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Suicide arrives in waves on Pine Ridge Indian Reservation.
On Christmas Day, a 15-year-old Lakota girl took her own life. Soon afterward, a boy, just 14, took his.
Since then, a young man and six more girls, one as young as 12, have followed as this current wave continues to swell. There have been numerous additional attempts in the last few months on this South Dakota reservation of about 28,000 people.
The rate of suicide among Native youth in the United States is more than three times the national average. Very often that rate climbs even higher.
In March 2010, then president of the Oglala Sioux Tribe, Theresa Two Bulls declared a suicide state of emergency after a rise in the number of suicides. Current President John Yellow Bird Steele has now declared one yet again.
There are many difficult issues facing the Oglala Lakota people of Pine Ridge. Stories about alcohol and drug abuse, poverty and depression attract much attention. But to some, these are just parts of a much larger picture.
“I think of suicide in Native communities as an extension of the genocide that occurred against Indigenous peoples starting back in 1492,” said Ruth Hopkins, a chief tribal judge for the Spirit Lake Nation, and tribal judge for the Yankton Sioux and Crow Creek Sioux Tribe. “And I think there’s evidence to show that it’s still continuing to this day.”
According to Maria Yellow Horse Brave Heart, Ph.D., “Historical trauma is cumulative emotional and psychological wounding over the lifespan and across generations, emanating from massive group trauma. Native Americans have, for over 500 years, endured physical, emotional, social and spiritual genocide from European and American colonialist policy.”
Brave Heart, a Hunkpapa and Oglala Lakota, is cofounder of the Takini Network, an organization with the goal of helping Indigenous peoples heal from historical trauma.
According to Brave Heart, “The historical trauma response is a constellation of features in reaction to massive group trauma. This response is observed among Lakota and other Native populations, Jewish Holocaust survivors and descendants, [and] Japanese-American internment camp survivors and descendants.”
“The cycles of abuse that continue from boarding schools, having your parents taken away or your children removed from your home and the breakdown of the family that we were exposed to – everything is connected really,” Hopkins told Truthout.
“Because of where we were placed on these remote reservations,” she added, “taken away from our homelands, the economic struggle we deal with to this day, all of those are reoccurring issues that have to deal with intergenerational trauma.”
Speaking from her personal experience, Hopkins told Truthout, “When I tried to commit suicide, I was 22 years old. I had suicidal thoughts before that, but it was something I hadn’t dealt with…. I was born into poverty. All through my adolescence, I knew people who committed suicide. It’s something that was always there.”
Hopkins has witnessed the historical trauma response’s “constellation” firsthand. Her father was put into a boarding school when he was 4 years old; she has witnessed alcohol abuse within her family and she explains how she has had to endure a stigma that Native women are about 33 percent more likely to have to endure than non-Native women.
“I was sexually assaulted when I was 15,” she told Truthout. “It’s something I didn’t tell anybody about. Native girls today don’t like to come forward because chances are the person who did it to you is not going to be prosecuted.”
According to the US Department of Justice, “one in three Indian women reports having been raped during her lifetime.” In the majority of those cases, the perpetrators are reported to be non-Native men. Arrests and prosecutions are rare in those cases.
“I didn’t think about these things until after I attempted,” Hopkins said. “That’s when I started to put all of these pieces of the puzzle together. My life is an example of how these things are connected and intergenerational trauma is part of it.”
“No Longer the Warrior”
As Native Americans were forced onto reservations and into Christian boarding schools, it was not only their relationship to the land that was severed.Eileen Janis of the Sweet Grass Suicide Prevention Program. (Photo: Lori Whirlwind Horse)
Eileen Janis of the Sweet Grass Suicide Prevention Program. (Photo: Lori Whirlwind Horse)
Eileen Janis, a volunteer at Oglala Sioux Tribe Sweet Grass Suicide Prevention Project, told Truthout, “We made our own houses; made our own clothes; we got our own food; we stored it to prepare for winter. Then they put us onto reservations and said you will not hunt anymore; we will bring you your rations and they gave us canned food.”
Taking the hunter out of the culture and replacing that spirit with canned food was not unlike other cultural disconnections.
“Our spirituality is not a religion where you say an ‘Our Father’ in the morning and a ‘Hail Mary’ at night,” Janis said. “Our spirituality is a way of life. The churches came in and they taught the Bible, which wasn’t the same as our spirituality. They taught us that our children were born with sin. That’s just not right. Our children are sacred beings.”
Janis thinks that this attempt to change their way of life and make them dependent, both physically and spiritually, is still very much present today and is reflected in the struggle of their youth.
“People don’t look at it that deeply but it does go that deep,” she said.
According to Janis, the number of suicide attempts is usually much greater than reported. One reason for this is the reluctance of children to go through the Indian Health Service, which sends them to hospitals in Rapid City to receive counseling in groups with non-Native children before being returned to the reservation.
The Sweet Grass Suicide Prevention Project provides suicide prevention training based on the concepts and values of Lakota culture.
The Mitakupi Foundation formed in 2011 to address teen suicide, and has a new 24-hour suicide hotline up and running along with plans for art and sports programs. The foundation’s purpose “is to create programs for reservation youth and to support the work of existing programs that give reservation youth the same support and opportunities that all other children in America have – the first and foremost being hope.”
The organization, “committed to supporting the Lakota People as a self-sufficient and sovereign nation,” stresses the need of “supporting the work of community and spiritual leaders that are helping the youth to turn to their ancient traditions instead of drugs, alcohol, and death.”
But even ancient traditions present new challenges.
Yvonne “Tiny” DeCory works with Sweet Grass and is a founder of B.E.A.R (Be Excited About Reading), a reading mentorship and suicide prevention program. “A lot of young people are going back to the traditional ways of the sweat lodge, but they still can’t go back to the traditional ways it used to be because of technology,” she told Truthout. “We have so much interference. Everybody wants to have an iPhone; everybody wants to have an iPad; everybody wants to be hooked up to the outside world. And that’s not always good because we’re losing our kids.”
DeCory told Truthout about visiting young men who had later taken their lives who pleaded for help. “They’d say, ‘find me a job. Find me anything. I just want to be able to put something on my table for my children. I’m no longer the warrior anymore,'” she said. “There’s poverty everywhere, but you are talking about an unemployment rate here of 82 percent or higher.”
“Why do I have to be a product of historical trauma?” an insightful 17-year-old once asked DeCory. “That happened to my great grandparents. Why me? Why do I have to live that?” he asked. “‘I’m trying to move on,’ he’d say, ‘yet I keep hearing about what was done to my family and that leads to why I’m this way,'” DeCory said.
Despite these challenges, hope remains.
“There is so much life in the faces of these young children here,” DeCory said. “You see the kids wanting to live. Our children are hungry. We have to keep feeding them good things. We have to give them water from a good well. Water is life.”
Staying together is key for DeCory.
“We are all responsible for the prosperity of our community,” DeCory, an Oglala Lakota, told Truthout. “The only way we can tackle our suicide problem is if we can come together as a family. We have to strengthen our ‘hochoka.’ In our language ‘hochoka’ is a circle. Our way of life. We have to strengthen that way of life. Regardless of how painful it can be.”
Hopkins agrees. “You can’t just take one individual out of the equation and say, ‘we are just going to fix this one person.’ Of course, you need to work on that one person, but you have to look at that person’s community and their family and their history in order to get to the root of the problem and have a real solution,” she said.
“We are essentially spirit. Our bodies, our minds, our emotions: They all change; they all fade; they eventually pass away, but our spirit stays the same,” Hopkins added. “Sometimes we don’t take care of that; we neglect it. With children and adolescents, when you don’t have that kind of foundation, I think it’s detrimental to them. If you have that spiritual foundation, then it doesn’t matter if you are fighting alone; there’s something you can build from.”
“We have our own ways of healing,” she said. “People have given up so much to save the ceremonies and the language and those sacred ways.”
Up until the American Indian Religious Freedom Act of 1978, Native Americans were forbidden to practice traditional ceremonies.
“Our spirituality is such a crucial part to who we are,” Hopkins said. “It’s part of our identity. When you embrace that, you embrace yourself. I think that is healing in and of itself.”
The challenges to this cultural and spiritual identity are literally set in stone.
This year, the Mount Rushmore National Memorial will be celebrating its 90th anniversary. This “shrine of democracy” was carved into the face of what the Lakota consider to be their sacred Black Hills. The memorial serves as a constant reminder of this historical trauma, bringing it out of the history books and into present tense as it stares down upon Lakota lands protected by treaties signed with the United States.
The breaking of these treaties stripped the Lakota, Dakota and Nakota of the Great Sioux Nation of rightful sovereignty over their land. Hopkins, who is Sisseton Wahpeton and Mdewakanton Dakota as well as Hunkpapa Lakota, says that the US government needs to take responsibility for these broken treaties that, according to Hopkins, are “part of the reason why this situation has arisen … And I think that’s part of the healing process that needs to take place.”
Unfortunately, for now, history may be of little comfort to those in mourning.
This article first appeared on truthout.org on April 26 2016. © Truthout. Reprinted by permission.
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Read these 5 What To Do Before A Tsunami Tips tips to make your life smarter, better, faster and wiser. Each tip is approved by our Editors and created by expert writers so great we call them Gurus. LifeTips is the place to go when you need to know about Tsunami tips and hundreds of other topics.
If you live in a coastal area that is hit by an earthquake, especially near the Pacific Ocean, the chances of a tsunami hitting increase. Take these precautions immediately after an earthquake.
-Turn on your radio or TV to hear if there is a tsunami warning
-Move away from the shoreline and to higher ground
-Do not go to the beach, especially if you see a noticeable recession of water away from the shoreline.
If you live in an area of the world where tsunamis could occur, there are a few precautions you can take to help prevent damage to your home and property.
-Elevate your home if it's on the coast.
-Make a list of things to bring inside in case a tsunami hits.
-Have your home inspected by an engineer to determine ways to divert water away from the structure.
-Contact your insurance agent. Homeowners' policies don't cover tsunami flooding. Inquire about the National Flood Insurance Program.
Keeping a Family Disaster Kit is important in case a tsunami strikes. It should contain necessities for the entire family.
Store one-gallon of water per person for at least three days in plastic containers.
Keep a three-day supply of non-perishable food, such as peanut butter, trail mix, canned juices, milk, soup and sweetened cereals.
Store a first-aid kit, tools, some clothing and bedding and important documents in the kit as well.
Be sure to store the kit in a convenient place for all family members and keep things in a airtight, plastic containers.
Long before a natural disaster strikes, it is wise to create a family disaster plan, especially for children. Make the following decisions before the evacuation actually occurs:
1. Determine a place to meet outside your neighborhood
2. Determine a second meeting place in case the first one is damaged or ruined
3. Decide on another family member (apart from members of your household) to call to check-in in case you are separated. Ideally, the contact should be someone out-of-state
4. Designate someone to take the disaster kit when they evacuate
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- deficient activity of the thyroid gland
- the disorder resulting from this, characterized by a retarded rate of metabolism and resulting sluggishness, puffiness, etc.
- Insufficient production of thyroid hormones.
- Insufficient functioning of the thyroid gland.
Coined some time between 1900 and 1905 from the prefix "hypo-" (meaning "under), the word "thyroid," and the suffix "-ism" (meaning "a system of").
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In economics, demand is the utility for a good or service of an economic agent, relative to his/her income. (Note: This distinguishes "demand" from "quantity demanded", where demand is a listing or graphing of quantity demanded at each possible price. In contrast to demand, quantity demanded is the exact quantity demanded at a certain price. Changing the actual price will change the quantity demanded, but it will not change the demand, because demand is a listing of quantities that would be bought at various prices, not just the actual price.)
Demand is a buyer's willingness and ability to pay a price for a specific quantity of a good or service. Demand refers to how much (quantity) of a product or service is desired by buyers at various prices. The quantity demanded is the amount of a product people are willing or able to buy at a certain price; the relationship between price and quantity demanded is known as the demand. (see also supply and demand). The term demand signifies the ability or the willingness to buy a particular commodity at a given point of time, ceteris paribus. Utility preferences and choices underlying demand can be represented as functions of cost, benefit, odds and other variables.
In the theory of Jacques Lacan, demand (French:demande) represents the way instinctive desires are inevitably alienated through the effects of language on the human condition. The concept of demand was developed by Lacan in parallel to those of need and desire to account for the role of speech on human aspirations. Demand forms part of Lacan's battle against the approach to language acquisition favored by ego psychology, and makes use of Kojeve's theory of desire. Demand is not a Freudian concept.
For Lacan, demand is the result of language acquisition on physical needs - the individual's wants are automatically filtered through the alien system of external signifiers.
Where traditionally psychoanalysis had recognised that learning to speak was a major step in the ego's acquisition of power over the world, and celebrated its capacity for increasing instinctual control, Lacan by contrast stressed the more sinister side of man's early submergence in language.
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February 25th, 2013 in IELTS
If you know how the IELTS speaking band score is calculated, you can avoid many mistakes. This post gives you a brief outline of the grading criteria.
The four factors that are taken into account while grading your speaking samples are:
- Range of vocabulary
- Range of grammar
Fluency is your ability to speak clearly and without hesitation. Examiners are interested in testing whether you are able to express your ideas clearly and coherently. If you pause too often or take longer to give your answers, you might be penalized.
Your pronunciation skills are equally important. The examiner should have no difficulty understanding your speech. This doesn’t necessarily mean that you have to sound like a native English speaker. Instead, what matters is your ability to pronounce words correctly. You must also be able to stress the right words in a sentence. Don’t worry about your accent because it is not considered while grading your answers.
Examiners will try to assess how accurate and varied your vocabulary is. Don’t repeat the same words. Instead, demonstrate your range of vocabulary by using a variety of words and structures.
Your grammatical accuracy is another factor that examiners take into account while grading your answers. You have to give your answers in grammatically correct English. Failure to do so will result in a low band score.
Speak as naturally as possible, but pay attention to your grammar and vocabulary. Note that in the speaking module, there are no right or wrong answers. All answers are correct and will earn marks as long as you say them in good English.
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Course detail: Ankle sprains, chronic pain , instabilities, dance injuries, sports injuries of ankle and foot are some of the most common diagnoses of the foot. In addition to these musculoskeletal diagnoses underlying conditions such as cancer, osteomyelitis, stress fractures, to name a few, presents with similar symptomatology which makes it difficult for a clinician to diagnose the real underlying condition.
Unlock the expertise you need to excel in ankle and foot physiotherapy with our comprehensive course. Learn to apply advanced musculoskeletal evaluation strategies to pinpoint and assess injuries effectively. Discover how to identify red flags, yellow flags, and physician referral criteria, ensuring safe and informed patient management. Gain the skills to differentiate between systemic and musculoskeletal diagnoses, enabling precise therapeutic interventions or referrals to physicians or emergency services when necessary. Elevate your physiotherapy practice in ankle and foot care with our specialized training.
1. Demonstrate the practical application of musculoskeletal evaluation strategies specific to the ankle-foot joint to identify and assess musculoskeletal injuries effectively.
2. Evaluate red flags, yellow flags, and physician referral criteria to make informed clinical decisions for patients with ankle and foot conditions, ensuring patient safety and proper management.
3. Distinguish between systemic and musculoskeletal differential diagnoses, enabling the accurate identification of therapeutic needs or appropriate referrals to physicians or emergency services in ankle and foot cases.
Audience: Physiotherapists, Physiotherapy students , Physiotherapy assistants , orthopedic nurses, Orthopedic students, Athletic trainers
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Ellen Jorgensen, co-founder and executive director of Genspace, a community bio-technology lab based in Brooklyn, introduces us to the potentials and risks of CRISPR/Cas9, a system and breakthrough technology to edit genomes. In her workshop, she shows how accessible this technology is and how easy it has become for everyone to design a genetical modification.
The potential of CRISPR ranges from curing diseases to wiping out entire species. What exactly is CRISPR? The acronym stands for "Clustered Regularly Interspaced Short Palindromic Repeats". It is a kind of immune system found in bacteria. A wide range of bacteria and archaea have DNA sequences that are equal to the ones of viruses. These sequences are called CRISPR. They work like a library, a system of reference for known viruses. So if a virus threatens the bacteria and injects its DNA, the bacteria can easily detect it and extract the viruses' DNA.
To identify a virus, the information stored in the CRISPR sequence is copied to an RNA that is bind to a Cas9 enzyme. The RNA recognizes sequences that were implanted by a virus and guides the Cas9 to the right position to cut and destroy them.
From a Bacterial Defense Mechanism to a Word Processor for Gene Editing
This mechanism can be used to cut genes and replace them with an edited version. The technology is more affordable, precise, easy and faster to use than previous techniques (such as using TALENs or Zinc finger nucleases). Ellen guides us through a handful of website-based services to design a genetic modulation. As an example she targets a gene of yeast. The peace of DNA has 20 letters which you can buy for about 20 dollars. If you would like to dive deeper into engineering gene modulations, you can check out the addgene CRISPR guide, Ellen recommends.
While the system is so easy and accessible – and you can rely on remote labs instead of tinkering yourself, there are a lot of risks involved – or at least a lot of open ethical questions. Regulations governing genetic modification in human embryos, for instance, do vary a lot. The US does not allow the use of federal funds, but there are no bans for genome editing. Germany does have strict rules: Gemline gene editing could end in criminal charges. Whereas in China, scientists have already experimented with modifying genes in human embryos. And the UK has just granted permission to a Crick Institute researcher engineering early-stage human embryos to study their development.
Where to draw the line?
Of course, the technology could be used to cure severe congenital diseases – you obviously do not want babies to have life-threatening diseases. However, what if parents would like their kids to be smart, male or to look a certain way?
Right now, there is also no clear regulatory framework for wiping out a species through genetic engineering. And there are already plans to do so. Ellen shows an example of a "gene drive" combined with CRISPR that could reduce the population of Aedes aegypti mosquitoes – the ones that are more likely to transmit the Zika virus – by 99%. With a normal inheritance, you have a 50% chance that the altered gene will be passed on. As a "gene drive" the altered gene is almost always inherited and thus will take over the population.
Wrapping up, Ellen quotes the concerns of Todd Kuiken of Wilson Policy Center: "Man has been engineering nature and ecosystems ever since we came out of the cave. What is different now is that we are beginning to engineer species. It is a progression on the scale, and it is a big progression."
For better or worse – the technology is out there, you will not be able to put it back. However, people should know about the potentials and risks and there should be an open public debate about how we would like to apply it instead of a small elite deciding upon how far we want to go in modifying life.
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As the woman of the household, your main concern is caring and nurturing for your family, which includes ensuring they are all safe in their surroundings.
Here are some tips for safety around the house when it comes to electricity:
Appliances needing repairs or replacement should be attended to immediately. Not doing so could result in an accident. In your home, breakages and excessive wear and tear on electrical equipment can occur frequently so you need to make regular inspections and take precautions to ensure your safety.
• Look for the SABS sign and only use SABS approved plugs.• Do not overload plugs
• Do not pull a plug by the cord.
• Switch the switch off at the wall socket, before pulling the plug out.
• Do not connect electrical appliances to light sockets.
• Ensure that all wall sockets have their switches in the “off” mode, when not in use.
• Never put bare wires into sockets.
• Do not stick fingers into sockets.
• If there are babies in the house, ensure that wall sockets are covered with a safety cap, keeping the area safe for babies to play in.
• Do not use frayed cords – replace worn and frayed cords on appliances immediately.
• Keep cords well away from hot stoves and other hot surfaces.
• Do not run electric cords under carpets and rugs.
• Do not join cords with tape.
• Do not run cords where people can easily trip over them.
• Use SABS approved electrical wires or cords.
• Do not use electrical appliances in the bathroom.
• Never touch electrical appliances with wet hands.
• Never fill a kettle when it is plugged in.
• Never mow wet grass with an electric lawnmower.
• Never use water to put out an electrical fire if the mains are not switched off. Use a dry chemical fire extinguisher instead.
• Make sure that the cords of your iron and kettle are not left hanging where a child can pull them, thereby causing a hot iron or kettle to fall down and burn the child.
• If you have turned a heater on, watch your child carefully so that he / she does not stick their fingers through the grill and touch the hot bars of the heater.
• Do not let children play with electrical cords – they can chew on a live wire.
• Teach children not to play with electrical sockets. Keep all unused plugs in the house covered with a safety plug. Babies love to stick their fingers into the plug holes.
• If you are using an extension cord, never let it run under carpets or rugs – place it in a “no-trip” zone.
• To avoid an accident, keep heaters and fans a safe distance from your curtains and furniture – at least 3 feet away.
• Electricity outlets and switches should always be cool to the touch – if they aren’t call a technician to fix it for you and NEVER touch it yourself.
• Unplug any of your small appliances when you are not using them, eg. Toasters, irons, hairdryers.
• Do not use electric blankets with loose wires – they could cause a fire or shock. Do not tuck in or squeeze wires as this is also very dangerous.
• Turn your heating pad off before you go to sleep.
• Use the specified watt light bulb as indicated on the light fixture.
• Never change a light bulb without first making sure that the current is switched off.
• Do not use a fork or a knife or anything that is made of metal to remove toast from a toaster when it is plugged in.
• If you see sparks or smoke from an electrical appliance, it is telling you that something is wrong. Unplug it and call an electrician from Laatz Electrical.
• Do not work on an electrical appliance unless you know exactly what you are doing
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If you live in South Carolina, you are still at risk to be hit by a tornado, Check out these tornado facts about South Carolina below.
- South Carolina average 14 tornados per year.
- There has never been an F-5 tornado reported in South Carolina’s history.
- There have been dozens of F-4 tornados in various South Carolina counties.
- Since South Carolina is prone to tropical cyclones, some of the weaker systems have also produced tornados.
- On average, 22 people are injured by South Carolina tornados each year.
- In 1995, 54 tornados were reported in South Carolina, the most in the state’s history.
- In 2004, Tropical Storm Frances caused a record number of 47 tornados as it stretched along the Appalachian Mountains that lasted from September 6-7.
- In 1924, the highest tornado related deaths occurred in April when two tornados touched down. Each tornado’s reach was well over 100 miles long. They killed 77 people and injured almost 800 people.
- On August 16, 1994, 22 tornados were confirmed when Tropical Storm Beryl collided with a cold front. The tornados along with the tropical storms caused over $50 million in damages.
- In the spring tornados result from active cold fronts while tropical storms are the cause of summertime tornados.
Unlike other states, tropical storms heavily affect tornado season. To stay safe, it’s best to plan. Order your very own Ground Zero shelter today and our technicians will install it in about four hours, contact us today!
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A Fire In The Wilderness: The First Battle Between Ulysses S. Grant And Robert E. Lee
by John Reeves
- Civil War, American History
1 Member Credit
Grant and Lee face off for the first time
In the spring of 1864, President Lincoln feared that he might not be able to save the Union. The Army of the Potomac had performed poorly over the previous two years. Lincoln assumed he’d lose the November election, and he firmly believed a Democratic successor would seek peace immediately, spelling an end to the Union. A Fire in the Wilderness tells the story of that perilous time when the future of the United States depended on the Union Army’s success in a desolate forest roughly sixty-five miles from the nation’s capital.
In this riveting account of the first bloody showdown between Ulysses S. Grant and Robert E. Lee, author John Reeves takes readers inside a bloody battle that changed the course of American history.
Additional Book Details
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Tom Veilleux, a senior scientist, and Vince Simonds, director of aerodynamic research at the Top-Flite Golf Company, explain.
Engineers and scientists in the golf industry study the impact between a golf club and a golf ball to determine the ball's so-called launch conditions. The impact typically lasts only 1/2000 of a second, but it establishes the ball's velocity, launch angle and spin rate. After this brief impact the ball's trajectory is controlled entirely by gravity and aerodynamics--no matter how much the golfer hopes or curses. As a result, aerodynamic optimization--achieved through dimple pattern design--is a critical part of overall golf ball development.
A smooth golf ball hit by a professional golfer would travel only about half as far as a golf ball with dimples does. Most golf balls have between 300 and 500 dimples, which have an average depth of about 0.010 inch. The lift and drag forces on a golf ball are very sensitive to dimple depth: a depth change of 0.001 inch can produce a radical change to the ball's trajectory and the overall distance it can fly. Dimples have traditionally been spherical in shape, but it is possible to optimize the aerodynamic performance of other shapes. The HX golf ball by Callaway, for example, uses hexagons (see image).
Air exerts a force on any object moving through it. Holding your arm out of the window of a moving car easily illustrates this phenomenon. Aerodynamicists break down the force into two components: lift and drag. Drag acts to directly oppose motion, whereas lift acts in a direction perpendicular to motion (it is usually directed upward in the case of a golf ball). As you rotate your hand in the air stream, you vary the amount and direction of the lift and drag forces acting on your hand.
A moving object has a high-pressure area on its front side. Air flows smoothly over the contours of the front side and eventually separates from the object toward the back side. A moving object also leaves behind a turbulent wake region where the air flow is fluctuating or agitated, resulting in lower pressure behind it. The size of the wake affects the amount of drag on the object. Dimples on a golf ball create a thin turbulent boundary layer of air that clings to the ball's surface. This allows the smoothly flowing air to follow the ball's surface a little farther around the back side of the ball, thereby decreasing the size of the wake. A dimpled ball thus has about half the drag of a smooth ball.
Dimples also affect lift. A smooth ball with backspin creates lift by warping the airflow such that the ball acts like an airplane's wing. The spinning action makes the air pressure on the bottom of the ball higher than the air pressure on the top; this imbalance creates an upward force on the ball. Ball spin contributes about one half of a golf ball's lift. The other half is provided by the dimples, which allow for optimization of the lift force.
Answer originally posted January 5, 2004.
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Ball Bearings:Ball Bearings are available in many different types to meet a variety of application requirements.
Deep Groove Single Row-Most common of ball bearings and are available in inch and metric sizes. They are manufactured Open (no seals), Rubber Seals, or Metal Shields and are available with a retaining ring. Sealed ball bearings come prelubed with grease and are temperature rated from -22*F to +250*F.
Double Row-Available as self-aligning and angular contact. Like Single Row, they are available in inch and metric sizes and are manufactured Open, Rubber Seals or Metal Shields. They also are available with a retaining ring.
Tapered Roller Bearings:Tapered Roller Bearings are used not only in the automotive industry, but also in the machine tool industry. The bearing consists of 2 pieces: a cup (outside race) and a cone (bearing-cage and rollers). Due to the design of the bearing, it carries a larger/higher load rating than the traditional ball bearing. They are available in inch and metric sizes.
Spherical Roller Bearings:Spherical Roller Bearings consist of 2 rows of rollers with a raceway in the outer ring. Because of their design, they are self-aligning and suitable for misalignment applications.
Thrust Ball Bearings:Thrust Ball Bearings are available in either single or double direction. They consist of a row of balls within a cage and run between 2 grooved washers. Thrust bearings do not handle any misalignment but do handle axial loads.
Needle Bearings:Needle Bearings are used to reduce friction and support radial loads. They are used in a variety of different applications. They are available in inch and metric sizes and also as full complement and caged styles.
Rod Ends:Rod End Bearings are known for their unique swivel ball with an opening for a bolt. They are available in inch and metric sizes. They also are available in male (threading on the outside) or female (threading on the inside) and left hand or right hand threading.
Cam Followers:Cam Followers are available in many different options. You have Full Complement, Caged, Needle Roller, Double Row Cylindrical and Bushing Type. They also come as a Standard Stud, Heavy Duty Stud and Yoke Type. The outside diameters are available in Crowned (helps prevent corner loads) and Cylindrical (helps misalignment in corner loading). They are used in Track/Load support and track guides. Cam Followers are available in metric and inch sizes.
Mounted Bearings:Mounted Bearings come in a variety of different sizes and shapes to fit your application. Most are available from ½” to 4” bores. The most common are Pillow Block, 2 Bolt Flange and 4 Bolt Flange bearings. They also have 3 Bolt Flange, 3 Bolt Bracket, Tapped Base, Take Up Units and Piloted Bearings. The inserts are made up of ball bearings. The majority of these units are available in Standard Duty and Medium Duty and housings are made out of Cast Iron to withstand shock/vibration and load.
Mounted Bearing Housings are also offered in Corrosion Resistant. These bearings are most used in food manufacturing and where OSHA deems mandatory. Housings are offered in Stainless Steel, Thermoplastic and Nickel Plated. Inserts are available in Stainless Steel, Hard Chrome Coated and Black Oxide.
If you have shock/vibration, load or speed issues, typically, Pillow Blocks and 2/4 Bolt Flange units are available with tapered roller bearings or spherical roller bearings. Commonly these units are in a “beefier” housing to withstand your application issues. If you have shaft expansion due to temperature differentials, there are expansion units as well.
If you are not sure which mounted bearing you need or you need to replace your existing unit, give Industrial Power Transmission a call. We will be happy to assist you with replacement or engineering the best bearing for your needs.
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|Crop Knowledge Master||Fungi|
|coffee leaf rust (Plant Disease Pathogen)|
Stephen A. Ferreira, Extension Plant Pathologist
Rebecca A. Boley, Educational Specialist
Department of Plant Pathology,CTAHR
University of Hawaii at Manoa
All Coffea species.
Coffee leaf rust was first reported in 1861 by a British explorer on uncultivated coffee in the Lake Victoria region of Kenya in East Africa. In cultivated coffee, it was reported from Sri Lanka in 1869, and completely devastated coffee production in that country within 10 years. By the 1920s it was widespread in Africa and many of the Asian countries where coffee was grown commercially. It was reported and eradicated from Papua New Guinea three different times, until reported to be widespread there in 1965.
In 1970, the disease was discovered in the Western hemisphere for the first time in the state of Bahia in Brazil . It quickly spread to most of the South and Central American countries, and within 16 years was reported from: Paraguay and Argentina, Nicaragua, Bolivia, Peru and El Salvador, Guatemala and Honduras, Mexico and Ecuador, Colombia and Costa Rica, Venezuela, and Cuba and Jamaica in 1986. Coffee leaf rust does not occur in Hawaii, one of the few coffee growing regions of the world where the disease does not occur.
In addition to coffee leaf rust, this disease has also been referred to as coffee rust and orange leaf rust. The rust organism mainly attacks the leaves and is only rarely found on young stems and fruit. Typically, the disease is recognized by the yellow-orange powdery lesions or spots on the underside of leaves. Initially, very young lesions appear as chlorotic or pale yellow spots before sporulation is evident. These spots vary in size and can coalesce during their development. Since sporulation of this pathogen occurs through the stomata, lesions characterized by the ruptured epidermis of most rusts do not occur, and the lesions are not referred to as pustules.
Damage and Losses:
The damage caused by coffee rust is the result of reduced photosynthetic capacity of infected leaves and premature defoliation or leaf drop associated with high infection levels. Vegetative growth and berry growth and size are reduced and is generally related to the amount of rust in the current year. The impact of rust, however, can have a longer term impact. Leaf rust associated defoliation and the strong carbohydrate sink of the berries cause shoots and roots to starve and consequently to dieback, thereby reducing the number of nodes on which coffee will be produced next year. Since next year's production of coffee occurs on wood produced this season, the tip and shoot dieback caused by the rust can seriously reduce the following season's crop. Researchers have estimated losses caused by rust between 30 and 80% (Kushalappa and Eskes, 1989a,b). On average, however, losses are believed to be about 15% annually.
For infection to be successful, free water is required and is usually derived from rain. Spores germinate in 2-4 hours under optimum conditions. After uredospores germinate through germ pores in the spore, appressoria are produced which in turn produces a vesicle from which entry into the substomatal cavity is gained. Within 24-48 hours, infection is completed. The presence of free water is required for infection to be completed. High relative humidities will not substitute for free moisture. If free moisture is absent, exposure to high relative humidity is not sufficient to induce spore germination (Nutman, 1963). Loss of moisture after germination has been initiated inhibits the whole infection process. Recovery does not occur even when adequate moisture is reintroduced (Kushalappa and Eskes, 1989b). Spore germination is better on young leaves than intermediate and old leaves.
As a consequence, disease spread and development is usually limited to the rainy season, and rust incidence is very low during dry periods. The incubation period or time between infection and lesion development is approximately 3-6 weeks long so that the disease is often evident in the drier seasons. Temperature is the most important factor other than moisture to influence germination and subsequent infection by the spores. This is also the most important factor influencing disease development.
This relationship between temperature, moisture, and incubation period has been developed empirically and with the aid of computer modelling used to predict rust severity and to schedule appropriate fungicide applications (Kushalappa and Eskes, 1989a).
On wet leaves, temperature is the most important environmental factor influencing germination and infection. The minimum, optimum, and maximum temperatures on agar was reported to be 15.5, 22, and 28 C. On leaves, minimum and maximum temperatures were slightly lower, 12.5 and 32.5 C, respectively.
After infection is successful, the stomatal cavity is colonized and sporulation will occur. The colonization process is not dependent on leaf wetness, but is influenced greatly by temperature and by the level of host resistance. The main effect of temperature is to determine the length of time for the colonization process (incubation period). Elaborate regression equations have been developed to describe the importance of temperature on this aspect of the disease.
Sporulation or the production of uredspores is most greatly influenced by temperature, moisture, and host resistance. A single lesion produces 4-6 spore crops over a 3-5 month period releasing 300-400,000 spores. Hyperparasitic fungi such as Verticillium haemiliae and V. psalliotae, are frequently associated with lesions and reduce viability of uredospores significantly. Their use as biological control agents, however, remains underutilized or is impractical.
Factors Influencing Disease Development:
The important factors are planting density, host susceptibility, and predisposition of host due to high prior year yields.
The major cultivars are grown are Coffea arabica. Resistance is both complete and partial. Specific resistance genes have been derived from C. canephora, and some of the major genes have proven to be quite durable. The most successful use of resistance is exemplified by Catimor and Icatu, varieties with C. canephora blood, which have been grown widely in several countries. Partial resistance is known and exemplified with lower disease development rates in Catuai and Mundo Novo and to a lesser extent in Ibaar.
Disease severity is also correlated with planting density and with berry yield. Generally, the lower the host density, the slower the rate of disease development (Bock, 1962) which in turn were correlated with high and low yields. Variation in host density is also dependent on rust severity in the previous year, as severe rust usually induces severe defoliation (Kushalappa and Lagesse, 1981). The relationship to yield and rust severity is complex. When berries are removed while immature, disease severity reduces to almost half (Monaco, 1977). Plant yield is another factor influencing disease severity. Severity of rust increased with increase in berry yield, due to predisposition of the host. Disease severity was twice as high in high yield branches than in leaves of branches from which berries were removed when young. When berries were removed from the entire plant, disease severity was reduced from 38% to 2%. The higher the yield, the greater was the impact of berry removal on reducing rust incidence.
Race and level of inoculum are the most important pathogen factors influencing disease development. More than 30 races are known, only a few occur regularly with number and pattern of occurrence varying by region. Initial inoculum is the most important inoculum factor influencing disease buildup, and depends on rust severity the previous season, local weather conditions for overwintering, and for early initial establishment of the disease. Survival of inoculum from the previous season depends on disease severity that season and the extent of defoliation during winter months. Secondary inoculum is very important for determining the rate of rust buildup.
Rain plays the most important role in disease development. It provides moisture for spore germination and aids in dispersal. Seasonal variation in disease incidence is largely due to variation in rainfall patterns. Temperature also influences rust development. The lower limit for germination is 15 C. At temperature extremes, less than 10 C and greater than 35 C, lesion enlargement is limited (Kushalappa et. al., 1983). Inoculum survival also depends on winter temperature.
In nature, uredospores are disseminated long distances, largely by wind, and over short distances, by both wind and rain-splash. Outside agents such as animals, mainly insects and man, occasionally have been shown to be involved with dissemination. The movement of rust from one continent to another has been attributed to wind currents and the transport of contaminated seeds and/or other plant material (Kushalappa and Eskes, 1989b) or by man. Uredospores can withstand low temperatures, but are particularly sensitive to desiccation. Because viable uredospores have been recovered from spore traps mounted on airplanes at altitudes around 1000 m in Brazil and Kenya, it is believed that continent to continent movement may have occurred by wind.
Uredospores are released diurnally and is highest at noon or miday. In spore trapping studies, more spores were trapped at 1.25 m, decreasing with increasing heights above ground up to 10 m.
Rain is also an important dispersal agent. It is difficult to assess the comparative importance of rain to wind dissemination, but because of high spore numbers in rain water collected within the canopy, wind blown rain or rain splash is important for within tree and within orchard disease buildup. Rust lesions in the upper portion of trees were fewer and more scattered than higher lesion densities in the lower portion of the tree.
Although uredospores were dispersed by insects, such as thrips, larva of flies, and wasps, their importance in epidemics is considered insignificant. Of the higher animals, man is by far the most important agent for short and long distance movement of the disease with plant material, seeds, seedlings, and uredospores of the pathogen.
Resistance varies with leaf age, particularly for susceptible varieties, with young leaves more susceptible than older leaves on the same plant. Plants with incomplete resistance, however, usually display the opposite response,with high resistance in young and low resistance in older leaves. Cultivars derived from Timor hybrid and the Icatu cultivar display this pattern (Eskes and da Costa, 1983; Eskes and Toma-Braghini, 1982). Light intensity also influences cultivar reactions. Leaves exposed to high light intensity are generally more susceptible to rust, varying up to 10 fold depending upon pre- and post-inoculation light intensity. It is an important consideration in setting up conditions for rust screening or evaluation.
Overbearing coffee may exacerbate rust intensity (McDonald, 1930; Monaco, 1977). Additionally, leaves supporting rapidly growing coffee berries are more susceptible to infection than leaves that only support vegetative growth. High yielding coffee varieties are more susceptible than low yielding varieties.
Nine genes for resistance have been identified, designate SH1 to SH9. Inheritance patterns are more complex than for dominant gene action alone. Several genes are incompletely dominant, particularly in Icatu and Catimor. Most of these genes were derived from the wild species of coffee, C. canephora and C. liberica (Rodrigues et. al., 1975). Resistance has been relatively stable and only one new race, obtained by mutation, has been identified since 1975. Production of resistant varieties recently have relied on the use of interspecific hybrids, such as Catimor and Icatu, which contain genes from C. canephora. Examples are: mixture or multiline of 44 of F5 lines known as "Colombia", other Catimor selections in Kenya and India, and newer advanced selections and crosses involving Icatu (Kushalappa and Eskes, 1989b).
Fungicides to control of rust have been used successfully for a quite a number of years. The metallic copper fungicides have been the least expensive and most effective, with copper oxychloride formulations being the best. The dithiocarbamate protectant fungicides have been useful, but their short residual life and instability at higher temperatures and humidity have limited their widespread adoption. Their performance is better when mixed with copper fungicides. The systemic triazole sterol biosynthesis inhibitors have been effective, but high cost and occasional problems with severe defoliation (phytotoxicity) have been observed. Among the systemics, triademifon has been the best so far (Kushalappa and Eskes, 1989a). The systemics have also been particularly effective when used in combination or alternately with copper fungicides, reducing the likelihood for the development of fungicide tolerant rust strains. Occasional problems with defoliation associated with the systemics, and their high cost, however, may limit their usefulness.
Fungicide efficacy depends both on timing of application and complete placement or coverage of the toxicant. This latter factor is important, since redistribution by rain is very limited. Important factors are spray volume, droplet size, and coverage.
In timing the application of fungicides, rainfall was generally the most important factor to consider. Sprays during the rainy season were recommended, and sometimes recommended before the onset of the rainy season. Studies showed that initial inoculum level and berry yield varied greatly from year to year, and it was necessary to include these factors in scheduling fungicide applications. Yield in coffee can vary from maximum to 10% of max yield, depending on cultivar and on the extent of defoliation and yield the previous year, due to rust. Only 2-3 fungicide applications were required during low yield years and 4-6 applications during high yield years (Kushalappa and Eskes, 1989b). These schedules were developed empirically.
Subsequently, forecast models were developed to help with timing fungicide applications. These are described by Kushalappa and Eskes (1989a, 1989b). The grower estimates inoculum producing units as percent leaves or leaf-area diseased, and yield as high or low, at two week intervals. By consulting an inoculum table, the recommendation to spray or not is made. After an application, no further sprays are made for one month, at which time another assessment is made by the grower.
Fungicides used for coffee leaf rust control and some suggested application rates:
Fixed Copper Compounds:
Basic copper sulfate (information not available)
Copper oxychloride (1.5 kg a.i./1000 plants/ha, considered optimum)
Cuprous oxide (1.9-3.0 kg a.i./ha, microgranular formulation best)
Copper hydroxide (information not available)
Ferbam (information not available)
Ziram (0.75 l a.i./ha)
Maneb, Manzate (1.6 kg a.i./ha)
Zineb (information not available)
Triademifon (Bayleton) (0.2 - 0.6 kg a.i./1000 plants/ha, may stimulate Coffee Berry Disease; 0.5 - 1.0 kg/1000 plants/ha, for soil applications)
Pyracarbolid (Sicarol) (May provoke severe defoliation)
Oxycarboxyn (Plantvax) (Not as effective as Triademifon)
Bock, K. R. 1962. Dispersal of uredospores of Hemilea vastatrix under field conditions. Trans. Brit. Myc. Soc. 45:63-74.
Cannell, M. G. R. 1975. Crop physiological aspects of coffee: a review. J. Coffee Res. 5:7.
Cannell, M. G. R. 1985. Physiology of the coffee crop. Chpt. 5. In "Coffee Botany, Biochemistry and Production of Beans and Beverage." pp. 457. (M. N. Clifford & K. C. Wilson, Eds.) Pub. Croom Helm, London.
Eskes, A. B. & W. M. da Costa. 1983. Characterization of incomplete resistance to Hemilea vastatrix in the Icatu coffee population. Euphytica 32:649-57.
Eskes, A. B. & M. Toma-Braghini. 1982. The effect of leaf age on incomplete resistance of coffee to Hemilea vastatrix. Neth. J. Plant Pathol. 88:215-26.
Kushalappa, A. C., M. Akutsu, & A. Ludwig. 1983. Application of survival ratio for moncyclic process of Hemilea vastatrix in predicting coffee rust infection rates. Phytopath. 73:96-103.
Kushalappa, A. C. and A. B. Eskes. 1989a. Coffee rust: epidemiology, resistance, and managemnet. CRC Press, Florida. 345 pp.
Kushalappa, A. C. & A. B. Eskes. 1989b. Advances in coffee rust research. Ann. Rev. Phytopathol. 27:503-31.
Kushalappa, A. C.& R. M. Lagesse. 1981. A computer program for quantitative analysis of leaf fall in coffee, principally from rust. Phytopathol. Z. 101:97-105.
McDonald, J. H. 1930. Coffee growing, with special reference to East Africa. London: East Africa Ltda. 205 pp.
Monaco, L. C. 1977. Consequences of the introduction of coffee leaf rust into Brazil. Ann NY Acad. Sci. 287:57-71.
Nutman, F. J. & F. M Roberts. 1963. Studies on the biology of Hemilea vastatrix. Trans. Brit. Myc. Soc. 46:27-48.
Rodrigues Jr., C. J., A. J. Bettencourt, & L. Rijo. 1975. Races of the pathogen and resistance to coffee rust. Ann. Rev. Phytopathol. 13:49-70.
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Discussion Papers Series
Discussion paper #2
The Global Prevention of Genocide: Learning from the Holocaust
By Edward Mortimer, Senior Vice-President and Chief Programme Officer,
Kaja Shonick Glahn, session director for The Global Prevention of Genocide:
Learning from the Holocaust, at The Salzburg Global Seminar
From 28 June 2010 to 3 July 2010 a group of international experts from the fields of Holocaust and genocide studies, Holocaust and genocide education, human rights protection, and genocide prevention met at the Salzburg Global Seminar for a conference entitled “The Global Prevention of Genocide: Learning from the Holocaust”. The conference was developed in cooperation with the United States Holocaust Memorial Museum and chaired by Dr. Klaus Mueller, the Museum’s European Representative.
The explicit goal of this conference was to explore the connections as well as the divisions between the fields of Holocaust education, genocide prevention, and human rights. Participants considered if and how Holocaust education could raise awareness of contemporary genocides, strengthen a culture of genocide prevention, and contribute to human rights education. They debated whether we improve our understanding of past genocides and contemporary human rights infringements by connecting them, or if by doing so we endanger the recognition of their vast differences. One of the topics that participants returned to again and again was the complex relationship between teaching about the Holocaust and learning from the Holocaust. Participants debated the contribution that Holocaust education makes or could make to raising awareness of contemporary racism, anti-Semitism, homophobia or the situation of Roma and Sinti today. They sought to understand whether – and if so, how - Holocaust education could contribute to understanding and preventing future genocides.
Among policy makers and within the scholarly literature, there tends to be a belief that Holocaust education can be an effective tool for teaching students about the importance of protecting democracy and human rights, preventing racism and anti-Semitism, and promoting mutual respect between people of different races, religions, and cultures. Scholars have argued for example that, “studies of the Holocaust, genocide and human rights are inseparable” (1), and that “Holocaust education can make a significant contribution to citizenship by developing pupils’ awareness of human-rights issues and genocides and the concepts of stereotyping and scapegoating (2)". A 2004 report by the Stanford Research Institute suggested that, “Holocaust education is not merely an academic undertaking but the best hope for inoculating humankind against future instances of genocide (3)". Academics have made similar arguments, stating for example that Holocaust education can sow “seeds of concern…that produce ideas that bloom into ongoing considerations about one’s own place in the world, and what it means to be a citizen in a democracy (4)”.
Based on this theory, that Holocaust education can play an important role in preventing racism, anti-Semitism, and ethnic conflict and promoting human rights, many states around the world have instituted mandatory Holocaust education programs at the secondary school level. However, recent studies and surveys have shown that most Holocaust education programs in both schools and museums do not explicitly link the history of the Holocaust with the history of other genocides or with larger human rights issues (5). At the same time, there is little empirical evidence to suggest that Holocaust education, on its own, can necessarily teach students about the ongoing contemporary dangers of racism, xenophobia, anti-Semitism, and genocide. The 2010 Salzburg conference aimed to engage practitioners from the various fields of Holocaust education, genocide prevention, and human rights protection, with these issues and was guided by a series of overarching questions regarding the purpose of Holocaust education. Is it to provide students with knowledge about the Holocaust? Is it to make them “think harder about civic responsibility, human rights, and the dangers of racism (6)”? Or, can it be both?
The Holocaust, Other Genocides, and Human Rights Education
One of the major issues discussed during the week in Salzburg was the compatibility of Holocaust and human rights education. For the purposes of this article we rely on UNESCO’s definition of human rights education as “Education, training and information aimed at building a universal culture of human rights…human rights education fosters the attitudes and behaviors needed to uphold human rights for all members of society (7)”. On the one hand, some participants argued that it was critical to connect these two areas and advocated a pedagogical approach that would situate Holocaust education within a larger discussion and context of human rights. They argued that teachers should be encouraged to make links between the Holocaust and human rights issues today – for example by stressing historical links between the Holocaust and the Genocide Convention and the Universal Declaration of Human Rights. Other participants disagreed, suggesting that Holocaust and human rights education should not be conflated and that they constitute separate fields with different goals, methodologies and focuses. This disagreement was highlighted by a panel presentation that focused on education in museums. One speaker suggested that Holocaust museums and memorials can and should connect the Holocaust and human rights, and specifically use the Holocaust as an example of the ultimate human rights violation. According to this panelist, knowledge of the Holocaust and past human rights violations could lead to a fruitful discussion of contemporary human rights violations. Another speaker pointed out, however, that there is an important difference between understanding history and drawing lessons from it.
While participants disagreed about whether it was appropriate to locate Holocaust education within the framework of human rights education, in general, most of the conference participants recognized the value and importance of teaching students not only about the Holocaust, but also about other genocides. Many participants argued that comparing the Holocaust, which is often considered to be the paradigmatic case of genocide, to other genocides and crimes against humanity might improve our understanding of other genocidal events and, by the same token, of the Holocaust itself. At the same time, they noted the challenges of such a comparative approach and highlighted the importance of differentiating between the Holocaust, genocide, and other instances of mass violence, human rights abuses or ethnic conflicts within the classroom.
The Holocaust and Lessons for the Future?
The conference highlighted many different opinions regarding the purposes of Holocaust education. On the one hand, some participants explicitly advocated the importance of learning from the Holocaust and other genocides and getting students to make connections between contemporary events and the past. One participant for example suggested that the purpose of Holocaust education is to learn about and understand human cruelty and violence and how to prevent it. This participant suggested that in some places it might be more appropriate to focus on other genocides and conflicts to teach these lessons. Other participants remained wary of such an approach and instead advocated a more straightforward approach to teaching about the Holocaust and not explicitly drawing connections to other events, whether past or present. They expressed some uneasiness with the notion that the aim is to learn something from the Holocaust and suggested that it is relevant and important in itself to study the Holocaust as an historical event.
As part of the conference program, educators from around the world showcased some of the different ways in which they and their institutions define the purpose and limits of Holocaust education. One speaker for example described a well-established educational program based in the United States that focuses on using Holocaust education for adolescents as a tool for preventing violence and potentially also genocide. This speaker emphasized that if we are interested in instilling particular values or lessons in adolescents then we need to take adolescent development and behaviour into account. He advocated a multi-disciplinary approach through which students not only learn about the Holocaust and other instances of genocide, but are encouraged to reflect on their own lives and the connections (as well as differences) that exist between contemporary events and past instances of genocide. A second speaker advocated a similar approach and described the development of a state sponsored curriculum in Ecuador on “Human Rights, Holocaust, and other Recent Genocides”. This program was developed for students aged sixteen and seventeen. The justification for teaching these subjects in high school is that it is critical to introducing an ethic of compassion in students and teaching them citizenship values. These values are key to promoting non-violence, and more positive attitudes towards foreigners and aliens. According to this presenter, keeping the memory of the Holocaust alive in the context of teaching about human rights issues and modern genocides is crucial for showing students that we must care about others for our own sake and for that of humanity.
In contrast to the first two speakers, who explicitly promoted programs that encourage students to make links between the Holocaust, other genocides, human rights issues, and their own lives, a third speaker suggested an approach that remains much more focused on teaching about the history of the Holocaust and promoting Holocaust remembrance as a distinct and unique topic. This third speaker described the work of a European Holocaust memorial that focuses explicitly on the remembrance of the Holocaust and does not consider genocide prevention or human rights education its primary mission. He preferred a reflexive approach to history and suggested that the purpose of Holocaust education is to learn about the Holocaust rather than to learn from the Holocaust.
The fourth and final panelist outlined the multidisciplinary approach to learning about the Holocaust and the prevention of genocide taken by the “Holocaust and the United Nations Outreach Programme”. Under its General Assembly mandate, the Programme organizes an annual day of remembrance observed by UN offices around the world, and partners with civil society to further understanding of the Holocaust and the causes of mass violence, which can lead to genocide. The Programme also develops educational seminars and materials that underscore the essential links between this history and the promotion of human rights and democratic values today.
Confronting Local Realities
While the question about how to teach the Holocaust and whether it is better to embed it within a curriculum that is focused strictly on history, or one focused on human rights, or one focused on comparisons with other genocides and contemporary events remained a point of disagreement, all conference participants acknowledged the extent to which local histories and contexts place constraints on the forms that Holocaust education can and should take. A separate panel that focused on the challenges and successes of contemporary Holocaust education shed further light on the extent to which the stated purpose of Holocaust education programs and the ways in which they are implemented vary and are reflective of particular local realities. For example, one Austrian speaker explained that in Austria learning about the Holocaust is a mandatory part of the secondary school curriculum. However, within "erinnern.at",, an institute that trains teachers and develops material for learning about the Holocaust on behalf of the Austrian Ministry for Education, it has been decided that for the time being, the Holocaust should not be taught in conjunction with other genocides or within a broader human rights curriculum. The main reason for this decision is that the history of the Holocaust remains a charged topic in Austria where many conflicting memories and narratives still exist. The biggest challenge continues to be the conflict between the official narrative of Austrian perpetration (i.e. participation in Nazi atrocities) and the Austrian family narratives that focus on Austria and its citizens as victims of or, at most, forced participants in, the Holocaust.
In Ukraine by contrast – as the next speaker explained - the Holocaust is not a standard part of the school curriculum. In fact, according to this speaker, fewer than 10% of history teachers in Ukrainian secondary schools are trained to teach about the Holocaust. He noted that there are bureaucratic as well as political impediments to instituting effective Holocaust education programs in the Ukraine. Some of the biggest challenges include: a tradition of silence (Ukrainians don’t believe that the Holocaust was a Ukrainian event or perpetrated by Ukrainians); a competition of victims (a sense that the number of victims of the Ukrainian famine must be higher than the number of victims of the Holocaust); and the “nationalization” of Ukrainian history through which Jews and other minorities are marginalized or ignored.
As these and other presentations clearly demonstrated, different institutions, countries, and educators take very different approaches to teaching about the Holocaust. There are important pedagogical, political, and historical factors that influence the ways in which Holocaust education is implemented and whether it is linked to other genocides, human rights, or local histories.
Returning to the original questions posed at the conference regarding the purpose of Holocaust education, we would like to suggest that there is validity to all of the arguments presented and dispute the notion that there is a single “right way” to teach about the Holocaust. The Holocaust was clearly an important and pivotal event in the history of the twentieth century. For that reason, it is important for students to study and learn about it. Particularly when talking about education within universities, the notion that we must learn something from the Holocaust is, in some ways antithetical to the entire notion of research and study. We do not deem a subject worthy or unworthy of study simply because it is something that we can or cannot draw lessons from in our contemporary societies. At the same time however, we recognize that education is never value neutral and that education broadly defined, functions as one of the most effective vehicles through which nations inculcate certain values and ethics (both constructive and destructive) within their citizens. In our increasingly global world we believe that it is crucial to teach students about the dangers of racism, anti-Semitism, and xenophobia and instill them with a respect for human rights. We believe that an important aim for education is to create a culture in which students are willing and able to challenge intolerance, injustice, and genocidal violence. As one of our conference participants noted in a panel entitled “The Roots of Genocide”, we need to focus our attention and energy on creating an anti-genocidal culture if we want to prevent genocide in the future. While learning about the Holocaust can be an important component in creating an anti-genocidal culture, on its own it is not enough. Students must be shown the extent to which “genocide is a common human tragedy that has occurred far too many times in the past (8)”. The Holocaust cannot be taught or understood as an aberration in the history of humanity. Instead, we should show students that while the Holocaust might be the most extreme case of genocide, it shares distinct similarities with more recent genocides in Rwanda, Cambodia, and Bosnia. If we want to prevent genocide in the future, we must educate students about the prevalence of genocides and genocidal conflicts throughout modern history and teach them about how and why such conflicts arise.
At the moment there are relatively few educational models that successfully combine teaching about the Holocaust with teaching about other modern genocides, human rights, and genocide prevention. One of the clear findings of our conference was that more cooperation and collaboration between practitioners and educators working across these fields is needed if we hope to eventually create a pedagogical model that allows for the incorporation of these different areas into a single educational framework. To this end the Salzburg Global Seminar, in cooperation with the United States Holocaust Memorial Museum, has created an initiative around the topics of Holocaust education and genocide prevention that will engage with these issues and create an interdisciplinary network of experts who can learn from each other with the aim of promoting quality educational efforts and cultural initiatives that support awareness and teaching of the Holocaust and other genocides, with a view to combating hatred, racism, and anti-Semitism and promoting the protection of human rights and genocide prevention.
For more information about this program and for a full report on the 2010 conference, please visit our website.
(1) David A. Shiman and William R. Fernekes, “The Holocaust, Human Rights, and Democratic Citizenship Education” The Social Studies (March/April 1999): 53- 62.
(2) Henry Maitles, “ ‘Why are we learning this?’: Does Studying the Holocaust Encourage Better Citizenship Values?” Genocide Studies and Prevention 3, 3 (December 2008): 341-352.
(3) SRI International, National Study of Secondary Teaching Practices in Holocaust Education, Final Report, August 20, 2004. www.policyweb.sri.com/cep/publications/SRI_Natl-Study_TeachingPractices.pdf
(4) Samuel Totten, Holocaust Education: Issues and Approaches (Boston: Alyn and Bacon, 2008), 138.
(5) European Union Agency for Fundamental Rights, “Discover the Past for the Future: A study on the role of historical sites and museums in Holocaust education and human rights education in the EU” Main Results Report, January 2010.
(6) Kofi Annan, “The Myth of Never Again”, 17 June 2010, New York Times.
(7) UNESCO, Plan of Action. World Programme for Human Rights Education, New York and Geneva 2006:1.
(8) Francis Deng, “In the Shadow of the Holocaust”, Holocaust and United Nations Discussion Paper Series, Discussion Paper 7.
- Why is it important for students around the world to study the Holocaust?
- In what ways are studies of the Holocaust, genocide prevention and human rights inseparable? In what ways are they distinct?
- What are some the potential dangers and benefits of linking study of the Holocaust with other genocides?
- What are the lessons of the Holocaust? Do these apply to your everyday life and to your interactions with others?
- Do you think Holocaust education could help to prevent future acts of genocide? Please explain why or why not.
The discussion papers series provides a forum for individual scholars on the Holocaust and the averting of genocide to raise issues for debate and further study. These writers, representing a variety of cultures and backgrounds, have been asked to draft papers based on their own perspective and particular experiences.
The views expressed by the individual scholars do not necessarily reflect those of the United Nations.
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The XIRR Function is categorized under Excel financial functions. It will calculate the Internal Rate of Return (IRR) for a series of cash flows that may not be periodic. It does this by assigning specific dates to each individual cash flow. The main benefit of using the XIRR Excel function is that such unevenly timed cash flows can be accurately modeled. To learn more, read why to always use XIRR over IRR in Excel modeling.
In financial modeling, the XIRR function is useful in determining the value of an investment or understanding the feasibility of a project that does not have regularly periodic cash flows. It helps us understand the rate of return earned on an investment. Hence, it is commonly used in evaluating and choosing between two or more investments.
The formula uses the following arguments:
Values (required argument) – This is the array of values that represent the series of cash flows. Instead of an array, it can be a reference to a range of cells containing values.
Dates (required argument) – This is a series of dates that correspond to the given values. Subsequent dates should be later than the first date, as the first date is the start date and subsequent dates are future dates of outgoing payments or income.
[guess] (optional argument) – This is an initial guess – or estimate – of what the IRR will be. If omitted, Excel takes the default value of 10%.
Excel uses an iterative technique for calculating XIRR. Using a changing rate (starting with [guess]), XIRR cycles through the calculation until the result is accurate within 0.000001%.
How to use the XIRR Function in Excel?
To understand the uses of the XIRR function, let’s consider a few examples:
Suppose a project started on January 1, 2018. The project gives us cash flows in the middle of the first year, after 6 months, then at the end of 1.5 years, 2 years, 3.5 years, and annually thereafter. The data given is shown below:
The formula to use will be:
We will leave the guess as blank so Excel takes the default value of 10%.
We get the result below:
Things to remember about the XIRR Function
Numbers in dates are truncated to integers.
XNPV and XIRR are closely related. The rate of return calculated by XIRR is the interest rate corresponding to XNPV = 0.
Dates should be entered as references to cells containing dates or values returned from Excel formulas.
#NUM! error – Occurs if either:
The values and dates arrays are of different lengths;
The given arrays do not contain at least one negative and at least one positive value;
Any of the given dates precede the first date provided;
The calculation fails to converge after 100 iterations.
#VALUE! error – Occurs when either of the dates given cannot be recognized by Excel as valid dates.
Thanks for reading CFI’s guide to the Excel XIRR function. By taking the time to learn and master these functions, you’ll significantly speed up your financial analysis. To learn more, check out these additional CFI resources:
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Indian Art And Culture
Indian Art and Culture is the second edition of the best seller ?Indian Art and Culture? by Nitin Singhania. The book offers comprehensive and latest information covering the broad field of knowledge on Indian art, paintings, music and architecture for the aspirants of the Civil Services Preliminary and Mains examination. Apart from the existing chapters, there are two new chapters and 5 appendices. The existing chapters have been adequately enriched with relevant upgraded information to make them more focused, comprehensive and strictly in line with the syllabus.
1. Covers the entire UPSC (both Prelims and Main) syllabus
2. Excellent Chapterization – Comprises of four sections: Visual Arts, Performing Arts, Culture in India and Appendices that streamline the topics in a logical fashion which is easy to understand and remember.
3. An access to videos offering additional explanation to specific topics available through QR code
4. Systematic arrangement of previous year questions along with practice questions for both prelims and mains after each chapter.
5. Data complemented with illustrations to strengthen retention
6. Addition of Two new chapter and five Appendices to the existing bestselling edition.
i) Coins in Ancient and Medieval India
ii) Indian culture Abroad
7. Key words are highlighted in every chapter
8. Questions from 2016 and 2017 examination also added
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Mild Traumatic Brain Injury (Concussion) Education
Mild traumatic brain injury (MTBI) or concussion is a common Mild Traumatic Brain Injury (Concussion) Education - Study Logopediatric problem of increasing incidence. Our team will transfer evidence from the results of our recently completed longitudinal CIHR study examining the recovery trajectories and neuropsychological outcomes of children after brain injury. One of our most significant findings to date is that the term "concussion" is used frequently but inconsistently for differing severity of injuries. If an injury was called a concussion it seemed to convey a less serious injury. This label resulted in a different course of action both in hospital and after discharge, as well as the family was less likely to consider that this was a brain injury.
Education and consistency of approach to MTBI in children is seriously needed at all levels. Children/youth are at greater risk for additional injury and prolonged symptoms if they return to activity too soon. Family physicians and community pediatricians are the frontline health practitioners who most directly impact the health of these children.
In collaboration with the College of Family physicians and the Provincial MTBI Strategy, the team will work to develop and evaluate user-friendly materials that help physicians in:
- identification of MTBI;
- recommendations for return to activity and school;
- referral guidelines for further services, specifically for children/youth in their practice.
Apps for smart phones or blackberries, Pocket Cards with key information, and printed materials will be created for use in offices by physicians and families. A knowledge broker will visit family practice offices to heighten awareness and introduce the tools. Final versions of all materials will be available at no cost on the CanChild website. Transferring knowledge from our results has the potential to improve earlier recognition and family education about childhood brain injury, to prevent re-injury and thus minimize the development of the debilitating secondary sequelae from MTBI.
For more information, please contact: Kathy Stayzk, OTReg(Ont)
Laura K Purcell; Canadian Paediatric Society, Healthy Active Living and Sports Medicine Committee. Evaluation and management of children and adolescents with sports-related concussion.Paediatr Child Health 2012;17(1):31.
Canadian Institutes of Health Research (2011-2012)
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Advocacy is the act or process of supporting a cause or proposal. It includes various strategies that influence decision making at local, national and international levels. It is generally organized around the resolution of a problem. Advocacy can include using multimedia to form public opinion, educating decision makers, organizing public events, researching issues and creating coalitions.
Effective advocacy requires an understanding of the problem or issue, solid analysis of the political environment and a coherent proposal for its solution. Advocacy encompasses the education and mobilization of citizens, so they can become involved in developing and promoting policies they care about.
WHY WE ADVOCATE
Through Catholics Confront Global Poverty, we encourage Catholics in the United States and others of good will to learn more about policy issues affecting our brothers and sisters around the world. This means advocating for changes in existing unjust policies and the creation of new policies that benefit the common good.
Advocacy is one of the most effective ways to ease human suffering and confront global poverty. When an unjust policy or system is changed because of our advocacy efforts, millions of people win.
Join us as we confront global poverty by lifting our voices and taking action!
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2006 School Lunch Report Card: Background
As children enter school this fall, they will learn the importance of math, science, and English. But high juvenile obesity rates and an epidemic of type 2 diabetes in children highlight the need for school lunchrooms to teach another crucial lesson: Low-fat vegetarian lunches rich in fruits, vegetables, legumes, and whole grains can help young people maintain healthy body weights and reduce the risk of chronic disease later in life.
Because the National School Lunch Program (NSLP) plays an important role in developing children’s eating habits, dietitians with the Physicians Committee for Responsible Medicine (PCRM) conducted a review of the food served in school lunchrooms. This report, the fifth completed by PCRM, examines 18 major school districts across the country and also evaluates schools’ efforts to encourage the consumption of healthy foods and educate students about nutrition. The results are summarized in a report card on page 9.
PCRM graded schools based on criteria in three major categories: Obesity and Chronic Disease Prevention, Health Promotion and Nutrition Adequacy, and Nutrition Initiatives. This year, the grading system has been updated and simplified, but the goal remains the same: to determine whether foods served in schools are promoting the health of all children. The results demonstrate that school lunches are gradually improving, but many school districts are putting children’s health at risk by serving unhealthful food.
The NSLP was established in 1946 to safeguard the health and well-being of the nation’s children by serving free and low-cost nutritionally balanced meals to students each day. Its secondary purpose was to encourage the consumption of domestic agricultural commodities. The Food and Nutrition Service of the U.S. Department of Agriculture (USDA) administers the program at the federal level. Today, the program exists in more than 100,000 public and nonprofit private schools and serves lunches to more than 28 million children each school day. Schools participating in the NSLP receive cash subsidies, donated commodities, and free bonus commodities for each meal served. In return, schools are supposed to serve lunches that meet federal nutrition requirements.
In recent years, childhood obesity has become a serious and growing public health problem. In 2010, nearly half the children in North America will be overweight or obese, according to a recent report in the International Journal of Pediatric Obesity. Obesity is associated with a wide range of health problems, including type 2 diabetes, heart disease, high blood pressure, stroke, some forms of cancer, gallbladder disease, asthma, and sleep apnea. All of these conditions are linked to poor dietary habits such as the over-consumption of calories, fat, cholesterol, salt, and sugar.
These alarming statistics and negative health trends are beginning to prompt change in the school nutrition environment. Four states—California, Florida, Hawaii, and New York—have healthy school lunch resolutions in place that aim to combat the obesity epidemic. These resolutions recommend that vegetarian entrée options be served daily and urge schools to place an increased emphasis on healthy plant foods such as fruits, vegetables, grains, and legumes.
The USDA has also taken some steps to increase children’s access to healthful foods. The USDA’s Fresh Fruit and Vegetable Program now provides $9 million a year to schools in eight states and three Indian Tribal Organizations to encourage increased consumption of fruits and vegetables as snacks. Participating schools say the program is very successful, and its funding should be increased. The USDA has also implemented the Team Nutrition program, which educates food service staff about preparing healthy foods. While these positive initiatives are limited in scope, they do offer a glimpse of what the USDA could accomplish if it shifted its focus to promoting the health of all children.
PCRM’s Healthy School Lunch Campaign
PCRM’s Healthy School Lunch Campaign was established to protect children’s health and reduce childhood obesity rates by increasing the availability of healthy plant-based foods in schools. To that end, PCRM encourages lawmakers, the USDA, and school districts to achieve the Healthy School Lunch Campaign goal of ensuring that all foods served promote the health of all children.
Abundant scientific evidence supports the consumption of plant-based diets for health promotion. Individuals following healthy plant-based diets are less likely to be overweight or obese, and they have a reduced risk of diabetes, heart disease, hypertension, high cholesterol, and some cancers. Moreover, studies show that vegetarian teens have higher intakes of essential vitamins and minerals.
Roadblocks to Health
School districts face numerous challenges when it comes to serving healthy foods and offering nutrition education. These problems include a lack of financial and programmatic support from the USDA and lawmakers, as well as a lack of social support for healthy eating habits from corporate interests and, at times, families and communities.
The Commodity Foods Contradiction
The USDA commodity system suffers from a serious conflict of interest. The USDA pledges to provide nutritious meals for school children, yet the department must also support food industries, including those that produce foods that contribute to obesity, heart disease, and cancer. The USDA buys hundreds of millions of pounds of excess beef, pork, milk, and other high-fat meat and dairy products to bolster dropping prices.
State processing programs allow school districts to contract with commercial food processors to convert raw USDA commodities into more convenient, reprocessed ready-to-use end products. Products high in saturated fat and cholesterol constitute most of the foods offered through this program. The top reprocessed items include cooked beef and pork patties and links, chicken nuggets, chicken patties and roasted pieces, turkey hot dogs, bologna, and pizza. Because of the way in which the school lunch program is structured, it can cost a school district more than twice as much to provide a high-fiber, low-fat veggie burger instead of a high-fat, zero-fiber hamburger.
Inflexible Menu Planning
The USDA’s Traditional Food Based Menu Planning Approach is an inflexible system that makes it more difficult for schools to offer meat alternatives and some other healthful foods. As an alternative, the department does allow schools to use the Nutrient Standard Menu Planning Approach. Schools that use the nutrient-based menu planning system are allowed more creativity and flexibility in menu planning and are able to serve a variety of healthy foods. However, to employ this alternative, schools must use expensive computer software to conduct nutritional analyses.
Lack of Accountability
Although federal law requires schools to ensure that menus meet the U.S. Dietary Guidelines for Americans, this mandate is not well enforced. In fact, the federal government’s most recent School Nutrition Dietary Assessment Study found that an astonishing 80 percent of schools serve too much fatty food to comply with federal guidelines. Even schools that comply with USDA regulations still offer more fat than should be found in a healthy diet. A wide range of research has found that low-fat diets offer important health benefits, including weight control and cholesterol reduction.
Making the Grade
PCRM recognizes school districts that go above and beyond USDA requirements. The USDA gives schools modest nutrition goals that many nutrition experts believe are inadequate, in part because they downplay the fact that plant-based foods are crucial for health. Abundant evidence shows that schools should meet higher standards for optimum health. Therefore, PCRM grades districts based on more meaningful criteria. School districts are not yet required by the USDA to serve plant-based meals, offer nondairy beverages, or develop innovative nutrition programs. Districts that score well in these areas deserve special recognition.
The Top of the Class
To earn a perfect score, school districts must meet USDA nutrition requirements, and they must also serve a nondairy vegetarian (vegan) entrée daily, a variety of fresh or low-fat vegetable side dishes and fresh fruits daily, make a nondairy beverage available to all students, and provide nutrition education in the cafeteria, as well as offer programs that promote healthy eating. Innovative programs include farm-to-school programs, cafeteria school gardens, farmer’s market salad bar programs, and other inventive ways to encourage the consumption of fruits, vegetables, whole grains, and legumes.
Every year, PCRM documents improvements in the types of foods offered in schools. Despite the many barriers to serving healthy vegetarian and vegan entrées in elementary schools, several districts have made these items more available. This year, an impressive 13 of the 18 districts surveyed had a vegan option at least once within two weeks. Twelve of these districts had vegan selections on the menu regularly or available daily upon request.
Most Improved Player
This year, Fairfax County in Virginia wins most improved district, coming out on the top of the list with an A. Fairfax County increased its score from a B in 2004 by increasing the number of vegan entrées offered and featuring at least one vegan entrée daily instead of once a week. Lunches also include a choice of many different healthy fruit and vegetable sides, and students have the opportunity to purchase soymilk. Fairfax County has done an excellent job of improving the healthfulness of its lunches.
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You might already know how uncomfortable heartburn (acid reflux) can be when it burns your esophagus, but did you know that heartburn can lead to more serious diseases? The experienced team at Rockland Thoracic & Vascular Associates has considerable experience in diagnosing and treating a wide range of conditions affecting the esophagus, using minimally invasive surgery when they can. The practice has offices in Washington Heights, Manhattan, in New York City; Pomona, Goshen, and Fishkill, New York; and Englewood, New Jersey. Call your nearest office today or book an appointment online.
The esophagus is the pipe that connects your throat to your stomach. When you swallow food, it passes down the esophagus and through a ring of muscle called the lower esophageal sphincter (LES).
The LES opens to let food into your stomach when you swallow, then closes again. It stays closed to prevent stomach acid from leaking out of your stomach and traveling up your esophagus. You need stomach acid to digest food, but it’s so strong that it can burn the tissues in your esophagus.
The LES sometimes weakens or doesn’t work properly. When this happens, acid can leak or splash (reflux) into your esophagus. This is the cause of heartburn (acid reflux).
Chronic acid reflux causes a condition called GERD (gastroesophageal reflux disease). GERD and acid reflux are very common conditions.
Other conditions that can affect the esophagus include:
Barrett’s esophagus develops when chronic acid reflux and GERD lead to changes in the esophageal cells. These changes can increase your chance of developing esophageal cancer.
There are two more common types of esophageal cancer. Squamous cell carcinoma tends to affect the middle and upper parts of your esophagus. Adenocarcinoma usually affects cells in the lower part of your esophagus near your stomach.
Achalasia is a more uncommon condition that affects the smooth muscle in your esophagus. If you have achalasia, it makes it hard to swallow because the muscles that squeeze the food down the esophagus to your stomach don’t work properly. Also, the LES doesn’t relax as it should when you swallow.
A variety of treatments are available to address conditions affecting the esophagus.
Treatment for GERD starts with making lifestyle changes like losing weight and cutting down on fatty and spicy foods.
You might need to take medication, including antacids to absorb excess stomach acid and proton pump inhibitors or H2-receptor blockers to reduce or block the production of stomach acid.
If other treatments don’t work, the team at Rockland Thoracic & Vascular Associates can do a procedure called Nissen fundoplication, a laparoscopic surgery used to treat GERD. It’s important not to let GERD continue as it can cause Barrett’s esophagus and esophageal cancer.
Treatments for Barrett’s esophagus include endoscopic ablation therapy and endoscopic mucosal resection. Ablation therapy delivers radiofrequency energy that heats the abnormal tissue and destroys it. Mucosal resection involves having an injection in the abnormal area, followed by suction to raise the tissue so it can be snipped off.
Treating esophageal cancer can involve surgery, radiation oncology, and chemotherapy. Wherever possible, the team at Rockland Thoracic & Vascular Associates uses minimally invasive surgical techniques when operating on the esophagus.
Find out more by calling Rockland Thoracic & Vascular Associates today or book an appointment online.
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SANTA FE NATIONAL FOREST, N.M.—For more than a century, the Lucero family has grazed livestock in the majestic landscape near Fenton Lakein the Santa Fe National Forest. They started with sheep and, in the 1920s, switched to cattle.
But that may all come to an end because of an endangered mouse.
“You’re taking a lot of heritage away,” said Mike Lucero, as he looks over the creek that cuts through the meadow. He was accompanied by his brother Manuel and cousin Orlando, who have brought their family’s cattle to this spot since they were children.
Last month, the U.S. Fish and Wildlife Service listed the meadow jumping mouse as an endangered species. Now, the U.S. Forest Service, which oversees the Santa Fe National Forest, is considering erecting a series of 8-foot-high fences to protect the mouse’s habitat.
The Luceros, members of the San Diego Cattleman’s Association and holders of grazing permits with the federal government, say the fences will lock out their cattle—as well as those of other permit holders—from ever returning to the meadow where the livestock graze for 20 days in the spring and up to 40 days in the fall.
“We’re not insensitive to protecting the mouse,” Orlando Lucero said. “But let’s work on something that keeps everyone’s interests in mind.”
Forest Service officials in Albuquerque say no final decision has been made but, at the same time, they are required by law to comply with the Endangered Species Act. Since the meadow jumping mouse is now listed as endangered, the Forest Service is bound to take steps to protect its habitat.
Grazing was listed as one of the “a primary threats” to the mouse, said Robert Trujillo, the acting director of Wildlife, Fish and Rare Plants for the Southwest Region of the U.S. Forest Service.
“It’s been our experience that a fence like that to protect that occupied habitat seems to be the best way we can do our affirmative duty and protect that habitat,” Trujillo said.
But the Luceros say putting up a fence is an example of federal government overkill.
“At first, they were talking about a 300-yard fence on eight feet of either side [of the Rio Cebolla, a creek that feeds the meadow],” Manuel Lucero said. “But you look at the [Forest Service] map now and it goes on for three and a half miles—and that’s just for this allotment.”
The Forest Service proposal could potentially put up fencing over large swaths of the forest, including the San Antonio Campground, a popular destination for families and outdoors enthusiasts in northern New Mexico.
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Linac, short for linear accelerator, is a piece of medical equipment used in radiology. It matches high powered x-ray energy up with the shape of cancerous tumors, destroying the cancerous cells while preserving the healthy tissue surrounding the area. Using a linear accelerator, oncology radiologists can be sure that a higher does than what has been prescribed is not being delivered to the area. The machines are frequently checked by medical physicists to ensure proper function.
As a patient needing radiation therapy a treatment plan is developed specifically for you with the support of experts including a radiation oncologist, a radiation dosimetrist and a medical physicist. Before the treatment begins your oncologist with double a triple check the plan and create a course of action to ensure that the radiation is delivered in the exact same manner each and every time.
LINAC devices are used to provide external beam radiation treatments for cancer patients. The linear accelerator treats various areas throughout the body. The concentrated x-ray beams are centered on the tumor in hope that the healthy tissue surrounding the tumor will be spared. The linear accelerator allows the x-rays to be sent in the shape of the tumor using blocks in the head of the machine or a multi-leaf collimator that is a part of the machine head.
During treatment the patient is positioned on a moveable couch like table. The patient remains still while the table and linear accelerator is moved into position for optimal treatment of the tumor. The linear accelerator is operated by a radiation therapist. This professional is in charge of actually delivering the correct dose of radiation prescribed by the radiation oncologist.
When radiation is delivered the safety of the patient and the therapist is of utmost importance. In order to ensure that the proper treatment plan is in place it is thoroughly checked by the radiation oncologist, radiation dosimetrist and physicist before the treatments are performed. Several quality control checks are in place to ensure that the treatment is given as prescribed.
Systems are built directly into the linear accelerator to ensure that a dose higher then what is prescribed is not delivered to the patient. Checks are preformed daily by the linear accelerator operator, radiation therapist, to make certain the radiation intensity is uniform across the beam and that the machine is in proper working order. On top of this the radiation physicist performs weekly and monthly checks on the machine. Modern day LINAC have internal systems that check the machine and do not allow it to be turned on until all of the treatment requirements are met. Patient and operator safety is of utmost important when radiation distribution is concerned.
Acceletronics delivers the best equipment performance and service reliability from Linear Accelerators and CT Scanners across all major brands and models. Our qualified oncology equipment specialists provide a quality customer experience across the USA with timely field maintenance. We sell, repair, refurbish, move and finance oncology medical systems check out more at http://www.acceletronics.com.
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Antarctic icefish belong to the perciform suborder Notothenioidei and are the largely endemic, dominant fish taxa in the cold continental shelf waters surrounding Antarctica. At present, the suborder includes eight families with 43 genera and 122 species. Although the Southern Ocean is relatively well sampled, new species of notothenioids are still being described.
The majority of notothenioids live at seawater temperatures between -2 and 4 ºC (28 and 39 ºF), but some subpolar species inhabit waters that may be as warm as 10 ºC (50 ºF) around New Zealand and South America. Seawater temperatures below the freezing point of fresh water (0 ºC or 32 ºF) are possible due to the dissolved salts. Notothenioids have a depth range of about 0-1,500 m (0-4,921 ft).
The notothenioids are a relatively rare example of a marine fish species flock.
Members of the family Channichthyidae (crocodile icefish), which is part of Notothenioidei, are the only known vertebrates that do not produce red blood cells and consequently their blood lacks the normal red colour. Other families in the suborder, such as the Nototheniidae (cod icefish), do have red blood cells and studies comparing the two families have revealed genes needed to make these.
The notothenioids lack a swimbladder, and the majority of species are therefore benthic or demersal in nature. However, a depth-related diversification has given rise to some species attaining increased buoyancy, using lipid deposits in tissues and reduced ossification of bony structures. Reduced ossification of the skeleton in the notothenioids changes their weight and henceforth has created a sort of neutral balance in the water, where the notothenioid neither sinks nor floats, and can thus adjust depth with ease.
Notothenioids have evolved a variety of interesting physiological and biochemical adaptations that either permit survival in, or are possible only because of, the generally cold, stable seawater temperatures of the Southern Ocean. Many notothenioid fish are able to survive in the freezing, ice-laden waters of the Southern Ocean because of the presence of an antifreeze glycoprotein in blood and body fluids. Although many of the Antarctic species have antifreeze proteins in their body fluids, not all of them do. Some subpolar species either produce no or very little antifreeze, and antifreeze concentrations in some species are very low in young, larval fish.
While the majority of animal species have up to 45% of hemoglobin (or other oxygen-binding and oxygen-transporting pigments) in their blood, the notothenioids of the family Channichthyidae have only 1%. They can still flourish in part because of the high oxygen content of the cold waters of the Southern Ocean and in part because oxygen is absorbed and distributed directly by the plasma. These fish must expend twice as much energy in cardiac output per second than the notothenioids with higher hemoglobin concentration. At a cold temperature, oxygen solubility is greatly increased.
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This App Identifies Types Of Plants From A Photograph
No more googling to figure out that cool plant in your neighbor's yard.
If you’ve ever photographed a picture of a beautiful flower or tree, only to be clueless as to what it’s called, you no longer have to scour the internet with a descriptive internet search (are those leaves serrate or sinuate?!) to try and identify it.
A new app called [email protected] can help you identity types of plants using just an image and your smartphone.
The app, which was developed by several French research institutions and a network for botanists called Tela Botanica, uses technology similar to facial recognition software to identify species of plants using photographs uploaded by users. Since it’s designed for French users, it does contain a plethora of European plants, but users can help grow the database by adding in photos from around the U.S. and identifying species on their own.
For those of you who are into botany, [email protected] is available for download in Apple’s App Store. Once you’ve downloaded it on your phone, all you have to do is snap a photo of your favorite plant, upload it to the app, and wait for it to comb through similar images to help you finally identify that strange plant growing in your yard.
Learn more about the app in the video below:
Photo by Vince_Vega
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Starting up a business is an easy task. However, sustenance is one of the most challenging things to do. Many have given up due to the various problems encountered starting. To lessen the burden of business owners, some financial organizations have formulated plans on acquiring loans to start and run the business till the ball gets rolling. Some businesses, unfortunately, accumulate excess debts and find it difficult to repay, while others fall victim to other unfavorable circumstances. Hence, this article will enumerate different ways to manage and stay in business.
What is Debt?
Debt is deferred payment for a good, service, or loan. In this case, there are two parties, the creditor and the debtor. Both parties sign an agreement (formal or informal) that stipulates the deadline for payment. In the case of a loan, an amount is added monthly, known as Interests. Hence, the debtor is restricted to paying back on or before the deadline to avoid higher interest rates. The debtor can be an individual, business, government.
Types of Debt
Debt can be in two forms, good or bad. Good debt is the type that helps the business grow positively by expanding or resuscitating its economic status. With good debt, the company can effectively . Every dollar goes to the business’ growth.
An individual can be a bad debtor when he acquires many liabilities without any laid plan to pay back. Sometimes, when an individual purchases a car and other depreciating assets, it is classified under bad debt. For a business. Bad debt will lead to additional financial problems, and carelessness can cause challenges with accounts.
Tips for Debt Management
Learning how to effectively manage debt is very important because it helps the individual or business get back on track rapidly. Since the establishment thrives after profit-making, owing debts will divert all the profit to repayment. Also, proper documentation of the repayment process will help the company avoid debt challenges with accounts and harassment. Once these two factors are taken care of, the business will go with positive changes in view. Here are some tips to aid debt management.
Stick to the Repayment Plan
Altering the repayment plan will create more debts. Some people enjoy creating more obligations for themselves. Although there’s the opportunity to live affluently, it becomes a burden to repay after accumulating debts. But, when the repayment plan is strictly followed, it may be difficult anyways; however, the goal will be achieved.
Rush Through Repayment
When it’s possible, increase the amount repaid monthly. If you have other sources of income, diverting a bulk sum of money to the loan is an easy way to get out of debt. Interests also contribute to the increases. Hence, the faster you play, the better for you and your business.
Let’s wrap it Up
As a manager or business owner, understanding the science behind debts is essential. The truth here is, debts are easy to get but difficult to repay. Also, they can help out in a difficult situation, but strict compliance is needed to get out from the debtor’s list.
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Working with SQLite databases
Once you have created an SQLite database, you can use SQL statements to add data, retrieve data, and modify the database.
The list of supported SQL statements and their syntax is available on the SQLite web site. The Database API does not support the following SQLite statements: ATTACH DATABASE, DETACH DATABASE, and PRAGMA. In addition, FTS2 and RTREE are not supported.
The following steps outline the basic procedure for running statements:
- Create an SQL statement by invoking Database.createStatement().
- Prepare the statement to run by invoking Statement.prepare().
- Run the statement. If the statement might return results, run it by invoking Statement.getCursor(). Otherwise, use Statement.execute().
- If the statement returns a result set, retrieve the result set by iterating over the returned cursor row by row. Do this using the Cursor interface, which works in all circumstances but is forward-only. For birectional cursor movement, but only for small result sets, use the BufferedCursor class.
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Date: January 1, 1934
Creator: Sontag, Harcourt & Brombacher, W G
Description: This report supersedes NACA-TR-129 which is now obsolete. Aircraft power-plant instruments include tachometers, engine thermometers, pressure gages, fuel-quantity gages, fuel flow meters and indicators, and manifold pressure gages. The report includes a description of the commonly used types and some others, the underlying principle utilized in the design, and some design data. The inherent errors of the instrument, the methods of making laboratory tests, descriptions of the test apparatus, and data in considerable detail in the performance of commonly used instruments are presented. Standard instruments and, in cases where it appears to be of interest, those used as secondary standards are described. A bibliography of important articles is included.
Contributing Partner: UNT Libraries Government Documents Department
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St. Catherine’s Park dates back to the time of the Anglo-Normans in Ireland. In 1219, the Norman landowners, Warrisius de Peche, of the Manor of Lucan and Adam de Hereford, Lord of Leixlip, (Strongbow’s right-hand man, and the Norman knight responsible for the construction of Leixlip Castle in 1172) granted to the brethren known as the order of the canons of St. Victor, the lands of St Katherine’s.
They were to build a priory and on parcels of adjoining land they had permission to collect wood, graze cattle and to construct a mill with a weir on the Liffey. By 1332, St. Katherine’s had passed to St Thomas’s Abbey and until 1530 was under their control.
Through a series of grants, gifts and leases, it returned to the possession of the laity, one of whom was the family of the original grantor, Sarsfield, whose descendants continued to hold part of St. Catherine’s until the early twentieth century.
While St Catherine’s had always been in two portions, one being the deer park shown on maps as a wooded area and the other open fields, it wasn’t until the mid-eighteenth century that the deer park of St Catherine’s was leased away from St Catherine’s as a separate parcel of land by a member of the Trench family.
The park remained in private ownership. In 1798 (the year of the ’98 Rising), a new house was built, called St. Catherine’s Park, to the design of Francis Johnston. This was to replace one burnt down. He also designed the gate which can still be seen in the park today. The house is currently a hotel.
The lands around St Catherine’s continued to be farmed, and if we roll the clocks forward, we arrive to more recent times when the land was used by UCD (University College Dublin) as a horticultural field station. Many Leixlip locals have fond memories of working in the fields and orchards in recent years, picking various fruits and vegetables.
After a failed attempt to get much of the land rezoned for housing by three land owners – an attempt that sparked a massive campaign to stop the rezoning – the state stepped in and purchased the bulk of St. Catherine’s Park to be used as a public amenity. Here is a newspaper report from the time.
There are some good quotes in there, such as this on:
Mr Austin Currie, Minister of State for Health, welcomed the announcement, hoping that the demesne “will form the basis of a Liffey valley national park as pledged in the Programme for Government”.
The land “can now be incorporated into the overall strategy for the conservation and preservation of the Liffey valley as a national amenity”, he said. [Mr Liam Lawlor, the Lucan based Fianna Fail spokesman on arts, culture and the heritage]
The purchase of the land was authorised by then Minister for Arts, Culture and the Gaeltacht, one Michael D. Higgins, our current President. There are three local authorities which have responsibility for the upkeep of the park: Kildare, South Dublin and Fingal. The river is the boundary between the two Dublin councils and the road up to the car park from the Black Avenue (beside the holy well) is the boundary between Kildare and Fingal. This county boundary extends north through the park, following a line of poplar trees.
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Madagascar: when “red wind” means hunger
Africa’s largest island is facing a serious humanitarian emergency. Drought and sand storms have unleashed one of the worst food crises in the history of a country with endemic deficiencies in water infrastructures and with a governance that is incapable of adequately managing the territory. The short film Where to go?, finalist at the We Art Water Film Festival 5, provides direct evidence of a crisis that threatens to kill more than a million people.
The situation is particularly serious in the south of the island, where farmers lost most of their rice crops in October.
The climate crisis predictions are turning out to be true in Madagascar. in the last five years and the current one is the worst in the last 40 years. The situation is particularly serious in the south of the island, where farmers lost most of their rice crops in October, a key month for the growth of the cereal, when rainfall was 50% less than the usual average.
The devastation of the tiomena
For farmers on the vast island in southeast Africa the situation worsened in January when the dreaded “red wind” - the tiomena (from tio, which means wind in Malagasy, and mena, meaning red) – devastated crops and pastures in the south. These storms, which cover the sky with a reddish dust that sometimes blocks the sunlight, contribute to increasing the dryness of the soil and deforestation. They generate a feedback loop: the more tiomena, the drier the soil and therefore the more sand to be blown by wind in the future.
For farmers on the vast island in southeast Africa the situation worsened in January when the dreaded “red wind” - the tiomena (from tio, which means wind in Malagasy, and mena, meaning red) – devastated crops and pastures in the south. © Madagascar74
This is a phenomenon that usually takes place from mid-May to mid-October, almost never in January, but the forecasts of scientists warn that these seasonal patterns will be altered by climate change.
As a result, less than half of what is needed to feed the entire population is expected to be harvested in the coming months. It is a real emergency: according to the UN World Food Programme (WFP), urgent intervention is required to avoid a worsening of the famine that has already begun, as malnutrition has almost doubled since September, from 9% to 16% of the population.
Where to go?
This kind of emergencies increase with climate change. Effective management of water resources in line with the balance of ecosystems must go hand in hand with strong actions to curb desertification. A community capable of managing water itself is capable of reducing the risk of droughts and . Therein lies the hope, both in southern Madagascar and in the rest of the world.
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Knee Cap (Patellar) Problems and Instability
Knee cap (patellofemoral) instability occurs when the knee cap does not slide centrally within the groove of the thigh bone. The knee cap can be tilted, partially come out of the groove (subluxation) or completely come out (dislocation).
Understanding the causes for such instability has become greater over the years and with individual diagnosis Professor Ghoz can decide what is the best course of action for each patient.
The three most common causes for dislocation are traumatic dislocation, trochlear dysplasia (flattening) and maltracking secondary to bone malalignment. When the underlying cause is understood then the appropriate treatment can be implemented.
Surgery is usually a last resort in the management of patellofemoral pain. It may be effective in preventing recurrences of dislocation, prevent patellofemoral impingement and reduce pain. The aim is always to enable all patients to get back to their normal active daily routines if possible.
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With the gardening season in full-swing, many urban gardeners are beginning to plan next year’s garden. With the national economic recession still lingering, many urbanites are in their first year of gardening, or planning their first garden for next year. Below is a list of the top 10 vegetables for the urban garden, based on popularity of the vegetables and size of the plants, as most urban gardeners are looking for ways to conserve space and still produce a bountiful harvest.
10. Green Pepper (California Wonder Pepper) is easily grown in a container with similar results as one would achieve growing the plant in the ground. Whether in the ground or in a container, the green pepper plant takes about one square foot of space and is easily incorporated in many dishes, from tacos to stir fry. The green pepper is also easily frozen for garden-fresh taste in the dead of winter. Ranked number 10 because of its very low cost at the farmer’s market (typically 2 for a dollar or 3 for a dollar).
9. Kohlrabi is quite a versatile vegetable, despite popular belief. Kohlrabi can be eaten fresh, either plain or with a good Ranch dip, or added to many dishes, such as mashed potatoes or stir fry. Kohlrabi takes up about one and one half square feet per plant if grown in the ground. Ranked number 9 due to its size versus productivity- one plant produces one kohlrabi.
8. Zuchini is a relatively small plant compared to other cucubrits such as cucumbers or pumpkins. Zuchini does not vine out much and can be easily grown in a container with quite similar results as grown in ground. As its cousin the cucumber, zuchini can be eaten fresh, but the benefits of zuchini are its small size and versitility. Zuchinni can be grilled, baked in bread, or frozen for later use. For its relatively small size, zuchini is quite productive, producing so many fruits per plant, it is often said one zuchini plant is all the home gardener needs.
7. Hot pepper is a generic term for any pepper with a high concentration of capsicum, the chemical which causes spicy flavor in the pepper. Cayenne is small and easy to grow, producing a good-sized crop which can be eaten fresh in salads or tacos, frozen for later use, such as in chili, or dried to use as a spice. Most hot peppers can easily be dried for using as a spice later.
6. Beans are a staple of American dishes. Whether bush or pole beans, the plants don’t take up too much space and produce an abundance of beans if given the right conditions and placement in the garden. Bush beans can conserve space in a raised bed, while pole beans can save space by taking advantage of vertical space. Beans can be eaten fresh, used in a multitude of dishes, frozen or canned for later use.
5. Onions are quite versatile and easy to grow from onion sets available in stores or from seed catalogs in the Spring. Onions are used in many different dishes from around the world, from stir fry to soups to burgers. Onions can be grown just about anywhere, but are best suited to fertile soil in the ground in direct sun. Onions are good for freezing and drying into flakes or powder. Onions can even be canned.
4. Peas are often the first crop to ripen in the Spring. Peas are very easy to grow in containers- 9 pea plants in a five-gallon bucket trained to grow up any type of trellis, whether a balcony railing, a tomato cage stuck into the pot, or any number of other options, can produce a nice amount of peas in a very small space. Of coarse peas can also be grown in the ground with amazing results. While best suited to Spring weather, peas can also be successfully grown as a fall crop. Sugar snap peas are best eaten raw or frozen. English garden peas can be eaten fresh, frozen, or canned.
3. Carrots have always been a popular plant for saving space. Carrot seeds should be sown about 2 inches apart in the ground, or 32 per square foot in the raised bed. Carrots have also been quite successfully grown in containers. Fresh-picked carrots straight from the garden are a delicacy, with a flavor not associated with store-bought carrots. Carrots can be added to just about any dish, from soups to slaws to casseroles or baked into bread or cake. Carrots are easily canned or frozen for later use.
2. Potatoes are a hugely popular staple of many diets around the world and especially popular in America. While traditionally thought of as perhaps difficult to grow, modern developments of the potato are throwing old notions out the window. Potato seeds (which are just small potatoes called “chitting potatoes”) are now bread to withstand disease, particularly the blight that caused the Irish Potato Famine. Potatoes are easily incorporated into the home garden, whether in the ground or in a bucket. Given proper care when picking, potatoes are long-storing vegetables and can be canned or dried for later use. Fresh-picked potatoes used in mashed potatoes are no match for mashed potatoes made with store-bought potatoes.
1. The best vegetable for the urban garden is technically a fruit. The tomato is popular in many dishes around the world and used in a variety of sauces, from pizza sauce to salsa, and used in chili, soup, tacos, and even jelly-like preserves for spreading on bread. Like potatoes, most tomato plants are bread to withstand many of the diseases tomatoes used to be susceptible to. Tomatoes are easy to grow in the ground, in a raised bed, in a container, and in hanging baskets, even upside-down. Tomatoes can be frozen, dried, or canned for later use.
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"The best teachers show you where to look, but don't tell you what to see."
How to Read and Understand a Scientific Paper: a Guide for Non-scientists. This is an excellent article on how to do critical analysis for scientific papers. Click the title to access the site.
From The University of Wisconsin-Madison, this site contains news stories of the week along with a series of interactive science animations, the ever-popular “Cool Science Images,” a series of Teacher Activity Pages linked to the national science teaching standards, The Weather Guys, and Curiosities.
Conceived by Mathematica creator and scientist Stephen Wolfram as a way to bring computational exploration to the widest possible audience, the Wolfram Demonstrations Project is an open-code resource that uses dynamic computation to illuminate concepts in science, technology, mathematics, art, finance, and a remarkable range of other fields
Australian Museum Collection Search: The Australian Museum holds natural science and cultural collections comprising many millions of specimens and objects. The Natural Science collections date from 1828 and document the biodiversity and geodiversity of the region. The Cultural collections include significant ethnographic and archaeological materials representing Aboriginal and Torres Strait Islander cultures as well as Pacific Islander, Asian, African and American cultures.
Dewey Decimal System
The Dewey Decimal Classification System for science topics is usually in the 500 section. Books on how to conduct a science fair project are in the 507 section. Books and materials in this section of the library are under the category of "Natural Sciences." The classification is:
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According to the Substance Abuse and Mental Health Services Administration (SAMHSA), more than 19 million people in the United States had a substance use disorder in 2019. In fact, addiction is more common than most people think. Even though most people know that addiction exists, the average person probably doesn’t realize that almost 1 out of every 5 Americans has an addiction to drugs or alcohol.
When first consumed, addictive substances can make individuals feel energized and confident, euphoric and relaxed, or pain-free. But those effects are temporary, prompting users to compulsively consume the substances again and again. Unfortunately, prolonged use of drugs and alcohol can increase an individual’s risk of cancer, heart disease, infections, stroke, heart attacks, coma, respiratory problems, and neurodegenerative conditions like dementia and Alzheimer’s. Luckily, addiction is a treatable condition and individuals can recover. Thanks to news advancements in the field of addiction research, today’s addiction treatment programs have become more holistic, incorporate evidence-based brain science, and teach lifestyle practices that help reduce the risk of relapse.
What We Currently Know About Addiction And The Brain
Research has allowed scientists and behavioral health experts to understand much about the relationship between addiction and the brain. Doctors, therapists, counselors, and recovery professionals know that addiction is a complex brain condition defined by the continued consumption of addictive substances despite harmful consequences. People living with addiction challenges become so consumed by their substance of choice that drugs or alcohol seemingly control their lives. This happens because of the way addictive substances interact with the brain.
Simply put, drugs and alcohol interfere with the brain’s reward system. When consumed, addictive substances travel to areas of the brain that signal reward and generate pleasure. In response, the brain releases dopamine, a neurotransmitter, or brain messenger, commonly known as the “feel good chemical.”
Addictive substances like drugs and alcohol flood the brain with dopamine. Initially, this rush of the feel good chemical may create a sense of pleasure. But dopamine also plays an important role in learning and memory. Over time, this release of dopamine teaches the brain to rely on the substance for pleasure, which, in turn, hijacks the brain’s reward system.
In addition to that, dopamine interacts with glutamate, another neurotransmitter, which links activities needed for human survival with pleasure and reward. In short, dopamine and glutamate trick the brain into thinking the pleasure-evoking substance is needed for survival. That misinformation triggers the compulsive consumption associated with addiction.
The brain is neuroplastic, or capable of changing, as a result of habitual behavior. Because of neuroplasticity, drugs, alcohol, and addiction can:
- Change the structure of the brain
- Negatively impact the way the brain functions
- Alter the way neurons in the brain communicate
- Decrease volume in brain areas that regulate planning, logical thinking, problem solving, and self-control.
Research has also helped scientists better understand the signs and symptoms of addiction. Even though each person can have a different experience with addiction, substance use disorders typically include a similar cluster of signs and symptoms. Signs, which are observed by others, can be physical, behavioral, or emotional. Symptoms, which are experienced by individuals grappling with addiction, typically fall into four categories: impaired control, social problems, risky behavior, and drug effects.
Signs of Addiction
Common signs of addiction include:
- Physical indicators, such as red eyes, runny nose, pale skin, an undernourished body, unexplained weight loss or gain, unusual body odor, slurred speech, poor hygiene, a bleeding nose, consistent coughing, random scars, burns, rashes, or scabs, shortness of breath, shaking hands and feet, and constant nausea or vomiting.
- Behavioral manifestations, such as missing work or school, lying, constant deception or manipulation, relationship/marital problems, disrupted sleep patterns, desire for isolation, keeping secrets, financial problems, neglecting responsibilities, missing important engagements, and poor performance at work or school. You might also notice changes in social groups, new and unusual friends, odd phone calls, and repeated unexplained outings.
- Emotional clues, such as irritability, defensiveness, inability to deal with stress, irrational responses, sudden and unexplained mood changes, denial, rationalizing or making excuses for their behavior, blaming others, and changing the subject to avoid discussing drugs or alcohol.
Symptoms of Addiction
Some of the more common symptoms of addiction include:
- Impaired control such as strong cravings and urges to use a substance or failed attempts to cut down or control the consumption of drugs or alcohol.
- Social challenges such failure to complete work tasks, school assignments, or projects at home because of substance use. Usually, these problems cause strained personal relationships as well.
- High-risk behaviors such as using drugs or alcohol while driving and continuing to use drugs and alcohol despite known health problems caused by substance use.
- Displayed drug effects such as a need for larger amounts of the substance to get the same effect (tolerance), changes in energy levels, and experiencing withdrawal symptoms, which vary depending on the substance.
Luckily, addiction can be treated. Let’s take a look at what the latest research tells us about breaking an addiction.
What Recent Research Tells Us About Addiction Recovery
At one point, scientists believed that pleasure was the main reason people used addictive substances. However, newer research suggests that addiction is more complicated. In addition to regulating and signaling pleasure, the reward circuit includes areas of the brain involved with motivation and memory. This means that addictive substances can stimulate parts of the brain that help us memorize patterns of behavior and motivate our present and future actions.
Prolonged exposure to addictive substances can cause nerve cells in the part of the brain responsible for planning and executing tasks to communicate in a way that associates liking something with wanting it. Instead of merely ‘enjoying’ the effects of drugs and alcohol, addictive substances trick the brain into wanting these harmful substances, motivating users to continue to use drugs and alcohol despite the consequences. The brain memorizes the pattern of behavior and changes (due to neuroplasticity) in order to adapt to this newly learned habit.
In short, recent research suggests that addiction may be the result of deep learning. Therefore, breaking an addiction should include brain science techniques and lifestyle practices that can help the brain ‘unlearn’ harmful patterns of behavior.
Technology Can Help Lessen The Brain’s Craving For Addictive Substances
Despite a wide range of medical therapies and rehabilitation support, addiction continues to remain a public health concern in the United States. In addition to a global pandemic, we’re in the middle of a nationwide opioid epidemic and overdose deaths continue to rise. High levels of stress and anxiety related to the COVID-19 pandemic have led to an increased reliance on drugs and alcohol. New therapies are needed to help treat addiction. Luckily, new research shows that technology like deep brain stimulation (DBS) may be an effective way to help reverse the brain’s reliance on addictive substances
What is Deep Brain Stimulation?
Deep brain stimulation is a neurosurgical procedure that works to regulate abnormal impulses in the brain. Traditionally, DBS requires the surgical insertion of electrodes into the brain to treat conditions like Parkinson’s disease, obsessive-compulsive disorder (OCD), epilepsy, and dystonia. But new studies on mice have shown that a type of non-invasive deep brain stimulation may be able to help treat addiction challenges, though research is in its early phase.
How Can Brain Stimulation Help Treat Addiction?
Temporal interference (TI) is a non-invasive deep brain stimulation technique. Instead of using literal electrodes, TI uses two beams of high electrical frequency to alter the activity of neurons in the brain. Deep brain stimulation can help treat addiction by changing the amount of dopamine in the brain. Dopamine, the “feel good chemical,” motivates individuals to continually seek out seemingly pleasurable substances like drugs and alcohol. By diminishing the amount of dopamine in the brain, temporal interference can help curb cravings caused by irregular levels of dopamine.
What Does the Research Suggest?
Scientists believe DBS and TI can help treat addiction by applying high-frequency stimulation to the following brain areas:
- The nucleus accumbens, which plays a central role in the brain’s reward circuitry, which may help reduce impulsive behavior
- Subthalamic nucleus (STN), a section of the brain which helps regulate impulse control
- Hippocampus, which plays an important role in what individuals memorize and learn
Research seems to show promising results. In recent animal studies, deep brain stimulation:
- Prevented rats from increasing their dose of self-administered heroin.
- Decreased rats’ motivation to obtain and consume heroin.
By inhibiting heroin use and decreasing the motivation to consume the substance, experts believe that deep brain stimulation could one day help diminish individuals’ desire for addictive substances, while subsequently increasing their self-control.
Deep brain stimulation and temporal interference may also help break the cycle of opioid addiction. According to an article published in Business Insider, deep brain stimulation is currently being used on an experimental basis to help a man who has been addicted to opioids for 18 years find sobriety.
Even though current animal studies have shown largely promising results, research is still ongoing. Further research is needed to see how well DBS and TI work during substance withdrawal and with different addictive substances.
Neurofeedback Can Help Individuals Learn Healthier Patterns of Behavior
Neurofeedback is another brain science technique gaining traction as an effective treatment for addiction recovery. This non-drug, reward-based training system, can help individuals overcome addiction by helping the brain ‘re-learn’ self-regulation.
What Is Neurofeedback?
Also referred to as EEG biofeedback or Neurotherapy, neurofeedback is a specialized treatment that uses advanced computer technology to “balance” the brain and improve the way your mind functions. Essentially, neurofeedback helps heal the brain from addictive, compulsive habits by teaching the mind to ‘learn’ new habits through non-invasive brain training exercises.
How Does Neurofeedback Work?
Neurofeedback works by using the brain’s ability to learn new things to retrain the mind. EEG sensors, typically placed on an individual’s forehead, monitor brainwaves as individuals play a game, listen to music, or watch a video. The stimulating game, music, or video operates smoothly when brainwaves function within an optimal range. When the brainwave activity reaches a non-optimal level, however, individuals receive negative feedback. Usually, the movie or game pauses, or the music stops playing. This feedback tells the brain that something is out of balance, causing the brain to “figure out” how to return to the stimulating entertainment. In time, the brain adapts to this feedback and learns self control, or how to function within an optimal range regardless of internal or external stimuli.
How Does Neurofeedback Help Addiction Recovery?
Scientists believe neurofeedback can help individuals break the cycle of addiction by training the brain to:
- Relearn impulse control
- Restore emotional regulation
- Relax and better manage stress
- Regain control of body movements
- Strengthen individuals’ ability to abstain from drugs and alcohol
Neurofeedback also helps alleviate symptoms of anxiety and depression which may trigger cravings for drugs or alcohol.
What Does The Research Suggest?
Because neurofeedback uses individuals’ specific brainwaves, this type of evidence-based brain science can help produce treatment plans unique to each individual’s recovery needs. Neurofeedback can also help recovery experts further understand how certain drugs affect specific areas of the brain. Here’s what some of the latest research reveals about neurofeedback and addiction:
- According to a study published in the Applied Psychophysiology and Biofeedback journal, neurofeedback training may be more effective than pharmacotherapy alone in treating substance use and in promoting mental health.
- Another study suggests that neurofeedback could be a highly-effective way to help people who are developing alcohol problems before the consumption escalates into dependent drinking or alcoholism.
- According to a UCLA study, biofeedback treatment combined with a 12-step program could help individuals recovering from addiction better accept change and stabilize the brain, reducing the risk of relapse.
- A 2019 study even suggests that automated neurofeedback brain-training systems have demonstrated such efficacy and safety that they should and could be explored as a primary behavioral intervention and form of treatment for addiction recovery.
Contingency Management May Be Just As Effective as Behavioral Therapy
Contingency management is largely based on the idea that when people receive rewards for positive behavior, they are likely to repeat that behavior again. Although controversial, contingency management is an evidence-based technique used to modify behavior by motivating individuals to live without addictive substances.
What is Contingency Management?
Contingency management is a treatment method that rewards individuals for positive behavior such as abstinence. “Contingency” means that a reward is contingent, or based on, performing a desired act. “Management” is the art, science, or practices of arranging these rewards to shape or modify behavior. When combined together, the two concepts help rewire the brain which is especially helpful for individuals looking to overcome addiction challenges.
Contingency Management and Addiction
Also called motivational incentives, contingency management provides recovering addicts tangible rewards or monetary prizes in exchange for drug-free urine samples or alcohol-free tests. Participants can also receive incentive prizes after they attend a training, class, or job interview. Instead of relying on drugs and alcohol for pleasure and reward, contingency management provides individuals alternative, healthier rewards while individuals develop a capacity to resist drug and alcohol use. Many treatment programs prefer using behavioral therapy rather than contingency management in order to establish long-term change within their clients, but research continues into contingency programs.
What Makes Contingency Management Effective?
Clinical trials have shown that contingency management is especially beneficial for individuals recovering from alcohol, cocaine, opioid, marijuana, and stimulant addiction. This is because material rewards evoke pleasure and stimulate a healthier, alternative, and natural “high.” But this technique is also effective because contingency management:
- Encourages the continuation of treatment
- Helps prevent relapse
- Rewires the brain’s reward circuitry
What Does the Research Reveal?
Almost all the research conducted on contingency management before 2005 proved that contingency management is an effective technique in addition to standard addiction treatment. Here’s what recent research on contingency management reveals:
- A 2018 meta-analysis of 50 different clinical studies for cocaine and amphetamine addiction found that combining contingency management with a community reinforcement approach was effective.
- A 2019 study based in South Africa found that contingency management may be a useful component to boost methamphetamine abstinence.
- Another study revealed that home-based contingency management for marijuana use disorder increased rates of abstinence among adolescent users during treatment.
Helping Overcome Drug-Associated Memories May Help Reduce Future Cravings
Now that scientists realize the impact that addiction has on habit-forming areas of the brain, they’ve started studying the influence of memories on drug cravings. If drug cravings arise in part from memories associated with drug use, treating and helping individuals overcome these memories may help reduce future cravings and prevent relapse.
Researchers at the University of Cambridge continue to study the correlation between memories, cravings, and relapse. Ultimately, the goal is to selectively disrupt the formation of harmful memories which can help break the cycle of addiction.
Some of the more common ways recovery centers can help disrupt the impact of drug-associated memories include:
- Mindfulness breathing
- Mantra-based meditation
- Eye Movement Desensitization and Reprocessing therapy (EMDR)
Mindfulness Meditation Can Help Rewire the Brain
Scientists have long studied the benefits of meditation. However, some of the latest research on meditation shows that the practice can actually help rewire brains negatively impacted by addiction.
What is Mindfulness Meditation?
Mindfulness is the ability to be fully present. When individuals are mindful, they are actively aware of where they are and what they’re doing. Mindful individuals are not overly reactive or overwhelmed by what’s going on around them. The ultimate goal of mindfulness is to “wake up” the mind’s mental, emotional, and physical processes.
Meditation, simply put, is exploring inwardly. Meditation isn’t a fixed destination. Instead, meditation is the process of venturing into the mind via the exploration of the sensations we feel and the thoughts we think. Mindfulness meditation is the process of exploring the mind in order to become fully present.
Mindfulness and Addiction Recovery
Mindfulness meditation aids the recovery process in many ways. Historical research has revealed that mindfulness helps break the cycle of addiction by:
- Helping people feel better by slowing down
- Reducing stress and anxiety
- Easing symptoms of depression
- Quieting the mental chatter that can lead to substance use
- Helping you understand your reaction to stimuli
Newer research suggests that mindfulness meditation can help break the cycle of addiction by rewiring and changing the physical structure of brains changed by addiction.
What Does the Research Suggest?
There’s a growing amount of research that shows that training the brain to be mindful also changes the physical structure of the brain. According to research, new data, and various studies, meditation can:
- Increase grey matter which increases cognitive functioning and helps the brain function better
- Shrink the amygdala, which helps improve emotional regulation
- Enlarge the prefrontal cortex, which is responsible for rational decision-making
- Thicken the hippocampus, which helps individuals memorize and learn new patterns of behavior
Perhaps more than anything, the latest research about addiction tells us that breaking an addiction requires holistic treatment. Detoxification and therapy are quite effective, but obtaining and maintaining long-term recovery requires holistic treatment customized to meet individuals’; specific needs. As such, breaking an addiction incorporates a blend of activities that work together to restore the brain to its optimal state of healthy functioning.
These activities can include:
- Evidence-based brain science
- Cognitive behavioral therapies such as dialectical behavioral therapy, eye movement desensitization reprocessing, and rational emotive behavioral therapy
- Trauma therapy and the healing of disturbing memories
- Programs to treat mental health challenges such as dual diagnosis treatment
- Community and peer support groups such as 12-step programs
- Brain retraining activities and therapies
- Proper balanced nutrition such as the “brain diet” and “dopamine diet”
- Healthy coping skills such as exercising, journaling, positive self-talk, writing, and drawing
- Aftercare support that includes vocational, housing, and sober living support
- Alternative lifestyle practices that promote, support, and encourage recovery like acupuncture, chiropractic services, yoga, mindfulness, and meditation
That’s what we offer here at Soba Recovery — comprehensive treatment plans that incorporate all aspects of addiction recovery. Our unique recovery programs combine a wide range of techniques, therapies, and lifestyle practices that can help individuals fully recover from the effects of addiction. Contact us today if you or a loved one are working to break free of the cycle of addiction.
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Passenger car engines are sized to produce very high horsepower to suit the consumer’s demand for drivability and performance. Unfortunately, engines run most efficiently at high load conditions and very inefficiently at the low loads where they spend most of their time. This results in poor fuel economy and high CO2 emissions.
ESI’s continuously variable stroke engine expands the high efficiency operating region into the area where the engine operates during normal driving. This is accomplished using a unique patented crankshaft and connecting rod system that allows the distance the pistons travel to be adjusted on an immediate and continual basis while adjusting the combustion volume to maintain the same compression ratio. The engine is essentially being “sized” in real time to efficiently produce the necessary power and reduce many of the losses associated with a conventional drive train.
The engine eliminates the throttling loss as well as reduces the reciprocating friction losses by more than 50%, and maintains the full expansion ratio of full stroke at even low power settings.
GT Power simulation shows a 30% improvement in fuel consumption over the Federal test cycles compared to an equivalent displacement gasoline engine.
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SEMANTIC STUDY OF SOME LEXICAL ITEMS IN NIGERIAN ENGLISH
Nigerian English came into existence about four decades ago. It has been noted that some of the English language items have been attached different meanings by the Nigerian speakers of English. This semantic deviation contributed greatly to the poor development of standard grammatical competence and communicative performance among speakers of English. This work therefore, examines some of the English lexical items whose meanings have been greatly adopted to suit the Nigerian context. It focuses on the terms used in the professional fields of media such as print media, service media and electronic media as well as education. The terms used in these fields are compared with their Standard British English forms or meanings and the differences are established. Some of the Nigerian English items in the area of clothing, food and kinship are also compared with those of Standard English forms and the differences are established. The work is approached through questionnaire and library research. We found out that the deviation in the meanings of some English lexical items is caused by the speaker’s level of education, environment, background and culture. The research is carried out at Port Harcourt and we discovered that the deviations in the meanings of some English lexical items are as a result of influence by several Nigerian context and culture. Our findings are suggestive of the communication gap among speakers of English language. We recommend that more efforts should be made by linguist and writers to promote the acceptability of the Nigerian English.
Disclaimer: By purchasing this Research Project Material, YOU agree to use it ONLY as a GUIDE to conduct your own academic research.
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This blog was written by Lily Garnett, volunteer at the UCL Pathology Museum
UCL.16.009 and UCL.16.018 are skulls. Like any human face, although they have the same features, they look different. They have both been processed for medical teaching, with cuts and hooks to reveal the inner workings of the cranium.
In terms of provenance, the history of these two individuals remains a mystery. The UCL prefix to their number indicates that they were found within the collection and their history prior to this is unknown. Before accurate plastic models became available in the 1990s, real human bones were used for teaching.
But where do you get a skeleton from?
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Types of outlines for research papers
How to Write a Persuasive Essay Outlining is a crucial step in the research paper writing process.
If you want to write a clear and focused paper, you first need to write an outline. While it's possible to write a paper without the outline, doing so may result in a disorganized final types of outlines for research papers. types of outlines for research papers
- The headings at one level should all have the same level of significance.
- Generally, your Introduction should state briefly all the major points of your topic your readers will be reading about.
- In a sentence outline, every argument that appears in the final copy is articulated in a succinct form.
In general, all outlines share a few common elements: However, there is tremendous variation in how these elements are arranged. Outlining With Sentences Sentence outlines include full sentences for each topic covered in the final paper. In a sentence outline, every argument papdrs appears in the final copy is articulated in a succinct form. If someone read a sentence outline, they'd get a shorthand version of the final paper.
Write types outlines research of for papers Writer's
For a research paper, each sentence in the pqpers should correspond to a paragraph in the final paper. If the paper is broken down into sections, each types of outlines for research papers should be placed under a headline for the section to which it pertains.
Paragraph for research papers types outlines of Reviews from
Outlining by Topic Topic outlines break the paper down by section, sub-section and topic. They don't summarize types of outlines for research papers argument in the paper. Instead, they provide a list of things mentioned in each argument. For example, if you want to argue that smoking causes cancer, you might outline "I.
What do you want your reader to understand? Basically, you want to create a main conflict, with action that builds up to a climax, and ends with a resolution. To create it, the writer outlines the research paper, noting the thesis as well as types of outlines for research papers major and supporting details. Types of outlines for research papers Heller's plot chart for Catch And some stories require a bit of creativity to outline effectively: This type of outline is appropriate if your paper is less than 1, words and if you don't need to hand in the outline to your teacher. One option is the topic outline, in which the details are written in phrases.
Link between smoking and cancer; A. Studies showing link; outlimes. Decimal outlines use only numbers e. Outlining in Style -- MLA vs. APA Different academic style guides sometimes require different outlines. If your professor wants to see a completed copy of your outline, you have to provide a copy written in whichever style your professor prefers. If your instructor wants the outline in Modern Language Association MLA style, you should provide an alphanumeric outline with full sentences and a thesis clearly stated at the top of the page.
This will take several drafts until you get it just right. This is a formal outline, and it requires parallel structure, coordination, subordination and division. What social, economic, or other impact has previous research had in this area? Unlike the formal outline, it does not require parallel structure and other formal reeearch.
If your professor prefers the American Psychological Association APA format, you reseadch provide an alphanumeric outline with a thesis at the top, but outllines may choose topics or sentences for the content. Shooting for Bullet Points For short research papers, a brief list of bullet points may suffice as an outline.
This type of outline is appropriate if your paper is less resaerch 1, words and if you don't need to hand in the outline to your teacher. When writing bullet points, you can use short topic statements. For iutlines, a bullet outline for a policy paper might read "1. Conclusion," types of outlines for research papers you may use full sentence bullet points, if you prefer.
The main difference as the title suggests is that full sentences are required at each level of the outline. What is the assignment? This page is brought to you by the OWL at Purdue https: Next, a full paragraph summary, and summaries for each character. In general, types of outlines for research papers outlines share a few common elements: As with a formal outline, it includes the important details and is a type of plan. The ytpes outline helps a writer check whether the thesis is clear, the organization makes sense, a paragraph has enough or too many supporting details and the research has been incorporated well.
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Innovation and sustainability drive the pine chemicals industry.
By Charles Morris, President and CEO of Pine Chemicals Association
For decades, the pine chemicals industry has used biorenewable feedstocks from both forests and factories to produce materials used by a variety of industries, including adhesives and sealants. From the forests, gum oleoresin is collected through the tapping of pine trees and refined into gum rosin and gum turpentine. In factories, crude tall oil (CTO), a mixture of fatty acids, rosin and other bio-materials, is made via the pulping process used by paper mills, and further refined through fractionation.
These substances are used to manufacture adhesives and sealants, as well as paper, paint, printing inks, soap, disinfectants, perfumes, flavors, fragrances and vitamins, to name a few. The gum resin industry is a multi-billion-dollar global business, with more than 1 million metric tons of products produced annually from the sticky substance.
While these forests and factory processes occur in very different environments, they share two important elements: sustainable practices and continued innovation. Why are these two concepts important? Because they have come to the forefront up and down the manufacturing supply chain. Companies are looking for ways to set themselves apart from the competition, and innovation and sustainability are important differentiators.
Seeing the Forest through the Trees
Improved forestry innovation and sustainability were slow in coming, but they have accelerated in the last decade. Tapping pine trees for resin goes back hundreds of years, when it was used for caulking ships and later in chemical intermediates used in manufacturing a multitude of consumer products. Much of this tapping occurred in the southern U.S., where natural pine forests were plentiful. However, a growing and increasingly urbanized population—along with inefficient and unsustainable forest management practices—took its toll, and tapping operations all but disappeared.
Today, pine tapping is done in underdeveloped areas around the globe, as well as in parts of Europe. The collection of oleoresin has traditionally been done through a subsistence-like model: individuals working for themselves in communally owned forests, for low wages, without any mechanization or safety equipment in often difficult terrain.
Until a decade ago, the processes hadn’t changed much from the 1920s and ’30s. Although the gum resin supply was stable, the traditional model was reaching critical mass as gum resin farmers were choosing to leave the forests for better-paying jobs in cities, causing labor shortages. In addition, outdated forestry management practices threatened resin output and, in certain cases, the survival of the forests themselves. These issues motivated key players in the industry to develop new strategies and explore best practices, with the goal of ensuring steady growth and long-term financial health.
Evolving the Business Model
Industry change began to take root, with a concentration on the more efficient use of natural and human resources, the use of genetic engineering, selecting and reproducing high yield and faster growing trees, and improved tapping techniques. Living laboratories—man-made forest plantations—were created in Brazil to test these innovations.
The industry has slowly but steadily moved from a subsistence-like model to an “agribusiness” model. Instead of relying on natural forests, many gum resin companies are buying or leasing land and planting their own plantation forests, with optimal management and productivity in mind. Plantation forest trees are fast growing—six to eight years to reach maturity (compared with 15-20 years in a natural forest)—and can produce up to twice the amount of oleoresin per tree compared to those in native forests.
Pine tappers are now working for companies that run the pine plantations. They receive a competitive salary, as well as safety protective gear and access to standardized equipment. Easily accessed resin collection trucks are replacing heavy buckets that farmers used to carry on their backs for long distances, often through difficult terrain.
Now, one worker can productively tap 7,000-10,000 trees each year, compared to 1,500-2,000 trees tapped in a natural forest annually. The new practices can increase oleoresin yield per hectare by six to seven times that of a native forest, helping to ensure the sustainability of the industry.
As the business model was changing, researchers addressed the trees themselves. Farmers were using tapping techniques dating back to the 1850s. Experiments with new pine tapping methods that require less frequent cutting of the tree have yielded promising results. A new “borehole method” has been found to deliver good yields without the need to frequently “work” the tree. New chemical inducers applied to the tree during tapping—tree hormones, if you will—further stimulate resin output.
Increasing oleoresin output through genetics is another key innovation. Gary Peter, professor of Forest Resources and Conservation at the Genetics Institute in the University of Florida’s Plant Molecular and Cellular Biology program, has developed pine seedlings that have genetic traits correlated with higher resin production. In a study of first-generation genetically bred trees, oleoresin flow was increased 1.4-fold and the number of resin canals within the tree increased 1.1 fold.
The evolving agribusiness model and scientific innovation enables the optimal management of forests, better conditions for workers, and increased productivity and resin output. This ensures steady supplies of gum rosin and gum turpentine while minimizing price fluctuations.
Best Practices in the Factory
Another source of pine chemicals is recovered during the papermaking process, in the form of CTO and crude sulfate turpentine (CST). These products are fractionated to their pure components, including rosin similar to the rosin produced in tapping trees. This industry, which began in the 1940s, has steadily become more efficient due to state-of-the-art best practices adopted in the last several decades.
Manufacturers around the world have developed world-scale, high-efficiency, complex high-temperature and vacuum processes to separate and further process the CTO and CST. These plants are operating with substantially reduced energy and producing high-purity products. This innovation has allowed the industry to stay current with the ever-changing needs of adhesives, ink and papermaking customers.
The value of CTO and CST to customers is further maximized through “cascading,” which is the use of biomass co-products as feedstocks to create another new product. It requires an efficient use of resources throughout the value chain to take advantage of each new product’s co-products in order to create yet another product, until 100% of each co-product’s potential has been harnessed. Only then is the final residue suitable to be converted into energy or disposed of as waste. Without the cascading approach, many bio-friendly chemical solutions would not be available to businesses.
Blueprint for Success
In an October 2013 article, Matt Croson of the Adhesive and Sealant Council detailed trends impacting the industry.1 One of those trends was an increased focus on the practice of green chemistry. Another was sustainability as a market driver in the industry, and the importance of the impact suppliers have on the environment. Improved pine chemicals practices in both forests and factories highlight these trends.
Yet there is always room for improvement. “The pine chemicals industry needs to continually improve its understanding of the best ways to tap gum resin to allow for sustainable growth in the future,” says Alejandro Cunningham, founder of AR Eldorado, a pine resin chemicals consulting company and an expert in pine resin issues. “To do this, we need more industry cooperation and sharing of research and best practices.”
In taking stock of their own innovation and sustainability efforts, and those of their suppliers, adhesives and sealants manufacturers might look to the pine chemicals industry for ideas and inspiration. As a supplier of ingredients that serve as the base of many products, it’s a natural place to start.
1. Croson, Matt, “5 Trends Impacting the Adhesive and Sealant Industry,” Adhesives & Sealants Industry, October 2013, pp. 12-15.
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"Σήμερα δεν είναι Πέμπτη."
Translation:Today is not Thursday.
14 CommentsThis discussion is locked.
The semantics are slightly different. I'm not sure how best to explain it, but I see it kind of like "today" is the subject noun, and by stating "it" as another (identical) subject, you are reinforcing the statement of the sentence. Adding "it" probably helps with adding tonal inflection when trying to get a message across. I think it's just an unnecessary extra word, but both sentences do carry the same meaning.
Please correct me on this or expand further! I'm told I'm well spoken in English, but during school we weren't taught about the structure of the language at all.
In charnfield's sentence, "today" is not an "identical subject," or a subject at all—it is an adverb. It does not answer the question of what is not Thursday—that is "it"—but rather when "it" is not Thursday. You can break down the construction as follows: "It is not Thursday." "When is it not Thursday?" "Today. Today, it is not Thursday."
A parallel construction might be "Today it is not a good idea." This does not mean that "today" is not a good idea, but rather that "it" is not a good idea today: tomorrow, it might be.
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Chestnut Hill Reservation facts for kids
Quick facts for kidsChestnut Hill Reservation
|Location||Boston, Suffolk, Massachusetts, United States|
|Area||120 acres (49 ha)|
|Elevation||131 ft (40 m)|
|Governing body||Massachusetts Department of Conservation and Recreation|
|Website||Chestnut Hill Reservation|
Chestnut Hill Reservation is a public recreation area and historic preserve surrounding the Chestnut Hill Reservoir in the Chestnut Hill and Brighton neighborhoods of Boston, Massachusetts. The reserve is part of the Chestnut Hill Reservoir Historic District, is listed on the National Register of Historic Places, and is a City of Boston Landmark. It is managed by the Department of Conservation and Recreation.
Activities and amenities
A one-mile walking path encircles the reservoir. Shoreline fishing is offered. The Reilly Memorial Recreation Center beside the reservoir has a swimming pool and skating rink.
Chestnut Hill Reservation Facts for Kids. Kiddle Encyclopedia.
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Potassium sparing is a phrase that typically describes a special class of diuretics, Drugs.com explains. Diuretics are medications that help your body eliminate excess water. Usually, diuretics cause your body to excrete large amounts of potassium. This can lead to deficient levels of potassium in the body. Potassium sparing diuretics facilitate water excretion, but keep potassium loss to a minimum.
Potassium Sparing Diuretics
Potassium sparing diuretics include drugs such as amiloride, spironolactone and triamterene. These drugs are able to lower fluid levels within the body without causing severe potassium loss. Potassium sparing medications work by stimulating your kidneys to absorb more potassium before it is excreted in your urine, BartterSite.org reports. These medications increase urine flow, which helps the body eliminate excess liquid.
Potassium sparing diuretics are most often used to treat high blood pressure and prevent fluid retention, according to MedlinePlus, a service of the National Institutes of Health. Fluid retention may be caused by heart disease, blood vessel damage or liver damage. In all of these conditions, excess fluid can lead to complications, such as edema, difficulty breathing and death. Spironolactone is also beneficial in restoring potassium levels in patients suffering from a potassium deficiency.
Only your doctor can prescribe potassium sparing diuretics. Amiloride comes in capsule form, and 5 mg to 10 mg is given daily to help lower blood pressure or reduce fluid levels, Drugs.com states. For spironolactone, dosages vary depending on why you are taking the drug. If you are attempting to lower the amount of water in your body, you doctor may initially prescribe 25 mg to 200 mg per day. This dose can be increased, depending on your case. If you are taking spironolactone to lower blood pressure, then 50 mg to 100 mg is given at first, with dosages gradually increasing to 200 mg per day. Trimaterene is given as a 100 mg dose twice a day in order to reduce blood pressure.
The potential side effects of potassium-sparing diuretics range from mild symptoms to severe complications. All three drugs can cause nausea, vomiting, diarrhea, dizziness and headache. Amiloride and spironolactone can decrease sexual function, while triamterene can cause an increased sensitivity to sunlight. Spironolactone may also cause breast tenderness in females, breast enlargement in men, increased sweating and irregular menstrual periods, BartterSite.org warns.
More serious complications include severe shortness of breath, high fever, painful urination, bleeding in the digestive system, irregular heartbeat, extreme fatigue and unusual bleeding. Consult your doctor if you experience any of these potentially life-threatening effects.
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< 530 BC >
Events in 530 BC
There are no recorded events this year. See an overview of when world history happened.
People in 530 BC
Confucius celebrated their birthday this year.
Presenting 530 BC
The year 530 BC was a common year starting on a Sunday, just like 627 BC, 616 BC, 610 BC, 599 BC, 588 BC, 582 BC, 571 BC, 560 BC, 554 BC, 543 BC in the century before it and 526 BC, 515 BC, 504 BC, 498 BC, 487 BC, 476 BC, 470 BC, 459 BC, 448 BC, 442 BC in the next.
The coloured days highlight
other historical milestones, and recurring events such as anniversaries and
icons indicate the phases of the moon and appear only for dates in the Gregorian calendar, i.e. after 14 October 1582. The Chinese calendar is available only from 1645 to 2644, the first millenium since the last reform. The coloured columns mark the Sundays, the last day of the week per standard ISO-8601.
The normal calendar page for the current /year?2016 contains an introduction to the intriguing history of the year as we know it. The Calendar Converter has more detail. The so called Perpetual Calendar uses a trick from before the age of computers to find the weekday for any Gregorian date. Also see an overview of all historical events in the last six thousand years.
URL: < http://4umi.com/year?530BC >, created 23 January 2011, changed 13 September 2012, served 30 July 2016.
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“What is a sensory processing disorder?” It is a condition in which an individual has difficulty processing the information coming in from the various systems. With a sensory processing disorder, one, two, or all three of the following sensory systems might be involved (as well as any of the other senses), leading to sensory modulation problems. Sensory modulation is the ability to regulate sensory input from the various sensory systems so that a person can orient, attention can be focused, and an alert and a relaxed state can be maintained during daily routines. To better understand sensory modulation, you need to know about the following sensory systems.
Tactile System: The tactile system is the sense of touch. This is the sensory system that helps us learn about our bodies and our environment. It is important in the development of a child’s body scheme (the internal map of our body and how we use our body to interact with the world around us). This system is composed of two subsystems: (1) discriminatory- allows us to know where we are being touched, (2) protective- lets us know if we are in contact with something dangerous. Tactile input is very important for the development of fine-motor skills, visual perception skills, and articulation of sounds.
The Vestibular System: The vestibular system is the sensory system that responds to accelerated and decelerated movement. It is through the vestibular system that we learn directions and are aware of our body position in space. This input helps us to form a basic reference for all sensory experiences. This system has interconnections with many parts of the body and influences many different functions, for example, muscle tone, postural control, balance, eye and neck muscles.
The Proprioceptive System: Proprioceptive information is sensations from muscles and joints. Proprioceptive input tells the brain when and how muscles are contracting and stretching and how joints are being compressed or stretched. It helps us to know where our bodies are in space and how they are moving. Proprioceptive input provides a calming effect. It works along with the vestibular system.
An experienced therapist can evaluate and determine which systems are involved, allowing for more specific treatment planning, which leads to more effective treatment! In my next entry, I’ll share a variety of sensory activities that are alerting, calming, etc.
Photo by David Castillo Dominici @ freedigitalphotos.net
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America’s security and prosperity depend on our children’s ability to drive the economy of the future.
Barack Obama won his re-election fight because Americans who are committed to moving forward turned out in record numbers to vote, especially in battleground states.
But we can’t go forward unless Congress sits down and makes the hard decisions required to create a just budget that invests in children, and creates jobs for their struggling parents while making sure those who have benefited from huge tax cuts pull their weight.
Exit polls on Election Day made it clear: A clear majority of voters agree that the richest Americans need to pay higher taxes.
Children, the poor, and the middle class cannot afford more devastating cuts and instability as they continue to struggle against hunger, homelessness, joblessness, and loss of summer school and regular school days as a result of this long economic downturn.
To move forward, America’s security and prosperity depend on our children’s ability to drive the economy of the future. If a majority of our kids can’t read and compute at grade level, we won’t have a strong economy.
Our leaders face crucial budget decisions. They must craft solutions that will protect the already porous safety nets on which so many children and families rely, and invest in the health, early childhood development, and education of our children.
The fundamental principle of protecting children and other vulnerable populations has been a cornerstone of deficit reduction since the bipartisan Balanced Budget Act of 1985. Every automatic budget cut mechanism of the past quarter century has exempted core low-income assistance programs from any cuts triggered when budget targets or fiscal restraint rules were missed or violated.
The American people still strongly support this principle. Last year, a Gallup poll found that 55 percent of Americans oppose cutting spending on anti-poverty programs. A Public Opinion Strategies poll showed even larger numbers of likely voters oppose cuts to Medicaid (73 percent) or education programs (75 percent).
Cutting children from the budget now will cost us all more in the long run.
On the other hand, economists agree that investing in children promotes economic growth. For example, investments in education that raise high school graduation rates have been shown to yield a public benefit of $209,000 per student in higher government revenues and lower government spending, and an economic benefit to the public purse that is 2.5 times greater than the costs.
Children constitute the poorest age group in the United States. More than 16.1 million children in America live in poverty — more than one in five of all children and more than one in three children of color — so special efforts must be made to address the needs of these most vulnerable among us.
Poor children lag behind their peers in many ways beyond income: they are less healthy, trail in emotional and intellectual development, are less likely to graduate from high school and to find steady work as adults, and are more likely to head poor families. Every year we keep these millions of children in poverty costs our nation at least half a trillion dollars in lost productivity, poorer health, and increased crime.
Rather than imposing strict austerity measures without regard for the human consequences, we must invest now in children to prepare them for the future and help create jobs.
Be careful what you cut. If our children aren’t ready for tomorrow, neither is America.
Marian Wright Edelman is the president of the Children’s Defense Fund. A longer version of this essay appeared on the Huffington Post Distributed via OtherWords (OtherWords.org)
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Gamification was definitely an important trend this year and it looks like it will continue to make an impact not only on marketing but also on education next year. The term “gamification” has even made it to the US selection of Oxford’s shortlist for the Word of the Year 2011!
Gamification is defined by the Oxford University Press as
the application of concepts and techniques from games to other areas of activity.
Designing for gamification in education is not the same as as designing educational games. It is more about translating and transferring what we know about the potential of games for captivating attention, motivating to do things and coming back for more in educational settings. Andre R. Proto writes in his blog post on “Gamified Classroom”:
“With the current state of school budgets, teachers interested in gamification can’t depend on state funding to provide their class with the technology needed for video games. No matter how good a system, any gamification platform that relies on technology is sadly out of reach for many classrooms. We need a method for teachers to implement game mechanics into their classroom without adding to the financial burden. Any other solution, no matter how engaging, isn’t scalable.”
To me one of the most interesting projects ever is the school “Quest to Learn” in New York supporting a dynamic curriculum that uses the underlying principles of games:
“Quest to Learn has purposely responded not only to the growing evidence that digital media and games offer powerful models for reconsidering how and where young people learn, but also to the belief that access for all students to these opportunities is critical.”
Another project related to gamification in education that got much attention this year has been Mozilla Open Badges Project, aiming at “making it easy to issue and share digital learning badges across the web:
Learning today happens everywhere, not just in the classroom. But it’s often difficult to get recognition for skills and achievements that happen outside of school. Mozilla’s Open Badges project is working to solve that problem, making it easy for anyone to issue, earn and display badges across the web — through a shared infrastructure that’s free and open to all.
Some interesting applications include the The Peer 2 Peer University and the course on “Open Badges and Assessment” started by Doug Belshaw. By the way, Mozilla Open Badges Initiative will be leading a track on “open Badges: open Data for Open ePortfolios” at ePIC 2012.
There have also been a number of individual initiatives with such pioneers as Lee Sheldon at Indiana University designing courses as multiplayer games and abandoning grades for game points. You can find out more about it in the blog “Gaming the Classroom“.
Another development worth mentioning are new features of the microblogging service Edmodo. Nic Borg, the co-founder of Edmodo, recognised the “the gamification of the classroom” trend: In 2011 Edmodo started offering some new functionalities such as badges — with which teachers can award students — and a Quiz Builder assessment engine.
If you take a closer look, all these projects show that the idea of gamification goes far beyond collecting points or badges and leveling-up. It is all about enhancing learner engament and supporting the learning process in a formative and iterative way. The premise of gamification is that it no use sitting and waiting for intrinsic motivation but it may be more effective to apply strategies to trigger interest and engagement. As Elizabeth Corcoran puts it in her article “Gaming Education“:
“Gamification, by contrast, doesn’t rely on internal motivation. Instead, it’s using the oldest tricks in the book: providing instantaneous feedback, egging on the competition, and rewarding even tiny steps of progress. Gamification assumes that the player isn’t especially motivated — at least at the beginning — and then provides barrels of incentives to ramp up that motivation.”
With this year coming to an end, it is the time for New Year’s resolutions. As far as my work as researcher and lecturer (and starting from next semester as visiting professor for educational and social media studies), my personal resolution is to further explore the area of gamification in education.
What I am interested in, is to see how gamification can be applied to support university courses and online communities. This is of interest to me for a number of reasons. First, I would like to experience this new design process. Second, I want to find out what can change in the classroom – for good and for bad. Third, I would like to discover the patterns of gamification that can be of value for different types of courses in higher education. So, I will be re-designing my current courses soon and designing my new courses based on selected game principles. I am really looking forward to this new experience.
I have started curating the “Gamification in Education” topic with Games and Gamification on Scoop.it, a stack on Gamification on Delicious and a new Twitter stream with #gamification on Hootsuite. I am looking forward to sharing brilliant ideas and good practice from all over the world and across different educational contexts.
Last but not least, here are also some of the key blogging gamification experts that I have been following in the last months:
- Gabe Zichermann author of the book “Gamification by design“
- Jane McGonigal author of the book “Reality is broken”
- Jon Radoff author of the book “Game On”
- Sebastian Deterding running the “Gamification Research Network“
Hope you find this useful too …
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Humans have been imagining and creating monster mythologies for hundreds of years. Perhaps to project their own fears into fiction, or perhaps because we believe that monsters are the only really believable match for us.
With all the technological and societal advancements in recent history, the depictions of these giant monsters have become more intelligent and ruthless, and seemingly indestructable. To celebrate the release of Godzilla: King of the Monsters, we are taking a look back at the most terrifying giant monsters throughout film history!
King Kong (1933, 2005)
King Kong, one of the most iconic characters in film history, displays the characteristics of a giant ape. Kong is incredibly strong and upholds astounding acrobatic skills, best displayed in the infamous scene on top of the Empire State Building. King Kong’s immense strength and ruthlessness is further demonstrated when he breaks out of the iron chains that bound him captive. Though King Kong is scary, he is shown to have a gentle side when caring for Ann, the female protagonist in his story, ultimately risking his life to protect her.
The Unknown, Cloverfield (2008)
This monster is truly terrifying because audiences never actually find out what exactly ‘The Unknown’ monster is… it is cleverly left up to the imagination, which some might argue can be worse than anything CGI can create. This means that the suspense is built from a fear of the unknown, rather than fear of the actual monster itself! At the start of the film, the audience are warned of mass destruction, but are only shown glimpses of the monster, creating an overwhelming sense of foreboding. The monster shows resistance against modern weaponry, but it’s most lethal weapon is this tiny parasite that lives on its skin, dropping off viciously to attack any living thing it sees. Any unfortunate soul who gets bitten by these parasites tends to end up exploding. Terrifying enough for you?
The Megalodon, The Meg (2018)
The Megalodon is the largest shark ever discovered, possessing the most powerful bite known to man. With 276 teeth in 5 rows, the shark can consume whales in one bite! ‘The Meg’ reaches lengths of up to 60-70 feet, with an estimated maximum weight of over 60 tons. This terrifying giant monster starred in The Meg, munching his way through most of the cast by attacking a deep-sea submersible and trapping the crew at the bottom of the Pacific. We should all be glad that this shark is now extinct!
The Thing (1982, 2011)
‘The Thing’ is an extremely hostile, shape-shifting, extra- terrestrial organism and the primary antagonist in John Carpenter’s The Thing. ‘The Thing’ has the ability to assimilate the form of any other living being, so it can survive and spread whilst disguising itself as anyone in the crew, thus turning the remaining survivors against each other. The most terrifying aspect of this organism, however, is how ‘the Thing’ is able to successfully separate its victims, swiftly and completely assimilating them – (swallowing them whole!) Pretty nauseating!
Godzilla: King of the Monsters, 2019
And finally, ‘Godzilla’, the ultimate King of the Monsters. ‘Godzilla’ is a dinosaur-like creature with deadly spikes on his back. The very name ‘Godzilla’ is a metaphor in itself for nuclear war, illustrating his completely destructive ability – such as his ‘atomic breath’. This is a lethal skill, enabling him to destroy any threat from a safe distance with a swift blast of radiation. Godzilla also seems to possess a mysterious sixth sense, enabling him to sense oncoming threats, giving him time to prepare for the battles ahead and have the upper hand on all his enemies.
GODZILLA: KING OF THE MONSTERS, is out on DVD, Blu-rayTM, 3D Blu-rayTM and 4K Ultra HD on October 14, and Digital Download on September 21.
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Public service announcements, or PSAs, are short announcements that radio stations broadcast between programs. The Federal Communications Commission requires that stations air PSAs. PSAs are free. Radio stations often look for material to fill air space and are glad to run PSAs. To increase the likelihood of your PSA being played, keep it short and simple – between 15 to 30 seconds is recommended; 60 seconds is the maximum. Radio announcers typically prefer scripts to be written in capital letters for easy reading.
Tornado Alley: 20 Seconds
It's important to know what to do when tornado warnings are issued. If you're at home, go to the lowest floor and seek a windowless room in the center of your house like a bathroom or closet. Protect your head with a pillow. If you live in a mobile home, go outside and lie down in a ditch or low spot. Cover your head with your arms.
Tornadoes On The Road: 20 Seconds
If you're driving during a thunderstorm, remember that a tornado could form. If you see a tornado, leave your car immediately and take shelter inside the nearest building. If no building is nearby, lie flat in a ditch and cover your head with your arms. Never try to escape a tornado in a car.
Tornado Watch Or Tornado Warning: 20 Seconds
What's the difference between a tornado watch and a tornado warning? A tornado watch means watch the sky. Weather conditions are right for tornadoes. A tornado warning means a tornado has been identified on radar or sighted on the ground. Take cover immediately. Remember, a tornado watch means watch the sky. A tornado warning means take cover!
When Lightening Strikes: 20 Seconds
On average, lightening strikes kill 58 people each year in america and injure hundreds of others. If you're caught outside in a thunderstorm, get down from hilltops and avoid open fields. If you're at the beach or in a swimming pool, get out of the water. It's best to go inside a building, but if you must stay outdoors, keep away from metal objects and trees.
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We would like to introduce you to PlayScience I (-i/id653445225?ls=1&mt=8). The secret to creating a superior school lesson plan is to have lesson worksheets that cowl every element instantly. Please scroll all the way down to view the titles of science items for every curriculum space, and click on science unit titles to view and obtain particular person science lesson plans. What I’ve found with the observed lesson is that what one faculty loves, one other college will hate and it may be troublesome to work out what will suit for a specific setting. The lesson activity finder is one of the many helpful instruments that Time4Learning presents its members.
If you may clearly see how each week’s classes build on each other then it is a lot simpler to make your plan from the outset. To be as efficient a teacher as you may be, a lesson plan with clear activity tips and timing can help. Chances are that the first science related challenge your baby will create will not be a success. What is required is a directory of science inquiry primarily based sources categorized into topics that assist K-12 science instructing and learning. New science lesson plans might be posted on this web site as they become obtainable.
If you get taken right into a lesson for any length of time it is all the time good to wander across the class and talk to the pupils about what they are doing. Highlight what’s essential once you design your plan and ensure your most important lesson targets are met. Below is a part of plan so you can get an idea how it works for us. We have a science lesson 5 days every week however the classes differ so you will see.
Getting concerned in their science class and the ideas being lined in school very early will assist you create these on a regular basis simple tasks. Today, formal lesson plans are sometimes required solely by student lecturers, who must be demonstrably accustomed to the components of a lesson, or by academics new to the field, who haven’t yet internalized the movement of a lesson. To them the world is an enormous science laboratory, the place every part is a new expertise.
Like life science, earth science is continually changing because of the brand new discoveries being made everyday. On the opposite hand, in an ongoing lesson about growth and change the kids can talk about and word the varied adjustments their caterpillar is undergoing, bonding the verbal, written and science realms together. What you have been studying in high school, your child’s science class now teaches within the final yr of elementary! Our lesson plans are designed to be used together with their supporting ClickView videos.
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Beeswax is the secretion of bees. Bees naturally produce beeswax which they use to build the hexagonal storage chambers for the honey. When bee-keepers remove the honey for processing, the residual wax is melted down and used in the candle making industry amongst other things.
Beeswax is a sweetly fragranced wax, that varies in both fragrance and colour, depending on the botanical the bees have been feeding on. It's a much sought-after wax, and highly favoured by candle makers because of it's natural fragrance and because it is not only a replenishable source, but also mainly unrefined.
Beeswax is available unfiltered, giving it a rich amber colour; filtered to remove the natural debris, giving it a light golden colour; or both filtered and bleached, leaving the wax white.
Beeswax has very little shrinkage, produces very little smoke and has a slow burn-rate. It is often added to other waxes to help increase the burn-time. Pure beeswax is quite sticky when heated, and doesn't release readily from a mould, but is often used in sheets, rolled tightly around a wick, and used a candle in it's own right.
Beeswax has a melt point of about 62-64 C (approx 144-147 F)
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MITHREDATH (Heb. מִתְרְדָת; lxx, Mithradates ), a popular Persian name meaning "Given by Mithra," and borne by kings of Parthia and Pontus and a king of Armenia. The name Mithredath occurs in the Elephantine papyri (Cowley, Aramaic, 26:2, 7; E.G. Kraeling, The Brooklyn Museum Aramaic Papyri (1953), 3:23b) and designates two individuals in the Bible. One is the treasurer whom Cyrus ordered to deliver the Temple vessels to Sheshbazzar, for return to Jerusalem (Ezra 1:8). The other is an official who apparently wrote a letter to Artaxerxes I against Jerusalem (Ezra 4:7).
R.A. Bowman, in: The Interpreter's Bible, 3 (1954), 574, 598–9; J.M. Myers, Ezra-Nehemiah (1965, Anchor Bible), 9, 32ff.
"Mithredath." Encyclopaedia Judaica. . Encyclopedia.com. (September 21, 2018). http://www.encyclopedia.com/religion/encyclopedias-almanacs-transcripts-and-maps/mithredath
"Mithredath." Encyclopaedia Judaica. . Retrieved September 21, 2018 from Encyclopedia.com: http://www.encyclopedia.com/religion/encyclopedias-almanacs-transcripts-and-maps/mithredath
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Rabies Virus (cont.)
Jerry R. Balentine, DO, FACEP
Dr. Balentine received his undergraduate degree from McDaniel College in Westminster, Maryland. He attended medical school at the Philadelphia College of Osteopathic Medicine graduating in1983. He completed his internship at St. Joseph's Hospital in Philadelphia and his Emergency Medicine residency at Lincoln Medical and Mental Health Center in the Bronx, where he served as chief resident.
Melissa Conrad Stöppler, MD
Melissa Conrad Stöppler, MD, is a U.S. board-certified Anatomic Pathologist with subspecialty training in the fields of Experimental and Molecular Pathology. Dr. Stöppler's educational background includes a BA with Highest Distinction from the University of Virginia and an MD from the University of North Carolina. She completed residency training in Anatomic Pathology at Georgetown University followed by subspecialty fellowship training in molecular diagnostics and experimental pathology.
In this Article
- Rabies facts
- What is rabies?
- What causes rabies?
- What are risk factors for rabies?
- What are rabies symptoms and signs?
- How do physicians diagnose rabies?
- What is the treatment for rabies?
- What is the prognosis of rabies?
- Is it possible to prevent rabies? Is there a rabies vaccine?
How do physicians diagnose rabies?
In animals, rabies is diagnosed by detecting the rabies virus in any affected part of the brain. This requires that the animal be euthanized. Testing a suspected animal will help avoid extensive testing in the human contact (if the test is negative) and unnecessary treatments.
In humans, rabies is diagnosed by testing saliva, blood samples, spinal fluid, and skin samples. Multiple tests may be necessary. The tests rely on detection of proteins on the surface of the rabies virus, detection of the genetic material of the virus, or demonstration of an antibody (immune) response to the virus.
What is the treatment for rabies?
Treatment is recommended if a health-care professional thinks that someone was exposed to a potentially rabid animal.
If the animal is a pet or farm animal that has no symptoms, the animal can be isolated and observed for 10 days. Wild animals that can be captured can be killed and tested for the virus. If the animal can't be found, it is best to consult with the local health department.
The general pathway to determine postexposure prophylaxis (protective treatment) for rabies requires the following information:
- Bite: Did a bite occur, and where is the location of the bite? (Any penetration of the skin is considered a bite; although bites to the face and hands carry the highest risk, all bites need to be considered for prophylaxis.)
- Non-bite incident: Did the saliva touch an open would or a mucous membrane?
- Animal risk factors: No cases of rabies infection have been reported in the U.S. from fully vaccinated domestic dogs or cats.
- Bats: Any contact with a bat that leads to a potential scratch, bite, or mucous membrane exposure to saliva needs to be evaluated. If prolonged exposure to a bat is discovered (sleeping in a room where a bat is found), postexposure prophylaxis needs to be considered.
As rabies is a fatal disease, it is often best to start the series of shots until further information is available.
A series of injections is given. The first is a rabies immune globulin that helps to prevent the virus from infecting the individual. Part of this immunization is given near the animal bite.
This is followed by four injections over the next two weeks. These are rabies vaccines to help the body fight the virus.
Find out what women really need.
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Pyramid Lake Jr Sr High School offers a wide array of cultural education opportunities for our students.
Courses offered at PLHS:
- Native Art
- Basket Making
- Drawing and Painting
- Native Studies
- Traditional Crafts
- Traditional Foods
- Traditional Games
- Native Performing Arts (Dance)
- Native Language
- Native Choir
Students explore Great Basin history and experience traditional native arts and crafts. They grow food in the hoop house, cook, and eat their harvest. Traditional foods and activities vary from year to year. Students have learned to skin rabbits, clean and smoke fish, and make several different types of stews, soups, and breads. Depending on availability, students work with tule, willow, hides, and learn a variety of beading techniques. Guest speakers also share their talents, knowledge, and skills with our youth. Our classes welcome family, friends, and community to come share a story, craft, or tradition they would like to share with our students.
Click Here to see our Native Cultural Program Class Brochure
Our students dance and perform at many events in Nevada, California and New Mexico. We love to share our culture through dance and song. Students also fundraise for an end of the year trip for college tours and to attend the Gathering of Nations Powwow.
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When it comes to sex offenses, you may hear several different terms: sexual harassment, sexual misconduct and sexual assault are the top three.
Vox discusses the differences between harassment, misconduct and assault.
What is sexual harassment?
The law prohibits sexual harassment in a professional setting. According to the U.S. Civil Rights Act, sexual harassment is a form of discrimination based on gender. One form of harassment is when the employer or supervisor holds the job above the employee’s head if he or she does not submit to the harassment. The employee may also receive benefits for putting up with harassment. In another type of harassment, it can include flirting or other advances that make the work environment feel hostile.
What is sexual misconduct?
Sexual misconduct refers to a person’s behavior, rather than to a specific crime. This is a broad category that could cover a person attempting to pressure a coworker or subordinate into sex. In some instances, someone may refer to sexual misconduct and be referring to sexual assault or harassment. This is simply unwanted sexual advances or behavior.
What is sexual assault?
Sexual assault is always a crime. It can refer to rape, but also unwanted touching, such as groping. Under U.S. law, a crucial element of sexual assault is that it is physical. One person must touch the other, as opposed to making comments. It is not a sexual assault to expose oneself to another person, however. Under Texas law, this is indecent exposure. However, if one person forces another person to expose himself or herself, this is sexual assault.
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Given below in sober scientific language is the outcome of decades of deliberation:
After a week-long meeting of international experts, the International Agency for Research on Cancer (IARC), which is part of the World Health Organization (WHO), today classified diesel engine exhaust as carcinogenic to humans (Group 1), based on sufficient evidence that exposure is associated with an increased risk for lung cancer.
The New York Times explains that the implications are more serious for people in developing countries :
The W.H.O. decision, the first to elevate diesel to the “known carcinogen” level, may eventually affect some American workers who are heavily exposed to exhaust. It is particularly relevant to poor countries, where trucks, generators, and farm and factory machinery routinely belch clouds of sooty smoke and fill the air with sulfurous particulates.
Second hand smoke is considered less dangerous, but just yesterday I wrote that it is significant negative externality that should be discouraged through taxation.
Electro magnetic radiation from mobile handsets and towers is even less dangerous according to the WHO:
Based largely on these data, IARC has classified radiofrequency electromagnetic fields as possibly carcinogenic to humans (Group 2B), a category used when a causal association is considered credible, but when chance, bias or confounding cannot be ruled out with reasonable confidence.
So in sum, electromagnetic radiation from mobiles is less dangerous than second-hand smoke, which is less dangerous than diesel fumes.
What do we worry about the most? What is dissuaded by punitive taxes?
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Environmental campaigners from a dozen Pacific island nations have used traditional canoes to try to blockade the world’s largest coal port at Newcastle in eastern Australia. The Pacific Island Climate Warriors have come to Australia with a warning that any expansion of coal mining will further damage the islands of the South Pacific.
The activists say greenhouse gas emissions are making their island homes more vulnerable to drought, more intense cyclones and erosion. A spokesman said the main threat is rising sea levels that have already forced islanders to abandon low-lying villages, including some in Fiji and Tuvalu.
Protestors were ordered by the authorities to stay away from busy shipping lanes, but despite the warnings and threats of fines, police on jet skis were forced to tow some demonstrators out from the path of freighters leaving the port. However, no arrests were made.
Activist Arianne Kassman from Papua New Guinea said although the port was not shut down, the protest was a success.
“Whether or not we stop the coal ships we believe that we have been successful. We have brought our stories, we have brought our human stories, our human face to climate change, to the impact of climate change and, you know, that is what we wanted to do to highlight the impacts that the Pacific islands are facing, and to also, you know, bring to light the fact that Australia’s commitment to expanding the fossil fuel industry is also expanding the destruction of the Pacific islands,” said Kassman.
Earlier this week, Australian Prime Minister Tony Abbott angered conservationists when he predicted that coal would be the world’s main source of energy for decades to come.
Australia is one of the world’s leading coal exporters. Cheap and plentiful supplies of fossil fuels help generate around 80 percent of Australia’s electricity, making the nation one of the developed world’s worst per capital emitters of greenhouse gases.
The protest in Newcastle highlights an ongoing struggle in Australia between the economic imperative of sustaining prosperity through the sale of natural resources and the necessity of reducing emissions to stave off environmental disaster.
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Science keeps silent about God
The difference between science and philosophy
Science keeps silent about God since no analysis is possible in the case of God, who is beyond the spatial dimensions. Our intelligence cannot go beyond the spatial dimensions and therefore, can never imagine the entity, which has no spatial dimensions i.e., volume or area or single dimension. The difference between science and philosophy is that philosophy accepts the existence of God, who has no spatial dimensions, whereas science keeps silent about the existence of God due to absence of spatial dimensions. However, both science and philosophy are similar in the inability of imagining God, who does not have the spatial dimensions.
Universal Spirituality for World Peace
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The pygmy hippo is an Endangered mammal endemic to West Africa, of which only 2,000–3,000 are left in the wild. Until now genetic resources to conduct monitoring of wild populations and to facilitate captive breeding have been lacking. In this study we used restriction-site associated DNA sequencing of five pygmy hippo samples to generate 1,619 high confidence candidate single nucleotide polymorphisms (SNPs) suitable for population genetic analysis. A subset of 10 of SNPs generated were validated via resequencing with 100 % success rate and through the use of KASPar DNA probes (Kbiosciences) with 90 % success rate. To facilitate future research we present the list of 1,619 SNPs ranked according to mean genotype confidence and mean coverage.
RAD sequencing SNP discovery Conservation genetics Pygmy hippopotamus Sequence data
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2 Answers | Add Yours
Atticus is an intelligent, compassionate and fair-minded man, and he generally bases all of his decision-making from these personal traits. His long family history is one motivation that makes him want the best for Maycomb. He serves as the local representative to the Alabama legislature, but certainly not out of a need for power or wealth--the prime motivations of most politicians today. He runs unopposed each term, probably in part because the community knows he is the best man for the job; the fact that no one else decides to run probably leaves him believing that has no choice but to fulfill the wishes of Maycomb's population. Honesty and justice are two traits in which Atticus believes strongly. He talks to his children in an open manner and answers all of their questions forthrightly. He believes that all men--black and white--should be treated equally and fairly, and that a courtroom is the ultimate setting for unbiased judgment. He does not react to situations reflexibly, but instead considers the implications of the act and the person before making a decision. His advice to Scout in Chapter 3 follows this ideology.
"You never really understand a person until you consider things from his point of view--until you climb into his skin and walk around in it."
Atticus tries very hard, he does not respect racism, is very calm, and belives that one day the world will be fair.
Try to build on that.
We’ve answered 319,816 questions. We can answer yours, too.Ask a question
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10 SES 03 B, Research on Programmes and Pedagogical Approaches in Teacher Education
The use of digital tools to enhance the quality of education has become increasingly important in Europe and elsewhere (Brown et al., 2017). In Ireland, the Digital Strategy for Schools (DES 2015-2020) highlights the need to “develop teachers’ knowledge, skills and confidence to embed ICT more into their practice, particularly in courses developed as part of initial teacher education (ITE) (p.31). Informed by the UNESCO ICT Competency Framework for Teachers (UNESCO, 2005) the Digital Learning Framework (DES, 2017) provides a comprehensive set of digital competencies that are mapped to the Teaching and Learning Framework outlined in the School Self-evaluation Guidelines (DES, 2016). Furthermore, in today’s rapidly changing academic environment, increasing numbers of higher education institutions are realising the potential of digital technologies as a tool for students to construct and manage their own learning experience. A study by Jisc (2008) suggests that digital technologies such as ePortfolios provide the link between learners’ social and personal experiences and their academic and work-related aspirations. Going forward (ITE) providers need to take account of digital competencies in their curriculum provision and in their assessment criteria.
Tondeur et al. (2017) found that there is an expectation that student teachers are proficient in the use of digital technology however this is not always the case. According to Gao et al. (2011) only a minority of beginning teachers are competent enough to use digital technology effectively. Slaouti and Barton (2007) go on to suggest that many student teachers who do use digital technology, restrict its use to preparation rather than exploring it as a pedagogical tool. The narrow use of digital technology by beginning teachers may be attributed to the “praxis shock” or “transition shock”, that beginning teachers encounter when entering the profession (Korthagen, Loughran, & Russel, 2006). However, Hammond et al. (2009) found that teacher educators acting as role models proved to be a significant influence on beginning teachers’ readiness for future embedding of digital technology in the classroom. Furthermore, the evidence suggests that on-going and process-oriented feedback is beneficial to build pre-service teachers’ competence to use digital technology in the classroom (Tondeur et al., 2012). Pre-service teachers also point out the benefits of applying their knowledge about the use of digital technology in school placement settings (Valtonen et al., 2015).
In the case of Ireland and Northern Ireland, there is a paucity of empirical evidence on the extent to which ITE students are prepared to teach through the medium of digital technology. The overall aims of this study are to firstly, explore the links between student teachers’ technology uses and their pre-service education tuition and secondly, examine how pre-service teachers integrate technology in their practice with or without the help of their co-operating teacher. Furthermore, beginning teachers’ pre-service learning experiences relating to digital technology integration, as well as the influence these experiences may have had on their current uses of digital technology are also analysed.
Ethical approval was obtained for this exploratory convergent mixed methods study (Creswell, 2014) that used qualitative and quantitative methods to explore ITE students’ readiness to teach using digital technology. The researchers administered an online survey to ITE students in eight higher education institutions (HEIs) across the island. The survey was based on adapted versions of the Technology Readiness Index (TRI) (Parasuraman, 2000) and the Online Readiness Survey (OLRS) (Dray et al., 2011) with relevant subscales being included (optimism, innovativeness and discomfort which map to previous concerns expressed by pre-service tutors). SPSS was used to provide the descriptive statistics. An exploratory factor analysis was also used to verify the existence of the sub-scales as the TRI and OLRS items have been adapted for the context of new and emerging technologies in pre-service teacher education. In addition to the online survey, semi-structured interviews were used to triangulate the data. Selection of participants was based on an open invitation to students in the participating HEIs. The interviews were audio recorded with the participants’ permission. Semi-structured interviews were deemed to be the most appropriate type of interview for this study (Creswell 2014) and allowed the researchers to keep a focus on the overarching theme of the research while at the same time allowing them to probe certain responses in more detail in order to glean deeper insights. All interviews were thematically coded using NVivo 10 software. The themes emerging from the data include: student teachers’ disposition to technology, access to technology in schools, availability of role models/support in school, availability of role models in the ITE setting. the technologies used by student teachers in preparation for teaching and learning, the use of technology by student teachers while on school placement and the perceived value of technology in teaching, learning and assessment.
Lessons to be learned from a small island, findings suggest there are significant challenges faced by ITE students in the lottery of school placement. These challenges concern but are not limited to varying infrastructural capacities among placement schools as well as the varying ICT capabilities of co-operating teachers to support ITE students. Teacher education programmes in top-performing countries emphasise the significance of preparing teachers in structured, appropriate and supportive clinical settings (OECD, 2018). Aware of the need to provide for effective school-university partnerships, the Teaching Council (2011) in Ireland has called for the development of ‘new and innovative school placement models… developed using a partnership approach, whereby HEIs and schools actively collaborate in the organisation of the school placement’ (p.15). Equally, the General Teaching Council in NI and the Department for Education are advocating the ‘Teachers as Professional Leaders’ framework as a mechanism to encourage all teachers, regardless of their career stage, to act as change agents by sharing and leading innovation in their subject area or across the school or local area community. In both jurisdictions, it is expected that this research will glean insights into how student teachers can be supported to embed the using of digital technologies in teaching, learning and assessment while on school placement in collaboration with cooperating (host) teachers. Thanaraj (2012) noted the lack of research on student perceptions of digital technologies and considered it important that the student perspective of their use and effectiveness is investigated. This evaluation also seeks to focus on the student teacher voice in the creation of a framework that will encourage and enable providers of ITE programmes to incorporate digital learning into their programmes/modules, to empower student teachers in their own learning, and to foster a collaborative approach to learning with co-operating teachers while on school placement.
Brown, M., McNamara, G., O’Hara, J., O’Brien, S., Poole, P., and Burns, D. (2017). Evaluation of the PDST ePortfolio initiative: Formative Assessment using ePortfolios. Dublin: (EQI) Centre for Evaluation, Quality and Inspection. Creswell, J.W., (2014). A concise introduction to mixed methods research. London: Sage DES. (2016). School self-evaluation: Guidelines for post-primary schools. Dublin: Department of Education and Skills. DES. (2017). Digital Learning Framework. Dublin: Department of Education and Skills. Gao, P., Wong, A. F., Choy, D., & Wu, J. (2011). Beginning teachers' understanding performances of technology integration. Asia Pacific Journal of Education, 31(2), 211-223. Jisc (2008) Effective Practice with e-Portfolios, Supporting 21st century learning. Retrieved from http://www.webarchive.org.uk/wayback/archive/20140615090512/ Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 10201041. OECD (2018). Effective Teacher Policies: Insights from PISA. Paris: OECD. Slaouti & Barton (2007). Opportunities for Practice and Development: Newly Qualified Teachers and the Use of Information and Communications Technologies in Teaching Foreign Languages in English Secondary School, Journal of In-service Education, 33(4), 405-424. Teaching Council (2011). Initial Teacher Education: Criteria and Guidelines for Programme Providers. Maynooth: Teaching Council Thanaraj, A. (2012) ‘Student engagement with e-portfolios: purpose, benefits and problems.’, Practitioner Research in Higher Education, 6(2), pp.24-40. Retrieved from http://188.8.131.52/ojs/index.php/prhe/article/viewFile/128/216 Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017) Preparing beginning teachers for technology integration in education: ready for take-off?, Technology, Pedagogy and Education, 26:2, 157-177, DOI: 10.1080/1475939X.2016.1193556 Valtonen, T., Kukkonen, J., Kontkanen, S., Sormunen, K., Dillon, P., & Sointu, E. (2015). The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning. Computers & Education, 81, 49-58. UNESCO (2005). ICT Competency Framework for Teachers. Available from http://unesdoc.unesco.org/images/0021/002134/213475E.pdf Accessed 15.1.18
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.
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All about sleep studies
Sleep studies can be done in the patient's home or at a sleep lab. Either way, you will need to give your patient a referral or prescription for them to pass on to the sleep study provider.
During a sleep study, your patient's breathing, body movements and responses during the night are monitored to see if he or she has a sleep disorder such as sleep apnea.
Below is some information you can pass on to your patients about what happens during a sleep study.
In a sleep lab
In a sleep lab or hospital, a sleep technician will place sensors on your patient's body to monitor their sleep.
Sensors are placed:
- on the chest to monitor heart activity
- close to the eyelids to measure eye movements that help indicate if the patient is in REM or non-REM sleep
- on the head to measure electrical signals from the brain
- on the legs to assess muscle activity
Patients will also be fitted with:
- a nasal cannula to monitor breathing
- an oximeter on their finger to record oxygen levels
- bands around their chest and stomach to measure breathing effort
With your patient's permission, staff may also request to film the sleep study to gain more insights into the patient's sleeping behaviour.
During this type of study, your patient will be required to stay overnight at the facility, so they should take everything needed for their usual sleeping routine, including pyjamas and toiletries.
A home setup is similar to that in a hospital or sleep lab – but a patient can remain in their own home. Prior to the sleep study night, a sleep technician will have shown your patient how to apply the sensors and monitors, and how to use the recording device during the night.
The night of the sleep test, the patient simply follows a normal evening routine and gets ready for sleep, sets up the equipment, and starts the recording. In the morning, the patient returns the recording device to the hospital or sleep lab.
What do sleep studies measure?
Among other things, the sleep study will indicate the severity of your patient's condition, which is classified according to an apnea hypopnea index (AHI).
Measured during the sleep study, AHI refers to the number of apneas and hypopneas your patient has per hour.
|Severity||AHI (per hour)|
|Mild||5 to <15|
|Moderate||15 to <30|
In addition to the patient's AHI, the diagnosis will take into account the patient's oxygen desaturation.
Once you receive your patient's sleep study results, you can then talk to him or her about the condition (if it's present), its severity, its possible health effects and treatment options.
Medicare covers the cost of some diagnostic sleep studies, but there may be a gap payment. It's best that your patient checks with his or her sleep lab or health insurance provider.
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Environment means surroundings, the place where we are born and where we reside. It is what is naturally around us when we come into this Universe.
At the earliest point of time, the Earth was not inhabited by either humans or animals, neither was there any kind of vegetation. But with passing years and centuries the climate changes led to change in the appearance of the Earth. And what we today refer to as Earth is a compilation of many factors combined together to form the unique environment presented by the Earth. The flora and fauna inhabiting on the same surface presents the enriching environment of our planet.
For a human the immediate environment is what he or she can relate and belong to. Surroundings change with time but environment is what we relate to Nature. The ecological balance should be maintained at all possible times, so that all the natural beings can live in harmony. But the selfish nature of a human being has led to the degradation of the environment. The environment is being used by men to fulfill their desires and wants, which in turn is causing damage to the overall working of the ecological balance. It should be used to fulfill our needs first and then if the resources are in substantial amount then only they should be used for one wants and desires.
The resources are not available in infinity. As a result it’s important that we limit the usage of the non-renewable resources such as: coal, petroleum, plastic etc.. The renewable resources such as: wind power energy etc can be used liberally compared to the non-renewable resources. But it does not indicate that they can be used without any limits because they take time to rejuvenate. The limitless use of the resources, especially the burning of the fossils fuels has led to the increase in the amount of green house gases. Due to which Global Warming has increased, causing climate changes and high chances of skin cancer.
The people across the planet are living under the threat of uncertainty because it is difficult to list down the next event that is going to take place. The depletion of the Ozone layer is the visible indication of degradation of the environment and it is impossible to fill up the hole as it is growing with each passing day.
It is high time that we all understand the consequences of our actions because there might be times when the Earth will not be the Earth we know today.
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Last week the Council got a briefing from Seattle Public Utilities and Zero Waste Washington on what’s going on with recycling in Seattle. Despite strong support for recycling here, there are some substantial challenges.
Seattle’s recycling stream is mostly paper and glass; plastics make up only about 5%.
There are three big challenges for recycling programs here.
- Manufacturers keep introducing new types of packaging that aren’t recyclable or compostable — particularly plastics that either end up in landfills or contaminating the stream of recyclable materials.
- Consumers are confused about what is recyclable. This is apparently referred to as the “three second shrug” — if a consumer can’t figure out within three seconds whether an item is recyclable, it goes into the nearest bin.
- China announced a new, stringent standard for the level of contamination (by other materials) for 24 different recyclable materials that it will import to process. Their new standard is .05% contamination — essentially zero. Seattle’s contamination rate is 11-20%, depending on the material. That includes the 11% of the stream that is non-recyclable materials, but also materials that are mis-sorted. Seattle’s rate is high because collection trucks crush the materials down; that is great for greenhouse gas emissions because the trucks can carry more and require fewer round-trips to the collection facilities, but it renders all the plastics flat and indistinguishable from each other, and lets them more easily slip in with other materials such as paper.
Also, plastic film and bags catch on the rollers in the collection facilities’ sorters, and end up mis-sorted.
China’s announcement has sent a shock-wave through the recycling ecosystem. Sending materials to China for recycling was particularly advantageous for Seattle, because the city is a “dead head” port: ships carry cargo from China to unload in Seattle, but then often return empty. That resulted in cheap rates to ship bales of recyclable materials to China for processing, lowering the overall cost of recycling.
China’s change in policy has lowered the price for un-processed recyclable materials, since the market for it is substantially reduced. The City of Seattle’s contract with its local vendors pays them to collect, sort and bale the materials, but allows the city to keep the revenues from selling the sorted materials at market. That revenue stream has dropped from $8 million in 2017 to $4.7 million in 2018.
But the good news is that China’s announcement has also created opportunities and incentives for domestic and Canadian processing facilities, as well as those in other Asian countries. It has also driven improvements in the quality of collection and sorting locally, to reduce contamination. New technology has been installed (Republic spent $1.5M upgrading its facility); local collection facilities have also reduced sorting speeds and increased staffing. Because of this, Seattle’s stream of recyclables is largely staying domestic this year. Glass and metals are staying local; higher-value plastics are also remaining local, while lower-value plastics are still going offshore but SPU says that stream is also moving back onshore. About 50% of the paper is being exported, and ironically much of the recycled paper eventually ends up in China after it is processed.
It was also a good year for recycling in the state legislature, with several bills passing, including ones that mandate the color of compostable packaging, authorize a study of stewardship for plastic packaging, and start planning for reducing food waste.
Last year SPU created a Responsible Recycling Task Force to identify and address ways to further improve recycling. It held a “plastics summit” with stakeholders to discuss ideas.
The task force came up with 20 action items, including:
- various legislation to put forward, including some of the bills that passed this year;
- new pilots to set up domestic processing for more recyclable materials, such as poly-coated cartons;
- expanding statewide plastic bag and film drop-off locations;
- support of local markets for processed recycled materials;
- customer outreach;
- monitoring the chain of custody for materials for adherence to environmental and human health and safety standards;
- work with partner organizations (such as the Sustainable Packaging Coalition) to educate brands and packaging designers about the recycling of packaging.
Finally, SPU and Zero Waste Washington are advocating for more widely banning plastic bags (not just in grocery stores), and increasing the charge for paper bags to 8-10 cents, which is closer to the true cost.
They aren’t yet willing to advocate for banning plastic water bottles, however, and they claim that the reason is Flint Michigan: many people simply don’t trust that their tap water is safe.
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Latest Beacon Center Stories
Microscopic ocean plankton mimic card also known as the Black Queen.
Researchers are decoding the patterns that connect different types of nerve cells.
When it comes to producing more offspring, larger female hyenas outdo their smaller counterparts.
NSF-supported researchers use digital evolution techniques to examine theories about the evolution of altruism.
- A pivoted catch designed to fall into a notch on a ratchet wheel so as to allow movement in only one direction (e.g. on a windlass or in a clock mechanism), or alternatively to move the wheel in one direction.
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THE DOWRY PROHIBITION ACT, 1961
(Act No. 28 of 1961)
(20th May, 1961)
An Act to prohibit the giving or taking of dowry
Be it enacted by Parliament in the Twelfth Year of the Republic of India as follows:
1. Short title, extent and commencement.-(1) This Act may be called the Dowry Prohibition Act, 1961.
2. Definition of `dowry’.-In this act, `dowry’ means any property or valuable security given or agreed to be given either directly or indirectly-
at or before or any time after the marriage in connection with the marriage of said parties but does not include dower or mahr in the case of persons to whom the Muslim Personal Law (Shariat) applies.
Explanation II.-The expression `valuable security’ has the same meaning as in Sec. 30 of the Indian Penal Code (45 of 1860).
3. Penalty for giving or taking dowry.-(1) If any person, after the commencement of this Act, gives or takes or abets the giving or taking of dowry, he shall be punishable with imprisonment for a term which shall not be less than five years, and with the fine which shall not be less than fifteen thousand rupees or the amount of the value of such dowry, whichever is more:
Provided that the Court may, for adequate and special reasons to be recorded in the judgment, impose a sentence of imprisonment for a term of less than five years.
* * * Explanation I omitted by Sec.2 w.e.f 2nd October, 1985
(2)Nothing in sub-section (1) shall apply to or, in relation to,-
4. Penalty for demanding dowry.- If any person demands directly or indirectly, from the parents or other relatives or guardian of a bride or bridegroom as the case may be, any dowry, he shall be punishable with imprisonment for a term which shall not be less than six months but which may extend to two years and with fine which may extend to ten thousand rupees:
Provided that the Court may, for adequate and special reasons to be mentioned in the judgment, impose a sentence of imprisonment for a term of less than six months.
4-A. Ban on advertisement.- If any person-
(a) offers, through any advertisement in any newspaper, periodical, journal or through any other media any share in his property or of any money or both as a share in any business or other interest as consideration for the marriage of his son or daughter or any other relative,
(b) prints or publishes or circulates any advertisement referred to Cl. (a), he shall be punishable with imprisonment for a term which shall not be less than six months, but which may extend to five years , or with fine which may extend to fifteen thousand rupees:
Provided that the Court may, for adequate and special reasons to be recorded in the judgment, impose a sentence of imprisonment for a term of less than six months.
5. Agreement for giving or taking dowry to be void.- Any agreement for the giving or taking of dowry shall be void.
6. Dowry to be for the benefit of the wife or heirs.- (1) Where any dowry is received by any person other than the woman in connection with whose marriage it is given, that person shall transfer it to the woman –
(3-A) Where a person convicted under sub-section (2) for failure to transfer any property as required by sub-section (1)or sub-section (3) has not, before his conviction under that sub-section, transferred such property to the women entitled thereto or, as the case may be, her heirs, parents or children, the Court shall, in addition to awarding punishment under that sub-section, direct, by order in writing, that such person shall transfer the property to such woman, or as the case may be, her heirs, parents or children within such period as may be specified in the order, and if such person fails to comply with the direction within the period so specified, an amount equal to the value of the property may be recovered from him as if it were a fine imposed by such Court and paid to such woman, as the case may be, her heirs, parents or children.
(4)Nothing contained in this section shall affect provisions of Sec. 3 or Sec. 4.
7. Cognisance of offences.- (1) Notwithstanding anything contained in the Code of Criminal Procedure, 1973 (2of 1974),-
(2) Every offence under this Act shall be non-bailable and non-compoundable.
8-A. Burden of proof in certain cases.- Where any person is prosecuted for taking or abetting the taking of any dowry under Sec. 3, or the demanding of dowry under Sec.4, the burden of proving that he had not committed an offence under those sections shall be on him.
8-B. Dowry Prohibition Officers.-(1) The State Government may appoint as many Dowry Prohibition Officers as it thinks fit and specify the areas in respect of which they shall exercise their jurisdiction and powers under this Act.
(2) Every Dowry Prohibition Officer shall exercise and perform the following powers and functions, namely, -
(a) to see that the provisions of this Act are complied with;
(3) The State Government may, by notification in the official Gazette, confer such powers of a police officer as may be specified in the notification, the Dowry Prohibition Officer who shall exercise such powers subject to such limitations and conditions as may be specified by rules made under this Act.
(4) The State Government may, for the purpose of advising and assisting the Dowry Prohibition Officers in the efficient performance of their functions under this Act, appoint an advisory board consisting of not more than five social welfare workers (out of whom at least two shall be women) from the area in respect of which such Dowry Prohibition Officer exercises jurisdiction under sub-section (1).
9. Power to make rules.- (1) The Central Government may, by notification in the official Gazettee, make rules for carrying out the purposes of this Act.
(2) In particular, and without prejudice to the generality of the foregoing power, such rules may provide for-
(a) the form and manner in which, and the persons by whom, any list of presents referred to in sub-section (2) of Sec. 3 shall be maintained and all other matters connected therewith; and
(b) the better co-ordination of policy and action with respect to the administration of this Act.
(3)Every rules made under this section shall be laid as soon as may be after it is made before each House of Parliament while it is in session for a total period of thirty days which may be comprised in one session or in two or more successive sessions, and if, before the expiry of the session immediately following the session or the successive sessions aforesaid both Houses agree in making any modification in the rule or both Houses agree that the rule should not be made, the rule shall thereafter have effect only in such modified form or be; of no effect, as the case may be, so, however, that any such modification or annulment shall be without prejudice to the validity of anything previously done under that rule.
10. Power of the State Government to make rules.- The State Government may, by notification in the official Gazette, make rules for carrying out the purposes of this Act.
(2) In particular, and without prejudice to the generality of the foregoing power, such rules may provide for all or any of the following matters, namely:
(a) the additional functions to be performed by the Dowry Prohibition Officers under sub-section(2) of Sec. 8-B;
(b) limitations and conditions subject to which a Dowry Prohibition Officer may exercise his functions under sub-section (3) of Sec. 8-B.
(3) Every rule made by the State Government under this section shall be laid as soon as may be after it is made before the State Legislature.
THE DOWRY PROHIBITION (MAINTENANCE OF LISTS OF PRESENTS TO THE BRIDE AND BRIDEGROOM) RULES, 1985
G.S.R. 664 (E), dated 19th August, 1985.- In exercise of the powers conferred by Sec.9 of the Dowry Prohibition Act, 1961 (28 of 1961), the Central Government hereby makes the following rules, namely:
1. Short title and commencement.-(1) These rules may be called the Dowry Prohibition (Maintenance of Lists of Presents to the Bride and Bridegroom) Rules, 1985.
(2) They shall come into force on the 2nd day of October, 1985, being the date appointed for the coming into force of the Dowry Prohibition (Amendment) Act, 1984 (63 of 1984).
2. Rules in accordance with which lists of presents are to be maintained.-(1) The list of presents which are given at the time of the marriage to the bride shall be maintained by the bride.
(2) The list of present which are given at the time of the marriage to the bridegroom shall be maintained by the bridegroom.
(b) shall be in writing;
(d) shall be signed by both the bride and the bridegroom.
Explanation. 1.- Where the bride is unable to sign, she may affix her thumb impression in lieu of her signature after having the list read out to her and obtaining the signature on the list, of the person who has so read out the particulars contained in the list.
Explanation 2.- Where the bridegroom is unable to sign he may affix his thumb-impression in lieu of his signature after having the list read out to him and obtaining the signature on the list of the person who has so read out the particulars contained in the list.
(4) The bride or the bridegroom may, if she or he so desires, obtain on either or both of the lists referred to in sub-rule (1) or sub-rule (2) the signature or signatures of any relations of the bride or the bridegroom or of any other person or persons present at the time of the marriage.
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Table of Contents
Gallon Short Form
Gallon short form is gal, GL, G, etc. The most common Gallon abbreviation is “gal” in measurement.
What is Gallon?
Gallon is an archaic measure of liquid material such as gasoline, water, and milk volume that corresponds to the capacity of a gallon (US). There are many other measurements that are more common, including liters, quarts, and Kg. Nearly every country has different measurements of volume.
How much does 1 gallon mean?
The United States has 5 US gallons in a US gallon, which is defined as 231 cubic inches. It is used in the Caribbean countries as well as Latin American countries.
The UK uses the imperial gallon, which is taller and has a capacity of 277.4 cubic inches or 4.54609 liters. Finally, Australia uses the metric gallon with an equivalent capacity of 3785.4 cubic inches.
One gallon consists of 4 quarts or 3.785 liters.
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The Manatees of the Crystal River by Don Silcock
A winters dawn is a special time of the day to be out on Kings Bay and watch the first rays of the Florida sun appear over the horizon as they light up the soft mist rising from the warm waters of the bay.
The mist creates an ethereal, almost mystical, feeling and if you listen carefully and you will hear the gentle ripples from the swirl pools formed by the paddle-like tales of the Sirenians making their way towards the fresh-water springs that are the source of the Crystal River.
Look closely into the dark waters ahead of those swirl pools and you will see the large and unmistakeable sausage-like shape of the Florida Manatee.
The arrival of the manatees usually coincides with a rising tide and heralds their return from feeding on the sea grass of Kings Bay and the Crystal River. Cold and tired, they need the warmth of the spring waters to restore their body temperature as they sleep in the natural and man-made refuges of the area.
This area of the Florida peninsular in Citrus County, on the western side of the state that is bordered by the Gulf of Mexico, is without doubt the best place in the world to experience the unique and singularly exceptional Florida Manatee.
The peninsular that makes up most of the state of Florida is formed by a large plateau of karst limestone that sits on a massive subterranean platform of bedrock which stretches far out in to the Gulf of Mexico.
Underneath all of Florida and the southern parts of Alabama, Georgia and South Carolina is one of the world’s most productive aquifers - the massive Floridan Aquifer, which covers a total area of almost 100,000 square miles. Instead of running off into river systems, the porous karst limestone allows the state’s regular and heavy rainfall to percolate down in to the many underground chambers of the plateau and, as new water makes its way in to the aquifer system, hydraulic pressure forces previous rainfall out in areas where those chambers are closest to the surface - such as Kings Bay in Citrus County.
In an area covering about 1 square mile, Kings Bay has over 70 natural springs which pump out some 300 million gallons a day, all at a constant temperature of 72 deg F, filling the bay with warm water and forming the head waters of the Crystal River which flows out in to the Gulf of Mexico.
This constant flow of warm water is the reason why the manatees come to Crystal River every winter.
The Florida Manatee
Said to be the source of the mermaid myth, Sirenians are large mammals with stout bodies which look a bit like a small whale.
Their considerable size – a fully grown female manatee can reach 4m in length and about 1500kg - means they have evolved without any natural enemies and have developed a rather slow and passive nature. They get their name from “sirens”, the ancient term used to describe the sea nymphs whose captivating songs are said to have lured sailors to their deaths in treacherous shallow waters. Distantly related to elephants, but usually referred to as “sea-cows”, there are now only four species of sirenians still alive of the 35 that are known to have once existed - three of which fall in to the Manatee family, while the fourth is in the Dugong family.
Solitary creatures that can live more than 70 years, manatees are the only aquatic mammal that is also an herbivore and they exist on a primary diet of sea grass, the pursuit of which consumes up to 8 hours a day, with a full grown adult consuming up to 10% of its body weight every day.
Contrary to what its rotund appearance might suggest, the manatee’s diet means that it is actually a really “lean machine” with virtually no fat or blubber to keep it warm when the water temperature drops in winter.
At water temperatures below 68°F (20° C) the Florida Manatee simply cannot maintain its core body temperature and will die of cold stress unless it can find a source of warmth, which means that Kings Bay and its natural springs provide a perfect natural refuge for them.
Crystal River – Home of the Florida Manatee…
There are actually two Crystal Rivers – the river itself and the town of the same name that sits on the shores of the 400-acre lake that is Kings Bay.
First impressions are not always what they might appear, and such is the case with the town of Crystal River where the sign outside of City Hall proudly informs you that you are now in the “home of the manatee”.
With a population of just over 3000, Crystal River gives the first-time visitor a feeling of small-town America doing OK - thank you very much… There are numerous hotels and restaurants, plus a large shopping mall and the area around Kings Bay hosts numerous very nice canal-side homes. This prosperity derives from two very different sources, the estimated 150,000 people who come to experience the manatees every winter, injecting somewhere between $20m and $30m in to the local economy.
Then there are the “snowbirds”… wealthy residents of the north-east American states and Canada who migrate south in the winter months to escape their harsh weather for Florida’s much warmer southern version.
Peel the Crystal River onion however and you will find a lot of lingering resentment amongst both local residents and snowbirds towards the manatee because of the boating speed and access restrictions in place under both State and Federal law to protect them.
Their basic argument is that manatees have been formally classified as “endangered” under Federal law since 1967, which was probably justified at the time, but the protection mechanisms have worked so it is time to move the status to “threatened” and relax the restrictions which impact heavily on the local boating community.
Resident groups such as Save Crystal River point to the increasing numbers of manatees in Kings Bay which are up from 124 when aerial surveys first began in 1983, to 706 in February 2015, as the rationale for the change. Manatee advocacy groups like the Save the Manatee Club have equally strong, but diametrically opposed views, arguing for stronger protection and making the main Three Sisters Spring a closed sanctuary.
Their basic argument being that there is still a long way to go before any status change can be considered, pointing to the loss of 830 manatees state-wide in 2013 because of unusually cold winter weather and pollution induced red tides. Protecting the Florida Manatee…
The unique nature of the manatee has long been recognized in Florida, with the first state protections against killing or mistreating them enacted in 1893. In 1978 the entire state became a formal manatee sanctuary and 13 critical winter aggregation areas were established – all with enforceable access restrictions and marine craft speed limits.
Manatees prefer shallow water, swim slowly and because they are mammals they must surface regularly to breathe - which puts them right in the danger zone where water craft are involved. For most of the year that danger is relatively small, as they roam far and wide in search of the sea-grass that sustains them - so the chances of being hit are minimal, but in winter when they aggregate in refuges like Kings Bay they are incredibly vulnerable.
Possibly the single biggest life-style attraction in Florida is the “life-aquatic” and boating in general is extremely popular in the state. The no-go access restrictions and refuge speed limits are like red rags to a bull for those who argue that the manatee conservation pendulum has swung too far.
The conservationists counter that such restrictions are essential if the unique manatee is to prosper and survive.
Swimming with the Florida Manatee – Only in Crystal River
Crystal River is the only location in the United States where tourists are allowed to enter the water and have a degree of interaction with the manatees. Basically it is an anachronism that dates to before the 1966 Endangered Species Act, swimming with the manatees was always a popular tourist drawcard in Crystal River and was “grandfathered” through the legislation – something that would never be permitted if it were proposed today.
But back then the numbers of tourists swimming with the manatees were a mere fraction of the estimated 150,000 who did it in 2015 and Crystal River was certainly not the hot location it is today.
Add to that Crystal River’s appearance in the book 1,000 Places to See Before You Die and it is easy to see how tourist numbers could top 200,000 in the next few years!
The Three Sisters
This set of three large springs is set in 58 acres of pristine vegetation, in what is now a wildlife refuge, and is probably the most unique and inspiring place you could imagine to see and truly appreciate the Florida manatee. Unlike the other main springs in Kings Bay the setting of the Three Sisters means that the crystal clear waters that emerge from the underground aquifers do not merge with the darker waters of the bay until they exit the refuge.
Which means that in the right conditions the visibility is absolutely stunning creating a magnificent backdrop to those manatees that enter the Three Sisters through the narrow channel that connects it with the nearby canal system and Kings Bay itself.
However… it is also open to the public and what can seem like a unique and tranquil haven if you are there alone, quickly turns in to thriving mass of assorted legs and torsos suspended from flotation sausages as the next party of tourists arrive.
Very few tourists know how to snorkel and so they end up kicking madly to stay afloat, which rapidly stirs up the sandy bottom and sends the manatees to the deeper parts of the spring in search of some peace and quiet.
The tidal nature of Kings Bay means that the water height in the Three Sisters also varies with the tides – something that the manatees can sense through their vibrissae, the incredibly sensitive facial and body hair believed to give them a kind of three-dimensional spatial and navigational awareness.
One of the most interesting experiences I had during the 10 days I spent in Crystal River was early one morning at the entrance of the narrow channel that provides access in to the Three Sisters Spring. Entrance to the Three Sisters is not allowed before 07.00, which that morning coincided with more or less the low tide and as I entered the water and made my way towards the channel I realized that I was surrounded by several large manatees that were all waiting patiently for the water level to rise.It was really quite something to be surrounded by 3-4m meter long animals who seemed either oblivious (hard to believe given their vibrissae…) or accommodating of my presence! Then I realized that in all probability the manatees were simply cold and were enjoying the warmth of the water coming out of the Three Sisters!
The Manatee – A Personal Observation…
For me, an opportunity to interact and photograph large marine creatures is as good as it gets – they grace you with their presence, are in charge of the agenda and I find the actual experience utterly inspiring!
The manatees of the Crystal River was just something I had to do, even though it involved traveling two-thirds of the way around the world, but I have to say that I left Crystal River with a degree of ambivalence.
On the one hand I loved the manatees – I mean how could you not? They are big, cute and wonderfully photogenic plus, if you can get time alone with one in the Three Sisters, the experience is just spectacular. However, I was just not comfortable with the way Crystal River has so commercialised them and if they really are one of the thousand things to see before you die - then it can only get worse.
My overall sense of things was that everything that could be done was being done to minimize stress on the manatees – the Fish and Wildlife Service seem to have good systems in place to monitor the overall situation. The tour operators seem to really know what they are doing and follow the rules (well certainly mine, Birds Underwater did) plus the extensive number of Manatee Watch volunteer wardens do a great job.
I felt incredibly fortunate to have had some close personal contact with a few of those manatees that use the Three Sisters. This was always on their terms though, where they came to me and allowed me to photograph them!
The rules of engagement from the Fish and Wildlife Services for “professional photographers” is that after you have watched an instructional video on how to behave and paid a fee, you are given bright vest with a number on and are allowed to submerge rather than stay on the surface like all the other tourists.
You are not allowed to pursue the manatees, under any circumstances, so you have to hold your breath and hope they come to you, but when that happens it really is a special moment that can only really last until your desire to breath overcomes your desire to cherish it!
What troubled me about the Crystal River was the difference between those incredible moments of intimate interaction and what happens when hordes of tourists arrive eager to spend an hour or so in the water and then go home and tell friends, “I touched a manatee.”
For more information and insight on these wonderful creatures, the proposed changes to the Three Sisters Springs and the current status check out Don’s Complete Guide to the Crystal River Manatees…
Don’s website www.indopacificimages.com has extensive location guides, articles and images on some of the best diving locations in the Indo-Pacific region.
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This course was published in the November 2014 issue and expires November 30, 2017. The authors have no commercial conflicts of interest to disclose. This 2 credit hour self-study activity is electronically mediated.
After reading this course, the participant should be able to:
- Discuss different types of anxiety.
- Recognize the signs and symptoms of fearful patients.
- Identify the causes of dental anxiety and the results of untreated dental fear.
- Describe the various methods of management for fearful dental patients.
Dental anxiety is prevalent among the general population, and is linked to the avoidance of dental care and poor oral health. As such, addressing dental anxiety should be a priority for oral health professionals. Dental hygienists are in a unique position to help reduce the anxiety of patients in order to support their oral and systemic health.
Occasional anxiety is a normal part of life. People with anxiety disorders, however, experience intense fear about everyday situations. There are several types of anxiety disorders that affect a variety of populations (Table 1).
In Western societies, 16% to 40% of the adult population report fear of dental treatment, known as dental anxiety. Within this group, 3% to 5% exert signs of dental phobia.1 Among individuals with dental phobia, the thought of a dental visit causes severe panic. Dental phobia is described as an intense, unreasonable fear that often causes avoidance of dental care for years. Signs and symptoms of dental phobia include, but are not limited to: sweating, difficulty breathing, rapid heart rate, feelings of panic, intense anxiety, and avoidance.
Despite modern oral health treatment techniques, dental anxiety disorders remain one of the most widespread health-related problems.2 This article will focus on dental anxiety, as dental phobias affect a small percentage of the population and the literature base on this topic is limited.
People develop dental fears for many reasons. The development of anxiety or phobia may be due to direct or indirect learning from negative experiences. Individuals may have experienced pain during treatment, witnessed a traumatic dental experience, or heard about someone else’s traumatic dental experience.3–8 For example, parents discussing their dental fears with their children may lead them to develop anxiety about oral health care.9 Some individuals with dental anxiety, however, cannot recount a traumatic story that would explain their dental fear.10 The anxiety may be a result of subjective perceptions of the behavior of dental professionals or the patient feeling a lack of control during dental procedures.11–14
NEGATIVE EFFECTS OF DENTAL ANXIETY AND FEARS
Severe dental anxiety may significantly impact individuals’ quality of life. Those with dental anxiety are more likely to have poor oral health, with pain caused by the prolonged avoidance of dental care. The anxiety may also impair their health-related quality of life, and lead to general anxiety or avoidance of social contact.15
Individuals with dental anxiety tend to have poor oral hygiene—likely because of an association between negative feelings and oral hygiene practices, as well as the fact that they don’t receive professional oral health education due to their avoidance of dental care.16 Patients with dental anxiety tend to avoid seeking professional dental care unless they develop severe oral pain.
A high number of decayed and missing teeth has been reported among individuals with dental anxiety.17 The lack of routine dental care may result in conditions that can no longer be treated with routine restorative or periodontal treatment, leaving extraction as the sole option. Patients with missing teeth are more likely to consume a poor diet, and experience reduced social interaction and communication due to their appearance.18
ROLE OF THE DENTAL PROFESSIONAL
Recognizing anxiety and fear in dental patients is an important part of overall patient management. Careful observation by the dental professional allows for proper identification of these conditions. The simplest way to monitor anxiety is through self-report. Ask patients if they are experiencing feelings of anxiety. A questionnaire may also be provided to elicit this information. Table 2 provides a list of signs and symptoms of anxiety and phobia.15
It is important to match anxiety management practices to individual patient needs. The majority of patients will exhibit mild to moderate feelings of fear. Approaches to treat this level of anxiety without other complications are relatively simple. The dental hygienist may play a direct or indirect role in the management of fear. A variety of methods are available to manage dental anxiety or phobias that are used alone or in combination. These methods include pharmacological, behavioral, and psychological approaches.15 Reducing dental fear must come from the mutual efforts of both the patient and the dental practitioner to make the treatment proceed smoothly.
Pharmacological support may consist of conscious sedation, inhalation sedation, intravenous sedation, or general anesthesia.15 Pre- and post-medication can facilitate care and patient comfort, but behavioral and psychological techniques are preferred to provide patients with a means of control that can be applied not only in the dental office, but in other settings, as well.
BEHAVIORAL AND PSYCHOLOGICAL APPROACHES
A variety of behavioral and psychological approaches is available to help build trust and rapport in patients with the goal of relieving dental fear.15,19 First, communication is crucial. Verbal communication by the dental practitioner should include a reassuring tone of voice and greeting the patient by name. The patient should be asked about feelings of anxiety in a caring and friendly manner. Patient concerns should be genuinely acknowledged. Oral health professionals need to be attuned to nonverbal cues, listen closely to the patient, and accurately reflect what the patient says—all while demonstrating empathy.
Communicating with patients about their scheduling preferences is also recommended. Morning appointments are often best to prevent anxious patients from worrying about the appointment all day long and to prevent any unforeseen delays, which may agitate these individuals. Thoroughly explaining the procedure to the patient gives him or her a sense of predictability during the treatment.
Nonverbal communication is just as important as verbal communication in facilitating rapport and trust. This includes facial expressions, such as smiling, and positive body language and gestures. Encouraging patients to communicate nonverbally during treatment, such as signaling, provides them with a sense of control and engenders trust.
Using a motivational interviewing technique is also helpful. This approach focuses on exploring and resolving ambivalence and centers on motivational processes within the individual to facilitate change. It is a collaborative conversation to strengthen an individual’s motivation for and commitment to change to healthier behaviors—such as coming in for regular dental appointments and adhering to appropriate daily oral hygiene regimens. Motivational interviewing is based on the following principles: creating a rapport, discussing ambivalence, listening with reflection, evaluating readiness, accepting resistance or reinforcing positive choices, and enabling patient autonomy in decision making.20,21 For more information on this technique, visit motivationalinterviewing.org.
The tell-show-do method was originally developed to reduce fear in children, but it has also been applied to adults with dental anxiety. With this technique, dental professionals explain what they are going to do, show what is involved, and then perform the procedure. It is an interactive and communicative approach.
Rest breaks can be helpful by allowing fearful patients to calm down enough to continue and complete treatments. The patient should not be rushed. Positive reinforcements can also create a more pleasant experience, whether physical, such as a sticker or toy for a child, or verbal praise.
The use of distractions, such as movies or music, can help redirect a patient’s focus from dental sounds, which may initiate anxiety. Encourage patients to bring their favorite movie or music to the appointment to give them a sense of control.
Breathing exercises appear to lower anxiety and perceived pain. Biofeedback, a method in which users learn to control their body’s responses, gives anxious individuals the opportunity to view their physiological responses to stress (Figure 1).22 Patients are fitted with electrical sensors that help provide feedback about their body, such as relaxing specific muscles, in order to implement changes that will reduce anxiety or pain.23 Biofeedback can help patients gain more control over normal involuntary functions, such as heart rate, breathing, skin temperature, muscle tension, and blood pressure. More research is needed to understand why biofeedback is effective. Several different relaxation exercises are used in biofeedback therapy, including: deep breathing, progressive muscle relaxation, guided imagery, and mindfulness meditation.
Hypnosis is a state of consciousness involving focused attention and reduced peripheral awareness characterized by an enhanced capacity for response to suggestion. The patient is able to concentrate intensely on a specific thought or memory, while blocking out sources of anxiety.
Aromatherapy is a form of alternative medicine that uses plant materials and aromatic plant oils—including essential oils and other aromatic compounds—for the purpose of altering an individual’s mood or cognitive, psychological, or physical well-being (Figure 2). The oils can be diffused in the atmosphere to produce a calming effect for patients.
Acupuncture involves insertion of thin needles along specific points on the skin to stimulate nerves, muscles, and connective tissue. This technique is used to alleviate pain and treat various physical, mental, and emotional conditions.
Modeling is a technique that involves teaching patients about the situation by having them observe someone else. This technique is most frequently used for children, so they know what to expect in a dental visit.
Little is known about fearful patients’ perceptions of dental hygienists and dental hygiene care.23 The feel and sound of dental hygiene instruments, coupled with the patient’s perception that he or she has little control are important contributors to the fear of dental hygiene treatment.23 While dental fear presents a considerable barrier to care and impacts all dental professionals, this type of anxiety can be managed through a variety of methods and techniques. Oral health professionals must regard each patient as an individual, and tailor the management methods based on his or her specific needs. The personal and confidential relationship between a trusted dental care provider and his or her patient is vital to successful communication, effective provision of oral health education, and patient satisfaction with dental care.
- Hultvall MM, Lundgren J, Gabre P. Factors of importance to maintaining regular dental care after a behavioural intervention for adults with dental fear: a qualitative study. Acta Odontol Scand. 2010;68:335–343.
- Margaritis V, Koletsi-Kounari H, Mamai-Homata E. Qualitative research paradigm in dental education: an innovative qualitative approach of dental anxiety management. J Int Oral Health. 2012;4:11–22.
- Bernstain DA, Kleinknecht RA, Alexander LD. Antecedents of dental fear. J Public Health Dent. 1979;39:113–124.
- Davey GCL. Dental phobias and anxieties: evidence for conditioning processes in the acquisition and modulation of learned fear. Behav Res Ther. 1989;27:51–58.
- Locker D, Shapiro D. Psychological factors and perceptions of pain associated with dental treatment. Community Dent Health. 1996;13:86–92.
- Maggirias J, Locker D. Psychological factors and perceptions of pain associated with dental treatment. Community Dent Oral Epidemiol. 2001;30:151–159.
- De Jongh A, Aartman IHA, Brand N. Trauma-related phenomena in anxious dental patients. Community Dent Oral Epidemiol. 2003;31:52–58.
- De Jongh A, Fransen JB, Oosterink-Wubbe FMD, Aartman IHA. Psychological trauma exposure and trauma symptoms among individuals with high and low levels of dental anxiety. Eur J Oral Sci. 2006;114:286–292.
- Themessl-Huber M, Freeman R, Humphris G, MacGillivray S, Tezri N. Empirical evidence of the relationship between parental and child dental fear: a structured review and meta-analysis. Int J Paediatric Dent. 2010;20:83–101.
- Armfield JM. Towards a better understanding of dental anxiety and fear: cognitions vs. experiences. Eur J Oral Sci. 2010;118:259–264.
- Johansson P, Berggren U, Hakeberg M, Hirsch JM. Measures of dental beliefs and attitudes: their relationships with measures of fear. Community Dent Health. 1992;10:31–39.
- Kvale G, Berg E, Nilsen CM, et al. Validation of the dental Fear Scale and the Dental Belief Survey in a Norwegian sample. Community Dent Oral Epidemiol. 1997;25:160–164.
- Abrahammson KH, Beggren U, Hakeberg M, Carlsson SG. The importance of dental beliefs for the outcome of dental fear treatment. Eur J Oral Sci. 2003;111:99–105.
- Abrahammson KH, Hakeberg M, Stenman J, Ohrn K. Dental beliefs: evaluation of the Swedish version of the revised Dental Beliefs Survey in different patient groups and in a non-clinical student sample. Eur J Oral Sci. 2006;114:209–215.
- Rafique S, Fiske J. Special care: management of the petrified dental patient. Dent Update. 2008;35:196–207.
- DeDonno MA. Dental anxiety, dental visits and oral hygiene practices. Oral Health Prev Dent. 2012;10:129–133.
- Armfield JM, Slade GD, Spencer AJ. Dental fear and adult oral health in Australia. Community Dent Oral Epidemiol. 2009;37:220–230.
- McGrath C, Bedi R. The association between dental anxiety and oral health-related quality of life in Britain. Community Dent Oral Epidemiol. 2004;32: 67–72.
- Armfield JM, Heaton LJ. Management of fear and anxiety in the dental clinic: a review. Australian Dent J. 2013;58:390–407.
- Britt E, Hudson SM, Blampied NM. Motivational interviewing in health settings: a review. Patient Educ Couns. 2004;53:147–155.
- Wagner CC, Ingersoll KS. Beyond cognition: broadening the emotional base of motivational interviewing. J Psychotherapy Integ. 2008;18:191–205.
- Mayo Clinic. Biofeedback: Using Your Mind to Improve Your Health. Available at: mayoclinic.org/ testsprocedures/biofeedback/basics/definition/prc-20020004. Accessed October 21, 2014.
- Abrahammson KH, Stenman J, Ohrn K, Hakeberg M. Attitudes to dental hygienists: evaluation of the Dental Hygienists Beliefs Survey in a Swedish population of patients and students. Int J Dent Hyg. 2007;5:95–102.
From Dimensions of Dental Hygiene. November 2014;12(11):70–73.
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Month-by-month lectionary reading list
Download these printable versions of the daily and Sunday and festival scripture reading list to use in church bulletins and newsletters.
Please note that two distinct lectionaries are provided on this page: the two-year Daily Lectionary and the three-year Revised Common Lectionary for Sundays and festivals; be sure you have selected the appropriate one.
Lectionary for Sundays and Festivals
2015: Year B (ending Nov. 22) and Year C (beginning Nov. 29)
2016: Year C (ending Nov. 20) and Year A (beginning Nov. 27)
The three-year Revised Common Lectionary for Sundays and festivals was produced by the ecumenical Consultation on Common Texts in 1992, and was included in the Presbyterian Book of Common Worship (Westminster John Knox Press, 1993); it may also be found in the Presbyterian Planning Calendar and the Mission Yearbook for Prayer and Study, published annually by the Presbyterian Church (U.S.A.). This lectionary provides scripture readings for proclamation in public worship, following the Sundays, festivals, and seasons of the Christian year (or liturgical calendar). Four scripture passages are given for each Sunday and festival: (a) the First Reading, usually from the Old Testament, but replaced by a reading from Acts during the season of Easter; (b) a Psalm or canticle, intended not as a separate reading, but as a response (ideally, a musical response) to the First Reading; (c) the Second Reading, an Epistle or other New Testament writing; and (d) the Gospel Reading, from Matthew, Mark, Luke, or John. The three-year lectionary cycle (Years A, B, and C) focuses on different sections of scripture each year, notably the Gospel of Matthew in Year A, Mark in Year B, and Luke in Year C (the fourth gospel, John, is prominently featured at certain times in each year).
2015: Year 1 (ending Nov. 28) and Year 2 (beginning Nov. 29)
2016: Year 2 (ending Nov. 26) and Year 1 (beginning Nov. 27)
The two-year Daily Lectionary comes from the Presbyterian Book of Common Worship (Westminster John Knox Press, 1993) where it was adapted from the Episcopal Book of Common Prayer; it may also be found in the Mission Yearbook for Prayer and Study, published each year by the Presbyterian Church (U.S.A.). This lectionary is intended for personal study and reflection, as well as daily prayer in individual or small group settings. In a two-year period, this lectionary allows users to read through the Old Testament once and the New Testament twice, moving sequentially and systematically through large sections of scripture. Two morning psalms and two evening psalms are provided for each day, so that the readings may be framed by prayer, using the words of the psalms. Users of this lectionary may choose to read all the lessons in one sitting, or may distribute the readings throughout the day as a part of the practice of daily prayer (a common pattern is Old Testament in the morning, Epistle at noon, and Gospel in the evening).
On the Daily Lectionary, how do we know if we are in Year 1 or Year 2? Odds and evens? Or does it matter?
Update for Leah and others interested in the single page listing of the RCL from the Planning Calendar: It's now available to download above, under Lectionary for Sundays and Festivals. Click on the link that says Full Year (Single Page).
Thanks, Leah. Good idea. I'll see if we can make that available on this site.
I miss the single page listing of Lectionary for the Lord's Day that used to be printed in the front of the annual calendar, but is missing this year. Is there a place to download that single page of Sunday readings?
Thanks for this feedback, Deb! I will pass it along.
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Since 2002, the school's annual Project Preservation has restored cemeteries in Belarus (2002 Sopotskin, 2003 Indura, 2004 Kamenka, 2005 Lunna), Ukraine (2006 Druhzkapol and this year), and Lithuania (2007 Yurburg)
There's also a link to a podcast on the project with Rabbi Edward Boraz.
Established in 2002, Project Preservation is a Tucker Foundation cross cultural education and service project. It is organized and coordinated by Boraz, who explains that these European shtetlach (shtetls) were once mainly Jewish and now have no Jewish residents. Without people to care for them, they are neglected and overgrown.
Stojanov is the birthplace and former home of author Leon Wells, who appears to be the sole survivor from that town, who chronicled his life in the town and throughout the Holocaust in his books, Janowska Road (Macmillan Company 1963 and Halo Pr 1999) and Shattered Faith (University Press of Kentucky 1995).
Boraz says this year's trip is dedicated to Wells' work. The cemetery has no headstones because they were used for flooring for the collective farms in the Soviet era.
Before traveling, students design and implement a 10 week- week course focusing on understanding genocide, an emphasis on the Nazi period, impact on Europe and the history of the village they will be visiting that year. Following the course, students first visit Auschwitz, and then travels to the village to work on the cemetery. Usually assisted by villagers, the group cuts the vegetation, rights headstones, erects fences and holds a rededication ceremony.
"I am deeply moved that each year, a diverse group of students of different faith traditions and ethnicities are committed to and willing to confront first hand the legacy of one of the most tragic events in the history of western civilization, the genocide of the Jewish people of Europe," says Rabbi Boraz. "My own humanity and my own rabbinate have been transformed in many ways because of the nature of the encounters I have with students and with this program."
Some students have traveled to more than one town.
Boraz says that they receive calls to visit specific villages to work on the cemeteries after these years of visits. Sometimes requests come from people whose ancestors once lived there, and sometimes from the people now living in the town who want to preserve their history. "I hope we continue this work, because unfortunately, there is no shortage of Jewish cemeteries that need our help," he says.
Read more - including student comments and the podcast link - here.
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The Real World during the time of kings
Posted Jan 7, 2008
Last Updated Apr 6, 2008
Introduction to the ForewordFrom time to time I work on a historical novel, set in a Europe that most Americans have scarcely a clue of: the early 1700s. A Europe stranger than some science fictional worlds. Some of you might find it interesting. Here's the Foreword. If I get any interested responses, I'll talk about it on this site later, along with some writerly considerations regarding the writing of historical novels.
Those considerations have shifted over the past 15 years.
In the late 1600s, the map of Europe was very different from today's. Germany was a center of political and religious ferment — consisting of some three hundred (300!) independent states. Foreign relations centered on military power (including how many foreign mercenary regiments you could afford), and on constantly shifting political, military, and trade alliances. Rule was by monarchs. Diplomacy featured connivery, treachery, the trading of other people's territories, and the intermarrige of royal families. Wars were frequent, threats of war continuous, and wrongs clamoring to be redressed innumerable. Treaties often lasted just long enough for new armies to be trained or arranged for, and for new alliances to be secretly forged.
In fact, the road to hell was paved not with good intentions, but with broken pledges, which were much more abundant.
What an era!
In the north, where our story takes place, Denmark had ruled Norway for three centuries —”since 1397. Finland had become part of Sweden more or less gradually, beginning in the mid-1100s. A landmark date was 1216, when the pope confirmed the claim of the Swedish king at the expense of the Danish king, who had claimed Finland after establishing bases on the south coast. There had never been a Finnish state. Much of what is now Finland was wilderness thinly peopled by Lapp reindeer herders and Finnish fur traders, fur hunters, and salmon fishers. What would eventually be known as Finland took shape over the following several centuries, through gradual settlement and by fighting that pitted Finns and Swedes against Russians and Karelians.
In 1618, the complex pattern of German dynastic rivalries and religious conflicts erupted into the Thirty Years War. Sweden's military intervention prevented the threatened collapse of Protestantism in central Europe, but in the process, Sweden and Finland, poor to begin with, were further impoverished. They also suffered a shocking loss of young men. But when the war was over, Sweden held much of the land along the southern and eastern shores of the Baltic Sea, land taken from Danish, German, and Russian rulers.
In 1697, the headstrong 15-year-old Karl XII became King of Sweden and Finland. (The English, of course, called him Charles XII.) To the neighboring royalty, this seemed a good time to strip Sweden of her eastern and southern Baltic possessions, plus that part of (now) southern Sweden that had been Danish until 1658. Thus a "secret" pact was made by neighboring monarchs, who had no reason to imagine that Sweden's teen-aged king would prove to be a military genius. In February 1700, Augustus, ruler of Saxony and Poland, marched an army into Swedish Livonia (mainly present-day Latvia). A month later, Frederick of Denmark attacked his southern neighbor, Holstein-Gottorp, an ally and client state of Sweden defended in part by a Swedish garrison. And that autumn, Russia's Peter the Great, newly freed of war with the Turks, attacked the Swedish-ruled, Finnic-speaking provinces of Karelia, Ingria, and Estonia.
The result was the 21-year Great Northern War. For several years the Swedish-Finnish army prevailed. At one point it occupied the pride of Saxony, its beautiful capital city Dresden.
Karl's original enemies had been joined in 1709 by Prussia, and in 1715 by Hanover. Both were more eager to share in the spoils than in the fighting, however, for if Sweden's power had been sorely weakened, her king's military genius was now abundantly well-recognized and feared. (Hanover's German monarch was the newly crowned George I, King of Great Britain and Ireland, but in Britain he had a parliament to deal with, thus Britain's role in the conflict was small and selective.)
Meanwhile, in 1714, a Russian army had overrun Finland. The hard-bitten shards of the Finnish army, commanded by General Karl Gustaf Armfelt, had escaped west across the Torne River into northern Sweden.
This story is about that Finnish army, its general, and some unblooded units of Swedish conscripts, in the final land campaign of the Great Northern War.
____________If this is something you'd like to know more about, or if it's not, tell me. If you'd like to look at some preliminary chapters, visit www.sfwa.org/members/dalmas
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The total monthly average income was, in nominal terms, RON 2,687 per household and RON 1,011 per person in 2015, an increase of 7.4 percent and of 7.8 percent, respectively, compared to 2014, National Institute of Statistics (INS) data inform.
At the same time, the total expenditure of the population was roughly RON 2,352 per month, per household (RON 885 per person) and was 87.5 percent of the total income, a decrease of 3.2 percentage points compared to 2014.
The money income was RON 2,362 monthly on average per household (RON 889 per person) and the in-kind income was RON 325 monthly per household (RON 122 per person). The wages and the other related income constituted the most important source of income (55.7 percent of the total household income).
The social provisions income (23.9 percent), the agriculture income (2.9 percent), the non-agricultural independent activities income (2.4 percent) and the property and household asset sale income also contributed to the formation of the total household income (1.3 percent).
The main uses of the expenditure done by the households are the consumption of food and non-food goods, of services and the income taxes, contributions and subscriptions paid to private and public administration and to the social insurance budgets, as well as the cover of some needs related to the household production (poultry and animal feed, work payment for the household production, seeds, veterinary services, etc.).
The expenditure with investments, intended for purchasing or raising dwellings, purchasing land and equipment required by the household production and purchasing shares, etc. represent a very small weight in the total household expenditure (only 0.7 percent).
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Duchamp's urinal the font of modern art
It's all cisterns go.
A humble porcelain urinal - reclining on its side, and marked with a false signature - has been named the world's most influential piece of modern art, knocking Picasso and Matisse from their traditional positions of supremacy.
Marcel Duchamp's Fountain, created in 1917, has been interpreted in innumerable different ways, including as a reference to the female sexual parts. However, what is clear is the direct link between Duchamp's "ready-made", as the artist called it, and the conceptual art that dominates today.
According to art expert Simon Wilson: "The Duchampian notion that art can be made of anything has finally taken off. And not only about formal qualities, but about the 'edginess' of using a urinal and thus challenging bourgeois art."
The Duchamp came out top in a survey of 500 artists, curators, critics and dealers commissioned by Gordon's, the sponsor of Britain's Turner prize. Different categories of respondents chose markedly different works, with artists in particular plumping overwhelmingly for Fountain.
"It feels like there is a new generation out there saying: 'Cut the crap - Duchamp opened up modern art'," Mr Wilson said.
It was "something of a shock" that Pablo Picasso was not top, particularly since, Mr Wilson argued, the artist's cubist constructions of 1912 to 1914 were Duchamp's "jumping-off point".
But Picasso has not been totally erased: Les Demoiselles d'Avignon and Guernica were second and third in the survey.
"Les Demoiselles was the beginning of cubism, and cubism was the most influential formal innovation in modern art," Mr Wilson said. "This is the single work to which we can pin the origins of modern art."
Of Guernica - Picasso's unflinching depiction of the horrors of the Spanish Civil War - Mr Wilson said: "Picasso re-established that art could be modern and still deal with historical events, which had been junked by impressionism."
Andy Warhol's Marilyn Triptych - with its resonances of celebrity, death and tragedy - was named the fourth most influential work, and Henri Matisse's The Red Studio, was the fifth.
Extraordinarily, not one artist put Matisse among their top choices. "Today's artists expect art to contain some social or political comment, even if that's very indirect," Mr Wilson said.
"Matisse said that his art was like an armchair into which one sinks at the end of the day - it's a sort of pure sensuousness that artists today don't warm to."
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1 A short length of rope whose ends have been spliced together to form a circle.
2 A short length of rope with an eye splice in one end and a stopper knot in the other used in the days of the sailing navies to hold various articles (boarding pikes, cutlasses, etc.) together in their stowage.
3 A short rope with an eye splice in each end used to hold the foot of a sprit against the mast.
4 The eye at the base of a block for making fast the standing part of a fall.
5 Rope loops spliced and clove hitched to the jackstays on yards through which seamen put their arms to use both hands when furling sails on a square-rigged vessel.
Users without a subscription are not able to see the full content. Please,
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Fish jumping out of tanks small or large is quite a common problem for enthusiasts, and is the reason why some owners choose to have a glass cover on the top of their aquarium.
There are several theories as to why fish might jump from a small aquarium.
It has been suggested that one reason fish leap from the water is that in the wild they use this method to attempt to rid themselves of parasites.
Depending on the gender and species mix of the fish in their aquarium, it is possible that their fish could have been leaping to avoid predators or unpleasant interactions with other creatures.
They could even be showing off to fish of the opposite sex, in some previously unknown courtship or territorial ritual.
In the meantime, our sincere condolences go out to all those who have lost a fish to a death by jumping.
To captive fish, the air on the other side of the aquarium glass looks like water.
And even in fish world, the water is always cleaner on the other side.
As mentioned when we first spoke, a cover on top of the tank would stop future jumpers from killing themselves.
Just remember to leave enough room for them to breathe.
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- First Paragraph:
- A lush pasture adds scenic beauty to your farm and nutritional value for your horses. Pastures can provide exercise and a low-cost feed source, but unless productive, they provide only exercise. To achieve both goals, they must have a good start. These steps will help to establish a new pasture or renovate an old one.
- Publication Number:
- William Bamka
- Rutgers NJAES Cooperative Extension
- Date Published:
- Number of pages:
- Horse pastures, grazing, seeding mixtures
You will need the free Adobe Reader to view this document.
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Indiana: Indiana State Historical Bureau Markers
Showing results 1 to 10 of 428
In October 1818, Purchasing Commissioners Lewis Cass, Benjamin Parke and Governor Johnathan Jennings acquired Indian claims on the land shown on this marker. About one-third of modern Indiana was involved in this transaction.
In 1824, nine Indians were murdered by white men near this spot. The men were tried, Found guilty and hanged. It was the first execution of white men for killing Indians.
Charles L. Henry's Union Traction Company, the first electric rail line specifically designed for interurban service, began operating through here on January 1, 1898. It ran from Alexandria to Anderson. Indiana became the traction center of the United States.
Here in Callaway Park August 17, 1940, Willkie accepted Republican party presidential nomination after a nationwide grassroots campaign. An estimated crowd of 250,000 was in the park and along adjacent streets. Established campaign headquarters in Rushville…
Born in North Manchester, March 14, 1854, he practiced law in Columbia City until his election as Governor of Indiana (1909-1913). Served two terms as Vice-President (1913-1921). Died June 1, 1925, and was buried in Indianapolis.
After General William Henry Harrison relieved Fort Wayne, he ordered Colonel James Simrall in September 1812 to prevent further Miami Indian attacks in the area. The Miamis fled as troops destroyed villages, crops, and supplies along Eel River; Miamis then …
Little Turtle (Mishikinoqkwa), c. 1747-1812, was born and raised here on the Eel (Kenapocomoco) River. The Miami village was destroyed by American troops in 1812 and most of the tribe was removed from Indiana by 1843.
Here on July 4, 1894, Elwood Haynes made the first test run of an automobile which he designed and built. His car reached a speed of about seven miles per hour over a six mile course on the Pumpkinvine Pike.
Site of 11th Congressional District military camp used to rendezvous, recruit and organize the 75th, 89th, 101st, 118th and 153rd Indiana Regiments during the Civil War.
On March 31, 1880, officials of Wabash began experimenting with Charles F. Brush's carbon-arc lights. Four 3,000 candlepower lamps were placed atop the courthouse and used to illuminate the town until September, 1888.
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The church exterior is formed of Bedford stone and designed reminiscent of the Italian Renaissance architecture style. Twin Gothic bell towers (on the north and south ends of the structure) raises impressively above all other structures.
Originally the top of both towers were domes made of copper, sitting in four roman columns. The domes would be illuminated by the reflective rays of the rising sun. That's why Corpus Christi was known as "The Beacons of the South Side." Unfortunately the upper portion of the towers, which includes the copper domes, was removed for structural reasons.
A series of stone steps lead from the street toward the three majestic bronze doors that open into a vestibule of tile and marble.
The building, similar to a skyscraper, is made up of a steel-skeleton frame construction with column-free spans, providing an open and unobstructed view throughout the interior.
Groined Vault Ceiling
The interior ceiling is known as a groin vault or groined vault (also sometimes known as a double barrel vault or cross vault) and is produced by the intersection at right angles of two-barrel vaults. The word "groin" refers to the edge between the intersecting vaults.
The groin-vaulted ceiling is made up of an estimated 500 octagon shaped plaster tiles suspended from the metal frame above originally by horsehair wire. It has since been replaced with steel cables.
The Apse is a semicircular recess covered with a hemispherical vault or semi-dome. The term is applied to a semi-circular or polygonal termination of the main building. The semicircular apse is position above the high altar. At Corpus Christi the Apse has a unique and complex diamond-shape relief that appears to move upward towards the heavens.
Corpus Christi Catholic Church • 4920 South King Drive, Chicago, IL 60615 • Office: 773-285-7720
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Treatment with copper sulfate
Contribute sulfate to the soil as fertilizer once in 5-6 years at the rate of 1 g per 1 sq. m. the Powder is dissolved in water and irrigate the land. It is used when planting onions and garlic, for the treatment of beds prepare a solution – 1 spoon of powder in a glass of water – it will protect the culture from destruction by Fusarium.
Copper sulphate is used for spring spraying for prevention: dissolve 1 tbsp. of the crystals in 10 liters of water and add 1 tbsp of soap. This composition is lowered for a few moments the roots of the shrubs when transplanting. It is also used for the treatment of ornamental plants, shrubs, fruit and berry crops from pests and diseases. They disinfected the place of damage to the shrubs and trees.
Copper sulfate – the main component of Bordeaux mixture, widely used by gardeners and horticulturalists. Buy copper sulfate, and dry Bordeaux mixture can be in the garden stores and dilute according to the instructions on the package. Bordeaux liquid is easy to prepare 100 g of a blue powder, 100 g of lime quicklime, 10 liters of water. First, prepare the lime milk and lime is quenched in water (5 l) and pour in it diluted in water "sulphate of copper".
To whitewash is added to a solution of 50 g of casein glue, whitewash to stay longer on the trees. Blanch them in the fall (October-November) update the whitewash in March. Spring, before Bud break, are sprayed fruit planting Bordeaux liquid. In the vegetation period make the treatment plants 1-2 times 1% solution. Use the freshly prepared mixture, the storage shelf properties will weaken.
Several half-forgotten, but no less effective means of Burgundy liquid. It protects the plants from fungal diseases and feeds them potassium. The composition is prepared from 100 g of copper sulfate, 40 g of liquid soap, 90 g of soda ash and 10 liters of water. In one part of the water dissolve copper kuporos, in other − soda and soap. Then in a solution of soda pour in the liquid copper.
Don't forget that the solution is toxic. When you work with him, observe safety precautions: use gloves, glasses. After finishing work wash hands and face with soap and water, rinse mouth.
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The Mysteries of Malnutrition Management
On a bright and sunny morning I awoke excited for my first Growth Monitoring Outreach. It was a short walk to the neighbouring community of Majengo where we found many smiling faces (and a few wary ones too!) waiting to greet us. The concept of “weighing babies” seemed like fun but the importance of what we were doing started to unravel.
Malnutrition can be defined as “a state in which the physical function of an individual is impaired to the point where he/she can no longer maintain adequate bodily performance processes such as growth, pregnancy, lactation, physical work, and resisting and recovering from disease” (The Sphere Project, 2004). In Kenya, the national figure for acute malnutrition of children under the age of 5 is estimated at 6% with huge variation in the different regions of the country ranging up to 20% or even higher (UNICEF, 2006).
Under nutrition can be identified by assessing the individual’s nutritional status however this would involve investigating the availability and utilization of nutrients at the cellular level. Out in the field this becomes impractical so we rely of proxy indicators of nutritional status primarily Anthropometry (measurements of weight, height etc.) and recognition of clinical signs (oedema, skin pigmentation).
During the growth monitoring outreach we measured the child’s weight on a hanging scale and compare this to a Weight for Age chart on their Health Card. This allows us to graph their growth against a reference population, if they fall below the normal range the child is identified as underweight. We also check for immunization status and flag children who require follow up.
In total we weighed 54 children, including a set of 2 month year old twins and a little boy petrified on the Muzungu (white person)- I couldn’t look twice at him without him bursting into tears and running in the opposite direction! At the conclusion of the outreach two children were identified as underweight.
The question was what happens now? I sat down with Community Health Worker (CHW) and Pharmacist, Diego at Shimoni Dispensary to find out.
In the community, CHWs screen children using anthropometric measurements (e.g. weight, mean upper arm circumference) and the presence of oedema. Underweight or children displaying signs of oedema are referred to the nearest health facility for further investigation. A thorough assessment including questions about breast feeding status, diet and appetite is completed by a nurse or health worker and then an official diagnosis of malnutrition is made. The mother is also checked for signs of malnutrition and treated accordingly.
Further reading of the Kenya Guideline for Integrated Management of Acute Malnutrition revealed that children can have a combination of both acute and chronic malnutrition. Acute malnutrition can be categorized into Moderate Acute Malnutrition (MAM) and Severe Acute Malnutrition (SAM), determined by the patient’s degree of wasting and certain criteria (eg. Comparison to WHO height for weight charts, mean upper arm circumference and level of oedema). All cases of bi-lateral oedema are categorized as SAM. SAM is further classified into two categories: Marasmus and Kwashiorkor. Patients may present with a combination, known as Marasmic Kwashiorkor.
Common signs and symptoms of Marasmus include; Severe weight loss and wasting, Ribs prominent, Limbs emaciated, Muscle wasting, May have good appetite, With correct treatment, good prognosis. For Kwashiorkor: Bi-lateral oedema and fluid accumulation, Loss of appetite, Brittle thinning hair, Hair colour change, Apathetic and irritable, Face may seem swollen, High risk of death
Chronic malnutrition is determined by a patient’s degree of stunting, i.e. when a child has not reached his or her expected height for a given age.
The management of acute malnutrition involves two basic objectives:
1) To prevent malnutrition by early identification, public health interventions and nutrition education
2) To treat acute malnutrition to reduce associated morbidity and mortality. (Ministry of Medical Services, 2009)
Diego explained at the Shimoni Dispensary all children under the age of 5 are given Mix Me a vitamin and mineral supplement to be added food as a preventative measure.
For children identified as moderately outpatient management involves food supplementation with Ready to Use Therapeutic Food (Plumpy Sup) and weekly monitoring.
Uncomplicated cases of severe malnutrition – patients who have a good appetite; are free from medical complications; and do not have moderate/severe oedema – can be treated with routine drugs (e.g. Antibiotics, deworming, vaccinations, Vitamin A supplementation) and the relevant quantity of ready to use therapeutic food (Plumpy Nut) at home. Families attend the dispensary for monitoring and to replenish therapeutic food supply, parents are encouraged to return empty packets to improve compliance. Further follow up is made at the home by the community health worker involving nutrition and health education. Children who have a poor appetite and present with complications such as oedema, hypothermia, fever, weakness or fitting must immediately be referred to an inpatient facility for further management.
Malnutrition is an important public health issue particularly for children under five years old who have a significantly higher risk of mortality and morbidity than well nourished children. We are happy to work with our partners, The Community Health Workers to help identify and prevent malnutrition through regular monitoring at the monthly Growth Monitoring outreaches.
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Tramways and Railways
The growth of Cornwall’s mining industry from the 18th century led to the development of a transportation infrastructure which stretched across the region.
Many of the routes developed during this period are still in use today and this infrastructure was a crucial component of the Cornish mining industry.
Until the early 1800s, tin, copper and other materials were moved between Cornwall’s mines and ports using horses and mules. This was a difficult and expensive form of transport, and Cornwall was lagging behind the rest of the country. Northern England tramways had already been in use for a hundred years.
In 1809 Cornwall’s first tramway was built. Connecting the North Downs Mine in north east Cornwall with Portreath, a port further west. The success of this tramway paved the way for building the Hayle railway in 1837, the West Cornwall Railway, and the Great Western Railway.
Supplies, such as coal and timber, had to be imported and minerals had to be moved from the mines to the quays, harbours and ports. From here, fleets shipped the region’s copper ore to the smelters in South Wales and brought back the coal needed to fire the mines’ steam engines. Timber was brought in from Scandinavia and Canada, often off loading at ports such as Falmouth or Penzance Harbour.
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What does it mean?
SCARF is a framework designed to improve the adoption of change. It allows organizations to understand how individuals may perceive threats and maximize rewards during change events. It builds on how the brain reacts to social needs in the same way as our primary needs for food and water. If a stimulus is associated with positive emotions or rewards, an individual will not feel threatened, making change more palatable and likely. But if it is associated with negative emotions or punishments, an individual may perceive it as a threat and will take means to avoid and resist the change
SCARF is an acronym for:
- Status - about relative importance to others
- Certainty - concerns being able to predict the future
- Autonomy - provides people with a sense of control over events
- Relatedness - a sense of safety with others
- Fairness - the perception of fair exchanges between people
Why do we believe it's important?
SCARF is one of the critical components of the Digital Problem Solving Adoption Engineering methodology. It helps us map engagement and communications strategy with key stakeholders in such a way that we can minimize threats and maximize rewards and in doing so encourage them to engage rather than put up barriers and retreat. SCARF helps us:
- To preemptively anticipate a stakeholder response to a tense situation or conflict
- To ask the right questions to uncover the cause of a negative emotional response(s)
- To create a more positive working environment
How do we put it into practice?
During a large transformation programme where both systems and ways of working were going to radically change, we made sure that affected groups and individuals understood how the change would both reflect in their personal day-to-day roles as well as how their roles, with new ways of working, would benefit the overall organisation.
Using SCARF it allowed us to structure specific messaging that focused on the positive impacts for both individuals as well as departments - focusing on organisational collaboration, career progression, and better recognition amongst their peers and management teams. Whilst there was a negative impact that disrupted the known ways of working, focusing on the new norms helped contextualise and normalise the change in a more positive light - creating a smoother path for adoption.
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We talk a lot about “instructor presence” in online teaching and learning, and take for granted that it is a good thing. (It is). Let’s unpack this concept into a set of actions that have the desired effect on our online learners’ experiences.
At the root of the discussion about instructor presence is a simple theory of social presence (Short, J., E. Williams, E and B. Christie, 1976) which suggests that various forms of communication fall along a continuum ranging from high to low social presence; face-to-face being on the highest end, and text on the lowest end.
Right away, you can see that teaching and learning online is at a disadvantage.
What can we do as online instructors so that learners positively sense our presence?
What is “instructor presence”?
In educational research, an often cited model for online course-based learning is the Community of Inquiry model (Garrison, Anderson, & Archer, 2000). Within this model, importance is placed on how the instructor (and learners) assert their presence in the course, and presence affects learning. Instructor presence is classified into Social, Teaching, and Cognitive presence.
While definitions vary for each, core similarities can be summarized as follows:
Social Presence can be defined as “… establishing personal and purposeful relationships with both peers and the instructor,” (Swan, K., Shih, L. F., 2005), or “the ability of participants to identify with the [course] community, communicate purposefully in a trusting environment, and develop interpersonal relationships by way of projecting their individual personalities” (Garrison, 2009). Indicators of social presence include comments that are supportive, build a sense of course cohesion, and are motivating.
Teaching Presence is associated with how you design your course to provide direct instruction, to monitor interaction, and to contribute your knowledge and experience. Cumulatively, these design features enable learners to realize meaningful outcomes (Anderson, T., 2004; Anderson, Rourke, Garrison, & Archer, 2001).
Cognitive Presence is “the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse” (Garrison, Anderson, & Archer, 2000). Simply put, cognitive presence is expressed through online interaction in ways that cause learners to think more deeply, or to elaborate upon a statement or claim.
Why is presence important?
Measuring the absolute effect of instructor presence is imperfect, but a number of studies have indicated that learners benefit from instructor presence, with each learner experiencing it in his or her own way.
One study, though small in scale, indicated that it wasn’t so much the overall quantity of your presence in your course that makes a difference, but the balance of all three forms of presence – Social, Teaching, and Cognitive – that positively affected students’ learning experiences (Swan, K., Shih, L. F., 2005).
What can you do to teach with presence?
Instructor presence is felt in a number of ways, including timely and meaningful feedback, and availability to answer questions. However, the most common area where presence can be felt is in Discussion Forums.
Below is a table that describes some of the ways you can inspire different kinds of interaction in your discussion forums.
The content is adapted from research conducted by Lane Whitney Clarke and Audrey Bartholomew, and used as a basis of research into identifying the kinds of interactions online instructors used in their online courses.
Their findings suggest that striking an even balance of cognitive, teaching, and social communication in discussion forums results in students feeling that the instructor is highly engaged and supportive of higher level thinking.
|Cognitive Interaction: Exploration, construction, resolution, and confirmation of understanding through collaboration and reflection|
|Technique||Purpose||Do your comments…||Example|
|Challenging/Probing||Challenging or probing students to think deeper about a topic/issue.||Use signal words like: I wonder, what do you think, usually followed by a question?||“One thing I wonder though is the balance between the texts that we give to kids at their instructional level and the complex texts that we need to use. What have you found to be the right balance?”|
|Student Elaboration||Exploring a topic deeper.||Asking students to elaborate on a topic or idea the student mentioned in their post with the intent of having them think deeper on the topic?||“I am curious what your colleagues say about building background knowledge and the role it plays in comprehension instruction?”|
|Questioning||Extending thinking around a topic or issue.||Asking students a question but the answer does not require an elaboration?||“I assume you find this effective?”|
|Teaching Prompts: Design, facilitation, and direct instruction of learning|
|Technique||Purpose||Do your comments…||Example|
|Pulling Together||Summarizing or pulling together a student or multiple students’ ideas.||Refer directly to one or more student ideas to make a point?||“I think what you are trying to say is echoed in (another student’s) post.”|
|Providing Resources||Adding information or details to a discussion.||Provide a tangible link or resource to elaborate on a topic?||“Here is where you can go for more information….”|
|Sharing Ideas||Directing students to provide more information by sharing with them your thoughts.||Provide an idea for the student to do in their own practice?||“Maybe you can take photos of what active reading does NOT look like-that might be powerful too!”|
|Teacher Elaboration||Expanding on an idea to make a point. Goes beyond confirmation of the student response and typically uses an example to illustrate the point.||Build on students comments but provide illustrative examples or ideas in order to teach a concept?||“One thing that caught my attention was what you said about resiliency. I just read a great article on the importance of giving our kids texts that they struggle with. We do so much modeling, and background knowledge building, and vocabulary scaffolding that sometimes we don’t let our students wrestle interdependently with tough texts and perhaps we are doing them a disservice by not helping them build up their resiliency.”|
|Technical Assistance||Helping with technology.||Address technology or computer issues?||“Have you tried using a different browser?”|
|Connections||Deepening understanding by making connections between new knowledge and established understandings, experiences, or knowledge.||Make a connection within the course (e.g., between two posts, a post and the text, a post) and a larger issue in the field)?||“As to your question about background knowledge – this is one that has been brewing in the literacy world as a result of the CCSS.”|
|Social Strategies: Build a learning community by establishing personal and purposeful relationships|
|Technique||Purpose||Do your comments…||Example|
|Encouragement||Trying to get a student to do something through positive reinforcement.||Use a positive tone, celebrate, provide supportive ideas, use emoticons or explanation points?||“Maybe you can take photos of what active reading does NOT look like- that might be powerful too!”|
|Drawing in participants||Trying to get others involved in the discussion – really only refers to a statement that specifically asks for more students to offer their response. Words to look for: we, us, you, all.||Address others in the class? Ask questions to more than one person?||“How do you all ensure that this follow up/reflective part actually happens. Are there any classroom strategies that you all have used?”|
|Compliment – Social||Providing a compliment with the goal of praising, inspiring intimacy, validating, naming the student, and/or drawing student into the learning community.||Address others in the class? Ask questions to more than one person?||“How do you all ensure that this follow up/reflective part actually happens. Are there any classroom strategies that you all have used?”|
|Compliment – Teaching||Providing a compliment to set up for a more instructive statement with a teaching point and/or bringing some content from the course.||Start with I, is positive in tone, celebrates a specific point or idea but then launch into a topic or idea connected to the content?||“You raise a great point about how difficult it is to find those comfortable texts as oral reading and silent comprehension do develop at different rates.”|
|Social Information||Giving personal and/or social information in effort to be part of a learning community.||Use I, share something from your life that may or may not be attached to the course content?||“This winter is killing me too. I just can’t seem to get warm. I think we are all in the same boat!”|
|Personal Experience||Using an example from your life – more specific level elaboration.||Use I, share something from your life that is attached to the content?||“There are so many times that I have run out of time and then don’t get to debrief too!”|
|Adapted from: Clarke, L., & Bartholomew, A. (2014). Digging Beneath the Surface: Analyzing the Complexity of Instructors’ Participation in Asynchronous Discussion. Online Learning: Official Journal Of The Online Learning Consortium, 18(3). Retrieved from http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/414|
Anderson, T. (2004). Teaching in an online learning context. In Anderson, T. and Elloumi, F. (Eds.) Theory and practice of online learning (pp. 273–294). Athabasca, AB, Canada: Athabasca University.
Clarke, L., & Bartholomew, A. (2014). Digging Beneath the Surface: Analyzing the Complexity of Instructors’ Participation in Asynchronous Discussion. Online Learning: Official Journal Of The Online Learning Consortium, 18(3). Retrieved from http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/414
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Gunawardena, C. and F. Zittle. (1997). Social presence as a predictor of satisfaction within a computer
mediated conferencing environment. American Journal of Distance Education 11(3): 8–26.
Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence and performance in an
online course. Journal of Asynchronous Learning Networks 6(1): 24, 2002.
Rourke, L., T. Anderson, D. R. Garrison, and W. Archer. (2001). Assessing social presence in
asynchronous text-based computer conferencing. Journal of Distance Education 14(2): 50.
Short, J., E. Williams, E and B. Christie. The Social Psychology of Telecommunications, 65. Toronto: Wiley, 1976.
Swan, K., Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9, 115-136.
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Column: Are phones and tablets harming our children's eyesight?
PUBLISHED: 15:09 23 February 2018
Kids seem to spend endless hours on smartphones, games consoles, computers and tablets these days. Is it harming their eyesight?
There has been a massive rise around the globe in short-sightedness, or myopia, over recent decades. One theory is that lack of natural light seems to be the key issue. This is a side effect of children spending more time indoors on electronic devices, rather than playing outside in natural light. Therefore the concern is that all close work - like playing with tablets and phones - carries the potential that it could make children more short-sighted.
Trying to stop screen use, however, is probably an unrealistic aspiration. Children are expected to do their school homework on laptops and tablets and they do their searches for background information on computer screens. So it is unlikely that we will be reducing screen use, really, in years to come.
The best thing to do, is to get children playing outside as much as possible. On average across the week, two hours a day outdoors would be beneficial. A healthy diet is also an area where families can help with eyesight. Oily fish, fresh fruit and green leafy vegetables are especially good for the eyes.
Regular eye examinations are also vital and are funded by the NHS for under 19s in full time education.
Signs that your child may be short-sighted include needing to sit near the front of the class at school because they find it difficult to read the whiteboard; sitting close to the television; complaining of headaches or tired eyes and regularly rubbing their eyes.
Short-sighted eyes are slightly too long, which means light rays focus in front of the retina, at the back of the eye, so distant objects appear blurred, but close objects are seen clearly. This is solved by wearing spectacles or contact lenses which refocus the light to the correct point and will easily be determined through an eye examination by your local optometrist.
Rene Moor BOptom MCOptom
Observatory The Opticians
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(Beyond Pesticides, April 15, 2004)
A drug commonly prescribed to halt pre-term labor and stave off premature birth might leave the brains of children susceptible to other chemicals ubiquitously present in the environment, according to research conducted on laboratory animals by Duke University Medical Center pharmacologists. Their new study, “Does pharmacotherapy for preterm labor sensitize the developing brain to environmental neurotoxicants? Cellular and synaptic effects of sequential exposure to terbutaline and chlorpyrifos in neonatal rats” found that rats exposed to the pre-term labor drug terbutaline suffer greater brain cell damage than those not given the drug upon secondary exposure to the insecticide chlorpyrifos.
The double exposure caused damage to brain regions known to play a role in learning and memory, the team reported in the March 2004 issue of Toxicology and Applied Pharmacology. The result might therefore help to explain earlier suggestions that children whose mothers are administered terbutaline suffer cognitive deficits. The National Institutes of Health supported the research. Premature labor occurs in approximately 20 percent of all pregnancies in the United States. Of those, an estimated 1 million women annually are treated with terbutaline or related drugs to halt the early contractions. The drugs administered to pregnant women also penetrate to the fetus where they affect brain development.
The work highlights the synergistic and unpredictable effects that exposure to multiple chemicals can have on the brain, said senior author of the study Theodore Slotkin, Ph.D., professor of pharmacology and cancer biology at Duke. Moreover, just as some gene variants confer heightened disease risk, the study suggests that certain early drug or chemical exposures can predispose people to particular ailments, he added.
“The adverse effects of sequential exposure to the two compounds on certain brain characteristics were more than the sum of the two agents’ independent effects,” Slotkin said. “Our findings suggest that exposure to drugs like terbutaline early in development can leave individuals set on a hair trigger for further problems when subsequently faced with environmental chemicals.” Sensitive subgroups should be taken into consideration when determining safe levels of the chemicals in the household and the environment, Slotkin said. Chlorpyrifos was one of the most commonly used insecticides in the United States for both agriculture and household uses prior to the year 2000 when the EPA began restricting the chemical from home use in stages. However, chlorpyrifos is still used for mosquito control of the West Nile virus and is widely used for agricultural purposes.
The highest exposures to environmental contaminants, including chlorpyrifos, occur in young children due to the fact that they crawl across the ground and other surfaces and put objects in their mouths, Slotkin said. Children also consume a greater volume of food and water — often containing pesticides — relative to their body weight compared to adults. Studies of chlorpyrifos levels in school-age children have found that virtually everyone is exposed, he said. The researchers administered terbutaline alone, chlorpyrifos alone or terbutaline followed by chlorpyrifos to three groups of young rats. Rats received terbutaline at 2 to 4 days old, a time equivalent to the early third trimester of human development. Chlorpyrifos was administered at day 11 to 14. A fourth untreated group served as a control.
Both chemicals independently caused brain injuries not seen in the control rats, including the loss of brain cells and the nerve cell projections critical to communication among neurons. The effects persisted into adulthood. The combined chemical treatment further aggravated the chemicals’ damaging effects on the brain, the team reported. The brains of rats exposed to both chemicals also showed reduced nerve cell activity that the researchers did not observe in rats exposed to either chemical alone. Furthermore, portions of the brain central to learning and memory, including the hippocampus, suffered significant loss of brain cells and nerve cell projections in rats exposed to both chemicals. Rats administered either chemical alone showed much smaller effects on these regions, the researchers said.
“It is increasingly clear that environmental toxicants target specific human subpopulations,” said Slotkin. “This study suggests that early drug or chemical exposures might underlie some of these differences in susceptibility. We need to start looking for such vulnerable groups and considering them when making decisions about legislation. It is not adequate to set the allowable concentrations for certain chemicals at levels that might be unsafe for large segments of the population.”
Rhodes, M., et al. 2004. “Does pharmacotherapy for preterm labor sensitize the developing brain to environmental neurotoxicants? Cellular and synaptic effects of sequential exposure to terbutaline and chlorpyrifos in neonatal rats.” Toxicology and Applied Pharmacology 195(2): 203-217.
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Cynotilapia afra, is a freshwater fish of the cichlid family. The genus name roughly translates as dogtooth cichlid which describes the sharp, conical unicuspid teeth unique to this genus within the Lake Malawi flock. The species afra is endemic to Lake Malawi and is found in rocky habitats throughout the lake.
The afra has an elongate body with vertical blue and black bars. However, there are many different coloration patterns depending on the region the fish is from, for example, the male fish from Kobwe (usually seen spelled either Cobue or Cobwe) is shown in the picture to the right. The population from Jalo Reef show no yellow in the body but have a solid yellow dorsal fin. Other populations have no yellow highlights at all. Males can grow up to 10 cm., females usually somewhat smaller.
Like most other cichlids from Lake Malawi,afras are mouthbrooders. Males defend territories near caves within the rock piles and feed from algae and micro-fauna on those rocks. Females congregate in mid-water and feed from plankton.Other popular color variations are so named: Chewere, Chinuni, Chitande, Chuanga, Likoma, Lumbila, Lundu, Lupingu, Mbenji, Metangula, Minos Reef, Msobo, Ndumbi, Njambe,
, and the Nkolongwe Nkhata
10cm, sometimes more.
pH 7.5-8.5; GH 100 – 300ppm; Temperature 23 – 28C.
These fish is an omnivore , They can accept frozen or live brine shrimp, high quality flake, pellets, spirulina, and other preparations for omnivore cichlids. It is always better to feed them small amounts several times a day instead of one large feeding. This keeps the water quality higher for a longer period of time. Of course, all fish benefit from added vitamins and supplements to their foods. They will eat to the point of their stomach being distended, so be very careful to not overfeed.
The Tank size should be about 26 gallons for a pair and more than 60 gallons for a harem. A larger tank will be needed if kept with other compatible
cichlids. They do fine in either freshwater or brackish freshwater but need
good water movement along with very strong and efficient filtration. Keeping
the ph above neutral is important.
Rift lake cichlids need hard alkaline water but are not found in brackish waters. Salt is sometimes used as a buffering agent to increase the water's carbonate hardness. This cichlid has some salt tolerance so can be kept in slightly brackish water conditions. However it not suited to a full brackish water tank. It can tolerate a salinity that is about 10% of a normal saltwater tank, a specific gravity of less than 1.0002.
The streams that flow into
Lake Malawi have a high
mineral content. This along with evaporation has resulted in alkaline water
that is highly mineralized. Lake Malawi is
known for its clarity and stability as far as pH and other water chemistries.
It is easy to see why it is important to watch tank
parameters with all Lake Malawi fish. A higher
pH means that ammonia is more lethal, so water changes are a must for these
fishes. A very slow acclimation to different pH levels can sometimes be
Sand used for saltwater fish or freshwater can be used and if keeping them with a higher ph, the saltwater sand can help keep the ph up. Crushed coral or aragonite sand can also increase the water's carbonate hardness, and tend to dissolves easier than salts. They will enjoy piles of rocks that are stabilized on the bottom glass of the tank, and also robust plants. They will not bother tough plants.
Malawi Cichlids will deteriorate under poor water conditions. Do water changes of 10% to 20% a week depending on bio load.
a typical disease especially if over fed. Malawi
( The teeth of this fish really like Dog Tooth )
Sex Difference :
Males fish are far more colourful if compare with females
These fish are Mouthbrooding egg-layer. They can bred in captivity. The male is ready to breed at 6 to 8 months. The Dogtooth Cichlid females can lay about 10 - 20 eggs and then immediately take them into their mouths before they are fertilized. The male flares out his anal fin, which has "egg spot patterning" so the female mistakes the eggs spots on the male's anal fin as her own eggs and tries to take them in her mouth as well. In doing so, she then stimulates the male to discharge sperm (milt cloud) and inhales the cloud of "milt" which then fertilize the eggs in her mouth.
After the time past about 14 - 21 days at about 82° F, the eggs are developed. The released fry can eat finely powdered dry foods andbrine shrimp nauplii. The female will guard her young for a few days, even taking them into her mouth if there is a perceived threat. As long as you have plenty of hiding places, your young will have an easier time surviving until they are too big to eat.
If you need to support this webblog , you can buy some fish article in
this link Thankyou very much for your kindly support ^ _ ^
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The protagonist of Joseph Conrad’s narrative of a typhoon in the China Seas is Captain Tom MacWhirr. Recommended by the builders of the Nan-Shan to Sigg and Sons, who want a competent and dependable master for their vessel, MacWhirr is gruff, empirical, without imagination. Although his reputation as a mariner is impeccable, his manner does not inspire confidence; yet, when he is first shown around the Nan-Shan by the builders, he immediately notes that its locks are poorly made.
Young Mr. Jukes, MacWhirr’s first mate, full of himself, curious about others, always rushing off to meet trouble before it comes, is satiric concerning MacWhirr’s limitations, especially his literal-mindedness, his inability to communicate with others in ordinary terms, and his taciturnity. For his part, MacWhirr is amazed at Jukes’s capacity for small talk and his use of metaphorical language, for MacWhirr himself notes only the facts by which he lives. However, he is astute enough to respect in others the ability to perform their tasks ably. Having just enough imagination to carry him through each day, tranquilly certain of his competence—although it has never been fully tested—MacWhirr communicates the essential details of his voyages to his wife and children in monthly letters that they read perfunctorily. These same letters are furtively and eagerly read by the steward, who, somehow, appreciates the truths that they distill.
A minor contretemps between Jukes and the captain occurs early in the narrative when, Jukes believes, MacWhirr fails to understand the implications of the Nan-Shan’s transfer from its original British to a Siamese registry. MacWhirr reads Jukes’s displeasure at the change as a literal comment on the size and shape of the Siamese flag. He checks its dimensions, colors, and insignia in his naval guide and then tells Jukes that it is correct in every way. Jukes, nevertheless, continues to feel resentment against MacWhirr and the flag’s Siamese elephant on a blue ground, lamenting the loss of the red, white, and blue of the Union Jack, symbol of security and order. Another minor disagreement concerns MacWhirr’s and Jukes’s differing opinions over the boatswain: Jukes dislikes the man for his lack of initiative and for a good nature that he thinks amounts almost to imbecility; MacWhirr respects him as a first-rate...
(The entire section is 973 words.)
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An ankle sprain occurs when the foot rolls or twists to the point where a ligament inside stretches beyond its normal capacity. Ankle sprains are extremely common, with an estimated 25,000 sprains happening in the United States every day. Athletes and people who work outdoors or on uneven surfaces are at a higher risk for spraining their ankle. Regular wear of high-heeled shoes is also a risk factor.
Sprained ankles are diagnosed by degree; that is, the severity of the sprain and the symptoms it produces. Grade 1 sprains are the mildest, with minimal swelling and tenderness due to a slight ligament tear. Usually, Grade 1 sprains still allow for weight to be put on the ankle. Grade 2 sprains have a more significant injury to the ligament and, while walking may still be possible, it is painful. Grade 3 sprains are diagnosed when the affected ligament has sustained a complete tear and the ankle cannot bear weight. Grade 3 sprains typically display obvious bruising and swelling around the ankle.
The grade of an ankle sprain will determine the treatment. The tried-and-true RICE method - rest, ice, compression, and elevation - is usually sufficient for Grade 1 sprains. Refraining from walking, keeping the ankle elevated for the first two days, stabilizing the ankle with a compression dressing, and applying ice to reduce swelling helps the sprain resolve within 2 to 4 weeks. Grade 2 sprains also respond well to RICE treatment, although healing typically takes longer and a firmer immobilization device, like a splint, is typically recommended. Grade 3 sprains often require similar treatment used for ankle fractures; a cast or brace may be needed and surgery may be considered for some patients.
To ensure proper healing, it is important to follow the recommendations of your podiatrist. Attempting to return to normal activity too soon could result in a repeat injury or permanent ankle instability.
What is Sesamoiditis?
Sesamoids are small bones that are only connected to tendons or surrounded in muscle. This only appears in a few places in the body, one of which is the foot. Two very tiny sesamoids are found in the underside of the foot near the big toe. One is on the outer side of the foot and the other bone is close to the middle of the foot. This structure provides a smooth surface for the tendons to slide over, which helps the tendons move muscles. They help with weight bearing and also help to elevate the bones of the big toe. So now that you know what sesamoids are, you might be wondering what sesamoiditis is and what its symptoms are.
Just like any other bone, sesamoids can unfortunately fracture. The tendons surrounding the sesamoids may also become irritated or inflamed and this is what sesamoiditis is. Sesamoiditis is also a form of tendonitis and is a common condition among ballerinas, runners, and baseball catchers due to the pressure that is constantly placed on their feet.
Symptoms of Sesamoiditis
Symptoms of Sesamoiditis may include:
- Pain under the big toe or ball of the foot
- Swelling and/or bruising
- Difficulty in bending and straightening the big toe
- Resting and stopping any activity that could be causing pain and inflammation
- Anti-inflammatories, such as ibuprofen and aspirin only after consulting your physician
- Icing the sole of the foot
- Wearing soft-soled and low-heeled shoes
- Cushioning inserts in the shoes
If symptoms persist after treatments, you may need to wear a removable brace for 4-6 weeks to help the bones heal. Call your podiatrist today to ask any questions about sesamoiditis and get on your way to pain-free feet once again!
Ingrown toenails may begin mildly but can quickly go from bad to worse. This frustrating and painful condition can affect anyone and cause significant issues. Unlike other foot-related conditions, which are often due to genetics or underlying conditions, ingrown toenails are almost always preventable and often come from lifestyle choices like the type of shoes you wear or the way you trim your toenails.
Do I have an ingrown toenail?
Ingrown toenails are easy to spot if you know what to look for. The nail begins to grow inward, curling in on one or both sides of the toenail and digging into the skin. An ingrown nail may begin with mild pain and discomfort and end up advancing quickly, producing symptoms like severe pain, difficulty walking, or even infection — which produces its own set of symptoms such as pus drainage or fever.
How can I prevent an ingrown toenail?
Preventing an ingrown toenail often boils down to the way you trim your nails and care for your feet. Always cut the nail straight across the top and never round off the corners to ensure that the nail grows straight. Wearing too-tight or narrow shoes which place pressure onto the toe can also contribute an ingrown toenail. Additionally, always keep your feet dry and clean and wear fresh socks daily.
Treating Ingrown Toenails
There are home remedies that may help stop the pain caused by ingrown toenails, such as soaking the foot in a warm foot bath and wearing better fitting footwear. Your podiatrist may be able to prescribe antibiotics to help avoid infection. In some cases, surgery by your podiatrist may be necessary. It's important to consult your doctor to see which method is best for you.
If you think you have an ingrown toenail or need help learning to better prevent them, a podiatrist can help you determine the best plan to healthier feet. Consulting with your foot doctor at regular foot examinations can help ensure that your feet stay healthy and pain-free for years to come.
Treating toenail fungus
Toenail fungus--it's one of the most common podiatric problems children, teens, and adults have. Causing thickened, yellow, brittle nails, onychomycosis (the medical name for toenail fungus) spreads easily and can be stubborn to treat. If you see one or more of your toenails changing shape, color, and texture, see your foot doctor right away. They have the expertise and treatments to give you ten clear toenails once again.
How toenail fungus starts
The micro-organism thrives in dark, moist environments--sweaty socks and sneakers being prime candidates. Additionally, shared towels, nail clippers, shower room floors, and pool decks breed toenail and Athlete's Foot fungus. In fact, if you suffer periodic outbreaks of itchy, uncomfortable Athlete's Foot, you're more prone to onychomycosis, says the American Academy of Dermatology.
Conquering toenail fungus
Your foot doctor sees scores of patients with toenail fungus. Visual inspection is the main diagnostic tool, and for mild cases of onychomycosis, the podiatrist may recommend creams or ointments applied topically. Oral medications are an option as well.
Additionally, modern podiatry offers innovative laser treatments which kill the micro-organism right where it lives. Painless and very effective, laser treatments are applied to all ten toenails to prevent re-infection.
Unfortunately, toenail fungal infections can become quite severe and spread to the nail bed. When infection is severe, the podiatrist may advise complete removal of the toenail to prevent further problems.
Prevention is best
Of course, if you can avoid toenail fungus, your feet and nails will look and feel their best, and you won't be embarrassed to wear open-toed shoes or sandals in the warm weather. However, some people are more prone to this common infection--diabetics, those with poor peripheral circulation and individuals who are immunosuppressed.
Regardless, your podiatrist recommends these preventive measures for healthy, fungus-free nails:
- Wash your feet with soap and water daily, and dry them with a clean towel.
- Clip your toenails straight across with a clean clippers.
- Wear clean socks daily.
- Change your gym shoes after a workout. In fact, alternate pairs if possible, letting your footwear dry out between wearings.
- Wear flip-flops or shower sandals in the locker room and poolside, too.
What Causes Warts?
Got foot warts? Nearly everyone will have a wart at some point in their lives. Warts are typically small, hard skin growths caused by an infection with humanpallilloma virus. Foot warts are treatable. Foot warts are among the most common dermatologic conditions podiatrists treat. Read on to learn about the causes of warts.
An HPV Infection
Common warts are caused by by an HPV infection. Over 100 types of HPV exist. Certain types of HPV infection cause cervical cancer. Some types of HPV infection cause foot warts, while others cause warts that appear on the face, neck, or hands. Of the 100 types of HPV, about 60 cause common warts on areas such as the hands or feet.
Wart viruses are contagious. You can get foot warts from skin-to-skin contact with people who have warts. However, not all HPV strains are highly contagious. You can get the wart virus by touching an object that another person's wart touched, such as clothing, towels, shoes, or exercise equipment.
Breaks in Your Skin
HPV infects the top layer of skin and usually enters the body in an area of damaged or cut skin. Cuts from shaving can provide an avenue for infection. Getting a scrape can also bring on common warts. Foot warts are very common in swimmers whose feet are scratched by rough pool surfaces.
A Weak Immune System
In most cases, your immune system defeats an HPV infection before it creates a wart. Someone with a weakened immune system is more vulnerable and therefore more likely to develop warts. Immune systems can be weakened by HIV or by immunosuppressant drugs used after organ transplants.
If you want to get rid of foot warts, see your podiatrist as soon as possible. Many types of effective wart treatments are available. They include salicylic acid, cantharidin, cryotherapy, laser treatment, and surgery. Your podiatrist can help you get rid of foot warts once and for all!
This website includes materials that are protected by copyright, or other proprietary rights. Transmission or reproduction of protected items beyond that allowed by fair use, as defined in the copyright laws, requires the written permission of the copyright owners.
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The Sand Snake (Chilomeniscus stramineus) is a small, harmless and striking snake with beautiful pigmentation. Its coloration ranges widely from orange with contrasting black bands to solid brown, or anywhere in between.
Sand Snakes are sometimes known as sand swimmers as they seemingly swim through the sand. These non-venomous cuties are nocturnal and frequently found on sand dunes or anywhere with loose soil, including even rocky outcroppings on occasion. Their tracks look like small curvy indents on the sand between bushes, sometimes littering the dunes.
Interestingly, Cerralvo Island has its own endemic species of sand snake known as Savages Sand Snake that lives only on the island and nowhere else. It’s relatively similar to the somewhat common Sand Snake that shares the mainland with us.
As for the diet of these little reptiles, they eat small invertebrates such as crickets, centipedes, cockroaches and termites. Here in the Cape Region, these snakes are active throughout the year but their peak activity is from mid-March to late August. They are very cold tolerant, and can be found still foraging throughout the night even at temperatures near 16 degrees C (61 degrees F), which is quite cold in the reptile world.
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Time Bingo Games
It is that time of year again- time to teach my students about telling time. We started by creating our own clocks as shown in our post, A Homemade Teaching Clock, played several O’Clock Card Games in partners and as a group using our Coordinate Boards to Play Memory. And just today we created our own bingo boards to practice telling time.
Here is how it works:
Creating the Bingo Board
Print out the templates (available here) choosing which time telling skill you would like your students to practice. Choose between telling time to the hour, half hour or quarter hour OR use a combination of times.
Print out the clock face page that goes with the board as well.
Have students cut out the clock faces, arrange and glue them on the bingo board. Note: Students will only use some of the clock faces on their board.
Playing Time Bingo Games
Student Created Game Boards
Bingo Chips, Pennies or other small items for covering clock faces
Calling cards (print an extra set of clock faces)
Provide each player with a pile of bingo chips, pennies or other small items for covering the clock faces.
Have the caller choose a clock face from the pile and call out the time. Players then cover the correct clock on their board with a chip or penny. I have a student be the caller and give him or her the clock face calling cards for calling.
Continue to play until a player gets Bingo or Blackout.
* * * * * * * *
This game is available at the following link:
* * * * * * * *
Other time related games from BMTM:
© Boy Mama Teacher Mama 2014
All Rights Reserved
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Reading Time: < 1 minute
Apostrophes: I’ve been collecting them from local markets and produce sections.
Of course, I kid.
A versatile and popular piece of punctuation, the apostrophe indicates omission or elision (“didn’t” is “did not”), possession, and sometimes—just sometimes—plural forms such as with abbreviations.
The apostrophe came into use later in the 16th century; in fact, Shakespeare (1564-1616)—no slouch when it came to the English language—used them rarely when indicating possession.
Since then, there has been widespread inconsistency and uncertainty in the apostrophe’s use, often apparent when vegetable or fruit purveyors are not sure whether what they are dealing with is a plural or a possessive case on their signage. So what should be a plural “cantaloupes” becomes instead, and incorrectly, possessive: “Cantaloupe’s — $2.99.”
But it’s not me because I really like greengrocers and fruiterers.
None other than the linguistic experts at Oxford University refer to this phenomenon as “the greengrocer’s apostrophe.” But I would make the case that it should be “greengrocers’ apostrophe,” as a plural possessive, because I see so many.
[Banner image/Wikimedia Commons]
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In the northeastern region of Peru is the city of CHACHAPOYAS, here the MALLQUI MUSEUM was founded after a fortuitous discovery of mausoleums belonging to a culture called CHACHAPOYAS, in LAGUNA DE LOS CÓNDORES. The site, a victim of looters and treasure hunters, was discovered fairly recently in 1997. Thanks to the cooperation of the international community (Austria, Finland, Italy, and the United States) CENTRO MALLQUI was founded.
The recovered contents of these mausoleums, which is composed of mummies and other archeological objects, are studied by the archeological community with much attention. The main reason is that they have discovered that the CHACHAPOYAS, culture existed at the same time as the INCA culture. There are no signs that the Inca culture extended their territories into the Peruvian jungle, where this area called CHACHAPOYAS, is located. The Inca culture was found mainly in the high mountains of the region where Peru now is. So, some interesting questions arise. Was this CHACHAPOYAS, culture part of the INCA culture at any time? Were they an independent culture? When and how was the culture formed? What happened to them? What made them disappear?
Recent discoveries place the CHACHAPOYAS culture in the Amazon and San Martin region of Peru. Its beginnings, thanks to the findings of a sarcophagus found in the Laguna de los Cóndores, place the CHACHAPOYAS Culture between AC 800 – 1470; as a CHACHAPOYAS – INCA culture between AC 1470 – 1532, time of arrival of the Spanish conquistadors; and COLONIAL ERA between AC 1532 – 1570.
Peru is a vast territory full of archeological surprises, and the remains found of the CHACHAPOYAS culture like tools, a sarcophagus with the human form, artisanal objects some made of gold, and textiles, now in the MALLQUI MUSEUM are formidable testimonies that much more is still to be discovered. More than 200 FARDOS FUNERARIOS found in the LAGUNA de los CONDORES is the source of the previously mentioned information.
In July of 2006, these 200 mummies were returned from the Technisches Museum Wien (Vienna) and are now in permanent exhibition at the site Museum of LEYMEBAMBA. These mummies were found in mausoleums built on the sides of rocky mountains. The unipersonal sarcophagus with human form is as high as 3 meters (12 feet tall.) The ethnic features of these people found in these sarcophagi show them as people of much whiter color of skin, and their women of great beauty. They also indicate that the CHACHAPOYAS people practiced agriculture and produced textiles with considerable expertise, but their ceramics were dull and mainly applied for domestic use.
The Mallqui Center is responsible for the administrative and professional management of these sites with the collaboration as well with the people of the local community. Looting has now stopped but the irresponsible attitude of tourists visiting these sites contributed significantly to the loss of much-appreciated articles and valuable data.
The MALLQUI Museum holds only part of the rich history of the CHACHAPOYAS Culture, which also includes discoveries made in Kuélap and The Grand Pajatén.
For further information on our CHACHAPOYAS programs please
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A large proportion of visually impaired children in the UK are educated in mainstream schools, typically in the form of one or two learners in a class of fully sighted peers. We are interested in developing technology that can make group learning activities in mixed classrooms more inclusive of visually impaired pupils.
If you are from a mainstream school that includes visually impaired pupils, a teacher, a SENCO, or part of a support service, if you are a visually impaired or sighted pupil (or their parent), then we need your help to learn more about the experience of inclusive education. Your input will help us gain insights into how novel inclusive learning technologies should be developed
This first study is part of the CRITICAL project (Crossmodal Interactive Tools for Inclusive Learning), which aims to design, implement and evaluate novel learning technologies that can be used by both visually impaired and sighted children during group learning activities.
The CRITICAL project is organised around three stages:
- Stage 1: First, we would like to learn from SEN specialists, teachers, children and parents of children who learn in mixed classroom settings about their experience with current technology and best practice when it comes to supporting group learning involving visually impaired and sighted children.
- Stage 2: Then, we will aim to design new learning technologies that support group learning activities between visually impaired and sighted children.
- Stage 3: In the final stage, we will aim to deploy and evaluate the technology we develop in schools that provide mixed-classroom teaching and learning.
So, we are in Stage 1 of the project at the moment, Stages 2 and 3 will start from January 2017.
We would like to invite people from mainstream schools, teachers, SENCOs, support services, visually impaired and sighted pupils (and their parents) to help us learn more about inclusive education. The study runs until December 2016.
We would like to find out about your experience when teaching and learning in a mixed classroom. In particular, we would like learn more about teachers’ approaches to supporting children living with visual impairments during group learning activities with their sighted peers, and about children’s experiences in mixed classrooms.
You can take part in this study in one or more of the following ways:
- Interviews: We can meet with you face-to-face to talk about your experience when teaching and/or learning in a mixed-classroom, this would be an informal chat that can take between 30 minutes and one hour of your time.
- Questionnaires: We can send you a questionnaire that you can fill either online or as a physical copy that you will then return to us. Filling the questionnaire can also take up 1 hour of your time.
- School visits: A member of our team will come to your school and attend one or more teaching sessions.
Please note that our aim is not be to evaluate your teaching or learning abilities, but rather to see your experience first hand and to gain a better appreciating for the benefits and challenges of teaching and/or learning in a mixed classroom. Your input will help us gain insights into how novel inclusive learning technologies should be developed.
If you would like to take part in this study, or want to find out more please contact Dr Oussama Metatla on 011795 45144 or on email firstname.lastname@example.org
This study has been approved by the Faculty of Engineering Research Ethics Committee at the University of Bristol, Ref: 37681. All researchers involved have DBS clearance.
CRITICAL is an EPSRC-funded project led by Dr Oussama Metatla at the Department of Computer Science, University of Bristol.
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<< << Previous Page: The Lands Nobody Wanted
Passing the Weeks Act
Speaker of the House Joseph Cannon.
In the decade following Senator Pritchard’s 1901 bill, Congress rejected more than 40 bills calling for the establishment of eastern national forests. Senators and congressmen opposed these measures for a variety of reasons. Some western representatives (and conservation groups) who supported the national forests in principle resented possibly losing funding to their eastern counterparts. Many fiscal conservatives agreed with House Speaker Joe Cannon when he declared "not one cent for scenery."
Political conservatives noted that the federal government lacked the constitutional authority to purchase private land. Some wanted not only to block the legislation but dismantle the Forest Service entirely and open up the national forests for private development. Others felt that states should look after their own forests. Indeed, some states had already taken action to protect forests. Wisconsin had created a 50,000-acre forest reserve in 1878 to protect the headwaters of major rivers; Pennsylvania made a similar move in the 1890s. In 1885, the New York State legislature established the Adirondack Park from state holdings, declaring the area "forever wild" in its state constitution.
Those who championed private property rights could point to what George Vanderbilt had been doing just outside of Asheville, North Carolina. During the 1890s, as interest in preserving and protecting the southern Appalachians was growing in Asheville, Vanderbilt had quietly purchased 100,000 acres of cut-over woodlands to add to his Biltmore Estate and ordered the estate forester, Carl Schenck, to begin planting trees to restore them. Though the Biltmore Forest would become known as the Cradle of Forestry, ultimately Vanderbilt couldn’t afford to operate both his forest and his mansion and would sell the forest.
After making little headway in Congress, the Appalachian National Park Association and the Society for the Protection of New Hampshire Forests shifted tactics. To get around the issue of states’ rights, by 1901 the Appalachian National Park Association persuaded five southern states to pass legislation granting their consent to the purchase of land by the federal government.
That same year, President William McKinley established the first national forest east of the Rocky Mountains in Oklahoma from land still in the public domain. In 1903, the group began campaigning for a national forest reserve instead of a national park and even changed their name to the Appalachian National Forest Reserve Association to reflect this emphasis.
U.S. House in session, May 1911.
The cause received a boost with the establishment of the U.S. Forest Service in 1905 and the placement of the forest reserves under professional management. President Theodore Roosevelt’s conservation crusade was in full swing, led in part by his Forest Service chief, Gifford Pinchot
. Pinchot and other conservationists in the federal government were very concerned about improving and protecting rivers and waterways as well as forests. With Roosevelt’s approval, Pinchot organized several conferences and meetings to focus attention on the need to conserve natural resources.
In 1907, the American Forestry Association joined with local and regional groups and women’s garden clubs to bring national attention to eastern forests. The organization’s monthly magazine began featuring articles documenting the latest studies on flooding and forests and editorials tracing the legislative battles in Washington. Lumber manufacturing associations and magazines supported the forest movement, believing that government intervention was needed to stabilize the volatile lumber market.
Meanwhile, nature provided a case study of the important role forest cover plays in protecting watersheds. In March 1907, heavy rains brought flood waters racing down the Monongahela River in West Virginia and caused some $100 million dollars in damage. The waters surged into the city of Pittsburgh, drowning people, destroying homes, and leaving behind $8 million of damage. The flood hit the same month that congressional opponents of Roosevelt’s conservation agenda managed to overturn the Forest Reserve Act and place the power to create national forests in the hands of the legislative branch.
While conservation organizations worked the halls of Congress, the U.S. Geological Survey had permission from 9 states to determine what land should be purchased and declared national forests. In short order, those states officially granted consent for federal land purchases in the interest of creating public forest reserves. Now what was needed was a federal law authorizing the purchase of private land to protect watersheds.
Congressman John Wingate Weeks.
Leadership on the issue came from a surprise source. Congressman John Weeks, a Republican from Massachusetts, was a former naval officer and a successful banker. Elected to the House in 1905, two years later Weeks was appointed to the House Committee on Agriculture by Speaker Cannon. At first Weeks didn’t understand why. Having few farmers in his district, he had little interest in the agricultural matters that came before Congress. He was concerned, though, about the damage logging had done to the White Mountains. It was near where he had grown up and where he now summered with his family. Speaker Cannon told him that "if you can frame a forestry bill which you, as a business man, are willing to support, I will do what I can to get an opportunity to get its consideration in the House." The man who had once declared "not one cent for scenery" had changed his mind; it was only a matter of time until the bill passed.
In 1908, Weeks introduced a bill proposing that the federal government purchase lands near the headwaters of navigable streams by using receipts from already established forest reserves. The bill went nowhere. The following July, Weeks amended the bill, adding that the purchased lands would be permanently maintained as federal forest reserves as a way to protect the headwaters of navigable waterways, a move that would pass constitutional review under the commerce clause. In December, Senator Jacob Gallinger of New Hampshire introduced an identical bill in the Senate. With Speaker Cannon’s approval (though he personally abstained from voting on the final version), the House passed the bill on June 24, 1910; after some delays, negotiations, and filibustering, the Senate did likewise on February 15, 1911. On March 1, 1911, President William Howard Taft signed the Weeks Act. With the stroke of his pen, the national forests had become truly national. And now the hard work of establishing national forests in the East and protecting and restoring watersheds could begin.
>> >> Next Page: Protection and Restoration
Chronological List of Actions leading up to
passage of the Weeks Act.
John Wingate Weeks (1860-1926),
a brief biographical portrait.
"Appalachian Forest Bill Dead," from
The Southern Lumberman, April 25, 1908: 28. Legislative bill to create Appalachian and White Mountain National Forests ruled unconstitutional by House Judiciary Committee in 1908.
The Weeks Bill, introduced July 23, 1909, in the
House of Representatives, 61st Congress, First Session, H.R. 11798.
"Record of Votes on the Weeks Bill to Create National Forests,"
lists the March 1, 1909, voting record from the U.S. House of Representatives on
the Weeks Bill, from American Forestry Association Bulletin, 1910.
"The Battle for the Weeks Bill," looks at the
debates surrounding the proposed bill, from American Forestry, vol. 16
"The Weeks Bill in Congress," a story of the bill's passage in the House and its
failure in the Senate, from American Forestry, vol. 16
"The Passage of the Appalachian Bill," a discussion of the bill's passage in the Senate, including the voting record and full text of the final version of the Act, from American Forestry, vol. 17
"The Appalachian Forests: Putting the New Law into Operation," looks at the first few weeks of actions following the signing of the Act, from American Forestry, vol. 17
"The John Weeks Story," a 1961 USFS pamphlet on
John Weeks and his work surrounding the passage of the Weeks Act.
"Philip P. Wells in the Forest Service Law Office," from
Forest History, vol. 16 (April 1972): 22-29. Article is an excerpt from
memoirs of Philip P. Wells, USFS law officer from 1907-1910. Includes discussion
of his role in passage of the Weeks Act.
>> >> Next Page: Protection and Restoration
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According to a 2014 study conducted by Statistics Canada asking participants a series of questions about inflation, interest, and risk diversification, only 18 per cent of the women and 32 per cent of the men, all with university degrees, answered all questions correctly. Financially literate individuals were seen to be more likely to be preparing for retirement and reported having a savings plan.
To help students understand the role banks play in navigating personal finance, the Digital Enterprise Management hosted their second workshop on personal finance titled, Banks: the Good, the Bad, and the Ugly with Radha Maharaj, an instructor from the ICCIT faculty.
Maharaj discussed how banks lend out money and the various investment programs students can either participate in or learn about, including mutual funds, bonds, and money market accounts.
Maharaj stressed the importance of money to achieve our aspirations and that it is never too early to save. “Our life goals and financial goals are integrated,” the instructor added, “If you can save a few bucks today, you will become a better saver when you do have more money.”
Reiterating her suggested highlights from the last workshop, she recommended opening a Tax Free Savings Account, and to set aside $20 every week. According to Maharaj, this will train you to save your money and it may then eventually turn into a habit. The instructor also said that many people feel unsure about money because they see it as a projection of themselves.
“At times, people equate your net-worth with your self-worth and that’s where a lot of insecurities with money come from.” Maharaj said this can lead to mental health problems if someone struggles financially. Similar results, published in a report from the University of South Hampton for the Psychology Review in 2015, presented how a person with a mental health issue is three times more likely to be in debt. The trick, Maharaj said, is to use money as a tool, not a reflection.
The class explored how banks make money. Maharaj stated that banks only need to hold 10 per cent of whatever deposits they have. The bank can take that 90 per cent and lend it out at a high interest rate. The money will go to another bank and the same trend repeats.
“Eventually, that money will be worth 10 times more the amount it started as, which circulates throughout the economy, and that is how money is created.” said Maharaj.
Workshop attendees also completed a risk assessment. A risk assessment informs a financial consultant at what level of risk your profile will fit into when you make an investment. Maharaj explained it is a Canadian regulation that before investing, people must complete a risk assessment because every person’s financial profile is different.
“Someone who is single and starting their career may take more of a risk than an older or married person because they are young. And if their investment crashes, they will still have time to recover the money,” said Maharaj. According to the regulation, your investment profile must match the investment you buy.
According to the risk assessment test in the workshop, most of the group fell into the moderate risk range. Maharaj then helped students to break down what type of investments we could purchase. Investments can be in the form of shares, where a small part of a company can be bought, or mutual funds. Maharaj said that mutual funds are “a basket that has stocks, bonds, and monthly interest.” A stock is ownership or equity in a company, so when stock is bought or shared, the owner will be part ownership of that company.
A bond comes from the government and, according to the ICCIT instructor, is more secure. All bond denominations in Canada come in $1,000.
Maharaj said, “You pay for the bond and on it is the value of it, which is the money that you will always get back.” The bond also has a coupon rate which tells you the per cent of interest you can get.
When the interest rate of the market fluctuates, it affects the price of the bond. If your bond’s coupon value is below the market interest rate, it is seen as less attractive, so the bond price will fall.
As Maharaj further elaborated, “For a mutual fund, you can buy ones that have different compositions of stocks.” Mutual funds fall into different categories, such as a balanced mutual fund that has a mix of aggressive and safe stock options. Altogether, the volatility of the aggressive stocks can balance out with the security of the safe stocks. Mutual funds are run by a fund manager and each has a different investment policy.
According to Maharaj, if you are a serious investor, not every stock may necessarily be good for you depending on your financial profile, lifestyle, and time frame. “Even though it’s a good return, it may not work with your goals.”
Maharaj added that before you try any investing, you should always have some money secured in case of an emergency in the short-term.
She also stated that investing is a form of gambling. “You need to be willing to lose that money.” said Maharaj. According to her, if you decide to go on the stock market, you want to buy shares of stocks that are safe and what people will always need, such as food, water, and utilities. When you have built up a larger money base and are secure in your savings, you can go after some more aggressive stocks.
Maharaj also said you need to hold your stocks, “If you’re going to invest you need to be in it for the long run. You have to buy and hold” The longer you hold, she said, the more return you will have because the stock market oscillates with time.
Above all, Maharaj emphasized that each person’s financial goals and styles are personalized, and it is up to the student to create good spending and budget habits along with finding stocks or mutual funds that fit our financial profile, all the while knowing when to take risks or not.
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In academic set up getting the right answer is enough to score. Unfortunately this doesn’t apply to real life because values are involved. Values are part of thinking, as it involves other people. It may be illogical for one and logical for another as these values may be unacceptable or acceptable for people.
Lets consider few examples –
Widening of roads in various parts of a city. Let us look at the people and value involved.
The shop keepers will lose land are not happy.
The neighbours who are separated are not happy.
The roads closer to residence means more noise pollution and danger to children.
Those who ply on these roads will be delighted to be able to drive in more quickly and might be safer.
Dealers can seller more vehicles because of good roads.
People can sell their houses for higher price than before.
I am not saying the situation is complex but it does involve different values for different people. It might be good for one and bad for another. This boils down to two important questions –
a. What are the values involved in thinking about something?
b. Who is affected by the values?
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SUBTRACT is a keyword used in SAP ABAP programming.This tutorial covers its introduction & syntax details.
SUBTRACT n1 FROM n2.
Subtracts the contents of n1 from the contents of n2 and stores the result in n2 .
This is equivalent to: n2 = n2 – n1.
DATA NUMBER TYPE P VALUE 3,
RESULT TYPE I VALUE 7.
SUBTRACT NUMBER FROM RESULT.
The field RESULT now contains 4; the value of NUMBER remains unchanged at 3.
The remarks about conversions and performance under COMPUTE apply equally to SUBTRACT .
runtime required to subtract two numbers of type I or F is approx. 2
msn (standardized microseconds). For numbers of type P, about 9 msn are
BCD_BADDATA : P field contains no correct BCD format
BCD_FIELD_OVERFLOW : Result field is too small (type P )
BCD_OVERFLOW : Overflow with arithmetic operation (type P )
COMPUTE_INT_MINUS_OVERFLOW : Whole number overflow during subtraction
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Life Extension Magazine April 2008
Why Aging People Become Depressed, Fatigued, and Overweight
By William Faloon
Serotonin is a compound in the brain that promotes feelings of personal security, relaxation, and confidence. A serotonin deficiency can result in sleep disturbance, anxiety, depression, and a propensity to overeat, particularly carbohydrates like simple sugars.
Startling research reveals that serotonin levels decline as we age!1-3 These findings provide a biochemical rationale to explain common age-related disorders such as depressed mood and sleep difficulties. Based on these discoveries, aging people may appreciably improve their health by restoring serotonin to youthful levels.
The amino acid tryptophan is needed to produce serotonin in the brain.4 While the amount of tryptophan in a typical diet meets basic metabolic requirements, it often fails to provide optimal brain serotonin levels.
Ever since the FDA restricted the importation of tryptophan for use in dietary supplements, there has been an upsurge in the percentage of overweight and obese Americans.
One could argue that a widespread serotonin deficiency is at least partially responsible for the record numbers of depressed, sleep-deprived, and overweight individuals.
Why Dietary Tryptophan Is Inadequate
Tryptophan is one of the eight essential amino acids found in the human diet. Essential amino acids are defined as those that cannot be made in the body and therefore must be obtained from food or supplements. (A ninth amino acid, histidine, is sometimes considered essential for children.)
Our bodies do need additional amino acids, but these other amino acids are made from the eight essential amino acids when we are in optimal health.
In any normal diet, be it omnivorous or vegetarian, tryptophan is the least plentiful of all amino acids. A typical diet provides only 1,000 to 1,500 mg/day of tryptophan, yet there is much competition in the body for this scarce tryptophan.
Tryptophan is used to make various protein structures of the body. In people with low-to-moderate intakes of vitamin B3(niacin), tryptophan may be used to make B3 in the liver at the astounding ratio of 60 mg tryptophan to make just 1 mg of vitamin B3.5
Yet even maintaining a minute amount of tryptophan provides little benefit in boosting serotonin in the brain due to competition with other amino acids for transport through the blood-brain barrier. Nutrients must be taken up through the blood-brain barrier by transport molecules. Tryptophan competes for these transport molecules with other amino acids.
As one can see, diet-derived tryptophan contributes very little actual tryptophan to the brain. As you will soon read, even eating tryptophan-containing foods like turkey may not always provide the body with enough of this essential amino acid. One reason is that aging people make enzymes that rapidly degrade tryptophan in the body.
Remember, tryptophan is the only normal dietary raw material for serotonin synthesis in the brain. Given all we now know about the difficulty in maintaining adequate tryptophan status, is it any wonder that so many aging humans suffer from disorders such as depression, insomnia, and excess weight gain associated with a serotonin deficiency?
How Tryptophan Functions in the Body
L-tryptophan converts into serotonin, primarily in the brain. Since serotonin is a neurotransmitter involved in controlling moods and appetite, tryptophan supplementation has been recommended for individuals suffering from a variety of conditions associated with decreased serotonin levels, including sleep disorders, depression and fibromyalgia, and eating disorders.6-8
It has been shown in human clinical studies that low levels of tryptophan contribute to insomnia.9 Increasing tryptophan may help to normalize sleep patterns.10-12 It is known that raising tryptophan levels in the body may decrease cravings and binge eating—especially for carbohydrates—and help people lose weight.13,14
L-tryptophan serves as a precursor not only to serotonin, but also melatonin and niacin. Serotonin is a major neurotransmitter involved in many somatic and behavioral functions including mood, appetite and eating behavior, sleep, anxiety, and endocrine regulation.6,15-17
There are two possible sources for L-tryptophan: diet and tissue proteins, from which L-tryptophan has been recycled during protein turnover. Aging, chronic inflammatory diseases, and HIV infection are associated with tryptophan depletion, even in the absence of dietary tryptophan deficiency.
An adult male needs 250 mg a day of tryptophan just to maintain nitrogen balance.18 While a normal diet contains 1,000 to 1,500 mg of tryptophan per day,19 the enzymatic breakdown of tryptophan increases with age,20 and certain disease states can severely deplete tryptophan.
How Tryptophan is Metabolized in the Body
There are three potential fates for L-tryptophan once ingested:
For every nutrient absorbed into the body, there are specific enzymes that convert the nutrient into other substances. There are two specific enzymes that can deprive the body of sufficient amounts of tryptophan. These enzymes are called L-tryptophan 2,3-dioxygenase (TDO) and indoleamine 2,3-dioxygenase (IDO).
The liver enzyme TDO is induced when plasma concentrations of L-tryptophan exceed those needed for conversion into serotonin and/or protein. This enzyme oxidizes surplus L-tryptophan into carbon dioxide, water, and ATP.22,23
The other tryptophan-degrading enzyme IDO is more insidious because it can degrade L-tryptophan even when circulating levels of L-tryptophan are low.23,24
This enzyme has been found outside the liver on macrophages and dendritic cells and is increased in pro-inflammatory states, HIV infection, and normal aging.25-30
Once the TDO or IDO enzymes act on tryptophan, it is no longer available for conversion to serotonin or incorporation into protein. Consuming large amounts of oral L-tryptophan will not generate more serotonin because more TDO will be induced to deplete the tryptophan.
Tryptophan and its metabolite 5-hydroxytryptophan (5-HTP) are taken up into the brain across the blood-brain barrier by a transport system that is active towards all the large neutral amino acids.31 The affinity of the various amino acids for the carrier is such that there is competition between the large neutral amino acids for entry into brain. In fact, the best predictor of a given meal’s effect on brain tryptophan-serotonin levels is the serum ratio of tryptophan to the pool of large neutral amino acids.32
More clinically relevant, however, is that serotonin levels are enhanced by carbohydrate ingestion.33 The reason is that the high amount of insulin released in response to carbohydrate ingestion accelerates the serum removal of valine, leucine, and isoleucine that compete against tryptophan for transport into the brain. Similarly, a higher percentage of protein in the diet slows serotonin elevation (by providing competing amino acids for the blood-brain barrier).34,35
Giving tryptophan with an inhibitor of the TDO enzyme would enable lower doses of tryptophan to be used. In the rat, high doses of pyridoxine (vitamin B6) can inhibit tryptophan catabolism in the liver and increase uptake of tryptophan into the brain.36 While the effect of high doses of pyridoxine on plasma tryptophan has not been studied in humans, pyridoxine should be given with tryptophan for another reason. When tryptophan was given to normal subjects for a week, levels of tryptophan metabolites in the plasma increased indicating that tryptophan was being broken down. This effect could be attenuated by pyridoxine (pyridoxine assists the breakdown of the tryptophan metabolite kynurenine, which can compete with tryptophan for uptake into the brain), suggesting that chronic tryptophan treatment increases pyridoxine requirements.37
Clinical Implications: Sleep Disorders
Tryptophan has been researched for sleep disorders for 30 years. Improvement of sleep normalcy has been noted38 at doses as low as 1,000 mg.19 Increased stage 4 sleep has been noted at even lower doses—as low as 250 mg tryptophan.19 Significant improvement in obstructive sleep apnea, but not central sleep apnea, has been noted at doses of 2,500 mg at bedtime, with those experiencing the most severe apnea demonstrating the best response.39 While many sedative medications have opioid-like effects, L-tryptophan administration does not limit cognitive performance or inhibit arousal from sleep.40
L-tryptophan depletion negatively impacts sleep. A significant decrease in serum tryptophan levels after a tryptophan-free amino acid drink was associated with an adverse effect upon sleep parameters (stage 1 and stage 2 time, and rapid eye movement sleep time).9 L-tryptophan is not associated with tolerance or difficulty with morning wakening and has been shown to be efficacious for sleep in several clinical trials of various designs and L-tryptophan dosages.
As previously mentioned, L-tryptophan is essential for the brain to synthesize serotonin, a neurotransmitter that has been shown to affect mood. Several studies have shown that acute tryptophan depletion can cause a depressive state in humans, especially patients who are in remission from depression.41,42 In a study of the effects of acute tryptophan depletion on healthy women and patients with bulimia nervosa, both groups were given amino acid mixtures to consume to decrease their plasma tryptophan levels. In both groups an increase in depression occurred.43
Plasma L-tryptophan levels can be raised through dietary intake of L-tryptophan, which raises serotonin levels in the brain, and thereby lessens the depressive state.44 In a study involving recovering alcoholic patients, it was found that the participants had severely depleted L-tryptophan levels accompanied by a high level of depressive state. When the patients were given supplemental doses of L-tryptophan over a short period of time, their depressive state lessened significantly.45 The tryptophan metabolite, 5-hydroxytryptophan (5-HTP), has shown significant clinical response for depression in 2-4 weeks, at doses of 50-300 mg three times daily.46-48
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Visakha Puja Day (Vesak)
Visakha Puja Day is one of the most important days in Buddhism and for Buddhists. It is the day Buddhists assemble to commemorate the life of the Buddha, and to give reverence to His purity, profound wisdom and immense compassion for all humankind and living beings by reflecting and using His teachings as guidelines for their lives. Visakha Puja Day also marks the anniversary of three significant events in the life of the Buddha – His Birth, Enlightenment, and Attainment of Complete Nibbana – that occurred on the 15th day of the 6th waxing moon.
When Queen Sirimahamaya, King Suddhodana’s Royal Consort, was due to give birth, she returned to her home in Devadaha City for the childbirth as it was a royal tradition. Along the journey, she stopped to rest under the sala trees in Lumbini Park. As she was standing and holding on to a tree branch, she gave birth to a prince. The birth occurred on a full moon day of the sixth lunar month eighty years before the beginning of the Buddhist Era. When the prince was five days old, he was bestowed the name Siddhattha – meaning ‘fulfillment’.
News of Prince Siddhattha’s birth spread quickly, eventually reaching Hermit Asitha, an acquaintance of King Suddhodana residing in the Himalayas. Hermit Asitha requested a visitation to see the newborn prince. When he saw the prince, he predicted that the prince would be self-enlightened and discover the path to Nibbana, and eventually become the Buddha. The prince would teach the people the way to end suffering and spread love and kindness to all humankind. After presenting his prediction, Hermit Asitha bowed respectfully at the prince’s feet. Witnessing the act, King Suddhodana was overjoyed and bowed to the prince as well. Later, the King invited eight Brahmin scholars specializing in astrology to examine and predict Prince Siddhattha’s destiny. Seven of them predicted that the prince will become a Supreme Emperor if he assumes the throne; however, if he decides to ordain, he will become the Buddha. However, Konddanya, the youngest of the Brahmins, prophesied that the prince will choose the latter path and become the Buddha.
King Suddhodana wished for Prince Siddhattha to continue the reign of the kingdom and to eventually become the Supreme Emperor. He provided every luxury his son could ever want in the three palaces (for seasonal occupation) that were filled with beautiful royal consorts in an effort to shield the prince from witnessing any forms of suffering and sadness that would lead to apathy and a desire to ordain. The opulent life of the prince was filled with beauty, wealth, royal attendants, prestige, fame, and bliss.
One day, when Prince Siddhattha was 29 years old, he rode his horse outside the palace and encountered an aging person, a sick person, a corpse and an ascetic. The sight of the aged, diseased and the dead caused him to reflect on the uncertainties and suffering in the lives of human beings. But upon seeing the ascetic, an individual seeking escape from the suffering, Prince Siddhattha was moved by that lifestyle and aspired to become ordained one day.
Soon after, Princess Yasodhara, the prince’s royal consort, gave birth to a son who was given the name Rahul, meaning ‘fetter’. This name was chosen because Prince Siddhattha realized that if he did not ordain now, his love and obligation to his wife and son would ultimately bound and prevent him from ever ordaining. That evening, he decided to leave the palace in order to ordain and search for the path to overcome suffering.
Six years after departing the palace to ordain and spending time searching arduously, Prince Siddhattha attained enlightenment under the Bodhi tree along the banks of Neranjara River on the full moon night of the sixth lunar month, and became the Buddha at the age of thirty-five. During the first meditative stage, he attained the ability to recount every past lifetime that he was ever born; in the middle stage he attained what is called ‘the divine eye’ and acquired the ability to see past lives of all living creatures in the cycle of existence, or samsara. In the final meditative stage, he was able to eliminate all his defilements through the wisdom he gained; Prince Siddhattha was now fully enlightened and became the Buddha. At the present day, the place where he attained enlightenment is in the town of Bodh Gaya, located in Gaya City in the Indian state of Bihar.
His Attainment of Complete Nibbana
After attaining enlightenment, the Buddha taught His Teachings, or Dhamma, to the people for the next 45 years until he was 80. On the full moon night of the sixth month, as the Buddha rested in Kusinara City of the Malla Kingdom, he delivered his final discourse as follows: “Behold monks, naturally all conditioned things must undergo changes. Strive to work hard to benefit yourself and humankind, and by not being reckless.” He then entered Complete Nibbana on the full moon night of the sixth lunar month. The location where the Buddha attained Complete Nibbana is in Kushinagar District in the Indian state of Uttar Pradesh.
Visakha Puja Day (Vesak) and the United Nations
On 13 December 1999 (2542 B.E.), the General Assembly of the United Nations officially recognized Visakha Puja Day, or Vesak Day as traditionally known by Sri Lankans, as an International Day of the World. Sri Lanka was a key member of the original group of co-sponsors for a resolution requesting the United Nations to recognize Vesak as a special day. The goal is to make Vesak internationally known as the day Buddhists throughout the world assembled to perform meritorious deeds and to commemorate the Buddha’s Birth, Enlightenment, and Attainment of Complete Nibbana. It is also to acknowledge the Buddha as a benevolent human being endowed with great wisdom and immense compassion and goodwill for all living beings. The Buddha encouraged all religious groups to examine His teaching and to verify the truth for themselves, without the need to abandon their own faith. He taught and shared His great wisdom to all living beings without seeking anything in return.
Wat Phra Dhammakaya and the Dhammakaya Foundation will organize Visakha Puja Day Ceremony (Vesak) as recognition of the boundless compassion of the Buddha, the Most Exalted One and Teacher to all humankind and celestial beings. You are warmly invited to participate in Visakha Puja Day Ceremony that includes the offering of donation, observation of the precepts, meditation practice and circumambulation of the Grand Meditation Stadium, as commemoration of the Buddha’s Birth, Enlightenment, and Attainment of Complete Nibbana. The ceremony will be held at Wat Phra Dhammakaya on Friday, 24 May 2013 (2556 B.E.).
Visakha Puja Day (Vesak)
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In the original paper of Boehm about the spiral model, he explains that the prototyping is meant for "building twice", a principle suggested by Royce in his paper about improving the waterfall approach.
Applied to a requirement analysis, the prototype can be as simple as a first mock, to explain and discuss the first ideas with the stakeholders. This is the same approach as RAD: with some tools you build a prototype that is not functional, but that allows to show screens to the users so that they can better imagine what is going to be build and fine-tune their requirements.
In the design phase, the prototype would entail some more concrete coding, to assess the feasibility and robustness of the architecture and some core ideas of the design.
This prototyping approach is very different from the incremental development that we are used to nowadays, and where you'd implement something that is really working to show to the user. A prototype is generally made for experimental needs and then thrown away: you'd see what works and what doesn't, and then you'd start to develop using the right approach.
About your last question, a prototype contributes to risk reduction in several means:
- it demonstrates feasibility of an idea
- it allows to verify that requirements have been well understood
- if reveals if requirements were incomplete and more needs to be done
- it allows to experiment with the architecture and design and verify some properties there of (e.g. can the architecture cope with high volumes).
P.S: you may be interested also in this answer to another question
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Do you ever think of what happens after you flush?
“Out of sight, out of mind” is the attitude most of us have when it comes to flushing the toilet or taking a bath. But all that dirty water leaving your residence is called “wastewater” which has to end up somewhere. That “somewhere” is at the EWASCO Wastewater Treatment Works. The EWASCO wastewater process removes solids, dissolved solids and harmful bacteria. The treatment process last between 8 to 16 hours until water is clean enough to be used as a daily source of clean, fresh water.
Before the wastewater arrives at the treatment plant it first must travel through the pipes connected to your home, apartment, business, etc., via network. If there are no blockages in the pipes this wastewater reaches the treatment plant.
Sewer blockages can cause damage to homes, health hazards and threaten the environment.
What is the problem and how am I affected?
Sometimes there are blockages in the collection pipes or pump stations. These blockages may cause sewage overflows and back-ups in your home, your neighbour’s home, on public property and just about wherever water can find a way out.
Some of these sewer overflows and back-ups occur because of system failures. Sometime blockages can be attributed to improper disposal of personal items, such as diapers, feminine hygiene products, grease and fat from cooking, towels, rags, etc. into the sewer system. Everything you flush down your toilet, ends up at the treatment works (though, not in its original form).
For instance, suppose you accidentally flush a s down something in your toilet. If it doesn’t block your system and manages to move through your pipes it eventually ends up at the treatment works where it has joined hundreds of other items that block up the pumps and prevent them from working properly.
How much waste really ends up in the system?
EWASCO’s sewer system is not designed to collect garbage. Human waste and toilet tissue are the only products the wastewater system was designed to handle. As our customers this affects you because continued use of our sewer system as a trash can contributes to system failures, added stress and wear, and increased operation and maintenance costs.
How can you help?
Customers are urged to all contribute by maintaining our infrastructure.
Please ensure that you do not flush the following items in your toilet:
- Personal hygiene products
- Paper towels
- Baby/Cleaning wipes
With everyone’s help EWASCO can limit the number of sewer overflows due to blockages in the system thereby eliminating the need for costly clean-ups and possible contamination of our rivers/dams and endangerment of public health.
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