disease can cause serious losses to susceptible varieties during periods of blast favorable weather. Depending on the part of the plant affected, the disease is often called leaf blast, rotten neck, or panicle blast. The fungus produces spots or lesions on leaves, nodes, panicles, and collar of the flag leaves. Leaf lesions range from somewhat diamondshaped to elongated with tapered, pointed ends. The center of the spot is usually gray and the margin brown or reddish-brown. Both the shape and color of the spots may vary and resemble those of the brown leaf spot disease. Blast differs from brown leaf spot in that it causes longer lesions and develops more rapidly. The blast fungus frequently attacks the node at the base of the panicle and the branches of the panicle. If the panicle is attacked early in its development, the grain on the lower portion of the panicle may be blank giving the head a bleached whitish color, giving the term “blasted” head or rice “blast”. If the node at the base of the panicle is infected, the panicle breaks causing the “rotten neck” condition. In addition, the fungus may also attack the nodes or joints of the stem. When a node is infected, the sheath tissue rots and the part of the stem above the point of infection often is killed. In some cases, the node is weakened to the extent that the stem will break causing extensive lodging. Blast generally occurs scattered throughout a field rather than in a localized area of the field. Late planting, frequent showers, overcast skies, and warm weather favor development of blast. Spores of the fungus are produced in great abundance on blast lesions and can become airborne, disseminating the fungus a considerable distance. High nitrogen fertilization should be avoided in areas that have a history of blast. Control measures include early planting, avoiding excessive or high levels of nitrogen, proper flood management, resistant varieties, and fungicides. Varietal resistance is the most effective method of controlling rice blast. Some foliar fungicides can reduce the incidence of blast, but severe losses can occur on susceptible varieties even when fungicides are applied.
Kernel Smut (fungus – Neovossia barclayana): This disease causes losses in both yield and quality. The endosperm of the grain is attacked by the fungus causing either part or all of the starchy material to be replaced by a black mass of smut spores. The fungus does not destroy the seed embryo, and the diseased seed will germinate even if all the endosperm has been replaced. Release of the smut spores from within the kernel will cause a discoloration of hulls. Moisture causes the dark mass of spores to swell and break out of the hull. Smut is easily detected after a rain or in the early morning following a heavy dew. Kernel smut is usually most severe on late planted rice. Usually, only a small percent of the kernels are affected, but monetary losses can be significant because of penalties levied on the grain at the dryer. Milled rice has a dull or grayish appearance when smutted grains are present in the sample. High rates of nitrogen increase the incidence of smut. Varieties differ in the incidence of smut observed in commercial plantings. Less smut is detected in most commercial semi-dwarf varieties. Control measures include the use of semi-dwarf varieties in fields with a history of smut and to reduce reduce nitrogen rates and floodwater depths in fields where very susceptible varieties must be grown. The fungicide propiconazole is effective in suppressing kernel smut.
Leaf Smut (fungus – Entyloma oryzae): This is a minor fungal disease in which small slightly raised black spots develop primarily on the leaves. Raised spots or pustules break open releasing air-borne spores. Infection is often heavy enough to kill tips of leaves. Leaf smut occurs late in the growing season and causes little or no economic loss. No control measures are recommended.
Narrow Brown Leaf Spot (fungus – Cercospora janseana): The disease varies in severity from year to year and usually becomes most severe as rice approaches maturity, causing premature ripening and yield reduction. Leaf spots are long (1/10 to 1/2 inch), narrow (1/32 inch), and cinnamon-brown. Premature leaf death will occur in severe cases. Late in the growing season, the fungus often attacks the sheath of the flag leaf causing the “brown blotch” or “net blotch” phase of the disease in which a large (1 1/2 to 3 inch long) cinnamon brown lesion is formed and typically encircles the uppermost internode about an inch below the the base of the panicle. Early maturing varieties tend to escape the major impact of the disease. There are differences in suseptibility among some rice varieties, however, due to buildup of certain races of the fungus, resistance does not remain reliable. Some foliar fungicides effectively suppress this disease and may be economical if other diseases are also controlled along with the narrow brown leaf spot.
Seedling Blight and Seed Decay (fungus – Bipolaris oryzae, Pythium sp., Rhizoctonia solani, Achlya sp. and Sclerotium rolfsii): Seedling diseases cause spotty, irregular stands through seed decay, pre-emergence and post emergence disease. Seedling disease complex results from activity of various kinds of fungi, most of which grow on the kernels or hulls of seed rice or on soil organic matter. Fungi enter germinating rice seed or young seedlings and either injure or kill them. If infected seedlings emerge from the soil, they often die. Those that manage to survive are weakened and chlorotic in appearance. Damage is most severe on early seeded rice (late February and March) and deeply planted rice. Control measures include the use of high quality seed, an approved seed treatment, shallow seeding of early planted rice, and planting into warm soil.
Sheath Blight (fungus – Rhizoctonia solani): Sheath blight is perhaps the most important disease of rice in Texas. Initial symptoms usually develop as lesions on sheaths of lower leaves near the water line when plants are in the late tillering or early internode elongation stage of growth (approximately 10 – 15 days after flooding). These lesions usually develop just below the leaf collar as oval-to-elliptical, green-gray, water-soaked spots about 1/4 inch wide and 1/2 to 1 1/4 inch long. With age, the lesions expand and the center of the lesions may become bleached with an irregular tan-to-brown border. When humidity exceeds 95 percent and temperatures are in the range of 85-90 degrees F, infection spreads rapidly by means of runner hyphae to upper plant parts, including leaf blades, causing extensive, tan, irregularly shaped lesions with brown borders. Disease development progresses very rapidly in the early heading and grain filling growth stages during periods of frequent rainfall and overcast skies. Plants heavily infected at these stages produce poorly filled grain, particularly in the lower portion of the panicle. Additional losses result from increased lodging or reduced ratoon production due to infection of the culm and reduced carbohydrate reserves. As plants senesce from maturity, lesions will dry and become grayishwhite to tan with brownish borders. Sclerotia, initially white but turning dark brown at maturity, are produced superficially on or near the lesions. Sclerotia are loosely attached and easily dislodge from the plant. Sclerotia are the primary means for fungus survival between crops. They survive long periods in the soil and will float to the surface of flooded rice fields in the subsequent rice crop, infect rice plants at the waterline and continue the disease cycle. Sclerotia can survive from one to several years in the soil. They can also attack several weed hosts and cause infection. New varieties and changing cultural practices often combine many of the factors that favor disease development. In recent years, the wide acceptance of susceptible varieties, because of their high yielding potential, has contributed greatly to the rapid increase in sheath blight. In addition, the new varieties respond to heavy nitrogen applications in order to achieve their high yielding potential. Heavy applications of nitrogen predispose susceptible plants to attack by the sheath blight organism. Rotation with susceptible crops, such as soybean (see Soybean Aerial Blight) can also in crease the severity of sheath blight in succeeding rice crops. Disease incidence may be reduced by planting less susceptible varieties. None of the long grain varieties currently grown in Texas show adequate field resistance. Excessive seeding rates and high nitrogen applications should be avoided in fields with a history of the disease. Grass and weeds should be controlled. Long-term rotations may reduce the incidence of sheath blight, but soybeans, sorghum, and many weeds are susceptible to Rhizoctonia solani. Excessive seeding rates and thick plant populations favor sheath blight development. In some cases, foliar fungicides may be economical for reducing sheath blight losses.
Stem Rot (fungus – Sclerotium oryzae): Stem rot becomes most noticeable in rice fields during the latter stages of maturity. The disease occurs in circular to irregular areas in fields and causes premature death and lodging of the plants. The fungus attacks the rice plant near the water line usually during late tillering or early reproductive stages of growth. It first causes black, rectangular lesions with distinct angular borders on the leaf sheath. Later the lesions become larger, more diffuse, irregular in shape, and penetrate deep into the culm. As rice approaches maturity, injury to the stems increases and reaches its peak at harvest. Weakened stalks break during this stage and plants lodge making harvest difficult. Plants infected early yield poorly. Ratoon cropping in many areas is impractical because of the high percentage of plants killed by the disease. Diagnosis is confirmed by obtaining an infected plant, splitting the base of the stem, and observing the presence of tiny, black sclerotia in internal stem tissues. Control measures include the following: crop rotation, use of early maturing varieties, fluctuating the flood water level, avoiding excessive rates of nitrogen, and rice stubble destruction. Some fungicides help to suppress this disease but are not highly effective.
Straighthead (physiological disorder): Straighthead is a physiological disorder that causes the entire head to be blank and remain upright at maturity. Straighthead generally occurs in spots scattered throughout a field and is most easily recognized near harvest when normal plants have downturned heads (from the weight of the grain in the panicle). The disease is frequently found on sandy loam soils but seldom on clay soils. Old cotton fields with arsenic residues can have a severe incidence of straighthead. Other, as yet unknown, soil factors are also involved in causing straighthead. Often it is found in fields where excessive non-decayed vegetation has been plowed under just before planting. The disease is characterized by upright heads when the rice matures due to infertile seed. Hulls may be distorted into a crescent shape or “parrot beak”. One or both hulls may be missing. Affected plants continue to grow, are a darker green, and often produce shoots from a lower portion of the plant. First year crops of rice grown on “new ground” are more likely to be affected. Some varieties are more tolerant than others. Control measures include planting resistant varieties and draining fields with a history of the disorder just prior to internode elongation. | <urn:uuid:b8977368-c602-4fd5-a056-13a0528707fb> | CC-MAIN-2019-30 | https://plantdiseasehandbook.tamu.edu/food-crops/cereal-crops/rice/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195524254.28/warc/CC-MAIN-20190715215144-20190716001144-00299.warc.gz | en | 0.938028 | 3,082 | 3.484375 | 3 |
Date of Beowulf
Beowulf is a long poem that somebody wrote down around 1000 AD. The poem is in Old English, so whoever wrote it probably lived in England. It’s one of the oldest poems written in English (but not the oldest). Only one copy of the poem survived – if that had been lost, we wouldn’t know about this poem at all.
Where does it happen?
But the poem tells a story about things that happened in the early 500s AD – nearly 500 years before the poem was written down. The story takes place in Denmark and Sweden, and involves real people who lived in the early 500s AD, who we know about from other written stories in Swedish and also from archaeology.
When English poets were composing and writing this poem, the Anglo-Saxons had only recently moved from Denmark and Sweden to England, so they still had a lot of friends and relatives back home, and they told stories about the things these people were doing.
Beowulf plot summary
In the story, Beowulf (BAY-oh-wolf) is a great warrior and hero. He sails to Denmark to save King Hrothgar from a terrible monster called Grendel (GRENN-dull). There’s a fight, and Beowulf tears off Grendel’s arm, so Grendel goes home and bleeds to death (okay, that part about the monster is not a true story).
The next night, Grendel’s mother comes and attacks King Hrothgar’s hall, so Beowulf fights and kills her too with a magic sword. Everyone is very happy and Beowulf gets lots of rewards. (Okay, Grendel’s mom and the magic sword aren’t real either.)
Beowulf goes on to have more adventures. He helps out with a Viking raid on Frisia led by King Hygelac. (This part is really real. Frankish sources also mention this raid, so we know it happened in 516 AD.)
Eventually Beowulf becomes King of the Geats, and he rules the Geats until he is an old man, for fifty years. But then he hears about a new monster that is scaring everybody: this time it is a dragon. Even though he is very old, Beowulf is still a hero, so he goes out and kills the dragon. But now he’s old, so this time the dragon succeeds in killing Beowulf too.
Where did the story of Beowulf come from?
Stories where a hero-man kills an uncivilized snake-monster go back thousands of years before Beowulf. Most versions have the snake-monster be related to women somehow, too. People were already telling that story when they first invented writing, and probably for thousands of years before that.
The oldest example in writing is the Mesopotamian story of Gilgamesh, from about 2500 BC. In India, the Ramayana tells a similar story, where the hero Rama fights the demon Ravana to rescue his wife Sita. Around the same time, the Greeks told how Apollo killed a snake at Delphi, and Herakles killed the Hydra.
Beowulf, rewritten by Gareth Hinds (2007). For kids, a simpler version of the story. Some scary parts might frighten younger kids.
Beowulf, rewritten by Michael Morpurgo (2006). Another rewritten version, also too scary for the smaller kids.
Beowulf: A Verse Adaptation With Young Readers In Mind (2012) – A new translation.
Beowulf: A New Verse Translation, by Seamus Heaney (2005). A great translation into modern English of the original text.
Grendel, by John Gardner (1971). The story from the monster Grendel’s point of view – a masterpiece. There is some cussing, appropriate to the voice of a monster. | <urn:uuid:bdc8da90-5a41-4884-848e-d0e7321e4e9a> | CC-MAIN-2019-18 | https://quatr.us/medieval/beowulf-grendel-medieval-epic.htm | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578583000.29/warc/CC-MAIN-20190422235159-20190423021159-00229.warc.gz | en | 0.952614 | 831 | 3.625 | 4 |
The Whole-Brain Child: Chapter 5
We all have things we worry about or focus on more than others. This chapter teaches us how to help our children think of the bigger picture. The author suggests to have our children draw a Wheel of Awareness when they get overwhelmed with emotions.
This wheel allows kids to see that there are other things in their lives that they can focus their attention on. In the middle of the wheel is the hub. The hub is the mind with which we become aware of everything in our lives. The rim of the wheel are thoughts, feelings, desires, memories, perceptions and sensations of the body. As you can see in the image above, this is an example of how you can fill out the wheel. It may seen tedious at first, but this is a great tool for kids. It lets them see the bigger picture. It helps them stop obsessing about things that aren’t worth obsessing about. If you are in a situation where you can’t make a wheel, you can get creative with it. You can use a pizza or your plate. You can point to different parts of the pizza or plate to get your point across.
There is a word that’s introduced in this chapter and that is ‘mindsight’. It means two things, understanding your own mind and understanding the mind of another. This wheel helps our children understand their own minds. Earlier in the book the authors mentioned that our brains build new neural networks based on our experiences. When our children use this wheel and realize how their fears and perceptions are just a small part of their lives, their brains change in response. Their brains change for the better. The brain is such an interesting organ in that it can be molded and shaped in any way you want. It just has to have the right tools and support. As parents we have a duty to help our kids think through things so that they grow up with a healthy mind.
The chapter also distinguishes between “I am” and “I feel”. When a child says that they are sad, it becomes part of them and they get stuck on the perimeter of the wheel. The proper way to say it is that they feel sad. Feeling something and being something are two different states of mind. Feeling something can pass. It is a fleeting moment. You can feel many different things. Being something and saying that you are sad becomes part of you. We need to help our children shift this way of thinking. The wheel helps our children influence the factors that affect their lives instead of being influenced by them.
There will be times when our children can’t seem to get over a fear or certain emotions. We can help by teaching them that their emotions come and go. The chapter compares our emotions to the weather in that they both change. It takes time but teaching them that they aren’t going to be scared or sad forever is an important step. We also have to teach our kids how to create the wheel. We have to explain the wheel to them so they can actually use it. We can help our children understand what emotions are going on inside of their bodies. We can teach them to SIFT through Sensations, Images, Feelings and Thoughts.
It might seem easy or obvious but children don’t know how to describe what is going on in their bodies. We can help our kids recognize what butterflies in their stomachs are or recognize what happens when they are frustrated.
We should also help our kids sift through images in their minds that affect how they feel and act. Images in our kids’ minds can affect what activities they participate in at school or how they make friends. Helping them recognize which images trigger a certain reaction can help them control how it makes them feel or act.
We also have to label what they are feeling to broaden their knowledge. The chart above is helpful because it shows kids what emotions look like. We can teach them how to recognize their emotions. Instead of just feeling happy, mad or sad, they can feel excited, frustrated or disappointed.
Thoughts are different from images, sensations and feelings. Thoughts are those little mini conversations in our heads. We can teach our children to argue with negative thoughts in their heads. We have to teach our kids that they don’t have to believe any negative or unhealthy thoughts they might have.
We can practice the SIFT method with our kids on car rides or when at the doctor’s office. But this isn’t always easy for kids, especially young kids. Some children get engulfed by a certain fear or feeling that it is hard for them to get back to the hub and focus on the bigger picture. We can teach our children to focus on their breathing to calm down. We can even do this ourselves. When I feel frustrated because she won’t eat or she won’t sleep, I should focus my attention on my breathing and calm down. I should focus on the images of her when she is smiling and laughing. I should think of the moments after she falls sleep and how she looks so peaceful.
This is a great chapter because it allows you to see how integrated your child’s brain can be. It also helped me with my own mind. | <urn:uuid:91a81831-fdca-4887-af12-55d1798b98f5> | CC-MAIN-2019-30 | https://piglovesmouse.com/2017/04/05/the-whole-brain-child-chapter-5/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195524972.66/warc/CC-MAIN-20190716221441-20190717003441-00436.warc.gz | en | 0.971319 | 1,079 | 3.671875 | 4 |
Brooklyn, one building at a time.
Name: Former East New York Savings Bank, now M&T Bank
Address: 91 Pennsylvania Avenue
Cross Streets: Corner Atlantic Avenue
Neighborhood: East New York
Year Built: 1889-1890
Architectural Style: Renaissance Revival
Architect: Richard Upjohn, Jr.
Other work by architect: St. George Episcopal Church, Bedford Stuyvesant; St. Paul’s Church, Cobble Hill, State Capital Building in Hartford, Conn.; First National Bank, Salt Lake City, and much more
The story: The part of town we know now as East New York was the 26th Ward in the late 19th century. Considering the 1st Ward consisted of the piers and streets of Brooklyn Heights, this was a far-flung territory, and more proof that the city of Brooklyn was indeed huge, and one of the first rate cities of the United States. The people who settled in the 26th Ward were a determined bunch. East New York had once been New Lots, and New Lots had been an offshoot of Flatbush. Both were settled, beginning in the late 1600s, by the Dutch who established farms on the land, both large and small.
After the Civil War, and moving towards the end of the century, one by one, the Dutch farmsteads were bought out by land developers. The names of the new streets cut across the old fields and meadows were a list of many of these large landowning farmers; Lott, Rapelye, Schenck, Remsen, Stoothoff, Vanderveer, Wyckoff, and others. By the 1870s, large groups of Germans from Bushwick began to settle here, and open businesses and build homes.
One of the largest landowners in the latter half of the century was a man named Edward F. Linton. He and a group of prominent East New Yorkers worked diligently to bring city services to this, the furthest outpost in Brooklyn. He was a tireless promoter of the area, and almost singlehandedly got the city to pave the streets and sidewalks, lay sewer lines, put in streetlights and bring mass transit to the area. His story was told in a series of Walkabouts called “The Landlord of East New York,” beginning here.
The earliest community leaders in ENY really wanted their own bank. Just about every neighborhood had at least one community bank, founded by wealthy local merchants and businessmen, and supported by much of the rest of the community. A bank meant that your community was putting down roots for the long haul. It also meant you didn’t have to get on a train, trolley, or carriage to another neighborhood to do your banking.
A group of prominent men in the 26th Ward established the East New York Savings Bank in 1868. The first president of the bank was Gilliam Schenck, a descendant of one of the area’s oldest and largest landowners. Other trustees included J. Wyckoff Van Siclen, Gustav Dettloff, Peter C. Bergen and John C. Schenck. The bank set up in a building on the corner of Atlantic and Van Siclen Avenues. There were some early troubles, the kind only a small town bank with local people in each other’s business can have, but in spite of that, the bank prospered and grew over the next twenty years.
They outgrew their old building, and decided to build a new headquarters, one that was a representation of the bank, and the community’s growth and prosperity. They picked the eminent American architect Richard Upjohn, Jr. to design a dignified structure at the most important intersection in the neighborhood, at the corner of Atlantic and Pennsylvania Avenues. The Upjohn’s, father and son, were two of the most important architects in New York City.
Best known for their churches, they occasionally did design other buildings, and Richard Jr. had been the architect of the capital building in Hartford, Ct. and had also designed another bank in Salt Lake City. Dad had designed Trinity Church in Manhattan, as well as Grace Church in Brooklyn Heights, and the two had designed the fabulous brownstone entrance gates to Green-Wood Cemetery, and much more. This building is certainly not Upjohn’s finest work, but it is a nice, solid and dignified bank building. More low church than high, it’s not a jaw dropping temple of Mammon, but reflects the temperament of its founders; a low key, but good building.
The cornerstone was laid in November of 1889, and the bank was finished by the next year. Actually, the most embellished part of the building, the columned entrance to the bank, is later and is not original. It dates from around 1917. The bank continued to thrive, and eventually had branches in Manhattan and Queens, with branches also in Suffolk and Nassau Counties. In 1931, they acquired by merger the Brownsville Savings Bank, and in 1991, purchased Gold Dome banks, changing their name. The East New York name did not have the cachet is once had, and the bank went with something that sounded more prosperous. But they stayed in East New York, more importantly. In 1997, Gold Dome merged again, and became the State Manufacturers and Traders Trust Company. They are still the M&T Bank today.
Since this was the headquarters of the bank, at one time, the entire building was occupied by them, with offices and operations in the building attached to this one, along Penn. Ave. This space was not needed by the bank in later years and was rented out to dentists, accountants and other professional services. Today, the bank only occupies the ground floor banking space, and the rest of the building is empty, boarded up and for sale or rent. There are several other large banks in ENY, along Pennsylvania Avenue. The old 26th Ward Bank, a few blocks west, was one of the area’s most popular banks, and a great looking building. Over the years, it was neglected, then cluelessly developed, and now stands as one of the most awful buildings around anywhere. I hope that is not the fate of this venerable building. GMAP
(Photo: Kate Leonova for PropertyShark) | <urn:uuid:d5314c6c-6ed6-4be7-87af-e49a8d480ef9> | CC-MAIN-2015-06 | http://www.brownstoner.com/blog/2014/03/building-of-the-day-91-pennsylvania-avenue/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422121981339.16/warc/CC-MAIN-20150124175301-00013-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.981401 | 1,313 | 2.5625 | 3 |
What does too much coffee do to your brain?Too much coffee can increase the risk of dementia, warns a new study. Drinking six or more cups a day was linked with a 53% increased risk of dementia and could make a stroke more likely, too. Brain imaging reveals that drinking a lot of coffee was also associated with brain shrinkage, say scientists.
Does coffee affect you mentally?The drug is notorious for causing the jitters and anxiety, particularly at higher doses. People with underlying mental health issues may be more susceptible: a review of eight studies found that caffeine aggravated symptoms of anxiety and panic disorder (Expert Review of Neurotherapeutics, 2011).
What are the side effects of too much caffeine?
You drink more than 4 cups of coffee a day
- Frequent urination or inability to control urination.
- Fast heartbeat.
- Muscle tremors.
What happens when you drink too much coffee everyday?However, too much caffeine may cause headaches, anxiety, trouble sleeping, irritability, respiratory issues, chest pain, thirst, and frequent urination. Certain people may be more sensitive to caffeine and may see these effects at even lower doses.
How do you flush caffeine out of your system?Begin to substitute cold caffeinated beverages with water. Water is a healthy choice and satisfies the need for drinking a liquid. Water also naturally flushes caffeine from your body and keeps you hydrated.
Your Brain On Coffee
What's the fastest way to get caffeine out of your system?Besides waiting it out and avoiding caffeine, there isn't any effective home remedy to clear caffeine from your system. All the same, you can reduce its side effects by staying hydrated, going for a walk, and eating fiber-rich foods.
Can coffee cause brain fog?It might feel natural to reach for coffee, but I'll show you how coffee can make your brain fog worse and what to do instead. The conventional do-it-yourself approach to dealing with the fatigue and brain fog is to rely on stimulants like coffee and energy drinks that contain high levels of caffeine.
What happens to your body when you drink caffeine everyday?Caffeine in large amounts may interfere with absorption and metabolism of calcium. This can contribute to bone thinning (osteoporosis). If you consume too much, caffeine may cause also your muscles to twitch. If experiencing caffeine withdrawal, a symptom may include achy muscles.
Who should avoid caffeine?"If you regularly experience anxiety or panic attacks, you may want to consider avoiding or reducing your caffeinated coffee intake." Research from General Hospital Psychiatry found that higher levels of caffeine (around 5 cups of coffee per day) could potentially bring on panic attacks in those with existing anxiety.
Can caffeine cause anger issues?Too much caffeine can also make you irritable and agitated in situations that normally wouldn't affect you in those ways. And if you already have increased anxiety or suffer from panic attacks, caffeine can cause these symptoms to become worse.
Why you should quit coffee?
The benefits of quitting coffee
- You'll feel happier and more awake. ...
- You'll sleep better. ...
- It'll help shift belly fat. ...
- It may reduce anxiety. ...
- It'll help with vitamin and mineral absorption. ...
- You may reduce your overall daily calorie intake. ...
- Save yourself some dough.
What happens when you quit coffee?The severity of symptoms vary from individual to individual, and most commonly include a headache, fatigue, decreased energy/activeness, decreased alertness, drowsiness, decreased contentedness, depressed mood, difficulty concentrating, irritability, and feeling foggy/not clearheaded.
How long does it take to detox from caffeine?The duration of caffeine withdrawal symptoms vary from person to person, but caffeine withdrawal usually lasts at least 2 to 9 days . Someone who abruptly stops caffeine intake after regular use will usually feel withdrawal effects between 12 and 24 hours after stopping.
What are 3 long term effects of caffeine?Long-term effects at this level may include chronic insomnia, constant anxiety, depression, and stomach problems. It can also cause high blood pressure or make high blood pressure worse.
Is coffee a drug addiction?Caffeine is a type of stimulant. It can improve concentration and create alertness. Overconsumption can change the brain's function and, in some cases, lead to addiction. While a bit different than drug addiction, caffeine addiction still warrants treatment to reduce the side effects it can cause.
What is the healthiest way to drink coffee?A study published online April 22, 2020, by the European Journal of Preventive Cardiology found that filtering coffee (for example, with a paper filter) — not just boiling ground coffee beans and drinking the water — was better for health, particularly for older people.
Can too much caffeine cause forgetfulness?Negative effects of caffeine on long-term memory
The conclusion was that long-term consumption of caffeine could inhibit hippocampus-dependent learning and memory partially through inhibition of hippocampal neurogenesis.
Can caffeine damage brain cells?In the largest study of its kind, researchers have found that high coffee consumption is associated with smaller total brain volumes and an increased risk of dementia.
Does caffeine affect memory?Moderate caffeine consumption might boost memory. Recent Johns Hopkins University research indicates that caffeine may enhance long-term memory.
Is there a detox for caffeine?To start a coffee detox, slowly reduce your intake and replace it with other healthy beverages like tea, lemon water or chicory coffee. Be sure to also stay hydrated, get plenty of rest, stay active and pair your coffee detox with a well-rounded diet to optimize the potential results.
What foods counteract caffeine?Eating foods with potassium or magnesium (like bananas) is also helpful, Warren says. Caffeine wipes out your body's potassium and magnesium, which can cause the tremors and jitters of caffeine overdose.
How much coffee is too much?For healthy adults, the FDA has cited 400 milligrams a day—that's about four or five cups of coffee—as an amount not generally associated with dangerous, negative effects.
Do you feel better after quitting caffeine?As your body adjusts to no caffeine, it will begin to form new routines. Your sleep may take up to 2 weeks to get back to normal, but you will begin to have more energy in the mornings and definitely feel less cranky.
What is the best drink to flush your system?Drinking water is one of the best and fastest ways to flush out toxins from your system. Water transports toxins through your system via your bloodstream, making sure they're expelled from your body. Try to get the recommended 8 glasses of water per day (tip: herbal tea counts towards your water intake, too!).
What are the benefits of not drinking caffeine?
7 Benefits of Lower Caffeine Intake
- Reduced anxiety. Caffeine brings with it a jolt of energy, which is what most caffeine drinkers use it for. ...
- Better quality of sleep. ...
- Slower skin aging. ...
- Less dependence. ...
- Improved absorption of nutrients. ...
- Whiter teeth. ...
- Lower blood pressure. ...
- Less withdrawal headaches.
← Previous question
Should I be taking B12 everyday?
Should I be taking B12 everyday?
Next question →
Can you get into law school without test?
Can you get into law school without test? | <urn:uuid:23926ff9-269f-4a06-8e19-8781f2164d89> | CC-MAIN-2023-14 | https://soflanights.com/faq/what-does-too-much-coffee-do-to-your-brain | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00668.warc.gz | en | 0.919028 | 1,558 | 2.78125 | 3 |
Resistance Temperature Detector (RTD)
As the name suggests RTD (Resistance temperature detector), gives output as resistance after detecting the temperature.
Resistance Temperature Detectors (RTDs) are characterized by a linear change in resistance with respect to temperature. RTDs are positive temperature coefficient, that means Resistance increases with increase in temperature.
Platinum is Commonly used in RTDs because its temperature Resistance characteristic is more linear in comparison to copper and nickel.
RTD types are broadly classified according to the different sensing elements used. Platinum, Nickel, and Copper are the most commonly used sensing elements. Platinum is considered the best as it has the widest temperature range. This is shown in the resistance versus temperature graph above.
Platinum type RTD is also known for its best interchangeability than copper and nickel. It also has the highest time stability. PRT’s can also be used in unsuitable environments where it can reduce atmospheric metallic vapors and also capitalizable vapors if the element is bare. It can also be used in radioactive environments. In industrial applications, a PRT is known to measure temperatures as high as 1500 degree Fahrenheit while copper and Nickel can measure only to a maximum of 400 degrees Fahrenheit.
How to check RTD
There are three wires in RTD. Out of the two wires are short-circuited as shown in the figure. Same color wires are short-circuited.
white color wires are short-circuited
We will check whether two same color wires are short-circuited or not. If no then connect a wire between these two same color wires. This wire can be connected either on RTD Side or Indicator Side.
We will check whether the different color wire is showing the same resistance with the same color wires. If no then change the RTD.
If different color wires are showing the same resistance then we will calculate the temperature according to the table or formula provided.
Since platinum is used in RTDs so RTDs are PT 100, PT 500, PT1000.
PT 100 means it will show 100 ohms at 0 Degree Celsius. PT 500 will show 500 ohms.
We will check the resistance to calculate the temperature. Third wire shows the same resistance with the other two wires. And for calculating temperature the formula is
Rt = R0(1+@t)
Where t is temperature, R0 is resistance at 0 Degree Celsius. Rt is resistance at t Degree Celsius. R0 is 100 Degree Celsius for PT 100.
@ is temperature Coefficient.
The other method of calculating temperature is
For PT 100
t = (Rt-100)*2.6
similarly for PT 500
that means we will check the resistance between a white and red wire, it will show some value more than 100 ohms, this resistance is called as Rt.
suppose Rt is 138.5,
then t= (138.5-100)*2.6
approximately 100 degrees Celsius.
Types of RTDs
RTDs are of three types.
2 wire RTD.
3 wire RTD.
4 wire RTD.
Commonly used RTD Materials:
Platinum (most popular and accurate)
2 wire RTD is used for short distances.
3 wire RTD is used for long distances. The third wire is used for Resistance compensation. Resistance compensation means when the signal is coming from large distance wire resistance is not added.
4 wire RTD is used for large distances.
The various wiring arrangements are designed to reduce and/or eliminate any errors introduced due to resistance changes of the lead wires when they also undergo temperature changes. RTDs used for electrical equipment generally use either a three-wire system or a four-wire system having paired lead wires.
The four wire system is little affected by temperature induced resistance changes in lead-wires, and, of all the arrangements, it is affected least by stray currents. It, therefore, is used to measure temperature differences and is used generally for making very accurate measurements. The three-wire system is generally satisfactory for industrial measurement using a secondary instrument that is remote, say, more than 3 meters distant from the RTD. Although the error caused by temperature change in the leads is virtually eliminated in a 3-wire arrangement, a slight non-linearity in the resistance change is introduced with this scheme.
RTDs are available in different sizes according to their length. Length of an RTD is in millimeters (mm). This Sensing element is nothing but a PT100 capsule. All RTDs are simplex and duplex.
Simplex and Duplex RTD
In simplex type RTDs, there will be only one element with 3 wires.
In duplex type RTD, there will be 2 temperature sensing elements of 3 wires each.
- Very high accuracy
- Ability to measure narrow spans
- Suitability for remote measurement
- Ability to be matched to close tolerances for temperature difference measurements.
- Excellent stability and reproducibility
Follow us on | <urn:uuid:964d7059-299c-49d2-8660-82f7b09b4f6a> | CC-MAIN-2019-47 | https://www.blog.shubhkaamna.in/resistance-temperature-detector-rtd-how-to-check-rtd-and-its-advantages/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496670512.94/warc/CC-MAIN-20191120060344-20191120084344-00270.warc.gz | en | 0.903099 | 1,044 | 3.765625 | 4 |
Jaworski, Taylor (2009) War and wealth: economic opportunity before and after the Civil War, 1850-1870. Economic History Working Papers, 114/09. Department of Economic History, London School of Economics and Political Science, London, UK.
Download (1104Kb) | Preview
This study uses two samples of linked adult males to examine wealth accumulation by region and occupation between 1850 and 1870. Consistent with past research, the findings here show that wealth accumulation was substantial in the South in the 1850s and stagnant in the 1860s. The findings also suggest improvement in the wealth position of white-collar professionals and blue-collar workers across the entire period, including the Civil War decade, while farmers suffered in the immediate postbellum period. Finally, the value of slaves in 1860 was positively correlated with wealth in 1870, with implications for the legacy of slavery.
|Item Type:||Monograph (Working Paper)|
|Additional Information:||© 2009 Taylor Jaworski|
|Library of Congress subject classification:||H Social Sciences > HC Economic History and Conditions
E History America > E151 United States (General)
|Sets:||Departments > Economic History
Collections > Economists Online
|Date Deposited:||28 Jan 2009 15:33|
Actions (login required)
|Record administration - authorised staff only| | <urn:uuid:e66e0d00-d92a-4d32-be6d-cab783e03ef6> | CC-MAIN-2016-07 | http://eprints.lse.ac.uk/22303/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454702039825.90/warc/CC-MAIN-20160205195359-00308-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.834935 | 284 | 2.78125 | 3 |
The Scream was made by the Norwegian painter and printmaker Edvard Munch (1863-1944) in 1893, and is his best-known painting of existential anguish. He created many versions of it. He appears to have drawn inspiration for it from one of the results of the volcanic eruption of Krakatoa in 1883, as he writes on a diary page headed Nice 22.01.1892:
I was walking along a path with two friends - the sun was setting - suddenly the sky turned blood red - I paused, feeling exhausted, and leaned on the fence - there was blood and tongues of fire above the blue-black fjord and the city - my friends walked on, and I stood there trembling with anxiety - and I sensed an infinite scream passing through nature.
The sky in the background of the painting may reflect the effects of the volcanic eruption of Krakatoa in 1883. The ash ejected from the volcano left the sky tinted red in most of Europe and Asia for several months and caused spectacular twilights with a magnificent, blood-red sky. Munch never forgot that sky, and why should he?
Munch explicitly mentioned that 1884 was the year of the original inspirations for three of the paintings in The Frieze of Life, where the most famous version of the Scream appears. The end result was an agonized figure against a blood red skyline. And who is screaming? Is it the depicted person, or is it nature? Or both? And is it Munch himself? Or a memory of a Peruvian mummy Munch had seen exhibited? It could be "a bit of this, a bit of that, and none can tell full well". In other words, the matter is open to interpretations.
The scene of the Scream includes a road overlooking Oslo, the Oslofjord and Hovedøya, on the slopes of a 140 m high hill called the Ekeberg. From this spot, Munch's direction of view in the drawing was toward the southwest, which is where the Krakatoa twilights appeared in the winter of 1883-1884.
The Scream has been used in advertising, in cartoons, in anime, and has fascinated film and television. Ghostface, the psychotic murderer in a series of horror movies, wears a Halloween mask inspired by the central figure in the painting. Reproductions of this mask are now very popular and common masks in the real world.
Ongoing LiarsA minister wound up the services one morning by saying, "Next Sunday I'm going to preach on the subject of liars. And in this connection, as a preparation, I should like you all to read the 17th chapter of Mark."
On the following Sunday, the preacher rose to begin, saying, "Now then, all of you who have done as I asked and read the 17th Chapter of Mark, please raise your hands."
Nearly every hand in the congregation went up. Then said the preacher, "You're the misled people I want to talk to. There's no 17th Chapter of Mark."
An evangelist was exhorting his hearers to flee from the wrath to come. "I warn you," he thundered, "that there will be weeping, and wailing and gnashing of teeth!"
At this moment an old woman in the gallery stood up. "Sir," she shouted, "I have no teeth."
"Madam," returned the evangelist, "teeth will be provided."
A reasonable shave?
King Philip of Spain was in such a deplorable state of despondency from ill-health, that he refused to be shaved. Now the Queen ordered a concert in a room adjoining the king's chamber, and the famous singer Farinelli sang one of his best airs. It so overcame the king that he desired the singer to be brought into his presence. Not only that, he also promised to grant him any reasonable request he might make. The performer then begged of the king to allow himself to be shaved. The king agreed.
May, Susie, Ruth Pullin, Michael Nichols. 2004-05. Edvard Munch Educational Resource. Victoria: National Gallery of Victoria. ⍽▢⍽ A good introduction.
Messer, Thomas. 1985. Edvard Munch. New York: Harry N. Abrams.
Prideaux, Sue. Edvard Munch: Behind the Scream. London: Yale University Press, 2005. ⍽▢⍽ The Scream: an iconic expression of anxiety and a reflection of his inner torment. Prideaux, part Norwegian, forms an intellectual and psychological portrait of the Norwegian artist, and includes excerpts from Munch's depressing diaries. Munch wrote, "Illness, insanity and death were the black angels that hovered over my cradle," and the seat of his despair was Oslo (Kristiania then). Munch got much success abroad, where the study of mental disorders was coming into vogue. - In 1908 his doctor in Copenhaged diagnosed merely alcoholism, but . . . He turned his thoughts into drawings, into his art. His paintings thus are looked on as a biography by some. Although Munch rose from being a poor artist into being a very rich man, he nonetheless always lived simply and fretted that the tax man was ruining him.
Timm, Werner. 1969. The Graphic Art of Edvard Munch. Greenwich, CT: New York Graphic Society. ⍽▢⍽ Text and illustrations.
User's Guide ᴥ Disclaimer |
© 1996–2018, Tormod Kinnes, MPhil [Email] | <urn:uuid:3a9b0d3b-58f2-4f71-8755-2284914fa1f1> | CC-MAIN-2023-06 | http://oaks.nvg.org/the-scream.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499816.79/warc/CC-MAIN-20230130101912-20230130131912-00865.warc.gz | en | 0.970254 | 1,214 | 2.53125 | 3 |
What is weight training exercise?
Weight training exercises involve the use of force of gravity to improving muscle strength typically with the use of various fitness equipment like barbells bars, dumbbells, and so on.
What are the common safety precautions?
When doing weight training exercises, you are required to move mass, and so there are plenty of safety precautions to follow to make sure you will not get hurt or injured.
In general, one has to warm up before performing any intense physical activity. This normally takes the form of light physical exercise before proceeding to more difficult or serious exercises. In addition, your personal trainer would recommend that you do stretching exercises before and after doing weight training exercises. This is because stretching exercises loosen up your muscles and joints, so you will be more flexible. This is important in reducing the risk of injuries.
How many reps or sets are recommended for weight training exercises?
Muscles can be developed for different purposes. As such, there are different ways to exercise as well. Basically, these are the choices for weight training exercises:
a. For muscle size and power – approximately 3 sets of 6 to 8 reps
If you want to increase the size and strength of your muscles, you should use no more than 3 sets in at most 8 reps.
b. Muscle strength – approximately 4 sets of 10 to 12 reps
To develop strong muscles, it is recommended that you use around 4 sets of 10 to 12 reps. The objective of these exercises is to develop the muscles in your abdominals and your back.
c. For muscle endurance – approximately 4 sets of 16 to 20 reps
This objective is pursued if you want your muscles to have the ability to do the same motions over a prolonged period of time. In this case, you should use at least 4 sets from which you should perform at least 16 repetitions.
How much weight should be used for any weight training exercise?
The distribution of muscle strength is different among people, so it’s impossible to determine what specific weight is ideal for a successful weight training program. Thus, if there’s anything you want to know about weight lifting and how much weight you should use, you should talk to a personal trainer. Your trainer will be the one to determine if a 1 rep max training could perhaps work for you or not.
Your personal trainer might also suggest that you do occlusion training. This is a training method for improving muscle strength and size without the need to lift heavy weights. It also involves the use of BFR bands which are wrapped around the limbs to restrict blood flow from the target muscles so that they may grow in size and strength. | <urn:uuid:b9d6179b-7fdc-48ec-b9ad-10fdefa36e07> | CC-MAIN-2018-05 | https://www.bfrbands.com/faqs-about-weight-lifting-and-weight-training-exercises/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084890928.82/warc/CC-MAIN-20180121234728-20180122014728-00680.warc.gz | en | 0.963364 | 541 | 3.078125 | 3 |
The question we’re asked most often at the Center for Working-Class Studies is “Who is working class today?” Despite the stereotype of the traditional blue-collar industrial worker, the working class is and always has been diverse – racially, politically, geographically, and occupationally. The working class can’t be defined simply, nor do they fit neatly into any box. That said, here’s how we approach class at the CWCS.
Class is a way of describing the hierarchy of society. Where you fit on the social class ladder affects your opportunities in life, because it determines your social, cultural, and financial resources. For example, statistics show that people from more elite families are significantly more likely to graduate from college than those who come from working-class or poor families. And having a college degree correlates with increased income and opportunity. One way of defining the difference between the middle class and the working class is level of education. College graduates are more likely to be middle class.
Class divisions are based primarily on economics. Where you fit in the class structure depends on the nature of the work you do as well as how much money you earn, how much wealth you have, and how much control you have over other people’s labor. Anyone who works for an hourly wage and whose work is closely supervised is working class. That includes traditional blue-collar workers, most clerical workers, restaurant and retail workers, and many others. Someone who earns a salary and has significant autonomy in the workplace is middle class or professional class. That would include many mid-level workers in large companies, teachers, some retail managers, and many medical professionals. If you run the company, you belong to the upper class, especially if your position comes with the kind of paycheck and benefits that put you in the top 1 or 2% for household wealth.
Class is political in the sense that it creates allegiances and divisions based on shared or competing interests. In the workplace, it’s in the interests of owners or managers to get as much labor from each worker for as low a cost as possible, but it’s in the worker’s interest to get as much money as possible for their work. Beyond the workplace, government policies such as labor regulations or tax laws that benefit corporations or the wealthy often harm workers and people without significant savings or property. And, as this year’s election demonstrates, class matters in the voting booth.
But class is also a matter of culture. People in different classes think and behave differently. Research suggests that working-class people place a higher value on the good of the group, whether that be the family, coworkers, or the neighborhood, than middle-class people do. Working-class culture focuses on everyday life, while middle-class or professional-class families tend to focus on individual advancement. In addition, how we think about class is shaped by how our culture views class. What we see on TV, read in the newspaper, and hear from friends and family will influence what we think class means, and that shapes how we think about our own class positions.
Even with this definition, class can be confusing. Is a truck driver working-class or middle-class? That might depend on whether she owns the truck, but it might also depend on how she thinks of herself. How should we respond to the differences between a home health aide who earns $8.50 an hour and a unionized autoworker, who earns more than twice that much? What difference does race make? Or place?
No definition can adequately capture the complexity and diversity of the working class is today. But regardless of the nuances, working-class people have some things in common – strong commitment to family and community, economic vulnerability, a solid work ethic, occupational health risks, negative cultural stereotypes, limited access to education, and a significant number of votes in key states. This year, with an important election and a faltering economy, the working class matters perhaps more than ever.
— Sherry Linkon | <urn:uuid:1b8778ad-7497-4d3e-88a4-cae37ffb0c61> | CC-MAIN-2019-04 | https://workingclassstudies.wordpress.com/2008/07/28/who-is-working-class/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583659654.11/warc/CC-MAIN-20190118005216-20190118031216-00254.warc.gz | en | 0.968862 | 828 | 3.390625 | 3 |
Drug and pharmaceutical labeling must be approached with the highest standards to ensure patients have all the information they need on any medication they are taking. It ensures they know the correct dose and procedures to administer the drugs safely as well. Proper drug labeling is also vital when it comes to pharmaceuticals, because it ensures that doctors and medical professionals know the details of how to prescribe and administer the drugs to patients.
It is imperative that pharmaceutical manufacturers protect patients from harm at all costs. Royal Label is an industry leader in printing custom labels for pharmaceuticals due to our attention to detail and more.
The reason that specific product labeling information is essential with pharmaceuticals is because there is life-saving information that must be effectively communicated to both doctors and patients. The brand and the type of drug contained in the packaging is one of the first and most crucial elements of the label. In addition to this information, it is imperative to include the quantity of the product, its strength, and what patients it may or may not be suitable for. Lastly, labels for pharmaceutical products must list side effects, indications, contraindications, and instructions for the user. Some basic guidelines that a manufacturer must follow include listing the following details on the product label:
- Drug interactions
- Adverse reactions
- Dosage details
- Approved indications
- Severe warnings
- Less severe warnings
- First FDA approval year
- Generic name
This information is most often listed on the first page of the packaging label. Other information can be included in the following pages, but these details are important as they are the first that the doctor and the patient see when they examine the product.
Package design is an element of labeling for medicine that must never be overlooked. It is necessary to leave room on the packaging for the pharmacist to apply their own label without covering the pharmaceutical company’s label. If this occurs, it can be detrimental to a patient’s health since they cannot read the essential information. This labeling is the only means of communication between the manufacturer and the patient after they pick the drug up from the pharmacy.
As a top pharmaceutical label printing company, the professionals at Royal Label take all of these factors into consideration for every client we work with. When we print pharmaceutical labels, we are careful to include all pertinent Information for Use (IFU) materials. These labeling details are of utmost importance because they help to ensure that physicians make no mistake in prescribing medicine and patients are informed of the proper usage procedures.
We Know the Importance of Regulations
Pharmaceutical packaging is a highly regulated manufacturing process that is dependent upon the country or region of origin of the product. Since patient safety is the top priority, the information that is communicated on the labeling must be concise and easily understood.
At Royal Label, we strictly adhere to the guidelines determined by the U.S. Food and Drug Administration (FDA) to prevent injury or death to patients when they take the pharmaceuticals you produce. Labeling requirements for the pharmaceuticals and drug manufacturers are put in place to protect patients and physicians alike.
According to FDA requirements, we manufacture labels under a strict quality assurance program that fulfills Good Manufacturing Practice (GMP) requirements. By employing this technique, we are able to guarantee our labels meet the highest adhesion and legibility requirements.
We take pride in being an industry leader that adheres to prescription drug labeling requirements and produces top quality labels that exceed the expectations of our clients.
The product specific FDA labeling requirements we follow meet all FDA prescribing information requirements and rules, pregnancy and lactation labeling, patient labeling, and product quality related labeling.
Our Focus on Standard Operating Procedure
One of the most important facets of our operations at Royal Label is our strict adherence to a detailed operating procedure. We understand that the labels we make for your products must be specific to a fault so that no problems arise that could adversely affect the health of the patients who receive them. We demand that a zero-defect policy is followed, so your end product is of the highest quality.
We employ a lot of segregation processes that allows us to monitor the precise details of the labels we produce. This is especially important when we work with sterilized product labeling, which involves a specific set of details that must be completely accurate. The sterile device labeling procedures we follow must ensure sensitive information is relayed without error.
Regardless of the purpose of the labeling we produce, we guarantee that our labels can withstand any conditions they face. Whether it is repeated washing, extreme temperatures, or just daily wear and tear, our labels will not fade or peel.
Royal Label Is the Company for You
At Royal Label, we have built a strong reputation as a company that clients trust with their own esteem in the pharmaceutical industry. We provide a high-quality product that details the necessary specs that meet all regulations and ensure patient safety. By implementing stringent operating procedures, we exceed GMP labeling and packaging compliance, continuously protecting our valued customers. As a business that has worked for over 60 years in the industry, we would never risk our respected name due to labeling errors. This means that we wouldn’t take any chances in putting your reputation on the line.
We look forward to working closely with you to ensure the labels we print for your pharmaceutical products go beyond your expectations and meet all federal drug labeling regulations. If you would like to schedule an audit of our facility or get more information on how we can make top quality pharmaceutical labels for you, please call Marychristine Clifford at (617) 825-6050 Ext. 105 or send an email to [email protected]. Royal Label would love the opportunity to build a relationship with your company that lasts a lifetime. | <urn:uuid:7ad394cd-1d01-4f7b-b98d-0b66bb31b3a3> | CC-MAIN-2023-50 | https://www.royallabel.com/labels/pharmaceutical-labels/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102697.89/warc/CC-MAIN-20231210221943-20231211011943-00346.warc.gz | en | 0.925029 | 1,157 | 2.53125 | 3 |
The majority of deaths during the influenza pandemic of 1918-1919 were not caused by the influenza virus acting alone, report researchers from the National Institute of Allergy and Infectious Diseases (NIAID), part of the National Institutes of Health. Instead, most victims succumbed to bacterial pneumonia following influenza virus infection.
The pneumonia was caused when bacteria that normally inhabit the nose and throat invaded the lungs along a pathway created when the virus destroyed the cells that line the bronchial tubes and lungs.
A future influenza pandemic may unfold in a similar manner, say the NIAID authors, whose paper in the Oct. 1 issue of The Journal of Infectious Diseases is now available online. Therefore, the authors conclude, comprehensive pandemic preparations should include not only efforts to produce new or improved influenza vaccines and antiviral drugs but also provisions to stockpile antibiotics and bacterial vaccines as well.
The work presents complementary lines of evidence from the fields of pathology and history of medicine to support this conclusion. "The weight of evidence we examined from both historical and modern analyses of the 1918 influenza pandemic favors a scenario in which viral damage followed by bacterial pneumonia led to the vast majority of deaths," says co-author NIAID Director Anthony S. Fauci, M.D. "In essence, the virus landed the first blow while bacteria delivered the knockout punch."
NIAID co-author and pathologist Jeffery Taubenberger, M.D., Ph.D., examined lung tissue samples from 58 soldiers who died of influenza at various U. S. military bases in 1918 and 1919. The samples, preserved in paraffin blocks, were re-cut and stained to allow microscopic evaluation. Examination revealed a spectrum of tissue damage "ranging from changes characteristic of the primary viral pneumonia and evidence of tissue repair to evidence of severe, acute, secondary bacterial pneumonia," says Dr. Taubenberger. In most cases, he adds, the predominant disease at the time of death appeared to have been bacterial pneumonia. There also was evidence that the virus destroyed the cells lining the bronchial tubes, including cells with protective hair-like projections, or cilia. This loss made other kinds of cells throughout the entire respiratory tract—including cells deep in the lungs—vulnerable to attack by bacteria that migrated down the newly created pathway from the nose and throat.
In a quest to obtain all scientific publications reporting on the pathology and bacteriology of the 1918-1919 influenza pandemic, Dr. Taubenberger and NIAID co-author David Morens, M.D., searched bibliography sources for papers in any language. They also reviewed scientific and medical journals published in English, French and German, and located all papers reporting on autopsies conducted on influenza victims. From a pool of more than 2,000 publications that appeared between 1919 and 1929, the researchers identified 118 key autopsy series reports. In total, the autopsy series they reviewed represented 8,398 individual autopsies conducted in 15 countries.
The published reports "clearly and consistently implicated secondary bacterial pneumonia caused by common upper respiratory flora in most influenza fatalities," says Dr. Morens. Pathologists of the time, he adds, were nearly unanimous in the conviction that deaths were not caused directly by the then-unidentified influenza virus, but rather resulted from severe secondary pneumonia caused by various bacteria. Absent the secondary bacterial infections, many patients might have survived, experts at the time believed. Indeed, the availability of antibiotics during the other influenza pandemics of the 20th century, specifically those of 1957 and 1968, was probably a key factor in the lower number of worldwide deaths during those outbreaks, notes Dr. Morens.
The cause and timing of the next influenza pandemic cannot be predicted with certainty, the authors acknowledge, nor can the virulence of the pandemic influenza virus strain. However, it is possible that—as in 1918—a similar pattern of viral damage followed by bacterial invasion could unfold, say the authors. Preparations for diagnosing, treating and preventing bacterial pneumonia should be among highest priorities in influenza pandemic planning, they write. "We are encouraged by the fact that pandemic planners are already considering and implementing some of these actions," says Dr. Fauci.
The above post is reprinted from materials provided by NIH/National Institute of Allergy and Infectious Diseases. Note: Materials may be edited for content and length.
Cite This Page: | <urn:uuid:72e6dc42-736f-46f2-b6bf-06fbc4596741> | CC-MAIN-2015-35 | http://www.sciencedaily.com/releases/2008/08/080819160107.htm | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440646242843.97/warc/CC-MAIN-20150827033042-00234-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.954298 | 898 | 3.875 | 4 |
Anyone who has used a coursebook has probably used the accompanying teacher’s book. It’s the how-to guide that lets you know how to approach the material, to adapt it, or to extend it. Sometimes, teachers follow it much like they would a lesson plan; sometimes they just use it for the answer keys or the listening scripts. Or perhaps they like to use the photocopiable worksheets or progress tests in the back. Even if you rarely pick up the teacher’s book, it’s good to know it’s there – just in case.
So when writing materials which you intend to share with other teachers – whether it’s a video worksheet or a set of exercises with song lyrics – get into the habit of writing a set of notes that accompany them, so other teachers will be keener to use them. Here are some of my top tips for writing teacher’s notes.
Provide more rather than less
Whilst no one wants a set of teacher’s notes that are too wordy, teachers – as a general rule – won’t complain if the notes contain more ideas than they need. They will, however, complain if the teacher’s notes don’t include enough support. So when writing teacher’s notes, it’s worth assuming you are writing for a teacher with little experience. That way, your notes will be useful for a newly qualified teacher as well as more experienced teachers, who will automatically ignore what they don’t need and jump to the part of the notes that are relevant to them.
Referencing and headings for navigating the material
Here’s something else that sounds obvious but is important to remember: any page numbers and exercise numbers in the classroom material also need to appear in the teacher’s notes. Detailed and clear cross-referencing is crucial. If the classroom materials have any headings and subheadings, the teacher’s notes should include these. Furthermore, adding extra subheadings in bold, such as Audio script,Answer key or Extension activity, will help a teacher quickly find the section they need.
The tone and style of the writing
Views vary on how the teacher’s notes should talk to the reader. Is your writing style going to be chatty, informal and friendly? Or do you want it to be direct and to the point? In my experience, newer teachers tend to appreciate a style of writing which feels like the author is leading them gently into the lesson, whereas more experienced teachers prefer a direct approach. Ideally, I’d suggest trying to strike a balance. For example, here is an extract from a set of teacher’s notes explaining how to start the lesson using a unit called ‘Energy’ from a coursebook. The first exercise asks students to look at a picture and discuss two questions. Notice how the writer switches between an indirect style at the beginning (using modal verbs), to a more direct instructional style (using sequence words and imperatives).
|You might want to start the lesson with the books closed and write the title of the unit, ‘Energy’, on the board. You could put students in pairs and give them two minutes to brainstorm different types of energy, e.g. solar, oil, etc. Write their ideas on the board and help with any pronunciation problems. Next, ask students to turn to the picture on page 20 and look at the image of smoke rising from factories. Discuss the two questions about the picture as a class. If you have a large class, you could ask students to discuss the questions in small groups and then summarise their answers to the rest of the class afterwards. Allow about five minutes for this part of the lesson.|
Don’t repeat what’s in the classroom materials
In general, avoid repeating what’s on the page of the classroom material. So, when referring to an exercise in the classroom material, don’t repeat the exercise rubric, but perhaps suggest different ways of managing the activity. For example, perhaps students could do the exercise in pairs, perhaps the teacher could set a time limit, or maybe students could just complete the exercise orally rather than writing the answers.
The what, the who, the how and the why
To sum up, teacher’s notes need to set out what kind of lesson the material is for, who it’s aimed at (the type of student), and how you can use it. Finally, you might want to include something in your notes on why the material takes a certain approach. In other words, it can be helpful for some teachers to provide the reason for doing something. The example below is from some teacher’s notes that accompanied a questionnaire activity, designed for use on the first day of the course. The writer explains the reasons for doing it in the first part of the instructions.
|As it’s the first day of your course, this questionnaire is designed to help students get to know each other and to build a sense of community in the class. Students need to realise that everyone has their own reasons for learning English and that they should support each other. Make a copy of the questionnaire for each student. Put the students in pairs; they take turns to interview each other and write down their partner’s answers.|
[This post first appeared on the IATEFL MAWSIG website] | <urn:uuid:5231f5a5-4a89-4574-8aeb-2a935f7f6873> | CC-MAIN-2021-17 | https://johnhugheselt.com/2021/03/13/the-voice-of-the-teachers-notes/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038879374.66/warc/CC-MAIN-20210419111510-20210419141510-00124.warc.gz | en | 0.952495 | 1,131 | 3.640625 | 4 |
If you wrote off QR codes as an over-hyped and ultimately useless fad, you’re certainly not alone. But you may want to set those perceptions aside and take another look at how QR codes could help your association deliver just-in-time learning content without having to completely overhaul your educational materials.
QR Codes: A Useful Tool Introduced Ahead of Its Time
Invented in 1994 by a Toyota subsidiary to improve the manufacturing process, a QR code is essentially an enhanced version of a barcode, capable of holding nearly 350 times the amount of information. It wasn’t until 2010 that the first QR code scanner and reader applications were released for smartphone platforms in the U.S. Soon after, marketers, retailers, and other industries began using them on a wider scale to bridge the gap between print and digital content.
The QR code was made possible by technology—the invention of the smartphone and mobile web browsing capabilities. At the same time, its lack of success is also due to technological limitations. Essentially, the QR code was ahead of its time. Back in the early 2010s, in order to use a QR code, the user had to first download a special app. They used this app to take a picture of the QR code, wait for the app to process it and redirect to a website—at a time when mobile internet connections were not nearly as fast as they are today. And on top of that, users were often directed to websites that were not optimized for a mobile viewing experience.
Why Now is the Time of the QR Code
Fast forward ten years and QR codes are making a resurgence—particularly among Millennials and Generation Z. Here’s why:
- More people own smartphones today
- High-speed mobile internet is exponentially more prevalent and accessible
- Most smartphones now have QR-code scanners built into their cameras
- QR codes are used within popular social media apps used by teens and young adults, like Snapchat, Facebook Messenger, Whatsapp and Instagram
Social media platforms aren’t the only ones jumping on the QR Code bandwagon. Global industries such as food manufacturing and pharmaceuticals have implemented QR codes on labels and packaging to comply with new regulations. For instance, as part of the Smartlabel QR Code initiative by the Grocery Manufacturers Association, prominent food companies such as Coca-Cola, Nestle, and Colgate include codes on their packaging to direct consumers to a website with more product information.
How QR Codes Can Provide Access to Time-Critical Information
One of the most valuable benefits associations provide to their members is knowledge and education. Most training and education—whether delivered as a pre-scheduled, in-person instructor-led class or as an on-demand web course—is typically consumed outside the window of time when the materials will actually be put into practice. While the learners walk away with a great foundational understanding of the material, they may not remember all the crucial details they need in a real-world situation.
For example, if you’ve ever taken a CPR or basic first aid class, you may have learned how to do proper chest compressions or how to use a defibrillator. Now fast forward six months or even longer, to the first time you need to apply this knowledge. Not only are you battling The Forgetting Curve, but you are also having to do so under extremely stressful circumstances, which further affects your ability to recall specific details.
Now imagine if there was a QR Code affixed on or near the available first aid equipment that immediately served a short demonstration video or the music loop for the Bee Gees song “Stayin’ Alive” to help you stay in rhythm with your chest compressions. QR codes can be a much more practical way of delivering the exact information you need, without having to pull up and search through a website.
Other examples where QR codes could provide just-in-time learning reinforcement:
- For employees of libraries, restaurants, schools, and even corporations who may need to access to public health and safety resources, such as how to handle a specific mental health situation, overdose, or allergic reaction
- For medical professionals who may want access to point-of-care resources to improve health care delivery
- For technicians who need assistance with diagnosis and repair of less-common mechanical issues while on-site
If like many of us, you wrote off QR codes several years ago as an impractical tool that has lost popularity, you may want to think again. Thanks to improvements in the technology that supports the adoption and use of QR codes, these square snippets of data are gaining traction once again and are being more widely adopted not just by marketers, but by industries and end-users—particularly young professionals. Because of their ease to create and implement, organizations should consider how to adopt QR codes as a simple and cost-effective way to take existing materials and re-package them as micro-learning resources, delivered just-in-time, when they are most needed by the learner. | <urn:uuid:45751694-7108-431b-8549-02682be92d35> | CC-MAIN-2020-40 | https://omnipress.com/blog/qr-codes-deliver-just-in-time-training-learning/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600402131986.91/warc/CC-MAIN-20201001174918-20201001204918-00359.warc.gz | en | 0.957553 | 1,023 | 2.84375 | 3 |
Determining the capacity dimension of the Sierpinski gasket is a good starting point because we can easily retrieve the appropriate values for P and S in our formula by examining the fractal image after a few iterations. This image is shown on the left. Observe that it is a triangle, and consists of three smaller triangles with a triangular space between them. These three triangles are identical copies of the entire fractal, so we decide that our value for P will be 3. Now what is the scaling factor? Observation also easily tells us that the edge of the smaller triangles is half the edge of the fractal itself. Thus our scaling factor S is 2. Applying these to our formula, we get:
We came to this result incredibly easily. Note that we have arrived at an irrational result for the gasket's dimension, which conceptually is hard to fathom. However we should not be surprised that many values will produce a non-integral capacity dimension, since our formula involves the ratio of two logarithms.
The key to the ease with which we came up with our P and S values is that the gasket is infinitely complex. The fractal is made up of three exact copies of itself, and thus each of the three smaller triangles is constituted of three smaller gaskets, and so on. If we simply draw three filled equilateral triangles, and stack them in the same way to produce a larger equilateral triangle as shown below, we cannot conclude that the larger triangle has the same dimension as the Sierpinski gasket, because the smaller triangles are definitely not exact copies of the larger one. This figure is actually the second iteration of the gasket, when certain Lindenmayer grammars are used to describe it. The fractal itself is the limit as the number of iterations approaches infinity.
Our capacity dimension formula does not apply to this figure because it is not self-similar.
Note that our value for d is between 1 and 2. From this arises one argument for the validity of the formula for capacity dimension. We observe that because the gasket is infinitely complex, the limit of its length is infinite (a short proof is given below). However, because the gasket is just a line after all (the white area is not part of the gasket), it has zero area. An infinite length suggests a dimension greater than 1, but an area of zero suggests a dimension less than 2, and our result agrees with this. Furthermore, our value for d suggests that the Sierpinski gasket is a little "closer" to being 2-dimensional than it is to being 1-dimensional.
n = 0
Smallest triangles: 1
Initial line length is 1.
n = 1
Smallest triangles: 3
1 triangle is split into 3 by drawing 3 lines of length 1/2.
n = 2
Smallest triangles: 9
3 triangles are split into 9 by drawing 9 lines of length 1/4.
We let n be the number of iterations performed so far, with n = 0 for the first iteration. Observe the first three iterations illustrated above. The first iteration consists of 1 triangle. This is then split into 3 smaller triangles (the centre one doesn't count). Each of these 3 is then split to produce 9 triangles. If we only consider the smallest triangles, at each iteration n there are 3^n of them. These smallest triangles are split into 3 triangles by inscribing three lines inside each: between the midpoints of the edges. These inscribed lines are each 1/2 the length of the triangle being split. If the length of the first triangle's edges is 1, then at n = 1 the inscribed edges have length 1/2 and at n = 2 they have length 1/4, and at iteration n they have length (1/2)^n. So at iteration n, the 3^(n-1) smallest triangles from the previous iteration are split by inscribing 3 edges with length (1/2)^n. Thus at iteration n the length is increased by 3^(n-1)*3*(1/2)^n = (3/2)^n. At n = 0 the length is 3, thus we achieve the formula for the length of the Sierpinski gasket as an infinite sum:
Since the terms in the summation increase as i increases, the sum is divergent and thus the length of the Sierpinski gasket is infinite. QED | <urn:uuid:2b831a61-27e0-4661-a129-e5794b57ff36> | CC-MAIN-2016-07 | http://www.math.ubc.ca/~cass/courses/m308-03b/projects-03b/skinner/ex-dimension-sierpinski_gasket.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701158609.98/warc/CC-MAIN-20160205193918-00314-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.945545 | 930 | 2.9375 | 3 |
(1) Mathai and Polito have misinterpreted the data regarding the randomization of the eligible population.(2) Due to memory constraints, we were unable to conduct all randomizations on the total data set.(3) As the titles suggest, the two workshops focus on approximation algorithms and randomization .(4) Exercise order was randomized so an equal number of subjects performed either exercise first.(5) The order of the response options was randomized across stories and subjects.(6) The order of the questions was randomized but was the same for all participants.(7) We measured outcomes at two months and four months after randomisation by mailed questionnaires.(8) Both sets had identical problems but presentation order was randomized for each set for each participant.(9) The order in which the trials were presented was randomized separately for each participant.(10) It is possible to conceal the randomisation in every randomised trial.
(1) randomize :: randomize
English to Welsh Dictionary: randomize
Meaning and definitions of randomize, translation in Welsh language for randomize with similar and opposite words. Also find spoken pronunciation of randomize in Welsh and in English language.
Tags for the entry "randomize"
What randomize means in Welsh, randomize meaning in Welsh, randomize definition, examples and pronunciation of randomize in Welsh language. | <urn:uuid:06a8f9a4-83d8-484f-91cf-81b67726975e> | CC-MAIN-2020-40 | https://www.english-welsh.net/?q=randomize | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400250241.72/warc/CC-MAIN-20200927023329-20200927053329-00791.warc.gz | en | 0.931367 | 272 | 2.640625 | 3 |
Music is said to make invisible realms visible. For humanity, even with the most advanced scientific equipment, we still cannot perceive the order of life and the cosmos. Maybe a musical instrument would take us to a more complete understanding of life than a microscope ever could.
Music can play a very dramatic role in shaping your worldview and in creating the narrative and image you use to define yourself, your culture, and your very existence. Around 500 B.C., the ancient Greeks delineated and understood the medium of music as a means to harmonize humanity and civilization with the characteristics of the cosmos that would lead us toward spiritual fulfillment.
In the book Listening and Voice: Phenomenologies of Sound, by Don Idhe, he details the qualities of the auditory dimension and its effects on us: “Phenomenologically I do not merely hear with my ears, I hear with my whole body. My ears are at best the focal organs of hearing.”
The ancient Greek understanding of humanity, our purpose in the world, and of our abilities and faculties of perception, were radically different than our understanding of it today. The Greek word for “to hear” (akouein) means “to obey.” Our modern, empirical concept of hearing is purely auditory in its meaning, but for the ancient Greeks, to hear was “to understand.” They tried to listen to the world and harmonize their music to the cosmic order in order to align themselves with it. With all of their faculties of perception, they were meant to glean the intent of the Creator and obey it.
Everything in existence had a design that conveyed a message of the will of the Creator, as the ancient Greeks understood it. Truth, goodness, and beauty were thought to be the fundamental characteristics of existence. Within life, there is an equilibrium of good and evil, of right and wrong behavior. Mankind was to strive toward what was true, good, and beautiful as it was determined and made by the Creator.
In short, what is true gives us a glimpse of the universe’s nature removed from our deluded state as human beings. Beauty is defined as a means to guide and take us to what is true and good. Goodness is the wisdom of the Creator. Within humanity, goodness exists within traditional, orthodox culture and wisdom.
In the Western world, these values had been held and adopted by Christianity and within society at large up until the 19th century during the Enlightenment. Thereafter, the world began to be defined by scientific rationalism and moral relativism led by intellectuals in the Salons of Germany and France looking for novel ideas that eventually became our widespread modern dogma. Belief in traditional values eroded as a result of the intellectuals, who concocted and espoused Marxist ideals that promoted atheism and liberation from traditions.
Society began to place more value on the temporal and material. The height of existence for mankind then became worldly goals and desires. The bridge toward eternal wisdom had been demolished with these new ways of viewing the world.
In the realm of music, this shift in thinking has led to a dramatic difference in the types of music that are sung and celebrated. Music now flaunts drug use, violence, materialism, and every hedonistic desire imaginable, moving us further away from truth, beauty, and goodness. According to the ancient Greeks, moving away from the characteristics of the cosmos shifts us closer toward cultural deterioration and destruction.
Changing what music is celebrated, according to the ancients, would lift our senses and perceptions back toward harmony with the cosmos and life itself. Studies have corroborated that wisdom.
A Texas school did an experiment to test the behavior of students. They broadcast Bach and Mozart in between classes. Not surprisingly, instances of aggressive and bullying behavior dropped sharply. In 2005, authorities in London tapped into the melodies of Schubert’s Serenades to pacify its subways. Reports of crime in those areas dropped 33 percent. Classical music in these cases simply played the role in defining the space as one that is supposed to be calm and orderly.
In a study published by Peer J to examine the biological effects music has on the human body, participants listened to Mozart’s Violin Concerto No. 3 in G Major K.216. The Concerto had been shown to lead to an increase in up-regulated genes. Up-regulated genes, according to the study, “… are known to be associated with dopamine signaling, synaptic neurotransmission, synaptic function, learning, memory, and cognitive performance.”
If a person shapes their identity around classical and traditional music, their character will no doubt benefit. If we define ourselves with the lofty airs of Corelli or the soft strums of a folk guitar, it builds a foundation for our character based on its melodious, calm, and principled nature. Our self-efficacy and sense of self-worth and self-respect improve in a constructive manner that benefits all of society. To redeem and enrich the senses, as Dr. Stephen Turley put it in his book Beauty Matters, speaking in terms of the classical understanding of the world, “… involves a re-directing or retraining of the senses away from the carnal and the sensual toward the eternally True, Good, and Beautiful.”
Traditional and upright music can calm a person, reshape one’s self-image, and alter how we perceive the world. Beautiful music can redefine the space it is played in. If this type of music is celebrated at a national level, a country will then be uplifted. The cities and streets will become calmer and be brought closer to true beauty. Society would change within a day. | <urn:uuid:f65d37d8-01d8-4b7d-b566-c0fe913d09cf> | CC-MAIN-2020-10 | https://www.visiontimes.com/2019/09/21/civilizing-music-a-song-can-change-a-life.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145621.28/warc/CC-MAIN-20200221233354-20200222023354-00228.warc.gz | en | 0.962004 | 1,172 | 3.6875 | 4 |
The reality is, even once you’re past the age of night feeds and sleep regressions, you will still likely experience sleep problems with your children. The good news is, there’s always a solution.
School-going children need at least nine hours of sleep each night (don’t we all!) and not achieving that level of rest can cause problems in other areas of their lives, including school and extracurricular events.
Sleep problems could be related to everything from bedtime routines and sleeping environments to lifestyle and mental wellbeing. Parents should be able to identify most sleep problems quickly and start to make changes to encourage better sleep habits.
Typical Sleep Problems In Children
Coughs & Colds
Common illnesses in children, such as colds, coughs or ear infections, will make it harder for them to settle and/or stay asleep. This is a completely normal situation and should be a short-term issue. Once the illness has cleared, your child should return to their normal sleeping habits.
Another (unfortunately) common occurrence is for your child to have nightmares. Hopefully, these are infrequent and therefore shouldn’t disrupt their sleep too much.
However, if you find your little one experiencing nightmares regularly then talk to them about what’s happening and how you can help. For example, they might require a nightlight or have something that they need to talk about. Often, however, nightmares are a symptom of a child being overtired and thus needing to go to bed earlier to get additional sleep can often be the most helpful solution.
Speaking of their mental wellbeing, it’s easy to forget sometimes we’re raising little humans with their own worries and stresses.
When children are upset they may struggle to get to sleep or wake in the night. Talk to your children about their worries and work on a solution together. It’s important to acknowledge their feelings and let them know it’s good to be open and honest.
Wetting The Bed
If your child is wetting the bed through the night then this could be due to something simple like too many fluids too close to bedtime, but it could also be a medical issue.
Start by making small changes such as increasing water intake earlier in the day so you can reduce it closer to bedtime and making sure they use the bathroom right before bed.
You can also choose to bring them for a 'sleepy wee' right before you go to bed at night to see if that helps them to stay dry for the rest of the night.
If you find bedwetting still to be a frequent issue after you’ve made the necessary lifestyle changes, consult your GP.
Issues With Their Sleeping Environment
Don’t underestimate the power of a good sleeping environment for your children. Just like when they were babies and even some of us adults, children are sensitive to noise, light, and temperature. Ensure their room is dark. If your child does require a nightlight ensure it is orange, yellow or red - not blue or white - in colour. Make sure the room is not too hot or cold.
Signs Of Sleep Problems To Look Out For
You will likely be aware of changes in your child’s behaviour which could be caused by several reasons, but typical signs related to sleep problems include unexplained tiredness, such as falling asleep at school or trouble waking up in the morning.
You may also notice that when they are asleep they’re snoring, grinding their teeth or are restless. Thankfully, as above, there is often an easy solution to improve your child’s sleep.
3 Ways To Improve Sleep
Review Your Bedtime Routine
It may be that you have already got an established bedtime routine down, but consider which elements need to change as your children get older. If your current routine is no longer working, it could be time for a refresh.
Set a regular bedtime each night and try not to vary from it – every day of the week. As tempting as a lazy morning may sound, children’s wake-up or bedtime shouldn’t differ drastically on the weekends.
Turn Off Devices
Your bedtime routine should be relaxing and a chance for everyone to wind down and this includes no screen time. Set a time, about an hour before bed, and turn off any TV, tablets, iPads or other devices as part of the bedtime transition.
Wear Them Out
The oldest trick in the book! By encouraging lots of activity and exercise throughout the day, not only are you keeping your child healthy but also helping tire them out before bedtime. If they’re burning off steam through the day, you will find by their bedtime they’re more than ready for some shut-eye, just avoid letting them become overtired.
It’s also important to consider their eating habits and what they’re consuming later in the day. For example, parents should avoid letting children consume anything that contains caffeine or sugar too close to bedtime. Your children should be satisfied but not too full or hungry come bedtime.
Getting Help When Needed
School-aged children should be able to communicate what’s keeping them up. For example too much noise or too many worries. However, there are a few typical sleep problems you may face sooner or later when raising your little ones and it helps to know you’re not alone.
Above all else, it’s important to know when to get outside help. Depending on the problem you’re facing, consider reaching out to a child sleep specialist or even their GP. Some sleep problems will be sporadic and short-term while others may require professional support. | <urn:uuid:e9044937-5d0c-4ccf-a83f-02a7f41d2caf> | CC-MAIN-2022-40 | https://babogue.com/sleep-problems-for-school-aged-children/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335362.18/warc/CC-MAIN-20220929163117-20220929193117-00507.warc.gz | en | 0.955942 | 1,190 | 2.78125 | 3 |
Draft park plan includes climate change responses
The draft plan of management for Bouddi National Park proposes responses to probable effects of climate change.
The draft mentions that projected increases in temperature, number of hot days and severe fire weather days are likely to influence bushfire frequency and intensity across the Hunter Central Coast.
"Coastal erosions and hazards are also likely to increase,'' the draft says.
"Potential consequences within the park include damage to infrastructure in low-lying areas at Putty Beach and Little Beach, and erosion and slumping at Lobster Beach.
"Species most at risk are those unable to migrate or adapt, particularly those with small population sizes or with slow growth rates. Low-lying coastal ecosystems and fragmented ecosystems are at highest risk.
"Programs to reduce the pressures arising from other threats, such as habitat fragmentation, invasive species, bushfires and pollution, will help reduce the severity of the effects of climate change."
Website, 1 Jul 2019
Draft management plan, Environment NSW
Add a comment
Comments entered here may be published in the Forum section of Peninsula News.
Name, full residential address and daytime telephone number are required, but
only name and suburb will be published. This is a moderated forum: Contributions
will not appear here until they are approved by the editor. Contributions may appear in an edited form. | <urn:uuid:f81f1d02-e29e-4e2f-a440-6e23046d0d4f> | CC-MAIN-2019-35 | http://peninsula.news/2019/0708/default.aspx?item=Plan | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315865.44/warc/CC-MAIN-20190821085942-20190821111942-00228.warc.gz | en | 0.935712 | 279 | 2.703125 | 3 |
Steel and the circular economy
This article addresses the developing circular economy agenda and specifically, steel and steel-framed buildings’ circular economy credentials.
All steel construction products are inherently recyclable however, structural steel elements are also inherently reusable. Many of the attributes of steel and steel structures are covered elsewhere on this website but are brought together here in the context of the evolving circular economy agenda.
[top]What is the circular economy?
A circular economy is an alternative to a traditional linear economy (often described as a take, make, use, dispose economy) in which we keep resources in use for as long as possible, extracting the maximum value from them while in use, and then recover and regenerate products and materials at the end of each service life. Since the last industrial revolution, economic growth has been strongly coupled to primary resource consumption; circular economy models attempt to decouple economic growth and resource use since it is recognised that current global consumption patterns are not sustainable.
The figure (right), developed by the Ellen McArthur foundation, is one of the best accepted representations of circular economy concepts. The left hand (green) half of the figure represents biological cycles such as timber and the right hand side (blue) represents technical materials, including, in the context of construction, concrete, metals, plastics, etc.
There are two fundamental concepts to highlight within the figure:
- Leakage out of the circular system, to energy recovery or landfill, should be avoided wherever possible
- Within the concentric circles, the smaller the diameter the more efficient the process.
The Ellen MacArthur figure is in fact conceptually, very similar to the EU and UK waste hierarchy which ranks waste management options according to what is best for the environment and has been a central concept in EU and UK waste policy frameworks for many years.
Within the context of the circular economy it is important to understand the difference between reuse and recycling. This is particularly important in the case of the term recycling which has a loose definition in general parlance but a more specific definition within waste management and the circular economy. The following definitions have been used in this article:
- Recycling is the process of converting waste materials into new materials and products; these can be the same or different to the original material or product. Generally the recycling process requires energy.
- Reuse is defined as the subsequent use of an object (in its original form) after its first life. It may be repurposed, but the object will only have minor alterations, retaining a similar (or the same) form.
It is important to differentiate between different types of recycling since the environmental or circular economy benefit (generally assessed using life cycle assessment) can vary significantly:
- True or closed-loop recycling in which products are recycled into products with exactly the same material properties. An example of true recycling is recycling steel by remelting
- Downcycling which describes the process of converting materials into new materials of lesser quality and reduced functionality. Examples of downcyling in construction include crushing concrete to produce aggregates for fill and chipping timber products to produce chipboard, or animal bedding etc.
Within the circular economy, the end-of-life credentials of construction products are important because although buildings are generally long-lived products, they do consume significant material resources and unless we keep these resources in-use, through reuse or true recycling, circularity is lost. Structural materials differ significantly in their end-of-life credentials; this is a function both of the inherent material properties and the resulting structural forms.
The UK Green Construction Board is working to embed circular economy thinking in the built environment and have developed a useful interactive knowledge resource for circular economy thinking in construction.
[top]Construction and demolition circular economy drivers
At a macro level, circular economy drivers include:
- Global population growth and rising standards of living leading to greater demand for resources which is unsustainable following existing linear models
- Security of supply and price volatility particularly for important resources such as rare earth minerals but also energy
- Environmental impact of winning new resources; for many materials and products, recycling has a lower environmental impact than producing then from primary resources.
In terms of policy, the most significant driver is the EU Circular Economy Package which was launched in 2015. The Package, which includes revised legislative proposals on waste, includes measures to stimulate Europe's transition towards a circular economy which aims to boost global competitiveness, foster sustainable economic growth and generate new jobs.
Proposed actions will contribute to "closing the loop" of product lifecycles through greater recycling and re-use, and bring benefits for both the environment and the economy. The plans aim to extract the maximum value and use from all raw materials, products and waste, fostering energy savings and reducing greenhouse gas emissions. The proposals cover the full lifecycle: from production and consumption to waste management and the market for secondary raw materials.
The Circular Economy Package gives a clear signal to economic operators that the EU is using all the tools available to transform its economy, opening the way to new business opportunities and boosting competitiveness. The broad measures for changing the full product lifecycle go beyond a narrow focus on the end-of-life stage and underline the Commission's clear ambition to transform the EU economy and deliver results. Innovative and more efficient ways of producing and consuming should increasingly emerge as a result of the incentives we are putting in place.
Although the EU CE Package covers all economic activity, many of the proposed measures are directly applicable to the construction industry.
Construction and demolition waste (CDW) is one of the heaviest and most voluminous waste-streams accounting for around 31% of total waste generation. Consequently, CDW has been identified as a priority waste stream by the European Union.
Key actions adopted by the EU include:
- Development of quality standards for secondary raw materials
- Development of eco-design measures
- Revisions to waste legislation including target setting to reduce landfill and increase recycling
- Promotion of economic instruments to discourage landfilling
- Simplified and improved definitions and harmonised calculation methods for recycling rates throughout the EU
- Measures to promote re-use and stimulate industrial symbiosis – turning one industry's by-product into another industry's raw material.
In the latest communication on the Circular Economy Action Plan (2020), the EC has stated their intention to exploit the potential for increasing material efficiency and reducing climate impacts by launching a new comprehensive Strategy for a Sustainable Built Environment. This Strategy will ensure coherence across the relevant policy areas such as climate, energy and resource efficiency, management of construction and demolition waste, accessibility, digitalisation and skills. It will promote circularity principles throughout the lifecycle of buildings by:
- addressing the sustainability performance of construction products in the context of the revision of the Construction Product Regulation, including the possible introduction of recycled content requirements for certain construction products
- promoting measures to improve the durability and adaptability of built assets in line with the circular economy principles for buildings design and developing digital logbooks for buildings
- using Level(s) to integrate life cycle assessment in public procurement and the EU sustainable finance framework and exploring the appropriateness of setting of carbon reduction targets and the potential of carbon storage
- considering a revision of material recovery targets set in EU legislation for construction and demolition waste and its material-specific fractions
- promoting initiatives to reduce soil sealing, rehabilitate abandoned or contaminated brownfields and increase the safe, sustainable and circular use of excavated soils
Although the UK was generally supportive of the EU Circular Economy Package, it is unclear, post-BREXIT, how UK policy to deliver a more circular economy will evolve. It is noted that in a statement issued in July 2020, the UK Government reinforced its commitment to align with the EU Circular economy package.
Under the Green Construction Board (GCB) the UK Government is working with the construction industry, to provide leadership in the move towards more CE thinking. More information on the GCB’s work is available here.
WRAP has been a leading UK player in waste and resource efficiency since 2000. WRAP has developed a 2020 vision for a more circular UK economy focussed using fewer materials, reducing waste and increasing recycling. It is noted that WRAP’s vision is not UK Government policy.
[top]Benefits of the circular economy
There have been a number of studies quantifying the potential economic opportunity/benefits of the circular economy. Some of the predictions are staggering and include:
- $4.5 trillion globally next 15 years (Accenture Waste to wealth: creating advantage in a circular economy)
- UK NMR £10 billion profit increase (Next manufacturing revolution (2013))
- $380 billion pa EU material cost savings (Ellen MacArthur Towards the circular economy (2013))
- Europe net economic benefit €1.8 trillion by 2030 (Growth within: a circular economy vision for a competitive Europe McKinsey (2015))
Some experts predict that the circular economy will drive the next (fourth) industrial revolution.
As well as creating opportunities for economic growth, a more circular economy will:
- Reduce waste
- Drive greater resource productivity
- Deliver a more competitive UK economy.
- Position the UK to better address emerging resource security/scarcity issues in the future.
[top]Steel’s circular economy credentials
Steel has excellent circular economy credentials both as a material which is strong, durable, versatile and recyclable and, as a structural framing system, which is lightweight, flexible, adaptable and reusable. Steel’s combination of strength, recyclability, availability, versatility and affordability makes it unique.
Main article: Corrosion protection
A circular economy promotes long product lives. Maintaining products at their highest utility and value for as long as possible, is a key component of the circular economy. Put simply, the longer a product lasts the less raw materials will need to be sourced and processed and less waste generated. Steel construction products are inherently durable meaning not only that will they last a long time but also that many steel construction products can be reused after their first life.
Properly designed and, where appropriate, properly protected steel structures provide long-term durability. Buildings like the National Liberal Club in London (1887) and structures like the Forth Rail Bridge (1890) demonstrate the longevity of steel buildings and structures.
- Steel is infinitely recyclable
- Structural steel products are durable, robust and dimensionally stable elements that are generally bolted together to form structural assemblies; as such they are inherently demountable and reusable
- Steel structures can be easily extended and reconfigured in-situ to extend building lives.
Steel is not a single material. In fact there are more than 3,500 different compositions or grades of steel with different physical, chemical, and environmental properties; each tailored to specific applications in sectors as diverse as packaging, engineering, white and yellow goods, vehicles and construction.
Approximately 75% of modern steels available today have been developed in the past 20 years. If the Eiffel Tower were to be rebuilt today, engineers would only need one-third of the steel that was originally used (in 1889) because of the strength and quality improvements achieved by the steel industry over the last century.
Construction is the largest market sector for steel in the UK accounting for around one third of all consumption. Steel’s versatility promotes recycling since steel scrap can be blended, through the recycling process, to produce different types of steel (different grades and products) that meet changing demands over time. For example, steel from redundant industrial machinery can be recycled into more contemporary products such as cars or white goods which, in turn, can be recycled into new, maybe as yet undiscovered, applications in the future. The Lackenby Meltshop case study demonstrates this versatility in practice.
For example, an S460 grade beam weighs 32% less than a standard S355 grade beam of the same length and thickness. Material savings are around 30%. These new steels satisfy the demands of architects and designers for materials which enable them to create light and economical structures.
Steel is 100% recyclable without loss of its inherent material properties and is the most recycled industrial material in the world, with over 650 Mt recycled annually.
Steel’s two key components are iron ore, one of Earth’s most abundant elements, and recycled (scrap) steel. Once steel is produced (from iron ore) it becomes a permanent resource for society; as long as it is recovered at the end of each product life cycle, because it is 100% recyclable without loss of quality.
In theory, all new steel could be made from recycled steel. However, this is not currently possible because global demand for steel exceeds the supply of scrap. This imbalance is due to steel’s global popularity and its durability; meaning that an estimated 75% of steel products ever made are still in use today.
Steel products in-use today all contain a proportion of recycled steel from previous incarnations; this can be one or many previous uses. Originally this ‘recycled’ steel was produced from iron ore and therefore how the initial impacts of primary production, are shared over subsequent uses of the same material is an important question in quantifying its whole life environmental impacts.
As long as recycling continues therefore, the life of a steel product (or more accurately the steel within it) is, in effect, infinite and individual incarnations or uses of a steel product, are merely parts of the larger life cycle of the material. By considering the environmental impact of these intermediate lifecycle stages in isolation, an incomplete, ‘snap-shot’ of the overall impact is obtained. For example, by only considering the recycling step but excluding the initial, generally larger, impact from the initial primary production. This is further explained here.
Steel recycling rates vary by country and product type. Two UK studies have been undertaken to estimate the recycling rates of structural steel. The most recent survey (2012) shows that 100% of structural steel sections is recovered from demolition; 93% for recycling and 7% for reuse.
Main articles: Target Zero
Using less materials is another key component of the circular economy.
Steel is strong and has a good strength-to-weight ratio. Compared to other commonly used, structural materials, steel buildings are lightweight meaning that significantly fewer materials are required to construct them.
Not only does this reduce the weight and the environmental impact of the above ground structure, but importantly, it can also reduce foundation loads meaning that fewer and smaller foundations are required compared to heavier structural forms.
As part of the Target Zero study, the weights of equivalent steel and concrete-framed buildings were compared. The designs were independently undertaken by AECOM and the quantities (and costs) calculated by the Sweett Group (now part of Currie & Brown).
The building on which the office building research was based is One Kingdom Street, located in the Waterside regeneration area near Paddington railway station in Central London. This Grade A office building was completed in 2008.
The building was designed to achieve the maximum floor plate depth consistent with British Council for Offices (BCO) guidance. A typical office floor plate provides approximately 2,500m² of highly flexible space on a 1.5m planning grid. Two structural forms were compared:
- Cellular steel beams supporting a lightweight concrete slab on profiled steel decking (Base case)
- 350mm thick post-tensioned concrete flat slab (Option 1)
The figures below show the mass of materials used to construct each of the two office building alternatives, broken down by building element and material type. The total mass of materials used to construct the office building was 32.3mt for the steel-framed Base case compared to 55.4mt for the concrete-framed option, i.e. the concrete-framed building was 72% heavier than the steel-framed building.
The figures show that most of the materials are used in the foundations (22% to 36%), bearing structure (22% to 23%) and particularly the upper floors (31% to 50%). Concrete is by far the most abundant material used to construct the office building representing between 68% (Base case) and 86% (Option 1) of all materials by weight. Compared to the base case building, the post-tensioned concrete building (Option 1) requires an additional 25,692kt of concrete.
For further information and results see the Target Zero office design guide.
Main articles: Steel manufacture
Material efficiency is an integral part of the modern steelmaking process. The goal is to use all raw materials to their full capacity and eliminate waste from steelmaking. This approach includes industrial symbiosis in which almost every by-product formed during steelmaking is used in new products. This minimises the amount of waste sent to landfill, reduces emissions, and preserves raw materials.
As with all large-scale manufacturing processes, the production of iron and steel generates by-products. On average the production of 1 tonne of steel results in 200 kg (EAF) to 400 kg (BF/BOF) of by-products.
The main by-products produced during iron and steel production are slags (90%), dusts and sludges. The worldwide average recovery rate for slag varies from over 80% for steelmaking slag to nearly 100% for ironmaking slag.
Slag is used to make a range of products including cement, fertilisers, and asphalt. Process gases from iron and steelmaking are typically used within the steelmaking plant, replacing steam and electricity, or exported to the local grid. Other by-products such as dust are reclaimed for their high metallic content.
[top]Reuse and remanufacture
Main articles: Recycling and reuse
Structural steel sections are inherently reusable. Reuse, as opposed to the current, common practice of recycling structural steel by remelting, offers significant potential in terms of resource efficiency and carbon emission savings.
There are many steel-based temporary works systems which are highly reused (see below); the challenge it to develop permanent works systems that are similarly reusable.
Reusing reclaimed structural steel is not a new idea; in fact, the practice was more prevalent in the past but has declined over the last few decades. There are several reasons for this the most significant including (new) development programme constraints and tougher health and safety requirements in relation to demolition activities, in particular, working at height. Reuse is technically viable, as demonstrated by isolated projects and in certain niche markets, but there are barriers to mainstream reuse.
Steel reuse generally happens in three main ways:
- In-situ reuse in which the structural frame is reused, with or without alterations, in-situ. This is generally associated with refurbishment projects and it is currently the most common way of reusing structural steel in the UK
- Relocation reuse involves deconstruction of an existing steel frame, which is then transported and re-erected, generally in its original form, at a different location for the same or similar purpose
- Component reuse involves careful deconstruction of an existing structure where individual structural steel members are reclaimed and used to construct a new permanent structure.
Reusing simple, low-rise structures such as portal frames, is relatively common particularly in the agricultural sector. Larger, whole building reuse is less common (other than in-situ refurbishment) but there are some examples, such as the SEGRO case study, where this has worked well under certain scenarios. Component, i.e. beam or column, reuse is relatively rare and often challenging on large projects but is relatively commonplace for small-scale domestic projects.
Some steel stockists offer reclaimed steel sections alongside new steel and others offer excess, unused steel tube from the offshore industry for use in the construction industry particularly for piling.
The SCI, working together with the University of Cambridge, has recently completed two research projects into structural steel reuse exploring the barriers to more mainstream reuse, the economics of reuse and assessing the feasibility of developing a website for trading and sharing information about reclaimed structural steel.
Summary conclusions from these studies include:
- Structural steel (open or closed) sections are durable and dimensionally stable construction components. Of the range of steel products used in construction, they are considered to be the most suitable steel products for reuse.
- Consultations with the supply chain, confirm the technical viability but also identify the many, real and perceived, barriers to reuse; particularly to more mainstream reuse. These include barriers across the supply chain, particularly the additional cost and longer procurement and construction programmes.
- Based on consultations with the steel construction supply chain, the overall ranking of barriers in descending order of importance, is:
- Availability of reclaimed sections particularly of the desired size, volume and in the right place at the right time
- Issues relating to the quality, traceability and certification of reclaimed sections
- Additional cost associated with using reclaimed sections
- (Lack of) supply chain integration; particularly communication and sharing information through the supply chain and trust (and risk sharing) between companies
- Additional time required within construction programmes to allow for using reclaimed steel; in general, additional time incurs addition cost
- Reclaiming and reusing structural steel is a relatively uncommon practice and many organisations simply do not have the skills or experience to do it
- The perception that reclaimed steel is somehow inferior to new steel sections.
- The historical (2000-16) price range between new steel sections and scrap sections (grade OA scrap) reveals an average price difference of £313 per tonne over this timeframe. This differential represents the profit opportunity for reuse before the additional deconstruction costs (testing and certification, storage and refabrication costs) are taken into account.
- The economic case for widespread reuse today is marginal. Under current UK economic and legislative conditions, the conclusion is that, other than the small-scale and niche markets identified and under certain project specific circumstances, mainstream structural steel reuse is not viable today. The lack of economic incentive is compounded by the lack of any legislative drivers. We conclude that in the short-term, this situation in the UK, is unlikely to change dramatically. There are however potential macro-economic benefits through steel reuse since currently around 70% of UK steel scrap is exported whereas a larger reuse market would retain greater economic value within the UK.
Although more mainstream structural steel reuse is unlikely under current UK economic and legislative conditions, BIM technologies overcome several of the barriers to steel reuse by providing certainty about material properties, traceability and provenance and eliminating the need for testing. Looking ahead therefore, structural steel (BIM) models offer a cost effective means of enabling future reuse.
Steelwork contractors have been using BIM models for years and routinely offer their clients as-built structural models on building handover. By storing such models in a secure database, this will future-proof UK steel structures and will assist with refurbishment, extension and eventually deconstruction of the building to facilitate reuse of the steel elements or optimising the recycling process. The UK steel construction sector is exploring how to provide a service to do this.
[top]Flexibility and adaptability
Extending the life of buildings is another key aspect of the circular economy. This can be achieved by making buildings that are both flexible and adaptable to change so that they last longer and greater value is extracted from the materials and resources used to construct them.
The pace of change in all walks of life has never been greater. Changing work patterns, new building services and information technologies, changing demographics and new legislation are all putting new and different demands on buildings. Sustainable buildings should be flexible to change of use and adaptable to future needs and requirements be they regulatory or market driven.
Difficulty in adapting buildings to change often leads to their premature redundancy and subsequent demolition. Even before redundancy, failure or inability to adapt and upgrade buildings can compromise occupant comfort and, in commercial buildings, reduce their productivity.
Although the definitions of adaptability and flexibility are often blurred, the following definitions are generally adopted:
- Adaptable building - a building that has been designed, constructed and maintained with thought of how it might be easily altered to prolong its life, for instance by addition or contraction, to suit new uses or patterns of use (adapted from Addis and Shouten)
- Flexible building - a building that has been designed to allow easy rearrangement of its internal fit out and arrangement to suit the changing needs of occupants (Addis and Shouten).
In addition, adaptable buildings should be designed to be able to accommodate the predicted impacts of climate change, for example higher temperatures, higher and more concentrated rainfall and more frequent and severe storm events, including flood resilience.
The useful life of buildings can be extended through the adaptation and reconfiguration of internal space and walls, structural extension and upgrading of the external envelope, etc. In these ways the life cycle costs and the environmental impacts of the building are reduced as more value is obtained from the same resources.
There are three principal areas in which buildings can be made more flexible and/or adaptable:
- Structural extension (vertically or horizontally) to accommodate change of use or the changing requirements of the building owner
- Internal flexibility to accommodate change of use, different working patterns or the requirements of different tenants/owners
- Flexible building services to enable servicing upgrades or change of building use without impacting the structure.
Steel-framed buildings are among the most adaptable and flexible assets a business can invest in. The steel frame itself can be easily adapted, with parts added or taken away, and its light weight means that extra floors can often be added without overloading existing foundations.
Steel structures are commonly used to renovate buildings for example behind retained facades. In this way the historic value, character and resources of the façade are retained and the building structure can be reconfigured to create open, flexible internal space that meets modern client requirements and maximises net lettable floor area.
Kinnaird House (below) was constructed in the early 1920s using Portland stone held in place by an integral steel frame. The client's main criterion for the redevelopment was that the existing character of the building should be maintained while maximising the net lettable floor area.
This was achieved using a shallow floor system, tied to the original steel stanchions, and lightweight concrete on steel decking. The consequential reduction in load carried by the foundations enabled an additional floor to be inserted into the old banking hall area and an extra floor to be added for plant at roof level. The shallow floor construction also allowed an unhindered services zone across each floor plate. The redevelopment of Kinnaird House achieved an excellent BREEAM rating.
Shallow floor system behind the retained facade
The large column-free spaces created by long span steel sections mean that buildings can be constantly adapted to cope with the changing requirements of its occupants. Building interiors can be easily and economically adapted, avoiding the high costs of redevelopment or demolition.
Having fewer columns provides a major benefit to building owners and users, as it is easy to subdivide space or alter it in any way that changing circumstances demand. In competitive property markets open spaces provided by constructional steelwork allow premium rents to be charged.
The St John Bosco Arts College in Liverpool is a great example of a flexible steel-framed building. Eleven large trusses support the roof and create 55m-wide column-free space that provides flexible space that can be reconfigured or changed using movable partition walls.
Steel frames also offer many solutions to integrate building services within the structural floor zone including systems such as shallow floor construction and long-span beams with regular or tailor-made openings in the beam webs.
The basic decision to either integrate the services within the structural depth or to suspend the services below the structure affects the choice of structure, the fire protection system, the cladding details and the overall building height. There are two general approaches to design to accommodate the horizontal distribution of services:
- Minimise the structural zone so that services pass underneath. This is the approach used in shallow floor construction in which the structural zone is only around 300mm.
- Distribute services within the structural zone, for example by provision of large openings within the depth of the steel beams. This is best achieved in long span construction where the beam depth is dictated by structural requirements and large openings can be provided within this depth
Flexible services distribution has a double benefit, initial design and construction programming is made easier since the structural design and fabrication can be progressed before the precise service requirements and routing is finalised. Also the building is more adaptable to meet future servicing requirements resulting from, for example, a change of use or tenant or simply to upgrade the services.
[top]Design for deconstruction and reuse
Design for deconstruction and reuse is an important discipline in sustainable construction and central to the circular economy. Current practice, driven by cost, programme and H&S constraints, is generally to demolish buildings with little thought about preserving the integrity and value of components for reuse. Only by designing buildings for deconstruction can we make reuse of building components more commonplace.
The ability to reuse building components is, to a large extent, dependent on how buildings have been constructed in the first place. Although designers routinely consider the constructability of buildings, historically little thought is given to their deconstruction and how elements and components could be reclaimed and reused.
By ‘Designing for Deconstruction’ (DfD) there are long-term savings to be made in the amount of material used and the associated embodied carbon as well as reduced waste arisings. This can be achieved by ensuring that components that are specified can preferably be reused rather than recycled or downcycled at the end of their life; maintaining their value. DfD is one of the key parts of the jigsaw to assist the construction industry in achieving higher levels of resource efficiency and embedding circular economy thinking.
At its simplest level, there are two main considerations:
- The types of materials and components used; some products, like structural steel, are inherently more reusable than other structural materials and systems.
- The way the materials and components are put together (thus able to be taken apart) and deconstructed.
WRAP has defined Design for Deconstruction and Flexibility (DfDF) as one of the five principles for designing out waste within its Designing out Waste Guide. Consideration of DfD needs to be embedded within the key stages of the design process to ensure it is considered at the earliest stages of a construction project where the opportunity for influence is at its greatest. According to BS 8895-2, consideration of DfD should be given where feasible during the Concept and Developed design stages of the RIBA Plan of Work Stages
Common principles to follow in design for deconstruction and reuse are:
- Simplicity – design building systems and interfaces that are simple to understand, with a limited number of different material types and component sizes.
- Transparency – design building systems that are visible and easy to identify
- Standardisation and regularity – design building systems and materials that are similar throughout the building and laid out in regular, repeating patterns. Where possible, standardise elements
- Design the building to be built from the ground up and avoid transfer systems that ultimately support the structure from above.
- Design for prefabrication, preassembly and modular construction: Prefabricated units are easily deconstructed and modularity allows assemblies rather than individual elements to be reused.
- Simplify and separate building systems – use a ‘layering approach’ to keep elements of the building (with different anticipated lifetimes) separate
- Use mechanical/gravity-based design principles in preference to chemical-based design.
Materials and components
- Minimise the number of different types of materials
- Minimise the number of types of components – fewer larger elements which are more durable and easier and quicker to remove are more likely to be reused
- Minimise the number of members required. This reduces the complexity both in construction and deconstruction. Longer members are more readily usable - it is easier to trim a member to the required length than extend it.
- Avoid secondary finishes to materials
- Size components to suit means of handling and provide adequate access to components and their connections
- Apply realistic tolerances during manufacture
- Use lightweight materials and components
- Use reusable materials: chose materials that are inherently durable and reusable and retain their value through reuse
- Use durable components - it is important that the components that can be readily recovered without damage are durable enough to be repaired or reused with the minimum of work and cost.
- Identify points of disassembly and ensure they remain accessible.
Connections and fasteners
- Simplify and standardise connection details: This allows for efficient construction and deconstruction and facilitates reuse without modification after deconstruction..
- Use mechanical fasteners in preference to chemicals such as sealants and adhesives.
- Make connections visible/accessible
- Use bolted connections in preference to welded connections
- Design for modular and panelized elements that are readily fit into common dimensional standards and possible de-panelization – this is also related to design using standard structural and planning grids.
- Record as-built conditions, i.e. what was built not just what was designed
- Provide a deconstruction plan outlining general concepts where the load path for the self-weight of structure and deconstruction loads follow conventional paths. Provide specific detailed plans where load paths are not conventional. All load transfer systems should be identified.
- Record adaptations to building over its life
- Ensure information is securely stored and remains accessible.
Specifically in relation to structural steel:
- Provide clear documentation of all steel members used in the structure, including, size, grade, length, and connection details
- Keep records of the steel supplied, specifically mill test certificates including manufacturer, production date and standard.
- Ideally steel members should have a permanent marking or tagging to assist in traceability and to identify chemical and mechanical properties.
Park 2020 is a business park near Schiphol airport in the Netherlands. The Fokker distribution centre is a cradle-to-cradle (C2C) certified steel-framed building designed to be demountable and reusable. The building includes a number of new, circular economy principles including:
- Development and use of a ‘Building Material Passport’ which contains the specifications of the steel used in the building.
- Demountable connections for beams, columns and cladding. These connections eliminate on-site welding, and the need for adapted anchor bolts and shot connections.
- Shear stability is provided by horizontal steel trusses instead of flooring.
- The entire building is designed with modular (standard) steel beam and column dimensions, lengths and sizes.
[top]What next for steel and the circular economy?
The circular economy is an important, evolving agenda. However, the need to move towards a more circular economy is not in doubt nor are the potential economic opportunities.
Steel, both as a material and a structural framing system, already has excellent circular economy credentials, inherent attributes that cannot be matched by competing structural materials. Structural steel also has the advantage that it can go further and deliver truly circular demountable and reusable buildings.
New legislation, technical developments and different business models are required to realise these opportunities but the steel sector is ready and working, in partnership with its supply chain, to deliver the circular economy.
SCI has recently completed two, large European research projects exploring the potential for greater reuse of structural steel and developing new technologies for facilitating easier and more efficient deconstruction and reuse.
In the context of multi-storey buildings, this has included:
- Opportunities for greater standardisation of structural grids to facilitate future reuse
- Optimised span:depth ratios for steel and composite beams
- Opportunities for greater standardisation and adjustment of connections to facilitate deconstruction
- Development and testing of new, demountable composite flooring systems
- Development and testing of adjustable and demountable connection systems
SCI has published (SCI P428) guidance on the design of composite beams using demountable shear connectors based on BS EN 1994-1-1. The design methodology takes account of the different characteristics of the demountable shear connectors, in terms of their shear resistance, stiffness, and ductility. Design data on the performance of two types of demountable shear connector, using high-strength structural bolts and coupler systems, are presented.
In the context of single storey, portal frame buildings, design for deconstruction and reuse research has included:
- Recommendations for standardised span increments and frame spacing
- Development of bolted haunch connection details
- Alternative column base connections which are accessible and demountable
In addition, the application of BIM to enable and facilitate future deconstruction and reuse has been explored and a cloud-based prototype developed to store section details of all new steel structures erected in the UK. This will provide full traceability of steel sections so that they can be safely and efficiently reused in the future.
To help facilitate the reuse of existing structural steel, SCI has published a protocol (SCI P427) setting out recommendations for data collection, inspection and testing to ensure that reclaimed structural steelwork can be reused with confidence.
The building below, shows a steel-framed building that has been demounted, relocated and reused not just once but twice during its lifetime!
- Circular Economy Action Plan, For a cleaner and more competitive Europe, European Union, 2020
- W.Addis & J.Schouten, Design for Deconstruction: Principles of Design to Facilitate Reuse and Recycling, CIRIA, 2004.
- BS 8895-2:2015 Designing for material efficiency in building projects. Code of Practice for concept and developed design. BSI.
- BS EN 1994-1-1: 2004 Eurocode 4. Design of composite steel and concrete structures. General rules and rules for buildings. BSI
- Sustainable materials - with both eyes open. J Allwood and J Cullen, Department of Engineering, University of Cambridge, UIT, 2012.
- Steel - the permanent material in the Circular Economy, worldsteel, 2016.
- Steel in the circular economy - A life cycle perspective, worldsteel, 2015.
- Towards the circular economy: Economic and business rationale for an accelerated transition, Ellen MacArthur Foundation, 2013.
- Growth within: A circular economy vision for a competitive Europe, Ellen MacArthur Foundation, 2015.
- Delivering the circular economy - A toolkit for policymakers v1.1, Ellen MacArthur Foundation, 2015.
- Building revolutions - Applying the circular economy to the built environment, D Cheshire, RIBA, 2016.
- EU Construction and Demolition Waste Protocol and Guidelines, September 2018, European Commission
- Carbon footprint tool for buildings
- Steel construction – Sustainable Procurement
- Steel construction – Carbon Credentials
- Steel construction – Thermal mass
- The whole story – from cradle to grave
- Target Zero – Cost effective routes to carbon reduction
- SCI P427 Structural Steel Reuse, Assessment, testing and design principles, 2019
- SCI P428 Guidance on Demountable Composite Construction Systems for UK Practice, 2020
Target Zero design guides:
- Guidance on the design and construction of sustainable, low carbon office buildings
- Guidance on the design and construction of sustainable, low carbon warehouse buildings
- Guidance on the design and construction of sustainable, low carbon supermarket buildings
- Guidance on the design and construction of sustainable, low carbon mixed-use buildings
- Guidance on the design and construction of sustainable, low carbon school buildings
- Sustainable construction legislation, regulation and drivers
- Construction and demolition waste
- Recycling and reuse
- Life cycle assessment and embodied carbon
- Operational carbon
- Thermal mass
- Target Zero
- The recycling and reuse survey
- Ellen MacArthur Foundation
- Green Construction Board
- Buildings as Material Banks
- Waste Resources Action Programme (WRAP) | <urn:uuid:df50a7c9-e2ae-4eee-b2fb-8b919ae81544> | CC-MAIN-2023-40 | https://www.steelconstruction.info/Steel_and_the_circular_economy | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233508977.50/warc/CC-MAIN-20230925115505-20230925145505-00612.warc.gz | en | 0.928385 | 8,376 | 3.3125 | 3 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.