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Protecting Michigan’s Rare Amphibians and Reptiles: Saving the Eastern Massasauga Rattlesnake
- When: 6:30 pm Thursday, January 19, 2017
- Where: Paint Creek Cider Mill, 4480 Orion Rd, Rochester, MI 48306
Join us as David Mifsud with Herpetological Resource Management shares his wealth of knowledge about reptiles and amphibians in our great state. Michigan is home to over 60 species of reptiles and amphibians (called “herpetofauna”). More than half are designated as “Species of Greatest Conservation Need” by the Michigan Department of Natural Resources (MDNR). In 2016 the Eastern Massasauga Rattlesnake was elevated to Federally Threatened by the U.S. Fish and Wildlife Service. This designation has significant impacts on the conservation and management of these snakes in Michigan. This presentation will focus on rare amphibians and reptiles in Michigan, with emphasis on the Massasauga Rattlesnake, and discuss the basic natural history, threats, and conservation needs for these species. | <urn:uuid:fee11e98-18d3-40f0-938a-768b8dc5ee33> | CC-MAIN-2018-51 | https://oaklandnaturalareas.com/2017/01/17/protecting-michigans-rare-amphibians-and-reptiles-saving-the-eastern-massasauga-rattlesnake/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823588.0/warc/CC-MAIN-20181211061718-20181211083218-00538.warc.gz | en | 0.898859 | 224 | 2.796875 | 3 |
Women's Army Corps
The Women's Army Corps (WAC) was the women's branch of the United States Army. It was created as an auxiliary unit, the Women's Army Auxiliary Corps (WAAC) on 15 May 1942 by Public Law 554, and converted to full status as the WAC on 1 July 1943. Its first director was Oveta Culp Hobby, a prominent society woman in Texas. The WAC was disbanded in 1978, and all units were integrated with male units.
The WAAC's organization was designed by numerous Army bureaus coordinated by Lt. Col. Gilman C. Mudgett, the first WAAC Pre-Planner; however, nearly all of his plans were discarded or greatly modified before going into operation because he expected a corps of only 11,000 women. Without the support of the War Department, Representative Edith Nourse Rogers of Massachusetts introduced a bill on 28 May 1941, providing for a women’s army auxiliary corps. The bill was held up for months by the Bureau of the Budget but was resurrected after the United States entered the war and became law on 15 May 1942. A section authorizing the enlistment of 150,000 volunteers was temporarily limited by executive order to 25,000.
The WAAC was modeled after comparable British units, especially the ATS, which caught the attention of Chief of Staff George C. Marshall. In 1942, the first contingent of 800 members of the Women's Army Auxiliary Corps began basic training at Fort Des Moines Provisional Army Officer Training School, Iowa. The women were fitted for uniforms, interviewed, assigned to companies and barracks and inoculated against disease during the first day.
The WAAC were first trained in three major specialties. The brightest and nimblest were trained as switchboard operators. Next came the mechanics, who had to have a high degree of mechanical aptitude and problem solving ability. The bakers were usually the lowest scoring recruits and were stereotyped as being the least intelligent and able by their fellow WAACs. This was later expanded to dozens of specialties like Postal Clerk, Driver, Stenographer, and Clerk-Typist. The WAC provided enlisted seamstresses to tailor WAC uniforms to their wearer - a service they also provided to male officers. WAC Armorers maintained and repaired small arms and heavy weapons but WACs were not allowed to be trained in their use until 1978 and were not issued firearms until the 1980s.
A physical training manual titled "You Must Be Fit" was published by the War Department in July 1943, aimed at bringing the women recruits to top physical standards. The manual begins by naming the responsibility of the women: "Your Job: To Replace Men. Be Ready To Take Over." It cited the commitment of women to the war effort in England, Russia, Germany and Japan, and emphasized that the WAC recruits must be physically able to take on any job assigned to them. The fitness manual was state-of-the-art for its day, with sections on warming up, and progressive body-weight strength-building exercises for the arms, legs, stomach, and neck and back. It included a section on designing a personal fitness routine after basic training, and concluded with "The Army Way to Health and Added Attractiveness" with advice on skin care, make-up, and hair styles.
Inept publicity and the poor appearance of the WAAC/WAC uniform, especially in comparison to that of the other services, handicapped recruiting efforts. A resistance by senior Army commanders was overcome by the efficient service of WAACs in the field, but the attitude of men in the rank and file remained generally negative and hopes that up to a million men could be replaced by women never materialized. The United States Army Air Forces became an early and staunch supporter of regular military status for women in the Army.
About 150,000 American women eventually served in the WAAC and WAC during World War II. They were the first women other than nurses to serve with the Army. While conservative opinion in the leadership of the Army and public opinion generally was initially opposed to women serving in uniform, the shortage of men necessitated a new policy. While most women served stateside, some went to various places around the world, including Europe, North Africa, and New Guinea. For example, WACs landed on Normandy Beach just a few weeks after the initial invasion.
In 1943 the recruiting momentum stopped and went into reverse as a massive slander campaign on the home front challenged the WACs as sexually immoral. Many soldiers ferociously opposed allowing women in uniform, warning their sisters and friends they would be seen as lesbians or prostitutes. Their lewd humor and snide comments betrayed a fear that if women became soldiers they would no longer serve in a masculine preserve and their masculinity would be devalued. Other men, seeing the posters that called on women to volunteer in order to "Free a Man to Fight" feared being sent into combat units if women took the safe jobs. Critics outside the military included those with religious objections, reactionaries who wanted to prevent social change, and right-wing critics of Roosevelt's social programs. Other sources were from other women - servicemen's and officer's wives' idle gossip, local women who disliked the newcomers taking over "their town", female civilian employees resenting the competition (for both jobs and men), charity and volunteer organizations who resented the extra attention the WAACs received, and complaints and slander spread by disgruntled or discharged WAACs. All investigations showed the rumors were false, but they had originated with American soldiers, not with enemy agents.
Another factor was that the WAAC uniform was widely copied. Women factory workers often wore military-looking utilitarian beige, khaki, olive drab, or pearl-gray slacks or skirts with matching jackets and white, beige, khaki, or olive drab blouses that looked like a uniform. Similar uniforms were worn by female civilian workers and members of civilian women's volunteer and auxiliary organizations. Department stores sold exact copies of the uniform to patriotic young girls ("Junior WAACs") and women who were working for women's volunteer and auxiliary organizations like Military Canteens, Civil Defense, the American Red Cross, and the USO. The dressmaking firms who manufactured them ironically got priority over the WAACs for allotments of Olive Drab and Khaki cloth because they also made men's uniforms for the military. If women wearing these faux uniforms got in fights or brawls, were publicly intoxicated, or were caught "behaving inappropriately" (everything from walking after dark with a man to having sex with him) while in uniform, they were initially assumed to be WAACs. Add to them the number of "Victory Girls" (thrill-seeking local teen girls who slept with servicemen), local "townie" women, and prostitutes - they often dressed in uniform as either a kink, a means to commit fraud by pretending to be servicewomen, or get access to military installations to meet servicemen. Legitimate WACs who had duties off base often had to wear a "field sign" (an expedient symbol to tell friend from foe) to distinguish them from the throngs of imitators trying to sneak on base.
General Douglas MacArthur called the WACs "my best soldiers", adding that they worked harder, complained less, and were better disciplined than men. Many generals wanted more of them and proposed to draft women but it was realized that this "would provoke considerable public outcry and Congressional opposition", and so the War Department declined to take such a drastic step. Those 150,000 women who did serve released the equivalent of 7 divisions of men for combat. Gen. Dwight D. Eisenhower said that "their contributions in efficiency, skill, spirit, and determination are immeasurable". Nevertheless, the slander campaign hurt the reputation of the WAC and WAVES; women did not want it known they were veterans.
During the same time period, other branches of the U.S. military had similar women's units, including the Navy WAVES, the SPARS of the Coast Guard, United States Marine Corps Women's Reserve, and the (civil) Women Airforce Service Pilots. The British Armed Forces also had similar units, including the Women's Royal Naval Service ("Wrens"), the Auxiliary Territorial Service. and the Women's Auxiliary Air Force.
According to historian D'Ann Campbell, American society was not ready for women in military roles:
- The WAC and WAVES had been given an impossible mission: they not only had to raise a force immediately and voluntarily from a group that had no military traditions, but also had overcome intense hostility from their male comrades. The situation was highly unfavorable: the women had no clear purpose except to send men to the battlefront; duties overlapped with civilian employees and enlisted male coworkers, causing confusion and tension; and the leadership cadre was unprestigious, inexperienced, and had little control over women, none over men. Although the military high command strongly endorsed their work, there were no centers of influence in the civilian world, either male or female, that were committed to the success of the women's services, and no civilian institutions that provided preliminary training for recruits or suitable positions for veterans. Wacs, Waves, Spars and women Marines were war orphans whom no one loved.
The WAC as a branch was disbanded in 1978 and all female units were integrated with male units. Women serving as WACs at that time converted in branch to whichever Military Occupational Specialty they worked in. Since then, women in the US Army have served in the same units as men, though they have only been allowed in or near combat situations since 1994 when Defense Secretary Les Aspin ordered the removal of "substantial risk of capture" from the list of grounds for excluding women from certain military units. In 2015 Jeanne Pace, at the time the longest-tenured female warrant officer and the last former member of the WAC on active duty, retired. She had joined the WAC in 1972.
Originally there were only four enlisted (or "enrolled") WAAC ranks (Auxiliary, Junior Leader, Leader, and Senior Leader) and three WAC officer ranks (First, Second and Third Officer). The Director was initially considered as equivalent to a Major, then later made the equivalent of a Colonel. The enlisted ranks expanded as the organization grew in size. Promotion was initially rapid and based on ability and skill. As members of a volunteer auxiliary group, the WAACs got paid less than their equivalent male counterparts in the US Army and did not receive any benefits or privileges.
WAAC organizational insignia was a Rising Eagle (nicknamed the "Waddling Duck" or "Walking Buzzard" by WAACs). It was worn in gold metal as cap badges and uniform buttons. Enlisted and NCO personnel wore it as an embossed circular cap badge on their Hobby Hats, while officers wore a "free" version (open work without a backing) on their hats to distinguish them. Their auxiliary insignia was the dark blue letters "WAAC" on an Olive Drab rectangle worn on the upper sleeve (below the stripes for enlisted ranks). WAAC personnel were not allowed to wear the same rank insignia as Army personnel. They were usually authorized to do so by post or unit commanders to help in indicating their seniority within the WAAC, although they had no authority over Army personnel.
|WAAC Ranks (May, 1942 - April, 1943)|
|Enrolled WAAC||US Army
|WAAC Officer||US Army
|Senior Leader||Master Sergeant||Director of the WAAC||Major|
|Senior Leader||First Sergeant||First Officer||Captain|
|Leader||Technical Sergeant||Second Officer||1st Lieutenant|
|Leader||Staff Sergeant||Third Officer||2nd Lieutenant|
|Auxiliary First Class||Private First Class|
|Auxiliary Second Class||Private|
|Auxiliary Third Class||Recruit|
|WAAC Ranks (April, 1943 - July, 1943)|
|Enlisted WAAC||US Army
|WAAC Officer||US Army
|Chief Leader||Master Sergeant||Director of the WAAC||Colonel|
|First Leader||First Sergeant||Assistant Director of the WAAC||Lieutenant-Colonel|
|Technical Leader||Technical Sergeant||Field Director||Major|
|Staff Leader||Staff Sergeant||First Officer||Captain|
|Leader||Sergeant||Second Officer||1st Lieutenant|
|Junior Leader||Corporal||Third Officer||2nd Lieutenant|
|Auxiliary First Class||Private First Class|
|Auxiliary Second Class||Private|
|Auxiliary Third Class||Recruit|
The organization was renamed the Women's Army Corps in July 1943 when it was authorized as a branch of the US Army rather than an auxiliary group. The US Army's "GI Eagle" now replaced the WAAC's Rising Eagle as the WAC's cap badge. The WAC received the same rank insignia and pay as men later that September and received the same pay allowances and deductions as men in late October. They were also the first women officers in the Army allowed to wear officer's insignia; the Army Nursing Corps didn't receive permission to do so until 1944.
The WAC had its own branch insignia (the Bust of Pallas Athena), worn by "Branch Immaterial" personnel (those unassigned to a Branch of Service). US Army policy decreed that technical and professional WAC personnel should wear their assigned Branch of Service insignia to reduce confusion. During the existence of the WAC (1943 to 1978) women were prohibited from being assigned to the combat arms branches of the Army - such as the Infantry, Cavalry, Armor, Tank Destroyers, or Artillery and could not serve in a combat area. However, they did serve as valuable staff in their headquarters and staff units stateside or in England.
The Army's Technician grades were technical and professional specialists similar to the later Specialist grade. Technicians had the same insignia as NCOs of the same grade but had a "T" insignia (for "Technician") beneath the chevrons. They were considered the same grade for pay but were considered a half-step between the equivalent pay grade and the next lower regular pay grade in seniority, rather than sandwiched between the junior enlisted (i.e., private - private first class) and the lowest NCO grade of rank (viz., corporal), as the modern-day specialist (E-4) is today. Technician grades were usually mistaken for their superior NCO counterparts due to the similarity of their insignia, creating confusion.
There were originally no Warrant Officers in the WAC in July, 1943. Warrant Officer appointments for Army servicewomen were authorized in January 1944. In March 1944 six WACs were made the first WAC Warrant Officers - as Administrative Specialists or Band Leaders. The number grew to 10 by June, 1944 and to 44 by June, 1945. By the time the war officially ended in September 1945, there were 42 WAC Warrant Officers still in Army service. There was only a trickle of appointments in the late 1940s after the war.
Most WAC officers were company-grade officers (Lieutenants and Captains), as the WAC were deployed as separate or attached detachments and companies. The field grade officers (Majors and Lieutenant-Colonels) were on the staff under the Director of the WAC, its solitary colonel. Officers were paid by rank rather than by grade and didn't receive a pay grade until 1955.
|WAC Ranks (September, 1943 - 1945)|
|Pay Grade||Enlisted WAC||Monthly Pay||Yearly Pay||WAC Officers||Monthly Pay||Yearly Pay|
|Grade 1||Master Sergeant||$138||$1656||Colonel||$333||$4000|
|Grade 1||First Sergeant||$138||$1656||Lieutenant Colonel||$291||$3500|
|Grade 2||Technical Sergeant||$114||$1368||Major||$250||$3000|
|Grade 3||Staff Sergeant||$96||$1152||Captain||$200||$2400|
|Grade 3||Technician 3rd Grade||$96||$1152||1st Lieutenant||$166||$2000|
|Grade 4||Sergeant||$78||$936||2nd Lieutenant||$150||$1800|
|Grade 4||Technician 4th Grade||$78||$936||Chief Warrant Officer||$175||$2100|
|Grade 5||Corporal||$66||$792||Warrant Officer (Junior Grade)||$150||$1800|
|Grade 5||Technician 5th Grade||$66||$792|
|Grade 6||Private First Class||$54||$648|
- There were no Chief Warrant Officer appointments in the WAC because they did not meet the skill or seniority requirements for the rank. However, few servicemen did either - as it required ten or more years of time in grade as a Warrant Officer (Junior Grade) - a rank first created in 1941; Staff Warrant Officer - a rank waitlisted since 1936; or Army Mine Planter Service Warrant Officer.
List of Directors
|•||Colonel Oveta Culp Hobby||(1942–1945)|
|•||Colonel Westray Battle Boyce||(1945–1947)|
|•||Colonel Mary A. Hallaren||(1947–1953)|
|•||Colonel Irene O. Galloway||(1953–1957)|
|•||Colonel Mary Louise Milligan Rasmuson||(1957–1962)|
|•||Colonel Emily C. Gorman||(1962–1966)|
|•||Brigadier General Elizabeth P. Hoisington||(1966–1971)|
|•||Brigadier General Mildred Inez Caroon Bailey||(1971–1975)|
|•||Brigadier General Mary E. Clarke||(1975–1978)|
Women's Army Corps Veterans' Association
The Women's Army Corps Veterans' Association was organized to serve those who have served honorably with the Women's Army Auxiliary Corps, The Women's Army Corps, or those who have served or are serving honorably in the United States Army, the United States Army Reserve or the Army National Guard of the United States.
Lt. Col. Charity Adams was the first commissioned African-American WAC and the second to be promoted to the rank of Major. Promoted to Major in 1945, she commanded the segregated all-female 6888th Central Postal Battalion in Birmingham, England. The 6888th landed with the follow-on troops during D-Day and were stationed in Rouen and then Paris during the invasion of France. It was the only African-American WAC unit to serve overseas during World War II.
Lt. Col. Harriet West Waddy (b.1904-d.1999 [served 1942-1952]) was one of only two African-American women in the WAC to be promoted to the rank of Major. Due to her earlier experience serving with director Mary McLeod Bethune of the Bureau of Negro Affairs, she became Colonel Culp's aide on race relations in the WAC. After the war, she was promoted to the rank of Lieutenant-Colonel in 1948.
Colonel Geraldine Pratt May (b.1895 - d.1997 [served 1942-19??). In March, 1943 May became one of the first female officers assigned to the Army Air Forces, serving as WAC Staff Director to the Air Transport Command. In 1948 she was promoted to Colonel (the first woman to hold that rank in the Air Force) and became Director of the WAF in the US Air Force, the first to hold the position.
Lieutenant Colonel Florence K. Murray served at WAC headquarters during World War II. She became the first female judge in Rhode Island in 1956. In 1977 she was the first woman to be elected as a justice of the Supreme Court of Rhode Island.
Sgt. Vashti R. Rutledge performed administrative work at the Army-Navy Staff College in Washington, DC. In March, 1944 WO(JG) Rutledge was one of the first six WACs to be granted a Warrant Officer's warrant.
Chief Warrant Officer 4 Elizabeth C. Smith USAF (WAC / USAAF 1944-1947, WAF / USAF 1948-1964) was one of the first WAF Warrant Officers in 1948.
Chief Warrant Officer 5 Jeanne Y. Pace, was the longest serving female in the Army and the last active duty Soldier who was a part of the WAC as of 2011. Her final assignment was Bandmaster of the 1st Cavalry Division where she retired after 41 years of service. She is also a recipient of the Daughters of the American Revolution Margaret Cochran Corbin Award which was established to pay tribute to women in all branches of the military for their extraordinary service with previous recipients including Major Tammy Duckworth, Major General Gale Pollock, and Lt General Patricia Horoho.
- The 1945 film Keep Your Powder Dry features Lana Turner joining the WACs, which starred Agnes Moorehead, while sporting uniforms designed by Hollywood designer Irene and hair styled by Sydney Guilaroff.
- The 1949 film I Was a Male War Bride depicts Cary Grant as a French officer who married an American WAC, played by Ann Sheridan and their escapades as he attempts to emigrate to the United States under the auspices of the 1945 War Brides Act.
- The 1954 film Francis Joins the WACS stars Francis the Talking Mule, who joins the Women's Army Corps.
- General Blankenship's secretary, Corporal Etta Candy (Beatrice Colen) in the first season of Wonder Woman was a WAC veteran.
- The song Surrender by Cheap Trick is about a babyboomer child of a former member of the WAC who served in the Philippines.
- Mare's War, a novel by Tanita S. Davis, centers around an African-American girl who joins the WAC.
- On an episode of The Looney Tunes Show, Granny tells Daffy Duck a story where she served as a WAC and prevented the theft of the Eiffel Tower and numerous artworks from The Louvre.
- Miss Grundy, a teacher in the Archie Comics series, was a WAC.
- The Phil Silvers Show makes numerous references to the WACs. Several of the supporting cast, such as Sgt. Joan Hogan (Elisabeth Fraser), are members of the WAC and many of the gags and jokes in the show revolve around woman in the army.
|Wikimedia Commons has media related to Women's Army Corps.|
- Air Transport Auxiliary
- Army Women's Museum
- Women in the Air Force (WAF)
- Women in the military
- Women in the United States Army
- Women's Army Volunteer Corp
- 32nd and 33rd Post Headquarters Companies
- 6888th Central Postal Directory Battalion
- Moore, Brenda. (1996). To Serve My Country, To Serve My Race. New York: New York University Press.
- Treadwell 1954, pp. 28–30
- Meyer 1996, pp. 16–18
- Treadwell 1954, pp. 26–28
- Craven & Cate 1958, p. xxxvi
- Bernard A. Cook, Women and war: a historical encyclopedia from antiquity to the present (2006) Volume 1 p. 242
- Treadwell 1954, ch 3–4
- W. A. C. Field Manual Physical Training" (FM 35-20). War Department, 15 July 1943. United States Government Printing Office, Washington, D.C.
- Bellafaire 1972, p. 2
- Video: American Army Women Serving On All Fronts Etc. (1944). Universal Newsreel. 1944. Retrieved February 21, 2012.
- Treadwell 1954, pp. 387–388
- Leisa D. Meyer (1998). Creating G. I. Jane: Sexuality and Power in the Women's Army Corps During World War II. Columbia University Press. pp. 33–51.
- Campbell, ch 1
- UNITED STATES ARMY IN WORLD WAR II - Special Studies - THE WOMEN'S ARMY CORPS by Mattie E. Treadwell. UNITED STATES ARMY CENTER OF MILITARY HISTORY, WASHINGTON, D. C., (1991)
- Treadwell 1954, p. 184
- Ann Pfau, Miss Yourlovin: GIs, Gender, and Domesticity during World War II (Columbia University Press, 2008), chap. 2, online
- The Women Ordnance Workers (WOWs) - civilian employees of the US Army Ordnance Corps who worked as factory workers and truck drivers - wore the uniform with organizational and factory patches, unauthorized NCO rank stripes or officers' insignia, and a garrison cap. The Women's Ambulance and Defense Corps of America (WADC), a women's civilian volunteer corps in California that worked as ambulance drivers and air wardens, wore a similar khaki uniform with the WADC's organizational patch. The Civil Air Patrol (CAP) authorized the wearing of the WAAC uniform (with red braid and silver CAP buttons as a distinction) by their female personnel without first clearing it with WAAC Headquarters. The Valley Forge Military Academy's secretarial staff wore a complete copy of the uniform, except with a pleated skirt and the VFMA's crest on the gold jacket buttons.
- Treadwell 1954, p. 460
- Treadwell 1954, pp. 95–96
- Treadwell 1954, p. 408
- Campbell, p. 45
- Campbell, p. 49
- "Women's Army Corps veteran values support systems - The Redstone Rocket: News". The Redstone Rocket. 1971-09-09. Retrieved 2015-07-25.
- "Longest-serving female warrant to retire after 43 years". Armytimes.com. 2015-07-09. Retrieved 2015-07-25.
- July 25, 2015. "Trooper reflects on 43 years of selfless service - Fort Hood Herald: Across The Fort". Kdhnews.com. Retrieved 2015-07-25.
- [Public Law 78-110 (signed into law on July 3, 1943)]
- Servicemen's Allowance Act of 1942, amendment of October 25, 1943.
- Mrs. Hobby received the commissioned rank of Colonel in the US Army on July 5, 1943
- History, U.S. Army Center of Military. "6888th Central Postal Directory Battalion | Center of Military History". www.history.army.mil. Retrieved 2016-04-17.
- Lt.Col. Harriet West Waddy
- "Education & Resources - National Women's History Museum - NWHM". www.nwhm.org. Retrieved 2015-08-05.
- Geraldine Pratt May
- "Interview with Ellen Bryan Moore". T. Harry Williams Center for Oral History, Louisiana State University at Baton Rouge, Louisiana. September–October 1995.
- [served 1972-2013]
- Bellafaire, Judith A. (1972). The Women's Army Corps: A Commemoration of World War II Service. Washington, DC: United States Army Center of Military History. CMH Publication 72-15.
- Campbell, D'Ann (1986). Women at War with America: Private Lives in a Patriotic Era. Harvard University Press. ISBN 0-674-95475-0.
- Craven, Wesley Frank, and Cate, James Lea, editors. (1958). The Army Air Forces In World War II, Volume Seven - Services Around the World (PDF). Air Force Historical Studies Office.
- Holm, Jeanne (1994). Women in the Military: An Unfinished Revolution. Presidio Press. ISBN 0-89141-450-9., popular history
- Meyer, Leisa D. (1992). Creating GI Jane: Sexuality and Power in the Women's Army Corps During World War II. Columbia University Press. ISBN 0-231-10145-7.
- Morden, Bettie J. (2000). The Women's Army Corps, 1945–1978. United States Army Center of Military History. CMH Pub 30-14., scholarly history of postwar era
- Putney, Martha S. (1992). When the Nation Was in Need: Blacks in the Women's Army Corps During World War II. The Scarecrow Press. ISBN 0-8108-4017-0.
- Treadwell, Mattie E. (1954). The Women's Army Corps. United States Army in World War II (1991 ed.). United States Army Center of Military History. – full text; the standard scholarly history
- Green, Anne Bosanko. One Woman's War: Letters Home from the Women's Army Corps, 1944–1946 (St. Paul: Minnesota Historical Society Press, 1989)
- Samford, Doris E (1966). Ruffles and Drums. Pruett Press, Boulder, Colorado. ASIN B0006BP2XS.
- Earley, Charity Adams (1989). One Woman's Army: A Black Officer Remembers the WAC. Texas A&M University Press. ISBN 0-89096-694-X.
- Moore, Brenda L. (1996). To Serve My Country, to Serve My Race: The Story of the Only African-American WACs Stationed Overseas during World War II. New York University Press. ISBN 0-8147-5587-9.
- Starbird, Ethel A. (2010). When Women First Wore Army Shoes: A first-person account of service as a member of the Women's Army Corps during WWII. iUniverse. ISBN 1-4502-0893-2.
- Official website
- Women in Army History at the United States Army Center of Military History
- WAAC/WAC history and WWII women's uniforms in color – World War II US women's service organizations (WAC, WAVES, ANC, NNC, USMCWR, PHS, SPARS, ARC and WASP)
- Women Veterans Historical Collection – digitized letters, diaries, photographs, uniforms, and oral histories from WACs
- Papers of Fran Smith Johnson, WAC, Dwight D. Eisenhower Presidential Library
- The Slander Campaign book chapter by Ann Elizabeth Pfau
- WWII: Women in the Fight – slideshow by Life magazine
- World War II uniform, Women’s Army Air Force, in the Staten Island Historical Society Online Collections Database
- Oral history interview with Gladys Donovan, a WAC from 1943–1946 from the Veterans History Project at Central Connecticut State University
- The WAC: The Story of the WAC in the ETO
- The short film Big Picture: The WAC is a Soldier, Too is available for free download at the Internet Archive
- The short film It's Your War Too (1944) is available for free download at the Internet Archive
- A film clip ALLIES TAKE KISKA ETC. (1943) is available at the Internet Archive
- Uniforms at A History of Central Florida Podcast | <urn:uuid:2903dd1a-02ba-43e1-a997-99be23edf0d2> | CC-MAIN-2016-36 | https://en.wikipedia.org/wiki/Women%27s_Army_Corps | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982938776.59/warc/CC-MAIN-20160823200858-00223-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.955273 | 6,590 | 3.578125 | 4 |
It is possible to assign to certain vitamins a particular function at the brain level. These influence neurological functions according to 4 major mechanisms: thanks to their role in the synthesis of neurotransmitters; protecting the membrane and neuronal receptor; influencing the energy needs of the brain; and through their role in homocysteine metabolism.
Goup B Vitamins have been shown to be effective in improving the cognitive health of adults without dementia according to a recent meta-analysis. The brain is an organ very rich in lipids (55% of its weight) and is particularly in need of vitamins of group B. Vitamin B1 contributes to proper neurological functioning. Vitamin B5 helps reduce fatigue and the synthesis and normal metabolism of steroid hormones, vitamin D and certain neurotransmitters; contributes to normal intellectual performance. Vitamin B6 contributes to the normal functioning of the nervous system, normal psychological functions and reduces fatigue. Vitamin B9 (folates) contributes to the synthesis of amino acids, reducing fatigue.
But do we have any evidence that supplementing with these vitamins improves cognitive function?
In a study published in the journal Nutrients, South Korean researchers looked for clinical trials involving adults over the age of 40 who were tested for vitamins A, B, C, D and E. They found:
- 23 studies on B vitamins (B6, B12 and folates), involving 6906 participants,
- 9 studies on antioxidant vitamins (A, C, E), with 34,318 participants,
- 6 studies on vitamin D, with 4992 participants.
The results show that supplementation with B vitamins for at least three months is favourable to cognition in general and episodic memory in particular. Episodic memory is the memory that allows us to remember.
According to the Linus Pauling Institute, B vitamins play a role in the manufacture of neurotransmitters, molecules that transmit messages between neurons. When the body lacks folates and vitamin B12, it produces less methionine and homocysteine accumulates. However, methionine is used for methylation reactions that maintain the myelin sheath of neurons, but also for the manufacture of neurotransmitters. In addition, one of the forms of vitamin B6 is a cofactor involved in the synthesis of neurotransmitters such as GABA, serotonin, norepinephrine and dopamine. Vitamin B12 deficiency is common in people with neurological problems. The recommended daily intakes of B vitamins are 1.4 mg per day for vitamin B6, 2.5 μg for vitamin B12 and 200 μg of folates (vitamins B9).
In addition, minerals such as magnesium contribute to the normal functioning of the nervous system, normal psychological functions and reduce fatigue. Zinc, on the other hand, contributes to normal cognitive functions, the maintenance of normal vision and the protection of cells against oxidative stress.. | <urn:uuid:da2bf609-0f40-412a-8ef3-3f4720c2d2ab> | CC-MAIN-2024-10 | https://yunovapharma.com/en/nutrineural-science-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474893.90/warc/CC-MAIN-20240229234355-20240301024355-00155.warc.gz | en | 0.886051 | 580 | 3.046875 | 3 |
HHMI researchers find that a single-letter change in the genetic code is enough to generate blond hair in humans.
- A handful of genes likely govern hair color in humans, but the precise molecular basis of the trait remains poorly understood.
- In 2007, David Kingsley team found that changes in a gene control skin pigmentation in three-spined stickleback fish.
- Following that lead, the team has now identified a single DNA change that causes classic blond hair in Northern Europeans by altering regulation of a key gene in hair follicles.
A single-letter change in the genetic code is enough to generate blond hair in humans, in dramatic contrast to our dark-haired ancestors. A new analysis by Howard Hughes Medical Institute (HHMI) scientists has pinpointed that change, which is common in the genomes of Northern Europeans, and shown how it fine-tunes the regulation of an essential gene.
“This particular genetic variation in humans is associated with blond hair, but it isn't associated with eye color or other pigmentation traits,” says David Kingsley, an HHMI investigator at Stanford University who led the study. “The specificity of the switch shows exactly how independent color changes can be encoded to produce specific traits in humans.” Kingsley and his colleagues published their findings in the June 1, 2014, issue of the journal Nature Genetics.
Kingsley says a handful of genes likely determine hair color in humans, however, the precise molecular basis of the trait remains poorly understood. But Kingsley's discovery of the genetic hair-color switch didn't begin with a deep curiosity about golden locks. It began with fish.
For more than a decade, Kingsley has studied the three-spined stickleback, a small fish whose marine ancestors began to colonize lakes and streams at the end of the last Ice Age. By studying how sticklebacks have adapted to habitats around the world, Kingsley is uncovering evidence of the molecular changes that drive evolution. In 2007, when his team investigated how different populations of the fish had acquired their skin colors, they discovered that changes in the same gene had driven changes in pigmentation in fish found in various lakes and streams throughout the world. They wondered if the same held true not just in the numerous bodies of water in which sticklebacks have evolved, but among other species.
Genomic surveys by other groups had revealed that the gene—Kit ligand—is indeed evolutionarily significant among humans. “The very same gene that we found controlling skin color in fish showed one of the strongest signatures of selection in different human populations around the world,” Kingsley says. His team went on to show that in humans, different versions of Kit ligand were associated with differences in skin color.
Furthermore, in both fish and humans, the genetic changes associated with pigmentation differences were distant from the DNA that encodes the Kit ligand protein, in regions of the genome where regulatory elements lie. “It looked like regulatory mutations in both fish and humans were changing pigment,” Kingsley says.
Kingsley's subsequent stickleback studies have shown that when new traits evolve in different fish populations, changes in regulatory DNA are responsible about 85 percent of the time. Genome-wide association studies have linked many human traits to changes in regulatory DNA, as well. Tracking down specific regulatory elements in the vast expanse of the genome can be challenging, however.
“We have to be kind of choosy about which regulatory elements we decide to zoom in on,” Kingsley says. “We thought human hair color was at least as interesting as stickleback skin color.” So his team focused its efforts on a human pigmentation trait that has long attracted attention in history, art, and popular culture.
Kit ligand encodes a protein that aids the development of pigment-producing cells, so it made sense that changing its activity could affect hair or skin color. But the Kit ligand protein also plays a host of other roles throughout the body, influencing the behavior of blood stem cells, sperm or egg precursors, and neurons in the intestine. Kingsley wanted to know how alterations to the DNA surrounding this essential gene could drive changes in coloration without comprising Kit ligand's other functions.
Catherine Guenther, an HHMI research specialist in Kingsley's lab, began experiments to search for regulatory switches that might specifically control hair color. She snipped out segments of human DNA from the region implicated in previous blond genetic association studies, and linked each piece to a reporter gene that produces a telltale blue color when it is switched on. When she introduced these into mice, she found that one piece of DNA switched on gene activity only in developing hair follicles.
“When we found the hair follicle switch, we could then ask what's different between blonds and brunettes in northern Europe,” Kingsley said. Examining the DNA in that regulatory segment, they found a single letter of genetic code that differed between individuals with different hair colors.
Their next step was to test each version's effect on the activity of the Kit ligand gene. Their preliminary experiments, conducted in cultured cells, indicated that placing the gene under the control of the “blond” switch reduced its activity by about 20 percent, as compared to the "brunette" version of the switch. The change seemed slight, but Kingsley and Guenther suspected they had identified the critical point in the DNA sequence.
The scientists next engineered mice with a Kit ligand gene placed under the control of the brunette or the blond hair enhancer. Using technology developed by Liqun Luo, who is also an HHMI investigator at Stanford, they were able to ensure that each gene was inserted in precisely the same way, so that a pair of mice differed only by the single letter in the hair follicle switch—one carrying the ancestral version, the other carrying the blond version.
“Sure enough, when you look at them, that one base pair is enough to lighten the hair color of the animals, even though it is only a 20 percent difference in gene expression,” Kingsley says. “This is a good example of how fine-tuned regulatory differences may be to produce different traits. The genetic mechanism that controls blond hair doesn't alter the biology of any other part of the body. It's a good example of a trait that's skin deep—and only skin deep.”
Given Kit ligand's range of activities throughout the body, Kingsley says many such regulatory elements are likely scattered throughout the DNA that surrounds the gene. “We think the genome is littered with switches,” he says. And like the hair color switch, many of the regulatory elements that control Kit ligand and other genes may subtly adjust activity. “A little up or a little down next to key genes–rather than on or off–is enough to produce significant differences. The trick is, which switches have changed to produce which traits?
“Despite the challenges, we now clearly have the methods to link traits to particular DNA alterations. I think you will see a lot more of this type of study in the future, leading to a much better understanding of both the molecular basis of human diversity and of the susceptibility or resistance to many common diseases,” Kingsley said. | <urn:uuid:b808fa83-c7ee-4a58-bde1-348e24f7b413> | CC-MAIN-2018-09 | http://www.hhmi.org/node/101265 | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891812841.74/warc/CC-MAIN-20180219211247-20180219231247-00183.warc.gz | en | 0.953003 | 1,511 | 3.546875 | 4 |
Published: Jun 1979
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Computer use in vertebrate pest management has been suggested for allocating research funds and justifying budgets, and a technique for doing so is suggested. An algorithm for deciding when to use computers is given. Injury and damage are defined, and the role of the computer in determining the marginal difference is supported. Eight specific applications for computers are recommended, including increased use of nonparametric statistical techniques. The use of the computer as a deductive aid in data analysis for managerial decision making is suggested. A regional or national computer program is described both as a means for improving vertebrate pest damage control decisions and as a concept essential for improved evaluation of control procedures.
vertebrate pest control, computers, systems ecology, vertebrate pests, control
Professor of wildlife management, Virginia Polytechnic Institute and State University, Blacksburg, Va | <urn:uuid:ad08c429-cffb-4e22-b7e7-10434f6f7131> | CC-MAIN-2016-44 | http://www.astm.org/DIGITAL_LIBRARY/STP/PAGES/STP34987S.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988720026.81/warc/CC-MAIN-20161020183840-00219-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.882102 | 224 | 2.640625 | 3 |
Have you always wanted to learn more about this topic of vitamins? Then I’m sure you’ve come to the right place.
This short vitamins article will be useful to you as it explains some basic principles in a simple, easy, engaging fashion. Hope you like it.
There are many vegetarians throughout the world, some by circumstance and some by choice. Those that are vegetarians by choice can be divided into two general groups, those that do not eat meat, poultry or fish, but do consume dairy products like milk, cheese, yoghurt. Vegans, however, use no animal products whatsoever.
There are many health benefits to a vegetarian diet by choice, as opposed to the unplanned vegetarian diets that result from poverty and a lack of food availability. However, there are also some special precautions that need to be taken to safeguard nutrition, as adequate amounts of some of the most important nutrients can be more difficult to obtain in a vegetarian diet. This is especially true for those following the more restrictive vegan diet.
Editor’s Note: I came across this article quite by accident – through a friend. He was reading a website – and the articles on it captivated him. He mentioned it, fortunately we managed to convince the author to agree to share this valuable vitamins content with others, and now you’re reading it!
What you’ve learned has the potential to change the way you view this topic in the future. And there’s more to come…
The body is a complex and delicate system, and the foundation of all of its functioning is chemical and electrical actions, interactions and reactions. The operation of this system rests firmly upon the balance of these chemicals. The majority of the chemicals in these essential physical processes come from the food that we eat, from the nutrients that come from its consumption. Thus, nutrition has a deep influence of the health of the body and the quality of its functioning.
Because the brain, like the body, functions on chemical reactions and electrical impulses, the processes of cognition, emotion, and so on, are also affected by nutrition. In fact, deficiencies in certain vitamins and minerals can result in mental illness and retardation, as well as cognitive dysfunction and difficulties and emotional instability.
The Vitamin B complex offers a perfect example of how vegetarians must pay special attention to their diets to ensure peak performance of body and mind. The Vitamin B complex is involved with every major system in the body and has a role in almost every important bodily process. It is essential to mental health and functioning, and essential to life itself. However, there are certain Vitamin B complex vitamins that need special attention by vegetarians, as vegetarians do not consume the richest sources of these vitamins.
The richest sources of Vitamin B2 are milk and organ meats. It is available in enriched breads and cereals, but care must be taken to consume the right amount daily. Niacin and Vitamin B6 are other B complex vitamins in which the richest sources are meats and, again, are available in smaller concentrations in enriched breads and cereals. Vitamin B12 is only found in animal products. It is important to note that vitamin B12, in addition to being important to the production of red blood cells, is essential for the normal growth of children.
Nutritional supplements can serve to enhance the health benefits of the vegetarian lifestyle. Indeed, they can serve to prevent the serious health consequences that vitamin deficiency can cause. Nutrition is especially essential for children, as their minds and bodies are growing and developing. If you are vegetarian or vegan, you may want to consider the complete, safe and reliable nutrition that dietary supplements can provide.
I hope you’ve found this information helpful and gained something of value from the article.
In case there is any specific portion that is not clear enough, or that you’d like to know more about, please write to let me know and I’ll try and update the article or write another one getting into greater detail.
The Healthy Living Guide is where Mischa writes more about health and wellness. Check out Guydz.com and find a wealth of information about healthy living, diet and fitness, food and recipes. Visit the website at http://Guydz.com | <urn:uuid:6d0ed64c-ee1d-4f3a-8b3e-a7c1a1f046a8> | CC-MAIN-2018-05 | https://healthylivingguydz.wordpress.com/2014/07/26/vitamins-and-minerals-for-vegetarians/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084886639.11/warc/CC-MAIN-20180116184540-20180116204540-00203.warc.gz | en | 0.960401 | 871 | 2.78125 | 3 |
Reviewed by Jan G. Soffner (Zentrum für Literatur- und Kulturforschung)
Published on H-Italy (December, 2009)
Commissioned by Monica Calabritto
By Which Authority Did Dante Write?
If one happens to talk by chance about Dante's fourteenth-century masterpiece Divine Comedy, one can observe a strange phenomenon. Non-academic readers often express an uneasy feeling about this text. This impression does not relate to the poetic structure, but to the author. Dante seems to misuse God for his political opinions, by letting the divine justice condemn his enemies, and for his personal pride or arrogance, by having all the best dead poets honor him (see, for instance, Inferno IV, 100-102). Moreover, isn’t it already quite presumptuous to "know" the divine verdict about everybody who has ever died? All this seems to be even stranger, since this work is evidently a literary text, not an inspired prophecy like the Revelation. So how could Dante attribute this authority to himself? And did he attribute this authority to himself after all, or did he "just" write fiction?
Dante’s fiction, indeed, seems to be different from, say, Stanley Kubrick’s movie 2001:A Space Odyssey (1968), which seems to have similarly overstressed claims about what forty years ago one considered to be the "truth" of humankind. While watching the movie, one knows that the point that the movie director is trying to make is about understanding his work as a possible model of the world. When reading the Commedia, though, one cannot but suspect that Dante is not just offering a possible model for explaining the world, but is deeply convinced that his model is very factual, although it is evidently also a poetic construction.
This suspicion arose as soon as the poema sacro--the "holy poem," as Dante himself calls it (Paradiso XXV, 1)--was written. Nearly seven hundred years of "Dantology" (to use Robert Harrison’s brilliantly provocative term) have not convincingly resolved this doubt. Originally the skepticism about the nature of Dante's model was a bit different than nowadays. In the fourteenth century cosmological representations in the Cosmographia of Bernardus Silvestris (ca. 1084-1178), the Anticlaudianus of Alanus ab Insulis (1120-1202) and the Tesoretto of Brunetto Latini (ca. 1220-94) had traced allegorical journeys to the heart of Truth similar to that created by Dante. Nevertheless, Dante’s use of allegory makes a big difference. Using historical human bodies instead of personifications or the spiritual substance of angels means to talk far more concretely about transcendental matters. It means to embody instead of personify. Furthermore, after St. Paul, nobody seems to have physically, that is, literally, traveled through the hereafter. Nobody at all had claimed that the Tree of Knowledge of Good and Evil, which lay bare after the Fall of Man, returned to flourish, when he himself (not Christ!) passed it.
The answer that the first commentators on Dante gave was not very convincing, but it was nevertheless very influential. They read the text either as a spiritual revelation and a dream, despite its literary construction and despite the claim to report a physical journey, or they interpreted it in a "modern" way, that is, as a fictional construction, despite the explicit claims of the Commedia to be a revelatory work.
Apparently, the second interpretation seems to prevail nowadays, which has lead to Charles S. Singleton’s paradoxical assumption that “the fiction of the Divine Commedy is that it is not a fiction.” It is the path mostly followed. While Singleton implies an all too modern term of "fiction," Dante himself only uses the word with the meaning of "making" (pp. 117-118, n. 80). Even though Andreas Kablitz has convincingly shown its shortcomings, the question about Dante as an author remains one of the most mysterious ones for Dante’s scholars. Evidently, this is a question about authorship in the broadest sense of the word: it is about the assumption and the production of authority, and it is about the function of the author for a text.
It is Albert Russell Ascoli’s great merit to give the most accurate and elaborate account of the notion of authorship that Dante modeled and produced for himself. Ascoli’s book is the fruit of a long and laborious scrutiny--twenty years of work, Ascoli states--and it is outstandingly erudite. Ascoli also has an excellent knowledge not only of the works of modern theoretical thinkers such as Hannah Arendt, Roland Barthes, Michel Foucault, and Mary Carruthers about literary authorship and authority, but also of the discursive figurations of auctores available at Dante’s time. In the first section of his book he offers a neat and concise analysis of Dante’s struggle to acquire auctoritas in his earlier works, and in the second section he investigates the innovative, proto-modern (as he calls it), and at the same time reactionary construction of authority and authorship in the Monarchia and the Commedia.
It is an easy prophecy that Dante scholars of the present and next generations will use this monograph as an important compendium when dealing with the issue of authorship. Already upon publication it appears to be a classic.
The main thesis of Ascoli’s work consists in “the (re-)assertion of medieval auctoritas,” which paradoxically “opens the way to the proto-modern notion of literary authorship, one which emerged gradually, inconsistently between the thirteenth and the eighteenth centuries” (p. 12).
At first glance, this proposal seems to be a bit counterintuitive. If the authorship Dante assumes for himself is a “modern” one, if his struggle for authority leads to the Making of a Modern Author, so why should we (moderns) spend so much time in understanding it? Why do we so easily (mis?)understand it as presumptuous and not just as something normal, just the way we might (mis?)understand Petrarch’s authorship as something much more easy to access?
Ascoli starts with an extensive analysis of contemporary concepts of authorship, and of the manner in which Dante seems to be relating to them as a whole. Ascoli argues that the image of an author stemmed from the trustworthy auctoritates of the ancient and/or philosophical and theological tradition granting for an immanent truth to biblical scribes and the true author, who is God. These traditional concepts refer to auctoritas as both an individual and impersonal power and knowledge. The auctor thereby was not so much a creative agent, but rather a mediating power of knowledge. He was one worthy of faith and obedience (a “persona degna di fede e obedienza,” Convivio 4.6).
Within these multiple concepts of authorship, accordingly, there is a tension between “the prestige of Latin and the novelty of the vernacular; the transcendence of an author and the immanence of a reader; a tradition of auctoritas and a new idea of authorship,” and it is one of Ascoli’s merits to discuss them extensively in his introduction (p. 56). He convincingly argues that while Dante followed a more traditional rather than a more pragmatic and creation-based concept of authorship of the “emerging, proto-modern usage of the word [auctor] to refer to ‘any person who writes a book,’” he also dignified his own creative writing of books far more than the traditional account could conceive of in claiming auctoritas for himself (p. 6).
Historically speaking, this self-assumption of auctoritas seems to succeed. Ascoli argues that Dante soon becomes auctor like Virgil or Ovid. No other vernacular texts were treated like his texts, and this is certainly true especially when thinking about the Commedia. Ascoli accordingly assumes a translatio auctoritatis, which Dante conceives of and acts out, starting with God and going all the way down to the authors,from authoritative Latin all the way down to vernacular Italian. Hence Dante, modeled as an individual traveler in the Divine Comedy, “comes, paradoxically, to embody the canons of impersonal authority” (p. 20). On the one hand Dante is thereby traditionalist and conservative, on the other, he is also provided with the “transgressive desire to appropriate that attribute for himself, for the vernacular, and for ‘modernity’” (p. 20f).
Dante himself used the term auctor for institutional authorities, canonical classical writers, poetic authorship, or “God as supreme Author and Authority, and, in subordinate relationship thereto, the authority of the Bible and the Church Fathers” (p. 8). Only in two isolated cases he did use it for himself. So, despite the fact that he was accepted as an auctor immediately, he had problems in attributing the concept to himself, and Ascoli argues that this problem of attribution stems from the very high notion of traditional auctoritas and how Dante could claim it for himself.
The concept of the “proto-modern” author that Ascoli develops for Dante draws on the concept of individualization and willfulness (cf. p. 56) and as such it can relate to the concepts of impersonal authority only in a paradoxical way. The processual translatio auctoritatis thereby becomes the translation of this paradox in a practice of authorship.
Ascoli proposes this point very extensively and carefully. Without presuming a monolithic unity of Dante’s work as a whole, he argues that the Commedia “may be seen as a contingent outcome of the earlier works, but not as either their unique telos or as the fulcrum point of interpretation from which they are to be understood” (p. 52). Accordingly, in the first part of his book he focuses on Dante’s multiform conceptions of authorship in the Vita Nova, De Vulgari Eloquentia and the Convivio, and considers the Italian words related to authorship and notions of authority related to institutional authority--juridical, political, ecclesiastical--and textual authority--poetic, philosophical, and theological. In this section of the book, Ascoli can unfold his vast knowledge and scholarship by showing how Dante deals with, and assumes the role of, authoritative knowledge, paving the way for becoming himself an authoritative poet, philosopher, and theologian. In these chapters, Ascoli's analysis matches the complexity of these works. His profound scholarship helps him to avoid simplistic answers concerning these complex phenomena.
Ascoli treats Dante’s gained authority in the second section of the book, which deals with De Monarchia and the Commedia. He focuses on how traditional notions of authority--textual and institutional, intellectual and concerned with the empire and the church--are individually instantiated in the person of Dante himself. This is evidently the central part of Ascoli’s study, and it sometimes goes right through to the heart of the bold question with which I have opened this review: By which authority can a work like the Commedia be written? How can a fictional work gain a revelatory truth? Ascoli shows convincingly how Dante assumes the traditional role of an authoritative author without thereby relating to the pre-existing models of knowledge implied by these kinds of authorship. For Ascoli Dante not only claims authority for himself instead of only drawing on the authority of ancient authors, church fathers and the Bible. He distinguishes a horizontal axis of authority and authorship, represented by empire and papacy, from a vertical one, represented by the divine foundation and inspiration, which Dante unifies in his account on authorship and authority. By putting himself in the place of a nuntius, a messenger of God, by thereby claiming the role of a prophet, he claims the highest form of traditional authority for himself, and he does so as a "modern," that is, a personal and autonomously acting author.
Despite the fact that research on authorship has been one of the most common playgrounds of literary scholarship within the last two decades, Ascoli himself being one of the protagonists in Italian studies, this notion gives the whole discussion a compelling twist. Ascoli proposes to read the Commedia as describing Dante’s acquisition of an extremely self-confident form of authorship. The fact that Dante is crowned by Virgil and then leaves behind this antique guide marks the assumption of a modern and yet traditional authorship, which, indeed, goes beyond both concepts. Thus, Ascoli argues persuasively that “Dante’s acquisition of authority is not only the condition for the writing of the poem; it is also integral to the subject matter of the poem” (p. 316), and that it goes as far as to Dante claiming to be God’s own "portavoce." Since God is the only true author, Dante’s rejection of the term for himself refers to a perfect mirroring of the divine authorship. Ascoli concludes: "Dante can at once anticipate the modern ‘author-God--whose dual task is the novelistic representation of ‘the real’ and the lyric representation of his own inner world--and remain firmly, doctrinally, within a paradigm that subordinates earthly reality and psychic experience to an ineffable and transcendent Being. Thus it is that he can take the medieval concepts of auctor and auctoritas to their ideal extremes and at the same time put himself at the threshold of modern authorship" (p. 399)
This path of authority and authorship seems to be the best one to address the question about the strange and not at all proto-modern form of fiction implied by Dante, at least in the Vita Nova and the Commedia. Nevertheless, I still see two important questions that need to be answered. Is Dante’s poetics really only one of representing the world and himself as the image of God? Is Dante really so much concerned with the inner-outer distinction on which Ascoli’s approach to "modernity" seems to be based? In what follows, I wish to question Dante’s account of the body of an author and Ascoli’s concept of "modernity."
I begin with the body of the author. Of course, there is something like an aesthetics of auctoritas, just as there is also a specific rhetoric of it. However, by limiting considerations on the structures producing this very aesthetics, by focusing on the “I’s” of the author and their discursive production, it becomes difficult to establish a relation to what today would be called embodiment. In other words, talking about the constitution of authoritative “I’s” does not ask for the authority of the body.
This authority, though, seems to be essential for Dante. For Ascoli the question of how to address the issues of fiction and historicity is that of an authorization by divine inspiration, and their precarious status is the product of an autonomous human imagination. Both inspiration and imagination, though, are mental phenomena. But why then should Dante focus so much on his own corporeal presence in the hereafter? Why should he develop the most embodied psycho-physiology of the soul existing in his time (see Purgatorio, XXV)? Why does he so much focus on an environmentally embedded and embodied soul, which is formed enactively (to use Francisco Varela’s term), and emotionally in symbiosis with the body and in its emotional interaction with the world? And why does it take this very shape as a sensing and emotionally feeling body to the hereafter? Why should Statius, whom Ascoli himself considers an important model for authorship in the Commedia, argue that even the rational soul gets embodied as much as it still lives on as a sensing, feeling, formable and trainable body, when it has died and hence left matter?
One can even go as far as to say that all sins and virtues in Dante seem to be emotional inclinations distorting or shaping the soul, which is part of the lesson to be learned from the character of Statius. The focus on author functions, inner-outer distinctions, and “I’s” emphasized by Ascoli cannot match this psycho-physiological point of the aesthetics of salvation. One can see how crucial this aesthetics of salvation is from the fact that Dante needs to encounter these body-souls in the hereafter, and not allegories like in the theological literature to which he referred. It is important that the meaning of the world is embodied in Dante. This fact seems to be essential for Dante’s translatio auctoritatis. As stated above, Dante in his Commedia focuses on the fact that he traveled not just spiritually, but also as a sensing and feeling material body. The same is true for his account in the Vita Nova. Dante does not get tired of pointing out that, like a martyr, he is a witness of God not just by testimony but by embodied presence. His poetic authority, like that of a martyr, always seems to concern embodiment and emotionality, not just inspiration.
Emotional understanding in Dante seems to be the most relevant form of understanding. A single tear of penitence can save a soul and bring it to Purgatory (see Purg. V, 107). Hence, the knowledge of the authorities must also consider a knowledge as embodied, living people. And, accordingly Dante presents the knowledge of the authorities not as the knowledge of authoritative texts either: his poetics is about encountering the authorities as people.
Hence, the following question arises: In what way can the sensing and feeling body relate to literary auctoritas or even establish it? This question can best be answered by focusing on the first canto of the Commedia. When he encounters Virgil and calls him “il mio maestro e ‘l mio autore,” Dante has lost his path halfway down the course of life, or, to be more precise, on the course of our lives, since he places himself as an exemplary human in this very earthly pilgrimage of our embodied souls. As he is unable to find his way out of a wood, Dante tries to gain a view over the territory in order to find his way back, but three animals hinder this plan. These animals can be read allegorically as three of the deadly sins. But, again, allegories do not tell the whole story. "Reading" them as such does not seem to be the only point here: Dante does, indeed, understand very well the evilness of the first of these beasts, the “lonza.” He is able to "read" the appearance and thereby transform it into allegory. He knows that this animal symbolizes the perversion of love (see Inferno I, 29-30), and makes clear that he understood its allegorical meaning as soon as he encountered it. Yet, he still gets caught by its beauty.
The problem that reading knowledge is not enough and that loving attraction, even if the loving person knows better, is essential for authorship too. Love, indeed, is Dante’s all-embracing cosmic principle (see Paradiso XXXIII,145), and Ascoli persuasively links this principle to authorship by showing how the "'Alfa e O' of 'quanta scrittura/ … mi legge Amore'" (all the writing that Love reads to me) (Par. XXVI,17-18) are also the “Vowels of Authority” (p. 393). Accordingly, Ascoli convincingly argues that Love, the true author, the “‘verace autore’ … who dictates within” is used to bridge the gap between the ancient auctoritates and the modern, vernacular poets (p. 312).
However, love does not only consider the beauty of the divine order of the cosmos. Dante first introduces love as a lustful, and thus sinful, relation with beauty. Even though he had understood the danger coming from the “lonza,” he gains a misleading hope from perceiving its beauty. Hence, Love’s dictates are precarious ones, and, most of all, they are not just inner. They can also be embodied in the emotional relations with an environment--which is the very issue that Statius’s psychophysiology considers.
This problem about physical love and Love’s dictates is essential for Dante. He knows that sinful lust can arise by just seeing a beautiful body, even if we are told that this attraction is evil beforehand. And this means for Dante that love is already aesthetically and emotionally sinful despite the fact that it might be understood better mentally. The inherent sin of the world, hence, lies in the aesthetic relation with the environment. Reading and deciphering the animals does not help, and this is the problem with which the poema sacro starts: how can the authority of Love be such, if this can happen too?
The author Virgil saves Dante from this problem. Ascoli sees in him an authoritative exponent of classical reason and the empire “naturalizing these abstract categories” (p. 309). However, the words Dante pronounces about Virgil as his master and author in canto I of the Inferno are those of a fearful and lost man, desperately in need of a helping knowledge to get out of a sinfully induced situation. So how much can we trust this assertion? Moreover, the accumulated authoritative moral knowledge of antiquity is personified by the inhabitants in the Limbo, that is, in hell. Accordingly, the establishment of modern authorship also implies a critique of the authority of the pre-Christian authorities, who have to be read according to a hermeneutics of their "integumentum," the "veil" of their writing, under which the true knowledge, inspired by God, is hidden. It is the knowledge they might have known as texts, but did not know as persons. So, how far can we trust Virgil’s reasoning? Is a pagan poet-as a person--really the right authority to find a way out of this problem?
Indeed, Virgil will lead Dante only through the problematic parts of the hereafter. While wandering through the Purgatory, his knowledge seems slowly to become less and less adequate. Finally he is substituted by the "Christian" Statius, who explains salvation based on emotionality, embodied souls, and compassionate piety instead of the stoic pietas Virgil had embodied in his pius Aeneas. Again, it is emotionality and embodiment that count for salvation. And moreover, an ethics of love and a stoic ethic even seem to contradict each other.
Statius himself has been moved to conversion by poetry. While reading Virgil’s fourth Eclogue, he was moved to understand what God had lain into Virgil’s text, without the antique author knowing. He had been moved by understanding that Virgil’s text had only been the integumentum, the beautiful cloth, of a hidden truth. And, at least according to Statius’s own theory, this truth cannot be but embodied as well. Seen from this angle, Dante’s authority still must stem from an embodied experience of the divine and cosmic order. Thus, the question of authorship does not only relate to Love dictating the Commedia. It is also about a body travelling through the paths of our lives--and a body travelling through the hereafter. Dante focuses on embodied authorship when he emphasizes the physical journey through the hereafter. It is a journey which does not arise from inspiration nor imagination but from embodied presence. If applied to these issues, Ascoli’s focus on Dante’s own theory of the author being somebody “worthy of faith and obedience”--and thereby of imitation--becomes rather a question about the body of the author than about his “I.”
It is also on the ground of embodiment that we encounter what Ascoli so convincingly observes, that is, Dante’s assumption of divine authority. Traditionally, the only body to imitate bodily is the body of Christ, the incarnated Word, whose passion marked the way by which the flesh could be redeemed. The authority of the martyrs and the flagellant ascetics stems from the idea of imitating the re-embodiment of Christ’s passion, as Niklaus Largier compellingly argues.
By focusing on embodied and aesthetic authority Dante seems to take different step in the direction of grounding auctoritas not only on a relation of and with discursive knowledge, but also on aesthetic and emotional embodiment. Dante’s authorship transfers the embodiment of passion into an aesthetic experience. And, rather than a simple imitation of Christ, Dante’s fictio, that is, his poetic production, develops what Hans Ulrich Gumbrecht has called “Production of Presence.”
Perhaps this focus on embodiment as a source for authority and authorship makes an incredibly modern author out of Dante, one who might even inspire the most advanced theories of embodiment and phenomenology. This is a concept of modernity, though, which would be opposed to Ascoli’s concept of a modern author representing himself and reality.
The unease of us moderns when confronted with Dante cannot just be about the relation to an ineffable divine Being. Representationalist modern authors work with a more or less Aristotelian concept of fiction, that is, with a concept of a poetic truth relying on modeling possibilities and an emotionality that can be addressed playfully and without consequences. However, Dante tells us a different story The first prominent sinners he encounters in Hell are Paolo and Francesca, who were seduced by a fictitious story. Nevertheless, they become sexually aroused, which is their sin. They stop reading, get caught, and are killed before having a chance to repent. Addressing the emotions is the most consequential issue in Dante. The aesthetic, emotional fact holds the moral truth, and Paolo and Francesca do not know "as if" and aesthetic distance. The sexual arousal is real, even if the story is fictitious. It is factual, even if the story line only proposes possibilities.
The episodes of Paolo and Francesca and of Statius’s conversion are the most important models relating to the question of authorship in the Commedia: one episode presents the model of the courtly fictional author creating aesthetic effects which become emotionally much more powerful than any knowledge about their fictional status can prevent, and the other offers the model of the pagan author writing with divine grace that he himself does not and cannot know. Moreover, both episodes are narrated among sinners of love (luxuria), and both refer to a Thomistic all-embracing Love governing the universe which grounds true authorship in Dante. Both gain this reference emotionally and aesthetically induced by poetry, which in both cases seems to be the essential point. Paolo and Francesca know that adulterous love is a sin, but they are nevertheless seduced by poetry. Statius already knew Christianity and its theory, but only the powerful verses of Virgil make him emotionally, that is, really, understand.
Again, the point in both episodes is not about holding for historically true the story told. It is not about a fictional construction of realities referring to the world, but the immediate emotional effects poetic texts have upon the world. It is about bodies, the formation of bodies, not about the construction of authors as “I’s.”
The uneasiness modern readers feel with Dante, hence, might derive from the suspicion that Dante does not accept the contract about authors making possible worlds to tell us something about the actual world and to provide us with a non-consequential emotionality.
I believe that this critical reading is still somewhat congruent with Ascoli’s basic lines. The modern author’s authority, which relies on his or her autonomous imagination, has indeed been bought for a high price that Dante was not yet willing to pay, which is that fictio, that is, poetic making or poiesis, turned into fiction in a modern sense of the word. Ascoli is completely right about Dante taking important steps into this direction in attributing to himself the poetic power of construction, and he is also right about Dante trying to avoid the consequences. If Dante is thereby a precursor of modern authorship, a point with which I completely agree given Ascoli’s impressive work, his strength seems to consist in the fact that he did not go all the way, but that, half-way down the path of our lives, he rather undertook a pilgrimage to the heavens instead of walking down the way of really becoming a modern author.
. Robert Harrison, The Body of Beatrice (Baltimore: Johns Hopkins University Press, 1988), ix.
. Charles S. Singleton, Dante Studies I: Elements of Structure (Cambridge, Mass: Harvard University Press, 1954), 62.
. Andreas Kablitz, “Poetik der Erlösung. Dantes Commedia als Verwandlung und Neubegründung mittelalterlicher Allegorese” in G. W. Most (Hg.), Commentaries--Kommentare (Göttingen: Vandenhoeck & Ruprecht, 1999), 353-379.
. Francisco J. Varela, Evan Thompson, and Eleanor Rosch, The Embodied Mind: Cognitive Science and Human Experience (Cambridge, Mass: MIT Press, 1991).
. See Harrison, The Body of Beatrice.
. See Niklaus Largier, “Die magna spectacula der Flagellanten,” in Sigrid Weigel, ed., Märtyrer Portraits (Munich: Fink, 2007), 81-83, and In Praise of the Whip: A Cultural History of Arousal, tr. Graham Harman (Cambridge, Mass.: MIT Press, 2007).
. Ulrich Gumbrecht, Production of Presence: What Meaning Cannot Convey (Stanford: Stanford University Press, 2004).
If there is additional discussion of this review, you may access it through the network, at: https://networks.h-net.org/h-italy.
Jan G. Soffner. Review of Ascoli, Albert Russell, Dante and the Making of a Modern Author.
H-Italy, H-Net Reviews.
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In American politics, the candidate who raises the most money nearly always wins. And these votes aren’t cheap. US elections are often some of the most expensive in the world. Less than a month before voting day, both Democratic presidential nominee Joe Biden, and president Donald Trump, have already spent over $350 million each on their presidential campaigns.
One way of understanding the significance of the amount being spent by the candidates is by comparing how much the costs of winning campaigns have translated into votes over the years. How much, ultimately, did winning candidates spend per vote acquired?
To determine cost per winning vote, we divided the amount spent by the candidate with the total number of votes they received. These numbers don’t include any funding contributed by candidates’ respective parties or political action committees (PACs) spending on their behalf. For clarity, our simple analysis is different than the cost-per-vote metric used by some campaign strategists, which is the likelihood of changing an election outcome with a marginal vote.
Money plays a defining role in democracies around the world. But the cost of a vote can vary significantly by nation. Some countries, like France and Canada, limit how much politicians can spend on their campaigns. To put the US numbers in context, Canada’s Liberal party spent $26.1 million on the 2019 election, just under the spending cap of $29 million.
If candidates simply spend more, will they get more votes? Not necessarily. The relationship between fundraising and victory is complicated. For one, not all voters can be swayed by extra spending, as data analysis site FiveThirtyEight explains. Many cast their ballots along party lines, and have done so for decades, or even generations. There’s also some evidence to suggest advertising isn’t particularly effective, which is where a significant portion of campaign funding ends up.
Presidential candidate spending is also only a fraction of the total cost of the US election. One study by an independent group that tracks political spending estimates that a record $10.8 billion will be spent on this year’s vote.
In fact, while there’s a strong relationship between spending and success, it’s a misconception to think that the money entirely causes the success. As Richard Lau, professor of political science at Rutgers told Five Thirty Eight, “I think it’s more that winning attracts money.” | <urn:uuid:5d56430f-4ae2-435b-b83c-238bb871a117> | CC-MAIN-2023-23 | https://qz.com/1913792/whats-the-cost-per-vote-to-become-us-president | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224651325.38/warc/CC-MAIN-20230605053432-20230605083432-00638.warc.gz | en | 0.966193 | 492 | 2.671875 | 3 |
Ginza was built at the beginning of the Edo period in 1602. The area used to be a swamp and was cleaned and filled to become a strategic spot for merchants.
Ginza (銀座) means “Silver Mint” in Japanese. The name comes from the establishment in 1612 of a manufacture in charge of coining silver coins (Ginka) in the area.
After a devastating fire in 1872, the Meji government decided to rebuild Ginza as a “model of modernization”. The area flourished as a symbol of “civilization and enlightenment” with the presence of newspapers and magazine companies, which helped spread the latest trends of the day. The area was also popular for its window displays, an example of modern marketing techniques.
Today, Ginza is known for its numerous Western luxury shops and is a popular destination on weekends, when the main north-south artery is closed to traffic.
Our hotel is inspired by Ginza and the design has been carefully selected to reflect the silver coins, historical streets and ancient buildings. Please enjoy and discover the hidden history of Ginza in the comfort of your own room. | <urn:uuid:846d0e45-4655-4d94-836d-40efb7c3a61e> | CC-MAIN-2018-51 | http://www.mercureginza.jp/welcome-to-mercure-tokyo-ginza/our-design/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00591.warc.gz | en | 0.973101 | 242 | 2.859375 | 3 |
Phnom Penh, February 20, 2014 — Cambodia has exceeded the Millennium Development Goal poverty target and is one of the best performers in poverty reduction worldwide, according to a new World Bank Poverty Assessment Report. The poverty rate more than halved, from 53% (2004) to 20.5% (2011). Today, approximately two out of 10 Cambodians are poor, compared with five out of 10 in 2004.
According to the report, increased rice prices and increased rice production greatly contributed to poverty reduction, along with greater road access for farmers to markets, better access to market information through mobile phones, improved irrigation, and a liberal undistorted agricultural market.
"This is good news for Cambodia. The pace of poverty reduction surpassed expectations. When a similar poverty assessment was undertaken in 2006, the aspirational goal was for Cambodia to halve poverty by 2015. Cambodia already reached that goal in 2011,” said Alassane Sow, the World Bank’s Country Manager for Cambodia.
Source: "Where Have All the Poor Gone? Cambodia Poverty Assessment 2013," World Bank.
However, the report finds that Cambodia’s “near-poor”, those who live on less than $2.30 per day per person, may have escaped poverty but remain vulnerable to (even the slightest) economic shocks.
“Despite impressive reduction in poverty, these hard won gains are fragile. Many people who have escaped poverty are still at high risk of falling back into poverty,” said Neak Samsen, Poverty Analyst of the World Bank in Cambodia and the co-author of the Poverty Assessment Report. “For example, the loss of just 1,200 riel (about $0.30) per day in income would throw an estimated three million Cambodians back into poverty, doubling the poverty rate to 40%.”
Source: World Bank staff calculations using CSES data. | <urn:uuid:b41e7ca3-6813-4897-b880-ef9707542e6d> | CC-MAIN-2019-47 | http://arr.in.th/Pr/detail/9 | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496665767.51/warc/CC-MAIN-20191112202920-20191112230920-00360.warc.gz | en | 0.934785 | 390 | 2.8125 | 3 |
• Underwater robots attempt to thread siphoning tube into pipe to contain leak
May 14, 2010 -- In the ongoing fight to contain the oil gushing from the broken well pipe in the waters of the Gulf of Mexico, BP engineers early this morning used undersea robots to begin threading a 6-inch tube into the 21-inch broken riser pipe. The goal is to siphon oil up to tanker at the surface. Crews will continue to work on the siphoning tube throughout the day and expect to have results by this evening.
Meanwhile, preparations for deployment of the 'top hat' containment dome are still underway. The unit was lowered to the sea floor this week and will be positioned over the riser pipe by undersea robots. It is expected to be operational this weekend.
This will be the second attempt to cap the pipe. The first and larger containment box was unsuccessful, becoming clogged with slushy hydrates formed in the icy water 5,000 feet down.
Scientists and environmentalists have begun to seriously question the 5,000-barrels-per-day figure that has been quoted by BP, government agencies, and the media since the early days of the disaster. With the release of raw, underwater video yesterday showing oil and gas erupting from the broken pipe, some experts believe the actual amount could be four or five times that number. Analysis released by NPR puts the figure at closer to 70,000 barrels per day. The New York Times cited calculations from a UC Berkeley professor who estimated the flow between 20,000 and 100,000 barrels per day.
Yesterday, the Coast Guard issued a statement saying that the oil is not an imminent threat to Alabama, Louisiana and Florida shorelines. The agency points to favorable weather conditions as well as response efforts, including oil skimming, absorbent booms, containment booms, and application of dispersants.
The Associated Press cited information from Hans Graber, director of the University of Miami's Center for Southeastern Tropical Advanced Remote Sensing, that the spill is now about 3,650 square miles, or the size of Delaware and Rhode Island combined.
BP oil spill: Update on cleanup of gulf waters, underwater video released >
BP oil spill: Clean up of gulf waters continues >
BP oil spill: Measures to mitigate wetland damage, stem flow ... >
BP oil spill: Clean-up attempt fails, wetlands under grave threat > | <urn:uuid:90b26e18-dbc8-4f88-8bdf-eff0ce59c38d> | CC-MAIN-2013-20 | http://www.waterworld.com/articles/2010/05/bp-oil-spill-cleanup-battle-rages-on-in-waters-of-gulf-of-mexico.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368709337609/warc/CC-MAIN-20130516130217-00023-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.941788 | 495 | 2.75 | 3 |
Racism, cartoonists, rich whites, land distribution under spotlight on Human Rights Day
South Africans from all walks of life commemorated the Sharpeville Massacre on Monday, with politicians using the day to encourage national unity, while President Jacob Zuma complained about “racist” cartoonists.
Zuma spent the day in Durban where he told the thousands gathered at the Moses Mabhida Stadium to unite against racism. This year’s theme was South Africans United Against Racism following the recent racial incidents in the country.
Zuma warned against racists, such as cartoonists, who used art as a form of expression.
“We should thus be alert to subtle and disguised racism perpetuated through the stereotyping of individuals or groups of people in the media, through cartoons and satire.
“Earlier this year, our country experienced explosions of anger due to racist utterances and writings which reminded South Africans that the vestiges of white supremacy and racism still exist in some sections of society,” he said.
Human rights under attack
While Zuma called for unity, the DA’s Athol Trollip said human rights were under attack.
He said freedom was more than the ability to vote.
“Real freedom is being given the opportunity to turn dreams into realities, no matter who you are, what you do or where you come from. We have a long way to go in achieving this type of reconciliation and equality; racism is sadly still part of our daily lives and we all have a responsibility to root it out,” said Trollip.
His message was echoed by the party’s Mpumalanga leader, James Masango, who spent his day in Nhlazatshe in Albert Luthuli Municipality where he told those in attendance that as the country commemorated the day, thousands of people in Mpumalanga still lived in squalor.
He blamed the situation on the ruling party.
“You, here in Albert Luthuli Municipality, have to make do with dirty tap water you consume daily, the high rate of unemployment, children becoming orphans because some of their parents lost their lives to HIV/Aids, and access to proper health care is inadequate,” he said.
Legacy of slavery
The EFF reminded the country about the history of slavery and said South Africa still suffered anti-black racism because of the legacies of slavery, colonialism and apartheid.
Spokesperson, Mbuyiseni Ndlozi, said those histories ensured that generation after generation, black people were reproduced as inferior, cheap and disposable people who lived for the advancement of white people.
“Until there is land restoration and a process which reorganises black people’s settlements in terms of housing, sanitation and access to basic services like electricity and water; until black people can get access to quality education up to university level and have access to decent capital to engage in the development of new industries which produce for people and not for profit; until such a time all these are realised, the humanity of black people will remain obscure to the white world,” he said.
He called for the expropriation of land without compensation for equal redistribution.
Marikana and Sharpeville
DA leader Mmusi Maimane was in Sharpeville where he said the tragedy that resulted in the killing of 69 people in Sharpeville in 1960 was repeated during the Marikana shootings at the Lonmin platinum mine in August 2012.
During that incident, police shot striking mine workers, killing 34 of them and injuring dozens more. In Sharpeville, police opened fire on thousands of protesters who had been protesting against pass laws, killing 69 and injuring dozens.
“We stand here because none of us ever thought that what we saw in Sharpeville would be repeated in Marikana, where the government we thought we democratically elected would one day mow down our own people in the same way that it did in Sharpeville,” said Maimane.
Maimane and other DA officials visited the memorial site to take part in a wreath laying ceremony to commemorate the victims. It was also visited by former president and deputy president, Kgalema Motlanthe, and other delegates. - News24 | <urn:uuid:806fde0a-487c-44da-9842-2b3f94a9162f> | CC-MAIN-2018-51 | https://mg.co.za/article/2016-03-22-racism-cartoonists-rich-whites-land-redistribution-under-spotlight-on-human-rights-day | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823442.17/warc/CC-MAIN-20181210191406-20181210212906-00630.warc.gz | en | 0.962042 | 887 | 2.609375 | 3 |
1-Octanol: A colorless, slightly viscous liquid used as a defoaming or wetting agent. It is also used as a solvent for protective coatings, waxes, and oils, and as a raw material for plasticizers. (From McGraw-Hill Dictionary of Scientific and Technical Terms, 5th ed)Octanols: Isomeric forms and derivatives of octanol (C8H17OH).Alcohols: Alkyl compounds containing a hydroxyl group. They are classified according to relation of the carbon atom: primary alcohols, R-CH2OH; secondary alcohols, R2-CHOH; tertiary alcohols, R3-COH. (From Grant & Hackh's Chemical Dictionary, 5th ed)Octanes: Eight-carbon saturated hydrocarbon group of the methane series. Include isomers and derivatives.Hexanols: Isomeric forms and derivatives of hexanol (C6H11OH).Heptanol: A colorless liquid with a fragrant odor. It is used as an intermediate, solvent and in cosmetics.2-Propanol: An isomer of 1-PROPANOL. It is a colorless liquid having disinfectant properties. It is used in the manufacture of acetone and its derivatives and as a solvent. Topically, it is used as an antiseptic.Anesthetics: Agents that are capable of inducing a total or partial loss of sensation, especially tactile sensation and pain. They may act to induce general ANESTHESIA, in which an unconscious state is achieved, or may act locally to induce numbness or lack of sensation at a targeted site.Gap Junctions: Connections between cells which allow passage of small molecules and electric current. Gap junctions were first described anatomically as regions of close apposition between cells with a narrow (1-2 nm) gap between cell membranes. The variety in the properties of gap junctions is reflected in the number of CONNEXINS, the family of proteins which form the junctions.Glycyrrhetinic Acid: An oleanolic acid from GLYCYRRHIZA that has some antiallergic, antibacterial, and antiviral properties. It is used topically for allergic or infectious skin inflammation and orally for its aldosterone effects in electrolyte regulation.1-Butanol: A four carbon linear hydrocarbon that has a hydroxy group at position 1.Pentanols: Isomeric forms and derivatives of pentanol (C5H11OH).Liquid Phase Microextraction: Miniaturized methods of liquid-liquid extraction.Carbenoxolone: An agent derived from licorice root. It is used for the treatment of digestive tract ulcers, especially in the stomach. Antidiuretic side effects are frequent, but otherwise the drug is low in toxicity.Water: A clear, odorless, tasteless liquid that is essential for most animal and plant life and is an excellent solvent for many substances. The chemical formula is hydrogen oxide (H2O). (McGraw-Hill Dictionary of Scientific and Technical Terms, 4th ed)Solvents: Liquids that dissolve other substances (solutes), generally solids, without any change in chemical composition, as, water containing sugar. (Grant & Hackh's Chemical Dictionary, 5th ed)Multiple Chemical Sensitivity: An acquired disorder characterized by recurrent symptoms, referable to multiple organ systems, occurring in response to demonstrable exposure to many chemically unrelated compounds at doses below those established in the general population to cause harmful effects. (Cullen MR. The worker with multiple chemical sensitivities: an overview. Occup Med 1987;2(4):655-61)Xylella: A genus of gram-negative, aerobic bacteria, in the family XANTHOMONADACEAE. It is found in the xylem of plant tissue.Amino Acids: Organic compounds that generally contain an amino (-NH2) and a carboxyl (-COOH) group. Twenty alpha-amino acids are the subunits which are polymerized to form proteins.Vitis: A plant genus in the family VITACEAE, order Rhamnales, subclass Rosidae. It is a woody vine cultivated worldwide. It is best known for grapes, the edible fruit and used to make WINE and raisins.Rhizomucor: A genus of zygomycetous fungi of the family Mucoraceae, order MUCORALES.Ionic Liquids: Salts that melt below 100 C. Their low VOLATILIZATION can be an advantage over volatile organic solvents.Mucorales: An order of zygomycetous fungi, usually saprophytic, causing damage to food in storage, but which may cause respiratory infection or MUCORMYCOSIS in persons suffering from other debilitating diseases.Lipase: An enzyme of the hydrolase class that catalyzes the reaction of triacylglycerol and water to yield diacylglycerol and a fatty acid anion. It is produced by glands on the tongue and by the pancreas and initiates the digestion of dietary fats. (From Dorland, 27th ed) EC 184.108.40.206.Hydrolases: Any member of the class of enzymes that catalyze the cleavage of the substrate and the addition of water to the resulting molecules, e.g., ESTERASES, glycosidases (GLYCOSIDE HYDROLASES), lipases, NUCLEOTIDASES, peptidases (PEPTIDE HYDROLASES), and phosphatases (PHOSPHORIC MONOESTER HYDROLASES). EC 3.Essential Tremor: A relatively common disorder characterized by a fairly specific pattern of tremors which are most prominent in the upper extremities and neck, inducing titubations of the head. The tremor is usually mild, but when severe may be disabling. An autosomal dominant pattern of inheritance may occur in some families (i.e., familial tremor). (Mov Disord 1988;13(1):5-10)Tremor: Cyclical movement of a body part that can represent either a physiologic process or a manifestation of disease. Intention or action tremor, a common manifestation of CEREBELLAR DISEASES, is aggravated by movement. In contrast, resting tremor is maximal when there is no attempt at voluntary movement, and occurs as a relatively frequent manifestation of PARKINSON DISEASE.Mentha: Mentha is a genus of the mint family (LAMIACEAE). It is known for species having characteristic flavor and aroma.Coriandrum: A plant genus of the family APIACEAE. The leaves are the source of cilantro and the seeds are the source of coriander, both of which are used in SPICES.Harmine: Alkaloid isolated from seeds of Peganum harmala L., Zygophyllaceae. It is identical to banisterine, or telepathine, from Banisteria caapi and is one of the active ingredients of hallucinogenic drinks made in the western Amazon region from related plants. It has no therapeutic use, but (as banisterine) was hailed as a cure for postencephalitic Parkinson disease in the 1920's.Fatty Alcohols: Usually high-molecular-weight, straight-chain primary alcohols, but can also range from as few as 4 carbons, derived from natural fats and oils, including lauryl, stearyl, oleyl, and linoleyl alcohols. They are used in pharmaceuticals, cosmetics, detergents, plastics, and lube oils and in textile manufacture. (From McGraw-Hill Dictionary of Scientific and Technical Terms, 5th ed)Alcoholic Beverages: Drinkable liquids containing ETHANOL.Alcohol Drinking: Behaviors associated with the ingesting of alcoholic beverages, including social drinking.Waxes: A plastic substance deposited by insects or obtained from plants. Waxes are esters of various fatty acids with higher, usually monohydric alcohols. The wax of pharmacy is principally yellow wax (beeswax), the material of which honeycomb is made. It consists chiefly of cerotic acid and myricin and is used in making ointments, cerates, etc. (Dorland, 27th ed)Counterfeit Drugs: Drugs manufactured and sold with the intent to misrepresent its origin, authenticity, chemical composition, and or efficacy. Counterfeit drugs may contain inappropriate quantities of ingredients not listed on the label or package. In order to further deceive the consumer, the packaging, container, or labeling, may be inaccurate, incorrect, or fake.Sjogren-Larsson Syndrome: An autosomal recessive neurocutaneous disorder characterized by severe ichthyosis MENTAL RETARDATION; SPASTIC PARAPLEGIA; and congenital ICHTHYOSIS. It is caused by mutation of gene encoding microsomal fatty ALDEHYDE DEHYDROGENASE leading to defect in fatty alcohol metabolism.Azabicyclo Compounds: Bicyclic bridged compounds that contain a nitrogen which has three bonds. The nomenclature indicates the number of atoms in each path around the rings, such as [2.2.2] for three equal length paths. Some members are TROPANES and BETA LACTAMS.IndiaIndenes: A family of fused-ring hydrocarbons isolated from coal tar that act as intermediates in various chemical reactions and are used in the production of coumarone-indene resins.Receptor, Melatonin, MT1: A melatonin receptor subtype that is primarily found in the HYPOTHALAMUS and in the KIDNEY.Receptor, Melatonin, MT2: A melatonin receptor subtype primarily found expressed in the BRAIN and RETINA.Hypnotics and Sedatives: Drugs used to induce drowsiness or sleep or to reduce psychological excitement or anxiety.Receptors, Melatonin: A family of G-protein-coupled receptors that are specific for and mediate the effects of MELATONIN. Activation of melatonin receptors has been associated with decreased intracellular CYCLIC AMP and increased hydrolysis of PHOSPHOINOSITIDES.Sleep Initiation and Maintenance Disorders: Disorders characterized by impairment of the ability to initiate or maintain sleep. This may occur as a primary disorder or in association with another medical or psychiatric condition.Skin Absorption: Uptake of substances through the SKIN.Administration, Cutaneous: The application of suitable drug dosage forms to the skin for either local or systemic effects.Octreotide: A potent, long-acting synthetic SOMATOSTATIN octapeptide analog that inhibits secretion of GROWTH HORMONE and is used to treat hormone-secreting tumors; DIABETES MELLITUS; HYPOTENSION, ORTHOSTATIC; HYPERINSULINISM; hypergastrinemia; and small bowel fistula.Absorption: The physical or physiological processes by which substances, tissue, cells, etc. take up or take in other substances or energy.Suppositories: Medicated dosage forms that are designed to be inserted into the rectal, vaginal, or urethral orifice of the body for absorption. Generally, the active ingredients are packaged in dosage forms containing fatty bases such as cocoa butter, hydrogenated oil, or glycerogelatin that are solid at room temperature but melt or dissolve at body temperature.Arginine Vasopressin: The predominant form of mammalian antidiuretic hormone. It is a nonapeptide containing an ARGININE at residue 8 and two disulfide-linked cysteines at residues of 1 and 6. Arg-vasopressin is used to treat DIABETES INSIPIDUS or to improve vasomotor tone and BLOOD PRESSURE.Cefoxitin: A semisynthetic cephamycin antibiotic resistant to beta-lactamase. | <urn:uuid:353603ee-b57c-4897-be4f-db0a4c275c46> | CC-MAIN-2020-34 | https://lookformedical.com/en/definitions/1-octanol | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738562.5/warc/CC-MAIN-20200809162458-20200809192458-00534.warc.gz | en | 0.901389 | 2,558 | 3.078125 | 3 |
More pay! More Free time! More Control!
You deserve more.
Almost everyone who works for a living earns much, much less than they could. You earn much less than you could. How will you change that?
For more than 40 years, wages have flatlined, while productivity has grown unabated. Yet from the end of the second World War to the 1970s, wages increased at the same rate as productivity. The more productive labor became, the more you earned for your labor. Not anymore.
“From 1948 to 1979, productivity rose 108.1 percent, and hourly compensation increased 93.4 percent. From 1979 to 2013, productivity rose 64.9 percent, and hourly compensation rose 8.2 percent… Much of this productivity growth accrued to those with the very highest wages. The top 1 percent of earners saw cumulative gains in annual wages of 153.6 percent between 1979 and 2012–far in excess of economy-wide productivity.”
Labor is more productive now than ever, but workers today earn no more than their parents or grandparents did. For the overwhelming majority, income growth is far below average. For a tiny minority, it is far above average.
To the extent that incomes grew, it was mostly because people worked longer hours, not because their wages increased.
Labor has become more productive because the production process grows increasingly capital-intensive. Labor is increasingly supplemented by technology. Workers become less and less important to the extent that they are mere laborers, mere cogs in the machine. That means the work of developing new technology and applying advanced technology creatively becomes more important, while repetitive, mechanical, mindless drudgery becomes less important.
This could mean freedom for workers from undesirable toil, and the unleashing of their full creative power. Yet the overwhelming majority of people have to sell their labor to live, and have to take the work they can get. They do not own the companies that employ them, and hence do not enjoy the benefits of new technologies.
Most workers cannot compete in the most highly-valued labor markets, so the competition for the less important, less desirable work becomes more intense, driving down wages in those markets. Because employers can hire such workers on the cheap, they have less of an incentive to employ labor saving technology.
Wage growth is weak whether or not you have a college degree. Even high-earning workers are getting fleeced: the wage gap between them and the top 1%—mostly corporate managers and finance professionals—grew faster and more consistently than any other over the same period. The more workers who enter the highly-valued labor markets by obtaining education and credentials, the more competition for those jobs drives down their pay as well. Solidarity among workers within those fields to drive up wages, whether through unions or professional associations, only increases the incentive for employers to invest in labor-saving technology to offset rising labor costs.
Workers across the board earn less pay and work longer hours than technological development could allow. Why should this be the case? Why shouldn’t workers benefit from growing productivity?
President Trump has made low wages a live political issue, but will either political party do anything about it? Before the 1970s, wages grew at the same rate under Democratic and Republican administrations. After the 1970s, wages were stagnant under Democratic and Republican administrations.
Had wages continued to grow as they had before 1979, the poverty rate would have been zero by the mid-80s. Instead, the state has had to rely on extensive use of welfare programs to offset stagnant or even falling wages at the bottom, and has had to continuously increase welfare spending simply to prevent the poverty rate from increasing. Poor workers are more educated, more productive, and work longer hours, but the vast majority of them remain poor and grow poorer.
This was no accident, but the result of inadequate political leadership.
The minimum wage has consistently fallen against inflation, dragging down wages more generally. Legal restrictions have made it more difficult to organize and sustain labor unions, undermining the ability of workers to negotiate the terms of their employment. International trade agreements have been used to weaken the bargaining position of workers in all countries by pitting them against each other. Top marginal tax rates were slashed, motivating the very top earners to compete for a larger share of the wage fund. Financial deregulation has meant greater rewards for finance professionals while the rest of us have shouldered greater risk without any economic benefit, and to our clear detriment. Workers are misclassified as independent contractors, victims of wage theft with little protection or recourse, and are arbitrarily disqualified from receiving overtime pay.
People at the very top have benefited substantially from rising productivity, while the overwhelming majority are doing no better, or worse, than ever. The share of wealth earned as profits has grown at the expense of wages, and among wage earners, the share taken by the very highest earners has grown at the expense of the overwhelming majority.
Why should this be the case? How much could you be earning today, had wages simply continued to grow along with productivity? How much better off would you be if everyone earned more, if everyone were free of poverty, if everyone contributed to and shared in the benefits of technological progress?
There is no shortage of wealth but working people have effectively no control over how it is distributed. All they can do is compete against each other for whatever is available, while those at the top use every means at their disposal to maintain and grow their share.
So long as those at the top seek to maximize profits at the expense of wages, keeping labor cheap, they impede technological and social progress. They only introduce labor saving technology when it is cheaper than the human alternative, and they do all they can to keep labor as cheap and servile as possible.
The demand for higher wages is what drives society forward. If the wage earners themselves were in charge, they would have every reason to fully exploit technological advancements, to even more rapidly increase productivity, minimizing undesirable labor while maximizing their incomes.
This realization was at the heart of the socialist movement that emerged during the industrial revolution and that reached its peak in the early 20th century.
Workers increasingly realized that they could improve their bargaining position relative to their employers by organizing together to bargain collectively, rather than competing against each other.
Yet more than this, they realized that there was no good reason for workers and employers to be two separate groups of people standing opposed to each other. They realized that the organized workers could cooperatively manage their work, and that way, all would share in the benefits of that cooperation, rather than one group benefiting at the expense of society.
At first, they sought to win the capitalists over to this vision, and to use their democratic rights to advocate for it. Yet the workers, whether organizing merely to bargain for higher wages or for political change, were met with violent repression over and over again, and the conditions of their labor continued to deteriorate. The capitalist class only seemed to care about democracy so long as they remained in control, and the workers remained subordinate.
The working class struggle continued to develop, and with it, the movement for socialism. By the end of the 19th century, they had managed to reduce the working day, which could be as long as 18 or 20 hours, to 10 hours, and fought to further reduce it to 8 hours
On May 1st, 1886, American workers planned a mass strike in favor of the 8 hour day. They were met with violent repression. A few days later a rally was held at the Haymarket Square in Chicago to oppose that repression. Police ordered the crowd to disperse. Then, an unknown person threw a bomb into the path of the police, killing one officer and injuring six others. The police fired on the crowd, killing four and injuring many as they fled.
The police could not discover the source of the bomb, but decided to make an example of eight radical organizers, claiming they incited the crowd to violence with their agitational rhetoric. The eight men were found guilty for exercising their first amendment rights, and seven were sentenced to death. Workers at the time knew why they had to hang: to serve as an example. This is what happens when you step out of line. Yet this threat did not dissuade them: another mass strike for the 8 hour day was planned for May 1, 1890.
At the same time, the workers’ movement in Europe had grown strong and animated, organizing their own political parties for socialism. This culminated in 1889, when these parties united to form an international party. At this Congress, attended by four hundred delegates, it was decided that the 8 hour day must be the first demand. A delegate moved that this demand be expressed in all countries through a general strike. The delegate of the American workers called attention to the decision of his comrades to strike on May 1.
The Congress decided to declare this the date of an international general strike, in which the workers of the world would stand together for the benefit not only of themselves, but all of humanity, and which the international working class would observe every year until the final May Day, when the working people will have won over the immense majority, and begin to lead the world toward socialism.
The socialist movement collapsed before this could occur, and socialism has fallen into disrepute for having failed. Yet the conditions of working people continue to deteriorate. The technological progress we wrestle with today is but the continuation of the industrial revolution, but the working class is no longer organized around the goal of leading this revolution, and using it to emancipate all of humanity. Instead, working people remain subordinate, depressed, desperate, or at best, satisfied with far less than they could have.
May Day is still celebrated around the world, but the vision of freedom it represented has been largely forgotten. Yet so long as people hope to free themselves through their own work, and so long as they find themselves competing not only against employers, but against each other, for the ability to do so, this vision cannot disappear. Working people can take control of their own lives, but only if they realize the value of cooperation and organize together for their common benefit.
Working people make this world run, but we do not decide how it is run. We do not enjoy the full fruits of our own labor. We can change that, if we decide to do so, and organize.
Working people unite! Join the Socialist Party! Together, we can free the world!
Note: The claims about compensation and productivity trends are derived from the Economic Policy Institute’s 2014 paper, “Raising America’s Pay: Why It’s Our Central Economic Policy Challenge” by Josh Bivens, Elise Gould, Lawrence Mishel, and Heidi Shierholz. Available here: https://www.epi.org/publication/raising-americas-pay/ | <urn:uuid:4dd3c47d-ad46-4411-8e74-cbd3796ecba3> | CC-MAIN-2019-09 | https://www.thesocialist.us/working-people-deserve-more/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247494424.70/warc/CC-MAIN-20190220024254-20190220050254-00463.warc.gz | en | 0.973732 | 2,221 | 2.53125 | 3 |
The tropical landscape is characterized by bold splashes of color and rich, green foliage. A combination of shade, scent, color and variety bring a dynamic element to a tropical environment. There are thousands of tropical plants to choose from when creating a tropical garden. Among them are the sweet smelling plumeria, the broad leafed banana, the colorful foliage of the croton, the large flowers of the hibiscus and the spray of color created by a climbing bougainvillea.
The rich, wafting scent of the plumeria (Plumeria spp.) is the highlight of a tropical garden. Plumeria, also known as frangipani, is a small tree that grows 20 to 30 feet tall with a wide canopy spread. Waxy cream or pink flowers off set its rich, green foliage. Plant plumeria in full sun and slightly acidic,well-draining soil. Plumeria can withstand some drought, but for best growth, water weekly during hot, dry periods. Plumeria reaches maturity in about five years, according to the University of Hawaii. It is hardy in USDA Zones 10b to 11.
Banana plants have long, flat, leaves that grow straight from the center of the plant before unfurling and hanging down towards the ground. Bananas (Musa spp.) are a fast-growing, herbaceous perennial that grow from shallow, underground rhizomes. Bananas reach maturity in 10 to 15 months. They prefer a rich, acidic soil with a pH between 5.5 and 6.5. They thrive on warmth, and the California Rare Fruit Growers Association recommends planting them next to cement or asphalt walks or driveways. Bananas grow 10 to 25 feet tall depending on the variety. They grow in USDA zones 9b to 11.
Croton (Codiaeum spp.) has bright, colorful leaves that vary from reds, yellows and bright greens, to dusky maroon and golden. Plant this shrub in an area that gets partial, shifting sun throughout the day; full sun or full shade will dull leaf colors. Croton thrives in well-draining, loamy, soil. In dry weather, give each plant 1 to 2 inches of water per week. Mature crotons are up to 6 feet tall with a 6-foot spread. Croton is hardy in USDA zones 9b to 11.
Tropical hibiscus (Hibiscus rosa-sinensis L.), also called Chinese hibiscus, is a flowering shrub. The large flowers attract hummingbirds and other pollinators to the tropical landscape. Planted as a centerpiece in a flower bed or near a porch or patio, this tropical will draw the eye with its bright, colorful flowers. Plant hibiscus in full sun, and loamy, well-draining soil. Water weekly during periods of drought to keep the soil around the roots damp but not muddy or saturated. It is hardy in USDA zones 9 to 11.
Bougainvillea (Bougainvillea spp.) grows vigorously in hot climates. It flourishes in the wet season and is drought hardy during the dry season. This climbing vine has wood stems with sharp thorns and abundant green foliage. The shoots can reach up to 8 feet long. Bougainvillea's blooms come in an array of colors, from snowy white to deep reds, pale peaches and bright purples. Plant bougainvillea next to a fence of wall in full sun or partial shade. This hardy climber grows well in rocky, well-draining soil. It is a heavy feeder, and Texas A&M University Extension recommends using a 20-20-20 or 21-5-20 water-soluble fertilizer at half strength once a week. | <urn:uuid:96b21c65-5ba5-40f3-91e8-818b1fec403c> | CC-MAIN-2014-10 | http://www.gardenguides.com/120821-plants-tropical-landscapes.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999654003/warc/CC-MAIN-20140305060734-00076-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.922176 | 786 | 3.40625 | 3 |
SCROLL DOWN TO SEE THE ACTIVITY ANSWERS THIs free english class.
True or false
Read the sentences. Choose the correct answer.
- F (in Seattle)
- F (100 books a day)
- F (annual revenue)
MATCH THE WORD OR PHRASE ON THE LEFT WITH THE CORRECT SYNONYM.
|1. large – c. gigantic|
2. job – e. position
3. program – a. software
4. workers – b. employees
5. office – d. workplace
ESL listening activity: anagrams
MOVE THE LETTERS. MAKE A WORD FROM THE ESL LISTENING STORY.
- EALTB – table
- NOLMILI – million
- PMCTEOUR – computer
- IGKROWN – working
- ESBTGGI – biggest
- RKSOSOBOTE – bookstores
Write the sentences. Put the words in the correct order.
- He had a good job but wanted to do something different.
- They were too small and didn’t have many books.
- Jeff created a store with a million books and called it Amazon.
- The office was in a garage and the table was made from an old door.
- People liked the easy to use web design and large number of books.
ESL 50-minute lesson activity page
Open the ESL activity page to see the listening and reading questions. | <urn:uuid:535e5746-f781-4acb-9396-1f6549adb958> | CC-MAIN-2022-33 | https://www.englishlistening.rocks/1974-amazon-story-answers/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00784.warc.gz | en | 0.881242 | 327 | 2.703125 | 3 |
Everyone faces problems that need solving whether an issue is big or small. You all set goals for yourself, face challenges, and strive to overcome them. You sometimes offer fast-track solutions to the problems which increase your value as an expert automatically. But you need to understand that for becoming a problem solver you need to have a whole mindset that drives you to bring out the best and be very clear on the direction.
It is very important to become logical and systematic when it comes to problem-solving. It can help you to make effective decisions that can improve your personal and professional life. The following are the ways that can help to improve your abilities for solving problems:
1- Visualize a problem:
For solving any kind of issue, you need to visualize the problem and focus on it. It will stimulate your brain and increase the ability for creative thinking. For this purpose, create a mind map by drawing your problem as the central idea. For all the reasons as problems add main branches and use the sub-branches in order to explore further details. This exercise will help you to become aware of the branch or option that can work out the best for you.
2- Play soccer game:
According to studies, a strong link has been found between the human brain’s executive functions and the soccer game. When you are in action, your brain multitasks between anticipating, reacting, and performing. This sends your brain into a highly engaged condition. The same can be considered when you are working and problem-solving at once. Soccer is a game that can help to rewire your brain to be quicker at processing and responding to problems.
3- Perform Yoga:
The University of Illinois has carried out a study that shows that there is a powerful combination of body awareness and breathing. During a yoga practice, it helps to increase the cognitive test scores.
4- Make sketches:
For solving problems, you should always keep an idea journal with you. It will help you to write down your experiences and making sketches. When you will create your ideas in the form of sketches on a paper, it will be easier to process all your thoughts by viewing them.
5- Listen to music:
According to studies, listening to music while working can stimulate and increase the cognitive arousal while helping to organize the cognitive output. The participants who were involved in one if the study showed doubled scores on the verbal fluency tests in contrast to when they worked in complete silence.
6- Play logic puzzles:
For improving upon your problem-solving skills, you need to play the brain-boosting games such as Chess, Sudoku, or the Rubik’s Cube. It helps you to apply realistic strategic thinking into situations. These are the games that can build up your brain muscles and to develop new problem-solving techniques. | <urn:uuid:5f6d66d1-8736-48d4-ac15-14bfc9d9473a> | CC-MAIN-2021-04 | https://www.beingguru.com/2020/10/6-ways-to-improve-your-problem-solving-skills/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703506832.21/warc/CC-MAIN-20210116165621-20210116195621-00761.warc.gz | en | 0.957909 | 580 | 3.109375 | 3 |
Fetishism is a term with a long and complicated history, encompassing religious, anthropological, economic, and sexual meanings. Missionary tracts with titles such as Fetishism and Fetish Worshippers denounced the "barbarous" religions of "primitive" people who worshiped "idols of wood or clay." The term fetish was then extended to refer not only to objects allegedly possessing magic powers, but also to anything that was irrationally worshiped. Karl Marx famously coined the term "commodity fetishism" to describe the way objects produced through human labor acquired an exaggerated exchange value. Sexologists and psychiatrists traditionally described fetishism as a sexual "perversion." Today, fetishism is usually characterized as a type of variant sexuality, in which arousal is associated with a (nongenital) part of the body, such as hair, or an inanimate object, such as a shoe.
Experts tend to agree that the majority of sexual fetishists are men. Indeed, the psychiatrist Robert Stoller argued, "fetishizing is the norm for males, not for females." However, the subject of female fetishism is of interest to cultural theorists. There are also thought to be degrees of fetishism. Many men may be sexually aroused by high-heeled shoes, for example, but only a minority require the presence of such shoes for sexual arousal-and even fewer women have such a directly sexual relationship with shoes. Fetishism has also been associated with sadomasochism and transvestism. Leather fetishists, for example, may be involved in sadomasochistic sexuality. Sigmund Freud argued that fetishism was caused by castration anxiety, but this theory is not widely accepted today.
High-heeled shoes, so-called "kinky" boots, corsets, lingerie, and garments made of leather or rubber are among the most common clothing fetishes. Sometimes individual clothing fetishes are combined; thus, a black leather corset might be worn with high-heeled boots and long rubber gloves. Fetishes are associated with particular sexual fantasies. Or as Stoller put it: "A fetish is a story masquerading as an object." In the nineteenth and early twentieth centuries, fetish clothing was utilized in secret sexual scenarios; for example, in brothels or the staging of pornographic imagery.
Role in Pop Culture
Since the 1970s, however, clothing fetishes have played an increasingly important role in fashion and popular culture. As early as the 1960s, the television program The Avengers featured a character, Mrs. Peel, who wore a black leather catsuit that was modeled on an authentic fetish costume. Mrs. Peel's costume was a precursor of Michelle Pfeiffer's latex catsuit and mask in the film Batman Returns.
Fetishism moved from the sexual underground into mainstream popular culture via subcultural groups such as punks and leathermen. A youth subculture associated with bands like the Sex Pistols, the punks appropriated fetish clothing as part of their own "style in revolt." The fashion designer Vivienne Westwood, herself a punk, opened a shop in London called Sex, where she sold bondage trousers, rubber stockings, corsets, and extreme shoes to a clientele divided between real fetishists and young people attracted by the idea of breaking taboos. Westwood herself wore "total S&M as fashion" in the early 1970s, not just in private or at clubs, but on the street, as a way of subverting accepted social values.
Fetish Clothing as Chic
The 1970s saw the spread of sexual liberation, women's liberation, and gay liberation-all movements that provided a context for the emergence of fetish fashion. Although many feminists regard fetish fashion as exploitative and misogynistic, the iconography of sexual fetishism unquestionably focused on images of powerful women. The image of the dominatrix or phallic woman was especially pronounced in the work of Helmut Newton, a very influential fashion photographer of the 1970s. As a result of his controversial pictures in magazines such as the French edition of Vogue, Newton is often credited with having made fetishism "chic." One of his fashion photographs of 1977, for example, was titled "Woman or Superwoman?" It showed a woman wearing a leather trench coat by French designer Claude Montana, accessorized with riding boots to convey the image of an Amazon, a subcategory of the dominatrix.
Jean Paul Gaultier is another designer who pioneered fetish fashion in the 1980s. Gaultier has told interviewers that, as a child, his grandmother's flesh-colored corsets fascinated him, and he describes the process of lacing a corset as ritualistic. Many of his designs for both men and women have featured corset-style lacing. He is probably most famous for the corset that he designed for Madonna's Blonde Ambition tour, which helped launch the trend for underwear-as-outerwear. Lingerie, of course, has become a ubiquitous influence on fashion Perhaps even more than Gaultier, Thierry Mugler has focused on corsetry and on fetishized materials such as rubber and leather to create costumes that evoke the image of "the phallic woman." One of his couture ensembles was entirely handcrafted of leather, including a leather neck-corset. It resembled the carapace of an insect. Other hard-bodied styles include metal corsets and entire ensembles made of metal and plastic, which transform the wearer into a kind of armored cyborg. Indeed, there is virtually no fetish ensemble-from the clothing of the equestrienne to the military uniform-that has not appeared on Mugler's runways.
Leather is the material most often utilized in fetish fashion. Claude Montana was among the first to become known for fetish leather, to be followed in the 1990s by the Italian designer Gianni Versace, who caused a sensation with his leather fashions. Is it "chic or cruel?" asked The New York Times. Similar styles had been pioneered by sadomasochists, especially gay leathermen. Designers such as Thierry Mugler and John Galliano for Dior have also incorporated other second-skin materials, such as latex, into high fashion. All of the designers mentioned are also known for their "kinky" shoes and boots, which are the most important accessories in the wardrobe of fetish fashion. Fetish shoes typically feature extremely high heels and sometimes also high platforms and ankle straps or lacing that allude to bondage. Fetish boots tend to be either very high (to mid-thigh) or overtly aggressive-looking.
Gammon, Lorraine and Merja Makinen. Female Fetishism. New York: New York University Press, 1994.
Kunzle, David. Fashion and Fetishism. Totowa, N.J.: Rowman & Littlefield, 1982.
Lafosse-Dauvergne, Geneviève. Mode et fétichisme. Paris: Éditions Alternatives, 2002.
Steele, Valerie. Fetish: Fashion, Sex & Power. New York: Oxford University Press, 1996.
Stoller, Robert. Observing the Erotic Imagination. New Haven, Conn.: Yale University Press, 1985. | <urn:uuid:f03222be-35f8-4dcb-934a-8971bc876945> | CC-MAIN-2022-27 | https://fashion-history.lovetoknow.com/alphabetical-index-fashion-clothing-history/fetish-fashion | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103850139.45/warc/CC-MAIN-20220630153307-20220630183307-00052.warc.gz | en | 0.958898 | 1,533 | 2.796875 | 3 |
EAR RESHAPING (OTOPLASTY)
Otoplasty, commonly referred to as ear reshaping or ear pinning, is a cosmetic procedure which can reduce the size of ears or realign them closer to the head so that they look more pleasing.
For Children Protruding ears can make children a target for teasing, jokes and derogatory remarks at school. Otoplasty can help children avoid such situations. The procedure can be performed as early as age four or five, and is very safe and quick. In children, the procedure is performed under general anesthesia. A well-concealed incision is placed behind the ear, and the cartilage is reshaped or removed to give the ear a more natural shape. Dissolvable stitches are used to close the incision, and the ears are covered by a dressing for about five days.
For Adults In adults, the procedure is performed under local anesthesia with sedation on the outpatient basis. Through the procedure is identical to the one performed on children, the surgical technique may differ with each patient’s condition or demand. The procedure is relatively pain free; however, some patients experience mild discomfort with ear aches, which can be easily treated with prescribed medicines. However, the patient may have to use headbands to protect the ears during sleep.
Otoplasty is suitable for all ages. Whether you are a child, a youngster, or an adult, you can get the procedure if you need it.
Local anesthesia and sedation are used for the procedure. The doctor may use general anesthesia if there is the requirement.
Almost, 1 to 2 hours are spent to perform the procedure.
Some aching or throbbing can occur as a result of this procedure. Hence, it can be managed with the help of medicines.
Sometimes, otoplasty cost can be covered by insurance. For this, patients need to consult their insurance providers. Rules and regulations may vary among companies. | <urn:uuid:8f03e26f-0924-49d1-8d4f-18e6e463a181> | CC-MAIN-2021-31 | https://www.cocoona.in/surgical/face/ear-reshaping/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154163.9/warc/CC-MAIN-20210801061513-20210801091513-00521.warc.gz | en | 0.955836 | 403 | 2.6875 | 3 |
Causes and Treatment of Canine Congenital Heart Disease
Congenital Heart Disease in Dogs QuickLinks
"Canine congenital heart disease (CHD) is a term that is used to describe many heart conditions that are present at birth and inherited from parents. Disorders include holes in the heart, enlarged hearts, stenosis (narrowing that restricts blood flow) and other deformities. Symptoms include weakness, lethargy, exercise avoidance, coughing, difficult or labored breathing, and respiratory issues that get worse at night. Some conditions can result in sudden death and may not show any symptoms. Treatment varies by the underlying cause and can involve exercise restrictions, medications and surgery. The prognosis varies by type of disorder and symptoms (see last section below)."
The Doberman has a high incidence of the breed specific form of the dog congenital heart disease DCM or enlarged heart. Genetic tests can determine if breeding dogs have the mutation for the gene. It is the most commonly affected breed in the United States. Affected dogs die of sudden cardiac death or congestive heart failure. (2)
Causes, Symptoms and Treatment of Dog Congenital Heart Problems
Atrial Septal Defect (Hole in the Dog's Heart)
Description: Describes a canine congenital heart disease characterized by a hole connecting the heart's two upper chambers. This canine congenital heart disease can be repaired with surgery in the same way a human heart can be treated. The procedure is performed by inserting a catheter through the dogs arm or neck.
Treatment: For an atrial septal defect, patients are hospitalized if unstable. A veterinarian might recommend restricted activity. A low sodium diet is recommended if a dog is experiencing congenital heart failure. There is a device that can be surgically implanted (amplatzer device) to close some heart defects. To correct the condition open heart surgery is required.
The term stenosis refers to a narrowing which is restricting blood flow. The condition starts to develop weeks after birth.
Types associated with a canine congenital heart disease:
- Aortic Stenosis
- When there is a blocked connection
between the left side of the heart and your dog's body, causes a
pressure overload. There is an above average incidence in Newfoundland
dogs, Golden Retrievers, Boxers, Rottweilers and other large breeds.
- Pulmonic Stenosis - Common in dogs with a higher
incidence in English Bulldogs. When there is a blocked connection
between the right side of the heart and the lungs. Patients often have
a heart murmur.
- Patent Ductus Arteriosus - When in the womb there is a
blood vessel that directs blood away from the lungs. If this blood
vessel doesn't close when born, patent ductus arteriosus occurs. This
disease is considered to be the most easily treatable, with the result
of surgery allowing a dog to live a normal lifespan.
- Subaortic Stenosis
This common canine congenital heart disease refers to an obstruction in
the left ventrical located under the aortic valve. This causes pressure
across the obstruction. A 1994 study of the disorder showed that dogs
that had a mild obstruction in most cases did not experience symptoms
and lived a normal life. Dogs with moderate problems did develop some
clinical signs, but lived into middle age. These dogs suffered from
left heart failure more frequently than those with a severe
obstruction. Dogs with a severe subarotic stenosis lived a median of
18.9 months. Dogs with severe cases experienced sudden death 16x more
often than more mildly affected dogs.
- Mitral Stenosis - If the mitral valve is narrow and
has trouble passing from the left atrium to the left ventricle (where
the blood pumps).
Diagnosis: Several tests are used to view and diagnose changes to the heart muscle caused by a canine congenital heart disease:
- Thoracic X-rays are use d to detect enlargement on the left side of the heart. X-Rays will also be used to check for myocardial hypertrophy (increase in size of myocardial muscle).
- Echocardiograms can be used to check on the severity of the heart disease, thickening of the heart 's ventricular wall and narrowing of the ventricular tract.
- Dopler Echocardiograph is a test using sound to determine the pressure gradient (degree that blood is being held back by an obstruction).
Dog Enlarged Heart (DCM)Description: A dog enlarged heart or DCM (Dilated Cardiomyopathy or Congestive Cardiomyopathy) is a primary muscle disease of the heart. This canine congenital heart disease results in a reduction in heart output which can effect the normal functioning of the renal (kidneys) and respiratory systems (as well as all parts of the body). A genetic test is available for Boxers and Dobermans which can determine if a dog has the gene mutation that leads to DCM (24 genes are involved(3)). More males than females have the problem with the median age between 4 and 10 years of age. The disease is specific to what is occuring in each dog or sometimes breed, as is the case in the Doberman Pinscher.
Echocardiogram shows left side of normal dog heart and dog with dilated cardiomyopathy. See how the left chamber is dialated, decreasing the ability of the heart to function. It also disrupts the electrical system of the heart, causing the heart to stop functioning. (2)
Breeds Affected: There is a higher incidence of this canine congenital heart disease in Portuguese Water Dogs, Doberman Pinschers (most commonly affected), Cocker Spaniels and giant breed dogs. The disease is unique in the Doberman Pincher vs. DCM in other breeds.
EKG of Dog With Enlarged Heart (DCM). Notice the difference in patterns. Normal beats are mixed with abnormal beats. The abnormal beats can lead to sudden death.(2)
Symptoms: Not all dogs show symptoms (called asymptomatic). Those that do show symptoms exhibit:
- Respiratory problems
- Rapid breathing
- Labored breathing
- Short of breath
- Weight loss
- Lethargy or tired
- Distended abdomen
- Temporary loss of consciousness (syncope)
Treatment: Activity levels are determined by the dog. Therapy is outpatient in most cases. Diet might be adjusted to reduce salt intake. Medications referred to as ACE inhibitors (Enalapril) are considered the foundation of any treatment plan. If the heart has poor funciton another medication may be added called pimobendan, which is a phosphodiesterase inhibitor used for vasodilation, which increases the capcity of the blood vessels. Early intervention is not always called for until the disease develops and results in symptoms.
Any dog heart arrythmias are controlled with digitalis and the beta blocker atenolol as well as other medications depending on condition of the dog. Dogs are sometimes put to sleep if medications do not keep them comfortable.
The prognosis is not good with dogs surviving 6 months to 2 years after diagnosis. Dobermans tend to survive toward the lower end of that range. Fish oil seems to slow down muscle loss and are safe.
Uncommon in dogs.(4) A leaky mitral valve causes this condition and is being seen with increasing frequency in Bull Terriers and the Cavalier King Charles Spaniel. When a mitral valve leaks, the left ventricle of the heart contracts causing some blood to leak backward into the left atrium (called Mitral Regurgitation).
There are few studies on the prognosis or how long a dog will live after being diagnosed with a canine congenital heart disease, and even less if a pet parent decides not to pursue treatment. Since there aren't studies to rely on, a veterinarian will base the prognosis on the clinical findings from tests and the in-office examination.
Canine Congenital Heart Disease Prognosis Not Correctable By Surgery Or Other Treatment (1)
|Heart Disease Findings Leading
to a Better Prognosis
||Heart Disease Findings Leadings
with a Poor Prognosis
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References for Canine Congenital
(3) For more on genetic testing visit the Veterinary Health Complex of NC State University.
Nelson, O.R. - "Home Care of the Heart Failure Patient"Washington
Dukes, Joanne, "Caniine Heart Disease", MRCVS Department of Veterinary Medicine University, Glasgow Veterinary School, Scotland, UK
Hines, Ron DVM, PHD "Heart Disease in Dogs and Cats"
Heart Conditions: KilatedCardiomyophaty (DCM) "Treatment for Rapid Heart Beat" Yankee Golden Retriever Rescue
New Hope Animal Hospital, Canine Cardiology,"His Heart is In Your Hands"
Pawprints & Purrs, Inc, "Canine Dilated Cardiomyopathy and Heart Failure"
"Hole in Dog's Heart Repaired", Texas A&M University College of Veterinary Medicine and Biomedical Sciences
Researched by: Jeff Grill | <urn:uuid:808d852f-c9bc-4b0b-9810-d8ad6054ce28> | CC-MAIN-2018-05 | http://www.dog-health-guide.org/caninecongenitalheartdisease.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00794.warc.gz | en | 0.895272 | 2,097 | 3.125 | 3 |
Dr Tim Heard: the insect tracker
On the hunt for exotic species for biological control use in Australia, Dr Tim Heard, a Senior Research Scientist at CSIRO, often finds himself in faraway places offering rewarding experiences.
The hunt for useful exotic animal and plant species has taken Dr Tim Heard, a tropical weeds senior research scientist, to faraway places.
Controlling mesquite in northern Australia
Scientists at CSIRO are using an integrated management approach aimed at providing a basis for long-term management of mesquite, including mechanical, chemical and biological techniques and the use of fire and grazing strategies.
Our scientists are developing solutions to our mounting air, land and water pollution problems.
Our scientists are working with industry, regulators and the community in the search for solutions to our mounting air, land and water pollution problems.
Eradicating pest ants from the Top End
CSIRO scientists lead research into the ecology, impacts and control of invasive ant species in northern Australia. A successful eradication project in Kakadu has paved the way for CSIRO leadership of a range of other pest ant management projects.
Biological control of silverleaf whitefly
Our scientists are researching the biological processes that enable silverleaf whitefly to invade, and investigating the role of landscape structure and scale in exploiting an effective biocontrol agent for this pest species.
Fighting frog fungus
Australian scientists, including a team at CSIRO, were first to identify a fungus as the cause of mass frog declines in Australia and Panama.
217Salmon CMAR MedRelTsr
A new project led by CSIRO is exploring the genes of farmed Atlantic salmon with a view to breeding fish resistant to an amoeba that attacks their gills.
Science for tomorrow: developments
Four CSIRO research projects from Farming Ahead: invigorating wheat production, accurately mapping water availability, weeding out the risk of pest plants and a survey to help refine seasonal forecasts. (1 page)
Melbourne: Highett, Vic (Highett laboratories)
CSIRO’s Highett laboratories in Melbourne’s south-east is home to advanced processing, materials and infrastructure research, sustainable ecosystems, and CSIRO's Victorian Science Education Centre.
The impact of weeds on rainforests following Cyclone Larry
Severe Category 4 Tropical Cyclone Larry hit the North Queensland coast in 2006 causing extensive destruction to rainforest habitats in the Wet Tropics. The widespread disturbance caused by the cyclone provided ideal conditions for rapid recruitment and spread of invasive weeds in Queensland’s rainforests.
Climate change may wake up ‘sleeper’ weeds
Climate change will cause some of Australia’s potential weeds to move south by up to 1000km, according to a report by scientists at CSIRO’s Climate Adaptation Flagship.
This comprehensive reference is essential reading for anyone involved or interested in house dust mite research and management.
Through the Australian National Insect Collection (ANIC), CSIRO Entomology is helping ensure the preservation and sustainable use of Australian ecosystems. | <urn:uuid:413749ee-20a3-4ae7-8577-18922273468c> | CC-MAIN-2013-20 | http://www.csiro.au/Outcomes/Safeguarding-Australia.aspx?page=2 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696383077/warc/CC-MAIN-20130516092623-00043-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.882942 | 625 | 2.515625 | 3 |
King tut essay king tutankhamun: a biography egyptian history is divided into many different time periods according the centuries the new kingdom in ancient egyptian history is defined as the time between the 16th century bce and the 11th century bc. View and download king tut essays examples also discover topics, titles, outlines, thesis statements, and conclusions for your king tut essay. Read this essay on king tut come browse our large digital warehouse of free sample essays get the knowledge you need in order to pass your classes and more only at termpaperwarehousecom. King tutankhamun was the only boy ruler and he couldn't properly rule until he was eighteen his uncle, ay, was his advisor and he took care of a majority of the affairs once king tutankhamun turned eighteen, ay lost all of his power.
King tut essays over 3,300 years ago, a young king, known as tutankhamen, inherited the rule of the egyptian kingdom given that tut was only nine years old at the time, guardian officials tended to political duties while the boy publicly matured into manhood. View essay - king tut essay from humanities 100 at strayer university running head: king tutankhamun: death of the boy king king tutankhamun: death of the boy-king brianna whalen world cultures. Since king tut was so young when he died, and because his father, akhenaten, was an unpopular, some say hated, ruler, theories abound as to how king tut died adding to the mystery are differing accounts of the tomb itself. View this thesis on king tut's curse and research even today rumors about the curse continue to swirl around king tut and his tomb for example the researchers thesis king tut s curse and research and 90,000+ more term papers written by professionals and your peers.
Unlike most editing & proofreading services, we edit for everything: grammar, spelling, punctuation, idea flow, sentence structure, & more get started now. King tutankhamun was just a teenager when he died for an ancient egyptian pharaoh, presumably well fed and fiercely protected, this was a premature demise it was also momentous, for his death . Essay: the tomb of tutankhamen what does the tomb of tutankhamen and its contents show about the egyptian concern for the afterlife tutakhamen’s tomb, and the artifacts inside are an indication of the concern the ancient egyptians held for the after-life of their king. Archaeology term papers (paper 19039) on king tut's tomb : what does the tomb of tutankhamen and its contents show about the egyptian concern for the afterlife.
Free essay: the mystery of king tut's death the mystery of king tut's death if you ask the average american to name an egyptian king ninety nine percent of. Free essays available online are good but they will not follow the guidelines of your particular writing assignment if you need a custom term paper on high school essays: king tut, you can hire a professional writer here to write you a high quality authentic essay. Read this essay on theories about king tut’s death come browse our large digital warehouse of free sample essays get the knowledge you need in order to pass your classes and more. Previous excavations in the valley of the kings in egypt by theodore davis had found and cleared the tombs of tutankhamun’s family and their possessions by 1913, davis had not yet found an intact royal tomb and became disillusioned, finally declaring the area exhausted of by 1920, the tomb of nearly every new kingdom king . Third of all, king tut's corpse was sloppily embalmed an ointment that was used for embalming had been poured over the mummy the sloppy paint job and embalming job suggest that the tomb was in a hurry to be sealed .
King tutankhamun free essay, term paper and book report tutankhamun was the 12th pharaoh of the eighteenth dynasty of egypt he ruled from 1334-1323 bc and lived in 1341 bc - 1323 bc, during the period known as the new kingdom. King tut’s tomb was a major discovery of the 19th century it was a phenomenal discovery that made headlines across the world up until the discovery of king tut’s tomb, it was believed that all royal tombs had been robbed and drained of their treasure. King tut was about eighteen or nineteen when he died this pharaoh was mummified and buried this pharaoh was mummified and buried king tut was buried with his weapons, pots and valuable treasures, his coffin was made of solid gold . Essay tomb of tutankhamun the most famous egyptian pharaoh today is, king nebkheperuru tutankhamun tutankhamun is also known as king tut.
Paper masters custom research papers on king tutankhamun paper masters writes custom research papers on king tutankhamen and looks at the 18th dynasty king of egypt and his life search order paper faqs e-mail us. Free essay: good morning/afternoon students and teachers, my speech that i will be presenting today is on king tutankhamun’s golden throne and the kings. Excavation of king tut's tomb by howard carter and lord carnarvon essay - a) the site: 1) 2) the site of tutankhamun's tomb was found in 1922 by howard carter and his sponsor lord carnarvon which was funding the search. | <urn:uuid:2d573a17-6df6-4d73-85b9-81f0801f6633> | CC-MAIN-2018-43 | http://rshomeworkjxnj.firdaus.info/essay-on-king-tut.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583511872.19/warc/CC-MAIN-20181018130914-20181018152414-00473.warc.gz | en | 0.956336 | 1,151 | 3.203125 | 3 |
First grade has been studying the genre of fairy tales. Students have enjoyed listening to their favorite classic fairy tales and learning the characteristics of a fairy tale. Students are now writing their own fractured fairy tales. Mr. Lanum and Mr. Koehler have been helping students construct castles using BT's state of the art technology. Our culminating project, Fairy Tale Day, will be presented on Friday, March 6, at 8:15 am in the first grade classrooms. Stop in and see where the first graders' imagination has taken them!
- Lower School | <urn:uuid:2f9e7b9d-c518-4c71-8b27-3dcdb7547a5e> | CC-MAIN-2021-21 | https://www.brownell.edu/about-bt/heads-up/~board/migrated-news-7b0b5aa1-7351-4b6c-9ba2-376134f89a09/post/first-grade-explores-fairy-tales | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991737.39/warc/CC-MAIN-20210514025740-20210514055740-00287.warc.gz | en | 0.957956 | 112 | 2.59375 | 3 |
“Children of the tenderest age, even before they can articulate, may be taught, through the simple agency of pictures, to admire and appreciate living creatures.
-Henry Bergh, Founder of the American Society for the Prevention of Cruelty to Animals (ASPCA)
Art and visual culture have been–and, indeed, continue to be–a very important part of campaigns advocating for better treatment of all species. Perhaps one of the earliest examples of art being used in the service of Humane Education was William Hogarth’s “Four Stages of Cruelty.” This was a series of 4 prints published in 1751, each depicting a scene from the life of a man named Tom Nero. Tom Nero was not an actual person but, rather, an allegorical figure who stood in for anyone who was unkind to animals. This series begins with a scene of Tom abusing animals as a young boy. The following image shows Tom as a young man, beating his carriage horse who has collapsed in the street from sheer exhaustion. In both of the first two images Tom is not the only one engaged in abusive behaviour toward animals–Hogarth makes it clear through these images that cruelty and abuse was not an isolated incident. The third image shows Tom moments after he has murdered a young woman, and the fourth and final print of the series shows Tom’s body being dissected after he was executed for his crime. The underlying narrative of this series was that cruelty towards animals would lead to moral and social decay. Hogarth hoped that by publishing this series of images he would be able to change the behaviour of those who viewed these images. This series has been digitized and can be viewed online.
In the 19th century artists such as Edwin Landseer and Rosa Bonheur became well known for their animal paintings. Landseer, a British artist, was a member of the Royal Academy and one of Queen Victoria’s favorite artists. He is, perhaps, best known for his paintings of dogs. Bonheur was a French artist who made headlines not only for her art but also for her refusal to adhere to strict 19th century gender roles. For example, she sought–and received–special permission to wear trousers instead of a dress when she visited horse fairs and auction sites in order to sketch animals from life.
Both Landseer and Bonheur were celebrated by the 19th- and early 20th-century animal advocacy movement. Their pictures were reproduced in Humane Education publications, and prints of their work were sold as a way to raise money for organizations like the Massachusetts Society for the Prevention of Cruelty to Animals (MSPCA). What is important to note is that these reproductions were often made decades after the artist originally painted the work–these were images that were recontextualized as part of campaigns for animal welfare, animal rights, and anti-vivisection many years after they were first exhibited and as such began to take on new meanings.
Photographic technology was also an important aspect of Humane Education. During the time period that this exhibition focuses on, the camera was increasingly promoted as a visual technology that could provide a safe and humane way for children to interact with animals. The birth of modern photography dates to 1839 when Louis-Jacques-Mandé Daguerre first announced his daguerreotype invention to the Academy of Arts and Sciences in Paris. Later that same year Englishman William Henry Fox Talbot introduced his calotype photographic process. In both cases early photography was hailed as a technology that could be used to study and learn about nature. This understanding of photography was an important part of Humane Education.
Humane Education encouraged children to use a camera instead of “traps and gun” when encountering animals as is the case in this poster produced by the American Humane Education Society c.1921. This theme of using photography to learn about other species was prominent throughout Humane Education efforts in the late 19th- and early 20th- centuries. For example, in Flora Helm Krause’s 1910 publication entitled Manual of Moral and Humane Education one of the discussion questions around the theme of “Nature Study” for 8th graders was: “The kodak can accomplish more in science than the gun.”
This notion of replacing a gun with a camera became increasingly widespread in Humane Education literature. For example, a leaflet on birds published by the American Humane Education Society for use in schools and by Bands of Mercy, included a poem by W.J. Holliday entitled “The Camera-Hunter.” In this poem the author not only talks about the kinship he feels with other species, but also about how his darkroom was a crucial site for him to enjoy his continued exploration of other species.
No cry of wounded bird, no empty nest
No plumage darkening with a crimson stain,
Nor eye fast glazing with approaching death,
For we are brothers with the wind and rain
I would not break your flight, O happy bird,
Nor hush the music of your morning song,
Nor still the call of mate to wooing mate,
For we are brothers, and the day is long
The day is long, and filled with rare surprise
The changing beauty of the field and sky
Lift you to song, while all around I feel
Akin with things that live and move and fly.
So when the day is done and night appears,
Within my darkened room there comes to view
The pictured story of your woodland home,
And from my heart your song returns to you.
Our Dumb Animals, the publication of the Massachusetts Society for the Prevention of Cruelty to Animals (MSPCA) and the American Humane Education Society (AHES) sponsored photography competitions for children, offering cash prizes for the best photographs of animals submitted. The competitions were open to all children under the age of 15 and the photographs had to be taken with their own camera. The rules of the competition changed with time. For example, in 1932 those entering the contest were told that pictures of dogs and cats were ineligible for this competition. By the following year, however, the editors of Our Dumb Animals had changed their mind and made a point of stating that photographs of dogs and cats would be welcome in that year’s photography competition.
The goals of the competitions were to “encourage the study of animal life with the camera, to quicken the love for many of nature’s lowly children and foster the spirit of kindness toward them.” That the editors of Our Dumb Animals saw photography as an important way to encourage this “spirit of kindness” is yet another example of the high importance those involved with animal advocacy in these decades placed upon visual imagery as a tool of Humane Education.
Next Section: Humane Education & Children in Britain
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Written by Carl Davidson, Head of Insight at Research First
Do you remember back in 2013 when Nigella Lawson was assaulted by her (then) husband, Charles Saatchi? One of the reasons the story shocked people around the world is because no-one stepped in to assist. Given the assault happened in the middle of the day, outside a busy restaurant in Mayfair, any number of people could have stepped in. So why didn’t they?
If you’re wondering that, then you probably also believe that you would have behaved differently. When we read of events like the assault on Nigella, it’s always tempting to think that we would have been the ones to intervene. Unfortunately, the evidence seems to indicate otherwise.
The tendency not to act is known as 'bystander apathy' and cases like Nigella's are all too common.
Bystander apathy happens because, when people get together in groups, it is common to think that someone else will be the first to act (what psychologists call 'diffusion of responsibility'). We are also reluctant to act because situations are often ambiguous, and most of us do not want to appear foolish (by acting inappropriately) in front of others.
Both of these effects are magnified with the size of the crowd, which means we are less likely to act when there are more people around. This is because groups of people behave differently from the individuals within them. A major reason for this is in what social scientists call ‘deindividuation’. This describes the reduction in a sense of individual identity within groups and crowds. It isn’t always negative (as anyone dancing with abandon at a concert knows) but it is most frequently used to explain why people behave worse in crowds than they would on their own.
Deindividuation leads to ‘bystander apathy’ because people in crowds tend to think that someone else will act (that is, the responsibility to act diffuses through the crowd). And the larger the crowd, the less likely to act we all become. There also seems to be no difference in this kind of apathy by gender, age, or ethnicity. We’re all as likely as each other to stand by and do nothing.
The good news is that, while deindividuation (in all its guises) is common, it is remarkably easy to overcome. To do that, we simply need to re-engage with people in the crowd as individuals. If you're ever unfortunate enough to find yourself in a situation like Nigella, the way to get help is to focus on someone particular in the crowd and ask them, specifically, for help. Try something like 'you in the green jacket, please help me'. Be specific and direct. This will cut through the diffusion of responsibility and any lingering sense among bystanders about the ambiguity of the situation.
Make sure to share this tip with your family and friends. One day it could make all the difference in the world.
Research First is PRINZ’s research partner, and specialises in impact measurement, behaviour change, and evidence-based insights.
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© Randal Oulton
White Sauce is the English term for what the French call “Béchamel” sauce, a simple foundation sauce whose liquid is milk.
A white sauce is very easy to make. It has just three ingredients: flour and butter and milk.
All you have to do is memorize this table of proportions, and get yourself a whisk, and you’re set for life. You can print it out and tape it somewhere in the kitchen until it becomes second nature. This makes 1 cup / 8 oz / 250 ml of white sauce. Note that the portion of milk doesn’t change; you just use more butter and flour (in equal portions, too, which is a bonus for easy memorization) to make thicker versions of the sauce.
The base is this quantity of milk : 1 cup / 8 oz / 250 ml
Use this much flour and butter, depending on how thin or thick you want the sauce to be:
|Thin||1 tbsp||1 tbsp|
|Medium||2 tbsp||2 tbsp|
|Thick||3 tbsp||3 tbsp|
(Note that what the French call “white sauce”, “sauce blanche”, uses another liquid instead of milk such as stock, water, etc. In French cooking, white sauce becomes a “Béchamel” when you use milk as the liquid. To make a French “sauce blanche” use water or stock in place of the milk above.)
Plop the butter in a saucepan, over a medium heat. When the butter has melted, stir in the flour, and cook the flour for 1 to 2 minutes. You want the flour to cook so it doesn’t give the sauce a raw taste, which it would otherwise. When white, floury froth starts to appear in spots the flour is cooked enough. At that point, you spring into action with the milk, because you don’t want the flour to brown. Pour in a bit of milk, and whisk it all in in. Pour in more milk, and whisk it all in, too. Repeat until all the milk is in — all in all, adding the milk in 5 or 6 pours. Now, lower the heat right down to a simmer, and let the sauce cook for about 10 minutes. Give it a whisk a few times in the first couple of minutes, but there won’t be much action at that point. However, as you approach the 6 or 8 minute mark, it’s going to thicken all at once. (If you really curious as to why, see entry on Thickeners.) At this point, you really need to be there with your whisk to keep it all smooth. Once all the action has happened, you can relax a bit with the stirring. After 10 minutes, your sauce is done. Season it to taste, and use it as required.
- Heat the milk first in the microwave in a glass jug or measuring cup flavourings in it such as a bay leaf in it, a few peppercorns, a few parsley stalks; when the milk is heated, strain out the flavourings and then get on with your sauce;
- Try whole wheat flour instead of white. The whole wheat flour adds faint nutty notes to the sauce;
- For seasonings, use salt, pepper and a sprinkle or two of nutmeg or mace;
- You can replace up to half the milk with a vegetable stock for a lighter-tasting sauce;
- A bit of lemon zest tossed in is fabulous;
- Add a dash of lemon juice and a few chopped capers;
- To make a mustard sauce, add a teaspoon of your favourite mustard;
- If you want a really rich sauce, stir in a tablespoon or three of double cream, whipping cream or Greek yoghurt when the sauce is ready, then heat through for another minute.
White sauce mix
© Randal Oulton
A slightly more involved version has you sweat 2 tablespoons of diced onion in 2 tablespoons of butter, then make the roux with 2 tablespoons of flour, then the sauce with 1 cup (8 oz / 250 ml) of milk, season with salt and pepper, then strain the onion out.
Some people report that using an aluminum pan can turn the sauce grey.
Neither the butter nor the ensuing roux should be allowed to brown.
You need a whisk.
The milk mustn’t boil.
Don’t even think of using shortening or lard instead of the butter. You might get away with margarine.
If you are not going to use the white sauce right away, in order to prevent a film forming on top, take a tablespoon or so of butter, cut it into small pieces and scatter them over the surface. As the butter melts, use the tip of a fork to spread it out over the surface. The melted butter will form a protective surface until you use the sauce; when are you ready for the sauce, just whisk the surface butter in.
To make in a microwave, make your roux in there first in a large measuring jug. Then whisk in the milk all at once. Zap a few times for a minute each time, whisking after each zap. Doing a white sauce in a microwave helps avoid any dreaded scorching at the bottom.
Jacques Pépin recommends making a white sauce like this: take the (unmelted) butter and the flour, and massage them together until blended (you have just made a beurre manié.) Heat the milk, then add the beurre manié all at once. Let simmer for 4 to 5 minutes, whisking frequently.
The nutritional levels depend on what kind of milk you use and whether you are making a thin, medium or thick sauce.
Béchamel Sauce was reputedly named by the chef François Pierre de La Varenne (1615 – 1678) in honour of Louis de Béchameil (1630-1703), chief steward for Louis XIV of France. Béchameil became the Intendant of Tours in 1680, and the marquis de Nointel in 1685, on the death of Charles-Henri-François-Olivier. He also was superintendent of the house for the Duke of Orleans, a food lover and an art lover, and a wealthy tax collector for the Crown. Giving backing to the idea that it is named after him is a quote attributed to the Duke of Escars: “That fellow Béchameil has all the luck! I was serving breast of chicken à la crème more than 20 years before he was born, but I have never had the chance of giving my name to even the most modest sauce.” (“Est-il heureux, ce petit Béchameil ! J’avais fait servir des émincés de blancs de volaille à la crème plus de vingt ans avant qu’il fût au monde et, voyez, pourtant je n’ai jamais eu le bonheur de pouvoir donner mon nom à la plus petite sauce.”)
La Varenne certainly included the sauce in his book Le Cuisinier Francais (1651.) It was called Béchameil at first, then became Béchamelle, then béchamelle (lower-case by the end of the 1700s), then béchamel. Sometimes you will still see it referred to as “béchamelle”.
As well, there is the usual claim of its having been brought to France by Marie de Medici.
The original béchamel sauce isn’t the béchamel we make today. Originally, it was made from a thick velouté that had a good deal of cream added to it. That’s how Carême made it, finishing it with more cream and egg yolk. Escoffier simplified it close to the milk-based white sauce we know, but included veal that was strained out. | <urn:uuid:402a972a-f708-4bbb-a93c-710da649f204> | CC-MAIN-2023-23 | https://www.cooksinfo.com/white-sauce | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224645417.33/warc/CC-MAIN-20230530063958-20230530093958-00507.warc.gz | en | 0.910123 | 1,745 | 2.78125 | 3 |
The National Security Language Initiative for Youth (NSLI-Y) program, sponsored by the U.S. Department of State, provides merit-based scholarships for eligible high school students and recent high school graduates to learn less commonly taught languages in summer and academic-year overseas immersion programs.
NSLI-Y is part of a U.S. government initiative that prepares American citizens to be leaders in a global world. Now more than ever, it is important that Americans have the necessary linguistic skills and cultural knowledge to promote international dialogue and support American engagement abroad. NSLI-Y aims to provide opportunities to American youth that will spark a lifetime interest in language learning.
NSLI-Y programs offer intensive language immersion in a variety of locations around the world. Beginners are welcome to apply for any of the target languages.
Scholarships are available for students to learn the following languages:
- Chinese (Mandarin)
- Persian (Tajiki)
Programs may take place in the following locations:
around the world | <urn:uuid:70fefc07-4aeb-4e27-98f5-ea59b5f8e3cb> | CC-MAIN-2015-27 | http://www.nsliforyouth.org/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375097861.54/warc/CC-MAIN-20150627031817-00099-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.904663 | 210 | 2.546875 | 3 |
Ficus Lyrata "Bambino"- Little Fiddle "Bambino"
Ficus plants are one of the most popular foliage plants suitable for growing as ornamental house plants. The genus includes trailing types, bonsai, and of course the indoor ficus tree.
Light:It requires bright indirect light. Rotate the pot regularly to encourage even, balanced growth. It can tolerate a few hours of direct morning sun, but avoid exposing the leaves to the harsh afternoon sun. This plant does not tolerate low light conditions.
Water: When the soil is 98% dry and expect to water more often in brighter light and less often in lower light.
*We recommend Bottom-watering, sometimes called reverse watering, is when you place a plant in a bowl of water, allowing the soil and roots to soak water from the bottom up. (Naturally, your pot needs to have drainage holes for this to work).
Temperature: It enjoys warmer temperatures between 65-85°F. It will not tolerate cold drafts so make sure you avoid placing your plant in drafty areas.
Food: For best results, feed your plant once during the spring and monthly throughout the summer. A little bit of food will go a long way to encourage growth and root health. No fertilizer is necessary during the winter when plant growth naturally slows.
Toxicity: Ficus leaves are mildly toxic to humans and pets. Typically, ingestion will cause mouth and stomach irritation and possible vomiting.
Tips: Large leaves can collect dust. If you notice the leaves are dirty or dusty, wipe them with a damp cloth and gently dry to keep them clean and healthy. Ficus generally do not like to be moved — if necessary to move your plant, be prepared for some leaf drop until it is acclimated again in a few weeks. | <urn:uuid:e6f32338-9abe-4fc8-93ea-5680533cda9f> | CC-MAIN-2022-21 | https://forgetmenot-seattle.com/products/ficus-lyrata-little-fiddle-bambino | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662627464.60/warc/CC-MAIN-20220526224902-20220527014902-00367.warc.gz | en | 0.936525 | 371 | 2.78125 | 3 |
Even after Edward Hopper achieved some status as a painter, he continued to keep a press for etchings in his studio. Each day he’d enter his studio and toss his fedora hat onto the rarely used machine. In countless photographs and interview footage of Hopper, that machine usually lurks in the background. Hopper never could bring himself to part with that press, like an old trusted friend. When he wanted to give a special gift to someone, he’d crank up the old press and run off a copy of Night Shadows (above), demonstrating the pride he felt in the etchings he once turned to as a way to make money when his paintings weren’t selling. The exhibition Pressed in Time: American Prints 1905-1950 at The Huntington and the accompanying catalogue by Jessica Todd Smith and Kevin M. Murphy help explain Hopper’s fondness for the print genre and how the prints of that era reflected the people and history of America for nearly half a century. “We have selected prints that seem to capture the spirit of a certain cultural frisson that took place in art and culture of the United States during the first half of the twentieth century,” Smith writes in the catalogue. The prints selected from the Huntington’s massive collection of American prints demonstrate the same incisive eye and mastery of economy that the artists themselves displayed.
At the dawn of the new century, the city rose like a natural wonder, flooding the imagination of artists and inspiring them to create works such as Samuel Margolies’ Man’s Canyons (above). Towering skyscrapers carried to the heavens the hopes and dreams of all society, offering the promise of endless possibility where the sky was, literally, the limit. Advances in publishing technology created a shift in the illustration world, leaving behind the need for literal journalism and moving forward to a world asking for images “deeply imbued with political and social engagement,” as Smith writes. The 1913 Armory Show brought the innovations of European modern art to America, further challenging artists to develop a new vision of their changing American environment. Margolies’ skyscrapers, rising vertically as the rays of light slash diagonally across the picture, owe as much to modern architecture as they do to Cubism.
Martin Lewis, 1881-1962. Glow in the City. 1929. Drypoint. Purchased with funds from Hannah and Russel Kully. © The Huntington
But not all hopes rose with the skyscrapers. Martin Lewis, who taught his friend Hopper etching techniques, captures the dichotomy of the modern city in Glow in the City (above), a romantic rendering of a woman wistfully gazing across the rooftops and washing lines at the tall building far in the distance. Hopper and Lewis both delved into the mood of the city lingering beneath the bustling excitement and the inexplicable sense of loneliness in the midst of teeming crowds. The artists of the Ashcan school, especially the former newspaper illustrators drawn to New York City for money and inspiration—such as John Sloan and George Bellows–also cast their eye upon the darker side of the city.
Charles Turzak 1899-1986. Man with Drill. ca. 1935. Woodcut. Collection of Hannah S. Kully. Printed with the permission of Joan Turzak Van Hees, daughter of Charles Turzak, Charles Turzak Studio/Gallery, Orlando Florida. © The Huntington
Charles Turzak’s Man with Drill (above) explicitly illustrates the dehumanization through labor of the time, when man and machine seemed troublingly one. Such images recall the German Expressionists and their fear of the machine and, by extension, the woodcut graphic novels of Franz Masereel. Where Masereel strung together long series of woodcuts into silent graphic novels of social commentary, single images such as Turzak’s ring just as powerfully as statements of social unrest. The visible vibrations rippling from the figure with the drill send shockwaves that threaten to topple the buildings in the background. In the face of the Great Depression and two world wars, such images strove to topple the powerful and help regain a sense of balance for the masses.
Childe Hassam, 1859-1935. The White Kimono. 1915. Etching. Gift of the Virginia Steele Scott Foundation. © The Huntington
In response to the ills of the dehumanizing city, many artists turned to small town America and more intimate scenes for an antidote. Regionalists such as Grant Wood and Thomas Hart Benton depicted farms and farming in a return to simpler, more natural living. Illustrators followed the Dust Bowl migration to California as those displaced victims searched for an American Eden. The American Impressionist Childe Hassam, in contrast, sought solace in personalized parlor scenes such as The White Kimono (above), a quietly beautiful testimony to the excellence of the American print at the same time it documented and probed the American psyche.
Smith and Murphy provide an excellent, if brief overview of the American print from the turn of the twentieth century up until the dawn of the day of television. They list all the major donations, including forthcoming gifts of works by John Sloan from Gary, Brenda, and Harrison Ruttenberg and the American print collection of Hannah S. Kully, that have made the Huntington’s collection so comprehensive today. The actor and comedian Steve Martin provided funds to make the exhibition possible. Martin collects American art and provided the narration to the video that accompanied the Hopper exhibition at the National Gallery of Art last year. (My review of that video here.) Martin’s involvement in this project exemplifies the mainstream appeal such an exhibit should have for the public at large. These prints hold up a mirror to America over the course of five decades in a way that even great photography can only approximate. Here is the American dream seen through the prism of the American artist’s imagination and rendered in clear black and white. When you look at images such as Pele deLappe’s Rumors of War, Washington, D.C., showing the anxious faces of people listening to a radio and anticipating war in 1939, you see the same anxiety on the faces of Americans today coming to terms with new rumors of war. Pressed in Time provides not just a lesson in history or art but a lesson in the history of the American soul.
[Many thanks to The Huntington for providing me with a review copy of the catalogue to Pressed in Time: American Prints 1905-1950 and for the images from the exhibition.] | <urn:uuid:04ad14a7-76fc-4f65-8f96-132a2afb2d64> | CC-MAIN-2017-17 | http://artblogbybob.blogspot.com/2008/01/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120349.46/warc/CC-MAIN-20170423031200-00377-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.923254 | 1,360 | 2.59375 | 3 |
- What Laptop am I using right now?
- What are the 3 categories of computer?
- What are the six types of computer?
- What are the different types of computers and their functions?
- What computer that is also much smaller?
- What are the 2 types of computer?
- What are the 10 types of computers?
- What computer should I buy 2020?
- What type of computer do I have?
- How can I be a good computer?
- What are the types of computer based on size?
- What is the largest computer?
- What is a computer and examples?
- What is the most popular use for home computers?
- What are the main parts of computer?
- How much RAM do I need?
- What are the 4 types of computer?
- What is computer and explain its characteristics?
What Laptop am I using right now?
Type “control panel” into the search bar at the bottom of your screen.
Click the Control Panel app that appears in the search results.
Click “System and Security.” It should be the first option.
Click on the “System” link..
What are the 3 categories of computer?
So what are these categories of computer types? There are five main ones: supercomputers, mainframe computers, minicomputers, microcomputers, and finally mobile computers.
What are the six types of computer?
Explain the six basic types of computers which includes Embedded Computers, Mobile Devices, Personal Computers (PCs), Servers, Mainframe Computers and Supercomputers, giving at least one example of each type of computer and stating what that computer might be used for?
What are the different types of computers and their functions?
Different types of computers and their functionsSupercomputers. energy. energy Verified. … Mainframe computers. Mainframe computers are cheaper than supercomputers and have a lower processing power as well. … Minicomputers. Minicomputers are far smaller than mainframe computers and supercomputers. … Microcomputers. Instagram.
What computer that is also much smaller?
Answer. Answer: A netbook belongs to a class of small, lightweight, legacy-free, and inexpensive laptop computers introduced in 2007. Netbooks compete in the same market segment as mobiles and Chromebooks (a variation on the portable network computer).
What are the 2 types of computer?
Computer – TypesS.No.Type1PC (Personal Computer)2Workstation3Mini Computer4Main Frame1 more row
What are the 10 types of computers?
Terms in this set (10)PC (Personal Computer) A computer designed for general use by a single person.Desktop. A PC that is not designed for portability.Laptop. … Netbook. … PDA (Personal Digital Assistant) … WorkStation. … Server. … Mainframe.More items…
What computer should I buy 2020?
Apple MacBook Air (M1, 2020) The best laptop of 2020. … Dell XPS 15 (2020) The best Windows laptop of 2020. … HP Spectre x360 (2020) A brilliant 13-inch laptop. … Dell XPS 13 (Late 2020) Dell does it again. … LG Gram 17. A super-light 17-inch laptop. … Acer Swift 3. … MacBook Pro (16-inch, 2019) … Asus ROG Zephyrus G14.More items…•
What type of computer do I have?
Windows 7 and Windows Vista Click the Start button, and then type System Information in the search box. In the list of search results, under Programs, click System Information to open the System Information window. Look for Model: in the System section.
How can I be a good computer?
5 Free and Easy Ways to Improve Your Computer SkillsIdentify what you need to learn. … Start with the basics—and ensure you know how to use a computer. … Familiarize yourself with an understanding of how computers (and the Internet) work. … Take a free online or-in person computer course. … Apply the knowledge and get hands-on practice.
What are the types of computer based on size?
On the basis of size there are four types of computer. They are minicomputer, micro computer, mainframe computer and super computer. Super computer is the fastest, most expensive, big in size, and most powerful computer that can perform multiple tasks within no second.
What is the largest computer?
The world’s most powerful supercomputer today is Summit, built by IBM for the U.S. Department of Energy’s Oak Ridge National Laboratory in Tennessee. It occupies the equivalent of two basketball courts and achieves an impressive 148.6 petaflops thanks to its 2.41 million cores.
What is a computer and examples?
The definition of a computer is a person or electronic device that makes and stores quick calculations or processes information. An example of a famous human computer is Ada Lovelace. An example of a computer is the MacBook. … A device that can receive, store, retrieve, process, and output data.
What is the most popular use for home computers?
At home, the most popular use for personal computers is for playing games. Businesses use personal computers for word processing, accounting, desktop publishing, and for running spreadsheet and database management applications. Image: Example of typical devices connected to a PC.
What are the main parts of computer?
5 parts of a computerA motherboard.A Central Processing Unit (CPU)A Graphics Processing Unit (GPU), also known as a video card.Random Access Memory (RAM), also known as volatile memory.Storage: Solid State Drive (SSD) or Hard Disk Drive (HDD)
How much RAM do I need?
In general, we recommend at least 4GB of RAM and think that most users will do well with 8GB. Choose 16GB or more if you’re a power user, if you run today’s most demanding games and applications, or if you simply want to make sure you’re covered for any future needs.
What are the 4 types of computer?
The four basic types of computers are as under: Supercomputer. Mainframe Computer. Minicomputer. The four basic types of computers are as under: Supercomputer.
What is computer and explain its characteristics?
A computer is a machine that can be programmed to manipulate symbols. Its principal characteristics are: It responds to a specific set of instructions in a well-defined manner. It can execute a prerecorded list of instructions (a program). It can quickly store and retrieve large amounts of data. | <urn:uuid:61889542-50e1-43a7-b458-3bf76373a582> | CC-MAIN-2021-04 | https://amader-alo.com/qa/question-what-are-the-7-types-of-computers.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703514495.52/warc/CC-MAIN-20210118092350-20210118122350-00624.warc.gz | en | 0.891541 | 1,400 | 2.515625 | 3 |
What is nuclear detection?
Nuclear detection refers to the capability to identify and report on the presence and/or movement of nuclear or radioactive materials or devices across national borders, within the interior of a country, or in transit between countries. Detection is achieved through a combination of radiation detection technology, traditional law enforcement techniques and situational awareness of radiological and nuclear threats. While detection activities are most commonly conducted by frontline (Customs and Border Guard forces) or interior law enforcement personnel, the capability must be integrated into a national-level Nuclear Detection Architecture (NDA) to ensure a layered defense-in-depth approach as well as adequate reporting and response.
How does nuclear detection support nuclear security?
Nuclear detection is a vital component of a layered approach to nuclear security. By implementing and improving nuclear detection capabilities, nations can prevent the illicit movement of radioactive materials or weapons across their borders and within their sovereign territory. Nuclear detection also supports the responsible stewardship of nuclear energy by providing additional layers of defense beyond the traditional site security. The establishment of an effective NDA can also serve as a deterrent to terrorist groups by making nuclear terrorism too expensive and challenging to accomplish successfully.
Nuclear detection and the Nuclear Security Summit 2012
Since the 2010 Nuclear Security Summit, the United States has continued to play a critical role in developing, testing and characterizing new technologies in the field of nuclear detection. Within the context of the Global Initiative to Combat Nuclear Terrorism and the International Atomic Energy Agency, the U.S. has also led efforts to collaboratively develop international guidelines and best practices on developing nuclear security detection architecture strategies as well as guidance on the planning, organization and operational characteristics associated with effectively implementing nuclear detection architectures and supporting capabilities. Bilateral engagements between the U.S. and international partners have also facilitated the sharing of information and best practices in the areas of technology development, planning, and operational protocols.
Who in the U.S. Government (USG) is responsible for nuclear detection?
The Department of Homeland Security (DHS) leads the implementation of the domestic NDA and coordinates the development of the Global Nuclear Detection Architecture (GNDA) with other USG assistance providers as well as the international community. However, the USG takes a whole-of-government approach to implementing its national-level NDA and assisting international partners in developing detection capabilities. In addition to DHS, domestic and international nuclear detection efforts are conducted by the Departments of Defense, Energy, Justice and State. | <urn:uuid:6fc8aaa8-5f1d-447c-a5dc-a932bdd9e8fc> | CC-MAIN-2015-40 | http://www.state.gov/t/isn/rls/fs/187034.htm | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443737951049.91/warc/CC-MAIN-20151001221911-00214-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.934579 | 500 | 3.59375 | 4 |
Stephanie Shattuck-Hufnagel, a researcher with the Speech Communication Group at MIT, recently presented the world’s trickiest tongue twister to the Acoustical Society of America. Her research focuses on speech errors as a way of understanding normal brain function through analyzing the types and patterns of errors.
The tongue twister? Say this 10 times fast: Pad kid poured curd pulled cold.
The researchers suspect an underlying connection between how the brain takes in information and then directs the muscles of a person’s mouth to articulate it. The next phase of their research includes putting tiny transducers on people’s tongue to scientifically measure their articulation.
Tongue twisters are fun ways to work on articulation and diction to improve speaking skills. They are also be used in speech therapy tasks to practice enunciation, inflection and slowing down speaking rates. If you are having difficulties clearly pronouncing everyday speech, consider discussing your concerns with your healthcare provider. Outpatient speech therapy treatment may be able to help you improve your articulation and intelligibility. | <urn:uuid:a8a653e4-b74a-4166-863e-aaec8bcd6bcc> | CC-MAIN-2016-36 | http://ingoodhealthfdl.agnesian.com/2014/04/04/the-worlds-trickiest-tongue-twister/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982293150.24/warc/CC-MAIN-20160823195813-00008-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.912448 | 223 | 3.234375 | 3 |
Co-financed by the European Fund for the Integration of Third Country Nationals
7. Creating accessible services
For services to be accessible for migrants, it is important that the needs, skills and strengths of migrant communities are built into service planning and delivery.
This means that decisions about how services are provided need to be underpinned by a strong understanding of the local population, including migrants. It is important to think about the current needs of migrants living in your area, and the future needs of new migrants coming to your area.
An equality impact assessment is a useful tool that helps public authorities make sure that their policies, the ways they carry out their functions and any proposed changes to these functions do not negatively impact on anyone, including migrants.
One of the most immediate needs for new migrants is the provision of basic information about the services available in your area. Chapter Five of this toolkit has more information.
Migrants also need to feel part of the community, and trust in public services. Chapter Six of this toolkit has more information. | <urn:uuid:cc3df6b8-75a0-4c70-b00e-c1fb43009893> | CC-MAIN-2019-51 | http://migrationscotland.org.uk/migration-toolkit/creating-accessible-services/7-1-introduction | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541297626.61/warc/CC-MAIN-20191214230830-20191215014830-00012.warc.gz | en | 0.955791 | 211 | 2.875 | 3 |
Dictionary of Christian Biography and Literature to the End of the Sixth Century/Basilides, Gnostic sect founder
|←Barsumas, Nestorian bp. of Nisibis||Dictionary of Christian Biography and Literature to the End of the Sixth Century
Basilides, Gnostic sect founder
|Basiliscus, bp. of Comana→|
Basilides (Βασιλείδης), the founder of one of the semi-Christian sects, commonly called Gnostic, which sprang up in the early part of the 2nd cent.
1. Biography.—He called himself a disciple of one Glaucias, alleged to be an interpreter (ἐρμηνέα) of St. Peter (Clem. Strom. vii. p. 898). He taught at Alexandria (Iren. p. 100 Mass.; followed by Eus. H. E. iv. 7; Epiph. Haer. xxiv. 1, p. 68 c; cf. xxiii. 1, p. 62 B; Theod. Haer. Fab. i. 2): Hippolytus (Haer. vii. 27, p. 244) in general terms mentions Egypt. Indeed Epiphanius enumerates various places in Egypt visited by Basilides; but subsequently allows it to appear that his knowledge of the districts where Basilidians existed in his own time was his only evidence. If the Alexandrian Gnostic is the Basilides quoted in the Acts of the Disputation of Archelaus and Mani (c. 55, in Routh, Rell. Sac. v. 196; see later, p. 276), he was reported to have preached in Persia. Nothing more is known of his life. According to Epiphanius (62 B, 68 D, 69 A), he had been a fellow-disciple of Menander with Saturnilus at Antioch in Syria; but this is evidently an arbitrary extension of Irenaeus's remarks on the order of doctrines to personal relations. If the view of the doctrines of Basilides taken in this article is correct, they afford no good grounds for supposing him to have had a Syrian education. Gnostic ideas derived originally from Syria were sufficiently current at Alexandria, and the foundation of what is distinctive in his thoughts is Greek.
Several independent authorities indicate the reign of Hadrian (a.d.117-138) as the time when Basilides flourished. To prove that the heretical sects were "later than the Catholic church," Clement of Alexandria (l.c.) marks out early Christian history into different periods: he assigns Christ's own teaching to the reigns of Augustus and Tiberius; that of the apostles, of St. Paul at least, ends, he says, in the time of Nero; whereas "the authors of the sects arose later, about the times of the emperor Hadrian (κάτω δὲ περὶ τοὺς κ.τ.λ. γεγόνασι), and continued quite as late as the age of the elder Antoninus." He gives as examples Basilides, Valentinus, and (if the text is sound) Marcion, taking occasion by the way to throw doubts on the claims set up for the two former as having been instructed by younger contemporaries of St. Peter and St. Paul respectively, by pointing out that about half a century lay between the death of Nero and the accession of Hadrian. Again Eusebius (l.c.) places Saturnilus and Basilides under Hadrian. Yet his language about Carpocrates a few lines further on suggests a doubt whether he had any better evidence than a fallacious inference from their order in Irenaeus. He was acquainted with the refutation of Basilides by Agrippa Castor; but it is not clear, as is sometimes assumed, that he meant to assign both writers to the same reign. His chronicle (Armenian) at the year 17 of Hadrian (a.d.133) has the note "The heresiarch Basilides appeared at these times"; which Jerome, as usual, expresses rather more definitely. A similar statement without the year is repeated by Jerome, de Vir. Ill. 21, where an old corrupt reading (mortuus for moratus) led some of the earlier critics to suppose they had found a limit for the date of Basilides's death. Theodoret (l.c.) evidently follows Eusebius. Earliest of all, but vaguest, is the testimony of Justin Martyr. Writing in or soon after a.d.145, he refers briefly (Ap. i. 26) to the founders of heretical sects, naming first the earliest, Simon and Menander, followers of whom were still alive; and then apparently the latest, Marcion, himself still alive. The probable inference that the other great heresiarchs, including Basilides, were by this time dead receives some confirmation from a passage in his Dialogue against Trypho (c. 35), a later but probably not much later book, where the "Marcians," Valentinians, Basilidians, Saturnilians, "and others," are enumerated, apparently in inverse chronological order: the growth of distinct and recognized sects implies at least the lapse of some time since the promulgation of their several creeds. It seems therefore impossible to place Basilides later than Hadrian's time; and, in the absence of any evidence to the contrary, we may trust the Alexandrian Clement's statement that his peculiar teaching began at no earlier date.
II. Writings.—According to Agrippa Castor (Eus. H. E. l.c.), Basilides wrote "twenty-four books (βιβλία) on the Gospel." These are no doubt the Exegetica, from the twenty-third of which Clement gives an extract (Strom. iv. §§ 83 ff., pp. 599 f.). The same work is doubtless intended by the "treatises" (tractatuum), the thirteenth book of which is cited in the Acta Archelai, if the same Basilides is referred to. The authorship of an actual Gospel, of the "apocryphal" class, is likewise attributed to Basilides on plausible grounds. The word "taken in hand" (ἐπεχείρησαν) in Luke i. 1 gives Origen occasion to distinguish between the four evangelists, who wrote by inspiration, and other writers who "took in hand" to produce Gospels. He mentions some of these, and proceeds "Basilides had even the audacity" (ἤδη δὲ ἐτόλμησεν, more than ἐπεχείρησεν) "to write a Gospel according to Basilides"; that is, he went beyond other fabricators of Gospels by affixing his own name (Hom. in Luc. i.). This passage is freely translated, though without mention of Origen's name, by Ambrose (Exp. in Luc. i. 1); and is probably Jerome's authority in an enumeration of the chief apocryphal Gospels (Com. in Matt. praef. t. vii. p. 3); for among the six others which he mentions the four named by Origen recur, including that of the Twelve Apostles, otherwise unknown (cf. Hieron. Dial. cont. Pelag. iii. 2, t. ii. p. 782). Yet no trace of a Gospel by Basilides exists elsewhere; and it seems most probable either that Origen misunderstood the nature of the Exegetica, or that they were sometimes known under the other name (cf. Hilgenfeld, Clem. Rec. u. Hom. 123 ff.).
An interesting question remains, in what relation the Exegetica stand to the exposition of doctrine which fills eight long chapters of Hippolytus. Basilides (or the Basilidians), we are told (vii. 27), defined the Gospel as "the knowledge of supermundane things" (ἠ τῶν ὑπερκοσμίων γνῶσις), and the idea of the progress of "the Gospel" through the different orders of beings plays a leading part in the Basilidian doctrine (cc. 25 ff.). But there is not the slightest reason to think that the "Gospel" here spoken of was a substitute for the Gospel in a historical sense, any more than in St. Paul's writings. Indeed several passages (p. 238, 1. 28 ff.; 239, 42, 58; 240, 79 ff. of Miller), with their allusions to Rom. v. 14, viii. 19, 22, 23; I. Cor. ii. 13; II. Cor. xii. 4; Eph. i. 21, iii. 3, 5, 10, prove that the writer was throughout thinking of St. Paul's "mystery of the Gospel." Hippolytus states distinctly that the Basilidian account of "all things concerning the Saviour" subsequent to "the birth of Jesus" agreed with that given in "the Gospels." It may therefore be reasonably conjectured that his exposition, if founded on a work of Basilides himself (see § III.), is a summary of the opening book or books of the Exegetica, describing that part of the redemptive process, or of the preparation for it, which was above and antecedent to the phenomenal life of Jesus. The comments on the Gospel itself, probably containing much ethical matter, as we may gather from Clement, would have little attraction for Hippolytus.
The certain fragments of the Exegetica have been collected by Grabe (Spicil. Patr. ii. 35-43), followed by Massuet and Stieren in their editions of Irenaeus; but he passes over much in Clement which assuredly has no other origin. A single sentence quoted in Origen's commentary on Romans, and given further on (p. 275), is probably from the same source. In an obscure and brief fragment preserved in a Catena on Job (Venet. 1587, p. 345), Origen implies the existence of Odes by Basilides and Valentinus. No other writings of Basilides are mentioned.
III. Authenticity of the Hippolytean Extracts.—In endeavouring to form a clear conception of the work and doctrine of Basilides, we are met at the outset by a serious difficulty. The different accounts were never easy to harmonize, and some of the best critics of the first half of the 19th cent. considered them to refer to two different systems of doctrine. But till 1851 their fragmentary nature suggested that the apparent incongruities might conceivably be due only to the defects of our knowledge, and seemed to invite reconstructive boldness on the part of the historian. The publication of Hippolytus's Refutation of all Heresies in 1851 placed the whole question on a new footing. Hardly any one has ventured to maintain the possibility of reconciling its ample statements about Basilides with the reports of Irenaeus and Epiphanius. Which account then most deserves our confidence?
Before attempting to answer this question it is well to enumerate the authorities. They are Agrippa Castor as cited by Eusebius, Clement of Alexandria, Irenaeus, the anonymous supplement to Tertullian, de Praescriptione, the Refutation of Hippolytus, Epiphanius, Philaster, and Theodoret, and possibly the Acta Archelai, besides a few scattered notices which may be neglected here. This ample list shrinks, however, into small dimensions at the touch of criticism. Theodoret's chapter is a disguised compilation from previous Greek writers. The researches of Lipsius have proved that Epiphanius followed partly Irenaeus, partly the lost Compendium of Hippolytus, this same work being also the common source of the Latin authors pseudo-Tertullian and Philaster. Our ultimate authorities therefore are Irenaeus (or the unknown author from whom he took this section of his work), the Compendium of Hippolytus (represented by Epiphanius [part], Philaster, and pseudo-Tertullian), Clement and the Refutation of Hippolytus, together with a short statement by Agrippa Castor, and probably a passing reference and quotation in the Acts of Archelaus.
It is now generally allowed that the notices of Clement afford the surest criterion by which to test other authorities. Not only does his whole tone imply exact personal knowledge, but he quotes a long passage directly from the Exegetica. Is then his account, taken as a whole, consistent with other accounts? And does it agree best with the reports of Irenaeus and Hippolytus in his younger days, or with the elaborate picture drawn by Hippolytus at a later time? This second question has received opposite answers from recent critics. A majority have given the preference to Hippolytus; while Hilgenfeld (who three years before, in his earliest book, the treatise On the Clementine Homilies and Recognitions, pp. 125-149, had described the Basilidian system from the then known records, endeavouring with perverse ingenuity to shew their virtual consistency with each other) has prided himself on not being dazzled by the new authority, whom he holds to be in effect describing not Basilides but a late development of his sect; and Lipsius takes the same view.
It should be observed at the outset that the testimony of Clement is not quite so homogeneous as is generally assumed. Six times he criticises doctrines of "Basilides" himself; eight times he employs the ambiguous plural (οἱ ἀπὸ Β., οἱ ἀμφὶ τὸν Β.). Are we to suppose a distinction here, or is the verbal difference accidental? Both views might be maintained. The quotation from the Exegetica (Strom. iv. pp. 599 f.) is a piece of moral argument on Providence, wholly free from the technical terms of Gnostic mythology. In the succeeding discussion Clement eventually uses plurals (εἰ . . . τις αὐτῶν λέγοι—πέπτωκεν ἡ ὑπόθεσις αὐτοῖς—ὡς φάναι, apparently a misreading for ὡς φασιν—ὡς αὐτοὶ λέγουσιν), which might equally imply that he employs both forms indifferently, or that he distinguishes Basilides from his followers within the limits of a single subject. The other references to "Basilides" are likewise of a distinctly ethical character, while several of the passages containing the plural name abound in technical language. Yet the distinction is not absolute on either side. "Basilides" furnishes the terms "the Ogdoad," "the election," "supermundane"; while such subjects as the nature of faith, the relation of the passions to the animal soul, and the meaning of Christ's saying about eunuchs, occur in the other group, though they remind us rather of Basilides himself. In the last passage, moreover (Strom. iii. pp. 508 ff.), the ambiguous plural (οἱ ἀπὸ Β. φασί—λέγουσι—᾿ξηγοῦνται—φασί bis) is applied to a quotation intended to shame by contrast the immoral Basilidians of Clement's own time; and a similar quotation from Basilides's son Isidore immediately follows; the authors of the two quotations being designated as "the forefathers of their (the late Basilidians') doctrines." It is hard to believe that mere anonymous disciples, though of an earlier date, would be appealed to in this manner, or would take precedence of the master's own son. On the whole, there can be no reasonable doubt that all the doctrinal statements in Clement concern Basilides himself, when not distinctly otherwise expressed, and depend on direct knowledge of the Exegetica. With good reason therefore they may be assumed as a trustworthy basis for the whole investigation. The most doubtful instances are the passages cited presently on the Baptism and (in the Exc. Theod.) on the descent of the Minister (διάκονος), i.e. the Holy Spirit.
The range of possible contact between the quotations and reports of Clement and any of the other authorities is not large. His extant writings contain nothing like an attempt to describe the Basilidian System. The Stromates, which furnish the quotations from Basilides, expressly limit themselves to moral and practical questions (ὁ ἠθικὸς λόγος); and reserve for a future work, i.e. the lost Hypotyposes, the exposition of the higher doctrine (τῆς κατὰ τὴν ἐποπτικὴν θεωρίαν γνώσεως,—τὴν τῷ ὄντι γνωστικὴν φυσιολογίαν) belonging to the department of knowledge which the Stoics called Physics, beginning with the Creation and leading up to Theology proper (Strom. i. p. 324; iv. pp. 563 f., 637; vi. pp. 735 f., 827; vii. 829, 902; cf. Bunsen, Anal. Antenic. i. 159 ff.). Now it is precisely to this latter department that the bulk of Gnostic speculation would belong, and especially such theories as Hippolytus ascribes to Basilides; and moreover Clement distinctly promises that in the course of that loftier investigation he will "set forth in detail the doctrines of the heretics (τῶν ἑτεροδόξων), and endeavour to refute them to the best of his power" (iv. § 3, p. 564). We have therefore no right to expect in the Stromates any cosmological or even theological matter respecting Basilides except such as may accidentally adhere to the ethical statements, the subjects treated of in the various books "against all heresies" being formally excluded by Clement. His sphere being thus distinct from theirs, the marked coincidences of language that we do find between him and Hippolytus afford a strong presumption that, if the one account is authentic, the other is so likewise. Within the narrow limits of Clement's information we meet with the phrases "primitive medley and confusion" (σύγχυσις), and on the other hand "separation" (differentiation) and restoration (σοφία φυλοκρινητική, ἀποκαταστατική); with a division of the universe into stages (διαστήματα), and prominence given to the sphere of "super-mundane" things; with an "Ogdoad" and an "Archon"; all of these terms being conspicuous and essential in the Hippolytean representation. Above all, we hear of the amazement of the Archon on receiving "the utterance of the ministering Spirit" or "Minister" (διάκονος, cf. Ecl. Theod. p. 972) as being that fear of the Lord which is called the beginning of wisdom (Strom. ii. p. 448) ; the utterance itself being implied to be a Gospel (εὐηγγελισμένον); while Hippolytus describes the same passage as interpreted of the amazement of the Great Archon on receiving "the Gospel," a revelation of things unknown, through his Son, who had received it from a "power" within the Holy Spirit (vii. 26). The coincidences are thus proportionately great, and there are no contradictions to balance them: so that it would require strong evidence to rebut the conclusion that Clement and Hippolytus had the same materials before them. Such evidence does not exist. The coincidences between Clement and the Irenaean tradition are limited to the widely spread "Ogdoad" and a single disputable use of the word "Archon," and there is no similarity of doctrines to make up for the absence of verbal identity. The only tangible argument against the view that Hippolytus describes the original system of Basilides is its Greek rather than Oriental character, which is assumed to be incompatible with the fundamental thoughts of a great Gnostic leader. We shall have other opportunities of inquiring how far the evidence supports this wide generalization as to Gnosticism at large. As regards Basilides personally, the only grounds for expecting from him an Oriental type of doctrine are the quotation in the Acts of Archelaus, which will be discussed further on, and the tradition of his connexion with Saturnilus of Antioch, which we have already seen to be founded on a misconception. The fragmentary notices and extracts in Clement, admitted on all hands to be authentic, are steeped in Greek philosophy; so that the Greek spirit of the Hippolytean representation is in fact an additional evidence for its faithfulness.
It may yet be asked, Did Hippolytus consult the work of Basilides himself, or did he depend on an intermediate reporter? His own language, though not absolutely decisive, favours the former alternative. On the one hand it may be urged that he makes no mention of a book, that occasionally he quotes by the words "they say," "according to them," and that his exposition is immediately preceded by the remark, "Let us then see how openly both Basilides and [his son] Isidore ( Β. ὁμοῦ καὶ Ἰ.) and the whole band of them not merely calumniate Matthias [from whom they professed to have received records of Christ's secret teaching], but also the Saviour Himself" (c. 20). Against these indications may be set the ten places where Basilides is referred to singly, and the very numerous quotations by the words "he says." It is true that Greek usage permits the occasional use of the singular even when no one writer or book is intended. But in this case the most natural translation is borne out by some of the language quoted. The first person singular (ὅταν δὲ λέγω, φησίν, τό Ἦν, οὐχ ὅτι ἦν λέγω, ἀλλ᾿ ἵνα σημάνω τοῦτο ὅπερ βούλομαι δεῖξαι, λέγω, φησίν, ὅτι ἦν ὅλως οὐδέν· . . . καὶ οὐ δέχομαι, φησίν κ.τ.λ.) proves the book in Hippolytus's hands to have been written by an original speculator; yet this very quotation is immediately followed by a comment on it with the third person plural which here at least can mean no more than that Hippolytus held the Basilidians of his own day responsible for the doctrines of his author. The freshness and power of the whole section, wherever we touch the actual words of the author, strongly confirm the impression that he was no other than Basilides himself. Thus we are led independently to the conclusion suggested by the correspondence with the information of Clement, whom we know to have drawn from the fountain-head, the Exegetica.The fancy that the book used by Hippolytus was itself the Traditions of Matthias has nothing to recommend it. The whole form is unlike that which analogy would lead us to expect in such a production. If it was quoted as an authority in the Exegetica, the language of Hippolytus is justified. Nor is there anything in this inconsistent with the fact vouched for by Clement (Strom. vii. p. 898) that Basilides claimed to have been taught by Glaucias, an "interpreter" of St. Peter.
We shall therefore assume that the eight chapters of Hippolytus (vii. 20-27) represent faithfully though imperfectly the contents of part at least of the Exegetica of Basilides; and proceed to describe his doctrine on their authority, using likewise the testimony of Clement wherever it is available.
IV. Doctrine.—Basilides asserts the beginning of all things to have been pure nothing. He uses every device of language to express absolute nonentity. He will not allow the primitive nothing to be called even "unspeakable": that, he says, would be naming it, and it is above every name that is named (20). Nothing then being in existence, "not-being God" (or Deity, οὐκ ὢν θεός: the article is omitted here) willed to make a not-being world out of not-being things. Once more great pains are taken to obviate the notion that "willing" implied any mental attribute whatever. Also the world so made was not the extended and differentiated world to which we gave the name, but "a single seed containing within itself all the seed-mass of the world," the aggregate of the seeds of all its forms and substances, as the mustard seed contains the branches and leaves of the tree, or the pea-hen's egg the brilliant colour of the full-grown peacock (21). This was the one origin of all future growths; their seeds lay stored up by the will of the not-being God in the single world-seed, as in the new-born babe its future teeth and the resemblances to its father which are thereafter to appear. Its own origin too from God was not a putting-forth (προβολή), as a spider puts forth its web from itself. (By this assertion, on which Hippolytus dwells with emphasis, every notion of "emanation" is expressly repudiated.) Nor was there an antecedent matter, like the brass or wood wrought by a mortal man. The words "Let there be light, and there was light" convey the whole truth. The light came into being out of nothing but the voice of the Speaker; "and the Speaker was not, and that which came into being was not."
What then was the first stage of growth of the seed? It had within itself "a tripartite sonship, in all things consubstantial with the not-being God." Part of the sonship was subtle of substance (λεπτομερές), part coarse of substance (παχυμερές), part needing purification (ἀποκαθάρσεως δεόμενον). Simultaneously with the first beginning of the seed the subtle sonship burst through (διέσφυξεν) and mounted swiftly up "like a wing or a thought" (Odyss. vii. 36) till it reached the not-being God; "for toward Him for His exceeding beauty and grace (ὡραιότητος) every kind of nature yearns (ὀρέγεται), each in its own way." The coarse sonship could not mount up of itself, but it took to itself as a wing the Holy Spirit, each bearing up the other with mutual benefit, even as neither a bird can soar without wing, nor a wing without a bird. But when it came near the blessed and unutterable place of the subtle sonship and the not-being God, it could take the Holy Spirit no further, as not being consubstantial or of the same nature with itself. There, then, retaining and emitting downwards the fragrance of the sonship like a vessel that has once held ointment, the Holy Spirit remained, as a firmament dividing things above the world from "the world" itself below (22).
The third sonship continued still within the heap of the seed-mass. But out of the heap burst forth into being the Great Archon, "the head of the world, a beauty and greatness and power that cannot be uttered." He too raised himself aloft till he reached the firmament which he supposed to be the upward end of all things. Then he became wiser and every way better than all other cosmical things except the sonship left below, which he knew not to be far better than himself. So he turned to create the world in its several parts. But first he "made to himself and begat out of the things below a son far better and wiser than himself," for thus the not-being God had willed from the first; and smitten with wonder at his son's beauty, he set him at his right hand. "This is what they call the Ogdoad, where the Great Archon is sitting." Then all the heavenly or ethereal creation (apparently included in the Ogdoad), as far down as the moon, was made by the Great Archon, inspired by his wiser son (23). Again another Archon arose out of the seed-mass, inferior to the first Archon, but superior to all else below except the sonship; and he likewise made to himself a son wiser than himself, and became the creator and governor of the aerial world. This region is called the Hebdomad. On the other hand, in the heap and seed-mass, constituting our own (the terrestrial) stage, "those things that come to pass come to pass according to nature, as having been previously uttered by Him Who hath planned the fitting time and form and manner of utterance of the things that were to be uttered (ὡς φθάσαντα λεχθῆναι ὑπὸ τοῦ τὰ μέλλοντα λέγεσθαι ὅτε δεῖ καὶ οἷα δεῖ καὶ ὡς δεῖ λελογισμένου): and these things have no one to rule over them, or exercise care for them, or create them: for sufficient for them is that plan (λογισμός) which the not-being One planned when He was making" [the seed-mass] (24).
Such is the original cosmogony as conceived by Basilides, and it supplies the base for his view of the Gospel, as well as of the interval before the coming of the Gospel into the world. When the whole world had been finished, and the things above the world, and nothing was lacking, there remained in the seed-mass the third sonship, which had been left behind to do good and receive good in the seed; and it was needful that the sonship thus left behind should be revealed (Rom. viii. 19) and restored up yonder above the Limitary Spirit to join the subtle and imitative sonship and the not-being One, as it is written, "And the creation itself groaneth together and travaileth together, expecting the revelation of the sons of God." Now we the spiritual, he said, are sons left behind here to order and to inform and to correct and to perfect the souls whose nature it is to abide in this stage. Till Moses, then, from Adam sin reigned, as it is written; for the Great Archon reigned, he whose end reaches to the firmament, supposing himself to be God alone, and to have nothing above him, for all things remained guarded in secret silence; this is the mystery which was not made known to the former generations. But in those times the Great Archon, the Ogdoad, was king and lord, as it appeared, of all things: and moreover, the Hebdomad was king and lord of this stage; and the Ogdoad is unutterable, but the Hebdomad utterable. This, the Archon of the Hebdomad, is he who spoke to Moses and said, "I am the God of Abraham and Isaac and Jacob, and the name of God did I not make known to them" (for so, says Hippolytus, they will have it read), that is, of the unutterable God who is Archon of the Ogdoad. All the prophets, therefore, that were before the Saviour, spoke from that source (ἐκεῖθεν).
This short interpretation of the times before Christ, which has evidently suffered in the process of condensation by Hippolytus, carries us at once to the Gospel itself. "Because therefore it was needful that we the children of God should be revealed, concerning whom the creation groaned and travailed, expecting the revelation, the Gospel came into the world, and passed through every principality and power and lordship, and every name that is named." There was still no downward coming from above, no departure of the ascended sonship from its place; but "from below from the formlessness of the heap the powers penetrated (διήκουσιν) up to the sonship" (i.e. probably throughout the scale the power of each stage penetrated to the stage immediately above), and so thoughts (νοήματα) were caught from above as naphtha catches fire at a distance without contact. Thus the power within the Holy Spirit "conveyed the thoughts of the sonship, as they flowed and drifted (ῥέοντα καὶ φερόμενα) to the son of the Great Archon" (25); and he in turn instructed the Great Archon himself, by whose side he was sitting. Then first the Great Archon learned that he was not God of the universe, but had himself come into being, and had above him yet higher beings; he discovered with amazement his own past ignorance, and confessed his sin in having magnified himself. This fear of his, said Basilides, was that fear of the Lord which is the beginning of wisdom (wisdom to "separate and discern and perfect and restore," Clem. Strom. ii. 448 f.). From him and the Ogdoad the Gospel had next to pass to the Hebdomad. Its Archon's son received the light from the son of the Great Archon, he became himself enlightened, and declared the Gospel to the Archon of the Hebdomad, and he too feared and confessed, and all that was in the Hebdomad received the light (26).
It remained only that the formlessness of our own region should be enlightened, and that the hidden mystery should be revealed to the third sonship left behind in the formlessness, as to "one born out of due time" (οἱονεὶ ἐκτρώματι, I. Cor. xv. 8). The light came down from the Hebdomad upon Jesus the Son of Mary. That this descent of the light was represented as taking place at the Annunciation, and not merely at the Baptism, is clearly implied in the express reference to the words of the angel in Luke i. 35, "A Holy Spirit shall come upon thee," which are explained to mean "that [? spirit] which passed from the sonship through the Limitary Spirit to the Ogdoad and the Hebdomad till it reached Mary" (the interpretation of the following words, "And a power of the Most High shall overshadow thee," appears to be hopelessly corrupt). On the other hand, when it is described as a result of the descent of the light from the Hebdomad "upon Jesus the Son of Mary," that He "was enlightened, being kindled in union with the light (συνεξαφθεὶς τῷ φωτί) that shone on Him," the allusion to the traditional light at the Baptism can hardly be questioned; more especially when we read in Clement's Excerpta (p. 972) that the Basilidians interpreted the dove to be "the Minister," i.e. (see pp. 270, 276) the revealing "power" within the Holy Spirit (26).
From the Nativity Hippolytus's exposition passes on at once to its purpose in the future and the final consummation. The world holds together as it is now, we learn, until all the sonship that has been left behind, to give benefits to the souls in formlessness and to receive benefits by obtaining distinct form, follows Jesus and mounts up and is purified and becomes most subtle, so that it can mount by itself like the first sonship; "for it has all its power naturally established in union (συνεστηριγμένην) with the light that shone down from above" (26). When every sonship has arrived above the Limitary Spirit, "then the creation shall find mercy, for till now it groans and is tormented and awaits the revelation of the sons of God, that all the men of the sonship may ascend from hence" (27). When this has come to pass, God will bring upon the whole world the Great Ignorance, that everything may remain according to nature, and that nothing may desire aught that is contrary to nature. Thus all the souls of this stage, whose nature it is to continue immortal in this stage alone, will remain without knowledge of anything higher and better than this, lest they suffer torment by craving for things impossible, like a fish desiring to feed with the sheep on the mountains, for such a desire would have been to them destruction. All things are indestructible while they abide in their place, but destructible if they aim at overleaping the bounds of Nature. Thus the Great Ignorance will overtake even the Archon of the Hebdomad, that grief and pain and sighing may depart from him: yea, it will overtake the Great Archon of the Ogdoad, and all the creations subject to him, that nothing may in any respect crave for aught that is against nature or may suffer pain. "And in this wise shall be the Restoration, all things according to nature having been founded in the seed of the universe in the beginning, and being restored at their due seasons. And that each thing has its due seasons is sufficiently proved by the Saviour's words, 'My hour is not yet come,' and by the beholding of the star by the Magi; for even He Himself was subject to the 'genesis' [nativity] of the periodic return (ἀποκαταστάσεως, here used in the limited astrological sense, though above as 'restoration' generally) of stars and hours, as foreordained [προλελογισμένος: cf. c. 24, s. f.; x. 14] in the great heap." "He," adds Hippolytus, evidently meaning our Lord, "is [in the Basilidian view] the inner spiritual man in the natural [psychical] man; that is, a sonship leaving its soul here, not a mortal soul, but one remaining in its present place according to nature, just as the first sonship up above hath left the Limitary Holy Spirit in a fitting place; He having at that time been clothed with a soul of His own" (27).
These last two remarks, on the subjection to seasons and on the ultimate abandonment of the immortal but earth-bound soul by the ascending sonship or spiritual man, taking place first in the Saviour and then in the other "sons of God," belong in strictness to an earlier part of the scheme; but they may have been placed here by Basilides himself, to explain the strange consummation of the Great Ignorance. The principle receives perhaps a better illustration from what purports to be an exposition of the Basilidian view of the Gospel, with which Hippolytus concludes his report. "According to them," he says, "the Gospel is the knowledge of things above the world, which knowledge the Great Archon understood not: when then it was shewn to him that there exists the Holy Spirit, that is the Limitary Spirit, and the sonship and a God Who is the author (αἴτιος) of all these things, even the not-being One, he rejoiced at what was told him, and was exceeding glad: this is according to them the Gospel." Here Hippolytus evidently takes too generally the special form under which Basilides represented the Gospel as made known to the Great Archon. Nor, when he proceeds to say that "Jesus according to them was born in the manner that we have previously mentioned," is it clear that Basilides gave a different account of the Nativity itself from that accepted by the church, because he gave a peculiar interpretation to the angel's words. "After the Nativity already made known," adds Hippolytus, "all incidents concerning the Saviour came to pass according to them [the Basilidians] as they are described in the Gospels." But all this is only introductory to the setting forth of the primary principle. "These things" (apparently the incidents of our Lord's life) "are come to pass that Jesus might become the first fruits of the sorting of the things confused" (τῆς φυλοκρινήσεῶς τῶν συγκεχυμένων). For since the world is divided into the Ogdoad and the Hebdomad and this stage in which we dwell, where is the formlessness, "it was necessary that the things confused should be sorted by the division of Jesus. That therefore suffered which was His bodily part, which was of the formlessness, and it was restored into the formlessness; and that rose up which was His psychical part, which was of the Hebdomad, and it was restored into the Hebdomad; and he raised up that which belonged to the summit where sits the Great Archon (τῆς ἀκρωρείας τοῦ μ. ἄ.), and it abode beside the Great Archon: and He bore up on high that which was of the Limitary Spirit, and it abode in the Limitary Spirit; and the third sonship, which had been left behind in [the heap] to give and receive benefits, through Him was purified and mounted up to the blessed sonship, passing through them all." "Thus Jesus is become the first fruits of the sorting; and the Passion has come to pass for no other purpose than this [reading γέγονεν ἢ ὑπέρ for γέγονεν ὑπό], that the things confused might be sorted." For the whole sonship left behind in the formlessness must needs be sorted in the same manner as Jesus Himself hath been sorted. Thus, as Hippolytus remarks a little earlier, the whole theory consists of the confusion of a seed-mass, and of the sorting and restoration into their proper places of things so confused (27).
Clement's contributions to our knowledge of Basilides refer chiefly, as has been said, to the ethical side of his doctrine. Here "Faith" evidently played a considerable part. In itself it was defined by "them of Basilides" (οἱ ἀπὸ Β.) as "an assent of the soul to any of the things which do not excite sensation, because they are not present" (Strom ii. p. 448); the phrase being little more than a vague rendering of Heb. xi. 1, in philosophical language. >From another unfortunately corrupt passage (v. p. 645) it would appear that Basilides accumulated forms of dignity in celebration of faith. But the eulogies were in vain, Clement intimates, because they abstained from setting forth faith as the "rational assent of a soul possessing free will." They left faith a matter of "nature," not of responsible choice. So again, while contrasting the honour shewn by the Basilidians to faith with its disparagement in comparison with "knowledge" by the Valentinians, he accuses them (οἱ ἀμφὶ τὸν Β.) of regarding it as "natural," and referring it to "the election" while they apparently considered it to "discover doctrines without demonstration by an intellective apprehension" (τὰ μαθήματα ἀναποδείκτως εὑρίσκουσαν καταλήψει νοητικῇ). He adds that according to them (οἱ ἀπὸ Β.) there is at once a faith and an election of special character (οἰκείαν) in each "stage" (διάστημα), the mundane faith of every nature follows in accordance with its supermundane election, and for each (? being or stage) the [Divine] gift of his (or its) faith corresponds with his (or its) hope (ii. 433 f.). What "hope" was intended is not explained: probably it is the range of legitimate hope, the limits of faculty accessible to the beings inhabiting this or that "stage." It is hardly likely that Clement would have censured unreservedly what appears here as the leading principle of Basilides, the Divine resignment of a limited sphere of action to each order of being, and the Divine bestowal of proportionally limited powers of apprehending God upon the several orders, though it is true that Clement himself specially cherished the thought of an upward progress from one height of being to another, as part of the Divine salvation (Strom. vii. p. 835, etc.). Doubtless Basilides pushed election so far as to sever a portion of mankind from the rest, as alone entitled by Divine decree to receive the higher enlightenment. In this sense it must have been that he called "the election a stranger to the world, as being by nature supermundane"; while Clement maintained that no man can by nature be a stranger to the world (iv. p. 639). It is hardly necessary to point out how closely the limitation of spheres agrees with the doctrine on which the Great Ignorance is founded, and the supermundane election with that of the Third Sonship.
The same rigid adhesion to the conception of natural fixity, and inability to accept Christian beliefs, which transcend it, led Basilides (ὁ Β.) to confine the remission of sins to those which are committed involuntarily and in ignorance; as though, says Clement (Strom. iv. p. 634), it were a man and not God that bestowed the gift. A like fatalistic view of Providence is implied in the language held by Basilides (in the 23rd book of his Exegetica, as quoted by Clement, Strom. iv. pp. 599-603) in reference to the sufferings of Christian martyrs. In this instance we have the benefit of verbal extracts, though unfortunately their sense is in parts obscure. So far as they go, they do not bear out the allegations of Agrippa Castor (ap. Eus. H. E. iv. 7, § 7) that Basilides taught that the partaking of food offered to idols, and the heedless (ἀπαραφυλάκτως) abjuration of the faith in time of persecution was a thing indifferent; and of Origen (Com. in Matt. iii. 856 Ru.), that he depreciated the martyrs, and treated lightly the sacrificing to heathen deities. The impression seems to have arisen partly from a misunderstanding of the purpose of his argument, partly from the actual doctrine and practices of later Basilidians; but it may also have had some justification in incidental words which have not been preserved. Basilides is evidently contesting the assumption, probably urged in controversy against his conception of the justice of Providence, that the sufferers in "what are called tribulations" (ἐν ταῖς λεγομέναις θλίψεσιν) are to be regarded as innocent, simply because they suffer for their Christianity. He suggests that some are in fact undergoing punishment for previous unknown sins, while "by the goodness of Him Who brings events to pass" (τοῦ περιάγοντος) they are allowed the comfort of suffering as Christians, "not subject to the rebuke as the adulterer or the murderer" (apparently with reference to I Pet. iii. 17, iv. 15, 16, 19); and if there be any who suffers without previous sin, it will not be "by the design of an [adverse] power" (κατ᾿ ἐπιβουλὴν δυνάμεως), but as suffers the babe who appears to have committed no sin. The next quotation attempts at some length an exposition of this comparison with the babe. The obvious distinction is drawn between sin committed in act (ἐνεργῶς) and the capacity for sin (τὸ ἁμαρτητικόν); the infant is said to receive a benefit when it is subjected to suffering, "gaining" many hardships (πολλὰ κέρδαινον δύσκολα). So it is, he says, with the suffering of a perfect man, for his not having sinned must not be set down to himself; though he has done no evil, he must have willed evil; "for I will say anything rather than call Providence (τὸ προνοῦν) evil." He did not shrink, Clement says, and the language seems too conclusive, from applying his principle even to the Lord. "If, leaving all these arguments, you go on to press me with certain persons, saying, for instance, 'Such an one sinned therefore, for such an one suffered,' if you will allow me I will say, 'He did not sin, but he is like the suffering babe'; but if you force the argument with greater violence, I will say that any man whom you may choose to name is a man, and that God is righteous; for 'no one,' as it has been said, 'is clear of defilement'" (ῥύπου). He likewise brought in the notion of sin in a past stage of existence suffering its penalty here, "the elect soul" suffering "honourably (ἐπιτίμως) through martyrdom, and the soul of another kind being cleansed by an appropriate punishment." To this doctrine of metempsychosis (τὰς ἐνσωματώσεις) "the Basilidians" (οἱ ἀπὸ Β.) are likewise said to have referred the language of the Lord about requital to the third and fourth generations (Exc. Theod. 976); Origen states that Basilides himself interpreted Rom. vii. 9 in this sense, "The Apostle said, 'I lived without a law once,' that is, before I came into this body, I lived in such a form of body as was not under a law, that of a beast namely, or a bird" (Com. in Rom. iv. 549, Ru.); and elsewhere (Com. in Matt. l.c.) Origen complains that he deprived men of a salutary fear by teaching that transmigrations are the only punishments after death. What more Basilides taught about Providence as exemplified in martyrdoms is not easily brought together from Clement's rather confused account. He said that one part of what is called the will of God (i.e. evidently His own mind towards lower beings, not what He would have their mind to be) is to love (or rather perhaps be satisfied with, ἠγαπηκέναι) all things because all things preserve a relation to the universe (λόγου ἀποσώζουσι πρὸς τὸ πᾶν ἅπαντα), and another to despise nothing, and a third to hate no single thing (601). In the same spirit pain and fear were described as natural accidents of things (ἐπισυμβαίνει τοῖς πράγμασιν), as rust of iron (603). In another sentence (602) Providence seems to be spoken of as set in motion by the Archon; by which perhaps was meant (see Hipp. c. 24, cited above, p. 272 A) that the Archon was the unconscious agent who carried into execution (within his own "stage") the long dormant original counsels of the not-being God. The view of the harmony of the universe just referred to finds expression, with a reminiscence of a famous sentence of Plato (Tim. 31 B), in a saying (Strom. v. p. 690) that Moses "set up one temple of God and an only-begotten world" (μονογενῆ τε κόσμον: cf. Plut. ii. 423 A, ἕνα τοῦτον [τὸν κόσμον] εἶναι μονογενῆ τῷ θεῷ καὶ ἀγαπητόν).
We have a curious piece of psychological theory in the account of the passions attributed to the Basilidians (οἱ ἀμφὶ τὸν Β.). They are accustomed, Clement says (Strom. ii. p. 488), to call the passions Appendages (προσαρτήματα), stating that these are certain spirits which have a substantial existence (κατ οὐσίαν ὐπάρχειν), having been appended (or "attached," or "adherent," various kinds of close external contact being expressed by προσηρτημένα, cf. M. Aur. xii. 3, with Gataker's note, and also Tertullian's ceteris appendicibus, sensibus et affectibus, Adv. Marc. i. 25, cited by Gieseler) to the rational soul in a certain primitive turmoil and confusion, and that again other bastard and alien natures of spirits grow upon these (προσεπιφύεσθαι ταύταις), as of a wolf, an ape, a lion, a goat, whose characteristics (ιδιώματα), becoming perceptible in the region of the soul (θανταζόμενα περὶ τὴν ψυχήν), assimilate the desires of the son to the animals; for they imitate the actions of those whose characteristics they wear, and not only acquire intimacy (προσοικειοῦνται) with the impulses and impressions of the irrational animals, but even imitate (ζηλοῦσι) the movements and beauties of plants, because they likewise wear the characteristics of plants appended to them; and [the passions] have also characteristics of habit [derived from stones], as the hardness of adamant (cf. p. 487 med.). In the absence of the context it is impossible to determine the precise meaning and origin of this singular theory. It was probably connected with the doctrine of metempsychosis, which seemed to find support in Plato's Timaeus 42, 90 f.), and was cherished by some neo-Pythagoreans later in the 2nd cent. (cf. Zeller, Philos. d. Gr. v. 198 f.); while the plurality of souls is derided by Clement as making the body a Trojan horse, with apparent reference (as Saumaise points out, on Simplic. Epict. 164) to a similar criticism of Plato in the Theaetetus (184 D). And again Plutarch (de Comm. Not. 45, p. 1084) ridicules the Stoics (i.e. apparently Chrysippus) for a "strange and outlandish" notion that all virtues and vices, arts and memories, impressions and passions and impulses and assents (he adds further down even "acts," ἐνεργείας, such as "walking, dancing, supposing, addressing, reviling") are not merely "bodies" (of course in the familiar Stoic sense) but living creatures or animals (ζῳα), crowded apparently round the central point within the heart where "the ruling principle" (τὸ ἡγεμονικόν) is located: by this "swarm," he says, of hostile animals they turn each one of us into "a paddock or a stable, or a Trojan horse." Such a theory might seem to Basilides an easy deduction from his fatalistic doctrine of Providence, and of the consequent immutability of all natures.
The only specimen which we have of the practical ethics of Basilides is of a favourable kind, though grossly misunderstood and misapplied by Epiphanius (i. 211 f.). Reciting the views of different heretics on Marriage, Clement (Strom. iii. 508 ff.) mentions first its approval by the Valentinians, and then gives specimens of the teaching of Basilides (οἱ ἀπὸ Β.) and his son Isidore, by way of rebuke to the immorality of the later Basilidians, before proceeding to the sects which favoured licence, and to those which treated marriage as unholy. He first reports the exposition of Matt. xix. 11 f. (or a similar evangelic passage), in which there is nothing specially to note except the interpretation of the last class of eunuchs as those who remain in celibacy to avoid the distracting cares of providing a livelihood. He goes on to the paraphrase of I. Cor. vii. 9, interposing in the midst an illustrative sentence from Isidore, and transcribes the language used about the class above mentioned. "But suppose a young man either poor or (?) depressed [κατηφής seems at least less unlikely than κατωφερής], and in accordance with the word [in the Gospel] unwilling to marry, let him not separate from his brother; let him say 'I have entered into the holy place [τὰ ἅγια, probably the communion of the church], nothing can befall me'; but if he have a suspicion [? self-distrust, ὑπονοίαν ἔχῃ], let him say, 'Brother, lay thy hand on me, that I may sin not,' and he shall receive help both to mind and to senses (νοητὴν καὶ αἰσθητήν); let him only have the will to carry out completely what is good, and he shall succeed. But sometimes we say with the lips, 'We will not sin,' while our thoughts are turned towards sinning: such an one abstains by reason of fear from doing what he wills, lest the punishment be reckoned to his account. But the estate of mankind has only certain things at once necessary and natural, clothing being necessary and natural, but τὸ τῶν ἀφροδισίων natural, yet not necessary" (cf. Plut. Mor. 989).
Although we have no evidence that Basilides, like some others, regarded our Lord's Baptism as the time when a Divine being first was joined to Jesus of Nazareth, it seems clear that he attached some unusual significance to the event. "They of Basilides (οἱ ἀπὸ Β.)," says Clement (Strom. i. 146, p. 408), "celebrate the day of His Baptism by a preliminary night-service of [Scripture] readings (προδιανυκτερεύοντες ἀναγνώσεσι); and they say that the 'fifteenth year of Tiberius Caesar' (Luke iii. 1) is (or means) the fifteenth day of the [Egyptian] month Tybi, while some [make the day] the eleventh of the same month." Again it is briefly stated in the Excerpta (16, p. 972) that the dove of the Baptism is said by the Basilidians (οἱ ἀπὸ Β.) to be the Minister (ὁ διάκονος). And the same association is implied in what Clement urges elsewhere (Strom. ii. p. 449): "If ignorance belongs to the class of good things, why is it brought to an end by amazement [i.e. the amazement of the Archon], and [so] the Minister that they speak of [αὐτοῖς] is superfluous, and the Proclamation, and the Baptism: if ignorance had not previously existed, the Minister would not have descended, nor would amazement have seized the Archon, as they themselves say." This language, taken in conjunction with passages already cited from Hippolytus (c. 26), implies that Basilides regarded the Baptism as the occasion when Jesus received "the Gospel" by a Divine illumination. The supposed descent of "Christ" for union with "Jesus," though constantly assumed by Hilgenfeld, is as destitute of ancient attestation as it is inconsistent with the tenor of Basilidian doctrine recorded by Clement, to say nothing of Hippolytus. It has been argued from Clement's language by Gieseler (in the Halle A. L. Z. for 1823, i. 836 f.; cf. K.G. i. 1. 186), that the Basilidians were the first to celebrate our Lord's Baptism. The early history of the Epiphany is too obscure to allow a definite conclusion on this point; but the statement about the Basilidian services of the preceding night receives some illustration from a passage of Epiphanius, lately published from the Venice MS. ii. 483 Dind.: iii. 632 Oehler), in which we hear of the night before the Epiphany as spent in singing and flute-playing in a heathen temple at Alexandria: so that probably the Basilidian rite was a modification of an old local custom. According to Agrippa Castor (Eus. l.c.) Basilides "in Pythagorean fashion" prescribed a silence of five years to his disciples.
The same author, we hear, stated that Basilides "named as prophets to himself Barcabbas and Barcoph, providing himself likewise with certain other [? prophets] who had no existence, and that he bestowed upon them barbarous appellations to strike amazement into those who have an awe of such things." The alleged prophecies apparently belonged to the apocryphal Zoroastrian literature popular with various Gnostics.
From Hippolytus we hear nothing about these prophecies, which will meet us again presently with reference to Basilides's son Isidore, but he tells us (Haer. vii. 20) that, according to Basilides and Isidore, Matthias spoke to them mystical doctrines (λόγους ἀποκρύφους) which he heard in private teaching from the Saviour: and in like manner Clement (Strom. vii. 900) speaks of the sect of Basilides as boasting that they took to themselves the glory of Matthias. Origen also (Hom. in Luc. i. t. iii p. 933) and after him Eusebius refer to a "Gospel" of or according to Matthias (H. E. iii. 25, 6). The true name was apparently the Traditions of Matthias: three interesting and by no means heretical extracts are given by Clement (Strom. ii. 452; iii. 523 [copied by Eusebius, H. E. iii. 29. 4]; vii. 882). In the last extract the responsibility laid on "the elect" for the sin of a neighbour recalls a passage already cited (p. 275 B) from Basilides.
It remains only to notice an apparent reference to Basilides, which has played a considerable part in modern expositions of his doctrine. Near the end of the anonymous Acts of the Disputation between Archelaus and Mani, written towards the close of the 3rd cent. or a little later, Archelaus disputes the originality of Mani's teaching, on the ground that it took rise a long time before with "a certain barbarian" (c. 55, in Routh, Rell. Sac. v. 196 ff.). "There was also," he says, "a preacher among the Persians, a certain Basilides of great [or 'greater,' antiuqior] antiquity, not long after the times of our Apostles, who being himself also a crafty man, and perceiving that at that time everything was preoccupied, decided to maintain that dualism which was likewise in favour with Scythianus," named shortly before (c. 51, p. 186) as a contemporary of the Apostles, who had introduced dualism from a Pythagorean source. "Finally, as he had no assertion to make of his own, he adopted the sayings of others" (the last words are corrupt, but this must be nearly the sense). "And all his books contain things difficult and rugged." The writer then cites the beginning of the thirteenth book of his treatises (tractatuum), in which it was said that "the saving word" (the Gospel) by means of the parable of the rich man and the poor man pointed out the source from which nature (or a nature) without a root and without a place germinated and extended itself over things (rebus supervenientem, unde pullulaverit). He breaks off a few words later and adds that after some 500 lines Basilides invites his reader to abandon idle and curious elaborateness (varietate), and to investigate rather the studies and opinions of barbarians on good and evil. Certain of them, Basilides states, said that there are two beginnings of all things, light and darkness; and he subjoins some particulars of doctrine of a Persian cast. Only one set of views, however, is mentioned, and the Acts end abruptly here in the two known MSS. of the Latin version in which alone this part of them is extant.
It is generally assumed that we have here unimpeachable evidence for the strict dualism of Basilides. It seems certain that the writer of the Acts held his Basilides responsible for the barbarian opinions quoted, which are clearly dualistic, and he had the whole book before him. Yet his language on this point is loose, as if he were not sure of his ground; and the quotation which he gives by no means bears him out: while it is quite conceivable that he may have had some acquaintance with dualistic Basilidians of a later day, such as certainly existed, and have thus given a wrong interpretation to genuine words of their master (cf. Uhlhorn, 52 f.). It assuredly requires considerable straining to draw the brief interpretation given of the parable to a Manichean position, and there is nothing to shew that the author of it himself adopted the first set of "barbarian" opinions which he reported. Indeed the description of evil (for evil doubtless is intended) as a supervenient nature, without root and without place, reads almost as if it were directed against Persian doctrine, and may be fairly interpreted by Basilides's comparison of pain and fear to the rust of iron as natural accidents (ἐπισυμβαίνει). The identity of the Basilides of the Acts with the Alexandrian has been denied by Gieseler with some shew of reason. It is at least strange that our Basilides should be described simply as a "preacher among the Persians," a character in which he is otherwise unknown; and all the more since he has been previously mentioned with Marcion and Valentinus as a heretic of familiar name (c. 38, p. 138). On the other hand, it has been justly urged that the two passages are addressed to different persons. The correspondence is likewise remarkable between the "treatises" in at least thirteen books, with an interpretation of a parable among their contents, and the "twenty-four books on the Gospel" mentioned by Agrippa Castor, called Exegetica by Clement. Thus the evidence for the identity of the two writers may on the whole be treated as preponderating. But the ambiguity of interpretation remains; and it would be impossible to rank Basilides confidently among dualists, even if the passage in the Acts stood alone: much more to use it as a standard by which to force a dualistic interpretation upon other clearer statements of his doctrine.
Gnosticism was throughout eclectic, and Basilides superadded an eclecticism of his own. Antecedent Gnosticism, Greek philosophy, and the Christian faith and Scriptures all exercised a powerful and immediate influence over his mind. It is evident at a glance that his system is far removed from any known form of Syrian or original Gnosticism. Like that of Valentinus, it has been remoulded in a Greek spirit, but much more completely. Historical records fail us almost entirely as to the personal relations of the great heresiarchs; yet internal evidence furnishes some indications which it can hardly be rash to trust. Ancient writers usually name Basilides before Valentinus; but there is little doubt that they were at least approximately contemporaries, and it is not unlikely that Valentinus was best known personally from his sojourn at Rome, which was probably (Lipsius, Quellen d. ält. Ketzergeschichte, 256) the last of the recorded stages of his life. There is at all events no serious chronological difficulty in supposing that the Valentinian system was the starting-point from which Basilides proceeded to construct by contrast his own theory, and this is the view which a comparison of doctrines suggests. In no point, unless it be the retention of the widely spread term archon, is Basilides nearer than Valentinus to the older Gnosticism, while several leading Gnostic forms or ideas which he discards or even repudiates are held fast by Valentinus. Such are descent from above (see a passage at the end of c. 22, and p. 272 B, above), putting forth or pullulation (imperfect renderings of προβολή, see p. 271 B), syzygies of male and female powers, and the deposition of faith to a lower level than knowledge. Further, the unique name given by Basilides to the Holy Spirit, "the Limitary (μεθόριον) Spirit," together with the place assigned to it, can hardly be anything else than a transformation of the strange Valentinian "Limit" (ὅρος), which in like manner divides the Pleroma from the lower world; though, in conformity with the unifying purpose of Basilides, the Limitary Spirit is conceived as connecting as well as parting the two worlds (cf. Baur in Theol. Jahrb. for 1856, 156 f.). The same softening of oppositions which retain much of their force even with Valentinus shews itself in other instances, as of matter and spirit, creation and redemption, the Jewish age and the Christian age, the earthly and the heavenly elements in the Person of our Lord. The strongest impulse in this direction probably came from Christian ideas and the power of a true though disguised Christian faith. But Greek speculative Stoicism tended likewise to break down the inherited dualism, while at the same time its own inherent limitations brought faith into captivity. An antecedent matter was expressly repudiated, the words of Gen. i. 3 eagerly appropriated, and a Divine counsel represented as foreordaining all future growths and processes; yet the chaotic nullity out of which the developed universe was to spring was attributed with equal boldness to its Maker: Creator and creation were not confused, but they melted away in the distance together. Nature was accepted not only as prescribing the conditions of the lower life, but as practically the supreme and permanent arbiter of destiny. Thus though faith regained its rights, it remained an energy of the understanding, confined to those who had the requisite inborn capacity; while the dealings of God with man were shut up within the lines of mechanical justice. The majestic and, so to speak, pathetic view bounded by the large Basilidian horizon was well fitted to inspire dreams of a high and comprehensive theology, but the very fidelity with which Basilides strove to cling to reality must have soon brought to light the incompetence of his teaching to solve any of the great problems. Its true office consisted in supplying one of the indispensable antecedents to the Alexandrian Catholicism which arose two generations later.
V. Refutations.—Notwithstanding the wide and lasting fame of Basilides as a typical heresiarch, no treatise is recorded as written specially in confutation of his teaching except that of Agrippa Castor. He had of course a place in the various works against all heresies; but, as we have seen, the doctrines described and criticized in several of them belong not to him but to a sect of almost wholly different character. Hippolytus, who in later years became acquainted with the Exegetica, contented himself with detecting imaginary plagiarisms from Aristotle (vii. 14-20). Even Origen, who likewise seems to have known the work (if we may judge by the quotation on metempsychosis given at p. 275, and by a complaint of "long-winded fabling," aut Basilidis longam fabulositatem: Com. in Matt. xxiv. 23, p. 864 Ru.), shews in the few casual remarks in his extant writings little real understanding even of Basilides's errors. On the other hand, Clement's candid intelligence enables him to detect the latent flaws of principle in the Basilidian theory without mocking at such of the superficial details as he has occasion to mention. Hilgenfeld, writing (1848) on the pseudo-Clementine literature, made a singular attempt to shew that in one early recension of the materials of part of the Recognitions Simon was made to utter Basilidian doctrine, to be refuted by St. Peter, the traces of which had been partly effaced by his becoming the mouthpiece of other Gnostics in later recensions. Ritschl took the same view in the first ed. of his Entstehung d. altkath. Kirche (1850, pp. 169-174); but the whole speculation vanishes in his far maturer second ed. of 1857. The theory lacks even plausibility. The only resemblances between this part of the Recognitions and either the true or the spurious Basilidianism are common to various forms of religious belief; and not a single distinctive feature of either Basilidian system occurs in the Recognitions. A brief but sufficient reply is given in Uhlhorn's Hom. u. Recog. d. Clem. Rom. 1854, pp. 286 ff.
VI. Isodorus.—In the passage already noticed (Haer. vii. 20) Hippolytus couples with Basilides "his true child and disciple" Isidore. He is there referring to the use which they made of the Traditions of Matthias; but in the next sentence he treats them as jointly responsible for the doctrines which he recites. Our only other authority respecting Isidore is Clement (copied by Theodoret), who calls him in like manner "at once son and disciple" of Basilides (Strom. vi. 767). In this place he gives three extracts from the first and second books of Isidore's Expositions (Ἐξηγητικά) of the Prophet Parchor. They are all parts of a plea, like so many put forward after the example of Josephus against Apion, that the higher thoughts of heathen philosophers and mythologers were derived from a Jewish source. The last reference given is to Pherecydes, who had probably a peculiar interest for Isidore as the earliest promulgator of the doctrine of metempsychosis known to tradition (cf. Zeller, Philos. d. Griechen, i. 55 f. ed. 3). His allegation that Pherecydes followed "the prophecy of Ham" has been perversely urged as a sign that he set up the prophets of a hated race against the prophets of Israel. The truth is rather that the identification of Zoroaster with Ham or Ham's son, whatever may have been its origin, rendered it easy to claim for the apocryphal Zoroastrian books a quasi-biblical sanctity as proceeding from a son of Noah, and that Isidore gladly accepted the theory as evidence for his argument. "The prophets" from whom "some of the philosophers" appropriated a wisdom not their own can be no other than the Jewish prophets. Again Clement quotes his book On an Adherent Soul (Περὶ προσφυοῦς ψυχῆς) in correction of his preceding quotation from Basilides on the passions as "appendages" (Strom. ii. 488). If the eight lines transcribed are a fair sample of the treatise, Isidore would certainly appear to have argued here against his father's teaching. He insists on the unity μονομερής of the soul, and maintains that bad men will find "no common excuse" in the violence of the "appendages" for pleading that their evil acts were involuntary: our duty is, he says, "by overcoming the inferior creation within us (τῆς ἐλάττονος ἐν ἡμῖν κτίσεως) through the reasoning faculty (τῷ λογιστικῷ), to shew ourselves to have the mastery." A third passage from Isidore's Ethics (Strom. iii. 510) is intercalated into his father's argument on I. Cor. vii. 9, to the same purport but in a coarser strain. Its apparent difficulty arises partly from a corrupt reading (ἀντέχου μαχίμης γυναικος, where γαμετῆς must doubtless be substituted for μαχίμης, ἀντέχου meaning not "resist," which would be ἀντέχε, as in the preceding line, but "have recourse to"); partly from the assumption that the following words ὅταν δὲ κ.τ.λ. are likewise by Isidore, whereas the sense shews them to be a continuation of the exposition of Basilides himself.
Basilides had to all appearance no eminent disciple except his own son. In this respect the contrast between him and Valentinus is remarkable. A succession of brilliant followers carried forward and developed the Valentinian doctrine. It is a singular testimony to the impression created at the outset by Basilides and his system that he remained for centuries one of the eponymi of heresy; his name is oftener repeated, for instance, in the writings of Origen, than that of any other dreaded of the ante-Nicene church except Marcion, Valentinus, and afterwards Mani. But the original teaching, for all its impressiveness, had no vitality. The Basilidianism which did survive, and that, as far as the evidence goes, only locally, was, as we have seen, a poor and corrupt remnant, adulterated with the very elements which the founder had strenuously rejected.
VII. The Spurious Basilidian System.—In briefly sketching this degenerate Basilidianism it will seldom be needful to distinguish the authorities, which are fundamentally two, Irenaeus (101 f.) and the lost early treatise of Hippolytus; both having much in common, and both being interwoven together in the report of Epiphanius (pp. 68-75). The other relics of the Hippolytean Compendium are the accounts of Philaster (32), and the supplement to Tertullian (4). At the head of this theology stood the Unbegotten (neuter in Epiph.), the Only Father. From Him was born or put forth Nûs, and from Nûs Logos, from Logos Phronesis, from Phronesis Sophia and Dynamis, from Sophia and Dynamis principalities, powers, and angels. This first set of angels first made the first heaven, and then gave birth to a second set of angels who made a second heaven, and so on till 365 heavens had been made by 365 generations of angels, each heaven being apparently ruled by an Archon to whom a name was given, and these names being used in magic arts. The angels of the lowest or visible heaven made the earth and man. They were the authors of the prophecies; and the Law in particular was given by their Archon, the God of the Jews. He being more petulant and wilful than the other angels (ἰταμώτερον καὶ αὐθαδέστερον), in his desire to secure empire for his people, provoked the rebellion of the other angels and their respective peoples. Then the Unbegotten and Innominable Father, seeing what discord prevailed among men and among angels, and how the Jews were perishing, sent His Firstborn Nûs, Who is Christ, to deliver those Who believed on Him from the power of the makers of the world. "He," the Basilidians said, "is our salvation, even He Who came and revealed to us alone this truth." He accordingly appeared on earth and performed mighty works; but His appearance was only in outward show, and He did not really take flesh. It was Simon of Cyrene that was crucified; for Jesus exchanged forms with him on the way, and then, standing unseen opposite in Simon's form, mocked those who did the deed. But He Himself ascended into heaven, passing through all the powers, till He was restored to the presence of His own Father. The two fullest accounts, those of Irenaeus and Epiphanius, add by way of appendix another particular of the antecedent mythology; a short notice on the same subject being likewise inserted parenthetically by Hippolytus (vii. 26, p. 240: cf. Uhlhorn, D. Basilid. Syst. 65 f.). The supreme power and source of being above all principalities and powers and angels (such is evidently the reference of Epiphanius's αὐτῶν: Irenaeus substitutes "heavens," which in this connexion comes to much the same thing) is Abrasax, the Greek letters of whose name added together as numerals make up 365, the number of the heavens; whence, they apparently said, the year has 365 days, and the human body 365 members. This supreme Power they called "the Cause" and "the First Archetype," while they treated as a last or weakest product (Hysterema, a Valentinian term, contrasted with Pleroma) this present world as the work of the last Archon (Epiph. 74 A). It is evident from these particulars that Abrasax was the name of the first of the 365 Archons, and accordingly stood below Sophia and Dynamis and their progenitors; but his position is not expressly stated, so that the writer of the supplement to Tertullian had some excuse for confusing him with "the Supreme God."
On these doctrines various precepts are said to have been founded. The most distinctive is the discouragement of martyrdom, which was made to rest on several grounds. To confess the Crucified was called a token of being still in bondage to the makers of the body (nay, he that denied the Crucified was pronounced to be free from the dominion of those angels, and to know the economy of the Unbegotten Father); but it was condemned especially as a vain and ignorant honour paid not to Christ, Who neither suffered nor was crucified, but to Simon of Cyrene; and further, a public confession before men was stigmatized as a giving of that which is holy to the dogs and a casting of pearls before swine. This last precept is but one expression of the secrecy which the Basilidians diligently cultivated, following naturally on the supposed possession of a hidden knowledge. They evaded our Lord's words, "Him that denieth Me before men," etc., by pleading, "We are the men, and all others are swine and dogs." He who had learned their lore and known all angels and their powers was said to become invisible and incomprehensible to all angels and powers, even as also Caulacau was (the sentence in which Irenaeus, our sole authority here, first introduces Caulacau, a name not peculiar to the Basilidians, is unfortunately corrupt). And as the Son was unknown to all, so also, the tradition ran, must members of their community be known to none; but while they know all and pass through the midst of all, remain invisible and unknown to all, observing the maxim, "Do thou know all, but let no one know thee." Accordingly they must be ready to utter denials and unwilling to suffer for the Name, since [to outward appearance] they resembled all. It naturally followed that their mysteries were to be carefully guarded, and disclosed to "only one out of 1000 and two out of 10,000." When Philaster (doubtless after Hippolytus) tells us in his first sentence about Basilides that he was "called by many a heresiarch, because he violated the laws of Christian truth by making an outward show and discourse (proponendo et loquendo) concerning the Law and the Prophets and the Apostles, but believing otherwise," the reference is probably to this contrast between the outward conformity of the sect and their secret doctrines and practices. The Basilidians considered themselves to be no longer Jews, but to have become more than Christians (such seems to be the sense of the obscure phrase Χριστιανοὺς δὲ μηκέτι γεγενῆσθαι for the nondum of the translator of Irenaeus can hardly be right). Repudiation of martyrdom was naturally accompanied by indiscriminate use of things offered to idols. Nay, the principle of indifference is said to have been carried so far as to sanction promiscuous immorality. In this and other respects our accounts may possibly contain exaggerations; but Clement's already cited complaint of the flagrant degeneracy in his time from the high standard set up by Basilides himself is unsuspicious evidence, and a libertine code of ethics would find an easy justification in such maxims as are imputed to the Basilidians. It is hardly necessary to add that they expected the salvation of the soul alone, insisting on the natural corruptibility of the body. They indulged in magic and invocations, "and all other curious arts." A wrong reading taken from the inferior MSS. of Irenaeus has added the further statement that they used "images"; and this single spurious word is often cited in corroboration of the popular belief that the numerous ancient gems on which grotesque mythological combinations are accompanied by the mystic name ΑΒΡΑΣΑΞ were of Basilidian origin. It is shewn in D. C. B. (4-vol. ed.), art. Abrasax, where Lardner (Hist. of Heretics, ii. 14-28) should have been named with Beausobre, that there is no tangible evidence for attributing any known gems to Basilidianism or any other form of Gnosticism, and that in all probability the Basilidians and the heathen engravers of gems alike borrowed the name from some Semitic mythology.
Imperfect and distorted as the picture may be, such was doubtless in substance the creed of Basilidians not half a century after Basilides had written. Were the name absent from the records of his system and theirs, no one would have suspected any relationship between them, much less imagined that they belonged respectively to master and to disciples. Outward mechanism and inward principles are alike full of contrasts; no attempts of critics to trace correspondences between the mythological personages, and to explain them by supposed condensations or mutilations, have attained even plausibility. Two misunderstandings have been specially misleading. Abrasax, the chief or Archon of the first set of angels, has been confounded with "the Unbegotten Father," and the God of the Jews, the Archon of the lowest heaven, has been assumed to be the only Archon recognized by the later Basilidians, though Epiphanius (69 b.c.) distinctly implies that each of the 365 heavens had its Archon. The mere name "Archon" is common to most forms of Gnosticism. So again, because Clement tells us that Righteousness and her daughter Peace abide in substantive being within the Ogdoad, "the Unbegotten Father" and the five grades or forms of creative mind which intervene between Him and the creator-angels are added in to make up an Ogdoad, though none is recorded as acknowledged by the disciples: a combination so arbitrary and so incongruous needs no refutation. On the other hand, those five abstract names have an air of true Basilidian Hellenism, and the two systems possess at least one negative feature in common, the absence of syzygies and of all imagery connected directly with sex. On their ethical side the connexion is discerned with less difficulty. The contempt for martyrdom, which was perhaps the most notorious characteristic of the Basilidians, would find a ready excuse in their master's speculative paradox about martyrs, even if he did not discourage martyrdom himself. The silence of five years which he imposed on novices might easily degenerate into the perilous dissimulation of a secret sect, while their exclusiveness would be nourished by his doctrine of the Election; and the same doctrine might further after a while receive an antinomian interpretation. The nature of the contrast of principle in the theological part of the two creeds suggests how so great a change may have arisen. The system of Basilides was a high-pitched philosophical speculation, entirely unfitted to exercise popular influence, and transporting its adherents to a region remote from the sympathies of men imbued with the old Gnostic phantasies, while it was too artificial a compound to attract heathens or Catholic Christians. The power of mind and character which the remains of his writings disclose might easily gather round him in the first instance a crowd who, though they could enter into portions only of his teaching, might remain detached from other Gnostics, and yet in their theology relapse into "the broad highway of vulgar Gnosticism" (Baur in the Tübingen Theol. Jahrb. for 1856, pp. 158 f.), and make for themselves out of its elements, whether fortuitously or by the skill of some now forgotten leader, a new mythological combination. In this manner evolution from below might once more give place to emanation from above, Docetism might again sever heaven and earth, and a loose practical dualism (of the profounder speculative dualism of the East there is no trace) might supersede all that Basilides had taught as to the painful processes by which sonship attains its perfection. The composite character of the secondary Basilidianism may be seen at a glance in the combination of the five Greek abstractions preparatory to creation with the Semitic hosts of creative angels bearing barbaric names. Basilidianism seems to have stood alone in appropriating Abrasax; but Caulacau plays a part in more than one system, and the functions of the angels recur in various forms of Gnosticism, and especially in that derived from Saturnilus. Saturnilus likewise affords a parallel in the character assigned to the God of the Jew as an angel, and partly in the reason assigned for the Saviour's mission; while the Antitactae of Clement recall the resistance to the God of the Jews inculcated by the Basilidians. Other "Basilidian" features appear in the Pistis Sophia, viz. many barbaric names of angels (with 365 Archons, p. 364), and elaborate collocations of heavens, and a numerical image taken from Deut. xxxii. 30 (p. 354). The Basilidian Simon of Cyrene is apparently unique.
VIII. History of the Basilidian Sect.—There is no evidence that the sect extended itself beyond Egypt; but there it survived for a long time. Epiphanius (about 375) mentions the Prosopite, Athribite, Saite, and "Alexandriopolite" (read Andropolite) nomes or cantons, and also Alexandria itself, as the places in which it still throve in his time, and which he accordingly inferred to have been visited by Basilides (68 c). All these places lie on the western side of the Delta, between Memphis and the sea. Nearer the end of cent. iv. Jerome often refers to Basilides in connexion with the hybrid Priscillianism of Spain, and the mystic names in which its votaries delighted. According to Sulpicius Severus (Chron. ii. 46) this heresy took its rise in "the East and Egypt"; but, he adds, it is not easy to say "what the beginnings were out of which it there grew" (quibus ibi initiis coaluerit). He states, however, that it was first brought to Spain by Marcus, a native of Memphis. This fact explains how the name of Basilides and some dregs of his disciples' doctrines or practices found their way to so distant a land as Spain, and at the same time illustrates the probable hybrid origin of the secondary Basilidianism itself.
IX. Literature.—Basilides of course occupies a prominent place in every treatise on Gnosticism, such as those of Neander (including the Church History), Baur (the same), Lipsius, and Möller (Geschichte der Kosmologie in der Christlichen Kirche). Two reviews by Gieseler (Halle A. L. Z. for 1823, pp. 335-338; Studien u. Kritiken for 1830, pp. 395 ff.) contain valuable matter. The best monograph founded on the whole evidence is that of Uhlhorn (Das Basilidianische System, Göttingen, 1855), with which should be read an essay by Baur (Theol. Jahrb. for 1856, pp. 121-162); Jacobi's monograph (Basilidis Philosophi Gnostici Sententius, etc., Berlin 1852) being also good. Able expositions of the view that the true doctrine of Basilides is not represented in the larger work of Hippolytus Against all Heresies will be found in a paper by Hilgenfeld, to which Baur's article in reply is appended (pp. 86-121), with scattered notices in other articles of his (especially in his Zeitschrift for 1862, pp 452 ff.); and in Lipsius's Gnosticismus. Three articles by Gundert (Zeitschrift f. d. Luth. Theol. for 1855, 209 ff., and 1856, 37 ff., 443 ff.) are of less importance. The lecture on Basilides in Dr. Mansel's posthumous book on The Gnostic Heresies is able and independent and makes full use of the best German criticisms, but underrates the influence of Stoical conceptions on Basilides, and exaggerates that of Platonism; and after the example of Baur's Christliche Gnosis in respect of Gnosticism generally, though starting from an opposite point of view, it suffers from an effort to find in Basilides a precursor of Hegel. Cf. Harnack, Gesch. Alt. Chr. Lit. 1893, pp. 157-161; Th. Zahn, Gesch. des N. T. Kanon (1888-1889), i. 763-774; J. Kennedy, "Buddhist Gnosticism: the System of Basilides" (Lond. 1902, Journal of the Royal Asiatic Society). | <urn:uuid:d1de78b4-7de2-4c2a-9b84-4f1164f51dad> | CC-MAIN-2014-42 | http://en.wikisource.org/wiki/Dictionary_of_Christian_Biography_and_Literature_to_the_End_of_the_Sixth_Century/Basilides,_Gnostic_sect_founder | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413507443062.21/warc/CC-MAIN-20141017005723-00109-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.961203 | 21,203 | 2.53125 | 3 |
In ancient times the Greeks lived in city states. Each state had its own laws, government and money but they shared the same language and religion. The two most important city states were Athens and Sparta. We know much about Athens because it produced many writers and artists, whose work has survived to this day.
Ancient Map of Athens and Piraeus: Long walls were built, linking the city of Athens with its port, the Piraeus. Enemies of Athens could not encircle the city and cut off supplies.
Video of the Rise of Athens:
History of Athens: | <urn:uuid:d4883f7c-9560-40cf-8d79-1d70e654696d> | CC-MAIN-2019-35 | https://mrburgess8.wordpress.com/athens-the-city-state/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315936.22/warc/CC-MAIN-20190821110541-20190821132541-00253.warc.gz | en | 0.980746 | 117 | 3.671875 | 4 |
The story of Highfield Hall coincides with the arrival of the railroad in Falmouth on July 18, 1872. The ability to reach Cape Cod from Boston or from New York by train transformed the area from a quiet farming and fishing community to an exuberant summer community. Middle class families stayed in inns, many of them homes converted to lodgings to handle the explosion of summer visitors. Wealthier families eventually built seaside estates in areas such as Quissett, Chapoquoit and Penzance.
Among the first newcomers escaping the heat of the city were the Beebes of Boston. James Madison Beebe, wealthy from various dry goods and manufacturing businesses, and his wife, Esther E. Beebe, first converted the Thomas Swift House on Shore Street to a summer home they called Vineyard Lodge. They subsequently bought more than 700 acres of land on the hill above the railroad station, more than half of which has been preserved as Beebe Woods.
After the death of James Beebe in 1875, his children built two grand residences on the hill. Brothers Pierson and Franklin and sister Emily built a lavish “summer cottage” in the Queen Anne stick style modeled after the British Pavilion in the great 1876 Philadelphia Centennial Exposition. Highfield Hall was completed in 1878, and its sister mansion, Tanglewood, where the J. Arthur Beebes took up residence, was finished in 1879. Thus began over fifty years of Beebes living and entertaining in their “summer cottages” at Highfield. In its heyday, the hill must have been a bustling scene. The miles of carriage trails, riding trails, gardens, two huge homes, and numerous outbuildings required a small army of servants to maintain. The Beebes even started a farm on Shore Street to provide produce for their Falmouth and Boston residences.
The Beebes were undoubtedly a formidable family. The children made an impact on Falmouth with their financial support for the building of St. Barnabas Church on Main Street (1890) in memory of their parents, St. Barnabas House (1890), a carriage shed (1894) for the church which in 1962 was converted into a garden chapel, and conversion of the Bodfish House into the Rectory (1901). For some years in the 1880s, the Beebes were the largest taxpayers in Falmouth.
Franklin, the last of the Beebe children, died in 1932. After that, Highfield Hall passed through a succession of owners, each with a dream for its use. First, in the thirties, E.H. Bristol wanted to turn it into a health resort. That was succeeded by two dreams in the forties: J. Elwin Wright, a religious revivalist, wanted it to become a religious hotel and retreat. Subsequently, Arthur J. Beckhard ran the two mansions as hotels and converted the former stable into what is now Highfield Theater.
In 1949, the entire Beebe estate was purchased by DeWitt Ter Heun, a friend of Arthur Beckhard. TerHeun and his wife loved the theater and the opera and hoped to turn the Highfield estate into a center for the performing arts. They launched a training ground for student actors, inviting first Williams College and then Oberlin College to perform at Highfield Theatre. The couple remodeled Highfield Hall to serve as their summer residence, adding a plantation-style front on the building. A portion of the house was in use as a dormitory by the theater company, while all of Tanglewood was used for that purpose. Mr. TerHeun’s daughter, Patricia, converted the Tanglewood stable into an art gallery, showing the works of abstract artists such as Jackson Pollack and Robert Motherwell. The TerHeun summers were alive with theater, art, and culture on the hil
After Mr. TerHeun’s death in 1962, the estate was eventually purchased by summer residents Marjorie Whittemore and Stanley Welsh. They ran the theater and kept up the two houses while considering the options of what might be done with the property. At that time, the Highfield parcel was the largest single plot of developable land on Cape Cod. Welsh and Whittemore, who were siblings, considered creating a planned community on the property which would have featured clusters of houses, shopping, and a school (much like the concept employed a decade later at Mashpee Commons). Up to 500 residential units were considered, but various roadblocks from town officials, along with Whittemore and Welsh’s own hesitancy to develop the land, prevented any progress with the concept.
In 1972 the entire estate was purchased by Josephine and Josiah K Lilly III. The Lillys generously gave the nearly 400 acres of Beebe Woods to the town for permanent conservation as green space. The buildings and acreage on which they stood were donated to a local arts organization.
Sadly, on May 20, 1977, Tanglewood succumbed to the wrecker’s ball and bulldozers, and Highfield Hall entered two decades of neglect and vandalism.
In 1994, Highfield almost suffered the same fate as Tanglewood when a demolition permit was pulled by the owners. However, the Town of Falmouth had just instituted a demolition delay bylaw, which mandated a 90-day period after application for demolition of any historic building so that the local Historical Commission could attempt to effect a preservation compromise This bylaw went into effect two days prior to the permit being issued!. An advocacy group, Friends of Highfield, sprang into action to save the building. That group became a not-for-profit corporation, Historic Highfield, Inc., in May 1994.
Many years of legal disputes followed as Historic Highfield tried to stave off demolition and gain control of the building from its nonprofit owners. Volunteers cleared the lawn, boarded windows, and tried to ward off further decay and vandalism. They also raised money and worked to convince residents that Highfield Hall was worth saving. Eventually, collaborating with Selectmen, Historic Highfield was able to convince the town that Highfield Hall was important to the Falmouth community and extraordinary measures were warranted to save the property.
In 2000 Town Meeting Members authorized Falmouth Selectmen to take Highfield Hall and six acres by eminent domain, and in 2001 the Town signed a lease with Historic Highfield to renovate and operate Highfield Hall. The extraordinary restoration effort that followed was made possible through donations totalling in excess of $8,000,000 — almost all of which were contributed by private individuals. | <urn:uuid:a90ef1d2-7c18-46c4-a8a4-aa3e32b3bfbe> | CC-MAIN-2020-24 | https://laurenhuyettinteriors.com/2013/07/18/highfield-hall-in-falmouth-ma/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347407001.36/warc/CC-MAIN-20200530005804-20200530035804-00375.warc.gz | en | 0.974706 | 1,366 | 2.71875 | 3 |
What is a Magnet School? Read about how magnet schools differ and work when compared to other public schools.
This article will help you better understand what magnet schools are and what their role may be in your family’s education. We’ll first introduce the concept of a magnet school. Then we’ll go over in detail the function of magnet schools, and how those functions have changed over the years. After that we’ll share some basic facts about magnet schools as well as go over the pros and cons regarding magnet schools. Finally we’ll end the article by discussing whether a magnet school is right for your family and how to increase your chances of getting your child into a magnet school.
What is a Magnet School?
Unlike charter schools or private schools, a magnet school is part of the local public school system. At regular public schools, students are generally zoned into their schools based on the location of their home - students go to the school that is nearest where they live. However, this may not always be true since boundaries can seem arbitrary and in some smaller towns schools are not zoned at all. But, magnet schools exist outside of zoned school boundaries. Whereas private schools are completely separate from local public school districts, and charter schools are public schools with private oversight, magnet schools remain part of the public school system and operate under the same administration and school board.
According to the Magnet Schools of America, the unique quality of a magnet school is that they usually have a special curricular focus. Common themes include STEM (Science, Technology, Engineering and Math), the arts, and vocational or career paths. There are many, many possible themes, however. The important point is that magnet schools are schools of choice – children are enrolled based on their interest in the school’s theme, not based upon where they live. While schools may have a general theme, students still study a complete range of subjects. Each subject is aligned to local, state or national standards of learning (i.e. Common Core), but each subject is taught within the school’s theme. More often than not, magnet schools involve hands on learning that is inquiry and performance based.
Another distinguishing characteristic of magnet schools is that they usually have alternative or otherwise compelling modes of instruction. For example, there are many Montessori magnet schools throughout the country. A Montessori school is based on a model of education that views children as naturally curious and eager to learn. Montessori schools build on that model to create learning environments in which children are active members of the educational process. It is unique approaches to learning, like those found in Montessori schools, that are often found in magnet schools.
Magnet schools also differ from other public schools in that they receive additional funding to enable them to spend more money on their students, supplies, teachers, and educational programs. In 2013, the U.S. Department of Education earmarked nearly $90 million in special grants to magnet schools throughout the country in order to increase access to their programs by local families. By increasing school choice, parents have the added option of sending their child to a school with a unique educational philosophy or focus. Additionally, the funding is intended to attract a more diverse student body to magnet schools.
History of Magnet Schools
Magnet schools first came into being in the late 1960s and early 1970s as a tool to further academic desegregation in large urban school districts. Magnets were intended to attract students from across different school zones. To accomplish this, magnet schools had to do two things. First, they had to open their enrollment to students outside their traditional school zones. Second, they had to provide an environment or experience that would attract students and families from other school zones. By encouraging enrollment rather than forcing enrollment, the hope was that families would voluntarily desegregate their children in lieu being forcibly desegregated through busing.
Current Role of Magnet schools
Many magnet schools still help increase diversity within the public school system. But over the last 20 years, some magnet schools have taken on an a more competitive role in education in that they can only admit 10-20 percent of the students that apply to their school. The current role of magnet schools, therefore, is to promote academic opportunity and excellence beyond that which is offered at their regular public school counterparts. Magnet schools often attract “gifted” students who score well on tests and receive good grades. Approximately one-third of all magnet schools use academic performance as selection criteria to decide who will be invited to enroll for that year.
Magnet schools have three distinguishing characteristics:
· Distinctive curriculum and/or instructional approach.
· A diverse student body that represent various neighborhood attendance zones.
· Represent diversity as an explicit purpose.
Magnet school Facts
As discussed above, magnets offer special curricula, such as STEM, performing arts programs, or special instructional approaches, such as academic achievement through application of Gardner's learning styles or the Montessori style of education. Because of these unique qualities, enrollment in magnet schools has steadily increased over the years.
Additionally, the number of magnet schools has increased rapidly since federal court rulings accepted magnet programs as a method of desegregation in the mid-1970s. Between 1982 and 1991, the number of individual schools offering magnet programs nearly doubled and the number of students enrolling in these programs almost tripled. By the 1991-92 school year, more than 1.2 million students were enrolled in magnet schools in 230 school districts. In the 1999-2000 school year, 1,372 magnet schools operated in 17 of the 33 states that reported such information to the federal government. The National Center for Education Statistics (NCES) reports that as of 2011, 2,722 magnet schools were in operation in the United States. The states with the most magnet schools are Michigan (464), Florida (414), California (282) and Texas (219).
Magnet schools are mainly an urban phenomenon. According to U.S. Department of Education, more than half of large urban school districts have magnet school programs as compared to only 10% of suburban districts. Whether they are located in urban or rural areas, however, there are magnet schools at the elementary school, middle school, and high school levels. Some magnet schools will occasionally combine grades in certain classes.
While magnet schools are more racially balanced than their traditional counterparts, other imbalances may develop. Magnet schools are less likely to have the same socioeconomic status (SES) mix that the regular public schools have. For instance, fewer magnet school students are eligible for free or reduced-price lunch programs. Students in a magnet school will more likely live in two-parent households with employed parents who have college or graduate degrees when compared to students who don’t attend magnet schools. These findings apply to students regardless of their race.
While students with low SES may be underrepresented in magnet schools, a study in collaboration between the Citizens’ Commission on Civil Rights and Vanderbilt University shows that when low SES students do attend magnet schools, they achieve better academically than like students who remain at regular public schools. Evidence from magnet schools in St. Louis suggests that low SES students in are more likely to complete high school than their counterparts in non-magnet schools. But what these results indicate is that in general, the focus on increasing diversity as the core purpose of a magnet school has been replaced by the purpose to improve academic achievement. Generally speaking, students attending magnet schools achieve greater academic success than students who attend traditional schools in the same school district.
Districts finance magnet schools the same way they finance other public schools. However, on average, magnet schools spend about $200 more per student than non-magnet schools. Some magnet schools receive state desegregation funds as well. Federal funding under the Magnet Schools Assistance Program (MSAP) is also available. MSAP provides two-year grants to magnet programs that are implemented to promote desegregation.
Pros and Cons of Magnet schools
There’s no doubt that many magnet schools have successfully encouraged families to enroll their children in school zones outside of where they live, thereby helping desegregate public education. But that’s not the only positive thing about magnet schools. Supporters also take pride in the academic achievement enjoyed by magnet schools. Magnet schools have specialized programs emphasizing a consistent theme or method of teaching, facilitating students’ and teachers’ commitment to the school. This helps students at magnet schools surpass the achievement they would have made at their zoned schools. The fact that magnet schools offer families a choice with regard to their child’s education is seen as a primary advantage as well. This increased competition, supporters argue, actually benefits children in all schools, magnet or otherwise, because public schools seek to improve their academic programs in order to keep students in their schools.
Critics of magnet schools focus on the inequity of the magnet school in general, particularly with regard to how magnet schools often “hurt” neighboring public schools by taking away their brightest students. Because the best and brightest students would naturally be attracted to magnet schools, the argument goes that their exodus leaves the public zoned school academically disadvantaged. Some are also quick to point out how selection processes will often keep children out who could benefit from a magnet school experience. Low-income, non-native English speaking students and students with special needs can be underrepresented in magnet schools. The selective admission criteria of magnet schools often act as a hurdle for students with failing grades or records of bad behavior or truancy who want to attend these schools. Hence, magnet schools may not really be open to all students who need them. Critics also maintain that magnet schools draw resources from regular school programs and that magnets unfairly receive extra funds to operate.
Many of the above criticisms have to do with philosophical aspects of magnet schools and do not focus on the academic performance or educational experience that students have in magnet schools. That’s because generally speaking, families that are involved with magnet schools are very happy with their experiences.
Is a Magnet School Right for Your Family?
This all really depends on the following factors:
- Are you interested in a different curriculum or instructional approach than what your children would have with their zoned public school?
- Do you feel your children have needs that would be better met with a magnet school than their zoned public school?
- How do you feel about sending your children to a school outside of your normal school zone? On that note, how well do you think your child will adjust to a new school?
- How do you feel about student diversity?
- How do you feel about student achievement?
The decision to enroll your child into a magnet school is not a fast and easy one. Probably the best way to make this decision is to prioritize your goals and focus on them that way. What are your goals? Are they to:
- Place your child in a more racially or ethnically diverse student population?
- Place your child in a school where academic progress should surpass what he or she would do at their assigned school?
- Place your child in a school environment with a specific type of curriculum or teaching methodology?
Once you have decided why you want your child in a magnet school program, it should be easier for you to look at individual magnet schools and decide which one, if any, are right for your family.
Getting into a Magnet school
If you have decided that a magnet school is right for your child, the first thing you need to do is research the enrollment criteria for that school. Unfortunately, getting enrolled into a magnet school is not necessarily an easy task.
Admission to a magnet school is usually based on one of the following factors:
- Admissions criteria, such as standardized test scores
- First-come, first-serve applications
- Percentage set-asides for neighborhood residents
What the percentage set-asides means is that for those living in a magnet school’s original zone, students may be allowed to attend the magnet school without having to participate in one of the other ways to get into the school. Sometimes magnet schools use admissions criteria to weigh the admission. Race is used much less so today, but socioeconomic status and children who are deemed academically at-risk may often get pushed to the back of the line, so to speak.
If you want your child to get into a magnet school, find out what the admissions policy is. If they make room for students who live in their zones, you may want to move to that zone to ensure enrollment. If enrollment is based on admission criteria, you may get a chance to convince the school’s administration of your child’s need to be enrolled by the information you include on your child’s application.
If the magnet school’s policy is to enroll students on a first-come, first-served basis, make sure you turn your child’s application in as soon as possible. If the school uses a lottery system only, there is nothing you can do other than repeatedly apply each year until your child get in. If this is the case, consider applying to a number of magnet schools in order to increase the chances of enrolling your child in one of them. Most magnet schools will give siblings preferential enrollment status if one sibling is already enrolled.
Magnets schools were first created to facilitate public school desegregation. All this is done to achieve a better racial and ethnic balance in the student population by attracting students from various neighborhoods. Specialized curriculums and instructional approaches became an extension of these efforts. Unfortunately, the desire to attend a magnet school often exceeds the enrollment capacity of magnet schools today. That leaves many students and families desiring a magnet school experience stuck within their zoned public schools.
The goal of each magnet theme is to promote high achievement, cultural diversity, and choice of curriculum delivery. Magnet schools can often maintain a high standard of education because of the extra funding they receive and the academic prowess of their “restricted” student population. Just because magnet schools aren’t perfect in reaching their goals doesn’t mean that they aren’t valuable learning opportunities.
There are many pros and cons to magnet schools. Some of these pros and cons deal with specific magnet school experiences and others focus on the theoretical or philosophical concept of magnet schools. Deciding whether a magnet school is right for you depends on a number of factors and on your own goals for your child’s education. The best thing to do is to identify what you want out of a school and find out what magnet schools can do for your family. Magnet schools don’t come in a “one size fits all” form. Understanding what magnet schools are is the first step to deciding whether they make sense for your family. | <urn:uuid:6290d5c5-4efc-4cfc-95e1-a7e2df460025> | CC-MAIN-2016-22 | http://www.publicschoolreview.com/blog/what-is-a-magnet-school | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049277592.65/warc/CC-MAIN-20160524002117-00105-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.974721 | 3,029 | 3.171875 | 3 |
1. When was The Jew of Malta first performed?
2. Where did several of Marlowe's plays take place?
In a palace.
3. Why was Marlowe jailed?
He allegedly wrote lies about someone.
4. How did Marlowe die?
In barroom brawl.
5. What did other playwrights get from Marlowe?
They used his plots.
6. Why may some exact words of Marlowe's plays seem familiar?
Shakespeare stole his exact wording.
7. What two systems were partnered in Marlowe's time?
Religion and politics.
This section contains 5,165 words
(approx. 18 pages at 300 words per page) | <urn:uuid:3fc3c89d-083b-4b2d-a130-897fb9a812ce> | CC-MAIN-2017-04 | http://www.bookrags.com/lessonplan/jewmalta/shortanswerkey.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280730.27/warc/CC-MAIN-20170116095120-00352-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.975386 | 153 | 3.375 | 3 |
A Reuters wire story says NASA is planning a test flight of the solar powered Helios UAV in July over Hawaii. The test flight will attempt to break the 80,000 ft altitude record set by an earlier NASA UAV. The goal is to develop a UAV that can cruise at 100,000 ft for months at a time. At that altitude, the air is very similar to the Martian atmosphere so one use of the Helios will be to serve as a development platform for Martian aircraft. Other uses include study of the ozone layer and replacement of spacecraft such as weather satellites. Photos of the Helios are available from the NASA Helios Photo Gallery. | <urn:uuid:b5fdb97b-1223-4a8c-b141-6db6d0f9753b> | CC-MAIN-2013-48 | http://robots.net/article/173.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163049608/warc/CC-MAIN-20131204131729-00063-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.94442 | 132 | 3.234375 | 3 |
Wouldn’t it be amazing to get up every morning knowing that you are in good health? That you are fit and ready to take on the world, ready to take a step closer to making your dreams come true?
But to really know that we need to know what “good health” is.
Good health does not mean having a perfectly chiseled body or a breathtakingly sleek figure.
Being in good health means not being physically or emotionally sick and being fit enough to not fall sick in the future .Everyone wants to be in good health but not many know how or what to do to be fit. Some do extensive workouts while others practice extremely strenuous diets.
But we have collected here 11 simple tips that will ensure your fitness and keep you out of harm’s way. And bear in mind that these are not tips that go by hearsay. These are tips that have been tested and retested by professional around the world.
1. EATING FRUITS AND GREEN VEGETABLES
The most common and a known fact around the world are green vegetables and fruits contain essential vitamins whose deficiency causes quite a few illnesses. And they can be avoided by consuming fruits and vegetables on a regular basis.
2. MEDITATION TO RELIEVE STRESS
Yoga and other forms of meditation are a common method to relieve oneself of stress. Stress is known to harm the body and mind in many subtle ways. Therefore, make it essential to avoid stress.
3. HAVING A COMPLETE DIET
As the saying goes “a man is what he eats”. A complete diet ensures a healthy development of the body.
4. EATING ON TIME
Quite often we tend to delay our meals on account of our fast paced lives. But this has an adverse effect on the body which eventually leads to sickness. Hence eating on time is a necessary habit that everyone must develop.
5. CONTROLLED CONSUMPTION OF TEA/COFFEE
No matter how important our caffeine or tannin is to us, excessive intake of tea and coffee is harmful as it leads to addiction. And it is well known that any kind of addiction is not good for the body.
6. SLEEPING AT LEAST 6 HOURS A DAY
Another affect of our fast paced lives is the reduction of sleep below healthy standards. According to most doctors, 6 hours of sleep ensures a fresh mind and body and no lethargy.
7. AVOIDING EXCESSIVE FISH INTAKE
Fish is known to have many positive effects on the body but it leads to increase of iodine level in the body to harmful levels can cause loss of speech, temporary immobility among many other effects.
8. EXERCISING WITHIN A LIMIT
No matter how much you want to build up your body, pushing it to extremes regularly can cause the exercise to backfire.
9. SAY NO TO ALCOHOL
Alcohol is the perfect example of “not all that glitters is gold”. It may look cool and fun to drink but all it can give you is temporary pleasure and long lasting side effects that are defiantly not worth it.
10. AVOID SMOKING
Smoking is another dangerous habit that can cause a lot of harm to a person’s lung and also cause lung cancer. It is also a leading anti-social etiquette.
11. REGULAR VISITS TO A DOCTOR
Quite often we don’t see a doctor until we are in poor health and only then do we visit hospitals. But regular visits to a doctor for health checkups can help us avoid any impending illnesses. As it is commonly known “prevention is better than cure”.
Helly Wilson is the author of this article. She is professionally associated with healthcare website and she love writing on various topics and watching movies. | <urn:uuid:acd7809e-0781-4c2c-94a2-8aa0c8e75384> | CC-MAIN-2020-16 | http://infotainmentnews.net/2013/03/08/11-simple-tips-perfect-health/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371818008.97/warc/CC-MAIN-20200408135412-20200408165912-00232.warc.gz | en | 0.948429 | 815 | 2.765625 | 3 |
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Researchers from the Politecnico di Torino in Italy have made a discovery that is amazing. The construction of an ancient Roman fortress in contemporary Britain: its doors are aligned so that sunlight during the summer solstice and winter generates a remarkable lighting effect celebrating the shortest and longest day of the year, honoring the gods of the sun and the sky.
he old square shaped fortress took researchers by surprise. In the study, published in the journal Philica, researchers reveal that the Romans designed and built this fort so that in the summer solstice the sun aligns with the doors of the northeast and southwest, reflecting the light to the other two, and in winter the southeast and northwest parts would illuminate. The accuracy of this defensive fortress built during the reign of Emperor Hadrian is so perfect that scientists had to use special software to calculate the angles generated by sunlight during the solstices. It is shocking how Roman engineers made these calculations and built this defensive structure without the technological tools of today.
the ancient structure was built by Roman legionaries and workers around 138 A.D. and like many other structure that have been found in Britain it was commissioned by Emperor Hadrian. Even though the fort is extremely deteriorated and mostly in ruins, this ancient Roman structure was believed to house around 500 Roman Soldiers and workers.
Emperor Hadrian was a very interesting Roman Emperor, he was actually the first Roman Emperor to make it clear that he was gay. He was a charismatic Emperor that was loved by the masses even though his reign was characterized by unusual things.
Hadrian’s wall is one of the most famous structures of the Roan Empire found in Britain; the wall was originally 117.5 km long while the width of the wall depended mostly on the construction materials that were available in the vicinity. The construction of the wall started in 122 A.D. and was mostly finish in a period of six years.
As many other structures with shocking precision with the sun, this fort has been added to the list of structures that display extreme precision. Even though history has proved ancient Romans to be extremely capable engineers and architects, researchers are having a hard time figuring out how these ancient constructors were able to place these structures with such a precision, that we today, need the aid of computer simulations and aerial views of the terrains.
Why the constructors of this fort payed so much attention to position this ancient fort in such a manner is a mystery, even though researchers speculate that it was to pay tribute to the Gods of the Sun and the sky, but even more mysteriously is the “how”. Like many other cultures before the Romans, buildings have been placed in peculiar ways, creating light effects, following the movement of stars, planets and other celestial objects.
Discoveries like this open up a lot of questions regarding ancient societies that lived on Earth, why is it that countless structures favor the position of the stars and movements, where was the knowledge obtained from and finally, why were these structures placed in the way they are, but most importantly why is this a pattern that is repeated in cultures from Mesoamerica to Asia, on every single continent on our planet.
Image Credit Google maps. | <urn:uuid:14d9d14d-a399-4dde-ab3e-9ef374e4a34e> | CC-MAIN-2020-50 | https://www.ancient-code.com/incredible-precision-roman-fort-aligned-with-the-sun-discovered/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141197278.54/warc/CC-MAIN-20201129063812-20201129093812-00378.warc.gz | en | 0.975643 | 681 | 3.640625 | 4 |
Stats by Sport England show that 95% of Black adults and 80% of Black children in England do not swim.
One in four Black children leave primary school not knowing how to swim.
Research also shows that the risk of drowning is higher in Black and ethnic minority communities.
It was these sobering stats that lead Ed Accura to learn how to swim as an adult – and to document his journey in a powerful new film.
‘A Film Called Blacks Can’t Swim’ tells the story of Ed’s phobia of water, which developed after he read reports about flooding.
The film – which is partially documentary and partially drama – aims to tackle and eradicate the negative views and stereotypes associated with Black people and swimming by encouraging more people in the community to learn to swim and reduce the number of deaths by drowning.
‘I never learnt how to swim as a child,’ Ed tells Metro.co.uk.
‘My first encounter with swimming was probably aged 9, when I asked my parents to teach me, but it was never a priority and hence it never happened. As I grew older it became easier to just hide behind the stereotypes.
‘”I’m Black, so I have heavy bones and can’t float”, I would say. I’m sure at some point I started believing it.
‘I have a 9-year-old daughter and she was the trigger for me learning how to swim. If she was ever in difficulty in water on holiday or even in the pool, and I couldn’t save her, I would never forgive myself.’
Ed only started learning how to swim last year, so he is still not wholly comfortable in the water. But he is relieved that the intense phobia he has carried all of his life has now been lifted.
‘I also no longer have to be the person looking after the towels and bags on the beach whilst everyone else is in the water having fun,’ he says.
A Film Called Blacks Can’t Swim is about the anxieties that many Black Brits feel about not being able to swim, and the struggle with the fact that these spaces are often inaccessible or unwelcoming for ethnic minorities.
‘The film depicts the effects of the stigma, stereotypes and myths and includes personal views and experiences of various people within the BAME community,’ says Ed. ‘The film highlights why there is such a cultural divide when it comes to aquatics.’
Ed says he was shocked at the disproportionate number of Black people who do not swim, and scared by the stat that Black children are at least three times more likely to drown.
‘I need to highlight the issue on a wider scale,’ he says. ‘It is easier now to have these conversations as the elephant is out of the room.’
As well as creating this film, Ed is also the co-founder of the Black Swimming Association (BSA), alongside Danielle Obe – the first organisation of its kind that aims to highlight the importance of swimming as an essential life skill and prevent drowning in Black and minority ethnic communities.
‘The benefits of engaging in aquatics for health, well-being, social and economic empowerment are truly endless,’ Danielle tells Metro.co.uk.
‘Swim England’s 2019 Value of Swimming report highlights how invaluable swimming is to our society, saving the NHS £365M, improving community cohesion and being a big part of the solution to many socioeconomic issues.
‘The turn of a new decade heralds a great opportunity to drive forward more participation, inclusion and strategic engagements with underrepresented communities in the UK. Communities who would not normally engage in aquatics and all the great benefits it has to offer.’
After the launch of the film, the BSA aims to carry out substantive research to better understand the impact of these issues on the community.
‘Data from this research programme will go a long way to inform how educational resources and learning programmes can be designed to make swimming more inclusive and accessible for BMEs in the UK,’ Danielle adds.
Ed wants the film to help Black people confront their fears, address the stereotypes, and dispel the myths.
‘The last recorded data from 2018 shows that less than 1% of registered competitive swimmers with Swim England identify as Black or mixed-race,’ says Ed. ‘It’s now my duty to make this film available by officially releasing it and sharing my personal swimming journey to all.’
The film is available to watch online now, after the successful release of the pilot last year.
Do you have a story to share? We want to hear from you.
Get in touch: email@example.com. | <urn:uuid:d72f4814-0f62-4134-912f-2245a37670e5> | CC-MAIN-2020-40 | https://metro.co.uk/2020/07/02/new-film-tackles-stereotype-black-people-cant-swim-aims-reduce-drowning-deaths-12933639/?ico=more_text_links | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400206763.24/warc/CC-MAIN-20200922192512-20200922222512-00713.warc.gz | en | 0.970084 | 1,008 | 2.609375 | 3 |
Students reduce erosion on the Hoosier National Forest
Streams will flow more freely and bees will have a new home on the Hoosier National Forest, thanks to the work of six young women from central Indiana.
The women -- recent high school graduates from Bloomington High School North and South, a high school senior from Bedford, Ind., and an Indiana University student – spent three weeks in July working on ecological restoration projects in the forest.
The crew’s first project was to reduce sediment in streams and tributaries that flow into the Ohio River. The crew “hardened” stream crossings by placing about 100 tons of gravel that will hold soil in place and reduce the impact of horses on the trails.
The women also learned about ecological conservation.
Steve Harris, a wildlife biologist on the Hoosier, taught the importance of pollinators in the forest by building a pollinator “condo.” The condo consists of a four-by-four-foot wooden frame with large tree limbs stacked inside. Holes and crevices are cut into the limbs to provide places for pollinators to nest in.
“The idea is to build a habitat where native pollinators and other beneficial insects will want to live,” said Harris.
Harris and the Ohio River Foundation crew spent a day designing and building the habitat. They added their own special flair on the project by carving “HNF” and a peace sign into the log. It is the only pollinator condo on the Hoosier so far.
The crew was extremely disappointed the following weekend when they learned that a camper used the bee condo for firewood. The crew spent a second day rebuilding the habitat and posted a sign to alert campers that this was an important part of the forest and not firewood. | <urn:uuid:f2d0db75-a1aa-4ed0-9904-8fb5bc811c39> | CC-MAIN-2015-14 | http://www.fs.fed.us/blogs/students-reduce-erosion-hoosier-national-forest | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131299877.5/warc/CC-MAIN-20150323172139-00137-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.947474 | 373 | 3.125 | 3 |
A couple days ago as Dan and I were assessing the property boundaries while scouting out potential net locations for the owl monitoring project, I happened across a small brown snake that appeared to be sunning itself at the side of the road. Thinking it was a Brown Snake (Storeria dekayi) at first, I gingerly picked it up by the tail to move it off the road. The snake looked remarkably intact, and its eyes clear, but unfortunately, it turned out I was too late. It had been hit already, perhaps by a flying piece of gravel. It had a small patch of dried blood at the side of its head, crusted with tiny gravel bits, and it hung limp from my fingers.
As it hung from my hand, however, I was able to view its underside, which was a bright orange-red. Though it wasn’t visible while the snake was sitting on the ground, this clinched its ID as a Red-bellied Snake (Storeria occipitomaculata). Some sources call this the Redbelly Snake, and I’ve also seen “Northern” tagged on in front of both versions; unlike birds, where the American Ornithologists’ Union has set official names for all the species, most other groups of organisms don’t have formally chosen English names, so finding information using the scientific name is more reliable. At least the red belly isn’t disputed. Whatever its name, it’s the first I’ve ever seen of the species.
These little snakes, about the same size as the Brown Snake, and together the smallest Canadian snake species, are the same size as an adult as the baby rat snake was that I found earlier in the week, only 8 to 16 inches (20-40 cm). As a youngster they start out at just 3 inches (7.5 cm). The females do not lay eggs, but rather give birth to live young. They eat small invertebrates such as worms and slugs, and can often be found hunkered under logs or wooden boards, or other surface debris. Red-bellies tend to inhabit more natural woodlands and wet meadows, while Brown Snakes share similar habitat but aren’t opposed to living in suburban parks or vacant lots as well. They spend the winter snuggled away in abandoned rodent burrows or other natural crevices, including sometimes anthills. | <urn:uuid:4ff16520-5a61-47d1-ab58-4522312389c4> | CC-MAIN-2018-26 | https://seabrookeleckie.com/2008/10/17/today-at-kingsford-red-bellied-snake/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267863886.72/warc/CC-MAIN-20180620202232-20180620222232-00043.warc.gz | en | 0.973707 | 498 | 3.21875 | 3 |
ANS-22, System Design Criteria
If you are interested in participating in the following standards, complete and submit the Standards Volunteer Form.
ANS-2.26, Categorization of Nuclear Facility Structures, Systems, and Components For Seismic Design
Scope: This standard provides: (a) criteria for selecting the seismic design category1) (SDC) for nuclear facility structures, systems, and components (SSCs) to achieve earthquake safety and (b) criteria and guidelines for selecting Limit States for these SSCs to govern their seismic design. The Limit States are selected to ensure the desired safety performance in an earthquake.
1) The SDCs used in this standard are not the same as the SDCs referred to in the International Building Code (IBC).
ANS-51.10, Auxiliary Feedwater System for Pressurized Water Reactors
Scope: This standard sets forth the nuclear safety-related functional requirements, performance requirements, design criteria, design requirements for testing and maintenance, and interfaces for the nuclear safety-related portion of the auxiliary feedwater system (AFS) of pressurized water reactor (PWR) plants.
ANS-55.1, Solid Radioactive Waste Processing System for Light-Water-Cooled Reactor Plants
Scope: This standard sets forth the design, construction, and performance requirements for a solid radioactive waste processing system for light-water-cooled reactor plants. For the purposes of this standard, the solid radioactive waste processing system begins at the interface with the liquid radioactive waste processing system boundary and at the inlets to the spent resin, filter sludge, evaporator concentrate, and phase separator tanks. In addition, this standard pertains to dry active waste, mixed waste, and other solid radioactive waste forms that are generated as part of the operation and maintenance of light-water-cooled reactor plants. The system includes facilities for temporary (up to 30 days of anticipated normal waste generation) on-site storage of packaged waste but terminates at the point of loading the filled drums and other containers on a vehicle for shipping off-site to a licensed disposal site or transfer to interim (up to 5 yr.) on-site storage facilities. The solid radioactive waste processing system is not a safety-class system as defined by American National Standard Nuclear Safety Criteria for the Design of Stationary Pressurized Water Reactor Plants, ANSI/ANS-51.1-1983 (R1988) or as defined in American National Standard Nuclear Safety Criteria for the Design of Stationary Boiling Water Reactor Plants, ANSI/ANS-52.1-1983; R1988.
ANS-55.4, Gaseous Radioactive Waste Processing Systems for Light Water Reactor Plants
Scope: This standard sets forth minimum design, construction, and performance requirements, with due consideration for operation, for gaseous radioactive waste processing systems (GRWPS) for light water reactor (LWR) plants. It is applicable for routine operation, design basis fuel leakage, and other design basis occurrences.
ANS-55.6, Liquid Radioactive Waste Processing System for Light Water Reactor Plants
Scope: This standard sets forth minimum design, construction, and performance requirements, with due consideration for operation, of the Liquid Radioactive Waste Processing System (LRWPS) for light water reactor (LWR) plants for design basis inputs. It is applicable to routine operation, including design basis fuel leakage and other design basis occurrences.
ANS-58.3, Physical Protection for Nuclear Safety-Related Systems and Components
Scope: This standard sets forth physical protection criteria for nuclear safety-related systems and components in stations using light water reactors (LWRs). This standard includes an identification of potential hazards to nuclear safety-related systems and components and acceptable means of ensuring the protection of this equipment from these hazards.
ANS-58.8, Time Response Design Criteria for Safety-Related Operator Actions
Scope: This standard establishes time response design criteria for safety-related operator actions to be used in the design of light water reactor (LWR) nuclear power plants. The criteria are used to determine the minimum response time intervals for safety-related operator actions that are taken to mitigate design basis events (DBEs) which result in an automatic reactor trip. This standard specifies time requirements that are to be met to receive credit in the safety analysis for operator actions that initiate or control safety-related functions. Specifically, the criteria provide bases:(1) For establishing certain requirements for determining whether a particular action to initiate or control a safety-related system might be accomplished by operator action or must be accomplished by an automatic action.(2) For determining when design modifications can obviate the need for automatic actions that would otherwise be required.(3) For general guidance for hardware, such as instrumentation, controls, indicators, and annunciators necessary to support safety-related operator actions.
ANS-58.9, Single Failure Criteria for Light Water Reactor Safety-Related Fluid Systems
Scope: This standard provides criteria for the designer which interpret the requirements of Title 10, Code of Federal Regulations, Part 50, "Licensing of Production and Utilization Facilities," Appendix A, "General Design Criteria for Nuclear Power Plants," with respect to design against single failures in safety-related Light Water Reactor (LWR) fluid systems. Means of treating both active and passive failures are addressed for safety-related fluid systems following various initiating events. Current acceptable practice is used as a basis for these criteria.
ANS-58.11, Design Criteria for Safe Shutdown Following Selected Design Basis Events in Light Water Reactors
Scope: This standard provides design criteria for systems that perform the safety-related functions necessary to shut down a reactor and maintain it in a safe shutdown condition for selected design basis events; i.e., any design basis events that do not require operation of engineered safety features. For design basis events that require operation of engineered safety features, this standard can be selectively applied because of plant features specifically designed for these conditions. For systems that serve multiple functions, the design criteria associated with the most limiting function shall be applied.
The following safety-related functions are required for safe shutdown and are addressed in this standard:
(1) Reactor core reactivity control, (2) Reactor core heat removal, (3) Reactor coolant pressure boundary integrity provided by: (a) Temperature control, (b) Pressure control, and (c) Inventory control.
ANS-58.14, Safety and Pressure Integrity Classification Criteria for Light Water Reactors
Scope: This standard specifies deterministic criteria for the safety classification of items (i.e., SSCs and parts (including consumables)) in a LWR NPP as either safety-related (Q), supplemented grade (S), or non-safety-related (N). Criteria provide and establish a procurement subclassification within Class Q, called commercial grade (C). In addition, pressure integrity classification criteria provide for the assignment of Classes 1 to 5 to the pressure-retaining portion of items.
ANS-58.16, Safety and Pressure Integrity Classification for Non-Reactor Nuclear Facilities
Scope: This standard provides guidance for the safety classification of items [structures, systems, components and parts (including consumables)] associated with nuclear safety in non-reactor nuclear facilities such as: nuclear storage and processing facilities, nuclear material and radioactive waste facilities, and nuclear fuel examination facilities. Pressure integrity classification criteria are provided for assignment of Safety Design Classes, SDC 1,2,3,4 or 5 to the nuclear safety related and pressure retaining portions of items and to include associated load criteria. Also provides allowable behavior criteria to identify Limit States A, B, C, and D that is currently defined in ANS standards for seismic loads.
ANS-59.3, Nuclear Safety Criteria for Control Air Systems
Scope: This standard provides criteria for the control air system that furnishes compressed air to nuclear safety-related components and other equipment that could affect any nuclear safety-related function in nuclear power plants.
This standard provides:
(1) the system nuclear safety design requirements and the non-nuclear safety design recommendations for equipment, piping, instruments, and controls that constitute the control air system; and
(2) the nuclear safety design requirements and the non-nuclear safety design recommendations to accommodate the testing and maintenance necessary to ensure adequate performance of the control air system.
This standard applies only to the control air system and does not apply to air-operated devices or the emergency diesel generator starting air system.
ANS-59.51, Fuel Oil Systems for Safety-Related Emergency Diesel Generators
Scope: This standard provides functional, performance, and initial design requirements for the fuel oil system for diesel generators that provide safety-related emergency onsite power for light water reactor nuclear power plants. This standard addresses the mechanical equipment associated with the fuel oil system, with the exception of the engine mounted components. These components, which are mounted directly to the engine structure itself, are excluded except to define interface requirements. It also includes the instrumentation and control functional requirements. The standard excludes motors, motor control centers, switchgear, cables, and other electrical equipment used in the operation of the fuel oil system, except to define interface requirements.
ANS-59.52, Lubricating Oil Systems for Safety-Related Emergency Diesel Generators
Scope: This standard provides functional, performance, and design requirements for lubricating oil systems for diesel generators that provide emergency onsite power for light water reactor nuclear power plants. The standard addresses all mechanical equipment associated with the lubricating oil system, with the exception of engine mounted components. These components, which are mounted directly to engine structure itself, are excluded, except to define interface requirements. This standard also includes the lubricating oil system instrumentation and control functional requirements. It excludes motors, motor control centers, switchgear, cables, and other electrical equipment used in the operation of the lubricating oil system, except to define interface requirements. | <urn:uuid:df13d099-160a-4592-b54b-9fc28a560ed7> | CC-MAIN-2014-23 | http://www2.ans.org/standards/involved/voloppor/nfsc/ans-22.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510264575.30/warc/CC-MAIN-20140728011744-00055-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.887699 | 2,043 | 2.609375 | 3 |
Pequeños classes for ages 3-5, are carefully designed to challenge but not stress the young mind. At this stage children are beginning to understand the difference between their first language and the target language. Teachers carefully create lessons that are engaging and capture their imagination. A typical class consists of themed lesson plans and simple conversation. Every week we introduce a new theme and build on previously learned material, with this group repetition is key! Our goal is to get these Pequeños to begin producing simple sentences and communicate in Spanish.
There are 2 levels within Pequeños classes, Pequeños l and ll. Children will be placed in either class depending on their Spanish knowledge, exposure, and their ability to produce and understand the language. Teachers will decide when a child is ready to 'move up'.
Students are encouraged to take on advanced vocabulary and more complex phrases. At this stage teachers introduce reading and writing and make it a part of each lesson. Chicos work towards producing connected text on topics that are familiar or of personal interest. We continue to practice everyday Spanish themes including, family, foods, days of the week, animals, etc. By incorporating social activities into each lesson, we aim to develop useful conversational skills. Chicos are separated by 2 levels, Chicos l and Chicos ll.
Level l - In this class we focus on getting the student familiar with the Spanish language. At this level Chicos will learn to recognize and produce everyday Spanish words and phrases. Before completing this level students should understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, weather, likes and dislikes). Reading and writing lessons
are a core part of this level.
Level II- In this level students will be taught to communicate routine tasks requiring a simple and direct exchange of information on familiar or previously learned matters. Students are expected to understand the main points of clear input on familiar matters regularly encountered at home and in school. During this time student's oral and written expression and comprehension are expected to improve greatly.
Grandes can now sit through an entire class without losing focus. We take advantage of that by offering a greater range of activities that require focus and commitment. Reading and writing are a fundamental part of each lesson. Some other activities include, reading comprehension and fluency, conversational interactions, and real life situation games. Grandes classes are divided by 2 levels, Grandes l and ll.
Grandes l - Our goal for Grandes l is not only for students to recognize and produce vocabulary but to apply it to real life related sentences and begin the "conversation" process. Exposure to themed vocabulary occurs in multiple contexts and a combination of speaking and writing activities are used .We strongly focus on communication in the target language. By the end of this level students should be able to produce connected text and conversation on topics which are familiar or of personal interest.
Grandes ll - At this level students can interact with a degree of fluency and spontaneity that makes regular interaction quite possible without strain. Students can express him/herself fluently and spontaneously without much obvious searching for expressions. Level ll students can read, write, and comprehend detailed text on a wide range of subjects.
One on One-
Private classes allow the teacher to create a curriculum specific to your child's individual needs. We work one on one with your child for 30 minutes to an hour depending age, fluency, and goals.
Simply gather a group of children who are around the same age. Pick a day, time, and frequency and we'll try our best to accommodate you!
* Learning takes place online in the comfort of your own home
* Age appropriate activities designed to meet group needs. | <urn:uuid:0a38f958-baab-458d-9415-27385c1ed6d5> | CC-MAIN-2021-49 | https://www.bilingualbutterflies.com/classes.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00346.warc.gz | en | 0.936922 | 794 | 3.953125 | 4 |
The New Children’s Museum is not just filled with art and the laughter of children, but it is also filled with possibility. Around every corner and behind every wall, guests are challenged to wonder, “What if?”
When you find yourself wandering past the Apex Chariots and through the orange curtains, you’ll enter a world where things exist on a different scale. The world: Tabletop Terrain, the artist: Britt. Before you, a six-foot table shaped a bit like a peanut shell, presenting a green world made of ferns, rocks, bark, twigs and other natural materials all enclosed by a clear plastic ceiling. Inside, there are some carefully placed creatures—a polar bear, a wolf, a tortoise. The careful observer will notice a shout out to old West embodied in a solitary wagon wheel and a cow skull. As you and your children rush to get your hands on the bounty of plastic animals, I dare you to wonder the following:
What if, like the animal in your hand, giraffes really were six inches tall or tiger sharks were a mere 10 inches in length? If you stood a colossal five feet about them, how would you handle such small creatures? Where would they live? How would you care for them? Would the dynamic of power that exists between humans and other animals change?
What if polar bears and tortoises had to share a habitat? Can they live in the same habitat? If not, then why are they housed so close together on the Tabletop Terrain? Is this a real/present habitat or perhaps a glimpse on the future? What about all the water creatures? Where are their habitats? In what kind of a world do whales and gorillas interact?
What if all art was made from recycled natural materials? How would this impact the way you think of art? Does art require manufacturing? What is the environmental impact of using natural materials in art? How have natural materials been used for art in the past?
What if every person was in charge of caring for a small part of the world? We’re familiar with the adage that with power comes responsibility. Is the power a child has over the activity at the Tabletop Terrain parallel to a real power people have over animals and their habitats? How are we individually responsible for the world around us? What is the outcome if people abandon their power or their responsibility over the Earth?
What if I want a work of art like this at home? If you take a moment to glance up from the Tabletop Terrain, you’ll find even more small worlds all around you. Take a careful look at the globes and shoe box size habitats around you. Layer upon layer of dirt, sand, rocks, plants, and shells, these small worlds nearly come alive. How would one of these look in your foyer or above the fire place? How might you create your own little world? Where can you collect materials for your own work of art?
Part of our mission at The New Children’s Museum is to create a more accessible portal through which people can engage with art. After all, art is for everyone. Britt’s Tabletop Terrain is a wonderful opportunity for anyone to think, play and create. It opens the mind to a type of art you may not have otherwise considered—something beyond paint, clay and the silence of your typical art museum. Want to learn more? Check out Britt’s website, tendliving.com. Wondering something else? Share your thoughts on the Tabletop Terrain by posting a comment here!
—Nicole Borunda, Gallery Guide | <urn:uuid:076a9286-c5de-4cec-b762-5ad6ec14fac6> | CC-MAIN-2013-20 | http://www.thinkplaycreate.org/blog/2009/12/what-if-it%E2%80%99s-a-small-world-after-all/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705956263/warc/CC-MAIN-20130516120556-00082-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.943951 | 751 | 2.640625 | 3 |
Entrepreneur Examples – An entrepreneur is a person who creates a new business, bears most of the risks and enjoys most of the rewards The process of establishing a business is known as entrepreneurship
Entrepreneurs play a key role in any economy by using the skills and initiatives needed to anticipate needs and bring new ideas to market. Entrepreneurs who succeed in taking the risk of creating a startup are rewarded with profit and growth opportunities.
Entrepreneurship is the resource economists classify as integral to production, the other three being land/natural resources, labor and capital. An entrepreneur combines the first three to produce a product or provide a service They typically create a business plan, hire labor, acquire resources and financing, and provide leadership and management for the business.
Entrepreneur Resume Samples
Economists have never found a fixed definition of “entrepreneur” or “entrepreneur” (the word “entrepreneur” comes from the French verb
, meaning “to do”). Although the concept of an entrepreneur existed and was known for centuries, classical and neoclassical economists left entrepreneurs out of their institutional models. They assume that perfect information is known to perfectly rational actors, leaving no room for risk-taking or discovery. It was not until the mid-20th century that economists seriously attempted to incorporate entrepreneurship into their models.
Three thinkers were central to incorporating entrepreneurs: Joseph Schumpeter, Frank Knight, and Israel Kirzner. Schumpeter suggested that entrepreneurs, not just companies, are responsible for creating new things in search of profit. Knight focused on entrepreneurs as carriers of uncertainty and believed they were responsible for the risk premium in financial markets. Kirzner thought of entrepreneurship as a process that discovers opportunities
Fast forward to today, entrepreneurs usually face many obstacles while building their companies Three of them identified as the most challenging, including cutting through bureaucracy, recruiting talent and financing.
Ten Traits Of Social Entrepreneurship
Not every entrepreneur is the same and not all have the same goals Here are some types of entrepreneurs:
Builders try to create scalable businesses within a short time frame Builders typically pass $5 million in revenue in the first two to four years and continue to build to $100 million or more. These people try to build a strong foundation by hiring the best talent and finding the best investors Sometimes, they have temperamental personalities that suit the rapid growth they desire but can make personal and business relationships difficult.
Opportunistic entrepreneurs are optimists with the ability to pick financial opportunities, enter at the right time, stay on board during growth, and when a business is about to peak.
These types of entrepreneurs are concerned with profits and the wealth they build, so they are attracted to ideas where they can generate residual or renewable income. Because they want to find good timing opportunities, opportunistic entrepreneurs can be impulsive
Fake Entrepreneur, Real Entrepreneur: Understanding The Idea That Drives The World.
Inventors are those rare individuals who come up with a great idea or product that no one has thought of before Think of Thomas Edison, Steve Jobs and Mark Zuckerberg These people worked on what they loved and found business opportunities through their vision and ideas
Instead of focusing on money, innovators focus more on the impact their products and services have on society These people aren’t the best at running a business because they’re idea-creators, so they often leave the day-to-day work to someone who has more to do that day.
These people are analytical and risk averse They have a strong ability in a particular field acquired through education or training An expert entrepreneur will build their business through networking and referrals, sometimes leading to slower growth than builder entrepreneurs.
As there are different types of entrepreneurs, there are also different types of businesses they create Below are the different types of entrepreneurship
Entrepreneurial Personality Essay: Personal Traits Of A Successful Entrepreneur
Small business refers to opening a business without turning the enterprise into a large conglomerate or opening several chains A single location restaurant, a grocery store, or a retail store to sell goods or services would all be examples of small business enterprises.
These people usually invest their own money and become successful if their business makes a profit, which serves as their income Sometimes, they don’t have outside investors and will only take a loan to help keep the business going
These are companies that start with a unique idea that can be built on a large scale – Silicon Valley thinking. The hope is to innovate with a unique product or service and continue to grow the company by continuously scaling over time. These types of companies require investors and large amounts of capital to grow their ideas and expand into multiple markets.
A large company venture is a new business division created within an existing company The existing company may be well placed to branch out into other sectors or it may be well positioned to engage in new technologies.
Your Post Career Career: Why It’s Never Too Late To Become An Entrepreneur
CEOs of these companies foresee a new market for the company or individuals within the company generate ideas that bring senior management to initiate processes and developments.
The aim of social enterprise is to create a benefit for society and mankind This form of business focuses on helping the community or environment through their products and services They are not driven by profit but by helping the world around them
After retiring from her professional dancing career, Judy Shepard Missett became an entrepreneur by teaching a dance class to earn some extra cash. But she quickly learned that the women who came to her studio were less interested in learning the right moves than in losing weight and toning up. Shepard Missett then trained instructors to teach her routine to the masses, and Jazzercise was born. Soon, a franchise agreement followed and today, the company has more than 8,300 locations worldwide.
Following an ice-cream-correspondence course, two entrepreneurs, Jerry Greenfield and Ben Cohen, combined $4,000 in loans with $8,000 in savings, in Burlington, Va. For local market Today, Ben & Jerry’s has millions in annual revenue
What Is An Entrepreneur?
In the 21st century, examples of Internet giants such as Alphabet, the parent company of Google (GOOG) and Meta (Meta; formerly Facebook), both of which have made their founders very rich, are clear examples of its enduring influence. Entrepreneurship over society
Unlike traditional careers, where there is often a set path to follow, the path to entrepreneurship is a mystery to most. What works for one entrepreneur may not work for the next and vice versa That said, there are seven general steps that many successful entrepreneurs follow:
This first step is not a strict requirement but is definitely recommended Starting with an adequate cash supply and stable working capital is a great foundation for entrepreneurs to build successful businesses while being financially strapped.
This increases an entrepreneur’s personal financial runway and gives them more time to work on building a successful business, rather than worrying about raising money or paying off short-term loans.
Important Skills Entrepreneurs Need With Examples
Once a person is in finance, it is important to build a diverse set of skills and then apply those skills in the real world. The beauty of the second step is that it can be done simultaneously with the first step
A skill set can be built by learning and trying new tasks in a real-world setting For example, if an aspiring entrepreneur has a background in finance, they may move into a sales role at their existing company to learn the soft skills needed to succeed. Once a diverse skill set is built, it gives an entrepreneur a toolkit they can rely on when faced with the inevitability of difficult situations.
There has been a lot of discussion about whether or not you need to go to college to be a successful entrepreneur Many famous entrepreneurs are famous for being college dropouts: Steve Jobs, Mark Zuckerberg, and Larry Ellison, to name a few.
Although going to college is not necessary to build a successful business, it can teach young people many things in other ways And these famous college dropouts are the exception rather than the norm College may not be for everyone and the choice is personal, but it’s something to think about, especially with the high price tag of a college education in the United States.
Top Examples Of Linkedin Headlines For Entrepreneurs
As important as developing a diverse skill set is, so is the need to consume a diverse array of information and knowledge-building materials. This content can be in the form of podcasts, books, articles, or lectures The important thing is that the content, regardless of the channel, should be different in what it covers Aspiring entrepreneurs should always familiarize themselves with the world around them so that they can see industries with a fresh perspective, giving them the ability to build a business in a particular field.
Through the use of content across multiple channels, a prospect is able to identify different issues that need solving A business
Business entrepreneur examples, examples entrepreneur, social entrepreneur examples, entrepreneur profile examples, entrepreneur bio examples, nonprofit entrepreneur examples, examples of successful entrepreneur, entrepreneur mission statement examples, serial entrepreneur examples, entrepreneur resume examples, entrepreneur vision statement examples, entrepreneur elevator pitch examples | <urn:uuid:e7eec44a-f48f-48ca-b7fe-51c2aae3d9fe> | CC-MAIN-2023-40 | https://daveclothing.net/entrepreneur-examples | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510734.55/warc/CC-MAIN-20231001005750-20231001035750-00181.warc.gz | en | 0.9538 | 1,890 | 2.84375 | 3 |
Almost everyone agrees that we cannot continue to fill up holes in the ground with our rubbish. But the question is, what do we do with it?
Gloucestershire County Council wants to burn it, and use the heat it generates as power. This is a fairly common practice on the continent, and there are also some similar sites in the UK. But it is not without controversy.
The site chosen by GCC is at Javelin Park, near Haresfield in Gloucestershire. The council has signed an agreement with a consortium Urbanser Balfour Beatty to construct and run the incinerator. But a local campaign group, GlosVain, argue that the building is way too big. A video they have made shows it in comparison to a cathedral and a local church.
Stroud district councillor David Drew says that there are a number of concerns about the proposal, including its cost and size.
But Gloucestershire County Council's waste boss Cllr Stan Waddington, says although size may be an issue, it is up to the developers to make a case to planners.
You can watch the full report by our Gloucestershire correspondent Ken Goodwin here: | <urn:uuid:026c58c0-25de-40c4-ae99-a586dc2ede72> | CC-MAIN-2014-15 | http://www.itv.com/news/west/2012-09-18/gloucestershire-incinerator-row/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609532374.24/warc/CC-MAIN-20140416005212-00194-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.955769 | 249 | 2.546875 | 3 |
Previously known as the German Boxer, the German Bulldog and the Deutscher Boxer, the Boxer is a breed that the Germans largely molded using selective breeding in the 19th and 20th centuries. The blunt muzzle, broad head and flat face makes them easy to recognize. It’s personality makes it an excellent family companion and guardian, although these dogs are also used as guide dogs, by the military and for certain types of police work. Their elegance, style, strength and agility make them a popular choice among families looking for a loyal pet.
A breed from Germany, Boxers are cousins to most breeds of bulldogs, and it’s thought that their ancestors came from Tibetan bred fighting dogs. Originally, Germans bred the Boxer to be a guard, hunting and working dog. One of the dog’s predecessors is the Bullenbeisser mastiff, which was another German breed that was used to give chase to, catch and then hold different types of wild game, including bear, bison and wild boar. These dogs are thought to be descendants of the German Bullenbeisser and a type of bulldog that was exported to Munich from England. The breed was stabilized and ahibited by three Germans in 1894, which brought this breed into prominence. The Deutsche Boxer Club of Munich was founded in 1896, although it wasn’t until 1902 that the original breed standard was adopted in Germany.
During World War 1 and World War 2, Boxers were often used to carry supplies, ammunition and messages. Soldiers returning from the wars brought Boxers back to the United States, and they quickly became popular within the U.S. In 1904, the American Kennel Club registered its first Boxer and later in 1935, the American Boxer Club was started. Since that time, this breed has continued to soar in popularity as show dogs, family dogs, watch dogs and guardians.
As a member of the Mastiff family, the Boxer has some of the characteristics of Mastiffs. The dog is energetic and medium sized with visible, well developed muscles. Their muzzles are black, blunt and very wide and breed standards require that muzzles are 1/3 of the length of their head and 2/3 the width of their skull to be shown. The Boxer’s skull is arched and the forehead is indented slightly. They boast a black nose and dark brown eyes. Their slight under bite is another characteristic of these dogs that is very distinctive. Usually the tail of these dogs is docked and the ears are generally cropped.
These sleek, muscular dogs have tight-fitting skin and short, sleek coats. The Boxer comes in two different colors, including fawn and brindle. Shades of fawn range between a deep mahogany and light tan. Brindles often have a fawn background with a pattern of stripes. While they often have white markings, they should have no more than 30% of their coat in white. Excessive white markings are undesirable and may result in the dogs being more likely to deal with certain health problems. Male Boxers range between 23-25 inches tall and generally weigh around 70 pounds. Females are a bit shorter, standing between 21.5-23.5 inches tall and weighing about 60 pounds.
Although Boxers have an imposing figure, they are very loving and playful, making them a great companion dog for families. They are energetic as puppies and they never lose that energy and their desire to play and romp. Boxers also enjoy cuddling and snuggling up to their owner. Since they love being the center of attention, they’ll make noise to attract their owners if they want something or they think they need more attention.
This breed is very protective, especially of their owners, which makes them reliable, alert watchdogs. If a stranger approaches, they’ll definitely sound the alarm loud and clear. In general, the Boxer does well with other family pets, but they may be aggressive towards dogs, particularly those of the same sex. To avoid this problem, simply make sure that puppies are socialized with other dogs. Because of their deep attachment to their owner, they can develop separation anxiety. However, ensuring that they get enough mental and physical activity will help prevent problems with anxiety.
When it comes to training, Boxers require consistent training. It’s important that trainers establish leadership early. If these dogs are given even a little leeway, they’ll begin taking advantage. To train this breed effectively, avoid discipline and harsh tones, using treats and positive reinforcement instead.
Since the Boxer has a short coat, they are easy to groom. This breed is very clean and these dogs actually groom themselves regularly, much in the same way that cats groom themselves. While they shed year round, this can be kept under control easily by brushing their coat weekly. To keep the coat sleek and shiny, wiping down the coat with a chamois cloth occasionally is recommended. Only bath these short haired dogs as needed, or about once every four months. Weekly ear cleanings and tooth brushing should be used to prevent oral and ear problems. Toenails should be trimmed if they are not worn down naturally.
The strength and intelligence of the Boxer has made this breed a popular choice for various jobs. They are often used as police dogs for K9 units and they have been used by the military in the past as well, doing tasks such as pack carrying and messenger dogs. They make excellent guide dogs, service dogs and therapy dogs. Occasionally, these dogs may work herding sheep or cattle.
Boxers live to be between 11-14 years old in most cases. However, they don’t do well in excessively hot or cold climates. The Boxer breed is often prone to certain health problems, including heart conditions, cancers, hip dysplasia, epilepsy and degenerative myelopathy. Other conditions that are less common include allergies, gastric dilation, intestinal issues and spondylosis deformans. Surveys by the UK Kennel Club found that over 38% of Boxer deaths were caused by cancer while over 21% of deaths were simply caused by old age.
It’s really a great and useful piece of information. I’m happy that you shared this helpful info with us. Thanks for sharing. | <urn:uuid:00f2dbc8-084a-494c-8466-789745b485a3> | CC-MAIN-2023-23 | https://www.dogbreedanswers.com/boxer/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224643585.23/warc/CC-MAIN-20230528051321-20230528081321-00221.warc.gz | en | 0.972481 | 1,324 | 3.171875 | 3 |
Friday, September 14, 2012
Will Luzaitis- Malthus Paragraph
Although an increased population will produce more workers, when the population increases to rapidly there will be a shortage of resources leaving more people in poverty to do there reckless reproduction. Malthus feels that all people do is eat, sleep, and reproduce. Humans need food and also need to reproduce, but when they reproduced to much, we out grow our food supply. To prevent this from happening, he believed that there were two diffrent kinds of checks on population. First there is preventive checks, which was when man thought about how many kids he could have depending on how much money he made. Then there was positive checks which were diseases, floods, working conditions, etc. This helped kill off the population. Malthus blamed the poor for over population because they had to many kids for what they could afford and when they did positive checks would come into play. | <urn:uuid:839b040a-d8d8-4db5-9181-7226932129cc> | CC-MAIN-2017-34 | http://409forthought.blogspot.com/2012/09/will-luzaitis-malthus-paragraph.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105334.20/warc/CC-MAIN-20170819085604-20170819105604-00183.warc.gz | en | 0.983864 | 190 | 3.03125 | 3 |
Omega-3 Fish Oil A Great Benefit For A Healthy Heart.
Omega-3 fish oil was originally discovered by researchers who noticed that a particular group of people had little to no heart disease in all its population. This group of people was the Inuit Indians in Greenland near the North Pole. They consumed high amounts of cold water fish which are rich in DHA and EPA.
Omega-3 fish oil can protect the heart in many ways starting with lowering triglycerides in those who consumed it on a daily basis. Triglycerides are fats that can increase the risk of heart attack, stroke, and dementia. Fish oil can reduce the risk of these as well as lower blood pressure and relax arteries allowing the flow of blood to circulate freely. Also, DHA and EPA have anti-inflammatory properties which may benefit those suffering from inflammatory disorders.
Furthermore, research has been mounting on the importance of DHA in the diet of expecting mothers both for the developing fetus as well as the mothers themselves. DHA is a major component of the brain and other neural tissue including light sensitive cells like the areas in the eyes. Infants that are born premature or still developing in the womb cannot adequately produce DHA in the body so it is critical that mothers consume fish oil on a daily basis for the health of their baby.
DHA is abundant in a mothers breast milk; studies have shown that breast fed babies have an IQ advantage over babies fed formula that lack DHA. Also, mothers who have just given birth can experience postpartum depression because of separation from the baby as well as the over abundance of hormones still flowing through the blood. DHA can ease this form of depression and help mothers move on to the next stage of life, the care of their new born child.
Adults who experience depression, memory loss, dementia, visual problems, and loss of energy may be lacking DHA and EPA in their diet. DHA and EPA are found in high concentrations around the cerebral cortex, mitochondria, synaptosomes, and synaptic vesicle. Supplementation of fish oil may reduce the risk of developing Alzheimer’s by as much as 70%. Those who are already experiencing Alzheimer’s disease may also benefit even thought they have already been diagnosed.
The most important benefits of fish oil may be experienced by those with inflammation issues. Inflammation, clotting, and exaggerated immune responses are seen in heart disease, cancer, arthritis, allergies, asthma, psoriasis and other chronic disorders which maybe linked to a DHA and EPA deficiency.
One may ask why not use another source for essential oils? Why don’t other oils work as well such as flaxseed oil or a marine algae source? Flaxseed oil contains the omega-3 alpha linolenic acid but does not contain any DHA or EPA. The cardiovascular and cognitive benefits of fish oil cannot be derived from alpha linolenic acid very well by the body so a direct supplementation of DHA and EPA gives the most benefit. Marine algae does contain DHA and EPA but in smaller amounts thus making one consume more marine algae making this type of product quite a bit more expensive than a pure fish oil supplement.
With all the benefits of fish oil being discovered, everyone with or without health issues can benefit from supplementing once each day with this important oil. If you are considering fish oil, remember that eating some fish will not give you the benefits listed above. One would have to consume 2 ½ - 3lbs of fish each day to reap the benefits of the DHA and EPA found in cold water fish. Consider a fish oil supplement 1000mg once daily. When shopping for fish oil, make sure that you find a fish oil that is pure and free from heavy metals, PCB’s and contaminates. Have you had your fish oil supplement today?
House Tips | Auto Tips | Sports/Hobbies | Grandma's Tips |
Wisdom & Humor | | <urn:uuid:dd067df4-e394-4b26-9830-e9198ea76f9c> | CC-MAIN-2019-47 | http://www.everyday-wisdom.com/omega-3-fish-oil.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496671548.98/warc/CC-MAIN-20191122194802-20191122223802-00271.warc.gz | en | 0.96047 | 807 | 2.6875 | 3 |
There can be several reasons as to why your website is not yet displaying. This article is a technical introduction to DNS and nameservers, with a focus on how they work in the context of web hosting. DNS is the mechanism that translates Internet domain names, such as example. This website content is pulled from a server in a data center somewhere - if you're using mt Media Temple hosting, we provide the server and the data center. The first part of the answer is that the network layer of the Internet uses one or more IP addresses to identify each server. The second part is DNS. DNS allows domain names to be mapped to those IP addresses, so that when a certain domain name is requested, the right IP address is found, and the right server is queried for the website content.
Friendly for Your Cloud Infra
DNS helps users get to a website; it also helps companies keep their websites searchable in search engines and being reachable in general. When a user wants to get to a website, they type in its name. However, the servers storing data about this website do not understand human-readable format. To process the request and take the user to the website, the server needs an IP address, consisting of four numbers. It is a system that stores all domains and information about them. DNS allows people to find websites, and website owners to meet their visitors and customers. How the domain name system DNS helps the user to get to the website. To store domains for free, you can host records on Selectel servers regardless of whether you use our infrastructure for other tasks. Learn more about hosting on DNS servers in our blog. You can do this for free using the Whois service.
DNS servers are supposed to respond when a user's browser sends a query to find out the IP address of the website. If that doesn't happen, the website will be unavailable despite having a perfectly functional hosting. Dozens of servers respond to DNS queries at the same time. If one of them fails, the rest of the servers will remain operational. Uninterrupted operation even during peak periods including DDoS attacks due to a large number of servers. For proper functioning of DNS Hosting, you need to delegate domain, i. Computers connected to the Internet have no names; instead, they use hard-to-remember IP addresses numeric address like It translates more readily memorized domain names to IP addresses needed for the purpose of locating servers. DNS servers are servers running special software.
The service is free. Host your domains on our reliable cloud nameservers and don't worry about additional costs. You can manage up to 50 domains without paying for it. Afterwards, the server to which the domain is bound to gets recognized and the user's browser can open the site located on it. | <urn:uuid:3bcb8f33-1d32-4ae7-b539-4a2641aa497d> | CC-MAIN-2021-43 | https://barbos.info/books-reference/hosting-tsentr-dns-servera.php | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323583408.93/warc/CC-MAIN-20211016013436-20211016043436-00205.warc.gz | en | 0.935962 | 566 | 3.125 | 3 |
Wednesday 20th January
Maths-Heron and Jay Class
We have added 3 activities for maths;
- a maths practice activity
- a maths activity
- a maths challenge activity
For anyone finding the maths activity a bit tricky try the practice activity.
For those of you completing the activity, why not try the challenge!! Remember it is good to challenge ourselves.
Please watch the video before completing the activities.
You should now be able to log into Google Classroom and use the area in there to access today's work. We've put together a help page with videos, and if you're having problems with your account just email Mr Jeffreys firstname.lastname@example.org to get it sorted :)
In this lesson, you are going to practise drawing in the style of another famous cartoonist- Walt Disney.
Click on the character link you would like to learn to draw. You only need to do one, but you can do more if you would like.
If you are able, send a picture to your class teacher. | <urn:uuid:4f1bad0c-8bf7-441a-8a16-15d71750170b> | CC-MAIN-2021-21 | https://www.manorprimary.net/wednesday-20th-jan/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988774.18/warc/CC-MAIN-20210506235514-20210507025514-00136.warc.gz | en | 0.940007 | 221 | 3.59375 | 4 |
AURORA, Colo. - Technology now being used to track missiles could soon be used to catch forest fires just as they start.
Right now, Colorado uses infrared cameras on airplanes to seek out potential fires and map existing ones.
"From 18,000 feet and 30 miles away, you can see a camp fire," said Bruce Dikken, the Multi-Mission Aircraft Chief for the Colorado Department of Public Safety.
Searching for fires currently requires someone to fly the plane over an area they believe might be burning.
"We'll go out on detection routes, often in response to red flag conditions like we have right now, or lightning that we know has occurred," said Dikken. "We're normally out in response to fire conditions; lightning, something that would cause us to think that there might be some sort of ignition out there."
Denver7 found out there's technology being developed, based on missile detection which is done at Buckley Air Force Base, that could help find fires before anyone sees smoke.
"There was an announcement about a year ago that we will develop this capability and now we're progression along that track," said Col. John Wagner, Installation Commander at Buckley Air Force Base. "If there's enough energy and our sensors can see it, then absolutely, they'll detect. It'll look like a static infrared event, as opposed to a moving infrared event."
Wagner, who also commands the 460th Space Wing, said the same satellite technology that tracks heat signatures of missiles is being honed to identify fires on the ground.
"How do you go from tracking heat signatures of a missile to being able to track potentially the heat signature of a forest fire?" asked Denver7 reporter Marshall Zelinger.
"At this latitude and longitude (for example), we see a potential increase in energy, and it's in the middle of the forest, and that can be texted immediately to regional authorities or local authorities," said Wagner. "They can go check that out, for example, before something turns into a full scale conflagration."
"Over the next several months, you'll start to see more and more come out on it," he said.
It's similar to how Global Position Systems became a household use. GPS was originally used for military purposes, and now it's wearable.
"When you think GPS, you don't think it was developed for the U.S. military and helped re-supply in the middle of the desert, and find something where we didn't have to use a map," said Wagner. "You think GPS now, and it's personal to you. If there's a personal use of this in the future, you know we're going to try and look at that."
One aspect that is still being worked on by the military is making sure any civilian product that can detect forest fires from space, won't also be able to detect missile launches.
"Until that technology comes into play, like you're talking about, if it ever does, our goal is to get out there and find those fires before they become active, so we can jump on them and put them out when they're small," said Dikken. | <urn:uuid:b86d50ed-9867-4ffe-9632-4398e44a4637> | CC-MAIN-2017-51 | http://www.thedenverchannel.com/news/local-news/buckley-afb-missile-detection-systems-could-help-develop-technology-to-find-forest-fires-immediately | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948515165.6/warc/CC-MAIN-20171212041010-20171212061010-00791.warc.gz | en | 0.978756 | 655 | 2.8125 | 3 |
The science of character
For years, a person’s “character” was viewed as something they were born with and would carry with them throughout their life. A trait that was a permanent and unchanging definition of who you were as a person.
It wasn’t until recently, in 2001, when 55 distinguished scientists began a three-year study on the science of character. They searched throughout history to find the core characters or virtues that withstood the test of time. What they found were six main categories or virtues and 24 character traits, known today as the VIA Classification of Character Strengths and Virtues. They also determined that these six virtues and 24 character traits work together to determine a person’s “character.” When practiced and developed together, a person can create a more meaningful, happy and successful life, regardless of personal circumstances.
This all happens in the prefrontal cortex of the brain where a control panel (for lack of a better analogy) organizes and controls all executive functions by organizing and controlling a person’s thoughts and actions. Simply put: it’s the self-control filter.
What research has found is that people can change their character by simply taking a moment to focus their attention on their thoughts and actions. When you determine your strengths and focus on building upon them, their actions can have a lasting effect on their happiness and well-being.
Everyone wants to become the best version of themselves and research has identified seven character strengths that are gamechangers in finding more academic success, happiness and achievement. These are optimism, gratitude, curiosity, social intelligence, self-control, enthusiasm and perseverance. By concentrating on those along with your own personal strengths, you can become your best version on yourself.
Check out this infographic and determine your strengths. Then ask yourself how you can apply them more in your home, work, school and community. Let’s take it a step further and focus on those around us. Let’s help them recognize their strengths and help them become stronger, too. Let’s start shaping and strengthening positive character traits within oneself and those around us.
VIA Institute on the Science of Character
Science of Character video | <urn:uuid:3f5b6efb-281e-4a33-b67d-3f9ecad156c2> | CC-MAIN-2018-51 | https://www.characterlives.org/the-science-of-character/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823442.17/warc/CC-MAIN-20181210191406-20181210212906-00451.warc.gz | en | 0.975223 | 456 | 3.09375 | 3 |
Te Kōtahitanga Phase 2: Towards a whole school approach
This research project builds on the Te Kōtahitanga research and professional development project. It examines what happens when the professional development project is implemented in the whole school rather than a small number of teachers in a school.
Author(s): Russell Bishop, Mere Berryman, Alison Powell and Lani Teddy, Māori Education Reserch Institute (MERI), University of Waikato and Poutama Pounamu Research and Development Centre.
Date Published: March 2007
This report is available as a download (please refer to the 'Downloads' inset box). For links to related publications/ information that may be of interest please refer to the 'Where to Find Out More' inset box.
Te Kōtahitanga Phase 1: The experiences of 7ear 9 and 10 Māori students in mainstream classrooms
In 2001 and 2002, the first phase of the Te Kōtahitanga research project was undertaken by the Māori Education Research Institute at the School of Education, University of Waikato and the Poutama Pounamu Research and Development Centre in Tauranga (funded by the Ministry of Education’s Research Division). This research project sought to investigate, by talking with Māori students (and other participants in their education) how a better understanding of Māori students’ experiences in the classroom and analyses of these experiences might lead to improved policy and teaching and learning that would ultimately result in greater Māori student achievement. It also sought to identify those underlying teacher and school behaviours and attitudes that make a difference to Māori achievement. Overall, the research was concerned with finding out how education in its many forms could make the greatest difference in raising the educational achievement of Māori students.
The project commenced with the gathering of a number of narratives of students’ classroom experience by the process of collaborative storying from a range of engaged and non-engaged Māori students in five non-structurally modified mainstream schools. It was from these amazing stories that the rest of this project developed. In their narratives the students clearly identified the main influences on their educational achievement and told how teachers, in changing the ways they related and interacted with Māori students in their classrooms, could create a context for learning wherein these students’ educational achievement could improve.
On the basis of these suggestions from Year 9 and 10 Māori students, the research team developed an Effective Teaching Profile (see Appendix 1). Together with other information from the literature and narratives of experiences from those parenting the students, their principals and their teachers, this Effective Teaching Profile formed the basis of a professional development intervention, that when implemented with a group of 11 teachers in four schools was associated with improved learning, behaviour and attendance outcomes for Māori students in the classrooms of those teachers who had been able to participate fully in the professional development intervention.
A full account of this first phase of the project is presented in a report: R. Bishop et al. (2003) Te Kōtahitanga: The Experiences of Year 9 and 10 Māori Students in Mainstream Classrooms.
Te Kōtahitanga Phase 2: Towards a whole school approach
In 2002, this second phase of the Te Kōtahitanga research/professional development project commenced at three different schools; 2 secondary and 1 intermediate. This phase was funded by the Ministry of Education’s Curriculum Teaching and Learning Group as a sub-contract to work with three of the schools who were participants in the Te Kauhua: Māori in the Mainstream Project. The aim of this phase was to identify what happened when Te Kōtahitanga project was taken to scale in a whole school.
This report covers the period in-schools from April 2002 until July 2003.
Moving to a Whole School Setting
In Te Kōtahitanga Phase 1, only a very small number of teachers were involved in the project in each school. As a result, these teachers tended to become somewhat isolated enclaves within their respective schools. It had also been identified that students had changed their behaviours, reduced their absenteeism and in most cases had improved their educational achievement in the target teacher’s classrooms. However, in their other classes taken by non-target teachers, it was reported anecdotally, that their behaviour had in some cases worsened, selective absenteeism (wagging selected periods) had increased and the general level of frustration of all concerned had risen.
Consequently, we had identified that the focus of the professional development intervention in future should be the whole staff. This would see changes taking place in the teachers’ classrooms throughout the whole school and create a ‘cultural change’ in the school so that all teachers were supportive of and knowledgeable of the new approaches. In addition, it would allow their students to experience consistency across as many of their subject classrooms as possible.
Further, in one of the four schools in Phase I, we had been able to arrange for one target class to be taught by three target teachers. Of all the classes that we observed in the four schools, the students in this class appeared to make the greatest progress from their starting baseline on a range of variables. This indicated that the whole school approach (and our working with as many teachers of one class as possible) was a better way to proceed than working with teachers in isolation.
As there was a greater number of teachers involved in the second phase of the project than the first, it was necessary to involve more people in the school to provide support. Hence the adoption of the in-school facilitator model in this phase of the project. These facilitators were staff, released from their usual teaching duties, to undertake training and to implement the project in their schools. RTLBs and school advisory staff were also included as part of the implementation teams in schools and were trained to use the observation instrument and to conduct the follow-up sessions in their respective schools.
The Professional Development Model
The professional development approach used was very similar to that developed in the first phase of the project. That is, initially, teachers and professional developers first had planned opportunities to develop relationships, set mutually agreeable goals, outcomes, protocols and parameters for success, then all involved took part in instruction and demonstration that was followed by opportunities for teachers to perform or practice the new procedures in an authentic classroom context with in-class support. The teachers in the schools in this phase of the project were brought into the project in cohorts in the first and subsequent years. However, while this report examines the outcomes of implementing the project in 3 schools, the prime focus for analysis is School 2 because by 2003, nearly 80% of the staff of this school were involved in the project. Such a level of participation enabled us to formulate a theory and method of professional development for a “whole-school” approach. In contrast, in School 3, eleven teachers (10% of the teaching staff) took part in the project in 2002 and 2003 working with two target classes. This latter approach confirmed for us the benefits of teachers working in cross-curricular groups, examining and planning for the learning needs of specific classes.1 These two approaches, the whole school combined with the class specific, combined into a comprehensive model, informed the development of Phase 3 of the project.
Results: Observation Data
The observation data gathered in 2002 and 2003 indicate that over the period of the professional development intervention, there has been a shift from the dominant traditional pattern of classroom interaction (focusing on instruction (I) for product learning, monitoring (M) and the provision of behavioural feedback (FBB) within the observed classrooms of the targeted teachers, to a more balanced approach including more discursive teacher-student interactions that involves building upon students’ prior learning (P), responding to student initiated interactions through giving academic feedback (FBA) and feed-forward (FFA) to, in some instances, co-constructing (C) the content and process of learning with students.
The observation data also indicate that as teachers move towards a more discursive classroom, they change the way they relate to the students at the level of academic interactions, spending less time interacting with the whole class and being more available to interact with individuals and groups by changing their proximity to the students. The target teachers achieve this by extending their teaching and learning strategies
Results: Interviews with Teachers
The key points to emerge from the interviews with the teachers, facilitators and RTLBs were:
- Participants were motivated by a desire for change in classroom dynamics, for more inclusive learning environments and to improve educational outcomes of Māori students.
- There was evidence that teachers had been challenged to interrogate deficit thinking and their positioning within this discourse and to change their theorizing and practice. The narratives of experience of engaged and non-engaged students’ generated at the commencement of the Te Kōtahitanga project, were identified by teachers as being significant in challenging their attitudes and perceptions of Māori students.
- The 2002 observation tool, combined with feedback, co-construction sessions was a very positive feature of the programme. Although some teachers were initially hesitant about the observations, they became more comfortable as the programme continued. Teachers were motivated to review their classroom performance and practice. Despite the positive attitudes towards the observations, there were few clear accounts from participants about the kind of interchange that could be described as effective feedback or co-construction sessions. This is obviously an area that needs remediation.
- There was a tendency for teachers to consider a culture as tikanga, as customs, rather than as part of an individual’s sense making processes. There was much uncertainty as to what constituted a culturally responsive context for learning. This is an area that needs much clarification.
- Most teacher participants saw the linkage between improved teaching and learning strategies leading to improved interactions and relationships with Māori students. Participants demonstrated greater awareness of the student, as a person and as a learner. This was seen as a key step in creating more effective teacher/student relationships.
- The teachers felt that positive changes were being made and given sufficient time, student achievement gains would be seen more clearly. However, they were not sure how their teaching could change to be more responsive to the students’ learning problems. This mismatch identifies an area that the professional development programme needs to address in a systematic manner in the future. It seems that the professional development programme needs to include a systematic, institutional means of assisting teachers to change their practices so as to address identifiable learning needs of students as part of the move towards more discursive, problem solving classrooms.
Results: Student Outcomes
Due to funding and timing limitations, this phase of the project was not able to be implemented in these schools in optimal conditions. Nevertheless, Schools 1 and 2 received Education Review Office reports during the time of the implementation of the project. Both of these reports considered that the Te Kōtahitanga project had been “instrumental” in effecting positive environmental change at both schools.
In addition, the data on student participation and achievement does indicate that a number of changes have occurred in association with the professional development. These include: an increase in on-task engagement and work completion of target Māori students in target classes in both years; improvements in school attendance by Māori students (including Māori boys) overall during this period; a reduction in school stand-downs (especially among Māori girls); a shift in incidents resulting in suspensions from the classroom to external to classroom interactions; a reduction in Māori student referrals out of the classroom (indicating that behavioural problems are declining in classrooms) and improvements by target students in school generated in end-of-year examinations for 2 out of 3 subject areas compared to non-target students.
Results: Student Interviews
On the whole, the students interviewed reported some very encouraging experiences in association with the implementation of the professional development. They saw many of their teachers engaging in new classroom interactions and relationships with them and they generally felt that these changes and developments were having a positive impact on their behaviour and learning.
- While the students knew that being Māori automatically engendered an array of negative experiences from both within the school (from teachers and other students) and society at large, junior students reported more positively about their experiences of being Māori.
- While the students indicated that they were not informed formally about the professional development, they were very aware of its occurrence and were appreciative of the changes that it had brought about and of the extra efforts to which their teachers had gone to enhance their learning. These are indications that bringing students into the loop of information in a more formal way could be beneficial.
- While most students reported that their culture was taken care of in arenas outside the classroom and outside the school, one student liked the way teachers used Māori examples to capture the attention of the class. Nevertheless, for a number of other students ‘culture’ was taken care of when teachers treated them well, challenged their learning and listened to them. Overt representations of things Māori were not as essential to these students as their being in an environment that took care of their learning in a way that allowed them to be comfortable as Māori students in the classroom. Students felt the most important aspects of their education centred around being challenged in the classroom and being assisted in achieving beyond basic curriculum and teacher expectations. The majority of students interviewed had high expectations of what they could achieve and this was often fuelled by the high expectations of target teachers. Feedback and feed forward were essential elements of the learning process as these reinforced students’ expectations of themselves when they felt they had not achieved to their full potential and enabled teachers to give assistance to those students who felt they could not ask for help.
- For the students, the most obvious manifestations of the professional development in the classroom were the ‘group work’ sessions described by students who felt this style of learning was beneficial; their participation was unavoidable yet enjoyable, it was easier and more memorable to learn off their peers, workload was shared amongst the group and asking for explanations of skills and concepts not understood was easier in a small group. Students also felt that group work sessions gave them more control and input with regard to their learning.
- For students who had a lot of contacts with target teachers, relationships with these teachers were particularly positive, such that the students felt inspired to learn and achieve.
The process of creating, trialling and evaluating a professional development programme that can assist and support teachers to develop what Gay (2000) terms a culturally responsive context for learning is time consuming. Nevertheless, there are indications that there are associated benefits of this development in terms of changes in teachers’ behaviours, levels of satisfaction with teaching and student behaviours and learning outcomes. However, it is important to remember that the development of a specific context for learning will not necessarily bring about changes in the academic achievement of Māori students.
We are mindful in the next phase of Te Kōtahitanga of the need to avoid the emergence of what Timperley, et al. (2003) refer to as professional communities of teachers who solely focus upon themselves and their teaching, rather than developing professional learning communities that focus on improving student learning and achievement. In many ways, the results of Phase II indicate that our preoccupation with sequence and working with teachers and the context for learning they created has resulted in the development of the former rather than the latter.
It would appear that the co-construction meeting as the place where staff, who are foc uss ing on the learning needs of the same class, can critically reflect upon data gathered concurrently for formative purposes pertaining to student participation and achievement and then identifying what changes in practice are necessary to ensure progress is a further step in creating a professional learning community. The development of the process of observation, feedback and individual goal-setting that then feeds into the collegial co-construction meeting where collegial reflection based on a range of evidence, and goal-setting is located around a class of students, rather than curriculum areas, followed by supportive in-class shadow-coaching, has much to offer teachers who are seeking to approve student learning.
Such a process is capable of being added to so that other formative activities can take place within the very process. Indeed, in phase 3, we intend to trial the inclusion of data on student achievement (individual, class and nationally related) and participation (absenteeism, engagement, stand-down, suspensions) to focus the reflective practice of a group of teachers with regard to a target class.
The sustainability of the process will involve the institutionalisation of such a pattern where annual school run professional development hui progressively brings new staff into a continuous programme of observation, feedback, evidence-fed co-construction meetings and shadow-coaching which is conducted by trained and proficient in-school facilitators. These in turn are supported by professional development support staff whose job it is to maintain the integrity of the programme in the schools.
Once again the value of teachers challenging their own and others deficit theorising has been underscored. One of the major findings of the first phase of the Te Kōtahitanga project was that the major influence on Māori students’ educational achievement lies in the minds and actions (positioning within discourse) of their teachers. The narratives of experience on which this project was based clearly identified that teachers who explain Māori students’ educational achievement by positioning themselves within a deficit discourse that explains achievement in terms of the students’ deficiencies (or deficiencies of the structure of the school) are unable to offer appropriate solutions to these problems and also abrogate their responsibilities for improving the achievement levels of Māori students. Such deficit theorising blames others and results in low teacher expectations of Māori students, creates self-fulfilling prophesies of failure, and leaves teachers further bewildered as to how to make a difference for Māori students. Changing this theorising by teachers re-positioning themselves within alternative discourses, including different practices as well as theorizing, is therefore a necessary condition for improving Māori student educational engagement and achievement. The development of an institutionalized means of teachers collaboratively reflecting upon and changing their practice in light of a range of evidence of student participation and achievement, from a range of measures, provides the sufficient condition.
- This school proceeded to Phase III of Te Kōtahitanga with the inclusion of additional teachers (2003/2004).
Where to find out more
For more information about this publication please email the: Research Mailbox | <urn:uuid:c0af0dff-75d6-498d-a593-6494b63e3fe9> | CC-MAIN-2017-17 | http://www.educationcounts.govt.nz/publications/series/9977/9904 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123635.74/warc/CC-MAIN-20170423031203-00475-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.975295 | 3,835 | 2.6875 | 3 |
Victorian agencies including DELWP, Catchment Management Authorities (CMAs) and Melbourne Water invest significant resources in wetland management, including undertaking weed control, revegetation and fencing to manage livestock access. The Wetland Intervention Monitoring Program (WIMP) is a state-wide, long-term program for assessing the effectiveness of management activities commonly applied in wetlands. A range of activities will be evaluated over different phases of the program.
About 80% of the State's wetlands are on private land, and fencing to manage livestock access is one of the most common management actions. Although livestock grazing in wetlands is often detrimental to wetland condition, in some cases, if carefully managed, it can be beneficial. WIMP Phase 1 aims to understand responses of wetland vegetation to changed management of cattle and sheep grazing, determining whether responses vary depending on wetland type or location in the landscape.
Phase I will examine:
- complete exclusion of livestock
- crash grazing (high intensity, short duration) and restricted seasonal grazing
Vegetation will be assessed over time at:
- ‘intervention’ sites where a change in grazing management will be made, and
- ‘control’ sites where the current grazing management will continue.
This design will ensure that vegetation responses to changed grazing management can be distinguished from other causes of vegetation change, such as variation in climatic conditions over time.
Results from Phase I will help identify ways we can improve grazing management guidance and better target future government investment in grazing management for healthy wetland outcomes.
WIMP has been developed by DELWP and is being delivered in collaboration with CMAs, landholders and scientists. It will run from 2017 to 2020.
For more information contact: firstname.lastname@example.org
The following fact sheet provides more detail about Phase 1: | <urn:uuid:dc3b387f-a741-462c-8b19-4be805c552cc> | CC-MAIN-2018-43 | https://www.ari.vic.gov.au/research/wetlands-and-floodplains/wetland-intervention-monitoring-program | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583515555.58/warc/CC-MAIN-20181022222133-20181023003633-00292.warc.gz | en | 0.91288 | 381 | 2.546875 | 3 |
VITAMIN D AND BONE HEALTH; WHAT IS ENOUGH?
As most people know, adequate calcium intake is critical for maintaining bone health and preventing osteoporosis. Most people also know that adequate amounts of vitamin D is also critical for assuring the calcium will be absorbed. But what is enough vitamin D? The research coming out the last few years is finally answering that question.
The issue of how much vitamin D to take is only an issue because we don’t live the way we evolved. Remember, unlike all other vitamins, vitamin D can be created in our own bodies. It is created in our skin from a cholesterol precursor by contact with ultraviolet radiation (UVB) from good old sunlight. Our human ancestors, if we go back many many years, spent most of their lives outside in the sun and mainly in low latitudes such as the tropics. Without clothing to get in the way this kind of sun exposure created plenty of vitamin D, far more than the average American gets. Now we spend most of our time indoors, when in the sun our skin is protected by clothing or sunscreen, and many of us live above the 35-degree latitude where the angle of the sun limits the exposure of ultraviolet light.
There are several factors that influence calcium absorption but the first step is to ingest enough. The current recommendation for osteoporosis prevention is that a woman over 50 should get 1200 mg of calcium per day from food and supplements (1000 mg for women 50 and under and the same for men). However, calcium alone does not maximize the potential for maintaining bone health. Other factors include magnesium, manganese, zinc, copper, boron, strontium, silicon, vitamin K, folic acid, vitamin B12, vitamin C and, of course, vitamin D.
People absorb in the range of 15 to 45% of the calcium ingested. Recent research shows that low amounts of vitamin D means that your absorption is going to be around the 15% range and adequate amounts of vitamin D will put your absorption around the 45% range. That is three-fold difference in the amount of calcium your body absorbs from the ingested calcium in the food and supplements. That is likely to be the difference between getting osteoporosis and not.
So what is enough vitamin D? The historical recommendation of 200 I.U.s of vitamin D per day (400 for women 50 and older) came from clinical experience that this amount was enough to prevent rickets. Until fairly recently there was no way of directly measuring the level of vitamin D in the body. Consequently, there was no way to thoroughly study what intake levels were adequate to prevent disease. Now that blood (serum) levels can actually be measured we have seen an explosion of published research in the last few years.
Previous “normal” ranges of serum 25-hydroxycholecalciferol (commonly called 25(HO)D – the measure of vitamin D in the serum) of less than 20 ng/mL were considered to be a deficiency. However, the latest research shows that a minimum of 32 ng/mL is necessary for adequate calcium absorption. That is quite a difference.
By the end of the summer outdoor workers in temperate latitudes like ours have serum levels of 60 ng/mL. People who live in the topics and spend a lot of time outdoors have levels higher than this all year-round. Clearly the old standard for “normal” levels of serum vitamin D are too low!
Vitamin D lasts about 60 days in the body so even people who have gotten plenty of sun in the summer will start becoming deficient by late fall in latitudes above 35 degrees, such as the Midwest. We could all move to the topics but supplementation is probably more practical.
Vitamin D is an oil soluble vitamin so too much can be toxic. The Institute of Medicine says that 2000 I.U.s of vitamin D per day is the upper limit of safety. However, this is another one of those old numbers that is no longer consistent with the research. Research shows that during the winter months it takes 5000 I.D.s per day from food or supplementation to get to the 60 ng/mL that is normally found in the serum of those outdoor summer workers. Another study found that it took 40,000 I.U.s per day to get up to serum levels associated with toxicity.
It is clear to me, and many other people, that the maximum safe dosage of vitamin D is much much higher than 2000 I.U.s per day currently recommended by the Institute of Medicine. Even some dietitians who work in calcium research are now saying that 3500 to 5500 I.U.s a day from all sources is required to maintain adequate serum levels of vitamin D.
What about getting your vitamin D from sun exposure? It is often recommended that if you get direct sun exposure throughout the year you can maintain adequate levels of vitamin D. The recommendation varies depending on the source – I’ve seen recommendations vary from 20 minutes of exposure to face and arms twice a week to10 to 15 minutes daily to 40% of your skin surface. Non-sunburning sun exposure is clearly a good idea – it is the natural way to get your vitamin D. However, this will probably be inadequate to maintain vitamin D reserves unless you live in the tropics year-round. And it is simply impossible if you live in Nebraska or any other area that is above 35 degrees latitude (Omaha is 41 degrees north). In addition, dark-skinned people need even more sun exposure to get the same amount of vitamin D production. So if you live here, sun exposure alone isn’t going to do it.
Current research shows that during the autumn, winter and spring an intake of vitamin D in the standard recommended doses of 200 to 400 I.U.s per day will not produce the minimum level of serum 25(HO)D necessary for healthy bones. That means that almost no one in this region of the country (man, woman or child) has adequate serum levels of vitamin D. What a surprise that as so many women reach middle age they are being diagnosed with osteopenia and osteoporosis.
For osteopenia and osteoporosis patients I am now recommending 2000 to 4000 I.U.s per day of vitamin D when there is little summer sun exposure (along with calcium and the other healthy bone cofactors). If you don’t spend much time outdoors in the summer without sun protection, supplementation would need to be year-round. It is also advisable for these patients to get their serum 25(HO)D level check periodically to make sure it is staying above 32 ng/mL. For many reasons (see below) every adult, men and women alike, should be getting more vitamin D than is common today. Finally, supplementation must be with D3 (cholecalciferol – the natural human form) and not D2 (ergocalciferol – as found in “vitamin D” enriched milk).
VITAMIN D: GOOD FOR MUCH MORE THAN BONES!
The benefits of adequate amounts of vitamin have been all over the news. New studies are being published almost everyday. Here is a summary of some of it:
* Overall reduction in mortality. One meta-analysis (a study of many studies) showed a 7% lower risk of death overall during the six-year period studied.
* Improved immune function. One study showed a drop in colds and flu by 70% over three years with supplemental vitamin D. The natural loss of vitamin D reserves in the autumn corresponds directly to the onset of the cold and flu season. Is this the reason there are so many more infections in the fall and winter?
* Reduction in heart disease. Those who supplemented with vitamin D had a 31% lower risk of dying of heart disease in one study. Another found patients with chronic heart failure had lower levels of vitamin D than others. Vitamin D has also been associated with reducing blood pressure.
* Less cancer risk. Both breast and colon cancer has been shown to be less likely with adequate amounts of vitamin D. A study on colon cancer showed that those with higher serum levels of vitamin D had a 72% less chance of dying from colorectal cancer than those people with the lowest levels.
* Reduced diabetes and insulin resistance. Babies supplemented with vitamin D in Finland the first year of life had over 80% reduction in the risk of getting type I diabetes. Another study showed that adequate serum levels of vitamin D compared to those without showed 60% less insulin resistance, which leads to less metabolic syndrome and less type II diabetes. Plus normal insulin secretion is dependent on vitamin D.
* Lower risk for MS. A study showed a 40% lower risk for MS in those who supplemented vitamin D. Another suggested that those who spend more time in the sun had lower risk than those that stayed out of it.
* May help prevent inflammatory diseases like rheumatoid arthritis and inflammatory bowel disease (Crohn’s disease, ulcerative colitis, etc.).
VITAMIN D IN SUMMARY:
* No one living in the higher latitudes should supplement with less than 1000 I.U.s of vitamin D per day unless it is the summer and they are out in the sun without protection regularly. For many people, if not most, it should be higher amounts. Researchers are currently calling for changing the recommended doses to a range of 1000 to 2000 I.U.s per day (to be adjusted for summer sun exposure).
* Women (or men) with osteopenia and osteoporosis should be taking at least 2000 to 4000 I.U.s of vitamin D per day (along with calcium and the other healthy bone cofactors).
* When possible get your serum 25(HO)D level checked periodically to make sure it is staying above 32 ng/mL.
* Only supplement with D3 (cholecalciferol); never D2 (ergocalciferol).
We offer nutritional consultations for people who would like an individualized supplement regimen, or to have their nutritional supplements reviewed for their appropriateness, potential conflicts with any pharmaceutical medications needed, and their cost-effectiveness. If interested contact the office. | <urn:uuid:9e233e91-c871-4d65-a29b-3ec8ae2d13fd> | CC-MAIN-2021-25 | https://heartlandnaturopathic.com/vitamin-d-healthy-bones-and-so-much-more/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488559139.95/warc/CC-MAIN-20210624202437-20210624232437-00280.warc.gz | en | 0.942521 | 2,122 | 2.984375 | 3 |
A story of life on the prairie.
Grade Range: 4-12
Resource Type(s): Reviewed Websites
Date Posted: 10/3/2009
This website allows students to take a tour of Sturbridge village, a living history museum that replicates rural live in the nineteenth century. Students who use this site will gain an understanding of early rural American life by navigating an illustrated map, searching an online artifact collection featuring over 60,000, and participating in online educational activities. The site also includes professionally developed lesson plans for teachers, over 500 primary source documents, a graphics database, and a collection of recipes from the past. The Kids Zone includes activities, puzzles and games for younger students. | <urn:uuid:f5c329f0-1b27-4fa1-a9c1-49c639c23b42> | CC-MAIN-2022-05 | https://historyexplorer.si.edu/resource/old-sturbridge-village | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300616.11/warc/CC-MAIN-20220117182124-20220117212124-00359.warc.gz | en | 0.89698 | 144 | 3.34375 | 3 |
No, that’s not a typo. A team of 12 scientists from The University of Tokyo and Keio University, have developed a camera that is capable of capturing 4.4 trillion frames per second using a technology called Sequentially Timed All-optical Mapping Photography (STAMP) according to a release posted on Nature.com. According to the team, STAMP makes it possible for their camera to outperform current high speed cameras by achieving capture rates that are 1,000 times faster than any other known camera.
Rather than calling on mechanical and electronic shutters which slow down other high speed cameras, the STAMP system uses an optical shutter which allows it to repeatedly record images in just under one-trillionth of a second per image, each with a resolution of 450 x 450 pixels. Not an astounding image size to most photographers, but still good enough to allow the researchers to photograph things like chemical reactions.
It’s also been noted the team will continue to work on the camera to further improve its image quality and also reduce its size. At present, the camera is about a square meter in size. They hope to develop the camera into a much smaller version allowing for more portability, thus increasing the cameras accessibility.
As is, I would say the STAMP camera has a very limited use for most photographers, but I’m very curious to see when, or if, the innovative plans will influence the way consumer grade cameras are produced in the future. | <urn:uuid:a52289dd-a939-4fd6-8384-a06fd623d750> | CC-MAIN-2021-17 | https://www.diyphotography.net/scientists-announce-worlds-fastest-camera-capable-of-capturing-4-4-trillion-frames-per-second/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039388763.75/warc/CC-MAIN-20210420091336-20210420121336-00222.warc.gz | en | 0.956283 | 303 | 3.046875 | 3 |
Amazon - Certification of Brazil nuts, a regionally important non-timber forest product (NTFP), can have multiple benefits for the tropical forests of the Western Amazon and the livelihoods of people living in them, a new study has found.
Whether billed as fair trade, organic, or accredited under Forest Stewardship Council (FSC) guidelines, certification systems may have a better chance of success when combined, since the study showed complementary social and environmental outcomes associated with the different systems.
The authors of the study, led by scientist Amy Duchelle from the Center for International Forestry Research (CIFOR), interviewed more than 230 Brazil nut producers in Peru, Bolivia and Brazil, comparing those that had fair trade, organic or FSC certification for their Brazil nuts with those that were not certified.
Huge fruits containing nuts fall to the forest floor each wet season, where they are collected by small-scale producers living in or near the forest. These producers can gain access to certified markets if they adhere to certain management practices.
To qualify for fair trade certification, nut gatherers must be organized in cooperatives. To qualify for organic certification, they must ensure the nuts are quickly transported and carefully dried to make sure they are free from a native fungus that can produce carcinogenic aflatoxins.
To gain FSC certification, producers must adopt sustainable management standards that include complying with national forestry laws, following a detailed management plan, limiting hunting and embracing workers’ safety practices.
In Bolivia, in communities that had both organic and fair trade certification, certification was viewed especially favorably, Duchelle said.
“The organic and fair trade certification success that we saw in Pando, Bolivia, seemed absolutely worth it for local producers,” she said.
Certified Bolivian producers were around four times more likely to dry nuts and keep them away from contaminants than their non-certified counterparts.
It also gave them a financial benefit. Producers who sold raw, unshelled nuts to certified cooperatives instead of going through middlemen received nearly double the price — and they were 2.5 times less likely to have debt.
Smallholders often have trouble accessing these specialized markets without major networks of partners
Crucially, part of the additional income was paid at the time of sale, and another portion was received after the nuts were processed, before the start of the following year’s harvest, Duchelle said.
“The second payment was a clear bonus that producers got from being affiliated with the certification systems. It came at a very nice time of year when middlemen were coming into the communities and offering deals about the upcoming harvest, giving producers greater negotiation power,” she said
In Acre, Brazil, however, things turned out differently. The Brazil nut cooperative the researchers studied went bankrupt, producers received no extra financial benefit, and they viewed certification much less positively.
However, because they had engaged in organic certification, they were twice as aware of the problem of aflatoxins, and 15 times more likely to dry nuts than non-certified producers.
Duchelle says this highlights the importance of sound local cooperatives.
“There were some pretty well-functioning cooperatives in Pando, Bolivia, at the time, and because of that you had producers really gleaning the benefits of certification,” she said.
“But when a cooperative fails, as it did in Acre, it really does have big ramifications, including for how likely producers are to embrace certification schemes in the future.”
Only one of the communities studied, in Madre de Dios, Peru, had FSC certification at the time. The scientists found that these producers were twice as likely to have mapped their Brazil nut stands and have a management plan, and did not bleed trees — a technique used to stimulate fruit growth but which has negative impacts on the tree in the long term.
However, the producers in Peru did not view FSC so favorably, complaining that it required extra work for no additional financial benefit.
One way around this problem could be to make clearer links between all three kinds of certification systems, Duchelle said.
“The more you can dovetail these systems onto one another, the better,” she said.
“What you don’t want is a producer who’s facing multiple systems designed to promote sustainability, all with different sets of rules and indicators — they don’t even know where to start.”
This isn’t necessarily straightforward — complying with certification standards can be challenging for small producers — but Duchelle said that simplifying and linking standards may be key to their success.
“The more these standards between different kinds of certification systems can actually be linked to make the rules easier for producers, the more it could actually work in practice,” she said.
But producers can’t necessarily do it alone.
“Smallholders often have trouble accessing these specialized markets without major networks of partners,” Duchelle said.
“Producers need a lot of information to want to be involved in these initiatives, and there’s an important role for various different kinds of groups — companies, NGOs, government agencies, cooperatives — in supporting and simplifying certification,” she said.
For more information about this research, please contact Amy Duchelle at email@example.com.
This research forms part of the CGIAR Research Program on Forests, Trees and Agroforestry.
We want you to share Forests News content, which is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0). This means you are free to redistribute our material for non-commercial purposes. All we ask is that you give Forests News appropriate credit and link to the original Forests News content, indicate if changes were made, and distribute your contributions under the same Creative Commons license. You must notify Forests News if you repost, reprint or reuse our materials by contacting firstname.lastname@example.org. | <urn:uuid:803fc211-a05a-4974-847a-b6d925e317c7> | CC-MAIN-2018-39 | https://forestsnews.cifor.org/22877/combined-forest-certification-improves-business-for-brazil-nut-growers-study?fnl= | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267157028.10/warc/CC-MAIN-20180921092215-20180921112615-00350.warc.gz | en | 0.966869 | 1,259 | 3.03125 | 3 |
Tip 29: Sphere Targets in PhotoModeler
Precise 2d marking of points in photos is key in a photogrammetric project to obtain the highest 3d accuracy. There a number of ways to get this marking precision. The highest precision is obtained when PhotoModeler can use a known target shape for sub-pixel marking.
Sub-pixel marking means that the program can detect the position of the target center in the image to less than one pixel. Human marking of even very-well defined shapes is usually no better than two pixels. You can see how sub-pixel marking can improve accuracy quite a bit.
PhotoModeler has had the ability to mark flat high-contrast dot targets for some time. A recent release added sphere target marking as well. A sphere target is a small contrasting-color sphere that is placed in the scene before photos are taken. Example spheres might be table tennis balls or billard balls.
A few advantages of sphere targets are: a) they can be viewed from more angles than flat dot targets, b) they handle being partially obscured better, and c) a number of laser scanners use them for alignment targets, making laser scan /photogrammetry integration easier and more accurate. Two disadvantages of sphere targets are: a) they tend to be more expensive, and b) their marking is not as automated as dot targets in PhotoModeler. | <urn:uuid:be1d5db1-5258-43fb-b76b-abbf2215bfa2> | CC-MAIN-2019-26 | https://www.photomodeler.com/tip-29-sphere-targets-in-photomodeler/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999817.30/warc/CC-MAIN-20190625092324-20190625114324-00507.warc.gz | en | 0.946681 | 283 | 2.953125 | 3 |
Water: Water Quality Standards
Policy Guidance: Water Quality Standards & the Endangered Species Act
- Memorandum of Agreement Between the Environmental Protection Agency, Fish and Wildlife Service, and National Marine Fisheries Service Regarding Enhanced Coordination Under the Clean Water Act and the Endangered Species Ac; Notice (February 22, 2001)
EPA-823-F-01-003; January 2001
The U.S. Environmental Protection Agency, Fish and Wildlife Service, and National Marine Fisheries Service published in the Federal Register a Memorandum of Agreement (MOA) describing procedures for enhancing coordination regarding the protection of endangered and threatened species under section 7 of the Endangered Species Act and the Clean Water Act's Water Quality Standards and National Pollution Discharge Elimination System programs. The agreement has been made because EPA and the Services believe that a national statement detailing how these programs protect an important component of the aquatic environment, i.e., endangered and threatened species, will help achieve the complimentary goals of the Clean Water Act (CWA) and the Endangered Species Act (ESA). In recent years, EPA and the Services have increased their efforts to achieve greater integration of CWA and ESA programs. A coordinated national approach to these efforts would help ensure protection for listed species, provide greater regulatory predictability, and make ESA consultations more timely and efficient. The MOA is a procedural document that discusses how EPA and the Services intend to exercise our existing statutory and regulatory authorities in a coordinated manner. It does not propose to alter, expand or substitute for any applicable legal requirements.
The MOA describes how EPA and the Services intend to exercise existing statutory and regulatory authority in Section 7 of the Endangered Species Act, and in Sections 303 and 402 of the Clean Water Act.
On January 15, 1999, EPA and the Services published a draft MOA to enhance coordination between the agencies (See 64 Fed. Reg. 2742). In this final MOA, EPA and the Services have considered the public comments submitted on the draft MOA, and made appropriate revisions. Today's Federal Register notice addresses the major themes and concerns raised by the public comments, summarizes the changes we have made, and publishes the final MOA.
Summary of the MOA
The MOA contains four basic parts:
- National procedures for inter-agency coordination and elevation of issues to speed decisions;
- National consultation on existing water quality criteria for aquatic species, and a national research and data gathering plan;
- Improved consultation procedures for EPA approval of State and Tribal water quality standards; and
- Procedures for coordination with regard to State and Tribal NPDES permits.
These four parts are discussed below.
The MOA directs EPA and the Services to establish local/regional review teams that identify upcoming priorities and workload requirements and generally ensure close coordination on the full range of activities involving water quality and endangered/threatened species protection, and includes a procedure for elevating issues that may arise among regional and field offices, including formal or informal consultations and EPA oversight of State/Tribal NPDES permits.
The MOA also provides for national consultations on the water quality criteria EPA has published under section 304(a) of the CWA for the protection of aquatic life and a joint national research and data gathering plan for prioritizing and funding research on the effect of water pollution on listed species.
In addition, the MOA provides guidance to regional and field offices regarding section 7 consultations on EPA's approval of new or revised water quality standards and addresses the procedures that EPA and the Services will follow in overseeing the operation of State/Tribal NPDES permits to ensure that listed species and critical habitats are protected. Further, the MOA establishes a framework for coordinating actions by EPA and the Services for EPA review of permits issued by States or Tribes with approved permitting programs as well as EPA issuance of permits under section 402 of the CWA. The final MOA does not contain the national programmatic NPDES consultation that was in the 1999 draft MOA.
EPA is issuing a Federal Register notice of availability for the final MOA, which further discusses the content of the MOA and summarizes changes from the 1999 draft MOA. See the full text of the Federal Register Notice. For additional information, contact Brian Thompson, Office of Science and Technology, U.S. EPA, 1200 Pennsylvania Avenue NW, Washington DC, 20460 (telephone: 202-566-0382); Margaret Lorenz, Endangered Species Division, National Marine Fisheries Services (telephone 301-713-1401); or Mary Henry, Division of Environmental Contaminants, Fish and Wildlife Service (telephone 703-358-2148). | <urn:uuid:c85cf7ff-445e-44a1-bedb-f17994dda7bd> | CC-MAIN-2014-10 | http://water.epa.gov/scitech/swguidance/standards/esa.cfm | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999639954/warc/CC-MAIN-20140305060719-00080-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.879186 | 948 | 2.953125 | 3 |
[Article updated on 4 January 2016.]
The following are some simple strategies that anyone can use to improve the amount of information that they take in and remember:
1. Pay attention. You cannot take in information unless you are paying attention, and you cannot memorize information unless you are taking it in. Get enough food and sleep, and avoid distractions such as a background radio or television.
2. Involve as many senses as possible. For example, if you are sitting in a lecture, you will remember more of what is being said if you listen and scribble down a few notes. Or if you are reading a letter or an article, you will remember more of what is written if you read it aloud to yourself.
3. Relate new information to what you already know. New information is much easier to remember if it can be contextualised. For example, if you are prescribed a new antidepressant drug, you can relate its side-effects to the side-effects of your old antidepressant drug. Or you might notice that both antidepressant drugs are from the same class of drugs, and thus that they have similar side-effects.
4. Structure information. For example, if you need to remember what ingredients you need to cook a meal, think of them under the subheadings of starter, main course, and desert, and visualize how many ingredients there are under each sub-heading. Or if you need to remember a telephone number, think of it in terms of the five first digits, the middle three digits, and the last three digits.
5. Use mnemonics. That is, tie information to visual images, sentences, acronyms, or rhymes. For example, you might remember that your hairdresser is called Sharon by picturing a Rose of Sharon or a sharon fruit. You might remember the order of the colours of the rainbow with the sentence, ‘Richard of York got beaten in Versailles’. Or you might remember, as medical students do, the symptoms of varicose veins with the acronym ‘AEIOU’: aching, eczema, itching, oedema, and ulceration.
6. Understand information. Try to understand more complex material before you try to remember it. If possible, summarize the material in your own words and write or type out your summary. Reorganize the material or your summary of the material so that it is easier to remember. By manipulating the information in this way, you are forcing yourself to think about it actively.
7. Rehearse information. Review the information later on the same day or sleep over it and review it the following day. Thereafter, review it at regular, spaced intervals until you feel comfortable that you know it well enough.
8. Exercise your mind. Mental challenge can help to create new wire connections in the brain, which makes it more effective and more resistant to memory disorders such as Alzheimer’s disease. So develop a new hobby, read a novel, learn a foreign language, or practice yourself at crosswords or sudoku.
9. Develop a healthy lifestyle. Eat a healthy, balanced diet, take regular exercise, and avoid smoking. A healthy lifestyle increases the amount of blood and oxygen that is delivered to the brain, and reduces the risk of medical conditions that can lead to memory loss such as Alzheimer’s disease, stroke, and diabetes. Exercise also increases your ‘feel-good’ endorphins, which improves your mood and prevents depression. Depression results in impaired attention and concentration, and is also a risk factor for Alzheimer’s disease.
10. Get sufficient sleep. Sleep is necessary for memory consolidation, and feeling alert and refreshed improves your attention and concentration.
11. See a doctor. Certain prescribed and over-the-counter drugs can impair your attention and concentration, and hence your memory. If you suspect that this is the case for you, see your family doctor. You should also see your family doctor if you begin having memory problems that affect your ability to get by on a day-to-day basis. | <urn:uuid:f3ea1743-05f7-45e9-bb58-16586291faf5> | CC-MAIN-2016-30 | https://www.psychologytoday.com/blog/hide-and-seek/201301/how-improve-your-concentration-and-memory | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257828283.6/warc/CC-MAIN-20160723071028-00261-ip-10-185-27-174.ec2.internal.warc.gz | en | 0.929459 | 842 | 3.625 | 4 |
Electric vehicles are starting to become more common these days, and while they are slowly gaining acceptance, safe to say they aren’t as preferred compared to regular fuel-consuming vehicles. Price is one of the reasons holding consumers back, along with the fact that electric vehicles have a limited range and charging stations aren’t as common as gas stations. While it does seem that electric vehicles are the way of the future, just when exactly can we look forward to electric vehicles being more prevalent on our roads?
According to the Energy Information Administration, they are predicting that it will only be 2040 when we still start seeing more electric vehicles on the road, but until then the majority of vehicles will remain as fuel consumers. The reasoning behind this is not so much that consumers are unwilling to adopt electric vehicles, but more because manufacturers are more interested in building advanced gasoline engines, although we suppose hybrid vehicles will sort of be a happy middle until then. In any case what do you guys think? Will it really take 27 years until electric vehicles become more common? Or do you foresee it happening a lot sooner?
Next Story: Spotiamp Is Spotify's Tribute To Winamp
- 2013-12-23: Electric Vehicles Predicted To Become More Popular In 2040
- 2013-09-09: Qualcomm In Formula E: Advise And Integrate Technology
- 2013-08-06: Road-Powered Electric Vehicle Network In South Korea Debuts
- 2013-07-01: Generation Solar Powered Electric Vehicle
- 2013-03-04: ELF: Hybrid Solar / Pedal Vehicle by Organic Transit
- 2013-02-15: Moveo Electric Scooter Is Foldable, No Parking Spot Required | <urn:uuid:8e83e9d2-e04a-4020-a6a0-f0054b6cae46> | CC-MAIN-2014-15 | http://www.ubergizmo.com/2013/12/electric-vehicles-predicted-to-become-more-popular-in-2040/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609535745.0/warc/CC-MAIN-20140416005215-00063-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.932952 | 350 | 2.65625 | 3 |
Generic Name: fludarabine (injection) (floo DAR a been)
Brand Name: Fludara
What is fludarabine?
Fludarabine is a cancer medication that interferes with the growth and spread of cancer cells in the body.
Fludarabine is used to treat B-cell chronic lymphocytic leukemia (CLL).
Fludarabine is usually given after other cancer medications have been tried without successful response to treatment.
Fludarabine may also be used for purposes not listed in this medication guide.
Fludarabine can lower blood cells that help your body fight infections and help your blood to clot. You may get an infection or bleed more easily. Call your doctor if you have unusual bruising or bleeding, or signs of infection (fever, chills, body aches).
Before taking this medicine
You should not use this medication if you are allergic to fludarabine, or if you are also being treated with a cancer medicine called pentostatin (Nipent).
To make sure you can safely take fludarabine, tell your doctor if you have any of these other conditions:
bone marrow problems or a weak immune system;
any active infection;
a history of skin cancer; or
Do not use fludarabine if you are pregnant. It could harm the unborn baby.
Use birth control to prevent pregnancy while you are receiving fludarabine, whether you are a man or a woman. Keep using birth control for at least 6 months after your treatment ends. Fludarabine use by either parent may cause birth defects.
It is not known whether fludarabine passes into breast milk or if it could harm a nursing baby. You should not breast-feed while you are receiving fludarabine.
How is fludarabine given?
Fludarabine is injected into a vein through an IV. A healthcare provider will give you this injection.
Fludarabine is usually given daily for 5 days in a row every 28 days. Once your body has responded well to the medication, your doctor may recommend additional treatment cycles.
Fludarabine can be harmful if it gets in your eyes, mouth, or nose, or on your skin. If skin contact occurs, wash the area with soap and water or rinse the eyes thoroughly with plain water.
Fludarabine can lower blood cells that help your body fight infections and help your blood to clot. This can make it easier for you to bleed from an injury or get sick from being around others who are ill. Your blood may need to be tested often.
If you need to have a blood transfusion, tell your caregivers ahead of time that you are being treated with fludarabine.
What happens if I miss a dose?
Contact your doctor if you miss an appointment for your fludarabine injection.
What happens if I overdose?
Seek emergency medical attention or call the Poison Help line at 1-800-222-1222.
What should I avoid while receiving fludarabine?
fludarabine can pass into body fluids (urine, feces, vomit). For at least 48 hours after you receive a dose, avoid allowing your body fluids to come into contact with your hands or other surfaces. Caregivers should wear rubber gloves while cleaning up a patient's body fluids, handling contaminated trash or laundry or changing diapers. Wash hands before and after removing gloves. Wash soiled clothing and linens separately from other laundry.
Do not receive a "live" vaccine while using fludarabine, and avoid coming into contact with anyone who has recently received a live vaccine. There is a chance that the virus could be passed on to you. Live vaccines include measles, mumps, rubella (MMR), rotavirus, typhoid, yellow fever, varicella (chickenpox), zoster (shingles), and nasal flu (influenza) vaccine.
Avoid being near people who are sick or have infections. Tell your doctor at once if you develop signs of infection.
Fludarabine side effects
Get emergency medical help if you have signs of an allergic reaction: hives; difficulty breathing; swelling of your face, lips, tongue, or throat.
Call your doctor at once if you have:
pale or yellowed skin, dark colored urine;
cough with yellow or green mucus, stabbing chest pain, feeling short of breath;
black, bloody, or tarry stools;
lower back pain, blood in your urine;
urinating less than usual or not at all;
muscle weakness, tightness, or contraction, overactive reflexes;
drowsiness, mood changes, increased thirst, swelling, rapid weight gain;
severe blistering, peeling, and red skin rash.
Common side effects may include:
mild itching or skin rash;
muscle pain; or
This is not a complete list of side effects and others may occur. Call your doctor for medical advice about side effects. You may report side effects to FDA at 1-800-FDA-1088.
Fludarabine dosing information
Usual Adult Dose for Chronic Lymphocytic Leukemia:
25 mg/m2 IV once over 30 minutes for 5 days every 28 days. Following a maximal tumor response, 3 additional cycles are recommended.
40 mg/m2 once daily for 5 days every 28 days
Fludarabine phosphate can be taken either on an empty stomach or with food. The tablets have to be swallowed whole with water; they should not be chewed or broken.
Usual Adult Dose for non-Hodgkin's Lymphoma:
25 mg/m2/day for 5 days every 28 days
Usual Pediatric Dose for Malignant Disease:
Solid tumors: 7 to 9 mg/m2 IV bolus followed by 20 to 27 mg/m2/day continuous IV infusion for 5 days
Usual Pediatric Dose for Leukemia:
Acute leukemia: 10 mg/m2 IV once over 15 minutes followed by continuous IV infusion of 30.5 mg/m2/day for 5 days or 10.5 mg/m2 IV once over 15 minutes followed by continuous IV infusion of 30.5 mg/m2/day for 2 days followed by cytarabine.
Usual Pediatric Dose for Stem Cell Transplant Conditioning:
Reduced-intensity conditioning regimen prior to allogenic hematopoietic stem cell transplantation: 30 mg/m2/day for 5 days
What other drugs will affect fludarabine?
Other drugs may interact with fludarabine, including prescription and over-the-counter medicines, vitamins, and herbal products. Tell each of your health care providers about all medicines you use now and any medicine you start or stop using.
Remember, keep this and all other medicines out of the reach of children, never share your medicines with others, and use this medication only for the indication prescribed.
Always consult your healthcare provider to ensure the information displayed on this page applies to your personal circumstances.
Copyright 1996-2018 Cerner Multum, Inc. Version: 7.05.
More about fludarabine
- Fludarabine Side Effects
- During Pregnancy
- Dosage Information
- Drug Interactions
- Pricing & Coupons
- En Español
- 1 Review
- Drug class: antimetabolites
- Fludarabine Tablets
- Fludarabine Injection
- Fludarabine (Advanced Reading)
- Fludarabine Intravenous (Advanced Reading) | <urn:uuid:dacd5c26-7007-4756-a747-354fd9b42f8d> | CC-MAIN-2019-09 | https://www.drugs.com/mtm/fludarabine-injection.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247515149.92/warc/CC-MAIN-20190222094419-20190222120419-00175.warc.gz | en | 0.859045 | 1,641 | 2.625 | 3 |
Childhood Trauma and Self-Regulation Deficits: Screening, Intervention, and Common Concerns and Complications
Self-regulation skills are critical to a diverse range of emotional, behavioral, social, and physical health functions. When self-regulation skills are compromised, the likelihood of several short- and long-term outcomes such as problematic behaviors and risky decision making increases. Exposure to childhood trauma impedes self-regulation development and abilities. Designed for professionals, this 2-hour course examines the impacts of toxic stress, adversity, and complex trauma on self-regulation abilities in children and adolescents. The presenter identifies underlying causes and neurobiopsychosocial factors associated with poor self-regulation along with its reciprocal relationship with attachment formation, language development, emotional intelligence, sensory processing, theory of mind, and executive functioning. Self-regulation deficits among children diagnosed with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and fetal alcohol spectrum disorder (FASD) are discussed as well as implications for screening and intervention for self-regulation problems. In particular, the presenter identifies ways to address and manage self-regulation problems in younger individuals. Empirically based research findings and case study examples are emphasized throughout.
Define self-regulation and learn about its building blocks and various dimensions.
Identify red flag indicators, warning signs, and consequences of self-regulation deficits.
Examine how toxic stress, adversity, and complex trauma can impede the development of self-regulation.
List ways to promote and develop self-regulation skills in children.
List the benefits of self-regulation throughout a variety of occupation-based activities.
Target Audience: beginner- to intermediate-level OTs, COTAs, and other pediatric professionals Note: While many professionals may benefit from the course content, we can only guarantee acceptance of continuing education credit as described in the following CEU section.
Sensational Brain LLC is an AOTA Approved Provider of professional development. PD activity ID# 03898. This distance-learning, independent format is offered at 0.2 CEUs, Introductory Level, OT Service Delivery. The assignment of AOTA CEUs does not imply endorsement of specific content, products, or clinical procedures by AOTA.
Jerrod Brown, PhD, is a professor, trainer, researcher, and consultant with multiple years of experience teaching collegiate courses. He is also the founder and CEO of the American Institute for the Advancement of Forensic Studies and the Editor-in-Chief of Forensic Scholars Today. Jerrod has also provided consultation services to a number of caregivers, professionals, and organizations on topics related to Autism Spectrum Disorder; Fetal Alcohol Spectrum Disorder; confabulation, suggestibility, trauma, and other life adversities; traumatic brain injury; and youth firesetting. He has completed four separate master’s degree programs and holds graduate certificates in Autism Spectrum Disorder, Other Health Disabilities, and Traumatic-Brain Injuries. Jerrod has also conducted over 200 workshops, webinars, and on-demand trainings for various organizations and professional and student audiences. In 2021, Jerrod completed a post-doctoral certificate in Leadership and Organizational Strategy from Walden University and a Professional Certificate in Forensic Psychology fromSan Diego State University Global Campus. Currently, He is pursuing a graduate certificate in Neuropsychology from Ball State University with an anticipated date of graduation of fall 2022. Jerrod has published several articles and book chapters and recently co-edited Forensic Mental Health: A Source Guide for Professionals (Brown & Weinkauf, 2018) with Erv Weinkauf, MA. Jerrod is also regularly featured on several national and international podcast programs.
Financial: Jerrod Brown receives a speaking fee from Sensational Brain LLC. He is compensated for his position as CEO of the American Institute for the Advancement of Forensic Studies and receives royalties as a co-editor of Forensic Mental Health: A Source Guide for Professionals.
Nonfinancial: No relevant nonfinancial relationship exists. | <urn:uuid:82187fef-1418-4719-948f-f9b27e802204> | CC-MAIN-2023-23 | https://sensationalbrain.com/shop/ceu/on-demand-webinars/childhood-trauma-self-regulation-deficits/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644309.7/warc/CC-MAIN-20230528150639-20230528180639-00398.warc.gz | en | 0.930347 | 832 | 3.203125 | 3 |
|Countries||United States, Canada|
|- location||Rocky Mountains, Montana|
|- elevation||9,030 ft (2,750 m)|
|- elevation||404 ft (123 m)|
|Length||2,341 mi (3,767 km)|
|Basin size||529,350 sq mi (1,371,000 km2)|
|- average||87,520 cu ft/s (2,478 m3/s)|
Geography[change | change source]
The source of the Missouri River is in the Rocky Mountains, in the state of Montana. The Missouri flows eastward, across Montana, south of the border with Canada. It enters the state of North Dakota and then it turns south. It flows through South Dakota. Then it flows past Iowa, Nebraska, Missouri, and Kansas.
Near the city of Kansas City, Missouri, the Missouri turns eastward into the state of Missouri. It flows eastward across the state of Missouri. It joins the Mississippi just north of the city of Saint Louis, Missouri.
History[change | change source]
The Missouri was very important for the Native Americans who lived on the Great Plains. It was also very important in the history of the United States. The Missouri was used as the route of the Lewis and Clark Expedition in 1804-1806. In the 19th century, the Missouri was very important in the North American fur trade and for transportation of army troops and supplies as well as general transportation and trade as the West was settled.
Nicknames[change | change source]
The nickname of the Missouri is "Big Muddy", because it has a lot of silt. | <urn:uuid:dccc8424-a272-4e87-8ad3-19d865c94fbf> | CC-MAIN-2023-06 | https://simple.wikipedia.org/wiki/Missouri_River | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499826.71/warc/CC-MAIN-20230130165437-20230130195437-00631.warc.gz | en | 0.917433 | 383 | 3.296875 | 3 |
Nazi Germany had its appeasers. So did Mao’s China and the Soviet Union. And today there are appeasers of Iran, an equally suppressive, violent, and intolerant regime. The appeasers are:
- Conciliatory to the mullahs and accept their rightful legitimacy as rulers of Iran, as well as Iran’s legitimacy as a regional power.
- Whitewash or avoid discussing the mullahs’ history of tyranny, repression, misogynous laws, imprisonment of dissenters, political executions, lack of religious or artistic freedom, cracking down on the media, torture, flogging, etc.
- Support the removal of all sanctions on Iran.
- Refuse to harshly condemn, or hold accountable, the mullahs for their many human rights violations.
- Recognize Iran is developing a nuclear bomb but refuse to support policies of containment.
- Decline to hold Iran accountable for its terrorist attacks, one suicide bombing of which killed 19 US servicemen and wounded hundreds of others.
- Downplay the regime’s threat to its neighbors and military and financial support it provides to Hamas, Hezbollah, and other terrorist groups.
- Oppose regime change and attack Iranian patriots who seek to restore democracy and freedom in the country.
- Take offense when the regime is accurately described with such terms as “rogue state,” “axis of evil,” and “leading sponsor of terrorism.”
- Advocate Iran’s threat to its neighbors and the West can be resolved through dialogue.
Want Western leaders to make substantial concessions to the regime and believe, in return, the mullahs will halt their export of Islamic fundamentalism. | <urn:uuid:87d43bcb-0963-4835-b8c0-47b25ff6cf4d> | CC-MAIN-2022-21 | https://iranlobby.net/the-appeasers/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662556725.76/warc/CC-MAIN-20220523071517-20220523101517-00299.warc.gz | en | 0.943799 | 349 | 2.859375 | 3 |
K-12 Educators & Students
Using Photovoice to Develop School-to-School Exchanges in Asia
Photovoice is a teaching methodology that asks students to represent their lives visually by taking photographs of themselves and their communities.
- Learn about some recent U.S.-China Photovoice projects
- View a sample Photovoice project
- Download step-by-step instructions for carrying out a Photovoice project at your school
- Read about other Photovoice projects
For questions regarding a Photovoice project at your school, contact the EASC NCTA coordinator. | <urn:uuid:4a55aa17-3fbd-4b91-b94b-c1492a7de549> | CC-MAIN-2016-22 | http://www.iu.edu/~easc/outreach/educators/photovoice/index.shtml | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464051165777.94/warc/CC-MAIN-20160524005245-00215-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.934387 | 122 | 2.515625 | 3 |
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PSYCHOLOGY OF COGNITION.
BY ROBERT JARDINE, B.D., D.Sc.,
PRINCIPAL OF THE GENERAL ASSEMBLY'S COLLEGE, CALJUTTA,
FELLOW OF THE UNIVERSITY OF CALCUTTA,
[AU Rights reserved.]
THE REV. J. CLARK MURRAY, LL.D.,
PROFESSOR OF PHILOSOPHY IN MCGILL COLLEGE,
ALEXANDER CAMPBELL FRASER,
M.A., LL.D., F.R.S.E.,
PROFESSOR OF LOGIC AND METAPHYSICS IN THE UNIVERSITY OF EDINBURGH,
The present work professes to be an introduction to a very interesting and important subject of studythe psychology of the intellectual part of the human mind. It is designed principally for the use of students who are beginning their philosophical studies, and the writer has, therefore, endeavoured to express himself in as clear and simple language as possible. But while intended primarily for this class of readers, it is hoped that those who have already made the acquaintance of the subject will find something to interest them.
The writer is ready to admit that one principal object which he kept before his mind in the preparation of the book was to show the inadequacy and unsatisfactoriness of a prevailing system of pyschology, which may be indicated by the word phenomenalism. At the same time he admits also having received much assistance at various times in matters of psychological analysis from writers who have | <urn:uuid:77f321d2-bf0a-49df-aa56-d244d3367391> | CC-MAIN-2022-40 | https://books.google.sk/books?id=1TMXAAAAYAAJ&printsec=frontcover&dq=editions:UOM39015048912557&hl=sk&output=html_text&lr=&vq=%22All+the+perceptions+of+the+human+mind+resolve+themselves+into+two+distinct+kinds,+which+I+shall+call+impressions+and+ideas.%22&source=gbs_quotes | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335254.72/warc/CC-MAIN-20220928113848-20220928143848-00677.warc.gz | en | 0.911624 | 372 | 2.609375 | 3 |
* According to Ancestry.com, the average African American is 65 percent sub-Saharan African, 29 percent European and 2 percent Native American.
* According to 23andme.com, the average African American is 75 percent sub-Saharan African, 22 percent European and only 0.6 percent Native American.
* According to Family Tree DNA.com, the average African American is 72.95 percent sub-Saharan African, 22.83 percent European and 1.7 percent Native American.
* According to National Geographic's Genographic Project, the average African American is 80 percent sub-Saharan African, 19 percent European and 1 percent Native American.
Presumably, the National Geographic project is trying harder than the commercial projects to get a representative, non-self selected sample, so that sounds like the best set of numbers to use as a rule of thumb.
By the way, the notion that African Americans are about 1/5th white was an assumption of physical anthropologists back around 1950. DNA testing has just confirmed what your lying eyes tell you.
* According to AfricanDNA, in which I am a partner with Family Tree DNA, the average African American is 79 percent sub-Saharan African, 19 percent European and 2 percent Native American.
And for our African-American male guests, there has been still another astonishing fact revealed about their paternal ancestry -- their father's father's father's line -- through their y-DNA: A whopping 35 percent of all African-American men descend from a white male ancestor who fathered a mulatto child sometime in the slavery era, most probably from rape or coerced sexuality.
We can be confident of that because no woman in history was ever attracted to a higher social status man.
I find two things quite fascinating about these results. First of all, simply glancing at these statistics reveals that virtually none of the African Americans tested by these DNA companies is inferred to be 100 percent sub-Saharan African, although each company has analyzed Africans and African immigrants who did test 100 percent sub-Saharan in origin. Ranges, of course, vary from individual to individual. Spencer Wells, director of National Geographic's Genographic Project, explained to me that the African Americans they've tested range from 53 percent to 95 percent sub-Saharan African, 3 percent to 46 percent European and zero percent to 3 percent Native American.
So, in the National Geographic sample, every single self-identified African-American is majority black by ancestry, and thus is blacker than President Obama. In my article, the estimate was that 90% of self-identified African Americans were no more than 50% white. Gates ups that to 100%, which seems implausible.
And second, these findings show that the common claim that many African Americans make about their high percentage of Native American ancestry is a myth. Joanna Mountain broke down to me our low amounts of Native American ancestry in this way: "Eighty percent of African Americans have less than 1 percent Native American ancestry. Over 2.5 percent have between 2 percent and 3 percent. And of all African Americans who have at least 1 percent Native American ancestry, the average is 2 percent Native American." So much for all of those putative Cherokee roots on just about every black person's family tree, fabricated to explain why your great-grandmother had "high cheekbones and straight black hair"! Why there is such little evidence of genetic mingling between African Americans and Native Americans deserves a column of its own.
Shriver hadn't found any American Indian admixture in self-identified African-Americans, so what Gates reports sounds more plausible.
One possibility is that people of mixed black-Indian ancestry these days try to identify as Indian to get their cut of casino money. A hundred years ago, it was better to be Indian than black, then it became better to be black than Indian, but the casino law of the late 1980s may have shifted the balance again.
For example, I used to read that the first black man to play in the U.S. Open golf tournament was John Shippen in 1896, a caddy at Shinnecock Hills. But, recently, the Obama Administration declared the Shinnecocks an official Indian tribe, and they've been pursuing a casino ever since. The Cherokee Tribe recently kicked out thousands of members for being the descendants of the Cherokees' black slaves.
The results for Latinos, however, are quite different: "In our experience," Mountain says, "people who have both African ancestry [at least 10 percent, according to genetics] and a lot of Asian/Native American ancestry [at least 10 percent, according to genetics] are more likely to consider themselves Latino than African American."
And what about the percentages of "black" or sub-Saharan ancestry in the white American community? That will be the subject of another column. But suffice it to say here that, according to Mountain, "The bottom line is that 3 percent to 4 percent of people likely to consider themselves as all 'white' have some African ancestry -- between 0.5 percent and 5 percent."
In 2002, Shriver estimated that only 70 percent of American whites had no black ancestors, but now Gates says the consensus is over 95 percent of whites have no black ancestors. I'm not sure which number I find more likely.
If you do math on Gates' figures, that comes out to a tiny percentage of black ancestry among self-identified white Americans. Let's calculate the upper limit: 4% of white individuals times 5% black ancestors = 0.2% black ancestry among whites. That's basically nothing. And that's the upper limit.
If you do the math on the midpoints -- 3.5% of individuals times 2.75% ancestry -- you get just under 0.1% as the best guesstimate of self-identified white Americans' black genes. That's extraordinarily negligible. I'm shocked by what a small number less than 1/1,000 is.
Of course, when Gates goes to write it up, he'll probably emphasize the exact opposite. People don't reason comfortably with numbers, just with absolutes. | <urn:uuid:3f23265f-f574-4b13-80f9-8cf252387f2b> | CC-MAIN-2014-52 | http://isteve.blogspot.com/2013/02/henry-louis-gates-exactly-how-black-is.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802773061.155/warc/CC-MAIN-20141217075253-00133-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.953792 | 1,250 | 2.796875 | 3 |
Following an outbreak of sickness in school this week, Public Health Wales have issued the following advice.
Norovirus is currently circulating in local communities. Some North Wales hospitals, care homes, schools and nurseries have been affected. Due to this increased activity, I thought it might be helpful to provide you with some actions that can reduce further spread.
Norovirus causes viral gastroenteritis, which is characterised by the sudden onset of vomiting and/or diarrhoea, it can spread rapidly in closed environments such as schools and nurseries. However, most people do not require treatment and recover at home within one or two days. Norovirus is easily spread from person to person, or by consuming contaminated food or water or coming into contact with contaminated surfaces or objects.
Children and adults with symptoms of norovirus should follow this advice:
It is important for children to stay away from school for 48 hours from the last episode of vomiting to stop the spread of norovirus.
If you would like further clarification on this matter, please don’t hesitate to contact me at school or contact Public Health on 01352 803 234. Your support in helping to avoid further spread in the community by promoting the following advice would be greatly appreciated. Thank you for your co-operation. | <urn:uuid:26099d5b-86f6-4802-93e1-1dc6b3130350> | CC-MAIN-2020-05 | https://www.mineraprimary.com/news/detail/important-information/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599718.13/warc/CC-MAIN-20200120165335-20200120194335-00307.warc.gz | en | 0.966812 | 263 | 2.8125 | 3 |
I hold up a cup of hot coffee. “What is the energy in this cup of hot coffee?” I ask. The obvious answer, you heated the water. Embedded energy. Embedded energy. In the making of the cup. In the purification of the water and supplying it to me. In the gift of the hydrologic cycle making “fresh” water (if there aren’t too many pollutants in the air – a la acid rain). In the growing and processing of the coffee. In the transporting the coffee from there to here to me. The coffee maker. In the knowledge of all these things. And on and on and on.
Energy is embedded in every facet of our lives.
Fossil fuels are also insinuated into every facet of our lives not just as energy. Some of the medicine we use:
“The vast majority of medicines, are summarized as from benzene, and derivatives, and benzene is derived from petroleum, some examples are all those drugs which carry a bencenic ring , such as aspirin, acetaminophen, salicilic acid, sertraline, benzodiazepines, barbiturics, antiseptics, antiemetics, ulcer treatment, like aloglutamol, ranitidine, famotidine, omeprazole, lanzoprazole, pantoprazole, antiespasmodics, like hioscine, fluopropione, thiopramide, phloroglucinol, lidamidine.It is correct to say, that for all the areas it covers Medicine at present, each has medicines derived from petroleum, through synthesis of benzene or derivatives of benzene.”
I' Chemist-Pharmacist,Phd, MSc. 30 years experience, Medicines Quality Control, Manufacturing, Synthesis research. http://answers.yahoo.com/question/index?qid=20080206175810AAiAVJu
Now of course you are not going to read all of these lists. You get the point. And all the plastics in the list and beyond the list. Our world is infused and created with fossil fuels. And the food system with the tractors and huge machinery, fertilizers, pesticides, herbicides, tractor trailers hauling, food processing, grocery stores, home cooking and all that goes with it.
We could do the same for water, which is on a par with energy as necessary and critical for life of all kinds. Of course, we might now be choosing to further pollute our water underground for greed and energy by fracking. FRACKING. It sounds almost obscene, in practice it is.
About that bike you are going to ride. That beautiful 21 speed, lightweight speed demon. Tires, medal, gears, grease. Embedded energy? Water?
When I hear talk about transition towns, I wonder if they take into consideration even a small modicum of the lists from above. Or are they like the college kids who go out for a night or two and live in cardboard boxes in support of the homeless and then go home to their warm homes, good food and health care?
I have already written about the illusion of “renewable resources.”
However, there is one solution that looms on the horizon. It will take considerable patience but might just work. Pixie dust. They are small and fast but it might just work. Investments welcome.
What will work is community, planning, hard work and knowledge – do it now! | <urn:uuid:f89f7f31-cded-4832-a67b-213fb193847a> | CC-MAIN-2016-36 | http://sunweber.blogspot.com/2011/09/in-bed-with-energy.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982911825.82/warc/CC-MAIN-20160823200831-00099-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.931687 | 739 | 2.578125 | 3 |
How to Draw Aquarium Animals
Easy-to-follow, step-by-step illustrations help beginning artists of all ages draw animals commonly found at the aquarium. Use simple basic shapes to create accurate likenesses of the angelfish, octopus, penguin, clownfish, lobster, sea lion, starfish, whale, and 22 other creatures of the deep. 30 pages of black-and-white illustrations.
What people are saying - Write a review
We haven't found any reviews in the usual places. | <urn:uuid:4cecdc36-e8c9-4852-8a2b-c6d2ab88a00c> | CC-MAIN-2015-27 | https://books.google.com/books?id=dGK1wAPTsJwC&dq=related:ISBN0486428990&hl=en | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375098071.98/warc/CC-MAIN-20150627031818-00191-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.881203 | 106 | 2.703125 | 3 |
Earwigs are long flat insects with six legs and at the end of their abdomen they have a set of forceps that look like pincers. They use these for defense. Earwigs don't live up to their name and crawl into people's ears! We have lots more fun earwig facts, puzzles, word searches and colourings in our earwig minibeast section.
We have a basic earwig colouring page for our younger minibeast fans.
Did you know that although they have wings the earwig doesn't often use them? Our earwig colouring page is a great addition to our minibeast theme.
Are you a fan of minibeasts and mindfulness colouring? If so this page is for you. A bit differrent and very detailed earwig mindfulness colouring page.
This earwig is being chased by a bird who wants to eat it for its supper. Can you guide it through the maze to escape the bird?
A basic earwig grid copy suitable for younger children.
This realistic earwig has lots of detail and makes a challenging grid copy.
A dot to dot earwig page perfect for those young minibeast fans.
Whuch of these 12 earwigs is the odd one out? Will you be the first to spot the difference?
Are you doing a project on minibeasts? This earwig tracing page is great for younger children wanting to improve pen control.
How many earwigs can you count on our earwig counting puzzle worksheet? | <urn:uuid:98d3d5fa-3ca5-435b-bbf5-ef7bc64a8642> | CC-MAIN-2021-49 | https://www.kidspuzzlesandgames.co.uk/themes/minibeasts/earwigs | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964362930.53/warc/CC-MAIN-20211204033320-20211204063320-00539.warc.gz | en | 0.950049 | 318 | 2.8125 | 3 |
Are YOU wearing blue?
Monday, October 3 will be the eighth annual Blue Shirt Day® World Day of Bullying Prevention
and children, teens, and adults around the globe are showing their support for kindness by wearing blue. Created by STOMP Out Bullying™ as part of National Bullying Prevention Month, the upcoming Blue Shirt Day®
is a celebration of empathy, respect, and the need to put a stop to humiliation and intimidation in schools and online.
One of the most important things STOMP Out Bullying
™ emphasizes is the fact that while kids who are bullied are often singled out for being different, the truth is that everyone
is different—and educating kids about differences can help them understand and be kind to each other.
STOMP Out Bullying™ also champions a variety of resources for preventing bullying and helping kids who are being bullied cope. One helpful tool is the live HelpChat Line
, a free and confidential service for kids over the age of 13. It connects distressed kids with nonjudgmental volunteers who can help them reduce stress and make healthy decisions. Counselors are trained to assist kids who are feeling distraught as a result of being bullied and to respond to all requests for emotional support. Kids are free to talk about their safety, their emotions and thoughts, and what to do now and going forward.
STOMP Out Bullying™ also offers information and resources for educators
, a toolkit for students
, and information to help bystanders become upstanders
Be sure to check out CPI's exclusive podcast interview
with STOMP Out Bullying™ founder Ross Ellis and then head on over to 31 for 31
to find out Ross's answers to these questions:
- What do you think of the word "bully"?
- What would you say to someone who's engaging in bullying behavior?
CPI is supporting Blue Shirt Day®
World Day of Bullying Prevention by making a donation for every employee who sports a blue shirt (or any blue clothing) on October 3.
And let us know—what do you think of the word "bully"? What would you say to someone who's engaging in bullying behavior? Share your thoughts in the comments below! | <urn:uuid:ffe60ed3-c762-42a7-8db6-58cdef86660c> | CC-MAIN-2019-04 | https://www.crisisprevention.com/Blog/September-2016/Stomp-Out-Bullying | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583739170.35/warc/CC-MAIN-20190120204649-20190120230649-00028.warc.gz | en | 0.958044 | 454 | 2.6875 | 3 |
This entry answers questions about the Common Core Standards, outlines the changes we are beginning to see in Connecticut Schools and what you can expect to see in future.
The information is presented by Jenny Tropia, Coordinator for the Derby Early Childhood Council and former teacher and includes tips from Jenny Ames, Kindergarten Teacher at Bradley School, Derby on how to help your child adapt to these changes.
What are the Common Core State Standards?
They are new set of learning standards and goals that your child is expected to know by the end of each grade. All children in K-Grade 12 will be working towards these in English Language Arts and Mathematics.
The National Center for Learning Disabilities says that the new standards "improve the quality of K–12 education and to better prepare students for college and career. They also claim the new standards are evidence-based, realistic, and practical."
According to The National PTA website, more than 45 states have adopted these standards. Which means that teachers and policy makers can support each other nationally as they share ideas for best practice.
Will there be changes to what or how my child learns?
Yes. The curriculum is designed to be challenging. These changes are outlined by engageNY.
In English Language Arts children will now:
• Read as much non-fiction as fiction
• Learn about the world by reading
• Read more challenging material closely
• Discuss reading using evidence
• Write non-fiction using evidence
• Increase academic vocabulary
In Math children will be expected to:
• Focus: learn more about fewer, key topics
• Build skills within and across grades
• Develop speed and accuracy
• Really know it, Really do it
• Use it in the real world
• Think fast AND solve problems
For more details on these changes and what they mean in the classroom and for the materials your children will be bringing home please click here:
Will my child be tested?
Yes. Starting in Grade 3 children will take tests in the last 12 weeks of school to assess their learning during the year.
According to the CT State Department of Education, "by the 2014 – 2015 school year, the Smarter Balanced Assessment Consortium (SBAC) will develop a system of assessments for English language arts/literacy and mathematics for Grades 3-8 and 11 aligned to Common Core State Standards. They will replace the Connecticut Mastery Tests. Tests will be taken online.
The assessment system will include what is described as a "computer adaptive assessment" administered during the last 12 weeks of the school year. This assessment can be used to describe student achievement and growth of student learning as part of program evaluation and school, district, and state accountability systems.
The SBAC website states that based on student responses, the computer program adjusts the difficulty of questions throughout the assessment. For example, a student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question. By adapting to the student as the assessment is taking place, these assessments present an individually tailored set of questions to each student and can quickly identify which skills students have mastered.
How can I help my child at home?
The National PTA website has prepared guides for each grade level to help parents understand what their children will be learning each year and how to support them.
General ways to help ensure success for your child are outlined below:
• Build a strong relationship with your child's teacher. Check in with them often on your child's progress.
• Sit with your child a few times a week to see what they are doing for their homework. For younger children ensure you sit with them every time and offer support but don't do it for them!
• Provide a quite place each day for your child to work.
Other suggestions to help your child at home come from Jenny Ames, Kindergarten teacher at Bradley School, Derby:
Examples: Why did the author use the word transform in the book about butterflies? Why was Max angry in the story Where the Wild Things Are?
· Read books 2-3 times for deeper meaning.
· Distinguish between fiction and nonfiction books.
· Take your child to the library and let them select books that are of interest to them.
For more details on what your child will be learning and how to help them please click on the link and select the grade level you want.
Studies show that parental support and involvement makes a difference in how successful a child is in school. So do not hesitate to contact your child's teacher for more information on the Common Core or any of the work your child is bringing home. | <urn:uuid:e4e458e0-8ba0-46e6-8a87-609ce0c1a6d4> | CC-MAIN-2020-05 | https://www.myfirst8.org/community-blog/the-common-core-what-does-it-mean-for-our-children | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00008.warc.gz | en | 0.9496 | 942 | 3.734375 | 4 |
Intent is the application of Desire and Will to creation. When a potter sits down at a wheel to spin a vase, his desire to spin a vase, coupled with the will to get it done, is instrumental in the force used to form the new creation.
When we intend something we take a desired creative outcome and direct it (i.e. will it) to happen with the force of Consciousness.
How long it takes to translate intent into creation depends entirely on the persistence and strength of will (i.e. the harder you will it, the faster it will happen), the nature and complexity of our creative intent, our general creative expertise, and the energetic level at which you are creating at. At lower (i.e. denser) levels of physical Creation where Creation vibrates slower, intent requires additional time and effort. Obviously, more complex creative outcomes require longer periods of intense creative intent and more time (and perhaps assistance) to properly unfold (Sharp, 2006b).
Intent may be contrasted with Expectation. | <urn:uuid:dd0c6bb4-2ad6-4dc6-af07-093ecd525f47> | CC-MAIN-2019-26 | https://spiritwiki.lightningpath.org/index.php/Intent | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00454.warc.gz | en | 0.904545 | 215 | 2.6875 | 3 |
The South Australian Government has introduced a public display to learn about food waste.
Climate Change Minister Ian Hunter and Deputy Lord Mayor of Adelaide Megan Hender today opened ‘The General Story’ display, which aims to be a fun, innovative and interactive way to learn about food waste through the experiences of everyday food items found in your fridge or pantry.
The Adelaide Central Markets display focuses on digital characters Milk, Bread, Banana, Eggplant and Lamb Chop, finding out how they are grown and made, how much energy and water is used to grow them and why they often get wasted.
The store objects in the display were 3D printed through the Digital Fabrication at New Venture Institute, Flinders University and display uses the latest interactive multimedia software to play animated videos as users interact using SMS.
The installation was designed by Adelaide creative agency Sandpit and arose as a result of a State Government and City of Adelaide workshop on smart digital ways to highlight and reduce food waste.
The display consists of a pantry shelf of virtual food products, which come to life to tell the story of how they grew and came to be and reveal their greatest fear – that they might be wasted and never used. After telling its story each food item links the user via text message to a web page recipe of how the food can be used.
Approximately five per cent of the City of Adelaide’s greenhouse gas emissions come from waste and a major contributor to this is organic waste deposited in landfill. While decomposing, organic waste produces large amounts of methane – a far more destructive greenhouse gas than carbon dioxide.
The display is delivered as part of the Carbon Neutral Adelaide initiative and is a collaboration between the Adelaide Smart City Studio, OzHarvest, the Adelaide Central Market Authority and Carbon Neutral Adelaide.
The digital display will be open until August 2017 and can be found in the old Cappo Seafood site at the Grote St eastern entrance of the Adelaide Central Market.
“About 20 per cent of the food purchased across Australia is wasted. By learning how we can reduce this we can not only become more environmentally sustainable but can also help save money,” said Sustainability, Environment and Conservation Minister Ian Hunter.
“This display is also a great example of local know how and innovation and shows the State’s potential in helping Australia transition to a low-carbon economy.”
“Through the Adelaide Smart City Studio, the City of Adelaide is proud to partner with the State Government to co-fund the development of a creative installation that educates the community,” City of Adelaide Deputy Lord Mayor Megan Hender said.
“Council believes that educating people about food waste and the lifecycle of different food items helps the city in our goal to be known as smart, green, liveable and creative.
“The digital installation is timely given that the ABC are running a television series on this very subject, The War on Waste, and we encourage everyone to come to our wonderful Adelaide Central Market to learn more.” | <urn:uuid:9704b549-44ea-42c0-80a6-d40663394420> | CC-MAIN-2021-39 | https://wastemanagementreview.com.au/new-interactive-digital-display-help-reduce-food-waste/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780056974.30/warc/CC-MAIN-20210920010331-20210920040331-00140.warc.gz | en | 0.938043 | 621 | 2.609375 | 3 |
Introducing kids to gardening provides numerous rewards. Not only do children experience nature in action, but also they enjoy healthy, outdoor activities. Children who experience vegetable gardening learn about health and nutrition, while the very act of gardening involves mathematical skills and explores scientific laws and properties. Children learn how to plan and design living spaces while working with others in a cooperative manner. As children care for, nurture, and maintain gardens, they learn invaluable lessons in responsibility that will last a lifetime. Whether they are planting flowers, herbs, or vegetables, children can derive many benefits from gardening.
- Gardening with Children and Youth
- Gardening with Children
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- Every Child Belongs in a Garden
- Grow a Garden with your Kids
- Gardening Guide
Planting flowers is an enjoyable experience that many children readily enjoy. The process of planting seeds and watching them sprout and then blossom into beautiful, sturdy plants provides children with a sense of wonder as well as pride. By growing plants from seeds, children often feel a sense of accomplishment they might not experience with other hobbies. Several plants are known for their magnificent blossoms while being easy for children to grow, making them the perfect choice for beginning gardeners. Sunflowers are a flower known for their amazing height and beauty. Young children often marvel that they grew such a large flower from a seed. As sunflowers are durable, sturdy, and easy to grow, they are a great choice for a child’s first contribution to the garden. Other popular flowers include daisies, pansies, zinnias, and marigolds. When choosing flowers to plant, ensure that you select those that are suitable for your environmental conditions. Adding flowers to the garden and landscape helps beautify the area. Let children help in the planning stages and offer them easy-to-grow flowers to ensure their success.
- Garden Safety with Kids
- 16 Tips for Wildlife Gardening with Kids
- My First Garden
- Plant a Butterfly Garden
- Easy-to-Grow Plants
- Butterfly Gardening
Herb gardens are a great way to introduce children to the importance of nutrition. Children can have their own space in the garden where they are in charge of planting various herbs, ensuring that they are fully engaged in the gardening experience. As herbs can be picked from the garden and then immediately used in the kitchen, children often experience a great sense of reward with the fruits of their labor. Herbs have various textures, carry strong aromas, and provide different tastes. They are an exciting addition to the garden and provide children with a wealth of sensory activities.
One of the advantages of growing herbs is that children may start growing their plants indoors, such as in window boxes or containers, then transfer them to the outdoor garden when the plants are stronger. As people use a variety of herbs in daily life, the child’s herb garden should be carefully designed based upon purpose and theme. Some choose to create an herb garden based upon salad or seasoning herbs. These include herbs such as basil, thyme, rosemary, parsley, and dill. Other herbs may be used in teas, such as chamomile, peppermint, spearmint, and lemon. Popular additions to a child’s herb garden also include basil, oregano, lavender, and sage. Whatever theme you choose, you’ll find that an herb garden is a wonderful way to get children excited about gardening.
- My First Herb Garden
- Grow a Family Garden
- Great Herbs for Kids
- Herb Gardens and Painted Pots
- From Garden to Table: Harvesting Herbs for Healthy Eating
- Growing Herbs
There may be no better way to get kids eating their vegetables than to have them grow them. Vegetables are often the most important aspect of the human diet, yet they can be the most neglected. By involving children in the vegetable garden, they become familiar with various vegetables and take an active role in the growing process. When children watch vegetables transform from seed to a tomato-covered vine or stalks of corn, they are more interested in tasting the bounty. Have children begin with vegetables that are easy to grow and maintain so they will remain excited about their gardening project. Popular vegetables that are easy to grow and suitable for beginning gardeners include tomatoes, potatoes, onions, radishes, beans, peas, and salad greens. Choosing easy-to-grow vegetables helps ensure that children have successful gardening experiences. | <urn:uuid:42d54ae7-c5aa-416e-a7b0-93286a801fdd> | CC-MAIN-2017-43 | https://www.syntheticgrasswarehouse.com/green-thumb-guide-kids-gardening/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187820466.2/warc/CC-MAIN-20171016214209-20171016234209-00367.warc.gz | en | 0.949896 | 921 | 3.703125 | 4 |
The construction of evil is very reminiscent of approaches to writing. In both we have to consider purpose, audience, and intent. In writing, if our purpose is to persuade a particular audience, what is our intention, why do we want to persuade the audience? Rhetoricians of yore made sport of persuading for the sake of persuasion, but in real life application outside of academia, persuasion also carries with it an additional weight. It is a means to an end.
There is little difference in the construction of evil. The distinction between purpose and intent is rendered more apparent than in writing. But the language is juxtaposed due to legal terminology, particularly the phrase “with intent to kill.” The intention in an act of evil, thus, becomes equivalent with “purpose” in writing, and motivation in murder or other manifestations of socially-recognized evil equates with what we recognize in writing as “intention.”
A psychopath might harm someone with the intent to kill, as dubbed by legal terminology, but what is their purpose or motivation? Do they intend to kill to squelch or satiate some unconscious, sadistic impulse? Is their motivation revenge? Generally speaking, in most modern societies motivation is a means to solving a crime, but it is not an essential criteria for evil itself. All that is needed is intent to commit a socially recognized act of evil.
Motivation is a fickle mistress. Intention to commit a socially recognized act of evil without an apparent motivation is often one of the most fear-inducing manifestations of “evil.” At the same time, intent to commit a socially recognized act of evil with a clear motivation can be dubbed either evil or good, depending on the rhetoric employed to justify or condemn the act.
For example, in war the intent to kill can be justified by a motivation to squelch a greater evil. The greater evil is generally established by two things:
1. chronology: the greater evil is the force that initiated the intent to kill through provocation.
2. quantification of innocence: the greater evil intends to kill those who do not wish to reciprocate, innocent civilians rather than willing soldiers. The quantification of innocence rests on a continuum in which children rest at one end with unwilling participants following and willing participants resting on the other end of the spectrum.
In coming weeks (interspersed by interviews and random reflections on other topics) I plan to explore the rhetoric of evil in greater depth by looking at how theological depictions of evil are used to justify socially recognized acts of evil while simultaneously condemning other socially recognized acts of evil. Also, I hope to look at the ways that rhetoric is used to transmute acts we might not normally view as evil, like political viewpoints and alliances, into heinous crimes against humanity. | <urn:uuid:0b6c0ba7-4a11-4ce1-a091-54fc68779006> | CC-MAIN-2014-10 | http://bizarrojones.com/2011/10/02/rhetoric-of-evil/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394021389272/warc/CC-MAIN-20140305120949-00023-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.94915 | 572 | 2.859375 | 3 |
Rocky planetary bodies aren't uniform: different parts of them have different densities due to variations in composition. Mountains composed of granite will not be the same density as ones built of basalt, and both will be more dense than an ice sheet.
This variation is reflected in the gravitational pull exerted by these mountains, though you'd never notice the difference. The difference in the thickness of tectonic plates produce a variation in Earth's gravitational field, for example, but Earth-orbiting satellites typically don't need to take that into account.
However, measuring these fluctuations can reveal a lot about the interior of a rocky world. The GRAIL mission (Gravity Recovery And Interior Laboratory), launched in 2011, is designed to map the details of the Moon's composition with an eye toward understanding both its interior and its history. GRAIL's design is based on an earlier Earth-orbiting mission known as GRACE (Gravity Recovery And Climate Experiment), a collaboration between the United States and Germany in 2002.
Both GRAIL and GRACE consist of two satellites orbiting in tandem. Each uses a microwave (K-band) antenna to measure the distance to the other. The relative position of the satellites can map the fluctuations in the gravitational field to higher precision than a single instrument would be able to do.
Each GRAIL spaceship is about 200kg in mass and the size of a refrigerator. The craft follow a nearly polar orbit, looping around the Moon such that, as it rotates on its axis, GRAIL was able to take measurements of the entire body in swaths (akin to the segments of an orange).
As the two satellites—known as GRAIL-A ("Ebb") and GRAIL-B ("Flow")—fly over the Moon's surface, they speed up or slow down relative to each other, as variations in the density of the lunar interior exert different gravitational pulls. The ranging instruments for measuring relative position pinpoint the distance between the craft to a matter of microns: a few millionths of a meter. Even slight differences in density due to lunar crust composition or interior variation can be measured this way. | <urn:uuid:b2dc3d5a-0691-436d-a41e-3012431be1cf> | CC-MAIN-2014-49 | http://arstechnica.com/science/2012/12/how-twin-grails-use-gravity-to-map-the-moons-interior/?comments=1&post=23572149 | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931009825.77/warc/CC-MAIN-20141125155649-00011-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.948336 | 440 | 4.25 | 4 |
The root of the problem was that Thomas Jefferson was obsessed with mammoths.
It was easy to see evidence of this obsession, as he kept the lower and upper jawbones of a mammoth in the entry hall of Monticello. (And they are still there.) While residing in the White House, he turned the largest room—the East Room—into something of a private museum, with bones scattered all over the floor. In idle times, the president would try to rearrange them into some kind of order.
Jefferson’s obsession with fossilized bones, extending well beyond just those of mammoths, was so intense that today he is often referred to as the father of modern day paleontology.
Besides being b fascinated with paleontology, Jefferson was interested in mammoths because of the writings of the French scientist George Louis Leclerc, the Comte de Buffon. Buffon was one of the foremost naturalists in the world, and was working on a multi-volume work, the Histoire Naturelle, that would attempt to explain the entire natural world, including descriptions of the world’s plants and animals, of how animals were domesticated, and even of the origin of the solar system.
In Volume V, Buffon attempted to answer why the animals of the New World were so obviously inferior, at least in size, to those of the Old World. Buffon had never been to the Americas, and simply accepted the common European view of life in the New World, in which it was widely accepted that there was something unnaturally unhealthy about life in the New World: Not only was there a dearth of large animals, but what animals did exist were notably smaller, weaker, and less healthy than their counterparts in Europe, Africa, and Asia. American dogs could not bark as loud as European dogs, European birds could fly better than their American counterpart.
Somehow, it was even the common belief in Europe that the deer of the New World were puny. Years ago, while traveling in England, my son What’s-His-Name (not The-Other-One) was describing New Mexico mule deer to a young man who had just gone deer hunting near Oxford. Fascinated, he gave my son a key ring made from the foot of a deer he had recently harvested. As you can see at left, it is about the size of a rabbit’s foot.
At the end of the eighteenth century, a large portion of the New World had yet to be discovered, and even those areas that had been explored were poorly documented. The Spanish, in particular had already had extensive experience with wolves, jaguars, mountain lions, grizzly bear, Rocky Mountain elk, and buffalo. Despite this, the Spanish, too, believed that life in the new world was unhealthy, producing inferior specimens.
This belief even extended to people born in the New World. If you had two sons, the one born in Europe would be stronger, smarter, and more capable than the son who happened to be born in the unhealthy New World. The basis of this belief was due, in part, to the mosquito-borne illnesses prevalent in most of the Spanish ports. Ironically, these diseases were imported by the Spanish (most likely in the water barrels of slave ships arriving from Africa). The death rate of Europeans immigrating to the New World once they arrived in these pestilent ports was very high, reaching over a quarter of all new arrivals at times.
Buffon’s work was widely distributed, particularly among the European aristocrats who had both the leisure time and wealth necessary to be naturalists. Jefferson was furious that Buffon’s theory was generally accepted as proof that the American “experiment” with democracy was doomed to failure—that Americans were simply too mentally feeble for self-government. Benjamin Franklin, by contrast, was amused by the notion. When the topic came up during a diplomatic meeting in Paris, Franklin ordered everyone in the room to stand up, then pointed out that the Americans assembled towered over the diminutive French diplomats.
Despite Jefferson’s repeated written requests, Buffon refused to retract his opinion, so the Virginian sought to provide irrefutable proof. He arranged to have a moose stuffed and shipped to Europe, but unfortunately the taxidermist did a poor job and it was a putrid rotting unidentifiable carcass that was actually deposited on Buffon’s doorstep.
What Jefferson really wanted as proof was a mammoth. Not the prehistoric remains of one, Jefferson wanted a live mammoth. In spite of the fact that they had been extinct for at least 4,000 years in North America, Jefferson fervently hoped that some might still be roaming around somewhere in the unexplored West. Why not? No one had been there yet, and there was a popular belief among some naturalists that God would not allow any of his creations to become extinct.
Jefferson went to great lengths to gather evidence, writing friends and associates to search salt licks and creek bottoms for the skeletal remains of the elephant-like critters. He collected the molars of mastodons (many of which were shipped at fairly large expense by some of the founding fathers of the country). He measured bones and collected enough material that he eventually wrote a book, Notes of the State of Virginia, that favorably compared the measurements of animals in Virginia against their counterparts in Europe.
All of these actions by Jefferson were nothing compared to his secret master plan—to perhaps capture a living mammoth. When Lewis and Clarke set off to explore the newly acquired Louisiana Purchase, they carried secret instructions to be on the lookout for wooly mammoths. (Jefferson also suspected the existence of a tribe of Welsh-speaking Indians—but that’s a different story.) While no pachyderms were sighted, the explorers did identify 178 new plants and 122 new animals.
Jefferson did, ultimately receive his mammoth, but it wasn’t wooly. To honor Jefferson’s election, the Baptist parishioners of Cheshire, Massachusetts collected the milk from 900 cows and using a cider press as an improvised cheese press, created a 4’ wide, 1235 pound cheese bearing the inscription “Rebellion to tyrants is obedience to God.” To be certain that the cheese was pure, no milk was gathered from cows belonging to supporters of the Federal Party, Jefferson’s political opponents.
The huge cheese took three weeks to transport 500 miles by sleigh, ship, and hired wagon to Washington, where Jefferson promptly put it in the East Room along with his mammoth bones. Since Jefferson was opposed to the notion of an Imperial Presidency, he insisted on paying for the cheese.
Federalist politicians, delighted in making fun of the cheese, referring to it as the Mammoth Cheese because of all the bones also to be found in the room. This was the first time that the word “mammoth” was used as a synonym for “huge”, a practice that continues to this day. Within weeks, butchers and bakers began shipping to the White House similar items. Jefferson received a mammoth cake, a mammoth veal, and so forth.
No one is exactly sure what happened to the mammoth cheese, though it was a featured part of a July 4, celebration a year later. Supposedly it stayed in the East Room for over two years, before the remains were dumped into the Potomac River to make room for the Mammoth Loaf of Bread being presented to Jefferson by the US Navy.
Luckily, the tradition of mammoth gifts died out for a while. In 1835, President Andrew Jackson was presented with a new, and even larger Mammoth Cheese. Despite his best efforts to get rid of the cheese, it took Jackson years to dispose of it. In 1838, the newly elected President Van Buren complained bitterly that the entire White House reeked of cheese.
Since 1835, the White House has rejected all gifts of cheese, regardless of size. | <urn:uuid:ce69810f-271b-4542-9d18-2a74fb8a7b23> | CC-MAIN-2019-22 | http://markmilliorn.blogspot.com/2018/02/the-big-cheese.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256314.52/warc/CC-MAIN-20190521102417-20190521124417-00048.warc.gz | en | 0.981492 | 1,656 | 2.65625 | 3 |
Within the vaults of the National Archives is William C. C. Claiborne's proclamation of December 1803, informing the residents of New Orleans that they were now citizens of the United States, courtesy of the Louisiana Purchase. The document's three columns of text—in English, French, and Spanish—reflected the region's diversity, while heralding the best real estate deal in American history. Claiborne, who had once been a member of Congress from Tennessee, later became Louisiana's first governor after it achieved statehood. He then served in the United States Senate until his death in 1817.
William C. C. Claiborne was not the only member of his family to serve in Congress. His brother, his uncle, and a nephew also served in the U.S. House of Representatives. But his most illustrious congressional relative was his great, great, great grandniece, Marie Corinne Morrison Claiborne, whom the world would come to know as Lindy Boggs. She was one of Washington's most beloved and respected residents for seven decades until her death on July 27, 2013 at age ninety-seven. She was also the first woman elected to Congress from the Pelican State, the first woman to chair a major political party's national convention, and the first to serve as ambassador to the Vatican.
Lindy accompanied her newly-elected congressman husband Hale Boggs to Washington in 1941. The couple quickly became favorites of Speaker Sam Rayburn, who taught his protégés a profound respect for representative government, its institutions, and its symbol—the U.S. Capitol. The Boggses shared Rayburn's philosophy that politics is the art of compromise and his appreciation that members of Congress represent diverse constituencies with varying needs and different traditions.
Lady Bird Johnson once described her longtime friend Lindy as a significant figure in Washington's political life from the moment she hit town. She was "so suave and capable that she could get anybody to do anything simply by being so nice. You knew that she would come back and do as much or more for you sometime." During the 1964 presidential campaign, Lindy accompanied Mrs. Johnson on the Lady Bird Special train trip through the South. The following year, she helped launch Project Head Start. After Hale died in a plane crash while campaigning for a colleague in Alaska, Lindy was elected to succeed him in 1973. She represented New Orleans for eighteen years, using her considerable influence to curb discrimination against women and minorities.
Lindy was also a staunch supporter of history. She was, after all, a former U.S. history teacher. She joined the board of the Foundation for the National Archives at its creation, mindful that her prestige would give the fledgling organization credibility. She became the first woman to serve as a regent of the Smithsonian Institution. She was instrumental in the creation of the House Historian's Office and the publication of the four-volume Encyclopedia of the United States Congress. It is fitting that the Congressional Women's Reading Room adjacent to the Rotunda in the Capitol bears her name.
Lindy went through life with a special blend of confidence, grace, and an extraordinary capacity to reach out to others. Her charming Southern accent and wide dimpled smile greeted everyone with genuine warmth and kindness. Her striking blue eyes focused intently on the person at hand, never straying in search of more important company. Each conversation inevitably revealed her lively but gentle wit.
My friendship with Lindy Boggs spanned more than thirty-five years. She advanced my professional endeavors at the LBJ Presidential Library and the National Archives, and she even participated in Humanities Texas's first teacher institute in 2004. I frequently encountered Lindy at social events, not only because she loved parties, but also because she knew that her presence was appreciated. She was the official gumbo taster at the Gillette family's annual Christmas party. My three sons have always remembered her special kindness to them in her home and ours.
I saw Lindy for the last time at a National Archives event on December 6, 2012. Although her steps were tentative, she made her way through the crowded reception without assistance. As we greeted each other, she playfully asked if I would marry her. My response was that of any happily married man who knew and loved her: "Yes, in a heartbeat."
M. L. G.
Upon the news of Lindy Boggs's passing, Raymond W. Smock, director of the Robert C. Byrd Center for Legislative Studies at Shepherd University and former historian of the U.S. House of Representatives, posted some reflections on his friendship with Lindy, including a passage of his journal from July 23, 1990, when she called him with an unusual request. The full article, "Memories of Congresswoman Lindy Boggs", is available on the Center's website.
On June 16, 2004, Lindy Boggs participated in a panel discussion on civil rights at the Humanities Texas “Institute on Congress and American History" for Texas high school history and government teachers. The following text is an excerpt from that discussion during which Lindy talked about the Voting Rights Act of 1965, Lady Bird Johnson, and the importance of teaching history.
I'm a child, of course, of Louisiana. I was born on the same plantation where my mother was born and my grandfather was born, and I was reared with a great many marvelous people, many of whom were black people whom I loved dearly and who really gave me the underpinnings, I think, of my desire to work with people, to be with people, to love people in every way. But the particular bill [the Voting Rights Act of 1965] that you're talking about is very interesting because Hale was in the leadership in the House. My grandmother, Florette Morrison, two of my aunts, my mother, and my two daughters were all at the house, and we were all badgering Hale on the fact that he had to make a speech for the bill the next day. And he was trying to quiet us, and he said, "Well, I'm going to vote for it, and that's about all that I can do. You can't push me into making a speech."
And then we all, again, told him how ridiculous that was, how awful that was, how dreadful it was. But at any rate, I was so disappointed that I didn't go to the House. There was no television coverage, of course, at that time. I didn't go to the House to listen to the debate because I was so disappointed that Hale wasn't going to make a speech. Suddenly, I began to get telephone calls, "Lindy, get over here. Hale's making the best speech of his life." And so he did, and it was a wonderful and a marvelous step forward. From then on, of course, we had made the leap.
So much of the trouble that we had with the Lady Bird Special [train was that] we had these groups who followed us around, and they'd appear at our various stops along the route and try to interrupt our sessions. And we got into one place—I think it was Charleston—where this man who was the leader of this group, he had a crutch, and when he put his crutch up in the air, that was the signal for everybody to start chanting and interrupting everything. And all the men on the platform got furious because this man was heckling Lady Bird. Finally she said, "Would you let me take care of this, please?" So she gets to the microphone and she says, "Alright, you've had your say. Now you let me have mine. And then when I'm finished you can start your hullabaloo again."
The men absolutely turned tail, walked away from the group. I think it was that kind of leadership that we all have to look to—Lady Bird's leadership, the leadership of many of the people who were supporting those who had to do the voting and stand up to it. But my background in the South goes back a very, very long way. We've just celebrated the bicentennial of the Louisiana Purchase, and my ancestor, who was the youngest member ever admitted to the U.S. House of Representatives, was the first territorial governor. So, I'm a little worn out from the bicentennial year, as the only member of the family who has been in elected politics in the last few years. But it really gives you a sense of what we have to do in our country, how it has evolved, how the people in each generation have had to stand up to it, and particularly, I think, the real need for teachers who are immersed in the history of our country to lead the new generations of Americans.
I taught American history, but I was also the librarian, and they had a magnificent library that someone had given to this public school. And the enrichment of the lives of those students with the help of this magnificent library taught me that what teachers can really do is to infuse into their students this love of history, this interest in public affairs, and hopefully, taking an active part in public affairs themselves.
In the excerpt above, Lindy Boggs refers to the speech her husband Hale Boggs delivered to the U.S. House of Representatives on July 9, 1965, regarding his support of the 1965 Voting Rights Act. Below is the full text of his speech, transcribed from the Congressional Record.
Mr. Chairman, I had not intended to talk at this stage of the debate. I am constrained to do so now only because of the remarks made just a moment ago by my distinguished colleague and dear friend, the gentleman from Louisiana [Joe D. Waggonner]. I love the State of Louisiana. It has been good to me beyond my due. And I love the South. I know it as well as any man in this body knows it. I am part and parcel of it, born and reared there; born in the great State of Mississippi and proud of it. I do not have to establish my southern background or ancestry. For whatever it may be worth, my great uncle—God rest his soul—surrendered the last Confederate Army in the field 6 weeks after Robert E. Lee surrendered at Appomattox. And my grandfather served on the staff of Gen. Robert E. Lee throughout that bloody War Between the States.
I wish I could stand here as a man who loves my State, born and reared in the South, who has spent every year of his life in Louisiana since he was 5 years old, and say that there has not been discrimination, and agree with the gentleman from Louisiana. But unfortunately it is not so. In some areas of Louisiana, when a man has presented himself for the inviolate right to vote, he has been received as a fellow American and he has been registered to vote as he properly should be registered to vote, because to deny that right on the basis of race or creed is to deny a fundamental right of an American.
But there are other areas of Louisiana; there is one directly south of the great cosmopolitan, metropolitan city of New Orleans where out of about 3,000 Negro Americans less than 100 are registered to vote as American citizens.
There are other areas where less than 2 or 3 percent of the nonwhites are registered to vote. Can we say there has been no discrimination? Can we honestly say that from our hearts? I ask the gentleman that question. He knows it is not so.
In my congressional district—and God bless the people there—I have one parish, one county, if you will, in which over 90 percent of the Negro citizens are registered to vote, and the Negro citizenry constitutes a large percentage of the entire population. I have said to my fellow Louisianians in that parish: "Has this reduced the quality of government? Have the Negro citizens been less responsive than the white citizens? Have you had a harder time?" They have come back and they have said to me: "Congressman, we have crossed over that divide. We encouraged all of our citizens to vote and to register."
I am not being critical of anyone. I cannot be critical of my colleague from Louisiana whom I admire and who is my friend. Being born and reared a southerner, I know what these problems have been. I sympathize with them. I know what they are. I have lived with them. And I know that in the minds of many good, sincere people there has been a fear that if we made suffrage universal, as it most properly should be, there would be a decline in the caliber of our government. That fear has dominated the minds of good, God-fearing, decent Christian people. But that fear has been dissipated by experience. There are counties all over the South, in Georgia there are 37, in South Carolina there are at least 10 or more, in Alabama there are 4 or 5 where all are registered without any discrimination. As a matter of fact, Alabama is a good example. Take the county of Macon, in which the city of Tuskegee is located. There you have a situation where for some time the Negro citizens were not registered. There was stress and strain and, if my memory serves me correctly, there was talk about gerrymandering the boundaries of the city of Tuskegee, and even abandoning the county of Macon. The legislature in its wisdom did not do that. The Negro citizens were registered, and there has not been this great and terrible upheaval so many people feared.
So, Mr. Chairman, I take this rostrum really more out of sadness than anything else. I love my State. I love the South with every part of me, and I love my country.
I shall support this bill because I believe the fundamental right to vote must be a part of this great experiment in human progress under freedom which is America. | <urn:uuid:f686b011-d9ea-485a-825d-5729ccc078ae> | CC-MAIN-2019-35 | https://www.humanitiestexas.org/news/articles/remembering-lindy-boggs | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027321140.82/warc/CC-MAIN-20190824130424-20190824152424-00523.warc.gz | en | 0.98505 | 2,874 | 2.625 | 3 |
Artist: Attributed to Agostino Veneziano (Agostino dei Musi) (Italian, Venice ca. 1490–after 1536 Rome)
Date: dated 1521
Dimensions: 10 5/16 x 4 5/16 in. (26.2 x 11.0 cm)
Classifications: Prints, Ornament & Architecture
Credit Line: The Elisha Whittelsey Collection, The Elisha Whittelsey Fund, 1949
Accession Number: 49.95.41
Inspired by ancient Roman art, this ornament print was produced soon after Giovanni da Udine (1487–1564), working under the direction of Raphael, had completed a series of fresco decorations in the Vatican and other Roman palaces based on the painted ceilings of the emperor Nero's Golden House (Domus Aurea). This vast and luxurious Imperial palace on the Oppian hill, overlooking the present site of the Colosseum, had been buried when the emperor Trajan used it as the foundation for his Baths. Therefore, when Renaissance artists discovered the ancient Roman palace in the 1480s, it was necessary for them to enter through holes in the roof. Their enthusiastic investigations of the dark chambers and corridors revealed a playful and lively painted decoration such as they had never seen before. Since these subterranean rooms resembled caves, grotte in Italian, this type of decoration, in which delicate scrollwork linked a delightful assortment of motifs, including architectural pavilions, fictive cameos, and fantastic beasts, came to be called grotteschi, or grotesques.
Agostino Veneziano was one of the printmakers who, together with Marcantonio Raimondi and Marco Dente da Ravenna, was chiefly employed in engraving the designs of Raphael and his studio. Whether Veneziano was inspired by Giovanni da Udine's decorations in the Vatican logge or by his own explorations of the 'grottoes,' this print includes several motifs derived from the decoration of Nero's palace, including the square-, round-, and crescent-shaped frames enclosing scenes that appear to be sculpted in relief. The bound warriors at the base of a trophy of arms recall a similarly placed pair of satyrs in the room known as the grotta gialla (yellow grotto)—although there were other models for captives in Roman triumphal sculpture, the bound satyrs were well known to artists and often imitated. The sphinxes, winged children, and delicate strips of stylized foliage also have counterparts in the Golden House, yet Veneziano's dense and solid assemblage of motifs has little in common with either the light and airy manner of the Imperial decorations or Giovanni da Udine's faithful revival of the style. Perhaps this highly decorative print, which would have provided a useful repertory of ancient elements for other artists, represents Veneziano's own experimentation with the antique sources. | <urn:uuid:ce3a2627-6149-497a-8b36-5c8d21696130> | CC-MAIN-2016-22 | http://metmuseum.org/toah/works-of-art/49.95.41/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049277313.35/warc/CC-MAIN-20160524002117-00128-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.947504 | 611 | 2.796875 | 3 |
Trail Treks: Birds and Blooms in Piscataway Park
The jack-in-the-pulpit, left, is just one of the spring ephemera that blooms in Piscataway Park. Right, a redbud and pawpaw tree are in bloom.
After a short winter, April has brought with it an early welcome to wild signs of spring. The once dull Pawpaw Trail is now alive with soft greens and pinks, as new growth shoots forth from the forest floor and tall trees begin to leaf out.
Spring ephemera are the first signs that warmer weather is here, although these signs do not last for long. A favorite ephemeron in Piscataway Park is the native jack-in-the-pulpit, a low-growing plant that bears green hooded flowers. Found in the leaf litter at the crest of the Pawpaw Trail, a look upwards reveals the thick pink blossoms of the redbud tree and the burgundy flowers of the pawpaw, which will in summer bear oblong edible fruit. A favorite food of squirrels and raccoons, the pawpaw played an important role in naming “Accokeek,” which is often translated to mean place of the wild fruit. Both redbud and pawpaw trees are native to North America, along with the eastern bluebirds that have taken to flitting through the Native Tree Arboretum, with their bright blue wings and ruddy red breasts.
A female eastern bluebird guards her nest. (Photo taken by member and volunteer, Bonnie Simpers.)
The northern edge of the arboretum follows a portion of the Ken Otis Bluebird Trail, a line of 20 wooden boxes that provide the eastern bluebird with places to nest. Over the past century, the eastern bluebird has had to contend with habitat loss and the introduction of competing species like the house sparrow and European starling. By providing bluebirds with habitat and monitoring their nest boxes for predators and other problems, the Foundation has joined the efforts of the Maryland Bluebird Society—our local North American Bluebird Society affiliate—to bring the bluebird back.
What can be found on the Pawpaw Trail today? What was there yesterday, and what will be there tomorrow? Take a closer look—at the small leaf of a newly emerged plant, the brown bark of an elderly tree, the feathers of a passing bird—and let each tree, plant, and wild creature remind you to conserve this life and the land that is their home.
Trail Treks is a monthly column that explores the walking trails in Piscataway Park. This year, we will highlight the Pawpaw Trail, which is located at the western end of our grounds and leads through a mature forest. Look for more reflections from the Pawpaw Trail as 2012 progresses. | <urn:uuid:2a40881c-83b4-4bde-81d9-5c744cf3732b> | CC-MAIN-2022-21 | https://www.accokeekfoundation.org/post/trail-treks-birds-and-blooms-in-piscataway-park | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662570051.62/warc/CC-MAIN-20220524075341-20220524105341-00022.warc.gz | en | 0.956373 | 599 | 2.828125 | 3 |
In this lesson, students will gain an understanding of convicts during the modern era. They will develop an awareness of the key people groups, events, and concepts associated with this event. Students will have the opportunity to achieve this through choosing their own method of learning, from reading, source analysis, and research options, as well as the chance to engage in extension activities. This lesson includes a self-marking quiz for students to demonstrate their learning.
Step 1: Download a copy of the reading questions worksheet below:
Step 2: Answer the set questions by reading the following web page:
Download a copy of the sources worksheet and answer the set questions.
Download a copy of the research worksheet and use the internet to complete the tables.
Copyright © History Skills 2014-2023.
Contact via email | <urn:uuid:5da512eb-0418-48b8-b24a-ba0fd90556c0> | CC-MAIN-2023-23 | https://www.historyskills.com/classroom/modern-history/convicts-and-migrations/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00756.warc.gz | en | 0.935894 | 167 | 3.8125 | 4 |
Hazing Prevention Strategies
January 14, 2014
Ryan Hamilton, PhD MSES
Department of Psychology
University of New Brunswick
Sport Psychology Consultant
Editors Note: This is the second of two articles by Dr. Hamilton on Hazing. The first article appeared in Volume 8#2.
The term hazing represents a vast number of activities that potentially degrade, embarrass, endanger or abuse incoming group members. These behaviors continue to be highly prevalent as indicated by recent empirical study – in spite of the introduction of anti-hazing policies. Indeed, more than 90% of varsity athletes report being hazed at some point in their athletic career, with 86% reporting being hazed as a part of joining their university team (Allan & Madden, 2008; Hamilton et al., 2013). The causes and supporting factors of hazing are vast and complex and thus, new rules alone are often inadequate in quelling these behaviours. This is not to say that new rules are not important, but simply that they are not sufficient to create meaningful changes in initiation practices. Educational initiatives, replacement activities, moral engagement processes, and leadership moments must all be fostered to prevent the continued and cyclical perpetration of hazing behaviours. Hazing prevention strategies are the focus of this article.
Moral disengagement has been linked to hazing perpetration (Hamilton, 2011). Specifically, individuals who are more prone to avoid self-sanctioning reactions when they commit some form of harmful act are more likely to subject others to embarrassing and dangerous hazing activities. Conversely, if a person feels morally responsible for the initiation practices being carried out, they will be less likely to subject incoming members to injurious activities. Individual differences exist amongst any group or team(some people will naturally be more inclined to morally disengage); however, certain features of a social environment may also promote moral disengagement. It’s important to look at the situation this way, as hazing is not exclusively the behavioural domain of the morally corrupt; indeed many fine students, athletes, orientation leaders, and colleagues may commit harmful behaviour in the right (or wrong) context. What follows is a list of the key contributing factors to moral disengagement and suggestions of how to mitigate them.
(1) Moral justification occurs when individuals cognitively reconstruct their detrimental conduct into something that is personally and socially acceptable by deeming that it serves a productive function (e.g., hazing is a means to bonding as a team) (Bandura, 1999). Hazers may say they did it to “bring the group together”. If you truly believe that what you are doing is a justified means to an end then you are less likely to feel morally responsible for the wrongdoing. To prevent this justification process I suggest two things. First, leaders should be educated about the detrimental impacts of hazing to group dynamics. There is a growing body of literature demonstrating that hazing actually fractures a group (e.g., VanRaalte et al., 2007) rather than unites it (think about it, an immediate division is made between newcomer and returner). The second strategy I recommend is to have leadership groups think first about the type of team, fraternity, group they want to have; to really explore the way they want their new members to feel and then design activities to meet that end. The common alternative is to pursue the same traditional hazing activities and then retrospectively find a way to justify them as producing some desirable outcome. The activity should be generated from the purpose, not the purpose from the activity.
( 2) Euphemistic labeling – it has been found that people behave more maliciously when their actions are stated in less severe or neutral terms (Diener, Dineen, Endresen, Beaman & Fraser, 1975). Hazers thus use terms like rookie party, team bonding, and welcoming ceremony instead of more accurate descriptions like public humiliation, hazing, harassment or emotional abuse. Don’t allow leaders to speak in generalities when describing the orientation activities they are pursuing. Have them be specific to exactly what is being done and the purpose of each of these things. General descriptions tend to mean one of two things that could open the door for hazing: 1) not well planned so the actual activity will be more of an ad hoc occurrence; and 2) purposefully misleading.
(3) Advantageous comparison occurs when individuals use the contrast principle in which judgments about an activity largely depend on comparisons (Bandura, 1999). Perpetrators of hazing may engage in any number of exonerative social comparisons including comparing the activities that they are perpetrating to the hazing they endured or to more extreme hazing activities conducted by other groups. When an individual feels that what they are doing isn’t as bad as what was done to them or what has happened somewhere else they may be lulled into believing that their activity is not dangerous or humiliating at all. Leaders should be reminded to look at the activities planned for newcomers in isolation, not relative to some other group or other year. Much damage can be done under the guise of not as damaging as before.
(4) Displacement of responsibility involves transferring the responsibility for one’s behaviors onto a higher source of authority (e.g., captain, coach, tradition) thereby reducing the personal moral implications. This particular moral disengagement mechanism is important to consider. Student leaders need to know that they are responsible for any individual activity that they engage in, including being complicit while others engage in wrongdoing. The word tradition comes up frequently as a justification for hazing behaviour. Administrators should be clear with all levels of group leadership that the wrongdoings of previous years are not a defense for wrongdoings in the present year. Furthermore, coaches, residence leaders, orientation committee chairs, and other levels of leadership must be clear on their position about hazing. If lower levels of leadership feel that hazing is tolerated by their immediate supervisors they will be less likely to feel morally responsible for any activity that they engage in. We need to take away the excuses of tradition and supportive higher authority in order to put the moral responsibility for initiation activities squarely on the individuals responsible for carrying out orientation.
(5) Diffusion of responsibility is also an applicable form of moral disengagement in the hazing context as hazing acts are more often carried out in a team setting than by individuals, thereby diffusing personal responsibility. If a single individual were responsible for initiating an incoming group member they would probably be less likely to haze as they would be solely responsible for the actions taken. Diffusion of responsibility is less available to student leaders when they are informed specifically that they are responsible for any actions that they take regardless of the larger group. Furthermore, by having individual returning members champion specific activities they are given more individual responsibility for what occurs. Associating leaders’ names to each aspect of the orientation may make them less likely to advocate, tolerate, or ignore hazing activities as they are personally responsible for what occurs, not just the generalized team or group.
6) Disregard and distortion of consequences occurs as returning group members may ignore or minimize the effect of their actions on the incoming members. In sports settings, athletes are often adept at hiding pain, so the consequences of the hazing act (physical, psychological and emotional) are not as salient as with other groups (Gervais, 2004). If the harm being caused isn’t observed, is reframed or ignored, the potential for moral self-sanctioning is reduced. All new members of a group are under pressure to fit in and appear ready to join the group to which they are being initiated; thus, they are likely to state that everything is fine and that they accept everything they are being asked to do. This may not be reality. It is incumbent upon the returning group members to ensure that no harm will be done while designing the activities rather than having an ad hoc approach where the activity will be stopped at the first sign of harm.
(7) Dehumanization is one of the more widely investigated mechanisms of moral disengagement. In sport, rookies are often made to wear costumes, are referred to as “rooks” or “grunts”; in other groups the term “frosh” or “pledge” is used to dehumanize. It is easier to haze a frosh or a grunt then a “human”. I believe it is essential to “humanize” incoming group members before any initiation or orientation activities begin. The more information that can be gained about a new group member, including a sense of their struggles and concerns, and developing a sense for their vulnerabilities will make it more difficult to commit wrongful behaviour in their direction. Other ways to humanize include minimizing the use of costumes (especially degrading ones), calling individuals by their first names in place of nicknames (especially degrading ones), and increasing the number of close and supportive conversations that occur between returning and incoming group members.
Finally, (8) attribution of blame may also enable moral disengagement. In the hazing context, it is possible that rookies get blamed for the hazing because they are too defiant, too compliant, too emotional, or not emotional enough. To avoid this, all activities should be designed and framed as what you can do FOR the incoming group member, rather than what you are going to or have to do TO them.
Importantly, the preceding suggestions are grounded in moral disengagement theory and empirical findings. Other factors found to be related to hazing perpetration are attitudes toward initiation and previous experiences with hazing. In particular, practitioners should especially consider past hazing experiences of team/group members and explore the culture of hazing that exists within particular teams or groups. Understanding these past experiences can provide insight as to what activities may be carried out and how strongly committed group members are to hazing. The more hazing experiences people have had as a victim is directly related to their increased willingness to perpetrate hazing as a perpetrator; these past learning experiences must not be overlooked.
While the preceding discussion of hazing is somewhat theory laden and written with the administrator in mind I have also provided some more tangible suggestions to help groups determine if their activities are hazing and some suggestions to help prevent hazing.
Is this Hazing or Not?
Below are 8 questions that leaders can ask themselves to determine if the activity they are using is a hazing activity or not. If the answer to any of the questions is YES, than the activity should likely be avoided.
1) Is alcohol involved?
2) Will returning members of the group hesitate to participate or be uncomfortable with participating in the activities being asked of new members?
3) Does the activity risk emotional or physical harm?
4) Do you have any reservation describing the activity to your parents, to a professor, to the first year student’s parents or to an administrator? If not, do so.
5) Would you object to the activity being photographed by the local paper or filmed by a local TV crew?
6) Is there any risk of the first year student being embarrassed, insulted or degraded
7) Is the activity more for your own enjoyment than for the benefit of the first year student?
8) Will you have to coerce the first year student to participate?
Other Suggestions for Preventing Hazing
1) Ask Yourself: “Who is this activity for?”
2) Know that bystanders are the key to stopping hazing that is occurring. Typically if someone is being hazed, both parties (hazee and hazer) are committed to the activity. It is thus incumbent upon those observing the activity to stop it.
3) Challenge group decisions that don’t sound quite right. If you are involved with planning orientation or initiation activities, value doing the right thing over protecting group consensus.
4) Don’t try to tone down old hazing practices – be creative and create new traditions that will produce the group identity that you desire..
About the Author
Ryan Hamilton is an assistant professor of psychology at the University of New Brunswick in Fredericton, NB, Canada and an active sport psychology consultant. Ryan’s PhD thesis examined hazing in Canadian University athletics and his program of research continues in this area. In addition to his sport psychology consulting work, Ryan conducts hazing prevention workshops in the domains of athletics, student orientation, and residential life for universities and high schools.
Dr. Hamilton can be reached at (506) 453-5030, email@example.com, or @hammy_sportpsyc on twitter.
Allan, E.J., & Madden, M. (2008). Hazing in view: College students at risk. Initial findings from the National Study of Student Hazing. Retrieved, July 10, 2008, from http://www.hazingstudy.org/publications/hazing_in_view_web.pdf
Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review. (Special Issue on Evil and Violence), 3, 193-209.
Diener, E., Dineen, J., Endresen, K., Beaman, A. L., & Fraser, S. C. (1975). Effects of altered responsibility, cognitive set, and modeling on physical aggression and deindividuation. Journal of Personality and Social Psychology, 31, 328-337.
Gervais, J. (2004). Cracking the myths of hazing. Paper presented at the meeting of the National Hazing Symposium, West Lafayette, IN.
Hamilton, R., & Scott, D. (2012, November). Using social cognitive theory to predict hazing in athletics. Paper presented at the annual meeting of the Canadian Society for Psychomotor Learning and Sport Psychology, Halifax, NS.
Hamilton, R., Scott, D., O’Sullivan, L.F., & LaChapelle, D.L. (2013). An examination of the rookie hazing experiences of university athletes in Canada. Canadian Journal for Social Research, 3 (1), 35-48
Van Raalte, J.L., Cornelius, A.E., Linder, D.E., & Brewer, B.W. (2007). The relationship between hazing and team cohesion. Journal of Sport Behaviour 30(4), 491-507. | <urn:uuid:581e501b-8042-4a06-bdfe-b47619e00a3e> | CC-MAIN-2018-09 | http://www.sportrisk.com/2014/01/hazing-prevention-strategies/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814700.55/warc/CC-MAIN-20180223115053-20180223135053-00556.warc.gz | en | 0.944965 | 2,966 | 3.078125 | 3 |
What Is Cash Flow Statement?
If you want to know the actual cash position of the company than cash flow statement is used to analyze the real cash the company is actually generating through its operations.
If a company has a cash crunch, it cannot meet its debt obligations, therefore cash flow statement makes things clear before investing your hard earn money.
Whether a company makes a profit or loss, if that company have enough cash it may sustain any downtime occurring due to any reason. Therefore knowing cash flow makes you aware whether a company have a surplus cash in hand to survive bad situations or can get growth and expansion without further debt.
How To Analyze Cash Flow statement Of A Company?
If you want to know how to analyze the cash flow statement of a company given in an annual report, it is important to understand the core activities of a company. That is to say how a company runs its business and where does the money goes and comes from.
There are three types of business activities any company goes through:
- Operational activities (OA): These activities are related to the daily core business operations hence called operational activities. For example, sales, marketing, manufacturing, technology upgrade, resource hiring etc.
- Investing activities (IA): As the name suggests, investing activities deals with investments that the company makes intending to garner benefits at a later stage. For example keeping money in interest-bearing instruments, investing in equity shares, investing in land, property, plant and equipment, intangibles and other non-current assets etc.
- Financing activities (FA): Financials activities is about all financial transactions of the company such as distributing dividends, paying interest to service debt, raising fresh debt, issuing corporate bonds etc.
Each activity that the company undertakes does make an impact on its cash balance.
Standalone Financial statements represent the company’s standalone numbers/ financials and do not include its subsidiaries’ financials.
Whereas, the consolidated numbers include the companies (i.e. Standalone financials) and its subsidiaries financial statements.
Hence you should look through the consolidated financial statements as it represent the company’s financial position better.
For example in above case of TML (Tata Motors Limited), creating an advertisement for its new car or upgrading it to latest technology will have impact on OA, where as investing money in plants, machinery which by the way is an asset will have impact on IA.
Likewise, paying dividends or interest on current debts will have impact on its FA.
Let us understand this using TML consolidated cash flow statement, however for easy and better understanding we will going to take one part at a time, below is the attached snapshot of TML Operation Activities first, take a look:
As you can see TML have generated Rs.29000.51 crores from its operation activity (OA), Also do note, any company with a positive cash flow from operating activities is a sign of financial well being.
Next in cash flow statement is IA i.e. investing activities, investing activities means money going out. Also, remember healthy investing activities shows the investor that the company is serious about its business growth and expansion.
As you can see in the mage above TML have consumed -26,126.25 cr in Investing activities(IA). Bracket sign indicates minus.
Last but not the least is the financial activities(FA).
Rs.9,904.20 have been used in FA by TML, If you notice the bulk of the money went in repayment of short and long term borrowings. Let us summarize the cash flow from all the activities:
Cash Flow of the company = Net cash flow from operating activities + Net Cash flow from investing activities + Net cash flow from financing activities
Cash Flow of the company = 29,000.51 + (-26126.25) +9,904.20
This means the company consumed or have used total cash of Rs.12,778.46 cr for the financial year 2020-21. Take a look at the last part of the cash flow statement for more insights:
As you can see in above image, this is the last part of the cash flow statement, if you pay attention you can observe that Rs.18,467.80 cr this happens to be the closing balance for the previous year (refer to the arrow marks).
Add to this the current year’s cash equivalents Rs.12,778.46 plus minor forex exchange difference of Rs.453.75, this gives you Cash and cash equivalents as at March 31, (closing balance) Rs.31,700.01 cr.
Likewise, the closing balance of 2020-21 will now be the opening balance for the FY 2021 – 22. This literally shows how much cash TML has in its various bank accounts. As it constitutes cash on hand, this is a liquid asset of the company.
As it is a asset for the company , moreover a current asset which can be used anytime, it should be reflecting in the balance sheet statement as well, take a look below:
Hence cash flow statement and the balance sheet interact with each other not only that all the three financial statements, Profit and loss, balance sheet and cash flow statement are connected to each other.
I hope now you have the basic understanding of How To Analyze profit and loss Of A Company In India, But this is not the end, there are other 2 financial statements you should read and understand i.e. Balance sheet and profit and loss statement to gauge the complete knowledge about how company have performed in an financial year.
I do not want to make it a overdoes hence you can click on above link to know more about them in a detailed way.
You can also check Moneycontain Monthly SIP Calculator with inflation to know how much need to invest today to reach your future financial targets.
If you are a beginner in trading and investing, please read this amazing guide on How stock market works in India?
Want to know how much you need to save and invest every month for your retirement goal then do check moneycontain retirement calculator with inflation here.
If, you have liked the content please do share it with your friends or on social media, as sharing do bring the good karma. If you have any questions or feedback you can leave them in comment box below.
Note: Please do not take this as any recommendation, to trade or invest. This is just for reference, to make you understand more about how to analyze the cash flow statement of a company and its importance, under no circumstances intended to be used or considered as financial or investment advice, a recommendation or an offer to sell, or a solicitation of any offer to buy any securities or other form of financial asset.
Please do your own research and make investment. Moneycontain will not be responsible for any of your losses at all. The point made is for educational purpose only and intended to give information. All investments are subject to risks, which should be considered prior to making any investments. | <urn:uuid:50ab1313-b893-48f7-984b-3ea7227cd4e6> | CC-MAIN-2022-49 | https://www.moneycontain.com/how-to-analyze-cash-flow-statement-of-a-company/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710933.89/warc/CC-MAIN-20221203143925-20221203173925-00204.warc.gz | en | 0.938122 | 1,478 | 2.921875 | 3 |
Sending Email Person-to-Person
When sending email person-to-person, these tips are general guidelines that are not necessarily specific to our email service. By following this guide, it will help reduce the possibility of your email ending up in the recipient's spam folder, or worse, being blacklisted or blocked by their email service provider altogether. This will help you know what commonly triggers mail spam filters to flag an email as spam.
The content of your email
- Use a reputable and well-known email client. This will ensure that the email you send will be properly constructed and communicated.
- By providing email in both HTML and rich text formats, properly constructed email headers, and adherence to specifications for sending an email (SMTP) are fundamental to send good mail.
- Avoid the use of iframes in any email messages.
- Ensure email designers keep the layout of the message as simple as possible. Avoid complex formatting with email templates.
- Do not use links that contain IP addresses. Detecting an IP address in the content of an email is a big red flag for spam filters.
- Use a personalized greeting to address your email. Generic salutations in the email subject line make your content more likely to appear as unsolicited mail to spam filters.
- If you link to other websites in your message content, ensure that they are reputable sites.
- Be careful about using URL shorteners in your message content. Shortened links are often used by spammers to mask the destination of the link; spam filters often flag messages with shortened links as spam, even through social media sites. If you wish to shorten links, consider setting up your own custom URL shortener.
- Avoid using symbols for letters in words; spellings like “Unusu@l”, “dollar$”, and “g00gle” in your emails. These are often classified as spam by spam filters.
- Do not overtly reference topics that are highly recognized as spam such as Rolex watches, Canadian medications, prescription drugs, or financial institutions.
To reduce the chance of your email being flagged as spam. Avoid the following:
- Punctuation, especially exclamations and question marks.
- Using only capital letters.
- Words such as “urgent”, “free”, “guaranteed.”
- Text with spaces between every letter, such as “T h i s”
It is becoming preferable to avoid attaching files to your emails. There are now many sites that offer shareable links to your files that you can provide in your email (Dropbox, Microsoft OneDrive, Google Docs, ownCloud, Nextcloud etc.). Since attachments are a common way of distributing viruses, filters are becoming more strict on attachments. Zip file attachments are a common example of this. If you do send attachments, be sure they are named correctly and the spelling is correct. Also, choose a name that is simple and specific to the nature of the attachment.
If you need to send email to a larger number of recipients that exceeds our sending limits, which falls within our sending limits, then here are some recommendations to ensure delivery both on our system and at other providers:
- Follow all the person-to-person best practices for sending to many recipients.
- Ensure all recipients are active endpoints.
- Our email-hosted environment is intended for person-to-person communications.
- Ideally, these recipients are people you already correspond with through email individually.
- If using your own domain name for email, ensure you have set up the domain correctly with all DNS-based sender authentication records (SPF/DKIM/DMARC):
- The more email you send, the more important it is that receivers can authenticate your email is from an authorized source.
- Avoid 'blasting' emails to many people with scripts and tools like mail merge.
Our hosted email platform does not offer bulk email services. We recommend using our GroupList service to send out your messages to the masses. This will ensure your emails are sent out safely and conform to industry best practices for delivering high-volume email. These services include features like email list hygiene, recipient opt-in and unsubscribe management, and content verification to ensure your message does not match typical spammy patterns.
Below is some helpful information for managing your bulk email needs.
We do not offer bulk email services or sending of marketing emails. We recommend you follow email marketing best practices and use a reputable bulk email service to send out your email content (Constant Contact, Mailjet, GroupList, CleverReach, etc). This will ensure your emails are sent out safely and you do not end up getting blocked. Reputable mailing companies provide software and services to ensure your bulk email is delivered in a manner that mail providers will accept as good mail.
- If you are sending emails to a large number of recipients using our email, please be sure to respect our mail requirements.
- Follow all the person-to-person best practices for creating the content for your message.
If you are sending messages to an email list, ensure you follow the below guidelines:
- Ensure your recipient lists are current and accurate.
- Do not use lists that have been purchased.
- Do not add emails from paste lists.
Sending emails to large numbers of invalid recipients is a clear indicator of spam. Email providers and Internet Service Providers often use common invalid addresses as spam traps that do not even open your emails. Sending an email to these spam traps can result in your domain or email address being blacklisted.
- Ensure that you’re only sending mail to users who specifically requested it.
- Use confirmed opt-in practices when collecting email addresses for mailing lists to reduce the chances of your messages being considered unsolicited. Consider settings up a double opt-in mechanism to ensure all email addresses are active.
- Unsolicited email is more likely to be marked as spam by recipients, leading to you being flagged as a spammer by email spam filters.
- Make sure that if you send email newsletters or communications to your customers, always provide them with a means to remove themselves from your mailing list with unsubscribe links. Maintain a safe and reputable business website. It should include easy access to any privacy policies and contact information for your business.
Be sure that other companies you allow to include references to your business are reputable. If they send out spam and your company information is referenced in those emails, your domain could be flagged as being related to spam. Conversely, be careful which domains/companies you reference in your emails. If those companies are already flagged for spamming activities, your email could be marked as spam or blocklisted for referencing those domains/companies.
To ensure you are sending good email, authenticate with Domain Keys Identified Mail (DKIM) – This will provide you with a consistent reputation across your domain, regardless of what IPs you send mail from. Read more at what is DKIM and how to enable DKIM on your domain. Publish an SPF record – This will tell us which hosts can send messages from your domain. More information is available at http://www.openspf.org/. Publish a DMARC record – Messages spoofing your domain will appear unauthenticated and therefore be rejected, depending upon your policy disposition. You can learn more about how to enable DMARC on your domain. | <urn:uuid:ea591c17-68c1-4b83-8f8a-b8429db9f51d> | CC-MAIN-2024-10 | https://www.thexyz.com/account/knowledgebase/112/Najlepsze-praktyki-dotycz%C4%85ce-wysy%C5%82ania-wiadomo%C5%9Bci-e-mail.html?language=ukranian | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473347.0/warc/CC-MAIN-20240220211055-20240221001055-00034.warc.gz | en | 0.915915 | 1,538 | 2.53125 | 3 |
The oddly unique leaf structure of this plant caught my eye as I scanned the half-priced orphans in a corner of the big box store. Not only were the leaves variegated, there were tiny whorls along the edges of the leaves. This strange formation was enough to tip the scales in favor of making a purchase.
A quick internet search revealed that this plant is called Mother of Thousands. The tiny whorls I saw were plantlets, which will root and grow when they drop off the plant. Kalanchoe daigremontianai is its botanical name. Other aliases are Mexican Hat plant and Alligator plant. Some people who find it invasive call it Mother of Millions. It has been a problem in both Florida and Australia, where it spreads so much that it crowds out native plants and other desirable plants.
Kept in a container, Mother of Thousands is manageable. It makes a good houseplant if placed near a sunny window. It should be grown in a fast draining potting mix in a container with a drain hole. Like other succulents, it does not like soggy roots.
Mother of Thousands can grow to be three feet tall. Its leaves can be up to six inches long. Outdoors, this plant sometimes blooms in late winter. The plant produces clusters of drooping flowers which can be coral, pink or orange. Blooming is unpredictable and related to temperature. The plant usually dies after blooming, so new plants should be started if it looks like your original plant is ready to bloom. Indoors, it rarely blooms.
It is frost sensitive, so it will not survive snowy winters outside. However, since the plant is so easy to propagate, you can start new plants indoors in the fall and then replace any plants that freeze. Mother of Thousands can be started from the plantlets on the leaf margins, from leaf cuttings or stem cuttings. Care should be taken when handling the plant since it is poisonous when ingested. | <urn:uuid:6edd9801-2d99-499a-a61c-d39a7da82007> | CC-MAIN-2017-09 | http://www.bellaonline.com/ArticlesP/art36417.asp | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501170864.16/warc/CC-MAIN-20170219104610-00507-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.952025 | 406 | 2.78125 | 3 |
Researchers are now claiming to change the brain’s wiring to regulate emotional reactions with a simple computer-training task.
Dr. Noga Cohen from the Ben-Gurion University said that these findings are the first to demonstrate that non-emotional training that improves the ability to ignore irrelevant information can result in reduced brain reactions to emotional events and alter brain connections.
Cohen added that these changes were accompanied by strengthened neural connections between brain’s regions involved in inhibiting emotional reactions.
The researchers hope to examine the impact of this non-emotional training on individuals, who are depressed or anxious. It may also be helpful for those at high risk of developing high blood pressure reactions to emotional information.
They added that such future directions carry important potential clinical implications for a large percentage of the population and this cognitive training can be easily employed with different populations, such as children, elderly adults, and individuals with neurological or psychiatric disorders.
After the study, the researchers found that the participants who completed more intense version of the training showed reduced activation in their amygdala – a brain region involved in negative emotions, including sadness and anxiety.
A previous study led by these authors has already shown that similar training can reduce the tendency to be submersed in a repetitive-thinking cycle about a negative life event.
The study is published in the Journal NeuroImage. | <urn:uuid:b8fa2c58-59c6-4092-b85f-60d3309469d2> | CC-MAIN-2017-47 | http://www.financialexpress.com/lifestyle/you-can-train-your-brain-to-regulate-negative-emotions/188944/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934805541.30/warc/CC-MAIN-20171119095916-20171119115916-00506.warc.gz | en | 0.946123 | 275 | 3.3125 | 3 |
Read Write Inc. Literacy and Language is a complete literacy programme for fluent readers - all children in Years 2 to Year 6 read, write and discuss texts with maturity. The programme is totally aligned to the new National Curriculum in a fun and meaningful way. View curriculum matching grids.
Literacy and Language:
Literacy and Language children write confidently and enthusiastically because they have something to say. And they love reading at home – the biggest indicator of success.
Teachers report that the impact of Literacy and Language on childrens' learning is huge. Watch Literacy and Language in action. | <urn:uuid:c7dba9a8-8785-49db-b174-86d63ab9d73c> | CC-MAIN-2015-11 | http://www.ruthmiskin.com/en/read-write-inc-programmes/literacy-and-language/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463318.72/warc/CC-MAIN-20150226074103-00231-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.917645 | 122 | 3.15625 | 3 |
Dirty Air Endangers Homeless People: Study
THURSDAY, Nov. 19, 2020 (HealthDay News) -- Air pollution poses a threat to homeless people's mental and physical health, researchers say.
They asked 138 homeless people in Salt Lake City about when and how they knew the air was polluted and how air pollution makes them feel. They also examined their health records.
More than half the people said they'd had physical reactions to air pollution (such as headaches and difficulty breathing); more than a third reported emotional stress associated with air pollution; and 89% reported seeking medical treatment for their symptoms.
The University of Utah researchers also assessed whether the length of time that people were homeless or living in a shelter affected their experiences with air pollution. They were surprised to find no significant differences in heart and lung health between sheltered and unsheltered people, or between those with chronic (more than a year) or non-chronic homelessness.
"These results indicate that sheltered and unsheltered, short-term and long-term homeless populations experience negative health outcomes that are associated with air pollution," said researcher Angelina DeMarco, a doctoral student in anthropology.
The mental health impacts of air pollution exposure warrant further study, she added in a university news release.
Homeless people, particularly those who sleep outdoors at night, are the most vulnerable and have the greatest exposure to environmental hazards, according to Daniel Mendoza, a research assistant professor in the Department of Atmospheric Sciences.
"Many individuals sleep near a road or under a bridge, which leads to exposure to high levels of traffic-related emissions. Further compounding the issue is the fact that during sleep, many people breathe through their mouth and breathe more deeply," he said in the release.
The findings were recently published in the International Journal of Environmental Research and Public Health.
For more on air pollution and health, see the World Health Organization.
SOURCE: University of Utah, news release, Nov. 13, 2020 | <urn:uuid:7e926f56-c79d-4466-8a44-6a972e5f3b26> | CC-MAIN-2023-40 | https://healthlibrary.uwmedicine.org/RelatedItems/6,1648938858 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506480.7/warc/CC-MAIN-20230923094750-20230923124750-00540.warc.gz | en | 0.967409 | 407 | 3.09375 | 3 |
Oral care is important to help maintain the patients overall health. Often, examination of the oral cavity is difficult because of patient resistance, movement, difficulty in visualization and the small size of the oral structures. General anesthesia is required for a complete dental examination. Laboratory workup and evaluation are done prior to anesthesia. Oral disease may lead to problems in other areas of the body, such as the heart, liver and kidneys.
Our goal in dental prophylaxis, or teeth cleaning, is to reduce or eliminate the major preventable cause of tooth loss and gingivitis or periodontal disease. A dental includes scaling, polishing, irrigating and drying of the oral cavity. Teeth that are decayed, loosened, exfoliated, or fractured will be extracted.
If prevention is to be effective, the cleansing of the tooth surface must be done frequently. We recommend a soft-bristle tooth brush. When brushing your pets teeth, you should not use toothpaste designed for humans. Human toothpaste has higher amounts of detergent and fluoride that may be toxic and cause gastrointestinal (GI) upset. Hills (Science Diet) has formulated a prescription diet T/D that acts as an edible toothbrush. T/D has been clinically proven to reduce gingivitis. We recommend feeding 2-3 pieces daily. OraVet is a once-a-week home application that creates an invisible barrier proven to significantly reduce plague and calculus (tartar) formation. For further information please feel free to contact our office. | <urn:uuid:c35b99df-fbd6-4f37-85c1-bb0c9d5770c5> | CC-MAIN-2021-31 | https://kernroadvet.com/client-education-center/pet-care/feline-care/general-feline-information/feline-dentistry/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153392.43/warc/CC-MAIN-20210727135323-20210727165323-00699.warc.gz | en | 0.925738 | 315 | 3.15625 | 3 |
In my discovery of Christmas traditions, I came across one which is more European than some of the others and hasn't really taken hold in the U.S., but it had some deep meaning which I think was pretty neat. It is something called the "Christingle" - something originating in the Moravian church in Germany around the mid-1700's. It seems the minister of the local church wanted to give the children something of an object lesson so he took small candles and tied red ribbon around those candles. As the children would light those candles during the Christmas Eve service, he planned to use those to teach the lesson of Christ being the light of the world and that his light could illuminate their hearts if they would let him in.
As with many customs or traditions of the Christmas season, this one kind of took on a different appearance over the course of time. Today's celebration of the Christmas Eve service in some European countries and other churches who use this symbolism to represent the introduction of the Light of the World into their services has evolved into what is a candle placed into an orange, the red ribbon tied around the circumference of the orange, with four sticks pointing (one in each direction), with fruit and nuts on the ends of those small sticks (toothpicks). Each of the parts represents something quite lovely, so this is why I wanted to share this tradition with you. If you don't use this in your church family celebrations, you may just want to incorporate it into your family celebrations as you consider the story of Christmas.
- The orange: Round as it is, it represents the world. The use of the orange is to call attention to the fact Jesus came into this world - not afraid to take on human form in order to accomplish the task which no other could accomplish - our complete redemption from sin. I think it is important to start with the orange in our explanation because Jesus came INTO the world - he didn't take us out of this world - he met us right where we were (are).
- The candle: A small hole is made into the top of the orange and the candle is inserted into that hole. The symbolism speaks for itself - Christ came INTO the world. He brought his light into a very dark place - not fazed by the "acidity" of this sinful world. I know this may not be the original meaning of the orange, but when I think of the orange and its peel, I am struck by the sheer acid content of both. Our sinfulness really creates an "acidic" environment for Christ to dwell, but he is not afraid to bring his uprightness, purity, and light into the midst of our "acidic sin".
- The red ribbon: It encircles the orange, giving the symbolism of Christ's blood shed for all the sins of ALL of humanity. As scripture declares, "God so loved the WORLD that he gave his one and only Son..." It stands to reason that a love like this would encompass the entirety of humanity!
- The small sticks: Four toothpicks or skewers are inserted into the orange, one pointing in each direction of the four corners of the world. The represented the magnitude of God's love and his reaching grace - not content to remain within the walls of one church, but taken to all the world for all who would receive it. Grace has a way of reaching beyond walls - beyond the walls of our churches and homes, but also beyond the walls of hurts, regrets, fears, mistrust, and the like. One challenge our pastor gave us this holiday season was to find someone of another faith and share the grace of God with them - not in a preachy kind of way, but in the actions of love and grace. This is how God works - not in the preachy kind of way, but in the actions of grace!
- The fruits and nuts: They represent the fruits of this earth, nurtured by the sunshine. I think they could also represent the fruits of grace - nurtured by the "son-shine" which is represented by the small candle in the midst of the orange. Whatever your take on this one, you can see fruitfulness is at the root of this addition.
It may seem like a little tradition, but it has rich meaning. We tell the stories of Rudolph, Frosty the Snowman, and now The Elf on the Shelf. What might we begin if we were to take some time this Christmas Eve to make our own small Christingle and share the story of God's love coming into this world, his grace reaching out into all walks of life? It could revolutionize how it is we set the stage for the sharing of our gifts and the celebration of our family time! Just sayin! | <urn:uuid:46e1d84f-5620-4c36-a401-6ffceec9b5a4> | CC-MAIN-2018-34 | http://www.plumbheart.com/2014/12/the-christingle.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221213405.46/warc/CC-MAIN-20180818060150-20180818080150-00339.warc.gz | en | 0.976238 | 966 | 2.671875 | 3 |
chokecherries, drying process, native american food tradition
Fresh chokecherries have a bitter and astringent taste; when dried the taste becomes sweeter. Native Americans preserved chokecherries for use in traditional foods such as pemmican (also known as wasna) and wojapi (chokecherry pudding). Pemmican is ground dried meat mixed with tallow and dried, crushed chokecherries. The mixture is shaped into small patties or squares and allowed to harden. Tribes used pemmican during a move to new hunting grounds; it was light weight, easy to carry, and a good source of protein for energy.
Saboe, Lorna and Tiomanipi, Gabrielle, "Drying Chokecherries" (2007). SDSU Extension Extra Archives. 486. | <urn:uuid:630f8cac-93ec-4889-9fbd-d8b2cfd755fb> | CC-MAIN-2017-39 | http://openprairie.sdstate.edu/extension_extra/486/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687484.46/warc/CC-MAIN-20170920213425-20170920233425-00488.warc.gz | en | 0.844704 | 177 | 3.5625 | 4 |
Saving the environment is not the single duty of governments, but individuals worldwide too.
Doing her bit to preserving and providing towards earth, 49-year-old Chikapalli Anasuyamma, a native of Pastapur village in Telangana’s Sangareddy district, has planted more than 2 million trees on dry, available or abandoned lands and has helped establish up to two dozen forests across 22 villages in the region.
Anasuyamma is a part of Deccan Development Society (DDS), She formed all-women associations in Pastapur and turned wastelands nearby villages into forests.
The United Nations recognized her work in preserving the environment and was granted the UNESCO award in New York in September this year.
Anasuyamma was in her mid-20s when her husband left her and making a living was not an alternative because she was nevermore sent to school. She ultimately took up some works to look after her son.
Before long, she was placed in contact with DDS through a neighbor and in the end, understood that she needs to progress in the direction of the environment. During the daytime, she worked and went to DDS sessions in the evening.
Afterward, afforestation turned into her life purpose.
She has covered 1200 acres of land and holds that the completion rate of the durability of plants is 80 percent.
The victory of the plantation mission is the residence of birds and animals.
Anasuyamma is now a superior executive at DDS where she teaches women beyond villages to develop nurseries.
She wishes to achieve her objective of afforestation in this lifetime. After all, if the environment gives us so much including the food we humans and animals eat, the smallest of effort we can do is to preserve our environment for us as well for the coming generation.
Also Read: Look at this amazing Future Air Taxi | <urn:uuid:82ccdd4f-328a-4501-b0ae-f59ca5f3cc48> | CC-MAIN-2020-29 | https://yourmoneywise.in/read-about-49-year-old-woman-who-planted-more-than-2-million-trees-in-22-villages-won-unesco-award/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657172545.84/warc/CC-MAIN-20200716153247-20200716183247-00441.warc.gz | en | 0.977822 | 395 | 2.53125 | 3 |
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