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When working with electrical cables, the markings on a cable sheath includes a set of two numbers separated by either ”-” or “/”, such as 12-2, 12/2, 14-2, 14/2, or any like combinations, the number on the left of the punctuation specifies the AWG gauge of the conductors inside the cable while the one on the right indicates how many conductors are inside the cable, but excluding the ground wire. Figures 1a, 1b, and 1c show those markings for three different types of cables.
The AWG wire sizing—The wire size or AWG gauge number has nothing to do with the amount of voltage applied through it but does specify the maximum amps or current that can be submitted to it without heating up, but there is another marking on the cable’s sheathing, however, that specifies the maximum voltage at which the cable is safe to operate—usually 300V or 600V. So if you’re wiring a line of 120 volts outlets requiring 20 amps distribution—around the kitchen counter, for instance where many appliances can run at the same time during peak periods—you’ll need 12/2 cables and 20 amps rated outlets—all outlets are not created equal. The 12 AWG wires will withstand that amount of current being of a larger diameter, where the 14 AWG wire being smaller will heat up over 15 amps and cause the wire or a 15 amp outlet to melt or catch fire.
Amps rating by wire size—Note that the AWG number decreases, the wire diameter increases.
14 AWG gauge wires can handle a load of no more than 15 amps.
12 AWG gauge wires can handle up to 20 amps at 120 volts if one wire is white for the neutral return line. If neither of the two wires is white, being black. red, blue, or another color, each should carry one side of the 240 volts line. So even with only two wires, beware if you come across a circuit with a feed that doesn’t have a white neutral present.
10 AWG gauge wires are for loads up to 30 amps, usually at 240 volts. Where the appliances they feed have internal circuitry running on 120 volts—light bulbs or controls—10/3 cables with one wire white should be used, but if 120 volts isn’t required, a 10/2 cable would be ideal and cheaper.
8 AWG gauge wires can handle up to 45 amps. Whether it’s going to be 8/2 or 8/3 here again goes by the same recommendations as above.
A 6 AWG gauge wire capable of handling 60 amps is better suited for feeding a sub-panel, a range, a double oven, depending on the amperage rating listed on the appliance. For any of these situations, it should be a 6/3 cable to also supply the 120 volts.
The number of conductors—As indicated in figures 1a, b, & c, there is always the number on the right of the AWG wire size that indicates how many conductors are inside a cable. That number of conductors does not include the ground wire which is an extra wire with the only purpose of providing a common ground reference to the house’s electrical.
Most of the wiring needed for a house is Romex 14/2 and 12/2 for the 120 volts circuits. For the 240 volts loads, however, it depends on the load’s circuitry if it requires a 12/2, 10/2, 8/2, or a 12/3, 10/3, or 8/3 cable.
A 14/3 and 12/3 cables have a black, a white, and another colored wire (red, blue, or other colors) for a more specialized use when hard wiring smoke and CO detectors, with that extra wire feeding the signal from a tripped alarm to all the other alarms around the house.
Another use of a 14/3 cable is to wire a three-way switch where two different switches can activate the same light fixture in a room. The third wire, called “traveler”, is used to ensure that there is always voltage at one or the other switch to power the light fixture.
“G”, “w/G”, or “with Ground” markings—on the cable’s sheathing mentions the ground wire but is not always used.
Absence of a white neutral wire—There is sometimes indications on jacket’s markings that limit which voltage a cable should carry. Looking at Figure 2 for instance, following the marking “2” is another marking indicating “RED-BLACK” which is the color of its two wires respectively. Knowing that a neutral “white” wire is required for the return path when wiring a circuit on 120 volts, such cables must only be used for 240 volts since colored wires are always for hot power lines.
“NM” or “Romex” markings—The type of cable to use around the homes is normally the NM (meaning non-metallic) and also called and marked as Romex. Figures 1a and 1b are both NM or Romex cables (Figure 3).
”NMD” or “NMD90” markings—The addition of the letter “D” to the NM marking refers to the use of that cable in dry locations only and furthermore, the number “90” refers to its heat rating at 90° C.
“CU” or “AL” markings—are also fully spelled out sometimes as COPPER or ALUMINUM refers to the material the wires are made with (Figure 4).
“U”, “UF” and “UF-Sunlight Resistant” markings—Sometimes when a feed from the house’s electrical panel is wired to an exterior load such as an exterior post lamp, a pump, outside outlets, or an adjoining structure, a UF cable (underground feeder shown in Figure 1c) is used if it’s to be submitted to humidity or water, and for that very reason should always be hooked up through a GFCI circuit breaker. The UF markings sometimes include “Sunlight Resistant”.
A ”B” or ”-B” marking—can be included after the NM and the UF cable markings instead of “D” to indicate a higher heat rating of 194° Fahrenheit.
Date or year marking—also complement the sheathing to give the date of its production.
So in the end, it’s just a matter of understanding what the coding says.
12-2 Wire vs 12-3 Wire FAQ
What is 12 3 electrical wire used for?
Also marked as 12/3 and 12-3 wire or cable, 12 3 electrical wire is used with circuits that carry more energy than the standard 20 amps. This type of wire is used for heavy-draw appliances, like the central air conditioning system.
Why use 3 wire instead of 2 wire?
A 2 wire circuit is used for basic lights and appliances, electrical devices that do not require a lot of power. Devices that do need a lot more power use 3 wire circuits.
Can you wire a 3 way switch with using 12 2 wire?
A 3 way switch is designed to be used with three wires, which is why it's called a 3 way switch. Using 12 2 wire means using only two wires, so the switch is not receiving the correct amount of power flow.
It is technically possible to make a conversion between a 3 way switch and a 12 2 wire, but you will need an over-current device and this is a tricky wiring job that can become an extreme hazard if you are not a professional electrician.
It's always a good idea to use the right wire with the device that's made to use it. To do otherwise creates a fire hazard.
Can I use 12 2 wire for outlets?
It is fine to use 12 2 wire to power standard electrical outlets but this wire can only be used with a 20 amp breaker, so it's important to consider how many outlets are using the wire and what sort of devices will be plugged into the outlets.
Can you wire a house with 12 2 wire?
Unless you have devices that require more than 20 amps of power, it is possible to wire an entire house with 12 2 wire and keep everything powered and functioning. | <urn:uuid:0fc5e882-ce0d-4766-aebd-c84d6812e92a> | CC-MAIN-2023-40 | https://www.doityourself.com/stry/12-2-wire-vs-12-3-wire | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510781.66/warc/CC-MAIN-20231001041719-20231001071719-00039.warc.gz | en | 0.905128 | 1,774 | 3.25 | 3 |
From an Ordinary Person to a Prince
A Brief Story of Charles Brandon
From An Ordinary Person To A Prince
This is a short story for a young audience about a man who was once an ordinary person just like you, and me who against the king’s wishes became a prince. The story is about a man named Charles Brandon who was in no way royalty, but his best friend King Henry VIII named him the 1st Duke of Suffolk then behind the kings back, he married King VIII sister Mary Tudor who was the Queen of France before they married (English History, 2015).
Childhood of Charles Brandon
Charles Brandon was born in either 1483 or 1484, a specific date is not known, and his mother died giving birth to Charles. His father was William Brandon who was a standard bearer for Henry Tudor, and he was killed in 1485 at Bosworth Field by Richard III. Therefore Charles Brandon never had the privilege of knowing either one of his parents. Charles Brandon became an orphan in 1491, after the death of his grandfather after which the orphan Charles Brandon went to Royal Court. Charles Brandon did not inherit great wealth or a prominent last name, but instead he befriended a young King Henry VIII which lasted for over 40 years without losing his head. So here was the beginning of the orphan Charles Brandon on his path to royalty (English History, 2015).
The Young Competitor
Like his good friend King Henry VIII, Charles Brandon was very athletic in his youth, and he enjoyed many of the activities of King Henry VIII such as hunting and jousting. It is rumored that him and King Henry VIII even liked showing off in front of the others who with them by trying foolish stunts such as jumping horses across wide ditches among other things. King Henry VIII and Chares Brandon both believed that they were invincible when they were both in their youth and prime of their lives. Which it may be very possible that in the latter years of their lives they discussed on how they lost their youth, and had to face that reality with aches and pains (English History, 2015).
Charles Brandon’s First Betrothal
In 1505, Charles Brandon was engaged to Anne Browne, who was a woman from a very prominent family. Anne Brown’s father was Anthony Browne who was the Governor of Calais, and her mother was Lucy Neville who was the niece of the Kingmaker. The Kingmaker was a powerful man in England during the reign of Edward the IV, but that is a totally different story so I will speak no more of the Kingmaker here. They were betrothed per verba de praesenti, which was binding under cannon law. However, many people refused to accept this betrothal due to the fact that Charles Brandon and Anne Browne were thought to have no respect for church law, and they slept together with proof of this unlawful act they had a daughter in 1506 and Charles Brandon did not marry her. He did shortly after this marry Anne Browne’s aunt Margaret Neville Mortimer who was a very wealth widow, and this marriage was never taken seriously. However, due to the furious outrage from the family of Anne Browne, the marriage between Charles Brandon and Margaret Neville Mortimer was annulled due to the previous contract between Charles Brandon and Anne Browne. Anne Browne died in 1512, which was two years after Charles Brandon and Anne Browne had their second daughter in 1510 (English History, 2015).
Duke of Suffolk
In 1514, Charles Brandon received his first title in England Duke of Suffolk, and this was a great title due to the fact that Charles Brandon was one of only three people who were named a Duke in England. The title Duke of Suffolk once belong to Yorkist de Poles, and when Charles Brandon was named Duke of Suffolk he even received most of the estates that was confiscated by the King of England. The other two men who were Dukes along with Charles Brandon was Thomas Howard Duke of Norfolk who was only reinstated a year earlier from when Charles Brandon was named Duke of Suffolk, and Edward Stafford Duke of Buckingham who was a descendant of Edward III. Everyone could not understand why King Henry VIII would make Charles Brandon the Duke of Suffolk other than their good friendship which made many people disgusted with the actions of King Henry VIII by promoting people who had no royal lineage. During a time in Europe Charles Brandon and Cardinal Wolsey ran England with permission from King Henry VIII (English History, 2015).
Charles Brandon and Mary Tudor
Born March 18, 1495, Mary Tudor was the youngest child of King Henry VII, and the baby sister of King Henry VIII. She grew up knowing Charles Brandon from childhood since he was always a good friend of King Henry VIII, and Mary Tudor developed a crush on Charles Brandon ever since they were children. However, it seemed that it would be impossible for anything to become of the two young lovers since Mary Tudor was of royal lineage and Charles Brandon was not. Mary Tudor was expected to marry Charles of Castile, but the time on this marriage come to pass with only excuses to King Henry VIII of why the marriage had not taken place. However, King Henry VIII needed to have his sister wed, and no ordinary suitor was suitable for King Henry VIII’s little sister. King Henry VIII decided to allow King Louis XII of France to marry his sister Mary Tudor, and this was very displeasing to Mary Tudor. King Louis XII of France was a man in his fifties and suffered from gout, and a very displeasing face, and Mary Tudor was a young beautiful princess in her early 20s. Mary Tudor against her own wishes knew that it was her duty to do as King Henry VIII, her brother, commanded and marry the French King. However, since Mary Tudor agreed to do this she made her brother King Henry VIII to promise her if she married King Louis XIII that after he dies she was free to marry whomever she chooses, and it would be for love. King Henry VIII made the promise to his sister, which would later come back to haunt him (English History, 2015).
The marriage between Mary Tudor and King Louis XII of France only lasted 82 days when he passed away very quickly. This however was no surprise to the people due to the fact that King Louis XII became more active than he had been after he married Mary Tudor. After Mary Tudor’s time of mourning, and to ensure that no child was to be born out of the marriage with the help of King Francois I of France Mary Tudor married the one man she truly love Charles Brandon in France without the knowledge or approval of King Henry VIII. When King Henry VIII found out about the marriage he was very upset to the point he was considering to have Charles Brandon executed for doing such an act. King Henry felt that his best friend, and one that he had rose up in rank in England had committed the ultimate betrayal to him. King Henry VIII claimed that Charles Brandon had no right to marry his sister a princess, and Charles Brandon not of noble birth. Mary Tudor tried to make her brother King Henry VIII remember his promise to her which made him even more upset. However, King Henry VIII forgave Mary and his good friend Charles Brandon after Charles Brandon came and begged King Henry VIII for his forgiveness. Mary Tudor and Charles Brandon remained married up until her death on June 26 1533 in her home while her husband Charles Brandon was away. The sad thing about the death of Mary Tudor was considered to be of no importance since most people were concerned about the birth of the child of the current Queen of England Anne Boleyn (English History, 2015).
Charles Brandon and Queen Katherine of Aragon
Charles Brandon growing up in the Royal Court with King Henry VIII he was very familiar with the King’s first wife Queen Katherine of Aragon. Queen Katherine had always loved King Henry VIII, and she wanted more than anything to bear him a son, and an heir to the English throne. However, the only child that King Henry VIII and Katherine of Aragon was the Princess Mary Tudor, who would later become Queen of England and would receive the name Bloody Mary, but that is a totally different story. While Charles Brandon was married to Mary Tudor the sister of King Henry VIII, they both knew how much Queen Katherine of Aragon wanted to produce a son, and how much the Queen secretly prayed for a son. However, a son she would never produce for King Henry VIII. Therefore, King Henry VIII was getting impatient with the Queen, and at this time having no son in a royal family was as bad as not having any children at all. Because of this King Henry VIII decided to try to get an annulment with Queen Katherine of Aragon which ultimately was the reason that England separated from the Catholic Church, but again that is another story. It was Charles Brandon who told Queen Kathrine that she must move and leave the Royal Court for good, and at that time she would never again see King Henry VIII or her daughter Mary ever again. Some say that this bothered Charles Brandon in that he was the one who had to bring this information to Queen Katherine of Aragon since she was loved by many throughout England (English History, 2015).
Death of Charles Brandon
Not much is known of Charles Brandon after he was present at the scaffold when Queen Anne Boleyn was being beheaded. However, he remained a good friend to King Henry VIII, and during his final days he had asked King Henry VIII that he could have a quite funeral. However, King Henry VIII would not allow that, and Charles Brandon had an extraordinary funeral at St. George’s Chapel in Windsor that was paid in full by King Henry VIII. King Henry VII had just lost one of his dearest friends that he had ever had, and through many trials it was indeed a true friendship that led the orphan Charles Brandon all the way to a Prince of England (English History, 2015).
English History (2015). Charles Brandon, duke of Suffolk and Princess Mary Tudor. Retrieved from: www.englishhistory.net/tudor/relative/Charles-brandon | <urn:uuid:443f8ff5-bb22-475d-a9a3-5746abca20b5> | CC-MAIN-2018-43 | https://hubpages.com/education/From-an-Ordinary-Person-to-a-Prince | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512014.61/warc/CC-MAIN-20181018194005-20181018215505-00073.warc.gz | en | 0.989442 | 2,076 | 2.921875 | 3 |
Anil, M K and Kakati, V S and Ganga, U and Zacharia, Sherly (1999) Larval rearing of seahorse Hippocampus kuda under laboratory conditions. Marine Fisheries Information Service, Technical and Extension Series, 162 . pp. 23-25.
Seahorse belongs to a single genus Hippocampus of the family Syngnathidae. This family also includes pipefishes and pipehorses. There are about 30-40 species of seahorses under the genus Hippocampus. They constitute a fascinating group of fishes with their unusual body shape apart from their peculiar mode of reproduction with the males incubating the fertilised eggs in a brood pouch on the abdomen. They are tropical and sub tropical in distribution and are exploited around the world for use in medicines, as ornamental fishes, curios and to a very limited extent as food. Most of them are marine, inhabiting coral reefs and sea grass beds though some occur in coastal mangroves.
|Uncontrolled Keywords:||Larval rearing; Hippocampus kuda; laboratory conditions|
|Subjects:||Fish and Fisheries|
|Deposited By:||INVALID USER|
|Deposited On:||18 Sep 2010 12:23|
|Last Modified:||18 Sep 2010 12:23|
Repository Staff Only: item control page | <urn:uuid:8dd3684a-319b-4f98-a706-675fddcf009c> | CC-MAIN-2014-42 | http://eprints.cmfri.org.in/3209/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414637899701.11/warc/CC-MAIN-20141030025819-00208-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.854307 | 289 | 2.640625 | 3 |
COURSES IN HEALTHY LIVING AND SELF-HEALING
Whether you are a beginner or have already started to live according to natural health principles, in this course you may be able to acquire knowledge that you can use for the benefit of your health for the rest of your life.
The course is based on the philosophy of Nature Cure. Nature Cure is the teachings about the life process and the basic conditions that are necessary for a life in health and how to regain health in a natural way, without the use of medicines. Nature Cure teaches that the body is self-healing, self-regenerating and that health is the normal, natural state of the body and mind.
The state of health is a result of lifestyle, the environment we live in, mental and social conditions and heredity.
The aim of the course is to give you knowledge to enable you to live a life in good health without the use of medicines.
The course will deal with the most important subjects concerning health such as the basic conditions for health, the causes of disease, natural raw foods and a balanced natural diet, exercise, etc. It may also include yoga, spinal exercise and wild food walks. Knowledge of Nature Cure is a powerful tool for those who wish to maintain or regain health or help others to health.
Nature Cure is based on the teachings of Vincent Priessnitz, founder of Nature Cure and Dr John Tilden, professor Edmond B. Szekely and legendary Australian Nature Cure practitioner Kenneth S. Jaffrey and others.
A course depending on length may include the following subjects:
- The philosophy, history and practical applications of Nature Cure
- Causes of disease and causes of health
- Mental health and positive thinking
- Nerve energy and circulation
- Tooth and jaw bone problems and their connection with disease and how to avoid them
- Natural foods, the acid-alkaline balance, how to balance the diet for maximum nutritional benefit
- Edible wild foods, theory and wild food walk
- Hydrotherapy (water treatments)
- Fever – Nature’s own healing process, the Healing Cycle
- Principles for treating acute and chronic disease
- The “secret” of Healing
- Rhythmic cycles of health
- The environment and its influence on us
- Simple ways to improve health | <urn:uuid:07d020fd-3082-4c0c-8e8a-3bbf69bff1de> | CC-MAIN-2018-26 | http://self-healing.eu/kurser-i-sjalvlakningslara/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267860089.13/warc/CC-MAIN-20180618070542-20180618090542-00172.warc.gz | en | 0.925045 | 485 | 2.515625 | 3 |
Length: 42 inches
Weight: 11 lbs
Gestation: 134 days
Offspring: 1 - 4
Life Span: 14 years
Also Called: Lesser Panda , hun-ho, wah, red cat bear
The red panda is a smaller relative of the Giant Panda. Like the giant panda, scientists are not sure where to classify the red panda. It has similarities to both Procyonidae (raccoons) and Ursidae (bears). Currently it is classified as Ursidae though some scientists believe it should have its own family. The red panda is usually red on its upper surface and black underneath. The face is white with black "tear" tracks under each eye. The Red panda has a long, furry tail with alternating light and dark rings. This tail is not prehensile. Like the giant panda, the red panda has an elongated bone in its wrist that functions as a thumb and allows it to grab food. The red panda is very agile and uses its tail for balance when climbing.
Though classified as carnivorous, the red panda primarily eats mostly bamboo, though berries, mushrooms, grasses, and bark are also part of its diet. It will also eat birds, eggs, insects, and small rodents. Because it is a carnivore, it does not get much out of the vegetation it eats. This requires the red panda to spend a significant portion of the day feeding. It also has a slow metabolism, which also helps.
The red panda lives in bamboo forests in the Himalayas, living at elevations of 7000 to 15,500 feet where the air is cool and moist.
One of the primary predators of the red panda is the snow leopard. However, it is usually safe when perched up in the smaller branches of a tree.
The red panda is primarily a solitary animal and is usually active at dusk, dawn and at night. It is arboreal and sleeps in nests in the evergreens. When threatened, the red panda either climbs a tree or strikes out with its semi-retractable claw. When not feeding, the red panda spends time grooming or scratching itself on rocks and tree trunks.
Several days before giving birth, a female red panda begins preparing a nest where her young will be born. During the first few days, the mother will spend between 60 and 90 percent of the time with her cubs. After a week, the mother spends more time away looking for food coming back frequently to groom and feed her young. After 90 days the young leave the nest for the first time. Young red pandas will stay with their mother until the next breeding season. Male red pandas have nothing to do with raising their young. | <urn:uuid:f52605ff-54a0-4eb0-b519-c6418243ea1c> | CC-MAIN-2015-18 | http://www.thebigzoo.com/Animals/Red_Panda.asp | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1430460074863.26/warc/CC-MAIN-20150501060114-00047-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.94016 | 570 | 3.484375 | 3 |
Derouin A, Bravender T. Living on the edge: the current phenomenon of self-mutilation in adolescents. MCN Am J Matern Child Nurs. 2004;29(1):12-19.
Favazza A. Self-injurious behaviors in college students. Pediatrics. 2006;117(6):2283-2284.
Lenhart A, Madden M, Hitlin P. Teens and technology: youth are leading the transition to a fully wired and mobile nation. http://www.pewinternet.org/~/media/Files/Reports/2005/PIP_Teens_Tech_July2005web.pdf.pdf.
Accessed June 17, 2009.
Romer D, McIntosh M. Roles and perspectives of school mental health professionals in promoting adolescent mental health. In: Evans D, Fow E, Gur R, et al, eds. Treating and Preventing Adolescent Mental Health Disorders: What We Know and What We Don’t Know. New York, NY: Oxford University Press; 2005:597-615.
Whitlock J, Powers J, Eckenrode J. The virtual cutting edge: the internet and adolescent self-injury. Dev Psychol. 2006;42(3):407-417. | <urn:uuid:1867cd48-5d8d-49f1-aef7-9cf7119ef2ac> | CC-MAIN-2022-27 | https://www.myamericannurse.com/self-mutilation-the-cutting-truth-references/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103328647.18/warc/CC-MAIN-20220627043200-20220627073200-00564.warc.gz | en | 0.686966 | 272 | 2.6875 | 3 |
Hypertext Transfer Protocol Secure (HTTPS) is an internet communication protocol that protects the privacy of user data between their browser and the site they are using.
A secure alternative to HTTP, this protocol is usually used to protect confidential transactions like online shopping orders and online banking. Because of this, HTTPS is widely used by e-commerce sites and sites containing sensitive material.
An example of an HTTPS URL is: https://www.example.co.uk
Event tracking refers to the measuring of interactions on a website beyond a web page load. Event tracking supplies data on how web visitors are engaging with a website, which makes it possible to optimise the SEO and PPC marketing campaigns to maximum effect.Learn More
Every website has a Domain Rank. This represents the total amount of positive link metrics associated with a website in total. The Domain Rank is controlled by the combined PageRank of all of the individual pages on a website.Learn More | <urn:uuid:d0c44745-574f-40ad-896e-3b0a1b5ade16> | CC-MAIN-2018-17 | https://www.wearegrizzly.com/about/guides/https/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125947968.96/warc/CC-MAIN-20180425213156-20180425233156-00170.warc.gz | en | 0.891028 | 190 | 3.09375 | 3 |
5th and 6th grade responses to science questions on tests:
- There are 26 vitamins in all, but some of the letters are yet to be discovered.
- Genetics explains why you look like your father, and if you don't, why you should.
- Vacuums are nothings. We only mention them to let them know we know they're there.
- The cause of perfume disappearing is evaporation. Evaporation gets blamed for a lot of things people forget to put the top on.
- Water vapor gets together in a cloud. When it is big enough to be called a drop, it does.
- Mushrooms always grow in damp places, which is why they look like umbrellas.
- Momentum is something you give a person when they go away.
- A monsoon is a French gentleman.
- The word "trousers" is an uncommon noun because it is singular at the top and plural at the bottom.
- To keep milk from turning sour, keep it in the cow.
- When planets run around and around in circles, we say they are orbiting. When people do it, we say they are crazy.
- For asphyxiation, apply artificial respiration until the patient is dead.
- Thunder is a rich source of loudness.
- One of the main causes of dust is janitors. | <urn:uuid:1b079ff4-fb46-4d0e-a04d-b3722af8be50> | CC-MAIN-2018-39 | http://www.2bone.com/humr/h1/1_29.shtml | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267157203.39/warc/CC-MAIN-20180921131727-20180921152127-00364.warc.gz | en | 0.942036 | 288 | 2.96875 | 3 |
Fragile ecosystems c. Contaminated water resources 2. Limited access for exporting due to lack of Infrastructure C. Political stability 1 _ Political stability is a priority If Haiti is to strengthen governmental Institutions a. Promote socioeconomic development b. Attract foreign investments c. Strengthen the police, Justice and prison system for economic growth and development D. Economic condition 1. Political violence 2. Basic social services such as water and Irrigation, electricity, serviceable highways, sanitation, and unemployment E. Finance options available 1.
International humanitarian agencies such as CARE, World Vision, and Church World Services to assist in the rebuilding of the Wait’s social, environmental, and health conditions 2. Financing is very hard to obtain 3. Donations are accepted 4. The Bill and Melinda Gates Foundation awarded 8. 5 million dollars to implement global learning Initiative for the urban poor and Improvement In basic water services and land F. Social, health, and environmental conditions Social issues will be challenging due to resources allocated to balancing social services such as education, health, water and sanitation, also family planning 1 .
Health issue such s contaminated water is the number one cause of infant mortality ND illness to children due to unsafe water supply. This is caused by the contamination of water supply with human waste and the lack of sewage sanitation system. 2. Environmental conditions treated because of the earthquake. Debris from many of the buildings still on the streets causing unsafe healthy environment. Population is increasing compounding to the environmental problems. A. Land that was flourishing is now used to house the homeless causing sanitation issues.
This results in diseases such as malaria and tuberculosis. B. The beaches are filled with trash, debris, and dead fish which adds to the water pollution. G. Terrorism 1. Water is necessary for human to survive 2. Contamination of water by poison or disease causing agents which will hurt people and make the water unusable. Ill. Country analysis A. Political stability 1. An elected leadership has taken over from an interim government and a United Nation stabilization force has been deployed. B. Economic conditions 1.
Decades of poverty, environmental degradation, violence, instability and dictatorship have left it as the poorest nation in the Americas. It is the third poorest hungriest country in the world after Somalia and Afghanistan. Accusations and eroticism of cheap labor, resource exploitation and democracy stifling have been directed at outsiders such as the United States for various reasons, including: (a) Support for dictators in recent decades; (b) Hostility towards the (former) democratically elected president; (c) Various interests of big U. S. Companies. 78% o Haitian live on less than $2, U.
S. Per day. C. Finance options available 1 . Wait’s most serious underlying social problem, the huge wealth gap between the impoverished Creole-speaking black majority and the French-speaking minority, 1% of whom own nearly half the country’s wealth, remains unaddressed. D. Physical environment and its affect on trade Corruption of the Judicial system due to drug trafficking all but collapsed the infrastructure. It is ill-equipped to deal with the aftermath of the frequent tropical storms that has left the island with sever deforestation where it is even more vulnerable than before to flooding.
The January 12th earthquake, has left the Southeastern Haiti still suffering from its fallout and they continue to recuperate from a pig epidemic that wiped out swine stock. The highland cabbage crops has been afflicted by a pest infestation and even more severe than the earthquake itself, he worst drought in decades continue to ravish the land. E. Social health, and environmental conditions Haiti is still struggling after ten years of devastation to recover from the earthquake after which an outbreak of cholera added to Wait’s woes.
The fight against cholera is all the more challenging with the decrease of funding for the ministry of health and the failure to adequately address the underlying causes of the spreading disease puts Haiti in the position of enduring the world’s worst epidemics in decades. Haiti has a healthy life expectancy of 55 years for women and 53 years for men. Haiti became the world’s first black-led republic and the first independent Caribbean state when it threw off French colonial control and slavery in a series of wars in the early 19th century.
Many Haitian who have faced severe adversity, historical injustice, and global economic policies, still maintain hope. IV. Organization and product or service analysis A. Description of your organization 1. Better water, better health is the motto of our organization. With this motto in mind we pride ourselves in continuing to provide the world with healthy fresh tasting water. We sell water filtering for households, organizations, or even cities. With global means we will provide the world with a sustainable water system. B.
Product needs assessment of the target country 1. Desalination centers to filter sea water and other minerals from the current water. Establish a system to ensure the water is protected and that even low income families are able to utilize these resources. In house water filters with additional filters. Water systems that will provide running water into houses. Proper sewage to ensure excess waste does not affect the current watering holes. C. Description of product to meet the need 1. Purchasing a current facility or build a new facility. | <urn:uuid:ade33567-2337-4622-92d0-6fe4cb905323> | CC-MAIN-2022-49 | https://business-papers.com/comprehensive-analysis-of-global-business-venture/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711114.3/warc/CC-MAIN-20221206192947-20221206222947-00597.warc.gz | en | 0.940719 | 1,087 | 3.4375 | 3 |
In the world of educational technology, embed codes are often overlooked. However, the more you work with Web 2.0 sites, the more you need to know about embed codes. Embed codes are those really long strings of code that allow you to embed one site into another. A typical example would be embedding a Youtube video into your blog.
I use embed codes, or parts of the code, for all sorts of purposes but the main reason is to strip out all of the extraneous parts and only focus on the main content. For example, I might want to share a YouTube video but not include all of the suggested sites and other content. I might want to share a Slideshare presentation but I want the link to only be to the presentation…nothing else. As a teacher, this is a very helpful technique and I use it to bring focused content to the students.
Also, by using embed codes, I create a list of URL’s, perfect for classroom use, that bypass going to the homepage of a site. This is a huge time saver because I save these URL’s in a spreadsheet. No searching, ads, etc…just straight to the content.
In some embed codes, you can find the salient part and copy, paste it into your browser. In others, your have to build the URL you want.
Here’s a screenshot of a Youtube embed code. Note the code you want to copy and paste.
TIP: To cut out all the ads and related videos and create a classroom friendly url, do this:
Next, take a look at this code from Slideshare.net. Note the code you want to copy and paste.
For some sites, you must build the URL. Look at these two screenshots for building a URL for a Prezi.
Let me know if you have any questions and please post your ideas below. Thanks for reading the educational technology blog Teach Amazing! | <urn:uuid:f111158c-6f03-4ac7-8600-8cd040d7797a> | CC-MAIN-2016-40 | http://teachamazing.com/understanding-web-2-0-embed-codes/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738660467.49/warc/CC-MAIN-20160924173740-00048-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.919299 | 400 | 3.421875 | 3 |
Major David Cossgrove of Kaiapoi in Canterbury, South Island, bravely volunteered for the Second Boer War and served His Majesty with distinction in the 6th and 10th Contingents of the New Zealand Mounted Rifles from 1900-1902. Under the British command of the First Baron Baden-Powell, Major General Robert Stephenson Smyth Baden-Powell, Major Cossgrove was influenced by his commander’s ideas regarding the training of good, healthy British boys in the discipline of scouting and other skills that may be of service to King and Empire. Thus it was on Cossgrove’s return that the first Dominion Boy Scouts Troop was established at Kaiapoi in April of 1908.
The Dominion Boy Scouts movement spread quickly across the country with Troops forming in many towns including Lyttelton. By 1913 the now Lieutenant-Colonel Cossgrove’s Dominion Scouts were affiliated with Baden-Powell’s international Boy Scouts Association of the United Kingdom. It is at this juncture that we find our erstwhile Lyttelton Boy Scouts Troop assembled at the old Drill Hall in 1913 and proudly displaying their accomplishments. Centre stage is what appears to be the Sargood-Otter Shield awarded, fittingly for a port town, to the Troop with the highest number of boys taught to swim.
Also, at their stage left, they hold aloft the highly prestigious King’s Standard! Awarded that year by George V, King of the United Kingdom and the British Dominions, and Emperor of India, the Standard was given to the Troop with the highest percentage of King’s Scouts, those Boy Scouts judged most proficient in scouting skills. Skills that would no doubt serve the older boys well in the war against Imperial Germany that would break out the following fateful year.
Thanks to Michael Davies from the Nelson Museum for his helpful comments. And if you can identify any of the youths or the Scoutmaster in our photo please do drop us a line! | <urn:uuid:f7600b80-998a-4e63-8406-8f3df90ca24c> | CC-MAIN-2023-40 | https://www.teuaka.org.nz/news/the-kings-scouts | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506329.15/warc/CC-MAIN-20230922034112-20230922064112-00753.warc.gz | en | 0.954836 | 424 | 2.734375 | 3 |
History of Hostelling
The HI-USA organizational history is closely tied to the international hostelling movement and to trends in global travel.
The hostelling story has six chapters:
- 1909-1934: Origins The idea of hostelling is conceived in Germany, embodied in the International Youth Hostel Federation, and brought to the United States.
- 1935-1945: Shadows of War A thriving hostelling movement in Europe and North America is stalled by the advent of World War II.
- 1946-1965: Rebuilding and Renewal Hostelling rebounds with the new value placed by governments on international travel as an answer to isolation and misunderstanding, and national hostelling associations proliferate worldwide.
- 1966-1980: An Explosion of Global Travel Economic prosperity, low-cost jet travel and Baby Boomers spur interest in foreign travel and hostelling.
- 1981-2000: Growth and Transformation Record numbers of young people are served in hostels worldwide as large urban hostels are developed with high quality standards and program offerings.
- 2001-Present: Tragedy and Renewal While the aftermath of September 11th causes sharp travel declines worldwide and massive financial pressures for HI-USA, it also prompts a bold new commitment to cross-cultural exchange.
Today in the U.S., there is a network of nearly 60 hostels hosting over 1 million overnights annually. Worldwide, there are nearly 4000 hostels recording over 33 million overnights in more than 80 countries. | <urn:uuid:24fdce3e-2a3f-48da-8095-a935b8010ec2> | CC-MAIN-2015-40 | http://www.openingdoorsopeningminds.org/1_11_history.shtml | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443737940794.79/warc/CC-MAIN-20151001221900-00120-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.899277 | 300 | 3.046875 | 3 |
In the forward hatch there is a figure of a hunter wearing ceremonial headgear made like the head of a seal. In the middle hatch the hunter figure is wearing a visor with an open top which is made like the head of a bird. It is possible that it symbolizes the head of a puffin. At the present time there are no visors like this in any museum collections.
“ At various times the Americans paint their faces, most likely when they have to make a big crossing, but the most important and long-standing superstition they have is that of not eating anything or eating very little before a departure because they are convinced that a hungry person is stronger, paddles more easily, and can endure his work longer” (Davydov 1812: 62—63). | <urn:uuid:10a0a9c4-f1fc-4648-a59c-6a7b413d30e8> | CC-MAIN-2021-25 | https://collection.kunstkamera.ru/en/entity/OBJECT/62594?index=0&paginator=entity-set&entityType=ALBUM&entityId=1242134583&attribute=objects | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487621450.29/warc/CC-MAIN-20210615145601-20210615175601-00318.warc.gz | en | 0.969421 | 163 | 3.078125 | 3 |
Parents can ‘rewire’ their teens addicted to phones
YOUNG people are aware of issues associated with excessive smartphone use but they're still reluctant to put them down, says a Coast expert in brain development.
Associate Professor in child development and learning at the University of the Sunshine Coast, Dr Michael Nagel, said smartphones were basically handheld computers that offered immediate access to social media, gaming, adult content and more, presented in an addictive format that equated to "brain-hacking".
"What a lot of people don't understand is that they actually hire experts in addictive behaviours to help create these products for your phone, and that makes it extremely hard to turn away from," he said.
Dr Nagel will speak to parents of Moreton Bay school students on Wednesday from 5.30pm to 8pm at Pine Rivers State High School.
The free event will focus on the effects of excessive smartphone use on young brains, how technology is linked to a rise in mental health issues and how parents can help foster healthy minds in young people.
Dr Nagel said he was going to focus on a pilot study he was involved in last year when he spoke to 1300 young people in Australia and New Zealand.
"It was really interesting how much they were already aware of the negative effects of too much screen time," he said.
"They know it contributes greatly to sleep disruption, anxiety and bad grades in school.
"But the interesting thing is that while the kids knew it was creating problems for them, they were reluctant to take action.
"It was almost to the point that they would be happy if someone told them to put their phones away so they didn't have to make the decision themselves."
Dr Nagel said while evidence did not yet exist about the long-term effects of smartphone use on young brains, there was still no evidence to suggest that devices helped children learn better.
"Parents who want to help restrict screen time need to set boundaries and parameters from a young age.
"If your kids have already grown up with screens, you can find a middle ground, like turning off devices at night," he said.
"But parents need to do it too."
Dr Nagel said it helped to promote activities that took the family away from devices, such as tech-free meal times, social occasions together, and getting outdoors and playing sports.
Tomorrow's event will also feature senior guidance officer from the Department of Education Karen McKinnon-Pane and officer-in-charge of Petrie Child Protection and Investigation Unit Joe Zitney. | <urn:uuid:e81d9756-f9f2-48cb-9a12-36ac86b15ab5> | CC-MAIN-2021-04 | https://m.northernstar.com.au/news/parents-can-rewire-their-teens-addicted-to-phones/3860147/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703522150.18/warc/CC-MAIN-20210121004224-20210121034224-00681.warc.gz | en | 0.982622 | 525 | 2.90625 | 3 |
For this part of the lesson, you will need the book, Ten Black Dots by Donald Crews. It is a classic children's counting book and the dots in the story work well with this lesson that focuses on on domino/dice dot patterns. You will also need the Domino Dot Pattern Posters 0-10 - they can be printed on any printer. I like to laminate mine for durability and reuse.
I gather the students by my big chair and show them the cover of the book. I say to them, I see a number on this book. Do you know what the number is? That's right, it is the number ten. I see something on the number. Do you know what those are called? That's right, they are called dots. The title of this book is Ten Black Dots. Do you think this is a good name for the book? Why? I see that there is only one name on the cover of the book. Usually I see two names, one for the author and one for the illustrator? Why do you think there is only one name? That's a tough question. Donald Crews is both the author and the illustrator. What does that mean? Right! It means he wrote the words and he drew the pictures.
I begin reading the story to the students. After each page, we count the number of dots together. I very purposefully touch each dot as I say the number to help build one-to-one correspondence.
After we finish the book, I say to the students, you did a great job of counting the dots in the story. I like to play a game that has pieces that have dots on them. Do you know what the games is called. Your right that dice have this pattern but this is a game that only uses pieces have dots on them...right! Dominoes! I hold up a domino for the students to see. We have these in our math center and they are a great way to practice numbers. Every number always has the same pattern on the dominoes. I have some posters that have the dot patterns that are found on dominoes. Let's see if you can tell me the number for each dot pattern.
I have mixed up the patterns, putting a few of the easier ones on top. I hold them up and ask the students to say the number. Many students will be able to say the number without counting because they have a firm understanding of the visual representation of the number. Some students will need to count. To allow for this, I ask them to say the number in their heads When it is obvious the students have the number, I count to three and ask them to say the number. We double check by counting the dots together. I always start on the upper left side of the pattern when pointing, to build left-right, top-to bottom progression.
After we have said all the numbers, I ask the students to move to the SMART Board. I quickly tape the patterns to the wall right next to the Smartboard. If you are not comfortable with having the students wait, a second set could be taped to the wall, ready for the direct instruction part of the lesson.
To complete this part of the lesson, you will need the Underwater Number Review SMART Board file included with this lesson. If you another type of interactive whiteboard, you can open the file using Smart Notebook Express. If you do not have an interactive whiteboard, you can recreate this lesson by printing the numbers 0-10 individually on pieces of paper. You will also need a Kooshball.
The opening slide of the SMART Board lesson is included as a PDF for you to see what it looks like. The slide has a number of fish. Each of the fish is linked to another slide in the SMART Board file that has a number on it. I show the students how I throw the Koosh ball at the SMART Board and it opens a slide. The slide has a number printed on it (If you do not have a SMART Board, you could tape the individual numbers 0-10 on the wall and have students throw the Kooshball at the numbers). I ask the students what the number is. I then step over to the wall and look for that number. I demonstrate counting the dots for the students, starting at the left side and moving from the top to the bottom. I do not immediately pick the correct dot pattern.
I say to the students, Let's count this one...1-2-3-4-5-6. No, not enough. I need to find one that has 7. I need to look for a pattern that has how many more dots? Right one. Wait! I see one here. It looks the same as the one that had 6, but there is an extra dot. I think we should count this one. I have the students count with me. 1-2-3-4-5-6-7! Yes!! That's the right one! Great job. I then invite a student to come up to the Smartboard and do the same thing, walking them through the process.
The students who are not involved could become very restless during this process. In the next section I discuss how to keep them engaged during the review.
For this part of the lesson, you will need the domino dot patterns for individual students. Print only the first page with the dot patterns. The number cards will be discussed later. You will need one dot pattern page for each student. I like to laminate mine to use for further use in the classroom and then I keep them to use with this lesson in future years
Once students understand how to throw the Kooshball at the SMART Board and open and find the number, I tell the rest of the students how they can become engaged in the lesson, even if they are not the one throwing the Kooshballs. I give each student a copy of the individual student domino dot patterns. I also give them some type of a marker like one red/yellow counter or plastic coin or some other type of marker.
I use my student name card to call students up to the SMART Board to throw the Kooshball. When the student throws the Kooshball and is looking for the domino dot pattern that is on the wall, I have the students look for the same pattern on their individual cards. They then place the marker on the correct dot pattern. This keeps all students engaged during the lesson. See video. It also gives me a chance to circulate among the students, so I can quickly glance and see who has the correct answer marked. It also gives me the opportunity to see how well the students are doing with one-to-one correspondence. I make note of students who are having difficulties so I can work with them during small group instructional time.
After everyone has had a chance to throw the Kooshball, I collect the cards and markers from the students and have them return to their seats for further directions.
For this section of the lesson, you will need a copy of the Roll and Cover Apple Domino Dot activity sheet for each student. You will also need one 10-sided die for every two students. If you would like to reuse the activity sheets, they can be laminated or the students can use crayons to color in the apples and there is no need for lamination.
I gather the students around a table where my student teacher and I are sitting. I like to model playing the game for the students as many of my students do not play games at their homes and do not have a sense of turn taking or fair play. I model how to play games multiple time during the school year. If you do not have a student teacher, it could be modeled with another adult or a student.
My student teacher and I sit close to each other. We both have the activity sheet and a color crayon. We have one 10-sided die. This is the conversation:
Me: We are going to play a game together. I will roll the die and then find that number on my activity sheet. When I do, I will color it in.
ST: I think we should put our names on our papers first.
Me: That's a good idea. (Write names on our papers)
ST: How do we decide who goes first?
Me: We can each roll the die and whoever has the bigger number can go first.
ST: Okay...I got a three.
Me: I got a two. Boys and girls who goes first? That's right!
ST: (Rolls die) I got a 6. (She models counting the dots for the class until she find the correct apple). She then colors it in.
Me: I got a 9. (I also model counting the dots. We continue in this fashion, demonstrating a few rolls)
ST: What happens if I roll a 7, but I don't have any sevens left to color?
Me: That's when we say a special word. Do you remember what it is? The word is "pass".
ST: How do we know who is the winner? Whoever gets all the apples colored in or whoever has the most when the teacher says time is up.
ST: What do we do when someone wins?
Me: We shake hands and say, "Good game. Thanks for playing."
Of course, the exchange would be slightly different if you were modeling with another student, but you could coax them along by asking leading questions.
The students are then divided into groups of two and assigned areas throughout the classroom to work. While the students are playing the game, I circulate throughout the classroom, recording names of students who are having difficulty. I will work with these students on these concepts during small group time. | <urn:uuid:0cb80b80-59f1-49d3-85c0-457de1a2e7d8> | CC-MAIN-2019-51 | https://betterlesson.com/lesson/resource/2422270/roll-and-cover-apple-domino-dot-pdf | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540525598.55/warc/CC-MAIN-20191209225803-20191210013803-00212.warc.gz | en | 0.967597 | 2,031 | 4.25 | 4 |
After the success of Pink Floyd: Their Mortal Remains, the Victoria and Albert Museum has moved on to a completely different genre of music. Using the newly opened Sainsbury Gallery, the V&A are taking visitors on a journey through four centuries of European history, demonstrating the evolution of opera music and performances leading up to its contemporary interpretations of the 20th and 21st-centuries. Opera: Passion, Power and Politics focuses on seven particular premieres in seven different European cities whilst it not only celebrates the exceptional style of music but explores its effects on society, politics and the changes in the developing world.
In a darkened display room with dramatic lighting, the exhibition weaves through corridors of temporary walls decorated with relevant images, original artworks and a wealth of information. With striking typography, information is presented in an exciting manner, revealing the history of opera and the countries involved.
Opera first came on the scene in Italy during the 17th century, particularly in the cultural city of Venice. Unfortunately, as a result of a plague which killed off 30% of its population, Venice was struggling to maintain its maritime trade and political status. Despite this, it still remained a popular destination for tourists and pleasure seekers, also attracting artists and revolutionaries. Its international status brought a wealth of different cultures to the realm, offering entertainment such as carnivals and gambling.
Initially, opera was a production of spectacular costumes, dances and music, which were put on to impress visiting public figures and to show off the wealth of the theatre owners. The stories acted out were usually mythological retellings that contained parallels with the present day, thus placing current rulers in a positive light. However, in order to boost the Venetian population, opera was opened up to the public as a means of attracting more tourists and visitors.
The first public opera that was not restricted to courtly audiences was L’incoronazione di Poppea, with music composed by Claudio Monteverdi (1567-1643) and a libretto written by Giovanni Francesco Busenello (1598-1659). Premiering at the Teatro Santi Giovanni e Paolo in Venice in 1642, the opera describes the ambition of Poppaea, the mistress of Roman emperor Nero, to be crowned Empress. This was the first opera to recall a historical event rather than a fictionalised story and focused on morality and virtue. Full of problematic characters, it glorified lust and ambition.
From Italy, opera quickly caught on in London due to its influx of foreign visitors. The Reformation during the reign of Henry VIII brought thousands of refugees to the city along with international influences. Covent Garden, in the west end of London, was an artistic community full of coffee houses where many would come to be entertained or partake in political debates. It was only natural for opera to find a home here amongst the existing artists and performers.
As indicated in large letters on the painted walls of the gallery, “G. F. Handel – young German composer takes city by storm”. At the young age of 26, George Frideric Handel (1685-1759) composed the music for the first Italian language opera written for the London stage. Translated from Aaron Hill’s (1685-1750) English version by Italian poet Giacomo Rossi, Rinaldo is a story about love, war and redemption set at the time of the First Crusades (1095-99) demonstrating the conflict between the Saracens and Christians. For the English audience, this would have felt familiar after the not so distant antagonism between Catholics and Protestants.
Impressively, Handel composed the music within a couple of weeks and Rinaldo was opened to the public on 24th February 1711 at the Queen’s Theatre in Haymarket. At this point in the exhibition, the V&A excels itself with a scenographic wooden installation representing part of the 18th-century theatre. A short puppet-like show performs intermittently whilst visitors listen to Il Vostro Maggio – an aria performed by mermaids during Act II of Rinaldo – on headsets provided by the museum.
As with any innovation, opera received its fair share of criticism from the public and became a topic of debate in the neighbouring coffee houses. The artist William Hogarth (1697-1764) illustrated the fears many had about the foreign genre becoming a threat to traditional British Theatre, particularly Shakespeare. These etchings are displayed as part of the exhibition.
The V&A fast forwards seventy-five years to Vienna where another young musician is making his name known. This was, of course, Wolfgang Amadeus Mozart (1756-91). In the late 1700s, Vienna was the heart of European music and opera, which was encouraged by the “musical king” Emperor Joseph II of Habsburg (1749-90).
The philosophical movement, known as the Enlightenment (or the “Age of Reason”), was changing the way Europeans thought, particularly in regard to individual rights. This, along with the Vienesse love of music, made Vienna the perfect location to perform Mozart’s society-questioning opera Le Nozze di Figaro (The Marriage of Figaro).
Le Nozze di Figaro is a comic opera in four acts with an Italian libretto. It contains a range of characters from all classes of society and radically gives servants a central role. Previously, domestic workers were absurd figures to be laughed at, whereas this opera tells the story of Figaro and Susanna, two servants who succeed in getting married despite the corrupt efforts of their philandering employer.
“O, my homeland, so beautiful and lost! O memories, so dear and yet so deadly!”
Hebrew Chorus, Nabucco
The exhibition moves on to Milan, which in the 1840s was still under Austrian rule. Throughout the 19th century, the political and social movement Risorgimento or Italian Unification was gradually reunifying Italian states to consolidate the Kingdom of Italy. The famous opera house La Scala was often used as a venue for political discussion about independence and, therefore, was an ideal location for the first performance of Giuseppe Verdi’s (1813-1901) Nabucco.
Based on the biblical books of Jeremiah and Daniel, Nabucco follows the plight of the Jews facing abuse from the Babylonian King Nabucco (Nebuchadnezzar II). Despite the historical context, the audience would have been able to relate to the passion about national identity and fight for freedom, thus strengthening their own resolve.
With the rise of Nationalism affecting many European countries, new operatic styles began to develop. Two examples appeared in France in the mid-19th century, “Opéra Comique” and “Grand Opéra”. The former was an amalgamation of spoken word with sung arias and became popular with the public. The latter combined expressive scenery, singing and ballet. Richard Wagner’s (1813-83) Tannhäuser followed the form of Grand Opéra, however, he began to challenge tradition by blending orchestra and voice instead of having several different aria performances.
Tannhäuser und der Sängerkrieg auf Wartburg, to use its full title, was first performed at the Parisian Théâtre le Peletier on 13th March 1861 much to the delight of radical thinkers. It was not only Wagner’s Gesamtkunstwerk (all-embracing art form) that upset the traditional audience, it was the choice of themes. Sexuality, spirituality and personal struggle were concepts that disagreed with bourgeois tastes. Tannhäuser combines two legends and focuses on the struggle between sacred and sacrilegious love, naturally causing much discomfort amongst spectators.
It is the 20th century that really radicalised the opera genre, as graphically demonstrated in this exhibition. New ideas in psychology and feminism brought new themes for composers to experiment with, much to the audience’s dismay. In Dresden, the Fin de siècle culture was changing the perceptions of women, an attribute that Richard Strauss (1864-1949) took hold of and ran with it his psycho-sexual opera, Salome. The Semperoper opened the revolutionary opera in 1905 with an orchestra of over one hundred instruments. Salome only lasts for one act, but the snippet the V&A shows on a digital screen suggests this is more than enough – particularly for those with a more sensitive stomach.
“Salomania” had affected artists and poets for a number of years before Strauss brought it to the opera house. Salome is the biblical character best known for her desire for the decapitated head of John the Baptist. The “Dance of the Seven Veils” at the end of the story – a term first used by Oscar Wilde – contains erotic dancing and copious amounts of (fake) blood. Strauss’s version of Salome emphasises the passion and hysteria in the women contesting their suppressed status at the beginning of the 1900s.
The final destination on the V&A’s opera tour is Leningrad at the commencement of Stalin’s dictatorship. With avant-garde experiments being all the rage, the young Dmitri Shostakovich (1906-75) composed his Lady Macbeth of the Mtsensk District sharing the writing of the libretto with Alexander Preys (1905-42). Based on a novella by Nikolai Leskov (1831-95), the opera covers themes of rural life, adultery and murder (obviously, since it is derived from the original Shakespearean character).
A common theme between the seven operas explored by the V&A is the discomfort and unrest they caused for some of the spectators. This was no different for Lady Macbeth, however, the person it upset the most was the infamous Stalin who only wanted Socialist Realism depicted in any art form. The heroine did not match Stalin’s ideal Soviet woman, therefore Shostakovich’s opera was condemned to political censorship.
Comparing the first public opera, L’incoronazione di Poppea, with this 20th-century composition goes to show the major metamorphosis the genre has undergone in a period of 400 years. The V&A have presented this exhibition in an outstanding way, combining visual and audio to creates a seamless journey from 1642 to 1934.
Paintings from well-known artists provide glimpses into the way opera goers dressed and behaved in the past centuries, which gradually transform to photographic examples as the exhibition nears its end. Objects from original manuscripts and Mozart’s piano, to modern stage props, are located around the exhibition, adding to the historical aspect and providing more to look at than screens and walls.
Before the exit, although accessible from other areas of the gallery, is a large space full of enormous screens showing clips from a range of operas. With the audio headset, visitors can pick up the music and sit and listen to the various compositions. This video-audio experience uses a selection of 20th and 21st-century operas to quickly take viewers from its origins in Renaissance Europe to the global phenomenon it is today.
Opera: Passion, Power and Politics is an extraordinary feat on behalf of the V&A. The amount of time, effort and research that has gone into its construction is evident in the amazing outcome. Educational from both a historical and political perspective, this exhibition will excite opera fans and interest those that are new to the genre – although not suitable for younger visitors.
After attending this exhibition, opera will no longer merely be a form of entertainment. Who knew how political and socially challenging a seemingly harmless production could be? Opera: Passion, Power and Politics certainly challenges opinions and reveals that it is not only about music and singing.
Opera: Passion, Power and Politics is on now until Sunday, 25 February 2018. Tickets are £19.00 and advance booking is recommended. | <urn:uuid:214ae38a-6b75-4a9d-97d8-f625d5d39bad> | CC-MAIN-2020-05 | https://hazelstainer.wordpress.com/2017/12/01/opera-passion-power-and-politics/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681412.74/warc/CC-MAIN-20200125191854-20200125221854-00524.warc.gz | en | 0.954804 | 2,527 | 3.125 | 3 |
It is best to have a menege for competition training. This gives the horse and rider a chance to concentrate on their jumping or dressage skills. If a person has to travel or use several arenas, getting to know the footing takes time. Competition riders know that every day counts when training and they train as much as possible. Horse and rider will become familiar with the layout and feel of an arena they use all the time. They do not need extra time to learn where the ground might be softer or dip a bit.
When building a training arena, it is important to ensure the ground is prepared first. Leveling the ground is the first step. It must be filled and then tamped to ensure it will not sink. After leveling, installing a proper drainage system is important. Without proper drainage, the arena will be muddy and mushy. This is bad for riding because the horse may be hurt if the ground dips even a little.
Membranes are used as part of the drainage system. There is one membrane below the drainage pipes. This is to ensure water not captured by the system will not rise into the top level and soften the ground. There is a second membrane above the drainage system. This membrane siphons water out of the surface and directs it into the drainage pipes. This is necessary to keep the ground hard enough for riding after a rainstorm.
Above the top layer of membrane is a layer of silica sand. While commercially available from many sources, it must be sand that is not taken from areas where clay mining is done. Particles of clay mixed in with the silica sand will eventually clog the membrane and hamper drainage. Sand may be the top layer, or other surfaces can be used. This choice depends on the type of training expected to take place in the arena. | <urn:uuid:ddd63e70-d111-4e20-be0b-c8f1b4a661ce> | CC-MAIN-2022-40 | http://www.palominohorsesmagazine.com/building-a-training-arena | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335276.85/warc/CC-MAIN-20220928180732-20220928210732-00000.warc.gz | en | 0.944498 | 368 | 2.859375 | 3 |
The next thousand years are ours.
For the past thousand years, an idea has steadily been gaining momentum: that popular vote should decide questions of leadership, and that each person possesses “rights” — privileges without duties — on the basis of being human alone.
Some say it began with the Magna Carta, which asserted the rule of law as more powerful than the decisions of monarchs. By humbling the monarchy, it was reasoned, the alliance of lesser aristocrats and commercial interests had made leadership more balanced, humble and therefore safer because it might avoid wars.
The opposite proved true.
After the Mongol Invasions and the black plague, the weakened aristocracy found itself under assault by peasant rebellions. The aristocracy could not solve those problems, the peasants reasoned, so maybe it was not necessary. Anyone could fail at repelling the plague or the orcs of Mordor.
Neurotic intellectuals, desperate for something to emote about because they lived in relatively golden times, seized on this and expanded it with The Enlightenment,™ a declaration of the precious snowflakeness of every human being. The intellectuals assumed that everyone else was like them, and forgot that most of us are just “talking monkeys with car keys.”
Eventually the situation exploded in the French Revolution, which is one of those episodes of historical comedy in which we all agree on the facts but cannot bring ourselves to face the slapstick realization of what they mean.
France’s costly involvement in the American Revolution and extravagant spending by King Louis XVI (1754-1793) and his predecessor had left the country on the brink of bankruptcy. Not only were the royal coffers depleted, but two decades of poor cereal harvests, drought, cattle disease and skyrocketing bread prices had kindled unrest among peasants and the urban poor.
The country had a spending problem, but its actual problem was the poor harvests. With these, people could not eat, and the remaining grain was sold at higher prices. The only reason that this was a problem in the first place was the rise in population, which had exploded in France:
The feudal regime had been weakened step-by-step and had already disappeared in parts of Europe. The increasingly numerous and prosperous elite of wealthy commoners—merchants, manufacturers, and professionals, often called the bourgeoisie—aspired to political power in those countries where it did not already possess it. The peasants, many of whom owned land, had attained an improved standard of living and education and wanted to get rid of the last vestiges of feudalism so as to acquire the full rights of landowners and to be free to increase their holdings. Furthermore, from about 1730, higher standards of living had reduced the mortality rate among adults considerably. This, together with other factors, had led to an increase in the population of Europe unprecedented for several centuries: it doubled between 1715 and 1800. For France, which with 26 million inhabitants in 1789 was the most populated country of Europe, the problem was most acute.
As we can see above, the problem was not the aristocracy, but the weakening of the power structure from beneath them, leaving them powerless to do things like limit population or increase production. The pre-Revolution caused the social problems that would provoke the Revolution itself, also setting a precedent for patterns of liberal takeover in the future.
This means that the foundations of liberal democracy were fraudulent from the start. People playing victims created a disaster and then used that as a pretext — still playing victims — to overthrow the existing order. And what sort of wonderful Utopia did they create?
Following the king’s execution, war with various European powers and intense divisions within the National Convention ushered the French Revolution into its most violent and turbulent phase. In June 1793, the Jacobins seized control of the National Convention from the more moderate Girondins and instituted a series of radical measures, including the establishment of a new calendar and the eradication of Christianity. They also unleashed the bloody Reign of Terror (“la Terreurâ€), a 10-month period in which suspected enemies of the revolution were guillotined by the thousands. Many of the killings were carried out under orders from Robespierre, who dominated the draconian Committee of Public Safety until his own execution on July 28, 1794.
Here we see another Leftist pattern. Having achieved power, they begin by executing their enemies, destroying culture and the church, and finally create a power struggle in which they kill each other. It is like thieves fighting over what they have stolen, with only the biggest and cruelest thief surviving.
Eventually, the French got that thief, in the form of Napoleon Bonaparte, who waged war across Europe that created the destabilizing conditions that, a century later, erupted in the World Wars:
Royalists and Jacobins protested the new regime but were swiftly silenced by the army, now led by a young and successful general named Napoleon Bonaparte (1769-1821).
The Directory’s four years in power were riddled with financial crises, popular discontent, inefficiency and, above all, political corruption. By the late 1790s, the directors relied almost entirely on the military to maintain their authority and had ceded much of their power to the generals in the field.
In this way, we can see that democratic revolt and Communist revolt follow the same pattern because both are Leftist. They seize power under dubious pretexts, execute the dissidents and then create a military regime which launches ideologically-motivated wars, eventually bankrupting itself and devastating the population.
This is the history from which our present time emerges.
As it turns out, our own arc in the US and EU is following a muted version of the above. After WWII, and only interrupted when the Cold War scared people into electing strong leaders, the Left has dominated Western politics. During that time, it has savaged religion, waged war on dissidents — but now we merely destroy their lives by calling them “racists,” and do not directly kill them — and has bankrupted national economies.
The result is a giant middle finger through the dual acts of Brexit and the rise of Donald Trump. People do not want to continue through the Leftist script which involves massive wars and finally the destruction of their nations. They tolerated Leftism through grudging resignation, but now, want off of this crazy train that threatens to destroy us.
Robert Merry, a biographer of President James Polk, thinks such a shift is under way. The status quo is never permanent, and the post-Franklin Delano Roosevelt Cold War consensus about globalization and internationalism, he says, “has been killed by Donald Trump, for all his flaws and limitations. What we know from history is that when the identity and definition of the nation is at stake, the politics gets very intense.â€
Globalism and internationalism are dead. Big government is dead. Trust in Leftism is dead. And, for the first time in a long time, the assumption that liberal democracy is good has died. People are looking for a new way. Brexit and Trump are not the end goal, but the first steps.
If we can make these first steps work without stepping into the traps that undid George W. Bush, we can push further. Our goal is the revitalization and continued rise of Western Civilization, and this requires getting rid of liberal democracy and its understructure of equality, class warfare and diversity.
At this point, the thousand-year arc of Leftist thought is ending. It promised Utopia and delivered dystopia, but it was too subtle for most to see for the longest time. Now its mask is removed and we see the beast within, not just as Communism but as the worst aspects of human behavior and a lust for power.
Our coming decade will be defined by attempts to understand how deep the rot goes and to root it out, then figure out what we want to replace it with. A great deal of thinking and work awaits us, but it comes on a breeze of fresh air and hope that we can not just survive, but thrive and be great again. | <urn:uuid:f5d125e0-9710-4f12-a7f5-e6628ebb07ec> | CC-MAIN-2021-39 | http://www.amerika.org/politics/liberal-democracy-dies-realism-rises/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780058263.20/warc/CC-MAIN-20210927030035-20210927060035-00396.warc.gz | en | 0.971144 | 1,686 | 2.53125 | 3 |
Mom and Dad may say honesty is the best policy, but it is not a policy they always follow, according to a study in The Journal of Moral Education.
Parents strongly discourage their children from lying, but they often lie to influence the behavior and emotions of their kids, write authors Gail Heyman and Diem Luu of the University of California-San Diego and Kan Lee of the University of Toronto.
The researchers surveyed undergraduate students and parents of children age 2 or older. Both groups were presented with different scenarios in which a mother tells a child something she does not believe, like the police will come if he cries in the grocery store or that a rainbow appeared just for the child. The students then reported on a scale of 1 (definitely no) to 7 (definitely yes) if they had been told a similar lie as children, and the parents reported if they had told a similar lie to their kids.
Though 88% of students answered 5 or higher for at least one of the lies, 79% reported being taught that lying is unacceptable; 74% of parents reported teaching lying is unacceptable, while 75% answered 5 or higher to one or more scenarios.
Parents often lie to control behavior, avoid upsetting the child or make the child happy. "There are a lot of situations where a simple lie could get the child to behave and make your life a lot easier or make your child happy," Heyman says.
Source: USA Today | <urn:uuid:f0b6bb4a-b3c7-47ba-b114-63ad8eab5130> | CC-MAIN-2014-42 | http://www.crosswalk.com/blogs/liebelt/lying-to-kids-isnt-so-rare-11609742.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413507444385.33/warc/CC-MAIN-20141017005724-00366-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.968246 | 295 | 2.96875 | 3 |
Testosterone is a hormone that is largely associated with men, but unknown to many; women also produce it although in a small amount. In males, its production starts as early as eight weeks after birth. Its production is at the highest levels during adolescence and young adulthood. After this period, its levels of production will start to decline, slightly every year. Testosterone has numerous benefits in the body; it has an effect on the reproductive system, muscle mass, sexuality, bone density as well as influencing certain behavior. This article outlines the benefits of testosterone.
Heart plays an important role in the body, pumping blood to all parts of the body, aiding in the transportation of oxygen, food nutrients and other important components to where they are required. With this role, its health is paramount for optimal performance. Several studies have been done to explore the link between testosterone levels and heart system. Most of these studies have found a link between the two. One of the studies involved a large sample (more than 83,000 US veterans); it found that administered testosterone lowered the risks of stroke and heart attack. Other studies have shown that increasing the testosterone levels leads to positive results on cardiovascular and pulmonary health. They give a lot of hope especially to men who are suffering from cardiovascular diseases, whose numbers have been on a sharp increase mostly due to lifestyles.
A link between reduced testosterone levels and bone loss in older men has been established. In offering a solution to this problem, studies on the subject have suggested taking actions to increase the levels of testosterone in senior men. It has been established that increased levels help in the stimulation of osteoblast, a component that plays an important role in the formation of bone. In a study which was done on senior men above 65 years of age, it was found that testosterone supplementation for a period of three years, helped in increasing the bone mineral density. These studies corroborate the long-held belief that testosterone ranks highly in building strong bones.
Boosting cognitive ability
Testosterone is not only beneficial to the physical body; the benefits extend to the brain. New studies suggest that it is an important component in strengthening the brain muscles. There is also a link between the testosterone and cognitive function; both are known to decline with age. Some early studies hinted a link between reduced levels of testosterone production and Alzheimer's disease. Research findings which were published in the Journal of Gerontology confirmed this link. The same study found that men who were put on testosterone booster for a period of one year recorded a mild cognitive improvement. This points out that increasing the testosterone levels in the body can help in keeping the neurons in the brain firing and offsetting gradual decline which characterizes the old age.
Testosterone and fat loss
Fat accumulation, especially around the belly, is a problem that affects many men. A study on this area found that overweight and obese men have low levels of testosterone. Testosterone is known to help in effective burning of fats. Low amount of testosterone will, therefore, lead to the accumulation of fats in the body.
Boosting sex drive
Sexual arousal has everything to do with levels of testosterone; this has been confirmed by a number of studies which have found a strong link between libido and levels of testosterone in the body; low levels will lead to low performance. On a lighter note, there is some bit of truth on a widely circulated theory of use and disuse of the sexual organs. As confirmed by past studies in this area, a man who experiences low levels of testosterone normally has low desire for sex. Also, sexual inactivity can result in reduced production. Consequently, low testosterone is a major cause of erectile dysfunction.
Somebody jokingly said that adequate levels of testosterone make you an alpha male. These sentiments seem to be backed by some evidence as a study on male subjects, where they were instructed to gauge how attractive they were to young female. They found that those who charged with high testosterone levels performed well in attracting the ladies. A similar study found a strong correlation between the level of testosterone and social dominance in adolescent boys.
Testosterone and body moods
Low levels of testosterone have an effect on the quality of life; men with this problem are known to experience depression, high irritability and fatigue. With a testosterone boost, men who were experiencing these problems reported an improvement where their mood improved, had less incidences of depression, fatigue and irritation.It is evident that testosterone has numerous benefits in the body; it is equally important to note that with age, the level of production will decline and to continue enjoying these benefits, a supplementation will be required. Luckily there are natural ways which can be used to boost its production. Peak Test, a natural male enhancement product can help along this line. | <urn:uuid:7b28e4af-a5d5-40d5-bb5c-fbc1df88d2f6> | CC-MAIN-2019-43 | https://alphatechlabs.com/blogs/news/benefits-of-testosterone | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986661296.12/warc/CC-MAIN-20191016014439-20191016041939-00172.warc.gz | en | 0.964 | 957 | 3.109375 | 3 |
If you are a resident of the southeastern United States, then you are used to seeing the Cottonmouth and the Copperhead and you know well enough to leave these two snakes alone. Even though there is anti-venom available and even though there is the possibility that a fatal bite could happen, the chances are you’ll survive (but you won’t soon forget the experience).
“The water moccasin, North America’s only venomous water snake, has a distinctive blocky, triangular head; a thick body; and a dangerous bite. Water moccasins rarely bite humans, however, and only attack when threatened. They are semiaquatic, so they’re happy both swimming in water and basking on land in their native range in the southeastern United States.
Both “water moccasin” and “cottonmouth” are common names for Agkistrodon piscivorus, according to Sara Viernum, a herpetologist based in Madison, Wisconsin. “The name ‘cottonmouth’ comes from the white coloration of the inside of the snake’s mouth,” she said. Other local names include black moccasin, gaper, mangrove rattler, snap jaw, stub-tail snake, swamp lion, trap jaw, water mamba and water pilot.”
“Copperhead snakes are some of the more commonly seen North American snakes. They’re also the most likely to bite, although their venom is relatively mild, and their bites are rarely fatal for humans.
These snakes get their name, fittingly, from their copper-red heads, according to the biology department at Pennsylvania State University. Some other snakes are referred to as copperheads, which is a common (nonscientific) name. Water moccasins (cottonmouths), radiated rat snakes, Australian copperheads and sharp-nosed pit vipers are all sometimes called copperheads, but these are different species from the North American copperhead (Agkistrodon contortrix).”
So, sit back and join Cajun Boy (Zachary Gray) as we explore through the southern United States, in search of two very famous venomous pit vipers!
H/T – livescience.com | <urn:uuid:0f93a859-4bb8-4932-af75-c9b4cee5cd90> | CC-MAIN-2020-50 | https://greatamericanoutdoors.com/2019/10/the-cottonmouth-vs-copperhead-how-to-identify-these-two-venomous-snakes/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141740670.93/warc/CC-MAIN-20201204162500-20201204192500-00006.warc.gz | en | 0.952875 | 487 | 3.28125 | 3 |
From canned food to plastic bottles, Bisphenol-A seems to be cropping up everywhere, and now two new studies show that BPA crosses the placenta from pregnant mother to fetus freely. Plus, the research found that chemical transformations occur in the fetus allowing inactive BPA to be converted to the active form.
The first study published in the journal Environmental Health Perspectives tested the ability of both active and inactive BPA to cross the placenta of pregnant rats. The researchers found that both forms can cross the placental barrier and once there, the inactive form, BPA-glucuronide, can become active.
The second study published in the American Journal of Obstetrics & Gynecology used human placentas (from Cesarean section births) and simulated the BPA transfer from mother to fetus. The researchers found that 27 percent of the BPA simulated on the mother’s side transferred to the fetal side. Plus, more than 95 percent of the BPA that crossed to the fetus remained in it’s active, estrogenic form.
Together, both studies provide evidence that the fetus will not be protected from BPA by the placenta. The ability of BPA to reach the fetus is incredibly worrisome since the fetus is highly sensitive to hormones. Exposure to estrogen-mimicking hormones like BPA at this early stage of development could lead to troubling issues that could crop up later during puberty or adulthood.
In fact, a new study from researchers at Yale School of Medicine suggests that exposure to BPA and other endocrine-disrupting chemicals in the womb can increase breast cancer risk. But, these effects won’t appear until kids are old enough for breast cancer to surface. The study, which was published in the latest issue of Hormones and Cancer, helps to demonstrate the scary lasting effects of prenatal BPA exposure on the breast and uterus.
Research shows that more than 90 percent of Americans have detectable BPA in their urine and the chemical has been found in amniotic fluid, human placenta, breast milk and fat. | <urn:uuid:9d4b2685-c736-4f95-9260-ff1af870bdc9> | CC-MAIN-2018-09 | https://inhabitat.com/inhabitots/new-studies-prove-bpa-can-cross-the-placenta-from-mom-to-fetus/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891815934.81/warc/CC-MAIN-20180224191934-20180224211934-00568.warc.gz | en | 0.940216 | 430 | 3.34375 | 3 |
The recycling rate of 8.2 billion tons of plastic manufactured by human beings is only 30%
according to the voice of economics world company, the industrial ecology team of the University of California estimated the total amount of plastic available on the earth. Since several 10 subsidiaries under 6 were invented five years ago, human beings have produced about 8.3 billion tons of plastic. How much does it weigh? It is equivalent to 25000 Empire State buildings in New York and the sum of 1billion elephants, including plastic bottles, plastic bags and other plastic products
plastic was invented by American Baekeland in 1909. He used phenol and formaldehyde to synthesize phenolic resin. Plastic is a kind of high molecular compound, which can change its composition and shape freely. It has the advantages of impact resistance, wear resistance, good insulation and low cost, but its disadvantages are also obvious, and it is difficult to recycle by classification. According to the estimation of the California scientists' team, only 30% of the plastic is recycled, while 70% of the plastic becomes garbage, most of which is buried under the land, and a large amount of garbage floats in the sea
which plastics can be recycled? Professor donglijie, School of materials, Wuhan University of technology, explained this
donglijie: "hot plastics can be formed after melting. It is easy to recycle them. As long as they are purified, sorted and classified in the early stage, and then put into the same conditions, they can still make new products. For example, plastic bottles, plastic tubes and films, there are a large number of them."
it is not difficult to achieve technically. Why is the recycling rate only 30%
donglijie taught that the size stability is good "With regard to the recycling of plastics, the recycling system for plastic bottles is relatively perfect. Now some enterprises are using waste plastics. Others are using leftover materials from the production of products. If they can be used in large quantities, the same thing must be done easily. The world's major raw materials are easy to recycle and can be fully reused. However, the forming conditions of different materials are different. If they are not of the same kind, it is difficult to use them together. In the plastic industry Industry, we are still very concerned about recycling. After all, the source of plastic is oil. We hope to reuse it as much as possible. If we want to expand the coverage of plastic recycling, we need to establish some corresponding mechanisms. In many countries, there will be a strict classification of the packaging materials, which will be divided by different families according to different types, which will increase its recycling rate. "
at present, garbage collection and classification in China mostly rely on roadside waste collection and garbage disposal individuals. Is there a problem of low efficiency
professor donglijie: "it is neither high nor low enough. Many plastics look the same, but they are actually different types. If they are mixed together, the production process of some products may not be very suitable."
70% of plastics become garbage. What is the degradation of plastics in land and sea water? How long will it take
professor donglijie: "Plastic products that have not been completely separated may be incinerated and landfilled. If incinerated, problems such as gas generation and heat generation will certainly occur. Landfilling is not a very ideal way, because long-term landfilling is also a problem for the land. Most non degradable plastics have a long life, and they may not be bad in the soil for 50 or 100 years. There is no way to define plastics that enter the sea: the increase in lining heating thickness and Ratio decomposition of initial lining thickness. Seawater environment for such general plastics, some academic articles will mention that some plastics may become small particles for a long time, but for many plastics, their existence period is still very long. The seawater environment will change a little compared with our current water quality, but it is not extreme. For example, strong acidity or alkalinity will help the degradation of materials. The degradation of some membrane like materials requires high energy, so it is difficult. "
some people once made plastic the greatest material science invention in the 20th century, but now the team of scientists believes that plastic will become a burden on the earth. The total weight of plastic on the earth will exceed 12billion tons in 2050
professor donglijie said: "We never think what it will do to the earth. In fact, it is our use of plastic. For example, how can we recycle it and maximize its use as much as possible. There are many countries in the world, the most typical one is Japan, which will establish a perfect recycling system. For everyone who makes materials, any material is a very valuable resource. The only problem is how to use it." | <urn:uuid:fa7a7480-b7bd-4dd3-99b5-e9e591341202> | CC-MAIN-2022-33 | http://www1.jiovalino.com/news/30476.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570879.37/warc/CC-MAIN-20220809003642-20220809033642-00569.warc.gz | en | 0.958951 | 1,014 | 3.203125 | 3 |
(Photo by Logistic Gliders Inc.)
The US Marines have been testing a new type of drone designed to be used once and left where it lands once the cargo it's carrying has been retrieved.
As IEEE Spectrum reports, the disposable drone, developed by Logistic Gliders Inc., was recently tested for use by the US Marine Corps. It can be deployed by a helicopter or dropped from the back of an aircraft before gliding to its destination.
As the video above shows, the drone can be piloted remotely or set up for autonomous flight to a predetermined destination. Landings can either be performed via a belly landing, or through the use of a parachute deploying from the back of the drone. The drone itself is essentially just a wooden box made up of around 400 parts, if you include the screws holding it together.
The cargo carrying capacity of these simple drones is huge. The smaller LH-1K can hold up to 300 kilograms (about 660 pounds), whereas the larger LG-2K can carry up to 700kg (1,500+ pounds). This is made possible by the size of the drones, which are 13 feet long and have a wingspan of 23 feet.
The range of flight is limited to about 70 miles traveling at a speed of 150mph, which should be enough for most missions where fresh supplies or some other form of cargo is required to head into enemy territory, for example.
A disposable drone that is left on the ground to slowly decompose may seem wasteful, but it solves the problem of not allowing someone access to the technology in more complex drones if they happen to go down, or the difficulty of recovering a drone capable of carrying 1,500+ pounds of cargo. There's also the cost savings with such a simple, gliding drone.
- Sony Enters Drone Arena With Airpeak
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- US Blacklists Drone Maker DJI Over Alleged Human Rights Abuses
- Consumers Don't Have Privacy Concerns Over Drone Deliveries
- More in Drones | <urn:uuid:1798dad5-7fea-4ec9-ac2b-65cd4c46a1c6> | CC-MAIN-2021-04 | https://www.pcmag.com/news/us-marines-test-disposable-drone | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703548716.53/warc/CC-MAIN-20210124111006-20210124141006-00244.warc.gz | en | 0.94046 | 422 | 2.84375 | 3 |
The curveball is a type of pitch in baseball thrown with a characteristic grip and hand movement that imparts forward spin to the ball, causing it to dive in a downward path as it approaches the plate. Its close relatives are the slider and the slurve. The "curve" of the ball varies from pitcher to pitcher. Outside the context of baseball, variants of the expression "to throw a curveball" essentially translate to introducing a significant deviation to a preceding concept.
Grip and action
The curveball is gripped much like a cup or drinking glass is held. The pitcher places the middle finger on and parallel to one of the long seams, and the thumb just behind the seam on the opposite side of the ball such that if looking from the top down, the hand should form a "C shape" with the horseshoe pointing in towards the palm following the contour of the thumb. The index finger is placed alongside the middle finger, and the other two extraneous fingers are folded in towards the palm with the knuckle of the ring finger touching the leather. Occasionally some pitchers will flare out these two fingers straight and away from the ball to keep them clear of the throwing motion. The curveball and slider share nearly identical grips and throwing motion.
The delivery of a curveball is entirely different from that of most other pitches. The pitcher at the top of the throwing arc will snap the arm and wrist in a downward motion. The ball first leaves contact with the thumb and tumbles over the index finger thus imparting the forward or "top-spin" characteristic of a curveball. The result is the exact opposite pitch of the four-seam fastball's backspin, but with all four seams rotating in the direction of the flight path with forward-spin, with the axis of rotation perpendicular to the intended flight path much like a reel-type mower or a bowling ball.
The amount of break on the ball depends on how hard the pitcher can snap the throw off, or how much forward spin can be put on the ball. The harder the snap, the more the pitch will break. Curveballs primarily break downwards, but can also break toward the pitcher's off hand to varying degrees. Unlike the fastball, the height of the ball's flight path arc does not necessarily need to occur at the pitcher's release point, and often peaks shortly afterwards. Curveballs are thrown with considerably less velocity than fastballs, because of both the unnatural delivery of the ball and the general rule that pitches thrown with less velocity will break more. A typical curveball in the major collegiate level and above will average between 65 and 80 mph, with the average MLB curve at 77 mph.
From a hitter's perspective, the curveball will start in one location (usually high or at the top of the strike zone) and then dive rapidly as it approaches the plate. The most effective curveballs will start breaking at the height of the arc of the ball flight, and continue to break more and more rapidly as they approach and cross through the strike zone. A curveball that a pitcher fails to put enough spin on will not break much and is colloquially called a "hanging curve". Hanging curves are usually disastrous for a pitcher because the low velocity, non-breaking pitch is left high in the zone where hitters can wait on it and drive it for power.
The curveball is a popular and effective pitch in professional baseball, but it is not particularly widespread in leagues with players younger than college-level players. This is with regard for the safety of the pitcher – not because of its difficulty – though the pitch is widely considered difficult to learn as it requires some degree of mastery and the ability to pinpoint the thrown ball's location. There is generally greater chance of throwing wild pitches when throwing the curveball.
When thrown correctly, it could have a break from seven to as much as 20 inches in comparison to the same pitcher's fastball.
Due to the unnatural motion required to throw it, the curveball is considered a more advanced pitch and poses inherent risk of injury to a pitcher’s elbow and shoulder. There has been a controversy, as reported in the New York Times, March 12, 2012, about whether curveballs alone are responsible for injuries in young pitchers or whether it is the number of pitches thrown that are the predisposing factor. In theory, allowing time for the cartilage and tendons of the arm to fully develop would protect against injuries. While acquisition of proper form might be protective, Dr. James Andrews is quoted in the article as stating that in many children, insufficient neuromuscular control, lack of proper mechanics, and fatigue make maintenance of proper form unlikely.
The parts of the arm most commonly injured by the curveball are the ligaments in the elbow, the biceps, and the forearm muscles. Major elbow injury requires repair through elbow ligament reconstruction, or Tommy John surgery.
The 12–6 curveball vs. the "slurve"
Curveballs have a variety of trajectories and breaks among pitchers. This chiefly has to do with the arm slot and release point of a given pitcher, which is in turn governed by how comfortable the pitcher is throwing the overhand curveball.
Pitchers who can throw a curveball completely over handed with the arm slot more or less vertical will have a curveball that will break straight downwards. This is called a 12–6 curveball as the break of the pitch is on a straight path downwards like the hands of a clock at 12 and 6. The axis of rotation of a 12–6 curve is parallel with the level ground and perpendicular to its flight path.
Pitchers who throw their curveballs with the arm slot at an angle will throw a curveball that breaks down and toward the pitcher's off-hand. In the most extreme cases the curve will break very wide laterally. Because the slider and the curveball share nearly the same grip and have the same unique throwing motions, this curveball breaks much like a slider, and is colloquially termed a "slurve." The axis of rotation on a slurve will still be more or less perpendicular to the flight path of the ball, however it will not be parallel to the ground. With some pitchers, the difference between curveball and other pitches such as slider and slurve, may be difficult to detect or even describe. A less common term for this type of curveball is a 1-7 or 2-8 curve.
Physics of a curveball
Generally the Magnus effect describes the laws of physics that make a curveball curve. A fastball travels through the air with backspin, which creates a higher pressure zone in the air ahead of and under the baseball. The baseball's raised seams augment the ball's ability to develop a boundary layer and therefore a greater differential of pressure between the upper and lower zones. The effect of gravity is partially counteracted as the ball rides on and into increased pressure. Thus the fastball falls less than a ball thrown without spin (neglecting knuckleball effects) during the 60 feet 6 inches it travels to home plate.
On the other hand, a curveball, thrown with topspin, creates a higher pressure zone on top of the ball, which deflects the ball downward in flight. Instead of counteracting gravity, the curveball adds additional downward force, thereby gives the ball an exaggerated drop in flight.
Real or illusion?
There was once a debate on whether a curveball actually curves or is an optical illusion. In 1949, Ralph B. Lightfoot, an aeronautical engineer at Sikorsky Aircraft, used wind tunnel tests to prove that a curveball does in fact actually curve. On whether a curveball is caused by an illusion, Baseball Hall of Fame pitcher Dizzy Dean has been quoted in a number of variations on this basic premise: "Stand behind a tree 60 feet away, and I will whomp you with an optical illusion!"
However, optical illusion caused by the ball's spinning may play an important part in what makes curveballs difficult to hit. The curveball's trajectory is smooth, however the batter perceives a sudden, dramatic change in the ball's direction. When an object that is spinning and moving through space is viewed directly, the overall motion is interpreted correctly by the brain. However, as it enters the peripheral vision, the internal spinning motion distorts how the overall motion is perceived. A curveball's trajectory begins in the center of the batter's vision, but overlaps with peripheral vision as it approaches the plate, which may explain the suddenness of the break perceived by the batter. A peer-reviewed article on this hypothesis was published in 2010.
A variety of nicknames exist to describe the curveball. Popular nicknames include "the bender" and "the hook" (both describing the trajectory of the pitch), "Uncle Charlie," "Lord Charles", "the yellow hammer," and "the yakker." It is also referred to as "the deuce" or "number two" because among the universal signs used by catchers, pointing one finger signifies a fastball while two fingers is the sign for a curve.
Baseball lore has it that the curveball was invented in the early 1870s by Candy Cummings (it is debatable). An early demonstration of the "skewball" or curveball occurred at the Capitoline Grounds in Brooklyn in August, 1870 by Fred Goldsmith. In 1869, a reporter for the New York Clipper described Phonney Martin as an "extremely hard pitcher to hit for the ball never comes in a straight line‚ but in a tantalizing curve." If the observation is true, this would pre-date Cummings and Goldsmith. In 1876, the first known collegiate baseball player to perfect the curveball was Clarence Emir Allen of Western Reserve College, now known as Case Western Reserve University. Both Allen, and teammate pitcher John P. Barden, became famous for employing the curve in the late 1870s. In the early 1880s, Clinton Scollard (1860–1932), a pitcher from Hamilton College in New York, became famous for his curve ball and later earned fame as a prolific American poet. In 1885, St. Nicholas, a children's magazine, featured a story entitled, "How Science Won the Game". It told of how a boy pitcher mastered the curveball to defeat the opposing batters. In the early years of the sport, use of the curveball was thought to be dishonest and was outlawed, but officials could not do much to stop pitchers from using it.
Records of the Princeton University (then the College of New Jersey) game from September 26, 1863 in the New York Clipper of the Nassaus facing the Athletics refer to F. P. Henry, Princeton Class of 1866, "slow pitching with a great twist to the ball achieved a victory over fast pitching." By 1866, many Princeton players were pitching and hitting "curved balls."
In the past, major league pitchers Bob Feller, Virgil Trucks, Herb Score, Camilo Pascual and Sandy Koufax were regarded as having outstanding curveballs. Other notable curveball pitchers since 1900 are/were Barry Zito, Kerry Wood, Adam Wainwright, Dwight Gooden, Nolan Ryan, David Wells, Darryl Kile, Clayton Kershaw, Orel Hershiser, Bert Blyleven, Yu Darvish, Justin Verlander, Steve Carlton and Mordecai Brown.
- Seattle Post-Intelligencer (PDF) http://www.seattlepi.com/baseball/pdf/pitchingpage.pdf. Missing or empty
- "Curve Ball Grip". Efastball.com. 2009-07-26. Retrieved 2013-02-16.
- "Holy mother of Strasburg (with Pitch f/x!)". Hardballtimes.com. 2010-06-09. Retrieved 2010-10-27.
- Bill Pennington (2012-03-11). "Young Arms and Curveballs: A Scientific Twist". The New York Times.
- Bill Thurston (2008). Age to Teach the Curve Ball and How to Teach It.
- "Pitching Science – Engineers who track baseballs catch insights into the game". Phschool.com. 2001-06-09. Retrieved 2010-10-27.
- 2009finalist (2009-05-10). "2009 Vision Sciences Meeting: Curveball Demo Wins Illusion Contest". Illusioncontest.neuralcorrelate.com. Archived from the original on 2010-10-27. Retrieved 2010-10-27.
- "Revealed: Why curveballs are so hard to hit". New Scientist. 2009-06-07. Retrieved 2010-10-27.
- Previous post Next post (2010-10-19). "Wired". Wired. Retrieved 2010-10-27.
- "Breaking Curveball Too Good to Be True – USC News". Uscnews.usc.edu. 2010-10-13. Retrieved 2010-10-27.
- "Transitions between Central and Peripheral Vision Create Spatial/Temporal Distortions: A Hypothesis Concerning the Perceived Break of the Curveball". http://www.plosone.org/. 2010-10-13. Retrieved 2010-11-15. External link in
- McDermott, Terry (May 16, 2017). Off Speed: Baseball, Pitching, and the Art of Deception. Knopf Doubleday. p. 46.
- "Charlton's Baseball Chronology – 1869". baseballlibrary.com. Archived from the original on 2008-12-11. Retrieved 2008-06-06.
- "Archived copy". Archived from the original on 2014-02-24. Retrieved 2013-03-23.
- https://books.google.com/books?id=dBEbAAAAYAAJ&pg=PA924 How Science Won the Game; George B. M. Harvey
- https://books.google.com/books?id=eTUCAAAAYAAJ&pg=PA83&lpg=PA83#v=onepage&q&f=false Athletics in Princeton: A History; Presbrey, 1901
- "A look inside: Eliot House". Harvard Gazette. Retrieved 14 October 2015.
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I am a proud feminist: Antonio Guterres
Guterres praised the vital role of the CSW as one of the most dynamic intergovernmental bodies to erase stereotypes and fight discrimination limiting women’s and girls’ opportunities.
The U.N. chief said that changing “the unequal power dynamics” underpinning discrimination and violence against women is “the greatest human rights challenge of our time” and a goal that is “in everyone’s interest.”
“Discrimination against women damages communities, organizations, companies, economies and societies,” he added, explaining that such attacks of fundamental rights of women and girls can fuel radicalization and extremism.
On steps taken by the U.N. to mainstream gender, the U.N. chief said that the international organization already reached gender parity in the senior management group for the first time in the U.N. history. He also said that women now fill one-third of positions as heads and deputy heads of peacekeeping missions, and that the organization will continue to work to meet the targets. Moreover, he highlighted the zero tolerance of sexual harassment that he introduced upon his appointment to improve reporting and accountability.
Women heads and deputy heads of UN peace missions gather for the first time - highest numbers in UN history. Their leadership qualities are key to achieve sustainable peace and security. With inclusion comes greater effectiveness #genderparity pic.twitter.com/cd0l3l4iXs— António Guterres (@antonioguterres) March 10, 2018
The CSW session of 2018 focuses on “challenges and opportunities in achieving gender equality and women’s empowerment of rural women and girls.” It aims to change existing social norms and prevent violence against rural women and girls. Guterres said that lifting up marginalized women, especially women in rural communities, refugees and migrants, will ensure that no one is left behind and is essential to fulfilling the goals of the 2030 Agenda for Sustainable Development, which aims to eradicate poverty and create a safer, more sustainable world on a healthy planet. He added that girls born in poverty are at higher risk of dropping out of school, marrying as children, suffering complications during birth, experiencing violence and also passing the legacy to their children.
Rural women and girls play a critical role in ensuring both food and social security for their families and communities, and they represent the largest source of untapped potential; however, they also face multiple forms of discrimination and violence. This is particularly the case for agricultural workers, indigenous and tribal women, fisherwomen, and informal workers.
They have limited access to and control of land and productive resources, they do most of the unpaid and unrecognized household care, they lack access to information and communications technologies, suffer from legislation that limits their ability to take loans and achieve economic independence, and they are heavily impacted by poor infrastructure, unregulated migration and climate disasters resulting from climate change. This vulnerability is exacerbated by intersecting inequalities against young women and girls, older women, heads of households, women with disabilities, migrants, refugees and internally displaced women.
Challenges facing rural women and girls include threats to their sexual and reproductive health and rights as a result of cultural and religious norms, leading to unintended pregnancies and complications in pregnancy and childbirth. Gender-based violence (GBV) and other harmful practices, including Female Genital Mutilation (FGM) and forced marriages of child girls, threaten their well-being. The changing climate further limits their access to land, water and energy, and it increases the time and effort spent by women to secure water and fuel for their families. This is in addition to already limited access to formal and informal education, which leads girls to miss out on education and income-generating opportunities. | <urn:uuid:f8c00e95-9dca-4f7a-ace9-cf375c72ea8b> | CC-MAIN-2018-51 | https://www.egypttoday.com/Article/6/45181/I-am-a-proud-feminist-Antonio-Guterres | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829140.81/warc/CC-MAIN-20181218102019-20181218124019-00625.warc.gz | en | 0.953272 | 774 | 2.546875 | 3 |
More Intelligent Design: Testing Measures of Merit
65 Pages Posted: 29 Sep 2011 Last revised: 10 Aug 2017
Date Written: June 15, 2011
This Article articulates the theoretical, legal, and policy implications of new and improved theories of intelligence and recent research finding that conventional mass-marketed standardized tests, or 'factorist tests,' have less predictive power and larger racial differences in scores than newer multidimensional 'systems-based' tests. It raises a new question about the fairness of the role that traditional admissions tests like the SAT, GRE, LSAT, and MCAT currently play in selective higher education admissions - whether basing admissions on scores on such tests unfairly distorts the true admissions-related merit of individual applicants and racial groups. The core of this argument is not that selective universities rely on a flawed definition of merit or that traditional factorist tests are racially, economically, or culturally biased. Instead, this Article considers the ramifications of social science evidence suggesting that the admissions tests most commonly relied upon today are less successful in predicting applicants' future academic performance and have more racially skewed scores because they are designed according to a scientifically flawed theory of intelligence.
Keywords: intelligence, standardized testing, test scores, test deficiency, SAT, LSAT, selective admissions, Title VI, disparate impact, Fourteenth Amendment
Suggested Citation: Suggested Citation | <urn:uuid:40dcb9bb-e397-48f5-a771-77b888911a5c> | CC-MAIN-2018-26 | https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1935292 | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864148.93/warc/CC-MAIN-20180621114153-20180621134153-00163.warc.gz | en | 0.907479 | 275 | 2.640625 | 3 |
Hawaii's cultural environment is the result of layer upon layer of various cultural groups. The culture of Hawai'i is arguably one of the strongest remaining in the world, and certainly within the United States. The culture and practices of the Hawaiian people remains very evident on the islands, even though the Hawaiian race itself has become diminished and "diluted" over the years - few pure blood Hawaiians remain in the general population.
Remnants of New English culture remain, though not nearly to the degree of early Asian immigrants who came to work in the sugar cane fields in the early 20th century. Additionally, Polynesian influence in the islands is strong as one might expect. Today Hawaii is a truly a melting pot of many cultures, beliefs, and heritage.
The arts are of high interest in the islands, either in the form of music, photography, hula dance, or art. Galleries for art and photography are prominent throughout the islands, music has worked its way around the globe and into several major movies (thanks to the late Israel Kamakawiwo'ole - Brother IZ), and the hula is world renown. Appreciation of classical, modern, and experimental art forms is evident in attendance figures at galleries, concerts, legitimate theater performances, and museums. Many ethnic groups preserve the traditions of their ancestors by combining or modifying music and dance forms.
Since the preservation of the culture and heritage is very important to the people of Hawaii, an assortment of cultural and scientific institutions present a wide variety of opportunities for the appreciation and understanding of the fine arts, history, traditions, and sciences of the Hawaiian people.The Bernice P. Bishop Museum, founded in 1889 in Honolulu, is a research center and museum dedicated to the study, preservation, and display of the history, sciences, and cultures of the Pacific and its people. The Honolulu Academy of Arts, one of the finest in the world, boasts a spectacular collection of Western art, including works by the late 19th- and early 20th-century masters Monet, van Gogh, Matisse, Gauguin, and Picasso. The collection of Asian art found in the HAA is also some of the finest in the Western world.
The active art, music, and drama departments in Hawaiian schools and colleges and at the University of Hawaii contribute to the expanding cultural life of Hawaii, while the state has several theater organizations, professional and amateur. Hawaii remains the only state in the United States with two official languages, English and Hawaiian. As of late, the Hawaiian language is taught frequently in schools and the once nearly "dead" language has seen a revival.
Hawaii has two National Parks - Hawaii Volcanoes National Park, on the island of Hawaii, and Haleakala National park, on Maui, as well as the much-visited U.S.S. Arizona Memorial in Pearl Harbor. Additionally there are many other Federal Preserves, Walkways, Historic Sites, etc. There are also many state and county parks, including the popular Waimea Canyon State Park on Kauai - home to the "Grand Canyon of the Pacific," as Mark Twain called it.
The Hawaiian islands are also home to some of the most fascinating heiau (temples) that remain in the United States. Unfortunately, many of these heiau were destroyed when the ancient kapu system was abolished late in the 19th century and when the early missionaries arrived shortly thereafter. The largest intact heiau in the state, Pi'ilanehale Heiau, was rediscovered in the 1970's on Maui just outside of Hana town. Today all visitors and residents alike can visit this monumental structure.
Surfing originated in ancient Hawaii and is now practiced at some 1,600 recognized surf spots throughout the islands. Holua was a popular game of the ancient ali'i (royalty), involved a sled, and was incredibly dangerous. | <urn:uuid:fd4c8985-2253-442f-98f3-69af61af6ce3> | CC-MAIN-2017-13 | http://www.hawaii-guide.com/content/posts/hawaii_culture_and_hawaii_heritage | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189734.17/warc/CC-MAIN-20170322212949-00128-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.961721 | 800 | 3.15625 | 3 |
When it comes to the Jurassic period most often people are concerned with the giant dinosaurs that roamed the Earth. If it weren’t for the Jurassic period plants however, the now extinct dinosaurs would never have survived as long as they did. In this article we will cover a number of well known Jurassic period plants including: conifers, ginkgophytes and cycads and cycadeoids.
The Importance of the Jurassic Period Plants
When it comes to the Jurassic period many people tend to focus on the larger carnivorous dinosaurs of this era. What many people don’t understand however is that without the Jurassic period plants these creatures would never have survived. Understanding why Jurassic period plants play a role in the life of carnivorous dinosaurs isn’t too complex; these creatures depended upon many of the herbivorous dinosaur species to feed. Without plant life to sustain herbivores the carnivorous dinosaurs would have been unable to survive. So while the mighty carnivores did not feed directly upon vegetation they depended greatly upon the creatures that did.
A Timeline of Jurassic Plant Life
What is interesting about Jurassic period plant life is that no new major groups of plant life evolved during this period. At the beginning of the Jurassic period the Earth saw the disappearance of seed-fern floras but the gymnosperms and true ferns were thriving. Of the plant life that really thrived during this period it was the gymnosperms or the naked seed plants that really dominated the land. The gymnosperms were first seen in the Paleozoic era and were divided in to cycads and cycadeoids, conifers and ginkgos.
Cycads and Cycadeoids
Cycads are seeded plants that are physically recognized by the presence of a thick and wooded trunk and a crown of stiff evergreen leaves. Of these plants individuals of the species are all male or all female and both are known to have exceptionally long life spans. Cycad plants are found throughout the world even today but prefer to thrive in areas that have tropical or subtropical climates. Cycads are particularly hardy trees and can thrive in a number of different types of habitat including deserts, swampy bogs, shaded areas, sunny areas, salt rich areas and even on rocky surfaces. The diversity of these plants and their ability to grow in any number of habitats is believed to be what allowed them to thrive for such a considerable amount of time. These plants first made an appearance in the early Permian era and are still thriving today! A significant number of herbivorous dinosaurs fed on cycads because of their hardy nature, their bountiful presence and the fact that they grow both close to the ground and high from the ground.
Cycadeoids are a group of plants otherwise known as bennettitales. This order of plants became apparent in the Triassic era and is believed to have become extinct in the Cretaceous period. The Cycadeoids were seed plants that generally look much like Cycads in terms of physical appearance. The Cycadeoids are separated in to two groups, Cycadeoidaceae and Williamsoniaceae. Each of these groups contains a number of individual plant species. The Cycadeoidaceae include: Cycadeoidea, Cycadekka and Monanthesia. These plants are all characterized by thick trunks and the presence of cones. The Williamsoniaceae include: Williamsonia, Wielandella, Williamsoniella and Ischnophyton. These species of plant had much more slender trunks that branch and cones that are used for reproduction.
Conifers are known by any number of names including: Pinophyta, Coniderophyta or Coniferae made their first appearance in the late Carboniferous period and remain a thriving plant family today. Like cycads and cycadeoids conifers are cone bearing. Only a few of the conifers known today are recognized as plants, most of this species are woody trees such as Douglas-firs, cypresses, junipers and firs. There are currently 68 genera and 630 living species of conifer; however, this variety of plant was certainly not as bountiful back in the Jurassic period. One thing that makes this plant variety particularly interesting is the fact that it seemed to thrive as a result of the Permian-Triassic extinction event that had such a devastating effect on many other living things.
Ginkgophytes or simply ginkgo is known as a genus of plant that does not flower and is currently known only by a single living species: ginkgo biloba. Ginkgo biloba is seen by many as a living fossil and is taken in the modern day as a supplement. Is it believed that the ginkgo plant dates back as far as 199.6 million years ago to the beginning of the Jurassic era and it currently still thrives. The Jurassic period was a particularly beneficial era for the ginkgo plant not only because it saw its beginning but also because it was able to diversify. Throughout the middle of the Jurassic period the ginkgo plant diversified and came to spread throughout Laurasia and this diversification carried on through the beginning of the Cretaceous period. By the middle of the Cretaceous period however, this plant began to decline in diversity. Today there is only one single specimen of this plant life left living, this species of ginkgo was able to thrive in China where all other gingko plants died out in the rest of the world. All of today’s ginkgo supply was ago to survive as a result of the single remaining gingko species. Species of ginkgo that were once living include: ginkgo adiantoides, ginkgo apodes, ginkgo digtata, gingko dissecta, ginkgo gardneri, ginkgo ginkgoidea, ginkgo huttonii and ginkgo yimaensis.
The Difference in Jurassic Period Plant Life
There are a number of differences between the plant life found in the Jurassic period and the variety of plant life found today. Land plants were indeed plentiful during this historic era however, they were not the plants that you and I commonly recognize today, they were mostly non-flowering plants. If one word were to be used to describe the plants of the Jurassic era it would most commonly be the word “ferns” since many of the plants from this time were similar in appearance to the ferns of today. One of the reasons that plant life in the Jurassic era was all adapted to a particular type of environment is due to the overall higher latitudes and the humid and warm climates that they created. The tropical environment created during the Jurassic period was particularly conducive to this type of non-flowering plant. So hardy were a number of the plants that began life in the Jurassic period that they managed to thrive for millions of years and can still be found today.
The Progression of Plant Life in the Jurassic Period
During the Jurassic period the supercontinent known as Pangaea broke in to Laurasia and Gondwana. This breaking up of the mega continent of Pangea allowed for more diversification of plant species and as the continents continued to break apart plant life became even more diversified. The diversification that occurred among plant life is also evident among the superorder Dinosauria. As the continents shifted and moved from one area of the ocean to another the climates began to change drastically which allowed for plant and dinosaur species both to begin adapting to suit their new ecosystems.
Discovering the Plants of the Jurassic Age
Many people wonder just how it is that we can know anything about plant species that lived so very long ago particularly since plant life does not have any skeletal remains. Plants are not all that unlike the dinosaurs and other small mammals of history however in that they did get preserved. Fossils are any evidence of past life, this evidence does not have to contain skeletal remains and as such plants can be fossilized as well. While a number of plants and animals did not undergo the preservation that fossilized elements did, some were exposed to just the right conditions which enabled them to be preserved in some type of element. Fossils are commonly preserved in amber, animal or dinosaur feces and soil or sediment. In order to result in a fossil an item can be exposed to a number of different conditions such as:
- A lack of oxygen
- Submergence under ice or water or permafrost
- Extreme temperatures
- Extreme drought for an extended period of time
- Extreme pH
These elements can result in plant material being fossilized so that paleontologists and other researchers can discover a wealth of information about Jurassic period and other prehistoric plants! Some of the information that these researchers can find out about plant life from these fossilized remains are growth patterns, population density of specific plant species, reproductive patterns of particular plant species, the age of plant life and levels of moisture in the air at the time of the plant’s death. These fossils can also tell much about the environments in which the specific plant species grew and even what types of elements were rich in the soil and ecosystem where the plant grew. Fossils of Jurassic period plants can tell us so much about the planet in a snap shot of time.
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Paper lanterns are a favorite among the papas.
But they can also be a nuisance, and you might not be able to get rid of them, especially if you’re looking to take them out.
Here are the 10 tips you should know about paper lantern safety.
Paper Lanterns Can Burn Your Paper!
Paper lantern batteries can explode and cause a fire.
Don’t throw them away.
The battery inside the paper lantern should be protected with a fire extinguisher and a good pair of gloves.
You should also keep the batteries in a dry place, out of direct sunlight, and away from children.
Paper Lights Are Hazardous Paper lantern lighting can be deadly.
The American Red Cross recommends keeping all paper lantern batteries covered with fire-resistant material.
Paper Lighting Causes Problems Paper lantern lights can cause serious burns, including serious burns to the skin and lungs.
Some are more dangerous than others.
Read the manufacturer’s warnings and make sure you follow the manufacturer recommendations.
Paper Lamps Can Be Dangerous To Your Health Paper lantern battery life depends on a number of factors.
Read our guide to safety and health for more details.
Paperlight Safety Considerations Paper lantern safety tips for children.
Learn how to use your paper lantern safely and safely.
Paperlamps Are Not Recommended For Use In Schools Paper lantern power is not approved for use in schools.
The U.S. Consumer Product Safety Commission says that the batteries are too fragile to be safely stored or used in schools, and that the use of paper lantern power can cause burns and death.
Paper Lighting Can Cause Fire Safety The U,S.
Environmental Protection Agency (EPA) says that paper lantern lighting is “not an approved fire hazard.”
Paper Lamp Safety Tips Paper lantern manufacturers have some tips for you to keep in mind if you want to use a paper lantern.
Paper Lumens Are Not Enough Paper lantern lumens can be harmful to your health.
Keep the paper lamp batteries charged and the batteries away from heat sources, children, pets, and people.
Paper is Hazardous For Your Health To make sure that your paper lamp is safe to use, read our guide on safety and safety tips. | <urn:uuid:ed9d3be3-5ba6-410c-823c-38f4e080ce88> | CC-MAIN-2021-39 | https://businesscustomwriting.com/2021/07/how-to-get-your-papers-back-in-a-year-and-a-half/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057131.88/warc/CC-MAIN-20210921011047-20210921041047-00281.warc.gz | en | 0.879674 | 459 | 2.640625 | 3 |
A few years ago, in 2008, researchers at the University of Copenhagen published a very interesting study regarding the origins of blue eyes. Published in the scientific magazine, Human Genetics, the study attempted to trace the origin of blue eyes. In this brief article, I will review the article written about this study and discuss the implications of this study if it is correct.
The information in this study is fairly basic. The authors make the claim that all humanity originally had brown eyes. This is not an impossible claim, especially considering the frequency of brown eyes in the human population. Something many people may not recognize is that eyes are pigmented the same way the skin is, with the pigment melanin. Thus the color of the eye is entirely dependent on how much melanin is produced. The researchers state that a special switch in the genetic code was turned down via mutation in some humans, making it impossible for brown eyes to form. The switch controls the production of melanin in a number of areas, including the eyes and hair. However, there are limits to how much eye color can vary and there are limits to how much the amount of melanin can change before eye color changes. According to the study, people with blue eyes have a very tight spectrum of how much melanin can be in their eyes. The study claims that this limited variability indicates that blue-eyed individuals have a common ancestor. Further, based on the frequency of the blue eyes in the population appears to indicate that the mutation arose approximately 6000-10000 years ago.
Those of you who have read carefully so far may have noticed some things which are at the very least beneficial to the Creationist. The most obvious one is the timeline. If you were to go through Biblical genealogies and add up how old each patriarch was when they had their first child along with the two thousand years after the birth of Christ, you get approximately 6000 years. This is why Creationists date the world at approximately six thousand years old. The study notably points out that blue eyes arose approximately 6000 years ago. Likely the mutation required for blue eyes to form took place shortly after man’s fall in the Garden of Eden. It is likely that Adam and Eve both had brown eyes and olive skin, and that their descendants developed the characteristics of the supposed races after the fall. Whether that supposition is true or not, the timeline for the development of blue eyes fits beautifully within the Biblical timeline.
A second benefit to the Creationist is the evolutionist informing us that those of us with blue eyes have a common ancestor. This is news to no one who believes the Bible. We have two common ancestors: Adam and Noah. However, since Adam likely did not have blue eyes, as stated above, one of his children would likely have been the first blue-eyed human. However, since all but eight humans were wiped out by the flood, one of the eight survivors must have carried the mutation. Which one carried the mutation is subject to speculation, but most likely it was Japheth or his wife. The reason for this is that blue eyes are most commonly seen in Europeans, particularly northern Europeans, and it was to Europe and Asia Minor that the descendants of Japheth migrated after the Tower of Babel. Thus it is probably that they took their father or mother’s mutation with them as they traveled, leading to a frequency of blue eyes in Europe much higher than anywhere else. However, this is pure speculation, as the people groups would have intermarried around Babel, allowing the mutation to get passed from one people group to another.
The study from the University of Copenhagen does little to move the needle either way. While it does provide incidental support to the Creationist theory, it does nothing to undermine evolution. Both sides could use the study equally. However, it is comforting to know that, once in a while, researchers provide support for Creationism by accident, however small that support may be. | <urn:uuid:b74635a0-4809-43f8-a8f6-473ea33e9ad2> | CC-MAIN-2021-31 | https://inhisimage.blog/2017/09/11/blue-eyed-origins/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046151972.40/warc/CC-MAIN-20210726000859-20210726030859-00144.warc.gz | en | 0.977351 | 798 | 3.1875 | 3 |
12 Juillet 2016
I was recently asked by a weekly news program to submit some notes and ideas for a thirty-minute program on the history of America’s nuclear weapons program, from 1945-2016. I got a bit carried away and ended up writing the text that follows. This text doesn’t appear in the program that was produced, but I was told that it helped shape, to some unknowable degree, the topics covered in the interview with historian Peter Kuznick. With or without my influence, the interview provided an excellent introduction to the special relationship between Japan and America. A second installment is forthcoming.
Imperial Japan, the Bomb & the Pacific Powder Keg
On May 27th, 2016, Barack Obama visited Hiroshima, the first time an American president had ever visited the city while still in office. His speech there was a sermon that de-personified the attacks and exculpated the president who authorized them. He spoke only abstractly about how “death fell from the sky” seventy-one years ago. With his mind on domestic pressure not to say anything that resembled an apology, President Obama strenuously avoided mentioning the nation and the individuals who were responsible for the decision to drop atomic weapons on civilian populations. Additionally, he made no specific proposals about moving forward in nuclear disarmament.
In American public perceptions, there is still the common belief that the bombs “ended the war” and saved a greater number of both Japanese and American lives. A new National Parks museum called The Manhattan Project National Historical Park, with three venues at Hanford, Los Alamos and Oak Ridge, is hoping to tone down the triumphal, one-sided aspect of previous texts and exhibits (like the Smithsonian exhibit in 1995). They are now considering incorporating the views of Japanese victims and American victims whose health was damaged by the production and testing of nuclear bombs.
Nonetheless, the triumphalist perspective persists as a stubborn meme in American culture, even though the debate among historians is essentially over. Historians such as Tsuyoshi Hasegawa, with his book Racing Against the Enemy, have shown that it was the Soviet entry into the war that provoked the Japanese to surrender on August 15, 1945, one week after Stalin declared war on Japan. If the surrender hadn’t come then, Japan’s circumstances were so dire that it would have come soon without the need of an American invasion. This argument was made by several high military officials in the weeks before the bombs were used, but by this time a billion 1945 dollars had been spent on the Manhattan Project, and everyone involved in making the bombs feared the political fallout of not using them. Then there was the motive to demonstrate to the Soviet Union that America possessed this new weapon and was willing to use it.
Seventy-one years later, there are now nine countries that possess nuclear weapons: USA, Russia, China, France, UK, Pakistan, India, North Korea and Israel, the only one of the nine that maintains a stance of ambiguity—refusing to declare whether it has nuclear weapons, even though it is known beyond doubt that they do. In total the nine countries have about 15,000 weapons, with 93% of them held by the US and Russia, with about 7,000 each. Each side has over one thousand on “hair-trigger alert” status in which they are vulnerable to accidental launch or an overly hasty decision to launch with incomplete or inaccurate information held by those who would have to make the fatal decision.
In 1946, America took control of many of the Pacific islands it had occupied during the war. Nuclear weapon tests began in July with the tests in the Marshall Islands on the Bikini Atoll, which prompted a French fashion designer to launch a swimsuit design we all know today. It was described that summer as a “weapon of mass seduction” and “une bombe anatomique,” but for Marshall Islanders there were no jokes to be made. They were relocated within the island chain to small atolls that were already occupied and crowded. In spite of the relocations, many of the still-inhabited islands were showered with fallout. US military personnel were also exposed, and some of the irradiated ships were hauled back to Guam and the US mainland for scuttling or dismantling. Treasure Island in San Francisco Bay is one of the places where this contamination remains a problem to this day.
In 1949, the Soviets tested their first nuclear device in Kazakhstan, and after that the arms race and the global paranoia of mutually assured destruction accelerated into high gear. By the mid-fifties, both nations were testing hydrogen weapons which were thousands of times more powerful than the bombs used in 1945. The public knew little about what was going on, but the Castle Bravo 15-megaton H-bomb test in the Bikini Atoll, on March 1, 1954, went horribly wrong for military planners. The yield was larger than predicted, and fallout landed on several Japanese fishing boats that were outside the zone of exclusion. The ship called Lucky Dragon No. 5 arrived back in Japan with the crew suffering from radiation sickness. The captain died shortly after his return. The lid of secrecy surrounding nuclear testing was blown off because Japanese media covered the story intensely, and from there the story went global. Throughout the season tuna caught in the Pacific continued to test positive for radiation. This incident triggered the anti-nuclear movement throughout the world, leading eventually to a ban on atmospheric testing in 1963 signed by the US, UK and USSR.
Britain and France had their own arsenals, with their own testing programs in Australia, Christmas (Kirimati) Island, French Polynesia and Algeria. China and France did not sign the Limited Test Ban Treaty and tested in the atmosphere until 1974 and 1980 respectively. India and Pakistan conducted all their tests underground. In this century, only North Korea still conducts tests, while the others make do with sub-critical tests and computer simulations.
In 1950, the US had about 1,000 nuclear weapons. By 1962, at the time of the Cuban Missile Crisis, the USSR and the US each had thirty thousand. Fearing many of their weapons would be hit in pre-emptive strikes, or that they would miss their targets, they planned for massive redundancy and overkill with bombs that had yields big enough to render life impossible in areas the size of the Boston to Washington corridor. One positive result of the Cuban Missile Crisis was that it moved both sides to sober up. They installed a “hotline” so that leaders could communicate directly during a crisis. The process of détente, a general term for the relaxing of tensions between the two powers, lasted from the late 1960s to the 1980s, and it helped somewhat to inhibit enthusiasm on both sides for involvement in conflicts in the developing world.
Newcomers to disarmament studies are confronted with a bewildering list of acronyms for all the bilateral and international treaties related to nuclear weapons. Since the early 1960s there has been the Limited Test Ban Treaty, the Comprehensive Test Ban Treaty, the Outer Space Treaty, the Anti-Ballistic Missile Treaty, and all the US-Soviet/Russia agreements: SALT I, SALT II, START I, START II, START III Framework, SORT, New START, the Intermediate-Range Nuclear Forces Treaty, and others.
The most significant may be the 1968 United Nations Non-Proliferation Treaty, which most of, but not all of, the world’s nations have signed. The key stipulation of the treaty is that because non-nuclear states have agreed not to pursue the possession of nuclear weapons, the states that do possess them are obligated to work in good faith and a timely manner to eliminate their own arsenals. The Marshall Islands (now an independent country), with the support of other Pacific island nations affected by nuclear tests, brought a case to the International Court of Justice in 2014, charging all nine nuclear armed countries with failing to act on their obligations to disarm. Even the non-signatories (India, Pakistan, North Korea and Israel) were targeted because the Marshall Islands case argues that they are still obliged to act under customary international law.
Presently, only Britain, India and Pakistan have addressed the charges. The other nuclear powers chose to not respond to the suit at all. Herein lies a fundamental contradiction of possessing nuclear weapons. Nuclear armed nations participate in drafting international treaties on nuclear proliferation and sign them, but possessing nuclear weapons means they can choose when they do not wish to obey international law. There is no enforcement authority that can make a nuclear-armed state do what it does not want to do, and this of course is the reason the weapons are coveted. No one has used a nuclear bomb in warfare since 1945, but the possessors know that the value of nuclear weapons is in what is called their “non-explosive uses”–their ability to deter, intimidate, and hold leverage over others.
Another clause in the Non-Proliferation Treaty guarantees signatories the right to use nuclear energy if they agree to not pursue the development of nuclear weapons. A large segment of the global civilian population finds this unacceptable, believing that because every nuclear energy program produces fissile material, nuclear energy can never be de-linked from proliferation. Nuclear energy also produces nuclear accidents and nuclear waste, so they involve the some of the same unacceptable hazards as weapons. However, the UN agency that is tasked with guarding against nuclear weapons proliferation, the International Atomic Energy Agency (IAEA) is also the global watchdog and promoter of nuclear energy. It even has veto power over the research agenda and conclusions of the World Health Organization on matters related to the health effects of radiation.
In the early 1980s, popular anti-nuclear movements reached critical mass. In a very different sort of “Manhattan Project,” 1,000,000 anti-nuclear protesters gathered in Central Park, New York in June 1982 to demand a world free of nuclear weapons. Christian evangelical groups were a reliable source of support for Republicans, but their support of the anti-nuclear cause worried Ronald Reagan. In his 1983 “evil empire” speech to evangelicals, he warned them about going soft on their godless adversary. He had put the world on notice during his first administration that he would take a hard line against the atheistic empire that he claimed was bent on global domination. He broke off détente, calling it a “a one-way street that the Soviet Union has used to pursue its own aims,” and he announced the space-based anti-ballistic missile initiative that would become known as “Star Wars,” decisions which critics said went against the provisions of the Outer Space Treaty and the Anti-Ballistic Missile Treaty. Star Wars was never completed, but it served the purpose of striking fear into the leadership of the Soviet Union that strategic parity would be eliminated by an American advantage in space-based weapons.
While he came in like a hawk, Ronald Reagan proved himself to be a leader of puzzling contradictions. He turned out to be a different kind of cold warrior than many conservatives expected, especially as his re-election campaign approached. He remained hawkish on all other issues, and despised for them by his opponents, but nuclear disarmament was one issue where he charted a unique course. He rejected traditional hardliners who planned for a winnable nuclear war and declared himself to be dead serious about the elimination of nuclear weapons. He claimed to have been deeply affected by the 1951 movie The Day the Earth Stood Still, and was known to exasperate his staff by commenting repeatedly that peace would be achieved if the human race faced an alien threat. Other strong fictional influences were the 1983 films War Games and The Day After, a television movie which graphically depicted nuclear holocaust in the American heartland to an enormous prime-time audience of 100 million. These were instances in which Reagan’s confusion of Hollywood and reality may have led to something good. By the mid-80s he became worried that his hawkish policy had spooked the Soviet leadership and alienated the American public which now wanted a return to détente and a reduction in the number of warheads. In November 1983 (the same month when The Day After was broadcast), the Soviets mistook the Able Archer NATO exercise for the real thing and readied their forces for a nuclear attack. As Reagan faced re-election, he realized it was time to adopt a softer stance. A few weeks earlier, Stanislav Petrov, an officer at a Soviet early warning station was informed by a new computer system that five American missiles were incoming. Under protocol, he was supposed to inform the higher command, but he decided, correctly, that it was a false alarm. It is a matter of speculation as to whether the Soviets would have launched on warning instead of waiting to confirm nuclear attacks. Some nuclear strategists, such as Robert McNamara believed it was tacit policy on both sides that no one would be insane enough to launch on warning. These two near misses weren't revealed until years later, so American audiences watching The Day After were unaware of the ironic relationship between fact and fiction in November 1983.
In the ABC News discussion panel that followed the broadcast of The Day After, (November 20, 1983), Robert McNamara states at the 47:40 mark of the video that both sides clearly understood the madness of launch on warning, but they maintained a position of ambiguity on their policy. He believed they wouldn't launch on warning.
Reagan was able to resist hardliner opinion because, unlike a Democrat president, there was no opposition to his right when he decided to engage with Soviet leaders in arms reduction negotiations. Yet in spite of his intentions, and the credit for ending the Cold War that Americans would give him, nothing would have changed if his Soviet counterpart had been anyone other than Mikhail Gorbachev.
In 1987, Reagan challenged Gorbachev in Berlin to “tear down this wall,” and David Bowie’s concert at the wall the same year did essentially the same thing. However, in spite of such Western political and cultural pressures (and self-congratulation for the achievement), the momentum for reform came from within the Soviet Union. Gorbachev was a sincere reformer and humanitarian, brutally honest about the failings of the Soviet system and the need for “new thinking” inside the USSR and in international relations. The Berlin Wall came down and the Warsaw Bloc collapsed for complex reasons, but mostly because Gorbachev made it clear he wouldn’t send in the tanks to prop up the old system. Once it was clear that the East European regimes were on their own, events followed their natural course. Gorbachev was preoccupied with internal problems, more focused on economic and political reforms that would turn the USSR into a multi-party, democratic socialist market system similar to Western European countries. By the end of the decade, Reagan was saying that his “evil empire” comment of just a few years earlier was now irrelevant, as it applied to a bygone era. In 1987, the two superpowers signed the Intermediate-Range Nuclear Forces (INF) Treaty, the Cold War’s most significant arms-reduction agreement. By the mid-90s, both nations managed to reduce their arsenals to about 7,000 weapons each, the level at which they still remain.
Many anti-nuclear activists decry the fact that arms reduction halted at this still-unacceptable level. Seldom discussed is the questionable theory that the US and Russia both halted progress at this level because they agreed that their massive arsenals would deter other nations from ever trying to gain equality and thus nuclear proliferation is actually discouraged by the existence of this absurdly large number of nuclear warheads (see the comments by General Brent Scowcroft in the video above, 39:00~).
In the 1990s, as the secrecy of the Cold War era faded, the full impact of the nuclear project started to become apparent. Uranium miners, military veterans, nuclear workers, downwinders and aboriginal and minority groups near test sites—in all nations that built weapons—started to be more aware of the health impacts. Most ominously, it became clear that genetic damage had been passed onto the children and grandchildren of nuclear test veterans.
Official recognition and compensation came to some groups during the Clinton administration when Hazel O’Leary, an outsider to the organization, took charge of reforming the Department of Energy. Americans might have been more aware of Clinton’s apology to victims unknowingly submitted to radiation experiments, but the news was pushed to the back pages on October 4th, 1995 by the announcement of the OJ Simpson verdict.
In recent years, Gorbachev has spoken often about the West’s broken promises to not expand NATO eastward, as well as other disastrous reversals of the trust that was built long ago. This month, 30 years after the historic 1986 Reykjavik summit with Reagan, Gorbachev noted the betrayal and disappointment that came after that hopeful time. He said all attempts to resolve the numerous conflicts of the previous two decades militarily (Yugoslavia, Afghanistan, Iraq, Libya, and Syria) through a “cult of force” have solved no real problems, and only led to the erosion of international law and the glorification of force. He added, “There has been a collapse of trust in relations between the world’s leading powers that, according to the UN Charter, bear primary responsibility for maintaining international peace and security.” He stated that the international community cannot make progress toward the goal of a nuclear weapons-free world until the world gets back to normal politics and international relations are demilitarized.
In contrast to the days when the West found Gorbachev to be an international figure of great stature, his recent comments were reported only in a medium that the Obama administration considers to be a “Russian propaganda tool.” As a response, Obama counters with $100 million spent on nurturing Russian dissidents who are, supposedly, going to encourage a non-existent pro-American constituency within Russia to bring the country into line. They fail to take note that the only significant opposition to Putin is in the nationalistic and belligerent parties that think he is too soft on America.
Amid this stalled progress caused by the deliberate antagonizing of Russia, President Obama's pledge to work toward a world free of nuclear weapons (for which he won the Nobel Peace Prize in 2009) is a dead letter. With so many congressional districts addicted to defense spending, Obama had to exchange the elimination of some aging weapons for the nuclear weapons modernization plan that will cost $1 trillion over thirty years.
Meanwhile the world sits on a toxic legacy of nuclear waste that will plague the planet long into the “deep future.” Seventy-four years after the Manhattan Project began, there are still no proven successful nuclear waste repositories, and that goes for both military and civilian waste. After all, how could anyone guarantee perfect containment for 100,000 years, with no fires, explosions, leaks or intrusions down in the hole?
In addition, sites throughout the country, like West Lake near St. Louis, and Niagara Falls, New York, are contaminated with wastes from weapons production. The large former weapons factories in places like Hanford, Washington, Rocky Flats, Colorado and Paducah, Kentucky (a partial list) present challenges that will stretch so far into the future that they might as well be called eternal. The promised cleanups that began decades ago are not going well. And the same goes for all nuclearized states.
Staff in America’s weapons labs were actually assigned science fiction creative writing tasks to get them to consider all that could go wrong with the WIPP nuclear waste storage site in Southeast New Mexico. Their writing of a scenario known as Free State of Chihuahua amounted to federal employees envisioning a future when the federal government no longer exists, a scenario in which New Mexico has reverted to its previous Mexican and Native American cultures, and impoverished inhabitants find the WIPP site and start salvaging the “valuable” scraps within.
This example shows the extent to which the defense industry is the nation’s make-work program, engaged in elaborate plans to deal with a waste legacy of monstrous proportions while at the same time adding to it. The industry may not hire many science fiction writers, but it is often touted as the last sector of the American economy that manufactures something, that provides high-paying jobs to engineers and keeps the economy of states like New Mexico viable.
So is it the demand for jobs and economic spin-offs that leave our world bristling with thousands of nuclear missiles? Is it corporate lobbying and greed and the need to expand weapons markets that has led to Cold War II with the extension of NATO to Russia’s border? Can a popular “don’t bank on the bomb” campaign succeed? Would a boycott of weapons financers work, or does the deadlock need to be broken by political leadership that has higher aspirations than jobs and profits? Are there any political leaders on the horizon who can repair the broken trust and militarized politics that Gorbachev speaks of? President Obama finished his speech in Hiroshima by saying “we can choose a future in which Hiroshima and Nagasaki are known not as the dawn of atomic warfare but as the start of our own moral awakening.” Yes we can, or how about yes he can, for only he has the power to awaken morally to the implications of his administration’s reckless attempt to provoke and destabilize Russia, the indispensable nation in his stated ambition to lead the world toward the elimination of nuclear weapons.
Joe Copeland, “At Hanford, a chance for a fuller telling of atomic history,” Crosscut, June 9, 2016.
Tsuyoshi Hasegawa, Racing the Enemy: Stalin, Truman, and the Surrender of Japan (Harvard University Press, 2006).
Marisa Lagos, “Radiation levels at Treasure Island sites called no health threat,” SF Gate, August 28, 2014,
U.S.-Russian Nuclear Arms Control Agreements at a Glance, Armscontrol.org.
The Nuclear Nonproliferation Treaty (NPT) at a Glance, Armscontrol.org.
Merritt Kennedy, “Tiny Marshall Islands Taking On 3 World Nuclear Powers In Court,” National Public Radio, March 3, 2016,
“Ronald Reagan’s News Conference—January 29, 1981,” The American Presidency Project.
Matthew Gault, “This TV Movie About Nuclear War Depressed Ronald Reagan: ‘The Day After’ made the president rethink nuclear proliferation,” War is Boring, February 19, 2015.
Peter Beinart, “Think Again: Ronald Reagan,” Foreign Policy, June 2010.
Colin Freeman, “How did one grumpy Russian halt Armageddon?” The Telegraph, May 11, 2015.
ABC News Viewpoint: Discussion panel held immediately after the broadcast of The Day After, November 20, 1983. Robert McNamara states this point from the 47:40 mark of the video.
Mikhail Gorbachev, Gorbachev: On My Country and the World (Columbia University Press, 1999) p. 34.
ABC News Viewpoint: Discussion panel held immediately after the broadcast of The Day After, November 20, 1983. General Brent Scowcroft states this point from the 39:00 mark of the video.
Chris Busby, “Chernobyl, genetic damage, and the UK nuclear bomb tests - justice at last?” The Ecologist, May 6, 2016,
Marlene Cimons, “Clinton Apologizes for Radiation Tests,” Los Angeles Times, October 4, 1995.
“Gorbachev warns world of ‘cult of force,’ says all recent conflicts could have had peaceful solution,” Russia Today, June 3, 2016.
Ricky Twisdale, “Nuland to Congress: We Spend $100 Mil a Year Trying to Destabilize Russia,” Russia Insider, June 9, 2016.
Joseph Masco, The Nuclear Borderlands: The Manhattan Project in Post-Cold War New Mexico, Princeton University Press, 2006, p. 197-202. Masco describes the original research document containing the Free State of Chihuahua scenario: 10,000 Years of Solitude? published by Los Alamos National Laboratories. The title chosen by the government scientists is an interesting tip of the hat toward the Latino heritage of New Mexico and to the magic realism of both novelist Gabriel Garcia Marquez (author of One Hundred Years of Solitude) and the American nuclear weapons project. | <urn:uuid:7a8c882a-c63b-4b2e-9322-253d9b1ed37b> | CC-MAIN-2017-26 | http://www.fukushima-is-still-news.com/2016/07/from-cold-war-i-to-cold-war-ii.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323870.46/warc/CC-MAIN-20170629051817-20170629071817-00219.warc.gz | en | 0.965377 | 5,116 | 2.53125 | 3 |
How to Sing out Better and Identify Your own Correct Voice
Most of the people like to How To Sing Good but not absolutely everyone is born with a good voice. The good news is that it's simple to learn how to sing better irrespective of that you are starting from. The voice is like a musical musical instrument and although some people have more of a natural aptitude for getting a great note out of it, by learning how to "play" this instrument correctly, you are able to improve a great deal, where ever you're beginning with.
Certainly one of probably the most important aspects of vocal skills well include correct breathing. Now you would think that we would already do this correctly. After all if we couldn't breathe we wouldn't be alive! But in reality many people have bad breathing habits caused by a variety of things which include weak healthy posture and our often frantic life-style. Learning how to control your breathing is one of the keys to improving your voice.
Vocal singing necessitates that you are going to take in enough air easily before that you're going to How To Sing a line and then let this air out in a regular and controlled way whilst singing the notes. The mistake many novice singers do is to take a quick shallow gasp of air into the top of the lungs. This results in there being insufficient air, to get you through the line you are singing, and you will probably end up dropping notes. I'm sure you can relate to this experience and can remember times when you have had to quickly take in more air half way through the line or note you are singing.
Once you inhale correctly it is best to feel your abdomen rising as an alternative to ones own chest. To examination this out lie on the floor (its easier to start figuring out in this position) and place one hand lightly on your chest and the other on your abdomen. As you breathe in, imagine the air flowing all the way down and filling up your abdomen. Don't rush, just allow the breathing to flow into your body and afterwards out in a relaxed way. Notice as you do this the sensations in your body. | <urn:uuid:f2a269fd-4307-4963-ba31-3d9f6109e401> | CC-MAIN-2018-22 | http://sgr987.weebly.com/how-to-sing-properly1.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794867094.5/warc/CC-MAIN-20180525141236-20180525161236-00015.warc.gz | en | 0.968115 | 431 | 2.875 | 3 |
Project Planning & Evaluation is the final high-level process of the Project Setup phase to develop a comprehensive evaluation plan that explains how the project manager should plan for measuring the success of the project effort. Evaluation planning is necessary for making appropriate reviews and analysis of the project implementation process.
The plan should be based on an evaluation methodology that makes a foundation for setting up key performance indicators and metrics for measuring success in a systematic and objective way. Then the plan will be the way to evaluate quantitative and qualitative progress of the entire project as well as its separate phases and parts. It will follow some methods for evaluating the project implementation process and its success.
The purpose of project monitoring and controlling is to provide an understanding of and communicate the project’s process, thus identifying when the project’s performance deviates significantly from the plan so that appropriate corrective actions and preventive actions are taken.
Project activity monitoring is an aspect of project management that is performed throughout the project. Controlling is the aspect wherein corrective and preventive actions are taken. It is the Project Manager who must ensure that the monitor and control process is effectively executed.
Effective execution of the project monitoring and controlling process leads to successful project delivery.
In this course you will learn:
- How to develop a project evaluation template and depending on the benefits and objectives of your project what factors should to be considered that would influence the project success.
- The two groups of Evaluation Methods.
- How to objectively evaluate the results of Project.
- Project Management Concepts
- To use Real World Examples of projects to maximize successes or to minimize failures
- What are some of the constraints in Project Evaluation and Planning
- The Attributes of a Project
- Unforeseen Circumstances
- What is the Project Life Cycle
- The Phases of the Project Life Cycle
- The Project Management Process
- How you go about Controlling Projects
- Some basics in Global Project Management
- And the benefits of Project Management
Project evaluation is the process of appraising how well a project is performing. Evaluation includes assessments of how well members of the integrated project team perform, how well project components are operating in terms of realising identified benefits; identifying progress against
Benefits of attending this course?
- Design an evaluation process that supports goal-based assessment and development of a robust evaluation methodology for specific projects
- Support your organisation’s overall project management and especially critical review capabilities
Who is this course for?
This Project Evaluation course is suitable for anyone who needs a broad understanding of the project evaluation management approach.
What will you learn?
- The most effective approaches, tools and methods for evaluating outcomes against expectations and when to use them
- How to decide on critical measures
- How to build effective objectives and measures into the project | <urn:uuid:dfa41bdb-6416-4b63-b33a-5b64661eb83f> | CC-MAIN-2021-04 | https://comdevcorp.com/project-evaluation-planning/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704799741.85/warc/CC-MAIN-20210126104721-20210126134721-00259.warc.gz | en | 0.912582 | 566 | 2.78125 | 3 |
What is the Administrative Procedure Act?
The Administrative Procedure Act, officially enacted on June 11th of 1946, is a United States federal law that governs the way in which administrative agencies (positioned within the United States federal government) may propose and subsequently establish regulations.
The Administrative Procedure Act applies to both the federal executive department, as well as the independent agencies, of the United States federal government. In essence, the Administrative Procedure Act is a bill of rights for millions of Americans whose affairs are directly related to and controlled by federal agencies of our nation’s government. The official text of the Administrative Procedure Act can be observed under Title 5 of the United States Code.
Background of the Administrative Procedure Act:
In 1933, President Franklin Roosevelt, to spark the fallen economy and further organize the governing state, enacted several statutes that created new federal agencies as a significant part of the New Deal. Shortly after the development of such agencies, however, Congress grew concerned about the expanding powers that such agencies possessed; this concern ultimately resulted in the enactment of the Administrative Procedure Act. When created, the act was designed to regulate and standardize federal agency procedures.
Basic Purposes of the Administrative Procedure Act:
Government agencies, whether funded and operating under a federal department or independent, are all unique governmental bodies, capable of exercising authority similar to all three branches of the United States federal government.
To provide a safeguard, the Administrative Procedure Act created a framework for regulating agencies and their various roles. According the legislation itself, the basic purpose of the Administrative Procedure Act is the following: 1.) require agencies to keep the public informed concerning their organization, procedures and rules; 2.) provide for public participation in the rulemaking process; 3.) establish uniform standards for the conduct of formal rulemaking and adjudication; 4.) define the scope of judicial review.
The above provisions of the Administrative Procedure Act apply to the majority of federal government agencies and institutions. An agency, as defined by the Administrative Procedure Act, is “each authority of the Government of the United States, whether or not it is within or subject to review by another agency.” This definition does not include a number of enumerated authorities, including the President, Congress, the federal courts and governments of territories or possessions of the United States. | <urn:uuid:90e10e1d-4f3b-4f47-b22f-84b52b18440b> | CC-MAIN-2019-51 | https://administrative.laws.com/administrative-procedure-act | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541318556.99/warc/CC-MAIN-20191216065654-20191216093654-00388.warc.gz | en | 0.941763 | 462 | 3.796875 | 4 |
Athletes Connected is compiling a set of resources for student-athletes for coping during the COVID-19 pandemic. This story is about adjusting to isolation with some helpful positive self-talk when you’re feeling anxious or overwhelmed.
- Effective Learning Strategies Away from the Classroom
- Athlete’s Guide to Coping During the COVID-19 Pandemic
By Nick Velissaris, Ph.D., Athletic Counseling Team Clinical Neuropsychologist
Over the past few weeks, our lives have shifted in ways we could never have expected. While there have been many resources and notifications for what we have to do to prevent transmission and remain safe, there have been very few offering guidance on how we can maintain our daily lives with the same success we had pre-isolation.
Quarantine and social distancing do not just change human interaction. They impact our routine, schedule, motivation, structure, and productivity needed to remain a successful student-athlete.
Feeling anxious or overwhelmed?
Here’s some self-talk:
– “this is happening to everybody”
– “this is temporary”
– “we compete against others”
– “same as it was before isolation”
Coaches and trainers have provided workouts to maintain fitness in isolation. Social media and various apps have allowed for improved socialization and mental health. Online classes and technology allow for continued lectures, classes, and exams.
Nevertheless, completing these workouts, engaging with others online, and being a successful student in isolation relies much more on self-initiation and self-motivation. Support systems such as a strict schedule, attendance policies, team rules, study table, tutors, office hours, etc. are wonderful resources for learning, but a byproduct of having such advantages can be the perceived difficulty when they are not available.
So what can we do to maintain some consistency and comfort in learning when everything feels like it has changed so drastically overnight?
In this week’s stories, we address how you can adapt to isolation (today) and offer certain strategies to assist you in your academic learning (Wednesday, April 1).
Adjust Your Perspective
Optimal learning is significantly reduced by anxiety caused by crisis situations. Coping with stress in a positive way can minimize the impact a crisis situation can have on our ability to learn. When negative things happen to us, we tend to catastrophize the outcomes to make things seem worse than they actually are.
This is evolutionary, adaptive, and automatic; it’s what has allowed mankind to continue and thrive as it has. We would not have lasted very long if it were our automatic response to say, “Nope, I bet that bear walking in our cave just wants to be friends.” Instead, our brains make us think of bad outcomes so we go into “alert mode” and remain safe.
This is perceived as anxiety/stress. Fortunately, our brains work in both directions and we can think, make adjustments to our initial thoughts, and respond to those adjustments to reduce the impact of that stressor.
We initially go into alert mode with any drastic or abrupt change. Because of this automatic response, it may be helpful to first challenge that initial reaction and evaluate how much has actually changed.
It is also important to identify what has not changed. Try to remind yourself of the following when you begin to feel stressed and overwhelmed due to the current situation:
- It is easy to focus on ourselves and the loss or inconveniences you have personally experienced…but remember this is happening to everybody.
- Sometimes it can be automatic to look at the situation you are experiencing and ignore that this is temporary… you don’t need to accept this lifestyle forever, just until the problem is fixed.
- Remember that in our lives, we compete against others. Upset that you can’t train? Upset you need to study and don’t have the academic buildings or resources you had?
- Well… so is every other student in your classes and athlete you compete against. The changes impact you the same as your competition, so the impact of this change between you and who you are competing against is the same as it was before isolation.
- All the changes seem so drastic and different from what you did to become successful… but remind yourself that, as an athlete, you are already very skilled in adapting and persevering through difficulty.
- You have had to battle injuries and take exams on the road, deal with daily fatigue from training, morning practices before sunrise, keep up with nutrition and sleep, the media, teammates depending on you, etc., but you still were graded the same way as regular students in the classroom.
- Before isolation, you faced the additional challenges that come with being student-athlete and were successful.
Accept there are new challenges outside your comfort zone, but everyone is facing them, it won’t last forever, and you can overcome challenges better than anyone.
The bold statements can be used as self-talk when feeling anxious or overwhelmed.
In Wednesday’s article, we will tackle ways in which you can create a positive learning environment and utilize repetitive learning.
- Athletes Connected Get Support Page
- Athletes Connected Featured Videos and Coping Skills Videos
- University of Michigan COVID-19 Update
- Michigan Medicine Disease Alerts
- Flattening the Curve for COVID-19: What Does it Mean and How Can You Help?
About the Author
Nick Velissaris, Ph.D., is a clinical neuropsychologist and athletic counselor with the University of Michigan Athletic Counseling Team. He has been at the University of Michigan since March 2019 and specializes in assessing and improving the cognitive, emotional, and behavioral functioning of our athletes. He holds two master’s degrees (clinical-behavioral psychology, clinical psychology) and a Ph.D. in clinical psychology with specialization in neuropsychology. Dr. Velissaris is a Michigan graduate and was a varsity letterwinner in wrestling. | <urn:uuid:33f73606-0406-46bf-b652-ccb33d45ce22> | CC-MAIN-2020-40 | https://athletesconnected.umich.edu/the-new-perspective-adapting-to-isolation/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400234232.50/warc/CC-MAIN-20200926040104-20200926070104-00538.warc.gz | en | 0.958032 | 1,254 | 2.59375 | 3 |
The Titanic was a popular theme in the talks at our fundamentalist Christian school. The presentation was straightforward: human pride and crying out to God for help, except both of the stories we were told were untrue.
Titanic was presented as a tale of human hubris, as arrogance manifested in a claim that the ship was unsinkable; except that such a claim was not made, not by Harland and Wolff, not by White Star Line. The nearest anyone came to such an expression was a journalist’s comment that the ship was ‘practically unsinkable’; hardly a case of an endemic arrogance that was suggested in the talks. And far from the mighty being put down from their seats and the humble and meek being exalted, it was the steerage passengers, the poorest aboard, who suffered the most. The sinking of the Titanic hardly accords with the picture of God presented by Jesus of Nazareth.
It wasn’t just the belief that the sinking of the liner was a matter of pride coming before a fall; the idea of the strains of ‘Bethany’, which gained popularity as the tune for ‘Nearer, my God, to thee’, being played as the ship sank does not accord with the facts.
On 28th April 1912, Harold Bride, radio operator on the Titanic was interviewed in the New York Times, Bride became known for his eye for detail and his accurate recall of events. He describes the final music played on the sinking ship.
The way the band kept playing was a noble thing. I heard it first while we were still working wireless, when there was a ragtime tune for us, and the last I saw of the band, when I was floating out in the sea with my lifebelt on, it was still on deck playing ‘Autumn’. How they ever did it, I cannot imagine.
‘Autumn’ was a popular dance tune at the time, the sort of tune a ship’s band might have played, and there is no reason why Harold Bride would not have reported things as he remembered them, particularly when the interview was so close to the event.
Furthermore, ‘Bethany’, would not have been known to Wallace Hartley, the band leader. Hartley was an English Methodist and would have known a tune called ‘Horbury’ by John Bacchus Dykes and ‘Propior Deo’ (Nearer to God) by Sir Arthur Sullivan. Methodists preferred ‘Propior Deo’ and the opening notes of the tune appear on Hartley’s memorial stone at Colne in Lancashire.
The 1997 film Titanic, was almost certainly wrong in showing the band playing ‘Bethany’ as the ship went down. Harold Bride remembers a dance tune and had they decided upon a hymn tune, it would have been one that Hartley knew.
A cynic once commented that popular journalists would not let the truth get in the way of a good story; sometimes Christians are guilty of similar lazy thinking and repetition of untruths. | <urn:uuid:418159b4-fa2a-45ba-ac72-b75d99036d41> | CC-MAIN-2020-40 | https://forthefainthearted.com/2012/04/12/titanic-theology/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600401624636.80/warc/CC-MAIN-20200929025239-20200929055239-00437.warc.gz | en | 0.987589 | 649 | 2.859375 | 3 |
What are the Rules for Commas? A comma is a punctuation mark, which is used for several reasons, but mostly the comma indicates a pause in the sentence. By learning the following comma rules, you will be able to confidently place commas in the right position when writing sentences.
What are the Rules for Commas?
The rules for commas are many and varied. However, I find the following nine (9) commas rules usually cover most situations when writing a sentence.
1. Use Commas With Lists
Use commas between words, or groups of words in a series.
David, John, and Joshua had the opportunity to play golf over the long weekend. (a series of nouns)
Mother Theresa fed the tired, hungry people. (a series of adjectives)
David prepared, primed, and painted his daughter’s car. (a series of verbs).
The children loved their mother, cared for their mother, and supported their mother while she was sick. (groups of words in a series)
2. Use Commas to Set Off Certain Words
Use commas to set off nouns of direct address, nouns in apposition, and words such as “yes,” “no,” “however,” and “well.”
Peter, please come over here and help me with this. (direct address)
Mr Benson, our bank manager, has been very helpful during our financial crisis. (in apposition)
Yes, I had a time of my life at the football final! (words such as yes)
However, I spent a lot of money on food. (words such as however)
3. Use Commas To Join Independent Clauses
Use a comma before the coordinating conjunction which connects the two independent clauses. The coordinating conjunctions are: and, but, yet, nor, or, and for.
Dad traveled to the city, and he bought a new vehicle. (connecting two independent clauses with coordinating conjunction, and)
The deal must be made clear, or the man would not buy the vehicle. (connecting tow independent clauses with coordinating conjunction, or)
4. Use Commas To Separate Direct Quotations
Use a comma to separate a direct quotation from the rest of the sentence.
The teacher said, “Follow my lead.”
“Hey you,” said the policemen, “Stop, or I will shoot!”
Mum asked, “Would you like chicken for dinner tonight?”
5. Use Commas For Greetings and Closure of Letters
Place a comma after the greetings of friendly letters and the closings of all letters.
Dear Rebekah, (Greetings of a friendly letter)
Sincerely Yours, (Closing of all letters)
6. Use Commas To Separate Certain Parts of a Date
Use commas to separate certain parts of a date when writing them in sentences. Place a comma after the year when it appears in the middle of a sentence.
Sunday, April 25, 1990, was my twenty-first birthday.
On Friday, September 1, 2015, our school opened its new auditorium.
7. Use Commas Between Certain Parts of Address
Use commas between certain parts of an address – city and state, state and country, or province and country. We also add a comma after the state or country when it appears in the middle of a sentence.
Detroit, Michigan, is where my brother lives.
I will travel to Detroit, Michigan, during the school holidays.
8. Use Commas to Set Off an Introductory Adverb
An introductory adverb clause is set off by a comma.
Because David was hungry, he was anxious to eat his dinner.
Since Rachel cleaned the car, her friends have enjoyed their driving experiences.
After fixing the computer, the internet is working much better.
9. Use Commas to Set Off Participial Phrases
An introductory participial phrase is set off by a comma.
Coming to work today, my car had a flat tyre.
Knowing his own ability, the runner turned it on to win the race.
Relating to his previous experience, the builder explained how to fix the problem.
Speaking to the class, the teacher encouraged his students to do well in their exams.
Resources For What are the Rules for Commas?
English Grammar in Use by Raymond Murphy
Plain English Handbook by J. Martyn Walsh and Anna Kathleen Walsh
The Only Grammar Book by Susan Thurman
Mastering English Grammar by S.H. Burton
Connect with us on PINTEREST. | <urn:uuid:2315cbf3-7c6f-4d1f-a7fe-c0cd0cd23974> | CC-MAIN-2018-05 | http://www.basic-english-grammar.com/what-are-the-rules-for-commas.html/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00595.warc.gz | en | 0.956577 | 980 | 4.03125 | 4 |
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by J.C. Tsang, H.D.I. Abarbanel, G.A.N. Connell, L.J. Lanzerotti, and J.D. Sullivan, members of the APS Panel on Public Affairs (POPA)
How does scientific knowledge provide economic value in today's environment. Many of us "think" that this question is trivial. It isn't. Public appreciation of the value of scientific knowledge and physics is critical for continued support for our work. Understanding how concerned non-scientists now think about the economic benefits of such support is fundamental to responding to today's pressures on physics research and education. A detailed understanding of the practical value of physics knowledge in the contemporary economy and the ability to communicate that understanding is essential in justifying future investments in R&D.
Such efforts are necessary because financial support for R&D in the US is substantial. If this support is taken for granted by scientists, it can be significantly reduced or reallocated in ways that we may believe are unproductive. About $215 billion will be spent on R&D by the public and private sectors this year. Throughout the 1990s over 2.5% of the US GDP was spent annually on R&D. Total US R&D expenditures since the late 1970s have doubled. This growth has been driven by industry, which now provides over 65% of all US funding for R&D, reversing past patterns, where about 60% of all US R&D spending was supplied federally.
The $63 billion federal spending on R&D in 1998 is an impressive part of total discretionary federal spending. Even the $15 billion spent annually by Washington on "basic research" is a measurable fraction of discretionary spending. In contrast, total federal funding for the arts and humanities before the wave of interest in deficit reductions was only $350 million. Scientists should ask why they have been able to attract so many more federal dollars. Physicists should also consider the growth in private sector support for R&D over the last two decades and understand the opportunities it presents.
As physicists, we believe that physics education and research benefit society in numerous intangible and tangible ways. The intangible contributions of physics include the satisfaction of the human instinct to comprehend the world in which we live through a fundamental understanding of the physical universe. The contributions of modern physics to many different parts of contemporary life make an unchallengeable case for how physics has enriched the nation. While we may not have built the things we see around us, we know they are based on our ideas. For many of us, the intellectual beauty and anecdotal connections justify the national investment in our educations and work.
While we may wish to justify physics on intangible grounds, we must recognize that more tangible rationales have always been critical to our fellow citizens. There is general agreement that scientific discoveries based on research are often necessary, but almost never sufficient for new technologies and economic growth. While many new products and processes originate in scientific discoveries, the scientific discovery is often not the most "difficult" of the steps leading out of the lab. It is almost never a sufficient step for the civilian marketplace. The "I didn't actually build it, but it was based on my idea" rationale now produces scorn rather than respect.
Two subjects are at the heart of the POPA bibliographic essay on research, technology and economic growth. One is whether the existing organization of research in the US, and the system for its support, provides satisfactory economic returns given the current level of investment in R&D. The second is the effort to quantify the economic benefits of scientific research.
The debate over the first question challenges the traditional distinctions between basic and applied research and the importance of basic research as the major driver of innovation. It suggests that the systems and organizations that were very successful after WWII may require significant modifications to meet today's challenges. This can severely impact support of physics research as we know it.
With respect to the second, there is wide acceptance that research is necessary for economic growth. However, there is not a consensus on how the economic benefits of research can be quantified. The intellectual infrastructure connecting levels of research support to quantitative increases in the GDP does not exist. In contrast, analysts believe that we quantitatively understand the economic consequences of many other investments. Since budgets are quantitative instruments, it is an advantage to be able to relate quantitative results to quantitative inputs. We must take seriously the efforts of economists and policy analysts to quantify the economic contributions of R&D.
The Science-Technology Connection
Our current institutions and policies are solutions to yesterday's challenges and problems. Since WWII, some of these challenges and problems have changed. Occasionally, this can require new solutions. Studies of the role of science and technology in innovation improve our understanding of the contribution of research to economic growth. Understanding in this area traditionally occurs through complex case studies (data) and the creation of simple models (theory) which try to summarize these studies. The models inspire controversy both with respect to internal consistency, and whether they describe reality. These controversies are important because alternate models provide different conceptual frameworks by which policy makers, scientists and engineers view the complex interaction between science, technology, and economic growth.
Many developments in the first half of the 20th century showed the limits of "uneducated, practical" inventors and the need for highly educated innovators capable of understanding and performing scientific and technical studies. This produced a model of innovation, where technical progress began with basic research and "basic research is the pacemaker of technological improvement." Projects producing revolutionary innovations were theorized to begin with basic research, pass through applied research and end in development. This so called "linear model" provides an appealing rationale for the support of basic research. Its underlying assumptions had significant influence on R&D practices and policies in the US for many years after the end of WWII.
Today, the "linear" model has been abandoned in many policy circles. In the 1970s and 1980s, concern about US performance in the global economy spurred increased interest in the connections between scientific knowledge and economic growth. Reassessments of the "linear model" led to more complicated models of the innovation process, and the role of research in it. These models draw on what are perceived to be unique features of today's economy. These include emphasis on time to market, extreme competitiveness, globalization of design, and manufacturing expertise, etc. All emphasize the importance of applied research, and feedback from users, customers, etc. in driving technological innovation. The rapid, continuous evolution of products described by "Moore's Law" is seen as the major way in which research can contribute to economic growth. Today's understanding of how we now view the connection between scientific knowledge and economic innovation has a critical impact on how support for research is currently justified and structured.
Valuation of R&D
A satisfactory quantitative understanding of how research pays off in the marketplace would allow the direct comparison of the returns on investments in research and other kinds of investments. For physicists who know the history of the transistor, the semiconductor industry seems a splendid example of how research can have enormous economic payoffs. But within the current methodologies of modern economics, there is no generally accepted numerical or analytic model of the contributions of scientific research to quantitative economic growth. The controversies in this field are intellectually challenging and well worth reading.
This problem is closely related to the management of research in business. The dominant methodology of the past has been the calculation of the net present value (NPV) of a project. This technique was designed for investments such as building factories and buying airliners, but is widely criticized as a blunt tool more likely to provide the wrong answer than good guidance for R&D policy.
The emerging field of the quantitative assessment of risk has studied this problem in the last decade and offers a different framework for analysis. The new approach stresses that current research investments provide information allowing for the better use of future investments. From this viewpoint, a research investment is analogous to a financial option. A research investment is viewed as the cost of keeping such an option alive until the decision to go ahead with or cancel the project can be made with greater certainty about the outcome based on the results of the research. Such systematic approaches to investing in research raise challenging questions about how different types of research can be compared, how strategic directions against which the option value of a proposed research activity can be assessed quantitatively are arrived at, and how metrics to assess the impact of the strategic options can be defined.
Anecdotal examples of the value of R&D are basic to any consensus on the value of physics research. They do not, however, help individuals who are trying to understand the additional benefits of a 7% annual increase in federal basic research funding as compared to, for example, a smaller annual increase in research funding, and new tax credits for corporate R&D or increased funding for Head Start, etc. Even in an era of budget surpluses, choices like these will have to be made. A better understanding of how R&D contribute to our economy, and the development of metrics that quantify these contributions would make trivial the justification of R&D to our fellow citizens.
For the present, however, physicists must be realistic about the kinds of arguments we can present. We can clearly point to where we have had great intellectual impact but must recognize that our economic impact has generally come as part of a community of scientists, engineers, and technically minded individuals. If we work together with our professional colleagues, accept that many of the choices involved in the crafting of science and technology policy are political choices, and are prepared to engage in the political process by which policy choices are made, we now know enough about the economic impact of physics research and education today to feel comfortable, though not complacent, about the economic future of our profession.
The above is a summary of a recent bibliographic essay produced by the Science, Technology and Economic Growth Committee of the APS Panel on Public Affairs (POPA). The full report, with complete citations of source material can be found on-line at www.aps.org.
©1995 - 2018, AMERICAN PHYSICAL SOCIETY
APS encourages the redistribution of the materials included in this newspaper provided that attribution to the source is noted and the materials are not truncated or changed.
Editor: Barrett H. Ripin
Associate Editor: Jennifer Ouellette | <urn:uuid:22006c3b-a51f-48da-9274-cdc76ec7d45d> | CC-MAIN-2018-30 | https://www.aps.org/publications/apsnews/199901/backpage.cfm | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676590329.62/warc/CC-MAIN-20180718213135-20180718233135-00436.warc.gz | en | 0.952047 | 2,155 | 2.578125 | 3 |
Last line breached? Deadly gene resisting all forms of antibiotics found in China
The conclusion follows a large body of prior research that warns humanity about the dangers of becoming completely resistant to antibiotics. Now, Chinese doctors cooperating with UK specialists from Bristol and Cardiff Universities say we could soon be looking at the spread of uncontrollable superbugs.
In the research published in the journal Lancet Infectious Diseases, the researchers predict a return to the Dark Ages, when even common germs like E. Coli put a person in mortal danger.
"These are extremely worryingly results," professor and co-author on the study Liu Jian-Hua, from China’s Southern Agricultural University, said in a press release.
The research looked closely at Chinese farms, where it’s believed this dangerous potential for resistance took its root before spreading to humans.
The culprit is the gene MCR-1, which allows common bacteria to develop resistance to polymixins, the antibiotic group considered our safest bet when fighting superbugs. The researchers detected it in the common, yet deadly, E. Coli and K. Pneumoniae, which cause pneumonia and blood disease. What’s more, the MCR-1 gene spreads easily from strain to strain, allowing a given bacteria to mutate faster than we can come up with solutions.
"The polymyxins (colistin and polymyxin B) were the last class of antibiotics in which resistance was incapable of spreading from cell to cell," the author explained further. "Until now, colistin resistance resulted from chromosomal mutations, making the resistance mechanism unstable and incapable of spreading to other bacteria.
"The emergence of MCR-1 heralds the breach of the last group of antibiotics," Liu continued. "Although currently confined to China, mcr-1 is likely to emulate other resistance genes ... and spread worldwide. There is a critical need to re-evaluate the use of polymyxins in animals and for very close international monitoring and surveillance of mcr-1 in human and veterinary medicine."
The gene was discovered on plasmids – mobile versions of DNA which are more easily copied and transferred between different microbes. This is what worries the scientists, because it means the spread could be much more aggressive and can affect a more diverse range of bacteria.
"This is a worrying report, as polymyxins are often the last resort antibiotic to treat serious infections," Laura Piddock, professor of microbiology at the University of Birmingham, said, according to AFP. "Equally worrying is that this type of resistance can be easily transferred between bacteria." And according to Piddock, the spread could mirror other drug resistance mechanisms, such as that of tuberculosis.
Colistin is commonly used on Chinese farms, with pigs the prime contenders for hosting bacteria capable with the type of resistance associated with MCR-1. According to the researchers’ report, the samples containing the gene can be found in pigs, chickens and people in southern China, but that resistance originated in the animals.
The gene was actually discovered by accident, during routine farm testing on pigs and chickens. The researchers then took the E. Coli and K. Pneumoniae samples collected from the animals and matched them to the lab results they received from patients at two hospitals in the Guangdong and Zhejiang provinces. MCR-1 was found in over 20 percent of tested animals and in 16 of the 1,322 human samples.
The researchers say the lower infection rate among humans is proof they weren’t the first ones to cultivate the resistance.
"If MRC-1 becomes global, which is a case of when not if, and the gene aligns itself with other antibiotic resistance genes, which is inevitable, then we will have very likely reached the start of the post-antibiotic era," Professor Timothy Walsh of the University of Cardiff, who collaborated on the study, told the BBC News.
"At that point if a patient is seriously ill, say with E. Coli, then there is virtually nothing you can do."
Scientists on the research hope the study will serve to ignite the debate on the use of colistin in animal husbandry.
"The finding that this type of resistance can be shared by different bacteria - irrespective of whether from food, an animal or a person - is further evidence that the same drugs should not be used in veterinary and human medicine," said Piddock.
Further to that, according to Dr. Bruce Hirsch, infectious disease specialist at North Shore University Hospital in Manhasset, NY, doctors and patients should also understand the increasing responsibility to reduce antibiotic intake.
"If you don't need antibiotics, don't take them. You are only giving bacteria extra practice,” he was cited by HealthDay as saying. | <urn:uuid:d10dd723-906f-40d2-a3d4-fff225e348da> | CC-MAIN-2017-34 | https://www.rt.com/news/322702-antibiotic-resistant-gene-deadly/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886102993.24/warc/CC-MAIN-20170817073135-20170817093135-00429.warc.gz | en | 0.957106 | 990 | 2.953125 | 3 |
by Samurai Mom
As a teacher, It’s hard to watch. The shift from elementary to middle school is a difficult time for many kids and girls seem to be especially vulnerable. Left unchecked, complicated frenemy experiences can chip away at girls’ self-esteem. As the excitement of a new school year wanes, there’s a change in their body language. Shrinking into their clothes, eyes downcast, furtive glances over shoulders. The awareness dawns – their entire social world has changed.
How can you help girls survive middle school mean-girl behavior? Middle school is a big transition for girls and they need to be prepared that friendships will come and go. Counseling helps girls manage stress in healthier ways. Addressing the physical, emotional and social changes they’ll experience will reduce the risk to lowered self-esteem and related problems.
The problem in a nutshell? Middle school is a heady, sometimes frightening, mix of greater autonomy and search for identity.
When you add puberty and competitive friendships, it’s a perfect storm.
New middle schoolers find themselves navigating a different world. They experience:
- More interest in romantic attachments – in earlier grades romance may have been a domain of the advanced few; crushes may now include even the late bloomers. Attraction and confusion are in the air.
- Greater freedoms – In a day, middle schoolers can move through 6 – 8 classrooms. Passing between classes in the halls, the bus ride and lunch allows more unstructured time.
- In addition, because students from two or three elementary schools usually converge on a central middle school, the first year adds many new personalities into the mix.
- New relationships in middle school increase intensity in shifting group dynamics. Boys and girls all compete for places in the power structure.
- Peer groups are all-important now. Friendship is based on status in addition to a shared past or common interests. More socially adept girls discover that friendship can be leveraged to influence others.
In certain groups, mean girls take this perfect storm and exploit it in ways that psychologists describe as social cruelty or relational aggression.
All total, I have 8 years of experience teaching at the middle school level. Having seen first-hand the shambles that a middle school social scene can make of a kid’s self-image, I worried as my daughter finished grade 5. I watched, asked some questions and waited. I brought up some of the drama currently afoot in my middle school so that she would know that navigating the mean girl experience is common.
My message? We can talk about this.
I wasn’t exactly sure how I could help, but I wasn’t going to stand by and watch her crumble, either.
My daughter had weathered several social scuffles in the early months of grade 6. She saw her friends from elementary band together to mock clothing, haircuts and friend choices of other kids. That was the point where she made a decision. She would be oblivious to “the drama” as she called it. She focused hard on academics and activities.
Over time, she cultivated a teflon-like exterior of neutrality in her middle school world – never getting too close to the “dangerous” girls and not making enemies of them either. She also made a couple of solid friends.
She let go of elementary school friends who now invested in social drama and brought a book when the company was lacking. She shared that she sat alone sometimes and that it was okay. When things got too intense in the lunchroom, she escaped to the calm of the library.
Rising above it like this may be an option to some girls, but it does take the laser focus of a Zen master. When I was twelve, my own experience dealing with mean girls was much messier.
How Can School Staff Intervene to Reduce Mean Behavior?
School administrators recognize the problem. To combat social cruelty, anti-bullying programs have sprung up in many schools, often billed as diversity clubs or school-wide respect committees. And for the most part, programs like these do create a warmer school culture. Among the goals of groups like these are to understand the problems of exclusion and build tolerance for differences.
Students may organize social events like “No One Sits Alone Day” in the cafeteria or train to be an “upstander” which leverages peer pressure to deter bullying. The Anti-Defamation League is active in training student advocates as Ally Leaders.
In addition, teachers have opportunities to structure positive classrooms to minimize relational aggression and increase tolerance. A sensitive teacher can remix cliques into separate groups and help strengthen working relationships across the entire class. This gives every student the chance to experience the perspectives of others.
Despite our best efforts, middle school is still a social jungle. There are gorillas to rattle the treetops and snakes lurking in the underbrush. Empathy, or the ability to see the world through another’s eyes, is still developing.
Conflicts Between Boys and Girls are Different
When middle school boys are aggressive, there’s an obvious disruption. It might be yelling, trash talk, maybe even a physical scuffle, It’s clear that there’s trouble and the boys are held accountable when it’s all sorted out.
The usual underlying reason for the conflict? To test or confirm the social pecking order. It’s the quest for power and dominance.
Girls’ aggressions may be different, but the drives behind them are the same.
When girls attack, they’re more likely to use relationships as a weapon. The attacks are often quiet and use different, sneakier tactics. Some girls may be physically aggressive in middle school, but more common is the “death-by-a-thousand-cuts” approach.
Carl Pickhardt, author of Surviving Your Child’s Adolescence, defines it as social cruelty, or the “mistreatment that arises when changing young teenagers use … teasing, exclusion, rumoring, bullying, and ganging up … to vie for social standing and dominance.”
That sums it up.
In middle school, friends are becoming all-important. Exclusion from a group can be devastating.
Girls who seek power over others have tools to establish dominance. A pointed glance, an unkind nickname, a rumor, or exclusion can hurt without alerting adults that there is a conflict. Some cliques go so far as to organize scripted shunning behaviors of one girl for a minor reason. Girls within the group risk becoming an outsider if they’re unwilling to go along with the exclusion of the target girl.
Common signs of relational aggression:
- Harassment – in-person attacks or notes/drawings left in desks, backpacks or lockers
- Mockery – clothing, appearance, ethnicity, family income, etc
- Intimidation with physical threats
- Cyberbullying – attacks through social media
- Shunning/”silent treatment”
Relational aggression often happens during the unstructured time in a school day.
If you’re inclined to be a mean girl or a minion of one, there’s a lot of time to mess with other kids. And they do. It can be so subtle, it happens under the best direct supervision of school staff.
Why does girls’ social cruelty fly under teacher radar? It’s hard to detect. It can also change on a dime. Alliances shift, drama is covert and suffering is hidden. Both aggressors and victims may deny what’s really going on. All of this confuses adults who try to intervene.
What Causes Some Girls to Act This Way?
It’s the classic nature vs. nurture debate.
Bonnie Burton, author of Girls Against Girls, breaks it down into four theories:
1. Biological – relational aggression may be partly explained by the way girls are wired. Teen brains are typically ruled by emotion and impulsivity. In addition, girls’ strong memories and social orientation mean that they remember every slight that others have committed against them – real or imagined.
Hormonal changes are rampant throughout adolescence. Estrogen and progesterone levels vary from day to day and can influence the impulses to bond with or torture friends. Empathy is not fully developed yet.
2. Socialization – Despite the many advances in gender equality, girls are still encouraged to repress anger. Burying emotions in order to get along can lead to those same emotions re-surfacing in passive-aggressive ways.
3. Legacy – Being raised or influenced by a mother or an older sister in a family which encourages relational aggression will likely create a mean-girl approach to friendships.
4. Competition – Burton cites several studies that determine girls compete for looks, popularity, and love interests. The unrealistic expectations that are set by society pressures girls to be beautiful, sweet and loving. This drives anger and competition underground.
How Can Parents Help?
First, what you shouldn’t do:
When your daughter is victimized by social exclusion, bullying or other forms of torture, it (understandably) sparks a wave of anger. Yet those feelings are probably not going to help your daughter. For one thing, you can’t force a friendship. And it’s difficult to pin down covert attacks.
Let’s explore the scenario you may have played in your mind since the bullying began to see how it would play out:
You burst into homeroom (in real life you’ll have waited for a meeting with a classroom teacher, a counselor or administrator. But this is a fantasy, so you swoop in unannounced).
You call the mean girls out in front of the class and yell, “I know what you’ve been saying/doing/not doing to my daughter and it needs to stop now!”
The girl or girls respond with wide-eyed innocence and chimes of, “Oh, I didn’t know she felt that way! I feel so bad! I’m sooo sorry!”
Your daughter shrinks into a corner, knowing that this is not going to help her situation. At all.
You seethe with frustration, realizing you can’t prove any of this. Your daughter is mortified and you’ve fed more drama into the situation.
And the girls? They’re not sorry.
As every girl is different, there are different ways to deal with mean behavior.
My research turned up some creative ways to deal with bullying when it comes in the form of verbal attacks. All methods rely on self-awareness and empowering the victim to feel less like a victim.
Some of the techniques are counter to our natural responses to aggression. They need practice to get them right. Many hinge on ways to disarm, deflect and redirect the bully.
But it’s more than helping your daughter defend herself – it’s about helping her reframe a situation and take her power back.
Our usual response to an attack is mirroring the energy of the attacker. If someone is mean, we want to be mean in return or we respond with other intense emotions. But there’s a way to short-circuit this pattern and disarm a person who is acting the role of a bully.
It’s kind of like Tai Chi – you don’t push back at a bully with the same intense energy; instead, you direct their energy in another way.
Kate Cohen-Posey, author of How to Handle Bullies, Teasers and Other Meanies, frames 3 ways to redirect a bully:
- Turn insults into Compliments – Ignore the bully’s actual words and respond as if she has said something nice.
- Ask questions with real curiosity to get at the bully’s real motivations.
- Agreeing with some piece of what the bully has said, no matter how ridiculous.
Posey’s advice is similar to that of Brooks Gibbs, a social skills educator. In this video of an actual school assembly, he models these very strategies to disarm a bully.
2. Experiment with Social Groups
Encourage your daughter to:
- Explore beyond her elementary school circle, not to exclude any old buddies, but to understand different sides of herself.
- Join a new club, sport or activity in which she will not encounter the mean girls. She may discover an entirely new group without the rules of the small world in which she suffers.
- Continue all relationships that help her feel good, and to end friendships that make her feel bad or uncomfortable.
- Make friends outside of school. Neutral friends, outside or inside school can help her get the perspective she’ll need in evaluating the troubled friendships.
- Start a journal to help process the anger, hurt, resentment that she’s likely feeling.
- Examine her own behavior to stop ways she may be feeding into or perpetuating the mean girl drama.
- Refuse to Play the Game – Like my daughter, it may be possible for yours to “opt-out” of the social exclusion game. The drama pay-off in mean-girl games is not satisfying if there’s no reaction from the target.
Other Ways You Can Help
4. Communicate Openly – Share your own middle school horror stories and how you survived. And if you’re a former mean girl yourself, don’t perpetuate the cycle with your daughter!
Help her build EMPATHY instead. No kid’s glory needs to come at another’s expense.
5. Support with Bibliotherapy – the mean girl problem is so common in middle school that there are hundreds of fictional and self-help books written for middle grades and young adults that feature characters and real people dealing with exclusion, frenemies and bullying.
Consider books like the ones below to help girls step back and understand the patterns in relational aggression.
Books have been compared to windows to see others and mirrors to see ourselves more clearly. Novels are a safe place to work out life problems. Through a character’s struggles (and eventual triumphs) girls can see that she is not alone in her experience.
It can be empowering for girls to consider different strategies and perspectives that the character tries in coping with a situation. You can collect some of these resources and start the conversations with your daughter. I’ve even read books in tandem with my kids when I knew they would spark important conversations.
Goodbye Stranger By Rebecca Stead (2015)
A story of friendship and social media explored among 3 girls struggling with frenemy behaviors and growing up.
The sequel to The Revealers, this realistic young adult novel deals with the range of behaviors that fall under the umbrella of cyberbullying.
Queen Bees and Wannabes, 3rd Edition: Helping Your Daughter Survive Cliques, Gossip, Boys, and the New Realities of Girl World Rosalind Wiseman (2016). Written for parents.
Girls Against Girls: Why We Are Mean to Each Other and How We Can Change By Bonnie Burton (2009). Written for girls. Provides insight into the whys and hows of social cruelty and what girls can do about it.
How to Handle Bullies, Teasers and Other Meanies: A Book That Takes the Nuisance Out of Name Calling and Other Nonsense (2018) by Kate Cohen- Posey,M.S., LMHC, LMFT
6. Ask for Help
School counselors at the middle school level are well-versed in frenemy minefields. Most counselors will meet with your daughter on a regular basis to give support.
They can also help you understand the reality of her struggle at school. Check in with counselors as she completes the transition to this new environment. Keep your eyes and ears open to all clues about how she’s doing.
Some girls may want to see a counselor outside of school. It removes the potential stigma of reaching out for help in the relatively open school environment.
7. Organize with Other Like-Minded Parents
Let’s say that your daughter has tried dealing with the cruelty herself but the problem is persistent, doesn’t improve with counseling and/or is widespread within the school. Contact the principal.
If your best efforts in getting your child’s school to recognize the scope of the problem have fallen short getting action, organizing with other parents can take your visibility up a few notches. Carl Pickhardt, author of “When Social Cruelty in Adolescence Isn’t Stopped”, suggests that parents form a group to monitor the social safety of all students. A group could function as a support, coaching parents in techniques to help kids avoid victimization and sponsoring workshops to help kids develop empathy and tolerance.
Whatever your approach to helping your daughter navigate middle school relationships with her self-esteem intact, help her understand that she’s not alone. And things will get better. Because peer relationships are so important at this age, the situation may feel unsolvable and overwhelming.
Your support is important, but her real power will come from building emotional resilience. The real takeaway of braving middle school minefields is the inner strength she’ll forge to handle difficult people everywhere.
See Related Posts: | <urn:uuid:f72a8a95-b0cf-479f-a68c-3146eab43ca7> | CC-MAIN-2020-05 | https://parentsamurai.com/how-to-help-girls-handle-mean-girl-bullying-in-middle-school/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250620381.59/warc/CC-MAIN-20200124130719-20200124155719-00409.warc.gz | en | 0.93706 | 3,625 | 2.578125 | 3 |
If you’re thinking of getting a female bird, you need to read about egg binding! You may just reconsider.
Egg binding is a condition whereby the egg is unable pass through the reproductive tract in a timely manner. It is critical to recognize the symptoms of egg binding as soon as possible as it can be a matter or life or death. The condition is known to be more common in small birds such as budgies or parrotlet’s however it is also common in reptiles. In this article we will be covering all aspects of egg binding including:
i. CAUSES ii. SYMPTOMS iii. DIAGNOSIS iv. TREATMENT v. PREVENTION
There are many causes of egg binding that can be hard to determine unless you examine your birds surroundings and physical wellbeing. First and foremost, the main cause of egg binding is nutrition. Feeding your bird an unbalanced diet that is deficient in calcium, vitamin D, vitamin E and selenium will put your bird at risk of egg malformation. Consequently, the egg shell will either be absent or soft preventing a smooth laying process. Furthermore, poor nutrition can also affect your birds ability to contract muscles of the reproductive system enabling egg expulsion. Other causes of egg binding include genetic factors, stress triggers near the laying environment, inappropriate nest box dimensions, old age or obesity.
Important Note: Egg binding only affects female birds. If you’re a first time bird owner, you may be surprised to know that female birds can lay eggs without the presence of a male partner. However, the egg will be infertile.
The symptoms of egg binding are often mistaken for a stressed, weak or ill bird. Therefore to obtain a proper diagnosis, you should seek immediate medical attention from a veterinarian.
- Breathing abnormality (labored breathing indicated by tail bobbing)
- Unable to perch (egg interference with posture/nerves)
- Absence of droppings
- Egg bulging out of vent
- Overall body weakness (quiet, minimal movement, straining)
- Constantly fluffed up feathers
- Sitting at the bottom of the cage
- Swelling (particularly the abdomen/cloaca region)
- Loss of appetite
First of all you must be certain your bird is female. If a male is experiencing the symptoms above, then the cause of illness if something other than egg binding. To determine the gender, you could order a simple DNA test using blood or feathers. Under life threatening circumstances, the quickest way to diagnose egg binding is with an X-ray or sonogram.
Treatment of egg binding is dependent on factors such as egg location, time since onset of condition and overall bird health. If your bird has been diagnosed with egg binding during its initial stages then recovery is achievable with appropriate vitamins, fluids and warmth. However those birds with severe symptoms are initially treated for shock by calming the bird down.
Depending on the egg location, the vet will perform the following:
- Close proximity to cloaca (vent) – massage the cloaca until egg is expelled
- Away from cloaca – inject needle causing egg shell to collapse
- Within abdominal region – (extreme cases) surgery under anesthesia
Earlier on we discussed the causes of egg binding, therefore prevention is directly linked minimizing those risks. Firstly, ensure your bird is on a nutritionally sufficient diet, preferably pellets that are rich in vitamins and minerals. Additionally you can provide your bird cuttlebone on a regular basis or vitamin supplements that are soluble in water.
Unfortunately the hereditary factor is out of our control but you can encourage exercise for overweight birds. Alternatively, more extreme precautions include hormone therapy or hysterectomy (surgery to remove the reproductive organs)
In conclusion, egg binding is considered a medical emergency. Take every precaution possible to save their life. No matter what, female and male birds are equally lovable pets! | <urn:uuid:c73ee472-69e9-48a0-a933-4bf3c88aa6a0> | CC-MAIN-2022-49 | https://myparrotcare.com/egg-binding/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710900.9/warc/CC-MAIN-20221202082526-20221202112526-00635.warc.gz | en | 0.927999 | 845 | 3.09375 | 3 |
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E. turcicum overwinters as conidia and mycelia in and on corn residue. During the warm, moist weather of early summer, new conidia are produced on the old residue. Wind and rain then spread conidia to the lower leaves of young corn plants. Conidia are produced abundantly in lesions on susceptible plants and are responsible for secondary spread within and between fields. The infection process can begin when water is present on the leaf surface for 6 to 18 hours and moderate temperatures exist.2
Figure 1. Elliptical or cigar-shaped lesions typical of northern corn leaf blight.
Symptomatic lesions of NCLB are typically gray-green and elliptical or cigar-shaped (Figure 1). As lesions mature, they turn tan and develop distinct dark areas of fungal sporulation. Lesions first appear on lower leaves and move upwards as the disease progresses. The lesions can be as large as 3/4 inch wide and up to 6 inches long. Symptoms can progress rapidly after anthesis. On severely infected plants, almost all of the leaves may be infected and leaves can become entirely blighted. Late in the season, plants may look like they have been killed by early frost. Lesions on products containing resistance genes may appear as long, chlorotic, streaks, which can be mistaken for Stewart’s wilt.1
The primary management strategy to reduce the incidence and severity of NCLB is planting resistant products. Two types of resistance to NCLB exist in corn. Polygenic (multiple gene) resistance is expressed as a reduction in lesion size, lesion number, and sporulation and a longer latent period before conidia are produced. Monogenic (single gene) resistance is controlled by four single dominant genes: Ht1, Ht2, Ht3, and HtN. Resistance conferred by Ht1, Ht2, and Ht3 is expressed as chlorotic lesions with decreased sporulation. Resistance conferred by HtN is expressed as both an extended period between initial infection and when spores are produced, and fewer lesions. Monogenic and polygenic resistance can act together to reduce the severity of NCLB.
There are no thresholds for fungicide use for NCLB. However, it is especially important to protect the ear leaf and those above it as corn plants enter reproductive stages of growth. Fields should be scouted prior to tassel emergence, around V14 growth stage, to determine disease pressure. Economic returns are more likely to be realized when fungicides are applied from tasseling to early silking. Consider costs and predicted weather conditions before deciding to apply fungicides.
A combination of rotating away from corn for one year followed by tillage is recommended to prevent development of NCLB. Rotating to a non-host crop can reduce disease levels by allowing the corn debris on which the fungus survives to decompose before corn is planted again. Burying residue may help reduce infection levels by decreasing the amount of primary inoculum available in the spring. In no-till and reduced tillage fields with a history of NCLB, a two-year rotation away from corn may be necessary.
1 Compendium of Corn Diseases. 1999. APS Press; 2 Lipps, P.E. and D. Mills. Northern corn leaf blight. Ohio State University Extension. AC-20-02. http://ohioline.osu.edu (verified 6/20/2014); Robertson, A. 2009. Goss’s wilt and NCLB showing up in Iowa. Iowa State University Extension http://www.extension.iastate.edu (verified 6/20/2014); Wise, K. 2011. Northern corn leaf blight. Diseases of Corn, BP-84-W. Purdue Extension. www.extension.purdue.edu (verified 6/20/2014). | <urn:uuid:237c874b-42ac-4307-b472-7b15eab8ca83> | CC-MAIN-2019-13 | https://www.aganytime.com/Soybeans/Pages/Article.aspx?name=Prepare-for-Larger-Soybean-Seed&fields=article&article=1515 | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912201672.12/warc/CC-MAIN-20190318191656-20190318212759-00049.warc.gz | en | 0.924096 | 853 | 3.03125 | 3 |
God, in creating man, said first, "Let us make man in our image [or, shadow, semblance], according to our likeness." (Genesis 1:26, 27, ftn) Since God's Son stated that his Father is "a Spirit," this rules out any physical likeness between God and man. (John 4:24) Rather, man has qualities reflecting, or mirroring, those of his heavenly Maker, qualities that positively distinguish man from the animal creation.
to be made with free will
there are 354 words that mean god in the bible
Living image of Amun, who is an Egyptian god.
Imago Dei is a Latin phrase meaning "image of God". That is, humans are created in the image of God. And it doesn't mean "the physical image", because there is nothing like God, no shape or place can involve Him, but it means that God gave us some of His characters, eg: we hear, we see, we c an create, we can be merciful, we can be strong,... etc, but not with the same degree and form that God has, nor can be compared with His.
Jesus isn't the image of God, He is God. His nature is Holy.
'To be made in the image and likeness of God' means that God created humans to how He wanted them to look like, and that He made humans as His imperfect reflections. Basically, God made humans based on Himself and how He wanted them to look like.
No, because God isn't physical. Being in God's image refers to our soul, our conscience, our self-awareness. See also:Can you show that God exists?
We humans are made in God's image. Genesis 1:27 says, "And God proceeded to create the man in his image, in God's image he created him, male and female he created them." Being made in God's image does not mean that we were made to look like him because he is a spirit person, John 4:24 says, " God is a spirit." When he created us in his image it means that he created us with his qualities, and the ability to use them.
If you are a true CHRISTIAN follower of God then his image is not needed at all.
Creation Today - 2011 Is It Man in the Image of God or God in the Image of Man 1-6 was released on: USA: 2011
It depends on what you mean, "just an imagination"... If you mean religiously, then yes... God created us in his image, god has no image, he's everwhere, so how could he 'build' us to see everything he does? we're just a mere remnant of something much greater....
It means that ; God thought that we would be the most evovled and smart, so he said that if humans(the smartest and most evolved) were to be in his own body image, we could better succeed
Tutankhamen means "Living Image of Amun" (Amun being the Egyptian god of creation)
These are two different words for God. It means God the Lord.
We can understand about God the Mother through the Bible. Let us study through the Bible to discover the existence of our God the Mother. Gen. 1:26-27 『Then God said, "Let us make man in our image, in our likeness..." So God created man in his own image, in the image of God he created him; male and female he created them.』 The above verse states that God has two images-a male image and a female image. Until now, we have only known and called upon the male image of God: "Father." Then how should we call upon the female image of God? Logically, we should refer to God's female image as "Mother." This is why God had said, "Let us make man in our image, in our likeness."
AnswerThere is only one 'The Word' which is why it is written as 'The Word' and not 'a word'.This Word was God and is God eternally.It is this one and only true and living God that man is not only in the image of but to whom man will have to give account. Since man is in God's image, He will also have to account to God for what He does with himself.AnswerThe word is a part of the GOD EXISTENCE and there are many words in Existence just as there are many people in Existence each has it's own originality yet there are many words the same but used in different ways with a different meaning that is the words that man is in the image thereof and by the words we were created. My word may be my name for all will receive a new name or word where by he may enter with it as the pass word to eternal life, righteousness has many words faith, trust, hope, obedience, love, humility etc.
TO BE MADE IN GOD'S IMAGE MEANS THAT GOD IS VERY MUCH LIKE US. GOD HAS A BODY OF FLESH AND BONE.
In Genesis, the Word of God states that God created man (singular) in His own image, in the image of God they (plural meaning Trinity) created him (man - singular). Read the first chapter of Genesis.Answer:Yes.God created man in Their image [Gen.1:26], originally.Then, man began to make gods of other men [his own image]... as well as most every other thing that God created.
Well, it depends what u mean does it have words in it if this is what it mean great. it does have words in it like god,fog and to
Man is the creation of his own image and not the image of any thing or any one else he is his own god
It means that no one can top God. He is superior to all.
Here it clearly says that god created mankind in his very own image.
Deity, Supreme Being.
Christ is God> His blood is called the blood of God. Acts20:28 His physical body is the visible image of his invisible Spirit. Like how our body is the visible image of our invisible soul.
Well...I would have to go more in depth for you to understand. We are made in God's likeness and just like how we have a soul spirit and image(body), so does God! God's soul = the father, spirit = Holy Spirit, image = Jesus. The soul, spirit and body makes up one being, just like how our soul spirit and body make our being. If you didn't have the image(body) you wouldn't have any identity (if you know what i mean) and if you didn't have a soul you wouldn't have feelings, emotions etc etc. So nothing should lack. Still, your spirit is YOU, our image is YOU, and your soul is YOU. Same with God, His spirit is GOD, his image is GOD and his soul is GOD - and altogether they are God, just like your soul spirit image altogether is you. I hope you understand what I'm saying. So anyway, back to the question, if you mean that does Jesus look like the Father, no He doesn't. The Father (soul) is invisible. Collosians 1:15 "He is the image of the invisible God". Well I hope you have a better understanding of the trinity and of the image of God etc! Answer Yes, Jesus looks very much like God--on a spiritual level. | <urn:uuid:526a12b5-1130-4bf2-a5d8-96acb4f68d31> | CC-MAIN-2021-17 | https://www.answers.com/Q/What_do_the_words_in_the_image_of_God_mean | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038065903.7/warc/CC-MAIN-20210411233715-20210412023715-00205.warc.gz | en | 0.975773 | 1,560 | 2.53125 | 3 |
By Ken Reed
The mental health benefits of exercise have been lauded for quite a while now. Regular exercisers can attest to the stress-and-anxiety-reducing benefits of cardiovascular exercise.
A recent study from Germany, published in the peer-reviewed journal Frontiers in Psychiatry, highlights how exercise helps the depressed brain. The study adds to the growing mound of research touting the mental health benefits of regular exercise.
The German research out of Ruhr-Universitat Bochum’s Clinic for Psychiatry and Psychotherapy showed a three-week physical activity intervention supports the remission of major depressive disorders (MDD). The exercise program also restored neuroplasticity in the subjects’ brains.
Neuroplasticity is the brain’s capacity to adapt or change over time, by creating new neurons and building new networks.
Participants undergoing treatment for depression were divided into two groups – exercisers and non-exercisers. The exercisers were given a three-week physical activity program.
The exercise group had much lower scores than the non-exercise group on measures such as negative feelings, pessimism, hopelessness, a loss of passion and desire, and lack of motivation and drive.
“It is known that physical activity does the brain good, as it, for instance, promotes the formation of neuron connections,” said Karin Rosenkranz, the study’s senior author.
The study’s authors concluded by saying:
“[W]e showed that a physical activity (PA) intervention supports the remission of clinical symptoms and normalizes deficient LTP-induced neuroplasticity in MDD and that these two observations are highly correlated.”
— Ken Reed, Sports Policy Director, League of Fans
Sports Forum Podcast
Episode #17 – League of Fans’ Sports Forum podcast: Talking Sports With Legendary New York Times Sports Columnist Robert Lipsyte – We chat about Lipsyte’s amazing career and some of the athletes he covered and got to know well, like Muhammad Ali, as well as his relationships with fellow sports journalists like Bob Costas and Howard Cosell.
Follow on Facebook: @SportsForumPodcast
Episode #16 – League of Fans’ Sports Forum podcast: Andrew Maraniss: Outstanding Author of Books That Focus On the Intersection of Sports, History and Social Justice.
Episode #15 – League of Fans’ Sports Forum podcast: Talking Sports Psychology with Dr. Tim Rice. We discuss the growth of sports psychology at all levels, the positive impact that a number of high profile athletes have had by opening up, and the importance of everyone involved in sports caring for the whole athlete, mind and body.
Episode #14 – League of Fans’ Sports Forum podcast: Making Sense of the Injury Pandemic in Major League Baseball – Gary McCoy is a strength, conditioning and high performance coach who has worked with several Major League Baseball organizations.
Episode #13 – League of Fans’ Sports Forum podcast: A Conversation With Long-Time MLB Exec Dan Evans About What’s Right With Baseball and What Could Be Better – Evans is a former general manager for the Los Angeles Dodgers and is currently a consultant for Go the Distance Baseball, which owns the Field of Dreams movie site.
Episode #12 – League of Fans’ Sports Forum podcast: A Fun Chat With Dan Gutman, Author of the Baseball Card Adventure Series for Kids
Media"How We Can Save Sports" author Ken Reed appears on Fox & Friends to explain how there's "too much adult in youth sports."
Ken Reed appears on Mornings with Gail from KFKA Radio in Colorado to discuss bad parenting in youth athletics.
“Should College Athletes Be Paid?” Ken Reed on The Morning Show from Wisconsin Public Radio
Ken Reed appears on KGNU Community Radio in Colorado (at 02:30) to discuss equality in sports and Title IX.
Ken Reed appears on the Ralph Nader Radio Hour (at 38:35) to discuss his book The Sports Reformers: Working to Make the World of Sports a Better Place, and to talk about some current sports issues.
Sports & Torts – Ken Reed, Sports Policy Director, League of Fans – at the American Museum of Tort Law
League of Fans is a sports reform project founded by Ralph Nader to fight for the higher principles of justice, fair play, equal opportunity and civil rights in sports; and to encourage safety and civic responsibility in sports industry and culture.
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Ken Reed’s Author Page on Amazon | <urn:uuid:21d417e7-53aa-49a8-bb39-55a72f806568> | CC-MAIN-2022-05 | https://www.leagueoffans.org/2021/10/09/yet-another-study-shows-exercise-reduces-symptoms-of-depression/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300997.67/warc/CC-MAIN-20220118182855-20220118212855-00503.warc.gz | en | 0.927984 | 956 | 2.546875 | 3 |
are from the isle of Asinara, Italy, where a colony of around a hundred still
live in the wild. They are small donkeys with a white coat, probably because of
an incomplete albinism.
donkey’s ancestors may have been
imported originally from Egypt by the Duke of Asinara in 1800. Evedently by the
end of the 19th century some white-coated donkeys lived on the island, probably
they were abandoned by the inhabitants that had moved to Stintino in 1885 when
the island had become State Property.
evidences refer that in more recent times there have appeared a few white
coated examples. The breed is rustic and frugal.
Content and Photo source: Agraria.org. | <urn:uuid:31d87eb5-512a-495f-b8f1-4e15630d5b84> | CC-MAIN-2023-14 | https://www.livestockoftheworld.com/Donkeys/Breeds.asp?BreedLookupID=2115&SpeciesID=7 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948965.80/warc/CC-MAIN-20230329085436-20230329115436-00281.warc.gz | en | 0.972835 | 179 | 3.09375 | 3 |
How the Turkey Got Its Name
are a number of explanations for the origin of the name of Thanksgiving's
favorite dinner guest. Some believe Christopher Columbus thought that the
land he discovered was connected to India, and believed the bird he
discovered (the turkey) was a type of peacock. He therefore called it
'tuka,' which is 'peacock' in Tamil, an Indian language.
turkey is actually a type of pheasant, one can't blame the explorer for
The Native American name for turkey is 'firkee'; some say
this is how turkeys got their name. Simple facts, however, sometimes produce
the best answers—when a turkey is scared, it makes a "turk, turk,
Thrilling Turkey Facts
An overwhelming majority of turkeys polled feel that Thanksgiving is
not actually Turkey Day. In fact, it seems a lot more like Anti-Turkey
Day. Yes, the Wild Turkey is North America’s largest game bird. However, Meleagris gallopavo has a lot more going for it than tasty, tryptophan-laced flesh:
- Turkeys are social birds and in winter often separate into three
distinct groups: adult males (toms), young males (jakes), and females
(hens) of all ages.
- Wild turkey populations dwindled to fewer than 30,000 birds by the
1930s due to habitat destruction and unregulated shooting. Today, there
are roughly 6.4 million wild turkeys. They can be found in every state
- Wild turkeys can fly for short distances up to 55 miles per hour.
They can run as fast as 20 miles per hour. Commercially raised turkeys
- Turkeys’ heads change colors when they become excited.
- Male turkeys are sometimes called gobblers, which makes sense
because they gobble. Hens don’t gobble. They make a clicking noise.
- During the spring, a male wild turkey’s physical appearance changes:
his head turns a brilliant red, white and blue color. He can often be
seen puffed up, tail feathers fanned out and his wings dragging on the
ground. This display is called strutting and the purpose of this display
is to attract hens for breeding
- The fleshy growth under a turkey’s throat is called a wattle. Turkeys also have a long, red, fleshy area that grows from the forehead over the bill called a snood.
- Turkeys can have heart attacks. During U.S. Air Force test runs in
breaking the sound barrier, nearby turkeys dropped dead from sudden
- The ballroom dance the “Turkey Trot” was named for the short, jerky steps that turkeys take.
- Turkeys can see in color but have poor night vision.
- Benjamin Franklin disapproved of the selection of the Bald Eagle as
our national bird, calling it “a Bird of bad moral Character.” He much
preferred the Wild Turkey, saying, “For the Truth the Turkey is in
Comparison a much more respectable Bird, and withal a true original
Native of America… He is besides, though a little vain and silly, a Bird
of Courage, and would not hesitate to attack a Grenadier of the British
Guards who should presume to invade his Farm Yard with a red Coat on.” | <urn:uuid:d7d31ccf-e19a-44cb-ae84-8aa72e58ecd7> | CC-MAIN-2018-17 | https://www.turkeyfest.org/p/information/197 | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125947803.66/warc/CC-MAIN-20180425115743-20180425135743-00137.warc.gz | en | 0.944858 | 724 | 3.4375 | 3 |
A n air compressor with VSD automatically adjusts the compressor’s operating speed to match the production of compressed air to the demand in real-time. By varying the speed of its drive motor as air demand decreases, the VSD lowers the delivered airflow as well as the electrical power consumption. VSD compressors are specifically designed for applications where demand for compressed air fluctuates, such as facilities that operate different processes or multiple shifts, so flow demand increases and decreases throughout the day. As the name suggests, a fixed-speed air compressor operates at the same speed whenever it is running and can only be stopped and started a certain number of times within a given time frame. By design, it always draws the amount of power needed to meet the maximum compressed air demand, even if the demand is less than maximum. Because the speed of the motor cannot change, whenever the demand for air fluctuates, instead of stopping the compressor it will be unloaded, throttled, and an air inlet valve will adjust to allow either more or less air to flow out. In contrast, a VSD air compressor can operate anywhere in the range between its minimum and maximum speed. When demand increases, the motor speeds up. When demand decreases, the motor slows down. This capability saves energy because the compressor does not have to run flat out whenever it is operating. Where VSD makes sense: When demand fluctuates significantly between jobs, when demand varies by shift, on weekends or seasonally, or when manufacturing processes require tight tolerances for operating pressure. Where fixed speed makes sense: when the demand for compressed air fluctuates very little, it is worth noting that variable speed drive compressors are not necessarily appropriate for all industrial applications. If a variable speed drive compressor operates continuously at full speed, the switching losses of the frequency converter can result in lower energy efficiency than an otherwise identically sized fixed speed compressor. How does VSD work? Automatically adjusting the speed of the motor to match the air demand allows the pressure band of the system to be maintained within narrow tolerances. The motor speed of the compressor is regulated by frequency conversion, which results in the variation of airflow. With the addition of advanced electronic controls, the delivery pressure is kept within a 0.10 bar pressure band, rather than the conventional 0.68 -1.03 bar pressure band used on inlet controls for non-VSD equipment. Therefore, a lower air compressor delivery pressure can be used to maintain the system’s required minimum working pressure, resulting in increased energy savings and lower operating costs. Additionally, the converter in the VSD system performs a “soft” start/stop operation by automatically controlling both acceleration and deceleration levels. This eliminates the start-up amperage spikes, which can result in hefty peak current cost penalties from utility companies. Eliminating these peaks also protects electrical and mechanical components from the stresses that can shorten the life of an air compressor. The primary benefits of VSD Of the three primary benefits that VSD technology brings to compressor users ? energy efficiency, reliability, and connectivity – it is energy efficiency that is the key to affordable air with up to 50% achievable savings, and lower cost of ownership. It is a fact that most operators who decide to purchase a variable speed drive compressor do so primarily because of the prospect of low total cost of ownership. Even though the compressor’s initial price tag is likely to be higher than that of equivalent, fixed-speed models ? because of its greater sophistication and advanced components ? VSD compressors are less expensive to own and operate over their lifetime. That is because they consume far less energy and because the cost of that energy makes up the bulk of a compressor’s total cost of ownership. An additional benefit of this increased efficiency is that it also lowers emission levels and allows for a more sustainable production. As a result, a VSD compressor does not just improve a company’s bottom Process, Controls & Plant Focus on: Compressed Air 26 | Plant & Works Engineering www.pwemag.co.uk September 2021 Variable Speed Drive: why is it important for compressor users? Typically, a fifth of UK industry’s electricity bill is attributed to the production of compressed air, but it is a sobering fact that a substantial portion of the generated power dedicated to its production is energy wasted. So how is a VSD compressor different from a conventional fixed- speed unit? PWE reports. | <urn:uuid:e969b0a1-8abb-446d-9b65-93d1ec402796> | CC-MAIN-2021-49 | https://www.pmps-digital.com/pwe/2021/09/26/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00188.warc.gz | en | 0.931226 | 899 | 2.703125 | 3 |
Flipping the EFL Classroom? An analysis of the Flipped Classroom model by Giuseppe Balirano
Soon after the first academic experiments in the US, interest in the Flipped Classroom model is growing rapidly in both schools and universities all over Europe. Flipping the classroom is a teaching strategy which reverses (or ‘flips’) the traditional learning environment by delivering instructional content outside of the classroom, often online.
In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, under the direct support of their peers and instructor.
Aaron Sams and Jon Bergman from Woodland Park High School, Colorado, were in 2007 the first teachers to use the phrase “Flipped Classroom” in response to a realisation that class time would be best spent guiding knowledge and providing feedback rather than delivering direct instruction. Bergman and Sams (2012) maintained that direct instruction could be delivered by recording video content for students to engage with before class, freeing up class time for activities that allowed deeper exploration of content.
EFL practitioners of Flipped Learning rearrange and rethink their learning spaces to accommodate their lessons, to support group work or independent study. Such flexible spaces are useful for the students to autonomously choose when and where to learn. The Flipped Learning model deliberately shifts instruction to a learner-centred approach, where class time is devoted to exploring topics in depth and creating rich learning opportunities.
As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is meaningful to them. However, the role of the EFL teacher is still fundamental since they select what they need to teach and what materials students should explore on their own. During class time, the teachers continually monitor their students, providing them with ad hoc feedback, and assessing their work. In the Flipped Classroom environment, EFL teachers remain the essential ingredient, fundamental to Flipped Learning actually taking place.
The EFL flipped classroom makes a lot of sense intuitively, since it allows the teacher to focus on helping student develop their language skills. Learners can engage in a variety of linguistic activities under the attentive guidance of their teachers, who can offer on-the-spot feedback and assistance. Class activities may include laboratory sessions, authentic text reading, simple debate on current events, project-based learning, and other linguistic skill development. Through such types of active learning, more time can be spent in class on thinking skills such as problem-solving and peer collaboration, as students tackle different challenges, work in groups, research, and construct knowledge with the help of their teacher and classmates.
Although there is very little scientific work investigating students’ learning outcomes objectively, some academic research suggests that they may be improved by the flipped compared to traditional classroom (Bergmann and Sams, 2009). Recently, other researchers (Gilboy, Heinerichs & Pazzaglia, 2015) have proved that this instructional approach improves the student-teacher interactions and student engagement, and increases the opportunities for real-time feedback. Overall, students’ perceptions of the Flipped Classroom are generally very encouraging since, although most students still tend to prefer in-person lessons to video lessons, they also tend to choose interactive classroom activities over traditional lectures.
It is useful to distinguish between Flipped Classroom and Flipped Learning, since the two phrases are not always interchangeable. Flipping a class can, but does not automatically, lead to Flipped Learning. Several teachers of English as a foreign language may already flip their classes in their teaching practice by having students read texts outside of class, watch supplemental videos, or solve additional problems.
However, as Virginia Evans has often maintained, in order to really engage in Flipped Learning, practitioners must incorporate some fundamental strategies into their practice. It is also worth bearing in mind that the Flipped Classroom is a methodology that overturns the habits of students; therefore, it must necessarily be carried out over a long period, not just for few months or through some teaching modules.
Bloom, B. S. (1994). “Reflections on the development and use of the taxonomy”. In Rehage, Kenneth J.; Anderson, Lorin W.; Sosniak, Lauren A. Bloom’s taxonomy: A forty-year retrospective. Yearbook of the National Society for the Study of Education. 93. Chicago: National Society for the Study of Education.
Bergmann, J., Sams, A. (2012), Flip your Classroom: Reach Every Student in Every Class Every Day. Washington, DC: ISTE and Alexandria, VA: ASCD.
Gilboy MB., Heinerichs S., Pazzaglia G. (2015), “Enhancing student engagement using the Flipped Classroom”, Journal of Nutrition Education and Behavior, 47 (1), 109- 114.
Giuseppe Balirano has a PhD in English Linguistics, and is an Associate Professor at the University of Naples L’Orientale. He is the founder of a research consortium, I-LanD, investigating language, identity and diversity, and his main publications include Languaging Diversity (co-edited with M.C. Nisco, 2015); Variation and Varieties in Contexts of English (co-edited with J. Bamford and J. Vincent, 2012); and Indian English on TV (2008). | <urn:uuid:b9a0b552-88d7-4370-befc-08fe0aa197a1> | CC-MAIN-2020-05 | https://www.xeniglossa.gr/educational-articles/6337/flipping-the-efl-classroom-an-analysis-of-the-flipped-classroom-model | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250616186.38/warc/CC-MAIN-20200124070934-20200124095934-00535.warc.gz | en | 0.942853 | 1,164 | 3.265625 | 3 |
November 23, 2014
Rare Tapeworm Lived In UK Man’s Brain For Four Years
Eric Hopton for redOrbit.com - Your Universe Online
A Tapeworm taken from a UK man’s brain reveals genetic secretsA 50 year old UK man who began to experience distressing symptoms including seizures, headaches, strange smells and memory impairment had his doctors baffled. It took the medical team four years to find and analyze the real cause. A rare exotic visitor from the Far East had hitched a ride on the man’s brain and was burrowing its way around inside.
The unwanted guest was a tapeworm, Spirometra erinaceieuropaei, which has been reported only 300 times worldwide since 1953. This was the worm’s first ever visit to the UK and it wouldn’t be anyone’s first choice as a traveling companion.
Tapeworms are usually found living in the gut and the most common symptoms are weakness, weight loss and abdominal pain. However, the larvae of some species of tapeworm, including the rather nasty Spirometra erinaceieuropaei, can travel through the body to the eyes, brain or spinal cord and can cause inflammation of the body's tissues.
This species is so rare that very little was known about its biology and its complex lifecycle. Scientists believe that the worm enters the human body as a result of eating lake crustaceans or raw reptile and amphibian meat. Another possible route is the use of raw frog poultice, sometimes used as a traditional Chinese remedy to treat eye problems.
The patient was tested for a range of diseases including HIV, lime disease and syphilis. All test results were negative and there were no other obvious abnormalities. It was only when doctors took a series of MRI images of his brain over the next four years that the real bizarre nature of the illness became apparent. The scans showed a lesion approximately two inches long on the man’s brain. But the story took an even more alarming turn when the images revealed that the lesion was moving slowly through the brain tissue, traveling around two inches from the right side of the brain to the left.
The medical team took a biopsy from the left thalamus. They extracted a one centimeter long ribbon-shaped larval worm and realized that the unnamed patient had been suffering from Sparganosis, an infection caused by larval Diphyllobothriidea tapeworm infection. After the removal of the parasite, the man soon began to mend and has since made a full symptomatic recovery. Although we do not know at this stage how he picked up the parasite, we do know the man was of Chinese ethnicity, had lived in the East of England for 20 years, and was a frequent visitor to his homeland.
This remarkable story doesn’t end there. The remains of the extracted tapeworm enabled scientists to sequence its genome for the first time, opening up the possibility of improved diagnosis and treatment for the unwelcome invader.
A histology slide of the tapeworm was taken by the hospital and samples were sent to researchers at the Wellcome Trust Sanger Institute. Scientists at the Institute were able to sequence its DNA and establish its identify as Spirometra erinaceieuropaei. The species is normally found in China, South Korea, Japan and Thailand.
“The clinical histology slide offered us a great opportunity to generate the first genome sequence of this elusive class of tapeworms,” said Dr. Hayley Bennett, lead author of the study. Only a tiny amount of DNA was available - just 40 billionths of a gram.
With so little to work with, the researchers concentrated on sequencing one particular gene, the so-called “barcode of life.” The team also generated sufficient DNA sequence data to produce a draft genome which offers great potential to target treatments in the future.
Dr. Effrossyni Gkrania-Klotsas, study author from the Department of Infectious Disease, Addenbrooke's NHS Trust said “Our work shows that, even with only tiny amounts of DNA from clinical samples, we can find out all we need to identify and characterize the parasite.” The findings will be added to a global database of worm genomes to help identify parasites more easily and determine the best course of treatment.
The Spirometra erinaceieuropaei genome is unexpectedly large. At 1.26 billion base pairs long, this is the largest reported genome for any flatworm, ten times longer than other tapeworm genomes and one-third the size of the human genome. The large size is partly due to a greater number of genes which the researchers believe may help the parasite to break up proteins and invade its host.
By comparing these results with those from other previously sequenced tapeworm species, our understanding of Spirometra erinaceieuropaei's biology is now much deeper. “For this uncharted group of tapeworms, this is the first genome to be sequenced and has allowed us to make some predictions about the likely activity of known drugs,” said Dr. Matt Berriman, senior author and member of Faculty of the Sanger Institute. “The genome sequence suggests that the parasite is naturally resistant to albendazole - an existing anti-tapeworm drug. However, many new drug targets that are being explored for other tapeworms are present in this parasite and could offer future clinical possibilities.”
The tapeworm had genes which were resistant to benzimidazole, but showed sensitivity to another tapeworm drug - praziquantel. The team also found a number of genes which are known to respond to some cancer drugs, opening up more possible treatments.
The research has been published in the open access journal Genome Biology to provide insights into potential drug targets within the genome for future treatments. | <urn:uuid:b563a06e-07ad-4bae-9cf1-c48c6efe3e4b> | CC-MAIN-2018-09 | http://www.redorbit.com/news/science/1113285696/genome-sequence-of-tapeworm-from-mans-brain-112314/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891811243.29/warc/CC-MAIN-20180218003946-20180218023946-00398.warc.gz | en | 0.962457 | 1,243 | 2.953125 | 3 |
Table salt consists of mineral content that ranges from magnesium, sodium, chloride, and potassium. Sea salt is natural sea salt obtained from the ocean floor. It is processed as commercial grade and is used to enhance food and cooking practices. It is primarily used for cooking and seasoning and is frequently included in recipes where other types of salt are not suitable, such as for barbecue and sushi. Salt's chemical properties allow it to provide many health benefits.
Sea salt is made by the evaporation of seawater into water. It's commonly used as a seasoning in many foods, especially cooking, cosmetics, and also for preserving foods. It's also known as solar salt, mountain salt, or red sea salt. Like most mined minerals, the production of sea salt dates back to prehistoric times.
Most sea salt contains a small amount of iron, sodium, and chloride minerals. Some of these impurities may be useful in the microorganisms that live in the ocean, but they are not generally toxic or carcinogenic. Nonetheless, ingesting trace amounts of these minerals can cause health problems. Overdosing is possible even when there are no impurities in the salt, this is the reason that sea salt and kosher salt are often bought in bulk quantities.
Salt is available in two basic varieties are table salt and sea salt. Table varieties are less sodium than sea salt and are generally less expensive. Table varieties are often called sea salt or "soy", which is confusing because the two products do have some common characteristics. They both contain trace amounts of potassium and magnesium. Also, the mineral content is generally less than that in sea salt and table varieties.
Sea salt is harvested from the seafloor by using boats to drop small buckets of water down with attached weights. As the water falls down, the weight causes the salt to rise. As it does, the minerals separated from the seawater are separated out and released as a fine, white powder. As far as the sodium content is concerned, sea salt contains around 0.9 percent sodium, and table salt contains around two percent sodium. This is large because sea salt is harvested from the same areas where fossilized fossil deposits are found, whereas table salt is harvested only from selected locations where the concentration of sodium and chloride minerals is high enough to meet FDA (Food and Drug Administration) requirements.
Salt is processed at different temperatures. The ambient temperature of mined deposits will influence the speed of the processing and therefore the texture of the product. For example, slow-processed salt is much harder and it has a finer texture than fast-processed salt. The slower the processing speed, the finer the salt, and the less it will be cloudy as processing gets more concentrated.
There are also main differences in terms of the color of the final product. Mined sea salt tends to be pinkish or grayish in color and table salt is usually white or pale yellow in color. As a result of the processing method and the nature of the minerals contained, table salt tends to be brighter and more colorful than sea salt. Sea salt is normally more translucent and has a gray, blue or greenish color.
There are other main differences between these two products. Although it seems like a simple comparison, kosher salt has to pass rigorous tests before it is allowed to enter the kosher market. Sea salt does not have to undergo such tests and therefore the purity of this type of product cannot be guaranteed. Moreover, the flavor of sea salt can vary drastically depending on where it was harvested from. To conclude, although the taste may seem the same, kosher salt and sea salt are actually very different and there are many differences you should consider before buying them. | <urn:uuid:f1dbe5c0-0efa-4758-9ecc-36f2b3b289eb> | CC-MAIN-2021-43 | https://www.edinburghstudentartsfestival.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323586043.75/warc/CC-MAIN-20211024142824-20211024172824-00382.warc.gz | en | 0.958304 | 743 | 3.53125 | 4 |
|Other Abstract||Under the background of global climate change, sea-level rise and human development activities, the scale and intensity of reclamation, land-based pollution, and coastal erosion are increasing. China’s coastal habitats are being or have been damaged to varying degrees. According to the relevant data, more than 50% of the coastal wetlands in China’s coastal zone have been lost. Coastal biodiversity and ecosystem health are facing serious challenges, and more and more coastal ecosystem products and services are showing unsustainable trends. Given this, it is urgent to carry out the research on the ecosystem services and their value assessment in china’s coastal zone, so as to provide some reference and scientific support for policy formulation, implementation and rational allocation of resources in the coastal zone region.
This research attempts to evaluate the macro-scale ecosystem services and their value of China's coastal zone in historical and future periods. The purpose of this study is to comprehensively understand the current situation of land use ecosystem and the evolution of its service and value in China’s coastal zone. Based on the basic characteristics of China’s coastal zone and referring to many research results, the classification system of China's coastal ecosystem services was proposed. Afterward, based on this classification system, the identification and diversity analysis of regional ecosystem services in China’s coastal zone are carried out, and the spatiotemporal change characteristics, transfer change characteristics and landscape pattern index change characteristics of land use landscape are analyzed based on China’s coastal zone land use dataset, so as to provide support for the subsequent estimation of ecosystem services in China’s coastal zone. Four typical coastal ecosystem services and their values in China from 2000 to 2015 were evaluated by using mainstream and mature universal estimation models or methods, and discusses the change rules of ecological services and their values in China’s coastal zone, and the change of coastal ecosystem services and their values was discussed. Then, based on the multi scenario land use data in 2025, the future ecosystem services and their value are simulated and evaluated, and the interaction between land use and ecosystem services value under multi scenario in the future is discussed. The main conclusion are as follows:
(1) Classification and identification of coastal ecosystem services in China are as follows: Based on the actual situation of China’s coastal zone, referring to many research results, a set of ecosystem service classification system suitable for China’s coastal zone has been established. Then, based on this classification system, the service identification and diversity of China’s coastal system are researched. From 2000 to 2015, the overall diversity of ecosystem service types in China’s coastal zone showed a downward trend, with the most dramatic changes in the land area within a 20-km radius from the coastline. The high value areas were mainly distributed in mountainous areas, coastal zones and estuarine delta wetlands with high vegetation coverage, while the low value areas were mainly distributed in construction land and its surrounding areas, which were severely disturbed by human activities.
(2) The spatial distribution of land use in China’s coastal zone exhibited an overall pattern of "shallow water — saltwater wetlands — human-made wetland (salt pan and mariculture) — terrestrial multi-type mixed region" from the sea to the land. The period from 2000 to 2015 was a period of significant anthropogenic development of land use in China’s coastal zone. The urban and rural land, mariculture, isolated industrial-mining land expanded significantly, encroaching on large amounts of farmland, shallow water, saltwater wetlands, reservoirs and ponds, etc. However, the intensity of the artificial development has slowed down over time. During the study period, the fragmentation of the overall fragmentation of land use landscape in China’s coastal zone was significant, the patch types were more complex and diverse, and some specific types of land use landscape patch agglomeration was obvious.
(3) The spatial distribution of NPP and water production in China’s coastal zone generally showed a decreasing trend from south to north during 2000-2015. The NPP value of terrestrial ecosystem was higher than that of shallow water ecosystem. The total amount of NPP and soil conservation in China’s coastal zone showed a downward trend in the four periods, with a decrease of 5.86 million tons and 9.56 million tons respectively in 15 years. During the four periods, China’s coastal water yield, mariculture production, salt pan yield under ideal conditions all showed a significant increase trend, while the offshore maximum sustainable catch decreased slightly.
(4) The total value of ecosystem services in China’s coastal zone showed a trend of continuous decline, decreasing by 35.46 billion yuan from 2000 to 2015. The value of different services in China’s coastal zone has changed differently. The value of material production has shown a significant increase, while the value of carbon fixation and oxygen release services, water conservation services and soil conservation services have all shown a continuous decline. In the four periods, the value of water conservation service was the largest in China’s coastal ecosystem, followed by the value of carbon sequestration and oxygen release service, while the value of material production service and soil conservation service accounted for a small proportion.
(5) The total value of ecosystem services in China’s coastal zone under the business-as-usual scenario and ecological protection scenario in 2025 decreased by 3179.17 billion yuan and 3191.73 billion yuan, respectively. Compared with 2015, the total value of ecosystem services under the two scenarios decreased by 24.52 billion yuan and 11.96 billion yuan respectively, and the total value of ecosystem services under the business-as-usual scenario decreased significantly. The value of material production service in China’s coastal zone increased under both scenarios, and it increased significantly under the business-as-usual scenario, while the value of carbon fixation and oxygen release service, water conservation service and soil conservation service decreased. The value of three services under the ecological protection scenario decreased slowly, while their value declined significantly under the business-as-usual scenario.| | <urn:uuid:eb149cce-28b2-40cd-84f9-aac4afd5c6f1> | CC-MAIN-2021-39 | http://ir.yic.ac.cn/handle/133337/28411?mode=full&submit_simple=Show+full+item+record | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057973.90/warc/CC-MAIN-20210926205414-20210926235414-00240.warc.gz | en | 0.932338 | 1,247 | 2.671875 | 3 |
Shuttle Astronauts to Outfit Hubble With New 'Eyes'
The Hubble Space Telescope, which has already yielded stunning new views of the universe, is about to get a make-over.
Tomorrow, astronauts aboard the space shuttle Discovery will begin the first of four spacewalks to outfit the orbiting observatory with two new devices. These devices will enable scientists to look further back into the universe's history than ever, peer through the blankets of dust that cloak the birth of stars, and take the measure of massive black holes.
"This is going to lead to new science, especially [about] the origins of objects," says Rodger Thompson, an astronomer at the University of Arizona at Tucson.
Right now, Hubble's "eyes" are sensitive to visible and ultraviolet light. Orbiting above the distorting effects of Earth's atmosphere, the $2 billion telescope has yielded images of distant galaxies, nebulae, and stellar nurseries of dust and gas that rival anything George Lucas's Industrial Light & Magic could devise.
The expansion of the universe and the dust it contains, however, are taxing Hubble's abilities. The most distant galaxies, whose light has traveled for billions of years, also are the youngest. Scientists are keenly interested in what these galactic infants can tell them about how the universe has evolved. But by the time light from these far-away and fast-receding galaxies hits Earth, it's shifted into infrared wavelengths, which Hubble can't "see."
One new device will extend Hubble's vision into the near infrared. Chilled by a 230-pound block of nitrogen ice, the Near Infrared Camera and Multi-Object Spectrometer (NICMOS) will image galaxies as young as 5 percent of the universe's age, instead of today's limit of about 10 percent.
"This is a critical time," says Dr. Thompson, NICMOS's lead scientist. "We want to know when galaxies became the galaxies we see today. We think it's in this period."
And since infrared light passes through the dust that scatters visible wavelengths, NICMOS is expected to help unlock the secrets of star formation.
"One of the really neat pictures from Hubble was of the star-forming regions," says Robert Kirshner, an astronomer at the Harvard-Smithsonian Center for Astrophysics in Cambridge, Mass. With NICMOS, "we'll be able to see into these and see the stars forming."
He adds that NICMOS could represent "a tremendous step forward" for efforts to use light from certain classes of stars to more precisely measure cosmic distances, which are then used to derive the universe's age.
ASTRONAUTS will also add a device for breaking light into discrete wavelengths, to help researchers analyze everything from an object's chemical composition to its velocity. The Space Telescope Imaging Spectrograph will allow astronomers to take spectra of lots of objects simultaneously, rather than one at a time.
"When we look at the center of galaxies where we think there's a black hole, for example, we look at stars near where we think the black hole is," Dr. Kirshner says. Using the old spectrograph with its single tiny hole to bring in light, astronomers could look at only one point at a time near the black-hole candidate. The new device, he says, will look at a slice of space across the candidate and see how quickly a large number of stars are spiraling toward it - data that can verify the black hole's presence and be used to estimate its mass.
Kirshner notes that unlike the 1993 mission that corrected Hubble's flawed vision, "we have a lot to lose this time if something goes wrong or if one of the new instruments is a dud." Yet, he adds, to him and other astronomers worldwide using Hubble data, the potential payoff is worth the risk. | <urn:uuid:f2d30dcc-0cd7-4027-b11b-3eccaf779e8d> | CC-MAIN-2017-30 | https://m.csmonitor.com/1997/0213/021397.us.us.6.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424154.4/warc/CC-MAIN-20170722222652-20170723002652-00298.warc.gz | en | 0.943109 | 796 | 3.375 | 3 |
Congenital heart defects and CCHD
Congenital means present at birth. Congenital heart defects are heart conditions that a baby’s born with. These conditions can affect the heart’s shape or how it works, or both.
Congenital heart defects are the most common types of birth defects. Birth defects are health conditions that a baby’s born with that change the shape or function of one or more parts of the body. They can cause problems in overall health, how the body develops, or in how the body works.
Critical congenital heart disease (also called CCHD) is group of the seven most severe congenital heart defects. They may affect the shape of a baby’s heart, the way it works, or both. Babies with CCHD need treatment within the first few hours, days or months of life. Without treatment, CCHD can be deadly.
Nearly 1 in 100 babies (about 1 percent or 40,000 babies) is born with a heart defect in the United States each year. About 4,800 babies each year are born with CCHD. Many heart defects don’t need treatment or can be fixed easily. But some, like CCHD, can cause serious health problems or death.
If your baby’s health care provider thinks your baby has a congenital heart defect or CCHD, she can refer you to a pediatric cardiologist. This is a doctor who treats babies and children with heart problems.
How can heart defects affect your baby?
Heart defects can affect different parts of your baby’s heart, including:
- Septum. This is the wall that splits the right and left sides of the heart.
- Heart valves. These open and close to control blood flow to and from the heart.
- Arteries and veins. Arteries are blood vessels that carry blood away from the heart to the body. Veins are blood vessels that carry blood from the body to the heart.
Heart defects can affect your baby’s blood flow, causing blood to:
- Slow down
- Go in the wrong direction or to the wrong place
- Be blocked completely
What heart defects are part of CCHD?
These heart defects are part of CCHD:
1. Hypoplastic left heart syndrome (also called HLHS). In this condition, the left side of the heart doesn’t form fully, and the heart can’t properly pump blood. A baby with HLHS needs open heart surgery or a heart transplant. Open heart surgery is when the chest is cut open and surgery is done on a part of the heart. A heart transplant is surgery in which a damaged heart is removed and replaced with a healthy heart from another person. Some babies also need medicines to make their heart muscle stronger, to lower their blood pressure or to help the body get rid of extra fluids.
2. Pulmonary atresia (also called PA). In this condition, a baby’s heart’s pulmonary valve doesn’t form properly. This means that enough blood can’t flow from the heart to the lungs. Treatment may include medicines to help blood flow, open heart surgery or heart transplant.
3. Tetralogy of Fallot (also called TOF). Babies with this condition have heart defects that prevent enough blood from reaching the lungs. This means the blood that’s pumped to the body may not have enough oxygen. Babies with TOF need heart surgery and lifelong medical care.
4. Total anomalous pulmonary venous return (also called TAPV or TAPVR). In this condition, the veins that take blood from the lungs to the heart don’t connect to the heart the right way. It causes blood to circle back and forth between the heart and lungs. But blood never flows out to the rest of the body like it should. A baby with this condition needs surgery as soon as possible. Without treatment, the heart can get bigger, leading to heart failure. Heart failure is when the heart can’t pump enough blood.
5. Transposition of the great arteries (also called TGA). Babies with this condition have the positions of two important arteries switched. This means the blood that’s pumped to the body may not have enough oxygen. Babies with TGA need heart surgery and lifelong medical care.
6. Tricuspid atresia (also called TA). In this condition, the heart’s tricuspid valve is missing or doesn’t develop normally. If this valve doesn’t open, enough blood can’t flow into the lungs to pick up the oxygen it needs. Babies with TA need surgery.
7. Truncus arteriosis. Babies with this condition have only one artery that leaves the heart instead of two. This causes blood with oxygen to mix with blood that doesn’t have oxygen. Babies with this condition need surgery because over time, they can develop a life-threatening problem called pulmonary hypertension. This is high blood pressure in the arteries to the lungs.
What are other common congenital heart defects and how are they treated?
Other common congenital heart defects include:
- Septal defects, like atrial septal defect (also called ASD) and ventricular septal defect (also called VSD). These defects leave a hole in the septum. The septum is the wall inside the heart that separates the right and left atria and right and left ventricles. The atria are parts of the heart that receive blood coming from other parts of the body. Ventricles parts of the heart that pump blood out to other parts of the body. A hole in the septum can cause blood to go in the wrong direction or to the wrong place. About half of all ASDs close on their own. Heart surgery and procedures with catheters (thin, flexible tubes) can fix medium and large ASDs. Heart surgery may be needed to fix VSDs.
- Coarctation of the aorta (COA). In this condition, part of the aorta is narrow. The aorta is the large artery that carries blood from the heart to rest of the body. Having COA means the heart has to work harder to get blood through the aorta. COA is treated with balloon angioplasty. In this procedure, a provider uses a catheter with a tiny balloon to push open the aortic valve. Or he may treat it with a stent, which is a small mesh tube used to treat narrow or weak arteries. Babies with more severe COA need heart surgery.
- Heart valve abnormalities. These happen when heart valves don’t close the right way or valves are narrow or blocked, so blood can’t flow smoothly. Mild heart valve abnormalities don’t need treatment. Procedures with catheters can treat many severe heart valve defects. Some may need surgery.
What causes congenital heart defects?
Heart defects develop in the early weeks of pregnancy when the heart is forming, often before you know you’re pregnant. We’re not sure what causes most congenital heart defects, but these things may play a role:
Medical conditions in mom
- Diabetes, a medical condition in which your body has too much sugar (called glucose) in your blood
- Lupus, an autoimmune disorder. Autoimmune disorders are health conditions that happen when antibodies (cells in the body that fight off infections) attack healthy tissue just about anywhere in the body by mistake. Lupus may cause problems with a person’s heartbeat.
- Rubella (German measles) in the first 3 months of pregnancy
- Being obese (very overweight). An obese person has a body mass index (also called BMI) over 30.
- Phenylketonuria (PKU) and not following the PKU meal plan
Changes in genes or chromosomes
Some babies have heart defects because of changes in their chromosomes or genes. Chromosomes are the structures that hold genes. Genes are part of your body’s cells that store instructions for the way your body grows and works. Genes are passed from parents to children. Researchers have found about 40 gene changes (also called mutations) that cause heart defects. About 30 in 100 babies (30 percent) with a heart defect also have a chromosomal condition or a genetic condition.
If you, your partner or one of your other children has a congenital heart defect, your baby may be more likely to have one, too. So you may want to meet with a genetic counselor. This is a person who is trained to help you understand how genes, birth defects and other medical conditions run in families, and how they can affect your health and your baby's health.
Children with these chromosomal and genetic conditions are likely to have congenital heart defects:
- Down syndrome. This condition includes a combination of birth defects, such as intellectual disabilities, heart defects, certain facial features, and hearing and vision problems.
- Turner syndrome. This condition affects a girl’s development. Girls who have it are short, and their ovaries don’t work properly. Ovaries are where eggs are stored in a female’s body.
- Noonan syndrome. This condition prevents normal development in different body parts. It may affect facial features and can lead to short height and heart problems.
- Velocardiofacial syndrome (also called VCF). This condition can cause a combination of problems, like trouble fighting infections, kidney problems and cleft palate. Cleft palate is a birth defect in which a baby’s palate (roof of the mouth) doesn’t form completely and has an opening in it.
- Alagille syndrome. In this condition, a baby has less than the normal number of bile ducts (tubes that carry bile) inside the liver. It can lead to liver damage and problems with the kidneys, eyes and other body parts.
Conditions in your everyday life (lifestyle and environment)
Some things in your life and environment (where and how you live) may increase your chances of having a baby with congenital heart defects. These include:
- Smoking before or during pregnancy
- Drinking alcohol during pregnancy
- Taking certain medicines. Tell your provider about any medicine you take. This includes prescription medicine, over-the counter medicine, herbal products and supplements. Some medicines used to treat conditions, like acne, seizures or bipolar disorder (a kind of mental illness), may increase risk your baby’s risk of congenital heart defects. You may need to stop taking a medicine or switch to another medicine during pregnancy. Don’t stop taking any prescription medicine without your provider’s OK.
How do you know if your baby has a congenital heart defect?
Severe congenital heart defects usually are diagnosed during pregnancy or soon after birth. Less severe heart defects often aren’t diagnosed until children are older.
Your provider may use a test called fetal echo to check your baby’s heart. This test makes a picture of your baby’s heart while still in the uterus (womb). You can have this test as early as 18 to 22 weeks of pregnancy.
You may need a fetal echo if:
- Your provider finds a possible problem, like your baby has an abnormal heart rhythm, during an ultrasound.
- You have a medical condition, like diabetes or lupus, that may play a role in congenital heart defects.
- You have a family history of congenital heart defects or heart disease.
- Your baby has a chromosomal condition, like Down syndrome, Turner syndrome or VCF.
Your baby may be tested for CCHD as part of newborn screening before he leaves the hospital after birth. Newborn screening checks for serious but rare conditions at birth. It includes blood, hearing and heart screening. All states require newborn screening, but they don’t all require screening for CCHD. Ask your provider if your state tests for CCHD.
Babies are screened for CCHD with a test called pulse oximetry (also called pulse ox). This test checks the amount of oxygen in your baby’s blood using a sensor attached to his finger or foot.
After birth, signs and symptoms of heart defects can include:
- Fast breathing
- Gray or blue skin coloring
- Fatigue (feeling tired all of the time)
- Slow weight gain
- Swollen belly, legs or puffiness around the eyes
- Trouble breathing while feeding
- Sweating, especially while feeding
- Abnormal heart murmur (extra or abnormal sounds heard during a heartbeat)
If your baby shows any of these signs or symptoms, call her health care provider right away. Your baby’s provider may use these tests to check for heart defects:
- Physical exam. Your baby’s provider listens to your baby’s heart and lungs with a stethoscope and looks for other signs of a heart defect.
- Echocardiogram (also called an echo or a cardiac ultrasound). This is an ultrasound of the heart. It uses sound waves to create a moving picture of the heart. Your baby’s provider can see the heart beating and check the heart’s valves and other parts.
- Electrocardiogram (also called EKG or ECG). This test records how fast the heart is beating and if its rhythm is steady or not. It can show if one of the heart’s chambers is enlarged.
- Chest X-ray. This test makes pictures of your baby’s chest and organs, like the heart and lungs. It can show if the heart is enlarged. It also can show if the lungs have extra blood flow or extra fluid. Extra fluid in the lungs is a sign of heart failure.
- Pulse oximetry.
- Cardiac catheterization. In this procedure, your baby’s provider moves a catheter into a vein in your baby’s arm, groin (upper thigh) or neck. Once the tube moves into the heart, a special dye in the catheter flows into a blood vessel or one of the heart’s chambers. On an X-ray, the dye shows blood flowing through the heart and blood vessels. Your baby’s provider can see if blood is mixing between the two sides of the heart.
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CBD or Cannabidiol is among the most promising chemicals that recent research about the medicinal utilization of the cannabis plant found. CBD differs greatly from tetrahydrocannabinol or THC. THC is famed for its psychoactive properties and is beneficial in fighting seizures and increasing appetite.
On the other hand, CBD does not possess such properties and doesn't create any form of high. Rather, Cannabidiol is used in treating a variety of ailments, as found in recent peer-reviewed science. Organic CBD oil specifically can be used to battle anxiety, pain, depression and various inflammation-based disorders inclusive of bowel inflammatory disease, lupus, and arthritis. Daily, numerous individuals make use of CBD Oil to treat psychological and physical disorders where general treatments have been ineffective.
About CBD Oil
CBD is one of the various compounds in the cannabis plant known as cannabinoids. Researchers have been studying the possible medicinal uses of CBD. Oils that posses concentrations of CBD are CBD oils. They have varying uses and concentrations as well. Not until recently the most popular cannabis compound was the THC and in marijuana, it is most active compared to other ingredients. Even though marijuana contains both CBD and THC, these chemicals produce varying effects.
THC is responsible for causing a mind àltering state or high when cooked or smoked by an individual. This occurs due to the breakdown of THC when heat is applied to it and it is introduced into the body. CBD however as we have seen above does not alter the state of mind of a person when utilized by it does seem to cause drastic changes in the human body and current research has shown it offers medical benefits.
Where is CBD From?
The cannabis plant in its least processed form is hemp. Hemp possesses the majority of the CBD used medicinally by people. Marijuana and hemp stem from the same source, Cannabis sativa, but they vary greatly. For decades, marijuana farmers selectively bred plants to have THC in high quantities and various other compounds of interest to them, because of the smell produced by the compounds. Hemp farmers on the other hand scarcely modified the plant. Now, these hemp plants are utilized in the creation of CBD gummies.
How CBD Works
All cannabinoids inclusive of CBD, cause an effect in the body due to their attachment to specific receptors. The body creates certain cannabinoids by itself. It as well possesses two cannabinoids receptors, named as CB2 and CB1 receptors. CB1 receptors are found throughout the entire body, but most are in the brain. These receptors in the brain are tasked with movement, emotions, coordination, appetite, pain, memories and mood as well as other functions. THC latches unto these receptors. The other receptor type, CB2 is found more in the immune system of the body. The affect pain and inflammation. At a certain time researches believed that CBD linked to the CB2 receptors, however now it has been seen that CBD doesn't latch directly to any of the receptors. Rather, it seems to cause the body to make use of its own cannabinoids.
The Pros of CBD
1. CBD Oil does not induce Psychoactive Effects
As already stated, cannabidiol does not cause the psychoactive effects that are the typical result of using cannabis. You won't feel disorientated, giddy or strange and it doesn't increase your appetite or produce "the munchies". When properly used with the right dosage amount, CBD does not initiate any form of mental impairment making it a very safe choice for almost everyone. CBD oil will also not cause anxiety or nervousness, unlike marijuana.
2. It is a Proven Anxiety Treatment
CBD has been medically shown to treat and prevent anxiety. Various studies in Neurotherapeutics have shown that cannabidiol can treat various anxiety disorders such as ( SAD) social anxiety disorder, panic disorders, and (GAD) generalized anxiety disorder. A study in 2011 showed how CBD that was suspended in oil and used in the treatment of anxiety related to speaking in public made the patients more confident and less anxious and able to do well in public speaking.
3. Treats Inflammation Disorders Effectively
There are many disorders and diseases that internal inflammation is responsible for, and research has suggested that CBD can effectively treat all of them. This Is because CBD is a powerful medication for inflammatory medication. It works by influencing the body's endocannabinoid system. Patients who suffer from inflammatory disorders like vasculitis, arthritis, gout, acne or even allergies will certainly see the effects of this oil in preventing and treating inflammation-based diseases such as diabetes, Alzheimer's disease, and metabolic syndrome.
4. Autoimmune Disorders Treatment
Since the root of the majority of autoimmune disorders is inflammation, it makes absolute sense that CBD is capable of treating it, and research backs this up. Studies have shown that cannabidiol is very useful in handling autoimmune disorders inclusive of multiple sclerosis, lupus, inflammatory bowel disease, rheumatoid arthritis, psoriatic arthritis, and Hashimoto thyroiditis. While doctors are searching for methods of harnessing the power of CBD into contemporary medication forms, patients are capable of treating themselves effectively with hemp oil.
5. Pain Treatment
Recent research has suggested that cannabidiol is a great pain medication without the harmful side effects related to traditional pain treatments like NSAIDs and opioids. Studies have revealed that CBD is capable of treating various headaches types like cluster headaches and migraine headaches. It can also be used in treatment for generalized pain, caused by osteoarthritis or fibromyalgia. Perhaps the most exciting aspect about utilizing CBD for pain treatment is that most times it addresses the root cause of the problem making it very effective.
6. Very Easy to Use
You do not have to swallow pills, feast on medicated candies or visit the doctor to be able to use this oil. Most patients just take in the oil at the apportioned dosage recommended to them. While others mix it with beverages or food to make the process of ingesting it very easy. If your purpose of using it is for relief from pain, you can apply it topically, as this oil is lipid-soluble. It is virtually tasteless, odor free and will certainly not create a mess. This is great for patients whose mobility is limited.
7. Avoid Pesticides
One of the problems of cannabis is the herbicides, pesticides and various chemicals used in its harvesting and growth. While there aren't enough studies on the effects these chemicals have. The best route is to pick organic CBD, especially when used for vulnerable individuals or medical patients. The ability to choose to avoid pesticides is a great benefit of using CBD.
1. CBD Oil is Void of THC
Even though this was stated above as a benefit, for certain individuals the fact it contains no THC is a con of CBD. This is because THC has specific medical pros that CBD lacks. For example, CBD cannot increase your appetite, hence it won't be useful for patients that desire to add some weight. It is also not utilized in the treatment of seizures, like THC, and could even react with certain anti-seizure medications. CBD Oil will not create any form of euphoria related to cannabis. Nevertheless, studies have revealed that using THC alongside CBD can multiply the effects of both substances.
2. It may cause Drowsiness
If you're battling with insomnia, CBD oil can be very helpful but if you want to stay awake, it may make it very hard. This is due to cannabidiols ability to initiate drowsiness when utilized in high doses. If you're just starting out with CBD and are scared of experiencing the drowsiness, you should start with the least recommended dose and slowly climb up till its effective, it's also important to avoid operating heavy machinery or driving if you are new to CBD oil till you discover the right dosage for you.
3. CBD Oil Produces Different Effects in Different People
Cannabidiol is a medicine that's on the rise and it works via interaction with the unique chemical composition of your body, inclusive of your specific endocannabinoid system.
Due to this fact, different people will require varying cannabidiol amounts to achieve their desired results. When you start, you will experience some spurs of trial and errors till you discover the correct dosage compatible with your system. Fortunately, due to the few side effects of CBD, it is quite easy to begin with a small dosage and slowly increase it.
CBD oil may not be for everyone, however, it is quite effective for a lot of people who suffer from various disorders and difficulties. Researches keep finding new purposes for cannabidiol, and even pharmaceutical companies have begun to jump in on the rave. The opportunities that CBD presents to the medical and pharmaceutical field are enormous.
Due to its pure nature unlike THC, a lot of patients are much more comfortable with the usage of CBD. What has made CBD quite appealing to patients among other things is the varying methods of usage? Patients who opt for using it can take it as a capsule, mixed in food or apply it to the body. It is certain that cannabidiol is set to revolutionize the medical field by its diverse uses and application methods. | <urn:uuid:ce7c28f7-a781-4efd-9b3c-bf4c0a197e78> | CC-MAIN-2019-43 | https://i-matematicas.com/cbd-oil/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986672431.45/warc/CC-MAIN-20191016235542-20191017023042-00302.warc.gz | en | 0.950126 | 1,891 | 2.640625 | 3 |
Wondering why you need to get tested again for HIV? Dr. David defines what a “window period” is after a negative result and why repeat testing may be necessary.
The time period between when someone has contracted HIV and a positive test is called the “window period.” During this time – which varies by tests – a person could test negative for HIV antibodies, but still have HIV and be able to pass the virus to others if protections are not used. It is important to understand the “window period” for the tests you are taking.
#AskTheHIVDoc is a video series from Greater Than AIDS featuring top HIV doctors providing answers to commonly-asked questions about HIV prevention, testing and treatment.
The medical information on this site is provided as an information resource only, and is not to be used or relied on for any diagnostic or treatment purposes. This information is not intended to be patient education, does not create any patient-physician relationship, and should not be used as a substitute for professional diagnosis and treatment.
Always consult your healthcare provider before making any healthcare decisions or for guidance about a specific medical condition. | <urn:uuid:42fda26c-4016-4370-81e4-69339283d9da> | CC-MAIN-2018-47 | https://www.greaterthan.org/videos/repeat-hiv-test/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039742906.49/warc/CC-MAIN-20181115182450-20181115204450-00309.warc.gz | en | 0.942577 | 238 | 3.046875 | 3 |
Interpreting the Human Being Metaphors in Ekegusii Pop Songs Using the Cognitive Semantics Framework
GATHIGIA, Moses Gatambuki
NYARIGOTI, Naom Moraa
NTABO, Victor Ondara
MetadataShow full item record
The paper explores the human being metaphors in Ekegusii pop songs (EPS). Composers of EPS use human being metaphors to convey their message in different perspectives. It is possible for the meaning of the human being metaphors to elude the audience of EPS because language is both embodied and situated in a specific environment. Therefore, the meaning of the metaphors need to be objectively interpreted to reveal the message of the composers. The study purposively sampled Christopher Mosioma’s (Embarambamba) EPS amasomo (education) and the late Ontiri Bikundo’s obwanchani (love) based on the songs’ richness in metaphors. The Metaphor Identification Procedure Vrije Universiteit was used to identify 54 metaphors in the EPS by four coders (including the researchers). The concept of conceptual mapping, which is a fundamental tenet of the Conceptual Metaphor Theory, was employed to understand the source domains in terms of the target domains. The identified metaphors were classified into four conceptual domains of human being, animal, plant and object using the principle of the Great Chain of Being Metaphor. The paper then identified eight human being metaphors for the present study. The research found that human being metaphors are important ways of conceptualizing other human beings in society. In addition, metaphors are important tools of communication and should be explained using a cognitive semantics framework. The findings of the study will benefit the audience of the EPS, ethnographers and metaphor theorists to conceptualise EPS and culture.
Showing items related by title, author, creator and subject.
Ntabo, Victor Ondara (European Journal of Applied Linguistics Studies, 2019)The novelist Ken Walibora employs metaphors in his Kiswahili text Kidagaa Kimemwozea to discuss about the subject of neocolonialism in different perspectives. Due to the metaphoric language used, meaning might be elusive ...
Gathigia, M.G.; Ndung'u, R.W.; Orwenjo, D.O. (Cognitive Linguistic Studies, 2015)Studies in Cognitive Linguistics show that metaphors are fundamental to the structuring of people's thought and language (Sweetser 1990; Kövecses 2009). It is against this backdrop that this study discusses human body parts ...
Ntabo, Victor Ondara; Gathigia, Moses Gatambuki; Nyarigoti, Naom Moraa (Australian International Academic Centre, 2018-03)A review of literature on pop songs reveals that composers use metaphors to communicate their feelings. In particular, the meaning of the metaphors in EkeGusii pop songs needs to be interpreted to reveal the message of the ... | <urn:uuid:d9f87be6-cf6c-4490-9916-4709002e3c9d> | CC-MAIN-2022-27 | https://karuspace.karu.ac.ke/handle/20.500.12092/2426 | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104209449.64/warc/CC-MAIN-20220703013155-20220703043155-00156.warc.gz | en | 0.853105 | 646 | 2.78125 | 3 |
Science and Pseudoscience
January 18 , 2005
by Laura Dolson
Imagine a group of people who don't know each other, scattered all over the world, each one working on he same new discovery. Perhaps it's a new nutrient - something that we didn't realize was important before. These people may have different ideas about this nutrient and how it works in our bodies. Some may be biochemists, others medical doctors, and others nutritionists. Each may go about the task differently, but they are all committed to finding out the truth. Sometimes they disagree with each other, but they are scientists, and they keep doing their controlled experiments, and bit by bit they understand more. Eventually, if they are successful, we may start hearing about this nutrient in the news.
On the other hand, there may be someone who thinks that they became ill because of something they ate. This food had an additive in it - perhaps a preservative, or a flavoring agent. They become alarmed, and start telling others about their experience. Some other people don't feel too good either, and by gosh, they've eaten processed food with this same substance. Soon a rumor spreads that this additive causes illness. Books and Web sites spring up about the evils of this additive, even though previous experiments haven't uncovered a problem with it. This is called anecdotal evidence. Although stories of this kind can be very compelling, they are not science, although they can give us clues about good issues for further study.
In constructing "proof" for something which originated with anecdotes, the writers of the books and Web sites start to look for reasons that the additive just might be dangerous. They might find some animal studies where mice given huge amounts of the substance had ill effects. They might note that the substance was made in a laboratory, which immediately sounds suspicious to them. They might discover that in developing the additive, atoms of an element that is poisonous were used - conveniently ignoring the fact that many common substances (for example, salt) are made up of elements which would be poisonous if they were in their pure state. And they might cite "references" to "prove" that what they say is true. All of this would be written in a ways which sounds very scientific, but some call this pseudoscience. (Something to think about: it could be said that the process I've just described works BACKWARDS from real science. Can you think what is meant by that?)
How can we tell the difference between science and pseudoscience? It often isn't easy, but it starts with understanding how real science works.
People tend to have two false ideas about science. 1) What they learned in school about science makes it sound like a neat and orderly process. 2) They think that since scientists contradict each other, you can't trust them at all. These ideas reflect common misunderstandings about the scientific process.
The basis of good science is controlled, repeatable and repeated experiments. Observations must be very accurate and detailed, and measurements as exact as possible. This all sounds very neat, but in reality new discoveries are rarely made by one person in isolation in an orderly progression of experiments. When you have a lot of people trying to work at a problem from different angles, it is actually often quite messy, and it seldom proceeds in an orderly way. Every breakthrough is built on a lot of things that didn't work. There has to be lots of testing, lots of experiments to validate other experiments (but usually done slightly differently), and a lot of missteps. Many scientists, often working in places all over the world, must communicate and try to piece information together. The process is at once collaborative (because people have to work together) and often contentious (because different people will have different ideas about how something works). But over time it also produces the strongest results, because ideas that have made it through this refining process tend to be the ones of real value. For this reason, good scientists welcome challenges to their work.
One of the difficulties of communicating this process, which is so often "piece-by-piece", and "two steps forwards, one step back", is that when scientists are in the middle of it, it sometimes doesn't SOUND as real or true as someone who comes along with the latest cure, or the "Food Scare of the Week", who often sounds very certain about what they are saying. For this reason, we must be very watchful when we hear about new scientific information. Not only do we need to separate real science from pseudoscience, but even real science may not be very far along in the refining process, and we must realize that any one "bit" of information along the way may be a false lead or "misstep" in the process.
Questions to Ask about Health Studies
Often when we read about new health information, there will be information about new studies. These are some of the questions you can ask about studies you may read about. Some of them will be easier to answer than others for any given article - they are just things to look for.
Was the study published in a scientific journal? This isn't a guarantee
of good research, but if it hasn't been published, that's not a good
sign. This should be noted in any health article you read. Ideally,
any study appearing in a scientific journal meets recognized scientific
standards for good research.
A word about animal studies. In medical research, animal studies hold an important place. Almost all safety studies on drugs, food additives, and supplements are done on animals before humans. In interpreting animals studies, however, there is a trap that is easy to fall into: People tend to dismiss animal studies which give evidence for things they don't want to believe, and, conversely put too much faith in animal studies if they do want to believe the outcome. Beware someone who is trying to make a point using animal studies in this way, either for or against their point.
This week's Web site: Florida Citrus Nutrition & Health Information
Link back to the first article in the series (use it if you need instructions on the assignments) | <urn:uuid:fe305230-cfb7-4708-be02-cdd321f6d404> | CC-MAIN-2018-26 | http://members.cruzio.com/~dolson/healthtips/pscience.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00486.warc.gz | en | 0.975086 | 1,257 | 2.5625 | 3 |
DOVER GRAMMAR SCHOOL FOR BOYS
the original text very carefully, making sure you understand it.
it again, highlighting or underlining what appear to be the key points.
Consider mapping the points made.
Consider changing the order of points or grouping some together to save words.
Consider turning several similar points into a list within a single sentence.
copy anything straight out without rewording it.
do only part of a text if a summary of the whole is asked for.
do the whole of a text if only certain lines are asked for.
include unnecessary detail.
Keep it clear and simple. If you end up writing complicated sentences, youíre including too much. | <urn:uuid:262278c2-d198-40f1-bdc8-2ed00399c407> | CC-MAIN-2017-13 | http://dovergrammar.co.uk/Revision/summarising.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189490.1/warc/CC-MAIN-20170322212949-00151-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.870428 | 144 | 3.25 | 3 |
Overview of Chromosomal Anomalies
Chromosomal anomalies cause various disorders. Anomalies that affect autosomes (the 22 paired chromosomes that are alike in males and females) are more common than those that affect sex chromosomes (X and Y).
Chromosomal abnormalities fit into several categories but broadly may be considered as numerical or structural.
Numerical abnormalities include
Structural abnormalities include
Some specific terms from the field of genetics are important for describing chromosomal anomalies:
Aneuploidy: The most common chromosomal abnormality caused by an extra or missing chromosome.
Karyotype: The full set of chromosomes in a person's cells.
Genotype: The genetic constitution determined by the karyotype.
Phenotype: The person's clinical findings including outward appearance—the biochemical, physiologic, and physical makeup as determined by the genotype and environmental factors (see Overview of Genetics).
Mosaicism: The presence of ≥ 2 cell lines differing in genotype in a person who has developed from a single fertilized egg.
Lymphocytes are typically used for chromosomal analysis, except prenatally, when amniocytes or cells from placental chorionic villi are used (see Amniocentesis). A karyotype analysis involves blocking cells in mitosis during metaphase and staining the condensed chromosomes. Chromosomes from single cells are photographed, and their images are arranged, forming a karyotype.
Several techniques are used to better delineate the chromosomes:
In classical banding (eg, G [Giemsa]-, Q [fluorescent]-, and C-banding), a dye is used to stain bands on the chromosomes.
High-resolution chromosome analysis uses special culture methods to obtain a high percentage of prophase and prometaphase spreads. The chromosomes are less condensed than in routine metaphase analysis, and the number of identifiable bands is expanded, allowing a more sensitive karyotype analysis.
Spectral karyotyping analysis (also called chromosome painting) uses chromosome-specific multicolor fluorescent in situ hybridization (FISH) techniques that improve the visibility of certain defects, including translocations and inversions.
Chromosomal microarray analysis (CMA, also called array comparative genomic hybridization) is a single-step technique that allows the entire genome to be scanned for chromosome dosage abnormalities, including increases (duplications) or decreases (deletions), which may be suggestive of an unbalanced translocation. Single nucleotide polymorphism (SNP) microarray analysis has the additional ability to detect regions of homozygosity, which may be seen in cases where parents share common ancestry (consanguinity), and also when there is uniparental disomy (UPD, ie, both of a pair of chromosomes inherited from one parent). It is important to note that CMA does not detect balanced rearrangements (eg, translocations, inversions) that are not associated with deletions and duplications.
Recently, noninvasive prenatal screening (NIPS) methods have been developed in which cell-free fetal DNA sequences obtained from a maternal blood sample are used for prenatal screening for trisomy 21 (Down syndrome), trisomy 13, and trisomy 18 and sex chromosome aneuploidy. Although NIPS has good sensitivity and specificity for some chromosomal abnormalities, it is recommended that the results be confirmed using a diagnostic test. More recently, NIPS has been used as a screening test for common microdeletion syndromes (eg, 22q11 deletion); however, the sensitivity and specificity are still relatively low. | <urn:uuid:87c50948-e331-4559-8c85-9be6d1f87a6e> | CC-MAIN-2017-51 | http://www.merckmanuals.com/professional/pediatrics/chromosome-and-gene-anomalies/overview-of-chromosomal-anomalies | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948513784.2/warc/CC-MAIN-20171211164220-20171211184220-00755.warc.gz | en | 0.910703 | 750 | 3.578125 | 4 |
Judaism, Meditation and The B-Word
By Jay Michaelson, Forward, June 10, 2005
New York, USA -- In 532 BCE, around the same time as scholars say the first books of the Bible were canonized in Babylon, an Indian nobleman named Siddhartha Gautama had a realization about suffering: that it is caused not by external factors but by clinging to fears and desires, and can be ended by following an "eightfold path" of wisdom, ethical conduct and mental development.
Instead of relying on anything outside the self for happiness, Siddhartha said that one could be fully at ease with whatever comes one's way ? riding the rollercoaster of human life without wanting to push away the hard parts and to hold on to the good. Siddhartha became known as the Buddha, and for 49 years he taught and preached ways to put his theory into practice.
There is little evidence that his Jewish contemporaries knew of him, or he of them. But over the centuries, the techniques the Buddha taught, particularly mindfulness and meditation, became widespread, and influenced some Jewish mystics and sages. Today, though, the relationships are far closer: Many leading Western Buddhist teachers are Jewish by birth.
There are rabbis who practice insight (vipassana) meditation and make use of its wisdom in their pastoral work. And on any given meditation retreat, you'll find plenty of Jewish people. It's taken 2,500 years, but the rivers of Babylon now include the Indus.
As a result of this intermingling and attraction, many Jews have sought to find analogues to the Buddha's teachings within Judaism. It's not enough for some simply to apply the techniques of mindfulness to Jewish ritual and see what happens; they want to cultivate "authentic" Jewish meditation, or to have their mindfulness practice "grounded in Jewish texts and traditions," as the dust jacket of Jonathan Slater's "Mindful Jewish Living" promises. The results vary, and the books under review here are fascinating examples of the range of variation.
At one extreme is Rabbi DovBer Pinson's "Meditation and Judaism." While aware of other meditative traditions (I know Pinson personally, and have studied with him in Brooklyn), Pinson limits himself to those practices specifically discussed in Jewish texts. Thus, while quite limited as a guide to meditation, his book is a goldmine for those interested in "indigenous" Jewish meditation. It's worth the price for its footnotes alone.
At another end of the spectrum is Jonathan Slater, a Conservative rabbi who co-directs the Institute for Jewish Spirituality, which runs retreats and programs for Jewish leaders so that they can support their spiritual lives. While his book, too, is replete with Jewish texts and sources (mostly from the Hasidic tradition), its core meditation practices are Buddhist: paying attention to the breath, noticing how emotions feel in the body and cultivating compassion for all beings. These practices are grounded in vipassana meditation, as taught by Sylvia Boorstein, who was Slater's teacher, and by many others in the Jewish-Buddhist world.
And yet, Slater's book never mentions the B-word, as if to write an explicity Buddhist-Jewish book would undermine his purpose, which seems to be to teach mindfulness to Jews. As a result, we get some very strange results. "Judaism is a form of mindfulness practice," Slater says early on, which "demands that we pay attention to what we are doing, and it is also a path that helps to wake us up to our lives."
Really? Perhaps mindfulness can enrich, transform and enliven Jewish practice. Perhaps, conversely, following mitzvot can lead to mindfulness. And perhaps the practices have the same ultimate goal. But are all the other elements of Jewish religious life ? peoplehood, covenant, holiness codes ? merely extrinsic to this core purpose?
The fact is, Moses and the Buddha taught different paths to realization. The Buddha, in the "Satipatthana Sutra," said that the direct path to realization is to be mindful at all times. When breathing in, know you are breathing in. When breathing out, know you are breathing out. Perhaps the Torah's core truths are similar, but surely the techniques to realize them are a little different.
Another line from Slater's introduction is, perhaps, more instructive: "The reality to which the heart wakes up through mindfulness practice is God." That, to me, is closer to why so many Jews embrace Buddhist meditation: because, steeped in Jewish God-talk, folkways and Torah learning, we recognize in our meditation experience what our sages have been talking about for centuries. The Hasidic texts quoted by Slater emphasize that if God is infinite, then God is really infinite, which means that God fills absolutely everything, including this paper, your thoughts and the air you are breathing. Yet obviously, that's not how it seems to us.
Meditation, proponents say, "opens the doors of perception," allowing for a richer experience of what is really happening now, which, because God is infinite, is none other than the God process Itself.
Crucially, the process of doing so is not a vague, "spiritual" exercise. Buddhism, unlike Judaism, made a science of understanding the mind. The practices its teachers developed over centuries are precise, empirically derived instructions on how to observe the mind's habits and tendencies. As a result, these practices are, at the very least, extremely valuable technology for the religious mind.
This fact is made all the more clear by a book like Pinson's. "Meditation and Judaism" feels very disorganized, and not just because of its many typographical errors; Jewish meditation is itself very disorganized. Yes, talmudic rabbis, Jewish rationalist philosophers, kabbalists and Hasidim all meditated. But as Pinson observes, meditation is not itself a commandment, and it was never a fundamental part of mainstream Jewish practice. As a result, in stark contrast to Buddhist meditation science, Jewish meditative techniques are scattered among different texts, unsystematized and not clearly grounded in a theory of mind. That there is no one Hebrew word for meditation itself speaks volumes.
To be sure, mindfulness in a general sense is fundamental to Jewish practice, and one need not play interpretive games to find it within our tradition. Kavanah, which means intention, or, more literally, "pointing" the mind, is an essential part of Jewish religious life. In addition, there are a wide variety of indigenous Jewish meditation practices, and Pinson's book is a veritable encyclopedia of them, from hitbodedut (physical and/or mental seclusion) to hitbonenut (contemplation) and visualization exercises. These practices are harder than most Buddhist practices ? they're often complicated, and don't explain how they work. Yet they can bring about profound insights and, as Pinson shows, they are derived from wholly Jewish sources, which is important for many people.
Maybe it shouldn't matter where the "technology" of mindfulness comes from. Does "paying attention" really need an intellectual history? Judaism has always learned from other traditions, so why not now? At the same time, however, I appreciate the candor of books such as "Beside Still Waters." That book, an excellent anthology of personal essays, describes how Judaism and Christianity have influenced Western Buddhism and, in turn, been influenced by it. Its authors are committed to their different traditions, yet open about borrowing language and techniques from others.
To be fair, Pinson's and Slater's purposes are different from that of "Beside Still Waters": Slater wants to write a guidebook for how to live mindfully and Jewishly, Pinson a survey of Jewish practices. So even if "Beside Still Waters" seems more honest, "Mindful Jewish Living" and "Meditation and Judaism" may be more useful.
Many today are worried about Buddhism because they're worried about assimilation, fearing that Jews are leaving Judaism. But "assimilation" has a second meaning, as well: to incorporate or absorb something into oneself. In this deeper meaning, the Jews always have been a people of assimilation. And from Aristotle to goulash, Temple pews to Moroccan maqamat (melodic modes), foreign influences enliven our experience of ourselves. Likewise, Slater's meditations end with a surprisingly traditional truth: that "pursuing the mitzvot, living fully in God's presence, may actually be the way home."
Jay Michaelson is a teacher of meditation and Kabbalah.
Mindful Jewish Living: Compassionate Practice
By Jonathan P. Slater
Aviv Press, 300 pages, $24.95.
Meditation and Judaism: Exploring the Jewish Meditative Paths
By DovBer Pinson
Rowman & Littlefield Publishers, Inc., 304 pages, $35.
Beside Still Waters:
Jews, Christians, and the Way of the Buddha
Edited by Harold Kasimow, John P. Keenan and Linda Klepinger Keenan
Wisdom Publications, 288 pages, $14.95 | <urn:uuid:8db8198f-4087-432a-a657-618ce6329dd1> | CC-MAIN-2014-10 | http://buddhistchannel.tv/index.php?id=10,1303,0,0,1,0 | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999653644/warc/CC-MAIN-20140305060733-00008-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.956878 | 1,918 | 2.671875 | 3 |
For some people, helping others is something that comes to them naturally. Others may go through their lives without the thought ever crossing their minds. Some people are so moved by compassion for others and they cannot do enough. Whatever the case, there is always a first time for everything. You may be among the people who like helping others. You might be aware of families in some parts of the world who live on less than a dollar per day. Children in such homes live in abject poverty. They have no hope for tomorrow. They watch their parents daily in endless struggles. They may be filled with despair knowing that the same will be their fate. Are you wondering what you can do and even where to start? One of the things you can do is to sponsor a child through some credible organizations. So, why sponsor a child? Here are some 7 reasons.
- You Give Hope Not Money
When you offer to sponsor a child, you lift them from a state of hopelessness to hope. Imagine a child in the developing country living in squalor. Just knowing that somebody thought about them is uplifting. The knowledge that you are concerned enough to invest money in them removes desperation.
- It Has a Ripple Effect
When you invest in one child, you help a whole future generation. When you change the life of a child today, they become better tomorrow. The perspectives of such child change. They start seeing life beyond their immediate situation. You help them break the chain of poverty over their own lives. This benefit will escalate to their own children and the community.
- It Is Within Your Means
You do not have to dig deeper into your pocket to sponsor a child. You can work around your budget. Pinpoint something that you can forgo. For example, you can decide to skip your coffee. You use the money on this worthy cause. It is very affordable and the amount you give need not be much.
- You Make a Difference
Your sponsorship to one child results in more benefits to the community as a whole. The child is catered for in food, education and health. The money may not only be used on the immediate needs of the child. It can also be used on community development projects such as well drilling. This ultimately improves access to clean water and improved sanitation. A whole community benefits as a result.
- Gives Meaning to Your Life
Sponsoring a child will also make you feel good about yourself. When you make another person’s life worthwhile, you also feel good about it. It adds a sense of purpose to your life.
- It Is Still Something
It may be difficult for you to see how you can make a difference. When you picture the myriad of problems surrounding people. You feel like you want to give up. The truth is when you take a step to sponsor a child, it makes a difference.
- It Widens Perspective
Once you sponsor a child, their curiosity will be aroused about life beyond their world. Also, you can offer sponsorship from a family setup. Your children will get a chance to know the conditions others live in. This may be a seed for developing compassion in them in future. | <urn:uuid:81449fa3-1a66-4e4b-bf00-e1cfdf66bf63> | CC-MAIN-2019-26 | https://www.mandalaheals.com/7-reasons-for-sponsoring-a-child/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999218.7/warc/CC-MAIN-20190620125520-20190620151520-00214.warc.gz | en | 0.960139 | 646 | 2.515625 | 3 |
Binge drinking, blacking out, experimenting with drugs—it’s all considered pretty “normal” as far as the college experience goes. Some students’ GPAs suffer as a result. Some have to drop out of school. Though it might seem simple to write this off this as excessive partying and adolescent irresponsibility, where does that leave students living with Substance Use Disorders (SUDs)? The stereotype of the hardcore partier student has made SUDs confusing to recognize and handle—for both school administrators, and the students themselves.
The substance use that’s stereotyped as “partying” on college campuses isn’t always such a party. Students with SUDs, and college-aged students in general, often are struggling with mental illness, like anxiety disorders, depression, and mood disorders. According to the American College Health Association Spring 2015 assessment, two-thirds of students who are struggling with mental illness do not seek help. When you’re at an age that glorifies excessive substance use, when everyone around you is drinking and getting high, how can you recognize your own behavior as problematic? And what can you do about it?
Seeking help for an SUD as a college student is no easy task, but that much-needed support is becoming more available through Collegiate Recovery Programs (CRPs). At Vanderbilt University, the CRP known as Vanderbilt Recovery Support (VRS) has helped to bring a newfound focus on mental health to their Nashville campus and provide support for Vanderbilt students living in recovery from SUDs.
“Not Only Did I Need To Get Sober, I Needed Outside Help”
Despite the partying culture on most college campuses, CRPs are making it more possible for students to get sober and stay sober in college. For Naresh, drug and alcohol use brought him to an all-time low in the middle of his college career at Vanderbilt. “I was coming off a 1.6 GPA, a series of bottom experiences involving drugs and alcohol, and an overall depression.” At that point, college life was far from a party. Though it seems like the campus environment would threaten any chance of sobriety, Naresh is now about to graduate, pursuing his PhD in electrical engineering, and will celebrated four years of sobriety last May.
Then there’s Victoria, who was attending a U.S. military academy when her alcohol use reached its peak. During her time there, Victoria was violently assaulted, leaving her with a severe brain injury and short-term memory loss. “It drove me to a point where I realized that not only did I need to get sober, but I needed to get outside help,” she said. She eventually enrolled at Vanderbilt as a student in recovery. Despite relapsing during her first year there, then taking a year of academic leave due to progressing mental health concerns, Victoria is now sober, working a program of recovery, and completing her junior year.
Resiliency like this is a rare quality—a unique kind of resolve I see among people in recovery—but we also need support along the way. In addition to their individual programs of recovery, VRS offers students on-campus support, sober residence halls, and a private space for sober students—the VRS Lounge. “If I didn’t have that room, I don’t know where I’d go,” Victoria says. The reality for many college and community college students is that there is no safe, sober place to go. Programs like Vanderbilt Recovery Support provide a supportive community and a safe alternative to the partying scene.
Getting and Staying Sober on Campus
The sober college experience has its challenges. Even at Victoria’s transfer student orientation, there was a frat party. When another student told her, “you look like you need a beer,” Victoria declined—but he opened the beer anyway and put it in her hand. Don’t worry, Victoria poured out the beer in the bathroom and filled it with water. But, this kind of temptation and peer pressure is everywhere. There is the constant reminder that, if you want a party, you can find it. “It was so hard being in the dorms,” Victoria says, “hearing the music and the partying and constantly being told, ‘there’s a party—come to it!’”
Despite these challenges, most undergraduate students involved in VRS actually got sober while they were in school. “It was very tough at first. I felt very different,” Naresh says of starting his junior year as a person in recovery. “I had to continuously remind myself that I was bodily different than those who could go out and party on the weekends.” College can be a catalyst for people to find out who they are and additionally for them to forge their career paths. This process of identity formation can be especially complex for students in recovery.
VRS is a resource to support students in recovery through those years. “It can feel very lonely dealing with an SUD,” Katherine says, who’s been working with VRS for the last 5 years. As the adult child of an alcoholic, Katherine’s personal insight into the condition drew her to the field. She firmly believes students dealing with SUDs need to know where to get help if they need it, and those in recovery need a support system so they don’t feel alone in their sobriety.
Katherine works as a coach with students one-on-one—helping them get acquainted with the VRS community, and helping students who are contemplating getting sober get connected with outside resources. She refers some students to Intensive Outpatient Programs (IOP) that they can participate in while they’re still in school. Others take a leave of absence to participate in a treatment program. In either case, there are a number of quality treatment programs in Nashville, many of which are within walking distance of the Vanderbilt campus.
Connecting Students Around Nashville
To ensure that the community is a safe, sober place, students need a minimum of 90 days of sobriety to apply to the VRS program. As members of VRS, those students gain exclusive 24/7 access to the VRS Lounge, which is located in the Center for Student Wellbeing. “It’s so important to me,” Victoria says. “I can sit there and eat alone and not feel weird.” And Naresh agrees, “the Center for Student Wellbeing has been a second home for me.”
It’s crucial that students have this safe sober space, where there’s no potential threat to their recovery. But even students without 90 days, or those who aren’t yet sure about recovery, can still find support in VRS. The group hosts recovery support meetings twice a week on campus, with 20 to 30 people in attendance. “Anyone can attend meetings,” Katherine says, and that includes faculty and staff. “They’re completely open, you just need the intention to come to the meeting—you don’t have to be completely ready to be sober.”
By opening their doors like this, VRS is able to connect with and support so much more students who might have gone without help—even those from other campuses. Because Vanderbilt is the only university in the area with a CRP, students from Bellmont, Lipscomb, Trevecca, and Nashville State come to the campus to attend VRS meetings. Support like this for fellow community members is essential in Katherine’s eyes. “It helps them feel less isolated.”
Building A Community
The sense that students aren’t alone is central to successful recovery in college, and the university administration recognizes this. Now, with over 12 years in existence, Vanderbilt Recovery Support has expanded so much that the university has invested in designated sober spaces on campus, like the VRS Lounge and Recovery Housing. A sober community like this can make a world of difference in a student’s life. Their recovery housing is a sober living and learning community available for undergraduate students. These suites and single rooms are located on campus and students interested have to go through an application process. However, the rewards to joining this one-of-a-kind community can help leaps and bounds with those that are new to recovery, or those that are already immersed in the culture. Students in recovery housing are provided with individual mentorship, weekly meetings, random drug screenings, and peer accountability.
But, VRS students are also involved in the campus community as a whole. They show recovery-oriented movies on campus, they participate in the alcohol awareness program presented to all first-year students, and they even speak at events and academic seminars. At Rites of Spring, an annual on-campus concert, VRS manages the Hydration Station tent—a safe sober space where VRS students pass out water and can help keep other students safe. Isolation and the fear of missing out can be enemies of recovery, but Vanderbilt Recovery Support continues to provide an inclusive counterculture for sober students.
“It has given me a place to feel a part of,” Naresh says. “Some people have music groups, some have religious groups, I have VRS.” Rather than living in silence, secrecy, or shame, students in recovery can be open about their journey and share their story. “Getting the word out reduces the stigma,” as Katherine has witnessed first-hand. “The ultimate goal is not only to have students get sober and maintain their sobriety, but also to really have a cultural shift on campus,” she says. “It’s the only way students can truly feel supported.”
Mental Health is Essential on Campus
In her 5 years of working with VRS, Katherine has seen the collegiate recovery movement grow from around 30 CRPs to almost 150. This is a promising shift, but it’s equally important that mental health resources are available on campus. In 2015, around 1 in every 7 young adults between the ages of 18 and 25 qualified as having a Substance Use Disorder. Nearly 1 in every 5 young people were diagnosed with a mental illness, and almost half of the young people with a Substance Use Disorder also had a co-occurring mental illness.
Young adults in college are at a definitive time in terms of their mental health, as nearly three-quarters of chronic mental illness begins by the age of 24. After Victoria relapsed at Vanderbilt, she experienced severe depression and a “deep spiritual sickness.” It wasn’t until she sought professional help that she learned she had been living with a mood disorder. Just as much as students need support in their recovery, they also need access to mental health resources.
VRS is connected with the Center for Student Wellbeing, so Katherine can also connect students with the Psychological and Counseling Center on campus for mental health support. The Center welcomes all Vanderbilt students to participate in workshops on resiliency, mindfulness, meditation, and yoga. And, a number of years ago, Vanderbilt’s chancellor created a “Go There” campaign, encouraging students to “go there” by seeking the help that they need to support their mental wellbeing. “Vanderbilt is a highly rigorous institution,” Katherine says, “and it’s difficult to ask for help.” That goes for all students—both in an out of recovery.
Recovery As a College Student Is Possible
Recovery as a college student is possible. Academics are obviously a priority in college, but Katherine advises, “recovery is number one, academics are number two.” In addition to learning study skills, students in recovery need to learn life skills, as well as emotional skills—rather than numbing their emotions.
“I know first-hand how hard it is to get help on a college campus riddled with drugs and alcohol,” Naresh says. “I love telling people that it is possible if they are willing to work for it.” And he is living proof.
In addition to working a program of recovery and having a system of support, Victoria says, “remember that it’s okay to be alone.” There’s so much pressure to socialize in college, but “sometimes being alone was a lot healthier than forcing myself to socialize.” Fun absolutely still happens in recovery, but a lot of things that used to be fun aren’t going to be fun anymore—like going to frat parties. “I have to give myself a break,” she says. “I’m not missing out on some iconic college experience.” | <urn:uuid:b4e408db-d51f-425a-9bbc-c6d1dbeb552b> | CC-MAIN-2023-14 | https://sobernation.com/vanderbilt-recovery-support/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948951.4/warc/CC-MAIN-20230329054547-20230329084547-00090.warc.gz | en | 0.975411 | 2,681 | 2.53125 | 3 |
The natural beauty, wine and cuisine, and cultural offerings of the autonomous regions of Rioja and Castilla y León have been appreciated by religious pilgrims, oenophiles, and Spanish visitors for centuries. The growth of the economic and cultural importance of the Spanish wine industry has resulted in substantial investment in the area, as both Rioja and Ribera del Duero (situated in Castilla y León) have evolved into major wine producers on the world market. Perhaps the most visually engaging type of investment is seen through the integration of a number of iconic structures designed by the world’s leading architects. The juxtaposition of the strong lines of the new structures with the pastoral environment and surrounding medieval towns enhances the visual impact of the area. In recent decades, architects including Santiago Calatrava, Zaha Hadid, Frank O. Gehry, Richard Rogers, Philippe Mazière, Norman Foster, Iñaki Aspiazu, and Jesús Manzanares have contributed to redesigning the visual landscape of wine-producing zones. This paper will address aspects of the different structures, the manner in which they incorporate or contrast with the environment, and the reaction that their presence has provoked among residents and visitors alike.
|Keywords:||Spain, Architecture, Viniculture|
Associate Professor of Spanish, Department of Modern and Classical Languages, Regis University, Denver, Colorado, USA | <urn:uuid:9304301c-7d27-4d48-9b13-6cb4af8a0c35> | CC-MAIN-2017-26 | http://ijgase.cgpublisher.com/product/pub.240/prod.36 | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320863.60/warc/CC-MAIN-20170626184725-20170626204725-00468.warc.gz | en | 0.895577 | 287 | 2.515625 | 3 |
Today's Image of Mars shows colorful layers in Nili Fossae that are thought to contain carbonates. On Earth carbonates are commonly formed by marine organisms! Could it be that there was once life in the waters of Mars? Maybe!
Despite this tantalizing possibility, most scientsts are more reserved in their assessments, believing instead that there is some currently unknown reason why the carbonates formed on Mars. However, the scientists do say that water was most likely involved in the formation of the carbonates.
One day we may send a mission to this area in Nili Fossae, but for now we can only speculate and wonder about the origins of the carbonates. Clicking on this image will take you to the original high resolution image from HiRISE. [See their caption for the image] | <urn:uuid:f29c5c56-fd7a-4ca2-adf4-8a764ffa0dc8> | CC-MAIN-2015-48 | http://www.marstravel.org/2012_06_01_archive.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398445219.14/warc/CC-MAIN-20151124205405-00279-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.962446 | 163 | 3.09375 | 3 |
An apple a day, keeps the doctor away.
I remember being told this saying by my teacher in grade school. Well..in my case, an apple might actually cost me a trip to the doctor’s office!
I have what is called Oral Allergy Syndrome when I eat apples, peaches, cherries or any other pitted fruit. My mouth and tongue start to get itchy and tingly. Depending on which fruit it is, my lips will even get swollen.
What is Oral Allergy Syndrome?
It’s a reaction to the protein in raw fruits, vegetables, nuts and seeds. The reason for it’s name, is because it’s only limited to your mouth, lips, tongue and throat.
For those of us who have this condition, it usually happens right after eating the food and can last anywhere between 15 minutes to an hour or more. Thankfully, this is typically a less severe food allergy.
If you have this type of allergy, then chances are you have any allergy to certain pollens as well (i.e birch, alder, ragweed & grass)
The good news is, just cause you can’t eat it raw, doesn’t mean you can’t eat it cooked. Personally, I can still enjoy all the fruits I can’t eat raw when it’s cooked. Like, mmm…apple pie!
Foods that cross-react
For more info
Note: the information posted is based on personal experience. Please consult a physician for further information or if you suspect you have a food related allergy. | <urn:uuid:b5495918-cc2d-4f69-9bb5-79f380fe133b> | CC-MAIN-2017-34 | https://wrappedinchaos.wordpress.com/category/food-allergies/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105712.28/warc/CC-MAIN-20170819182059-20170819202059-00682.warc.gz | en | 0.945408 | 336 | 2.703125 | 3 |
To help Amsterdam Conservatory students share their music with the surrounding community, the music school launched the ‘Home Recording Project’ and turned a dorm into a radio transmitter. Students living in the building can enter a recording studio and begin performing. A giant red studio light lights up outside of the building to let locals know that they can tune in.
The Home Recording Project was created in order to help international students connect with the community around them. The dorm that provides shelter for 69 foreign students was converted into a radio station . By allowing these students to project their music outside the walls, the Home Recording Project is letting the students share their talents with their neighbors.
If you’re not in Amsterdam, you can find tune in through the project’s website.
Music-Projecting Dorm Rooms
More Stats +/-
Smartphone Digital Radio Services
Customizable Hipster Sound Systems
Portable Wooden Sound Systems
Internet Music Hall Ads
Old School Communication Peripherals | <urn:uuid:067614b7-6429-4e3b-8bac-b9bfe8c8b1a0> | CC-MAIN-2018-34 | https://www.trendhunter.com/trends/home-recording-project | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221218391.84/warc/CC-MAIN-20180821171406-20180821191406-00274.warc.gz | en | 0.924929 | 199 | 2.53125 | 3 |
1. [syn: sodium carbonate, washing soda, sal soda, soda ash, soda]
The Collaborative International Dictionary of English v.0.48:
Soda \So"da\, n. [It., soda, in OIt., ashes used in making
glass, fr. L. solida, fem. of solidus solid; solida having
probably been a name of glasswort. See Solid.]
(a) Sodium oxide or hydroxide.
(b) Popularly, sodium carbonate or bicarbonate. Sodium
bicarbonate is also called baking soda
2. same as sodium, used in terms such as bicarbonate of
3. same as soda water.
4. a non-alcoholic beverage, sweetened by various means,
containing flavoring and supersaturated with carbon
dioxide, so as to be effervescent when the container is
opened; -- in different localities it is variously called
also soda pop, pop, mineral water, and minerals.
It has many variants. The sweetening agent may be natural,
such as cane sugar or corn syrup, or artificial, such as
saccharin or aspartame. The flavoring varies widely,
popular variants being fruit or cola flavoring.
Caustic soda, sodium hydroxide.
Cooking soda, sodium bicarbonate. [Colloq.]
Sal soda. See Sodium carbonate, under Sodium.
Soda alum (Min.), a mineral consisting of the hydrous
sulphate of alumina and soda.
Soda ash, crude sodium carbonate; -- so called because
formerly obtained from the ashes of sea plants and certain
other plants, as saltwort (Salsola). See under Sodium.
Soda fountain, an apparatus for drawing soda water, fitted
with delivery tube, faucets, etc.
Soda lye, a lye consisting essentially of a solution of
sodium hydroxide, used in soap making.
Soda niter. See Nitratine.
Soda salts, salts having sodium for the base; specifically,
sodium sulphate or Glauber's salts.
Soda waste, the waste material, consisting chiefly of
calcium hydroxide and sulphide, which accumulates as a
useless residue or side product in the ordinary Leblanc
process of soda manufacture; -- called also alkali
Washing soda, sodium carbonate. [Colloq.]
WordNet (r) 3.0 (2006):
n 1: a sodium salt of carbonic acid; used in making soap powders
and glass and paper [syn: sodium carbonate, washing
soda, sal soda, soda ash, soda] | <urn:uuid:f11ccf7b-9356-4b45-a91c-ac6b26729a06> | CC-MAIN-2023-50 | http://www.freedictionary.org/?Query=soda%20ash | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100427.59/warc/CC-MAIN-20231202140407-20231202170407-00101.warc.gz | en | 0.799162 | 588 | 3.03125 | 3 |
The Jacobson Fen is part of an expansive 18,000-acre mosaic of tallgrass prairie, pothole wetlands, perennial creeks and fen communities and lies at the head of one Monighan Creek’s major tributaries. At this preserve, tallgrass prairie sweeps across this rolling land and unique wetlands communities, specifically fens, thrive.
The mineral-rich water flowing through this region intersects with the surface of the ground, creating the unique characteristics necessary to form a fen. There are roughly 50 fens in the area, with 10 occurring specifically at the Jacobson Fen preserve. Each of these fens produces a unique and complex habitat, and with 55-degree waters that never freeze, important winter habitat for birds and small mammals is created.
From Clear Lake, SD, go one mile north on Highway 15. Turn east at the rodeo sign and travel three miles east (road will turn from asphalt to gravel after 1.5 miles). Turn north and go 1.2 miles. The preserve is at the top of the hill past the “T” intersection. Look for the sign.
Plan Your Visit
For more information on visiting this and other South Dakota preserves, check out our Preserve Visitation Guidelines.
Jacobson Fen boasts tremendous plant life, in part, because of the fens. Each groundswell of water creates microhabitats for fen related plants. At times, a plant may be unique only to one particular fen, spawning a tremendous diversity of plant life.
Many grassland nesting birds find refuge here, including the sharp-tailed grouse. Many of these birds are experiencing declines as precious grassland habitat has been lost. Jacobson Fen also is a great place to view raptors, or birds of prey. They can be seen various times of year, such as during migration periods. Rough-legged, ferruginous, red-tailed and Swainson's hawks, northern harriers, American kestrel, prairie falcon, great horned and snowy owls all have been observed in this area.
Why the Conservancy Selected This Site
Jacobson Fen lies in the heart of a wetland-fen complex. Fens are rare habitats in this landscape, and their protection is critical to sustaining the region’s biodiversity. With perennial flow into Monighan creek, the fens are an important component of the Crystal Springs region. Careful land management here is critical in sustaining species diversity. As a community partner, the Conservancy now is in the position to help guide conservation actions for this rare resource.
What the Conservancy Has Done/Is Doing
In addition to working with the community to conserve this rare landscape, the Conservancy is working to maintaining the diversity of life found here.
Through controlled fires and work to combat harmful, non-native plants, the Conservancy is working to maintain the delicate balance that exists in this ecological community. | <urn:uuid:57340e64-c6ef-4d5f-8418-540eea300f7d> | CC-MAIN-2017-26 | https://www.nature.org/ourinitiatives/regions/northamerica/unitedstates/southdakota/placesweprotect/jacobson-fen.xml?redirect=https-301 | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128322873.10/warc/CC-MAIN-20170628065139-20170628085139-00599.warc.gz | en | 0.897036 | 608 | 3.21875 | 3 |
If you aren't familiar with Tonara, it is a unique app with a variety of features that enable teachers to manage their studio and motivate their students to practice. Visit Tonara's website HERE to learn more!
If beauty is in the eye of the beholder, then I think it is safe to say that music is in the ear of the beholder. Have you ever noticed that three different people can listen to the same piece of music and experience it in three completely different ways?
One of my favorite things about music is that each performance is truly a three-way collaboration: a merging of the inspiration of the composer, the interpretation of the performer, and the experience of the listener. Each musical performance is different, and each time we listen to a piece of music it has the potential to make us hear it in a new and exciting way.
Many of our students begin piano lessons because they have experienced the emotional connection that listening to a beautiful piece of music can bring. A great musical performance is all about bringing the composer’s “story” to life. So, how can we help our students learn to interpret the stories behind their music and to perform more artistically? Let’s teach them how to think like a composer!
1. Start by thinking about the title of the piece.
Many pieces written for student performers have descriptive titles. Ask your students to practice and listen to the music and decide why the composer chose that particular title. Does the title fit the music? Why or why not? Would your students have chosen a different title?
If the piece does not have a descriptive title, ask your students to give it one! Have them think about the character and mood of the music and choose a title that fits the piece. Be sure to ask students to explain why they chose their title.
2. Create a story.
Using the title as a guide, create a simple story that fits the music. Ask your students to find at least three spots in the piece where they can describe what they think is happening in the story. As students practice their piece, their goal should be to make the audience picture this story, too.
If your students have difficulty inventing a story, have them choose a verb, adjective, color, or even an animal that they think fits the music and write it in the score. Remember to tell students that in this exercise there are no wrong answers! The beauty of musical interpretation is that each person that plays a piece might interpret it differently and imagine a different story taking place.
3. Think about how the musical elements of the piece contribute to the story.
Once students have written their ideas in the music, think about what musical elements the composer used to create the story behind the piece. For example:
- Mode: Is the piece major or minor? Why is this important to the story?
- Tempo: Is the piece fast or slow? How does the tempo affect the story?
- Dynamics: How do the dynamics make the listener feel? Do the dynamics give us a hint about an exciting moment in our story?
- Articulation: Why do you think the composer chose the articulations in the piece? How do these articulations affect the mood of the music?
4. Improvise, using the music as your guide.
Once your students have a good understanding of the musical elements of the piece and the story behind the music, ask them to put on their “composer hat!” A few simple activities they might try include:
- Embellishing the piece by changing more of the musical elements they discovered in the score (changing legato to staccato, major to minor, etc.).
- Improvising an introduction or a coda to the piece.
- Embellishing the melody by changing the rhythm, adding additional notes, or playing it in a different octave.
- Improvising a short original piece using the same title.
By doing these activities, your students will not only gain a greater understanding of how their music is constructed, they will also learn how to communicate more effectively as performers. And who knows—maybe you will even discover a budding composer or two hidden in your studio!
What do you think? Do you help your students "think like a composer" when they are learning their music? I would love to hear your ideas in the comments! | <urn:uuid:d4062e6a-6651-48e4-90be-0b9cff468c57> | CC-MAIN-2021-04 | https://www.chrissyricker.com/blog/think-like-a-composer-tips-for-teaching-musical-interpretation | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703519784.35/warc/CC-MAIN-20210119201033-20210119231033-00453.warc.gz | en | 0.959477 | 901 | 3.96875 | 4 |
Mechanics is the branch of physics which deals with the cause and effects of motion of a particle, rigid
objects and deformable bodies etc. Mechanics is classified under two streams namely Statics and
Dynamics. Dynamics is further divided into Kinematics and Kinetics.
Motion is a combined property of the object and the observer. There is no meaning
of rest or motion without the observer. Nothing is in absolute rest or in absolute
Rectilinear motion is motion, along a straight line or in one dimension. It deals with the kinematics of a
particle in one dimension.
The average velocity of a moving particle over a certain time interval is defined as the displacement
divided by the lapsed time.
The velocity at a particular instant of time is known as instantaneous velocity.
The term “velocity” usually means instantaneous velocity
Average speed is defined as the total path length travelled divided by the total
time interval during which the motion has taken place. It helps in describing
the motion along the actual path
The average acceleration for a finite time interval is defined as :
Average acceleration =
change in velocity
Average acceleration is a vector quantity whose direction is same as that of the change in velocity.
The instantaneous acceleration of a particle is its acceleration at a particular instant of time. It is
defined as the derivative (rate of change) of velocity with respect to time. We usually mean
instantaneous acceleration when we say “ acceleration”. For straight motion we define instantaneous
acceleration as :
This expression suggests that the average velocity is equal to
the slope of the line (chord) joining the points corresponding to
· x- t graph is a straight line of slope u through xi.
· as velocity is constant, v - t graph is a horizontal line.
· a-t graph coincides with time axis because a = 0 at all time instants.
If a particle is accelerated with constant acceleration in an interval of time, then the motion is termed as
uniformly accelerated motion in that interval of time
In straight line motion, all the vectors (position, displacement, velocity & acceleration) will have only one
component (along the line of motion) and there will be only two possible directions for each vector
Slope - intercept form : y = mx + c is the equation of a straight line whose slope is m & which makes
an intercept c on the y-axis.
PARABOLIC CURVE-EQUATION, GRAPH (VARIOUS SITUATIONS UP, DOWN, LEFT, RIGHT
· x is a quadratic polynomial in terms of t. Hence x - t graph is a parabola
( i) Zero Velocity
As position of particle is fixed at all the time,
so the body is at rest.
Velocity vs time graph
Acceleration vs time graph
DISPLACEMENT FROM v - t GRAPH & CHANGE IN VELOCITY FROM a -t GRAPH
Area under v-t graph gives displacement, if areas below the t-axis are taken
MOTION WITH NON-UNIFORM ACCELERATION
(USE OF DEFINITE INTEGRALS)
This is another important expression for acceleration.
If a is in terms of x, | <urn:uuid:eb1f6666-686f-4f11-8236-7ddfbc5e4327> | CC-MAIN-2022-05 | https://nucleoniitjeekota.com/topic-notes.php?topic=Rectilinear%20Tools | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320305420.54/warc/CC-MAIN-20220128043801-20220128073801-00641.warc.gz | en | 0.907776 | 713 | 4.03125 | 4 |
A new study, funded by the World Cancer Research Fund, has provided stronger evidence that we should all be eating fish.
The 15 year study followed almost half a million people from all over Europe. The study found that those who ate more than three portions of fish a week had a 12% lower risk of developing bowel cancer compared to those who ate less than one portion a week. Current UK diet guidelines suggest eating at least two portions of fish a week. A typical portion of fish is 100g. Eating more than 51.3g of fish a day (359.1g a week) was associated with a 12% decreased risk of bowel cancer compared to those who ate less than 9.07g of fish a day (63.49g a week).
To help you include more fish in your weekly diet, here’s a simple and affordable recipe from The 7 day recipe plan.
1 small tin of sardines in olive oil
1 large carrot, finely grated
Juice of half a lemon or lime
1 tsp wholegrain mustard
Half a tsp turmeric powder or ground turmeric
Mix all the ingredients together by hand (chunky) or in a blender (smooth). | <urn:uuid:d561e5dd-5477-4dac-975f-c97b5b44575c> | CC-MAIN-2021-04 | https://www.pennybrohn.org.uk/recipes/eating-fish-may-lower-risk-of-bowel-cancer/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704798089.76/warc/CC-MAIN-20210126042704-20210126072704-00578.warc.gz | en | 0.955448 | 248 | 2.703125 | 3 |
- NC to the question "Should People Become Vegetarian?"
“Most vegetarian diets are low in or devoid of animal products. They’re also usually lower than nonvegetarian diets in total fat, saturated fat and cholesterol. Many studies have shown that vegetarians seem to have a lower risk of obesity, coronary heart disease (which causes heart attack), high blood pressure, diabetes mellitus and some forms of cancer.
Vegetarian diets can be healthful and nutritionally sound if they’re carefully planned to include essential nutrients. However, a vegetarian diet can be unhealthy if it contains too many calories and/or saturated fat and not enough important nutrients.”
“Vegetarian Diets,” americanheart.org (accessed Apr. 21, 2011)
“The American Heart Association is a national voluntary health agency… The association’s impact goal is, by 2020, to improve the cardiovascular health of all Americans by 20 percent while reducing deaths from cardiovascular diseases and stroke by 20 percent.”
“Mission of the American Heart Association,” heart.org (accessed May 9, 2011)
“To build healthier lives, free of cardiovascular diseases and stroke.
That single purpose drives all we do.
The need for our work is beyond question.”
“Our Mission,” heart.org (accessed May 9, 2011)
- National nonprofit organization
- Quoted in:
- Pro & Con Quotes: Should People Become Vegetarian? | <urn:uuid:9dd3b069-0ccb-4506-b35a-fcb7f435997c> | CC-MAIN-2020-50 | https://vegetarian.procon.org/source-biographies/american-heart-association/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141708017.73/warc/CC-MAIN-20201202113815-20201202143815-00582.warc.gz | en | 0.882302 | 319 | 2.71875 | 3 |
Infection Inhibitor Field is a spherical energy field that you can activate with your intention, and step into, thus placing your body inside the energy field. The Infection Inhibitor Field inhibits the replication of the harmful bacteria or viruses, which cause infection. This helps slow down the spread of infection and gives your body a better opportunity to heal faster!
Infections are a colonization of microscopic organisms in a host body that grows and multiplies. These microscopic organisms can be viruses, prions, bacteria and viroids. Usually people aren’t easily infected unless they are weak, malnourished or their immune system is already taxed by something else. The host normally fights infections with their immune system. Inflammation is a normal part of the immune system’s reaction to what is perceived as a foreign invader.
There are good bacteria that our bodies need in the intestines and other areas, called probiotics. They are thought to beneficially affect the host by improving its intestinal microbial balance, thus inhibiting pathogens and toxin producing bacteria. Bacterial diseases result when the harmful bacteria get into an area of the body that is normally sterile, such as the bladder; or when they become too numerous and crowd out beneficial bacteria in places such as the intestines.
Pathogenic bacteria can enter the body through a variety of means, including inhalation into the nose and lungs, ingestion in food or through sexual contact. Once pathogenic bacteria enter the body, a healthy immune system will recognize them as foreign invaders and try to kill or stop the germs from reproducing.
If germs enter the bloodstream they will be attacked by white blood cells. These immune cells will gobble and dissolve any foreign microbes. Our bodies also produce antibodies that go after specific diseases.
You may feel the need to activate Infection Inhibitor Field more often if your body is currently fighting an infection or if the people near you are not healthy. It is useful when you are going to an unfamiliar location to activate prior to your arrival. It may also be helpful to activate every three hours for the next day in case your body has to fight foreign microbe invaders. This energy of this system is a wonderful spiritual energy tool that gives your body extra support to stay healthy. The Infection Inhibitor Field will also respond to the name of a hospital with specific land boundaries. It can also be used as a timed function.
This attunement can be used for both people and animals.
If you are a Reiki or Seichim Master Teacher you can confidently send this attunement to others.
Founder: Mariah Windsong Couture | <urn:uuid:2f516dc2-c4cf-4915-9f98-b3d66e5b135e> | CC-MAIN-2022-21 | http://www.motherearthreiki.com/2014/01/19/infection-inhibitor-field/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662562106.58/warc/CC-MAIN-20220523224456-20220524014456-00690.warc.gz | en | 0.939078 | 541 | 2.671875 | 3 |
Snakes are elongated, legless, carnivorous reptiles of the suborder Serpentes. Like all squamates, snakes are ectothermic, amniote vertebrates covered in overlapping scales.
Website contains good collection of Snake species found in India. For easy identification snakes names are given in many Indian regional languages as well like - Marathi, Hindi, Gujarati, Tamil, Telugu etc.
We do take help of wikipedia to provide this information. | <urn:uuid:65162e04-f2b2-4ef6-956f-f453d2dfc144> | CC-MAIN-2021-25 | http://www.indiasnakes.com/aboutus.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488268274.66/warc/CC-MAIN-20210621055537-20210621085537-00343.warc.gz | en | 0.859891 | 96 | 2.734375 | 3 |
Great, but do our stakeholders always know a sure fire way to properly define what is the most important aspects of a product or system. Do they always have an objective understanding of whether the product or service should be created or updated in the first place? All too often, stakeholders don’t have a clear idea of how to determine if they are asking for the right thing, and the project team doesn’t necessarily help them.
So what does it mean to build the “right thing”? Well, one way to look at it is to understand:
- What projects should the organization undertake?
- What features should be provided for those products or services?
- What order should features be delivered?
So how do project teams “do the right thing”? It comes down to the project team, including the stakeholders, working together to understand the organization’s definition of value, applying that definition to determine the value delivered by their projects, determining how the features contribute to the project’s value delivery, and prioritizing the features accordingly.
We’ll discuss each of those steps in turn. One thing to note that whenever I say project team, I include stakeholders in that grouping, and I use stakeholders interchangeably with customers, product owners, users, goal donors, and gold donors.
The Organization’s Definition of Value
Value is one of those words that, while easy to define, often means different things to different people, especially when used in the context of software development projects. The most appropriate dictionary based definition is: “relative worth, utility, or importance.” (http://www.merriam-webster.com/dictionary/values). When you consider this definition, it is easy to see why the definition of value will vary between different organizations. It just so happens that an organization’s strategy, as expressed by its strategic decision filters, provides a definition of value. Strategic decision filters basically provide simple rules to determine which activities create and support sustainable competitive advantage, and which activities detract from an organization’s maintaining its competitive advantage. Anything that creates and supports the organization’s sustainable competitive advantage inherently is valuable to the organization.
The Value Delivered by the Project
Once the project team understands what is valuable to an organization, they can establish a value model for the project, which provides the project team with a tool to repeatedly assess the value delivered by a project.
The value model has four key inputs:
- Purpose. A statement about what problem the project is trying to solve, or for those optimists out there, the job that the project is trying to get done.
- Considerations. All those aspects of the project that could impact the value produced by the project, but are either too difficult to quantify, or haven’t happened yet, such as risks, issues, assumptions, and constraints.
- Cost. The financial resources required to undertake the project, including such things as the people working on the project, hardware, and software.
- Benefits. The positive impact the project has on the organization. Benefits can be financial in nature, such as increased revenue or reduced costs; or non-financial, such as support for other initiatives, or improved customer satisfaction. It is a good practice for the project team to collaborate on the purpose of the project first and run that purpose through the organization’s strategic decision filters. If the project fits within those filters, the project team can then continue to understand the remaining inputs. If however, the purpose of the project does not pass the strategic decision filters, then work on the project should stop, as it will most likely not deliver any value to the organization. Of course, if the result of the effort to evaluate the project purpose against the strategic decision filters results in the question, “what strategic decision filters?” then the organization has some more fundamental work to do.
If the project is a strategic fit, the project team then collaboratively identifies the considerations, costs, and benefits of the project and crafts a model to determine the value delivered by a project. This model should be built in such a way that it can be quickly updated and analyzed throughout the life of the project as considerations change, costs are better understood, and the benefits produced become clearer. The advantage of this approach over the typical practice of developing a business case to justify the project and then never reviewing it again, is that the project team is able to determine if the project is on track to deliver the expected value, or if conditions have changed such that the project no longer makes sense to continue.
Feature Contribution to Value
Once the project team has a grasp on how the project adds value to the organization, they can start analyzing how the various features under consideration contribute to the overall project value delivery. This can be difficult because the size of feature that delivers discernable project value is often different than the level at which the project team is comfortable fully defining features. A solution to that problem is to group finely grained features into the smallest grouping that delivers value to the stakeholder. Mark Denne and Dr. Jane Cleland-Huang introduced this concept and called them Minimal Marketable Features (MMF) in their book Software By Numbers (http://www.softwarebynumbers.org/default.htm).
Project teams can organize their features into MMF and then, through an understanding of the relative value of those MMF’s to the overall project, prioritize the features delivered by terms of relative value contributed to the project. This approach is especially effective when the project team is following an iterative approach to development, when subsets of the overall feature set included in a project are delivered on a regular basis. Ideally, project teams will find themselves in a situation where they are able to identify a financial value delivered by a feature, but this is the exception rather than the rule. More often than not, project teams have to express the value in relative terms compared to other features included in the project. Regardless of the measure used, whether it be hard dollars, or a unit of less relative weighting, the key is for project teams to have some understanding, objective or subjective, of the value each feature contributes to the overall project and use that value as the basis for prioritization decisions.
Really Analyzing the Business
What I have just described is business analysis at its finest. It goes beyond simply “gathering” requirements to truly developing an understanding of the business, the problem that needs to be solved, and the benefits of the solution to the overall organization. This approach requires a great deal of collaboration between all involved in a project, especially business analysts, who should have the appropriate skill sets to facilitate the creation and revision of the value model, and the application of that definition of value to the features included in the project. A business analyst who has these skill sets is truly setting themselves up as an invaluable person to their organization. | <urn:uuid:cd163b8c-21bb-47b2-be8f-d1a4a822b0cb> | CC-MAIN-2018-34 | https://www.batimes.com/articles/defining-value-to-prioritize-features.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221215523.56/warc/CC-MAIN-20180820023141-20180820043141-00693.warc.gz | en | 0.945804 | 1,419 | 2.5625 | 3 |
Who is Cornell Lab K-12 Education?
The K-12 Education team is the Cornell Lab of Ornithology program that focuses on formal and informal educators. We create innovative K-12 resources that build science skills while inspiring young people to connect to local habitats, explore biodiversity, and engage in citizen-science projects. We take an inquiry-based approach to science and provide educators with materials and professional development that support them in helping kids:
- Develop science process skills by asking and answering their own questions inspired by observations
- Spend time outdoors, connecting with nature by focusing on the fascinating sights, sounds, and behaviors of birds
- Be engaged by the real-world importance of the data they enter online, which scientists use to understand and conserve birds
The Cornell Lab of Ornithology K-12 Education offers a variety of resources for all types of educators no matter the setting. For a list of our offerings, visit our shop. | <urn:uuid:1f50d5c4-ca4f-4d22-aad9-2b4a6ea46c83> | CC-MAIN-2021-43 | https://www.birds.cornell.edu/k12/setup/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585450.39/warc/CC-MAIN-20211022021705-20211022051705-00682.warc.gz | en | 0.940949 | 190 | 2.90625 | 3 |
It will be necessary to receive training if you are planning to work as a phlebotomist. You will need to check with your state to learn about licensing requirements in your state. There are some states that will require that you sit for a certification exam and that you have attended an accredited training program. Other states will allow you to receive training directly from a healthcare provider. Either way, you will need to have some instruction in the process of drawing blood and properly collecting samples before you can work directly with patients.
If you are working as a phlebotomist, you will be drawing samples for lab studies in various healthcare settings. There are opportunities for advancement within a career as a phlebotomist. You will be able to earn a good income. There will be opportunities to find first shift jobs though it is sometimes necessary to work other shifts especially if you work in a hospital.
Types of Training Available
There are various types of training available for individuals wishing to work in the area of phlebotomy. You can attend vocational training programs. Some of these programs will provide you with a diploma in phlebotomy. There are other programs that will offer you a certification. You can also find degree-based programs for an Associate’s Degree or Bachelor’s Degree if you want to enter in phlebotomy.
Most vocational programs will last for at least 6 months and can certainly last longer. If you are working for an associate’s degree, you will be attending school for 16-24 months. It will take you four years or so to complete a Bachelor’s Degree.
Some programs will allow you to sit for a certification exam in the area of phlebotomy. There are other exams that will simply provide you with the knowledge you need to work in phlebotomy. If there are not specific licensing requirements, then you will be able to apply for employment.
There are many different topic areas that will be covered when you are learning to work as a phlebotomist. You will cover many more topics and courses if you attend a degree based program. If you are going to work as a phlebotomist, you will need to learn how to properly handle blood samples. You will also need to learn how to properly handle syringes, blood collection bottles, vaccume tubes and other medical equipment.
Your training will train you in the proper use of all the medical devices you will be using when collecting samples for lab studies. You will also learn how to use bandages, medical tape and gauze.
A training program will teach you the steps you must follow to draw blood samples. You will learn how to clean the area before preparing to draw blood. It is necessary to learn hand washing procedures. You will learn what steps you need to take to prevent the spread of infections and disease. The course will also teach you how to properly handle and dispose of hazardous materials.
When you are training to become a phlebotomist, you will need to learn to communicate well with patients. You will learn how to help make them feel at ease while you are collecting lab samples. Your training should prepare you to be able to answer questions that patients might have when you are collecting samples.
Phlebotomy training will prepare you to draw blood safely and effectively. You will learn how to take blood samples in the least painful way for your patients. The course will teach you about the different types of collection tubes you will use. You will learn how to properly label tubes to be taken to the lab.
You will have some classroom instruction when attending a phlebotomy training course. This is your chance to learn about anatomy and physiology. You will gain background knowledge pertaining to the phlebotomy field. There will also be practice activities to help you learn how to begin collecting lab samples and how to properly use all equipment and syringes.
You might practice on fruit and other objects at first. Many training programs have learning tools that are made to look and feel like an arm so that you can learn the best ways to draw blood. You should have many opportunities learning how to tap into the veins before you work with patients directly.
The training program should then provide you with hands on experience or require you to complete an internship. This will be your chance to work with patients directly under the direction of a supervisor. You will be able to receive help completing a draw if you have any struggles when you are gaining this experience. | <urn:uuid:c1a2419b-b94a-4cc9-8701-7d6d733aceac> | CC-MAIN-2018-51 | http://careertrainingbase.com/phlebotomy-training/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376825495.60/warc/CC-MAIN-20181214070839-20181214092339-00399.warc.gz | en | 0.950337 | 918 | 2.703125 | 3 |
A pair of Victorian Diamond and Enamel Ear Pendants
Thursday 31 January
450 Park Avenue, New York (map)
This lecture emerges from the book of the same title, co-authored with Charlotte Gere in 2010. Taking a new approach to the study of jewelry in the Victorian age, this lecture seeks to understand the nineteenth century through its jewelry. The “age of Victoria” is taken in its widest sense to encompass jewelry from Europe and America, at a time when expanding foreign trade, the new illustrated press and a growing tourist industry brought jewelry from many parts of the world to a wide audience. Queen Victoria played a huge role: what she wore and did had tremendous impact, so what might seem a narrow subject acts as a key to our understanding of the entire Victorian age. International exhibitions from 1851 onwards chart the rise and fall of the different jewelers, not least Tiffany’s triumph over Europe at Philadelphia in 1876. Using examples from the British Museum and collections worldwide, Judy Rudoe uncovers how the Victorians used jewelry and what it meant to them, both literally and metaphorically, and shows how the politics, nationalism, mourning rituals, even humor of the period are all embodied in jewelry.
Judy Rudoe has been a Curator at the British Museum since 1974, responsible for metalwork, ceramics, glass, textiles, basketry and other applied arts from 1700 to the present, including traditional and regional collections from Europe. She is author of Cartier 1900-1939 (1997) and organized the Cartier exhibition shown at the Metropolitan Museum of Art and the British Museum in 1997. Her other books include Decorative Arts 1850-1950: a catalogue of the British Museum collection (1991) and the Catalogue of the Hull Grundy Gift of Jewellery to the British Museum (1984, as co-author). Her latest book, Jewellery in the Age of Victoria, coauthored with Charlotte Gere, was published in 2010 and won the 2011 William Berger Prize for British Art History. | <urn:uuid:888b001a-4f62-44b3-9e33-b62bfd18591b> | CC-MAIN-2019-09 | https://www.phillips.com/article/40385392/jewelry-in-the-age-of-queen-victoria-a-mirror-to-the-world | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247479101.30/warc/CC-MAIN-20190215183319-20190215205319-00454.warc.gz | en | 0.936685 | 416 | 2.90625 | 3 |
Through the years I’ve listened to many patients tell me, “I smell mold in my house.” But were they experiencing a sensory hallucination or perhaps mistaking another odor for mold? Maybe it was really mold.
An article published in the Journal of Allergy and Clinical Immunology reports an association between indoor dampness and molds with rhinitis problems (hay fever). The research found a strong link between mold odors and nasal sinus problems. The study collected data from 31other studies.
Indoor dust mites, animal dander and molds are the most studied and talked about triggers of perennial allergic rhinitis or year-round hay fever. But it has been difficult to pinpoint the impact of mold spores on rhinitis because mold spores are so extensive in number and species, and exist, to some degree, in all homes. Although it is possible to measure levels of indoor mold, no good standards yet exist for how much mold is really bad for you. Furthermore, only a handful of mold species have been found to play a role in causing allergic reactions.
Since so much about the impact of indoor mold remains uncertain, my advice to patients allergic to mold is to do what they can to limit the growth of mold in their homes. Here are steps anyone can take:
- If you notice moisture or water in your house, don’t ignore it. Find out how it’s getting into your home and fix the problem, whether from leaky pipes, roof damage, foundation leaks, basementflooding or other sources.
- Carefully clean up areas where mold has infiltrated the home. This may mean removing carpets and padding, replacing plywood or parts of wood flooring, or removing and replacing wall or ceiling tiles and drywall. If lots of mold is visible or the musty odor is strong, have a licensed professional do the job. You can be exposed to large amounts of mold during the cleanup process. Consider wearing a mask and protective gloves.
- Think about getting a dehumidifier for the basement, which may be more important to run during the summer months if you live in the northern states.
- If you’re allergic to mold, you might want to hire experts to measure the mold level in your home. The Environmental Protection Agency (EPA) is a good start if available for residential evaluations in your state (they only do commercial assessments in my state of Illinois). It is important to check the background of private companies that engage in home mold assessment. Get a recommendation from a local allergist, or have your allergist review the company’s website information to assess their technological skills, standards for mold measurement and equipment.
- Some home assessment kits for mold that use DNA analysis are available by phone order through a company called Mold Code (see below).
All indoor environments contain mold, but some places may have significantly more than others. If mold is at a relatively high level in your home, it may cause some medical problems. Evaluation by your doctor is the first step if you suspect you are getting sick from mold. Determining whether you have increased mold or harmful mold levels or species is the next order of business. Toxic mold exposure is less common than long thought, but may occur with extensive mold overgrowth. It is important to get out of such an environment if a large amount of mold or intense mold odor is present.
Your nose just may know if high levels of mold are present.
Published On: April 03, 2014 | <urn:uuid:8afa2567-296e-43e1-80f5-30735ce519a5> | CC-MAIN-2017-09 | http://www.healthcentral.com/allergy/c/3989/168352/indoor-mold-nose/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501172404.62/warc/CC-MAIN-20170219104612-00103-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.941868 | 720 | 2.546875 | 3 |
Part of being a parent is to have the overwhelming urge to protect your child from any harm. You go to painstaking lengths to make sure that your child receives only the best. This may be a little hard to do considering the present scenario where the very things we trust end up harming us in one way or the other. One of the most common respiratory diseases is asthma. The number of people with asthma continues to grow. It is more common in children than in adults. Environmental factors play a key role in the onset of this condition. Here’s how you can protect your child from this incurable disease :
Dust free home
Dust mites are a common cause of asthma in children. They feed off of house dust and moisture in the air. Keeping your home dust free is of utmost importance! There are a lot of cleaners available in the market to choose from but you need to make an informed choice in the matter especially when your little one is crawling all over the place. An untidy place is the breeding ground for all sorts of unwelcome organisms. Pollen is another component of household dust and may cause allergy and asthma. Asthma is associated with exposure to indoor allergens like dust mites, cockroaches, animal dander and mold.
Your common floor cleaner contains a lot of chemicals which are mixed together to wipe out all the germs on your floor and tiles. Although these floor cleaners leave your tiles sparkly clean, they pose a threat to the life of your little ones! The most common ways of consuming these toxins are through inhalation and touch.Babies learn to grow on the floor and if your floor itself is toxic, it will have a negative impact on your baby’s health. The chemicals present in these cleaners like ammonia, phosphates, chlorides and alkylphenol ethoxylates have an adverse and long-term effect on your own health and that of your family. Opting for natural and chemical free cleaners seem to be the best option right now.
Your child’s health and safety is your first priority and we at Tinystep have come with a floor cleaner with just that in mind. The Tinystep floor cleaner is all natural and free from the chemicals and toxins present in regular cleaners.
The ingredients used are vinegar, baking soda and neem extract. It is baby safe, pocket-friendly, pet-friendly and infused with nature’s goodness. We have carefully formulated this natural floor cleaner for your entire family’s well-being.
Click here to order the floor cleaner right away. | <urn:uuid:1415358a-967a-4819-9cda-b45bba4b96f6> | CC-MAIN-2020-05 | https://www.tinystep.in/blog/do-you-know-any-kids-suffering-from-asthma--suggest-these-two-things-now!-xyz?utm_source=direct&utm_medium=recommend&utm_campaign=es&utm_content=10 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608295.52/warc/CC-MAIN-20200123041345-20200123070345-00509.warc.gz | en | 0.946979 | 522 | 2.609375 | 3 |
Background: This #DoesItWorkSummary is based on the findings of a Cochrane Systematic Review published in January 2018 . Selenium is an element that is normally taken with food and is essential for healthy metabolism in small amounts (belonging in this way to the group of micronutrients). It is found in a variety of foods from animal and plant origin, with Brazil nuts and seafood being especially rich sources . Although being an important micronutrient, at higher amounts selenium has toxic action , making the dose of intake very important for beneficial health effects (optimally, the intake should be high enough to prevent deficiency, but not so high that it would result in toxicity). There have been some indications that selenium might act as cancer-preventive agent, possibly through antioxidant effects mediated by proteins that need selenium for their functions (selenoproteins) . To get an overview of scientifically documented effectiveness of selenium in preventing cancer, evaluation of the published scientific literature was done.
Findings: Analyzed were 10 randomized controlled trials (representing high-quality evidence) in which people were randomly assigned to receive selenium supplements or placebo, and 70 observational studies (representing low-quality evidence) in which people were followed over time to determine whether their selenium exposure status was associated with changed risk of cancer .
All of the 10 high‐quality randomized trials reported no effect of selenium on reducing cancer risk. Moreover, some of the high-quality trials unexpectedly indicated that selenium may increase risks of high‐grade prostate cancer, dermatitis, hair loss, and diabetes type 2.
The 70 observational studies (low-quality evidence) yielded overall inconsistent results. Nevertheless, when all data were pooled together lower incidence of cancer was observed in the people belonging to the highest category of selenium exposure compared with the lowest (but there was no dose-response relation supporting this observation).
Taken together, the currently existing scientific evidence does not support that selenium supplementation has cancer-preventive effect.
Future research might be needed to specifically explore if selenium may affect the risk of cancer in individuals with specific genetic backgrounds or specific nutritional status, and to evaluate if different chemical forms of selenium may differently affect cancer risk.
1 Vinceti, M., Filippini, T., Del Giovane, C., Dennert, G., Zwahlen, M., Brinkman, M., Zeegers, M.P., Horneber, M., D’Amico, R. and Crespi, C.M. (2018) Selenium for Preventing Cancer. Cochrane Database of Systematic Reviews, John Wiley & Sons, Ltd. https://doi.org/10.1002/14651858.CD005195.pub4.
2 Barclay, M.N.I., MacPherson, A. and Dixon, J. (1995) Selenium Content of a Range of UK Foods. Journal of Food Composition and Analysis, Academic Press, 8, 307–318. https://doi.org/10.1006/JFCA.1995.1025.
3 Tinggi, U. (2003) Essentiality and Toxicity of Selenium and Its Status in Australia: A Review. Toxicology Letters, Elsevier, 137, 103–110. https://doi.org/10.1016/S0378-4274(02)00384-3.
4 Diwadkar-Navsariwala, V. and Diamond, A.M. (2004) The Link between Selenium and Chemoprevention: A Case for Selenoproteins. The Journal of Nutrition, Oxford University Press, 134, 2899–2902. https://doi.org/10.1093/jn/134.11.2899.
Keywords: #DoesItWorkSummary, selenium, systematic review, clinical trials, selenoproteins, prevention of cancer.
The International Natural Product Sciences Taskforce (INPST) maintains up-to-date lists with conferences, grants and funding opportunities, jobs and open positions, and journal special issues with relevance for the area of phytochemistry and food chemistry, pharmacology, pharmacognosy research, and natural product science.
Leave a comment: | <urn:uuid:0f3e4d85-efd0-4376-92e5-4e99043a5543> | CC-MAIN-2019-26 | http://inpst.net/doesitworksummary-selenium-for-prevention-of-cancer/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998879.63/warc/CC-MAIN-20190619003600-20190619025600-00260.warc.gz | en | 0.895357 | 907 | 3.296875 | 3 |
News about Fugitive Slaves, including commentary and archival articles published in The New York Times.
ARTICLES ABOUT FUGITIVE SLAVES
The TV and radio host Peter Sagal argues that the country was indeed founded on slavery, contrary to an Op-Ed writer’s claim.
September 18, 2015, Friday
It is one of the most destructive falsehoods in American history to say otherwise.
September 16, 2015, Wednesday
Four years ago, Disunion convened a panel of experts to discuss the outbreak of the Civil War. Now, those experts are back to discuss the war’s end, and its legacy.
June 10, 2015, Wednesday
It wasn’t just the amendments that followed the fighting. The war changed the very way Americans relate to their government.
June 2, 2015, Tuesday
The Enlistment Act, enacted on March 4, 1865, was one of the most revolutionary steps toward abolition during the Civil War.
March 4, 2015, Wednesday
How postwar whites reimagined the flight of escaping slaves to benefit themselves.
February 27, 2015, Friday
On Feb. 12, 1865, Henry Highland Garnet gave a searing sermon before the House and Senate. How did he get there?
February 11, 2015, Wednesday
The amazing life and views of Thomas Morris Chester, the only black journalist working for a white-owned newspaper during the Civil War.
February 8, 2015, Sunday
Why did so many black soldiers in the Civil War claim to be from America’s neighbor to the North?
September 16, 2014, Tuesday
The New Orleans Museum of Art has bought parlor furniture from the Butler Greenwood Plantation. | <urn:uuid:03cfd3c4-cdf9-4d9c-8757-8add0183d26a> | CC-MAIN-2016-07 | http://topics.nytimes.com/top/reference/timestopics/subjects/c/civil_war_us_/fugitive_slaves/index.html?s=oldest | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701161718.0/warc/CC-MAIN-20160205193921-00130-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.93873 | 352 | 3.03125 | 3 |
In 2012 the Queen celebrated her Diamond Jubilee. She came to the throne on 6 February 1952 (her Coronation took place on 2 June 1953). The only other British monarch to celebrate a Diamond Jubilee was Queen Victoria in 1897.
National celebrations centred around the first week in June and further details of the Diamond Jubilee can be found here.
Her Majesty’s Diamond Jubilee Regional Tour to Greater London
The Queen and The Duke of Edinburgh made two separate one-day visits to Greater London. On Thursday 29th March they visited three locations in north London. In the morning they travelled to Valentines Mansion in
Redbridge to view the start of a four-day festival and exhibition celebrating Art and Design in London over the last six decades. Exhibitors included the Design Museum, Saatchi Gallery, Tate Gallery, Central St Martins School of Art & Design and London Metropolitan University.
Then they travelled to Waltham Forest Assembly Hall where they attended a Reception and Lunch for ‘Achievers’ nominated from across the whole of north London.
In the afternoon they moved to the Krishna Avanti School in Harrow to attend a specially commissioned community event. The event celebrated both London’s tradition and its growing diversity during her reign. The Royal Couple were treated to dance and music demonstrations from community
groups and schools showcasing the various ages, abilities, faiths and nationalities in Harrow, the most religiously diverse borough in the UK. A photographic exhibition highlighting ’60 faces of London’ served to underline the changes that have taken place over the last 60 years.
A second day visit took place on Tuesday 15th May when The Queen and The Duke of Edinburgh visited south London. An exhibition in Bromley highlighted London as a global centre of fashion. South London ‘Achievers’ were recognised at a lunch in Merton. In Richmond Park a ‘Wild London’ event served to underline how the green spaces throughout the Capital have been used for recreation, inspiration and conservation.
Greater London Black Poplars
Holland Park was at the centre of London’s civic calendar on Friday 2 December 2011 as Mayors from across the Capital came to launch Greater London’s Diamond Jubilee Celebrations.
Organised by HM Lord-Lieutenant of Greater London, Sir David Brewer, representatives of all 32 London boroughs, and the City of London, were in the Royal Borough of Kensington and Chelsea to receive black poplars, which were then planted throughout London, to mark The Queen’s Diamond Jubilee in 2012. Sir David Attenborough assisted with the distribution.
The trees used to be a common sight across England, but are now an endangered species. The Queen has recognised this and has had saplings planted on her estates and in the Royal Parks.
The idea to use black poplars came from Sir David Brewer, who approached Roger Jefcoate, one of the country’s leading experts on black poplars for help.
The black poplar [Populus nigra betulifolia], a large native tree, used to flourish across the whole of England but is now rare. Prior to 1850 (when they were still being planted) the trees were heavily involved in British industry. Naturally fire resistant and generally resilient, the timber has been found in buildings, carts and wagons, scaffolding, farm equipment and matches. Black poplar wood has also been identified in floorboards and arrows on the Mary Rose and in First World War rifle butts. The tree appears iconically in John Constable’s famous 1821 painting, The Hay Wain. | <urn:uuid:0d72b4a6-ec9c-48fc-8a82-a4e8f93d1c35> | CC-MAIN-2019-47 | https://greaterlondonlieutenancy.com/news/diamond-jubilee/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496664439.7/warc/CC-MAIN-20191111214811-20191112002811-00511.warc.gz | en | 0.957598 | 754 | 2.53125 | 3 |
News Flash: “Global crisis may hit home”. The banner below the right margin headline in the Albany Times Union (June 25, 2017) read “Rising sea levels could drive a wave of refugees upstate from New York’s coastal areas”. This article by Brian Nearing deals with the research of Charles Geisler, a Cornell University professor of development sociology. The implication of sea level rise is that coastal people will be driven inland to find new homes.
I thought about it. It reminded me of what I had been collecting information about this spring: the effect of sea level rise on Archaic period Indians in northeastern North America. I thought about my research. Soon I was in the kind of prolonged reverie that historical scientists drift into when trying to piece together the almost infinitely detailed Big Picture. Years ago, in Basin and Range, John McPhee (1981) led his readers on a special tour of this mind state.
Historical science: I had been intrigued for years by methods and metaphors held in common by the branches of science including geology, paleontology, cosmology, and archaeology that rely upon truly long views of the past. Deep time, as McPhee called it. Deep Time. More a metaphor than a specific age. Enough time for the earth’s history to unfold, and according to my interest, for human history to unfold. I was just reading about constructing these deep histories in an old book review by Stephen Jay Gould (1987):
“Just as archaeologists might use tree-rings of support beams, styles of pottery or forms of axheads to order a group of widely scattered pueblos into a temporal sequence” Gould mused, “geologists needed, above all else, a criterion of history.”
Damn right they did. And their first criterion (early geologists learned in the 1830s) was the reliability of changes in the fossil record. The artifacts archaeologists study change for different reasons than organisms, but the same powerful metaphors (such as deep time) have broad utility. Historical scientists reconstruct the history of the world, humanity, and the cosmos.
My mind wandered some more. I thought “Of course the long perspective is that the reality of sea level rise isn’t new.” Sea level has been rising for thousands of years. But in the history of the United States, sea level rise has been so gradual that it often has gone unnoticed, at least by most people. Global sea level has come up about 8 inches in the last 100 years, although it was slower 100 years ago, and has been accelerating in recent decades.
Not so during the deep time of human history on the North American continent, for in the ancient days more than about 4,000-5,000 years ago, the changes were considerably more drastic. And the newcomers from the inundated coastal plain and the local communities in the area now upstate New York, suddenly neighbors, needed to find ways to move into the future together.
I still held the paper in my hands. I skipped ahead to see if the article had anything to say about the upper Hudson Valley-- Albany, Troy, Saratoga Springs, Glens Falls-- places in my own backyard.
“Tidal as far as Troy” Nearing observed, “the Hudson could further rise between an inch and nine inches during the 2020s, according to figures adopted this spring by the state Department of Environmental Conservation.” I reflected on what I just read. Compared to 8 inches in the last hundred years, 9 inches in the next 10 or so is an awful lot. It sounds like the rapid sea-level rise of 8000-10,000 years ago. I read on. There would be a continued rise of 5-27 inches into the 2050s. The statistics piled up, with admittedly a wide range of predictions due to the big unknown: how much would greenhouse gas emissions be curtailed as awareness of the problem grows and the nations of the world assert the necessary will power? By 2100, as little as 10 inches or as much as 6 feet rise would occur at the Albany-Troy end of the Hudson’s estuary, depending upon whether greenhouse gas emissions are curtailed. The AD 2100 prediction for New York City is 15-75 inches, again, depending in part upon human activity. Not idle speculation, these reportedly are the data the State of New York is using to prepare.
I looked out the window. No water in sight (but I’m in a high and dry place). The Hudson indeed is a tidal river south of Troy. A writer of its history, Robert Boyle (1979), remarked that water from the upper Hudson region only slowly reaches the ocean, because for every eight feet the river flows downstream, the tide flows back seven. I don’t know if this is true all the time (there may be some poetic license going on here), but you get the point.
I used to live next to the river in Castleton, New York. In the scene out my back door, cormorants on posts, fishing herons standing in the low tide, the rising and falling Hudson was part of the rhythm of everyday life. The Hudson is an estuary from New York City to the Federal Dam at Troy, built in 1915. The great New York State Archaeologist Robert E. Funk (1976:6) noted that the typical tidal range at Troy (low to high or vice versa) is over 5 feet.
Sea level has risen a few more inches since 1915. You can’t eyeball the difference year to year, but the rising water over thousands of years has put the river bottom well below sea level and engulfed a great deal of floodplain (a striking example being Esopus Meadows; Eisenberg 1982:21). Rising sea level over thousands of years is the effect of melting glacial ice since the world’s climate turned warmer in the late Pleistocene epoch. Since those early days, sea level rise has slowed down. For a long time, at New York’s latitude the rise in sea level greatly exceeded the rate at which the continent rebounded upward when the weight of glacial ice was removed. Also, the climate has been turning cooler over most of the last 3500 years than it had been in the previous 6500. Nonetheless, sea level rise never stopped, and recently it has accelerated again. Hence the rising sea level blues.
On the coastal plain, the scale of inundation was massive. While the last Ice Age was ending and glaciers were melting, the rising sea level began inundating the ancient lower Hudson Valley, a place now far out at sea. The Hudson and other rivers once cut through a wide coastal plain. Now all of that, river valley and coastal plain, is under water. It has become the east coast’s continental shelf. Farther inland, rising sea level covered the Hudson’s floodplains progressively, taking habitable and forage-able land away from people, and submerging the home sites that they and their ancestors had lived in from time immemorial. The rising water submerged not only the valley but also the upland portions of the coastal plain, reaching high ground around New York City (where its continuing rise has become a great matter of 21st century concern).
The water continued to rise where it could, seeking its level, flooding narrower landscapes along the Hudson and other rivers flowing to the Atlantic. The sea refuses no river, but it has been a dynamic relationship over the long course of Holocene history. Brackish water reaches Poughkeepsie, and oyster shell from an archaeological site in that area shows it has done so for thousands of years (Funk 1991). The archaeologist Daria Merwin (2010:93-96) has found Native American artifacts in the Hudson River near Croton Point. They are considered most likely to be from an inundated archaeological site. The submerged old ground surface here appears to have been inundated wetlands about 2500 years ago and dry land somewhat earlier. The geologist Robert Dineen (1996) has noted that since about 10,000 years ago, the river has risen 160 feet at Tarrytown on the lower Hudson. In the upper Hudson, the estuary advanced to rocky rapids at Castleton (some 10 miles below Albany) by about 8000 years ago. Then, invading the last stretch it would flood in the upper Hudson region, it reached the rapids at Troy about 4000 years ago.
The “Big Picture” grows bigger. What happened in the Hudson Valley is only part it. Trawlers, dredgers, and clammers have been bringing things up from the submerged coastal plain for years. These things include mammoth and mastodon bones and teeth, and the occasional human artifact, or small load of human artifacts (Merwin 2010:44-46, for example).
The apparently oldest deep water find came from near the outer edge of the submerged coastal plain. Its submerged site overlooks an ancient valley of the Susquehanna River, and it was dredged up with a mastodon tooth and tusk fragment. Known as the Cinmar biface, it may be as old as 23,000 years based on a radiocarbon date from the mastodon tusk, as well as its location on the submerged coastal plain now 100 km (62 miles) out in the Atlantic from the coast of Virginia (Stanford and Bradley 2012:100-103). It is a remarkable find indicating that people were on the east coast of North America quite a long time ago. And not just that, but they (or contacts they had inland) had obtained the rhyolite lithic material the biface was made out of from a stone source in western Maryland, far up the now submerged Susquehanna Valley and its upland tributaries.
Parenthetically, Cinmar is the name of the boat that found the artifact and mastodon remains. Just so you know, the apparent great age of the Cinmar biface itself is difficult for some archaeologists to accept, and debate over details of its finding are part of a larger debate that may never end. The points to consider here are: a. the distance (62 miles) out on the submerged coastal plain it reportedly was found, and b. sea level has risen 242 feet above the old surface it was dropped on when Pleistocene glaciers were melting fast.
Cinmar. The proverbial extreme used to illustrate the mean. From coastal areas between New Jersey and the Bay of Fundy, Native American artifacts of more recent age (but up to 10,000 or more years old) have been recovered from the sea floor or dredged spoil taken from the sea floor. Often (but not always) the types of artifacts found are similar to those in terrestrial sites (Merwin 2010; Sanger 1988).
My thoughts were cascading through data on the former occupation of land now under ocean water. I thought of submerged sites under the North Sea, off the Florida panhandle…
Noticing I was still holding the newspaper, I skimmed it for important information. Another quote from Professor Geisler: “We are going to have more people on less land and sooner than we think”. Whoa. I had included this implication in my research. Communities on the coastal plain and the drowning floodplains of the encroaching estuaries had to move inland into areas that were already populated. Also, adjustments to changing coastal and shallow water environments had to be made to continue to ensure successful hunting-gathering-fishing economies.
Geisler reported that Florida has begun planning for both coastal defense and exodus. Six thousand, 8,000, 10,000 years ago, coastal defense was not a hunter-gatherers’ bailiwick, but exodus, that would have been the obvious solution. As long as the coastal refugees could work it out with their inland neighbors. I read down. As Nearing began to mention the compound, world-wide problems of ocean water incursion in the present day, along with the issue of land already made unsuitable for refugee settlement by war, resource depletion, desertification, urban sprawl, etc., I began to think about the deep time precedents for human reaction to sea level rise.
New communities moving into someone else’s homeland or even next to someone else’s homeland would have repercussions. Exodus and refugee resettlement. The alternative reactions of communities suddenly cheek-by-jowl in the broad geography used by hunter-gatherers include moving farther away if possible, or dealing with conflict and new modes of cooperation. Archaeologists have often thought that the low population density of hunter-gatherers would have allowed plenty of room for people to move around. I am not sure this is true, as evidence of larger early populations in New York accumulate. Or at least it became less possible as populations were driven inland.
Although hunter-gatherer conflicts go back a long way in some parts of the world, there is not a lot of evidence for conflict in the Northeastern U. S. archaeological record from about 5,000-10,000 years ago. The evidence for cooperation, however, may be found in Northeastern community rituals from this time. As I thought about this, I recalled the writing of the archaeologist Ken Sassaman (2010). He considered the burial rituals of cultures he referred to as Northern Mortuary Traditions as the basis for diverse communities to coalesce, building new societies from disparate roots. I recalled the evidence for these mortuary traditions, found in numerous publications. One in particular, by archaeologist Brian Robinson (1996) is pretty comprehensive. There was intense mortuary ritual along the coast and just inland from the coast, from the Canadian Maritimes to Massachusetts by 8,000 years ago, and probably beginning around 10,000 years ago. These formed the basis for long traditions of mortuary ritual and special types of artifacts in coastal areas and along the lower reaches of New England rivers.
Then suddenly, about 5,000-6,000 years ago, a complex of artifacts used in these rituals started to appear concentrated at sites in Ontario, New York and Vermont. Burial rituals typically occurred at these sites also, although there are broad differences between the coastal and interior rituals. Archaeologists working in the interior call this the group of ground and polished stone artifacts "Laurentian" due to an old assumption that their earliest use occurred in the region north of the St. Lawrence River (Ritchie 1969).
I put the newspaper down. Facts had petered out at this point but the thought experiment flowing from Sassaman’s and Robinson’s perspectives continued. Could this history of a select group of polished stone artifacts signify the importance of neighboring societies building functioning relationships? Did this happen while inland migration may have packed many societies close together, requiring diplomacy and its material symbols and transactions? Did this group of polished stone knives, gouges, plummets, spear-thrower weights and other artifacts (that are often a lot fancier than they need to be for utilitarian use) work in a social sense? Were they displayed and exchanged in interactions that built alliances and mutual obligations among communities, making it easier to live with closer neighbors or in larger, newly merged communities with diverse roots? In the long history of sea-level rise, exodus, and in-migration in northeastern North America, do the changing contexts of Laurentian artifacts (and their deeper maritime traditions) hint at the ability of human communities to adjust? The Big Picture is forming, and I’m wondering how the pieces fit together.
1979 The Hudson River: A Natural and Unnatural History. W.W. Norton, New
Dineen, Robert J.
1996 Holocene Environments in the Hudson Valley. In A Golden Chronograph for Robert E. Funk, edited by Christopher Lindner and Edward V. Curtin, pp. 57-72. Occasional Publications in Northeastern Anthropology, No. 15, Archaeological Services, Bethlehem, Connecticut.
1982 A Preliminary Analysis of The Datum: a Multicomponent Prehistoric Site near the Hudson River, Ulster County, New York. Man in the Northeast
Funk, Robert E.
1976 Recent Contributions to Hudson Valley Prehistory. New York State Museum Memoir 22, Albany.
1991 The Middle Archaic in New York. Journal of Middle Atlantic Archaeology
Gould, Stephen Jay
1987 The Power of Narrative (Review of The Great Devonian Controversy by Martin J. S. Rudwick). In An Urchin in the Storm: Essays about Books and Ideas by Stephan Jay Gould, pp. 75-92. W. W. Norton and Company, New York.
1981 Basin and Range. Farrar, Straus and Giroux, New York.
Merwin, Daria E.
2010 Submerged Evidence of Early Human Occupation in the New York Bight. Ph.D. Dissertation, Department of Anthropology, State University of New York, Stony Brook.
2017 Global Crisis May Hit Home. Albany Times Union, June 25, 2017.
Ritchie, William A.
1969 The Archaeology of New York State, second edition. Natural History Press, Garden City, New York.
Robinson, Brian S.
1996 Archaic Period Burial Patterning in Northeastern North America. The Review of Archaeology 17(1):33-44.
1988 Maritime Adaptations in the Gulf of Maine. Archaeology of Eastern North America 16:81-99.
Sassaman, Kenneth E.
2010 The Eastern Archaic, Historicized. Altamira Press, Lanham, Maryland.
Stanford, Dennis J. and Bruce A. Bradley
2012 Across Atlantic Ice: The Origin of America’s Clovis Culture. University of
California Press, Berkeley. | <urn:uuid:5ca4f7c9-b576-4c5a-b062-40bbb7dc20fc> | CC-MAIN-2018-05 | http://www.curtinarch.com/blog/2017/8/1/the-new-sea-level-blues-historical-science-and-big-picture-views | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891705.93/warc/CC-MAIN-20180123012644-20180123032644-00204.warc.gz | en | 0.945965 | 3,688 | 2.71875 | 3 |
fever, elevation of body temperature above the normal level, which in humans is about 98°F (37°C) when measured orally. Fever is considered to be a symptom of a disorder rather than a disease in itself. Under normal conditions the heat that is generated by the burning of food by the body is dissipated through such processes as perspiration and breathing. It is believed that infectious diseases, injury to the body tissues, and other conditions that cause inflammation lead to the release of prostaglandins, a type of hormone, which bind to sites in the hypothalamus, the center of temperature control in the body. The rise in temperature that is triggered as a result acts as part of the body's defenses against infection; white blood cells become more active, and most bacteria do not thrive as well. The effects of fever on the body are weakness, exhaustion, and sometimes a depletion of body fluids through excessive perspiration. Extremely high fevers may cause convulsive reactions and eventual death. In addition to infectious diseases (such as pneumonia and tonsillitis), disorders of the brain, certain types of cancer, and severe heatstroke may cause fever. There are also cases of fever where the cause cannot be detected. Treatment includes increasing the intake of fluids and administering aspirin and other fever-reducing medications. Aspirin may be dangerous in fevers of children because of Reye's syndrome. However, primary treatment is directed at the underlying cause unless the fever is very high (above 104°F/40°C). Persons with such dangerously high fevers are sometimes sponged with cool water or immersed in cool baths. | <urn:uuid:3b35870d-20ac-4072-ba44-a66e69b4385d> | CC-MAIN-2016-22 | http://www.factmonster.com/encyclopedia/science/fever.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049281869.96/warc/CC-MAIN-20160524002121-00206-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.958955 | 329 | 4.125 | 4 |
Bacterial vaginosis is a common vaginal inflammation caused by the abnormal growth of naturally occurring bacteria in the vagina. This change in the normal flora of the vagina causes inflammation of the vaginal tissues. Usually, this condition clears up on its own, but sometimes it needs proper treatment in some women. This is the most common cause of the abnormal vaginal discharge.
The symptoms of Bacterial vaginosis are;
The overgrowth of vaginal bacteria causes bacterial vaginosis. There is a balance between good and bad bacteria in the vagina. So when this balance is disturbed, it results in bacterial vaginosis. Here are the causes that disturb the normal flora of the vagina;
Bacterial vaginosis occurs when the expected levels of bacteria get disturbed. That’s why the factors that influence the bacterial growth in the vagina becomes the risk factors for this condition;
Bacterial vaginosis can be prevented by taking the following measures; | <urn:uuid:8396dbc6-ab6b-402b-b917-266b8aadcc6c> | CC-MAIN-2023-40 | https://www.marham.pk/all-diseases/bacterial-vaginosis | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511023.76/warc/CC-MAIN-20231002232712-20231003022712-00444.warc.gz | en | 0.923781 | 190 | 2.859375 | 3 |
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Doctors believe that flying in space over large distances with the current level of technology is dangerous for health
American scientists at the deepest level examined the health status of the astronauts who flew to the moon in the mission Apollo, was analyzed the health status of the 24 astronauts that went into space. Scientists came to the conclusion that the chance of developing heart disease in them is several times higher than ordinary people living on Earth. Moreover, were conducted in the same comparison level body condition, with those who were in orbit, but did not fly far into space, it turned out that the space still has a detrimental effect on the condition of the body and the farther and longer you are from Earth, the more harm to all life cycles.
On the heart muscle is greatly influenced by gravity, or rather lack of it in space. Even if for a short time the astronaut leaves the bosom of the Earth, he`s already at great risk to any heart disease. There is no gravity, everything in the body works differently, the exchange of calcium is slows down muscle wasting and bone tissue. Also brains don`t work quite right, because there is the usual work of the vestibular apparatus, the head starts to be confused where the floor and the ceiling.
It turns out that inner ear, the brain tracks the movement, but in fact, the eye movement do not see! The brain receives different signals, he just doesn`t know what to do! Stress!
The rush to the head of liquid is also not a pleasant feeling, it in turn becomes the cause of headaches and not entirely comfortable state. The optic nerve expands, which in turn leads to some partial hallucinations.
Also changing the structure of the eyeball in the absence of gravity, the eyeball weakens and becomes flatter, leading to hyperopia. Blinded by astronauts have not yet been observed, but partial loss of vision in astronauts periods of case.
One thing is clear that without a heart, strong motor the human body the problem will come much earlier than the astronaut will go blind or he will get dizzy. In the absence of gravity, the heart works less, it reduces the load, less to pump blood, which affects metabolic processes. If our astronauts get to Mars, they will need much a lot of training to be in shape and be healthy with it every day and not once.
Astronauts who work on the ISS is not heavily exposed to radiation, they are partially protected by the magnetosphere of the planet, but in space this radiation is fatal to all living things, it destroys the DNA chain. If the astronauts will fly to Mars, he will get a dose for the first 9 months equal to the floor of the life cycle on earth. Here he is deep space. | <urn:uuid:a8bbc407-606a-4e3a-8ed2-2a637d55c15e> | CC-MAIN-2017-34 | http://essay-shop.com/essaymedicine/17011126.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105712.28/warc/CC-MAIN-20170819182059-20170819202059-00657.warc.gz | en | 0.953058 | 578 | 3.15625 | 3 |
Teaching > Philosophy
- The over-arching goal of teaching is to build understanding of important ideas and concepts;
- Teaching should be accessible;
- Reading material and other assigned media should support – not guide – classroom teaching;
- Didactic lecture is best used sparingly;
- To reach all students, key ideas and concepts must be presented in multiple ways;
- The classroom should not be focused solely on learning a particular subject: it is also a place to learn how to read, speak, write, think, and collaborate;
- Students must be constantly challenged to express their understanding;
- Students learn best when allowed to conduct their own inquiries;
- The major assignments and assessments of a course should reflect the goals of that course;
- Students require very frequent feedback in order to improve the quality of their understanding;
- Students thrive best in a classroom that is safe, fun, diverse, and challenging.
You can click on any of the downward-pointing triangles () above to read a detailed explanation of each principle.
The over-arching goal of teaching is to build understanding of important ideas and concepts
Knowledge is not knowing facts. Facts — pieces of information — are indispensable accessories to knowledge, but to actually “know” something requires mastery of ideas and concepts. How are “ideas and concepts” different from “facts”? Well, ideas and concepts express understanding of how things work and/or why things exist: they explain phenomena. Facts tell us what exists, and in my estimation simply knowing what exists is not all that interesting. Perhaps this is because the subjects I teach – ecology and evolution — are about explaining pattern by identifying crucial processes: the why and how of nature. My courses are all designed to help students to understand the processes that produce the patterns we see in nature, and while my students learn a fair amount of content (a fancy name for “facts”) my main focus is on ideas and concepts. As such, I never assess students solely on the facts they know: my assessments focus on determining whether students have gained a conceptual understanding of the subjects we are studying.
Teaching should be accessible
Being a good teacher is the teacher’s problem. While we should expect that our students devote significant attention and effort to our classrooms, our work should be predicated solely on this devotion. If motivated students are struggling, we as teachers need to find ways to help students work through that struggle. This is particularly true in the non-majors (general education) classroom, but I think it also applies to all classrooms: too often teachers present material in a confusing, overwhelming, and/or disorganized manner and then expect students to make sense of the resulting mess. I try to make my classes accessible to all of my students by selecting informative background material, presenting key ideas and concepts in a variety of ways, and providing my students with frequent feedback. I also pay close attention to the level of each of my courses, providing information that will help each student find the course that matches their needs. When students are not learning, I make it my problem to find novel ways to reach those students.
Reading material and other assigned media should support – not guide – classroom teaching
Students need to read; increasingly students also benefit from experiencing video, audio, and interactive media. Every course needs a required reading and media list, and the classroom is only functional when students consistently complete their readings before coming to class. The classroom presents different opportunities than home study: in the classroom, both students and their teacher have the chance to synthesize ideas presented from multiple sources, to consider the validity of different points of view, to apply ideas from read sources in new contexts, and to experiment with concepts that emerge from the readings. I believe that what goes on in the classroom is the most valuable part of each student’s education, and so readings and other assigned media should support what goes on in the classroom. This means that each of my courses is designed around what I think is important to learn, not what a particular textbook author values (I rarely use a textbook, and none of my courses relies on a single source text). It also means that I use my time in the classroom not to reiterate what has been established in the readings, but to dissect and reassemble the explanations of the readings and to apply these explanations in new contexts. Students find this kind of classroom challenging, but it is the kind of classroom students need in order to understand key concepts and ideas.
Didactic lecture is best used sparingly
The easiest way to teach is to stand at the front of the classroom and lecture at your students. Unfortunately, what is easiest is not always best, and didactic lecture fails to provide many of the opportunities students require: the chance to develop critical thinking and communicating skills, to test what they know by expressing what they know, to pursue their own curiosity, to receive feedback on their current quality of work, and to enjoy a dynamic, fun, and engaging classroom. The shortcomings of didactic lecture have prompted me to avoid its ease except when absolutely necessary: at the very least my lectures will be peppered with questions that students must weigh in on before we proceed, and increasingly I am trying to move away from lecture altogether. In a world where there are many opportunities to listen to and/or view lectures given by world-class scholars online, the goal of the classroom teacher (even one who might post his own amazing didactic lectures) should be to use the real live analog location of the classroom to create learning opportunities that one-way lecture can never provide.
To reach all students, key ideas and concepts must be presented in multiple ways
Not all students learn in the same way. Some students really need to talk about the ideas they are processing, some need to write, and others need to diagram their understanding. Some students learn best by reading, others need to see visuals. Listening to explanation works for many students, but others need to discover their own explanations via exploration. All of these students take my classes, and it is my job to serve them all, so I never present important ideas and concepts in only one manner. Within a particular class meeting and over the course of the semester, students encounter ideas in a variety of forms and are asked to express their understanding in equally diverse ways. I also provide students with a fair amount of choice in many of their assignments, allowing each student to demonstrate what they know in their own way.
The classroom should not be focused solely on learning a particular subject: it is also a place to learn how to read, speak, write, think, and collaborate
I am the product of a liberal arts education and I believe in liberal arts education. Undergraduate education should not be solely dedicated to learning a particular discipline; some students may not even be well-served by pursuing a “major”. What students really need to learn as undergraduates is how to read, speak, write, think, and collaborate. These skills transcend discipline but can also be taught in any discipline; these skills assure that wherever life may take the college graduate, she will be adaptable enough to gain new expertise and fill new niches. In my classes I ask that my students exercise all of these skills. Weekly readings emphasize the importance of decoding argument and explanation. Frequent discussion gives my students the chance to speak. Assignments, quizzes, projects, and papers all focus on intensive writing. Questions and activities require students to think. And work in groups allow students to practice skills of collaboration. The subjects I tackle in my classes are only a few of the many paths of inquiry through which students can gain critical skills: I just happen to be passionate about these paths and excited to collaboratively read, speak, write, and think about ecology and evolution.
Students must be constantly challenged to express their understanding
A passive student does not learn. One of the chief concerns of an instructor should be to present students with frequent opportunities to actively test and express what they understand. In my classroom I try to make these opportunities as diverse as possible: students respond to reading on the Learning Management System before coming to class, answer questions posed by me or by other students in class, work through problems presented in various laboratories and other activities, and complete quizzes and exams. Sometimes the understanding students must present is verbal, sometimes visual, sometimes mathematical, sometimes written: understanding can be conveyed in many ways, and students should become proficient in as many of these channels as possible. Many students are not comfortable with, experienced with, and/or motivated by a challenging classroom; I find that the trick to reaching these students is to also make the classroom a safe space.
Students learn best when allowed to conduct their own inquiries
Although certainly all students need some initial direction and many require foundational understanding in a particular topic area, the ultimate goal of the classroom should be to equip students to conduct their own inquiries. When students take ownership over what they want to know, they not only learn critical research skills, they also feel investment in what they are learning; this investment fuels student effort and enthusiasm. In my courses, I provide opportunities on many scales for students to direct their own inquiry. I ask students to frame the important questions that will guide our discussions. I design activities that require that students decide what they will investigate. And the vast majority of my major assignments require students to decide what topic, problem, or scientific question they will pursue. The best student work produced in my courses emerges from student-directed inquiry.
The major assignments and assessments of a course should reflect the goals of that course
What defines a course? Is it the readings? Is it the material discussed in class? No: I would instead suggest that what defines a course is how we ask our students to perform. The major assignments and assessments of a course reflect priorities: if you give students an exam that only requires them to memorize random facts, your class is about random fact memorization (regardless of what you might hope the class was about). I am very careful in how I select and design the major assignments and assessments of my courses, and I think a lot about how to optimize student work to produce the course outcomes I desire. Each of my courses presents students with unique demands that reflect the unique goals of that class, and I make sure that what I demand of my students reflects what I want them to learn.
Students require very frequent feedback in order to improve the quality of their understanding
Human beings are cognitively advanced beyond all other animals, but we are still animals. Despite our rather impressive cranial capacities, we are not capable of assessing our own progress independent of outside feedback. Like other animals, we are constantly reading our environment — particularly the social environment — for cues about how well we are doing. We tend not to modify our behaviors until we have received some signal that a particular pattern of action is failing us: in the absence of feedback, we rarely change behavioral course. Students need frequent and consistent feedback on their current work in order to build efficient study habits and eventually produce exemplary work. Skills come from practice followed by feedback on that practice. In all of my classes my students receive weekly feedback on their work; there is no limbo state of uncertainty in my classroom. I also make use of the Learning Management System to provide students with up-to-date summaries of their current achievement and resulting grade in all of my courses.
Students thrive best in a classroom that is safe, fun, diverse, and challenging
There are four qualities that I never want to characterize my classroom: scary, boring, monotonous, and easy. Scary classrooms discourage students from taking the risks that are necessary to learning something new. Boring classrooms stifle student enthusiasm and curiosity. Monotonous classrooms become so predictable that students lose focus. And easy classes are like junk food: initially they may be pleasurable, but in the long run you suffer for not learning enough. My first priority is to create a safe classroom, a place where all students feel comfortable presenting their ideas; the scared student is a silent student, and the silent student misses out on countless opportunities to learn. I also strive to make my classes fun; a fun classroom emerges both from topic (interesting topics are fun to learn about) and tone (light-hearted, humor-infused classrooms are enjoyable to spend time in every week). While I would be the first to admit that I like my routines, I make sure that students are presented with a diverse classroom; each week should include some new way of approaching a topic or a novel activity. And I like to push my students pretty hard as well, challenging them with difficult-but-engaging tasks. I see my classroom as a community, and during our brief time together I try to make this a vibrant community. | <urn:uuid:fcb88ea8-4786-49b5-9b28-a0b000405153> | CC-MAIN-2014-23 | http://www.christopherxjjensen.com/teaching/philosophy/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997892084.13/warc/CC-MAIN-20140722025812-00038-ip-10-33-131-23.ec2.internal.warc.gz | en | 0.958043 | 2,612 | 3.984375 | 4 |
Nutrition research can make for attention-grabbing headlines. Here, we cut through the hype – and clarify the real take-home message – for you.
Is your toast trying to kill you?
In January this year, UK’s Food Standard Agency launched a consumer campaign warning about potential cancer risks from eating burnt toast, roasted potatoes and other starchy foods cooked at high temperatures. Time to panic? Despite the not unpredictable media headlines, not quite.
The health warning reprised concerns about the long-know potentially harmful chemical of acrylamide. Acrylamide is naturally found in starchy foods and is formed during cooking as part of the Maillard reaction which turns food a lovely golden brown colour. Acrylamide formation chiefly occurs when foods with a high starch content such as potatoes, root vegetables and bread, are cooked at temperatures over 120°C during frying, roasting or baking.
The new consumer campaign on reducing acrylamide exposure is based on long-standing evidence from animal studies linking the chemical to cancer. But so far in human, the same link has yet to be seen. Still, in 2005, a joint FAO/WHO Expert Committee on Food Additives concluded that there is a possibility of human health concerns with acrylamide even with our generally low intake.
The hype: how the media conveyed the news
The media ran with headlines raising alarm about how your toast could be giving you cancer. How burnt toast and roast potatoes became linked to cancer (The Guardian), Can burnt toast and roasted potatoes cause cancer? (CNN) and Experts in the UK reveal how roast potatoes, toast and hot chips might lead to cancer (News Ltd).
In fairness, the content of the articles did balance the uncertainty of the magnitude of the risk acrylamide played for cancer in humans even with very low exposure levels. Practical advice on reducing acrylamide exposure was consistent in the articles.
The most surprising thing about the headlines was that there was nothing new in them that health and food regulatory bodies in Australia, the United States and Europe have not raised before. The new angle was the stronger wording of the risk and clearly defined advice on reducing exposure.
The truth: The research findings
The cancer fears from acrylamide come almost exclusively from rat studies. So perhaps if you keep rats as pets, it would be best to keep burnt toast off the menu. There is no firm research linking acrylamide found naturally in food to cancer in humans. But the possibility cannot be excluded. A recent systematic review and meta-analysis concluded that dietary acrylamide is not related to the risk of most common cancers in humans so if there is a risk, it is likely small.
The American Cancer Society lists acrylamide as a ‘probable carcinogen’. A list of things in our environment that are probable carcinogens would be so long that it would make a person retreat into a bunker for fear. Cancer risk is all about appreciating the big players for the ones you can control. Smoking, alcohol, physical inactivity, too much sun, obesity and a poor diet are at the top of the list.
The reality: Putting the findings into practice
While toast contains less acrylamide than potato chips and fries, because toasted white bread is one of the main food sources of acrylamide, it is the food that has attracted the headlines. Work done by FSANZ estimated dietary acrylamide exposure of Australians is in the range considered to be of possible concern to human health so it is certainly worth considering how someone could lower their exposure.
So for yourself and advice to give to clients, here are the key tips on reducing acrylamide exposure.
• Aim for a yellow or golden brown colour when frying, roasting or baking food.
• Toast bread or other foods to the lightest colour acceptable to your taste, noting that the crust will have higher levels of acrylamide. • Avoid keeping potatoes in the fridge before cooking them, as this can further increase acrylamide levels.
• Soak potatoes in water for 15-30 minutes, or blanch in boiling water before frying or roasting. This reduces the components that promote acrylamide formation.
• Follow cooking instructions on food packages to avoid overcooking.
Tim is an Advanced Accredited Practising Dietitian, and career nutrition research scientist and media communicator. Connect with him at www.thinkingnutrition.com.au. | <urn:uuid:bc531501-b29e-485c-b53e-3df93288affb> | CC-MAIN-2019-30 | https://dietitianconnection.com/news/clinical/hype-vs-truth-by-dr-tim-crowe-advapd/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195527396.78/warc/CC-MAIN-20190721225759-20190722011759-00510.warc.gz | en | 0.945333 | 925 | 3.15625 | 3 |
Literary Analysis Stations: Lord of the Flies Activity
Sarah Harris and I worked together on a lesson for her English 12 classes modified from this Teaching Channel video, “Literary Analysis Through Interactive Stations.” The lesson provided a scaffolding for students to do the following assignment independently:
Write a one-page literary analysis where you explore what a symbol in Lord of the Flies represents within our society. Include text evidence to support your perspective.
For the lesson, we set up five stations in the classroom:
- Visual Symbolism– creating a visual interpretation of the symbol
- Dramatic Symbolism– creating a frozen tableau (or scene) that interprets the symbol
- Dinner Table Discussion– discussing the symbol as characters from the text
- Quote Connections– finding quotes about the symbol and making connections to them
- Graffiti Responses– answering questions and responding to other students’ comments about the symbol(s) and what they say about the society
Classes were split into groups, and each was given a symbol from Lord of the Flies (the conch, Piggy’s glasses, the Beastie, or fire). Student then had two minutes to come up with three possible meanings for the symbol, which they shared with group members. These initial responses served as the basis for the rest of the activities. Here are the directions and resources for each of the stations (directions are also available as a handout at the end of this post):
Visual Symbolism Directions
- Choose one possible meaning for your symbol
- Determine how you might visually represent this symbol without:
- Using a picture the symbol itself
- Drawing a scene from the novel
- Using words
- Create a visual representation of the symbol, focusing on shape, color and images
- Be prepared to share and explain your visual to the class
- Post your visual on the board and make sure your names are on the back
Dramatic Symbolism (Tableau) Directions
- Choose one possible meaning for your symbol
- Determine how you might represent what this symbol means through a frozen scene
- For your scene, determine how you will use:
- Facial expressions
- Body language
- Any props
To portray your scene to an audience of your peers
- Be prepared to share and explain your scene to the class
Dinner Table Discussion Directions
- Choose a person in your group to be a note taker for the discussion that is about to follow
- Each seat has a character name on the table. This is the character you will be for this discussion
- Begin by completing the quick write (see table for papers to use):
- Consider your symbol and what it means. What does your character think about the symbol in question? How do they feel about it? What would they like to say to the other characters at the table about this symbol?
- Have the leader in the group choose from the following questions to ask and lead discussion:
- How do you feel about _____________ (symbol)?
- What should we do about _____________ (symbol)?
- What questions do you have about _____________ (symbol)?
- What concerns do you have about _____________ (symbol)?
- Make sure to keep your notes from the discussion when you move to the next station
Here is the quick write for the discussion:
Quote Connections Directions
- Use the first couple of minutes to review your notes and your books. Each person needs to find at least one quote dealing with your symbol (they CANNOT all be the same) and write it on one of the pieces of paper provided
- After the quote write one comment after it that makes a connection:
- Societal Connection (Something in the world: news, song, etc.)
- Personal Connection to the quote (Something in your life)
- Text Connection (Something else you have read)
- Pass your paper to the person to your right.
- On the quote paper you have just received, make a personal, societal or text connection and comment/build on what someone else has written.
- Continue passing papers to the right until everyone has his or her original paper.
- Share out what is written on the papers
- Make sure to keep your quote connection papers when you move on to the next station
Here is the worksheet for this station:
Graffiti (Silent) Response Directions
- Begin by independently answering the questions on the large sheets of paper (try to have two people or less per sheet. After you have answered the question yourself, read what others have written and comment on those points.
- Consider your symbol. What is William Golding trying to say about our society through this symbol?
- Based upon Lord of the Flies, how does Golding feel about how human beings behave toward one another?
- What would you say to challenge the author on in his worldview? In other words, in what ways do you think you disagree with how Golding sees the world and society?
Here are the questions for the posters for this station:
Originally, we were going to rotate every five minutes, but after the first session, we changed each station to ten minutes. At the end of ten minutes, the dramatic and visual interpretation groups shared and explained. At the last minute, we also added a “Bonus” Haiku station for students who finished early.
The stations took about two class periods, but on the second day, we ended ten minutes early to reflect upon the activity and begin introducing the literary analysis. For the reflection, students were read the final assignment (see beginning of the post). Before we went over the specific criteria, students were asked to write down two connections between the stations and the literary analysis. (In other words, how would doing these activities help them.) We then discussed answers, and the following connections were made by students:
- They heard other perspectives and ideas about the symbols through all activities, especially the Dinner Table Discussion station
- The Quote station helped with finding textual evidence and connecting the symbol to their own experiences and lives
- The Drama and Visual stations helped develop possible meanings of the symbol and interpret the symbol in more meaningful ways
- The Graffiti station helped make connections between the symbol and society
Here are some additional resources to implement this lesson. They could easily be modified for almost any literary analysis assignment or text a teacher wanted to use:
- Literary Analysis Stations: Lesson Plan
- Literary Analysis Stations: Directions for Students (also in post)
- One-page Literary Analysis Rubric
- Signs for each Station
After reflecting upon the lesson afterward, we both felt as though the “bonus” station was a good idea because some activities took longer than others. In addition, students were creative about how they used the haiku format. Here are a few examples:
What could be out there?
The darkness reveals all of my fears.
Is anyone coming to help?
Fire raging high
Smoldering, the flames go out
Hope for rescue, lost | <urn:uuid:e668ecf8-1d0c-4cf1-bbaf-0853dc6f7d11> | CC-MAIN-2023-23 | https://learninglabconsulting.com/2014/05/08/literary-analysis-stations-lord-of-the-flies-activity/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224655446.86/warc/CC-MAIN-20230609064417-20230609094417-00328.warc.gz | en | 0.945078 | 1,489 | 4.125 | 4 |
WHEY PROTEIN is a 100% natural protein concentrate of whey and is specially ultrafiltered under low temperature to be low in fat, lactose and carbohydrates. WHEY PROTEIN is a rich source of glutamine-rich biologically active proteins. Fifty-one percent of the proteins found in whey are from BLG (Beta-Lactoglobulin), 20% of whey is alb (Alpha-Lactalbumin), 10% Immunoglobulin, 10% Albumin, and 7% minor fractions
(Beta-Microglobulin, lactoferrin, lactoperoxidase, lysozyme, lactolin and relaxin). Albumin is of particular interest
To researchers because of its elevated concentrations of glutamylcysteine, a precursor to the antioxidant glutathione.
WHEY PROTEIN supports muscle development because it is the richest natural source of BCAAs (Isoleucine, Leucine and Valine), important fuel components of muscle tissue. BCAAs are depleted from muscle tissue following strenuous exercise, which can cause catabolic loss of protein. BCAAs suppress proteolysis which is the breakdown of muscle tissue. BCAAs are important as a metabolic fuel for muscle and other tissues by their involvement in the alanine cycle (a process of energy production from BCAAs). BCAAs have been known to enhance performance in moderate as well as intense exercise by improving endurance. Each scoop (26 grams) of WHEY PROTEIN provides a total of 4. 3 grams of BCAAs. No other source of protein provides as much BCAAs as whey.
Jarrow FORMULAS® 100% all natural WHEY PROTEIN is rich in glycomacropeptides, which are biologically active proteins that improve the digestion and absorption of nutrients and growth of bifidobacteria.
WHEY PROTEIN is manufactured using a vegetarian rennet enzyme and is specially processed to concentrate and preserve glutamine. Predigested whey, such as that found in peptides and hydrolyzed whey products, results in a loss of glutamine. Therefore, Jarrow FORMULAS® whey is not hydrolyzed. Also, WHEY PROTEIN is extremely rich in essential amino acids that raise the biological efficiency of the protein.
Jarrow FORMULAS® WHEY PROTEIN is certified to be Grade a quality and does not contain pesticides or herbicides and is negative for antibiotics (each batch is tested for antibiotics).
100% Ultrafiltered Whey Protein From milk (comprising major isolate fractions: 51% Beta Lactoglobulin, 20% Alpha-Lactalbumin, 10% Immunoglobulin, 10% Albumin and 7% minor fractions, betamicroglobulin, lactoferrin and relaxin), fructose, vanilla flavor, guar gum, Fibersol®-2, Lo Han Guo [Momordica grosvenorii], and lecithin (from soy).
Mix one level scoop (provided in container) of 100% natural WHEY PROTEIN with 4 to 6 oz. Of cold water, soy-milk, juice or your favorite beverage. Take 1 to 2 servings daily after exercise, or as directed by your qualified health consultant. Additional servings may be taken if desired. For a protein smoothie, blend with crushed ice and add juice or fruit to taste. May also be used with cereals, yogurt or pancakes to increase the protein in the diet
Allergen Warning: Produced in a facility that also processes egg, wheat, and shellfish products.
Write a Review
Have you tried Jarrow Formulas Whey Protein Vanilla? Share your experience with others; Review this product here! | <urn:uuid:8ffb698e-5e2f-48a0-bc16-f20400f5ce3b> | CC-MAIN-2015-27 | http://www.webvitamins.com/product.aspx?id=25328 | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375099361.57/warc/CC-MAIN-20150627031819-00289-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.904909 | 784 | 2.5625 | 3 |
Bias is a systematic error that distorts the true relationship between an event and its outcome. Bias will negatively affect the truth of the conclusions. In research, bias includes any systematic error in the design, conduct, or analysis of a study. Bias can occur at all stages of research, from the selection of the population, how treatment is provided, and how and when outcome measurements are made. In health care research, bias can result in a mistaken estimate of a treatment's effect or an exposure's effect on the course of the disease. This article stresses the importance of optimizing continued learning and patient care—how clinicians should understand and scrutinize the various biases that can exist in research reports. | <urn:uuid:1a84b6a5-acba-468c-9040-d86fd078c319> | CC-MAIN-2016-44 | https://www.mysciencework.com/publication/show/5435a084371c9ed473e57b50d83fef90 | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719079.39/warc/CC-MAIN-20161020183839-00284-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.946042 | 140 | 3.5 | 4 |
Security authentication is one of the most important levels of information security. Nowadays, human biometric techniques are the most secure methods for authentication purposes that cover the problems of older types of authentication like passwords and pins. There are many advantages of recent biometrics in terms of security; however, they still have some disadvantages. Progresses in technology made some specific devices, which make it possible to copy and make a fake human biometric because they are all visible and touchable. According to this matter, there is a need for a new biometric to cover the issues of other types. Brainwave is human data, which uses them as a new type of security authentication that has engaged many researchers. There are some research and experiments, which are investigating and testing EEG signals to find the uniqueness of human brainwave. Some researchers achieved high accuracy rates in this area by applying different signal acquisition techniques, feature extraction and classifications using Brain–Computer Interface (BCI). One of the important parts of any BCI processes is the way that brainwaves could be acquired and recorded. A new Signal Acquisition Strategy is presented in this paper for the process of authorization and authentication of brain signals specifically. This is to predict image memorability from the user’s brain to use mental imagery as a visualization pattern for security authentication. Therefore, users can authenticate themselves with visualizing a specific picture in their minds. In conclusion, we can see that brainwaves can be different according to the mental tasks, which it would make it harder using them for authentication process. There are many signal acquisition strategies and signal processing for brain-based authentication that by using the right methods, a higher level of accuracy rate could be achieved which is suitable for using brain signal as another biometric security authentication.
Bibliographical notePublisher Copyright:
© 2020, The Author(s).
- Biometric authentication
- Brain–Computer Interface
- Signal acquisition | <urn:uuid:d769713d-fb24-4479-912e-153e3dd00b06> | CC-MAIN-2023-06 | https://research.brighton.ac.uk/en/publications/sas-bci-a-new-strategy-to-predict-image-memorability-and-use-ment | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00144.warc.gz | en | 0.943346 | 393 | 2.75 | 3 |
1.User logs into an application and the servlet involved puts some data in HttpSession.
2.User logs out and again logs in using same browser window.
3.A call to HttpSession session = request.getSession(true); will return old session or new session if old session is not timed out yet?
Is session.invalidate() called? Then a session will be created, as the old one was destroyed.
If you mean the user surfed to another page and then returns, the old session should still be alive and valid and should be reused (depending on how session tracking is done .. cookies or url rewriting, ...)
SCEA5, Certified ScrumMaster
Joined: May 06, 2005
Thanks for your replies.
session.invalidate(); was not called when user logged out.
So i think old session will be used if he logs in again with the same browser.
Also if he uses another browser to log in again then it will be a new session?
well if you have not called invalidate, then the old session will be used normally (i.e. if cookies are enabled or if disabled, all the URLs are encoded with session id)
ajse roy wrote:Also if he uses another browser to log in again then it will be a new session?
well if the user uses the same browser's new windows i.e. for example he/she uses two windows of IE 7, then I think the same session will be used as the cookies will be common. But for different browsers i.e. for example one window of IE and one of Fire Fox, then different sessions will be used...
Yes if the session is not invalidated then the same session id is used if you send a request from the same window but if you login from a new window a new seesion id is created thus creating a new session.
To be a winner first you need to be a begineer. | <urn:uuid:739a2550-1a21-41ad-8ff4-04cab276eff5> | CC-MAIN-2014-15 | http://www.coderanch.com/t/436342/Servlets/java/session | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609537097.26/warc/CC-MAIN-20140416005217-00141-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.806371 | 409 | 2.703125 | 3 |
Jobs don't get much more dirty than being the person who has to hike around landfills looking for sources of stinkyness. It's an important job, though, because stinkyness means methane, and methane means you're killing the planet. Yes, you. But seriously, figuring out where landfills are leaking is a critical and tedious and decidedly unpleasant thing, and you know what that means: bring on the robots!
Gasbot is a project from the AASS Research Centre at Orebro University in Sweden. It's a Clearpath Robotics Husky A200 mobile robot (awarded for free through Clearpath's Partner Program) equipped with a pair of laser scanners, a GPS, and a remote gas sensor. Specifically, we're talking about a Tunable Laser (LASER!) Absorption Spectrometer, which provides integral concentration measurements of gasses over the path of the laser beam. All you have to do is let Gasbot roam around a site where you think you might have gas leaks, and it will build up a map of concentrations and locations for you, while you see how many scented candles it takes to numb your olfactory centers.
The robot has already been tested in a decommissioned landfill, as well as in an underground tunnel where it was used to localize a leaking gas pipe. In both cases, Gasbot was successful, but there's still a bunch of work to be done before it'll be able to take over from humans. Specifically, it needs to get better at localizing, it has to be able to robustly traverse obstacles like you might find in a real landfill, and it also needs to be able to operate over a several square kilometer area by itself over the course of days or weeks. Doing all of this isn't likely to be easy, but it's almost certainly possible, and it'll give us humans some relief while it provides the data necessary to better manage waste gasses from landfills and biogas production sites. | <urn:uuid:344bcaf0-4737-4198-b778-68863f824c19> | CC-MAIN-2019-09 | https://spectrum.ieee.org/automaton/robotics/industrial-robots/gasbot-sniffs-out-climate-destruction | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00511.warc.gz | en | 0.966203 | 410 | 2.953125 | 3 |
As a resident of East Providence, you likely know all about our city’s origin. As a slip and fall lawyer based in East Providence, I love learning about the colonial history of our nation and city, as it is interesting from both a legal and personal perspective.
Founding the City
Providence was founded by Roger Williams, a law student and theologian who was exiled from Massachusetts Bay Colony for his rejection of the Church of England and strong views on religious freedom in 1635. But rather than pack up his things and go back to England, he and his followers went south, and founded Providence.
He created several new laws on how the city was to be governed, and created the first modern, western place where citizenship and religion were separate, creating true separation of church and state, which would go on to be one of the ideals our founding fathers would hold dear.
As an East Providence Slip and fall lawyer, I admire the way our founder took a bad situation and used it to get his life back where he wanted it. After all, my job is all about helping the people of East Providence do just that.
A History of Hardship
Since it’s founding in 1636 Providence has experienced numerous hardships. During King Philips War the entire town was burnt to the ground by Native Americans. But Providence bounced back, and ended up being stronger than before, with new factories and workshops. When new taxes from Britain threatening Providences older industries, Rhode Island joined up and fought to free the states from foreign rule.
Soon after, Providence became an industrial powerhouse. During one of our nations darkest moments, several key industrial plants in Rhode Island were essential to keeping the Union army supplied. No matter how hard Providence was hit, it always got back on its feet.
The Great Depression
The great depression was a hard time for Providence. Factories shut down, people lost their jobs, and organized crime became a huge problem all throughout Providence. And to make things even worse, Providence’s downtown was flooded by the New England Hurricane of 1938.
All of this was devastating to the Providence’s well being. But the city bounced back, and once again became a center for culture, commerce and industry. New construction, such as the Providence Place Mall and Waterplace park, along with many new condos and apartments, helped to modernize the city. Today, Providence is a wonderful place to live, work, and thrive.
Legacy of Recovery and East Providence Slip and Fall Lawyer
As an East Providence slip and fall lawyer, I am inspired by Providence’s legacy of recovering from whatever hard ships it endures. A slip and fall lawyer’s duty in life is to help people “get back on their feet” after a slip and fall injury and get both the treatment and settlement they deserve. East Providence is a beautiful place to live. With the sea and the city so close at hand, you don’t want to miss a single moment. A slip and fall injury shouldn’t have to hold you back.
By employing a skilled and experienced East Providence slip and fall lawyer you ensure that you are getting the best possible change at recovering from your slip and fall. No one wants to let an injury control their life.
Instead, take back your life and get the treatment and settlement you deserve. Here at The Kevin P Landry Law Offices we know how to handle your case best. A slip and fall accident may not be your fault, and no matter the severity of the accident, injuries can occur.
If you want to hire a slip and fall lawyer that East Providence has trusted for years to get the settlement it’s clients deserve, then look no further. Visit The Kevin P Landry Law Offices in Providence – conveniently located at:
717 Allens Ave #102
Providence RI 02905
Or any of our other MA and RI branches. Alternatively, call us at: 401-751-0101 We are here to help you. | <urn:uuid:71b79707-5be4-4c5c-bafc-3b78d74f5082> | CC-MAIN-2017-04 | http://klandrylaw.com/east-providence-slip-and-fall-lawyer/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560282937.55/warc/CC-MAIN-20170116095122-00330-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.970802 | 824 | 2.78125 | 3 |
Yellow patches in fescue lawns that were planted this fall are not signs of disease. The seedlings are yellow because cold temperatures stopped photosynthesis. A few warm days in mid-December will kick-start the growth process and the yellow patches will disappear.
If you have delayed applying the second round of fertilizer to fescue in late fall, try using a “fast release” lawn fertilizer like 16-4-8. The nutrients are water soluble and will be available to the grass after any rain.
Fescue seeded after October has germinated slowly. It will look fine by February; there is no need to add fertilizer above the normal rates.
Q: I planted fescue in June and it doesn’t look so good now. It is sort of yellow. Should I plant again next spring or fertilize now or kill the weeds in it?
A: I think your best bet would be to fertilize now and leave the weeds in peace. If you still have bare spots in March, you can plant more seed then. Use six pounds of 16-4-8 fertilizer per 1000 square feet of lawn now and then again in February. If you decide to reseed in March, use no more than four pounds of seed per 1000 square feet. Don’t use any weedkiller until you have mowed the lawn four times in the spring. | <urn:uuid:cd96a053-45d7-4404-bc4f-71f0a656ecec> | CC-MAIN-2019-51 | http://www.walterreeves.com/lawn-care/fescue-yellow-patches-in-fall-winter/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540484815.34/warc/CC-MAIN-20191206050236-20191206074236-00334.warc.gz | en | 0.957088 | 285 | 2.65625 | 3 |
Depicting the murder of Thomas Becket, this medieval wall painting is on the verge of disappearing.
Emergency work has begun to repair the painting, but several thousand pounds more is needed to finish the restoration.
The church, St. Peter's near Preston Park, has several medieval paintings which can be viewed online. The paintings were saved from Henry VIII's reformation by being plastered over. Hidden for several hundred years, they were found by Victorians who began to chip away at the plaster. In 1906, a fire damaged the church and left the paintings smoke-damaged and blackened.
The church's web site dates the wall paintings to the late 1200s. The second link, below, allows the visitor to zoom in on the Becket painting. | <urn:uuid:25347951-0e8b-4d77-be5f-c43d1d207d99> | CC-MAIN-2017-17 | http://www.scatoday.net/node/24162 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917118740.31/warc/CC-MAIN-20170423031158-00477-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.98263 | 156 | 2.546875 | 3 |
Sugar. Much harmful sugar is consumed unknowingly. Check labels carefully on the products you buy. Select unsweetened varieties when you have a choice. Refrain from using table sugar and from adding it to home cooked foods. Popular foods with substantial sugar content include:
Omitted from this table prepared by the American Dental Association are the sweetened, precooked breakfast cereals, sweetened fruit juices, and sweetened breakfast drinks. Avoid them!
White Flour. Restrict your intake, as much as possible, of baked goods made from white flour: white bread, saltine and other crackers, rolls, buns, noodles, macaroni, spaghetti, and sweetened baked goods.
Don’t let the label “enriched flour” fool you. Remember, of the twenty odd different vitamins, minerals, and amino acids removed during the transformation of wheat into white flour, only four are put back. And even if all of them were replaced, there would still be an undetermined nutrient loss since all the essential substances have not as yet been identified. In one experiment, a biochemist took a natural bran product, carefully removed all of the known nutrients, then fed the supposedly worthless residue to a group of laboratory rats in addition to their regular diet. The rats thrived, compared to a control group not given the “worthless” supplement!
Hydrogenated Fat. Hydrogenated (hardened or saturated) vegetable oils such as oleomargarine, peanut butter containing hydrogenated oil, solid cooking fat made from vegetable oil, and coffee whiteners should be eliminated, as much as possible, from your diet. | <urn:uuid:5d2b7ac4-c43a-4125-8781-d5ae2a005e2c> | CC-MAIN-2018-47 | http://bestcelebritystyle.com/best-way-to-lose-weight-fast-for-men/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741087.23/warc/CC-MAIN-20181112193627-20181112215627-00445.warc.gz | en | 0.957895 | 341 | 2.75 | 3 |
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