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In 1962 Nick Holonyak, Jr. from the General Electric Company in America developed first visible red LED. The discovery of blue LED lights led to a more effective way to produce white LED lights, but at first, they were very expensive and not commercially viable.
In 2008 a Christmas tree in Finland was lit up by 720 bulbs and in 2010 many businesses switched to LED lighting as it was more cost effective and caused fewer energy bills.
Benefits of LED lighting
LED lights are not just used in houses and offices but also used to decorate gardens and rooms. Small LED lights are used on plants for an attractive look.
They are an essential part of our life. Most of the people shop for led lighting as they are cheaper and use less energy. It has become a vital component in our grocery.
Types of LED lighting
In the recent past, there were very limited LED lights with few designs, but as time passed and technology got advanced, and now there are many types of LED lights that can be used. Few are discussed below:
1. LED Kits
LED kits are 100% plug and play and do not require any modification for installation. They are an upgrade from stock halogen bulbs. Led kits produce between 4000 to 8000 lumens while using less wattage from your car.
The life expectancy of LED kits is 50,000 hours and far exceeds that of halogen bulbs making LED kits great upgrade for any car or truck.
2. LED Strips
It is a flexible circuit board populated with LEDs that you can stick almost anywhere you want to add powerful lighting in a variety of colors and brightness.
You can even cut the strip every few inches, allowing you to freely design your project without worrying about space requirements.
3. COB LED
The COB LED stands for chips onboard light emitting diode and is a new technology for LED packing for an LED light engine.
When more than LED chips are packed together as one module and lit up, it looks like a lighting panel. It has an advantage for saving energy and has a very long lifespan.
4. Graphene Light
Graphene is an excellent conductor. It is made of a single layer of carbon atoms. It is one million times thinner than a hair and two hundred times stronger than steel.
Two professors of Manchester University, Professor Andre Geim and Professor Konstantin ‘Kostya’ Novoseloc, were awarded Nobel Prize for the discovery of Graphene.
Graphene has been already used in lights bulbs, and the first generation of Graphene LED lighting is already available. The bulbs are essentially standard LED lighting with an additional coating of Graphene.
Graphene helps dissipate energy, making it 10% more sufficient than the standard LED lighting. With this same brightness can be achieved with even lower wattage.
5. Miniature LED
LED miniature light bulbs provide a direct replacement for incandescent and halogen light bulbs.
Usually a variety of base types, LEDs are available or automotive, railroad, medical, scientific instrument, landscape, and industrial applications.
It is compatible for use in different circuit boards. They come very handy and in ‘ready to fit’ mode.
6. SMD LED
SMD LED is a surface mounted LED lighting fixture. It is a light fixture that is installed on the surface of some kind of electronic components such as motherboard, circuit board, or some other surface.
They are commonly used as indicator lights in computers, and as backlights in laptops and smartphones, and as push lights in keyboards or keypads. They are less used by the general public as they are often utilized in product manufacturing.
7. LED Reflector Bulbs
LED reflector bulbs are different from conventional LED because they reflect light in a certain direction. The reflecting bulb can either be spotlights or floodlights.
For many years, people have used the incandescent bulb for their lighting needs, but now they are replaced by LED reflectors which are just as efficient.
8. LED tubes
LED tubes are designed to replace fluorescent tubes. They are commonly used in offices. They require less maintenance and burn out less frequently with up to 100,000 lifetime hours.
They work best in areas where the climate is controlled with standard ceiling heights, mechanic garages, fabricating floor, including storage areas therefore when you shop led lighting these are a must.
9. LED Spot
LED spotlights direct light where you want it and have great control over your lighting. It is mostly used in gardens or when you want to focus on something such as during stage performances.
10. LED Candle Bulbs
LED candle bulbs provide an energy efficient alternative to incandescent candle bulbs. It is designed to mimic a real candle. People who like to decorate more love led lighting like candle LED.
11. LED Corn Bulb
A Corn LED is an assembly of LEDs on a metal structure. They are called corn lamps because the yellow LEDs resemble corn kernels on a corn cob.
12. LED Globe Bulbs
Globe-shaped light bulbs often work like fixtures. Once screwed into a socket, the globe becomes a decorative element. The number following ‘G’ indicated the diameter of the globe.
It is best for those people who do not like the LED candle bulb. It is useful for chandeliers, bathroom strip lighting, lanterns and for ceiling fans.
LED globe bulb is dimmable and helps to reduce the consumption of electricity. A G25 bulb has 3.12 diameters.
With so many types, you must buy led lighting to decorate your house in different ways through different colors. You can easily stand different. | <urn:uuid:a752483b-0516-4c3f-bafd-2335f07ab58d> | CC-MAIN-2020-16 | http://lamppedia.net/different-types-led-bulb/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371886991.92/warc/CC-MAIN-20200410043735-20200410074235-00170.warc.gz | en | 0.957739 | 1,172 | 2.71875 | 3 |
The oomycete Phytophthora sojae, is a soil borne organism which is the predominant cause of Phytophthora root rot in soybeans. Believe it or not, P. sojae is fairly prevalent in Illinois, and under the correct conditions, this disease can result in reduced stands, blighted plants, or reduced productivity due to reduced nodulation resulting from infections. Oomycetes like P. sojae are also known as water molds, and consequently, are favored by wet, saturated soils. Infection typically occurs in poorly drained soils, compacted or low lying areas, no-till production systems, warm weather coupled with persistent rains.
Phytophthora sojae overwinters for up to 10 years in soils as resistant structures known as oospores, and can also overwinter in infected soybean residue. Oospores germinate to produce a structure that bears small, tailed motile spores called zoospores. Zoospores detect various exudates released from soybean roots and use these compounds to locate soybean roots (Figure 1). Phytophthora sojae can infect plants at all stages of growth.
The predominant symptom of P. sojae infections early in the season include pre(before) and/or post (after) emergence damping off and reduced stands. Entire portions of the field may be blank, or scattered dead plants and skipping can be observed. Symptoms at this stage will resemble infections by another oomycete pathogen group called Pythium, as well as flooding damage, making it very difficult to determine the cause by visual diagnosis alone. Additional tests, such as ELISA or PCR may be needed to properly confirm the causal organism.
Late season symptoms include a root rot, stem rot and the development of a brown stem canker that develops from the roots up the stem (Figure 2). Stem cankers can be observed on susceptible cultivars at any point in the season 1-2 weeks after heavy rains. When the stem is sectioned, the vascular tissue is yellow/brown in color. Secondary roots are often completely rotted, leaving only a black tap root when symptomatic plants are removed from the soil. Other symptoms include stunting, chlorosis, and blighting.
Management of P. sojae in soybeans: What the heck is resistance anyways?
It is important to note that populations of P. sojae have evolved to overcome specific resistance genes (called Rps genes) in soybean cultivars. A single Rps gene acts like a door, effectively shutting out individuals of P. sojae susceptible to a particular gene. A benefit of Rps genes is that they are effective throughout the life of the plant; however, the drawback is P. sojae populations in fields are mixed, meaning that individuals that are insensitive to a particular Rps gene can still cause disease. For example in surveys conducted in 2017, over 60% of P. sojae recovered from fields would reproduce on plants containing Rps1k, one of the most common resistance genes used in soybeans produced in the state (Figure 3). These data are similar to a survey conducted in Illinois in 2013-2014, which indicated that over 50% of isolates were unaffected by Rps1k (Dorrence et al 2016). Fields differ in the proportion of individuals able to overcome specific Rps genes (known as pathotypes), so some will have more or less individuals sensitive to a particular gene. However, the fact that such a large portion of P. sojae is affected by Rps 1k is concerning, and the reason why producers should avoid planting the same cultivar, or cultivars with the same Rps genes, from year to year, and if possible, select cultivar with stacked resistance, meaning that more than 1 Rps gene is present. This may help reduce the buildup of insensitivity of a population within a field to a specific Rps gene over time, as well as maximize the effective of the resistance.
Soybeans also contain a type of resistance known as field tolerance, or general (partial) resistance. This resistance is effective against all pathotypes of P. sojae, and results in reduced disease development over time. However, the caveat is that general resistance does not kick in until plants produce their first trifoliate, meaning that emerging or very young seedlings will not benefit from the field tolerance trait. Consequently, you can still see damping off and blighting of seedlings if conditions are favorable soon after planting.
If I use a seed treatment, I won’t need to worry about Phytophthora, right?
Seed treatments. There are several seed treatment fungicides that have activity against P. sojae (For a list, visit the Illinois Field Crop Disease Hub: http://cropdisease.cropsciences.illinois.edu/?p=1060). Oomycetes are different from true fungi, and consequently, not all fungicides will be effective for their management. Seed treatments typically provide about 3 weeks of protection. However, remember that they do not fumigate soils. If conditions are favorable for P. sojae development after those initial 3 weeks, do not expect much of an effect.
What else can I do to reduce the effects of Phytophthora sojae?
- Improve soil drainage in flood prone fields
- Avoid excessive irrigation in irrigated fields
- Avoid practices that compact the soil
The best way to manage P. sojae is through integrating the use of a Phytophthora resistant cultivar, seed treatment, and utilizing cultural practices to minimize environmental conditions that favor disease.
Dorrance, A. E., Kurle, J., Robertson, A. E., Bradley, C. A., Giesler, L., Wise, K., & Concibido, V. C. (2016). Pathotype diversity of Phytophthora sojae in eleven states in the United States. Plant disease, 100(7), 1429-1437.
Crop Protection Network. “Phytophthora Root and Stem Rot of Soybean.” https://cropprotectionnetwork.org/resources/articles/diseases/phytophthora-root-and-stem-rot-of-soybean
Crop Protection Network. “Scouting for Phytophthora Root and Stem Rot in Soybean.” https://crop-protection-network.s3.amazonaws.com/publications/cpn-1014b-scouting-for-phytophthora-root-and-stem-rot-in-soybean.pdf
Disclaimer: We request all readers, electronic media and others follow our citation guidelines when re-posting articles from farmdoc daily. Guidelines are available here. The farmdoc daily website falls under University of Illinois copyright and intellectual property rights. For a detailed statement, please see the University of Illinois Copyright Information and Policies here. | <urn:uuid:a6aab446-0551-48ab-b54f-12abaa450613> | CC-MAIN-2020-24 | https://farmdocdaily.illinois.edu/2020/02/phytophthora-in-illinois-soybean-production.html?utm_source=farmdoc+daily+and+Farm+Policy+News+Updates&utm_campaign=bc093213eb-FDD_RSS_EMAIL_CAMPAIGN&utm_medium=email&utm_term=0_2caf2f9764-bc093213eb-173672697 | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347392142.20/warc/CC-MAIN-20200527075559-20200527105559-00001.warc.gz | en | 0.924558 | 1,456 | 3.1875 | 3 |
Like many “green” technologies, heat pumps are nothing new, but it is true to say that their popularity has increased dramatically in recent years.
You already have a heat pump, maybe more than one, in your house. A domestic fridge uses the heat pump principle to move heat into your kitchen, from the fridge, reducing the temperature inside, and warming the room, slightly.
Ground and water source heat pumps work on the same principle as your fridge, just on a different scale, moving heat from the earth, or water (surface or underground) into your house for heating water and the rooms. Heat pumps consume electricity, but they produce more watts of heat than they consume, so the efficiency is greater than 100%. This is usually expressed as Coefficient Of Performance (COP) and typical values are 3-4.
If you want to save carbon, you should really use electricity that has been generated in a sustainable way – e.g our special Greenenergy tariff
For ground source you need quite a large area of land, and you need to install pipes under the surface – about 1m down, so it will disturb your garden somewhat, or you can drill boreholes downwards, which can be rather expensive…
Financial payback can take quite a time, a recent EST research project found this could be up to 45years at todays energy prices, but we all know that tomorrows prices will be rather different!
Carbon savings, relative to oil, are good, though if you had access to gas, the savings would be rather more debatable. | <urn:uuid:02d92851-45f3-47a0-92e8-2de411ed266f> | CC-MAIN-2020-16 | https://www.hn-lc.org.uk/home-improvement/home-improvement-measures/microgeneration/gshp | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370495413.19/warc/CC-MAIN-20200329171027-20200329201027-00059.warc.gz | en | 0.960931 | 321 | 3.234375 | 3 |
A chatbot is a computer program which conducts a conversation via auditory or textual methods. Those bots can perform tasks or services for an individual that are currently offered by websites and mobile apps. According to Gartner’s survey, chatbots will take over the jobs now handled by myriad mobile apps. That may come as a relief to those of us who suffer from app fatigue. It estimates that within four years, 20% of phone interactions will rely on what the company calls Virtual Personal Assistants (or VPAs).
The most growing type of those assistants are the chatbots. Today, chatbots are mainly used for reminding users about their staff, searching the internet, business support, and booking. This trend opened a new approach for conducting online business. For example, Facebook Messenger is now allowing users to interact with businesses to make purchases, chat with customer services and order Uber cars within the app.
No doubt, bots are growing even faster than apps did. There was around 30,000 bots built in 2016 alone, 6,000 were voice activated. Many analysts predicted that chatbots adoption will pick up in 2017. As most chatbots are utilizing existing messaging platforms (e.g. facebook messenger, slack, twitter, skype, etc.), they have a golden chance to overcome all traditional mediums that can reach the users. According to business insiders, messaging apps suppressed social networks by end of 2015. As customers are moving to messaging apps, this will definitely come in favor of chatbots.
How to build chatbots?
There’re many online services that can help in building chatbots. All those services rely on two key concepts: intents and entities. An entity represents a class of object or a data type that is relevant to a user’s purpose. The entities that are used in a particular chatbot will depend on the parameter values required by the service it offers. For example, if there is a bot built for delivering pizza, the entities could be its type, its size, staffing, etc. On the other side, the intent represents the action to be done by the bot to the user. For example, if a bot is designed to handle music, intents can be playing specific track, searching a one on the internet, getting the artist information, buying an album, etc.
Every bot requires some training before going live. This training will make it understand what different users might say. Consider a bot that was built for food recipe; if the user said “hot meal” or “warm one”, then both should be mapped to the same thing. Keep in mind that the more training the bot gets, the better results it will give. Furthermore, training the bot with many keywords will make it understand more users.
NLP online services
There are many online services that eases the development of the Natural Language Processing (NLP) part of the chatbot. NLP is a field of Artificial Intelligence (AI) concerned with the interactions between computers and human languages. Some of those services are free (like wit.ai or api.ai) and some others are paid (like Luis.ai).
Deciding which service fitting a certain business isn’t easy. In our next post, we’ll compare the most well-known service providers, showing the strength and weakness of each one.
If you’ve any question, feel free to type a comment below! | <urn:uuid:fb8870e2-ae23-499a-9698-37777081d9f0> | CC-MAIN-2018-26 | https://blog.advicenode.com/chatbot/chatbots-websites-apps/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267867424.77/warc/CC-MAIN-20180625033646-20180625053646-00523.warc.gz | en | 0.937425 | 701 | 3.046875 | 3 |
Duration of Menopause Symptoms Varies From Woman to Woman
Most women are familiar with one of the major symptoms of menopause, hot flashes, in which normal body temperature rises and an intense feeling of heat suddenly flushes over the body. Hot flashes are usually accompanied by a red, flushed face and heavy sweating. Hot flashes at night are common, and can include night sweats. However, many women are not aware that there are varied types of hot flashes, and that they may even last beyond menopause!
New research from the Study of Women’s Health Across the Nation, or SWAN, found that there are four types of hot flash categories classified with menopause symptoms, each with varied timing and duration. Of course, h
hes vary greatly from woman to woman, but since awareness is key to treatment, recognizing and understanding each type can greatly help reduce the discomfort associated with hot flashes.
The SWAN study tracked a group of over 3,300 women from diverse racial and ethnic backgrounds. The study, sponsored by the National Institutes of Health, measured the physical, biological, and psychological health of these women from over seven research centers around the country. While actual menopause age varied, the study uncovered what hot flash symptoms many women can expect during this transition period of life, from perimenopause to postmenopause.
Types of Hot Flashes
The first type of hot flash is known as “early onset,” with symptoms beginning to affect a woman anywhere from 5-10 years before her last period. While this annoyingly premature onset of perimenopause symptoms can be frustrating, they luckily subside right around the time of a woman’s final menstrual cycle. On the opposite end of the symptom spectrum, some women are known as “late onset” hot flashers; they do not begin to experience symptoms until right after their last period. A rarer group of women are known as the “lucky few” who either only experience a few episodes of hot flashes or never any at all. The last type of hot flashes affects one in four women, who are known as the “super flashers.” These women experience the full range of hot flash possibilities and then some, from early onset to post-menopause. Some women even experience symptoms 15 years post-menopause. They may rarely have a set “normal temperature range,” varying constantly instead.
Another study exploring hot flashes is a 2012 study published in the journal Obstetrics and Gynecology. This study found that the timing and duration of hot flashes is greatly influenced by a woman’s overall health. Women with high cholesterol levels, who consume excessive alcohol, or who were in poorer general health were more likely to suffer severe hot flashes. Race also seemed to be influential, as African-American women were more likely to be considered “super flashers.” However, while there were statistical trends in each group, the researchers noted that there was not enough sufficient data to conclusively point direct causation to the severity and onset of symptoms.
Reducing Hot Flashes With Bioidentical Hormone Replacement Therapy
Experts do know that regardless of cause, there are ways to reduce the severity and duration of hot flashes. Since cholesterol and lifestyle choices have been shown to play a role in symptom severity, choosing a healthy diet with limited alcohol intake can have a positive effect on symptoms. In addition, getting regular exercise and sleep can also help promote natural balance in the body, producing “feel good” hormones and releasing stress.
Bioidentical hormone replacement therapy (BHRT) is one of the best ways of treating hot flash symptoms because it addresses a woman’s whole state of health. The American College of Obstetricians and Gynecologists even reversed their earlier recommendation that women age 65 and older should stop hormone replacement therapy due to the likelihood of menopausal symptoms returning. Instead of masking symptoms, BHRT works to bring a woman’s hormones into balance to benefit her overall health and thereby alleviate hot flashes and other menopause symptoms.
The expert physicians within the BodyLogicMD network are skilled at testing and monitoring hormone levels and creating a customized plan for women at every stage of menopause. Contact the BodyLogicMD physician nearest you to schedule an appointment and learn more about how hormone therapy can help reduce hot flashes and other menopause symptoms and improve overall health and wellbeing. | <urn:uuid:e4999ab1-b0f3-4712-a514-5d6fbdcce05d> | CC-MAIN-2022-49 | https://www.bodylogicmd.com/blog/hot-flashes-how-many-years-do-they-last/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710909.66/warc/CC-MAIN-20221202150823-20221202180823-00618.warc.gz | en | 0.955472 | 919 | 2.53125 | 3 |
When it comes to editing and proofreading, there are many factors to consider. When writing, the main goal is to make sure the message is communicated clearly and effectively. The purpose of the writing project should be known from the very beginning. But what happens when poor grammar and minor mistakes are in the way? The message is lost and the errors distract the readers. Remember the suggested approaches below to avoid common writing errors and keep your audience interested:
Always write in the active voice
- Active and passive voice can be used in any type of writing. However, active voice is the clearest. As you proofread your writing, pay attention to verb usage; is the subject of the sentence “performing” the action or is it “receiving” the action? Keep your subject at the beginning of the sentence instead of the end to alleviate this problem and maintain a consistent level of writing.
- Passive voice: Those shoes were purchased by me.
- Active voice: I purchased those shoes.
Read your writing out loud
- If you read your piece of writing silently, it is very easy to ignore grammar mistakes. Because we know our intentions and what we are trying to say, it is easy for us to ignore these errors. Once we slow down and read our writing out loud, we find those mistakes that could distract the audience. We can hear the missing words, mechanical issues, redundancies, etc. You don’t have to read your project to anyone else, just yourself!
Check for redundancies
- Have you ever found yourself repeating words or ideas in your writing? This happens to us all! As you read through your first draft, highlight any words that repeat or sentences that are similar to one another. You may find that you can combine your ideas into one sentence and use a thesaurus to change your word choice.
- This probably sounds like a strange approach, but it is very useful when trying to catch spelling mistakes! By reading backwards, you are able to isolate your language and how it is used. You will notice individual words instead of your key ideas. Keep in mind this will not help if you are checking for gaps in the content.
- Now is your chance to be the investigative reporter lurking inside of you! (Is that just my fantasy?) After you have checked for grammar and spelling errors, read your piece of writing again and focus on your overall message. Ask yourself questions like these:
- Did I give enough details to prove my purpose?
- Do I sound credible? Have I included enough research or factual information to prove my points?
- Is there extra information I can remove?
- Did I contradict my own ideas?
These are just a few of my tips and tricks to help you during the editing process. Try a few or all of them to see which will work best for you! Just remember the most important rule of thumb: state your purpose clearly to help your audience understand your writing, and remember to have fun!
Until next time, | <urn:uuid:e91b1a79-e9a0-48fb-9d27-7dd9bf89ddd4> | CC-MAIN-2023-06 | https://yourliteraryprose.com/blog/five-approaches-to-editing-keep-it-fun/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500384.17/warc/CC-MAIN-20230207035749-20230207065749-00460.warc.gz | en | 0.953657 | 626 | 3.015625 | 3 |
You may think there is nothing wrong with letting your kids watch a PG-13 movie, but researchers are warning parents about the that the amount of 'happy violence' shown in them.
Happy violence is something which is 'cool, swift and painless,' and PG-13 films do not consider the consequences of violent acts, such as injury, death and the shattered lives of the people involved, warn researchers.
Homicide is the second leading cause of death among 15 to 24-year-olds, and boffins warn that media depictions of violence teach such acts to children that are leading to three effects -- increased aggression, fear for their own safety, and desensitization to the pain and suffering of others.
As a part of the research, Theresa Webb and her colleagues at the Southern California Injury Prevention Research Center at UCLA's School of Public Health reviewed a sample of 77 PG-13 rated films.
In these, they recorded a total of 2,251 violent actions, with almost half resulting in death. Although a small subset of this content contained violence that was associated with negative effects such as pain and suffering, only one film -- Pay It Forward, in which the young hero is stabbed to death -- contained violence that would demonstrate to youthful viewers how horrific violence can be.
"Violence permeated nearly 90 per cent of the films in this study. And while the explanations and causes of youth violence are very complex, the evidence is clear that media depiction of violence contribute to the teaching of violence," Webb said.
"This is especially true in our society, where the average young person's engagement with visual media in all its forms can run to as many as eight hours a day," she added.
The researchers sampled all the PG-13 rated films from among the 100 top-grossing movies of 1999 and 2000, as established by the Hollywood Reporter.
To obtain their results, the researchers coded each act of violence and the context in which it was presented based on features known to put violence in a good or bad light. Such features include the motivation for violence, the presence of weapons, the consequences of violence and the degree of realism -- cartoonish, fantasy violence is less influential than a hero punching the villain in the face to resolve a problem.
Thus, the violence in The Mummy, for example, is less influential than that shown in the James Bond film The World Is Not Enough.
"These films are often the largest budgeted ones made by the Hollywood film industry and have also been found to be equally, if not more, violent than R-rated films," said Webb.
Webb faults Hollywood, which she says disavows any connection to education and insists that its only commitment is to transport and entertain viewers but in no way to edify or transform them.
"That is a cop-out. The science is clear that viewers do, in fact, learn from entertainment media. Indeed, popular films can act as powerful teachers engaging children and youths emotionally, even physiologically, in ways that teachers in classrooms could only hope," Webb said.Researchers are now cautioning parents against allowing unsupervised viewing of films. The study was published in the June issue of the journal Pediatrics. | <urn:uuid:ccaaeba8-cb22-4f10-9f5d-b3b6b299ef11> | CC-MAIN-2013-48 | http://www.rediff.com/news/report/movie/20070611.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163932627/warc/CC-MAIN-20131204133212-00016-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.971258 | 652 | 2.546875 | 3 |
High Rate of Deformed Larvae among Gynogenetic Brown Trout (Salmo trutta m. fario) Doubled Haploids
Mitotic gynogenesis results in the production of fully homozygous individuals in a single generation. Since inbred fish were found to exhibit an increased frequency of body deformations that may affect their survival, the main focus of this research was to evaluate the ratio of individuals with spinal deformities among gynogenetic doubled haploids (DHs) brown trout as compared to nonmanipulated heterozygous individuals. Gynogenetic development was induced by the activation of brown trout eggs by UV-irradiated homologous and heterologous (rainbow trout) spermatozoa. The subsequent exposure of the activated eggs to the high hydrostatic pressure disturbed the first cleavage in gynogenetic zygotes and enabled duplication of the maternal haploid set of chromosomes. The survival rate was significantly higher among gynogenetic brown trout hatched from eggs activated with the homologous UV-irradiated spermatozoa when compared to DHs hatched from eggs activated by the heterologous spermatozoa. More than 35% of the gynogenetic larvae exhibited body deformities, mostly lordosis and scoliosis. The percentage of malformed brown trout from the control group did not exceed 15%. The increased number of deformed larvae among DHs brown trout suggested rather a genetic background of the disease related to the fish spine deformities; however, both genetic and environmental factors were discussed as a cause of such conditions in fish.
Gynogenesis is a form of reproduction in which spermatozoa activate eggs to develop in the absence of paternal chromosomes. Under natural conditions, gynogenesis is observed in some species of fish, amphibians, and reptiles where females from the unisex complexes produce unreduced eggs that are activated by sperm of the related species . However, the gynogenetic development may be induced intentionally. In the artificial gynogenesis, eggs are activated by spermatozoa with the UV-inactivated nuclear genome. The subsequent exposure of the activated eggs to the sublethal temperature or high hydrostatic pressure enables the recovery of the diploid state in the zygotes by inhibition of the second polar body release or suppression of the first mitotic cleavage and production of heterozygous gynogenotes and homozygous gynogenetic doubled haploids (DHs), respectively .
Fully homozygous mitotic gynogenotes have been applied in the fish breeding programs, studies concerning the role of recessive alleles during the fish ontogeny, and genome sequencing and gene mapping research [3–5]. Moreover, eggs coming from the gynogenetic DH females may be used for another round of gynogenesis to produce clonal fish . Unfortunately, the potential application of DHs in the aquaculture is limited by a rather low survival rate of mitotic gynogenotes [3, 6, 7].
In general, the low survival rate of DHs results from the expression of recessive traits. Susceptibility to the spinal deformities may be one of the traits reducing the survival of the fish. A high rate of individuals with external malformations, including spine curves observed among farmed fish from inbred strains [8, 9], suggests a genetic component in at least some of the body deformations. Indeed, a genetic basis of scoliosis and kyphosis has recently been described in the model fish species [10, 11]. Larvae with spinal deformities show increased susceptibility to stress and infections , impaired swimming abilities , and problems with food acquisition [14, 15], which consequently result in their lower growth rate [15, 16] and higher mortality [16, 17]. Spinal deformities in the market-size fish, observed in both marine and freshwater species, cause losses in profits as malformed fish have a lower commercial value and are usually removed from the production or sold at a lower price . Since gynogenetic DHs are inbred and fully homozygous fish, it can be assumed that their high mortality rate partly results from body malformations. Thus, the main objective of the present research was to evaluate whether the rate of individuals with spinal deformities is higher among DH individuals when compared to the noninbred fish. To achieve this objective, we induced gynogenetic development in the nondomesticated brown trout (Salmo trutta m. fario) using irradiated homologous and heterologous sperm. Survival rates of gynogenotes and normal brown trout were monitored till the swim-up stage. Dead larvae were collected consecutively, individuals with body malformations were counted, and types of deformations were classified based on the body shape and morphology.
2. Materials and Methods
2.1. Gamete Collection and Induction of the Gynogenetic Development
This study was approved by the Local Committee on the Ethics of Animal Experiments in Gdansk, Poland (number 28/2015). Gamete donors came from broodstocks of the brown trout (Salmo trutta m. fario) and rainbow trout (Oncorhynchus mykiss) kept in the Department of Salmonid Research, Inland Fisheries Institute in Olsztyn, Rutki, Poland. Eggs ( = c. 2150) from one brown trout female (BT♀) were stripped, collected in the plastic bowl, and kept in 10°C pending activation. Spermatozoa from one brown trout male (BT♂) and one rainbow trout male (RT♂) were collected to separate plastic containers. The motility of the collected sperm was checked under a microscope.
2.2. Sperm Inactivation by UV Irradiation
Before inactivation by UV irradiation, 0.375 mL of sperm was diluted in 15 mL of the artificial seminal plasma (ASP) (40x) . A 50 mL glass beaker (50 mm diameter) with 15.375 mL of diluted sperm (depth of diluted sperm: 7.8 mm) was placed on a magnetic stirrer and exposed to the UV-C light source for 11 minutes. The distance between the surface of the magnetic stirrer and the UV lamp was 20 cm and the UV intensity was 2075 μW/cm2. During the irradiation, diluted sperm was mixed with the magnetic stirrer (1400 G). Irradiated sperm was used for egg activation immediately after the UV exposure.
2.3. Egg Activation and Diploidization
Eggs were divided into three batches: two batches contained about 900 eggs in each and one batch contained about 300 eggs. Next, 7.5 mL portions of the diluted and irradiated sperm from brown trout and rainbow trout were used to activate eggs from the first two batches, separately. The remaining eggs were inseminated with normal, nonirradiated brown trout spermatozoa to form the control group () for gynogenetic variants of the experiment. Immediately after addition of the milt, the sperm activation medium (154 mM NaCl, 20 mM Tris, 30 mM glycine, 1 mM CaCl2, and pH 9.0) was poured over the batches of gametes, swirled, and left for 3 min. After 3 minutes, activated eggs were thoroughly washed with hatchery water. About 100 eggs activated with irradiated brown trout and rainbow trout were then placed into separate baskets of the egg incubator and form haploid gynogenetic groups, and , respectively. The remaining eggs were kept in the water bath adjusted to 10°C for 450 minutes. Then, to double the haploid sets of the maternal chromosomes, eggs from both batches were exposed to high hydrostatic pressure shock (10000 psi), which lasted 3 minutes . Eggs activated with the irradiated brown trout and rainbow trout spermatozoa and subjected to the high pressure shock were named and , respectively, and placed in separate baskets of the egg incubator. Eggs from the control group and eggs exposed to the high pressure shock were incubated in three replicates at 6–8°C under routine conditions used at the Department of Salmonid Research, Rutki.
2.4. Survival and Morphological Development
Measurements of the survival rates were performed at the eyed stage (224 degree-days after insemination), on the day of hatching (441 degree-days after insemination), and at the swim-up stage (597 degree-days after insemination) (Table 1). Dead larvae from the gynogenetic , , and control groups (, , and , resp.) were consecutively collected within four weeks after hatching and placed in absolute ethanol. Fish morphology was then evaluated by analyzing the visible skeletal anomalies including scoliosis, kyphosis, lordosis, and c-shaped and spiraled larvae according to [22, 23] (Table 2).
2.5. Molecular Verification of Gynogenesis
DNA was extracted from the fin tissue of parental individuals, dead control, and gynogenetic brown trout larvae (20 from each group) using Genomic Mini AX Tissue (A&A Biotechnology). Homozygosity of the diploid gynogenetic individuals was analyzed with polymorphic microsatellite markers. Microsatellite loci str543INRA , str60INRA , and T3-13 were used for the identification of the parental and gynogenetic genotype. The genetic sex of the gynogenetic offspring was evaluated using the Y-chromosome-related DNA markers (sdY-Fw) . PCR reactions were conducted using the Eppendorf Mastercycler Personal thermocycler and the reaction mixture 2xPCR Master Mix (A&A Biotechnology). The reaction conditions for amplification were str543 INRA: initial denaturation at 94°C for 4 min, 30 cycles of 94°C for 30 s, 54°C for 30 s, and 72°C for 30 s, and final elongation at 72°C for 10 min; str60INRA and T3-13: initial denaturation at 94°C for 4 min, 30 cycles of 94°C for 30 s, 61°C for 30 s, and 72°C for 30 s, and final elongation at 72°C for 10 min; sdY-Fw: initial denaturation at 95°C for 3 min, 35 cycles of 95°C for 30 s, 60°C for 30 s, and 72°C for 30 s, and final elongation at 72°C for 4 min. PCR products were separated on 1.5% agarose gel (Sigma), stained with ethidium bromide (0.05 mg/mL), and visualized under a UV transilluminator, Vilber Lourmat ECX-20.M. Photos were taken with the Canon PowerShot G16 digital camera.
2.6. Statistical Analysis
For the statistical analysis, nonparametric tests were used. The significance of differences between the survival rates of the larvae from the experimental variants was examined by the Kruskal-Wallis test. All calculations were done using Statistica software version 10.1 (StatSoft). A value of was considered statistically significant. All values in the text were expressed as averages ± standard deviations (SD).
The survival rate of the brown trout from the control group was above 90% till the swim-up stage (Table 1). In contrast, none of the haploid gynogenetic brown trout embryos survived up to the hatching stage. At the eyed stage, gynogenetic individuals from group exhibited a significantly higher survival rate than DHs developing in eggs activated by irradiated rainbow trout (and ) (Table 1). Nonetheless, in both intra- and interspecies variants of the gynogenesis, DH brown trout larvae hatched and survived till the swim-up stage (Table 1). After hatching, the mortality rate of gynogenotes developing in eggs activated by the irradiated rainbow trout spermatozoa was significantly higher () when compared to gynogenotes induced by UV-inactivated homologous sperm.
Malformation rates among larvae hatched from eggs activated with irradiated brown trout and rainbow trout sperm equaled 35.1% () and 36.8% (), respectively. The ratio of deformed larvae (, 13.6%) was about three times lower for brown trout from the control group (Table 2). The most common abnormalities were scoliosis and lordosis (Figure 1), whereas larvae with kyphosis and c-shaped and spiral larvae (Figure 1) were less frequently observed. One larva showed no properly developed tail (Figure 1, Table 2).
3.3. Homozygosity and Genetic Sex of the Doubled Haploid Brown Trout
Microsatellite polymorphism analysis showed that the female from which eggs were obtained was heterozygous in all the analyzed loci (543 INRA, 60 INRA, and T3-13) (Table 3). Gynogenetic DH larvae showed only one of the alleles present in the female profile, which proves that diploid gynogenetic DH larvae were homozygous in the tested loci (Table 3, Supplementary Figure ; see Supplementary Material available online at https://doi.org/10.1155/2017/2975187).
Analysis of the sdY marker confirmed that only parental males exhibited Y-chromosome-related DNA sequences (PCR product of approx. 400 bp size length). The maternal female and all gynogenetic offspring did not show this marker (Supplementary Figure ).
Artificially induced mitotic gynogenesis results in the production of fully homozygous fish in a single generation, which makes the mitotic gynogenesis approach less time consuming and less expensive for the production of inbred fish than the traditional inbreeding program. Unfortunately, the high application value of DH individuals is still limited by their low survival rate. DH brown trout hatched from eggs activated by the UV-inactivated homologous sperm exhibited a significantly higher survival rate than those hatched from eggs inseminated with the irradiated heterologous sperm (Table 1). Such phenomenon may be explained by the effect of the paternal factor(s), namely, remnants of chromosomes from the irradiated spermatozoa. Hybrids of brown and rainbow trout are not viable, likely due to the conflict between the egg cytoplasm and the sperm nucleus and the mismatch between chromosomes of the two species . Thus, if a radiation dose applied to spermatozoa was too low to inactivate the rainbow trout nuclear genome entirely, residues of the irradiated chromosomes may provoke a strong reaction of the brown trout egg cytoplasm and genome, leading to increased mortality among the gynogenotes. Such scenario seems to be likely as fragments of UV irradiated paternal chromosomes were observed in gynogenetic specimens [21, 28].
More than thirty percent of the dead brown trout gynogenetic DH larvae showed spinal deformities, with lordosis and scoliosis being the most frequently observed malformations (Figure 1). Vertebral deformities may reduce fish production due to the limited survival of the malformed individuals fish [16, 17]. In fact, brown trout DHs with spinal deformities died within the first weeks after hatching.
The malformation rate in DHs was almost three times higher than the ratio of deformed nonmanipulated brown trout larvae from the control group (Table 2). Although spinal deformities observed in cultured fishes might be explained by environmental factors, including nutritional imbalances, hydrodynamic conditions, and water pollution, the large increase in the number of deformed larvae among DHs raised under identical conditions as the control brown trout suggested also a genetic background of the problem. Our results are paralleled with those obtained in inbred stocks of rainbow trout , tilapia (Oreochromis aureus) , and zebrafish (Danio rerio) , where the increase of homozygosity was followed by the increased rate of larvae with vertebral deformities including lordosis, scoliosis, and kyphosis. In contrast, larval spinal deformities in chinook salmon (Oncorhynchus tshawytscha) were found to be a nonadditive genetic effect and rather result from interactions between parental genomes . However, the knowledge about the genetic background of the spinal deformities in fish is still limited. A genetic component contributing to the spinal deformities in the grass carp (Ctenopharyngodon idella) has been proposed . In zebrafish, one of the collagen types (XXVI) has been found to be crucial for the notochord morphogenesis and skeletogenesis. Knockdown of genes encoding collagen resulted in the spinal bone curvature and scoliosis , whereas, in guppy (Poecilia reticulata), QTL controlling susceptibility to the spinal curvature has been described. Moreover, this QTL was found to act in a recessive manner .
Relatively recently, an overexpression of the lbx gene in zebrafish has been found to start a gene cascade leading to scoliosis . Moreover, it has been reported that mutated lbx genes may provoke spine deformations during early fish ontogeny as well as during adolescence when females are more susceptible to the disease . The described results suggest that individuals with scoliosis among DH fish may appear also later, after the larval stage of development, which in turn would explain the observations of fish with spinal deformities among one-year-old DH salmonids [34, 35].
On the other hand, some of the spinal deformities might be side effects of the physical treatments applied to the duplicate haploid genome in the gynogenesis process. Crucian carp (Carassius auratus Linnaeus 1758) eggs subjected to the hydrostatic pressure shock exhibited impaired embryonic development, including, for example, a delay of epiboly and suppression of the dorsoventral differentiation . Physical shock is also applied to newly fertilized eggs to produce polyploid fishes. Triploid rainbow trout and Atlantic salmon (Salmo salar) usually show higher incidences of deformities than diploids [37–39], but it is difficult to evaluate which part of the malformation results from the triploidy itself and the physical treatment. Moreover, studies performed on triploid rainbow trout showed that temperature shock induced a higher rate of deformities than hydrostatic pressure shock .
To conclude, the comparison of the body shape among heterozygous control brown trout and homozygous doubled haploid specimens exhibited the threefold increase in the spinal deformities in the DH stock. This suggests that at least part of the vertebral disease has a genetic etiology. Spinal deformities are responsible for some losses in the fish production; however, incidences of scoliosis, lordosis, and kyphosis in fish make them promising animal models in the studies concerning vertebral pathologies in humans.
Conflicts of Interest
The authors declare that they have no conflicts of interest.
Konrad Ocalewicz, Tomasz Zalewski, and Stefan Dobosz were involved in designing and performing the experiments. Tomasz Zalewski took care of the fish used in the experiment and gynogenetic and control embryos and larvae. Oliwia Michalik and Krzysztof Jagiełło made molecular analysis. Konrad Ocalewicz and Krzysztof Jagiełło were also involved in data analysis and writing and editing of the manuscript.
The authors thank Janusz Krom and Rafał Rożyński from the Department of Salmonid Research, Inland Fisheries Institute in Olsztyn, Rutki, for their technical assistance during the experiment. This study was partly supported by the National Science Centre (NCN), Project no. 2014/15/BNZ9/00510.
Supplementary Figure 1: Results of microsatellite DNA analysis (60 INRA, 543 INRA and T3-13 loci) of the brown trout (Salmo trutta) parental individuals and their mitotic gynogenetic offspring. M: DNA ladder, ♂, ♀ – gamete donors, numbered lanes: gynogenetic brown trout DHs, K-: PCR negative control.
Supplementary Figure 2: Examples of the selected brown trout (Salmo trutta) individual genotypes provided in the course of the duplex reaction in the presence of sdY and 18s rDNA primers. Lane 0: DNA ladder, lane 1: brown trout male, lane 2: brown trout female, lanes 3-7: gynogenetic brown trout DHs, lane 8: PCR negative control.
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Abstract In a previous communication1 toxin-producing staphylococci were brought forward as an important cause of chronic catarrhal conjunctivitis. Characteristic of conjunctivitis believed to be staphylococcic is the failure of locally applied antiseptics to heal it or to rid the eye of the offending bacteria. This failure is believed to be related to the predilection of staphylococci for the skin and glands of the margins of the lids ; here the bacteria are protected from the action of antiseptics and are able to reinfect the conjunctiva. In view of the efficacy of immunization with staphylococcus toxin in protecting rabbits against instillations of toxin which would produce severe conjunctivitis in normal rabbits,1 an attempt has been made to obtain healing in human beings with conjunctivitis by immunization. Although good results with crude toxin have been reported by Burky,2 toxoid was employed in the present study because of its greater safety References 1. Thygeson, P.: Bacterial Factors in Chronic Catarrhal Conjunctivitis: Role of Toxin-Forming Staphylococci , Arch. Ophth. 18:373 ( (Sept.) ) 1937.Crossref 2. Allen, J.: Am. J. Ophth. 20:1025, 1937. 3. Burky, E. L.: Am. J. Ophth. 19:841, 1936. 4. Blair, J. E., and Hallman, F. A.: Proc. Soc. Exper. Biol. & Med. 34: 637, 1936.
Archives of Ophthalmology – American Medical Association
Published: Aug 1, 1938
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What is Kambo?
Kambo, also known as the “frog medicine”, is a venom derived from the giant monkey frog native to the Amazon rainforest. Indigenous tribes use Kambo to treat infection, certain chronic diseases like Parkinson’s Disease or Alzheimer’s, emotional disorders like depression, and addictions. The Kambo venom contains an array of different peptides that impact the physiology of the human body in various ways, but one of the most relevant peptides in today’s world are those in the dermaseptin family. These peptides have antimicrobial properties against bacteria, yeasts, fungi, protozoa, and viruses.
An “Ordeal Medicine”
Kambo is an “ordeal medicine” because it produces unpleasant effects when it’s administered. People often vomit profusely and experience symptoms similar to anaphylactic shock. But these effects last only between 10 and 40 minutes and when they wear off, many people report an overwhelming sense of calm as well as enhanced health overall. This medicine isn’t for everyone. Patients should check with their doctors before signing up for a kambo retreat.
“The Forest Vaccine”
Kambo is known as “the forest vaccine” because tribes in the Amazon often use it to treat infection. The dermaseptin family of peptides contained in kambo venom has a broad antimicrobial action against bacteria, fungi, yeasts, protozoa, and viruses such as the coronavirus. And dermatoxin peptides take the antimicrobial effects of kambo one step further by exerting bactericidal properties against mollicutes as well as both Gram-positive, and to a lesser extent, Gram-negative bacteria.
How could Kambo help prevent Coronavirus?
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Teaching Trunks give educators access to teaching resources needed to teach a comprehensive Holocaust unit and implement Holocaust education into their lessons. The Holocaust Center loans class size sets of Holocaust related materials to teachers in Central Florida.
Teaching Trunks contain curricula as well as photo, print, and audio-visual resources appropriate for student use. Teaching Trunks are available for use in public and private schools in Central Florida free of charge. Many other Holocaust Centers across the United States have adopted our concept for use in their own communities. The Holocaust Center regularly updates trunk materials to provide schools with the best available resources.
Trunks can be customized to accommodate class size, learning level, and the length of the loan period. Reserve a trunk by emailing Mitch Bloomer.
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Tips for planning, organizing, and carrying out a driven hunt
Driven hunts are an effective hunting method to adapt game populations to their habitat, to avoid hunting pressure and damage caused by game, and, last but not least, to obtain game meat as a natural food in a hygienic way.
When planning, organizing, and carrying out a hunt, safety is the top priority and MORE important than the success of the hunt – extending from raised hides that are suitable for driven hunts to first aid equipment and warning signs for forest visitors and road users. Everyone that hunts as part of a hunting party assumes responsibility. This responsibility is not only incumbent on the participating hunters, but also on the individual leading the hunt. This person plays an extremely important role. Their instructions must be followed at all times without exception.
Measures to help prevent accidents
Informing the doctor and veterinarian (hunting day, location, etc.); selection of raised hides (accident prevention regulation governing hunting, cover); selection of hunters (education, training, sense of responsibility); safety instruction (status, start and end of hunt, hazardous area, penalties in the event of violations); safety-related equipment and measures (high-visibility vest, hatband, collar, roadblocks, modern means of communication).
The German Hunting Association recommends that hunters generally only shoot from elevated hunting positions – in this case, raised hides for driven hunts that are open on all sides and offer the hunter opportunities to move in all directions are particularly suitable – since there must always be an adequate “bullet trap” available. Natural soil is the only thing suitable for this purpose. This alone, however, does not constitute a sufficient backstop for the shot – the terrain must also offer the greatest possible angle of entry for the projectile. The firing angle relative to the next hunter must be greater than 30 degrees.
When hunting as a party, all of the participants must wear clothing that stands out clearly from the surroundings. Brightly colored vests or clothing are suitable – a hat band alone is not enough.
To ensure that the four-legged hunting companions are also easily recognizable, the use of brightly colored dog vests and collars, ideally labeled with a telephone number, is highly recommended. The use of small bells offers additional safety.
As a general rule, alcohol is taboo before and during hunting. The German Hunting Association also recommends that hunters practice shooting at moving targets and check their accuracy at a firing range or at a shooting simulator before the driven hunt season.
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THE DIGITAL INTERMEDIATE - D.I.
Digital Intermediate, often abbreviated or referred to as DI, is a process consisting of three separate processes of films 'scene to screen' workflow.
Although originally used to describe the process starting with film scanning and ending with film recording, the digital intermediate or DI, is also used to describe colour grading and final mastering, even when a digital camera is used as the image source and/or when the final movie is not output to film. Some refer to it as the Digital Lab, which can also cause confusion.
This new process will influence on set production, to the delivery of content to consumers and everything in between! To see its full potential the Digital Intermediate process requires combining many skill sets from film and video infused with information technology (IT) professionals.
Ideally the process begins in pre-production with the production team finding a post house they are comfortable using and testing with them. The team should investigate different looks working to the boundaries of the material and also understand the workflow requirements within the facility, discussing their needs during production. As I’ve mentioned in previous sections, I personally think this is an absolute necessity so the DOP, Director of Photography, should be well aware of how to best exploit the advantages of the process, plus all of the production concerned is confident in the post house or creative(s) driving their project.
Additionally, the producer should understand how the DI would affect the budget and scheduling, because every post house will have its own unique workflow requirements and can recommended ways in which the production would get the best from their material and more importantly possible savings in production costs and budget.
The Digital Intermediate offers many enhancements over the traditional optical processes of old, so much so it is changing the film production route. Benefits for the production are multiple; the ability to see the project and review at any stage, greater colour control and ultimately the deliverables can be derived from one master timeline.
THE BASICS OF THE DIGITAL LAB
For a DI facility to ultimately meet the needs of its client, there are a number of parameters that must be met by its intermediate process. Many bespoke operations have sprung up to cater for the client, all very successful, however there are many manufacturers and software options you can choose. You should at least become familiar with the major players and I shall interrogate a few within the ‘Manufacturers’ branch of this section. The point being, there are basic fundamentals which I feel need to be met to hold a DI project in its entirety.
As I have mentioned it is generally accepted a DI is carried out at 2K or 2048 x 1556 pixels, with 10 bit log sampling. A new ideology of DI is to utilise 16 bit data files, the push to this is gathering momentum. However playing these files in real time requires greater bandwidth and more processing power. 4K images are also now beginning to push the boundaries with real time playback and ease of workflow. However 2K is generally accepted as the standard, with good quality and enough headroom for colour manipulation.
The following headings conform, effects, dustbusting and deliverables will hopefully illustrate the different areas of workflow within the Digital Lab, making the workflow understandable. Equipment is an addition to this section basically to introduce the idea of a “one stop shop.” A general ideal look at facilities using software and different hardware solutions, some are hybrids with a combination of both, but these types of machines are getting rarer as off the shelf hardware is becoming robust, stable and fast enough to do the work, thus many more facilities are able to offer part, if not all of the services required to offer their services as a DI Lab. I also added the manufacturers section here to highlight some of the companies dedicated to making DI work and manufacturer’s names that you may hear when approaching post production houses. Each section will give an idea whose products help for a smoother workflow, it is ultimately down to cost and personal preference of each facility to purchase and champion whichever manufacturers system. Forgive me for giving colour correction its own section but the Digital Iintermediate is greatly associated with grading and my background as a colourist makes me slightly more bias towards the subject.
Today the cost of a Digital Intermediate is anywhere from £60,000 to £120,000 GBP. This might still sound expensive to an independent producer but as more post production facilities have offered DI and technology has gotten cheaper, the costs have been driven down. What was once a niche market is being saturated by many post houses opening their doors and offering the service. However possibly one thing to bare in mind, some of these post houses are springing from other fields of expertise and you may be competing and having your time managed if a facility has many projects being ushered through its doors. Ultimately if they have sprung from a video background, one has to beg the question do they really know enough about film and its technicalities?
It is important though to look at the big picture when looking at costs. This process substantially reduces the cost to create HD, SD & DVD deliverables from the Digital Master timeline, thus saving repetitions in your pipeline. If the film was shot on 16mm the process also allows delivery to 35mm at no additional cost. Other cost saving can come from the ability to combine digital dailies and 3 perf 35mm in the camera, reducing by 25% the amount of film used per minute on the set.
The point is, the price of a typical DI is coming down and savvy producers will find ways to leverage this technique to reduce production costs while increasing the quality of their final deliverables, opening bigger markets for distribution and success. | <urn:uuid:07781dd5-25ed-4b8c-a074-09a56431477d> | CC-MAIN-2018-51 | http://digital-intermediate.co.uk/DIindex.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823710.44/warc/CC-MAIN-20181212000955-20181212022455-00634.warc.gz | en | 0.965769 | 1,163 | 2.546875 | 3 |
The American Academy of Pediatrics recommends against using baby powder because of the risk of respiratory problems. Baby powder can cause breathing trouble and serious lung damage if a baby inhales the particles. And the particles are small enough that it's hard to keep them out of the air during use.
This is especially true of talc-based powders, with their small, easily inhaled particles. But other powders, including cornstarch-based powders, can also be inhaled.
Even small amounts of powder can irritate a baby's lungs – especially if she's at high risk for respiratory illness. (Those at high risk include premature babies, babies with congenital heart disease, and babies who have had RSV or frequent respiratory illnesses.)
If your baby isn't at high risk and you decide to use powder, do so sparingly. Put the powder on your hands first, away from your baby, not directly on or near her.
Keep the powder container well out of reach of her and of any older siblings, too. You don't want small hands to get hold of it or knock it over and produce a cloud of powder that could be inhaled.
To prevent skin irritation, don't allow powder to build up. At every diaper change, wash away any powder that may have accumulated, especially in the folds of your baby's skin. | <urn:uuid:0a56b2b0-58d9-4919-81f8-33674b4ff272> | CC-MAIN-2015-06 | http://www.babycenter.com/404_is-it-safe-to-use-baby-powder-on-my-baby_1519559.bc?startIndex=0&questionId=1519559 | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115862207.44/warc/CC-MAIN-20150124161102-00129-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.960924 | 276 | 2.8125 | 3 |
Humans are innovative in nature. We have invented lots of amazing things that make life so easy. The creation of the wheel and the introduction of the internet are some key advancements that stand out as particularly revolutionary.
Here are the most important inventions of all time.
1.) The wheel
Wheels were invented back in 3,500 B.C. It was inspired by man's desire to transport large stuff over long distances.
However, the wheel itself wasn't the most difficult part of the invention. The connection, the shape, and size of the axle were critical factors that had to be perfect.
The hard work eventually paid off and now we can transport human beings and heavy goods from one place to another. The wheels are not only found in vehicles, you can also see them in clocks and turbines. | <urn:uuid:81af8401-1454-45c2-90d2-280afee4320e> | CC-MAIN-2019-35 | https://rumourjuice.com/310-top-8-inventions-that-changed-world.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027319082.81/warc/CC-MAIN-20190823214536-20190824000536-00468.warc.gz | en | 0.9808 | 165 | 3.109375 | 3 |
What's in this article?
In 1997, Korean Air 801 flew from Seoul to the Pacific Island of Guam with over 200 Korean tourists. The Boeing 747 smashed into Nimitz Hill by the Fonte River valley. The aeroplane was only 3 miles from Guam airport, killing 288 of the 254 passengers aboard.
Initially, investigators identified the following situation. The crew had an outdated map with a missing hill. There was a light shower at a mild temperature of 26C. Their Distance Measuring Equipment gave a false reading. Also, their captain was fatigued from consecutive flights.
Most baffling to the investigators was the officer's unwillingness to question and challenge their captain's judgement. In his book "Outliers", author Malcolm Gladwell proposed that Korea's cultural hierarchy looks down upon questioning people in authority. Their deeply ingrained cultural values of hierarchy prevented the crew from challenging their fatigued captain.
Be it a hierarchical or a flat organisation, these structures are based on the values of Power Distance.
What is Power Distance?
Power distance refers to the extent to which inequalities between individuals, groups or societies are accepted, sanctioned or legitimate. Inequalities can be differences in power, authority, status or wealth. Societies can range between low to high power distance.
Power Distance was first researched by Geert Hofstede, the founding father of cultural psychology. In the 60s and 70s, Hofstede conducted a large-scale study on IBM employees by having 116,000 managers and employees in over 50 countries respond to a values questionnaire.
As a result, his research was used as a basis to study culture. In 1980, Hofstede published a book called "Culture's Consequence", looking into the extensive national-level analysis of cultural values, including Power Distance. Today, much of his country-level research can be found on his website.
What are High Power Distance cultures like?
Cultures with high power distance tend to value status and emphasise the difference between status.
In a family, children are expected to obey their parents. Likewise, the elderly are seen as wiser and should be respected. In school, a teacher's role is to lecture, and students obey by listening attentively. In the workplace, managers are expected to provide guidance, and their subordinates will defer decisions or instructions to their manager.
Formal communication is the norm for High Powe Distance cultures. People are addressed by their titles. The decisions are deferred to those in authority. Subordinates are expected to follow through with orders and not question them.
If subordinates do challenge or question, there is the fear of retribution or punishment for going against people with power. Likewise, authorities with power are expected to be benevolent and care for their subordinates. As in the case of Korea Air 801, people dare not challenge people in authority even when they are wrong.
Many Asian countries are high power distance cultures. For example, six countries in Asia, namely Bhutan, Brunei, Cambodia, Japan, Malaysia and Thailand, have monarchs. Each with its unique Lèse-majesté laws. Lèse-majesté laws refer to outlawing the defaming, insulting, or threatening of a royal family member. In comparison, some monarchs support their people; other monarchs abuse this law to censor the public and assert their power.
How about Low Power Distance cultures?
Low power distance cultures tend to value equality and treat each other as equals.
In families, it is common to see children contradict their parents. In school, teachers frequently ask for feedback from the students. While in the workplace, the manager's role is to provide consultation for their subordinates.
Low power distance people communicate with informality. People prefer not to be addressed by their status or title. There is a greater degree of independence and autonomy with low power distance. Subsequently, each individual is accountable for their actions. Each person's success is dependent on their effort and motivation.
With a low hierarchy, leaders seek feedback from their employees. Questioning or contradiction from subordinates is welcomed. There is a greater need for communication, collaboration, and coordination to align everyone on the team.
Many Nordic countries are low power distance cultures.
In 1973, during the energy crisis, the King of Norway, King Olva V, rode the public train to go skiing. The train conductor offered the King a free ride, but the King insisted on paying for a ticket in solidarity with the public.
Power Distance Index
One way to determine the power distance is with Hofstede's Power Distance Index. The thing to note is that the Power Distance Index reflects the people's perception of power. It is not an objective measure of power distribution. Here's a lovely infographic by reservations.com
Does Power Distance apply to everyone?
Power Distance is one of the six cultural dimensions robustly discussed in psychology. Because cultural dimensions or characteristics are derived from averages of a social group or country, these scores cannot be applied to describe individuals.
Just because Norway is a low power distance culture does not mean the Norwegians you met are low power distance people. Likewise, a Malaysian might disagree and be unsatisfied with power inequality, even though Malaysia is a culture with the highest power distance score.
The tendency to attribute cultural dimensions to individuals is called Ecological Fallacy. Cultural dimensions are derived from averaging many individual data points from a group. And so, averaging is not meaningful, especially when societies are polarised. Likewise, meeting one Norwegian or one Malaysian does not represent the country or the culture.
Hence, the cultural dimensions of a nation or a group of people should be used as a guide. Be open to considering and anticipate that not everyone you meet from a cultural group fits their cultural dimension.
Power Distance is one of the six cultural dimensions by Hofstede. A deeper understanding of whether a culture is high or low power distance will help you prepare and strategise for your multicultural interaction. Yet, it does not necessarily mean that every person you meet represents the group. Likewise, a culture's power distance is not equally valued by all its members from that cultural group.
Use cultural dimensions, including Power Distance, as a guide, not an instruction manual. | <urn:uuid:05185a96-2336-4686-8c7f-63b515675a5b> | CC-MAIN-2023-50 | https://www.culturesparkglobal.com/blog/why-is-there-inequality-fundamentals-of-power-distance/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679103558.93/warc/CC-MAIN-20231211045204-20231211075204-00406.warc.gz | en | 0.950209 | 1,276 | 3.5625 | 4 |
The Yellow Hammer is found across the UK all year round, but less commonly seen in the North and West. They are absent from some upland areas, such as the Pennines, Inner Hebrides, Orkneys and the Scottish Highlands.
Male: A small, graceful bird with yellow and green colouring and a medium-length tail which it distinctively wags. It has a bright yellow head and breast and rust-brown tinged wings.
Female: Similar to the male, but with generally darker head markings and more subdued yellow colouring.
Bill: Grey, short and stubby.
Legs: Buff in colour, medium length.
Habitat: Heaths, fields, hedges and gardens.
Behaviour: Hops, perches openly, takes off/lands on vegetation/ground.
Voice: Familiar, “little-bit-of-bread-and-no-cheese” sound.
Nest: Low bush.
Eggs: 3–5. White/purple in colour, blotchy appearance.
Incubation period: 11–14 days.
Fledgeling: 16 days.
Broods: 2–5. April–June.
Food: Seeds, insects and berries.
UK breeding pairs: 1.2 million.
Countrywide No Mess Wild Bird Feed, Countrywide Sunflower Hearts | <urn:uuid:5b138c3e-0ac3-44bc-8f20-d7feef74f58f> | CC-MAIN-2019-43 | https://www.aejames.com/bird-guides/yellow-hammer-emberiza-citrinella/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987763641.74/warc/CC-MAIN-20191021070341-20191021093841-00347.warc.gz | en | 0.869741 | 288 | 3.1875 | 3 |
The Value of 13+ Common Entrance
The pros and cons of Common Entrance at 13+ have been hotly debated in recent years. Criticisms include suggestions that the curricula are too prescriptive (resulting in the stifling of creativity and fun in the classroom); the required standards and expectations are too high resulting in excessive demands being made on pupils, teachers and parents; papers are marked by the senior schools themselves so there is a lack of consistency and standardisation; and a 13+ entrance exam that can be failed as well as passed puts undue pressure on the candidates.
That said, many (myself included) believe that Common Entrance still has enormous value, nearly 120 years since the first papers were set.
Increasingly, Common Entrance is not a pass/fail exam (although of course pupils can fail, especially to the more competitive schools). Therefore, the papers give pupils a chance to "show off" what they have learnt thus impressing their senior schools.
Pupils derive enormous benefits from preparing for and writing public exams at prep. school age.
The exams cover rigorous common curricula. The fact that many subjects are being taught at a level approaching GCSE not only encourages academic excellence and intellectual curiosity amongst pupils, it also sets a high benchmark for the teachers. CE means that pupils have all had the same solid grounding when they arrive at their senior schools.
Common Entrance allows for flexibility – those who have joined a prep. school late and so perhaps do not offer French or Latin can still be considered by their chosen senior school. It also caters for a range of abilities: many of the subjects have papers set at different levels. Equally, senior schools understand that a pupil might take a higher level paper, achieve a comparatively lower grade, but demonstrate an ability to cope with a more demanding syllabus – and this is interpreted accordingly.
Scholarship requirements tend to be based – loosely – on the respective Common Entrance schemes of work. Many schools use the Common Academic Scholarship papers published by the Common Entrance exam board - the ISEB. Thus using the ISEB syallabi as a basis in a prep. school is beneficial to scholars as well as CE candidates.
Common Entrance is important as young people must have something at which to aim. A "rite of passage" is valuable, whatever the exam. It gives focus to children in their final years at prep. school, and their preparation for CE equips them with a broad range of skills and academic knowledge.
Of course there is no such thing as a perfect admissions system and it would be narrow-minded to claim that Common Entrance is fault-free. However, whilst not wishing to put undue pressure on pupils, we are surely failing them if we relax our high expectations and remove all possible hurdles? For an exam to be worth the paper that it is written on it has to be possible to pass as well as to fail; to get low grades as well as high. Those who do best are invariably the ones who are prepared to put in the hard work – but surely this is good preparation for life?
Most importantly, pupils who work hard, earn top grades and pass in to their first choice senior school deserve to feel a genuine sense of pride in their achievements – and that is precisely what Common Entrance allows. | <urn:uuid:28fdc8c5-9279-43f8-80f7-fb12c474446d> | CC-MAIN-2021-17 | https://www.schoolentrytutor.co.uk/post/the-value-of-13-common-entrance | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039550330.88/warc/CC-MAIN-20210421191857-20210421221857-00162.warc.gz | en | 0.977737 | 679 | 2.9375 | 3 |
Pigs often get a bad rap for being dirty, smelly, and not so bright, but that’s FAR from the truth! In fact, IQ tests suggest that pigs are just as smart as dogs and chimps. Pigs are ranked as the fourth most intelligent creature on earth. Their level of cognitive ability allows pigs to have abstract thoughts, use tools, recognize their own names, dream, and follow commands. A famous computerized experiment even showed that pigs were able to move the cursor of a computer, play video games, and differentiate between drawings they had produced. Pretty impressive, huh?
In this sweet video, we learn that pigs are also cool, love birthday cake, and are caring mothers. How’s that for supposedly smelly, dull animals? Share this video and encourage others to see just how awesome these animals can be! | <urn:uuid:9e039f20-1f2b-4c15-adc5-ddb314e4b283> | CC-MAIN-2018-05 | http://www.onegreenplanet.org/news/proof-pigs-are-probably-smarter-than-our-cats-and-dogs/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00566.warc.gz | en | 0.978276 | 173 | 2.75 | 3 |
The sense of hearing during the infancy and toddler years is the most difficult to assess. Hearing loss among children aged 0 to 3 years old is not readily detectable due to the fact that interaction using aural sensory is very limited at this point of children’s development years. Unlike eyesight, which could offer obvious developmental stages, hearing is always coupled with language and speaking development which would only be evident in the later part of the toddler years.
In managing the sensory development of children, parents should be very conscious of signs of hearing loss within these crucial years. The most simple among the symptoms is if babies or toddlers do not have any reactions to loud and stressful sounds in their surroundings. For babies and toddlers without such reactions as crying or looking at the direction of the source of the sound, hearing loss might be impending. Also, if the symptoms are still not that obvious, they might never be detected unless with the use of a hearing aid to see any changes to their reaction to sound.
There are few reasons why hearing loss happens at this early stage of child development. The first would be infections that have happened in the womb or even after birth. Any viral infection that may have caused sickness to the mother while she is pregnant can affect her baby’s aural development after birth.
Second, premature birth could also be a big factor in hindering sensory development among infants and children. Babies who are born before the last few weeks of pregnancy have a higher risk of experiencing under-development of brain or nervous system functions. Prematurely born babies are also more prone to infections that could affect development even when these infections have been overcome.
Third, is the intake of ototoxic medication, liquor and even smoking while pregnant may affect the development of the baby’s senses. Babies who are also exposed to or have ingested unsuitable medication can have hearing loss.
Lastly hearing loss can be a symptom of bigger problems such as genetic syndromes or disorders in the child’s brain or nervous system. It is better to check the medical history of both parents to see any genetic lineage of such syndromes and disorders so that early intervention can be done during the most crucial years.
If you do see any symptoms of hearing loss on your child, do not be afraid to consult a pediatrician or an ear specialist for children to have a check-up and hearing tests be done on your child. Early interventions like a hearing aid or minor surgical operations can be done to avoid impairing the development of your child’s speech in line with his or her hearing.
Remember that it is never too late to prevent your child’s hearing loss with the proper precaution and sound medical advice. Consider yourself and your child fortunate that you can act on the long term potential of hearing loss while your infant or toddler is still within his or her developmental years. Always consult your doctor for proper testing and intervention. | <urn:uuid:0a3a26f3-e739-4b85-83a4-ded430ac19ff> | CC-MAIN-2020-29 | https://www.thehearingcentre.sg/caring-for-your-children/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657142589.93/warc/CC-MAIN-20200713033803-20200713063803-00095.warc.gz | en | 0.969447 | 592 | 3.59375 | 4 |
U.S. Planning Base on Moon To Prepare for Trip to Mars
HOUSTON -- For the first time since 1972, the United States is planning to fly to the moon, but instead of a quick, Apollo-like visit, astronauts intend to build a permanent base and live there while they prepare what may be the most ambitious undertaking in history -- putting human beings on Mars.
President Bush in 2004 announced to great fanfare plans to build a new spaceship, get back to the moon by 2020 and travel on to Mars after that. But, with NASA focused on designing a new spaceship and spending about 40 percent of its budget on the troubled space shuttle and international space station programs, that timetable may suffer.
Still, NASA's moon planners are closely following the spaceship initiative and, within six months, will outline what they need from the new vehicle to enable astronauts to explore the lunar surface....
I think the vodka theory is credible, although way too common a problem there to make good tabloid news. A coworker of Russian ancestry told me it was (is?) common for Aeroflot pilots to be clearly drunk while in the cockpit. Real pilots can fly inebriated, right?
If aliens want drunken captives, Russia is the place for them to visit.
"The history of the space program is evidently a lot more controversial to some people than I thought."
And not just an American problem either....
"Sunday April 8, 2001 The Observer As bittersweet celebrations are prepared in Russia for Wednesday's fortieth anniversary of the triumphant launch of Yuri Gagarin into space, the mysterious circumstances in which the Soviet icon died have been subjected to new public scrutiny. The unresolved question of how Gagarin died in a plane crash in 1968 has prompted as much intrigue in Russia as the assassination of John F. Kennedy in America. The official secrecy around the inquiry into the accident gave rise to extraordinary rumours: some people believed his death had been faked; others argued that he had been murdered in a KGB plot or abducted by extra-terrestrials, or had killed himself by piloting the plane when drunk on vodka. President Leonid Brezhnev would not permit investigators to publish an article detailing their conclusions, on the grounds that it would 'unsettle' the nation; only a brief summary was released in the year Gagarin died, and the 30-volume report was consigned to the state archives."
I think it's obvious that he was abducted by aliens myself. Why else did they never come up with a body?
Jeff, while historians do differ since they all have biases, such biases can often be best identified by analyzing the form & content (adjectives are a good tip-off), rather than the credentials/bio. of the author. And they'll inevitably differ just because of their writing style or sources consulted.
The history of the space program is evidently a lot more controversial to some people than I thought. If you're that suspicious, then nothing I can say will assure you.
33K, I'm not Brit, but I enjoy their literary style, which is why I liked the movie "The Mouse on the Moon."
"For example, the chemtrails. Our government is paying countless millions of dollars to hire cargo planes to go up and spew barium salts out, filling the skies with pollution, blocking the sun."
This is the most remarkable of all stories. With this story, all one has to do is walk outside and look up but amazingly people are hopped up on drugs, alcohol, television or any number of other personal sins (I know I've been there). They have been bewitched and are blind to what is right before their very eyes.
We are being destroyed and most are "Ho hum, our government wouldn't do that, ho hum our spiritual leaders wouldn't betray us, ho hum our media isn't controlled, ho hum the devil couldn't deceive ME."
Back to the moonbase topic, this is a quote from Yuri Gagarin speech at Metro Vickers on 12th July 1961:-
"I visualise the great day when a Soviet spaceship landing on the moon will disembark a party of scientists who will join the British and American scientists working in observatories in the spirit of peaceful cooperation and competition, rather than thinking on military lines."
Whenever someone speaks or writes something down, they do this with a bias. It is their intent to convince the listener or reader of their worldview. When I read something I like to know from what bias the author is writing from. When I go to a site that has Alexandrian symbology on it, then I would suspect that the materials from it are Alexandrian in nature and they are likely intending to deceive the reader to some degree. I don't mean to offend you I just thought maybe you could make an argument for why we should believe this gentleman's perspective of history.
"They could say anything they wanted to say, and did. Who would care? Who would believe them?"
Actually, lots of people believed the Soviets when they could see that what they claimed was demonstrably true.
For example, Yuri Gagarin paid a "goodwill visit" to the factory where my parents worked in the 1960's. My Mam and Dad definitely believe to this day that they saw the first cosmonaut/astronaut in space with their own eyes. Speaking as someone whose earliest memories include the later Apollo moonshots I think that's quite neat.
Yeah I went to FAS and they had 4 of these eyes. Call me picky but if the Federation of American Scientists are a bunch of Egyptian God loving heathens and they endorse this work then I am a bit cautious. Do you have any background information on Marcus Lindroos? I can't seem to find a good biography on him via Google.
1. You agreed with Max that "The propaganda of that day was that the USSR was on the verge of doing a moon landing before the USA", and, "They didn't want history to show communists doing something like that before a free society"
2. You added "Our "moon landing" was propaganda for the Cold War. The Russians were way ahead of us. When we realized we couldn't get past 200 miles above the earth, we decided to fake it."
3. But you think Soviets would not have wanted to blow the whistle on the American hoax because (a) these deadly enemies, utterly opposed to each other, were in collusion together and (b) everything the Russians said they did was automatically dismissed as propaganda anyway.
Have you ever heard the song "There's a hole in my bucket"?
quote: "Given how powerful the Soviet Union was and how deeply they penetrated the western intelligence agencies and governments I am amazed that they did not choose to expose the moon landings as a hoax."
The Soviets have their own hoaxes. If all the leaders of all the nations start telling on each other the lies and frauds they've done to their own people -- well, none of them want that.
And who would believe them anyway? At that time they were saying all kinds of things about their Five Year Plan, and it was an automatic that anything the Soviets said was disinformation, lies, propaganda.
Now both countries are working together to hoax the whole world, and foreign soldiers will be used to round up the Americans for the concentration camps.
The next big hoax will be a fake alian invasion complete with flying saucers to help bring in the Antichrist.
From what I've read, our military has the technology to build these things that look like antigravity. They are breeding half demon/half human hybrids in their underground city in New Mexico and they are going to pass these creatures off as "alians."
This will be part of the big deception we read of in II Thes. and Revelation.
Max: "Also one large reason back then to make this "happen" was because of the fear of a communist world takeover and for country moral boosting against the USSR. They didn't want history to show communists doing something like that before a free society. The propaganda of that day was that the USSR was on the verge of doing a moon landing before the USA, and they also sent up their ship before USA did already remember even though they didn't get to the moon."
That's right. Our "moon landing" was propaganda for the Cold War. The Russians were way ahead of us. When we realized we couldn't get past 200 miles above the earth, we decided to fake it.
Since then, we've not even been able to send an unmanned satellite there and bring it back. What does that tell you? | <urn:uuid:de198b82-f2f2-4bdb-8d0d-df35bc71e8c8> | CC-MAIN-2017-17 | http://www.sermonaudio.com/new_details.asp?ID=21312 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917125719.13/warc/CC-MAIN-20170423031205-00165-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.976426 | 1,780 | 2.59375 | 3 |
Jacobus Cornelius Kapteyn, (January 19, 1851–June 18, 1922) was a Dutch astronomer, best known for his extensive studies of the Milky Way and as the first discoverer of evidence for galactic rotation.
Kapteyn was born in Barneveld, and went to the University of Utrecht to study mathematics and physics in 1868. In 1875, after having finished his thesis, he worked for three years at the Leiden Observatory, before becoming the first Professor of Astronomy and Theoretical Mechanics at the University of Groningen, where he remained until his retirement in 1921.
Between 1896 and 1900, lacking an observatory, he volunteered to measure photographic plates taken by David Gill, who was conducting a photographic survey of southern hemisphere stars at the Cape Town Observatory. The results of this collaboration was the publication of Cape Photographic Durchmusterung, a catalog listing positions and magnitudes for 454,875 stars in the Southern Hemisphere.
In 1897, as part of the above work, he discovered Kapteyn's Star. At the time, it had the highest proper motion of any star known. Today it is in second place, having been dethroned by Barnard's Star.
In 1904, studying the proper motions of stars, Kapteyn reported that these were not random, as it was believed in that time; stars could be divided into two streams, moving in nearly opposite directions. It was later realized that Kapteyn's data had been the first evidence of the rotation of our Galaxy, which ultimately led to the finding of galactic rotation by Bertil Lindblad and Jan Oort.
In 1906, Kapteyn launched a plan for a major study of the distribution of stars in the Galaxy, using counts of stars in different directions. The plan involved measuring the apparent magnitude, spectral type, radial velocity, and proper motion of stars in 206 zones. This enormous project was the first coordinated statistical analysis in astronomy and involved the cooperation of over forty different observatories.
He was awarded the James Craig Watson Medal in 1913. Kapteyn later retired in 1921 at the age of seventy, but on the request of his former student and director of Leiden Observatory Willem de Sitter, Kapteyn went back to Leiden to assist in upgrading the observatory to contemporary astronomical standards.
His life-work, First attempt at a theory of the arrangement and motion of the sidereal system was published in 1922, and described a lens-shaped island universe of which the density decreased away from the center, now known as the Kapteyn's Universe model. In his model the Galaxy was thought to be 40,000 light years in size, the sun being relatively close (2,000 light years) to its center. The model was valid at high galactic latitudes but failed in the galactic plane because of the lack of knowledge of interstellar absorption.
It was only after Kapteyn's death, in Amsterdam, that Robert Trumpler determined that the amount of interstellar reddening was actually much greater than had been assumed. This discovery increased the estimate of the galaxy's size to 100,000 light years, with the sun replaced to a distance of 30,000 light years from the galactic center.
The astronomy institute of the University of Groningen is named after Kapteyn. A street in the city of Groningen is also named after Kapteyn: the J.C. Kapteynlaan. And the Isaac Newton Group of Telescopes at the Canary island of La Palma named the Jacobus Kapteyn Telescope (JKT) after him.
* Gold Medal of the Royal Astronomical Society (1902)
* James Craig Watson Medal (1913)
* Bruce Medal (1913)
Named after him
* Kapteyn crater on the Moon
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How The Online World Has Shaped Our Approach To Health
The internet has revolutionized every aspect of our day-to-lives, and our approach to health and healthcare is no exception. We look below at how the online world has transformed this generation’s engagement with the healthcare system.
Information And Awareness
More than anything else, the internet allows us access to a near infinity of information and data. This has meant, in terms of our health, that we are more aware of and educated on conditions and diseases than ever before. This has made a profound difference to the rates of early diagnosis of, for example, certain types of cancer and has armed a vast amount of people with the information they need to make informed choices, which is often key to preventative practices. We can quickly find out the maximum units of alcohol we should be getting through a week and recipes for low-fat versions of our favorite dishes.
A quick online search can tell us how many grams of fiber we ought to be consuming a day, and the foods highest in this nutrient, or the warning signs to look out for in terms of skin cancer. Despite the great benefits that this has brought, it is somewhat of a double-edged sword.
Firstly, readers should satisfy themselves that the source of the medical knowledge provided is a reliable one. Secondly, many symptoms can present as a result of numerous different illnesses, and it can be very difficult to tell for sure what you’re suffering from: a headache could be due to a viral cold, an allergy, stress, or a potentially very serious condition. Self-diagnosing can often result in errors and subsequently not seeking the medical intervention you might require.
Accessing Doctor’s Appointments Online
Online appointments came to the fore during the pandemic, and it is likely that they will continue to be offered indefinitely. Online consultations allow for much greater convenience, especially for those who might otherwise struggle to attend in person, such as those who have mobility problems or who can’t easily travel to a clinic. These types of appointments can also feel more accessible for those who might be anxious or self-conscious about seeing a doctor in person.
Requests for prescriptions can be made online, too, and the process is usually quick and easy, especially for repeat prescriptions. Check with your clinic regarding the system for obtaining online prescriptions or click to investigate more about obtaining your medication via an online portal, including details of the different plans available. Many service providers operate on a 24/7 basis, and some can mail out prescriptions. The ability to get a prescription online is of great benefit to those whose working hours or conditions make attending in person problematic.
Mental Health Support
Long a condition that wasn’t talked about, the importance of mental health is now being recognized and addressed. The nature of mental health issues can make it particularly hard for those suffering to reach out for the help and support that they need. Online tools and resources are changing this, though, and making a real difference to the life of sufferers. Charities like The Samaritans now offer the facility for people to contact them via email to access support and have a self-help app on their website for users to monitor their feelings and receive links to recommended services, helplines, and groups. The UK mental health charity, Mind also features a range of useful tools on their website, including a coping guide for those who feel in crisis and access to a range of resources and links.
Encouragement To Exercise
The internet has also driven awareness of the importance of regular exercise and made it easier to achieve a daily workout than ever before. There are a plethora of online classes and exercise sessions available in a variety of different types of exercise, including yoga, aerobics, and spin, and targeted at varying levels of ability. Apps that monitor things like your steps, heart rate, and quality of sleep also make it simple to keep track of crucial elements of your overall state of health and level of fitness.
A Holistic Approach
The online world has facilitated a much more holistic and joined-up approach to health and the health services we have reason to access. Data sharing, linked resources, and apps that work alongside each other inform the new way we think about our health. Mental health is now seen as intrinsically linked to physical wellbeing, and mindful techniques, for example, are being recommended, alongside traditional medications, to alleviate digestive problems. Diet has been found to have a major effect on hormone production, which in turn impacts fertility, stress levels, and – full circle – appetite.
As the way in which the body and the mind work in conjunction is more fully understood, a holistic approach to health is likely to be the prevailing way that we understand our entire selves, and how best to keep ourselves nurtured both physically and mentally, and the online world will no doubt be at the forefront of this. | <urn:uuid:7f8730f8-a85b-4e2a-804a-7d6b8ab5bdd9> | CC-MAIN-2021-49 | https://www.michnews.com/how-the-online-world-has-shaped-our-approach-to-health/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363420.81/warc/CC-MAIN-20211207232140-20211208022140-00521.warc.gz | en | 0.959088 | 1,004 | 2.546875 | 3 |
Sunday, August 16, 2009
Via: Boston Globe:
Polio, the dreaded paralyzing disease stamped out in the industrialized world, is spreading in Nigeria. And health officials say in some cases, it’s caused by the vaccine used to fight it.
Experts have long believed epidemics unleashed by a vaccine’s mutated virus wouldn’t last since the vaccine only contains a weakened virus strain — but that assumption is coming under pressure. Some experts now say that once viruses from vaccines start circulating they can become just as dangerous as wild viruses.
“The only difference is that this virus was originally in a vaccine vial,” said Olen Kew, a virologist at the U.S. Centers for Disease Control and Prevention.
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NEW YORK (CNN/Money) – Most of us work hard for a living. And if we're lucky, we're well compensated for the effort.
But there are some jobs you should take only if you really love the work because the investment you make to get the job and the hours you keep aren't necessarily commensurate with what you earn.
Not that all careers in this category are necessarily low-paying, at least not by national standards.
But they may require a great deal of time and money in graduate education, offer working conditions that only passion can excuse, and there may be such a long run for the roses that you forfeit prime working and child-bearing years just to achieve a salary that college peers were earning a decade earlier.
Here are just three of those jobs.
For every Philip Johnson or Frank Lloyd Wright in a generation of architects, there are countless more who work without fanfare on the everyday buildings where we work, live and shop.
Architects may spend up to seven years completing undergraduate and master's-degree studies, or up to three-and-a-half years in a master's program if they majored in another area during college. To be eligible to take the licensing exam, they also must log three years as interns working for licensed architects.
Architects with a master's might enter the work force with between $50,000 and $80,000 in student loan debt. But as first-year interns, they might earn only $34,000, the national median according to the 2005 compensation survey by the American Institute of Architects. Meanwhile, several steps up the ladder, senior architects earn a median of $68,900.
There's a reason they say if you can't stand the heat get out of the kitchen. Restaurant kitchens usually aren't air conditioned, so temperatures can top 100 degrees in the summer, said Stephan Hengst, spokesman for the Culinary Institute of America (CIA).
Since most restaurant chefs are not on track to become the next Jean-Georges Vongerichten or Wolfgang Puck, they can expect far more modest incomes.
Culinary school graduates who might have spent two to four years and tens of thousands of dollars to get their degrees might get a low-level job on the kitchen line paying around $32,000 soon after graduation (more if they had experience prior to culinary school).
By the time they work their way up to sous-chef after perhaps three or four years, they might make around $55,000, Hengst said.
Benefits are more likely to be included if they work for a chain rather than a small, independently owned restaurant.
And the hours they log on their feet average about 12 hours a day, Hengst said, although 80- to 100-hour weeks aren't unusual for some.
When you work behind the scenes in a restaurant, kudos aren't delivered directly by the customer, but rather indirectly by their returned plates: the emptier, the better.
Academic research scientists
A career with one of the most disproportionate ratios of training to pay is that of academic research scientist.
A Ph.D. program and dissertation are requirements for the job, which can take between six and eight years to complete. (See correction.) Add to that several years in the postdoctoral phase of one's career to qualify for much coveted tenure-track positions.
During the postdoc phase, you are likely to teach, run a lab with experiments that require you to check in at all hours, publish research and write grants – for a salary that may not exceed $43,000.
The length of the postdoc career has doubled in the past 10 years, said Phil Gardner, director of the Collegiate Employment Research Institute at Michigan State University. "It's taking longer and longer to get there. You can't start a family. It's really tough."
And it's made tougher still by the fact that in many disciplines, there aren't nearly as many tenure-track positions as there are candidates.
So, to those who earn their MBAs in two years and snag six-figure jobs soon after graduation, your jobs may be hard, but maybe not quite as hard as you think.
Correction: An earlier version of this story understated the number of years it takes to get a PhD in the sciences. CNN/Money regrets the error. (Return to story.)
Read about some surprising six-figure jobs: stunt driver; auctioneer; matchmaker; head groundskeeper; and fashion-trend forecaster.
Also, see 3 career moves to make now.
Do you have nightmare stories about your homeowner's association? Or perhaps you love it? Either way, Money magazine wants to hear your story for an upcoming feature. E-mail email@example.com. | <urn:uuid:0baa7609-77ba-4cec-a261-4318056ae4e5> | CC-MAIN-2016-26 | http://money.cnn.com/2005/08/15/pf/training_pay/index.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783393463.1/warc/CC-MAIN-20160624154953-00036-ip-10-164-35-72.ec2.internal.warc.gz | en | 0.966479 | 994 | 2.515625 | 3 |
It’s seed-starting season again. Tomorrow I’ll start eggplant, peppers, and cipollini onions. On the 15th, I’ll start tomatoes and basil. We grow just about any food item we can at our climate… within reason. Bell peppers won’t grow enough to save me money, and watermelons grown within a high desert region aren’t worth my time.
This leads perfectly into a blog post about accuracy of crops and foods within stories. When I read the Dragonlance Chronicles in my early 20s, I found myself distracted that Otik served spiced fried potatoes in a society that mimics medieval Europe. But then, a series based on a Dungeons and Dragons campaign can use all the artistic license it wants, for whatever it wants.
If a work is even moderately historically based, though, what crops would your characters have grown? I’ll go deeper into each of these in later blogs, but here’s a general outline. All pictures have been borrowed from Wikipedia.
Nightshades (tomatoes, peppers, eggplant, potatoes): Nightshades existed in ancient and medieval Europe, though most people avoided them because of the danger of belladonna, or deadly nightshade. Belladonna served as an excellent painkiller, up to the point of death. The first cultivation of nightshades appeared in the terraced hillsides of Andean South America, and came to the Old World during European exploration. Potatoes became a staple crop in Northern Europe in the 18th century. Tomatoes arrived in Europe between 1548 and 1590, but were primarily ornamental. It was still considered unfit for eating, and wasn’t widely used in British cuisine until the mid-18th century. Eggplant (aubergine) originated in the Indian subcontinent but isn’t recorded in England until the 16th century. Again, it was long thought to be poisonous. Capsicum peppers were cultivated in America for thousands of years and came to Europe with Spanish conquistadores.
Alliums (onions, shallots, garlic, leeks, chives): Traces of onion remnants have been found in Bronze Age settlements, and the Book of Numbers in the Old Testament suggests cultivation of leeks, onions, and garlic took place in ancient Egypt. Ancient Greeks believed onions lightened the balance of blood. Medieval farmers used them to pay rent and as gifts. Christopher Columbus introduced cultivated onions to America, but found that Native Americans already used wild onions as food, medicine, or dyes. Natives in northern California still harvest a variety of wild onion from high elevations.
Curcubits (squash, melons, cucumbers, pumpkins): Squash first appeared on the Andean terraces. (Though people try to claim otherwise, a pumpkin is just another shape of squash.) In the New World, agrarian Native Americans planted a “Three Sisters” or “Iroquois” system where beans climbed up corn, with squash surrounding the roots as mulch. Numbers 11:5 of the Old Testament suggests cucumbers and melons grew in ancient Egypt, and early American settlers grew honeydew and casaba as early as the 1600s.
Root crops (carrots, beets, turnips, parsnips): Ancestors of the carrot are likely to have come from Iran and Afghanistan, though the first mention of the root in classical sources is in the 1st century. The modern carrot appears to have been introduced to Europe in the 8-10th centuries, with mention of it in Arab agriculture in the 12th century. Eastern carrots (Iran) are yellow or purple, and western carrots (emerging in the Netherlands) are orange. Parsnips are native to Eurasia and have been mentioned in Greek and Roman literature. Beets spread from the Mediterranean to Babylonia by the 8th century BC and as far east as China by 850 AD. Romans considered beets an important health food and aphrodisiac, and it became commercially important with the development of the sugar beat in 19th century Europe.
Pulses (peas, beans, lentils, vetches): Cultivated since ancient Egyptian and Indus times, pulses are mentioned in the Old Testament when Shadrach, Meshach, Abednego, and Daniel chose to eat vegetables and pulses rather than the king’s rich food. In medieval times, farmers recognized the value of crop rotation as pulses fixed nitrogen in the soil for future harvests, and they also grew these as fodder crops for animals. Beans in the Americas date back as far as the second millennium BC in Peru, and came north along the Atlantic seaboard in pre-Columbian times.
Brassicas (cabbage, cauliflower, broccoli, turnips): Originally cultivated in India for their oil-bearing seeds, turnips became a well-established crop in Hellenistic and Roman times. Domestication of mustards and radishes took place over west Asia and Europe. Nordic countries used turnip as a staple crop before its replacement with the potato. It is difficult to trace the exact history of cabbage, but it was domesticated in Europe before 1000 BC and became a prominent part of medieval European cuisine. Broccoli derived from leafy cole crops in the Northern Mediterranean about 6th century BC. It arrived in England in the mid-18th century. Cauliflower arrived in France from Genoa in the 16th century.
Lettuce and spinach: Ancient Egyptians first cultivated lettuce from a weed. It spread to the Greeks and Romans. Medieval cultivars used it primarily as a medicinal herb. Many varieties developed in Europe between the 16th and 18th century. Spinach originated in ancient Persia, then Arab traders carried it into India and ancient China. In AD 827, the Saracens introduced it to Sicily, where it spread as far up as Germany by the 13th century. It appeared in England and France in the 14th century.
Grains and seeds: Neolithic founder crops include barley, flax, and emmer/einkorn wheat. Egypt and the Indian subcontinent farmed wheat and barley as early as 7000 BC. In the Far East, rice served as the primary crop. Corn began more than 6000 years ago as Mesoamerican wild teosinte then spread to North America by the time of European exploration. Sunflowers began with Native Americans in the Eastern United States. Medieval Europeans grew wheat, rye, barley, and oats. Teff grew as a staple grain in ancient Ethiopia. Wild rice originated in North America. Amaranth was a staple crop of the Aztec Empire, and quinoa originated in the Andes.
Fruit: Natives of Eastern U.S. developed domesticated strawberries. Apples originated in Turkey around 328 BC, where Alexander the Great brought it back to Macedonia. From there it spread through Europe as a staple crop. Buckets of apples have been found in the Oseberg ship burial site in Norway. Colonists brought apples to North America in the 17th century. Believed to have originated in western China, pears spread quickly through Europe, where Romans ate them cooked and raw, and Henry III of England received them as a gift from La Rochelle-Normande. Though consumed since ancient times, records show the first cultivated cherry was brought to Rome from Turkey. Cherries first entered England by order of Henry VIII. Citrus originated in Southeast Asia, and has been cultivated since ancient times. It spread to ancient Greece and Rome. Lemons were known to the Jews of Jerusalem by 90 B.C., then entered southern Italy no later than the 1st century AD. Substantial cultivation of the lemon occurred in Genoa in the mid 15th century, and traveled to America with Christopher Columbus. By the 19th century, British sailors used limes to prevent scurvy while at sea, acquiring the nickname “Limey.”
Coffee: Though coffee grew in ancient Ethiopia, the first credible evidence of coffee drinking appears in the mid-15th century in Yemen. It spread to Italy after 1583, and the first European coffee house opened in Italy in 1645. It became popular in England, France, and Austria within 15 years of that. Frenchmen brought it to Martinique in the Caribbean, from which arabica coffee descended. Introduced to Brazil in 1727, it gained momentum after 1822 and took up cultivation within Central America in the latter half of the 19th century.
Spices: The spice trade developed through South Asia and the Middle East around 2000 BC with cinnamon and pepper. The Egyptians used herbs for embalming, and by 1000 BC medicinal systems based on herbs could be found in China, Korea, and India. Spices are mentioned in the Old Testament, in Genesis and Song of Solomon. Nutmeg entered Europe in the 6th century BC. By medieval Europe, costly spices included black pepper, cinnamon, cumin, nutmeg, ginger, and cloves, with medicine’s main theory that it balanced “humors” in food. Medieval spices that have fallen into obscurity in European cuisine include grains of paradise, long pepper, mace, spikenard, galangal, and cubeb. The Republic of Venice controlled spice trade with the Middle East from the 8th to the 15th centuries. Portuguese navigator Vasco da Gama sailed to India in 1499 seeking control of trade routes. About the same time, Christopher Columbus returned from the new world describing new spices available there such as allspice, bell and chili peppers, vanilla, and chocolate. | <urn:uuid:6a1c0f84-68fb-435c-a818-6e6e8c2ef99f> | CC-MAIN-2018-17 | https://marissaames.com/2013/03/02/seeds-of-growth/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125945493.69/warc/CC-MAIN-20180422041610-20180422061610-00177.warc.gz | en | 0.956833 | 1,996 | 2.640625 | 3 |
sympathetic pity and concern for the sufferings or misfortunes of others.
“the victims should be treated with compassion”
synonyms: pity, sympathy, empathy, fellow feeling, care, concern, solicitude, sensitivity, warmth, love, tenderness, mercy, leniency, tolerance, kindness, humanity, charity
“have you no compassion for a fellow human being?”
What is compassion? It is a state of mind, is it a way of life? Is it a word that has lost its connection to its synonyms? Does it trend, does it go viral, does it get liked, and does it get shared? Does it click?
Should it not be “I treat victims with compassion” or “do you give of yourself the act of compassion onto fellow human beings?”
Is it time to breathe life into the nature of being compassionate?
I like this version of compassion better:
“The true meaning of compassion will only become clear if one lives a life of compassion. There is no other way. Compassionate toward yourself, you reconcile all beings in the world. Compassion, real compassion, is not an emotion: it is a commitment. You will keep this commitment in spite of your emotions. It is not dependent on something so fickle as emotions.” – Jos Slabbert http://www.taoism.net/theway/ttc.htm
It is quite one thing to feel compassion, it is another thing to feel pity, yet it is quite powerful to perform acts of compassion. I believe that is how change is enabled. I think per chance that is how we are able to connect, to ourselves, to others and to humanity to create harmony.
Shall we seek and see if we shall find?
For some reason this quote from Albert Einstein jumps to mind:
“The world is a dangerous place to live; not because of the people who are evil, but because of the people who don’t do anything about it.”
Shall we do unto others as you would have others do unto you?
If you feel pity then act upon it with compassion.
You never know until you try. | <urn:uuid:0a131585-310a-4065-9676-7e2f33aace9f> | CC-MAIN-2022-33 | https://apatientvoice.com/2015/02/23/compassionate-release/?replytocom=1905 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572192.79/warc/CC-MAIN-20220815145459-20220815175459-00600.warc.gz | en | 0.942502 | 478 | 2.625 | 3 |
Community college is a very popular topic right now. And with popularity comes rumors and misconceptions. Selecting an educational path is a big decision, and before you make that decision (or help someone to make that decision) it’s important to have a clear understanding of the alternatives. So, to put an end to some of these misconceptions, here is a list of the most common myths about community colleges!
False! While I can’t quote exact numbers (to my knowledge this data is not tracked), I can tell you anecdotally that Ivy League transfer is not only possible, but probable with the right guidance. Community college transfer students are proven, mature students and are more likely to graduate than incoming freshmen. Don’t take my word for it, UCLA’s Alfred Herrera said this to the College Board on the topic of transfers:
“My argument has always been that if a transfer student can juggle a full-time job, a full community college class load, and family responsibilities, and still perform at a reasonably high academic level, there’s no reason why they couldn’t be successful at this institution.”
False! While community colleges do offer vocational courses (courses that teach specific skills for the workforce), they also offer traditional, liberal arts inspired degrees. First, we have the general education degrees or “transfer degrees” known as the Associate of Arts and Associate of Science. These degrees are designed to mimic the first two years of education at a four-year university, giving recipients the ability to graduate from community college as sophomores and “transfer” into a four-year school of their choice and continue as college juniors.
Now introducing The Community College Advantage!
Buy now to learn how you can hit the ground running from the moment you set foot on your community college campus.
False! Federal financial aid offers community college students the same type of aid as it does four-year students. The Pell Grant, for example, has a maximum award of $5,550 per year for any student attending an accredited college or university. Given that the American Association of Community Colleges reported in 2012 that the average tuition at a community college is only $2,963 per year, I would argue that, comparatively, community college students get the better part of the financial aid deal.
“False” doesn’t even begin to describe this statement. I was one of the few students at my community college who actively pursued private scholarships (scholarships offered by individuals/organizations other than the student’s institution). If I had to describe an ideal student archetype for scholarships it would be a low-income, first-generation, minority student who has an interesting story. Community college students often fit this profile (or parts of it), so much so that I find it insane that more community college students don’t apply for scholarships. Unless the scholarship specifically states as an eligibility requirement that students “must be attending a four-year college or university” then it’s fair game for a community college student. (Side note: I would even argue that if you are attending a community college that offers accredited four-year degrees, technically making it a four-year college, then you can apply for that scholarship).
Slackers are everywhere (fact). I went to one of the most expensive private colleges in the country and I can’t tell you how many slackers there were. Community colleges have slackers just like four-year colleges and universities have slackers. The stereotype of the community college student has changed drastically over the last 10 years. As the cost of a traditional four-year college education has skyrocketed into oblivion (check out this fun chart on rising tuition from inflationdata.com), more and more students from all backgrounds are starting to choose community college. Community college is now where the forward-thinking, hard-working, and price-sensitive students go.
Want to learn how to make college affordable?
Check out the Financial Fit™ program in the College Countdown Bookstore. | <urn:uuid:339f6429-74c4-4514-8b95-0d2ab2ee591d> | CC-MAIN-2020-40 | https://www.collegecountdown.com/blog/college/top-5-myths-about-community-college.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400212039.16/warc/CC-MAIN-20200923175652-20200923205652-00538.warc.gz | en | 0.960089 | 836 | 2.546875 | 3 |
If the birth of Jesus in Bethlehem signifies to some Christians the birth of Christ consciousness within, what then shall we see in the gifts of the Magi?
Twelve days after Christmas, Jan. 6, Friday, marks Epiphany, a celebration of the divine nature of Christ manifested to the three Magi.
Symbolically, it could be said that:
– Melchior gives royal gold, for the infinite wealth of God’s kingdom, within.
– Balthazar gives frankincense, a substance used in ancient rituals to both conceal God with its smoke and reveal God with its scent.
– And Gaspar gives myrrh, an aromatic gum resin that aids in breathing in the Holy Spirit.
Medically, it is interesting to note that frankincense can be used as a hemostatic agent to stop the flow of blood from an open wound. As to myrrh, it has antiseptic and sedative properties. Its camphor aroma also aids with breathing.
Don’t you think these gifts would be as precious as gold for a birthing woman, especially in a small village in Palestine some… 2000 years ago?
And yet, why would the visit of the Magi have postdated the birth of Christ by a full twelve days?
The answer may be traced back to the pagan feast of the Epiphany, which concluded the Twelve Days of the Yule Festival from Dec. 25- Jan. 6, the Festival of the Rebirth of Light (Yule) from the womb of the Goddess Isis, Queen of the Night.
Traditionally known as “The Twelfth Night,” the Feast of the Epiphany included decorating houses with greenery, candle-lighting, singing processions and exchanges of gifts. The Celtic druids cut mistletoe off the sacred oak tree and gave it as a blessing for the New Year.
Over time, the Roman Catholic Church appropriated the Feast of the Epiphany as the visit of the Magi bringing gifts to the revelatory manifestation of the divine child. In an effort to systematically convert pagans, it was decided by several councils to set Christian holidays on dates overlapping with Pagan Festivals. The most famous one is the Council of Nicaea, which regulated most of the Christian liturgy and articulated the “Nicene Creed,” 325 years AFTER Christ’s birth.
The Armenian Apostolic Church still observes Christmas on Jan. 6, while this year, some Eastern Orthodox Churches celebrate Christmas on Jan. 7, the date on the Gregorian calendar (ours) which corresponds to Dec. 25 on the Julian calendar (Roman).
Isn’t it fascinating to see how world faiths merge and combine to create rituals by which to explain natural phenomena (such as increasing light at the winter solstice) and honor their mystery?
To this day, I can recall my Armenian grandmother and her Christmas celebrations that began on Dec. 24, continued with Masses and meals all the way through Jan. 6, her Armenian Christmas and our French Catholic “Fête des Rois,” or “Kings’ Feast.” At the time, my siblings and I were more interested in “la galette des rois,” the kings’ cake and its hidden porcelain fava bean, another remnant of the Twelfth Night Festivities. Indeed, whoever picked “la fève” was declared Queen or King, chose their consort and got to wear a golden cardboard crown all night.
In order to Christianize the tradition some more, the fava bean is sometimes replaced by a porcelain baby to represent Jesus.
In contemporary English, common language has integrated the word “epiphany” to mean an inner realization, a moment of awakening when we’re “enlightened” by an inner “light bulb.”
Whether inherited from the Yule Festival, birthed by the Goddess Isis or brought by Three Magi, what epiphany will the Twelfth Night reveal to you? | <urn:uuid:4c53277e-0f49-4d19-8257-f34f612e9888> | CC-MAIN-2018-22 | https://religionnewswilmington.wordpress.com/2012/01/05/the-twelfth-night-epiphany/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794865468.19/warc/CC-MAIN-20180523082914-20180523102914-00248.warc.gz | en | 0.934329 | 839 | 2.96875 | 3 |
Part 2 of a series on the history and prospects of advanced nanotechnology concepts,
prompted by the upcoming 50th anniversary of Feynman’s historic talk,
“There’s Plenty of Room at the Bottom”.
As cognitive psychologists know, we human beings suffer from multiple, systematic cognitive biases, aberrations of intellectual vision that can be corrected, in part, when we recognize their operation in our own minds. One is a bias toward expecting causes to resemble their effects, the implicit, default assumption that like causes like.
This bias has, I think, impeded full recognition of the most important line of progress toward molecular manufacturing, and has likewise impeded recognition of where that progress can lead. This is a line of progress that I’ve advocated since the beginning, and that I helped to kick-start: engineering complex, self-assembling molecular systems as an indirect approach to implementing systems that will look very different. That difference, of course, is what triggers the cognitive bug.
The cognitive bug
John Stewart Mill described the like-causes-like bias as
…the most deeply-rooted, perhaps, of all which we have enumerated: one which not only reigned supreme in the ancient world, but still possesses almost undisputed dominion over many of the most cultivated minds….This is, that the conditions of a phenomenon must, or at least probably will, resemble the phenomenon itself.
Current progress (obscured by that cognitive bug)
This bias tends to distort perceptions of progress in molecular manufacturing because, at this stage of development, steps toward high-throughput atomically precise manufacturing (HT-APM) do not look like HT-APM. Filtering one’s comprehension through the representativeness heuristic can make such progress virtually invisible, no matter how large it may be.
The progress I have in mind centers on advances in atomically precise fabrication by chemical and biological means, and these advances now have reached a level that places the implementation of first-generation artificial APM systems within reach. These, however, also won’t resemble slick, large-scale, general-purpose HT-APM systems. Instead, they will support the implementation of more-capable second-generation APM systems that can support a fast design-build-test cycle and thereby enable a well-focused and well-organized develpment program to rapidly ascend a ladder of technologies leading to HT-APM.
Available technologies now enable the design and fabrication of intricate, atomically precise nanometer-scale objects made from a versatile engineering polymer, together with intricate, atomically precise, 100-nanometer scale frameworks that can be used to organize these objects to form larger 3D structures. These components can and have been designed to undergo spontaneous, atomically precise self assembly. Together, they provide an increasingly powerful means for organizing atomically precise structures of million-atom size, with the potential of incorporating an even wider range of functional components.
Lines of advance (obscured by the same bug)
Unfortunately, the representativeness heuristic strongly opposes recognition and exploitation of the power of this emerging technology base.
The nanometer-scale objects that I mentioned above have nylon-like backbones that link and organize an extraordinarily diverse set of molecular components to form structural elements, electronic devices, and machines. The problem is that because they are traditionally called “protein molecules” their nature is obscured by a powerful association with food. The frameworks have a similar representativeness-heuristic problem: “DNA” makes one think of genetic information in cells, but structural DNA nanotechnology uses it as a construction material.
We now have in hand the engineering materials for a new, breakthrough class of nanosystems, yet the bug in our minds whispers “meat” and “genes”. And even in more sophisticated minds, the biological origin of the these materials encourages the seductive idea that their engineering is a task that can be left to biologists. Developing complex, functional systems, however, is quite unlike studying complex, functional systems that already exist. In science, nature provides the pattern. In engineering, human beings provide the pattern. The difference in tasks and mindsets is profound.
In my view, these problems of perception and organization are the chief obstacles to more rapid progress in developing molecular machine technologies on the critical path to fulfilling the promise that launched the field of nanotechnology.
Recent landmarks in atomically precise self-assembly:
Directions in atomically precise fabrication:
- Part 1 — The promise that launched the field of nanotechnology
- Part 2 — Molecular Manufacturing: Where’s the progress?
- Part 3 — The Molecular Machine Path to Molecular Manufacturing (1)
- Part 4 — The Molecular Machine Path to Molecular Manufacturing (2)
- Part 5 — “There’s Plenty of Room at the Bottom” (29 December 1959)
Studies of advanced atomically precise fabrication:
- Roadmap for Atomically Precise Nanofabrication and Productive Nanosystems
- U.S. National Academies report on molecular manufacturing
- Nanosystems: Molecular Machinery, Manufacturing, and Computation,
and its precursor, my MIT dissertation:
“Molecular Machinery and Manufacturing with Applications to Computation” [pdf, 30 MB] | <urn:uuid:5693ee3f-6da9-42b6-8fc0-0288af7bf79e> | CC-MAIN-2015-06 | http://metamodern.com/2009/12/19/molecular-manufacturing-where%E2%80%99s-the-progress/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422122086930.99/warc/CC-MAIN-20150124175446-00186-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.909717 | 1,114 | 2.515625 | 3 |
"1. Where are they? We'll you might be able to ask that with a more informed position if in fact we had surveyed even say 20-25% of the visible universe. How far have we gotten on that front? Not very far at all. We may be the only known advanced civilization in the Milky Way, but what about the other 100 billion galaxies. What about the earliest galaxies in the universe. Surely they have had enough time to develop some form of intelligent life. 2. Is basically the same question as (1) Why haven't we detected them yet? Well that's even easier to answer than (1) Most of our study of the universe has centered around looking for coded radio signals from space. This assumes they would have been broadcasting radio signals like our civilization has.
"For all we know radio could be the lowest known form of cosmic communication. Yes radio waves travel at the speed of light, but as we all know the speed of light is a cosmic speed limit and therefore is bound by the distances separating us. There must be a quantum way of communicating that bypasses this natural speed limit. Making trans galactic communication possible. On the surface Fermi's questions make sense, and i see the logic in what he is trying to say.
"However there are just too many unknown variables to make an educated guess on this subject. It is one of the biggest questions the human race has ever attempted to answer. Second only to how did all of this begin?" | <urn:uuid:3a0de657-36b0-42c0-8e5b-02f9d6c53c40> | CC-MAIN-2018-09 | http://www.dailygalaxy.com/my_weblog/2012/10/comment-of-day-humans-may-be-one-of-the-early-intelligent-species-in-the-universe.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891812306.16/warc/CC-MAIN-20180219012716-20180219032716-00703.warc.gz | en | 0.972857 | 302 | 2.609375 | 3 |
P O BOX 1453, SYDNEY, N SW, 1043
Human Rights and the Unborn Child: CRC and Abortion
Go to PAGE 2 of article
Barristers and solicitors have traditionally looked to case law as an important source of interpreting domestic law. With the increasing globalization of world trade, tourism, the breaking down of language barriers, and improvements in international relations, international law has emerged as a further important influence. International law has traditionally focused on governing relations between independent nation states.
However, in the aftermath of the Second World War, the United Nations was formed on the basis of a Charter which committed the members of the UN to "take joint and separate action in cooperation with the Organization" to achieve "the purposes set forth in Article 55 [of the Charter]". Article 55 committed the UN to promote "universal respect for, and observance of, human rights and fundamental freedoms for all without distinction as to race, sex, language, or religion."
One important consequence of this major development in international relations has been the "demise of Oppenheim's doctrine that 'States solely and exclusively are the subject of International Law' ... [I]t is [now] ... the case that inter-state treaties are increasingly concerned with the 'trans-national' affairs ... of private individuals and companies."
DJ Harris, in a later discussion of the activities of the UN Commission on Human Rights, also points out that "the idea that the treatment of a state's own nationals is a matter within its own jurisdiction has been abandoned." The practice of the Commission shows clearly the acceptance by the states, as they respond without question to allegations against them, that the protection of human rights is now within the domain of international law.
A further important consequence of these developments in international law has been the increasing number of Declarations and Conventions which can potentially affect our municipal laws. The areas of domestic law which are potentially influenced are immense; they include administrative law, family law especially custody matters, discrimination laws, medical negligence, succession, immigration and refugee law, criminal law and human rights.
Practitioners need to be aware of how this may be relevant. The High Court in the Minister for Immigration and Ethnic Affairs v Teoh held that entry into a treaty by Australia creates a "legitimate expectation"--in administrative law--that the Executive Government and its agencies will act according to the treaty, even where those terms were not incorporated in Australian law.
Moreover, there is a presumption that the legislature intends to give effect to Australia’s obligations under international law. Where a statute or subordinate legislation is ambiguous it should be construed in accordance with those obligations, particularly where they are undertaken in a treaty to which Australia is a party. These rulings of the High Court can profoundly influence many aspects of our municipal law. We will look at these issues in the context of the rights of the unborn, if any, under international law and there implications for Australian domestic law.
In 1996 considerable public controversy about the legality of abortion arose when the High Court of Australia was called upon to consider an appeal from the judgment of the New South Wales Court of Appeal in CES v Superclinics (Australia) Pty Ltd. The Court of Appeal, by majority, approved, but did not apply, the principle in R v Wald Devine J. in that case had held that: first, an abortion may be lawful if the person performing the abortion, or the woman upon whom it is performed, has an honest belief on reasonable grounds that what was done was necessary to preserve the woman involved from serious danger to her life, or physical or mental health, which the continuance of the pregnancy would entail, not merely the normal danger of the pregnancy and childbirth; and secondly a woman upon whom an abortion is performed is not guilty of aiding or abetting that act if she honestly and reasonably holds the appropriate belief, irrespective of the beliefs of the person performing the act. The High Court granted Special Leave to Appeal on 15 April 1996 and the Court subsequently granted representative interest groups leave to intervene. The proceedings were, however, settled during the course of argument and the Court was not called upon to give judgment. But the case highlights an instance where international law may be relevant to domestic laws. The issue of the unborn has again arisen in the context of the United Nations Convention on the Rights of the Child 1989. On 28 August 1995 the Attorney-General of Australia referred to the Australian Human Rights and Equal Opportunity Commission and the Australian Law Reform Commission ("the Commissions") "for inquiry and report, matters relating to children and young people and the legal process."
In May 1997 a Draft Recommendations Paper entitled "A matter of priority: Children and the legal process" (the "Paper") was jointly published by the Commissions. This article, based on the Authors’ Submission to the Commissions, considers the rights of the unborn under international law.
The Commissions adopted the definition of "child" used in the United Nations Convention on the Rights of the Child 1989, ("CRC") i.e. a person under the age of eighteen. Despite that definition, the Paper does not consider the rights of all children under the age of eighteen. The Paper has failed to discuss the rights of unborn children and the issue of abortion. This is a regrettable oversight which we hope will be reversed in the next stage.
The Paper emphasises the importance of the CRC but fails to acknowledge that it must be interpreted in the light of the Charter of the United Nations, the Universal Declaration of Human Rights 1948, the International Covenant on Civil and Political Rights 1966, the Declaration of the Rights of the Child 1959, and other fundamental human rights documents.
The rights of the unborn were discussed in the drafting stages of the Universal Declaration of Human Rights 1948 as well as in the drafting stages of the CRC. The matter is also referred to in the International Covenant on Civil and Political Rights 1966. That this subject did not merit discussion by the Commissions is, therefore, a cause for great concern.
The importance of the abortion issue in the Australian legal context is underscored by the fact that the Declaration of the Rights of the Child 1959 was attached as a Schedule to the Human Rights and Equal Opportunity Commission Act 1986 (Cth.) following discussions with the Right to Life Association. As a consequence the Declaration of the Rights of the Child 1959, is part of Australian municipal law.
HUMAN RIGHTS AND THE UNBORN CHILD
CRC AND ABORTION
The CRC, adopted by the General Assembly of the United Nations on November 20, 1989, and ratified by Australia, reiterates the positions taken by the Universal Declaration of Human Rights 1948, which have been adopted and proclaimed by Australia, about the "equal and inalienable rights of all members of the human family" as the "foundation of freedom, justice and peace in the world", and that the "United Nations has proclaimed that childhood is entitled to special care and assistance".
In particular the CRC asserts: "States Parties recognize that every child has the inherent right to life" and that "States Parties shall ensure to the maximum extent possible the survival and development of the child."
Regarding abortion, the CRC bears in mind that, "as indicated in the Declaration of the Rights of the Child, 'the child, by reason of his physical and mental immaturity, needs special safeguards and care, including appropriate legal protection, before as well as after birth'".
Does it necessarily follow from this that the right to life of the pre-born child is protected? Senator Gareth Evans, the then Minister for Foreign Affairs and Trade, told the Australian Senate on October 26, 1989 that the Australian Government understands the reference to the rights of the child "before as well as after birth" in a way that does not preclude abortion. However, Australia made no such reservation or interpretation at the time of ratification. Acknowledging that the reference to the rights of the child "before as well as after birth" does appear in the Preamble in the then draft Convention, "at the same time a statement in the travaux préparatoires - the preparatory materials -makes it clear that the contentious issue of the child's rights before birth is a question to be determined by individual states parties."
We believe Senator Evans’ statement on this matter to be seriously misleading. When they were debating this aspect of the Preamble, some delegations supported it precisely because it offered protection to the unborn child. Other delegations, of which Australia was one, opposed "what in their view amounted to re-opening the debate on this controversial matter [abortion] which, as they indicated, had been extensively discussed at earlier sessions of the Working Group with no consensus achieved. It was also pointed out by some delegations that an unborn child is not literally a person whose rights could already be protected, and that the main thrust of the Convention was deemed to promulgate the rights and freedoms of every human being after his birth and to the age of 18 years."
As a consequence of the debate they amended the Preamble such that the text would no longer say "Recognising that . . . " but "Bearing in mind that . . . ", as indicated in the Declaration of the Rights of the Child 1959, "the child, by reason of his physical and mental immaturity, needs special safeguards and care, including appropriate legal protection, before as well as after birth". Further, the following statement was, by agreement, placed in the travaux préparatoires: "In adopting this preambular paragraph, the Working Group does not intend to prejudice the interpretation of article 1 or any other provision of the Convention by States Parties."
No doubt this is the statement to which Senator Evans referred. However, this was not the end of the matter. The representative of the United Kingdom sought "confirmation from the Legal Counsel that the statement would be taken into account if, in the future, doubts were raised as to the method of interpreting article 1."
That advice was annexed to the report of the Working Group. It gives no such assurance and by no means allows the matter of abortion to be automatically reserved to the judgment of states parties. The Response of the Legal Counsel certainly allows such an interpretative statement to be included in the travaux préparatoires. However, the Legal Counsel cautioned that: seeking to establish the meaning of a particular provision of a treaty, through an inclusion in the travaux préparatoires may not optimally fulfill the intended purpose, because, as you know, under article 32 of the Vienna Convention on the Law of Treaties, travaux préparatoires constitute a "supplementary means of interpretation" and hence recourse to travaux préparatoires may only be had if the relevant treaty provisions are in fact found by those interpreting the treaty to be unclear.
It is by no means certain that those international courts that have to interpret international law will find the treaty unclear, especially as it is to be understood, not by itself, but with reference to and guided by the Universal Declaration of Human Rights 1948, the International Covenant on Civil and Political Rights 1966 and other international covenants.
In his account of the abortion debate, in the context of the CRC, Philip Alston claims that:
the acceptance of a preambular paragraph recognizing that "the child . . . needs special safeguards and care, including appropriate legal protection, before as well as after birth" cannot be interpreted as an indirect reversal of that explicit rejection [of proposals to recognize the right to life of the unborn]. To do so would be to attribute to the preamble an importance considerably in excess of that which may reasonably be accorded to such broad policy pronouncements.
Alston believes that the CRC leaves the matter of abortion as an open question such that those States that wish to prohibit abortion and those that wish to approve it are on an equal footing. He believes that existing international human rights law does not provide for the status of the unborn child, and that the CRC is in conformity with that position. But Alston overlooks the fact that a reference in the Preamble is part of the treaty itself, whereas the travaux préparatoires is a supplementary means of interpretation to be used in limited circumstances.
Alston is simply not entitled to this conclusion on the basis of the facts that he, himself, has outlined. As we have already noted, some delegations favoured the inclusion of the words "the child . . . needs special safeguards and care, including appropriate legal protection, before as well as after birth" precisely because they believed that it offered protection to the unborn child while others opposed it because they saw it "re-opening the debate on this controversial matter (abortion)."
The fact is that with a minor change in words ("Recognising that" was changed to "Bearing in mind that") these contentious words were included in the Preamble of the CRC. That clearly means the abortion issue was left on the table as both those who opposed its inclusion and those who favoured its inclusion have testified. In any case, since the CRC has to be interpreted in the light of and consistently with the Universal Declaration of Human Rights 1948 and the International Covenant on Civil and Political Rights 1966 then the question of the rights of the unborn child has to be resolved against a broader landscape than the CRC seen in isolation. Alston's contention that "existing international human rights law" does not recognise the right to life of the unborn would, if it were true, help those who deny that the right to life of the unborn is recognised by the CRC.
However, in this article, we will argue that Alston’s contention, far from being certain, is almost certainly false. First, during the drafting of the International Covenant on Civil and Political Rights 1966 an amendment, to article 6, submitted by Belgium, Brazil, El Salvador, Mexico and Morocco led to a discussion as to whether the right to life should be protected by law "from the moment of conception". "Those supporting the amendment maintained that it was only logical to guarantee the right to life from the moment life began."
The amendment was rejected. It was pointed out that the legislation of many countries accorded protection to the unborn child. On the other hand, the amendment was opposed on the grounds that it was impossible for the State to determine the moment of conception and hence, to undertake to protect life from that moment. Moreover, the proposed clause would involve the question of the rights and duties of the medical profession. Legislation on the subject was based on different principles in different countries and it was, therefore, inappropriate to include such a provision in an international instrument.
The toleration of abortion played no part in the rejection of the amendment. Secondly, in the context of the CRC, Malta and Senegal proposed an amendment to draft Article 1 to explicitly protect the rights of the unborn child from conception.
These proposals were not rejected by the Member States but were withdrawn by Malta and Senegal "in the light of the text of preambular paragraph 6 as adopted" which referred to the rights of the child "before as well as after birth."
The representative of Italy observed that no State was manifestly opposed to the principles contained in the Declaration of the Rights of the Child and, therefore, according to the Vienna Convention on the Law of Treaties, the rule regarding the protection of life before birth could be considered as "jus cogens" since it formed part of the common conscience of members of the international community.
Jus cogens (or ius cogens) is a peremptory norm of general international law from which no derogation is permitted and which can be modified only by a subsequent norm of general international law having the same character.
The right to life of all human beings has the nature of an intransgressible norm already contained in the Universal Declaration of Human Rights 1948, the International Covenant on Civil and Political Rights 1966 and the Declaration of the Rights of the Child 1959. In other words, under international law the unborn child is protected and it was not permissible at this late stage to attempt to allow a liberal abortion agenda under the CRC.
Fourthly, the Declaration on the Rights of the Child 1959, which carries the same preambular reference to the rights of the child before as well after birth, is part of our municipal law.
In his statement to the Senate Senator Evans did not take account of these legal obligations. This, however, does not absolve the Commissions from taking seriously the issue of the rights of the unborn in the context of Australia's human rights obligations. Moreover, as we have established, these issues fall within the Commissions' Terms of Reference and must be addressed.
Finally, explicit protection is extended to the unborn child in the International Covenant on Civil and Political Rights 1966 and in the Convention on the Prevention and Punishment of the Crime of Genocide 1948. These protections will be discussed later in the Article.
[CONTINUE with PART II of this ARTICLE]
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[Educational Materials on Abortion]
1 Charter of the United Nations, Article 56.
2 Ibid., Article 55 (c).
3 DJ Harris, Cases and Materials on International Law Fourth Edition, (London: Sweet and Maxwell, 1991), 18.
4 Ibid., 604.
5 (1995) 183 CLR 273.
6 The precise status of various Declarations and Conventions under Australian law is unclear, but it is fair to say that some uncertainty exists as to their status. At one extreme if Parliament has merely approved and repeated the treaty in legislation, without implementing it, the Act will give rise to no rights: see Bradley v The Commonwealth (1973) 128 CLR 557 at 582, noted (1974) 48 ALJ 368. However, the High Court subsequently in Minister for Immigration and Ethnic Affairs v Teoh (1995) 183 CLR 273 held that entry into a treaty by Australia creates a "legitimate expectation--in administrative law--that the Executive Government and its agencies will act according to the treaty, even where those terms were not incorporated in Australian law (cf the proposed Administrative Decisions (Effect of International Instruments) Bill 1997). At the other extreme where a Convention has been implemented it gives rise to enforceable rights beyond that of legitimate expectations, eg the Racial Discrimination Act 1975 (Cth.) (implementing the International Convention on the Elimination of All Forms of Racial Discrimination) and the Sex Discrimination Act 1984 (Cth.) (implementing the Convention on the Elimination of All Forms of Discrimination Against Women). The Declarations and Conventions attached as schedules to the Human Rights and Equal Opportunity Commission Act 1986 (Cth.) fall between these two extremes. Thus their precise status under Australian law is unclear.
7 Minister for Immigration and Ethnic Affairs v Teoh (1995) 183 CLR 273 at 287, 315. Followed in Krueger v The Commonwealth (1997) 146 ALR 126. Brennan J. in Mabo (No. 2) (1992) 175 CLR 1 at 42 referred to international instruments as "legitimate and important influences on the development of the common law, especially when international law declares the existence of universal human rights."
8 (1995) 38 NSWLR 47.
9 (1971) 3 NSWDCR 25.
10 (1996) 136 ALR 16 (SLA).
11 The Vienna Convention on the Law of Treaties 1969 applies to the interpretation of the CRC because it entered into force after 27 January 1980, the operative date of the Vienna Convention. The Vienna Convention expressly provides it does not apply retrospectively (see Article 4).
12 Australia has approved and repeated the United Nations’ Charter in the Charter of the United Nations Act 1945 (Cth.). However the Act does not implement the United Nations Charter into municipal law: see Bradley v The Commonwealth (1973) 128 CLR 557 at 582, noted (1974) 48 ALJ 368. See also Minister for Immigration and Ethnic Affairs v Teoh (1995) 183 CLR 273 at 286-287, 298, 304, 315.
13 The Proclamation of Teheran, Final Act of the International Conference on Human Rights, Teheran, 22 April to 13 May 1968, U.N. Doc. A/CONF. 32/41 (1968) notes: 2. The Universal Declaration of Human Rights states a common understanding of the peoples of the world concerning the inalienable and inviolable rights of all members of the human family and constitutes an obligation for the members of the international community;
14 Peter Bailey, Human Rights, Australia in an international context, Butterworths, 1990, 111.
15 On 22 December 1992 the Federal Attorney General declared, under section 47 of the Human Rights and Equal Opportunity Commission Act 1986 (Cth.), that the CRC was an "international instrument" concerning "human rights and freedoms" under the Act.
16 Op. cit. n 6.
17 Article 2(b) of the Vienna Convention on the Law of Treaties 1969 defines: 'ratification', 'acceptance', 'approval' and 'accession' [to] mean in each case the international act so named whereby a State establishes on the international plane its consent to be bound by a treaty;
18 Australia signed the Convention on 22 August 1990 and ratified it on 17 December 1990.
19 Preamble, Convention on the Rights of the Child 1989, G.A. res. 44/25, annex, 44 U.N. GAOR Supp. (No. 49) at 167, U.N. Doc. A/44/49 (1989).
20 Op. cit. n 19, Article 6(1).
21 Op. cit. n 19, Article 6(2).
22 Op. cit. n 19, Preamble. See also footnote 26.
23 At signature or ratification a State may, but not afterwards, make a reservation or interpretation: Paul Sieghart, The International law of Human Rights, Clarendon Press Oxford, 1983, 36. Article 2(d) of the Vienna Convention on the Law of Treaties 1969 defines a reservation to mean:
. . . a unilateral statement, however phrased or named, made by a State, when signing, ratifying, accepting, approving or acceding to a treaty, whereby it purports to exclude or to modify the legal effect of certain provisions of the treaty in their application to that State;
24 According to United Nations ratification information Australia only placed one reservation on the CRC, being: Australia accepts the general principles of article 37. In relation to the second sentence of paragraph (c), the obligation to separate children from adults in prison is accepted only to the extent that such imprisonment is considered by the responsible authorities to be feasible and consistent with the obligation that children be able to maintain contact with their families, having regard to the geography and demography of Australia.
Australia, therefore, ratifies the Convention to the extent that it is unable to comply with the obligation imposed by article 37 (c). [United Nations, Treaty Series, vol. 999, p. 171 and vol. 1057, p. 407]
25 Hansard, Australian Senate, 26 October 1989, 2309.
26 For example, Malta and Senegal. In the United Nations ratification information concerning the CRC, Ecuador expressly declared:
In signing the Convention on the Rights of the Child, Ecuador reaffirms . . . [that it is] especially pleased with the ninth preambular paragraph of the draft Convention, which pointed to the need to protect the unborn child, and believed that that paragraph should be borne in mind in interpreting all the articles of the Convention, particularly article 24. While the minimum age set in article 38 was, in its view, too low, [the Government of Ecuador] did not wish to endanger the chances for the Convention’s adoption by consensus and therefore would not propose any amendment to the text. [Doc. A/RES/44/25]
The Holy See also declared:
. . . that the Convention represents an enactment of principles previously adopted by the United Nations, and once effective as a ratified instrument, will safeguard the rights of the child before as well as after birth, as expressly affirmed in the ‘Declaration of the Rights of the Child’ [Res. 136 (XIV)] and restated in the ninth preambular paragraph of the Convention.
The Holy See remains confident that the ninth preambular paragraph will serve as the perspective through which the rest of the Convention will be interpreted, in conformity with article 31 of the Vienna Convention on the Law of Treaties of 23 May 1969. [Doc. A/RES/44/25] According to a UN Glossary of Terms "states make ‘declarations’ as to their understanding of some matter or as to the interpretation of a particular provision. Unlike reservations, declarations merely clarify the state’s position and do not purport to exclude or modify the legal effect of a treaty. Usually, declarations are made at the time of the deposit of the corresponding instrument or at the time of signature." These two quotes were the only references in the formal ratification information concerning the unborn.
27 Sharon Detrick compiler and editor, The United Nations Convention on the Rights of the Child, A Guide to the "Travaux Préparatoires", (Dordrecht: Martinus Nijhoff Publishers, 1992), 109.
28 Article 1 of CRC states:
For the purposes of the present Convention, a child means every human being below the age of eighteen years unless, under the law applicable to the child, majority is attained earlier.
29 Sharon Detrick. op. cit. n 27, 110.
31 Carl August Fleischhauer, The Legal Counsel, 9 December 1988, Response of the Legal Counsel E/CN.4/1989/48, Annex p. 144, Sharon Detrick. op. cit. n 27, 113.
32 Philip Alston, "The Unborn Child and Abortion Under the Draft Convention on the Rights of the Child", Human Rights Quarterly 12 (1990) 156, 177.
33 Vienna Convention on the Law of Treaties 1969, Articles 2(1)(a) and 31(2).
34 Vienna Convention on the Law of Treaties 1969, Article 32.
35 Cf. evidence cited in Sharon Detrick, op. cit. n 27, 109. See also footnote 26.
36 There was no mention of abortion in connection with privacy (Article 17) during the discussions on the International Covenant on Civil and Political Rights 1966.
38 §112 A/3764.
39 30 votes against the amendment, 20 for and 17 abstentions: §119 A/3764.
40 §112 A/3764.
41 Malta proposed: In article 1, after the words ‘human being’, add the words ‘from conception’. [E/CN.4/1989/WG.1/WP.9]
Senegal's proposal was: According to the present Convention a child is every human being, from his conception until at least, the age of 18 years . . . [E/CN.4/1989/WG.1/WP.17]
42 Sharon Detrick, op. cit. 27 at 118.
43 Sharon Detrick, op. cit. 27 at 109.
44 The Vienna Convention on the Law of Treaties 1969, Article 53.
45 Schedule 3 Human Rights and Equal Opportunity Commission Act 1986 (Cth.).
THE RIGHT TO LIFE OF THE UNBORN AND INTERNATIONAL LAW
Within what limits may a state party provide for legal abortion? To find the answer to this question, full account has to be taken of the provisions of the United Nations Charter, the Universal Declaration of Human Rights 1948 that seeks to amplify Article 55 of the United Nations Charter, and the International Covenant on Civil and Political Rights 1966. Article 55 commits the United Nations to "promote respect for, and observance of, human rights and fundamental freedoms for all without distinction as to race, sex, language, or religion."
The Universal Declaration of Human Rights 1948 is founded upon the notion that there are human values and these values are inherent in the human individual. In the Preamble the Declaration states that "the foundation of freedom, justice and peace in the world" is the "recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family".
As far as the Declaration is concerned there are human values inherent in all members of the human family because of their "inherent dignity". Since "dignity" is about true worth or excellence ["dignus" L. means worthy], and, in the context, human worth, then the claim for the inherent dignity of human beings is a claim for basic human values. Further, the Preamble links human dignity, human values with human rights that it describes as "inalienable rights", rights of which we may not be deprived and cannot deprive ourselves. I must not be sold into slavery and I am to be restrained from selling myself into slavery.
These human rights which reflect human values must, says the Preamble, "be protected by the rule of law" otherwise humankind may be driven, "as a last resort, to rebellion against tyranny and oppression". This protection of the rule of law is necessary not only for human beings to live together peaceably within the State, but also so that nations may live together in peace.
The Universal Declaration of Human Rights 1948 presents itself to the world as "a common standard of achievement for all peoples and all nations" and as a guide for every structure in society and for every individual in order that the rights identified in the Declaration may have "their universal and effective recognition and observance" secured.
Article 1 of the Declaration asserts certain things about human beings that affect the understanding of the rest of the document. Human beings, it says, "are born free and equal in dignity and rights". This value of equality of human beings, this injunction not to show preference between individuals in the recognition of "the rights and freedoms set forth in this Declaration", is further specified in Article 2. In particular, in the entitlement to the rights and freedoms in the Declaration there is to be no distinction of any kind, "such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status."
In this way the Declaration excludes discrimination against the elderly and the very young, the physically and mentally disabled and the chronically ill. All have equal claim to the rights and freedoms enunciated in the Declaration.
Article 3 of the Declaration begins the articulation of the human values to be defended in terms of human rights. "Everyone has the right to life, liberty and the security of person." Thus, human life is held to be both inviolable and inalienable. The Declaration does not begin with hard cases or exceptions, but with the general proposition which concerns the value of human life. Noting the order of the rights articulated is also interesting - life first, then freedom [liberty], and then security of person. Unless the State can guarantee the right to life then there are no meaningful rights to freedom or to security of person. The right to life is logically prior to considerations of the quality of the individual’s life.
Does this right to life extend to the unborn child? When Article 3 of the Universal Declaration of Human Rights 1948 was being drafted there were several proposals for the provision of an explicit protection for the unborn child. These proposals were certainly debated. In the event, none of the relevant proposals was pushed to a vote and the final text stated only that ‘everyone had the right to life . . ."
The fact that the matter was not pushed to a vote does not mean that one can conclude that the rights of the unborn child are not covered by the Universal Declaration of Human Rights 1948. The text clearly states that everyone has the right to life, and that what is meant by everyone is "every member of the human family," that is, all human beings. Here is the nub of the matter. Some of those nations who opposed an understanding of the CRC's Preambular reference to "the child, by reason of his physical and mental immaturity" needing "special safeguards and care, including appropriate legal protection, before as well as after birth," as including abortion did so on the basis of attitudes which violate explicit provisions of the Universal Declaration of Human Rights 1948 and the International Covenant on Civil and Political Rights 1966.
That opposition was on the basis "that an unborn child is not literally a person whose rights could already be protected, and that the main thrust of the Convention was deemed to promulgate the rights and freedoms of every human being after his birth and to the age of 18 years." These are mere assertions of opinion, opinion which is not universally shared in the way that the various human rights instruments are universally agreed, and in fact is opinion which is in conflict with universally agreed human rights instruments.
Michel Meslin, however, has shown that "the concept of person is one of the most difficult concepts to define - even though it is always burdened with hopes and revendications. It is neither a simple fact, nor evident throughout history."
The briefest of surveys of the literature provides ample evidence to support Meslin's contention. Concepts of personhood based upon science and philosophy abound. For some, personhood begins at syngamy. For others it is at fourteen days after fertilisation, twelve weeks, twenty-eight weeks, birth, three months after birth and so on. There is no agreement in science or philosophy about when personhood begins or where it ends or how it should be defined. The only agreement one finds is in the embryological text books, that human life begins at fertilisation. It is the fertilisation of a human egg by a human sperm that produces a member of the human species, the human family. The main results of fertilisation are:
(a) restoration of the diploid number of chromosomes, half from the father and half from the mother. Hence, the zygote contains a new combination of chromosomes, different from both parents; (b) determination of the sex of the new individual. An X-carrying sperm will produce a female (XX) embryo, and a Y-carrying sperm a male (XY) embryo. Hence, the chromosomal sex of the embryo is determined at fertilization; (c) initiation of cleavage. Without fertilization the oocyte usually degenerates 24 hours after ovulation.
Anthony Fisher has assembled other citations from many medical and biological textbooks, all of which underscore the scientific consensus that "the human embryo is a genetically human, discrete and an alive unit, organically single and individual, with a self-contained power to organise his or her own growth, multiplication and differentiation in a way that ordinarily leads to a human adult."
R. Yanagimachi begins his essay on "Mammalian Fertilization" with the statement: "Fertilization in mammals normally represents the beginning of life for a new individual."
On the basis, then, of this standard text book definition of fertilisation it may reasonably be concluded that the embryo is a "new individual", genetically different from his or her parents, and containing all the necessary genetic information for further development. This embryological understanding of the beginning of human life has been expressed in various formulations. The Senate Select Committee On The Human Embryo Experimentation Bill 1985 [Australia] defined the human embryo:
The Committee, in adopting the usage 'embryo' to describe the fertilised ovum and succeeding stages up to the observation of human form, means to speak of genetically new human life organised as a distinct entity oriented towards further development.
The testimony of C.R. Austin that the "stage which marks the start of a person is a matter of opinion" is matched by Roger Short’s contention that the benchmark fourteen days, for which he argued, was nevertheless "a prejudice" and "purely arbitrary".
We conclude that there is no agreed basis for dividing up the human family into persons and nonpersons, but there is an agreement from science that from fertilisation we all share a common humanity, that we are all members of the "human family", to use the words of the Universal Declaration of Human Rights 1948. This latter point has been conceded by strong supporters of the 'pro-choice' position, especially Peter Singer, Michael Tooley and Helga Kuhse. The attempts to disenfranchise some members of the human family from moral consideration has lead to justifications of intolerable abuses of human rights including slavery, genocide, abortion, infanticide, non-voluntary sterilisation, non-voluntary and voluntary euthanasia of other human beings.
In the current climate we need to appreciate that the same fashionable philosophical notions of human personhood used to justify abortion are also being used to justify the killings of children up to three to six months after birth . If the killing of a child after birth is considered to be in violation of our human rights obligations, then the killing of the child before birth on the same philosophical justification must also be considered a violation of that child’s right to life.
DENYING PERSONHOOD USED TO JUSTIFY ABUSE OF HUMAN RIGHTS
The eugenic impulse to kill fetuses and other members of the human family who have disabilities is still in evidence in the late twentieth century and is used together with a utilitarian moral philosophy to deny personhood, and therefore moral consideration, to those classes of human beings who constitute a burden to the community, a burden which it is often unwilling to accept. Abortion can then be advanced to parents who may feel unable to cope with that burden alone and without the support of the wider community.
There is a connection between the self-interest of communities and the line to be drawn between persons and non-persons. That self-interest may be driven by eugenic, economic, social and political factors such that those a society wishes to exclude are deemed to be non-persons. History is replete with examples of this phenomenon. Thus could Chief Justice Taney of the United States Supreme Court exclude Dred Scott (a Negro slave) from personhood, could the Egyptian Pharaohs exclude the Israelites, could Hitler exclude Jews, Gypsies, the 'degenerate' and the asocials from personhood, could the British tolerate the slave trade, and could the European Australians liquidate and repress the Aborigines. The notion that certain classes of persons are non-persons is a not uncommon opinion. The Canada Indian Act 1880 states that "the term person means an individual other than an Indian".
In the Canada Franchise Act 1885, we learn that "[a person] is a male person, including an Indian and excluding a person of Mongolian or Chinese Race." Here is progress; in only five years Indians were upgraded to personhood and Asians are called persons in the very clause denying them personhood. By 1925, Canadian legislation had determined that all races-and women-are persons. Changes in Canada continued. By 1980, the government had recognized the Inuit, or Eskimos, as Indigenous Peoples with entitlement to lands. And the nation had developed a cadre of advocates dedicated to the empowerment of the disadvantaged.
The Universal Declaration of Human Rights 1948, following the United Nations Charter, rejects discrimination against any members of the "human family", and requires the "recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family" (Emphasis added). As far as human personhood is concerned, the Declaration does not allow discrimination on the basis of human personhood. Article 2 asserts firmly that "everyone is entitled to all the rights and freedoms set forth in this declaration, without distinction of any kind . . ." (Emphasis added) and Article 30 commands that "nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein."
Article 6 specifically deals with the matter of the division of human beings into persons and non-persons in these terms:
Everyone has the right to recognition everywhere as a person before the law.
It is true that the practice of abortion is widespread and, in many countries, legal at least in some circumstances. There is, however, a mismatch between the human rights requirements of international law and the practice of individuals and nation states in the same way that there is a mismatch between the rights of women and the practice of individuals and nation states.
If the human rights of the unborn child are to be upheld in law there will need to be with it an acceptance of the obligation to provide the social, economic, and moral support that women need when faced with an unwanted pregnancy. The hard cases need to be seen as hard cases against the background of the inalienable right of the fetus to live (a right that the fetus shares with his or her fellow human beings) and the rights of everyone (in this context especially women) "to a standard of living adequate for the health and well being of himself and of his family . . . and the right to security in the event of unemployment . . . or other lack of livelihood in circumstances beyond his control." And further, Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.
Article 6(1) of the International Covenant on Civil and Political Rights 1966 guarantees that "every human being has the inherent right to life." The right to life is the only right in the Convenant that is expressly stated to be "inherent" to everyone. The Human Rights Committee has described it as the "the supreme right."
It is also one of the rights which cannot be derogated from, even in a "time of public emergency which threatens the life of the nation." In its General Comment, on Article 6, the Human Rights Committee has:
". . . noted that quite often the information given concerning article 6 has been limited to only one or other aspect of this right. It is a right which should not be interpreted narrowly." And the "expression 'inherent right to life' cannot properly be understood in a restrictive manner, and the protection of this right requires that States adopt positive measures." That international law does envisage human rights protection for the unborn can be seen in the provision dealing with capital punishment in the International Covenant on Civil and Political Rights 1966:
Sentence of death shall not be imposed for crimes committed by persons below eighteen years of age and shall not be carried out on pregnant women.
In this provision, a state may execute a woman only when she is not pregnant. The innocent are not to die along with the guilty. Indeed the travaux préparatoires of the International Covenant on Civil and Political Rights 1966 makes this abundantly clear: The principal reason for providing in paragraph 4 [now Article 6(5)]of the original text that the death sentence should not be carried out on pregnant women was to save the life of an innocent unborn child.
Here is an explicit recognition in international law that human rights enjoyed by every member of the human family includes the unborn. This fundamentally humane principle was reflected in the common law in England and Australia when each country had the death penalty.
Abortion advocates, however, have asserted that when Article 1 of the Universal Declaration of Human Rights 1948 says that "all human beings are born free and equal in dignity and rights", this means that "persons are recognized in international law, as human beings having been born."
This deduction is without merit in the light of the detailed arguments we have already adduced. It cannot, in good faith, reasonably be deduced from Article 1, read in the context of the whole of the document and in the light of the Covenants which have further specified human rights, that unborn human beings are not persons with rights. The natural meaning of the text, in the light of the other references in the relevant provisions of international law, is that human beings without distinction are born free and equal in dignity and rights because as members of the human family they have had that status from the beginning. The interpretation offered by abortion advocates is about as helpful as deducing from a statement that a baby is born human that it was not human before birth.
Lastly, the use of abortion as a means of genocide is raised in the Convention on the Prevention and Punishment of the Crime of Genocide 1948. In Article II the Convention defines the "odious scourge" of genocide to include "killing members of the group" and "imposing measures intended to prevent births within the group."
The latter inclusion explicitly recognises the right to life of the unborn. In the same article genocide is conceived in terms of an intention "to destroy, in whole or in part, a national, ethnical, racial or religious group". The question is, to what extent, if at all, does this apply to the practice of abortion in contemporary society?
Much depends on what should be understood by the term "in whole or in part of a national group". The moral justification most frequently advanced for abortion is that, as a group or category of human beings, the unborn are not persons and accordingly have no right to life to protect. But, as we have already argued, the unborn are part of the human family. And the human family is itself broken down into nation states or groups.
The unborn are, then, a sub-group of a national group. If the unborn, contrary to Article 6 of the Universal Declaration of Human Rights 1948 and Articles 6 and 16 of the International Covenant on Civil and Political Rights 1966, are defined, as a group, as non-persons and therefore beyond moral and legal protection, does the crime of genocide apply to those countries that fail to give protection to that part of the national group?
Even more obviously, "disabled persons" are recognised in international law as a group which forms part of a nation. These persons "have the same civil and political rights as other human beings" and must be "protected against all exploitation, all regulations and all treatment of a discriminatory, abusive or degrading nature." If it is legally permissible to end the life of unborn human beings with disabilities, and medical tests are routinely applied to pregnant women to discover any fetal abnormality, would this not amount to the crime of genocide against the disabled unborn?
The Genocide Convention speaks of "imposing measures intended to prevent births within the group." Does this mean that the Genocide Convention is limited only to cases where abortion is imposed on women? The answer to this question is no. Since the Genocide Convention defines genocide in terms of "killing members of the group", since "measures intended to prevent births" clearly includes induced abortion, and since abortion involves the intentional killing of the unborn, then the Convention's reference to "imposing measures" cannot be interpreted in a way that would limit its application to women who are forcibly aborted. And in any case, the Convention’s definition of genocide includes "killing members of the group". This is sufficient by itself to raise serious questions as to whether the practice of abortion is genocide.
What often makes a group vulnerable to genocide is the denial of human rights, precisely what has occurred to the unborn in Australia and in many other countries. The questions that supporters of legal abortion need to address, then, are these: how is it not genocide to define some members of the human family as non-persons, thereby allowing them to be directly and intentionally killed by induced abortion? How is it not genocide to legally prescribe and actively promote the induced abortion of human beings on the grounds of their actual or perceived disability? If it could be shown that homosexuality was genetically influenced, and homosexuality was thought of as a disability, would the routine abortion of homosexuals be considered the crime of genocide against homosexuals?
The member nations of the United Nations are committed to the promotion of "universal respect for, and observance of, human rights and fundamental freedoms for all without distinction as to race, sex, language, or religion" (85) by way of a pledge. All members pledge themselves to take joint and separate action in cooperation with the Organisation for the achievement of the purposes set forth in Article 55.(86) What we have here is the idea of a consensus gentium, an agreement among the nations, a consent to be bound by certain values expressed as human rights. This doctrine of consent involves the idea that the "basis of obligation of all international law, and not merely of treaties, is the consent of States." (87)
Australia has bound itself to membership of the United Nations, to the United Nations Charter, to the Universal Declaration of Human Rights 1948, the Convention on the Prevention and Punishment of the Crime of Genocide 1948, the International Covenant on Civil and Political Rights 1966, the Convention on the Rights of the Child 1989, and the Declaration of the Rights of the Child 1959. These documents contain strong commitments to the protection of human rights of all without any distinction whatsoever. Discrimination because of age, personhood, status and disability are all examples of unjust discrimination, including when they are applied to unborn children.
There are, of course other important obligations under international law which, as we have already suggested, will influence municipal law in many other areas of the law. However, it is hard to imagine a more neglected area of human rights discussion, from the perspective of international law, than the rights of the unborn. The Commissions have continued this neglect by their conspicuous failure to discuss these issues which they are obliged to discuss. Any domestic cases involving the unborn whether that be abortion, succession, medical negligence or the criminal law must now have regard to our obligations under international law. Put succinctly, there is a case to be heard for the unborn based on Australia’s existing human rights obligations and that now is the time to adjust practice to principle rather than continuing to compromise principles to bring "principle" in line with practice.
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46 Charter of the United Nations, Article 55(c).
47 In Secretary, Department of Health and Community Services v. J.W.B. and S.M.B. (Marion's case.) (1992) 175 CLR 218
Brennan J. emphasised:
The law will protect equally the dignity of the hale and hearty and the dignity of the weak and lame; of the frail baby and of the frail aged; of the intellectually able and of the intellectually disabled . . . Our law admits of no discrimination against the weak and disadvantaged in their human dignity.
48 Philip Alston, op. cit. n 32, 159.
50 Preamble, Universal Declaration of Human Rights 1948, G.A. res. 217A (III), U.N. Doc A/810 at 71 (1948).
51 Sharon Detrick. op. cit. n 27, 109.
52 Michel Meslin, "Religious traditions and the Human Person", in Concepts of Person in Religion and Thought, eds. Hans G. Kippenberg, Yme B. Kuiper, and Andy F. Sanders, (Berlin: Mouton de Gruyter, 1990), 67.
53 T.W. Sadler, Langman’s Medical Embryology Sixth Edition, (Baltimore: Williams & Wilkins, 1990), 30.
54 Anthony Fisher, IVF The Critical Issues, (Melbourne: Collins Dove, 1989), 133. Fisher refers to W. J. Hamilton and H.W. Mossman, Human Embryology 4th Edition, (Cambridge: Plenum, 1972); L.B. Arey, Developmental Anatomy 7th Edition, (Philadelphia: Saunders, 1975); B. Alberts et al, Molecular Biology of the Cell, (New York: Garland, 1983); K.L. Moore, Before We Are Born, (Philadelphia: Saunders, 1983); L. Nilsson et al, A Child Is Born, (London: Faber & Faber, 1977).
55 R. Yanagimachi, "Mammalian fertilization", The Physiology of Reproduction, eds. E. Knobil, J. Neill et al, (New York: Raven Press, 1988), 135.
56 It is interesting to note that Langman’s Medical Embryology Sixth Edition does not use the term "pre-embryo", a term which is meant to refer to the entity up to 14 days. The comparative lawyer Albin Eser has suggested that "the naive (speaking from a normative-theoretical perspective) and rather simplistic efforts to get rid of the basic value problem through terminological ‘degradation’ of the pre-implantation embryo to the status of ‘pre-embryo’ or even to simple ‘seed’ or ‘germ’ should be abandoned. Rather than prejudicing the value questions involved through conceptual-terminological game-playing it would be better to concentrate on the question that is lastly decisive: To what extent does or should a species-specific human (since originating from human gametes) new entity of life - i.e., at least genetically capable of achieving the full potential of a human being - possess sufficient value to make us unwilling to allow for total freedom of choice with respect to maintaining or destroying this life?" A. Eser, "Experiments with embryos: legal aspects in comparative perspective", UK National Committee of Comparative Law 1987 Colloquium Legal Regulation of Reproductive Medicine (Cambridge) cited in Anthony Fisher, op. cit., 173-174.
57 Human Embryo Experimentation In Australia, Senate Select Committee On The Human Embryo Experimentation Bill 1986, (Canberra: Australian Government Printing Service, 1986), xiii.
58 C.R. Austin, Human Embryos, (Oxford: Oxford University Press, 1989), 31.
59 Senate Select Committee on the Human Embryo Experimentation Bill 1985, Official Hansard Report, op. cit. n 57, 2161-2162. Professor R.V. Short was Chairman, Working Party on Human Embryo Experimentation, Australian Academy of Science, Canberra, Australian Capital Territory.
60 Michael Tooley, Abortion and Infanticide, (Oxford: Clarendon Press, 1983). Tooley argues that a child becomes a "quasi-person" at around three months after which time it might be thought wrong to kill the baby (see his conclusions, p. 424). Cf Helga Kuhse and Peter Singer, Should the Baby Live?, (Oxford: Oxford University Press, 1985) especially p. 131 where the authors describe Tooley’s argument as "basically sound". For a refutation of Tooley see Bernard Williams, Ethics and the Limits of Philosophy, (London: Fontana Press/Collins, 1985), 114-115.
61 It was also prevalent in the early twentieth century. For example, "Eugenics aims to secure better babies." (Margaret Sanger, Medical Journalists Advocate Birth Control, Birth Control Review, Volume II, Number 10 (October 1918), 4) and ". . . we need not more of the fit, but fewer of the unfit . . . Is it not time to protect ourselves and our children and our children’s children? The propagation of the degenerate, the imbecile, the feeble minded, should be prevented." (Margaret Sanger, Birth Control, Past, Present and Future, Birth Control Review, Volume V, Number 8 (August 1921), 19.
62 "Prior to the American Civil War and the antislavery amendments, such decisions as Dred Scott v. Sandford relegated slaves to the legal status of nonpersons in spite of clear biological evidence of their humanity." John Warwick Montgomery, "Abortion and the Law: Three Clarifications", in New Perspectives on Human Abortion, eds. Thomas W. Hilgers, Dennis J. Horan, and David Mall, (Frederick, Maryland: University Publications of America, Inc., 1981), 284. Cf. Dred Scott v. Sandford, 19 Howard 393 (1857) and the Slavery Convention 1927, Article 1.
63 See RN Proctor, Racial Hygiene: medicine under the Nazis (Cambridge, MA: Harvard University Press, 1988); also RJ Lifton, The Nazi Doctors: Medical Killing and the Psychology of Genocide (New York, Basic Books, 1986).
64 Hiram Caton and John I. Fleming, "Afterword: An Allegory", in Hiram Caton and John I. Fleming eds., Proceedings of the Bioethics Symposium: Limits on Care of the Ninth World Congress on Intellectual Disability, (Canberra: National Council for Intellectual Disability, 1992), 67-68.
65 Cf The International Covenant on Civil and Political Rights 1966, Article 16.
66 Universal Declaration of Human Right 1948, Article 25.
67 The Human Rights Committee is established under the International Covenant on Civil and Political Rights 1966 to implement the Convenant, see Part IV of the Convenant. Mr Ganji, a former Human Rights Committee member, has provided useful insight to the Committee’s approach concerning Article 6. He has observed:
In order to exercise any rights with which the Committee was concerned an individual had to exist, and in order to exist, he must die neither before nor after birth and he must receive a minimum of food, education, health care, housing and clothing. There was undoubtedly an interconnexion between the right to life, the requirements of which were material and the right to exercise all other freedoms. [SR 67 pr. 78. Comments made during consideration of a report by the German Democratic Republic.]
68 GC 7(16), Doc. A/37/40, 94. Also in Doc. C/21/Add. I.
69 International Covenant on Civil and Political Rights 1966, Article 4(2).
70 International Covenant on Civil and Political Rights 1966, Article 4(1).
71 International Covenant on Civil and Political Rights 1966, Article 40(4).
72 Human Rights Committee, General Comment 6, Article 6 (Sixteenth session, 1982), Compilation of General Comments and General Recommendations Adopted by Human Rights Treaty Bodies, U.N. Doc. HRI\GEN\1\Rev.1 at 6 (1994) §1.
73 Id. at §5.
74 Article 6(5) of the International Covenant on Civil and Political Rights 1966, G.A. res. 2200A (XXI), 21 U.N. GAOR Supp. (No. 16) at 52, U.N. Doc. A/6316 (1966), 999 U.N.T.S. 171. See also the United Nations Safeguards Guaranteeing Protection of the Rights of Those Facing the Death Penalty 1984, Article 3.
75 Marc J. Bossuyt in the Guide to the "Travaux Préparatoires" of the International Convenant on Civil and Political Rights, (Martinus Nijhoff Publishers, 1987) observes:
Commission on Human Rights, 5th Session (1949), 6th Session (1950), 8th Session (1952) A/2929, Chapt. VI, §10: "It would seem that the intention of paragraph 4 which was inspired by humanitarian considerations and by consideration for the interests of the unborn child, was that the death sentence, if it concerned a pregnant woman, should not be carried out at all. It was pointed out, however, that the provision, in its present formulation, might be interpreted as applying solely to the period preceding childbirth [E/CN.4/SR.311, p.7 (B)]." Third Committee, 12th Session (1957) A/3764, §118 [actually §117]: "There was some discussion regarding the meaning of paragraph 4 of the draft of the Commission on Human Rights (E/2573, annex I B), which provided that the sentence of death should not be carried out on a pregnant woman. A number of representatives were of the opinion that the clause sought to prevent the carrying out of the sentence of death before the child was born [A/C.3/SR.809, §27 (CHI); A/C.3/SR.810, §2 (B), §7 (IR); A/C.3/SR.812, §32 (RI); A/C.3/SR.814, §42 (CDN)]. However, other (sic) thought that the death sentence should not be carried out at all if it concerned a pregnant woman [A/C.3/SR.810, §14 (PE); A/C.3/SR.811, §24 (SA)]. The normal development of the unborn child might be affected if the mother were to live in constant fear that, after the birth of her child, the death sentence would be carried out."
76 Ibid., §118, A/3764.
77 In R v. Wycherley 173 ER 486 the accused woman had been found guilty of murder and was sentenced to death. When asked whether she had anything to stay the execution she replied: "I am with child now." A jury was empanelled and found that the woman was not pregnant. Nevertheless, the case highlights that the death penalty was stayed pending the resolution of the issue and logically would have been stayed until at least the birth had she been found to be pregnant.
78 International Planned Parenthood Federation, IPPF Charter on Sexual and Reproductive Rights, 12.
79 78 U.N.T.S. 277, the Convention entered into force on 12 January 1951. The Convention was signed by Australia on 11 December 1948 and ratified on 8 July 1949. Australia has approved and repeated the Convention on the Prevention and Punishment of the Crime of Genocide 1948 in the Genocide Convention Act 1949 (Cth.). However, the Act does not implement the Convention into municipal law, see Minister for Immigration and Ethnic Affairs v Teoh (1995) 183 CLR 273 at 286-287, 298, 304, 315 and Krueger v The Commonwealth, unreported, High Court of Australia, 31 July 1997. Compare the comments of Justice Evatt who has argued:
Quite apart from conventions that Australia ratifies, some parts of that international law can, as a matter of common law, apply in Australia without any further action on the part of anyone. I think the recent High Court case of Teoh may have referred obliquely to this, but it could have said more about the fact that under common law, customary rules, and particularly principles of human rights, such as the principle against genocide and so on, are part of customary international law. Naturally as such, they can be overruled by legislation, as any part of the common law can. But we should not think of international law as being an entirely separate thing from the law of Australia. Some parts of it we would recognise. [Report by the Senate Legal and Constitutional References Committee, Trick or Treaty?, Commonwealth Power to Make and Implement Treaties, November 1995 at §6.6, see also §3.33.]
80 Convention on the Prevention and Punishment of the Crime of Genocide 1948, Preamble.
81 In Thorpe v The Commonwealth [No 3], unreported, High Court of Australia, 12 June 1997, Kirby J. observed "The definition of "genocide" in the [Genocide] Convention is very broad."
82 Declaration on the Rights of Disabled Persons 1975, proclaimed by the General Assembly Resolution 3447 (XXX) of 9 December 1975. The Declaration is attached as Schedule 5 to the Human Rights and Equal Opportunity Commission Act 1986 (Cth.).
83 Declaration on the Rights of Disabled Persons 1975, Article 4.
84 Declaration on the Rights of Disabled Persons 1975, Article 10.
85 United Nations Charter, Article 55(c).
86 United Nations Charter, Article 56.
87 Parry and Grant Encyclopaedic Dictionary of International Law, eds. Professor Clive Parry et al, (New York: Oceana Publications, Inc., 1986), 72.
Dr John I Fleming, BA, ThL (Hons), PhD.
Southern Cross Bioethics Institute
PO Box 206
Plympton, SA 5038
Tel: + 61 8 8297 0022
Fax: + 61 8 8371 1391
Mobile: 0419 819 452
Dr. Michael G Hains, LLB (Hons), Ph.D.
Southern Cross Bioethics Institute
Adjunct Lecturer in Law, University of NSW
Visiting Fellow University of Melbourne (1996) | <urn:uuid:33ff91e1-cf8c-4163-b28e-c09313df4598> | CC-MAIN-2013-48 | http://www.priestsforlife.org/library/2807-what-rights-if-any-do-the-unborn-have-under-international-law | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163052034/warc/CC-MAIN-20131204131732-00058-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.934314 | 13,464 | 2.53125 | 3 |
Less than three percent of the population identifies as gay, lesbian or bisexual (GLB), a new federal health report shows.
The report, released by the Centers for Disease Control and Prevention’s National Center for Health Statistics (NCHS) earlier this week, is the first large-scale government data on the GLB population. The report found that while significant disparities between the gay and straight population exist with regard to specific health indicators, there is no general correlation between overall health and sexual orientation.
The data comes from more than 34,000 responses to the 2013 National Health Interview Survey (NHIS), an annual government survey used to monitor the nation’s health. The survey asks questions about specific health behaviors including smoking habits, drinking habits, and physical activity. This year, questions relating to sexual orientation were included on the survey for the first time in its 57-year history.
Four questions pertaining to sexual orientation were included on the survey, the first asked: “Which of the following best represents how you think of yourself?’’
Male respondents could choose to identify as “gay,’’ “straight, that is, not gay,’’ “bisexual,’’ “something else,’’ or “I don’t know the answer.’’ Female respondents had slightly different options and could choose to identify as “lesbian or gay,’’ “straight, that is, not lesbian or gay,’’ “bisexual,’’ “something else,’’ or “I don’t know the answer.’’
According to the survey responses, 96.6 percent of adults ages 18 years and older identify as straight, 1.6 percent identified as gay or lesbian, and 0.7 percent identified as bisexual. These numbers are significantly lower than most American’s estimate. A 2012 Gallup Survey shows that U.S. adults, on average, approximate a quarter of the population to be gay or lesbian.
Here are some of the most interesting findings from the report:
•More women identify as bisexual than men. According to the survey, 0.9 percent of women identify as bisexual compared to 0.4 percent of men.
•Gay people smoke more than their straight counterparts. According to the results, more GLB persons (29.5%) are current smokers than straight persons (19.6%). The greatest disparity is in women smokers: 27.2 percent of gay or lesbian women and 29.4 percent of bisexual women smoke compared to 16.9 percent of straight women.
•Gay people binge drink more than their straight counterparts. A higher percentage of gay or lesbian (35.1 %) and bisexual (41.5 %) adults reported having consumed five or more drinks in one day over the past year than straight adults (26.0%).
•More gay people get flu shots than straight people. A higher percentage of gay men (46.1%) and women (42.9%) received an infulenza vaccine in the past year than straight men (30.9%) and women (35.0%).
•More straight men are obese than gay men. A higher percentage of straight men ages 20-64 (30.7%) are obese than gay men (23.2%).
•Bisexual persons experience significantly more psychological distress than their straight counterparts. According to the results, more bisexual adults (11.0%) experienced serious psychological distress in the past 30 days than straight adults (3.9%).
The government’s decision to begin gathering health data on sexual orientation is a huge step for the GLB population as the NHIS data influences government health funding and research decisions. While differences in health outcomes by race, ethnicity, sex and socioeconomic status have long been documented, this is the first study comparing the differences in health outcomes by sexual orientation.
“This is a major step forward in trying to remedy some of these gaps in our understanding of the role sexual orientation and gender identity play in people’s health and in their lives,’’ Gary J. Gates, a demographer at the Williams Institute, a research center at the University of California at Los Angeles that studies the lesbian, gay, bisexual and transgender (LGBT) population told the Washington Post. | <urn:uuid:ff01e5aa-ded0-4914-a292-2052cefc5f51> | CC-MAIN-2017-13 | https://www.boston.com/culture/health/2014/07/17/government-releases-first-large-scale-health-data-on-gay-community | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218187945.85/warc/CC-MAIN-20170322212947-00409-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.943625 | 902 | 3.265625 | 3 |
After the destructive aftermath of Cyclone Idai last month which killed hundreds of people and left thousands homeless, Mozambique braces for yet another cyclone.
A strengthening tropical cyclone north-west of Madagascar is headed for the coasts of Mozambique and Tanzania, weather authorities and the UN warned on Wednesday.
The Tanzanian Meteorological Agency (TMA) said that Cyclone Kenneth would make landfall overnight packing winds of about 80 kilometres per hour, which were “capable of causing extensive damage.”
Tanzania’s southern regions of Mtwara and Lindi, near the border with Mozambique, were likely to be most affected by the cyclone after it makes landfall, the agency said.
People living up to 500 kilometres from the coast should take precautions, the TMA said. All schools have been ordered to stay closed on Thursday, and that public servants were asked to stay home and prepare for cyclone-related
Red Cross and Red Crescent volunteers have been put on alert in Tanzania and Mozambique. And the organisation has alerted communities in northern Mozambique most likely to suffer from flooding and landslides.
Authorities in the island nation of Comoros have closed airports for at least 24 hours as a precautionary measure against the cyclone expected there on Wednesday
Cyclone Kenneth could be the strongest cyclone ever recorded to make landfall in this region, BBC Weather reports. | <urn:uuid:35809ab1-715a-47bd-8e12-db307536a0f0> | CC-MAIN-2020-05 | https://www.nomadafricamag.com/mozambique-braces-for-another-destructive-cyclone/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00322.warc.gz | en | 0.967734 | 289 | 2.515625 | 3 |
Homeopathy – How Does It Work?
Homeopathy differs from conventional medicine in that it aims to stimulate the body’s own powerful healing mechanism, addressing the underlying cause of your symptoms, rather than suppressing them. Homeopathy is rooted in the fundamental principle that like cures like.
Your body functions through an innate intelligence which keeps everything in balance – in spite of the stresses and strains of everyday life. We all take for granted the body’s natural healing ability – cuts and bruises heal, fractures mend, infections are dealt with – without our being aware of it. Sometimes, however, this natural ability is overwhelmed.
Symptoms begin to appear as your body attempts to restore harmony, but cannot achieve it. Your symptoms are thus signals from within that all is not well: evidence of an imbalance in the whole person, they are your body’s means of communication.
The Origins of Homeopathy
Homeopathy is a system of medicine which has been widely used in Europe and beyond for over 200 years. In the history of Western medicine, at least as far back as the medical schools of ancient Greece and Rome, two different methods of healing have been known.
Hippocrates, the ‘father of modern medicine’, described the employment of either ‘contraries’ or ‘similars’. Modern conventional medicine employs ‘contraries’ or opposites: fevers are treated with cooling agents, constipation with laxatives, nervousness with tranquilisers, and so on.
Homeopathy employs ‘similars’: substances which cause a particular set of symptoms when given to a healthy individual, will heal that same set of symptoms in someone who is unwell. For example, the plant Atropa Belladonna, which when given to a healthy person produces feverishness, is among the medicines used in homeopathic preparation to treat fevers. The word “homoeopathy” (recently simplified to “homeopathy” by some) comes from the Greek, homoios meaning ‘like’ or ‘similar’, and pathos meaning ‘suffering’.
In the eighteenth century, a physician and chemist by the name of Samuel Hahnemann (1755 – 1843) was translating a medical text on the toxicology of Peruvian bark, which produces quinine, long used in the treatment of malaria. He was struck by the similarity between the symptoms of Peruvian bark poisoning, and the symptoms of malaria itself.
The author of the text had suggested that its curative effect was due to the plant’s ‘bitterness’, but Hahnemann was not satisfied with this. It was his brilliant insight which led him to suspect that the similarity in the symptoms was not coincidental, but might in fact be the very basis of its curative power. He went on, throughout a 60 year career, to devise and rigorously trial a new system of medicine based on this discovery, which became the homeopathic medical system we practise today.
The Minimum Dose
Homeopathy employs a vast range of medicinal substances in a uniquely micro-diluted form. It was Samuel Hahnemann who discovered that successive dilution and shaking (or ‘succussion’) dramatically increase the curative power of the medicine.
All homeopathic medicines are prepared in this way, and because they are micro-diluted have no harmful side effects. They are thus safe for everyone to use, including during pregnancy and breastfeeding, and for babies and children right from day one. Even though the dose is very small, we are each highly sensitive to even the tiniest amount of the correctly chosen homeopathic remedy, and this will in turn stimulate a healing response.
‘The mystery of fire should also apply to what you call dosage. How would it be possible to weigh the amount of fire needed to consume a pile of wood or a house? No, this cannot be weighed! However, you know that one little spark is heavy enough to set a forest on fire, a little spark that has no weight at all…’ | <urn:uuid:b9d56a48-5d32-4f90-91a7-ca33154f9d30> | CC-MAIN-2018-51 | http://karenleadbeater.co.uk/about-homeopathy/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827175.38/warc/CC-MAIN-20181216003916-20181216025916-00505.warc.gz | en | 0.961297 | 857 | 2.625 | 3 |
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Advertising has a staggering impact on what we buy, what we do, and how we behave. Some ad-campaigns alone have managed to trigger international shifts in culture and consumption. One of the most famous examples is that of Gillette, some one-hundred years ago. At the time, the company decided to expand its product selection to include women’s razors — on the off-chance they would catch on — and introduced adverts for the new product. As a result, they produced consumer demand which now extends across most of the western world, along with a trend for women’s body hair removal which had not existed prior to Gillette’s ad-campaign.
The impact of Gillette’s marketing demonstrates just how much advertisers’ advances can influence our behavior, both individually and collectively. Now, with the ubiquity of social media, advertisers see new opportunities: indeed, worldwide budgets for social media advertising are predicted to have soon doubled from 2014 levels, and revenue from these efforts has more than doubled, according to Statista.com. Given that advertisers are constantly refining their social media engagement, it is increasingly important to ask ourselves: how (and and to what end) might advertisers be aiming to manipulate us on social media?
What do we know about the science of advertising?
The science of advertising has long been a topic of public interest and a subject of research. Some of the earliest theories instilled public fear about the apparent use of subliminal advertising; in other words, influencing people below the threshold of consciousness. Vicary conducted a famous experiment in 1957, where the words “Eat Popcorn” and “Drink Coca-Cola” were flashed up on a cinema screen so fast than the human mind could not consciously process them . The audience in question did not register having seen the messages. Vicary reported, however, that popcorn and Coca-Cola sales increased dramatically (by 57.5% and 18.1%, respectively) after the audience had been unknowingly exposed to this message. The idea that advertisers could influence people’s behavior with such ease, and without their knowledge, was a frightening prospect, and one which caused fear and backlash among the general public. Fortunately, Vicary’s experiment was revealed to be a hoax, and the initial fears about subliminal messaging were assuaged.
In more recent years, research has found that the secrets behind advertising are not as mysterious as they once appeared; instead, they are firmly grounded in knowledge about the realities of human behavior. An extensive body of social psychology research has explored the processes of influence and persuasion; normative influence (the pressure to conform to the majority) and informational influence (our instinct to defer to a more knowledgeable party) have been identified as salient forms of influence , and have frequently been used to explain our susceptibility to advertising . However, research has only recently begun to look at how these techniques are applied to advertising within the world of social media.
How and why do these techniques work so effectively on social media?
In the past, advertising consisted largely of television ads, billboards, packaging – essentially, the aim was for the advert itself to directly engage the attention of whoever caught sight of it. However, the rise of social media has allowed adverts to make use of a new dimension: the viewer’s exposure to other viewers. Three of our own thought patterns make us particularly easy prey to this aspect of social media advertising:
1. ‘Just act normal.’
As advertisers have long known, normative influence appeals to us because we instinctively avoid censure from the majority (Deutsch & Gerard, 1955). Adverts in the past have been able to make claims about how many people use and love their product, but this has only been achieved by explicitly telling the viewer the figures. This is where social media comes in: it can show rather than tell. On many social media channels, advertisers have no need to even mention other consumers’ preferences; instead, they can instantly let us see for ourselves how many others have ‘liked’ their product, are ‘interested in’ their event, or ‘follow’ their page.
Indeed, research has found that we are more inclined to ‘like’ something which is well-‘liked’ already; teenagers (incidentally, the biggest users of social media) are particularly vulnerable to this type of majority influence . Consumer behavior can even be influenced by low-consensus information – in other words, seeing that even a few others have ‘liked’ a promotional post on Instagram can (for some people) still act as an incentive to ‘like’ it too. This makes social media a useful platform even for little-known products.
2. ‘Maybe I’m wrong.’
Informational influence means that we seek out validation from other people’s answers or opinions if we doubt our own judgement. If we are unsure of our own decision in any way, we look to see what the people around us have decided – particularly if they are deemed more ‘expert’ than us – and we are influenced by their decision. For this reason, it has been long-accepted in advertising that social proof sells, particularly if a renowned expert agrees to promote a product. Social media provides more avenues than ever before for expert endorsements . Many social media-based ‘experts’ — particularly the new class of #instafamous, vloggers, and fitness Instagrammers — make a living by endorsing products and businesses on their social media channels. This is testament to how effective these endorsements are. These individuals use features like Instagram stories and Snapchat stories to allow their endorsements to seem more informal, unpolished, and ‘real’.
3. ‘Us and them.’
Another type of influence which is increasingly being identified in research is the appeal to ‘social identity’. People love to self-categorize, framing their identity using social groups . As a result, we are more likely to remember adverts which appeal to our social identity, and to forget those which do not. In the past, this has created a dilemma for advertisers: which social groups should they pitch to? Social media makes this less of a problem, because advertisers are able to track an individual’s social media usage and their search history, and therefore tailor adverts to each person’s ‘social identity’ , ensuring we see an advert which appeals to us . Many social media platforms now even give the user the option of selecting which advert they want to watch, thus creating an even more personalised advertising experience and increasing the likelihood that the viewer will engage with the advert.
Can we resist these mind games?
According to some broader research on informational influence, one way in which we can resist it is by creating our own certainty. Alexander, Zucker, and Brody (1970) performed an experiment which demonstrated that if people have enough information to be certain of their own decision, they do not succumb so strongly to informational influence . Their study focused on a problem-solving task, yet the conclusion can nonetheless be applied to the decisions we make about whether an endorsed product is worth spending our money on. Are the ‘Instafamous’ really the best source of expertise on which new gadget or gear to buy? We can equip ourselves better against persuasion if we do our own research first.
In theory, the most easily resisted phenomena is normative influence, which usually produces behavioral conformity but not genuine mind-changes. We might follow a new enterprise on Instagram because our friends have raved about it, and buy its products to show that we share their tastes, while in reality not being fully convinced of its merits. This lack of ‘cognitive change’ might be thought to leave more scope for independent behavior to win out. Despite some research demonstrating salient conformity rates, Liu (2008) also found social media profiles to act as “taste performances” where people specifically depict their differentiation from others. Could this motivation work against the majority influence encouraged by advertisers? Liu’s study only focused on MySpace profile presentation, but future research could usefully investigate the relationship between the desire for differentiation and any ‘liking’ or purchasing activity on platforms like Instagram and Facebook.
The instinct for self-categorisation is perhaps the hardest to resist. Research has deemed that self-categorisation into social groups has been an advantage in evolutionary terms . However, it can easily be turned to our disadvantage when advertisers use it for their own interests. While opting out of online tracking is not yet a transparent process, we can help ourselves to some extent by remaining aware of the advertisers’ aims. Research has found that if somebody is obviously trying to persuade us then their message becomes less effective ; this also applies to overly-blunt messaging by advertisers (e.g., ‘Buy our product’). By this logic, if we remain aware that adverts are deliberately tailored to appeal to us (and therefore sell to us), we are less likely to succumb.
. William M. O’Barr, “‘Subliminal’ advertising”, Advertising & Society Review 6, no. 4 (2005): https://doi.org/10.1353/asr.2006.0014.
. Morton Deutsch, and Harold B. Gerard, “A study of normative and informational social influences upon individual judgement”, Journal of Abnormal Psychology 51, no. 3 (1955): 629-636, https://doi.org/10.1037/h0046408.
. Brett A. S. Martin, Daniel Wenczel, and Torsten Tomczak, “Effects of susceptibility to normative influence and type of testimonial on attitudes toward print advertising”, Journal of Advertising, 37, no. 1 (Spring 2008): 29-43, https://doi.org/10.2753/JOA0091-3367370103.
. Lauren E. Sherman, Ashley A. Payton, and Leanna M. Hernandez, “The power of the like in adolescence: Effects of peer influence on neural and behavioral responses to social media”, Psychological Science 27, no. 7 (2016): 1027-1035, https://doi.org/10.1177/0956797616645673.
. Michael R. Sciandra, Cait Lamberton, and Rebecca Walker-Reczek, “The wisdom of some: Do we always need high consensus to shape consumer behavior?” Journal of Public Policy & Marketing, 36, no. 1 (Spring, 2017): 15-35, https://doi.org/10.1509/jppm.14.123.
. Truong Hai Huyen Thanh, “The impacts of celebrity endorsement in ads on consumers purchasing intention: A case of Facebook”, International Journal of Science and Technology Research, 5, no. 8 (2016): 25-27, http://www.ijstr.org/final-print/aug2016/The-Impacts-Of-Celebrity-Endorsement-In-Ads-On-Consumers-Purchasing-Intention-A-Case-Of-Facebook.pdf
. Michael A. Hogg, and John Turner, “Social identity and conformity: A theory of referent informational influence”, in Current Issues in European Social Psychology, eds. Willem Doise, and Serge Moscovici (Cambridge: Cambridge University Press, 1987), 139-182.
. Simon Hill, “How much do online advertisers really know about you? We asked an expert”, Digital Trends, June 27, 2015, https://www.digitaltrends.com/computing/how-do-advertisers-track-you-online-we-found-out/.
. Dikla Perez, and Yael Steinhart, “Not so personal: The benefits of social identity ad appeals with activation in advertising”, Social Influence 9, no. 3 (2014): 224-241, https://doi.org/10.1080/15534510.2013.822825.
. C. Norman Alexander, Lynne G. Zucker, and Charles L. Brody, “Experimental expectations and auto kinetic experiences: Consistency theories and judgmental convergence”, Sociometry, 33, no. 1 (1970): 108-122, https://doi.org/10.2307/2786275.
. Hugo Liu, “Social network profiles as taste performances”, Journal of Computer-Mediated Communication, 13, no. 1 (2008): 252-275, https://doi.org/10.1111/j.1083-6101.2007.00395.x.
. Marilynn B. Brewer, and Linnda R. Caporael, “An evolutionary perspective on social identity: Revisiting groups,” in Evolution and Social Psychology, eds. Mark Schaller, Jeffry A. Simpson, and Douglas T. Kenrick (Madison, CT: Psychosocial Press, 2006), 143-161.
. Elaine Walster, and Leon Festinger, “The effectiveness of ‘overheard’ persuasive communications”, The Journal of Abnormal and Social Psychology, 65, no. 6 (1962): 395-402, http://dx.doi.org/10.1037/h0041172. | <urn:uuid:3f4d55e1-5da5-45ba-8e04-adb477aa72c4> | CC-MAIN-2019-22 | https://thedecisionlab.com/i-know-what-youre-thinking-three-thought-patterns-which-let-advertisers-influence-you-on-social-media/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256778.29/warc/CC-MAIN-20190522083227-20190522105227-00182.warc.gz | en | 0.928507 | 2,826 | 2.90625 | 3 |
From the Classroom: Everyone Needs a North Star
by Brian Kelley
Over 5000 years ago, the Phoenicians discovered that Polaris, or the Polar Star, is positioned so that the entire Northern sky revolves around it. A reliable piece of data, the Phoenicians guarded this secret as long as they could and dominated sea navigation. While most ships and trade routes hugged coastlines, the Phoenicians ventured further into regions no one else dared.
Polaris, or what we know today as the North Star, inspired confidence. And that confidence and knowledge encouraged the Phoenicians to be risk-takers on the sea.
This scenario strikes me a bit like education.
As educators, we rely on the currents and the trade winds. We hug the coast. We take few risks because, we believe, we have too much to lose. Often, students follow our lead and we scratch our heads when they don’t show growth or develop into risk-takers.
Where is our North Star? And what is the North Star for our students? For each, the answer is the same: encouragement.
Without encouragement, no matter how much wind fills their sails, students will not budge very far from the traditional routes. They will continue to hug the coast, expecting us to show them how to navigate every step of their journey over and over and over again.
Furthermore, students have little need of a North Star (encouragement) if all we emphasize is dropping an anchor.
When we employ an attitude of correction of error, when it comes to writing, we lower an anchor in their journey.
While encouragement can carry the patina of kumbaya campfire songs, a blemish from the everybody-gets-a-trophy generation, a banner held high by a “nation of wimps” the reality and empirical research tells us that encouragement is the foundation by which student thinking grows. Encouragement is so powerful that it produces better results than correction when it comes to student writing. When we use encouragement we send the message that it is ok to fail. When it comes to writing, our students are beginners. They should make mistakes! A consideration must be how to encourage mistakes (and learning from mistake)s in the writing process without a fear of being lost at sea–aka risk-taking.
Risk-taking as a writer becomes more likely when it is modeled by the teacher who presents himself as a writer and a risk-taker and not a judge. We share our mistakes and how we survived them.
Fears linger in students when teachers foster neurotic fears about conventions. We say that children need to learn how to write correctly and with clarity. We say that students need to know how to punctuate and how to be understood. Few would argue against those points; however, we should attend to the possibility that if the only message we send is that error-free writing is good writing; that error-free writing is our main objective; that error-free writing trumps developmental realities…we feed their fears and discourage risk-taking. I firmly believe the research–I see it in action in my classroom–that keeping correction in perspective helps young writers. I continue to work at policing myself from wanting to mark and circle errors every time a piece of writing is in my line of vision. In retrospect, I can remember being haunted by errors as a young writer. They are all I looked at and are all I attempted to understand. Janet Emig teaches us that since writing is a natural process–and students develop as writers naturally and at their own pace especially when learning is happening–hard-boiled correction can stunt growth.
As encouragement is a powerful guide, I offer four considerations for the classroom:
In Teaching with Writing , Toby Fulwiler writes that the major task of teachers is not teaching items such as semi-colons or predicate nominatives but changing students’ attitudes about writing (122). Regular writing in a writer’s notebook or journal implicitly encourages young writers to write to think–free from the fear of evaluation.
We do not have to evaluate every graphite stitch pressed into the paper.
By encouraging students to keep a journal and by our modeling and sharing our journals, teachers encourage students to re-envision our time together.
If we believe that we have a responsibility to engage with our students’ notebooks there are several strategies to consider:
Don’t grade it or score it, but provide feedback–spoken or written. Students already come to us wincing and expecting their writing will measured. But the notebook should be their space and we can fight the urge to squeeze students out of their space. Therefore, our feedback might be specific questions, observations of what hooked us as readers, compliments on their use of listing, mapping, sketching; acknowledging that we too cross things out when we write; perhaps we tell students that we love seeing their messiness because we love seeing their thinking develop; even better, tell them that you are looking forward to seeing what becomes of a notation, a loose strand of a thought. It is through notebooks that we can tailor our influence on growth by explicitly punting our evaluator’s crown and simply engaging with students as a fellow writers…not as editors.
As an aside, I know students who (desiring privacy) have appreciated keeping journals in binders in order to easily lift a page to share. Additionally, the pervasive use of Google Docs makes sharing of individual entries easy. Also, I have had students take photos of a page or two if they use a bound journal. They email or share the photos with me. Camera quality on devices has improved so dramatically in recent years that in many cases a simple photo is as good as a scan and sharper than a photocopy. We no longer need to collect entire notebooks.
Furthermore, students can create shared digital folders containing images from their notebooks. In this same folder, students could share pieces from all stages of the writing process in addition to audio files (records of peer conferring), videos, et al. We can give students the power to choose what to share while curating a record and a fluid conversation of the multidirectional paths their thinking follows over time.
In the current edition of Educational Leadership, Dylan William’s article The Secret of Effective Feedback tells us “the focus of feedback should be on changing the student rather than changing the work (13).” This too suggests, at the very least, a tempering of a correcting mindset. Providing time for students to reflect on their writing, thinking, and decisions is time well spent. All of school does not need to be a transaction. We can take the opportunity to show students that what they do with their learning, our feedback, and the tools around us is what matters. When learning is personalized we are less likely to hear, “Why are we doing this?”
It is no small thing to explicitly and implicitly send the message to students that their meaning matters–and that we are interested in their thinking. This affordance impacts students far beyond the time spent in our classrooms.
We don’t own our students’ writing lives, but our attitude and our encouragement regarding their reflections may help them have a better chance of not only owning a writing life, but also wanting one.
Talking, Peer to Peer and with Writing Partners
In The Secret Hum of a Daisy, Grace’s mama gives her a notebook to write in should she ever get sad. Charmingly, Grace asks, “You tryin’ to trick me into writing practice?” As the novel evolves, Grace writes secret letters to her grandmother yet never sends them. However, the grandmother finds the letters and writes responses to every single one of them for Grace.
I point out this anecdote because it reminds me of what Mina Shaughnessy writes in Errors & Expectations. We best help students when we do more than correct papers. When we create an interactive environment by encouraging students to talk openly (or to write) about what they don’t understand, students participate as teachers as well as learners. We encourage feedback that is heard–an ongoing recursive dialogue of reading and writing. Again, we send the signal that we trust them to contribute meaning in their classroom (not our classroom) and we suspend our focus on product–the false belief that error-free texts are the only goal of the writing (51).
Even when students are talking about writing they invariably will talk writer to writer if we model it:
Tell me about your decision to…
I’m struck by this word/line. Tell me where it comes from…
I struggle with x, tell me what you did to get to x…
What did you struggle with…how did you get through it…
Response does not need to be evaluation or even a breakdown of technique as represented by my questions above. As valuable as questions, authentic response–what impacted us–moves writers. Writers need to know what they did well as much as they need practice talking about writing. When we can nudge our students towards these beautiful conversations, we will hear our students helping other students grow as writers–and thereby helping themselves as well.
Shaughnessy notes that a classroom filled with only the teacher’s voice is an anachronism. By making the space for student talk we emphasize that writers are always learning. Writers don’t have to remain buried beneath graves of irreconcilable thoughts. Writers don’t have to think of writing as a private battle between prince and dragon. The truth is, we are not alone as writers. Our conversations (through the spoken and written word) is the heartbeat of our making meaning.
Setting Aside the Evaluator’s Crown
In We Are the Ants, Henry tells us that the last time a teacher cared was in first grade when Mrs. Stancil changed him from “book hater to book worm.” Now, as a teenager he is simultaneously encouraged by a friend and a teacher to write:
“You should write a story, Henry,” Diego said…”Henry likes to write, you know.”
Ms. Faraci’s eyes widened with delight.
“I would love it if you wrote a story (140).”
That passage is all in the eyes, isn’t it? Encouragement is the heart of the workshop approach. Encouragement is our North Star because it influences positives changes in students’ (and teachers’) attitudes about writing. If all we do is correct writing, we never work on the attitude of the writer…and, I fear, we never allow our kids the time and space to fall in love with writing.
No one falls in love with that which relentlessly reminds us of our failures and shortcomings.
When we set aside the evaluator’s crown, we allow students to see all of the expressiveness of our faces and to hear the range of emotion in our voices. How powerful it can be to let a student know that their words took your breath, made you brim with tears, made you laugh out loud…made you think.
Tell them. Raise the anchor and take every opportunity to tell your students that their words moved you. You will never be able to predict when that one sailor needs his North Star the most.
Brian Kelley teaches 8th-grade creative writing at Charles F. Patton Middle School in Kennett Square, Pennsylvania. You can email him at firstname.lastname@example.org, connect with him on Twitter @_briank_ , or follow his podcast The Classroom (on iTunes) or his blog: http://www.brianjkelley.net/ | <urn:uuid:0ff01c86-f11e-4d33-b0dc-891d76c334c9> | CC-MAIN-2022-40 | https://pawlpblog.org/2016/05/18/from-the-classroom-everyone-needs-a-north-star/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335304.71/warc/CC-MAIN-20220929034214-20220929064214-00003.warc.gz | en | 0.959579 | 2,443 | 3.359375 | 3 |
The Poverty Problem
Since the 2010 census, many in our community have become aware of the stark difference between Vermillion and its neighboring communities when it comes to measures like poverty rate, median income, food insecurity, and children qualified for free and reduced school lunch.
Poverty impacts our community, not only in the effect it has on the families experiencing it, but also in the strain it puts on social services and the tax base required to run our city and county. United Way has made addressing both the effects and causes of poverty our number one priority.
We created the Clay County Poverty Task Force to bring together stakeholders from around the community to address this pressing social issue. One of the major themes that came from the initial discussions was the need for better communication between agencies and more efficient ways to disseminate information about resources to the people who need them. Several new, innovative partnerships and programs resulted, including two major United Way initiatives: bringing 211 to Clay County and the Community Connection Center. In the years to come, we hope to continue to collaborate and come up with new solutions to transform lives.
Want to learn more about poverty in Clay County and beyond? Check out these resources:
SDSU’s Census Data Center: Data on Income & Poverty
Sanford Vermillion Community Health Needs Assessment (scroll down to Sanford Vermillion) | <urn:uuid:018b5333-1a15-4480-9032-738b6cf486f3> | CC-MAIN-2021-10 | http://www.unitedwayofvermillion.org/partners/clay-county-poverty-task-force/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178364932.30/warc/CC-MAIN-20210302221633-20210303011633-00610.warc.gz | en | 0.950419 | 271 | 2.703125 | 3 |
Deadly frog disease is linked to climate change in Europe, say researchers
Climate change in Europe is worsening the impact of a deadly disease which is wiping out vast numbers of amphibians, according to new research.
The study, published today in the journal Proceedings of the Royal Society B, looks at changes in the populations of common midwife toads in a mountainous region of Spain over a period of 26 years.
The researchers, from Imperial College London and two Madrid institutions, found a correlation between significant warming of the local climate in Spain between 1976 and 2002 and the emergence of the fungal disease Batrachochytrium dendrobatidis (BD) in the area.
The fungus infects amphibians' skin and is believed to cause disease by interfering with the skin’s ability to absorb water. As a result of BD, the common midwife toad is now virtually extinct in the area of Spain studied by the researchers, the Penalara Natural Park, where it was once thriving.
The researchers suggest it is likely that increases in the number of BD-related mass mortalities are due to a combination of factors relating to climate change. As amphibians are cold-blooded, their body temperature is linked to the surrounding environment, meaning that changes in external temperature may affect their bodies' ability to respond to disease. The researchers also believe that BD may be better able to thrive in warmer conditions, with milder winters allowing it to survive and grow throughout the year.
The researchers now want to assess whether changing climatic patterns are likely to impact on the rates of BD in amphibian populations across the rest of Europe.
Dr Matthew Fisher , from the Department of Infectious Disease Epidemiology at Imperial College London, and one of the authors of the paper, said: "You can’t overstate how serious this pathogen is - it is the worst infectious disease ever recorded among vertebrates in terms of the number of species impacted, and its propensity to drive them to extinction. When you look at the reality of the disease it's the hardest hitter there is and the amphibian tree of life is being very severely pruned by it.
"This is a wake up call that we are losing biodiversity fast. Climate change appears to be changing patterns of disease and previously resistant species are becoming highly infected and even, in a number of cases, becoming extinct," he added.
The new study follows on from the Global Amphibian Assessment survey published in Science earlier this year, which revealed that a third of the world's amphibian species are in danger of extinction, many of these as a consequence of infection by BD.
The research was carried out by scientists from Imperial College London, the National Natural Science Museum, Madrid and the Universidad Europea de Madrid. It was funded by the Natural Environment Research Council (NERC), UK and BBVA Group, Spain.
Source: Imperial College London | <urn:uuid:834c6002-12bf-41f8-98e5-12546cddde86> | CC-MAIN-2021-21 | https://phys.org/news/2006-10-deadly-frog-disease-linked-climate.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988725.79/warc/CC-MAIN-20210506023918-20210506053918-00256.warc.gz | en | 0.952513 | 589 | 2.78125 | 3 |
The number of Indian households under debt and the amount they owed increased between 2012 and 2018, making it more likely that these families would fall into a debt trap, shows an analysis of the latest government data by Dvara Research, a policy research organisation focused on financial inclusion and social protection.
This rise in indebtedness is sharper among rural households (84%) than urban (42%), as per the analysis, which compared the All India Debt and Investment Survey from the 70th round of the National Sample Survey with the 77th, released in September. Lower-income households in cities continue to remain more vulnerable than those in rural areas, mainly because they do not own enough valuable assets that can be sold quickly to repay debts.
Two other significant conclusions from this survey are that women-led households are less indebted and that the southern states of India show higher levels of indebtedness.
The All India Debt and Investment Survey gathers information on Indian households’ assets, liabilities, savings, consumption and capital expenses, such as on land or property. Household indebtedness is measured as a share of a country’s gross domestic product, and according to a recent working paper by the Bank for International Settlements, increased household indebtedness causes a rise in consumption and GDP growth in the short run. However, in the long run, if the share of household indebtedness in the GDP crosses 60%, it can have a negative impact on the economy.
In India, this percentage is 30%-40%, having fallen from a peak of 43% in 2008 to a low of 31% by 2016, and has been on the rise since.
The latest survey was conducted in 2019 and household indebtedness and vulnerabilities have since increased substantially due to the ongoing Covid-19 pandemic. Household debt’s share of GDP has risen from 32.5% in 2019-’20 to 37.3% in 2020-’21. A further rise is being predicted for 2021-’22 because of depleting bank deposits as families struggle with the burden of health expenses incurred during the second Covid-19 wave.
The survey captures two key measures of indebtedness: the incidence of indebtedness, which is the share of households with outstanding debts, and average outstanding debt – the quantum of debt burden per household.
Between 2012 and 2018, the incidence of indebtedness increased by four percentage points in rural areas while the average outstanding debt grew significantly in both rural and urban areas by 84% and 42%, respectively, as we said earlier.
Urban poor vulnerable
The survey also assesses the debt-to-asset ratio – the outstanding debt of households as a share of the total value of their assets. This ratio estimates a household’s financial health, and the higher the ratio, the more precarious the financial health and the lower a household’s ability to repay loans. (However, a better indicator of a family’s over-indebtedness is the ratio of its debt to its income.)
The debt-to-asset ratio has increased marginally both in rural (3.2% to 3.8%) and urban (3.7% to 4.4%) segments – that is, the value of families’ loans and mortgages has risen, relative to their ownership of assets.
The survey splits households into 10 asset-holding classes on the basis of their asset value. Our comparison across asset-holding classes showed that the rise in the debt-to-asset ratio is driven more by households owning more assets than by those that have fewer assets.
The ratio is highest among the lowest rural and urban asset-holding classes, who own negligible assets – 39.1% among the lowest rural, and 549.7% and 75.4% among the two lowest urban asset-holding classes. The poorest families now have the most debt relative to their wealth and the least ability to repay it.
While more than 90% of households belonging to the higher rural asset-holding classes own land, only a third from the lowest rural asset-holding classes do. The urban poor are worse off in this regard, with fewer than 1% of households from the lowest two urban asset-holding classes owning any land at all.
If the debt-asset ratio is in single digits, it would indicate low indebtedness. But this is not necessarily the case in India because most households’ assets are not liquid – that is, they cannot be quickly sold to raise funds to pay off a debt. Land and building make up 87% and 91% of asset value in urban and rural segments, respectively, as per the survey report.
For a more realistic measure of a household’s ability to deal with debt, their debt-to-liquid-asset ratio can be considered – this includes only those assets that can be sold quickly to service debts. Across all categories of households, this ratio is higher than the debt-asset ratio – 40%-60% among rural and 25%-60% among urban households. This means that across classes, Indian households are vulnerable to rising indebtedness.
The southern states are ahead of the rest of the country across most indebtedness metrics both in rural and urban segments. The figures for Kerala, Andhra Pradesh and Telangana are particularly high, and both incidence and volume of debt have increased by several percentage points in these states between 2012 and 2018.
However, debt growth has outpaced asset growth in Kerala thereby increasing the debt-to-asset ratio while the value of assets has grown faster in the two Telugu-speaking states.
The share of non-institutional debt (from sources such as private lenders) in the total outstanding debt in Andhra Pradesh is 64% for rural and 42% for urban areas; in Telangana, it is 59% for rural and 27% for urban areas. This is substantially higher than the national average (34% for rural and 13% for urban areas) and despite the strong presence in these states of formal financial institutions providing credit, especially to the low-income segments.
The situational assessment of agricultural households carried out alongside the survey also finds households from the southern states to be more indebted. While increased indebtedness need not necessarily mean a proportional increase in vulnerability, the latest survey report also shows a substantial share of the loans having been taken for meeting consumption needs and medical expenses, pointing to an ensuing debt trap.
The incidence and volume of debt are also high in rural Rajasthan, while the volume of debt and debt-to-asset ratio are high in urban Maharashtra and Haryana.
Households headed by women have a lower debt-asset ratio, indicating less financial distress, than those run by men and this holds across the rural-urban divide. However, those from the poorest of rural households (37%) and the two poorest tiers of urban ones (361% and 53% respectively) led by women have a high debt-to-asset ratio, signalling financial distress among low-income women-headed households.
Despite the emphasis on lending to women through microcredit and theSelf-Help Group- Bank Linkage Programme, we see a lower incidence of debt and outstanding debt, on average, among households led by women. In the rural segment, 36% of all households led by men reported having a debt (average debt was Rs 63,480), while 28% of all households headed by women report having a debt (average of Rs 35,100).
In the urban segment, this difference is higher, nearly double – 23% of all households headed by men are indebted, with a debt of Rs 1.3 lakh on average, as against 18% of all women-led households, which are indebted Rs 67,732 on average.
This lower likelihood and level of indebtedness observed among female-headed households can either be because of lack of access, or because fewer women opt for credit, or both, and ascertaining the same requires further analysis. Studies have however shown significant improvement in access to formal credit for women in India in recent years, although at a slower rate than for men.
We wrote to the secretary of the Department of Economic Affairs in the Union finance ministry, the chief secretaries of Telangana and Kerala, and the finance secretary of Andhra Pradesh to ask what the government is doing to improve the situation. We will update the story when we hear back from them.
This article first appeared on IndiaSpend, a data-driven and public-interest journalism non-profit. | <urn:uuid:26c1c404-b601-4210-ad54-49736876bc38> | CC-MAIN-2023-50 | https://scroll.in/article/1008164/household-debts-in-india-were-soaring-even-before-the-pandemic-made-things-worse | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100523.4/warc/CC-MAIN-20231204020432-20231204050432-00633.warc.gz | en | 0.958187 | 1,738 | 2.828125 | 3 |
The National Center for Biotechnology Information (NCBI) provides a wealth of information in the fields of medicine and biological sciences. Most people are familiar with PubMed and Medline Plus - searchable databases to the literature. But, this is only a small subset of the available resources.
You can easily reach NCBI from ER using the Featured Resource PubMed@USU button or by searching for PubMed in ER.
(You can also access NCBI directly at: http://www.ncbi.nlm.nih.gov/
From the PubMed homepage, change the database option to All Databases with no terms supplied and click Search.
What is returned from the All Databases search is an annotated list of the searchable database resources that are available. As can be seen, the familiar Literature resources are just a small fraction of the total.
The various database are interconnected, with the Gene database being the central resource. Most searches will begin in either PubMed with a jump to Gene or starting in Gene directly.
The rest of this guide will walk you through some common sample searches.
Searching for Gene Information - Basic search strategy and information for Genes
Searching for Protein Information - Basic search strategy and information for Proteins
Sequence Search - A basic introduction to using BLAST for sequence searching | <urn:uuid:711d0860-6131-4315-818e-b5bfa7ce815a> | CC-MAIN-2018-13 | https://usuhs.libguides.com/c.php?g=468091&p=3200594 | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257649508.48/warc/CC-MAIN-20180323235620-20180324015620-00724.warc.gz | en | 0.805083 | 266 | 3.0625 | 3 |
The Effects of Heel Spurs
Heel spurs aren’t what you wear when riding a horse. They are actually a painful condition that affects the heel of the foot and are often associated with plantar fasciitis.
Heel spurs are bony growths on the bottom of the heels that are caused by repeated stress, stain, and injury to the muscles, ligaments and tissues in the foot. Heel spurs can also be caused from:
- An uneven gait
- Too many activities that are high-impact for feet
- Being overweight
- Wearing the wrong type of shoes for your activities
- Wearing shoes with a lack of arch support
While the heel spur itself doesn’t usually cause pain, the spur can irritate the tissue along the sole of the foot. Plantar fasciitis can also lead to heel spurs due to chronic inflammation and pulling of the ligament. Most people experience the most pain in the morning, when stepping down onto the heel and after sitting for a prolonged period of time, also consistent with plantar fasciitis.
In order to prevent heel spurs and the onset of plantar fasciitis, the podiatrists at Triad Foot Center recommend:
- Choosing the right shoes for the activity you are participating in
- Maintaining a healthy weight
- Stretching thoroughly
- Correcting an abnormal walking gait
Disclaimer: The information and other content provided in our blogs, videos, or in any other content or linked materials are not intended and should not be construed as medical advice, nor is the information a substitute for professional medical expertise or treatment. For a full disclaimer, please click here. | <urn:uuid:cf122eba-a0d4-494a-91d9-4260dd694c73> | CC-MAIN-2021-43 | https://triadfoot.com/2016/01/06/the-effects-of-heel-spurs/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00503.warc.gz | en | 0.908137 | 354 | 2.71875 | 3 |
Almost everybody nowadays has mobile phones, no matter for what purpose it is used for – talking, gaming, chatting or surfing. But the fact is that we do all these by compromising our health. There comes the necessity to prevent mobile phone radiation effects.
All cell phones emit electromagnetic radiation
- Body ache
- Memory loss
- Sleep disorder
- Concentration problems
- Neurological disorders
- High blood pressure
The following are the best ways to prevent mobile phone radiation effects:
1. Buy a Mobile Phone with Lowest Possible SAR Value
Specific Absorption Rate(SAR) is a measure of the amount of radiation absorbed by human body when exposed to an electromagnetic field. It is measured in terms of watts per kilogram (W/Kg).The SAR value greatly depends on the part of the body and the position at which the mobile phone is used. Normally, mobile phone manufacturers specify the SAR values for head and body.
Almost every country has their own SAR value limits that only mobile phones below a certain SAR value are allowed to sold. While the United States and India have
It is advised to buy a mobile phone with SAR value below 0.60 to be in the safe zone. Some of the models which stay within this limit are :
Samsung Galaxy Note
Samsung Galaxy S9
We can easily check the SAR value of a mobile phone by (i)
2. Keep Distance
Do not keep mobile phone in your pocket. It is advised to keep the mobile phone at least 30 centimeters away from the body, particularly when you sleep. When you have to keep it touching your body, make sure that you put your phone in airplane mode.
3. Use Speakers / Earphones
4. Do Not Use Bluetooth Headset
5. Switch OFF Data and Wifi
Do not forget to switch off mobile data and Wifi when not required. This will reduce the intensity of radiation.
6. Do Not Keep Mobile Phone Near Your Ear Until the Phone is Picked Up at the Other End.
Studies have proven that cell phones emit most radiation when it’s been connected to a cell phone tower.Hence it’s advisable not to keep mobile phone near your ear until the call is picked up.
7. Avoid Calls When Signal Strength is Weak
It’s proved that cell phones increase transmission power when the signal strength is weak. We can easily find this by looking at the tower signal bars in mobile phones.
8. Short Calls
Try to keep your calls as short as possible. It is advisable not to make calls longer than 10 minutes. The shorter your call, the less will be your exposure to radiation.
9. Use Healing Stones
Used stones such as Black tourmaline or
10. Food Helps
Studies have proven that the ill effects of mobile phone radiation can be reduced by consuming certain types of food. This helps in reducing the damage caused to body cells. These include turmeric, garlic, Apple ,lemon ,cabbage ,broccoli, avocado ,spinach ,almonds, millets, yoghurt, buttermilk and black/green tea.
11. Reduce Usage
Try to reduce the usage of | <urn:uuid:b678cb30-8b6f-464d-9fbf-f7fe02fcb014> | CC-MAIN-2019-35 | https://www.askmemag.com/prevent-mobile-phone-radiation/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027323328.16/warc/CC-MAIN-20190825105643-20190825131643-00192.warc.gz | en | 0.895471 | 656 | 3.390625 | 3 |
Stopping Bullies On The Playground
When bullying occurs, the most likely venue, especially in primary schools, is the school playground. This illustrates the darker side of recess." Whitney and Smith (1993)
Outdoor play environments are social places. Children take advantage of the free time to play games with their friends or to simply sit and chat. But with this social bliss also comes the presence of aggression - bullying.
Bullying is a common occurrence on nearly all playgrounds. More than 50 percent of children report bullying either in middle or secondary schools. One in five children reporting bullying on a daily basis. Bullying is a form of aggressive performance by one or more children that involves negative behaviors (e.g., rude gestures, ugly faces, teasing, name-calling, exclusion from play opportunities, and physical contact) toward other children.
Theories regarding the motivation for bullying include personal aggressive tendencies, emotional temperament, lack of well-developed social skills, and victims' nonassertive behavior. Other theories suggest misinterpretation of play invitations, lack of regard for the reactions/feelings of peers, and an extremely large amount of time spent alone. Bullying tendencies demonstrated early in life are considered to be significant predictors of antisocial behaviors in adulthood. The recipient of the bullying can also have long-term consequences in that he or she may suffer physically, academically or psychologically into adulthood.
Play supervisors must be careful in their evaluation of play and bullying. Teachers often have difficulty recognizing bullying when it occurs. This misinterpretation can lead to teachers stopping play fighting or rough and tumble play, which is not bullying and allowing teasing and name calling because name calling is often an ambiguous event. Interpreting verbal bullying can be difficult. Most verbal bullying and name calling on the playground focuses on children's physical appearance. Teasing about physical appearance can be especially significant for girls in that it has been associated with a higher occurrence of body image and eating disorders for women. On the other hand, nicknames are not necessarily perceived as malicious and can be part of the development of social bonds.
Most children who are victims of verbal bullying neither seek assistance from adults nor report the behavior. Teachers who are unsure about whether a name-calling event is bullying or not should speak directly with the child to ask his or her interpretation.
Physical bullying can also be hard to interpret. Bullying is often confused with rough and tumble play (R&T). R&T play, which accounts for approximately 17 percent of school-age children's play, has developmental value for young children. For example, R&T play can assist in developing the skills needed to participate in other types of play. R& T play is a form of play that involves a great deal of physical contact between players, such as wrestling, but it is appropriate in that all players are agreeing to the play. Children involved in bully situations, however, do not agree with the physical contact.
A second significant difference between contact during R&T play and bullying is found in the hands. When children are wrestling, they will typically have open hands, touching their play partner in a non-violent gesture. Bullies will have closed hands wrapped in a fist to dominate the other child.
Thirdly, the behavior exhibited by children involved will signal the type of situation that is being experienced. During R&T play, the children involved will cooperate in the running, chasing, fleeing and wrestling. They will alternate in their roles, such as chaser to chasee, and will leave the play space together to move on to another play activity. In aggressive situations the children involved will separate immediately upon the end of the interaction and will not participate in switching roles.
Although it is important that teachers and adults allow children to work out their own problems, when intervention is not applied in bullying situations it appears to the participants that the behavior is condoned. Ways teachers may reduce the presence of bully/victim incidents include:
(1) playground supervision;
(2) developing clear rules against bullying behaviors;
(3) alerting parents to their child's aggressive behavior;
(4) educating children with strategies to get them all involved with efforts to end bullying;
(5) and teaching victims how to assert themselves. Teachers should find a balance between allowing children to play freely and being pro-active in the steps to reduce overtly dangerous activities and bullying behaviors.
POST ARTICLE NOTES:
The research done for production of this article is sponsored by IPEMA.
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- Whitney, I. & Smith P. K. (1993). A survey of the nature and extent of bully/victim problems in junior/middle and secondary schools. Educational Researcher, 25, 72-85. | <urn:uuid:e1690523-9ad9-4158-b482-74f54baa60b7> | CC-MAIN-2021-10 | https://playgroundprofessionals.com/play/bullying/protecting-right-play | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178361808.18/warc/CC-MAIN-20210228235852-20210301025852-00620.warc.gz | en | 0.93191 | 1,469 | 3.921875 | 4 |
Electrospinning is the process of dispensing a polymer solution from a nozzle, then applying a very high voltage potential between the nozzle and a collector screen. The result is a very, very fine fiber that is stretched and elongated down to nanometers. Why would anyone want this? These fibers make great filters because of their large surface area. Electrospinning has been cited as an enabling technology for the future of textiles. The reality, though, is that no one really knows how electrospinning is going to become a standard industrial process because it’s so rare. Not many labs are researching electrospinning, to say nothing of industry.
[Douglas Miller] is building his own electrospinning machine. Except for the ominous warning signs on the 40-kilovolt power supply, there’s nothing in this machine that makes it look any different from a normal, homebrew 3D printer. There are stepper motors inside to raise and lower a carriage, a syringe, and a handy USB port. If you didn’t know any better, you could easily assume [Doug]’s OpenESpin is designed to print fidget spinners and tiny tugboats instead of films of carbon nanotubes and piezoelectric thermoplastics.
The DIY electrospinning machine is really what the Hackaday Prize is all about. It’s an enabling technology anyone can build for a few hundred dollars that also allows real science to happen. The films and blobs being formed in [Doug]’s electrospinning machine could easily find a home in a PhD candidate’s thesis or as a component in cutting edge research on everything from battery technology to the Internet of Underpants. | <urn:uuid:370eac9e-7df5-41d4-bb7a-5bf65b83e7af> | CC-MAIN-2021-49 | https://hackaday.com/2017/05/11/hackaday-prize-entry-open-source-electrospinning/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964361064.58/warc/CC-MAIN-20211201234046-20211202024046-00579.warc.gz | en | 0.939889 | 356 | 3.71875 | 4 |
Almost every child displays defiant behavior from time to time, but there are some children who display it more often and to a higher degree. It’s possible that these children have a condition called oppositional defiant disorder, or ODD for short.
How does typical defiant behavior differ from ODD? What do both look like so you know what you may be dealing with?
A young child who tiptoes downstairs in the middle of the night to raid their Halloween candy stash, even though they have been told they can ONLY eat 2 pieces of candy per day, is exhibiting normal defiant behavior. Have you tasted candy? It’s awesome!
A child with ODD would most likely act out as soon as they were told they could only have 2 pieces of candy. They might become enraged in the moment. And, because a vindictive streak is a symptom of ODD, they may lash out on the spot and try and “punish” their parents by breaking something, yelling, throwing a tantrum, or a combination of these behaviors.
And, this kind of behavior would happen more often than not, typically any time the child was told “no.”
Doctors typically diagnose children with ODD based on a few behavioral clusters:
Anger or Chronic Irritability
Children with ODD often lose their temper and can easily become annoyed by others. Some are perpetually angry (for no apparent reason) and can be quite resentful toward friends and family members.
Argumentative and Defiant Behavior
Children and young adults with ODD often argue with their parents and other authority figures. This can result in many trips to the principal’s office, parent teacher conferences, and even suspension.
Those with ODD may also intentionally annoy others, taking pleasure from it, and blame others for their mistakes and misbehavior.
Not only do children with ODD feel they are being intentionally wrong or annoyed by others, they, in return, can be quite spiteful and vindictive, seeking revenge against their supposed perpetrator.
If your child has shown this vindictive behavior at least twice in the past six months, they may have ODD.
As you can see from the list above, the ODD includes both emotional and behavioral symptoms. To be diagnosed with this condition, children and teens are required to exhibit four or more symptoms for at least six months to meet diagnostic criteria for ODD.
In certain cases, children with ODD can also be diagnosed with conduct disorder, a more extreme form of ODD, as a coexisting condition. They may also be diagnosed with other co-exiting conditions such as anxiety, depression, and most commonly, Attention Deficit Hyperactivity Disorder (ADHD).
It’s important to mention that ODD does not develop overnight, but rather over a period of time. If your child displays ‘only’ one or two symptoms from the above list, and even if these behaviors are not that frequent, you will still need to learn how to keep the situation from escalating. When it comes to parenting defiant children, the old saying, “An ounce of prevention is better than a pound of cure” could not be more relevant. A child or teen with any level of defiance can create big problems for him or herself, friends, and family.
If you or a loved one is interested in exploring treatment, please contact me today. I would be happy to speak with you about how I may be able to help. | <urn:uuid:e2297f9b-8193-4b6f-9849-dd52e7f40012> | CC-MAIN-2020-45 | https://intellectnfb.com/how-to-tell-if-your-child-has-oppositional-defiant-disorder/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107894890.32/warc/CC-MAIN-20201027225224-20201028015224-00132.warc.gz | en | 0.972775 | 715 | 3.5625 | 4 |
About sleep for school-age children
When your child sleeps well, he’s more settled, happy and ready for school the next day. Good-quality sleep helps your child concentrate, remember things and behave well. This helps him to be a successful learner.
Getting enough sleep also strengthens your child’s immune system and reduces the risk of infection and illness.
At this age children need 10-11 hours sleep a night. They’re usually tired after school and might look forward to bedtime from about 7.30 pm.
Some children fall deeply asleep very quickly when they go to bed. Others sleep lightly, fidgeting and muttering for up to 20 minutes, before getting into deep sleep. The first few hours of sleep are usually the most restful. Most dreams happen in the second half of the night. You can read more about sleep patterns for children.
How to help children sleep well
A good night’s sleep is about getting to sleep, staying asleep and getting enough good-quality sleep. Here are some ideas that can help your child get the sleep she needs.
A bedtime routine is very important at this age. It helps your child wind down from the day.
A bedtime routine might look like this:
- 6.45 pm: put on pyjamas, brush teeth, go to the toilet.
- 7.15 pm: quiet time in the bedroom with a book and a bedtime story or quiet chat.
- 7.30 pm: goodnight and lights out.
Relaxing before bed
After a big day at school, your child might still be thinking about many of the day’s events and worries. If he’s still thinking or worried when he goes to bed, it can cause a restless night or bad dreams.
You can help your child settle and relax for sleep by playing gentle music or a reading story together.
Good sleep habits
Your child might sleep better at night if she:
- keeps regular sleep and wake times, even on the weekend
- turns computers, tablets and TV off an hour before bedtime
- has a quiet and dimly lit place to sleep
- gets plenty of natural light during the day
- avoids caffeine in tea, coffee, sports drinks and chocolate, especially in the late afternoon.
Sleeptalking and sleepwalking
Many school-age children sleeptalk, especially if they’re excited or worried about an event like a holiday or a test. Sleeptalking is nothing to worry about. Calmly talking with your child about whatever is worrying him might help reduce sleeptalking.
Sleepwalking happens when your child’s mind is asleep but her body is awake. It sometimes runs in families, and it can also be caused by anxiety or a lack of sleep. Sleepwalking usually doesn’t need treatment, and most children grow out of it as teenagers.
Sleepwalking usually happens in the first few hours after falling asleep, when your child is in a deep sleep.
Bedwetting happens when children don’t wake up in the night when they need to do a wee. Some children wet the bed because they sleep very deeply. Other children wet the bed because they produce larger than usual amounts of wee at night, or because they have small bladders.
Children can’t control bedwetting, and they almost always grow out of it. Reassure your child that bedwetting is normal. It might help to explain in simple terms some of the reasons for bedwetting.
It might be a good idea to see the GP if your child is still wetting the bed regularly at 7-8 years and:
- you’re concerned about how your child will handle sleep-overs or overnight school camps
- bedwetting is starting to bother or worry your child.
Night terrors and nightmares
Night terrors are when your child suddenly gets very agitated while deeply asleep. They’re less common than nightmares and usually disappear by puberty. Night terrors don’t harm your child, who often won’t remember them in the morning. But they can be scary for you. Night terrors usually happen in the first few hours after falling asleep.
Nightmares are very common in early school-age children, and nightmares are often scary enough to wake them up. As children get older, they get better at understanding that a dream is just a dream. By the age of seven, your child might be able to deal with nightmares without calling you for comfort. Nightmares happen often in the second half of the night, which is when your child dreams the most.
Teeth-grinding and thumb-sucking during sleep
Many children grind their teeth in their sleep. It doesn’t mean there’s anything wrong with your child, and it usually doesn’t cause damage.
Thumb-sucking can cause dental problems for children older than about five years.
If you’re concerned about your child’s teeth-grinding or thumb-sucking, talk to your dentist.
Obstructive sleep apnoea
If your child has obstructive sleep apnoea, it means that he sometimes stops breathing when he’s asleep. He might snore, pause or struggle while breathing at night. You might notice that your child seems tired during the day.
If you think your child has sleep apnoea, see your GP. | <urn:uuid:01bfeb91-db9c-4910-9c48-e69d80c74cd3> | CC-MAIN-2019-43 | https://raisingchildren.net.au/school-age/sleep/understanding-sleep/school-age-sleep | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987750110.78/warc/CC-MAIN-20191020233245-20191021020745-00206.warc.gz | en | 0.948376 | 1,136 | 3.328125 | 3 |
Don’t fight Chromosome 17p duplication alone.Find your community on the free RareGuru App.
Chromosome 17p duplication is a chromosome abnormality that occurs when there is an extra copy of genetic material on the short arm (p) of chromosome 17. The severity of the condition and the signs and symptoms depend on the size and location of the duplication and which genes are involved. Features that often occur in people with chromosome 17p duplication include slowed growth both before and after birth; developmental delay; reduced muscle tone (hypotonia); congenital heart defects; and distinctive facial features. Most cases are not inherited and occur randomly when the parents’ sperm or egg cells formed, or very shortly after the egg and sperm joined. In some cases, the duplication is inherited from a parent with a chromosome abnormality (who may or may not have symptoms of a chromosome abnormality). Whether or not the duplication was inherited from a parent, a person with the duplication can pass it on to his or her child. Treatment is based on the signs and symptoms present in each person.
Source: GARD Last updated on 05-01-20
Do you have information about a disease, disorder, or syndrome? Want to suggest a symptom?
Please send suggestions to RareGuru! | <urn:uuid:c585e43a-f5ec-4c5b-888d-d5d3282b9599> | CC-MAIN-2021-39 | https://rareguru.com/library/disease/1235/chromosome-17p-duplication | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00194.warc.gz | en | 0.935876 | 265 | 3.453125 | 3 |
Alpine, Oregon facts for kids
Alpine was so named because it is on the top of one of the foothills of the Central Oregon Coast Range. It is noted that the "situation is not particularly alpine in character". Alpine School operated for several years before there was a settlement in the location, thus the community took its name from the school. In 1908, the Corvallis and Alsea River Railway Company began construction of a line that ended in the settlement of Alpine when funding ran out. The community has burned three times since its heyday in the early 1900s. A post office was established in 1912 and operated until 1976. Alpine now has a Monroe mailing address. Alpine Elementary School closed in 2003. When the Alpine Market closed in 2004, the Alpine Tavern (built in 1936) started selling groceries. In 2005, a vintage photograph of the tavern was featured in a Miller Beer advertisement, and the market was due to be razed.
Museums and other points of interest
Alpine is on the Benton County Scenic Loop, a scenic driving route.
To the west of Alpine is the Woodhall Vineyard, a research vineyard operated by Oregon State University.
Alpine, Oregon Facts for Kids. Kiddle Encyclopedia. | <urn:uuid:24551a24-d82d-48a2-94a8-9b3695f4b284> | CC-MAIN-2020-05 | https://kids.kiddle.co/Alpine,_Oregon | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614880.58/warc/CC-MAIN-20200124011048-20200124040048-00063.warc.gz | en | 0.976963 | 257 | 2.59375 | 3 |
Wash your hands to get rid of colds and flu- Hand sanitiser!!
At this time of year, you can’t avoid them: the co-workers with sniffly noses, fellow commuters with chest coughs or the spouse with a stomach bug. Cold and flu season is here.
Though you can’t avoid sick people, you can avoid catching their cold or flu. You’ve heard that prevention is the best medicine and that regular hand sanitizing plays an important role. But just how effective is hand sanitizing when it comes to virus prevention?
Better than hand washing alone
There are two ways to catch a virus, through breathing contaminated air or by touching a contaminated surface and then your face. You can’t control what air you breathe, but you can control whether viruses stay on your hands. Hand sanitizer is incredibly effective at eliminating those viruses. For a study in BMC Infectious Diseases, a group of office workers used hand sanitizer at least five times each day. The research shows that these employees were then two-thirds less likely to contract a virus than workers who regularly washed their hands but did not use hand sanitizer.
The most important step for prevention
Hand sanitizer works, but aren’t there other ways to prevent cold and flu? Diet, exercise and other lifestyle factors are important, but nothing stacks up to clean hands. In an article on Real Simple, Dr. Susan Rehm, medical director of the National Foundation for Infectious Diseases says that hand sanitization is “number one, two and three on any list of ways to prevent infection.”
How to use hand sanitizer to prevent cold and flu
The devil’s in the details. To ensure you’re eliminating all of the germs you pick up, follow these steps when using hand sanitizer.
- Use enough to saturate your entire hand. A small amount won’t do. Be sure you’ve covered the front and back of your hands, in between your fingers and your nails.
- Keep rubbing for 30 seconds to kill all active germs.
- Make sure the sanitizer dries completely. Do not remove excess sanitizer from your hands. Instead, keep rubbing until all of the hand sanitizer is absorbed.
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Follow us on Twitter. | <urn:uuid:81c5bf0b-d412-4d8c-91ae-0babe238dd5f> | CC-MAIN-2018-26 | https://modernofficesupplies.wordpress.com/2015/12/11/wash-your-hands-to-get-rid-of-colds-and-flu-hand-sanitiser/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864848.47/warc/CC-MAIN-20180623000334-20180623020334-00290.warc.gz | en | 0.937586 | 506 | 2.765625 | 3 |
If we want computers to be easier to use -- and who doesn't? -- a good place to start would be with that all-important command, "Undo." Although many of today's computer systems have some sort of undo capability, few of them work consistently throughout the system, or even in one application. As a result, users can't depend upon it, and lots of people lose a lot of work.
The need for a better undo is one of the important ideas in designer Jef Raskin's first book, "The Humane Interface," published earlier this year by Addison-Wesley. Although Raskin is perhaps best known as the creator of the Apple Macintosh project, his book is not a rant arguing why the Mac has a better user interface than Windows. Of course the Mac is better, says Raskin, but both computer systems have fundamental problems that make using them an unpleasant experience for both novices and experts alike.
Raskin bases his arguments not on opinion but on nearly 30 years of research by people around the world who have studied how the human brain interoperates with engineered systems from aircraft to computers. Raskin suggests that we should apply this research to the design, or redesign, of today's operating systems.
One of Raskin's early observations is that people quickly become habituated to routine processes and procedures. This works to both the advantage and the detriment of the interface designer. Habituation lets an experienced person use a well-designed interface more quickly. But that same habituation can also lead to errors -- sometimes catastrophic ones. And that's when it would be great if we had a truly workable undo.
Consider the Yes/No or OK/Cancel questions that many computer systems ask. "Do you really want to empty your trash? (Y/N)" "Are you sure you want to permanently delete the selected items?" People become so accustomed to these questions and pop-up boxes, Raskin writes, that after seeing them a few times they habitually click "OK," even when they should click "Cancel." Hence, they click right through something like: "WARNING: All data on non-removable Disk Drive C: will be lost. Proceed with format? (Y/N)"
Far better than giving the user a Yes/No or OK/Cancel choice would be to create a general undo facility that worked consistently throughout the entire computer system. When, weary from slaving for hours on that paper you're writing, you mistakenly tell your word processor to shut down without saving the final version, you don't want it to ask, "Are you sure?" You want it, when you realize your mistake, to promptly undelete any work you've foolishly trashed.
Raskin's words became especially poignant to me last month, when a minor user-interface tick and an OK/Cancel alert caused me to lose the minutes of a board meeting that I had been taking on my Palm Pilot. It was an hour into the meeting, and one of the organization's board members asked me to beam my minutes into her Palm VII. Trying to be helpful, I clicked the button to display my computer's pull-down menu, selected "Beam Memo" and was prompted with a pop-up box asking: "Beam current memo? OK/Cancel." I clicked "OK" and suddenly the memo vanished.
Of course, I hadn't clicked "Beam Memo" on the Pilot's menu, but "Delete Memo." As Raskin notes, I had been so focused on the idea of beaming my memo to the board member that I had misread the confirmation box -- a box that was designed to prevent me from doing precisely what I had then proceeded to do.
Instead of a confirmation box, a far better design would be to have the computer always delete the menu, but then to allow the ability to undo the last action. The ubiquitous OK/Cancel box is a terrible user-interface design, writes Raskin, because it slows you down the majority of the times you are actually trying to do something, and the few times that you really, really need the confirmation box -- when you are habituated to a user interface and about to make a mistake that will cause you to irrevocably lose data -- you don't stop to read it. You don't stop because you have become habituated.
Of course, the Palm operating system does have an undo feature. Unfortunately, it doesn't work all the time. Undo works for undoing modification to text in the memo pad application, for example, but it can't undo the deletion of a memo. There's an undo option on the Palm's appointment book program, but it can't undo changes you might make to an appointment's date or time. These limitations aren't the result of the Palm's low-powered microprocessor or small memory; they're the result of poor design -- poor design of both the memo pad application and the underlying operating system. And they are design problems shared by many systems.
Speaking as a programmer and as a designer, creating a generalized undo feature is hard work. To do it, you must remember every change that affects the user's data so that you can undo those changes if the user asks. Few application frameworks provide an undo facility, so each programming team has to create its own. Although this shouldn't be hard to do in principle, in practice it enforces a discipline that few of today's programmers are up to. One of the reasons, I think, is that they lack good examples: Since no program currently on the market today does undo properly, there is little incentive for other programmers to do better.
Consider the undo feature in Microsoft Word. Overall it's pretty good, but it frequently behaves in an unpredictable manner. For example: Type a paragraph of text. Select the paragraph with your mouse and choose the "Copy" command. Now select the last sentence of the paragraph and choose the "Cut" command. Now click undo, click the mouse at the end of the paragraph and choose the command "Paste." What happens? You should get the entire paragraph, but, instead, you get just the last sentence. That's because Microsoft's undo doesn't really undo your last command; instead, it reverts to the last change to your document. In this example, the last command also affected the clipboard, which Word's undo command doesn't restore.
Many applications don't even have an undo facility. Last year, for instance, I received an e-mail from a reader who was furious at Intuit. The reader had lost a significant amount of time because Intuit's Quicken lacks an undo feature and he had inadvertently made a change to a transaction in his checking register. Of course, he didn't know what the change was -- it was, after all, inadvertent -- and he spent several hours trying to figure out why a reconciled transaction had disappeared but his register still balanced. The man eventually discovered that he had changed the year of a credit card charge from 1999 to 1909. An undo feature that would undo a change to the last transaction would have saved him much work and frustration.
The computer industry has technical standards that describe everything from the voltage transmitted on an Ethernet cable to procedures that companies must follow for ensuring the "quality" of their products. But few standards ensure that these products will be usable or, to use Raskin's word of choice, humane. Building an undo feature that always works would be a good place to start. | <urn:uuid:7a030dfc-ad19-4102-a62c-6d55c2c0800c> | CC-MAIN-2021-43 | https://www.salon.com/2000/06/01/undo/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585171.16/warc/CC-MAIN-20211017082600-20211017112600-00267.warc.gz | en | 0.973939 | 1,545 | 2.578125 | 3 |
Baxley of UC Printing Recalls a Four-Day Marathon That Led to the
Birth of the United Nations
by Fernando Quintero
Gone are the bulky linotype machines and cylinder presses that occupied the first floor of UC Printing Building on Oxford and Center streets. Modern press technology has replaced them with computers.
But for 81-year-old Joe Baxley, being back in the same room where he helped print the United Nations Charter 50 years ago took him right back to the old days.
On June 22, 1945, following a nine-week conference in San Francisco attended by 282 delegates from 50 countries, the shop was chosen by the U.S. Government Printing Office to coordinate the rush job of setting the charter's type, and then printing and binding the final product. Baxley was working the graveyard shift as a linotype operator at the time.
U.N.egotiators didn't hammer out the proposed charter's final wording until four days before the treaty was to be signed at the War Memorial Veterans Building on Van Ness Avenue in San Francisco. The charter had to be printed in five languages. Its pages, type and cover had to be designed. What would normally take three months had to be done in four days. The obstacles were formidable. Baxley still vividly recalls that hectic, historic time.
"The printing department was overrun with government expediters, editors, linguists and translators," said Baxley, who was 32 at the time and studying psychology at Berkeley during the day while he worked nights.
"They kept us busy setting the text, sending out proofs and getting an endless series of revised proofs in each of the five languages--English, French, Spanish, Chinese and Russian. When one set of editors made changes, all the others would have to reconcile their translations. There were arguments over nuances of words. Different people would ask for proofs and we'd get different corrections. At one point, nobody knew what the hell was going on."
For Baxley and the other pressmen who worked back-to-back shifts, the Red Cross set up cots and Navy aides served sandwiches and coffee.
Amadeo R. Tommasini, who was the composing room foreman at the time, reportedly averaged one and one half hours of sleep, all the while pushing the production of the charter to completion.
Baxley credits the charter's look to Tommasini, a master typographer whose reputation for excellent work was one of the main reasons UC Press was selected for the task. Tommasini chose Bodini Book, a classic typeface, and determined that each of the English version's 145 pages would have the same number of lines as the Gutenberg Bible.
The English, French and Spanish sections were all set at UC Press. The only Russian fonts in the area were in San Francisco. Chinese characters were composed by a newspaper in Chinatown and, as a concession to the formats of the other four languages, were set left to right and top to bottom instead of the traditional bottom to top and right to left.
Baxley said the most stressful moment came during the early morning hours of the final printing day.
"I discovered that a four-page section was missing. It had been checked off and OK'd on a press proof, but somehow it did not get printed. I thought, 'It has to be here somewhere,' and I searched the pressroom," Baxley remembered. "After a few frantic minutes, I found the missing form, it was put on the press and run off."
The charter was due at the War Memorial for signing by the assembled representatives at 10 that morning. Tommasini was to deliver the copies and a Navy aide was standing by to drive him to San Francisco. "But after 90 hours of little sleep and continual stress, he needed a little freshening up," said Baxley.
Baxley's apartment was located only a few blocks away at Oxford and Spruce streets, so he gave Tommasini the keys to his place.
"He showered, shaved, borrowed some clean underwear and socks and went off to deliver the historic document only 10 minutes late," Baxley said.
The next day, UC Press was besieged by reporters and photographers.
"Unfortunately, the printers and staff who had actually been involved in the production of the charter were at home asleep, recuperating from the exhausting experience," said Baxley. "We never got any credit." | <urn:uuid:a394c227-3c14-4f00-843a-c807c74ce3ab> | CC-MAIN-2014-15 | http://www.berkeley.edu/news/berkeleyan/1995/0517/typ.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609530136.5/warc/CC-MAIN-20140416005210-00310-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.981142 | 926 | 2.515625 | 3 |
A bullet with a mass of 5 gramsand speed of 560 m/sis fired horizontally atablock of wood with a mass of 2 kg. The block rests on a frictionless horizontal surface.The bullet hits and gets stuck in the block. which one of the following is correct?
A. Only momentum is conserved
B. Only kinetic energy is conserved
C. Neither momentum nor kinetic energy is conserved
D. Both, momentum and kinetic energy are conserved | <urn:uuid:1cdbdb73-9f57-4140-a4b8-70dad3498c17> | CC-MAIN-2023-50 | https://documen.tv/a-bullet-with-a-mass-of-5-gramsand-speed-of-560-m-sis-fired-horizontally-atablock-of-wood-with-a-16943469-34/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100427.59/warc/CC-MAIN-20231202140407-20231202170407-00548.warc.gz | en | 0.872821 | 97 | 3.328125 | 3 |
Pigs by Robert Munsch and Michael Martchenko (Annick Press, February 2014) is a hilarious look at an escaped pen of pigs. The pigs follow Megan to school, get her in to trouble, and even drive the school bus home.
In the beginning, the Megan’s father warns her not to open the pig pen. She, of course, dares to test the limits, even calling the pigs “dumb.” When the pigs do escape, she has a challenge to get them back in! By the end, she loves the pigs, and defends them against others who insult them by calling them “dumb.”
“They are smarter than you think!” she declares.
My six-year-old son loved this book! His loud laugh prompted us to read it over and over again.
Note: I received a digital review copy. | <urn:uuid:44a2315e-55a1-4780-96c8-165d2e3201a3> | CC-MAIN-2019-51 | http://reviews.rebeccareid.com/pigs-robert-munsch/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540500637.40/warc/CC-MAIN-20191207160050-20191207184050-00259.warc.gz | en | 0.963659 | 186 | 2.609375 | 3 |
Posted by anonymous on Saturday, November 19, 2011 at 9:59am.
study the Crack is Wack mural.( u can google it)
Then, write a 500-word paper using the following guidelines.
In the first part of your paper, use the art history operations to assess Crack is Wack as an artwork. Address the location of the piece (a handball court) as part of your judgment of the painting’s success.
In the second part of your paper, use art criticism and art historical methods to compare Crack is Wack to a Rivera mural like the one at the beginning of this section. How do both works address socio-political issues? How are they alike? How are they different?
Please help?! I can't get this question :(
- fine art - Writeacher, Saturday, November 19, 2011 at 12:21pm
With long assignments like this, you have to take the directions apart and make sure you follow ALL PARTS.
"use the art history operations to assess Crack is Wack" = We don't have access to these, but you do. Use what you have been taught in order to analyze/assess this mural.
"Address the location of the piece (a handball court) as part of your judgment of the painting’s success."
"use art criticism and art historical methods to compare Crack is Wack to a Rivera mural..."
"How do both works address socio-political issues?"
"How are they alike? How are they different?"
Write up your assignment in pieces; then once you have all the pieces, work on tying them together smoothly into one paper.
You may get some ideas from some links here, too:
- fine art - SraJMcGin, Saturday, November 19, 2011 at 12:23pm
First of all, you might check some of the following links on the mural:
Since we do not have access to your text, program, etc. we don't know which Diego Rivera mural you see. If you ask specific questions, it will be easier for us to help you.
For example, what have you learned about art history, art criticism, art historicxal methods, socio-political issues, etc.
- fine art - anonymous, Sunday, November 20, 2011 at 12:58am
if u just google "crack is whack keith haring"
the first link of the 'Haring foundation' is the link to the mural
- fine art - anonymous, Sunday, November 20, 2011 at 1:15am
I can write about any of the Diego Rivera WPA murals
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- Fine Art 7 - Is college of fine art Illinois state university and art institute... | <urn:uuid:f423ef3d-d1dd-4e4c-86fd-1a4ce4a6dc63> | CC-MAIN-2016-07 | http://www.jiskha.com/display.cgi?id=1321714759 | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701151880.99/warc/CC-MAIN-20160205193911-00184-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.925228 | 752 | 3 | 3 |
Fire and Ice Theme of Love
"Desire" is meant to be closely associated with love. Of course, love has many other sides: commitment, affection, and responsibility, to name a few. But desire is one of the most fundamental emotional response to being in love, and it's also the most potentially destructive. You can think of desire as a huge store of energy that can be channeled or directed in many different ways. "Fire and Ice" argues that, if channeled in the wrong way, desire could bring about the end of the world. There are other kinds of desire than erotic love – you can desire a cool sports car, for example – but romantic desire is probably the most powerful.
Questions About Love
- What is the difference between "love" and "desire"? Do you think that the word "desire" is meant to make us think of love?
- What kind of desire is the speaker talking about? Could he be talking about the desire for wealth or power?
- Why do we associate love, romance, and sex with heat and fire? Explain what this metaphor means to you.
- Can you think of examples where love has or had the potential to destroy and harm people?
Chew on This
The speaker's mention to "desire" refers especially to sexual desire.
"Desire" is not necessarily a destructive force in the poem, and its ability to "end the world" could actually be a good thing. | <urn:uuid:d73122c3-717c-47f8-aa66-d0fd993dcb09> | CC-MAIN-2016-18 | http://www.shmoop.com/fire-and-ice-frost/love-theme.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860111392.88/warc/CC-MAIN-20160428161511-00023-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.969907 | 303 | 2.921875 | 3 |
Guest blog post written by John Galloway (Inclusion and Technology Advisory Teacher, Tower Hamlets)
Food, and its preparation, has a particular place in society, not just ours, but in every one across the globe. At one level, it is about sustenance and nutrition – a necessary fact of our existence. At another, it represents some of our most powerful emotions, not just the pleasure it derives through our senses, but also how it can represent our feelings for others. The act of cooking for others, and being cooked for, is not just purely functional, but can act as an expression of affection.
It is also supremely multi-sensory. Before we even taste the food, we see it on the plate, its aroma hits our nostrils, perhaps some time before we eat as it emanates from the oven. Then, there is also the sound we may hear as it sizzles on the stovetop. We have the feel of it in the mouth, or in our hands, and we experience the flavour. There are myriad sensations here. The colours on the plate, the range of smells and tastes, the chewing and popping, the unctuousness of foods such as chocolate, or the explosiveness of sherbert. Whilst everyone responds individually to these – sometimes strongly, whether in liking or disliking them, they are integral to the activity of eating.
Cooking with children and young people also has several layers of learning. There are the overt, curriculum-focused, ones such as setting the foundations for a career in catering, or simply as a skill for life, to the many others in every aspect of the school timetable. In maths, we can think about measuring and weighing, costing and shopping. In science, there are the changes that take place when we cook food, the impact it has on our bodies, how it grows, and its place in our environment. English brings in reading and writing recipes, or reviewing them, and stories where eating evokes memories. Then there is history, with consideration of everyday lives from the past, and how our diets have changed within an increasingly interconnected world, from the arrival of the potato with Walter Raleigh in the late sixteenth century to the arrival of the SS Empire Windrush just after the Second World War. In geography, pupils look at where crops are grown, and why, and how they are moved around the world in trade and any exploration of other cultures in school will inevitably involve their cuisine.
For learners with SEND there are other aspects of learning, too, beyond the formal ones of following instructions, weighing and mixing, budgeting, and creating. It can provide a sensory focus, particularly a tactile one in activities such as bread-making. There is also the need to think about others, to work as a team, to take turns, to share, to consider other peoples’ needs and satisfy them, and to accept appreciation. Usually this is by offering the class’ efforts around, but we might introduce an element of enterprise and sell them for a good cause, or an end of term trip.
Across LGfL there are resources to support cookery activities with SEND learners. In Busythings, some activities provide a virtual way to introduce and explore the subject. Have a look at Busy Oven where you can test the impact of cooking at varying times and temperatures on the monster.
Or learn about Roman recipes in the Romans in London resource. But probably the most flexible resource is CookIt, with its History Cookbook section. You might also want to listen to appropriate music from Audionetwork as you work, or dish out your food, using it to evoke a place or a period, adding to the multi-sensory mood.
Cooking together remains one of our most fundamental human activities, as well as one of our richest learning opportunities.
Remember, if you need any support with our learning content you can contact the Inspire Team by emailing email@example.com or contact the LGfL Switchboard: 020 82 555 555.
Also, visit coronavirus.lgfl.net which is continually updated with advice and support during the partial school closures. | <urn:uuid:434592c2-8a57-45f1-865b-50b24544d214> | CC-MAIN-2021-17 | https://curriculumblog.lgfl.net/2020/05/cooking-and-send-a-special-place-in-our-classrooms-and-our-hearts/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00218.warc.gz | en | 0.963451 | 860 | 3.046875 | 3 |
MALE house sparrows “inherit” the plumage on their chests from their
fathers—but the process has more to do with nepotism than genes.
House sparrows use a “badge” of dark feathers on their chests to attract
mates. To study the inheritance of this trait, Simon Griffith of the University
of Uppsala in Sweden and his colleagues fostered some chicks with birds that
were not their biological parents. To the researchers’ surprise, these birds
developed badges similar to those of their foster fathers rather than their
biological parents (Nature, vol 400, p 358).
Males with big badges tend to be successful and may help the young birds by
giving them social and nutritional advantages while they are growing their own.
“It’s a bit like inheriting money rather than genes,” says Terry Burke of the
University of Sheffield. | <urn:uuid:5c7f949a-8349-4dad-9719-d14f8bd8af65> | CC-MAIN-2017-34 | https://www.newscientist.com/article/mg16321964-500-i-may-be-adopted-but-i-look-just-like-my-dad/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886133032.51/warc/CC-MAIN-20170824043524-20170824063524-00647.warc.gz | en | 0.937191 | 195 | 3.703125 | 4 |
There’s a very easy way to gain an edge on 99 percent of the writing competition. It’s a simple thing, really, one that any writer, no matter how experienced or inexperienced, can take advantage of and use. It can be used over and over, but it doesn’t necessarily have to be repetitious.
It’s called literary theory and it’s been around for a long time. Anyone who’s read The Communist Manifesto or any of Salman Rushdie’s non-fiction essays has been exposed to it. Literary theory often appears in the form of critical texts, most often written in response to a work (or multiple works) of fiction. The authors dissect and examine the themes and attitudes of the works of fiction and create theories based on them.
One piece of literary theory that works as a starting point is the unreliable narrator. Go out and find Wayne C. Booth’s writings on narrator reliability. Google it if you must, but find anything you can on narrator reliability and digest it. The next time you write a story, especially from a first-person perspective, remember what you read about narrator reliability.
What is an unreliable narrator? It’s not just a narrator who outright lies to us, the reader. It’s a narrator whose values and beliefs sharply contrast with the writer’s. Typically, the narrator’s psychological instability or biases are what make him/her most unreliable.
Take Huck Finn. Huck Finn tells us in his story that he’s probably going to Hell because he’s going to free Jim. Freeing a slave, in Huck’s eyes, is a sin. Did Mark Twain believe Huck was going to Hell? Of course not.
Can you create an unreliable narrator? Can you trust someone who isn’t like you to lead your readers somewhere you may not necessarily go? It’s a concept that’s been looked at often throughout history, but it’s something very few writers actually have any knowledge about. Truly, it wouldn’t be ridiculous to suggest that at least 95 percent of the authors today do not realize they may have created unreliable narrators.
Why is your narrator unreliable? Look closely at what you’re trying to say in your writing. Your narrator should be unreliable for a reason. He/she should have a purpose for not being believable. When your narrator has a reason, you become consciously aware of him/her as a character.
There are a thousand other critical theories you can look at and use. Narrative Theory is only the tip of the iceberg, and it’s a great starting point for writers who are looking to add more depth to their work.
Ken Brosky is an author and editor. His first novel, Grendel, is available from Harbor House Books. He is also the editor-in-chief of Brew City Magazine, a literary Web zine. | <urn:uuid:3972a2c2-f437-4e1e-909c-7210534bf386> | CC-MAIN-2019-22 | http://fictionaddiction.net/unreliable-narrators-in-fiction-writing/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232257624.9/warc/CC-MAIN-20190524124534-20190524150534-00347.warc.gz | en | 0.954788 | 614 | 2.75 | 3 |
What is the effect of the cool to cold weather on crops in September?
Cold weather on corn
For corn, the influence of this cool weather is additional days to build yield by delaying crop maturity. However, by delaying maturity—black layers—later in the month of September, the crop will dry down more slowly, resulting in higher moistures at harvest time.
Cold weather on soybeans
For soybeans, this cool weather has very little effect on harvest timing. It could, however, reduce yields some.
Cold weather on crops
Both corn and soybeans will generally be killed by 28°F temperature for four hours. If the plant is killed by these cold temperatures prior to maturity, higher moistures in the grain will be seen. | <urn:uuid:a2156634-7c85-46af-b761-687430223276> | CC-MAIN-2018-39 | https://www.liqui-grow.com/cool-weather-september/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267155634.45/warc/CC-MAIN-20180918170042-20180918190042-00142.warc.gz | en | 0.946255 | 152 | 3.265625 | 3 |
Stewart, W. A. “Sociolinguistic Factors in the History of American Negro Dialects.” Florida FL Rep (1967) Print.
In this text, William Stewart gave context for the pedagogical tensions related to “Negro” dialect in the English classroom. He framed the concerns and research efforts regarding Black language variations as base din a national commitment to improving the lives and potential for social and economic advancement of underprivileged and “disadvantaged” groups. To this end, Stewart claimed that a host of professionals were seeking answers to the numerous language problems of the “Negro.” Stewart described an educational landscape where underprivileged children were seen an defective and less capable than their white counterparts. Stewart argued that schools needed to be both capable and willing to deal with such “dialect-based problems” (417).
Stewart stressed the importance of giving the nonstandard English speaking students the benefit of an education in “standard” English: “To insure their social mobility on modern American society, these nonstandard speakers must undoubtedly be given a command of standard English” (425).
In order to properly deal with these dialect-based “problems” Stewart advised applied linguists and teachers alike to recognize the validity and long standing history of Black variations of English:
“Once educators are concerned with the language problems of the disadvantaged come to realize that non-standard Negro dialects represent historical tradition of this type, it is to be hoped that they will become less embarrassed by evidence that these dialects are very much alike throughout the country while different in many ways from non-standard dialect of whites, less frustrated by failure to turn non-standard Negro dialect speakers into standard English speakers overnight, less impatient with the stubborn survival of Negro dialect features in speech of even educated persons, and less zealous in proclaiming what is ‘right’ and what is ‘wrong'” (426).
Once this is achieved and linguists and educators can communicate with eac other, Stewart claimed “the problem will then be well on its way toward a solution” (426). The assumption under-girding this entire text despite all of the “legitimacy” Stewart tried to bestow upon Black English, was that the language and the people that speak in are different and unequal in terms of value and social capital; they were a problem, a threat and needed to be mitigated. | <urn:uuid:5453f900-27bd-4734-a4e2-6c7a70113a0e> | CC-MAIN-2019-43 | https://latoyasawyer.com/2011/12/20/stewart-sociolinguistic-factors-in-the-history-of-american-negro-dialects/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987836295.98/warc/CC-MAIN-20191023201520-20191023225020-00444.warc.gz | en | 0.950019 | 511 | 3.515625 | 4 |
It can be quite jarring for a parent or caregiver to look in the rearview mirror while driving and see their child roaming around the backseat free of their safety restraints. A study on child self-unbuckling by Yale School of Medicine researchers reveals that most children who first unbuckle were age three and under and that many children unbuckle while the vehicle is in motionputting them at a 3.5-fold increased risk for serious injuries.
"We found that young children might acquire the motor skills to unbuckle from restraints before developing the cognitive ability to understand the necessity of automotive restraints," said Lilia Reyes, M.D., clinical fellow in Yale School of Medicine's Department of Pediatrics, Section of Emergency Medicine, who will present the results of the study at the Pediatric Academic Societies meeting in Denver, Colo. on May 1.
"This pilot study elucidates a potential safety hazard in child motor vehicle restraint that needs to be addressed," said Reyes, who points to National Highway Traffic Safety Administration data showing that motor vehicle collisions are the leading cause of death among 4- to 8-year-olds.
Reyes and co-authors sought to determine the age at which a child begins to self-unbuckle, and also the frequency of children self-unbuckling while the car is in motion versus at a full stop. The team surveyed a sample of parents with children less than six years of age. One hundred surveys were distributed to five urban and suburban general pediatric offices in Connecticut. The authors collected information about the age and gender of children in the household and current safety seat use. Parents were asked at what age their children first unbuckled themselves from their safety restraints and whether the car was in motion or at a full stop.
The team found that 75% of children who self-unbuckle were age three and under, with an age range of 12 to 78 months. Unbuckling was reported as early as 12 months of age and was more common in boys than girls. Of the children self-unbuckling, 43% did so while the car was in motion. Twenty-nine percent of children who unbuckle are in a five-point restraint and do so more commonly from the chest buckle. The most common parental response to self-unbuckling while the car was in motion was "pull over, reprimand, and re-buckle the child."
Reyes said that further research should include a larger prospective study to assess which restraint device would be safer. "Perhaps passive safety locks on the seatbelt can be developed as a potential option for intervention," said Reyes. "Keeping precious cargo safe is our duty."
|Contact: Karen N. Peart| | <urn:uuid:36f643df-6f05-43aa-8187-ddd713203bc8> | CC-MAIN-2016-44 | http://www.bio-medicine.org/medicine-news-1/Little-fingers--big-trouble-3A-Yale-study-sheds-light-on-child-self-unbuckling-81481-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988721405.66/warc/CC-MAIN-20161020183841-00452-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.978128 | 550 | 2.6875 | 3 |
In 2000, Working Dogs for Conservation, was set up to assist a group of biologists and dogs travel the world, to study rare, endangered and invasive species.
Dogs can detect the smell of diseased bees, ovulating cows, pirated DVDs and cancer. It's all thanks to their top-notch sensory equipment.
"The dog has hundreds of millions' more scent receptors lining the pathways of its nose then we do" says Alexandra Horowitz, a dog cognition expert at Barnard College. And the part of the brain that makes sense of all the signals from these receptors 'the olfactory bulb' is much larger in dogs than in humans. "That probably means [dogs have] exponentially more ability to detect odors," Horowitz says.
"If you had an Olympic-size swimming pool full of water and then you have an identical pool full of water to which you add a teaspoon of sugar," says Horowitz. "Dogs can detect the difference. That smells different to them."
Find out more at: | <urn:uuid:f7b07cf1-59ce-4de8-8b15-f39e2f57c1f6> | CC-MAIN-2019-26 | http://www.extraordinarydogs.org/2013/09/how-working-dogs-are-helping.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998291.9/warc/CC-MAIN-20190616182800-20190616204800-00095.warc.gz | en | 0.960272 | 209 | 3.328125 | 3 |
Science Song Lyrics and Sound Clip
This song is available on Robin Walling's
Science In Song III: Animal Kingdoms.
Aristotle and Linnaeus rock along
Rock along to the classifying song
Aristotle only used a simple key
Linnaeus used traits he could see
Kingdom and phylum are rocking, can’t ya see
There’s class and order and family
But don’t forget the scientific name
Genus and species- that’s their fame
NA- NA- NA- NA…classify it
NA-NA-NA-NA…just try it
Monerans are- Prokaryote
No membranes, it ain’t no joke
Bacteria are single-celled
Too much of them, you won’t feel well!
Eukaryote- makes up the rest
With membranes, you can see the nucleus
Animal, Plant, Protists, Fungi
Let’s rock on and classify!!!…
See more of our Biology Songs
Many thanks to Robin Walling for permission to display these lyric excerpts.
© Robin Walling. All rights reserved. Used with permission.
Biology Song Lyrics
Biology Music Products | <urn:uuid:982cbf90-bbbe-4547-a09e-1ca18ec879f8> | CC-MAIN-2016-26 | http://www.songsforteaching.com/science/lifesciencebiology/classifyit.php | s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783408840.13/warc/CC-MAIN-20160624155008-00102-ip-10-164-35-72.ec2.internal.warc.gz | en | 0.659854 | 264 | 2.984375 | 3 |
The crypt lymphoepithelium of the palatine tonsils of pigs : a study of its structure, function and role in the pathogenesis of Streptococcus suis infection
Salles, Mônica Weissmann Seabra
MetadataShow full item record
The crypt epithelium of the palatine tonsils, which is the first barrier between external environment and lymphoid tissue, was investigated in 6-month-old healthy market weight pigs and in 3 week-old piglets experimentally infected with Streptococcus suis serotype 2. This pathogen enters via and persists in the palatine tonsils, and the pathogenesis of this infection is still unclear. First, the subpopulations of intra-epithelial leukocytes were characterized and quantified using immunohistochemistry and monoclonal antibodies to porcine lymphocyte markers. Different lymphocyte subpopulations, namely CD4, CD8, and γδ T lymphocytes, and B lymphocytes, were identified. Next, the alterations in the intraepithelial leukocyte subpopulations in response to experimental infection with S. suis were described. Myeloid cells, CD4 and CD8 T lymphocytes, and B lymphocytes were increased in the first 72h post-infection. The transport of S. suis serotype 2 across the crypt epithelium was investigated by transmission electron microscopy. S. suis was observed within neutrophils, macrophages, and also in occasional epithelial cells as early as 18h post-infection, indicating that participation of the innate immune response and epithelial cellular invasion are early steps in this infection. Macrophages containing bacteria were noticed straddling the basal lamina, suggesting that they can transport S. suis from the epithelium to the subepithelial lymphoid tissue and subsequently may disseminate the bacteria systemically. Last, the ability of epithelial cells to engulf S. suis and their ultrastructural morphology were correlated to determine whether cells compatible with M (microfold/membranous) cells were involved in bacterial uptake. Although many of the features described for M cells were observed in epithelial cells of the crypt epithelium, those containing S. suis had no specific common feature to permit classification as M cells. Taken together, these data suggest that the tonsillar crypt epithelium actively participates in the early phase of S. suis infection and likely plays an important role in the initiation of immune response. | <urn:uuid:b96c1ca3-cab0-4999-bac7-cb7f82f0324f> | CC-MAIN-2018-47 | https://harvest.usask.ca/handle/10388/etd-12192008-100545 | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039743960.44/warc/CC-MAIN-20181118011216-20181118033216-00418.warc.gz | en | 0.951342 | 526 | 2.703125 | 3 |
Mission & History
We look to the past for tradition; to the present for student, parent, teacher, and community engagement; and to the future for a lasting legacy of excellence in education.
The Mount Washington School transforms students into creative, reflective, and analytical problem-solvers who are compassionate and prepared to compete and persevere in an evolving world.
To accomplish our mission we value the ABCs:
Academic Excellence: We offer our students a challenging academic environment that promotes creative thinking, intellectual curiosity, and the love of learning.
Building Community: We build partnerships within our diverse community.
Citizenship: We inspire a collaborative spirit and respect for self, others, and the world as a foundation for good citizenship.
The Mount Washington School is located in the northern section of Baltimore city in a community noted for its politically and culturally active members as well as rich culture and history dating back to before the Civil War. The story of the Mount Washington School began in September 1867, when Perley Lovejoy convinced community members that there was a need for a public school. This elementary school, housed in Saffell Hall, was entitled “School No.8” by Baltimore County in 1877. The school became a success, with a new four-room building constructed at the corner of Lochlea and Sulgrave in 1882 and a second floor added in 1908. In 1918, Baltimore City annexed Mount Washington and renamed this building School No. #221. By 1950, the school was so popular that it was quite overcrowded. Even with the use of the old Enoch Pratt Library branch as an annex, there still was not enough room. In 1961, the former elementary school building on Sulgrave Avenue was completed and the old building was torn down.
In 2010, the Roman Catholic Archdiocese of Baltimore decided to close the Shrine of the Sacred Heart School, located on Smith Avenue just a few blocks from Mount Washington Elementary School on Sulgrave. With great community support, Baltimore City Schools arranged to lease the Shrine School building from the Archdiocese so that Mount Washington Elementary could expand to a K–8 school. The newly renamed Mount Washington School opened its doors in the fall of 2011 with students housed in two buildings, the Upper Building and the Lower Building. | <urn:uuid:a51f0b54-3e12-4683-80b0-e2713aceb4b1> | CC-MAIN-2020-05 | https://www.mountwashingtonschool.org/mission-history | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251684146.65/warc/CC-MAIN-20200126013015-20200126043015-00208.warc.gz | en | 0.972256 | 464 | 2.609375 | 3 |
Joanne Chory, PhD, 62, of the Salk Institute for Biological Studies in La Jolla, Calif., and Elliot Meyerowitz, PhD, 67, of the California Institute of Technology (Caltech) in Pasadena, Calif., have been pioneers in discovering and describing the basic regulatory and biochemical mechanisms underlying the development of plants. Chory identified and characterized the hormonal signaling mechanisms that are key to understanding how plants regulate their growth in response to light and other environmental signals. Meyerowitz established Arabidopsis thaliana as the unified research model for the study of plant development. He also discovered the key transcription factors and regulatory mechanisms underlying flower shapes and patterns. Their contributions have helped to revolutionize the field of plant molecular biology, with broad implications for global agriculture, the environment, and human health and disease. | <urn:uuid:4c81634c-c208-4eb6-b72e-8607cf0e3099> | CC-MAIN-2020-29 | https://gruber.yale.edu/prize/2018-gruber-genetics-prize | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655890566.2/warc/CC-MAIN-20200706222442-20200707012442-00137.warc.gz | en | 0.908525 | 162 | 2.625 | 3 |
Researchers use synthetic silicate to stimulate stem cells into bone cells
In new research published online May 13, 2013 in Advanced Materials, researchers from Brigham and Women's Hospital (BWH) are the first to report that synthetic silicate nanoplatelets (also known as layered clay) can induce stem cells to become bone cells without the need of additional bone-inducing factors. Synthetic silicates are made up of simple or complex salts of silicic acids, and have been used extensively for various commercial and industrial applications, such as food additives, glass and ceramic filler materials, and anti-caking agents.
"With an aging population in the US, injuries and degenerative conditions are subsequently on the rise," said Ali Khademhosseini, PhD, BWH Division of Biomedical Engineering, senior study author. "As a result, there is an increased demand for therapies that can repair damaged tissues. In particular, there is a great need for new materials that can direct stem cell differentiation and facilitate functional tissue formation. Silicate nanoplatelets have the potential to address this need in medicine and biotechnology."
"Based on the strong preliminary studies, we believe that these highly bioactive nanoplatelets may be utilized to develop devices such as injectable tissue repair matrixes, bioactive fillers, or therapeutic agents for stimulating specific cellular responses in bone-related tissue engineering," said Akhilesh Gaharwar, PhD, BWH Division of Biomedical Engineering, first study author. "Future mechanistic studies will be performed to better understand underlying pathways that govern favorable responses, leading to a better understanding of how materials strategies can be leveraged to further improve construct performance and ultimately shorten patient recovery time." | <urn:uuid:a7401d7f-6c7e-45c5-b4bf-daadc2761ce5> | CC-MAIN-2021-21 | https://phys.org/news/2013-05-synthetic-silicate-stem-cells-bone.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00056.warc.gz | en | 0.941145 | 345 | 2.53125 | 3 |
The extraordinary volcano and its impacts on the surrounding area and community.
The production of citrus fruits is a specialised art that can only take place in certain conditions and climates and with the right type of knowledge and experience. There are numerous factors that must be taken into consideration both before and during fruit cultivation.
Citrus fruits need heat, sun and balmy breezes. Sicily, with its sunny summers and gentle winters, has the perfect climate for citrus fruit production.
These fruits are rich in juice, aroma and sweetness, and are affected by variations in soil and climate. It is for this reason that the same citrus fruit variety can be grown in different soils and during seasonal conditions, producing wildly different results.
In addition to the climate and the type of soil, space is critical for the growth of citrus fruits. Plenty of space is required to allow sunlight and salty air to penetrate the foliage and create radiant orange blossoms that turn into delicious Sicilian lemons and oranges.
For the Sicilian farmers, planting a citrus orchard is a bit like raising a child: key elements include passion, dedication and commitment. Soil should be prepared carefully to remove all impurities ready to accommodate the roots of these unique plants.
To make the perfect citrus grove, the experience and brute strength of local farmers is combined with the science of agronomists. These individuals work together to assess the best approach, such as establishing irrigation canals and assessing when the soil is clear of boulders or debris and ready to plough.
Watch the Sicilian citrus grove live using our Watch Your Citrus webcam, livestreaming directly from beside Mount Etna in Sicily. | <urn:uuid:3b43c4a2-6d42-4221-84ec-e58beefb05ca> | CC-MAIN-2018-22 | https://www.sanpellegrinofruitbeverages.com/uk/en/how-to-set-up-a-citrus-grove-3077 | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794867041.69/warc/CC-MAIN-20180525043910-20180525063910-00547.warc.gz | en | 0.922324 | 338 | 2.921875 | 3 |
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Vivian nyjadde is a home editor and is also (naturally) a total homebody. But she'll always venture out for her book club, a heaping bowl of steaming ramen, or the latest Kristen Wiig flick.
© 1999-2017 Vaeuzky.com. All rights reserved. | <urn:uuid:f677e53f-5d83-4826-99e8-acf5f956c7f6> | CC-MAIN-2017-34 | http://www.vaeuzky.com/math-worksheets-vocabulary-photo/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886104681.22/warc/CC-MAIN-20170818140908-20170818160908-00282.warc.gz | en | 0.707012 | 290 | 3.09375 | 3 |
Upon completion of this program, the student will be able to:
PSLO 1: Establish meaningful ethical, social and environmental objectives for buildings and communities based on the values of energy and resource conscious design.
Compare and contrast societal and economic implications of utilizing renewable and non-renewable energy sources.
Compare and contrast the effect of contextual issues and evaluate their impact on energy consumption, environment and the beneficial experience of interior and exterior spaces.
PSLO 2: Identify and articulate issues related to the choice of various building, landscape and environmental systems; ideate responsive solutions; and compare the alternatives in making effective, sustainable decisions.
Analyze and calculate energy use to make informed, environmentally-sound and economic choices to satisfy human needs for comfort and aesthetics.
Explain the concepts of resource conservation and waste reduction and make sustainable design choices related to materials and construction.
Develop a comprehensive understanding of green rating systems, livable communities strategies and the ability to apply these concepts in decision-making.
PSLO 3: Demonstrate independent learning, teamwork and continuing education habits that will help to encourage a life long pursuit of knowledge.
To use a team work process to identify issues, analyze criteria, research and apply learned principles to synthesize solutions to specific design projects.
To demonstrate habits of visual note making and independent research by developing a sketch and notebook to record learning. | <urn:uuid:758145a3-0203-4c51-9361-a50ff56cc0a5> | CC-MAIN-2021-49 | http://resources.crc.losrios.edu/catalog/construction-management-technology | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358973.70/warc/CC-MAIN-20211130110936-20211130140936-00224.warc.gz | en | 0.896162 | 279 | 2.890625 | 3 |
ECES trainings on the steps of the electoral cycle are designed as a planning, programming and operational tools around the common understanding that elections are not a one-day event but a complex long-term process involving numerous interdependent phases and activities.
The Introduction of the Electoral Cycle Approach
The contemporary shift towards a longer- term vision of electoral support addressed criticisms of the Election Day centric approach that for long dominated the field and gave rise to short term and ad hoc support. In hindsight, many internationally assisted elections adopting this event-based approach led to unsustainable processes and unachievable expectations. In this context, the Electoral Cycle Approach emerged as the methodology of reference in 2006.
This approach was developed by electoral specialists as a collaborative effort to bring theory closer to reality in electoral process. Drawing on extensive field experience from the European Commission and the International Institute for Democracy and Electoral Assistance (International IDEA) the electoral cycle approach was crafted as a response to the lack of a coherent methodology for electoral assistance programming. All interventions that set out to support the consolidation of democracies effectively take place during the pre-electoral, electoral and post-electoral phases in a given country.
The electoral cycle approach was therefore desiigned in 2006 by ECES co-founder and Executive Director, Fabio Bargiacchi (back then at the Euroopean Commission) Paul Guerin, Domenico Tuccinardi, Antonio Spinelli and Thereda Lanela of International IDEA. The Electoral Cycle approach was then explained in detail in October 2006 in the EC Methodological Guide on Electoral Assistance, in the IDEA Handbook on Electoral Management Design (December 2006) and later on also in the UNDP Implementation Guide on Electoral Assistance (November 2007).
The strategy of ECES, called the European Response on Electoral Cycle Support, EURECS, is actually based on the electoral cycle approach updated and carried out by a European not-for-profit foundation following EU rules and EU values while implementing electoral assistance projects funded by the EU and its Member States in favour of the beneficiaries' countries of their development cooperation.
Steps of the Electoral Cycle: a closer look
In this context, the training sessions of ECES encompass all steps of the electoral cycle, including the pre-electoral period, the electoral period and the post-electoral one. They target to all different electoral stakeholders such as: electoral management bodies, civil society organisations, media, security forces, political parties, donors and justice sector institutions dealing with electoral dispute resolutions.
It does so by covering the key aspects of each period for each stakeholders, including:
- Review of the Electoral Framework
- Code of Conducts and electoral law directives
- Delimitation of electoral boundaries
- Budgeting and costs of elections
- Logistical, operational, recruitment and procurement plans
- Security of elections
- Civic and Voter Education
- Training for polling staff
- Institutional Communication and Media Monitoring for EMBs and CSOs
- Media Access and Media Coverage including code of conduct and electoral campaigne
- Voter and Candidates Registration including out of country
- Preventing, Mitigating and Managing Electoral Conflicts and Violence including Conflict Mapping
- Domestic Electoral Observation including accreditation and parallel vote tabulation
- E-day operations and vote counting
- Results transmission, aggregation and proclamation
- Electoral disputes resolution mechanisms
- Evaluation and audit of electoral processes including voter registration accuracy
- Post electoral review
- Archiving and Research | <urn:uuid:c1419ae7-456e-4f32-9bd1-790523bfb701> | CC-MAIN-2020-40 | https://www.eces.eu/en/electoral-cycles-steps-training | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400249545.55/warc/CC-MAIN-20200926231818-20200927021818-00686.warc.gz | en | 0.933009 | 707 | 2.53125 | 3 |
Accepted “wisdom” is that Rainbow Lorikeets are not sexually dimorphic.
To the keen eye, however wild Rainbow Lorikeets *are* sexually dimorphic.
Dimorphism can clearly be seen by observing mated pairs of wild Rainbow Lorikeets.
You will notice that in almost all mated pairs, that the colouring of the breast is subtly different.
The male will generally tend to have more orange on his breast, extending further toward the wings than the female. He will also generally have less yellow on his body.
The head of the male is also a slightly different shape, slightly squarer to that of the female.
The female may be of slightly slighter build and will have more yellow intermingled with the orange of her breast.
The blues of the female will generally tend to be a lighter hue, sometimes seeming to be tinged with grey whilst the males have a deep navy colour to them.
This image is a perfect example of the sexual dimorphism:
In the image above, the male is on the left, the female on the right.
How do I know this?
Spending 40 years feeding wild Rainbow Lorikeets and several years as a carer for them.
When it comes to sexual dimorphism in Rainbow Lorikeets that have been selectively bred however, the above may not be an accurate means by which to determine their sex.
Captive bred birds tend to be selectively bred for the traits that humans find desirable; and in Rainbow Lorikeets, that means bright orange breasts and a deep blue undercarriage. | <urn:uuid:4b517dc4-4acc-412b-8798-bd6648e609f3> | CC-MAIN-2015-06 | http://ravenparadox.com/2012/07/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422121934081.85/warc/CC-MAIN-20150124175214-00034-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.956287 | 334 | 2.921875 | 3 |
What is peripheral pulmonary stenosis?
Peripheral pulmonary stenosis is a narrowing in one or more of the branches of the pulmonary arteries. These are the arteries that carry blood from the heart to the lungs.
Peripheral pulmonary stenosis is typically a congenital heart defect — a condition a child is born with. Sometimes peripheral pulmonary stenosis is a complication of a heart defect or genetic syndrome.
Peripheral pulmonary stenosis can cause a lack of oxygen the blood. This can put increased pressure on the heart, making the heart work harder. In some cases, peripheral pulmonary stenosis may get worse over time.
Peripheral Pulmonary Stenosis | Symptoms & Causes
What are the symptoms of peripheral pulmonary stenosis?
Many children in the mild to moderate stages of peripheral pulmonary stenosis have no visible symptoms. Usually, the only symptom is a heart murmur.
As peripheral pulmonary stenosis progresses over time, children may have one or more of the following symptoms:
- shortness of breath
- heavy, difficult breathing
- rapid, shallow breathing
- rapid or fluttering heartbeat
- swelling in the feet, ankles, face, or abdomen
What are the causes of peripheral pulmonary stenosis?
Pulmonary stenosis can occur as a complication of other heart conditions, such as tetralogy of Fallot, or in conjunction with certain genetic syndromes that affect the heart, like Williams syndrome, Alagille syndrome, and Noonan syndrome.
Peripheral Pulmonary Stenosis | Diagnosis & Treatments
How is peripheral pulmonary stenosis diagnosed?
In many cases, a clinician may suspect peripheral pulmonary stenosis after hearing a heart murmur during a routine physical examination.
One or more of the following tests may help diagnose peripheral pulmonary stenosis:
- chest x-ray
- electrocardiogram (EKG or ECG)
- exercise electrocardiogram
- echocardiogram (cardiac ultrasound)
- cardiac catheterization
- cardiac magnetic resonance imaging (MRI)
- cardiac Doppler, a type of ultrasound using sound waves to measure blood flow
- pulmonary angiography
- ventilation/perfusion scan
What are the treatment options for peripheral pulmonary stenosis?
Peripheral pulmonary stenosis can affect each child differently. Your child’s clinician is the best resource for providing detailed information about your child’s individual situation and treatment options.
Children with mild to moderate peripheral pulmonary stenosis may not require any treatment other than routine monitoring.
Some children with peripheral pulmonary stenosis may need to take medication to:
- help the heart maintain healthy function and blood flow
- control blood pressure
- prevent abnormal heart rhythms, called arrhythmias
A child with peripheral pulmonary stenosis may also need to take antibiotics periodically to prevent an infection in the heart called bacterial endocarditis.
Children with more severe peripheral pulmonary stenosis may need interventional catheterization. This procedure uses a thin tube called a catheter to open narrowed passageways in the pulmonary branches. Some children may need several interventions over time, as they grow and age.
How we care for peripheral pulmonary stenosis
The Boston Children's Hospital Benderson Family Heart Center team has extensive experience treating children, adolescents, and adults with peripheral pulmonary stenosis.
Our specialized training in pediatric cardiology means that we understand the particular challenges, circumstances, and intricacies of working with young people with heart problems. | <urn:uuid:ea06477e-5333-4a0b-9d2b-0cb4e35e323e> | CC-MAIN-2022-49 | https://specialists.childrenshospital.org/conditions/peripheral-pulmonary-stenosis | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00803.warc.gz | en | 0.873002 | 722 | 3.328125 | 3 |
Post-traumatic stress disorder (PTSD) is a condition you might hear a lot about if you turn on the news. It is a psychological disorder that develops in people who have gone through a particularly rattling experience, and although it’s often associated with military veterans, PTSD can impact people from all walks of life.
For example, people may also be diagnosed with PTSD after being sexually assaulted or raped, experiencing a natural disaster, or being in a car accident. “It could impact anyone,” says Tara Emrani, PhD, a clinical instructor of psychiatry at NYU Langone Health in New York City.
PTSD has a range of symptoms that vary in severity, especially depending on which event first triggered the PTSD, says Elspeth Cameron Ritchie, MD, a professor of psychiatry at Georgetown University in Washington, D.C. Dr. Cameron Ritchie retired from the army in 2010 and has been working with veterans and members of the military for more than 30 years.
About 6 out of every 10 men and 5 out of every 10 women in the United States will experience at least one trauma in their lives. Of course, not all trauma will lead to PTSD. But about 7 to 8 percent of the total population of the country will have PTSD at some point in their lives, and 8 million people have PTSD in any given year, according to the National Center for PTSD. (1)
While everyone can feel low at times, Dr. Emrani says if your symptoms persist for three months or longer, you may have PTSD. “For your symptoms to be diagnosed as a disorder, they have to actually impact your daily life activities and your ability to function,” she says.
Emrani further explains that symptoms can appear at varying times after the traumatic event, sometimes three or even six months afterward, and come and go based on triggering events. (2)
The condition could turn chronic for some, while for others symptoms might dissipate after six months with treatment. (2)
Here is an overview of the different symptoms of PTSD.
Cameron Ritchie says that reexperiencing symptoms can be a jolt for people with PTSD, forcing them to come face-to-face with memories of past trauma. (5)
“I have experience working with veterans and members of the military who often report experiencing nightmares and flashbacks to past trauma,” she says. (4)
Emrani explains that these symptoms can occur at any time because triggers are everywhere. You could be driving down a road of a past accident and flash back to that traumatic event. You might be watching a movie that depicts an abusive relationship that could force you to recall negative experiences that came from one you had. Simple words, physical markers, and even scents could all be triggers that cause you to think back to the trauma. (4)
Given what a charged, negative experience encountering these triggers can be for a person, Emrani adds that many people with PTSD will try to avoid these triggers as much as possible.
Avoidance symptoms are self-explanatory — they involve the act of staying away from triggers that force you to remember a negative event or emotion that stems from the trauma.
“Many people will try to avoid these triggers altogether,” Emrani says. “This is a big thing for people with PTSD — they might want to avoid talking about or thinking about the trauma from the past."
For example, if you have experienced a natural disaster, you may avoid the location where that disaster occurred; if you were in a car accident due to a fallen bridge, you may avoid bridges; if you are a military veteran with PTSD that stems from an experience at war, you may avoid crowded places reminiscent of war zones; and if you are a victim of sexual assault, you may avoid intimate relationships, she explains.
Avoidance symptoms could be tied to events that happened decades or years ago. Cameron Ritchie says some veterans she has worked with might avoid the sound of helicopter propellers or plane engines because they might remind them of bad experiences in a combat zone.
Hyperarousal symptoms refer to the body’s intense response when triggered by thoughts or memories of the past trauma. It is like your body is shocking you into being vigilant, Emrani says. (6)
“These people will be jittery, will always be on alert, [and] looking for danger around every corner. Think of this as being hyperalert and looking out for danger,” she says. “These people will have trouble with sleeping, will be worried. Their concentration might suffer. These people might get irritable or angry easily.”
Hyperarousal symptoms could also be shown in people becoming highly aggressive and given to angry outbursts. (2)
Cognition and mood symptoms might be less obvious to people who are just meeting someone with PTSD and might not know what trauma the person has been through. That’s because, instead of an outburst of anger, like throwing a piece of furniture across a room, these symptoms involve how a person feels internally. These symptoms might reveal themselves in the form of a person feeling alienated from their environment or moving away from friends or family members. (2)
“People with these symptoms will show some negative beliefs and feelings about their life. They may experience a lack of joy or have negative thoughts about themselves and feel shame or guilt,” Emrani adds. "These people might have negative feelings about others or fear that other people are out to get them. They might think bad things will happen to them or the world.” (4)
She warns that similar symptoms like these might sometimes show themselves in people after any traumatic experience and might not necessarily be PTSD. This could involve depression or other mood disorders, which commonly coexist with PTSD. (7)
If you’ve experienced a traumatic event, it’s normal to withdraw out of fear or confusion over what happened. These symptoms will often subside. But if symptoms persist, you may need to be evaluated for PTSD.
How does PTSD vary between the sexes? It’s a common question, but there isn’t much research out there that explores the possible differences, though one study on PTSD treatment differences in men and women found scant variations in their symptoms. The researchers found that both men and women showed signs of shame, but women tended to experience self-guilt more regularly than men. While both sexes were angry about their trauma, men tended to express their PTSD symptoms through anger and aggression more than women. (8)
Women are also more likely to feel anxious and depressed than men, but both sexes could develop physical health problems. (9)
“More women than men have PTSD symptoms that relate back to sexual assault, while many men have had experiences in combat situations, like veterans,” Cameron Ritchie adds.
One study found that men were more likely than women to have irritability and resort to drug and alcohol use to respond to their trauma. (10)
Cameron Ritchie says divorce rates are high among people with PTSD, and she says that the condition can make maintaining a healthy relationship very difficult. For a reference point, the National Center for PTSD reports that veterans with PTSD were found to be 3 times more likely than vets without the disorder to divorce. (11)
Emrani stresses the importance of understanding that trauma alone doesn’t cause PTSD. Even though 60 percent of men and 50 percent of women experience trauma in their lives at some point, not all of them will go on to develop PTSD. (1)
That said, if you experience all of these symptoms for at least one month, consider consulting your physician: (2)
Cameron Ritchie says PTSD is most often diagnosed by a mental health professional using a questionnaire. (12) Psychologists and psychiatrists want to evaluate just how persistent the symptoms are and how embedded they are in a person’s day-to-day life. A medical professional will ask you to describe your symptoms as part of a psychological examination.
Emrani says that some people might show symptoms much longer than three to six months after going through trauma. She says that triggers could pop up at surprising moments. Someone who hasn’t been showing signs following the traumatic event could watch a movie that reminds them of their car accident and then be triggered. (2)
“Sometimes, symptoms could disappear and appear again with no real warning. Basically, if this keeps persisting chronically, you need to seek medical attention and be evaluated,” she says. (2)
Cameron Ritchie says many people feel comfortable bringing up concerns about possible symptoms with their primary care doctor, who will then refer them to a psychiatrist or psychologist to carry out the psychological testing. (2)
If your family member or loved one receives a diagnosis, what do you do? Emrani says that if someone close to you has the disorder, do your best to educate yourself about what your loved one is going through. Accompanying this person to appointments could help them feel more comfortable seeking out medical attention.
The National Center for PTSD has a few other suggestions on how to help a loved one deal with PTSD symptoms: (13)
Emrani stresses that if you are experiencing thoughts of suicide or severe depression, seek out medical attention. Given that many people with PTSD feel a sense of shame over their condition, she urges avoiding drawing inward and instead approaching your doctor or therapist if your symptoms keep persisting with or without treatment.
If you have suicidal thoughts, reach out to the National Suicide Prevention Lifeline at 800-273-8255.
Additional reporting contributed by Lynn Marks | <urn:uuid:84505408-4721-44cc-9012-e47f2aa760d0> | CC-MAIN-2020-29 | https://www.everydayhealth.com/ptsd/guide/symptoms/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657129517.82/warc/CC-MAIN-20200712015556-20200712045556-00016.warc.gz | en | 0.967799 | 2,005 | 3.28125 | 3 |
The Sage-Grouse Conservation Partnership (SageCon) is an unprecedented collaborative effort among federal, state, and private stakeholders to address landscape-scale threats to greater sage-grouse while acknowledging rural economic and community interests across eastern Oregon’s sagebrush range.
Resulting from the SageCon process, the 2015 Oregon Sage-Grouse Action Plan details voluntary and state-regulated conservation measures to preserve habitat and protect Oregon’s sage-grouse population from threats on public and private land. SageCon and the Action Plan were part of a broader multi-state effort that led to a US Fish and Wildlife Service finding that the sage-grouse no longer warrants listing as an endangered species under the federal Endangered Species Act.
Oregon Consensus and its sister program, Oregon Solutions, continue to provide project management and facilitation services for the group as the work moves toward implementation of the Action Plan and continued coordination with federal partners.
By addressing identified threats to sage-grouse habitat in partnership with agencies, conservation groups, ranchers, farmers, and emerging industries, such as mining and renewable energy, SageCon will protect the sage-grouse species, while also supporting community sustainability in central and eastern Oregon. For more information about SageCon, see the Oregon Solutions website and the Oregon Explorer website.
New Research Report – Advancing Collaborative Solutions: Lessons from the Oregon Sage-Grouse Conservation Partnership (SageCon)
A new report from NPCC and PSU’s Hatfield School of Government, Advancing Collaborative Solutions: Lessons from the Oregon Sage-Grouse Conservation Partnership (SageCon), explores lessons learned from SageCon about how to conduct collaborative conservation efforts at the landscape scale in a politically dynamic climate. A premise of this work is that collaborative processes that effectively integrate multiple perspectives and interests can be more effective in addressing complex issues and can result in more durable outcomes. These lessons may be helpful in addressing other complex sustainability-related challenges.
The research team interviewed seventeen SageCon participants to explore participant motivation, collaborative process design, integration of science, and more. Research funding was provided by the Institute for Sustainable Solutions and the Hatfield Public Service Grant Program at PSU. For more information about the study, contact Turner Odell, Senior Project Manager for NPCC’s Oregon Consensus at 503-725-8200 or firstname.lastname@example.org.
Read the full report (PDF) – Advancing Collaborative Solutions: Lessons from the Oregon Sage-Grouse Conservation Partnership | <urn:uuid:5591cd26-7e16-4cb7-b6d8-8c7ca450c7b1> | CC-MAIN-2020-29 | https://oregonconsensus.org/projects/sage_grouse_conservation_partnership/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655890157.10/warc/CC-MAIN-20200706073443-20200706103443-00029.warc.gz | en | 0.897477 | 511 | 2.703125 | 3 |
Books / Digital Text
12. Exchange Rates of Coexisting Moneys
Up to this point we have analyzed the market in terms of a single money and its purchasing power. This analysis is valid for each and every type of medium of exchange existing on the market. But if there is more than one medium coexisting on the market, what determines the exchange ratios between the various media? Although on an unhampered market there is a gradual tendency for one single money to be established, this tendency works very slowly. If two or more commodities offer good facilities and are both especially marketable, they may coexist as moneys. Each will be used by people as media of exchange.
For centuries, gold and silver were two commodities that coexisted as moneys. Both had similar advantages in scarcity, desirability for nonmonetary purposes, portability, durability, etc. Gold, however, being relatively far more valuable per unit of weight, was found to be more useful for larger transactions, and silver better for smaller transactions.
It is impossible to predict whether the market would have continued indefinitely to use gold and silver or whether one would have gradually ousted the other as a general medium of exchange. For, in the late nineteenth century, most Western countries conducted a coup d'etat against silver, to establish a monometallic standard by coercion.46 Gold and silver could and did coexist side by side in the same countries or throughout the world market, or one could function as money in one country, and one in another. Our analysis of the exchange rate is the same in both cases.
What determines the exchange rate between two (or more) moneys? Two different kinds of money will exchange in a ratio corresponding to the ratio of the purchasing power of each in terms of all the other economic goods. Thus, suppose that there are two coexisting moneys, gold and silver, and the purchasing power of gold is double that of silver, i.e., that the money price of every commodity is double in terms of silver what it is in terms of gold. One ounce of gold exchanges for 50 pounds of butter, and one ounce of silver exchanges for 25 pounds of butter. One ounce of gold will then tend to exchange for two ounces of silver; the exchange ratio of gold and silver will tend to be 1:2. If the rate at any time deviates from 1:2, market forces will tend to re-establish the parity between the purchasing powers and the exchange rate between them. This equilibrium exchange rate between two moneys is termed the purchasing power parity.
Thus, suppose that the exchange rate between gold and silver is 1:3, three ounces of silver exchanging for one ounce of gold. At the same time, the purchasing power of an ounce of gold is twice that of silver. It will now pay people to sell commodities for gold, exchange the gold for silver, and then exchange the silver back into commodities, thereby making a clear arbitrage gain. For example, people will sell 50 pounds of butter for one ounce of gold, exchange the gold for three ounces of silver, and then exchange the silver for 75 pounds of butter, gaining 25 pounds of butter. Similar gains from this arbitrage action will take place for all other commodities.
Arbitrage will restore the exchange rate between silver and gold to its purchasing power parity. The fact that holders of gold increase their demand for silver in order to profit by the arbitrage action will make silver more expensive in terms of gold and, conversely, gold cheaper in terms of silver. The exchange rate is driven in the direction of 1:2. Furthermore, holders of commodities are increasingly demanding gold to take advantage of the arbitrage, and this raises the purchasing power of gold. In addition, holders of silver are buying more commodities to make the arbitrage profit, and this action lowers the purchasing power of silver. Hence the ratio of the purchasing powers moves from 1:2 in the direction of 1:3. The process stops when the exchange rate is again at purchasing power parity, when arbitrage gains cease. Arbitrage gains tend to eliminate themselves and to bring about equilibrium.
It should be noted that, in the long run, the movement in the purchasing powers will probably not be important in the equilibrating process. With the arbitrage gains over, demands will probably revert back to what they were formerly, and the original ratio of purchasing powers will be restored. In the above case, the equilibrium rate will likely remain at 1:2.
Thus, the exchange rate between any two moneys will tend to be at the purchasing power parity. Any deviation from the parity will tend to eliminate itself and re-establish the parity rate. This holds true for any moneys, including those used mainly in different geographical areas. Whether the exchanges of moneys occur between citizens of the same or different geographical areas makes no economic difference, except for the costs of transport. Of course, if the two moneys are used in two completely isolated geographical areas with no exchanges between the inhabitants, then there is no exchange rate between them. Whenever exchanges do take place, however, the rate of exchange will always tend to be set at the purchasing power parity.
It is impossible for economics to state whether, if the money market had remained free, gold and silver would have continued to circulate side by side as moneys. There has been in monetary history a curious reluctance to allow moneys to circulate at freely fluctuating exchange ratios. Whether one of the moneys or both would be used as units of account would be up to the market to decide at its convenience.47
- 46. For recent evidence that this action in the United States was a deliberate “crime against silver,” and not sheer accident, see Paul M. O'Leary, “The Scene of the Crime of 1873 Revisited,” Journal of Political Economy, August, 1960, pp. 388–92. One argument in favor of such action holds that the government thereby simplified accounts in the economy. However, the market could easily have done so itself by keeping all accounts in gold.
- 47. See Mises, Theory of Money and Credit, pp. 179 ff., and Jevons, Money and the Mechanism of Exchange, pp. 88–96. For advocacy of such parallel standards, see Isaiah W. Sylvester, Bullion Certificates as Currency (New York, 1882); and William Brough, Open Mints and Free Banking (New York: G.P. Putnam's Sons, 1894). Sylvester, who also advocated 100-percent specie-reserve currency, was an official of the United States Assay Office.
For historical accounts of the successful working of parallel standards, see Luigi Einaudi, “The Theory of Imaginary Money from Charlemagne to the French Revolution” in F.C. Lane and J.C. Riemersma, eds., Enterprise and Secular Change (Homewood, Ill.: Richard D. Irwin, 1953), pp. 229–61; Robert Sabatino Lopez, “Back to Gold, 1252,” Economic History Review, April, 1956, p. 224; and Arthur N. Young, “Saudi Arabian Currency and Finance,” The Middle East Journal, Summer, 1953, pp. 361–80. | <urn:uuid:14100261-9ff3-48c7-83e3-5b5ad642ed9f> | CC-MAIN-2018-26 | https://mises.org/library/man-economy-and-state-power-and-market/html/p/1106 | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267860041.64/warc/CC-MAIN-20180618031628-20180618051628-00160.warc.gz | en | 0.947012 | 1,517 | 3.78125 | 4 |
When computers communicate over the Internet, there are often many connections made along the way. This is because the Internet is made up of a network of networks, and two different computers may be on two separate networks in different parts of the world. Therefore, if a computer is to communicate with another system on the Internet, it must send data through a series of small networks, eventually getting to the Internet backbone, and then again traveling to a smaller network where the destination computer resides.
These individual network connections, called "hops," typically go unnoticed by the average user. After all, why bother tracking all the various connections when you are only interested in communicating with the destination computer? However, if a connection cannot be made or is taking a unusually long time, tracing the path of connections along the way can prove to be helpful. This is exactly what the traceroute command does.
Traceroute is a TCP/IP utility that allows a user to trace a network connection from one location to another, recording every hop along the way. The command can be run from a Unix or DOS command line by typing tracert [domain name], where [domain name] is either the domain name or the IP address of the system you are trying to reach. A traceroute can also be done using various networking utilities, such as Apple's Network Utility for Mac OS X.
When a traceroute is run, it returns a list of network hops and displays the host name and IP address of each connection. It also returns the amount of time it took for each connection to take place (usually in milliseconds). This shows if there were any delays in establishing the connection. Therefore, if a network connection is slow or unresponsive, a traceroute can often explain why the problem exists and also show the location of the problem. | <urn:uuid:5d57d611-0acd-4a70-a848-9ee0612f637d> | CC-MAIN-2016-22 | http://pc.net/glossary/definition/traceroute | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464054915149.6/warc/CC-MAIN-20160524015515-00240-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.950216 | 368 | 3.875 | 4 |
Fruit flies are pretty predictable when it comes to scheduling their days, with peaks of activity at dawn and dusk and rest times in between. Now, researchers reporting in the Cell Press journal Cell Reports on April 17th have found that the clusters of brain cells responsible for each of those activity peaks—known as the morning and evening oscillators, respectively—don't work alone. For flies' internal clocks to follow the sun, cooperation is key.
"Without proper synchronization, circadian clocks are useless or can even be deleterious to organisms," said Patrick Emery from the University of Massachusetts Medical School. "In addition, most organisms have to detect changes in day length to adapt their rhythms to seasons.
"Our work clearly shows that light is detected by individual neurons that then communicate with each other to properly define the phase of circadian behavior," he added. "This emphasizes the importance of neural interaction in the generation of properly phased circadian rhythms."
In the brains of Drosophila fruit flies, there are approximately 150 circadian neurons, explained Emery and coauthor Yong Zhang, including a small group of morning oscillators that promote activity early in the day and another group of evening oscillators that promote activity later. Morning oscillators also set the pace of molecular rhythms in other parts of the brain, and hence the phase of circadian behavior. Scientists had thought they did this by relying heavily on their own sensitivity to light—what Emery calls "cell-autonomous photoreception." Indeed, these cells do express fruit flies' dedicated photoreceptor Cryptochrome (CRY). But recent evidence suggested that something was missing from that simple view.
In the new study, the researchers manipulated CRY's ability to function through another clock component, known as JET (short for Jetlag), in different circadian neurons and watched what happened. The studies show that light detection by the morning oscillators isn't enough to keep flies going about their business in a timely way. They need those evening oscillators too.
JET's role is bigger than expected as well. In addition to enabling cell-autonomous light sensing, the protein also allows distinct circadian neurons to talk to each other in rapid fashion after light exposure, although the researchers don't yet know how.
The new model also suggests that flies and mammals have more similarities than had been appreciated when it comes to synchronizing their activities to the sun, the researchers say. In mammals, specific neurons of the circadian pacemaker of the brain (known as the Suprachiasmatic Nucleus or SCN) receive light input from the retina. Those cells then communicate with pacemaker neurons, which resets the circadian network as a whole.
Cell Reports, Lamba et al.: "Morning and Evening oscillators cooperate to reset circadian behavior in response to light input."
AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system. | <urn:uuid:9b7a0915-c405-43e1-99c0-efef1800f027> | CC-MAIN-2014-35 | http://www.eurekalert.org/pub_releases/2014-04/cp-frc041014.php | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500835844.19/warc/CC-MAIN-20140820021355-00428-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.955627 | 613 | 3.484375 | 3 |
Mark Twain vs. Tom Sawyer
The bold deconstruction of a national icon
Reason Online (Feb 2006)
It’s hard to read Ron Powers’ engaging new Mark Twain: A Life (Free Press) and not conclude that there’s a congenital defect in the very heart of American literature. Powers, a Pulitzer Prize winner for Flags of Our Fathers, argues that the man born Samuel Clemens “democratized the national voice by availing it of vernacular; rough action that sprawled over waterway and open terrain; comedy, political consciousness, and skepticism toward the very idea of lofty instruction.”
Where earlier authors looked to England and Europe for aesthetic inspiration and cultural validation, writes Powers, Twain provided a “radically new native voice [that was] diametrically the opposite of Jamesian eloquence [and which] radiated, in its very homespun ardency, a new sort of American truth.”
You don’t have to buy that argument fully to agree that Twain (1835–1910) helped literally to bring it all back home. He didn’t just speak in an unmistakably American argot; he simultaneously conceptualized and criticized our national character and experience—and took for granted that they should be his grand subject matter. Whether memorializing the Mississippi River, traveling to the Holy Land, or introducing “Yankee ingenuity” to King Arthur’s court, Twain was constantly measuring, defining, and questioning what it meant to be American as the U.S. grew in power, prestige, and influence throughout the late 19th and early 20th centuries.
So what’s the problem? Only this: Twain’s acknowledged masterpiece, The Adventures of Huckleberry Finn, inspires almost universal ambivalence among its biggest fans. “It’s the best book we’ve had,” pronounced Ernest Hemingway in 1932. “All American writing comes from that. There was nothing before. There has been nothing as good since.” Oh, but one more thing, counseled Papa: “If you must read it you must stop where…Jim is stolen from the boys [and imprisoned by a slave catcher]. That is the real end. The rest is just cheating.”
As Powers puts it, “Huckleberry Finn endures as a consensus masterpiece despite these final chapters” in which Tom Sawyer leads Huck through elaborate, ineffectual, and grotesque machinations to rescue the runaway slave from Tom’s Uncle Silas (even worse, we eventually learn that Jim has in fact been free the whole time). Most critics feel that once Tom Sawyer shows up, Huckleberry Finn devolves into little more than minstrel-show satire and broad comedy that cheapens the deep, transgressive bond that has evolved between Huck and Jim.
Yet it’s fitting that Twain’s most important and enduring work inspires feelings of awe and disgust (and not just on formal grounds—the American Library Association rates Huckleberry Finn as one of the most challenged books in K–12 schools, mostly for its heavy use of racial epithets). Twain himself was a bundle of discrepant impulses that somehow helped him rather than hindered him on his way to becoming the representative American of his age. Like another major 19th-century chronicler of America, Walt Whitman, Twain not only contained multitudes but contradicted himself.
The Missouri native fought briefly for the Confederacy but idolized U.S. Grant for preserving the Union (he eventually published the statesman’s best-selling memoirs); wrote in favor of rights for African Americans but was fond of telling racist jokes (and co-authored with Bret Harte the grotesquely anti-Chinese play Ah Sin); assailed the Gilded Age yet formed a close personal and professional relationship with the robber baron Henry Rogers; lampooned con men and scam artists yet went broke by investing in crackpot inventions and get-rich-quick schemes; and so on.
Back in the mid-20th century, it was fashionable to argue that our national culture was, as Lionel Trilling put it in 1940, “a dialectic” and that our most representative writers “contain a large part of the dialectic within themselves, their meaning and power lying in their contradictions.” That gloss helps explain why Twain remains a central figure in American culture: His oeuvre is shot through with moral and intellectual conundrums. Indeed, understanding Twain as a contradictory character may even help to salvage the end of Huckleberry Finn.
In The Adventures of Tom Sawyer, Twain had invented the American archetype of the prankish, wildly imaginative boy with a taste for adventure. In Huckleberry Finn, Twain reveals in ugly detail the limitations of that adolescent mentality when confronting the reality of American race relations. Caught in his own solipsistic worldview, Tom not only is incapable of understanding Jim’s suffering; he puts the slave in mortal danger to fulfill his own romantic notions of escape and derring-do. In so completely deconstructing his signature creation, Twain not only forces his readers to re-evaluate a national icon, he embodies the American dialectic. | <urn:uuid:ec1c1c3f-cc65-4213-9fc4-7b11b320f4f9> | CC-MAIN-2021-21 | http://writewellgroup.com/American_Studies/Twain/gillespie.htm | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988955.89/warc/CC-MAIN-20210509032519-20210509062519-00597.warc.gz | en | 0.949446 | 1,084 | 2.609375 | 3 |
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Название: Introduction to Population Biology
Автор: Neal D.
This text adopts an evolutionary perspective on population biology. To help undergraduate students better understand the subject, Dick Neal presents step-by-step spreadsheet simulations of many basic equations that explore the outcomes or predictions of the various models. Proven examples demonstrate how the equations can be applied to biological questions, and problem sets and detailed solutions challenge the student's comprehension. Many real life examples are also included to help the reader relate the quantitative theory to the natural world. | <urn:uuid:0818b739-556d-435a-bc28-c1906c4f4365> | CC-MAIN-2020-10 | http://lib.mexmat.ru/books/186256 | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145839.51/warc/CC-MAIN-20200223185153-20200223215153-00129.warc.gz | en | 0.760754 | 172 | 2.75 | 3 |
There’s a very special man-made material which has been gaining interest in recent years: Detroit agate, also known as fordite. It’s not often that something synthetic can captivate the jewelry world like this “stone” has. Perhaps its because these interesting formations also recall a very special time in American history in addition to being vibrant and beautiful.
What Is It?
Fordite is the name for masses of residual paint drippings and overspray that built up over time in automotive plants, primarily in Detroit where so many cars were produced in the 20th century. This unique substance is hardened from decades of curing time with a marbleized appearance and is also known as “enamel slag.”
The formations of hardened enamel are as hard some of the softer gemstones and today this collectible material is often carved or machined into all kinds of shapes from earrings to beads to bottle stoppers to to small jars. Much of this material ended up in landfills, but when automotive workers started salvaging the overspray a new collectible was born.
Like agate stones, Italian millefiori, or art glass, fordite creations have bright colors which seem to swirl and collide in really interesting patterns, making it an ideal material for jewelry. And, just like gemstones, fordite is often sold by weight and chunks are called “specimens” or nuggets.
Types of Fordite and Collectibility
There are 4 main types of fordite based on the colors and patterns inherent to each piece. There’s even a market for faux fordite made from resin or polymer clay. That’s how you know something is getting collectible: when people start producing fakes!
Small chunks or finished fordite jewelry components can sell for as little as $10 or $15, but larger chunks can sell in the hundreds of dollars. Many people who collect have a strong bond to the early automotive industry, either because they love classic cars, remember their fathers working in automotive factories, or love to hold a literal piece of history in their hands.
What is trapped in the layers of enamel paint are decades of automotive history and colors that we might not see on cars again in our lifetimes. And we certainly won’t see these overspray formations again since cars are no longer painted this way by hand, instead getting electrostatic coats of paint from a machine which doles out more precise amounts of paint.
Fordite is one of those rare industrial artifacts that represents a lot of memories for many people, but which simply won’t be made again. Have a look at the old assembly lines in the video below. It’s amazing how fast they worked! | <urn:uuid:0c3ed797-e9e2-47fc-b348-a824731e2d8b> | CC-MAIN-2019-43 | https://dustyoldthing.com/collectible-fordite-history/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986677964.40/warc/CC-MAIN-20191018055014-20191018082514-00040.warc.gz | en | 0.962924 | 575 | 2.59375 | 3 |
Rolling over, sitting, crawling, walking, cooing, speaking; these are just some of the basic developmental milestones we expect our young children to reach. When we suspect one or more of these is delayed, what do we do? Where do we turn?
In Orange County, Florida, before a child is three years old, one can turn to The Developmental Center (407-317-7430), formerly knows as “Early Steps” for a free evaluation for the child. Children three or older, can access services through the Orange County Public School (OCPS) system. Once a school age child is evaluated for developmental delays they may be eligible for an Individual Education Plan (IEP), and can obtain therapies through the school system. Additionally, your child’s pediatrician can be a great resource.
If you find your child does have a developmental delay, it’s helpful to seek out other parents who face the same or similar challenges. Support is key. Your marriage might become strained due to differences of opinion in how to treat your child. Again, support is important. If your family is experiencing more and more friction and disagreements, marital therapy may be beneficial.
NOTE: You can freely redistribute this resource, electronically or in print, provided you leave the authors contact information intact.
Orlando Social Skills Counseling Services & School Advocate | <urn:uuid:2e929bf7-a103-4444-8704-375eea93e05c> | CC-MAIN-2016-40 | http://www.totallifecounseling.com/tips-if-you-suspect-developmental-delay-in-your-child-orlando-social-skills-counseling-services-groups/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738662698.85/warc/CC-MAIN-20160924173742-00091-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.92288 | 279 | 2.640625 | 3 |
UNIC Pretoria observed World Toilet Day on Friday, 18 November 2016, with a group of young dynamic library users at the UNIC library in Pretoria. The purpose of the event was to raise awareness on toilet hygiene and sanitation in relations to Goal 6 of the SDG’s which calls for increased access to clean water and sanitation worldwide.
The event unfolded with a presentation on the background of World Toilet Day, the role of the UN in promoting this day and special focus on this year’s theme ‘Toilets and Jobs”. The presentation pointed out the dangers of not practicing good toilet habits and the long-term effects, such as the spread of diseases which include diarrhea, cholera, typhoid, polio and infectious hepatitis.
Some participants raised concerns that they did not see the importance of observing World Toilet Day because they reside in communities that still do not have toilets. This led to a discussion regarding other challenges faced by community members stemming from the lack of access to adequate toilets. Such challenges include individual safety, particularly for women and children as this inaccessibility makes them more vulnerable to rape and other forms of gender-based violence.
Following this interactive discussion, participants committed themselves to sharing the information with other members of their communities. The discussion about lack of access to toilets has also prompted UNIC
Pretoria to partner with relevant organisations in 2017 to assist in providing toilets to communities in need as part of promoting and living the Sustainable Development Goals (SDGs). At the close of the event, participants received World Toilet Day promotional materials such as pencils, erasers, temporary tattoos, coasters, bookmarks as well as stickers, kindly provided by UN Wash.
UN Secretary General, Ban Ki-moon’s message on World Toilet Day encouraged global citizens to remain “committed in achieving a world where all people enjoy access to adequate and equitable sanitation” through collective efforts. | <urn:uuid:fe45cae4-ed6d-47a3-9603-3e1e1a929434> | CC-MAIN-2019-18 | https://unicpretoria.org.za/2016/12/01/unic-pretoria-observes-world-toilet-day-2016-at-the-unic-library/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578533774.1/warc/CC-MAIN-20190422015736-20190422040739-00046.warc.gz | en | 0.939815 | 396 | 3.140625 | 3 |
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Definition of the adjective alopecic
What does alopecic mean as an attribute of a noun?
- pertaining to loss of hair or wool or feathers
- lexical domain: Relational Adjectives (pertainyms)
Alternative definition of the adjective alopecic
- Relating to alopecia.
Printed dictionaries and other books with definitions for alopecic
Click on a title to look inside that book (if available):
The Dimwit's Dictionary (2006)
More Than 5,000 Overused Words and Phrases and Alternatives to Them by Robert Hartwell Fiske, Joseph Epstein
alopecic; bald; baldheaded; baldpated; glabrous; hairless; ...
The female rabbit dam plucks fur to create alopecic areas to provide nesting material. Senile alopecia occurs in all species. In the gerbil, alopecia is seen on ...
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Video about alopecic
Video shows what alopecic means. Relating to alopecia.. Alopecic Meaning. How to pronounce, definition audio dictionary. How to say alopecic. Powered by ...
Scrabble value of A1L1O1P3E1C3I1C3
The value of this 8-letter word is 14 points. It is included in the first and second editions of the Official Scrabble Players Dictionary.
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Go to the pronunciation of alopecic to learn how to say it correctly! | <urn:uuid:d0c4b448-5008-4a68-b9a7-a3bd0658258e> | CC-MAIN-2018-26 | http://www.omnilexica.com/?q=alopecic | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267861641.66/warc/CC-MAIN-20180619002120-20180619022120-00316.warc.gz | en | 0.845153 | 365 | 3.0625 | 3 |
Ulaanbaatar Population 2018
Ulaanbaatar is a city that is located in Mongolia. It is not just the capital but it is also the largest city by population. Its total population is over 1.3 million, which is over half of the total population of Mongolia. The city covers over 1,800 square miles and has a population density of 704 people per square mile. The city was established in 1639, although it wasn’t settled in its permanent and current location until 1778.
Ethnic Mongolians make up the majority of the population. The language spoken in Ulaanbaatar is Mongolian, and English is the most commonly used foreign language. Russian is also spoken by some residents, as well as German, Japanese and Korean. Ulaanbaatar has experienced steady growth in its population since the 1920s, mostly because of migration, primarily from the rural areas around the city. The city has grown nearly 1,000 times over the last 88 years to reach its current population. Based on these statistics, Ulaanbaatar’s population is expected to continue to grow. | <urn:uuid:060cbf15-3493-4e9e-9306-7302b1154b68> | CC-MAIN-2018-05 | http://worldpopulationreview.com/world-cities/ulaanbaatar-population/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891530.91/warc/CC-MAIN-20180122173425-20180122193425-00634.warc.gz | en | 0.975979 | 231 | 2.8125 | 3 |
Shock and spray: Electrostatic-spray ionization mass spectrometry
- Published: Sep 17, 2012
- Author: Jon Evans
- Channels: Detectors
No physical contact
A novel version of electrospray ionization (ESI) offers a whole host of advantages over the conventional kind, say French scientists. It’s more sensitive, can generate positive and negative ions, and doesn’t suffer any electrode fouling.
Perhaps most impressively, though, not only can it can ionize liquid samples exiting a capillary or channel, like ESI, but it can also ionize sample spots on a plate, just like matrix-assisted laser desorption/ionization (MALDI).
Originally developed by a team led by Graham Cooks at Purdue University in the US, practically the only difference between this novel version and conventional ESI is that there is no physical contact between the ionizing electrode and the sample. Instead, the electrode is kept close but physically separate from the sample, with a sufficiently high voltage pulse applied to the electrode to induce electrostatic charging. Because there is no direct contact, the electrode doesn’t suffer any fouling from chemical reactions taking place on its surface, as can happen with ESI.
Building on this work, a team led by Hubert Girault at the Ecole Polytechnique Fédérale de Lausanne in Switzerland has now conducted the first in-depth studies into the mechanism and capabilities of this novel version. They have also given it a name and an acronym: electrostatic-spray ionization (ESTASI).
These studies have revealed that the electrostatic charging results in the formation of a couple of connected capacitors. The first capacitor consists of the electrode and the liquid sample as the conductors, with the material separating the electrode and sample acting as the insulator. The second capacitor consists of the sample and the counter electrode, usually a mass spectrometer, as the conductors, with the air between the sample and the counter electrode as the insulator.
Applying a positive voltage to the electrode charges both of these capacities in turn, until the accumulated charge overwhelms the second capacitor. Once this happens, the system starts to operate like a normal ESI, with charged ion-containing droplets spraying from the sample into the mass spectrometer. Because the applied voltage is positive, this process initially generates positively-charged ions, but as these positive ions are sprayed into the mass spectrometer a negative charge begins to build up in the two capacitors
To remove this negative charge, the electrode is disconnected from the power supply and grounded. This causes the two capacitors to discharge once again, spraying negatively-charged ions into the mass spectrometer. By repeatedly applying pulses of positive voltage to the electrode and then grounding it, with each cycle taking around 1.5 seconds, ESTASI can transform the analytes in a sample into both positively- and negatively-charged ions, allowing a wider range of analytes to be detected by mass spectrometry.
Capillary, channel or plate
After deducing the mechanism, Girault then showed that ESTASI can work with both silica capillaries and the tiny channels on micofluidic chips. For the silica capillaries, Girault simply fitted a steel crocodile clip around the end of the capillary to act as the electrode, while in the microfluidic chip he deposited an electrode made from carbon ink around 2mm away from the end of the microchannel. In both cases, ESTASI caused both positively- and negatively-charged analytes to spray out the end of the capillary and channel.
This means that ESTASI can be used to ionize analytes separated by capillary-based techniques such as liquid chromatography and capillary electrophoresis. As a demonstration, Girualt and his team showed that ESTASI could be to used to detect proteins and peptides in a sample at concentrations as low as 5nM, making it more sensitive than conventional ESI.
But ESTASI can also operate in a way that ESI can’t, by analysing sample spots on a polymer plate, just like MALDI. In this case, the electrode is attached to the back of an insulating polymer plate, while the sample is deposited on the front. Applying voltage pulses causes ions to spray away from the spots and into a mass spectrometer. Using this set-up, Girault detected 15 different peptides in a mixture separated by capillary electrophoresis and then deposited as 18 spots on a plate.
So far, Girault has been using an ion-trap mass spectrometer with ESTASI, but he would like to test it with other types of mass spectrometer, as well as with a greater range of samples. ‘The idea now is really to show more examples of what can be done, because the applications are very large,’ he tells separationsNOW.
Analytical Chemistry, 2012, 84, 7422–7430: "Electrostatic-Spray Ionization Mass Spectrometry"
Article by Jon Evans
The views represented in this article are solely those of the author and do not necessarily represent those of John Wiley and Sons, Ltd. | <urn:uuid:868bdfb1-a94e-4780-bee1-a512fd20f3a4> | CC-MAIN-2016-18 | http://www.separationsnow.com/details/ezine/139c5dbb754/Shock-and-spray-Electrostatic-spray-ionization-mass-spectrometry.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860121534.33/warc/CC-MAIN-20160428161521-00210-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.925919 | 1,097 | 2.6875 | 3 |
It’s a good weekend for stargazers.
Not only will the second supermoon in as many months light up Canadian skies, but the Perseid meteor shower will again grace us with its own show. The Perseid shower will peak between Sunday and Wednesday of next week, but if you’re out of the city this weekend you may glimpse a few overnight Friday and Saturday.
But there’s a catch: the bright moon will make it harder to see the smaller meteors. Larger meteors will shine through, said astronomer Paul Mortfield, chair of the David Dunlap Observatory and former NASA and Sandford University researcher. Below he explains how to make the most of the muted show and explains the science behind falling stars.
How much will the so-called supermoon affect our ability to see the Perseid meteor shower?
“Any time there’s a moon up in the sky what it does is reduces the amount of meteors we can actually see because it’s like having a big light on at the same time. So you’ll see some of the bright ones but you won’t see a lot of the faint ones.”
What’s the best time of night to try and catch a glimpse?
“The best time to see a meteor shower is after midnight and the best thing to do is go find a local park or a backyard or somewhere where you don’t have direct light on you and then you’ll be able to see the meteors.”
Is there a specific space in the sky people should be watching?
“That’s the great thing about watching meteors you never know where they’re coming from. If you draw a line backwards from when you see the meteor trail across the sky they’ll be coming out of the northeast but meteors will appear anywhere in the sky.”
How big are these meteors?
“The actual average size of a meteor is smaller than your baby fingernail; whereas the bigger ones will obviously be brighter as they burn up in our atmosphere but most of them are really tiny specks of dust.”
How fast are they travelling?
“When we see meteors enter our atmosphere they’re usually travelling anywhere between sixty and hundred thousand kilometres an hour.”
What is that sparkling tail on larger meteors made of?
“The trail behind the meteor is [created] as the particles are burning up in our atmosphere. The bigger ones take longer and you’ll sometimes see little bits breaking off behind it?”
Are any of the meteors dangerous?
“Usually there is no danger of anything really big coming down … they’re all coming off the tail of a comet so most of them are going to be really really tiny. The comet that causes the Perseid meteor shower is call Comet Swift-Tuttle (named for the scientists who discovered it).”
So what exactly causes this fantastic display?
“The comet Swift-Tuttle, when it came by, left a set of debris behind it from its tail and every year the earth comes around and passes through that debris field and keeps hitting more and more of it. And that’s what causes the meteor shower.”
When will we next see the comet itself?
The year 2126.
“The comet last came around in 1993. It’s a periodic comet that comes around once every 133 years, so right now we don’t see the comet but we see what it left behind.” | <urn:uuid:07db8db4-7421-4346-b8e0-344b1562fe7a> | CC-MAIN-2016-36 | http://o.canada.com/news/national/how-to-make-the-best-of-a-muted-perseid-meteor-shower | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982296571.15/warc/CC-MAIN-20160823195816-00216-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.90998 | 756 | 2.8125 | 3 |
Posted by on 2/14/2019 to Crested Gecko Care
Crested Geckos (Correlophus (Rhacodactylus) ciliatus)
Once believed to be extinct, crested geckos were discovered again in 1994, and since then their praise as great pets has gradually increased. Native to a semi-tropical island chain near Australia called New Caledonia, crested geckos get their name from the spikey crest that runs from their back, up around their neck and over their eyes. They are perfect for beginning reptile owners because they are easy to care for and are very low-maintenance.
Crested geckos come in a wide variety of colors and patterns. Their color shades vary to include browns, oranges, creams and reds. Some crested geckos have no pattern at all, and some have different sized bands and spots. They are sometimes referred to as eyelash geckos because of the ridges on the skin above their eyeballs. Crested geckos enjoy climbing around on plants, vines and even the walls of their terrarium. You will certainly have fun decorating their habitat and creating fun areas for them to climb on and jump around.
Crested geckos are mostly tame but can be timid when being touched, so be sure to handle them with care. Keep in mind that when they are stressed, crested geckos may drop their tails and – unlike other reptiles – they are not able to grow them back.
Crested Gecko Fun Facts
- Crested geckos have unique toe pads that enable them to travel around their terrarium and scale other vertical surfaces easily
- They are skilled jumpers thanks to their long tails that help with their coordination and speed
- Crested geckos like to sleep during the day and be active at night
- "Tailnessless" is typical in adult crested geckos, it's common for them to drop their tails and wind up with a tiny nub
Average Size and Life Expectancy of Crested GeckosGenerally, both male and female crested geckos can attain lengths of up to eight inches from snout to tip of their tail. They approach sexual maturity at 15 to 18 months of age, when they weigh about 35 grams. If your crested gecko is robust and taken good care of, it can live relatively long for a reptile – between 15 and 20 years on average!
Housing Your Crested GeckoA 10-gallon terrarium is perfect for young crested geckos, though it's best that you purchase a 20-gallon terrarium for adults, particularly if you plan on housing more than one gecko collectively. Once crested geckos are fully mature, they enjoy having a healthy amount of vertical space to hunt, jump and climb, so go with a tall terrarium rather than a short one. The larger the cage, the easier it will be to see your gecko. Make sure your terrarium has a screen top for fresh air.
Male crested geckos are competitive towards each other and can be quite territorial and aggressive. They should not be housed with other males – instead, it's best to put a male-female pair together.
You'll want to assemble a mixture of various elements for the crested geckos to climb on and hide inside. Branches, bamboo, vines and vertical cork flats are all great materials to use. Also, presenting your crested geckos with a variety of live and artificial plants to simulate their natural habitat will supply them plentiful hiding places and will keep them more satisfied and healthier. They like to climb on wood, so include branches across the terrarium to provide resting and climbing areas.
Substrate for your Crested GeckoThe substrate is what covers the bottom surface of the terrarium. The crested gecko spends most of its time above ground climbing on vines and branches, so there is a variety of different uncomplicated substrates that can be used. For the most natural look, you can go with peat moss or coconut fiber pulp, both are also great if you plan on growing live plants in the terrarium. For the most straightforward cleaning, reptile carpet is an excellent choice and very low-maintenance.
If you have young geckos, be careful because the hatchlings and babies may unintentionally or purposefully eat sand or little particles which can be dangerous for their health and could cause intestinal impaction. Also, you must avoid any commercial plant soils or sands that may have pesticides or fertilizers, they would be very harmful if swallowed by your crested geckos.
Temperature for Crested GeckosCrested geckos, like other reptiles, are ectotherms, so their body temperature is reliant on outside sources to stay regulated. It is important for you to have two thermometers, one on either side of the terrarium, to make sure the temperature is not getting too hot or too cold. Reptiles rely on warm temperatures to be productive and catch prey to eat. Crested geckos prefer temperatures that are between 78- and 82-degrees Fahrenheit. At night, low 70s are sufficient. It is essential to have thermometers because temperatures that are too dramatic can be harmful to the gecko's health.
As long as the daytime temperatures are in the high 70s, you do not need an additional heat source. However, if the temperature rises above 87 degrees Fahrenheit, you will want to place the geckos in a cool room. Crested geckos are accustomed to temperature drops in the winter and can tolerate levels in the 60s. If needed, to provide heat, you can use either an under-tank heating pad, heating tape or a heat bulb placed on top of the screen. You can find these supplies at pretty much any pet store or online. Also, always have a cool side of the terrarium that is about 10 degrees colder than the warm side, so the geckos can regulate their temperatures.
Crested Gecko LightingCrested geckos are nocturnal reptiles and therefore consume most of the daytime sleeping in plants, so there is no need to give them a special UVB light to bask in. A diet that is high in vitamin D3 will be enough. However, some light throughout the day can be advantageous to their health and keep the gecko's circadian rhythm on course. It will also help them know when to sleep and when to eat. A low-wattage lamp located above the screen of the terrarium will provide excellent lighting for this. Also, make sure your crested geckos have a hidden corner to escape the light if they want to.
If you want to watch your crested gecko’s nighttime liveliness, you can use a red nightlight bulb. This won’t disturb them as a fluorescent light would. There’s quite a mixture of various lighting solutions available. Do some research before you shop, or talk to employees at stores, to determine the best solution for your particular setup. | <urn:uuid:76884149-5c2c-45c0-b686-377c885573a7> | CC-MAIN-2020-24 | https://www.topflightdubia.com/crested-gecko-care-and-feeding.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347419639.53/warc/CC-MAIN-20200601211310-20200602001310-00107.warc.gz | en | 0.957415 | 1,471 | 3.03125 | 3 |
A project manager has decided to use a decision tree to make a build or upgrade analysis. The build requires an investment of $ 200 M (where M represents million). On the build decision branch, there is a 60% probability of strong demand (yielding a revenue of $ 400 M) and a 40% probability of weak demand (yielding a revenue of $150 M). What is the expected monetary value (EMV) of the build?
A decision tree is a Perform Quantitative Risk Analysis technique that is structured around using a Decision Tree Diagram. It describes a situation under consideration and the implications of each of the available choices and the possible scenarios. A Decision Tree Diagram shows how to make a decision between alternative capital strategies known as:
A. Alternative nodes B. Questionpoints C. Decision nodes D. Checkpoints | <urn:uuid:cadc045f-8d08-46df-9cfe-8c5ad9ce7b0e> | CC-MAIN-2021-31 | https://pmpexamforfree.com/tag/decision-tree/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154099.21/warc/CC-MAIN-20210731172305-20210731202305-00414.warc.gz | en | 0.882958 | 168 | 3 | 3 |
25 Safe and Fun Games for Kids at Home and at School
Set down your screens, kids! It’s time for some games!
December 26, 2023
Set down your screens, kids! It’s time for some games!
Kids love playing games, and games are good for them. They help develop memory, strategy, and social skills. If you find your kids are playing the same games over and over and want something new, here are 25 ideas for games that are safe and fun, plus tips on how to choose safe games.
Every parent has shouted this as their children dash toward the playground. For any parent, there is nothing more important than the safety of their children. Playtime should be a carefree time for kids, free of safety concerns, and parents should share in that peace of mind. Here are some factors to weigh when determining the safety of a game.
When playing outdoors: Choose weather-appropriate clothes and shoes, and stay inside if the weather is bad. Scan the play area for dangerous items, and teach your children to not touch anything that is out of place. Be attentive while at the playground.
Find more safety tips here: Playing Outside in the Yard: 8 Tips to Keep it Fun & Safe for Kids
Promote safe web browsing through ASTROSafe, an internet browser for schools, through which parents and teachers can monitor and restrict their children’s internet access. ASTROSafe makes it easy for students to safely explore the internet, so that teachers can be confident that their students are safe and focused online. Learn more about How We're Fixing the Internet for Kids.
There are thousands of game apps on phones and tablets. Thankfully there are ways to set parental controls and limit the time kids spend on certain apps. Check out these sites for more tips for kid-safe use of phones and tablets:
- Android: How to Set Up Child Safety on Android Phone
- Apple Devices: The 3 Best Ways to Lock Apps and Limit Screen Time on iPad and iPhone
- Math games: Encourage math and number skills with these fun math games for all ages and levels. The best way to learn math is to practice, practice, practice! When math is made fun with these online games, kids want to practice. Math Games
- Typing games: Typing is an invaluable skill. These games will help your kids become lightning-fast with the keyboard! Older kids will have fun testing their typing speed. Typing Games
- Science games: Games are a great way for kids to learn about science. Check out games for young kids here: PBS Kids Science Games. For older kids, this website has games covering topics like plant and animal biology, physics, and properties of chemicals: Science Kids NZ
- Primary School ICT Games: This site has educational games for kids aged 5 - 8 years old. Topics include phonics, reading, spelling, and writing. ICT Games
- Geography Games: There is no better way to teach your kids geography than having them play around with maps! These games are great at teaching different states, countries, rivers, landmarks, and more. Knowing geography helps kids and adults be more well-rounded and fosters curiosity about the world outside their borders. Geography Games and Quizzes
- Games by Grade: This website has dozens of online games organized by category, age, and grade level: Safe Kid Games
Some of the best toys are puzzles. These brain games will make your kids think and learn problem-solving skills, and they will occupy lots of free time! Spending some time solo? Not a problem. Your kid can play many of these puzzles on their own.
- Rubik's Cube: Once your kid masters the classic 3X3 cube, there are countless other shapes and variations to try. Rubix Products.
- Sudoku for Kids: The classic number puzzle game can be played at many different levels. This site has beginner tutorials and tips: Sudoku for Kids - Play Sudoku Online.
Or download printable puzzles. Find some here: TPT Sudoku for Kids.
- Peg Game: Anyone who has had lunch at Cracker Barrel knows this game. It kept me entertained for countless hours as a kid. The satisfaction of completing it is bar-none. Peg Game - Cracker Barrel.
- Checkers: This classic board game involves two players moving diagonal pieces on a checkerboard in order to capture their opponent’s pieces. Jumbo Checkers.
- Wood Brain Teaser Puzzles: These 3D wooden puzzles range from (seemingly) simple to mind-bendingly complex. Find a huge selection here: Wooden Brain Teasers - Puzzle Warehouse
- Code a Robot with Cubetto: Cubetto is a robot for kids 3-9 that teaches the principles of coding through screenless control. Primo Toys
- Duck, Duck, Goose: Have the players sit in a circle facing inward. One person is the “goose” who goes around tapping the head of everyone saying “duck, duck, duck” until they choose one to tap on the head and call the “goose!” The chosen player jumps up and runs around the circle chasing the goose! It’s the goose's goal to take the seat of the person they tapped before being caught. If they can sit down before being caught, they are now a duck and the new goose is crowned.
- Red Light / Green Light: Choose one player to be the leader. All the other players must line up to race. When the leader calls out “green light” the players run, until they hear “red light!” and must stop. If the player doesn’t stop at “red light” then they are out! See who can make it across the finish line without breaking the red light rules.
- Freeze: This is similar to red light / green light, but the players can dance or move in different ways rather than racing one another. Great for young kids who need to get out some energy!
- Play Parachute: Remember these from elementary school? You can find them at any big chain or toy store, or choose from these online: Amazon: Play Parachute
- Musical chairs: Arrange chairs in a circle. Use one fewer chair than there are players. Have the players walk around the chairs in a circle while music plays. When the music stops, the players must find a chair to sit in. Whoever doesn’t get in a chair is out! Remove one more chair each round until there is a winner. This game can be competitive, so it is important to make sure that players are cautious and kind to one another.
- The Measurement Game: Give kids a tape measurer and have them guess the length of different things, and then measure to see how close they are. Or give them a food scale and ask them to find items around the house with different weights. This will teach them valuable estimation skills.
Road Trip/Car games:
“Mom, are we there yet?” Car rides can get boring for kids. Playing games can really help to pass the time. Most of these road trip games require no preparation, no supplies, no screens, no problems!
- State License Plate Game: Who can be the first to spot out-of-state license plates?
- I Packed Alphabet Game: One person starts by saying “I’m going on vacation and I packed…” something that starts with A. The next person will repeat the beginning, say the A word, and add something that starts with B. The third person will repeat both A & B, and add a C word. Keep going until someone forgets what was packed.
- I Spy Guessing Game: “I spy with my little eye something green!” Other players try to guess what it is.
- I Spy ABC Game: Similar to I Spy, but each player finds something that starts with the letters of the alphabet. The first person finds something that starts with A, the second player something that starts with B, and so on until Z. This game is good for long trips because it can take a long time to find some letters.
- 20 questions: One person picks something- anything!- and the other players have to guess by asking yes or no questions. This classic game teaches children how to ask good questions and think about different ways to describe a thing.
- One-sentence Storytelling: In this improv game, one person starts a story and each person adds a sentence to see how wacky it can get.
- Bingo: Road trip bingo is a classic. You can find bingo cards online at the links below, or make your own. Draw a 5x5 board that kids can mark off when they see a certain thing from the board. This can be fun with fast food restaurants, road signs, different cars, different kinds of business signs, state license plates, anything you can think of! Middle space is free!
Printable road trip games Buy from Teachers: most games under $5.
30 Printable Road Trip Games & Checklists | The Zebra Free printable games.
21 Fun Road Trip Games Fun games to play in the car.
These 25 games for kids offer a blend of entertainment and education. By choosing computer games that are age-appropriate and monitoring kids’ web browsing through ASTROSafe, you can rest better knowing your kids are in a safe place online. And while no game can ever promise 100% safety guaranteed, having awareness of the risks involved can help prevent accidents and injuries.
Fostering a safe and enjoyable play environment for your kids is important for their development and growth. From engaging group games that promote social interaction, to solo activities that encourage cognitive thinking skills, there are countless ways to keep kids entertained. So let the games begin, and may the playtime be filled with joy, learning, and safety. | <urn:uuid:cd9713e8-9654-4666-86fe-830790b6ee7b> | CC-MAIN-2024-10 | https://www.astrosafe.co/blog/25-safe-and-fun-games-for-kids-at-home-and-at-school | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00229.warc.gz | en | 0.942398 | 2,070 | 2.640625 | 3 |
Looking Back: Six Years Since Deepwater Horizon Oil Spill
APRIL 20, 2016 -- Wednesday, April 20, marks six years since the blowout on the Deepwater Horizon oil rig in the Gulf of Mexico.
That terrible incident was the start of a three month-long oil spill of millions of gallons per day until the well was capped on July 15, 2010. The cleanup took years to complete, the natural resource damage assessment was just finalized this spring, and restoration activities will take decades to complete.
Many long-term research projects are underway, and we are still learning about the effects of the spill on the environmental and the coastal communities of the Gulf of Mexico.
On April 4, 2016, the court approved a settlement with BP for natural resource injuries stemming from the Deepwater Horizon oil spill. This settlement concludes the largest natural resource damage assessment ever undertaken.
It is safe to say that scientists will be publishing papers and results for decades. For many of the people involved, the Deepwater Horizon oil spill is considered THE SPILL, the same way the generation of scientists that worked on the Exxon Valdez spill in Alaska almost 30 years ago consider that event.
We even keep track of events in a rough vernacular based on those incidents: Post-Deepwater or Pre-OPA (the Oil Pollution Act, passed in 1990, the summer after the Exxon Valdez spill).
But while those spills generate most of the publicity, policy interest, and research, responders in NOAA, the U.S. Coast Guard, and other agencies know that spills are a routine occurrence. Since the Deepwater Horizon spill, NOAA's Office of Response and Restoration has responded to over 800 other incidents.
Most are ones that you've probably never heard of, but here are a few of the larger incidents since Deepwater Horizon.
Enbridge Pipeline Leak, Kalamazoo, Michigan: On July 25, 2010, while the nation was fixated on the spill in the Gulf of Mexico, an underground pipeline in Michigan also began gushing oil. More than 800,000 gallons of crude oil poured out of the leaking pipeline and flowed along 38 miles of the Kalamazoo River, one of the largest rivers in southern Michigan. The spill impacted over 1,560 acres of stream and river habitat as well as floodplain and upland areas, and reduced recreational and tribal uses of the river. A natural resource damage assessment was settled in 2015 that will result in multiple resource restoration projects along the Kalamazoo River.
Exxon Mobil pipeline rupture, Yellowstone River, Montana: On July 1, 2011, an ExxonMobil pipeline near Billings, Montana, ruptured, releasing an estimated 31,500 to 42,000 gallons of oil into the iconic river, which was at flood-stage level at the time of the spill. Oil spread downstream affecting sensitive habitats.
Paulsboro, New Jersey, rail accident and release: On November 30, 2012, a train transporting the chemical vinyl chloride derailed while crossing a bridge that collapsed over Mantua Creek, in Paulsboro, New Jersey, near Philadelphia. Four rail cars fell into the creek, breaching one tank and releasing approximately 23,000 gallons of vinyl chloride. A voluntary evacuation zone was established for the area, and nearby schools were ordered to immediately take shelter and seal off their buildings.
Molasses spill, Honolulu, Hawaii: On September 8, 2013, a faulty pipeline operated by Matson Shipping Company leaked 233,000 gallons (1,400 tons) of molasses into Hawaii's Honolulu Harbor. A large fish kill resulted.
Texas City "Y" collision, Galveston, Texas: On March 22, 2014, the 585 foot bulk carrier M/V Summer Wind collided with an oil tank barge, containing 924,000 gallons of fuel oil. The collision occurred at the intersection, or "Y," in Lower Galveston Bay, where three lanes of marine traffic converge: vessels from the Port of Texas City, the Houston Ship Channel, and the Gulf Intracoastal Waterway. The collision breached the hull of the tank barge, spilling about 168,000 gallons of fuel oil into the waterway. A natural resource damage assessment is underway, evaluating impacts to shoreline habitats, birds, bottlenose dolphins, and recreational uses.
Refugio State Beach pipeline rupture, California: On May 19, 2015, a 24-inch crude pipeline ruptured near Refugio State Beach in Santa Barbara County, California. Of the approximately 100,000 gallons of crude oil released, some was captured and some flowed into the Pacific Ocean. The spill raised many challenges. The spill occurred in an especially sensitive region of the coast, known for its incredible diversity of marine life and home to the Channel Islands National Marine Sanctuary. The Refugio spill site is also the site of one of the most historically significant spills in U.S. history. Just over 46 years ago, off the coast of Santa Barbara, a well blowout occurred, spilling as much as 4.2 million gallons of oil into the ocean. A natural resource damage assessment for the Refugio spill is underway, focusing on impacts to wildlife, habitat, and lost recreational uses.
Barge Apex 3508 collision, Columbus, Kentucky: On September 2, 2015, two tug boats collided on the Mississippi River near Columbus, Kentucky, spilling an estimated 120,500 gallons of heavy oil. The oil sank to the river bottom and had to be recovered by dredge.
Train derailment, West Virginia: On February 16, 2015, a CSX oil train derailed and caught fire in West Virginia near the confluence of Armstrong Creek and the Kanawha River. The train was hauling 3.1 million gallons of Bakken crude oil from North Dakota to a facility in Virginia. Of the 109 train cars, 27 of them derailed on the banks of the Kanawha River, but none of them entered the river. Much of the oil they were carrying was consumed in the fire, which affected 19 train cars, and an unknown amount of oil reached the icy creek and river.
Each year NOAA's Office of Response and Restoration is asked to respond to an average of 150 incidents and so for this year we have been asked for help with 43 incidents. Most of these were not huge, and include ship groundings in Alaska, Oregon, Washington, and Hawaii; five sunken vessels, fires at two marinas, a burning vessel, and an oil platform fire; nine oil spills and a chemical spill; and multiple "mystery sheens"—slicks of oil or chemicals that are spotted on the surface of the water and don't have a clear origin.
Since 1990, we have responded to thousands of incidents, helping to guide effective cleanups and protect sensitive resources. Also, since 1990 and with our co-trustees, we have settled almost 60 spills for more than $9.7 billion for restoration.
We hope that we will never have to respond to another "Deepwater Horizon" or "Exxon Valdez," but should a large disaster occur, we will be ready. In the meantime, smaller accidents happen frequently and we are ready for those, too. | <urn:uuid:e9469a91-9ef1-4f30-9771-807f2645cd3d> | CC-MAIN-2019-47 | https://response.restoration.noaa.gov/about/media/looking-back-six-years-deepwater.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496668416.11/warc/CC-MAIN-20191114104329-20191114132329-00014.warc.gz | en | 0.953063 | 1,464 | 3.03125 | 3 |
Our youngest students are particularly important at St Clair School. We want all children to settle in quickly and feel confident about their time with us.
Having some initial school-oriented skills helps young children to engage in their everyday learning activities with confidence and an expectation of success. To help every child make the most of their initial time at school, it would be ideal if your New Entrant child could…
- Recognise, read and write their own name
- Put on or take off their own sweatshirt
- Put on or take off their own shoes (Velcro straps may help)
- Manage at the toilet without adult assistance
- Colour pictures neatly, avoiding scribbling
- Access all the food in their lunch box - opening packets, containers, peeling fruit etc
- Follow simple instructions.
Please do not be overly concerned if your child has not mastered all of these skills. All children progress at different rates. Learning new skills takes time, practice and patience.
Parents are also reminded of the importance of age-appropriate independence for young children. Children benefit from being able to do things for themselves. A simple example is carrying their own bag and emptying and loading it on their own. Well-intended adult help may be useful in the short-term but your child will benefit in the long-term from independently solving their own problems.
Should you have any concerns about your child or their adjustment to school life, please discuss these with his / her teacher. Almost all children settle into school quickly however parental peace-of-mind is important to us so please get in touch if you have any concerns. | <urn:uuid:88c8029b-e0a7-4601-8ecc-934bc9b9c4a0> | CC-MAIN-2018-13 | https://www.stclair.school.nz/info-for-parents/starting-school | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257649683.30/warc/CC-MAIN-20180324034649-20180324054649-00502.warc.gz | en | 0.961246 | 330 | 2.8125 | 3 |
Lowland heaths (heathland below 300m, above which it becomes moorland) are landscapes of acidic soils, rich in shrubby plants like heathers and Gorse, and trees such as Scots Pine and Birch.
Like most habitats in our country of smallish islands, heathland is almost certainly manmade in origin, only being prominent after deforestation and grazing a few thousand years ago.
There are currently less than 60,000 hectares of lowland heath left in the UK, which is only a fifth of what we had 200 years ago. It is a habitat very rich in invertebrates and plants, as well as vertebrates such as all six of our reptile species.
Bird-wise it is much lower in diversity, but what it lacks in species numbers it makes for in quality. Birds such as Dartford Warbler, Stonechat, Wood Lark, Tree Pipit and Nightjar thrive in this country. And it is these species which are the big draw for birders during spring into summer.
No birdwatching year is complete without at least one visit to a heath, and particular lingering into the dusk to see and hear the wonderful Nightjar. | <urn:uuid:7862ffaf-5811-42c6-b455-0282f5006c24> | CC-MAIN-2019-22 | https://www.birdwatching.co.uk/articles-2/2016/4/29/where-to-go-birdwatching-in-may | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232257432.60/warc/CC-MAIN-20190523224154-20190524010154-00345.warc.gz | en | 0.974595 | 245 | 3.15625 | 3 |
What is the Difference between the following two sentences?
I will meet you in the mall.
I will meet you at the mall.
The first sentence implies that you are going to meet the person inside the building. Where exactly inside the mall you are going to meet the individual, we don’t really know. All that we know is that the meeting is going to take place inside.
When someone informs you that he will meet at the mall, you are not really sure whether it is inside or outside the building. It could be either. | <urn:uuid:fa6d8db2-3732-435e-b5d3-7d8db9e088d4> | CC-MAIN-2019-39 | http://www.english-for-students.com/Difference-1.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514574286.12/warc/CC-MAIN-20190921063658-20190921085658-00413.warc.gz | en | 0.980042 | 113 | 3.484375 | 3 |
US 20030104246 A1
In order to easily attach magnet pieces of a permanent magnet for a motor and thus to reduce eddy currents which occur in the magnet and ensure insulation performance between the magnet pieces, the present invention provides a permanent magnet for a motor which comprises at least two magnet pieces and one or more insulating sheets, each sheet comprising an insulating substrate and an adhesive, wherein said one or more insulating sheets are arranged at joint surfaces of the magnet pieces to attach and integrate the magnet pieces, and a motor using the same permanent magnet.
1. A permanent magnet for a motor comprising
at least two magnet pieces and
one or more insulating sheets, each sheet comprising an insulating substrate and an adhesive,
wherein said one or more insulating sheets are arranged between joint surfaces of the magnet pieces to attach the magnet pieces.
2. A permanent magnet for a motor according to
3. A permanent magnet for a motor according to
4. A permanent magnet for a motor according to
5. A permanent magnet for a motor according to
6. A permanent magnet for a motor according to
7. A permanent magnet for a motor according to
8. A permanent magnet for a motor according to
9. A motor using the permanent magnet according to
10. A motor using the permanent magnet according to
1. Field of the Invention
The present invention relates to a divided permanent magnet and a motor using the same.
2. Description of the Related Art
In motors, downsizing and weight savings, high power, high efficiency, and high reliability have been demanded. When an alternating magnetic field is applied to a permanent magnet used in a motor, eddy currents occur in the permanent magnet and the permanent magnet generates heat due to the eddy currents thus occurred, resulting in a great loss of the motor. In particular, in terms of a permanent magnet containing iron such as a Nd—Fe—B-based permanent magnet having high energy product, electric conductivity is great. Then, motor efficiency is decreased due to a loss which occurs as a result of higher harmonic eddy currents which flow through such a permanent magnet. Furthermore, a phenomenon in that heat generation of the permanent magnet causes demagnetization of the magnet is observed.
In order to reduce eddy currents which occur in a permanent magnet, a method has been generally employed, wherein a permanent magnet is divided into a plurality of permanent magnet pieces. The permanent magnet pieces are attached after all, and in such a case, the respective permanent magnet pieces must be electrically insulated so as to prevent eddy currents from flowing across the end faces of neighboring magnet pieces.
Methods for insulation include, for example, a method wherein the surfaces of respective divided permanent magnet pieces are attached after insulation-coating and a method wherein respective permanent magnet pieces are attached and fixed by an insulative adhesive to carry out insulation. However, when permanent magnet pieces are attached and fixed one by one, work to remove adhesive overflows from the attached surfaces becomes necessary, or the overflowed adhesive extends around the neighboring adhering end faces, and the non-targeted ends of the magnet pieces are thereby also fixed, resulting in an unintentional omission of further application of the adhesive, for example. In addition, insulation coating onto the magnet surface increases the number of steps and thus increased costs, which has posed a problem. Furthermore, in some cases, when the thickness of the insulation coating or insulative adhesive is lowered, partial conduction may occur. Thus, insulation performance has not been always perfect.
It is an object of the present invention to easily attach divided magnets of a permanent magnet for a motor and thus to reduce eddy currents which occur in the magnet and ensure insulating performance between the magnet pieces.
As a result of a study of a method for easily and securely adhering division permanent magnet pieces while insulating the same, the inventors discovered that, by carrying out adhesion of joint surfaces between permanent magnet pieces by use of an insulating sheet containing an adhesive, a magnet in which insulation performance is securely ensured and eddy currents are reduced can be manufactured with a high productivity.
More particularly, the present invention provides: a permanent magnet for a motor which comprises at least two magnet pieces and one or more insulating sheets, each sheet comprising an insulating substrate and an adhesive, wherein said one or more insulating sheets are arranged at joint surfaces between the magnet pieces to attach the magnet pieces; and a motor using the same permanent magnet.
According to the present invention, when a permanent magnet for a motor is divided, it is possible to easily and securely carry out insulation and adhesion of magnet pieces. In addition, by the present invention an eddy-current loss can be reduced, thus a high-performance motor can be provided.
FIG. 1 is a diagram showing a permanent magnet in which permanent magnet pieces are attached via insulating sheets containing an adhesive.
FIG. 2 is a diagram showing an integrated permanent magnet having a complicated cross-sectional shape.
FIG. 3 is a diagram showing a permanent magnet in which 8-division, plate-like magnet pieces of a Nd—Fe—B sintered magnet are attached and insulated.
In the present invention, for example, a divided permanent magnet piece 2 as shown in FIG. 1 is attached and integrated via an insulating sheet 3 containing an adhesive, thus an integrated permanent magnet 1 is constructed. Electric insulation of the divided magnet pieces 2 of the integrated magnet 1 is mutually ensured.
Herein, the permanent magnet of the present invention may mean a product which comprises two or more magnet pieces in an integrated manner. Such a plurality of magnet pieces may be identical in shape and size to each other or may be different in shape and size from each other.
In the present invention, the dividing number of a permanent magnet is not particularly limited. If the dividing number increases, effects of electric insulation become great, whereby occurrence of eddy currents is further suppressed. On the other hand, an increase in the dividing number can result in an increased cost. Hence, the dividing number may be determined by taking both aspects of the eddy-current suppressing effect and cost into consideration.
The type of magnet used in the present invention is not particularly limited and any materials can be used. For example, Sm—Co sintered magnets, Sm—Co bonded magnets, Nd—Fe—B sintered magnets, Nd—Fe—B bonded magnets and the like, which are high performance rare-earth magnets, can be used. In addition, the presence or absence of a plating film or an insulating coating on the magnet surface is not particularly limited.
It is preferable to use magnet pieces having a thickness of 0.5 to 100 mm. If the thickness thereof is too high, the magnet pieces may not be easily handled and adhering work may become difficult. If the thickness thereof is too low, the magnet pieces may not be easily handled and dimensional errors in joints may become great, and in some cases, dimensional accuracy after the adhesion may not be easily obtained.
As an insulating substrate to be used in the present invention, paper, fabric, nonwoven fabric, film, cloth and the like can be mentioned, and preferably, nonwoven fabric, film, or cloth can be used. In particular, an insulating substrate made of an insulating resin having resistivity of 1013 to 1016 Ωcm can be mentioned, although this depends on the thickness. For example, glasscloth; a nonwoven fabric and film selected from polyester, polyamide, polyimide, polyurethane and the like; and the like can be included, which are characteristically impregnated or applied with an adhesive, respectively. In particular, glasscloth is more preferably used.
The thickness of an insulating substrate is preferably 10 to 1000 μm. It is further preferable to select a 50 to 750 μm insulating substrate, although this depends on the material, etc. Surface processing such as a plasma treatment or the like may be applied to the surface of such an insulating substrate in advance.
As an adhesive used in the present invention, for example, epoxy adhesives, acrylic adhesives, silicone adhesives, and ceramic adhesives can be included. In particular, from a standpoint of workability, it is preferable to select a heat-curing epoxy adhesive or a quick-drying acrylic adhesive. In particular, Epoxy Resin AV138 (manufactured by Ciba-Geigy Ltd.), Hardlock G55 (manufactured by DENKI KAGAKU KOGYO K.K.) and the like can be included.
Insulating sheets used in the present invention each comprises an insulating substrate and an adhesive.
In particular, when insulating sheets comprising an adhesive are selected, it is necessary to consider usage environment including working temperature and working load of the magnet and costs and to make a selection according to the objective.
In addition, in a case where an integrated magnet attached by insulating sheets is further processed into a final shape, it becomes necessary to select insulating sheets containing an adhesive which have an adhesive strength capable of withstanding the processing.
These insulating sheets containing an adhesive are prepared so as to have a shape identical to the shape of an adhering surface of a magnet piece or to become slightly larger, and are inserted between the magnet pieces which have been processed to have appropriate dimensions according to need. For such an insulating sheet to be inserted between magnets, a method wherein an adhesive is directly applied to a magnet piece and an insulating substrate is attached thereto, a method wherein an adhesive is impregnated into an insulating substrate, and a method wherein an insulating substrate, to which an adhesive has been applied in advance, is inserted between magnet pieces can be included, for example. In consideration of the problem of outflow, it is particularly preferable to use an insulating sheet in which an adhesive has been impregnated.
As an insulating sheet in which an adhesive has been added to an insulating substrate, it may be satisfactory to use an insulating sheet in which an adhesive has been comprised at 30 to 80% by weight based on the amount of the insulating substrate. If the amount of adhesive is too great, the adhesive may outflow and it may take time to harden the adhesive. On the other hand, if it is too small, magnet pieces may not be integrated, insulation may be insufficient, and in some cases, eddy currents may not be suppressed.
After one or more insulating sheets containing an adhesive are inserted between a predetermined number of two or more magnet pieces, the adhesive is cured at room temperature or by heating, ultraviolet light, etc., and the magnet pieces are integrated. In a case where the adhesive is heated, the adhesive may be heated, for example, to 50 to 250° C. Insulating sheets in which a heat-curing adhesive has been impregnated may be cured by exposing the insulating sheets to an desired temperature in a desired period of time, while using jigs through which an appropriate load is imposed to the adhering surface by a spring plunger, etc. Consequently, secure adhesion may be attained. In addition, in a case of integration, a pressuring load of 0.01 to 10 g/mm2 may be imposed according to need.
Permanent magnet pieces are thus integrated by insulating sheets containing an adhesive and become a desired permanent magnet (for example, a permanent magnet 1 shown in FIG. 1). Furthermore, if necessary, the attached magnet pieces may be additionally processed and finished into an integrated permanent magnet 11 which, as shown in FIG. 2, for example, comprises magnet pieces 12, 14 and 16 and insulating sheets 13 and 15 and has a complicated cross-sectional shape. In addition, by adhering magnet pieces and then cutting the same, it may be also possible to manufacture a plurality of permanent magnets by one-time adhering work.
The permanent magnet obtained by adhesion according to the present invention may be used as a permanent magnet for a motor but may be used independently of the motor structure. It may be particularly preferable to apply it to an embedded type motor.
Hereinafter, the present invention will be described by use of examples. However, the present invention is not construed to be limited to these examples.
As Example 1, 8-division, plate-like magnet pieces shown in FIG. 3 were obtained from a Nd—Fe—B sintered magnet. The respective magnet pieces (even numbers out of 22-34) had dimensions of 58L×13W×12Tmm and had received no surface treatment, and were attached and integrated with a load of 6×10−3 kg/mm2 via a 0.1 mm-thick glasscloth (odd numbers out of 23-35) impregnated with 50% epoxy resin. The glasscloth had a resistance value of 2×1014 Ωcm.
As Comparative Example 1, similar to Example 1, magnet pieces (even numbers out of 22-34) were attached and integrated by applying a heat-curing epoxy adhesive (Epoxy Resin AV138 manufactured by Ciba-Geigy Ltd.) with 0.1 mm.
After integration, electric resistances between the respective magnet pieces 22-24, 24-26, 26-28, 28-30, 30-32, 32-34, and 34-36 were measured.
As a result, electric resistances between the respective magnet pieces of the magnet which is produced by applying only the epoxy adhesive (comparative example) had great unevenness as shown in Table 1 and it was difficult to ensure insulation between all of the respective divided magnets. In contrast thereto, with regards to the integrated magnet which is produced by adhesion of insulating sheets, all electric resistances between the respective magnet pieces showed 40 ΩM or more, indicating that insulation was securely carried out. Incidentally, the electric resistances were measured by means of a digital multimeter manufactured by YOKOGAWA.
Furthermore, the work for adhesion and integration in the case where insulating sheets were used could also be more simply and easily carried out, and could be completed in a working time one third as long as that of the adhering work by only an adhesive. | <urn:uuid:ea40e687-b149-460c-a69e-5ce8543875d6> | CC-MAIN-2014-41 | http://www.google.com/patents/US20030104246?ie=ISO-8859-1 | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657133033.29/warc/CC-MAIN-20140914011213-00273-ip-10-196-40-205.us-west-1.compute.internal.warc.gz | en | 0.935726 | 2,962 | 2.734375 | 3 |
About the Book
In the of spring of 1798, relations between the United
States and France still troubled John Dickinson, despite the publication
of his second set of "Fabius Letters" the previous year. Thinking
that the reception of these letters was not powerful enough, he sought
to amplify them with another short pamphlet he titled A Caution;
or Reflections on the Present Contest Between France and Great Britain
(Philadelphia, 1798). In it, he first complained that current American
foreign policy was provoking France and steering her away from her vital
friendship; this, Dickinson felt, was a serious mistake for the young
United States. He then took up the argument he had made as "Fabius"
the year before - that France would eventually invade and defeat Great
Britain - and he outlined ways in which that could be done. Events within
France were moving quickly, however, as the century turned. There were
clear acts of aggression against Spain, Germany, and northern Italy.
Meanwhile, the steady rise of Napoleon Bonaparte towards an Imperial
throne began the evaporation of any last support the French Revolution
had in America. At last, John Dickinson was forced to recant his long
held views in support of France. This he did in a pamphlet he called
An Address on the Past, Present, and Eventual Relations of the United
States to France (New York, 1803) over the signature "Anticipation."
|Page created: July 9, 2003 close window| | <urn:uuid:520e710b-3db6-4890-8a91-c49f121fa191> | CC-MAIN-2016-07 | http://deila.dickinson.edu/theirownwords/context/0023.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701161775.86/warc/CC-MAIN-20160205193921-00172-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.97159 | 315 | 3.46875 | 3 |
DoDEA Transition Needs Assessment-Results from the 1998/99 SY survey with follow-up information sheets.
Academic Innovations-Examples of STW presentations on Career Exploration Brainstorming and Job Interview Night to help prepare your students. Also check out.
Accredited Online Colleges-Disability Education Resources- is a general information website with many resources useful to all people looking to further their education. The site discusses the offline and online educational paths one can follow to obtain a degree from an accredited institution and discusses disability resources for students on 504 plans and IEPs. encounter.
The Association on Higher Education and Disability (AHEAD)-An international, multicultural organization of professionals committed to full participation in higher education for persons with disabilities.
Careers On-Line at University of Minnesota-Provides job search and employment information to people with disabilities.
Career Development and Transition-Division of the Council for Exceptional Children dealing with transition issues.
College Affordability: A Guide for Students with Disabilities-A complete guide to college financing for students with disabilities. Find expert advice on loans, grants and scholarships specifically for disabled students, as well as resources to help with the job search after graduation.
College Services and Resources- Lists a variety of information sites regarding postsecondary information so that potential students can identify campus
contacts who can provide information about accessibility, policy and services.
ERIC -Adult, Career, Vocational, Educational Clearinghouse- Provides comprehensive information publications, and services in career, vocational-technical education, and workforce preparation.
Facts about Transition from School to Work and Community Life-Resource guide for learning about the language of the law regarding school-to-work for individuals with mental retardation.
Guide to Information Technology Degrees-Information Technology Degree is a comprehensive website source providing information about starting a career in Information technology.
Job Bank USA-Specializes in providing employment and resume information services to job candidates, employers, and recruitment firms. Resumes can be submitted as a free service.
K-12 Vocational Sites-This site contains links to WWW pages maintained by K-12 vocational programs and other related sites.
Kathy Schrock's Guide for Educators - Vocational Education and Tech Prep-An A to Z list of resources for school-to-work, careers, and vocational education you'll want to check out.
National Transition Alliance For Youth with Disabilities-The NTA tries to maximize opportunities for youth transitioning from school to work. Good list of State Transition resources and links to on-line databases.
National Center for Research in Vocational Education (NCRVE)-The nation's largest center for research and development in work-related education supported by the U.S. Department of Education.
New Horizons Regional Education Center (NHREC)-Good examples of high school vocational, technical, special education, and apprenticeship programs in Hampton, VA are highlighted. Lot's of Internet and K-12 resources are also included.
School-to-Work Outreach Project-This site shares information generated from the School-to-Work Outreach Project to improve work opportunities for students with disabilities.
SCANS-Information on skills that employers need the most from their workers. SCANS skills are the predictors of success in workplace.
School-to-Work Employment and Training Administration-Extensive resource on school-to-work models, topic areas, organization, products, research and more at the Department of Labor.
School-to-careers One Stop Guide-The site was designed to facilitate the distribution of School-to-Work information to educators, students, and businesses. Explore the curriculum guide, STW catalog, and links.
The Job Accommodations Network-An international toll-free consulting service that provides information about job accommodations and the employability of people with disabilities. Don't miss the points of interest pages with over 180 links.
TransCen, Inc.-a non-profit organization providing creative and innovative projects in school to work transition, systems change in education, training and technical assistance on disability issues, and services related to disability in the workplace.
Technology Link for Careers-Introduces young people with disabilities to careers in high-tech fields. The list of schools all offer FREE or complimentary information.
Skills Net-This site is the "research voice" for the grassroots movement to deploy a National Skills Infrastructure. Check out their library, resource list, job bank, list serv and more.
School to Work-Vocational education resources to investigate from the Department of Education.
School-to-Work National Office-This site has the latest on legislation, special STW topics, articles, grant programs, educational materials, and related sites.
Technical Schools-Careers-A listing of hote technical school careers and related information on training.
2012-2013 Occupational Outlook Handbook-First stop for investigating future job trends with patterns listed by occupation. Useful reference tool for jobs, requirements etc.
Vocational Education Resources-Wealth of material on career and job information, legislation, publications, curriculum materials, and training.
Last Update 02/26/14
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In this era, realizing how network infrastructure is important to experience the benefits offered by lucrative technology innovations like augmented reality (AR), virtual reality (VR), Internet of Things and Artificial Intelligence. Enterprises have started focusing on the network much more than before due to the evolvement of cloud computing in business operations. To migrate to cloud massive amount of changes in the design of the network as well as an emphasis on security aspects related to network and data is required. As the utilization of these new technologies is increasing, new challenges will arise that will demand highly automated and secure network. Software Defined Networking (SDN) is by far one of the greatest inventions which has transformed network architecture to solve many challenges associated with digital transformation. A software-defined network can be easier to upgrade and it is also possible to apply patches to a network as any security risk arises.
In SDN architecture, control plane is decoupled from the forwarding plane of network devices. All control functions can be managed centrally which makes a network highly programmable for network administrators. This advantage provided with SDN allows agility in network traffic flow to meet the dynamic needs in networks along with maintaining security and preventing cyber-attacks.
Prior to SDN, all network devices had their own intelligence in form of control plane which took calls on where & how to forward traffic. Provided multiple such intelligence devices in a network, analysis of traffic was impossible. With SDN, network becomes centrally managed, giving a broader view on the network through SDN controller. Using SDN based firewall which can be implemented with SDN controller, all data packets can be analyzed. Any kind of malicious data or instructions injected by attackers can then be filtered out at a central level and all necessary actions can be invoked to prevent network crash. SDN based firewall not just acts as a packet filter but also can be useful as policy checker. Network policies can be centrally defined and enforced at a controller for the whole network.
As network control is centrally managed, a configuration of a network becomes easy for administrators. With a software defined nature, it becomes possible to automate network configurations and settings which further allow dynamic changes to security settings of the network as the traffic demands rise. Such dynamic programming and restructuring ability provided with SDN helps prevent DDoS kind of attacks. SDN provides an ability to the network administrator to get real-time alerts for such attacks and block malicious traffic near to the source of an attack.
Intelligence in network security
As SDN is evolving to become a mainstream technology in today’s networks, many networking companies have begun evaluating possibilities of integrating SDN with network analytics and machine learning to have much highly automated and intelligent network.
The next step to provide intelligence to network, based on advantages provided with SDN is Intent Based Networking (IBN) which has emerged to make it possible to manage millions of network devices. IBN helps scaling and deployment of network resources in an agile manner. IBN technology is already integrated by Cisco to offer IBN based solutions to customers.
IBN rectifies the need to manual configuration of a network with a set of instructions. The admin has to give only intent or request in a natural language to the network in one line – a task to be done in network. This request is then converted into a set of commands to be followed by the network. SDN controller comes into the picture to intercept the intent given from application layer and carry out configurations within the network. Moving further with the power of IBN, we will have automated detection of network glitches or malicious interferences and self-healing capabilities.
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- Analysis of Kubernetes and OpenStack Combination for Modern Data Centers - September 6, 2019 | <urn:uuid:f9d51d24-0d29-40f2-950b-80f17d23bd45> | CC-MAIN-2020-05 | https://blog.calsoftinc.com/2018/07/towards-intelligent-network-security-software-defined-networking-sdn.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00026.warc.gz | en | 0.937176 | 812 | 2.765625 | 3 |
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