text large_stringlengths 1.33k 150k | id large_stringlengths 47 47 | dump large_stringclasses 95 values | url large_stringlengths 25 269 | file_path large_stringlengths 125 155 | language large_stringclasses 1 value | language_score float64 0.68 1 | token_count int64 500 37.4k | score float64 2.52 4.56 | int_score int64 3 5 | reasoning_complexity dict | topic large_stringclasses 23 values |
|---|---|---|---|---|---|---|---|---|---|---|---|
Division of Large Numbers
Working with large numbers (including extremely precise ones) is possible, although compilers don't acknowledge the existence of such a class/type. Writing such a type/class may seem to be a hard task; however, if we take it one step at a time, it turns out that there are many advanced techniques that make our lives easier. This situation is true with the procedure of division, on which we will focus in this article.
Branch and Bound Algorithm Technique
Branch and bound is another algorithm technique that we are going to present in our multi-part article series covering algorithm design patterns and techniques. B amp;B, as it is often abbreviated, is one of the most complex techniques and surely cannot be discussed in its entirety in a single article. Thus, we are going to focus on the so-called A* algorithm that is the most distinctive B amp;B graph search algorithm.
Dynamic Programming Algorithm Technique
You are reading another tutorial in the Algorithm Techniques multi-part series. As the title suggests, today we are going to briefly present the dynamic programming algorithm technique. The truth is, dynamic programming is one of the most discussed techniques in the algorithmic literature, especially since it refers to a large number of algorithms. Theoretically thousands of problems can be solved with its implementation.
Genetic Algorithm Techniques
As a continuation to our algorithm design patterns multi-part article series, right now you are reading the Genetic Algorithm techniques segment. Genetic algorithms are important because they are used for global optimizations. In a nutshell, they pick the best solution from lots of possibilities. They are fast, requiring very few system resources, and their implementations are also quick.
Greedy Strategy as an Algorithm Technique
You are reading the third segment of our algorithm design patterns series. We have successfully covered the backtracking and divide-and-conquer techniques. In this article we will cover the so-called Greedy Strategy. Greedy algorithms often, but not always, yield the optimal solution in record time since they approach problem solving from a metaheuristic point of view. Thus, it is critical to master greediness.
Divide and Conquer Algorithm Technique
This is the second segment of the multi-part series covering various algorithm design paradigms. As the title suggests, today our job is to present, discuss, and learn as much as we can, as briefly and clearly possible, about the divide-and-conquer algorithm technique. It is definitely an important concept in computer science and should be ready to be pulled out of every coder’s toolbox.
The Backtracking Algorithm Technique
Every so often during our software development endeavors we might face situations where the solution(s) can be found easily or the job can be done quickly using typical well-known algorithms that can be implemented routinely. This is the first part of a multi-segment series on programming techniques where we briefly present algorithm methods one by one. This time we are going to cover backtracking.
More Pattern Matching Algorithms: B-M
This is the second and final half of our two-part series on pattern matching, or string searching algorithms. In the first part, we covered the Knuth-Morris-Pratt (KMP) algorithm and in this segment, we’re going to present a new algorithm that originates from Boyer-Moore. It is currently considered the most efficient and practical algorithm, serving as a benchmark standard.
Pattern Matching Algorithms Demystified: KMP
Chances are that if you've worked with strings then you have also tried to locate a specific substring in the entire source string. In computer science this is called pattern matching or string matching. And to accomplish this task, there are a few classic algorithms. In this two-part series we’re going to discuss string searching algorithms. We will start with Knuth-Morris-Pratt.
According to the dictionary, standard stands for “something considered by an authority or by general consent as a basis of comparison; an approved model.” Now you may ask why we need to complicate our lives with the adoption of some coding standards. The answer to this question lies in the following pages.
A Peek into the Future: Transactional Memory
It is no secret now that the future is about multiprocessing! The Xbox360, which was released November 2005, is equipped with three hyper-threaded processors. The new PS3 is going to be equipped with the Cell processor having eight processing units (only seven are available to programmers). Even on the PC, we are seeing a rapid increase of dual core processors on both desktops and laptops. The happy days of exponential increase in processor clock speeds are over. Welcome to the world of multiprocessing!
Learning About the Graph Construct using Games, Part III
In the third and final part of our series about the graph construct using games, we learn about Euler tours, and how to use a graph to solve the problem of whether a figure can be drawn without lifting one's pencil from the paper.
Learning About the Graph Construct using Games, Part II
In this second article in a three part series, we learn about two famous algorithms that can be used to solve the classic shortest path problem, and finally get the solution to the water jug division task set in the first part (no fair reading ahead to find it!).
Learning About the Graph Construct using Games, Part 1
Certain everyday problems are easier to solve using the graph construct than any other way, such as the classic & shortest distance between cities& problem. Others are ones you might not expect. In this article, we will play some games to help us understand how we can use the graph construct.
How to Strike a Match
In a previous article, Tame the Beast by Matching Similar Strings, I presented a brief survey of approximate string matching algorithms, and argued their importance for information retrieval tasks. A classic example of information retrieval using similarity searching is entering a keyword into the search string box on Amazon’s web site in order to retrieve descriptions of products related to that keyword. Approximate string matching algorithms can be classified as equivalence algorithms and similarity ranking algorithms. In this article, I present a new similarity ranking algorithm, together with its associated string similarity metric. I also include Java source code, so you can easily incorporate the algorithm into your own applications.
Entity Relationship Modeling
Entity Relationship Modeling (ER modeling) is by far the most common way to express the analytical result of an early stage in the construction of a new database. In this ebook, Alf Pedersen describes the principles for ER modeling, as well as the most important terms used in modeling a new database.
Tame the Beast by Matching Similar Strings
My interest in string similarity stems from a desire for good user interface design. Computers are seen by many as unfriendly, unforgiving beasts that respond unkindly to requests that are almost meaningful. In this article, I demonstrate how computers can be programmed to be more forgiving of their users’ mistakes, with no additional burden on the user such as learning a special query format. Moreover, the techniques described are very widely applicable and often easy to implement.
5 Web Design Tips You Can't Live Without
In the world of web design, both novice and experienced designers often have their faults when laying out websites. Don't fall into the trap of making & common& mistakes. In this article Steve opens up his own bag of tricks, and gives us five design tips that may just make your next project that much more successful.
Practising Best Practises in Your Software Development Process
Software practices. Do you know what they are? Do you employ them in your everyday development? Whether you do or you don #39;t, Simon outlines the practices needed to achieve a development process model.
The Art of Modelling: Part 1
Conceptually, models are a medium that can be used to explain how a system operates in a way so that the chance of someone misunderstanding the concept is minimal. This article, will introduce some techniques and frameworks to help you create efficient models. | <urn:uuid:5f5e6443-9912-4c30-aff7-e21637805e56> | CC-MAIN-2018-47 | https://www.devarticles.com/rss-feeds-53.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039743046.43/warc/CC-MAIN-20181116132301-20181116154301-00471.warc.gz | en | 0.935472 | 1,686 | 3.390625 | 3 | {
"raw_score": 2.6973612308502197,
"reasoning_level": 3,
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The link has long been suspected, but now it has been proven. Stress, which comes in many forms and for many reasons, is tied to obesity. It is also, very likely, among the leading causes.
It is not a difficult concept to comprehend when one steps back and looks at the evidence. After all, many people turn to food and unhealthy eating habits when stressed or unhappy. Food provides a sense of comfort in troubling times (hence the term ‘comfort food’). Unfortunately, though it may feel good in the moment, most people find themselves further distressed as they begin to gain weight as a result. Thus, it becomes a never-ending cycle, unless the person makes a conscious decision to end it. But, why is it that the body tends to crave sweet or fatty foods when mentally upset?
The Connection Researchers have been examining this phenomenon for quite some time now and have come to a few conclusions. First, there is the matter of serotonin, which is a naturally occurring chemical within the body that makes the person feel good. It is released during times of extreme happiness and excitement. It is also released when the body ingests carbohydrates, which just happen to be some of the most highly sought after types of food in times of stress. Think about the foods that are thought of as comforting – macaroni and cheese, breads, candy bars, chocolate, and even chips – and you will find that the vast majority contain sugar, flour, potato or other forms of carbohydrate. One literally feels good when eating them.
Cortisol is another chemical that the body naturally releases, except that this one is not so beloved. This is because Cortisol actually encourages the body to store fat. The reason for this chemical being released in times of stress is not completely understood, but it does occur. When a person is upset or bothered, the body will release the chemical, which triggers hunger and the formation of new fat cells.
Beat the Stress So, how is one to overcome the effects of nature? It’s not easy. Stress is found in nearly every aspect of the American lifestyle. We work too hard and too long for far too many years. On top of this, there are other responsibilities such as bill paying, parenting, and housekeeping that pile on more of the unpleasant sensations. However, there are ways that one can deal with the stress, which are healthier and can prevent the hunger pangs.
For instance, being creative has been shown to distract the brain from worry and concern. It allows the person to slowly unwind and, at least temporarily, forget whatever the source of the stress may have been. So when you feel those moments of desperation approaching try taking a few moments out to sketch, paint, dance, sing, write, or play an instrument.
Exercise is also very effective in lessening stress levels. It might be hard to find the motivation once a person has sunk too low, so it is important to start this activity as soon as stress begins to pile up. This will, of course, also help burn excess calories that come from comfort food binges.
Avoid the Junk Food Do you feel those stress-induced cravings coming on? Then do something about it. In order to prevent fat-filled food frenzies, keep yourself full on the things that are better for you. Keep a bowl of mixed nuts on your desk, make time to have a good breakfast, and eat a lunch rich in fiber. These acts will help to ensure that you don’t get overly hungry and won’t feel the need to binge when a co-worker rattles your nerves or one of the kids pushes you last button.
It is also important to control your portion sizes. If you simply need to have that carb overload to feel better, then choose the food carefully and use a small plate to serve. Rather than choosing the standard mac and cheese, instead you might opt for whole grain pasta and a low fat cheese sauce, for instance. Then serve the meal on a small plate, so you are less likely to over indulge.
Send this to a friend | <urn:uuid:496b64f4-cb98-4ac3-8516-e406fbf3b3f1> | CC-MAIN-2023-23 | https://www.boxinginsider.com/training-and-conditioning/coping-with-stress-the-real-cure-for-obesity/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644309.7/warc/CC-MAIN-20230528150639-20230528180639-00569.warc.gz | en | 0.965832 | 839 | 2.875 | 3 | {
"raw_score": 2.5641863346099854,
"reasoning_level": 3,
"interpretation": "Strong reasoning"
} | Health |
Hendersonville in Colleton County, South Carolina — The American South (South Atlantic)
Hendersonville / Arab The Horse
Settled in 1791 and known as Godfrey Savannah, this area later was the summer home for a colony of Combahee River rice planters. The settlement, known as Hendersonville by 1862, was named for Dr. Edward Rogers Henderson, a local landowner and signer of the 1860 Ordinance of Secession from Colleton County.
The book Autobiography of Arab was written by his master Corporal Edward Priolean Henderson, and included their experiences in the Civil War. Henderson of the 2nd SC Calvary, rode Arab extensively with Gen. James "Jeb" Stuart in MD, PA and VA and around Union Gen. George McClellen's army. Arab is buried west of here on the plantation where he was foaled and raised, which once belonged to Dr. Edward Rogers Henderson.
Erected 1993 by Salem United Methodist Church and Colleton County Historical Society. (Marker Number 15-16.)
Location. 32° 47.623′ N, 80° 43.501′ W. Marker is in Hendersonville, South Carolina, in Colleton County. Marker is on Hendersonville Highway (U.S. 17A), on the right when traveling north. Click for map. Next to the Methodist Church. Marker is at or near this postal address: 7163 Hendersonville Highway, Walterboro SC 29488, United States of America.
Other nearby markers. Catholic Hill (approx. 3.8 miles away); 150 Years Of Faith at St. James Church (approx. 3.8 miles away); Salkehatchie Presbyterian Church (approx. 6.5 miles away); Colleton County Courthouse (approx. 8.2 miles away); Confederate Monument (approx. 8.2 miles away); Walterboro (approx. 8.3 miles away); Walterboro Jail (approx. 8.3 miles away); Colleton County Veterans War Memorial (approx. 8.3 miles away).
Also see . . .
1. Ordinances of Secession. An Ordinance to dissolve the union between the State of South Carolina... (Submitted on April 12, 2008, by Mike Stroud of Bluffton, South Carolina.)
2. Hampton's Legion. (Submitted on April 12, 2008, by Mike Stroud of Bluffton, South Carolina.)
1. Autobiography of Arab
by Henderson, E. Prioleau
A reprint of a unique story about Arab, a cavalry horse of the Civil War. A rare title in that the horse wrote the book! Henderson, Arab's master for many years, slips easily from horse to human voice in recounting their phenomenal experiences together.
As a member of the old and much respected Beaufort District Troop, Henderson entered Confederate service with the newly formed Hampton Legion. From mustering in to the
— Submitted April 13, 2008, by Mike Stroud of Bluffton, South Carolina.
Categories. • Animals • Notable Places • War, US Civil •
Credits. This page originally submitted on , by Mike Stroud of Bluffton, South Carolina. This page has been viewed 1,903 times since then and 21 times this year. Photos: 1. submitted on , by Mike Stroud of Bluffton, South Carolina. 2, 3. submitted on , by Mike Stroud of Bluffton, South Carolina. 4, 5. submitted on , by Mike Stroud of Bluffton, South Carolina. 6. submitted on , by Mike Stroud of Bluffton, South Carolina. • Craig Swain was the editor who published this page. This page was last revised on June 16, 2016. | <urn:uuid:25dc0885-7e0c-4778-bb40-d0e6faa396dc> | CC-MAIN-2017-09 | http://www.hmdb.org/marker.asp?marker=7028 | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171162.4/warc/CC-MAIN-20170219104611-00491-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.936978 | 790 | 2.78125 | 3 | {
"raw_score": 1.7492616176605225,
"reasoning_level": 2,
"interpretation": "Moderate reasoning"
} | History |
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Aims of Argument / Eng 1302
Transcript of Aims of Argument / Eng 1302
A text and reader
suggests conflict and heated debate
The perception of argument as verbal combat should not overshadow the positive role of reasoned argument in conducting human affairs.
A reason is a sentence telling why the claim should be accepted as true.
logos, ethos, pathos,
Everything Bad is Good for You
playing video games
Everything Bad is Good for You
by Steven Johnson
Claim: Video games are good for you.
Reason: Video games force players to weigh evidence, analyze situations, and quickly make correct decisions.
real-life arguments need an audience; arguments are intended to influence other's beliefs, opinions and behavior
the art of effective persuasion
the art of responsible reasoning
is one who can distinguish good arguments from bad ones--whether or not he or she agrees with the argument or not
the textbook will use the term
to distinguish those that show responsible reasoning from those that show poor, or careless, reasoning
Four concepts of responsible reasoning
self-critical and open to constructive criticism from others
argue with their audiences or readers in mind
know their arguments' contexts
Responsible Reasoning is Well Informed
the more we know about most topics, the harder it is to be
inclined to lay down principles as incontrovertibly true:
he gives his opinion without trying to be dogmatic
We find ourselves changing or at least refining our opinions more or less continuously as we gain more knowledge and learn from well-argued opposing viewpoints.
Responsible Reasoning is Open to Constructive Criticism from Others
popular argumentation and responsible reasoning are alike
being open to well-intended criticism boils down to this: the ability to change our minds when good reasons to do so are presented
changing one's mind is a sign of intelligence and responsible reasoning
Responsible Reasoning Considers the Audience
we have to respect the opposition--see them as the audience for our arguments
adapting to the audience
is the biggest challenge of argument
Responsible Reasoning Understands an Argument's Context
"enter the conversation" Mike Rose
All arguments are part of an ongoing conversation
Knowing the past, present, and future of arguments on an issue helps ensure that we are making arguments on issues that matter and will continue to matter.
newspapers, talk shows, political speeches, class discussions, lunch-table debates, campus forums
"Fighting words: Why our public discourse must change" Kelby Carlson, pg. 10
What are the
Arguing to Inquire
helps us to form opinions, question opinion we already have, and reason our way through conflicts or contradictions
dialogue, serious conversation
Arguing to Convince
the goal of inquire is to reach some kind of conclusion on an issue
conviction = "an earned opinion, achieved through careful thought, research, and discussion"
Persuasion attempts to influence not just thinking but also behavior.
Persuasion appeals to reader's emotions
Photos / Poetry / Patterns
helps roommates live together
helps families decide on everything
requires sound logic
clear presentation of positions of reasons | <urn:uuid:1a621692-47d8-465e-82d8-5a0ab21ae617> | CC-MAIN-2018-47 | https://prezi.com/qafe4paklcbb/aims-of-argument-eng-1302/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741219.9/warc/CC-MAIN-20181113041552-20181113063552-00108.warc.gz | en | 0.870078 | 744 | 2.890625 | 3 | {
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"reasoning_level": 3,
"interpretation": "Strong reasoning"
} | Education & Jobs |
0-6岁教程 (耶稣如何爱我们*第1课) | 对于耶稣我很特别 (附中文反馈单)
Updated: Oct 10
编者按 这是一套在美国很受欢迎的教材，按年龄共分三部分：0-6岁学龄前儿童课程，6-12岁学龄儿童课程，和12岁以上青少年课程。我们将陆续翻译成中文，分享给大家。 这套教材里的每一篇，无论是课程还是各种活动，都独立成篇，没有先后顺序，大家可以按需要和负担选择使用。 *更多内容：thedoorofsheep.com/0-6岁
*** 英文版 ******
HOW JESUS LOVES US LESSON 1: I AM SPECIAL TO JESUS
In this Bible based Sunday school lesson, children discover that they are very important to Jesus. They are special in His eyes because they are God's children.
TOPICS Child of God, Love, Special
AS KIDS ARRIVE (10 minutes) Have crayons or colored markers and blank sheets of paper on the tables before the class begins. As the kids arrive, tell them to think of someone who is very special to them, and then draw a picture showing why they are so special. When finished, ask for volunteers to talk about their drawings with the rest of the class.
WORSHIP TIME (5 minutes) Further info? Click here
BIBLE VERSE (7 minutes) "Let the children come to me, Don't stop them! For the kingdom of God belongs to such as these." Mark 10:14 NLT
Discuss what "Kingdom of God" means. Then, ask the children the following questions: 1. What does it mean to belong to something? 2. What does it mean to belong to the Kingdom of God?
BIBLE STORY (15 minutes) Gather the children around you in preparation for story time. After the introduction, read the story about Jesus and the little children right from the Bible. If possible, use a Children's Bible so it will be easier for the kids to understand. Introduction: One day, many people were gathered around Jesus, asking him difficult questions. Questions like who will be the greatest in Heaven, when is it okay to get a divorce, who can cast out demons? Jesus was very busy giving God's answers to these difficult questions, when suddenly, he stopped. Something was happening that Jesus believed was more important than these questions. Let's find out what it was. Our story continues in the Book of Mark. Read Mark 10:13-16 (Jesus and the little children) Discussion Questions: 1. One of the verses we read said Jesus was displeased. Why do you think He was displeased? (He didn't want the disciples to stop the children from coming to Him because they were important.) 2. Does the Kingdom of God belong only to grown-ups? (No, to children also.) 3. Do you think Jesus felt that spending time with children was more important than answering difficult questions? (Jesus stopped what He was doing to welcome the children.) 4. How would you feel if you were one of those children that Jesus took in His arms? (Allow for answers.) 5. Do you know that Jesus has His arms around you right now? (Allow for answers.)
FUN TIME (15-20 minutes) Be Thumb-body With Jesus (Craft) Click here
ALTERNATE FUN TIME (15 minutes) A Chair for a Crown (Game) Click here
PRAYER/SNACK (10 minutes) Further info? Click here
Start by praying to God and thanking Him for His great love and for being such a wonderful Heavenly Father. Then serve the children cream filled cupcakes or sandwich cookies. Ask the children, "What makes these treats so special? It is the creamy filling inside, and we are special too, because we have Jesus inside of us.
CLOSING ACTIVITY (5-10 minutes) As the children wait to be picked up, mention the names of several Bible characters, or have the children choose their favorite Bible character. Then, have them tell what makes that character special. For example: David was special because he was able to kill a big giant with God's help.
NEXT WEEK Do you ever get sick or feel icky? Come back next week to learn how the love of Jesus can help us when we are not feeling well.
SUNDAY SCHOOL LESSON TAKE HOME PAGE Give one copy to each child at the end of the class to take home [PDF]. Click here
© 2019-2022 Kids Sunday School Place, Inc.
Used by permission:
中文 © 2019-2022 羊之门 All rights reserved. | <urn:uuid:63cd37f8-fe75-44dd-86e3-7bbad6d39dcd> | CC-MAIN-2023-50 | https://www.thedoorofsheep.com/post/0-6%E5%B2%81%E6%95%99%E7%A8%8B-%E8%80%B6%E7%A8%A3%E5%A6%82%E4%BD%95%E7%88%B1%E6%88%91%E4%BB%AC-%E7%AC%AC1%E8%AF%BE-%E6%88%91%E5%AF%B9%E8%80%B6%E7%A8%A3%E5%BE%88%E7%89%B9%E5%88%AB-%E9%99%84%E4%B8%AD%E6%96%87%E5%8F%8D%E9%A6%88%E5%8D%95 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100603.33/warc/CC-MAIN-20231206194439-20231206224439-00452.warc.gz | en | 0.706415 | 1,234 | 3.09375 | 3 | {
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"interpretation": "Moderate reasoning"
} | Religion |
History and Geography of Gunsmoke
shoot-out in today's Dodge City
Answer: 1d, 2a, 3c, 4d, 5b, 6d
A Hotel in 19th century Dodge City
Answer: 1a, 2c, 3d, 4b, 5f, 6j, 7k, 8i, 9e, 10l, 11n, 12m, 13g, 14h
Kansas, Ford County, Dodge City and Front Street. For a thumbnail description of historical Dodge City, click HERE.
Front Street in Dodge City (1878)
Front Street in 1880
19th century map of Dodge City
A map of today's Dodge City
Answer: b ... Benson purchased if from Robert W. Wright in 1878 and
popularized the saloon by organizing an orchestra to play there. In 1877,
there were less than 1000 citizens in Dodge and sixteen saloons.
False ... George M. Hoover's Saloon opened on June 17, 1872 and was
the first commercial business in Dodge City.
Cattle ... over eight million passed through Dodge in 1884 alone.
Answer: ... The Trevor 35
Answer: ... Cottonwood
No ... but it was the county seat for Ford County
A river flowing 692 miles from NE New Mexico through the Colorado
and Kansas to the Arkansas river in NE Oklahoma
Answer: ... 67801
Answer: ... Liquered up.
Answer: ... River
False ... it's the buffalo
Fort Dodge ... indeed, Dodge City was named from Fort Dodge which
was named for Colonel Henry I. Dodge. Fort Dodge was founded in 1864.
Answer: 1872 and incorporated in 1875.
A: Squirrel Tooth Alice. Frog Mouth Kate was a saloon girl character in a Gunsmoke episode.
Answer: ... salesman
Answer: ... guerrilla
Answer: ... A shoeless horse
A rifle boot
John with a middle initial of B. for Batterson
True ... off of a milk cart
The trail boss
True ... the Kansa or Kaw tribe. The word means south wind.
Answer: ... Jayhawker
William Clark Quantrill (1837-65) was the leader of a Confederate band of guerrillas who raided farms and towns in Kansas and Missouri. Both Frank and Jesse James rode with him before their bank robbing days. He was best known for leading a raid on Lawrence, Kansas on August 3, 1863 during which most of the town was burned. Over 150 people were killed. In Gunsmoke, the Dodge House clerk, Howie, was said to have been in Lawrence during this raid. Quantrill was fatally wounded during a raid in Kentucky.
Dodge City's real Dodge House
Probably not ... that type of hygiene was not regularly practiced
until after World War II.
Answer: a-Truman, b-Kennedy, c-Nixon, d-Ford, e-Reagan, f-Bush, g-Clinton.
Click HERE for details.
False ... in 1879, for example, Cock-Eyed Frank Loving shot Levi
Richardson in a fight over a woman.
Answer: a ... Frank Basset
Answer: ... Times. Another paper was the Ford County Globe
Yes ... although, contrary to legend, it was never an official burying
ground, but was used to bury drifters, buffalo hunters, and others who
had no family in the area. Boot Hill was closed in 1879 and the remains
of those buried there were moved to another cemetary.
True ... Gunsmoke was accurate in this regard in early shows. Later,
the prop cards, made by the United States Playing Card Company, looked
just like the ones you'd buy today.
A travois or travee
Answer: ... Buntline | <urn:uuid:866e4792-495a-4555-b9c4-1a2fa32bf9c7> | CC-MAIN-2015-22 | http://gunsmokenet.com/GunsmokeTGAW/Marks-Stuff/Gunsmoke/gun-hist.htm | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207930423.94/warc/CC-MAIN-20150521113210-00063-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.940363 | 801 | 2.671875 | 3 | {
"raw_score": 1.4594894647598267,
"reasoning_level": 1,
"interpretation": "Basic reasoning"
} | History |
Hyponatremia in Critical Care
by Patrick Neligan (c) 2002
What is it?
Extracellular fluid osmolality is determined, in general, by the serum sodium concentration. A
serum sodium of <135mEq represents a hypotonic state. There is a net
excess of water in relation to sodium. This may be caused by excessive
administration of hypotonic fluids, the inability to excrete free water, or
the presence of other osmotically active molecules in the extracellular
Why is it important in ICU?
Hyponatremia is important for four reasons:
What is Pseudohyponatremia?
Serum osmolality is governed by
contributions from all molecules in the body that cannot easily move between
the intracellular and extracellular space. Sodium is the most abundant
electrolyte, but glucose, urea, plasma proteins and lipids are also
important. A patient with diabetic ketoacidosis may have hyponatremia, but
normal osmolality, due to hyperglycemia, hypertriglyceridemia and ketonemia.
Patients with acute renal failure may have hyponatremia due to uremia.
Serum osmolality is calculated from:
2(Na + K) + BUN/2.8 + Glucose/16
or in SI units (mmol/l)
Classically, we divide up pseudohyponatremia into conditions in which the measured and calculated serum osmolalities are the same - hyperglycemia or uremia, and those in which there is an osmolar gap: some osmoles are clearly there (measured), but we have not recognised them. The source of unmeasured osmoles may be endogenous (lipids or proteins), or exogenous - alcohols (ethanol, ethylene glycol, methanol or isopropyl alcohol).
What is the Syndrome of Inappropriate ADH secretion?
A number of diseases / drugs
cause either ectopic production of ADH (arginine vasopressin) or cause
release of this compound from the posterior pituitary gland. The result is a
paradoxically concentrated urine with dilute blood (the urinary osmolality
is higher (>300mOsm) than the serum osmolality (<300mOsm).
Algorithm for Assessment of Hyponatremia
How do you manage Hyponatremia?
If Na >125, the treatment is water restriction, 500ml-1000ml per day
If Na < 125, or water restriction is not possible, furosemide 40mg-80mg iv repeated as necessary, with replacement of electrolyte losses.
If this strategy is unsuccessful at raising serum sodium, treatment with hypertonic saline may be necessary: NaCl 0.9% contains 1mEq of Na in 6.5ml (i.e. 0.154 mmol/ml), NaCL 1.8%, contains approx 1 mEq Na per 3.25ml, 3% NaCl containe approx 1mEq Na per 2ml.
If the cause is SIADH, and the patient does not respond to fluid restriction, then loop diuretics may be helpful. An alternative treatment is to cause a nephrogenic diabetes insipidis, by administering demeclocycline 300-600 mg BID.
Repleting the Sodium Deficit
If you are going to use hypertonic saline, you must calculate the sodium deficit: it is conventional only to correct half of the deficit. The normal serum sodium is 140 mEq/L.
Step 1: find out the patientís weight is kilograms prior to illness.
Step 2: Calculate the Sodium Deficit
It is usual to correct only half the sodium deficit (NaD): (hence the deficit/2)
NaD = (Desired Sodium - Patients Sodium /2)
If the patientís weight is 70kg, and the serum sodium is 120, then the desired change is 10 mEq/L
Total body deficit of sodium is the sodium deficit x total body water (TBW)
NaD x (weight in Kg x 0.6) = Total deficit (TD)
Using the formula: 10 x (70 x 0.6) = 420 mEq.
Step 3: calculate the rate of replacement
Most physicians replace the deficit at no more than 0.5 mEq per hour. The patient has a deficit of 10 mEq, so at this rate, it will be replaced over 20 hours (10/0.5).
Rate of Replacement (RoR) in hours = NaD/ 0.5
Step 4: replace the sodium deficit with the fluid of your choice
The amount of fluid required depends on the sodium content of that fluid:
TD / [Na Fluid/ml] / RoR = per hour fluid replacement
If we are using 3% saline in this 70kg male patient with a serum sodium of 120:
(420/0.513) / 20 = 41ml/hour
That is, after 20 hours, assuming no other fluids are given, the patient's serum sodium will rise to 130mEq/L. If 0.9% saline is given:
(420/0.13) / 20 = 160 ml/hour
Please note: these tutorials are for personal study purposes only. They are not currently peer reviewed, and no responsibility will be taken for mistakes or inaccuracies. Reproduction of information is forbidden. All material is copyrighted by the GasWorks Group. | <urn:uuid:390c9a02-0b9d-4f45-994e-33fd45d3841e> | CC-MAIN-2015-32 | http://www.ccmtutorials.com/problems/explore/name/hyponatremia.htm | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042989142.82/warc/CC-MAIN-20150728002309-00197-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.833676 | 1,203 | 3.0625 | 3 | {
"raw_score": 2.50182843208313,
"reasoning_level": 3,
"interpretation": "Strong reasoning"
} | Health |
Toronto Montessori School – Bayview Campus
Process: At the outset of the design of the new addition to the school, consisting of a main entrance, common space and support areas, we spent substantive time, before starting the design, discussing with the client what their pedagogical values were towards their students and families of their community, which as a Montessori school, were well formed and articulated.
Two core Montessori values are that learning through materials, and the way in which the teacher and the design of the environment promote children’s self-directed engagement with those materials. Dr. Montessori also believed that each child has an innate love for nature, and the materials used to engage with are a set of manipulable objects designed to support children’s learning of sensorial concepts such as dimension, colour, shape and texture, and academic concepts of mathematics, literacy, science, geography and history; most of which are reflected in natural shapes and natural fractal patterns and forms. With respect to engagement, a child learns through engaging hands-on with the materials.
Overlaid on this are the values of creating a sense of support the feeling of activating resources of a student, qualities that could be described as: that which feels variable and manifold (while being not overstimulating at the same time), abundant in its enacting resonances and with positive ambiguity: encouraging active involvement and exploring, co-creative interaction and the experience of self-efficacy; which feels vital and engaging, internally and externally connecting with life- energies and the awareness of one’s own body in space; which offers an optimistic, assurrant and encouraging attitude; and which one can sense occurring in the atmospheric quality of resonating energies, with a perceivable presence, sensibly appreciable.
In salutogenic terms, this is about a sense of coherence, for a student who has a high sense of comprehensibility and can imagine a positive future; manageability where one believes they have all the resources to meet the given challenges and demands; and meaningfulness which motivates someone to continue on the path they are traveling, their studies.
From a psychological perspective, the characteristics are of one feels variable and manifold, feelings of vital and engaging, and a sense of being optimistic; and a sense occurring in the atmospheric of appreciable.
In terms of architectural characteristics, they reflect qualities of space that are of: nature, variety and vitality, sense of occurrence, optimism; and generosity.
The building in plan is designed as a soft semi-circular form, concave towards your approach, north facing, which creates and wraps a new half circular garden plaza area in front of the building, of which you pass through on winding paths, from the parking lot, to arrive at the main entrance. The concave building face is edged by a one story lower colonnaded veranda-like space, creating cover and seating areas.
The section of the building is lower to the north, where you enter, with the roof hovering a foot above the wall, creating a break in the wall roof connection allowing a narrow-unencumbered view to the sky beyond. The roof then slopes noticeably upwards towards the south and an exterior fern and multi-stemmed birch tree grove courtyard separating the new building from the existing.
While semi-circular in plan, the ceiling is supported by large semicircular wood arches, radially positioned along the length of the space, leaping from side to side, with the sloped ceiling balanced on the top centre edge of the arches.
From third points along the length of the arches, secondary straight beams spring outwards in triangular patterns towards the secondary beams in the roof plane, creating a spark-like connection point to the arch. All structural elements are wood, with all steel connections concealed.
The southern convex wall of the space is a mix of floor to ceiling glass, fine triangular interior wood brise soleil grillage and large triangular green sail-like solid forms, all appearing to thrust out wards to the garden and upwards to the sun beyond.
The southern wall and glazing, mixed with the triangular wood brise soleil, and a curved plan, paired with changing seasonal and daily everchanging light conditions, creates a moody and ever-changing light and shadow conditions in the space, something that feels alive, sometimes subtle and subdued, through to celebratory and spiritual.
The mixing of circular and triangular shapes, along a radial plan, allows one to see the same arches, but seen from different visual perspectives at the same point within the space. This, paired with the mixing of circular and triangular shapes, creates a perceptual positive ambiguity, which stimulates the mind as it traces the sharp corner of the triangles and the voluminous edges of the curves. This is pushed further by the use of the nature smooth surfaces of the wood, with the rough surface which is the main rectilinear element positioned at the end of the space diagonally from the main entrance.
The architectural qualities of, nature, variety and vitality, sense of occurrence, optimism; and generosity are a constructed reflection of the clients pedagogical values.
Recognitions: Canada Wood Council – National Design Award; Canada Wood Council – Ontario Wood Works Mass Timber Design Award, 2021 | <urn:uuid:ea500033-c52f-4b59-853f-4f203d36310c> | CC-MAIN-2021-31 | https://farrowpartners.ca/our-projects/toronto-montessori-school-bayview-campus/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153816.3/warc/CC-MAIN-20210729043158-20210729073158-00206.warc.gz | en | 0.942304 | 1,088 | 2.59375 | 3 | {
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} | Art & Design |
In More Questions on the Path to Combinatory Python I wondered how to write an 'add' function such that not only
(add)(2)(2) == 4
worked but also things like:
(add)(add)(1)(2)(3) == 6 (add)(1)(add)(2)(3) == 6
If we throw in a unary function like 'neg' then things like this should work too:
(neg)(5) == -5 (neg)(neg)(5) == 5 (add)(3)(neg)(2) == 1
Here's how I started to think about it. An expression such as (add)(2)(2) could be described as having the signature "200". It consists of subexpressions requiring, respectively 2, 0 and 0 arguments. Just (add)(2) would have a signature "20" which is equivalent to a signature of 1.
Using this notion:
It is easy to see that for an expression to be complete (i.e. not partial) it must have a signature ending in 0. But there is slightly more to it that than. Basically, start off with a score of 1 and work from left to write, every "2" you encounter increases the score by 1 and every "0" decreases it by 1. A "1" has no effect. When you hit a score of 0 you're complete.
Every complete signature has a particular bracketing of function application. For example, expressions of signature 112100 can be evaluated as follows:
def eval112100(a, b, c, d, e, f): return a(b(c(d(e))(f)))
and each partial signature has a function that can dispatch evaluation to another function depending on the number of args the next arg takes (relying on a function like add being annotated with add.args = 2).
def eval1121(a, b, c, d): return lambda e: ( eval11210 if e.args == 0 else eval11211 if e.args == 1 else eval11212 if e.args == 2 else ... )(a, b, c, d, e)
I was still struggling to implement this in a recursive way that could handle unlimited depth and then I saw in a comment that Eric Wald came up with a solution:
def combinatoric(n): def decorator(f): @wraps(f) def wrapper(x): if callable(x): return lambda y: combinatoric(n)(f)(x(y)) elif n > 1: return combinatoric(n - 1)(wraps(f)(partial(f, x))) else: return f(x) return wrapper return decorator
and so you then say
@combinatoric(1) def neg(x): return -x
@combinatoric(2) def add(x, y): return x + y
and it all works. The use of wraps is optional but including it means partial add will have the name add not wrapper.
As Eric points out in his comment, this still doesn't solve the (add)(M)(5) issue but I have some thoughts on that for a subsequent post.
The original post had 5 comments I'm in the process of migrating over. | <urn:uuid:d7f9adb9-f286-44cf-a6a4-77e01d895b24> | CC-MAIN-2017-30 | http://jtauber.com/blog/2008/11/22/first_success_with_combinatory_python/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423812.87/warc/CC-MAIN-20170721222447-20170722002447-00395.warc.gz | en | 0.893872 | 692 | 2.75 | 3 | {
"raw_score": 2.527794122695923,
"reasoning_level": 3,
"interpretation": "Strong reasoning"
} | Software Dev. |
This article discusses the analytical technique known as Sampling and provides a brief explanation of two types of sampling analysis, and how each of these methods is applied.
What is Sampling Analysis?
Sampling is the technique of selecting a representative part of a population for the purpose of determining the characteristics of the whole population. There are two types of sampling analysis: Simple Random Sampling and Stratified Random Sampling.
Let’s look at both techniques in a bit more detail.
Simple Random Sampling:
With this method of sampling, the selection is based on chance, and every item has an equal chance of selection. An example of simple random sampling would be a lottery system.
Example: if we want to come up with the average value of all cars in United States, it would be impractical to find every car and assign a value, and then develop an average. Instead, we might randomly select 200 cars, get a value for those cars and then find an average. The random selection of those 200 cars would be the ‘sample data of entire United States’ cars’ values (population data).
Pros and Cons of Simple Random Sampling:
Pros: Economical in nature, less time consuming.
Cons: Chance of bias, difficulty of getting a representative sample.
Stratified Random Sampling:
Here, the population data is divided into subgroups known as strata. The members in each of the subgroups have similar attributes and characteristics in terms of demographics, income, location etc. A random sample from each of these subgroups is taken in proportion to the subgroup size relative to the population size. These subsets of subgroups are then added to from a final stratified random sample. Improved statistical precision is achieved through this method due to the low variability within each subgroup, and the fact that a smaller sample size is required for this method as compared to simple random sampling. This method is used when the researcher wants to examine subgroups within a population.
Example: One might divide a sample of adults into subgroups by age groups, like 18-29, 30-39, 40-49, 50-59, and 60 and above. To stratify this sample, the researcher would then randomly select proportional amounts of people from each age group. This is an effective sampling technique for studying how a trend or issue might differ across subgroups. Some of the most common strata used in stratified random sampling include age, gender, religion, race, educational attainment, socioeconomic status, and nationality. With stratified sampling, the researcher is guaranteed that the subjects from each subgroup are included in the final sample, whereas simple random sampling does not ensure that subgroups are represented equally or proportionately within the sample.
Pros and Cons:
Pros: Economical in nature, Less time consuming, less chance of bias as compared to Simple random sampling, higher accuracy than simple random sampling.
Cons: Need to define the categorical variable by which sub groups should be created. For instance Age group, Gender, Occupation, Income, Education, Religion, Region etc.
Sampling is the technique of selecting a representative part of a population for the purpose of determining the characteristics of the whole population. Sampling is useful in assigning values and predicting outcomes for an entire population, based on a smaller subset or sample of the population. The organization will choose either the Simple Random Sampling or the Stratified Random Sampling method, based on the type of data, the need for accuracy and representation of certain subsets and groups and other analytical requirements of the organization.
The Smarten approach to business intelligence and business analytics focuses on the business user and provides Advanced Data Discovery so users can perform early prototyping and test hypotheses without the skills of a data scientist. Smarten Augmented Analytics tools include assisted predictive modeling, smart data visualization, self-serve data preparation and clickless analytics with natural language processing (NLP) for search analytics. All of these tools are designed for business users with average skills and require no special skills or knowledge of statistical analysis or support from IT or data scientists.
The Smarten approach to data discovery is powered by ElegantJ BI Business Intelligence Solutions, a representative vendor in multiple Gartner reports including the Gartner Research Market Guide to Self-Service Data Preparation, as a Niche BI and Analytics Vendor in the Gartner Report, Competitive Landscape in the BI Platforms and Analytics Software, Asia/Pacific, as a Representative Vendor in the Gartner Market Guide for Enterprise-Reporting-Based Platforms, and a Listed Vendor in the Other Vendors to Consider for Modern BI and Analytics, Gartner Report. | <urn:uuid:19632082-cd23-4aaa-aa62-e84081b0cdbf> | CC-MAIN-2019-26 | https://www.elegantmicroweb.com/blog/what-are-simple-random-sampling-and-stratified-random-sampling-analytical-techniques.htm | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627997335.70/warc/CC-MAIN-20190615202724-20190615224507-00028.warc.gz | en | 0.914647 | 955 | 3.984375 | 4 | {
"raw_score": 2.511579990386963,
"reasoning_level": 3,
"interpretation": "Strong reasoning"
} | Science & Tech. |
|Title||Where do we stand on global warming?|
|Publication Type||Journal Article|
|Year of Publication||2011|
|Authors||Bradley, Raymond S.|
|Journal||Contributions to Science|
Global temperatures have risen by 0.8°C since the end of the 19th century. This increase has not been linear, as there have been periods when temperatures were stable for short periods before rising once again. The reasons for these changes in the rate of temperature rise are related to anthropogenic factors (sulphate aerosol pollution versus greenhouse gas inputs to the atmosphere) as well as to natural factors (volcanic eruptions, solar irradiance variations, El Niño/Southern Oscillation [ENSO] fluctuations, etc). Over the last decade or so, temperatures have not risen at the same rate as in previous decades, and this has led to speculation that global warming is over. This view has been reinforced by the unusually cold winter that many parts of the United States and western Europe experienced in recent months. However, such a conclusion ispremature. The winter of 2009-2010 was one of the warmest on record when the entire globe is considered, and the last decade was the warmest, globally, for many centuries. In spite of these facts, many politicians who do not favor controls on carbon emissions have seized upon the recent conditions to present a one-sided view of the situation to the public. This effort has been reinforced by a relentless campaign to find and publicize a few errors in the Intergovernmental Panel on Climate Change (IPCC) 4th Assessment Report, to shake the public’s confidence in that Report’s main conclusions. Nevertheless, while the political bickering goes on, the levels of carbon dioxide and other greenhouse gases in the atmosphere continue to increase, more heat accumulates in the oceans, sea-level keeps rising as glaciers and ice caps melt, and phenological indicators from many regions demonstrate disruptionsto the seasonality of biological activity. And as these changes occur, world population keeps increasing, at a rate of 240,000 people per day, most of whom will grow up to be subsistence or small-scale agriculturalists, who will be just as vulnerable to climatic anomalies as late prehistoric/early historic societies were. Climatologists, and other environmental scientists have a responsibility to ensure that the public, and the politicians they elect, fully understand these issues so that they can better appreciate the consequences of inaction over controlling greenhouse gas emissions. | <urn:uuid:60543bb9-3e3d-4154-b382-db4227813f2c> | CC-MAIN-2019-04 | http://necsc.umass.edu/biblio/where-do-we-stand-global-warming | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583657097.39/warc/CC-MAIN-20190116073323-20190116095323-00068.warc.gz | en | 0.929583 | 514 | 3.359375 | 3 | {
"raw_score": 2.9678940773010254,
"reasoning_level": 3,
"interpretation": "Strong reasoning"
} | Science & Tech. |
Scientists at the Scripps Research Institute in La Jolla announced Monday that they may have found a compound essential to the formation of life on earth.
Their work was based on a hypothesis that a chemical reaction called phosphorylation may have been crucial for the assembly of three key ingredients in early life forms — short strands of nucleotides to store genetic information, short chains of amino acids known as peptides to do the main work of cells, and lipids to form encapsulating structures such as cell walls.
However, no one has previously found a substance that was plausibly present on early Earth that could result in phosphorylation to produce the three classes of molecules side-by-side under the same realistic conditions, according to TSRI.
In a study published in the journal Nature Chemistry, TSRI chemists said that diamidophosphate, commonly known to scientists as DAP, could have been present in Earth’s early days and responsible for phosphorylation.
“We suggest a phosphorylation chemistry that could have given rise, all in the same place, to oligonucleotides, oligopeptides and the cell-like structures to enclose them,” said study senior author Ramanarayanan Krishnamurthy, associate professor of chemistry at TSRI. “That in turn would have allowed other chemistries that were not possible before, potentially leading to the first simple, cell-based living entities.”
Previous theories centered on different phosphorylation agents for each process.
“It has been hard to imagine how these very different processes could have combined in the same place to yield the first primitive life forms,” said Krishnamurthy.
DAP, combined with water and mild ambient conditions can produce the three critical classes of pre-biological molecules, transform them and allow them to interact, he said.
“It reminds me of the Fairy Godmother in `Cinderella,’ who waves a wand and `poof, poof, poof,’ everything simple is transformed into something more complex and interesting,” Krishnamurthy said.
He said DAP’s phosphorylation chemistry closely resembles what is seen in the reactions at the heart of every cell’s metabolic cycle.
Krishnamurthy plans follow-up experiments and has teamed with early- Earth geochemists to try to identify potential sources of DAP, or similarly acting phosphorus-nitrogen compounds that were on the planet before life arose.
“There may have been minerals on the early Earth that released such phosphorus-nitrogen compounds under the right conditions,” he said. “Astronomers have found evidence for phosphorus-nitrogen compounds in the gas and dust of interstellar space, so it’s certainly plausible that such compounds were present on the early Earth and played a role in the emergence of the complex molecules of life.”
Funding for the research was provided by NASA and the Simons Foundation of New York.
—City News Service
>> Subscribe to Times of San Diego’s free daily email newsletter! Click hereFollow Us: | <urn:uuid:3392c8d2-5244-44ad-8337-d8fd41867d7d> | CC-MAIN-2019-04 | https://timesofsandiego.com/tech/2017/11/06/scripps-la-jolla-may-have-found-compound-essential-to-formation-of-life-on-earth/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583690495.59/warc/CC-MAIN-20190120021730-20190120043730-00600.warc.gz | en | 0.959346 | 651 | 3.546875 | 4 | {
"raw_score": 2.97027325630188,
"reasoning_level": 3,
"interpretation": "Strong reasoning"
} | Science & Tech. |
Contae Thiobraid Árann
The Premier County
|County towns||Nenagh / Clonmel|
Divided into North and South in 1838; reunified in 2014
|• Type||County Council|
|• Total||4,305 km2 (1,662 sq mi)|
|Highest elevation||918 m (3,012 ft)|
|• Density||37/km2 (96/sq mi)|
|Time zone||UTC±0 (WET)|
|• Summer (DST)||UTC+1 (IST)|
|Eircode routing keys|
E21, E25, E32, E34, E41, E45, E53, E91 (primarily)
|Telephone area codes||0504, 0505, 052, 062, 067 (primarily)|
County Tipperary (Irish: Contae Thiobraid Árann) is a county in Ireland. It is located in the province of Munster. The county is named after the town of Tipperary, and was established in the early thirteenth century, shortly after the Norman invasion of Ireland. The population of the county was 159,553 at the 2016 census. The largest towns are Clonmel, Nenagh and Thurles.
Tipperary County Council is the local government authority for the county. Between 1838 and 2014 county Tipperary was divided into two ridings/counties, North Tipperary and South Tipperary, which were unified under the Local Government Reform Act 2014, which came into effect following the 2014 local elections on 3 June 2014.
- 1 Geography and political subdivisions
- 2 History
- 3 Local government and politics
- 4 Culture
- 5 Irish language
- 6 Economy
- 7 Transport
- 8 Sports
- 9 Places of interest
- 10 Notable people
- 11 See also
- 12 References
- 13 External links
Geography and political subdivisions
Tipperary is the sixth-largest of the 32 counties by area and the 12th largest by population. It is the third-largest of Munster's 6 counties by size and the third-largest by population. It is also the largest landlocked county in Ireland. The region is part of the central plain of Ireland, but the diverse terrain contains several mountain ranges: the Knockmealdown, the Galtee, the Arra Hills and the Silvermine Mountains. Most of the county is drained by the River Suir; the north-western part by tributaries of the River Shannon; the eastern part by the River Nore; the south-western corner by the Munster Blackwater. No part of the county touches the coast. The centre is known as 'the Golden Vale', a rich pastoral stretch of land in the Suir basin which extends into counties Limerick and Cork.
There are 12 historic baronies in County Tipperary: Clanwilliam, Eliogarty, Iffa and Offa East, Iffa and Offa West, Ikerrin, Kilnamanagh Lower, Kilnamanagh Upper, Middle Third, Ormond Lower, Ormond Upper, Owney and Arra and Slievardagh.
Civil parishes and townlands
Parishes were delineated after the Down Survey as an intermediate subdivision, with multiple townlands per parish and multiple parishes per barony. The civil parishes had some use in local taxation and were included on the nineteenth century maps of the Ordnance Survey of Ireland. For poor law purposes, District Electoral Divisions replaced the civil parishes in the mid-nineteenth century. There are 199 civil parishes in the county. Townlands are the smallest officially defined geographical divisions in Ireland; there are 3,159 townlands in the county.
Following the Norman invasion of Ireland, the Kingdom of Munster was claimed as a lordship. By 1210, the sheriffdom of Munster shired into the shires of Tipperary and Limerick. In 1328, Tipperary was granted to the Earls of Ormond as a county palatine or liberty. The grant excluded church lands such as the archiepiscopal see of Cashel, which formed the separate county of Cross Tipperary. Though the Earls gained jurisdiction over the church lands in 1662, "Tipperary and Cross Tipperary" were not definitively united until the County Palatine of Tipperary Act 1715, when the 2nd Duke of Ormond was attainted for supporting the Jacobite rising of 1715.
The county was divided once again in 1838. The county town of Clonmel, where the grand jury held its twice-yearly assizes, is at the southern limit of the county, and roads leading north were poor, making the journey inconvenient for jurors resident there. A petition to move the county town to a more central location was opposed by the MP for Clonmel, so instead the county was split into two "ridings"; the grand jury of the South Riding continued to meet in Clonmel, while that of the North Riding met in Nenagh. When the Local Government (Ireland) Act 1898 established county councils to replace the grand jury for civil functions, the ridings became separate "administrative counties" with separate county councils. Their names were changed from "Tipperary North/South Riding" to "North/South Tipperary" by the Local Government Act 2001, which redesignated all "administrative counties" as simply "counties". The Local Government Reform Act 2014 has amalgamated the two counties and restored a single county of Tipperary.
Local government and politics
Following the Local Government Reform Act 2014, Tipperary County Council is the local government authority for the county. The authority is a merger of two separate authorities North Tipperary County Council and South Tipperary County Council which operated up until June 2014. The local authority is responsible for certain local services such as sanitation, planning and development, libraries, the collection of motor taxation, local roads and social housing. The county is part of the South constituency for the purposes of European elections. For elections to Dáil Éireann, the constituency used is: Tipperary. It returns five deputies (TDs) to the Dáil.
Tipperary is referred to as the "Premier County", a description attributed to Thomas Davis, Editor of The Nation newspaper in the 1840s as a tribute to the nationalistic feeling in Tipperary and said that "where Tipperary leads, Ireland follows". Tipperary was the subject of the famous song "It's a Long Way to Tipperary" written by Jack Judge, whose grandparents came from the county. It was popular with regiments of the British Army during World War I. The song "Slievenamon", which is traditionally associated with the county, was written by Charles Kickham from Mullinahone, and is commonly sung at sporting fixtures involving the county.
The area around Clonmel is the economic hub of the county: to the east of the town the manufacturers Bulmers (brewers) and Merck & Co. (pharmaceuticals). There is much fertile land, especially in the region known as the Golden Vale, one of the richest agricultural areas in Ireland. Dairy farming and cattle raising are the principal occupations. Other industries are slate quarrying and the manufacture of meal and flour.
Tourism plays a significant role in County Tipperary – Lough Derg, Thurles, Rock of Cashel, Ormonde Castle, Ahenny High Crosses, Cahir Castle, Bru Boru Heritage Centre and Tipperary Crystal are some of the primary tourist destinations in the county.
Road transport dominates in County Tipperary. The M7 motorway crosses the north of the county through Roscrea and Nenagh and the M8 motorway bisects the county from north of Two-Mile Borris to the County Limerick border. Both routes are among some of the busiest roads on the island. The Limerick to Waterford N24 crosses the southern half of Tipperary, travelling through Tipperary Town, Bansha, north of Cahir and around Clonmel and Carrick-on-Suir.
Tipperary also has a number of railway stations situated on the Dublin-Cork line, Dublin-to-Limerick and Limerick-Waterford line. The railway lines connect places in Tipperary with Cork, Dublin Heuston, Waterford, Limerick, Mallow and Galway.
County Tipperary has a strong association with the Gaelic Athletic Association which was founded in Thurles in 1884. The Gaelic Games of Hurling, Gaelic football, Camogie and Handball are organised by the Tipperary GAA County Board of the GAA. The organisation competes in the All-Ireland Senior Hurling Championship and the All-Ireland Senior Football Championship. Tipperary, with 28 wins, are the only county to have won an All-Ireland title in every decade since the 1880s.
Places of interest
- Ardfinnan Castle
- Athassel Priory
- Cahir Castle
- Coolmore Stud
- Devil's Bit – a mountain near Templemore
- Galtymore – a munro, and the highest mountain in County Tipperary (919m).
- Glen of Aherlow
- Glengarra Wood
- Holy Cross Abbey
- Kilcash Castle
- Lough Derg
- Mitchelstown Cave
- Ormonde Castle, Carrick-on-Suir
- Redwood Castle (Castle Egan)
- Rock of Cashel
- Slievenamon – mountain associated with many Irish legends (721m)
- Anne Anderson, ambassador to the United States
- John Desmond Bernal, controversial twentieth-century scientist
- Dan Breen, Irish Republican during the Irish War of Independence, later a TD for the county.
- William Butler, nineteenth-century army officer, writer, and adventurer
- Peter Campbell, founder of the Uruguayan navy
- The Clancy Brothers, folk music group
- Kerry Condon, actress
- Frank Corcoran, composer
- Dayl Cronin, singer, member of boyband Hometown
- John N. Dempsey, Governor of Connecticut (1961–71)
- Dennis Dewane, American politician
- John M. Feehan, author and publisher
- Frank Fitzgerald, American politician
- Lumsden Hare, stage and film actor
- Una Healy, singer, member of the girl group The Saturdays
- Patrick Hobbins, American politician
- Alan Kelly, politician
- Tom Kiely, Olympic gold medalist
- Shane Long, footballer
- Denis Lynch, showjumper
- Shane MacGowan, musician, songwriter, member of The Pogues
- Niall O'Dowd, publisher, Irish Central
- Martin O'Meara, recipient of the Victoria Cross
- Frank Patterson, tenor
- Ramsay Weston Phipps, military historian
- Rozanna Purcell, model, winner of Miss Universe Ireland 2010.
- Lena Rice, Wimbledon tennis champion
- Adi Roche, Campaigner for peace, humanitarian aid and education, founder and chief executive of Chernobyl Children International
- Richard Lalor Sheil, politician, writer, and orator
- Pat Shortt, actor, comedian, and entertainer
- Laurence Sterne, author and clergyman, most famous for Tristram Shandy
- Seán Treacy, Irish Republican during the Irish War of Independence
- Annals of Inisfallen
- High Sheriff of Tipperary
- List of civil parishes of County Tipperary
- List of abbeys and priories in the Republic of Ireland (County Tipperary)
- List of National Monuments in South Tipperary
- Lord Lieutenant of Tipperary
- Tipperary Hill, a neighbourhood in Syracuse, New York, United States, inhabited by many descendants of County Tipperary.
- Vehicle registration plates of Ireland
- "Brief History of County Tipperary – Roots Ireland". www.rootsireland.ie.
- "Census 2016 Sapmap Area: County Tipperary". Central Statistics Office (Ireland). Retrieved 18 November 2018.
- "Tipperary County Council". Tipperary County Council. 29 May 2014.
Tipperary County Council will become an official unified authority on Tuesday, 3rd June 2014. The new authority combines the existing administration of North Tipperary County Council and South Tipperary County Council.
- Corry, Eoghan (2005). The GAA Book of Lists. Hodder Headline Ireland. pp. 186–91.
- "Interactive map (civil parish boundaries viewable in Historic layer)". Mapviewer. Ordnance Survey of Ireland. Archived from the original on 29 May 2010. Retrieved 9 March 2010.
- "Placenames Database of Ireland – Tipperary civil parishes". Logainm.ie. 13 December 2010. Archived from the original on 20 September 2012. Retrieved 14 September 2012.
- "Placenames Database of Ireland – Tipperary townlands". Logainm.ie. 13 December 2010. Archived from the original on 20 September 2012. Retrieved 14 September 2012.
- For 1653 and 1659 figures from Civil Survey Census of those years, Paper of Mr Hardinge to Royal Irish Academy 14 March 1865.
- "Census for post 1821 figures". Cso.ie. Retrieved 14 September 2012.
- histpop.org Archived 7 May 2016 at the Wayback Machine
- "NISRA – Northern Ireland Statistics and Research Agency". Nisranew.nisra.gov.uk. Archived from the original on 17 February 2012. Retrieved 2012-09-14.
- Lee, JJ (1981). "On the accuracy of the Pre-famine Irish censuses". In Goldstrom, J. M.; Clarkson, L. A. (eds.). Irish Population, Economy, and Society: Essays in Honour of the Late K. H. Connell. Oxford, England: Clarendon Press.
- Mokyr, Joel; O Grada, Cormac (November 1984). "New Developments in Irish Population History, 1700-1850". The Economic History Review. 37 (4): 473–88. doi:10.1111/j.1468-0289.1984.tb00344.x.[dead link]
- Falkiner, Caesar Litton (1904). "The Counties of Ireland". Illustrations of Irish history and topography: mainly of the seventeenth century. Longmans, Green. pp. 108–42. Retrieved 14 August 2011.
- Deputy keeper of the public records in Ireland (26 April 1873). "Appendix 3: Extract from Report of the Assistant Deputy Keeper on the Records of the Court of Record of the County Palatine of Tipperary". Fifth Report. Command papers. C.760. HMSO. pp. 32–37. Retrieved 14 August 2011.
- Ireland (1794). "2 George I c.8". Statutes Passed in the Parliaments Held in Ireland. III: 1715–1733. Printed by George Grierson, printer to the King's Most Excellent Majesty. pp. 5–11. Retrieved 14 August 2011.
- Murphy, Donal A. (1994). The two Tipperarys: the national and local politics, devolution and self-determination, of the unique 1838 division into two ridings, and the aftermath. Relay. ISBN 9780946327133.
- "Local Government Act, 2001 sec.10(4)(a)". Irish Statute Book. Retrieved 22 October 2013.[permanent dead link]
- Minister for Environment, Community and Local Government (15 October 2013). "sec.10(2) Boundaries of amalgamated local government areas". Local Government Bill 2013 (As initiated) (PDF). Dublin: Stationery Office. ISBN 978-1-4468-0502-2. Retrieved 17 October 2013.
- "Sliabh na mban – Slievenamon". Irishpage.com. Retrieved 14 September 2012.
- "Oideachas Trí Mheán na Gaeilge in Éirinn sa Ghalltacht 2010-2011" (PDF) (in Irish). gaelscoileanna.ie. 2011. Retrieved 9 January 2012.
- "€4bn value put on Magnier's Coolmore Stud - Independent.ie". Independent.ie. Retrieved 31 January 2018.
- Laffan, Thomas (1911). Tipperary Families: Being The Hearth Money Records for 1665-1667 (PDF). James Duffy & Co.
- Simington, Robert C (1931). The Civil Survey A.D. 1654-1656: County of Tipperary, Volume I. Stationery Office.
- Simington, Robert C (1934). The Civil Survey A.D. 1654-1656: County of Tipperary, Volume II. Stationery Office.
|Wikimedia Commons has media related to County Tipperary.|
|Wikivoyage has a travel guide for County Tipperary.|
- Tipperary Institute
- County Tipperary Historical Society
- A website dedicated to the genealogical records of the county. It offers fragments of the 1766 census, the complete Down Survey, as well as a ream of other useful information
- Rebellion of 1641 in County Tipperary by Jim Condon
- Score for 'Quality of Life' in County Tipperary
- Gaelscoil stats
- Tipperary Studies
- IrelandGenWeb Project | <urn:uuid:5566cfa4-96cd-4f9f-ad37-f82855c2a7f2> | CC-MAIN-2019-39 | https://en.wikipedia.org/wiki/Co._Tipperary | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514576122.89/warc/CC-MAIN-20190923064347-20190923090347-00449.warc.gz | en | 0.891066 | 3,757 | 2.53125 | 3 | {
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You are about to embark on the greatest bear hunt of your life!
On this hunt you will search, online, to find the facts about one of the eight bear species.
There are eight species (kinds) of bears:
- American black bears
- Asiatic black bears
- Brown bears
- Giant pandas
- Malayan sun bears
- Polar bears
- Sloth bears
- Spectacled bears
Choose one species from the list of eight to investigate, either on your own or with a partner.
You will make an information poster/chart about your chosen bear. Display it for the class and talk about it.
You will also make up a ‘Bear true or false Quiz’ about your chosen bear based on the facts on your poster.
Invite others to complete the quiz as they look at your poster.
You can find information about all of the eight species of bears on kidcyber at www.kidcyber.com.au/animals
You should also search for other websites about your chosen bear. Enter the name of the bear into a search engine. Books and other items may be available and useful in a library.
Make a list of 8 focus questions about your bear that you will find answers for.
Want help writing questions? Thinks of these question words as a starting point:
What, Where, Why? How? When? Who?
Use data charts to organize your inquiry
kidcyber data charts will help organize your inquiry. Collect some from your teacher. Or rule up some of your own like this:
As you research, write down key facts under each of your questions, and make sketches that will be used to illustrate your poster.
REMEMBER: don’t copy sentences from the texts. This is not allowed and is called plagiarism.
When you think you have enough information, start writing your text for the poster, making up your own sentences.
Arrange the sentences in a satisfactory order.
Check your spelling
Don't forget to check your spelling. Have your teacher check your first draft before you start the on the final draft for the poster. (You might ask other students or adults to proof read your draft and suggest changes or additions too!
Your information poster/chart about your chosen bear to be displayed for the class and talk about it.
Layout the text and the illustrations, rearranging them until you are satisfied with the poster design.
Here are a couple of layout ideas for your poster
- Layout A combines pamphlet and a poster. Plenty of space for facts and illustrations.
- Layout B Space provided for the most important information in the central circle. Other facts and illustrations are placed in a grid below.
Notice that both have used background colour and images.
2. A True/false quiz
This can be handed, or made available to people reading your poster. Write some statements that can be answered by reading your poster. Like this:
Giant Pandas live only in China True/False
Giant Pandas eat grass and small insects True/False
Giant Pandas are endangered True/False
Remember: On one section of your poster you must list the resources you used to answer your questions. You need to note the names of the sources of your information when you use them.
One way to do it is like this:
Sydenham & Thomas. 2014. Black bears. [Online] www.kidcyber.com.au
After your presentation, think about how you went in this project. Collect a self-evaluation sheet from your teacher. Discuss your evaluation with your teacher. | <urn:uuid:789e639c-52e6-4182-a1f3-5c023e6c5b89> | CC-MAIN-2019-22 | http://www.kidcyber.com.au/kidcyber-webquest-great-bear-hunt | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232259126.83/warc/CC-MAIN-20190526105248-20190526131248-00108.warc.gz | en | 0.909393 | 751 | 4.125 | 4 | {
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Cheese Terminology and Definitions
A descriptive term for cheese with a pleasant tang and sourish flavor due to a concentration of acid. By contrast, a cheese with a sharp or biting, sour taste indicates an excessive concentration of acid which is a defect.
A term used to characterize cheese that is sharp, bitter or irritating in taste or smell.
The last flavor sensation perceived after tasting a cheese. Pronounced aftertastes usually detract from the pleasure of a cheese.
Generally describes a cheese that has been cured longer than six months. Aged cheeses are characterized as having more pronounced and fuller, sometimes sharper flavors than medium-aged or current-aged cheeses.
Often referred to as curing or ripening, aging is the process of holding cheeses in carefully controlled environments to allow the development of microorganisms that usually accentuate the basic cheese flavors. See Curing and Ripening.
A descriptive term used to identify the group of American-type cheeses which includes Cheddar, Colby, granular or stirred-curd, and washed or soaked-curd cheeses. Monterey Jack is also included in this group.
Ammoniated or Ammoniacal
A term describing cheese that either smells or tastes of ammonia as a result of being overripe or mishandled (i.e., held at fluctuating temperatures). This condition may afflict the rinds of cheese varieties with white mold (bloomy) rinds, such as Brie, Camembert and Chèvres. A hint of ammonia is not objectionable, but heavy ammoniation is.
A term referring to all visual assessments of cheese, from its wrapping, rind, color and texture, to how it looks when handled, broken or cut.
A general term for the odor or scent of cheese. Cheese may lack aroma or display aromas, which range from faint to pronounced, depending upon the cheese variety. Aroma is closely allied to flavor, although cheese with a distinct odor may exhibit a mild flavor while cheese lacking odor may present a strong flavor. Aromas may also specify particular tastes or scents, such as fruity, earthy, oily and nutty. The cheese rind may have a different odor than its interior. The aroma of any cheese is most distinctive when the cheese is first cut into.
A descriptive term for cheeses with distinct, pronounced aromas.
A term describing cheese made in small batches, often with milk from a limited number of farms. Having unique texture or taste profiles developed in small sealed production or by specialized producers.
A term indicating the presence of a pronounced taste or aroma.
A term descriptive of a harsh taste with a puckery, almost medicinal quality.
Blue cheese is commonly produced with cow's, sheep's or goat's milk and made with cultures of the mold penicillum. Blue cheese is known for it's salty and sharp flavor and has a distinct aroma. | <urn:uuid:4229e735-69b7-41ae-97e2-9a30cc78fdca> | CC-MAIN-2023-23 | https://www.cheesers.com/pages/cheese-terminology-and-definitions | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649741.26/warc/CC-MAIN-20230604093242-20230604123242-00738.warc.gz | en | 0.939378 | 645 | 3.40625 | 3 | {
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Tutankhamun was an ancient Egyptian pharaoh who was the last of his royal family to rule at the end of the 19th Dynasty during the New Kingdom. Known as “the boy king,” he inherited the throne at just nine years old and mysteriously died less than a decade later, with his burial rushed and his legacy seemingly wiped, leading many to claim he was murdered. In 1922, Howard Carter discovered King Tut’s tomb in the Valley of the Kings, but archaeologists would have to wait almost a century to learn more about his rushed burial.
Famed historian Dan Snow touched on what is believed to have happened during his new Channel 5 series “Tutankhamun with Dan Snow”.
He said in November: “As the pharaoh’s body dehydrated, the vast array of goods that would be buried with him had to be gathered.
“On December 27, 1922, nine weeks into his excavation, Howard Carter started removing those same items from the tomb and transporting them here to the Egyptian Museum in Cairo.
“Just like the mummification process, there are some intriguing and unexpected anomalies with some of these goods.
Dan Snow was surprised with the discoveries
There are some intriguing and unexpected anomalies
“Egyptologist Dr Glenn Godenho is going to show me some of them.
“First, we’re looking at the jars which held Tuts internal organs following their removal during his mummification.”
Dr Godenho then gave viewers more details.
He explained: “They don’t look like Tutankhamun and that’s what you would expect being in his tomb, with his name on the side, so you’d expect these to have a likeness to him.
“Look at these characters though, they’re all similar – four of them facing each other with very slender features.
“Then have slim lips and very high cheekbones, not what we see when we look at images of Tutankhamun – they look a whole lot more feminine.
“There were a lot more objects like this that don’t appear to be original Tutankhamun pieces, but appear to be imported into his tomb.”
Mr Snow went on to discuss other anomalies discovered inside KV62.
He added: “There are also inconsistencies with the most important burial item of them all, Tut’s coffins.
“He was buried in three, like a Russian doll and the innermost was made of solid gold.
End of the world: How archaeologist discovered 'real Maayan doomsday' [VIDEO]
Mayan DISCOVERY: How find in ancient city ‘reveals creation story' [CLAIM]
Egypt: How ‘greatest archaeological find of all time' stunned expert [REVEALED]
“It is like nothing else I’ve ever seen in my life.
“What an opportunity, I never thought I’d be lucky enough to do this.”
Dr Godenho pointed out that even one of the coffins does not look like its owner
He detailed: “This inner-most one, the facial features agree quite well with the outer-most coffin.
“However, the middle coffin looks slightly different.
“The features appear slightly thicker than this one, compare the mouthes too, the corners seem a little more downturned on this one.
“The eye is potentially a little bit larger as well and thicker features around the nose, it stands out compared to the other two.”
Mr Snow's new documentary comes following the opening of the new exhibition in London: “Tutankhamun: Treasures of the Golden Pharaoh.”
More than 150 artefacts have travelled from Egypt to the Saatchi Gallery and will be on display now until May 3, 2020.
For the first time ever, 60 items have left the country, before they return to their permanent home in the new Grand Egyptian Museum next year.
Recently closed in Paris, the exhibition became France’s most visited of all time with an attendance of over 1.4 million. | <urn:uuid:5dfbb928-1596-47e7-b8af-95019a173a54> | CC-MAIN-2020-05 | https://www.express.co.uk/news/world/1215520/egypt-archaeology-news-anomaly-tutankhamun-kv62-tomb-howard-carter-spt | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00270.warc.gz | en | 0.97325 | 882 | 2.921875 | 3 | {
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The Mae Nam Chao Phraya (River of Kings) is formed by the joining of the Ping and Nan rivers in central Thailand. It is the major waterway of the rice-growing regions of the country. The river runs through Bangkok from north to south, separating the old city, called Rattanakosin, from Thon Buri on the west. The picture above was taken from the Phra Pinklao bridge looking south. On the right side, you can see the entrance to the Bangkok Noi Khlong.
In the past, the river, with the adjoining canals or khlongs, was the principal method of transport in this part of Thailand. Today, roads and railroads play an ever increasing role, but the river is still important for hauling bulk cargos like rice and building materials. It is also filled with ferry boats (see photo #1, at left) hauling passengers up and down (and across) the river. The ferries are the fastest way to travel in this city of congested roadways. Some of the new roads cross the river on bridges, including this beautiful cable-stayed bridge.
In addition to the many types of ferries, the long-tail boats (photo #2) provide transportation for small numbers of people, and can be chartered for a specific trip or by the hour. The long-tail boats have enormous engines mounted on gimbles so that they can be pivoted to steer. There are often a few long-tail boats queing up at the popular docks.
The passenger ferries and long-tail boats are generally very long and narrow. Some of them look very much like predatory fish. Getting on and off some of the ferries can be a bit of a challenge. We never had a problem making the leap, but it was something of an adventure at times. In fact, the ferries were our favorite way of getting around. We much preferred them to the traffic jams on the streets.
The ferries are a good way to see the sights. Often the river provides a better view of local landmarks than you can get from land (photo #3). The houses and shops along the river are built on stilts to keep them from being flooded during the rainy season when the river level rises.
The river is also used to move heavy freight. We often see barges tied together in groups of four (or less) being towed by surprisingly small tow boats. The tow hook is very stylish. The barges are quite large, and can seem rather intimidating when passing very close by them on a long-tail or other small boat (photo #4). The older barges, which aren't seen much on the river today, were made of wood and were much smaller than the new steel boats. When they arrive at their destination, the barges are unloaded with a crane. In some cases, the whole process of unloading the barge, bagging the cargo, and loading it onto trucks, was taking place right on the dock.
Life along the river has its particular rhythms. The people who live and work on the barges make purchases from vendors who come alongside the barges as they are underway down the river. Dredges are at work in many areas to keep sediments from accumulating to form sand bars in the river. And, at buddhist temples along the river, people come to feed the river catfish. They gain merit by helping the animals. No one fishes near the temples.
The river provides a cooling influence in this tropical city. People come out to the riverside walks and parks in the evening to sit and talk, play games, and eat. Santichaiprakarn Park, near our guest house, is often full of people in the evening. Hundreds of people gather for an hour of dance exercise at 6:00 every night. Others perform traditional music, or pose for graduation photos along the waterfront.
Our local park contains Phra Sumane Fort, one of 14 forts originally built in the 18th century to defend the city's borders. Today the fort has been restored and is a local landmark. The park also contains a royal pavillon, a fairly new addition to the park. There is also a large sculpture depicting traditional activities, including musicians playing the same instruments as the performers we saw in the park.
return to the 2004 Journal Archive | <urn:uuid:0a276b31-6080-425a-9a87-8799573348d0> | CC-MAIN-2019-13 | http://gotouring.com/razzledazzle/thailand/thai5.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202510.47/warc/CC-MAIN-20190321092320-20190321114320-00082.warc.gz | en | 0.979376 | 897 | 2.78125 | 3 | {
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The Day of Truth and Reconciliation is a day to… well, saying celebrated and honoured brings into question just what we are honouring. So, maybe remembered? It’s hard to use a single word that encompasses all that the day is supposed to represent. In the end, it is a day to reflect on Canada’s legacy with its Indigenous population and what it did to them.
In the schools, it’s Orange Shirt Day. A concept easier to deal with but one that doesn’t say everything it should. When I found out that the students at my sons’ Montreal school would be wearing orange shirts September 30, I decided that the day should be one of teaching why there is a Truth and Reconciliation Day. It was a call to action by the Truth and Reconciliation Commission, but one that only started last year after the unmarked graves of residential school children were discovered and shocked many mainstream Canadians and people around the world.
Last year, children were allowed to wear orange shirts, but little was done in the schools. I contacted my sons’ school and asked if they would be interested in having me talk to the kids about the day and the Cree of James Bay. Principal Dina Vourdousis of Carlyle Elementary School thought it was a great idea. I told her I would make it age appropriate and talk about more than just the residential schools but also about growing up in an Indigenous territory and how it influenced the direction I would choose to live my life. I explained that it would have to be understood I could not speak on behalf of all Indigenous First Nations and their experiences.
I see what has been done by the government to provide resources for schools, but it must be remembered that this is the same government that created those residential schools. Some of which were okay, but most were mediocre at best. They do not adequately cover or educate about the issues faced by Indigenous Peoples.
Certain aspects of the residential school system can be seen to this day. The number of Indigenous children in foster care. The infamous Sixties Scoop, with catalogues depicting Indigenous children you could purchase for adoption. The systematic racism faced by Indigenous people by government and public services and agencies. The Buffalo Jump program can be seen in the poverty of Indigenous communities, a lack of a viable economy as traditional lands are exploited. And, of course, the problems with clean water to drink or clean yourself with.
That is why Indigenous organizations and people who are outside their communities have a role to play. Reach out, share and teach the children about what is behind truth and reconciliation. This is how we can ensure that it never happens again. It is something that all Indigenous people should be doing. It will even lessen that fear of the stranger which can lead to racist beliefs. When you know someone, it is harder to dehumanize them or make them out to be the problem.
Let us tell our story in our own way with the truth as we lived it then and now. At the school, I have no desire to send the children home crying and shell-shocked. I want them to have some idea of who we are, what we have experienced both the good and the bad. This is so Canada’s Indigenous Peoples aren’t something that they have only seen through the filter of media. We need to be in their lives as they are in ours.
Think about doing something once a year for your people. It should also be done in our own schools as some youth have no idea of why this affects their parents and even them. It is time for Indigenous people to make this day mean something more than a few moments once a year. | <urn:uuid:b4a75c5a-5452-497d-8352-c12447b5567a> | CC-MAIN-2024-10 | http://nationnews.ca/voices/teach-the-truth/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474744.31/warc/CC-MAIN-20240228175828-20240228205828-00740.warc.gz | en | 0.984375 | 752 | 2.8125 | 3 | {
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Arctic Report Card Details Big Changes
"The Arctic is an extremely sensitive part of the world and with the warming scientists have observed, we see the results with less snow and sea ice, greater ice sheet melt, and changing vegetation," NOAA's administrator said.
NOAA has released its annual Arctic Report Card, and it documents major changes occurring in that region. It continued to break records in 2012, including for the loss of summer sea ice, spring snow cover, and melting of the Greenland ice sheet.
"The Arctic is changing in both predictable and unpredictable ways, so we must expect surprises," said Jane Lubchenco, Ph.D., under secretary of commerce for oceans and atmosphere and NOAA administrator, during a press briefing at the American Geophysical Union annual meeting in San Francisco. "The Arctic is an extremely sensitive part of the world and with the warming scientists have observed, we see the results with less snow and sea ice, greater ice sheet melt and changing vegetation."
According to NOAA, 141 authors from 15 countries contributed to the peer-reviewed report. Major findings of the report include:
- A new record low snow cover for the Northern Hemisphere was set in June 2012, and a new record low was reached in May over Eurasia.
- Minimum Arctic sea ice extent in September 2012 set a new all-time record low.
- There was a rare, nearly ice sheet-wide melt event on the Greenland ice sheet in July, covering about 97 percent of the ice sheet on a single day.
- The tundra is getting greener, and there is more above-ground growth. During 2003-2010, the length of the growing season increased through much of the Arctic.
- In northernmost Europe, the Arctic fox is close to extinction and vulnerable to the encroaching Red fox. Additionally, recent measurements of massive phytoplankton blooms below the summer sea ice suggest earlier estimates of biological production at the bottom of the marine food chain may have been 10 times lower than was actually occurring.
- Sea surface temperatures in summer continue to be warmer than the long-term average at the growing ice-free margins, while upper ocean temperature and salinity show significant inter-annual variability, with no clear trends.
"Popular perceptions of the Arctic as a distant, icy, cold place that has little relevance to those outside the region are being challenged," said Martin Jeffries, co-editor of the 2012 Report Card and Arctic science adviser, Office of Naval Research and research professor at the University of Alaska-Fairbanks. "As snow and ice retreat, the marine and terrestrial ecosystems respond, and talk of increased tourism, natural resource exploitation, and marine transportation grows. The Arctic Report Card does a great service in charting the many physical and biological changes." | <urn:uuid:93015f15-73c5-43d9-a0b5-0f13c12ca409> | CC-MAIN-2021-17 | https://eponline.com/articles/2012/12/10/arctic-report-card-details-big-changes.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038071212.27/warc/CC-MAIN-20210413000853-20210413030853-00388.warc.gz | en | 0.943344 | 567 | 3.484375 | 3 | {
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This section identifies the key elements of a road safety plan and provides one example of how it can be structured. How you build and present your plan will depend on your organization – the nature of its business, how it is administered, the preferences of management and the safety committee, standards within your industry, and what makes the most operational sense.
Topics below cover the key components but you may want to include others depending on the specific needs of your organization. When developing your plan, use concise words that clearly explain what is to be done, and who is responsible for it. Your goal should be to create policies and safe work procedures that employees and supervisors understand and will apply. There are many links to resources on our website that will assist you and provide examples.
Check the Regulations
One of the first steps is to review the relevant regulations to understand the legal obligations of company owners, managers, supervisors and employees. For an overview, visit The Laws.
Visit the Workers Compensation Act and the WorkSafeBC Occupational Health and Safety Regulation. While several sections of that regulation have implications for road safety and vehicles, pay particular attention to Part 2.2, Part 3, Part 4, Part 16 as well as Part 7 and Part 8. As you review them, keep in mind that each motor vehicle your employees operate in the course of their work is a workplace.
If your organization operates commercial vehicles, there will be information important to your organization in the following Acts, Regulations and Standards.
You also will need to be familiar with requirements of the National Safety Code. Find information in the National Safety Code Safety Plan Guidelines. Further support and information on the National Safety Code can be found on the Commercial Vehicles Safety and Enforcement (CVSE) website.
Each of these documents has a substantial number of pages. Make your review more efficient by scanning the table of contents looking for passages that apply to your business. Focus on them. Sometimes, you can use Act or Regulation wording directly to explain requirements to employees. Usually, it’s necessary to read, re-read and then “translate” that language so that explanations in the road safety plan are clear and useful to employees. If you find some of the wording challenging, several of those Acts or Regulations have a “definitions” section at their start. You can also find most of them in our Road Safety Glossary.
Include information about the organization (the nature of its business / work, locations, organizational structure, number of employees, etc.) and the reasons it is creating a road safety program. Identify employees to whom the plan applies (e.g. all employees that drive, volunteers, some contractors?) and to whom the plan does not apply, if there are any exempted or conditional roles, or limitations (such as how employees are to apply procedures when work is being conducted under a prime contractor).
Acknowledge the people involved in drafting the plan, and who will be involved in its review. Use position titles (such as “Shift Supervisors” or “Safety Lead”) rather than individuals’ names. Since your road safety plan will be periodically updated and revised, this is a good place to explain the methods used to control versions. Use the footer to identify the version and/or print date.
Provide statements about the organization’s commitment to ensuring the health and safety of all employees. Identify specific road safety responsibilities that individuals within the company have. Various Acts and Regulations, particularly the Occupational Health and Safety Regulation, describe several key responsibilities and rights of individuals within an organization.
- Owners / directors
- Line managers
- Joint Occupational Health and Safety Committee members
The Responsibilities section should answer broad questions including:
- Who “owns” or is ultimately responsible for the road safety plan?
- Who will communicate the plan to staff?
- Who is responsible for ensuring the hazard assessment is completed?
- Who will draft policies and procedures?
- Who will conduct inspections?
- Who will control documents, compile results and prepare reports or summaries for review?
- Who will review the plan, and how often will they do that?
Hazard Inventory and Risk Assessment
Look across your organization and consider all of the circumstances and conditions in which employees operate a motor vehicle. Identify all of the hazards they encounter and the hazards you can reasonably anticipate they will encounter. Then, consider the frequency with which employees are exposed to each hazard, the probability of an occurrence, and the most likely (rather than the most severe) consequence of an occurrence.
Ask employees who are likely to encounter those hazards to help. Use an objective process to score those hazards and use the resulting scores to decide which hazards are the greatest priority for attention and action. Don’t neglect acting on “small” hazards; sometimes it takes years to make progress on tough hazards, but you can take quick, easy steps to effectively manage issues that are readily within your control. Find out more at Road Safety Risk Assessment.
Describe the steps employees and supervisors will take to manage journeys. As you develop this policy and its procedures, think about the following questions:
- What process will employees and supervisors use to determine if travel or driving is necessary at all? What practical alternatives exist (e.g. online meetings, teleconferences, public transportation, air travel, walking, etc.)?
- Must supervisors or managers approve any or all driving? Under what circumstances is driving not acceptable?
- If driving is selected as the transportation method, what are the steps employees will take to confirm they are fit to drive, check that vehicles are ready to go, and select a time and route that minimizes exposure to hazards?
- What check-in system will employees use to confirm their safe arrival? What emergency procedures will staff activate if an employee misses their check-in?
Organizations quite commonly develop a standard form or procedure that employees use to plan and implement their journeys, and a method to document and communicate their travel plan to a manager or check-in contact. Find out more at TripCheck.
Confirming Driver Qualifications
Describe the processes the organization will use to confirm that each employee is qualified to operate a vehicle in the course of their work. Consider the following questions:
- What process will be used to evaluate each driver’s skills and driving performance – in-house or third party assessment (e.g. driving instructor)?
- What skills and experience do employees need to complete their driving assignments safely? What training and instructional resources will be used to provide and build those skills?
- How frequently will managers confirm an employee has a valid driver’s licence appropriate to the vehicles they will operate? At time of hire? Annually? More often?
- How often will employees be required to provide a current driver’s abstract? Who will review abstracts? What happens if a driver has accumulated “too many” penalty points?
- Are employees required to advise the employer if their licence is suspended or if they have a medical condition that could impact their ability to operate a motor vehicle?
In developing your policy and procedures, consider all of the vehicles employees will be asked to operate and the conditions and circumstances in which they will operate them. Find ideas and guidance here.
Driver Education and Training
Most employers recognize that possession of a driver’s licence is insufficient evidence that an employee is qualified to operate a vehicle. Employers need to provide orientation specific to the workplace. Even after a driver has taken a specialized preparatory course, an employer may need to supplement existing skills with role-specific training. Driver assessments identify driving competencies. They also often identify gaps and opportunities for improvement. In devising practices around core education and supplemental training, consider the following questions.
- What skills and behaviours do employees need to complete driving assignments safely? Are there general skill requirements common to “all” drivers? Do some vehicles, routes or circumstances require specialized skills?
- What education, training and instructional resources will be used to provide and build those skills? What resources are available?
- What methods are most effective in developing requisite abilities? What methods will you use to verify competency (e.g. “show me” evaluation, written test, oral quiz)?
- How often will education be repeated, reinforced and updated?
It is important to ensure that education and training fit target employees. It needs to be targeted, timely and useful to the employee. Click here to access resources and ideas you can use for your driving workplace.
It is important to match vehicles to intended applications and to ensure each vehicle is inspected and maintained such that the employer, and the driver, is confident it can be operated without posing undue hazards to anyone. Policies and procedures should address the following basic questions:
- What selection criteria will managers apply to ensure vehicles are capable of performing intended work? Will front-wheel drive work or is all-wheel drive necessary? Heavy duty or light duty? What equipment and safety features are required? Which vehicle types or equipment are not acceptable?
- How often will vehicles be inspected? Which items will be inspected? Who will conduct inspections? How will they be documented? What conditions or defects render a vehicle inoperable?
- To what standards will work vehicles be maintained – manufacturer’s recommendations or a more rigorous standard? What documentation is necessary? Who will review maintenance records?
Many employers find it challenging to supervise drivers – it’s difficult to observe a worker when their mobile workplace is many kilometres from the supervisor’s office. Nonetheless, employers are obliged to conduct driver inspections just as they need to periodically observe and assess on-site workers. The section on roles and responsibilities should broadly indicate supervisory responsibilities while this section should answer the following questions.
- How will supervisors observe and assess drivers? Will they conduct regular ride-alongs?
- What criteria or items will supervisors observe and evaluate?
- How often will inspections occur?
- What documentation is necessary? What feedback is provided to each employee?
Driving while distracted has become the leading cause of crashes and fatalities. Talking or texting on a phone while driving is the biggest part of the problem. It’s not just teens who are a concern – too many drivers of all types – managers hurrying to a meeting, supervisors directing employees, real estate agents, workers driving a well-labelled company vehicle and professional drivers operating big rigs – have been observed engaged in a cell phone conversations, texting, or fiddling with their navigation or audio system. Distracted driving is such an important and pervasive road safety issue, that your organization deserves a clear Distracted Driving Policy.
Fatigue is a leading contributor to motor vehicle crashes. Acute and accumulated driver fatigue present significant hazards in many work places especially for those with extended work shifts or lengthy commutes as well those who do shift work that has them driving at night or in the very early hours of the morning. Your road safety program should describe the steps the organization and drivers will take to manage fatigue risks. To help develop your policies and procedures, visit our Fatigue Management section.
General Driving Practices
Some practices an organization requires of employees are driven by legal obligations; others are steps the organization has determined are key to running their business – it’s simply “the way we do things around here”. Depending on the significance of each of these and how much detail is necessary to explain the practice, they may deserve a separate policy and associated safe work procedures. Another way to clarify expectations is to present them as a set of straight-forward one or two-sentence rules.Even though some of your rules may be legal requirements all drivers must obey, reinforcing those requirements in your plan demonstrates employer commitment to upholding laws and clarifies that the employer expects drivers to comply. The rules your organization agrees upon might include:
- wearing a seatbelt when driving and requiring passengers to do so
- observing and obeying posted speed limits
- compliance with Electronic Communication Devices laws, and expectations around use of other devices or equipment not covered by that law (if not addressed in a Distracted Driving Policy).
- prohibition against operating a vehicle when impaired by fatigue, alcohol or prescription/non-prescription/illicit drugs
- expectations of the conduct and activities of passengers if allowed (e.g. no horseplay)
- whether employees are permitted to carry pets
- cargo securement
- ergonomics – adjusting mirrors, seat and headrest before driving, taking breaks during long trips, organizing and stowing items in the cab, etc.
- rules for operating a motor vehicle on a work site or in restricted zones
- expectation that drivers conscientiously self-assess to confirm they are fit to drive before operating a vehicle (well-rested, mind on task, etc.)
- not smoking in work vehicles
- transportation of flammable, volatile or otherwise hazardous materials goods
Young or New Workers
Although a road safety program should be designed to apply to all employees who drive in the course of their work, it should give special consideration to new or young workers.Young workers usually don’t have the driving or life experience that older, seasoned drivers have. And, there is substantial research indicating young drivers generally have a higher risk profile than older drivers. To address this, your plan should answer:
- What extra training and orientation is necessary to prepare these workers for the driving you will assign them? Will supervisors more frequently assess the driving of young or new workers during their first year or two?
- Are there certain driving assignments supervisors cannot assign a young driver until they have demonstrated specific competencies? Is there opportunity to provide a driving mentor?
- In some organizations, drivers are asked to operate out of multiple work hubs, travel between regions and work at different sites. Even though it may be the same organization, driving rules and protocols may vary from location to location. What measures are in place to ensure drivers that are new to those locations are oriented to local procedures?
- Any vehicle or vehicle type that an employee has not operated before is a new workplace. When you replace their 2006 pickup with a 2014 model of a different brand, what steps will be taken to confirm they understand and can operate the new features? Even though an employee has proven their skill on operating the one-ton cube van, how will you confirm they are ready to operate the five-ton flat deck?
Regulations describe working alone as circumstances “where assistance would not be readily available to the worker in case of an emergency or in case the worker is injured or in ill health.” Your employees might sometimes drive in situations where assistance is not readily available such as driving in remote locations or at night. Also, motorists don’t always stop and aid another motorist who has pulled to the side of the road because of vehicle failure or an emergency. Your road safety plan should describe the procedures that will be taken to minimize driving alone, and the steps the organization will take to safeguard employees who have to.A check-in mechanism combined with a travel plan communicated to the check-in contact can work well for these situations. Some organizations use in-house resources to manage check-ins, while other organizations use a third-party service provider to monitor drivers and confirm check-ins. Employers with employees driving alone typically require them to carry a reliable means of communications such as a charged cell phone or satellite phone.
Develop procedures that explain what drivers are to do if they are involved in an emergency. Look at your hazard assessment and think about the emergencies you can reasonably anticipate employees might experience such as a vehicle crash, a disabling mechanical failure or a co-worker that does not check-in at the agreed upon time. What measures should they take to ensure their safety?
Incident Reporting and Investigations
As unwelcome as they are, motor vehicle incidents are an opportunity to learn about the gaps in your system that enabled or allowed the incident to occur. Take that opportunity to develop and implement measures to ensure similar events don’t occur in the future. To draft this section, think about the following questions:
- Which motor vehicle incidents will be reported? Only those required by Regulation? All incidents? All incidents and near misses? Who is responsible to report the event? To whom do they report it? Is there a form or format they should use? How will reports be documented and filed?
- Which motor vehicle incidents will be investigated? Only those required by Regulation? All incidents? All incidents and near misses? Who will participate in investigations: managers, supervisors, safety committee members, specialists? What is the investigation process?
- Who will receive and review investigation reports? Who is responsible to ensure corrective actions identified in investigation reports are implemented?
If employees in your organization may be renting vehicles for use, include guidance on how they should select, inspect and use those vehicles. This section should address:
- How will employees confirm a rental vehicle is configured for its intended use and sufficiently equipped for anticipated road and weather conditions?
- Do you deal with a preferred rental vendor that is familiar with your requirements and will provide vehicles equipped for conditions (e.g. emergency kit, winter tires)? What should an employee do if they arrive to find the rental vehicle is not properly equipped?
- Will the driver inspect the rental vehicle before using it? How will they deal with deficiencies?
Personal Protective Equipment
Describe the personal protective equipment (PPE) employees are expected to carry, and when and how they are expected to use it. Requirements will vary depending on circumstances, but it is a good idea for drivers to always carry a hi-visibility garment (vest or pullover shirt), gloves, safety glasses and head and foot protection appropriate for the sites and places to which they travel.
Vehicle Emergency Kits
Vehicle Emergency Kits
Provide a policy explaining that vehicles should be equipped with an appropriate emergency kit and provide a list of the items to be included in such kits.
Each vehicle and driver should be prepared to deal with emergencies. The contents of a vehicle emergency kit depend on the driving circumstances and conditions that driver will encounter. A good practice is to carry a basic emergency kit and add items to handle winter driving or travel in remote locations. Store the contents in a sturdy, waterproof plastic container or a zippered gear bag for protection. Inspect kits every six months to confirm all the contents are there and check expiry dates on any perishable items to ensure they are still good to use.
Basic Vehicle Emergency Kit
high-visibility garment: vest, shirt or jacket with hi-vis trim reflective safety triangles survival blanket Flashlight with extra batteries, or a hand-crank LED flashlight/radio booster cables whistle fire extinguisher – ABC Type Level One first aid kit and manual with seatbelt cutter Help / OK sign clothing and footwear for the season, hat and gloves bottled water non-perishable high energy foods ( e.g. trail mix, chocolate)
Additional Contents for Winter or Remote Conditions
windshield scraper and snow brush gas line antifreeze, windshield de-icer shovel sleeping bag / warm blankets traction mats or kitty litter or sand candles, waterproof matches and tin to hold the candle tire chains compass, maps / GPS system wheel chocks, tire repair kit or extra spare tire duct tape, light rope tow strap tools: tire wrenches, screw drivers, adjustable wrench, pliers, multi-function knife
Licensing and Insurance
Your company likely already has standard practices regarding the insurance coverage it purchases for company-owned vehicles. However, if your employees drive employee-owned vehicles for work, your road safety plan should describe the insurance requirements they must meet. Many organizations require employees using their vehicles for work-related travel to have liability insurance coverage of at least $2 million.As well, to help protect both the company and the employee, your plan should include a requirement that employees insure their vehicle according to the correct rate class. Include a sentence indicating that such insurance must be in place before the vehicle may be used for work and that employees will be required to provide a copy confirming such coverage when the employer asks for it.
Be aware that if work vehicles (company-owned or employee-owned) are used to transport three or more passengers, Part 17 of the Regulation specifies additional operational requirements. Consider increasing liability insurance coverage for those vehicles.
Although a road safety plan is developed and presented as a tool for success, every organization could encounter circumstances in which an employee fails to comply with legal or company requirements. It may be necessary to implement disciplinary measures to achieve correct behaviours. It benefits all parties – owners, supervisors and employees – to think about and be aware of what those steps are before the situation arises.Your organization may already have such a policy in place but consider reviewing it to add driving-specific considerations. Think about the following questions:
- What action will be taken if an employee accumulates too many penalty points while driving for work? How many is too many? Six? Nine? More?
- What action will be taken if an employee is involved in repeated at-fault crashes?
- What steps will the company take in response to very serious driving infractions (e.g. that result in the company vehicle being impounded or that cause substantial property damage or injury)?
- If the company determines that because of repeated driving non-compliance, it is necessary to assign an employee to duties that do not include driving, what steps will the employee and company undertake before those privileges and work are returned? | <urn:uuid:d95ed66b-16d5-4e1a-9063-4370e4b5c3ee> | CC-MAIN-2016-44 | http://roadsafetyatwork.ca/driver-tools/tool-kits/road-safety-plan-template/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719437.30/warc/CC-MAIN-20161020183839-00263-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.943703 | 4,418 | 2.828125 | 3 | {
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Parsons School of Design
|Chase School (1896–1898) |
New York School of Art (1898–1909)
New York School of Fine And Applied Art (1909–1936)
|Type||Private art and design school|
|The New School|
|Location||New York City, United States|
Parsons School of Design, known colloquially as Parsons, is a private art and design college located in the Greenwich Village neighborhood of Lower Manhattan in New York City. It is one of the five colleges of The New School. The school is widely regarded as one of the most prestigious art and design schools in the world and ranks consistently as the top art and design school in the United States.
The school was founded in 1896 by William Merritt Chase in search of individualistic artistic expression. It was the first of its kind in the country to offer programs in fashion design, advertising, interior design, and graphic design. The school offers numerous undergraduate and graduate programs, ranging from architectural design, curatorial studies, to textiles and design and urban ecologies.
In addition, Parsons is known for its alumni, which consist of numerous famous fashion designers, photographers, designers, illustrators, and artists alike that have made large contributions to their respective industries. The college is also a member of the National Association of Schools of Art and Design and the Association of Independent Colleges of Art and Design.
- 1 History
- 2 Campuses
- 3 Programs
- 4 Admission and student demographics
- 5 Expansion and affiliations
- 6 Notable alumni
- 7 Student life
- 8 See also
- 9 References
- 10 External links
First established as The Chase School, the institution was founded in 1896 by the American impressionist painter William Merritt Chase (1849–1916). Chase led a small group of Progressives who seceded from the Art Students League of New York in search of a more free, more dramatic, and more individual expression of art. The Chase School changed its name in 1898 to The New York School of Art.
In 1904, Frank Alvah Parsons joined artist Robert Henri as a teacher at the school. In the same approximate time frame, Parsons studied for two years with the vanguard artist and educator, Arthur Wesley Dow at Columbia University graduating in 1905 with a degree in fine arts. A few years later, he became president of The New York School of Art. Anticipating a new wave of the Industrial Revolution, Parsons predicted that art and design would soon be inexorably linked to the engines of industry. His vision was borne out in a series of firsts for the school, establishing the first program in fashion design, interior design, advertising, and graphic design in the United States. In 1909, the school was renamed The New York School of Fine and Applied Art to reflect these offerings. Parsons became the sole director in 1911, a position which he maintained to his death in 1930. William M. Odom, who established the school's Paris ateliers in 1921, succeeded Parsons as president. In honor of Parsons, who was important in steering the school's development and in shaping visual-arts education through his theories about linking art and industry throughout the world, the institution became the Parsons School of Design in 1936.
As the modern curriculum developed, many successful designers remained closely tied to the school, and by the mid-1960s, Parsons had become "the training ground for Seventh Avenue."
In 1970, the school became a division of the New School for Social Research, which later evolved into The New School. The campus moved from Sutton Place to Greenwich Village in 1972. The merger with a vigorous, fully accredited university was a source of new funding and energy, which expanded the focus of a Parsons education.
In 2005, when the parent institution was renamed The New School, the school undergone a rebranding in which it was renamed Parsons The New School for Design. In 2015, the institution dropped "The New School" from its formal title and has since been referred to as The New School's Parsons School of Design.
Like most universities in New York City, Parsons' campus is spread among scattered buildings, but the main building is located at 13th Street and 5th Avenue. Many other facilities are in buildings shared by other colleges in The New School but the facilities below are mainly exclusive to Parsons. Parsons also has a campus abroad located in Paris’s First Arrondissement, known as Parsons Paris.
The New School opened the 16-story The New School University Center ("UC") at 65 5th Avenue in January 2014.
While the 65 Fifth Avenue plans were initially controversial among students and Village residents (spurring in 2009 a major student occupation was held at The New School's previous building on that site), plans for the University Center were adjusted in response to community concerns and have since been well received. In a review of the University Center's final design, The New York Times architecture critic Nicolai Ouroussoff called the building "a celebration of the cosmopolitan city".
The tower, which was designed by Skidmore, Owings and Merrill's Roger Duffy, is the biggest capital project the university has ever undertaken. The building added classrooms, new residences, computer labs, event facilities, and a cafeteria to the downtown New York City campus in addition to a two-story library and lecture halls. While the UC serves as a central hub for all university students, the majority of its classrooms and workspaces are used for Parsons programs.
The Sheila Johnson Design Center
2 West 13th Street/66 Fifth Avenue is most commonly known as the Sheila Johnson Design Center. The main Parsons campus is located at 2 West 13th Street in Greenwich Village in the borough of Manhattan. The renovation of the existing structure's first and mezzanine levels was made possible in part by a $7 million gift from New School Trustee and Parsons Board of Governors Chair Sheila Johnson. The "Urban Quad" (as the school calls it) was designed by Lyn Rice Architects and encompasses a total area of 32,800 square feet (3,050 m2). In addition to classrooms, the building includes the Anna-Maria and Stephen Kellen Gallery and Auditorium, and the Arnold and Sheila Aronson Galleries. The renovated ground floor also provides a new home for the Anna-Maria and Stephen Kellen Archives, a collection of drawings, photographs, letters, and objects documenting 20th-century design.
The building hosts the Adam and Sophie Gimbel Design Library, a resource collection supporting art, architecture and design degree programs offered by the Parsons School of Design. The collection consists of approximately 45,000 book volumes, 350 periodical titles (200 current), 70,000 slides and 45,000 picture files. Special collections holdings number over 4,000, including many rare and valuable items.
The building's renovation won the 2009 National AIA Honor Award, the 2009 MASNYC Masterworks Award, the 2009 AIANY Merit Award, the 2008 AIA New York State Award of Excellence, the 2008 American Institute of Architects NY/Boston Society of Architects Biennial Honor Award for Educational Facility Design, the 2008 SARA/NY Design Award of Excellence, and the 2007 AIANY Merit Award for Projects.
On Monday, April 2, 2018, the 2 West 13th Street building was affected by an electrical fire, which erupted in the basement at around 10:40 AM. The building was quickly and safely evacuated thanks to the teamwork of all students, faculty, and staff, and the building remained closed for the remainder of the Spring 2018 semester. The 375 courses usually located within the building were relocated to other buildings in the university. The cause of the fire is water which leaked through the basement ceiling onto electrical switchgear, causing circuit breakers to explode.
Parsons East Building
The Parsons East Building, located at 25 East 13th Street building is home to the School of Constructed Environments, which houses the Interior Design, Lighting Design, and Architecture departments of the college. The Fine Arts department is also located in this building. The facilities included in the building are the digital and traditional fabrication shops, the Light Lab, multiple Computing Labs, the Angelo Donghia Materials Center, the Healthy Materials Library, and The Design Workshop.
Albert and Vera List Academic Center
The 16th Street building, known as the Vera List Center, features dedicated floors to design studies and development. Both the 6th and 12th floors are dedicated to the Design & Technology Bachelor and Master programs. The building also features a library.
Parsons offers twenty-five different programs each housed in one of five divisions:
- School of Art and Design History and Theory – Dean Sarah E. Lawrence
- School of Art, Media, and Technology – Dean Anne Gaines
- School of Constructed Environments – Dean Robert Kirkbride
- School of Design Strategies: Cities, Services, Ecosystems – Dean Jane Pirone
- School of Fashion – Dean Burak Cakmak
Admission and student demographics
|1st Year Students||U.S. Census|
|Asian American/Pacific Islander||18%||4.3%|
|American Indian/Alaskan Native||<1%||0.8%|
Parsons has an enrollment of approximately 3,800 undergraduate students and 400 graduate students. The student body is 77% women and 23% men, with most of the constituents being full-time students. About one third of the college is made up of international students hailing from 68 different countries. The largest international groups come from Asia, followed by Europe.
There are 127 full-time faculty members and 1,056 part-time faculty members, many of whom are successful working artists and designers in New York City. The student:faculty ratio is 9:1.
Expansion and affiliations
In 1920, Parsons School of Design was the first art and design school in America to found a campus abroad.
Director of the New York School of Fine and Applied Art, Frank Alvah Parsons, first began a program in Paris in 1921. In 1941, it was named for him. In 1970, the school merged with the New School for Social Research. Subsequently, the name Parsons was licensed to the Paris College of Art but this arrangement ceased in 2010.
In November 2012, The New School President David E. Van Zandt announced that Parsons School of Design would be opening a new academic center, to be called Parsons Paris, in Paris in the autumn 2013. Located in Paris’s First Arrondissement, Parsons Paris incorporates a faculty of French and European design educators as well as visiting professors from around the world. The school offers a variety of bachelor's and master's degrees in design, fashion, curatorial studies and business. All classes are taught in English.
Parsons Paris is part of a global initiative by Parsons that highlights creative literacy in all aspects of society.
Parsons has educated some of the most respected designers in the fashion industry including Donna Karan, Scott Salvator, Marc Jacobs, Alexander Wang, Tom Ford, Anna Sui, Jason Wu, Narciso Rodriguez, Jack McCollough and Lazaro Hernandez, Isaac Mizrahi, Samantha Sleeper, Derek Lam, Prabal Gurung, Jenna Lyons and Jasper Conran.
In addition to fashion designers, Parsons is also known for being the alma mater to artists Jasper Johns, Paul Rand, Alexander Calder, Roy Lichtenstein, Norman Rockwell, Duane Michals, Ai Weiwei, Joel Schumacher, Julie Umerle and Jacqueline Humphries among others. The late, famed interior decorator Mario Buatta also attended the school.
The Student Development and Activities is home to over 25 recognized student organizations throughout The New School that serves Parsons as well as all the other five schools that are under the umbrella of The New School.
- re:D is the magazine for Parsons alumni and the wider Parsons community, published by the New School Alumni Association.
- Scapes is the annual journal of the School of Constructed Environments.
- The Journal of Design Strategies explores and documents collaborative work on the borders of management and design. The journal welcomes contributions that address the importance of design and design-based education to business strategy and planning and that speak to the need for sustainable approaches to new value creation. In each issue, they highlight people, projects, approaches, and events that together characterize an important aspect of the collaboration between design and business.
- The Parsons Journal for Information Mapping (PJIM) is published quarterly by the Parsons Institute for Information Mapping and focuses on both the theoretical and practical aspects of information visualization. With every issue, the Journal aims to present novel ideas and approaches that advance the field of Knowledge Visualization through visual, engineering, and cognitive methods.
- BIAS: Journal of Dress Practice published by the MA Fashion Studies Dress Practice Collective started in the spring of 2013 and aims to join elements of "visual culture, fashion theory, design studies and personal practice through a variety of media."
WNSR is a student-run, faculty-advised online-only university radio station based at The New School. Programming is delivered in the form of streamable mp3s and, in the near future, subscribable podcasts. It is a station for all divisions of The New School.
Fusion Fashion Show
Fusion, an established event since 2000, brings together Fashion Institute of Technology and Parsons School of Design, to engage in a school vs school fashion show competition. All contestants are either freshman or sophomore students and the models are student volunteers. The judges pick a "best designer" from each school and a "best overall school". The best designers each receive a cash scholarship.
Parsons Fashion Benefit
Parsons’ annual Benefit and Fashion Show is a black tie gala that raises funds for scholarships and academic programs at The New School. The event is a collaboration with The New School's College of Performing Arts. A highlight of the event is a runway show featuring the top thesis collections of Parsons’ graduating BFA Fashion Design students, including its Designers of the Year. The Designer of the Year Award has launched the careers of such famous alumni as Marc Jacobs, and Lazaro Hernandez and Jack McCollough of Proenza Schouler. Industry leaders are honored every year, with past honorees including Rihanna, Sarah Jessica Parker, Donna Karan, Arianna Huffington, among others. 2018's 70th Annual Benefit honored Solange Knowles, Marco Bizzarri (President and CEO of Gucci), and José Neves (Founder and CEO of Farfetch). The show has been a tradition of the school for seventy years.
- Education in New York City
- The New York Foundation
- The New York Intellectuals
- Parsons table
- Project Pericles
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- "Dear Faculty and Students: Institutional – Parsons The New School For Design". Parsons.edu. Retrieved April 20, 2018.
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- D. D. Guttenplan (November 11, 2012). "Parsons to Re-Open Campus in Paris". The New York Times.
- ELLA ALEXANDER (November 13, 2012). "Parsons To Reopen In Paris". Vogue.
- "Student Services". Archived from the original on August 19, 2009. Retrieved August 9, 2010.
- "re:D". Retrieved August 9, 2010.
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- "Dress Practice Collective WordPress".
- "WNSR / New School Radio". Archived from the original on July 4, 2009. Retrieved August 9, 2010.
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- "Parsons 2010 Fashion Benefit". Retrieved August 9, 2010.
- "Parsons Benefit". Retrieved 2018-04-04.
- "Events". Retrieved August 9, 2010. | <urn:uuid:7542b1d8-546e-48a6-a491-9c8f31bf697e> | CC-MAIN-2018-47 | https://en.wikipedia.org/wiki/Parsons_School | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039742666.36/warc/CC-MAIN-20181115095814-20181115121814-00137.warc.gz | en | 0.940902 | 3,556 | 2.5625 | 3 | {
"raw_score": 2.216684341430664,
"reasoning_level": 2,
"interpretation": "Moderate reasoning"
} | Education & Jobs |
Five White have been learning all about Narrative. A Narrative tells a story and is mainly used to entertain, motivate or teach. They also aim to get the attention of the reader and maintain their interest.
- Orientation – usually introduces the main characters, the setting and provides some idea of what is to follow (when, where, who or what).
- Complication – a problem that sets off a series of events.
- Series of Events – triggered by the complication.
- Resolution – climax or ending where the problem is resolved.
- Coda – it makes explicit how the character(s) has/have changes and what has been learned from the experience.
Narratives use the following features to maintain the interest of the reader.
- Simile – uses the words ‘like’ or ‘as’ to compare one object or idea with another. Example: The water was as cold as ice. Click here to play a game using similes.
- Metaphor – states a fact or draws a verbal picture by the use of comparison. A metaphor says you are something. Example: This room is a pigsty.
- Personification – A figure of speech in which human characteristic are given to an animal or object. Example: The rabbit smiled at her.
- Alliteration – the repitition of the same first letter, sound or group of sounds in a series of words. Example: Slithering snakes
- Onomatopoeia – the use of a word to describe or imitate a natural sound or the sound made by an object or an action. Example: Snap! Crackle! Pop!
- Action verbs: He jumped.
- Relating verbs: She had lots of money.
- Saying verbs: He shouted.
- Thinking verbs: She wondered.
- Feeling verbs: He worried.
Time Sequence Language
Click here for time sequence language.
Adverbs and Adverbial Phrases
- As a result…
- Due to…
- As a consequence…
- Close to the door…
- Adjacent to the house…
- …towards his prey…
- …away from the fight…
- In an angry voice
- With tears trickling down her face
Take a look at the YouTube clips below for more information.
In a comment, write a paragraph using as many of the above features as you can.
For example: Little Red Riding Hood always visited her grandma on Sunday morning. She carefully carried her basket as she quickly skipped through the woods. She wondered what the rustling noise was behind the tree, when a large wolf appeared right in front of her. His fur was as dark as the night sky and his claws were daggers. | <urn:uuid:67a4dde9-60c3-4946-9806-4fd6d32584e1> | CC-MAIN-2019-47 | https://fivewhite2013.wordpress.com/tag/narrative/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496665767.51/warc/CC-MAIN-20191112202920-20191112230920-00188.warc.gz | en | 0.943902 | 571 | 4.4375 | 4 | {
"raw_score": 1.4491275548934937,
"reasoning_level": 1,
"interpretation": "Basic reasoning"
} | Education & Jobs |
Artist / Photographer: stiv
Tags: coccinellidae (2 pics)
Coccinellidae is a family of beetles, known variously as ladybirds (UK, Ireland, Australia, Pakistan, South Africa), ladybugs (North America), or lady beetles (preferred by some scientists). Lesser-used names include ladyclock, lady cow, and lady fly.
There are over diffrent Ladybirds 5,000 worldwide.
AppearanceSmall to medium-sized (1-9 mm), wide oval, highly arched beetles with striking short antennas. Most are smooth and more or less glossy (not småmarihøner [Scymninae] and hårmarihøner [Epilachninae]). Many species are contrast-rich color in red, yellow and black. Mari hens show great variation in color and pattern (design). Some species, such as Coccinellidae (Coccinella septempunctata) is fairly constant in appearance while others such as Spot Ladybird (Adalia bipunctata) can vary widely. Many of them are characterized by the presence of dots on deck wings. The scientific species names of many species consists of numerals and either "-punctata (dark dots on light background) or"-guttata "(bright dots on a dark background) and thus indicates the number of dots on deck wings. Different species have different colors and different number of dots. It is a myth that the number of dots tell how old a lady beetle is usually live only one year. The head is short and wide with fasettøyne which is often indented in the front edge. Antennae are club-shaped and rather short, usually shorter than head is wide. Breast shield (pronotum) is much broader than long, often bright with a dark design in the middle or black with some bright spots. Cover the wings are rounded and arched, with no clear point series. The legs are short and powerful, with four-leddete feet where the second term is quite small so that the little magnifying viewing three-leddete out. The larvae are often quite colorful, with a coil-shaped or somewhat avflatet body. Each body part carries multiple warts with brushes in the head, and the three pairs of legs are quite long.
BehaviorA few live on plant food, or fungi, but most are, both as larvae and adults (imago), predators that devour aphids, insect and other plantesugere. They are useful animals and ladybirds are therefore used for biological control of pests of plants.
Ladybirds undergoes a complete transformation.
Typically, the life cycle a year.
Ladybirds are a pest in some years in Denmark. By special good hatching conditions they are up to 10 times as many as usual. Famine and thirst in the late summer get them to withdraw towards the coast, and they can perform in hundreds of thousands of vulnerable sites.
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Claim ownership of this picture | <urn:uuid:7770c8c9-ef74-4a9c-af86-cf870bff6839> | CC-MAIN-2016-18 | http://wallpaperweb.org/wallpaper/animals/coccinellidae_43833.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860111868.79/warc/CC-MAIN-20160428161511-00027-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.919458 | 679 | 3.390625 | 3 | {
"raw_score": 1.4892808198928833,
"reasoning_level": 1,
"interpretation": "Basic reasoning"
} | Science & Tech. |
Silicon : Polycrystalline Silicon (Si) Hydrofluoric, nitric, acetic acids and iodine; ... Sodium hydroxide: NaOH: 50 or 10: Back to Top. UNITED STATES ... Occupational Safety and Health Administration 200 Constitution Ave NW Washington, DC 20210 800-321-6742 (OSHA) TTY p>
Silicon (Si) and water Silicon and water: reaction mechanisms, environmental impact and health effects ... Silver in water (Ag + H2O) Sodium in water (Na + H2O) Strontium in water (Sr + H2O) Tin in water (SN + H2O) Titanium in water (Ti + H2O) Zinc in water (Zn + H2O) Arsenic in water. About Lenntech.
Complete and detailed technical data about the element $$$ELEMENTNAME$$$ in the Periodic Table.
fabricate silver (Ag) nanoparticles for light trapping applications has been demonstrated. Silver nanoparticles were synthesized by two main chemical reduction reactions. Silver nitrate was adopted as the main precursor, and reduced by sodium borohydride and trisodium citrate to produce particles of different size regimes.
Silver atoms have 47 electrons and the shell structure is 188.8.131.52.1. The ground state electronic configuration of neutral silver is [Kr].4d 10.5s 1 and the term symbol of silver is 2 S 1/2.. Silver: description Your user agent does not support the HTML5 Audio element.
NANO SILVER TOOTHPASTE: The proprietary name also known as the trade name is the name of the product chosen by the medication labeler for marketing purposes. NON PROPRIETARY NAME: SODIUM MONOFLUOROPHOSPHATE, SILICON DIOXIDE, GLYCERIN: The non-proprietary name is sometimes called the generic name.
Silver, sodium, silicon, and oxygen are a few of the elements found in minerals. A few minerals are made of only one kind of element. The mineral silver is a pure element because it is made up of only silver atoms. Most minerals, such as halite and quartz, are made up of chemical compounds.
Silicon is the principal component of glass, cement, ceramics, most semiconductor devices, and silicones, the latter a plastic substance often confused with silicon. Silicon is also an important constituent of some steels and a major ingredient in bricks.
May 31, 2018· Antimony Potassium Tartrate,Sodium Potassium Tartrate,Potassium Nitrate,Cream of Tartar,Potassium aluminium Sulphate Carbon Nanotubes,Silver Nanoparticles,Aluminium Nanoparticles,Silicon Nanoparticles,copper Nanoparticles Chemical Plant Consultancy Services,Chemical Process Consultancy Services,Chemical Engineering Consultancy Services . Live …
Jan 08, 2018· Apr 21, 2017 ELECTROCHEMICAL GRINDING & ELECTRO CHEMICAL and Molybdenum Sodium carbonate-sodium hydroxide Copper or Silver Sodium. ... Residual Silicon Thickness Mapping using a - Semantic Scholar. Post-Grinding: DF inspection of residual silicon thickness & exposed Cu vias. SPARK API Single platform to address advanced packaging.
Silicon makes up 27.7% of the Earth’s crust by mass and is the second most abundant element (oxygen is the first). It does not occur uncombined in nature but occurs chiefly as the oxide (silica) and as silicates.
Silicon Silver Sodium Strontium Sulfur. T. Tantalum Technetium Tellurium Tennessine Terbium ... A higher atomic weight than the one on its left. For example, magnesium (atomic weight 24.3) is placed to the right of sodium (atomic weight 23.0). ... after observing a gap in the periodic table between silicon and tin. Similarly, Mendeleev ...
Silver has antibacterial properties and silver nanoparticles are used in clothing to prevent bacteria from digesting sweat and forming unpleasant odours. Silver threads are woven into the fingertips of gloves so that they can be used with touchscreen phones.
Sodium is an earth-metal (group one), sliver and platinum are d-block metals.... Thus silicon is the metalloid and that is true because it looks like a metal being shiny blue-gray but it exhibit non-metal characteristics, except the fact that it can conduct electricity in a heated state.
The same applies for Sodium, derived from Natrium, thus Na. As for Silicon and Sulphur, if I’m not mistaken, silicon was discovered, so as to speak, after sulphur, and thus got the symbol S and the silicon, when discovered was given the symbol Si.
Sodium has been identified in both the atomic and ionic forms in the spectra of stars, including the Sun, and the interstellar medium. Analysis of meteorites indicates that the silicate material present has an average content of approximately 4.6 atoms of sodium for every 100 atoms of silicon.
Silicon dioxide (SiO2), or silica, is known in nature as sand or quartz. It occurs naturally in the earth’s crust, and silicates are present in water, animals and plants. Silicates are also consumed as part of the natural human diet.
WILLIAMS et al.: ETCH RATES FOR MICROMACHINING PROCESSING—PART II 765. TABLE IV E. TCH. R. ATES OF. S. ILICON. N. ITRIDE AND. A. LUMINUM. O. XIDE (nm/min) similar Borofloat glass) are used in anodic bonding to silicon due to the high content of mobile sodium ions and to the good match of thermal expansion rates. The large amounts of non-
Silver is a mineral element with the atomic number of 47. Colloidal silver is reputed to have many health benefits. Read more about Silver. Sodium. Sodium is a mineral element with the atomic number 11. Sodium chloride, the chemical name for common salt, contains 39 per cent of sodium, an element which never occurs in free form in nature.
Common and Trade Names of Chemicals This table is in the public domain and may be copied without limit. The user is encouraged to download it for private use and public distribution in any form including that of making it available on other Web servers.
Gives symbol and Atomic Number for Hydrogen,Helium, Lithium, Beryllium,Boron, Carbon, Nitrogen, Oxygen, Fluorine,Neon, Sodium, Magnesium, Aluminum, Silicon ...
Explain why sodium metal would not be a good material for drinking glasses. Na - sodium metal reacts with water on contact. ... Silicon is the second most common element in the earth's crust (after oxygen). It is brittle, grey, and has a metallic lustre, although it is not a metal. ... Chapter 2 Section 2.2. 59 terms. Chapter 6 Section 6.1 ...
SODIUM HYDROXIDE SOLUTION WHMIS CONTROLLED PRODUCT Date Issued:05/09/2012 Revision #:4 MATERIAL SAFETY DATA SHEET REV. 4 Issued: May 9, 2012 ... SILVER NITRATE and AMMONIA - addition of warm sodium hydroxide solution to warm ammoniacal ... than 30% attack silicon bronze and silicon copper. Concentrations of 50% and greater are corrosive to ...
About 13% of these are nitrogen fertilizer. A wide variety of silicon nitrate options are available to you, such as free samples, paid samples. ... potassium nitrate sodium nitrate silver nitrate sertaconazole nitrate copper nitrate ceric ammonium nitrate calcium ammonium nitrate prilled ammonium nitrate strontium ... m AA-DOE 10-10" S-silicone ...
Silver nitrate can react with sodium hypochlorite to form silver chloride and silver I,III oxide, Ag2O2, is formed, both of which are precipitated. An unknown substance, …
Silver compounds were used successfully to prevent infection in World War 1. Abundance and Isotopes. Abundance earth’s crust: ... Samarium – Scandium – Seaborgium – Selenium – Silicon – Silver – Sodium – Strontium – Sulfur. T. Tantalum – Technetium – Tellurium – Tennessine – Terbium – Thallium – Thorium – Thulium ...
Navi Mate Silver with NDC 55526-0003 is a a human over the counter drug product labeled by Eq Maxon Corp.. The generic name of Navi Mate Silver is sodium monofluorophosphate silicon dioxide. The product's dosage form is paste and is administered via dental form.
Interesting Fact: Silver Nitrate has a Density of 4.35 grams per Cubic Centimeter (when compressed) Silver Nitrate has a Density of 2.21 grams per Cubic Centimeter (in powder form) So, if 1 Mole of Silver Nitrate weighs 169.87 grams, 1 Mole of Silver Nitrate has a Volume of [ 169.87 / 4.35 ] -or-39.05 Cubic Centimeters. Even More Interesting is This: Silver Nitrate contains 4 Moles of gasses.
NANO SILVER TOOTHPASTE - sodium monofluorophosphate, silicon dioxide, glycerin paste Out of scope - Out of scope for RxNorm and will not receive RxNorm normal forms. Out of scope information includes radiopharmaceuticals, contrast media, herbals, homeopathics, and food.
III-V semiconductors are binary compounds consisting of an element from group III and an element from group V. Gallium arsenide (GaAs) is the most commonly used semiconductor after silicon, and has some advantages over silicon for use in semiconductor devices: it exhibits higher electron mobility, allowing for the production of higher-frequency ... | <urn:uuid:d3b156cb-3125-4423-82ba-62c323087aaf> | CC-MAIN-2019-43 | https://www.sangersrl.it/2019_0708/33039_silver-sodium-silicon.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986685915.43/warc/CC-MAIN-20191018231153-20191019014653-00198.warc.gz | en | 0.872955 | 2,131 | 3.078125 | 3 | {
"raw_score": 2.241417169570923,
"reasoning_level": 2,
"interpretation": "Moderate reasoning"
} | Science & Tech. |
how to effectively search for your ancestors in Immigration Passenger
By Terry and Jim Willard
While "give me your tired" would definitely apply to
a genealogist after a long day of research, it is actually a famous
passage from the 1883 poem "The New Colossus," by Emma
Lazarus. The poem was written as part of a project to raise funds
for a pedestal for the Statue of Liberty, a gift to the United
States from the people of France. The funds were raised, the base
built, and the statue erected. Since then, the statue has become
a symbol of the United States as well as a tribute to the millions
of immigrants who have entered the country. It is to these immigrants,
and the paper trail they left behind, that we turn in this article.
Genealogists are very fortunate that the people
of the past left a paper trail. Unfortunately, this trail may
be somewhat erratic, difficult to locate, and even incomplete,
especially when compared to the trail we are leaving for our descendants
to follow. However, a trail does exist.
Virtually every American can trace his or her
family history back to an ancestor (or a group of ancestors) who
entered this country as an immigrant. Estimates place the total
number of immigrants to this country (1607 to the present) between
35 and 50 million. These immigrants generally entered through
one of the port cities of the United States. If they entered legally
and under normal circumstances, some type of paperwork was completed
to document their entry.
Federal and State Records
The records are divided into two time periods that are identified
by the level of government that kept the records. From the earliest
Colonial period until approximately 1820, immigration records
were kept by the colony or state where the port was located. The
federal government did not require ship captains to present a
list to port authorities. The colonies (and later, states) had
requirements for the captains, and it is these records that exist
for the time period. Approximately 1 million people entered the
United States during this period, and the immigration records
that exist can be found in either the port city or in the archives
for that state, usually located in the state’s capital.
An excellent general reference that details these
records is A Bibliography of Ship Passenger
Lists, 1583-1825 (New York: New York Public Library), third
edition, 1978, by Harold Lancour. You may find this book at your
local library or any major research library.
Since 1820, the federal government has kept immigration
records in the National Archives in Washington, D.C. Copies of
some of these records are also located in the regional branches
of the National Archives. It is always a good idea to call any
branch of the archives to learn exactly which records can be found
at that location. To find the regional archive nearest you, consult
your local library.
Two types of federal immigration records have
been kept since 1820:
lists were kept by the U.S. Customs Service and cover the years
from 1820 until approximately 1891.
passenger lists—These lists were kept by the
U.S. Immigration and Naturalization Service (INS). They begin
in 1906 and continue until 1957.
Each of these lists provides valuable information
about our immigrant ancestors. From the customs passenger lists
we can learn:
addition to these categories, the immigration passenger lists
may offer place of birth, last place of residence, and name and
address of a relative in the immigrant’s native country,
depending on the year.
Since the vast majority of our ancestors entered
this country after 1820, the obvious problem is locating information
on the one person being traced. Fortunately, many of the passenger
lists have been indexed and are available on microfilm through
the National Archives and in major research libraries. Designated
copies can be ordered from the Family History Library for use
in one of the hundreds of family history centers located throughout
the United States. These indexes offer the best starting point
for researching existing ships’ passenger
There are several ways new genealogists can begin
their immigrant ancestor research. First, gather as much information
as possible on the immigrant ancestor. The absolute minimum information
needed to use immigration records is:
individual’s complete name. This should include first,
middle, last, and any variations that might exist for each part.
Try to experiment with spelling variations as well.
The approximate year the individual entered the United States.
port city where the immigrant entered.
Any other relevant information you have been able
to gather, such as the ship’s name, a port of embarkation,
or a hometown in Europe, will prove invaluable. Hopefully you
have been able to learn some of these facts from other sources,
such as documents in your family’s possession or from family
In order to get the most from passenger lists,
it is important to know the year your ancestor entered the country
and, if possible, the name of the ship that person entered on.
The best approach is to start with a good general reference book,
which can be found at any major genealogical research library.
Perhaps the best of these sources is Passenger and Immigration
Lists Index: A Guide to Published Arrival Records of Passengers
Who Came to the United States and Canada in the Seventeenth, Eighteenth,
and Nineteenth Centuries, edited by William P. Filby (Detroit:
Gale Research Co., 1981-). This three-volume series is updated
Another potential source is the Internet. Every
day additional lists are finding their way onto various Web sites,
and it is a source that cannot be overlooked. However, remember
there is no substitute for old-fashioned legwork, and locating
immigration information requires a great deal of this.
Also, don’t forget to check publications
that focus on specific ethnic groups that entered the country.
Several books presented as alphabetical lists have been published
dealing with ethnic groups such as German, Polish, Italian, and
We are often asked how to learn something—such
as the date an immigrant entered the country—if that information
is not a part of family lore. Simply start with the 1920 Census.
Column 13 of the 1920 Census asks for the year of immigration
to the United States. This information, while not always accurate,
yields one of those key pieces of data to pursue ships’
passenger lists. Then, coupled with an educated guess as to the
port of entry, you are ready to consult the various indexes available
from NARA. If you do not live near a major research library or
an archive where these indexes are available, you may write to
the National Archives. The following contact information is taken
from the NARA Web site:
copies of immigration records can be ordered by mail using one
NATF Form 81 for each person or family group traveling together.
can obtain the NATF Form 81 by providing your name and mailing
address to email@example.com. Be sure to specify Form 81 and
the number of forms you need.
can also obtain the NATF Form 81 by writing to: National Archives
and Records Administration, Attn: NWCTB, 700 Pennsylvania Avenue,
NW, Washington, D.C. 20408-0001.
Any discussion of immigrant records would not be complete without
reference to Ellis Island, one of
America’s most revered historical sites. Between 1892 and
1954 approximately 12 million people were processed in the facilities.
It is estimated that today forty percent of all Americans can
trace their roots to at least one person who passed through the
Due to the constant interest people exhibit toward
their immigrant ancestor(s), the Statue of Liberty-Ellis Island
Foundation has begun computerizing the immigration records of
the people who passed through the center between 1892 and 1924.
Thus, Ellis Island will become the starting point for someone
whose ancestors entered the United States at this port.
The first phase of the database project will be
available in late 2000, and Internet access to the information
will be available shortly thereafter. The data will cover eleven
fields, including the person’s given name, surname, sex,
age, marital status, ship they arrived on, port of origin, departure
date from that port, nationality, and last residence. If a researcher
discovers information on his or her family, a printout of the
information will be available for a small fee, as will a scanned
image of the original ship’s manifest and a picture of the
ship. The project at Ellis Island represents some of the best
technology for genealogists and will serve as a model for other
One of the most rewarding aspects of genealogical
research is the contact we have with the lives of our ancestors
through the records they left behind. Did they ever question the
paper trail they left behind?
was the experience like for the steerage passengers who arrived
at Ellis Island? Were they inspired by the beautiful statue that
stood before them? Regardless of our ancestors’ thoughts
during the stressful days of immigration, genealogists today benefit
from the documents they routinely filled out. It is through these
records that we learn to understand a bit more their courage and
hope in the unforeseen future.
Free Trial Includes:
This collection represents a century’s worth of immigration
history and encompasses 100 different nationalities. Access exclusive
historical records, never before published on the Internet, and more than
10 million names.
A variety of resources including the U.S. Federal Census Indexes
(1790-1930), the Social Security Death Indexes as well as birth, death
and marriage records. Also includes biographies, military records, and
Fill the pages of your family history with the U.S. Federal Census
Images and Indexes (1790-1930). Find obscure family facts like age, residence,
occupation and more. Trace up to six generations of your family with 140
years of American history.
Read history as it was happening in 200 different newspapers
from the United States, the United Kingdom and Canada (dating from 1786
through the late 1900s). View legal notices, community events, wedding
announcements, births, advertisements and obituaries. | <urn:uuid:5a436e8b-d048-4d1a-903e-2cf56e6356aa> | CC-MAIN-2015-18 | http://www.immigration-records.com/immigrationrecords.asp | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246637445.19/warc/CC-MAIN-20150417045717-00034-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.934613 | 2,209 | 2.875 | 3 | {
"raw_score": 2.5922510623931885,
"reasoning_level": 3,
"interpretation": "Strong reasoning"
} | History |
Thesis - Open Access
Master of Science (MS)
Thomas M. Gilmore
Yogurt is a highly nutritious cultured dairy product which has been consumed for centuries, particularly in Eastern Europe. Although per capita consumption in the United. States is still far below that of most European countries; yogurt sales in the U.S.A. have increased phenomenally during the past three decades. Yogurt sales in the U.S.A. totaled 7.7 million kg in 1955; 31.8 million kg in 1966; and approximately 227 million kg by 1976 (41). Per capita sales increased 211% from 1970 to 1980 (45). Yogurt is generally manufactured from milk or lowfat milk which has been fortified with extra milk solids. Nonfat dry milk (NDM) is the usual source of these milk solids, but NDM has been steadily increasing in price. The price of NDM has increased from $1.76/kg in 1979 (14) to $2.11/kg in 1982 (15), an increase of 20%. Less expensive but compositionally and nutritionally equivalent substitutes for NDM in the manufacture of yogurt, such as certain modified whey products, would seem to present an economically attractive alternative to the yogurt processor. The Whey Products Institute estimates approximately 18.2 million kg of whey were produced in the U.S.A. in 1980, of which less than half was processed and used in human foods (4). About 55% of the processed whey was concentrated and spray dried into a variety of products. Greater usage of these products in human foodstuffs has become possible because of greatly improved product quality attributed to better sanitation, handling, and processing methods. Many nutritious whey products, such as partially delactosed or demineralized whey powders and whey protein concentrates (WPC) with the proteins in an undenatured form, are available to the dairy processor. Depending upon the processing methods, the whey protein products possess a wide range of function.al and nutritional properties which make possible variety of applications in food products (16). A major component of the milk solids in yogurt is the disaccharide, lactose. Lactase enzyme hydrolyzes lactose into glucose and galactose which individually and together are sweeter than lactose itself. The resulting sugar mixture is also more soluble (31), easily digestible by lactose intolerant individuals, and is more readily fermented by lactic acid organisms (52). In general, northern Europeans and their descendants and members of two African tribes are the only persons who retain their childhood ability to digest lactose as adults. An estimated 30 million Americans can not digest lactose properly and among certain ethnic groups (Blacks, Asians, Mediterraneans, Jews, Southern and Central Europeans, and American Indians), 70% have difficulty digesting lactose as adults (9). Hydrolysis of at least part of the lactose in milk prior ~o its manufacture into various products not only may be a potential partial solution to the lactose intolerance problem (31), but it may result in improved products with increased sweetness without increased calories (17, 31), increased carbohydrate solubility, and better mouth feel and body (3, 31). One objective of this research was to determine the feasibility of using two reconstructed milk products (RMP) as economical replacements for NDM in fortifying 2% lowfat milk for yogurt. These RMP's were spray dried blends_ of _whey proteins and caseinates. A second objective was to determine if concomitantly, partial enzymatic hydrolysis of lactose would afford the · same degree of sweetness in yogurts containing less sucrose than nonhydrolyzed yogurts. A yogurt with less sucrose should be attractive to consumers seeking products with fewer calories and one with lowered lactose levels would be more desirable to those deficient in lactase. Yogurts were manufactured with several concentrations of these variable factors and analyzed for composition. The yogurts were evaluated for flavor by a panel of dairy science faculty and by randomly selected volunteers in a consumer panel.
Library of Congress Subject Headings
Includes bibliographical references (pages 88-92)
Number of Pages
South Dakota State University
Whalen, Catherine A., "Whey-Caseinate Blends and Lactose Hydrolysis in Yogurt Manufacture" (1982). Theses and Dissertations. 1311. | <urn:uuid:03cc6076-ba6d-444e-af20-6614c3afc958> | CC-MAIN-2017-34 | http://openprairie.sdstate.edu/etd/1311/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886106984.52/warc/CC-MAIN-20170820185216-20170820205216-00455.warc.gz | en | 0.948037 | 914 | 2.59375 | 3 | {
"raw_score": 2.8812081813812256,
"reasoning_level": 3,
"interpretation": "Strong reasoning"
} | Food & Dining |
There is a well-documented worldwide correlation between poverty and high birthrates. In little countries and big countries, capitalist countries and communist countries, Catholic countries and Moslem countries, Western countries and Eastern countries - in almost all these cases, exponential population growth slows down or stops when grinding poverty disappears. This is called the demographic transition. It is in the urgent long-term interest of the human species that every place on Earth achieves this demographic transition. This is why helping other countries to become self-sufficient is not only elementary human decency, but is also in the self-interest of those richer nations able to help. One of the central issues in the world population crisis is poverty.
The exceptions to the demographic transition are interesting. Some nations with a high per capita income still have high birthrates. But in them, contraceptives are sparsely available, and/or women lack any effective political power. It is not hard to understand the connection.
At present, there are around 6 billion humans. In 40 years, if the doubling time stays constant, there will be 12 billion; in 80 years, 24 billion; in 120 years, 48 billion. . . . But few believe the Earth can support so many people. Because of the power of this exponential increase, dealing with global poverty now will be much cheaper and more humane, it seems, than whatever solutions will be available to us many decades hence. Our job is to bring about a worldwide demographic transition and flatten out the exponential curve - by eliminating grinding poverty, making safe and effective birth control methods widely available, and extending real political power (executive, legislative, judicial, military, and in institutions influencing public opinion) to women. If we fail, some other process, less under our control, will do it for us.Perfectly logical. If common decency is not enough to move the world to act, perhaps self interest will. But how to achieve such a monumental task? First, some stats:
Consider the global priorities in spending in 1998
And compare that to what was estimated as additional costs to achieve universal access to basic social services in all developing countries:
Anup Shah, Poverty Facts and Stats, Global Issues, Updated: March 28, 2010Solutions:
- Find the political will. The first and most important step. World leaders must step forward and make the end of dire poverty a priority.
- Reform the IMF and World Bank. Their lending policies have worsened poverty, not helped.
- Forgive all outstanding loans to developing countries.
- Ensure safe drinking water and sewage.
- Build infrastructure. And a lot of it. Highways, rail, electric grids, communications, internet access.
- Build schools and hospitals.
- Require corporations and business to follow basic rules regarding labor rights, environmental protection, fair trade, and basic human decency.
- Spend the same on the Peace Corps as we do on the Marine Corps.
- Acknowledge that morally, we must.
Let's face the truth. America and Western Europe created many of the problems facing the developing world. From colonization to propping up friendly dictators, from globalization to imperialism, we have raped and pillaged much of the world. It is time to repair the damage we have caused.
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Racism in the United States has existed since the colonial era, when white Americans were given legally or socially sanctioned privileges and rights while these same rights were denied to other races and minorities. from Wikipedia
Today, with the help of Bethany Edwards, founder of Biracial Bookworms, and her daughter Havana, we are tackling a controversial topic that we hope will help to move the conversation forward: White Fragility.
White fragility is characterized by emotions such as anger, fear, and guilt, and by behaviors including argumentation and silence. from White Fragility: Why It’s So Hard for White People to Talk About Racism by Robin Diangelo
White Fragility: Why It’s So Hard for White People to Talk About Racism by Robin Diangelo
“Antiracist educator Robin DiAngelo deftly illuminates the phenomenon of white fragility and “allows us to understand racism as a practice not restricted to ‘bad people’ (Claudia Rankine). Referring to the defensive moves that white people make when challenged racially, white fragility is characterized by emotions such as anger, fear, and guilt, and by behaviors including argumentation and silence. These behaviors, in turn, function to reinstate white racial equilibrium and prevent any meaningful cross-racial dialogue. In this in-depth exploration, DiAngelo examines how white fragility develops, how it protects racial inequality, and what we can do to engage more constructively.”
If you think about it, the United States was founded through the genocide of the American Indians and the enslavement of African Americans. These acts of violence are contrary to Christianity and so therein lies the need to create “justification mythology.” These myths are present today in recognizable forms of stereotypes:
- Native Americans were “savages” that waged war on White people, especially women.
- Asian-Americans are illiterate, undesirable, full of “filth and disease” and unassimilable. They were perceived as “marginal members of the human race,” were denied the right to become naturalized U.S. citizens, and segregated to ethnic enclaves resulting in the rise of Chinatowns which were a form of segregation for Asian Americans a hundred years ago.
- Asian American as the model minority is equally incorrect.
- Hispanics have been portrayed by the media as lazy, unintelligent, greasy, criminal, and alien.
- Racism Didn’t Stop at Jim Crow
If we assume that most agree that racism exists in the United States, what do we do about it from the standpoint of being white?
From Books for Littles: Children’s Books About White Privilege
You might want to shield your child from the ugliness of the world. I do too on most days. However, having that choice is a privilege, and most often; White privilege. An alternative option for every caregiver is to choose to open the conversation so you can guide your children.
As early as 6 months, a baby’s brain can notice race-based differences. By ages 2 to 4, children can internalize racial bias and start assigning meaning to race. 5 to 8-year-olds begin to place value judgments on similarities and differences. Moreover, by age 12 children have a complete set of stereotypes about every racial, ethnic, and religious group in society.
From Time Magazine: Why White Parents Need to Do More Than Talk to Their Kids About Racism
“I found that kids I interviewed who attended private schools attended whiter schools and perceived that they were smarter and more successful than their public-school peers. As such, these kids developed understandings of where they fit into the world. They told me that they knew they were special and more deserving than other kids.
How white children learn about racism in America does not only happen during the interactions they have at school, though. Everyday behaviors of white parents also matter: when to lock the car doors, what conversations to have at the dinner table, what books and magazines to have around the house, how to react to news headlines, who to invite over for summer cookouts, whether and how to answer questions posed by kids about race, who parents are friends with themselves, when to roll one’s eyes, what media to consume, how to respond to overtly racist remarks made by Grandpa at a family dinner and where to spend leisure time. (Restaurants, vacation destinations and community events can be deliberately and by-default mostly white — or purposefully not.)”
p.s. Pair this post with A Unit on Skin Color: Picture Books and Videos
Children’s Books That Talk About White Privilege
My 8-year-old daughter Havana (@thetinydiplomat) recently stood up during Read Across America week to protest the racism and harmful stereotypes in Dr. Seuss books. Havana understands that white privilege is spending an entire week reading books and not even noticing that have zero girls of color in any of them.
White privilege is reading books all week that center White people as the main protagonists and non-White characters in a subservient role. White privilege is celebrating an author who based characters on Blackface. Her solo protest was ignored by the administration and the PTA. However, the shirt she wore each day forced the conversations to happen among her classmates and teachers. Baby steps ARE steps.
The list of books Havana and I have prepared below take a more intentional approach to breaking down barriers. Furthermore, they will navigate steps to take with children so their behaviors and attitudes do less harm to marginalized communities. However, you can use almost any book on your shelf to discuss the way White supremacy pervades any community.
Lastly, simply reading these books won’t be enough. Have these conversations with BIPOC people in your every day life. Have the courage to ask people in your life about how you might be unintentionally or unconsciously upholding a system of white supremacy. Above all, when they respond; really listen.
Not My Idea: A Book About Whiteness
NOT MY IDEA: A BOOK ABOUT WHITENESS is a picture book that invites white children and parents to become curious about racism, accept that it’s real, and cultivate justice. It’s one of the first picture books that provides an honest explanation for kids about the current state of racial tension in America.
Purchase NOT MY IDEA: A BOOK ABOUT WHITENESS on Amazon | Shop your local indie bookstore.
Race Cars: A Book About White Privilege by Jenny Devenny
RACE CARS is a springboard for parents and educators to facilitate tough conversations with kids about race, privilege and oppression. This incredible book tells the story of 2 best friends; a white car and a black car. The two cars have different experiences and face different rules while entering the same race.
Purchase RACE CARS on Amazon | Shop your local indie bookstore.
Something Happened in Our Town: A Child’s Story About Racial Injustice by Marianne Celano
SOMETHING HAPPENED IN OUR TOWN follows two families — one White, one Black — as they discuss a police shooting of a Black man in their community. In almost every school, children are practicing intruder drills. Again, every day violence is plaguing marginalized communities because of the systematic oppression of White supremacy. The story aims to answer children’s questions about such traumatic events. Lastly, it will help children identify and counter racial injustice in their own lives.
*Note: It also includes an extensive note to caregivers with guidelines for discussing race and racism with children, child-friendly definitions, and sample dialogues. I also highly recommend following Nelba Marquez-Greene on Twitter who lost her daughter Ana-Grace to gun violence in the Sandy Hook school shooting. She continually has great advice and resources to offer.
Purchase SOMETHING HAPPENED IN OUR TOWN on Amazon | Shop your local indie bookstore.
Let’s Talk About Race by Julius Lester, illustrated by Karen Barbour
LET’S TALK ABOUT RACE shares the author’s own story as he explores what makes each of us special. This stunning picture book introduces race as just one of many chapters in a person’s story. This book helps children learn strategies and the vocabulary to discuss what they see. Most importantly, the book encourages kids to begin those courageous conversations in order to create a future that resolves differences.
Purchase LET’S TALK ABOUT RACE on Amazon | Shop your local indie bookstore.
Lila and the Crow by Gabrielle Grimard
LILA AND THE CROW deals with the loneliness that often comes with dark skin. Bullying is a topic largely covered in schools. However, specifically being bullied for the color of your skin vs. not sporting the latest fashion trends is VERY different. In this book, Lila is mocked by others because of her dark skin and hair. At her lowest point of despair, a magical encounter with the crow opens Lila’s eyes to the beauty of being different. This revelation gives her the courage to proudly embrace her true self.
Purchase LILA AND THE CROW on Amazon | Shop your local indie bookstore.
Brave Ballerina by Michelle Meadows, illustrated by Ebony Glenn
In BRAVE BALLERINA, Janet Collins wanted to be a ballerina in the 1930s and 40s. This was a time when racial segregation was widespread in the United States. Janet pursued dance passionately, despite being rejected from discriminatory dance schools. As a teenager, she was accepted into the Ballet Russe de Monte Carlo. Janet refused the acceptance based on their condition that she paint her skin white for performances.
Janet continued to go after her dreams, never compromising her values along the way. From her early childhood lessons to the height of her success as the first African-American prima ballerina in the Metropolitan Opera; this is the story of a remarkable pioneer.
Purchase BRAVE BALLERINA on Amazon | Shop your local indie bookstore.
A Scarf for Keik0 by Ann Malaspina, illustrated by Merrilee Liddiard
A SCARF FOR KEIKO is a great example of how standing up for what is right. The book uses a simple handmade give to show kids how to treat others with respect. In turn, they learn that it is only when kids are different, it leads to a validation of someone’s humanity.
It’s 1942. Sam’s class is knitting socks for soldiers and Sam is a terrible knitter. Keiko is a good knitter, but some kids at school don’t want anything to do with her because the Japanese have bombed Pearl Harbor and her family is Japanese American. A Scarf for Keiko leads kids through a tale of knowing what they should do vs. what others want them to do.
Purchase A SCARF FOR KEIKO on Amazon | Shop your local indie bookstore.
Middle Grade Book Recommendations
One Crazy Summer by Rita Williams-Garcia
Rita Williams-Garcia’s book ONE CRAZY SUMMER tells a story of three sisters who experience the Black Panther party firsthand and brings about a discussion on cultural and ethnic identity. Critical themes in this books are sisterhood, family, emotional abuse/neglect, activism, prejudice, history, and slanted/biased media coverage.
All American Boys by Jason Reynolds and Brendan Kelly
One of the biggest white privileges is the stereotype that comes to mind when you describe a person as “All-American”. Most will picture a white person with blond hair and blue eyes. In ALL AMERICAN BOYS, authors Jason Reynolds and Brendan Kiely’s wrote story of stereotyping and racial profiling that is one to be read, and read again.
Further Suggested Reading
White Supremacy in the Classroom– Tools and strategies from teachers of color to guide learning how to fight white supremacy and white privilege in the classroom to help raise empathetic global citizens.
Dear White Teacher: 13 Books to Read About Racial Literacy– Teachers, if there is time to put pictures of flair pens and color coordinated art bins on Instagram, there is time to research how to break the system of racial inequality in the classroom.
When Racial Bias is Taught Through Children’s Literature– Too often schools are the breeding grounds for racial inequality if they choose not to face it head-on. Racial conflicts based on white privilege amongst young kids often remain hidden. In turn, those who pay the price: students of color.
This guest post is by Bethany Edwards. Bethany is an international elementary educator as well as a reading and literacy specialist. She blogs on various aspects of multicultural education from a global perspective at Biracial Bookworms.
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p.s. Here are a few more children’s books to talk about White Fragility.
The People Shall Continue by Simon J. Ortiz, illustrated by Sharol Graves
Indigenous peoples of the United States prevail despite attempts throughout history to eradicate their language, culture, and way of life. [picture book, ages 6 and up]
Sylvia & Aki by Winifred Conkling
This book reveals the remarkable, never-before-told story—based on true events—of Mendez vs. Westminster School District, the California court case that desegregated schools for Latino children and set the stage for Brown vs. Topeka Board of Education at the national level.
From Booklist: This novel presents a fictionalized account of injustices endured by two real California children during World War II and is based on multiple interviews with both and other historical records. In alternating chapters, Conkling follows the forced relocation of young Aki Munemitsu and her family to a camp in Arizona and the experiences of Sylvia Mendez, who moves into Aki’s old room when her father rents the Munemitsus’ asparagus farm. When his children are denied enrollment in the town’s main school, Sylvia’s father institutes what becomes the landmark desegregation suit Mendez v. Westminster School District. [chapter book, ages 9 and up] Pair this book with Separate is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation.
Separate is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation by Duncan Tonatiuh
The battle for Civil Rights was fought not just in the Deep South but also in Southern California near where I grew up. It also was fought by browns as well as blacks. Almost 10 years before Brown vs. Board of Education, Sylvia Mendez and her parents helped end school segregation in California that was aimed against Hispanic Americans. This lesser-known story shows the depth and breadth of the Civil Rights Movement. [picture book, ages 7 and up]
Loving vs. Virginia: A Documentary of the Landmark Civil Rights Case by Patricia Hruby Powell, illustrated by Shadra Strickland
In lyrical, spare free verse, this chapter book tells the story of two teenagers who fell in love, got married, breaking the law, and changed the law. Their landmark case made mixed-race marriage legal. 2017 marks the 50th anniversary of the landmark case Loving vs. Virginia, which fought against discrimination, racism, and segregation, and WON! [free verse chapter book, ages 14 and up]
When A Ghost Talks Listen by Tim Tingle
It might not be widely known that the Choctaw were allies of the U.S. Government and that Choctaw Chief Pushmataha was also a U.S. Army General and close friend of Andrew Jackson. In this excellent series, the reader learns how Chief Pushmataha and other Choctaw chiefs were murdered by Andrew Jackson and his people, in order to remove them from their lands. [middle grade, ages 8 and up]
Ghost Boys by Jewel Parker Rhodes
This timely book shows the perspective of twelve-year-old Jerome, now a ghost. His murder by police, the result of a toy being mistaken for a weapon, shows how this tragedy affects Jerome, his family, but also the police officer and his family. Jewel Parker Rhodes also weaves in Emmitt Tills’ story. Use this book to understand the genesis of the #BlackLivesMatter movement. [middle grade, ages 9 and up]
Thank you to everyone on my Instagram who helped me with more great book suggestions:
We’re reading Mixed by Aree Chung right now (you can see a couple pages in my stories). It’s a great way to introduce some ideas for very young kids. We also have Something Happened in Our Town by Marianne Celano, Marietta Collins, and Ann Hazzard. My five year-old sort of understands it but it’s probably better for 6 or 7+.
Mixed by @arreechung is absolutely fantastic! 👍
My book THE ARABIC QUILT is coming out at the end of this year and makes for good conversation on foreign languages/accents.
Not my Idea by Anastasia Higginbotham
Thanks for putting this out there! We agree that Not My Idea: A Book About Whiteness should be on your list!@ahigginbooks
Not my idea : a book about whiteness / written and illustrated by Anastasia Higginbotham @dottirpress, 2018. @ahigginbooks
I second Not My Idea!
Not My Idea by Anastasia Higgenbotham
Breakout by Kate Messner, You Don’t Know Everything Jilly P! by Alex Gino, Watch Us Rise by Renée Watson and Ellen Hagan. First two are mg, last one YA.
Iggies house by Judy Blume
Naomis Too by @olugbemisolarhudayperkovichand @audrey_vernick
Also loved “Something Happened in our Town” it’s a picture book but tackles police brutality & being a white ally. It’s amazing.
This is a favorite.
Blended by Sharon Draper is new and fabulous.
Blended, Ghost Boys, & All American Boys are books I’m having (or will) my kids read and discuss as a family. Following for more suggestions!
“Waking up White, and Finding Myself in the Story of Race” by Debby Irving
My 9 yo really connected with and understood Ghost Boys by Jewell Parker Rhoads. When she’s older I’m looking forward to having her read The Hate U Give by Angie Thomas.
Ok so not exactly a book 🙈 but we talked a lot about this topic after watching zootopia.. how the rabbits are all so nice and yet still horribly racist.. and how officer hops, once she gets a position of power, perpetuates that racism, even though she has a predator friend (thereby calling out that defense ‘i have _____ friends so I can’t be racist’.. Lester’s book let’s talk about race was a good conversation starter.. I’ll try to think of more that specifically address the angle you’re looking for..
We March by Shane l. Evans. I talked with my preschool child about the pictures in the book. How we are/do similar things to people depicted. How they look different than us or each other. Why people did and do March. How we can behave if we see someone is not being treated with respect.
Also always taking about what we should do if we wrong someone else… At this age it’s almost as important to have the conversation inspired by the text and images that they can relate to
Thank you for addressing this! At the risk of self-promotion😬, standing up to racism is at the heart of my new middle-grade novel, MY YEAR IN THE MIDDLE. (
Here Wee Read also has a great book list: So You Want to Talk About Race: Picture Book Recommendations for Kids
p.p.s. Related posts:
A Unit on Skin Color: Picture Books and Videos
Top 10 Multicultural Dance Picture Books
To examine any book more closely at Amazon, please click on image of book.
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BEST #OWNVOICES CHILDREN’S BOOKS: My Favorite Diversity Books for Kids Ages 1-12 is a book that I created to highlight books written by authors who share the same marginalized identity as the characters in their books.
5 thoughts on “White Privilege Books for Kids”
Thanks for the important and enlightening post, Bethany, and for reminding me about several of these titles which I have not yet read, especially White Fragility. I follow you on Instagram :).
So many fantastic books here! We’re read some, but I’ve added a bunch to our to-read list. Thank you for all of the recommendations!
Thank you so much for the information and resources Yes, I am a person who loves harmony. I have always wanted to shield my children from the ugliness of the world. But, doing so does not prepare them for the life they will live when they are grown.
One of the first books I took to my daughter’s elementary school well over a decade ago was “The Crayon Box that Talked.” I realized then that conversations about racism have to be very direct. Children, as mostly literal thinkers, may enjoy a good story but may not grasp the undertones. Yet, too much directness or hate directed speech will cause many children to look the other way. The message about racial differences must be steady through conversations, books and play over period of many years. A few “talks” doesn’t really get through to them. Especially when they reach their teenage years and are seeking identity.
I have followed you for many years and am grateful for the kind, yet DIRECT manner you address the difficult racial issues in our world children face. Great work, and thank you!
So many wonderful books! Got a link to your site through the Dandelions newsletter (dandelionsnewsletter.com) , which my daughter Julia Smith co-authors and which promotes social justice parenting on a broad range of topics. I hope you consider subscribing. Off to buy books for my granddaughter, at Barnes &Noble tho, cause trying to keep local bookstore open. Look forward to more of your issues.
Fantastic book list! Off to order some of these that we don’t own yet. Thank you. | <urn:uuid:7fa0e498-01cf-4aea-b747-cd5bc7dbcc1b> | CC-MAIN-2023-23 | https://www.pragmaticmom.com/2019/05/white-fragility-books-for-kids/?fbclid=IwAR2MV2RLP4cVagQX4EGDLmKhqOXYyjtA8TBrbWZI_VNNx9BEFv7TL3atWmU | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224656963.83/warc/CC-MAIN-20230610030340-20230610060340-00300.warc.gz | en | 0.944931 | 4,869 | 3.703125 | 4 | {
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Lubricants like these are actually fairly similar and serve roughly the same purpose – protecting machinery from everyday wear and tear. But what makes them different from one another, and why are they important for keeping our world moving? We’re here to explain.
1. So, what are lubricants?
Oil, grease – they both help mechanical equipment run smoothly, improve efficiency and reduce wear. Oil and grease both fall under the lubricant umbrella but are slightly different from one another, mostly when it comes to consistency. Most lubricants are petroleum-based. Performance boosters such as anti-wear agents or rust inhibitors are then added to create the perfect mix that keeps engines and gears happy.
2. Lubricants help the wheels go around and CO2 go down.
When engines are properly lubricated, there’s less friction between moving parts (this is true for high- or low-viscosity lubes). That means vehicles can run more efficiently and increase fuel economy by up to 2%. Beyond saving money at the pump, better fuel economy also helps lower a vehicle’s overall CO2 output.
3. Synthetics are the real deal.
Full-synthetic engine oils provide better performance and protection than conventional or synthetic-blended oils. That’s because synthetics contain fewer impurities (keeping engines cleaner), retain a relatively consistent viscosity and provide longer engine wear protection than their counterparts.
4. They help make generating wind energy a breeze.
When it comes to wind energy, it’s all about the spin. But without proper lubrication, wind turbines can’t make their rotations. Mobil lubricants currently help keep more than 40,000 wind turbines around the world in motion. ExxonMobil and its partners have even designed a special truck for China, the largest producer of wind energy, to help remote wind turbines there spin smoothly.
5. Oil changes aren’t one-size-fits-all.
How often should you change your oil? You’ve probably heard that 3,000 miles is the gold standard. While that used to be the case, many conventional oils now can last as long as 5,000 or 7,500 miles. Even more impressive? Mobil 1 Annual Protection only needs changing every 20,000 miles or once a year, whichever comes first.
But even if you choose a long-lasting synthetic, the frequency with which you change your oil still depends on a number of factors, such as how much you drive and the conditions – especially weather – where you drive.
6. Lubricants are known as the “blood of the car.”
Why do racing technicians love lube? Besides helping race cars reach their maximum potential, it also gives insight into the health of the engine. Formula 1 technical advisors Sean Dunnett and Dario Izzo take samples of used engine oil, much like a doctor might take a blood sample, to look for underlying issues so they can be addressed before any major problems arise.
7. They stay smooth even at 35,000 feet.
A plane’s engine needs lubricants to allow for a smooth flight and safe landing. Jet oil has to endure some of the toughest conditions of any lubricant, withstanding extreme temperatures from as cold as -40°F (-40°C) to as hot as 356°F (180°C). ExxonMobil spent nearly a decade developing and testing Mobil Jet Oil 387, the same oil that’s used in the world’s longest commercial nonstop flight: from Singapore’s Changi Airport to New Jersey’s Newark Liberty International Airport.
8. Color doesn’t matter.
Change the color of the grease and it will work just the same. Manufacturers add dyes to help operators distinguish one product from another since different greases are often used in different parts of the same machine.
9. They’re here to stay.
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In terms of wildlife, the western burrowing owl is a tolerant neighbor to humans. When new houses and roads are built next to the tunnels they call home, these owls put up with the noise and continue to prey on the insects and rodents they eat. But the owls are increasingly on a collision course with humanity.
Developers are always looking for more land to build on, and in places like Southern California, that means moving into the owls’ habitats. To date, most builders have driven owls away by collapsing their burrows, forcing them to find a new place nearby. Still, in highly urbanized environments, the birds often have nowhere to go, putting the future of the species in jeopardy.
As a result, conservationists working with developers are increasingly collecting and transplanting the owls to distant new areas that conservationists believe will meet their needs. However, the evidence that this technique works has been thin. New research published Thursday in the journal Animal Conservation shows that it can be very effective if the birds are tricked into believing that there are already other burrowing owls near the sites where they were transplanted.
The lead author of the new report, Ronald Swaisgood of the San Diego Zoo Wildlife Alliance, knew that developers were reserving land for displaced birds, but noted that there was little follow-up on how the owls were doing.
“Nobody had any idea if these mitigation measures even worked,” he said.
dr. Swaisgood was aware that the birds in California were eligible for classification as endangered and was eager to intervene. He and other conservationists felt that nothing would stop real estate development, including new solar farms. Given the complex situation, he and his team teamed up with the U.S. Fish and Wildlife Service to conduct an experiment with owls found on land that would be bulldozed in the greater San Diego area.
To understand whether the owl transplants were effective, the researchers placed special doors in the colonies’ burrows that allowed the owls to leave but not return. Once the owls were out, all 44 were collected and moved to a new location that already had burrows for them. To help cope with these displaced owls, they were kept in acclimation enclosures for 30 days before being released. Of this group, half were exposed to a little cheating.
The researchers knew from previous work with other species, such as black rhinoceroses, vultures and kangaroo rats, that animals are more likely to settle down if they are taught that conspecifics are nearby.
With this in mind, the team splashed non-toxic white latex paint on the rocks around burrows in the new site that looked like bird droppings on half of the birds. They did this because burrowing owls tend to defecate near burrow entrances, and this technique makes the sites look inhabited. To further support this illusion, an outdoor loudspeaker was set up in these locations to periodically emit burrowing owls the week before the animals were released from their acclimation enclosures, and during the following week.
All this ecological duplicity has paid off. The 22 birds transferred to white paint and call sites quickly settled in, while the other 22 owls all wandered, often making perilous journeys of more than five miles before finding suitable habitat.
The findings are received enthusiastically by other ecologists.
The idea of transplants has long posed a dilemma for ecology experts, said Dan Blumstein, a professor at the University of California, Los Angeles, who was not involved in the study.
“There’s been the assumption that if endangered animals are just moved elsewhere, they’ll be fine, but that’s clearly not always true,” he said. “Experiments like this are essential in figuring out what works and what doesn’t.”
dr. Blumstein and Dr. Swaisgood both hope that transplants from other species will be studied in a similar way to ensure that scientists’ good intentions don’t lead to unnecessary hardship for species already on the brink. | <urn:uuid:ca069846-8086-445c-9a89-1815aa6200dd> | CC-MAIN-2022-21 | https://www.dailyexpertnews.com/uncategorized/two-simple-tricks-that-will-help-owls-stay-in-their-new-home/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662546071.13/warc/CC-MAIN-20220522190453-20220522220453-00664.warc.gz | en | 0.977821 | 852 | 3.859375 | 4 | {
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} | Science & Tech. |
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NM.I:Reading: Students read and understand a variety of materials.
Reading: Students read and understand a variety of materials.
I-A: Use comprehension strategies for unfamiliar vocabulary. I-A:1. Use knowledge of roots, prefixes, suffixes (e.g., Greek/Latin) and etymology to determine the meaning of unfamiliar vocabulary.
I-A:2. Use knowledge of word families and word suffixes to determine meaning (e.g., educate-educational-educationally).
I-A:3. Use general and specialized dictionaries, thesauri and glossaries (print and electronic) to determine the definition and pronunciation of unfamiliar words.
I-C: Infer, analyze, and synthesize to increase comprehension. I-C:1. Interpret information from graphs, charts, diagrams, and the like.
I-C:2. Evaluate texts according to text-specific standards (e.g., book reports, according to a report rubric).
I-D: Use meta-cognitive strategies to increase comprehension. I-D:1. Use multiple strategies to monitor one's pace and comprehension. Quiz, Flash Cards, Worksheet, Game & Study Guide Reading Rate
I-D:2. Draw conclusions from information in texts to arrive at new knowledge.
I-D:3. Evaluate texts by determining the value to oneself.
NM.II:Language: Students write and speak using correct grammar, syntax USAge, punctuation, capitalization, and spelling.
Language: Students write and speak using correct grammar, syntax USAge, punctuation, capitalization, and spelling.
II-A: Demonstrate control of Standard English through the effective use of syntax. II-A:1. Recognize that the relationships of nouns, verbs, and modifiers create different syntactic structures (e.g., that an intransitive verb creates an SV sentence pattern, intransitive verbs create an SVDO pattern, and linking verbs create SLVPA and SLVPN patterns).
II-A:2. Use coordinating conjunctions to create parallel structures and balanced and compound sentences.
II-B: Demonstrate control of Standard English through correct grammar and USAge. II-B:2. Correctly use basic parts of speech: nouns, verbs, adjectives, adverbs, and prepositional phrases that act as adjectives or adverbs.
II-B:5. Correctly use various noun and adverb clauses. Quiz, Flash Cards, Worksheet, Game & Study Guide Sentences
II-C: Demonstrate control of Standard English through the correct use of punctuation, capitalization, and spelling. II-C:2. Correctly capitalize proper nouns and appropriate words in sentences, titles and elsewhere.
II-C:3. Correctly use basic rules of spelling in all forms of writing. Quiz, Flash Cards, Worksheet, Game & Study Guide Spelling
II-C:5. Correctly use commas for the following purposes: items in a series, date/year, city/state, direct address, appositives, direct quotations and compound sentences.
NM.IV:Writing: Students write effectively for a variety of purposes and audiences.
Writing: Students write effectively for a variety of purposes and audiences.
IV-G: Cite sources properly when paraphrasing or summarizing information, quoting, or using graphics. IV-G:1. Beginning in ninth grade, use appropriate publication manuals to cite source materials and to prepare bibliographies, lists of works cited, and quoted passages: textbook appendices, MLA Handbook for Writers of Research Papers, the Chicago Manual of Style, the Publication Manual of the American Psychological Association and the Associated Press Stylebook.
NM.IX:Literature: Students read and interpret a variety of literature to develop an understanding of people, societies, and the self.
Literature: Students read and interpret a variety of literature to develop an understanding of people, societies, and the self.
IX-D: Demonstrate knowledge of the common elements of poetry: metrics, rhyme, rhythm, structure, diction, devices, and other conventions. IX-D:2. Analyze basic elements of poetic structures, sound devices, and language (e.g., voice and diction; stressed and unstressed syllables [as they relate to meter and rhythm]; end rhyme, rhyme scheme [as sound devices]; haiku, narrative and lyric poems [and other poetic forms]; regular and irregular stanzas [as forms of poetic structure]; hyperbole, simile, metaphor, personification [and other poetic devices]; speaker, situation and purpose [as they relate to author's purpose].
IX-E: Identify how elements of dramatic literature articulate a playwright's vision. IX-E:1. Discover personal connections to dramatic literature.
IX-E:2. Identify common characteristics of dramatic forms (e.g., monologue; one-act, three-act and five-act plays).
IX-E:3. Identify elements of tragedy and tragic form in drama.
NM.V:Research: Students utilize the research process to produce a variety of products.
Research: Students utilize the research process to produce a variety of products.
V-E: Compose a researched project to be shared with an appropriate audience. V-E:6. Cite sources correctly and document quotations, paraphrases, and other information, employing an accepted academic manuscript style such as MLA or APA.
NM.VI:Logic: Students employ critical thinking and abstract reasoning to make and assess inferences, conclusions, and predictions.
Logic: Students employ critical thinking and abstract reasoning to make and assess inferences, conclusions, and predictions.
VI-A: Distinguish facts and opinions, evidence and inferences, true and false premises. VI-A:1. Identify relevant reasons and evidence used as a basis for argument in various texts.
VI-D: Recognize common fallacies in used in an argument. VI-D:2. Recognize, in written or oral communication, errors, false assumptions and faulty reasoning.
NM.VII:Informational Text: Students read and interpret a wide range of reference materials and other informational documents that may contain technical information.
Informational Text: Students read and interpret a wide range of reference materials and other informational documents that may contain technical information.
VII-B: Summarize informational and technical texts and explain the visual components that support them. VII-B:2. Examine various types of charts, graphs and other types of visual representations in different texts.
VII-B:3. Identify types of graphical representations in texts: photographs, captions, maps, tables and timelines.
VII-C: Synthesize information from a variety of informational and technical sources or texts. VII-C:1. Demonstrate proficiency in accessing and sending information electronically.
VII-D: Analyze the ways in which an informational or technical text's organizational structure supports or confounds its meaning or purpose. VII-D:1. Analyze textual features (e.g., table of contents, organization, structure and graphics) to evaluate the importance of the information presented.
VII-E: Evaluate informational and technical texts and presentations for their clarity, simplicity and coherence, and for the appropriateness of their graphic and visual appeal. VII-E:1. Analyze a variety of graphical representations and evaluate the relevance of that information to the information presented textually. | <urn:uuid:300468c6-9c12-4b63-b2ef-55e1d712f273> | CC-MAIN-2019-35 | https://www.newpathonline.com/standard/New_Mexico_Standards/168/English_Language_Arts_Grade_9/1/9 | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027321696.96/warc/CC-MAIN-20190824194521-20190824220521-00557.warc.gz | en | 0.834656 | 1,633 | 4.5625 | 5 | {
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Jupiter's moon Europa sports a chilly version of plate tectonics. The icy shell that encases the moon has sections that slide beneath each other in a similar way to Earth's continents and ocean floors. The finding strengthens the notion that Europa could harbour life.
Europa has long been considered one of the best sites in the solar system to search for extraterrestrial life, because it has more water than even Earth does. Its global ocean is encased in a shell of ice 20 to 30 kilometres thick. Rust-coloured lines in the shell are thought to be areas where new ice forms. But this creates a puzzle.
"Nobody thinks Europa is getting bigger," says Francis Nimmo at the University of Southern California, Santa Cruz. So where was all the ice going?
Now, analysis of images from the Galileo spacecraft suggest that large chunks of ice may be returning to the ocean beneath, in the first known instance of tectonics on another world.
Simon Kattenhorn at the University of Idaho and his colleagues treated the Galileo images like a massive jigsaw puzzle. In the same way geologists studying Earth's continents use the matching shapes of geological features to reconstruct past mega-continents, Kattenhorn and his colleagues spun and shifted chunks of ice around to match up truncated lines and ridges on Europa's surface.
They found that a piece of the puzzle roughly the size of Massachusetts was missing. The best explanation is that it was forced under the ice crust, in a "subsumption" zone similar to Earth's subduction zones where rocky crust slides beneath rocky crust.
"This paper is important because it has been very hard to identify areas where crustal destruction is taking place on Europa," says Nimmo, who did not take part in the study.
On Earth, subduction is driven by our planet's hot core, which heats the mantle, causing it to rise up to the surface and move the crustal plates. Despite Europa's cold temperatures, something similar could be happening there.
The surface of Europa is -173°C, but deep down the water is closer to 0°C. That temperature difference could make the deepest layers of ice move around slowly, a bit like glaciers here on Earth. That could produce enough pressure to push slush up through weak points in the brittle surface ice, driving the movement of the plates.
This could be good news for life under the surface, as tectonics would deliver new material – including organic molecules deposited by comets – to this environment, which is otherwise completely sealed off from space.
All this remains tantalising speculation. But it is neat to note that Earth appears to have an inside-out twin, where tectonics driven by ice instead of fire could create ideal conditions for life inside its crust, instead of on its surface.
Source: New Scientist | <urn:uuid:45f879c6-e002-4118-83f9-8d2ef8f37ff3> | CC-MAIN-2019-39 | http://www.allreadable.com/f4eaHcj7 | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573465.18/warc/CC-MAIN-20190919081032-20190919103032-00261.warc.gz | en | 0.948054 | 590 | 4.21875 | 4 | {
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Monday night, the 27th of Nissan, is Yom HaShoah v'Hagevurah, Holocaust and Heroism Memorial Day. On this day, we bear witness to the worst crime in human history, to the unfathomable murder of 6 million Jews of Europe, 1.5 million of them children.
The Holocaust did not begin with gas chambers or crematorium. The road to Auschwitz-Birkenau was a gradual process, one that began with the delegitimization and isolation of Jews from general society. The Final Solution, which almost completely wiped out European Jewry, began with words of hatred and intolerance. It began with the demonization of Jews as disloyal to their countries, foreign parasites destroying the culture, race and homeland from the inside. Children were taught in schools that Jews were the enemies of the Aryan race, and in the papers, on the radios and in speeches, Jews were denounced. Before official government policies could separate and ostracize Jews, Nazi propaganda made them persona non grata, completely loathsome and rejected by German society.
Singled out for persecution, Jews were forced to wear yellow stars on the clothes. Restrictions were imposed on where Jews could go, what they could own and where they could work. They were completely separated from society at large. Jewish businesses were boycotted and German who patronized them were humiliated. This process of state-sponsored hate exploded into a full-fledged government-initiated pogrom on November 9th, 1938, Kristallnacht. On this Night of Broken Glass, SS thugs murdered 91 Jews, vandalized tens of thousands of Jewish businesses, destroyed 200 synagogues across the Reich and sent 25 000- 30 000 Jews to concentration camps. This marked the beginning of the end of the Jews of Europe, and beginning of the Final Solution. It was no longer sufficient to burn Jewish books, businesses and synagogues, but to burn Jews themselves.
The Holocaust was not a German crime against the Jewish people- the Eastern European nations, the Litvaks, Poles, Ukrainians, Serbs, Croats, etc. happily became Hitler's willing executioners. The Holocaust was a conspiracy of silence against the Jews, as half of the world actively murdered Jews while the other half shut its eyes and ears to their cries. Just as the Jews of Germany were searching for safe havens to flee to, the world closed its doors. The United States imposed strict quotas on immigration. Canada's response to the numbers of Jews to be allowed in was "none is too many". The British, succumbing to Arab pressure, led by the Mufti of Jerusalem and Hitler-admirer, Haj Amin al-Husseini, may his name be accursed, shut firm the gates to the Land of Israel. Jews who had escaped on ships such as the St. Louis were turned back to, sent to Hitler's infernos. Seeing that the world was simply not interested in helping Jews, Hitler realized that he would have no opposition in implementing the Final Solution.
The entire German state apparatus devoted itself to systematically and bureaucratically rounding up, rooting out and exterminating every single Jew in Europe, and eventually around the world. The German PhD's used their expertise to further the goal of making Europe judenrein, German engineers built factories of death and German doctors and scientists devised ways of turning Jewish skin into lampshades and Jewish bones into soap and fertilizer. From as far south as Greece and as far north as Norway, Jews were transported to their annihilation in the death camps of Poland. Entire Jewish communities were snuffed out in these factories of death, their names living on in infamy: Auschwitz-Birkenau, Treblinka, Majdanek, Sobibor, Belsec and Chelmo.
In these gas chambers and killing fields, a culture was murdered. Some of these communities were ancient, millennia old. Old and well-established communities, such as the Sephardic Jews of Saloniki, Bulgarian Jews, Polish and Italian Jews, were completely decimated. Two thousand years of Jewish life in Europe was erased. Fortresses of Torah Judaism, good pious Jews were destroyed. Nothing we have today even compares to the depth and vibrancy of Jewish life in pre-War Europe. Today, beautiful and majestic synagogues sit abandoned and derelict as their congregants are ashes in the fields and forests of Poland.
Incredibly, barely 60 years since the world closed its eyes to the plight of the Jews caught in the fires of Nazi Final Solution, Jews are once again targets of hatred and anti-semitism. This year, due to the economic crisis and conflicts in the Middle-East, has seen the worst outbreak of anti-semitism since before Kristallnacht. The ferocity of this renewed hatred manifested itself in the self-righteousness and hypocritical protests around the world in support of Hamas and against Israel. While Israel was bombarded with 10 000 rockets, the world kept silent. Not a peep was heard over the Russian bombings of Chechnya, the US in Iraq or Afghanistan or the genocide in Darfur. Yet, when Israel finally decided to launch an offensive to end constant rocket fire, hateful and violent rallies were held worldwide. Crowds in Europe, North America and the Islamic world equated today's Jews with their 20th century executioners, all while screaming things like: "Hamas, Hamas, Jews to the gas!" and "Death to the Jews!". Jewish institutions around the world, synagogues, businesses and schools were vandalized and attacked. In January, while Israel was fighting against a terrorist organization in Gaza, over 250 anti-semitic incidents were reported worldwide. In Toulouse, France, assailants rammed a burning car into the gates of a synagogue, causing damage but no injuries. That same day in southern Sweden, a Jewish congregation was attacked when someone broke a window and threw a burning object inside. In the United States, vandals used shaving cream to paint swastikas on a Malibu Jewish Center and Synagogue, and shattered one of its windows in mid-January. On one sabbath, 4 synagogues in Chicago were defaced. France saw an explosion of anti-Jewish attacks. The incidents included a stabbing of a a young Jewish man by two masked car thieves outside Paris, and two firebombing attacks against synagogues in Saint Denis, a northern suburb of Paris, and in Strasburg.
Israel has become the proverbial Jews among the nations. "Zionism" has replaced the defense of the Aryan race as the rallying cry of that so offends anti-semites. Alone of all the national liberation movements around the world, Zionism is singled out and defamed as "racist". Israel, the state that arose like a phoenix out of the ashes of the Holocaust, has never been subjected to such vile hatred. This very hatred made a Jewish state necessary, after the world stood idly by as the Jews were rounded up and murdered, powerless, during the Holocaust. On college campuses across the United States and Canada, there was a week-long hate-fest of "Israeli Apartheid Week". In York University in Ontario, crowds surrounded the Hillel House (Jewish student organization), besieging and trapping the Jews inside, while screaming: "Die Jews!". The legitimacy of the Jewish state is constantly challenged, 61 years after its founding, by denying the Jews the right to self-determination, or that they even constitute a nation. Beginning April 20th (ironically, Hitler's birthday), the UN will convene in Geneva to have a follow up to the 2001 Durban Conference in Support of Racism and Anti-Semitism. At this conference, the Jewish delegates were abused and attacked. Protesters compared Israel to apartheid South Africa and Nazi Germany, while selling copies of the Protocols of the Elders of Zion and Mein Kampf, and bemoaning that Hitler didn't finish the job.
Israel has become a pariah in the international community. Hatred for Israel has allowed anti-semites to justify and explain away every single Arab excess and act of terror, every single brutal murder of a Jew. Teenagers gunned down in a yeshiva studying Torah or axed to death, Israelis blown to smithereens by Hamas rockets, all of these are legitimate targets. "Occupation", "racism" or the failure of the "peace process" are valid reasons for an Arab to crush mothers and babies with a bulldozer on the streets of Jerusalem. Settlers, after all, deserved it.
The world, and unfortunately Jews as well, have not learned from history. Just as Nazism began with the Jews but threatened the entire world, so does radical Islam today. Israel is the canary in the coal mine. It always begins with the Jews but never ends with the Jews. It seems that, for the Jewish people, its is 1939 again as we find ourselves unwelcome in a growing number of countries. In Venezuela, armed thugs broke into a synagogue, scrawled "Death to the Jews" on the walls, defiled the Holy Ark and stole information regarding the synagogue membership, right after the President of the country denounced and accused the Jewish community. The only difference today is that we have a state and an army and we will not allow ourselves to become victims again. Never again will we wait in vain for bombs on gas chambers that never came, or for the world to rescue us. History demonstrates that the world is blind and apathetic at best to the suffering of Jews. As the witnesses to Hitler's crime are slowly dying out, we must stand us and say: Never again! Never again will our blood be cheap, will we be persecuted and killed wantonly. | <urn:uuid:852ddd42-3e01-4967-9c56-f1f8b4d75594> | CC-MAIN-2021-25 | http://continuedinchicago.blogspot.com/2009/04/1939-again.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488257796.77/warc/CC-MAIN-20210620205203-20210620235203-00498.warc.gz | en | 0.969548 | 1,998 | 2.765625 | 3 | {
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To Kill a Mockingbird by Harper Lee. Harper Lee's only novel to date is To Kill a Mockingbird, published in 1960 but set in the 1930s in America's deep-south.The novel won the Pulitzer Prize and was quickly made into a successful film starring Gregory Peck. To kill a mocking bird essays To kill a mocking bird essays Mocking birds are harmless beautiful birds. They are kind to other birds, unlike the blue jays, and they minded their own business. Mocking birds were appreciated by everyone in Maycomb, and also the citizens of Maycomb enjoyed the music they made. To kill a mockingbird essay - by Ray Harris Jr To kill a mockingbird essay is one of the greatest works of Harper Lee which won many awards; the major themes of the novel include good, evil, social. All five incorporate at least one. To Kill a Mockingbird by Harper Lee is a deep novel covering a wide range of serious. To Kill a Mockingbird Analysis - Shmoop
To Kill A Mockingbird Essay Writing Help 'To Kill A Mockingbird' - written by Harper Lee in 1960 - is one of the classics of American literature. It won a Pulitzer Prize upon its release, and is now taught in most of schools throughout the world.
An Essay On To Kill A Mockingbird | Essay Essays are usually not very long, so it's no surprise that teachers would assign a lot of them to write. You can't concentrate on all assignments at once, but it's a lot easier and faster to write an essay when you have an example of how it should be done. Free Examples: To Kill a Mockingbird Essay Examples The story, To Kill a Mockingbird highlights some of the extraordinary events witnessed by many families living in the southern parts of the US during the 1930s. The story presents how the main character undergoes significant changes in their lives due to different prevailing circumstance.
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Fear Essay for To Kill a Mockingbird - EssayFox.com The fear of change pushes the townspeople toward racism. The individual level of taking action affects a person's trepidation of change.In To Kill a Mockingbird, Harper Lee portrays Mr. Raymond as a drunkard in order to show that society's code of separation can be broken. His drunkenness also justifies his "unacceptable" actions ... To Kill a Mockingbird Essay - YouTube
Included: to kill a mockingbird essay content. Preview text: When we were preparing to move to the United States for my father's work, the only book in English I had was To Kill a Mockingbird.
To kill a mocking bird essays - Get to know basic tips how to receive a plagiarism free themed research paper from a trusted writing service witness the advantages of qualified writing help available here Proofreading and proofediting aid… To kill a mocking bird essay for comparison The to kill a mocking bird essay for comparison book Alice in Wonderland, by Lewis Carroll, has been part of many childrens lives. 21-5-2016.
Join Now Log in Home Literature Essays To Kill a Mockingbird To Kill a Mockingbird Essays The Impact of Class Structure John Florio To Kill a Mockingbird. The rigid class structure and social stratification of Maycomb County had a profound effect on the events in the novel, To Kill a Mockingbird by Harper Lee.
Essay: To Kill a Mockingbird - Racism - onlineessays.com In Harper Lee's book, To Kill A Mockingbird, there are many examples of racism. The legal barriers to racial equality have been torn down, and racial exclusion from the benefits of society and the rights of citizenship is no longer nearly total, as it once was. Kill A Mockingbird Essay - Samples & Examples
To Kill a Mockingbird essays remain one of our most requested essay types. To Kill a Mockingbird has one of the easiest-to-follow plots among the classics, ... To Kill a Mockingbird: Study Help | Essay Questions | CliffsNotes Get free homework help on Harper Lee's To Kill a Mockingbird: book summary, chapter summary and analysis, quotes, essays, and character analysis courtesy ... Essay: Discrimination in To Kill a Mockingbird | SchoolWorkHelper | <urn:uuid:549c41f1-9962-429e-88d6-a159a51056d0> | CC-MAIN-2024-10 | https://articlezvgekfrz.netlify.app/mealing78064jy/to-kill-a-mocking-bird-essays-102.html | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474594.56/warc/CC-MAIN-20240225071740-20240225101740-00287.warc.gz | en | 0.926197 | 904 | 2.953125 | 3 | {
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World Bank role
The World Bank has directly or indirectly assisted only 3 percent of the dams in developing countries. Today, the Bank is financing about four dam projects a year—half the rate of the 1970s and 1980s. Since 1986, the Bank has approved 39 dam projects: 33 mainly or exclusively for hydropower, three mainly for irrigation, and three for water supply or navigation. Lending for these 39 projects, at $7.4 billion, accounts for about 3 percent of total World Bank lending in the past ten years.
At first, large dams were simply regarded as engineering structures—that is, in terms of their usefulness for generating electric power and improving the management of water. In the 1960s, cost/benefit analysis became accepted as the standard criterion for the justification of large dams, and the World Bank pioneered the modeling of river basins and new methods of economic analysis of multipurpose projects in developing countries.
It was not until the 1970s and 1980s that social and environmental impacts, previously treated as inevitable "side effects," emerged as fundamental concerns. The Bank responded by adopting guidelines to integrate social and environmental concerns into the analysis of proposed projects and to avoid or mitigate the adverse consequences of large dams. It issued guidelines on dam safety in 1977; on involuntary resettlement in 1980, 1986, and 1990; on safeguards for indigenous people in 1982; on natural habitat in 1986 and 1995; on environmental aspects of dams and reservoirs in 1989; and on environmental assessment in 1991.
The standards embodied in the Bank's policies have yet to be universally adopted. Even the governments that accept them in principle may lack the regulatory framework, the participatory mechanisms, or the domestic capacities needed to translate the new standards into results on the ground. The advent of private financing for public infrastructure makes the dilemma more complex and urgent.
Knowing that influential advocacy groups oppose any further World Bank financing for large dams, many governments of developing countries are now ambivalent about seeking the Bank's support for this purpose. Yet they are reluctant to hold back the building of dams and the cheaper energy and more reliable food supplies that flow from them.
To take an objective look at the issues underlying the controversy and to help set policy directions for future decisionmaking, OED examined the rationale, likely impacts, and economic justification of 50 large dams supported, completed, and evaluated by the Bank..
The 50 dams reviewed have made major contributions to economic development. They have created an installed power generation capacity of 39,000 MW and they replace the equivalent of 51 million tons of fuel in electric energy production annually. They control floods and provide water for urban populations and for industrial development. They have extended irrigated areas by about 1.8 million hectares and improved irrigation for another 1.8 million hectares, substantially increasing cropping intensity and yields of major food crops.
In Pakistan, for example, the direct benefits from irrigation made possible by the Tarbela and Mangla dams are estimated at about $260 million annually. The added supplies of irrigation water have made it possible to grow the equivalent of two wheat crops a year on 400,000 hectares of previously irrigated land and 400,000 of previously rainfed land. Indirect benefits are difficult to quantify. But an impact evaluation shows that farmers with irrigated land have increased their incomes and are spending them on consumer goods and on education, including for girls (see Précis No. 124, Irrigation Investment in Pakistan). The increased farm activity generates demand for associated industries such as fertilizer production and agricultural output processing.
Social and environmental impacts
Resettlement has been inadequately managed in half the projects. Overall, the 50 dams have displaced about 830,000 people. Based on information in Bank reports, the outcome of resettlement has been satisfactory in 25 of the large dams (involving 540,000 people), unsatisfactory or unknown in 24 projects, and no resettlement was required in one project. However, most projects predate the Bank's resettlement guidelines, and often, judgments on outcome are largely based on the views of the implementing agency rather than on audits to establish whether displaced people's incomes have been restored to pre-project levels, as required by today's guidelines. (See Précis No. 53, Early Experience with Resettlement.)
The resettlement results of recent projects are better than those of projects approved before the guidelines came into force. Of the dams appraised since the first resettlement guidelines were issued in 1980, relatively few have yet been completed and evaluated. But it appears that the guidelines have improved performance: of the 14 completed and evaluated dam projects appraised since the guidelines were issued, resettlement has been unsatisfactory in two.
Problems with resettlement and compensation of indigenous people appear to have been frequent. Many dams are in remote areas whose people have a social and cultural identity that is distinct from the dominant society and makes them vulnerable to being disadvantaged by development. Unfortunately, because most of the projects in this review were approved before the Bank's guidelines on indigenous people were issued in 1982, few of them recorded information on the condition of indigenous people before and after project interventions. OED impact evaluations and reports by other agencies point to this as an outstanding issue for the Bank and its borrowers.
The Bank's guidelines now provide that any project-induced environmental degradation must be avoided, mitigated, or offset as part of project design and implementation. It is too early to judge compliance with the new standards, but it appears that many problems identified by the OED review are more prevalent in early projects than in recent ones.
The 50 dams have a mixed record on the management of environmental consequences. In areas where tropical waterborne diseases are endemic, new reservoirs can add to health risks. Most of the projects have controlled health risks successfully at moderate cost. Many have mitigated losses to fisheries by creating new fisheries within the reservoirs, and few have experienced serious threats to water quality. A few of the dam projects have enhanced natural habitats, for example by creating nearby protected areas for wildlife (Box 3). Concerns about the loss of natural habitats have been raised in connection with 13 of the projects, only two of which appear to have taken adequate mitigatory measures. In two cases (Bayano in Panama and Kariba between Zambia and Zimbabwe) major irreversible degradation of a pristine natural habitat has been reported. The adverse impacts on habitats in the other 11 projects have in general not been large or irreversible.
Watershed degradation and downstream effects. Watershed degradation, leading to sedimentation of the reservoir, sometimes accompanies the building of a dam and the opening up of a new area to settlement and deforestation. These problems have affected the viability of only one of the dams (Kulekhani in Nepal), but in another 18 projects they are serious enough to warrant continued monitoring. Where increased waterlogging and salinity and other adverse effects have occurred downstream of dams, they have usually been the result of inadequate complementary investments rather than of problems inherent in the dam projects themselves.
Benefits versus costs
The large majority of the dams reviewed are yielding benefits that far outweigh their costs, including the costs of adequate measures to mitigate their adverse impacts. Among the 50 dams as built, 45 are yielding acceptable benefit/cost ratios. Adding the probable costs of measures that the projects could have taken to satisfy today's guidelines on resettlement and the environment makes little difference to the estimates of economic returns.
In almost all other cases, mitigation measures, including appropriate resettlement programs, could have been financed without jeopardizing the dams' economic returns. Thus, by today's standards, and based on the available information, 13 of the 50 dams can be regarded as acceptable; 24 as potentially acceptable; and 13, all appraised before 1985, as unacceptable.
The tentative finding that 74 percent of the dams (37 of the 50) are acceptable or potentially acceptable under the Bank's current guidelines suggests that large dams can be designed, built, and operated so as to make a positive contribution to development while protecting the environment and restoring the livelihood of people who must be resettled.
The changes introduced in the Bank's environmental and resettlement guidelines mark a significant shift in the Bank's threshold of acceptability for dams. Based on available information, without additional mitigation measures only five of the 50 dams reviewed fall short of the old standards, but 37, or three-fourths, fall short of the current standards. Though preliminary, the results suggest that the Bank's current resettlement policies are providing much better protection to people displaced by dams.
The implication is that the Bank should continue supporting the development of large dams provided that they strictly comply with Bank guidelines and fully incorporate the lessons of experience. Some of these lessons follow:
--It is never too early to consider social and environmental issues. The damage caused by adverse social and environmental impacts is much greater than the cost of mitigation. The potential social and environmental impacts of projects need to be considered—on the basis of detailed reliable information—starting at the planning and pre-feasibility stage.
--If a project is economically justified, an adequate resettlement program and adequate measures to mitigate environmental impacts are likely to be readily affordable.
--Institutional capacity and commitment are crucial. With enough commitment, knowledge, and resources, the adverse impacts that have occurred could have been prevented, reduced, or offset. Careful assessment of the responsible agencies' capacity and commitment to manage the social and environmental aspects of a project, and adequate provisions to ensure their satisfactory performance, need to go hand in hand with concern about physical magnitudes such as the area of habitat to be flooded or the number of people to be resettled.
--It may be appropriate for the Bank to require an ex ante environmental and resettlement assessment for all dams that it might assist, directly or indirectly—much as it already requires a safety evaluation. This would provide an opportunity to identify additional mitigatory measures as needed, and to require these measures to be implemented as a component of Bank support.
The Committee on Development Effectiveness of the Bank's board of executive directors, discussing the Phase I study, found the results encouraging. The committee noted that most of the Bank's projects had met the standards in force at their appraisal, and that even if the costs of adequate mitigating measures were included, the benefits from dams would normally far outweigh the costs.
Committee members emphasized that dams will continue to be built, with or without the Bank's involvement, but that the Bank's environmental and resettlement guidelines appeared to have a positive impact on the dam projects that the Bank has financed. The committee stressed the need for the Bank to be involved and monitor project impacts after the Bank's loan disbursement has been completed. Bank management confirmed that for dams that the Bank finances, a borrower's legal obligations to meet the Bank's policy guidelines extend for the life of the loan (often up to 30 years), so that the Bank retains the right to ensure that these obligations are met. Committee members noted the need to develop a Bank Group policy that would seek to ensure consistency in guidelines for investments in dam projects by IBRD, IDA, IFC, and MIGA.
The committee also discussed the broader question of whether and how the Bank can influence the human and environmental consequences of dams that it does not finance. The committee urged management to make the most of the Bank's potential to affect the consequences of dams indirectly, through providing advice and help to borrowing countries for institution building, sectoral policy development, and environmental assessments. Committee members noted that private financiers of dams may see a benefit from involving the Bank either in cofinancing or in a certification role, because of its high standards on environmental impacts and resettlement.
The committee agreed with OED's proposal for Phase II of the study and suggested several additional issues to be addressed: a comparison of the experience of dams financed by the Bank with that of dams financed otherwise, in both developing and developed countries; an analysis of cost overruns and how to prevent them; recommendations on how the Bank can ensure that mitigating measures are in fact taken, and not just identified as feasible in dam projects. The committee urged OED to ensure that Phase II reflects the views of civil society, including those of private investors and nongovernmental organizations. | <urn:uuid:4e8c9b10-ff92-4030-b0e2-4658f8a9533d> | CC-MAIN-2018-17 | http://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BB68E3AEED5D12A4852567F5005D8D95?opendocument | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125945855.61/warc/CC-MAIN-20180423070455-20180423090455-00221.warc.gz | en | 0.962038 | 2,476 | 3.46875 | 3 | {
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General Description of Topic:
I have loosely defined my interest as “Romance Items” and how they can be analyzed in the context of feminism and semiotics. Since my “target object”, aumonieres ( alm’s purses) have no research dedicated specifically to them I have identified several themes that relate and several other romance items ( like personal mirrors and portrait miniatures) that I can extrapolate ideas from. I have narrowed down my time period of research to mid 13th– mid-late 14th centuries, primarily in France since this is the period most of the purses I am looking at were made.
Themes of Research
1. Iconography of the Garden of Love.
- Exploring the rich history of this scene, a man and a woman in a garden, will illuminate why this image is so popular. The Garden of Adam and Eve, the gardens portrayed in the medieval romances, and the notion of a garden as a tamed wild space for the nobility (the relationship between nature/humanity) all factor in. Gardens have a rich symbolic vocabulary and a lot of the activities that would take place in a garden ( falconry, hunts, etc.) were well known metaphors for the game of love in the Middle Ages.
2. The semiotics of medieval purses in general:
- I have found a couple of articles analyzing purses in medieval literature. I would like to explore the purse’s relationship to the body, how it functioned differently as a sign compared to jewelry. One analysis compares the opening and closing of a purse to a woman’s willingness to engage in courtly love.
3. The function of clothing in medieval romances:
- Some scholars have discussed how cloth, and especially cloth giving, grew in importance throughout the middle ages. According to Andreas Capellanus, the famous author of The Art of Courtly Love purses were a token of love from one lover to another. I would like to look at the role ” giving” played in romance (especially if these purses were given.), and why items you wore on your body were so particularly popular and symbolic. This topic would explore how erotic/ monetary attractiveness were linked, or why someone adorned is considered more attractive.
4. How these purses, embroidered by women, can act as a voice for women:
- Examples of embroidery by women that was not commissioned by the church are very rare. If these are made by women for women or made by women for the men as a gift, their portrayal of love is very important. I have been looking at books that explore “women’s work” through the centuries and its meaning.
Substantive Research Questions:
Were these objects made by women and given to men?
Who wore them?
Were they given/ worn in the context of marriage contracts (and maybe having something to do with economical “romance”) or were these used in a more flirtatious, playful context?
What did medieval romance literature, primarily Roman de le Rose, mean to a wearer of this purse?
Why proclaim this scene on your body?
What does the imagery on this purse say about gender relations in the Middle ages? | <urn:uuid:5c74e508-fa4d-4b14-b7b7-432d9609891f> | CC-MAIN-2015-40 | http://sites.tufts.edu/putajewelonit/2011/10/19/research-proposal/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736672923.0/warc/CC-MAIN-20151001215752-00093-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.972326 | 676 | 2.578125 | 3 | {
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The Foundation promotes improvements in health policies, financing mechanisms and basic services while enabling communities to adopt effective health practices. The goal of the Foundation's health programme is to achieve sustainable improvements in health status among vulnerable groups, especially the geographically remote, women of childbearing age and children under five.
The Foundation promotes improvements in health policies, financing mechanisms and basic services while enabling communities to adopt effective health practices.
In the past, deficiencies in health policy, financing and service availability undermined attempts to achieve lasting improvements in health status among poor communities. Free-standing, community-based health programmes supported by the Foundation and other donors succeeded in achieving health improvements for a limited time at a relatively low cost. However, communities often did not have the financial resources to sustain improvements, the quality of care and patient referral were not assured, and basic services were often inaccessible and rarely equitable or lasting.
The Foundation now supports interventions that build the institutional capacity of health systems by:
Health is more than health care. While the Foundation works to strengthen health systems and services, it also promotes initiatives that offer people the knowledge and skills to avoid illness. These measures include educating women and girls and enabling families to adopt appropriate hygiene practices. In addition, the Foundation supports testing and implementation of income-generating strategies that allow households and communities to acquire better nutrition and health status. Increased income enables communities to improve nutritional status, particularly that of women and children, and to build and maintain water and sanitation systems.
A major goal of the Foundation is to improve the quality of basic education by a programme of grants to governments and NGOs. Four objectives set the wider agenda: ensuring better early caring and learning environments for young children; increasing access to education; keeping children in school longer; and raising levels of academic achievement. In common with other donor agencies, the Foundation intends that girls, the very poor, and geographically remote populations should receive special attention. Of the many factors that influence the quality of basic education, four in particular are the focus of current grants:
AKF's education portfolio is distinctive in one other respect. It interprets 'basic education' as the continuation of learning which stretches from birth to adolescence. Thus roughly half the education projects it supports and half the financial investment is concentrated on stimulating the development of the young child. In developing countries, the Young Children and the Family portfolio is experimenting in both rural and urban settings with various community-based approaches that enhance early childcare and education opportunities, while work in Europe and the USA focuses on newly immigrant or economically marginalised families. A common concern across most of these projects is the quality of experience received as a child moves from home to early childhood development settings to primary school.
Research in western countries indicates that successful educational change is achieved by treating the individual school as a unit and ensuring that the school principal is a key player who mentors teachers repeatedly as they deploy new skills in their classrooms. Foundation projects are testing how far this formula holds true in contexts where many teachers have no more than primary-level education themselves and where the extreme shortage of funds dictates that materials and training have to be concentrated in Resource Centres to which individual schools and teachers have access.
The increasing inability of governments to fund even the primary cycle of schooling from tax revenue is producing an ad hoc set of 'cost-sharing' arrangements. The Foundation is attempting to turn this unsatisfactory situation to advantage by experimenting with mechanisms, such as mini-endowments, which allow parents and communities a wider role in managing and co-financing their children's education within specific cultural, social and economic contexts. The rapid growth of the private education sector in Africa and Asia, as well as in the former Soviet Union and western countries, calls for projects which reassess and redefine the respective roles and responsibilities of government and other stakeholders.
The Aga Khan Foundation is committed to reducing rural poverty, particularly in resource-poor, degraded or remote environments. It concentrates on a small number of programmes of significant scale. The model of participatory rural development it has pioneered combines a set of common development principles with the flexibility to respond to specific contexts and needs.
Programmes typically link elements such as rural savings and credit, natural resource management, productive infrastructure development, increased agricultural productivity and human skills development with a central concern for community-level participation and decision-making. The ultimate goal is to enable community members to make informed choices from a range of appropriate options for sustainable and equitable development
A central strategy has been to create or strengthen an institutional structure at the village level through which people can determine priority needs and decide how best to manage common resources in the interests of the community as a whole. Whether broad-based or task-specific, these village organisations also serve to represent the community to the government and to other development partners, including NGOs and the private sector.
Social capital built at the local level provides a supportive environment for enlarging the economic assets of a community and for harnessing individual self-interest to generate income growth in an equitable and sustainable manner.
Assets are typically built through community management of natural resources - water storage, irrigation infrastructure, soil conservation or forestry - or the construction of basic economic infrastructure, such as rural roads or agricultural storage facilities.
Income growth is promoted by increasing agricultural productivity through improved farming methods, input supply, marketing, land development and management reform or by increasing off-farm incomes and supporting enterprise development.
Local capital is mobilised by promoting savings and developing financial services to enable broad access to credit on a sustainable basis.
Training programmes support the effectiveness and sustainability of the village-level institutions by providing the management and technical skills needed to plan, implement and maintain local development activities.
The Foundation is committed to building the knowledge base in rural development through learning, analysing and disseminating lessons learned from field experience. Models it has promoted have already been adapted and replicated by governments and international donors in a wide spectrum of environments and economies.
Strategies for Development and Food Security in Mountainous Areas of Central Asia, a conference held 6-10 June 2005 in Dushanbe, Tajikistan, was sponsored by the Aga Khan Foundation, Capacity Building International, Germany (InWEnt), and Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH.
This newest theme draws together two long-standing Foundation concerns. First, it provides an umbrella for the Foundation's response to the oft-expressed needs of many of its partners for advice and related institutional strengthening services. It also seeks to promote an "enabling environment" for the emerging non-profit citizen sector in countries where the Foundation works.
His Highness the Aga Khan first used the term "enabling environment" in 1983 in Kenya, initiating dialogue that led to an Africa-wide Enabling Environment Conference in 1986. Since then, the Foundation has monitored those aspects of the wider environment that most directly shape the attitudes and behaviour of governments and business toward citizen organisations. It seeks to promote laws and corporate policies that favour indigenous philanthropic giving, thereby facilitating a break from dependency on foreign aid. It also actively promotes volunteerism as a vital way for local organisations to root themselves in a renewable "citizen base".
The Foundation is keenly interested in forging new models for partnerships involving government, business and citizen organisations to extend, improve and sustain health, education and welfare services for the poor.
From its earliest work in rural development, the Foundation has emphasised the crucial role of strong grassroots organisations. Its rural support programmes became successful intermediary vehicles to facilitate a village-driven approach to increasing rural incomes. The Foundation found in them an institutional mechanism that enabled it to channel effective support to resource-poor settings. The original model of social organisation developed in northern Pakistan has been replicated by a host of actors in diverse national settings. The diffusion process continues as the Foundation in East Africa, for instance, promotes the concept of community-generated "mini-endowments". It is encouraging community members to adapt and apply traditional savings and social investment practices to create a sustaining financial base for early childhood programmes.
The independent citizen sector is composed of a great variety of such community groups. Because nearly all of them require support services, the Foundation helps establish "resource centres" to promote their sustainable and equitable growth.
The first two NGO Resource Centres, launched in Pakistan in 1993 and Zanzibar in 1996, have four inter-related functions: capacity building for development-oriented groups; management training to increase their efficiency; information and communications activities to arm them with needed information and to raise public awareness of their vital role in society; and stimulation of an enabling legal, fiscal and regulatory environment.
A third grantee in Kenya combines the objective of capacity building with a brief to introduce national philanthropy for development. Systematic capacity building has also been integrated into multi-million dollar sectoral development programmes in India, Pakistan and Kenya. All these efforts are designed to enhance the capacity of citizens to effect meaningful, dignified and sustainable change in the quality of their lives.
The Civil Society programme inherited the Foundation's long-standing concern for the organisational well-being of its grantees, but four major cross-cutting issues remain. The following are so important to all Foundation programmes that they cannot be addressed in isolation.
Human Resource Development
The Foundation supports a great variety of education and training activities for its partners. These range from upgrading technical skills to providing scholarships for degree programmes, from instructing managers of women's organisations in accounting to providing internships to young development professionals in certain countries. Human capacity to make a difference can indeed be nurtured and taught, and "can do" attitudes are needed everywhere.
The benefits of community participation in development programmes have been richly demonstrated. Local people can acquire the organised capacity to define and meet common needs on a sustainable basis.
Each year the range of problems poor communities address through participatory efforts grows - as does the Foundation's understanding of what is needed to champion local initiative.
Full participation comes most quickly when there are immediate, tangible benefits from community action. Projects that bring economic rewards, for instance, move forward faster than those aimed solely at preventing health problems. As community organisations created for economic benefit mature, however, they gain the confidence and vision to address longer-term social needs successfully. The potential of these groups is vast.
Support organisations need to listen carefully. Community groups want to be heard, to be offered choices, to have central roles in project management and a genuine stake in the outcome. As the Foundation monitors community initiatives in different cultural and geographical settings, it is learning what combinations of these factors bring maximum social and economic benefits over time.
It is also learning the limits to the effectiveness of community participation. Experience shows, for example, that small enterprises are best run by individuals or partners rather than by community organisations.
Gender and Development
The Foundation is committed to highlighting the key role of women in the development process and to facilitating their participation. Research and experience have shown that taking gender considerations into account in planning economic and social interventions greatly increases the probability of their success. In most countries and communities, gender determines both domestic and productive roles. Women generally have responsibilities for both, but their ability to contribute to society is constrained by social, cultural and political traditions. Compared to men, they tend to be less educated, more limited in their options and paid less.
Yet women manage households, raise children, pass knowledge to the next generation, tend livestock, grow and process crops and often run businesses to supplement family income.
Families and communities benefit exponentially when women reap greater rewards for their own efforts and labour. Once sustenance needs are covered, women quickly address the health and education needs of other generations. To raise the competence and confidence of women - and, correspondingly, to open up the thinking of men - is a long-term commitment of the Foundation. In addition to supporting research and action aimed at making women's participation a reality, the Foundation supports women with village credit schemes, training in forestry, masonry, crop and livestock management, accounting and marketing. It encourages education and careers for women.
It looks for ways to engage with men around the attitudinal and structural changes that flow from programmes that benefit women.
In resource-poor areas, people and the environment are often trapped together in a downward spiral. Penury of natural resources forces the less privileged to consume the few resources available to them. The result is deeper poverty, depleted soils, deforested hills, polluted water, disease and despair. The Foundation's rural development programmes combine local organisation, appropriate technology and investment in efforts to reverse this destructive course.
Health, education and capacity development programmes also help to raise awareness of environmental issues and encourage people to manage change in the best interests of the community.
The environment includes natural, built, and cultural factors that cut across virtually all development programmes. Each profoundly affects the human condition, and all are interrelated. The Foundation cooperates with the Aga Khan Planning and Building Services (AKPBS) to help poor communities overcome environmental problems and to plan growth even in remote villages and towns.
Environmental problems are complex and often extremely difficult to solve. Even the smallest steps in the right direction have positive implications for rich and poor alike.
© 2007 The Aga Khan Development Network. This is the only authorised Website of the Aga Khan Development Network. | <urn:uuid:ee138f73-345e-4b1a-85d9-aeb40d0f0f87> | CC-MAIN-2015-40 | http://www.akdn.org/akf_focus.asp | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736672328.14/warc/CC-MAIN-20151001215752-00124-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.945394 | 2,713 | 2.53125 | 3 | {
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The Butterfly Garden
The butterfly garden was originally established in 1998 by the Garden Guild of Winnetka and has been maintained by its members since. In conjunction with the redevelopment of Dwyer Park in 2018, Garden Guild collaborated with the Winnetka Park District to redesign and refresh the garden. It is a beautiful landmark in our community and a crucial habitat for butterflies and bees.
We encourage visitor to enjoy this garden gem throughout the seasons! Stop by to read a book, have a morning coffee, or to find ideas for your own pollinator garden at home. Check out photos of garden plants below and download a complete bloom guide.
Please direct any questions to Meg O’Gara at email@example.com.
Why A Butterfly Garden?
Butterflies are beautiful creatures and are important for many reasons. They pollinate
flowering plants and also serve as food for birds and other animals. Their larvae eat leaves and are, in turn, eaten by birds, reptiles and amphibians. With growing environmental awareness, people are realizing the need to create natural habitats for butterflies. Many butterfly species are endangered and others have seen a large decrease in numbers. As all things in nature are connected, the population of butterflies serves as a litmus test as to the state of our environment.
Butterflies are threatened for the same reasons as many other plants and animals. The loss of habitat is the primary reason. Our prairies, wetlands, and woodlands are losing ground to farms, urban sprawl, and industry. Also, the increasing demand for the manicured lawn and garden has reduced the amount of natural garden available to these beautiful creatures. Pesticides used in farming, the mosquito abatement programs, and the philosophy of “clean gardening” have all led to the decrease in caterpillars, butterflies, and moths.
The Garden Guild of Winnetka and the Winnetka Park District built the Butterfly Garden in the center of town to educate and demonstrate how to conserve our butterflies. In addition to benefiting the Village, the 1,700 square foot Butterfly Garden at Dwyer Park has served as a wonderful garden club project involving the Winnetka Garden Guild’s Conservation, Horticulture, and Civic committees working together.
Facts About Butterflies
Butterflies and moths are both insects of the order Lepidoptera, which encompasses approximately 200,000 species worldwide. A few of the features that distinguish butterflies from moths are:
smooth and slender bodies
tendency to fly during the day
wings resting in an upright position
most colorful of the Lepidoptera order
The life cycle of the butterfly begins as an egg. Individual female butterflies lay up to 1,600 eggs and it is remarkable to think that most lay their eggs singly. In 5-10 days, the egg hatches and the tiny caterpillar begins its period of eating. During this larvae period, the caterpillar will shed its skin between 4 and 6 times as it grows larger. At the end of this stage (2-4 weeks), the fully-grown caterpillar transforms into a chrysalis, it’s pupal case. During the next 10-15 days, the body structure changes and the adult butterfly takes its final form. It should be noted that combining larval food with nectar plants, when planning your butterfly garden, is critical in supporting all four stages of the butterfly’s life.
Butterflies are creatures of the sun and, accordingly, feed on plants that require primarily full sun. The sun also keeps the butterflies’ body temperature warm enough to fly. Only when the temperature is between 85-100 degrees Fahrenheit will a butterfly navigate well. Furthermore, studies have proven that warm habitats enable butterflies to develop faster by as much as 50%. On cooler days, they will perch on rocks or bask in the sun to absorb heat, which in turn, increases their metabolism. For these reasons, a sunny garden will attract more butterflies, as well as provide an ideal environment for their eggs and the caterpillars.
Adult butterflies do not eat; they only drink. They have coiled tubular tongues that take in liquid from flowers, rotten fruit, and water from small pools. Butterflies’ antennae provide their sense of smell, and their legs provide their taste sensation. Using this unique characteristic, they will brush a plant with their legs as they fly by, to sense if it is a potential host plant for their eggs.
The Monarch butterfly, the most familiar to us, migrates thousands of miles between Canada and Mexico. A single generation makes the trip south. The returning Monarchs may reproduce several times on the trip north. The caterpillar of the Monarch feeds on the Asclepias (milkweed) plant, which makes the adult butterfly poisonous to most birds. Planting Asclepias in your yard may offer you the opportunity to create a rest stop for the monarchs on their migration.
Click here for the plant list for our Butterfly Garden at Dwyer Park. All the plants are selected for USDA Hardiness Zone 5 and almost all require full sun. We hope this will inspire many of you to create a place in your yard that is friendly to these beautiful insects.
-- Stokes, Donald et al. Stokes Butterfly Book: The Complete Guide to Butterfly Gardening, Identification, and Behavior. 1991.
-- “Living Colors, A Butterfly Garden” The Field Museum, 1998.
All the plants in the garden serve as nurseries for caterpillars and/or nectar sources for butterflies. The garden features two different species of milkweed — the only feeding source for monarch caterpillars and the only plant that monarch butterflies will lay their eggs on. Below is a full list of plants in our garden.
Blooms start in spring, with white daffodils and purple grape hyacinth. Summer exhibits intense color from orange and yellow yarrow, purple coneflower, and magenta blazing star. Fall brings the jewel tones of asters, goldenrod, and ornamental grasses. Take some time to smell the fragrance of butterfly bush, garden phlox, and sweet pepperbush. Nearly 30 botanical plant markers are on-site to aid in identification, and the Life Cycle of the Butterfly sign at the west corner of the garden is great for children. | <urn:uuid:c2fc0320-37f1-4d49-ae92-8cde9e9a8017> | CC-MAIN-2020-45 | https://www.gardenguild.org/civic-issues | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107910204.90/warc/CC-MAIN-20201030093118-20201030123118-00271.warc.gz | en | 0.938661 | 1,305 | 3.328125 | 3 | {
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There is no denial of
the fact that web applications are more scalable then its counterpart desktop
application. If we call upon the past couple of decades and compare the present
scenario from the standpoint of application software, undoubtedly web
applications have gained popularity over desktop applications. The architecture
of a web application is different than that of desktop applications. Web pages
typically are composed of some html tags, images, scripting tags and
execute web pages hosted on the web servers using browsers. There are various
web servers that are in use these days. The most popular are IIS, WebSphere, Weblogic,
Apache, etc. Web servers are installed with script engines. Such scripting
engines are basically collections of libraries (dlls). When a page is requested
from a browser the web server does not convert html tags, but interprets and
parses all server tags and returns html as an output back to the browser.
Web pages have become more and more interactive these days
and often collect some input from the user and send that input to the server
for interpretation. Increasingly, it is the onus of the developer to validate
each and every such input on a web page. Validation of web pages has become
sine-qua-non. If the developer does not validate inputs, the request becomes
erroneous and the web application might throw an exception or even crash at
some point. In order to ensure the inputs are validated before submitting the
same to server, client side validation is required. There are some popular
scripts for web form validations then the web developers would be in a state of
quandary. Now this is an era where users prefer doing most of their work on the
client side, then to shuttling it to the server as needed.
This kind of technology is in the transition of creating its
potential presence. It is not AJAX (Asynchronous Java and XML). I had an
occasion to make some spade work in AJAX and I came up with one sample
application. It is really great and different too. In AJAX there is no escape
script size in terms of line numbers increases and so also become arduous to debug
and fix errors. Microsoft’s Visual Studio IDE lets developers write code with ease.
The debugging has become quite simple and easy which was not possible in
traditional ASP application. In spite of the latest and new features in VS IDE,
article I have used IIS and Visual Studio 2005. | <urn:uuid:48ce5197-91dc-4c77-b6ff-7c799f5da12f> | CC-MAIN-2017-43 | http://aspalliance.com/1096_Debugging_JavaScript_in_Visual_Studio | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823478.54/warc/CC-MAIN-20171019212946-20171019232946-00597.warc.gz | en | 0.899919 | 523 | 2.515625 | 3 | {
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At COP26, as representatives from governments and global organisations discussed some of the potential solutions to address climate change, we heard a lot of discussion about approaches to decarbonise energy, including carbon capture technology. Here, Josh Dalby, Chief Engineer on the project tells us more about the project and the technology.
Ricardo and Bluebox Energy are developing innovative carbon capture, utilisation and storage technology to remove greenhouse gases and provide local communities with renewable heat and electricity, and by-products for farming and green construction.
Josh Dalby: “The technology takes sustainably sourced waste wood from timber production and feeds it into the plant. The pyrolysis process turns the biomass feedstock into biochar – a stable, carbon rich material similar to charcoal - and syngas. The hydrogen rich syngas is burnt in a combustor, supplying heat to drive the hot air turbine. The hot air turbine generates electricity and large amounts of clean hot air which is used to power the advanced CO2 capture system, capturing the carbon dioxide from the flue gas, while producing hot water for on-site use or for district heating.”
“What makes our solution unique is its ability to generate enough energy from its renewable and dependable biomass fuel source, to be energy positive while capturing so much CO2. This means that in addition to the removal of the carbon dioxide from the flue gas and its capture and storage as a commercial product, the technology will also supply local homes and business with renewable heat and electricity.”
Q: How effective is it at capturing CO2?
Josh Dalby: “Around 50% of the carbon in the waste material is captured in the biochar resulting from the pyrolysis process. The remaining carbon in the feedstock is released as carbon dioxide in the flue gas coming out of the combustor. Around 90% of this remaining carbon can potentially be captured through a chemical absorption system which is driven by the heat and power generated by the turbine, giving an overall CO2 capture efficiency of 95% and thus providing significant negative emission and greenhouse gas removal (GGR) potential in comparison to competitive technological solutions.”
Q: The biochar that is produced, what can it be used for?
Josh Dalby: “The biochar (similar to charcoal) from the system can be used by farmers, anaerobic digester operators and wastewater treatment sites. Biochar improves soil fertility, which means that it is much in demand in organic farming for soil enrichment. There has also been a marked increase in demand for biochar as a supplement to animal feed in livestock farming as it supresses methane emissions generated in the digestive process. In regions such as Europe and North America where meat consumption is still very high, the demand for biochar is therefore expected to continue to grow substantially in the future.”
“Given the benefits of carbon sequestration and water retention that biochar offers to the agriculture sector, leading to increased crop yield and productivity, analysts have predicted that the global biochar market size is estimated to reach USD 3.1billion by 2025 and is expected to expand at a compound annual growth rate of around 14% in the next decade.”
Q: What happens to the CO2 that is captured?
Josh Dalby: “There are many potential uses for the CO2 that is captured, although some are more sustainable than others. The largest global market for CO2 is enhanced oil recovery but clearly the net carbon benefit of this is questionable. The food and drink industry represents the second largest market and given the fact that our system produces food-grade CO2, this is a likely end-user. A potential drawback is that the carbon isn’t removed from the natural cycle for a long period, although given most food-grade CO2 is produced ultimately by natural gas, there is still a net carbon saving. Longer term carbon stores for CO2 are in the construction industry, in aggregate manufacture or concrete curing, where the carbon can be stored permanently. In many cases the use of CO2 in such processes can also increase efficiency and productivity, so there are positive benefits to go along with the carbon capture.”
Q: You mentioned the system runs on waste wood, where is that sourced from?
Josh Dalby: “This is one of the key strengths of our technology. Many existing biomass cogeneration systems are powered by wood pellets, which require additional processing steps before they are suitable for use. These wood pellets are typically sourced from sustainable forestry operations with most UK distributors sourcing from either within the country or from Europe.”
“A key factor in ensuring the maximum amount of carbon capture is to minimise the life cycle or upstream emissions associated with the production and delivery of the feedstock. Because our technology can use un-processed waste-wood, it opens up the opportunities for local sourcing. As well as the sustainable forestry operations mentioned previously, sawmills and furniture factories could also provide sufficient woodchip to be suitable for our system. A further advantage of community-scale systems such as ours is that it can be located near the biomass source thus reducing life cycle impacts.”
Q: How did the collaboration come together?
Josh Dalby: “Our team at Ricardo has over 20 years’ experience in bioenergy and in CO2 capture and utilisation technologies, advising UK and international government as well as technology and project developers and operators on carbon dioxide capture, utilisation and storage. We have undertaken many due diligence and feasibility studies for combined heat and power (CHP) and district heating sites exploring fuel switching to biomass with carbon capture and storage (BECCS). We are building upon and utilising our existing expertise to develop our innovative carbon capture system and deliver it to market.”
“Ricardo, in general, has a long history, spanning several decades, of delivering engineering solutions which address complex problems. We have particular expertise in innovating to make technology cleaner, more efficient and better performing. We’re drawing on our broad expertise and knowledge and applying engineering methods and tools developed from the automotive sector, including over 20 years’ experience working on waste heat recovery and thermodynamic system developments to engineer an innovative and efficient system for capturing carbon from waste.”
“Since 2014, Bluebox Energy have been developing ultra-low carbon combined heat and power solutions for business parks, communities, industrial and farming processes. During that time the company developed a new method to convert heat to electricity using its hot air turbine technology. Working with system integrators, Bluebox now has a number of facilities operating around the world including a biochar system in Switzerland. Working with Ricardo enables Bluebox Energy to take the next step in capturing the remainder of the carbon dioxide from the flue gas.”
“The benefit of our consortium is that it offers complementary expertise across the carbon capture ‘value chain’: from policy expertise to commercial strategy to technology innovation and implementation.”
Q: When can we expect to see the first deployment of this technology
Josh Dalby: “We have identified a site for our first demonstrator plant, with the aim of beginning planning permission discussions in the coming months. Subject to approval, our intention is to have the first plant running mid-2023.”
“Beyond the first demonstrator, this technology has the potential to be applied to communities all around the globe. By focusing on smaller community-scale applications, we can deploy our technology quickly and widely. We can operate closer to the source of waste, minimising the CO2 related to the transportation of the raw materials. Additionally, each community can benefit from the by-products, and the potential for carbon credits – where regulation allows.”
“We expect the technology to be ready for wide scale market deployment by 2025 with applications in a wide range of sectors in the UK and worldwide. So, our technology will enable global communities to play an active role in reducing carbon emissions.” | <urn:uuid:616a36fd-5aa0-4069-bb4c-f5f514404949> | CC-MAIN-2023-14 | https://www.ricardo.com/en/news-and-insights/insights/innovative-carbon-capture-technology-qa-with-josh-dalby | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945279.63/warc/CC-MAIN-20230324082226-20230324112226-00106.warc.gz | en | 0.944225 | 1,644 | 3.46875 | 3 | {
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By: Gary Wockner
It’s November 2015 and I’m walking along the streets of Old Town Cartagena, Colombia, just a couple blocks from the Caribbean Sea. It’s supposed to be the rainy season here where it rains almost every day, but it hasn’t rained for two months. Still, there’s a small amount of water running in the gutters in many of these Cartagena streets. I keep looking around to see where the water is coming from – people washing cars? Vendors washing off vegetables? Where is it coming from? It’s in almost every gutter on every street.
“Climate change,” says my colleague and guide for two days, Elizabeth Ramirez, who is a professor of environmental law and the Cartagena Baykeeper representing the International Waterkeeper Alliance in this port city.
“What?” I respond.
Elizabeth speaks in broken English, and I respond to her in even worse Spanish, but she finally explains, “Sea level rise. It doesn’t rain anymore, but the sea is rising up in the ground.”
When you think about sea level rise, you think about the sea rising up and coming over the beaches and rocks in storm surges, but here in Cartagena the rising sea has also increased the height of the groundwater under the city and the water is coming up through the gutters in the streets. This fact provides a cruel irony in Old Town Cartagena – the area is surrounded by a nearly 400 year-old 15-foot high stone wall which is an immense fortress designed to keep out invading armies. Now, the threat comes from underneath the city, an invader the Spanish colonials could have never imagined and from which the wall may do little to protect the city.
Sea levels have been rising in the Caribbean and Cartagena at a rate of about 1 inch per 10 years. Storm surges have occasionally already swamped small sections of the city that are very near sea level. Of further concern, scientists predict that sea level rise will be worse in the equatorial region of the planet, putting much of the Caribbean at risk including Cartagena and all around the Gulf of Mexico.
The City of Cartagena has been grappling with the sea level rise problem for at least a decade. In the glitzy touristy section of town – which is called Boca Grande, just south of Old Town – the City is building a 3-foot high retaining wall to keep out the rising sea and Cartagena Bay. As Elizabeth and I drive around the tourist area, we stop to look at the retaining wall under construction – it seems too small to me, more like “underfunded hope” rather than a large-scale public-works project that this and other Caribbean cities will need to actually protect themselves from climate change. Again though, there’s a concern that the wall will only address part of the problem related to storm surges because the increasing groundwater levels are also making the streets and gutters wet in Boca Grande. As we drive around the hotels, water splashed under our tires though a drop of rain had not fallen in weeks.
Cartagena Bay is large, nearly 40 square miles, and as we motor-boat around it the next day, the immensity of the bay and the environmental problems flowing into and around it feel genuinely overwhelming. Cartagena is a growing and bustling Latin American port city with myriad pollution problems – pollution from the tourist industry, the large industrial port, and the growing population (much of which lives in extreme poverty) – in addition to the major issue of climate change. These problems are clearly visible in Cartagena Bay which used to be clear but is now a kind of murky green-brown color with visibility of only a foot or two.
Over the last few decades, a bustling international tourist economy has developed along the Caribbean coast in Cartagena. Dozens of high-rise hotels, international flights, and some glitzy restaurants cater to the tourist industry. Along with the tourists also comes pollution, most of it as water pollution from the hotels and their wastewater treatment facilities that fail to keep up with the growth. Like many growing Latin American cities, Cartagena has fairly good environmental laws, but monitoring and enforcement of polluters is lagging and corruption is common. Over 15 years ago the World Bank targeted Cartagena with a grant to address the sewage problem, and the City of Cartagena continues to grapple with the growth in the tourist industry, but sewage problems persist in the bay, in the nearby Cienega de la Virgin, and in the Caribbean Sea along the beach.
The large and growing industrial port is also a significant polluter of Cartagena Bay. Oil, gas, bananas, and coffee beans (remember Juan Valdez?) are the largest exported products. Enormous chemical plants, fossil fuel powerplants, and container-ship terminals line much of the bay. The City of Cartagena and Colombian authorities struggle to regulate these polluters, some of which are immensely wealthy and powerful, including ExxonMobil. All along the bay as we boat along – and as we drove through the industrial section the day before – I see numerous ditches leading into the bay which are filled with garbage and muck often running within feet of massive oil tanks, chemical facilities, and other industrial carnage.
Amidst the bustling tourist and industrial activity lives a vast swath of people in extreme poverty, many living at subsistence level and feeding off of the fish in Cartagena Bay. A 2009 NPR report identified massive wealth disparities in the city, “misery malnourishment and disease,” and “raw sewage flowing down unpaved streets.” Another 2009 report in the Seattle Times, called it “Cartagena’s Hidden Shame,” where over 600,000 of the 1 million people in the city live in poverty, many in complete slums. As I traveled throughout the city and as we motor along the bay, I am struck by the poverty – mass numbers of people living in tin shacks, under bridges, or completely homeless. Garbage is absolutely everywhere – plastic bags and plastic bottles make up the most of it – and when it rains in Cartagena the garbage flowing into the bay makes it inhospitable.
The poverty of hundreds of thousands of people and the pollution is stunning. The juxtaposition of a wealthy tourist business and industrial port against this poverty is apparent everywhere. Subsistence fishermen paddle dilapidated canoes with makeshift paddles right in front of a huge multi-national corporate container port. Massive oil tankers motor through the bay making waves that slap up against tin shacks filled with children and families. Right across the bay from glitzy tourist hotels are thousands of shanties and slums, garbage hanging in the mangroves, and people living and feeding from the bay’s water which is filled with pollution.
Elizabeth Ramirez – the Cartagena Baykeeper – is a small, solid woman. She’s serious, and she needs to be. If you think the odds against you are a million to one, you might know how she feels. There’s not much support for environmentalists in Colombia or in Cartagena, the problems are immense and growing, and like environmental advocates everywhere she is understaffed and overburdened. But with the odds against her, she is steadfastly marshalling a team of colleagues to help move her mission of protecting the bay forward.
Elizabeth teaches and does research at three different universities in Cartagena, all three of which we visited to meet with her colleagues. With a law degree, a doctorate, and other specialist degrees hanging on her wall in her home-office of the Cartagena Baykeeper, Elizabeth is working to put together a coalition of scientists, policymakers, and students to create a campaign that monitors for pollution, enforces the environmental laws of Colombia, and organizes the local community to celebrate their watery heritage that surrounds Cartagena.
Specifically in 2016, Elizabeth is putting together a week-long series of events that will bring together Waterkeeper activists from around Latin America, focus a few days on the climate change problem, and then finish up with a multi-day “Cultural Festival of Water” along the bay and the Cienega to help galvanize the local community – rich and poor alike – to appreciate and protect Cartagena’s water. She’s even reached out to oil and chemical companies and is optimistic they will engage with the effort, for they too are vulnerable to climate change as their ports are threatened by the rising sea levels.
After our boat trip around Cartagena Bay, Elizabeth and her nephew drive me back to my hotel in Boca Grande. We communicate poorly due to our language difficulties, but I feel that I understand exactly what she has been telling me the last two days. “To protect the bay and the cienega, the people will need to be organized to help them celebrate their water culture,” she says to me. Elizabeth knows well that the problems of environmental degradation and social justice are completely intertwined in Cartagena, and that the solution must engage with the culture of people.
At less than five feet tall, Elizabeth Ramirez is barely taller than the cement wall the City is building to protect Cartagena Bay from climate change. She too seems like “underfunded hope” rather than the large-scale project needed to address the local environmental problems. But Elizabeth is driven – driven to protect the bay and organize her community to celebrate the watery world surrounding it.
Gary Wockner, PhD, is the Poudre Waterkeeper in Fort Collins, CO. He writes, travels, and advocates internationally to protect the environment. [email protected] | <urn:uuid:ece0fcde-df1d-4445-a1c8-106841fb750d> | CC-MAIN-2020-50 | https://waterkeeper.org/news/will-climate-change-swamp-cartagena/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141216175.53/warc/CC-MAIN-20201130130840-20201130160840-00304.warc.gz | en | 0.95202 | 2,026 | 3.28125 | 3 | {
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The role of the nation's largest ethnic group within the U.S. population is evolving, and the Pew Hispanic Center has released the statistics - and charts - to back that up.
Today Pew released a statistical portrait of Latinos in the United States. It's a population that, while no longer accounting for the nation's fastest-growing immigrant group (this distinction now goes to Asian Americans), plays a critical role in what the nation's future population will look like, sound like, vote like and more.
The most notable shift in this population is that in a decade, it has become increasingly native-born: Between 2000 and 2011, as the report details, the number of Latinos born in the United States grew by close to 60 percent.
The foreign-born population grew also, but not by nearly as much. Today, native-born U.S. citizen Latinos make up close to 64 percent of the total Latino population in the country, while foreign-born immigrants from Latin America make up roughly 36 percent.
The Latino population now stands at close to 17 percent of the nation's total, the report says. Here are highlights more from Pew's snapshot of the state of U.S. Latinos today:
- While the majority of Latinos still identify as "white" on census forms, more are self-identifying as "some other race." Latinos are more likely than the general population to describe themselves as belonging to two or more races.
- In 2011, the majority (64.6 percent) of Latinos in the U.S. were of Mexican ancestry; those of Puerto Rican ancestry followed a distant second.
- Most Latinos of Mexican ancestry, however, aren't foreign born. Only 34.7 percent of people with Mexican roots in the U.S. are foreign-born; South and Central American groups have a much higher percentage of foreign-born members, the highest being Venezuelans (68.6).
- Latinos are by far the youngest Americans with a median age of 27. Black and Asian Americans have median ages, respectively, of 33 and 36; non-Latino whites have a median age of 42. The largest age cohort of Latinos: Ages 5 to 9, followed by teenagers.
- While fertility rates are higher for foreign-born Latinas, that for native-born Latinas is much lower, close to that of black and Asian American women.
- The Latino population of California remains the nation's largest at 37, 691, 912 in 2011, followed by those in Texas and Florida. However, the rate of growth in these states' Latino populations is dwarfed by that in non-traditional states such as Arkansas and South Carolina, whose Latino populations grew, respectively, by 123 percent and 154.5 percent between 2000 and 2011.
- While there is still room for improvement, the educational attainment of Latinos in the U.S. is on the rise. Compared with a decade ago, Latinos' high school dropout rate has declined by more than half; other groups have seen similar declines. Meanwhile, the college enrollment rate for native-born and foreign-born Latinos has gone up.
- At the same time, Latinos' personal earnings are lower than that of other groups: in 2011, only 14.5 percent of Latinos in general earned more than $50,000 a year. Even native-born Latinos lagged behind other groups in this income bracket. | <urn:uuid:754420ad-0660-4c41-9c76-a2414a9a6ed5> | CC-MAIN-2015-11 | http://www.scpr.org/blogs/multiamerican/2013/02/15/12582/report-snapshot-us-latinos-today-numbers/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936469016.33/warc/CC-MAIN-20150226074109-00172-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.955232 | 694 | 3.140625 | 3 | {
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In many ways, Deism is a transitional belief system. Back before the enlightenment, especially before the late 1700s, The dominant belief in Europe and America was Christian Theism. There was, overall, a firm belief in the Creator God of the Bible who was personal and who directly interacted with his created order. By the end of the 1800s, the beginning stages of a true Naturalism was taking hold where belief in God was completely abandoned. In modern times, this Naturalistic mindset dominates a very large part of Western society.
But between those times was a period when many still held a belief in God, but the notion that he had a personal interest in and interaction with the material world began to fade. This was where Deism slipped into the picture.
Deism was actually never really a massive movement in America, but there are those who assert that it did have a significant impact on the founding of the country. While there is a certain amount of controversy about the beliefs of the founding fathers, many hold that a good number of them were essentially Deists. The biggest names put forth by proponents of this position include such notables as Thomas Jefferson, Benjamin Franklin, James Madison, John Adams, Alexander Hamilton, Ethan Allen and Thomas Paine. There is even a case made by some that there is a strong Deistic influence evident in the nation’s founding documents. While the alleged beliefs of these founders and the belief that Deism influenced the founding documents is not a consensus position, there is no doubt that there was some influence from this system in those early days.
As for the spread of Deism into general society, it was the artist class which was greatly instrumental in this effort. In reality, it is the work of artists, writers and musicians in every generation who end up being the most influential in introducing various ideas into pop culture. As for that era, Samuel Clemons (Mark Twain) was one of the ones who put Deistic beliefs in a form which allowed them to be easily disseminated to the general public. His writings in the late 19th and early 20th centuries went a long way in stealthily spreading Deistic beliefs. Heretofore those beliefs had been more commonly held among the more elite members of society. It is quite likely that Mark Twain’s writings were influential on many levels in helping with the breakdown of more solidly Theistic beliefs and opening the door to more acceptance of Naturalistic ones.
Deists are those who believe in the existence of a divine Creator but deny that this God is personal or that he has in any way personally revealed himself. They believe that the only way anyone can know anything about God is to deduce his characteristics by observing nature and by human reason.
Deistic thinking has been around since ancient times but it was not dealt with as a considered philosophy until relatively modern times. It began to emerge as a matter of philosophical discussion during the European Enlightenment and the Scientific Revolution. It was during that period that the emphasis on deductive logic, and empirical thought began to push aside the idea of a personal God who had revealed himself. Deism was sort of an in-between belief system that had not completely abandoned God, but was not fully accepting of him, either. It had a great influence among politicians, scientists and philosophers beginning in the late 17th and on into the early and mid 18th century. It was particularly prevalent in England, France, Germany and the United States.
Deism was based on the premise that matter behaves in a mathematically predictable way that can be grasped by understanding the laws of nature. The idea is that even though God does not reveal himself to us directly, we can scientifically observe what he has created and deduce things about him. Early Deists believed that the Bible contained important truths, but they rejected the concept that it was divinely inspired or inerrant.
As a religious system, it began as a somewhat radical form of Christianity. This system rejected miracles, revelation, and the inerrancy of the Bible. As it developed, Deism became continually more disassociated from Christianity.
The popularity of Deism began to diminish as the middle ground became less attractive between belief in God and the denial of his existence. Those who were inclined toward Naturalistic thought tended to move more toward Atheism. This became even more pronounced as David Hume and Charles Darwin popularized Naturalistic thought. On the other side, Christian awakenings inclined those who believed in God to cling to a more personal understanding of him. The middle ground of Deism was basically squeezed out.
Basic Beliefs and Practices
Most Deists adhere to the “clockmaker God” view of reality. They believe that God created the universe, “wound it up”, then let it go to run on its own. They strongly disagree with both atheists, who believe that there is no evidence of God’s existence, and with Christians, who say that God is personal and personally reveals himself to mankind. The most common Deistic beliefs include the following.
- No divine revelation is able to tell us anything specifically about God.
- A belief in God is based on reason, experience and an understanding of nature. God’s existence can be deduced by observing the order and complexity of nature and by analyzing our own personal experiences.
- The exact nature of God is abstract and unknowable. On top of that, human language is too limited to be able to define God. Man can, however, use reason to theorize and speculate about his nature.
- Man cannot have a personal relationship with God, but can have feelings of awe about him which is experienced in the human soul as epiphany, fellowship and spirituality based on the magnificence of his creation.
- God has a profound and mysterious relationship with all of his creation (nature) rather than just one aspect of it (mankind).
- Human beings have the ability to use reason to develop moral principles. By observing the order in the universe, human reason is able to lead us to a morality which respects order and directs us to a utilitarian-humanist morality.
- Individuals must determine for themselves how best to honor God. No book (scripture) or human organization (church) can express this kind of information.
- All men and women are created equal with innate freedom and liberty. Natural Law leads to an understanding that every human is equal.
- The purpose of humanity is to live life to the fullest and insure that all people are allowed the opportunity to pursue that goal.
- Reason and respect are seen to be God-given traits which are to be used to the maximum. This leads to a very strong sense of pragmatism and a deep respect for the beliefs and opinions of others.
Deists believe that God exists but is totally transcendent. He created the material universe in a way that makes it able to run on its own without his direct intervention. Deists also believe that God can only be known indirectly as individuals use their reason to deduce his characteristics by observing nature.
In Deism, human beings are believed to have been created by God as personal beings. Man is still, however, simply a part of the mechanical operation of the universe. Deists assert that humans were created with the ability to observe the created order and deduce the natural order of life by using human reason. Deism believes that human beings are responsible for “giving life their best shot” based on their best deductions about the nature of reality.
Deistic belief asserts that a person can receive favor from God for the afterlife by living a good life in this world. As such, people should treat others with dignity and respect and God will be pleased.
Worldview Explanation (How Deism answers the seven worldview questions.)
1. What is the most fundamental reality? (Ultimate reality)
Deism asserts a completely transcendent, impersonal creator God, who does not interact personally with his creation. The idea is that he created the universe according to certain fixed laws, then let it go to run within those parameters. We find out all we can know about God from the creation itself. Other than through observing the created order, we don’t have any definitive way of knowing anything about him.
2. What is the nature of our material reality? (Material reality)
Deist teachings affirm that the universe exists in its normal state – it is not fallen or abnormal. They believe that the universe was created by God who made it to operate strictly by natural law. This creation is understood to be a closed system and God does not intervene in it in any way. No miracles are possible.
3. What is a human being? (Humanity)
Deistic philosophy asserts that human beings were created by God as personal, self conscious creatures. They are still, however, simply a part of the mechanical operation of the universe.
4. What happens to a person at death? (Death)
Death, in Deism, is simply a part of the already fixed order of the universe. Deists believe that one is rewarded or punished in the afterlife according to his or her behavior in material life. That being said, opinions vary as to what particular behavior is expected. It is largely humanistic in the sense that Deists believe God is pleased when people treat others with dignity and respect which, in turn, leads to the possibility of achieving heaven.
5. Why is it possible to know anything at all? (Knowledge)
Humans have the ability to learn about the universe and about God by studying his creation. They have this ability because God created mankind as a being who has the capability of self-consciously gaining and interacting with knowledge.
6. How do we know what is right and wrong? (Morality)
In Deism, ethics are not revealed from an outside source. Deists believe that a practical morality can be deduced by reason without any need to appeal to religious revelation or church dogma. We discern what is right and wrong by observing the natural operation of the universe. Much of the evil in the world could have been avoided and can be overcome if humanity will simply embrace the God-given ability to reason rather than give in to superstition and fear.
7. What is the meaning of human history? (History)
History, in Deism, is seen as linear. However, the course of the cosmos was completely determined at creation. The purpose of the created order is known only in the mind of God.
Human reason and the observation of nature become the primary foundations of authority in determining the nature of reality in Deism. Deists assert that we can observe the design found throughout the known universe and this realization brings us to a sound belief in an Intelligent Designer or God. They believe that there is no direct revelation of any kind given by God from outside the material universe.
Evidence for the Authority
The basic assumption that humanity can observe and research things about the universe, then come to certain understandings about it’s nature, is actually a strong starting point. Human beings do have this capability. That being said, Deism attempts a comprehensive explanation of reality which assumes that empirical data can be gathered and interpreted in a way which leads to an authoritative understanding of the actual structure of reality.
The problem is, there is no objective basis for making this assumption. Once information is gathered by human beings, they are dependent purely on the unaided reason to correctly interpret the gathered facts. This is where huge problems emerge. First of all, there is no way to know if all of the relevant data has been gathered. Secondly, different individuals interpret the data differently. Deists can give no objective reason why their interpretation is right and others are wrong. This is a particularly significant problem when trying to make assertions about transcendent reality such as the nature of God and how one can get to heaven. Deistic belief is based purely a set of faith assumptions and philosophical presuppositions.
Deism as an organized philosophical system, has largely gone by the wayside. There are certainly a few small groups around which claim to be Deists, but these are truly insignificant.
That being said, practical Deism is alive and well among a very large segment of the population who claim to be Christians, yet live life as if God had no personal interest in the goings on of individuals. It is not unusual at all to interact with people who claim to believe in God and have been baptized, but who never participate in church and have no idea what it means to engage God in an ongoing personal relationship. This approach to life allows a person to say they believe in God yet live life without having to be accountable to Biblical morality.
For Biblical Christians, it is a huge challenge to deal with these kinds of people. It becomes necessary to help them come to the realization that God is personal and does seek to actively interact in the material world through their lives. As we understand our own Christian worldview and recognize the discrepancies between it and the wrong understanding of those who claim to be Christian but are actually not, we put ourselves in a position to reach people for God who don’t even realize they are far away from him.
© 2010 Freddy Davis | <urn:uuid:7581be6c-ba49-40ed-812d-71ea967542e6> | CC-MAIN-2014-52 | http://www.marketfaith.org/non-christian-worldviews/the-gospel-according-to-mark-twain-deism/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802768957.83/warc/CC-MAIN-20141217075248-00129-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.974933 | 2,699 | 3.328125 | 3 | {
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The processes of lactation and weaning are natural and usually require little intervention on your part. Lactation -- milk production -- begins with the birth of the first puppy, when the newborn’s nose passes the cervix during delivery and stimulates hormone production. As long as the mother dog remains in good health and receives an adequate diet, lactation can continue for several weeks after the puppies are weaned.
Lactation and Its Demands
Milk production depends on several hormones as well as the puppies’ suckling. The process of milk production and its removal through the mother’s teats is called lactation. For the first several weeks of puppies' lives, they are completely dependent on nursing from their mother, whose nutritional demands often reach 300 percent of her non-lactating needs. A lactating dog should eat several times daily and should have fresh water on demand to ensure she is receiving enough fluid to produce the milk her puppies need.
Normal Weaning Process
The momma dog produces the most milk during the third or fourth week after delivery. It is at this time that puppies can eat some soft food to supplement their mother’s milk. However, puppies should be allowed to continue nursing on their mother until at least 6 weeks of age for larger puppies and until 8 weeks for smaller or toy-sized breeds. As puppies begin to eat more solid food, they will begin to remove less milk through the mother’s teats, slowing milk production.
Milk Production Ends
Momma dog’s milk glands and teats become swollen with milk as nursing becomes less frequent. This engorgement causes her body to slow milk production. When nursing ceases entirely, engorgement causes milk production to stop. It may be beneficial to withhold the mother dog’s food from her on the day that her puppies are removed from her to ensure that milk production stops. A dog who continues to produce milk after her puppies have been weaned is at risk of mastitis. Although milk production ceases rapidly after weaning, the mammary glands and tissues continue to be present for about 45 days after the puppies are weaned, after which they atrophy.
Delayed Milk, Aglactia and Mastitis
A dog who delivers via cesarean section may experience delayed milk production. This delay occurs because of the lack of cervical stimulation by the puppies’ births. Milk production may occur after puppies begin to root and suck at her teats; however, sometimes milk production does not occur.
Total lack of milk production is called aglactia. This failed production can occur at any time while the puppies are nursing. The environment in which the mother and her puppies are kept factors into her ability to care for them. Too much stress from excessive activity, noise or heat can reduce milk production. Aglactia can also occur because the dog is taking certain drugs or from insufficient food or water during nursing.
Mastitis is an infection of the milk gland or mammary tissue that also causes milk production to slow or to cease. It can be caused by bacteria in the environment or from bacteria on the puppies’ paws. Mastitis may be limited to one teat or it can spread to others. Puppies who nurse from infected tissue can become ill or die. Mastitis also puts the mother dog’s life at risk.
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Astronomers have begun to blast 3 million cubic feet of rock from a mountaintop in the Chilean Andes to make room for what will be the world’s largest telescope when completed near the end of the decade. The telescope will be located at the Carnegie Institution’s Las Campanas Observatory—one of the world’s premier astronomical sites, known for its pristine conditions and clear, dark skies. Over the next few months, more than 70 controlled blasts will break up the rock while leaving a solid bedrock foundation for the telescope and its precision scientific instruments.
The Giant Magellan Telescope (GMT) will have unprecedented capabilities, allowing it to peer back to the dawn of time, witnessing the birth of the first stars, galaxies and black holes, while also exploring planetary systems similar to our own around nearby stars in the Milky Way. The GMT will help astronomers probe the nature of dark matter and dark energy, mysterious forms of matter and energy that allow galaxies to form while the expansion of the universe accelerates.
At a ceremony on the mountaintop March 23, Dr. Wendy Freedman, director of the Carnegie Observatories and chair of the Giant Magellan Telescope Organization (GMTO) said, “Today marks a historic step toward constructing an astronomical telescope larger than any in existence today. Years of testing have shown that Las Campanas is one of the premier observatory sites in the world and the Carnegie Institution is proud to host the GMT.”
The Giant Magellan Telescope is being built by a consortium of U.S., South Korean and Australian institutions with funding from both private and public sources. To date 40% of the telescope’s ultimate $700M price tag has been committed and active fundraising is underway to secure the remaining funds.
Carnegie president Richard A. Meserve remarked, “The Carnegie Institution has been a world leader in telescope design and construction for over a century, building the largest and most advanced telescopes in the world. We continue this tradition with the GMT and look forward to the exciting scientific bounty it will yield.”
In January of this year the partners cast the second of GMT’s seven 28-foot diameter primary mirror segments at the University of Arizona’s Steward Observatory Mirror Laboratory. The seven primary mirrors, each weighing 20 tons, are the heart of the giant telescope, providing nearly 4,000 square feet of light-gathering area.
Optical scientists at the Mirror Lab are putting the finishing touches on the first mirror segment, whose surface now matches its optical prescription to better than one millionth of an inch. Dr. Patrick McCarthy, the GMT project director, said “2012 is a banner year for the GMT project as we complete the design process, develop the primary mirrors, and begin work on the site in Chile.” | <urn:uuid:d9e2d2cc-c8da-43c1-85d0-58222211615f> | CC-MAIN-2020-40 | https://scienceblog.com/52931/mountaintop-blasting-to-mine-the-sky-with-the-giant-magellan-telescope/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400188049.8/warc/CC-MAIN-20200918155203-20200918185203-00347.warc.gz | en | 0.904093 | 572 | 3.171875 | 3 | {
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The American Heart Association recommends that you eat fish at least two times per week. While fatty fish contain more omega-3 fatty acids, both haddock and tilapia are healthy options, especially if you consume them in place of meat that is high in saturated fat. Both of these types of fish are good sources of a number of vitamins and minerals, but haddock has fewer calories and a slightly healthier fatty acid composition.
Cooked haddock contains 90 calories, 20 grams of protein and .55 grams of fat per 100-gram serving, which is slightly more than 3 ounces. The same amount of cooked tilapia contains 128 calories, 26 grams of protein and 2.65 grams of fat. Both types of fish contain small amounts of healthy omega-3 fats. Tilapia contains a higher omega-6 to omega-3 fat ratio, which makes it slightly less healthy. Most Americans consume too many omega-6 fats compared to omega-3s, which could increase their risk for inflammation-related health conditions. Tilapia is still a healthy option but shouldn't be the only fish you consume. Consume fish high in omega-3 fats such as salmon as well.
Haddock and tilapia are good sources of essential vitamins. Haddock contains more vitamin B-6, folate and niacin than tilapia, and tilapia contains more vitamin B-12, pantothenic acid, vitamin E and thiamine. Both contain about the same amount of riboflavin. Vitamin B-6 is essential for protein metabolism and immune system function, and vitamin B-12 is important for brain function and forming DNA and red blood cells.
Adding one or both of these types of fish to your diet will help you meet your requirements for the essential minerals. Phosphorus, magnesium, iron, zinc and calcium are higher in haddock, but tilapia contains more selenium, potassium, copper and manganese. Phosphorus is important for turning the food you eat into energy, forming proteins and strong bones. Selenium acts as an antioxidant that helps clear free radicals from your body and limits the damage they cause to your cells.
Mercury contamination can be a significant concern when consuming fish. Haddock and tilapia are low in mercury, according to the American Pregnancy Association. It is safe to consume up to 12 ounces per week of haddock and tilapia.
Articles For Your Diet
- American Heart Association: Fish 101
- USDA Nutrient Data Laboratory: Nutrient Data for 15034, Fish, Haddock, Cooked, Dry Heat
- USDA Nutrient Data Laboratory: Nutrient Data for 15262, Fish, Tilapia, Cooked, Dry Heat
- American Pregnancy Association: Mercury Levels in Fish
- MayoClinic.com: Catfish and Tilapia: Healthy or Harmful?
- University of Maryland Medical Center: Omega-3 Fatty Acids
- Fried Tilapia / 油炸罗éžé±¼ image by lefebvre_jonathan from Fotolia.com | <urn:uuid:2daa2e7f-60cb-48e9-b59f-553ce9dda7ca> | CC-MAIN-2015-14 | http://healthyeating.sfgate.com/health-benefits-haddock-vs-tilapia-2353.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131293580.17/warc/CC-MAIN-20150323172133-00040-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.898259 | 654 | 3.4375 | 3 | {
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As climate heats up, rising rainfall averages hide crop-killing droughts
Research performed in the Ethiopian highlands shows that even in years with above average rainfall, crops can be severely reduced by drought early in the growing season, when seeds must sprout and get established.
A study by University of Wisconsin–Madison scientists Michael Eggen and Mutlu Ozdogan, now online at Environmental Research Letters, looked at yields of sorghum, a crop related to corn that is prized for its drought resistance.
The study showed a paradoxical result: Even though climate change “will bring generally warmer and wetter seasons to the study area,” the report said, droughts early in the growing season “will likely have negative impacts on sorghum yield.”
That phenomenon is already visible in the years with a strong El Niño, the thermal cycle in the Pacific Ocean that affects weather worldwide. As the climate as a whole warms, these droughts are likely to become both more common and more intense in Ethiopia’s highlands.
The study had its roots in conversations that Eggen had in 2015 while working on a larger project on the relationship of agriculture to environment and climate in Ethiopia, a project led by Ozdogan, an associate professor of forest and wildlife ecology at UW–Madison.
“I lucked out,” says Eggen. “This was right after the strong El Niño of 2015. I was talking with farmers about the last couple of seasons, without intending to focus on extreme weather, but they all told me that 2015 was the worst year ever, worse than the major famines of 1983 and 1998. ‘We have never seen sorghum fail at this scale,’ they told me.”
Sorghum is renowned in the area as a drought-resistant, subsistence crop, Eggen notes, “so when sorghum fails, it’s bad for everyone.” Eggen, who has now been working in Ethiopia for about 12 years and speaks “passable” Amharic, says sorghum is used for food, animal feed and brewing beer.
“The farmers told us that the failure was because the rains had not come early in the growing season and the seedlings died or did not even emerge,” Eggen says.
While examining climate records, Eggen and Ozdogan noted that the El Niño years generally had below average rainfall during the growing season, much like the forecasts for climate change — which also indicate that El Niños will become either more frequent, more intense, or both.
In the study, the impact of El Niño today served as a stand-in for a projected 3 to 4 degree Celsius increase in temperature later in the century, Eggen says, but El Niños will not disappear as warming continues. “Down the line, we have two synergistic factors: the intensified El Niño, and the substantial warming. Either can cause catastrophic sorghum failure, and both of them together are much more likely to cause those failures — even before the full 3 to 4 degrees of warming is evident.”
“… if the new climate includes drought during the critical early weeks of the growing season, the result will be more crop failures, possibly famine.”
Although crop yield projections based on changes in average temperature and rainfall generally forecast more declines in tropical rather than temperate regions, portions of the Ethiopian Highlands have been expected to see the opposite trend, Eggen and Ozdogan explain. In that region, a warming climate with bountiful rains at high elevation might increase yields.
But that is not what the researchers found, based on using El Niño as a harbinger of a warming future. “We confidently expect hotter temperatures, and more total rainfall,” says Eggen. “But if the new climate includes drought during the critical early weeks of the growing season, the result will be more crop failures, possibly famine.” | <urn:uuid:8a1eccf5-09e7-4af4-894b-17be4bf5276b> | CC-MAIN-2021-39 | https://news.wisc.edu/as-climate-heats-up-rising-rainfall-averages-hide-crop-killing-droughts/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057417.92/warc/CC-MAIN-20210923074537-20210923104537-00319.warc.gz | en | 0.959897 | 825 | 3.140625 | 3 | {
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By Angela McManaman
In a village just outside Dakar, Senegal, people wonder if the 8-year-old girl who won’t talk and avoids eye contact is bewitched.
In a Milwaukee high school, administrators might think that the student who routinely leaves the classroom without permission is a behavior problem.
University of Wisconsin- Milwaukee special education professor Elizabeth Drame sees these children differently. She’s conducted more than a decade’s worth of research and interviews with parents, teachers and advocates for children diagnosed with autism, emotional/ behavioral disorders and learning disabilities.
In evening courses with her special education students – many of whom are already classroom teachers – Drame challenges long-held assumptions and biases regarding children who have special needs.
“It’s beneficial to all of us to see lives and circumstances not as ‘normal’ or ‘abnormal,’” Drame says, “but to understand that there are different ways of being.”
Drame relocated her research from Milwaukee to Dakar, Senegal after being named a 2011 Fulbright Senior Research Scholar. In Dakar, she evaluated education centers for children with disabilities. She noticed that autism seemed particularly challenging for educators and families.
“The teachers and administrators were telling me: ‘We don’t know how to understand the way these children are, or what to do with them. We don’t know how to talk to families about the fact that their children are not bewitched.’”
Her observations supported findings from the African Child Policy Forum: Africa faces a shortage of trained and special education-certified therapists, physicians and educators. Rehabilitative services that are provided weekly in the United States might happen only two or three times a year in a city like Dakar.
Services in the U.S. are more accessible, Drame notes, but barriers still exist, particularly in urban communities. For the one in 68 American children who have autism, diagnoses can be made as early as age 2 or 3. Children of color, says Drame, might not receive an accurate diagnosis until much later.
To address these barriers, Drame launched UWM’s Autism Spectrum Disorders Certificate Program in 2010. Since returning to Milwaukee in 2012, she’s prioritized working with families of color who are often shut out of policymaking and advocacy efforts. She takes their concerns personally, and they’re a big reason she helped resurrect the now-annual Milwaukee Urban Autism Summit in 2014 with the Autism Society of Southeastern Wisconsin.
Drame also teaches about the intersection of behavior, race and culture to students like Jonathan Arens. A special education teacher in Milwaukee who just completed his first year in the classroom, he works with high school sophomores diagnosed with emotional/ behavioral disorders – EBD, for short – and other health impairment, or OHI.
The EBD diagnosis is applied to children whose behavior or emotional responses deviate from established norms, which affects their ability to meet expected classroom standards and behavior. OHI describes someone who doesn’t fully respond to environmental stimuli, possibly due to another health condition like asthma or attention deficit disorder. Both conditions prompt teachers and administrators to create an individualized education program or IEP, a legal document that identifies a child’s learning needs and spells out how those needs will be met.
For Arens, Drame’s Behavioral Supports class was a place to sift through the delicate demands of his new career.
“Dr. Drame’s class provides really good cultural context – you need context for everything you do as an educator – for understanding what services these students need to succeed.”
Arens is paired with another teacher who writes and teaches the lessons, while Arens makes sure all students’ IEPs are precisely followed. After two semesters with Drame, Arens knows well her most important advice for special educators: “Behavior is a form of communication.”
It reminds him of a student who sometimes left class without permission and was considered a behavior problem. Arens stepped back from the labeling and, over several months, analyzed the child’s behavior pattern, which was rooted in being teased about reading difficulties. Once the communication within the behavior was found, Arens developed a plan to provide resources that would improve the student’s reading.
Maybe that child will never read easily. Perhaps the child will stop formal schooling after receiving a high school diploma. But Drame insists on viewing children who have disabilities through a wider lens.
“A child with autism, or who is described as EBD or OHI, doesn’t need to have their dignity and worth limited by what is considered normal,” Drame says. “They need to be accepted and appreciated as human beings with an exceptional gift. Whether it’s a great singing voice or an aptitude for programming, every child has a gift within them that can enrich our community and society.” | <urn:uuid:c52c1638-8cdf-4899-aeeb-adae83e39eb0> | CC-MAIN-2022-33 | https://milwaukeecourieronline.com/index.php/2017/06/30/perspective-and-policy-shape-education-professors-expertise/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570921.9/warc/CC-MAIN-20220809094531-20220809124531-00743.warc.gz | en | 0.960163 | 1,043 | 2.5625 | 3 | {
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The holiday of Purim may be best known for costumes, noise, and more noise, but the story that we read with those familiar and beloved characters can teach all of us — especially bar and bat mitzvah kids — some new perspectives on what it means to be Jewish.
You probably think you know the story of Esther very well. Sure, it’s your typical girl-meets-king, hero-foils-villain kind of story. If you didn’t look too deeply, you would think it was just another in a long line of episodes where the villain-du-jour seeks to do away with the Jewish people and is ultimately defeated. Now let’s eat!
Instead, let’s look at some often overlooked details of the story, and what younger teens might want to think about:
King Achashverosh’s first wife, Vashti, was banished from the kingdom for daring to refuse the King’s order.
The story opens on the King and all of his guy friends having a giant party. The King orders Vashti to come out and show off her beauty in front of everyone. She thinks this is demeaning and refuses. The King’s friends urge him to punish her. (It’s unclear whether he would have done so otherwise.) That way everyone in the kingdom will know that all women better listen to their husbands, or else.
That’s a pretty bold statement about the power of feminism and equality. Was Vashti right to say no? Are there times when it’s appropriate to refuse an order from someone in power regardless of the circumstances or consequences?
Mordechai might have brought on the whole mess himself.
Haman had such a big ego and thought he was so important, he required everyone to bow their heads down whenever he passed. Mordechai refused, thinking that only God deserved such treatment. But there’s nothing prohibited about showing respect for another person, even if he’s conceited and obnoxious. Perhaps if Mordechai had swallowed his pride a little, Haman would never have decided to wipe out all the Jews in the first place.
So when is it OK to speak up and stand up for yourself or other Jews? Are there situations when you might be better advised to stay quiet? Where do you draw the line between being a proud Jew and staying in the background?
Mordechai tells Esther to keep her religion a secret from her new husband, King Achashverosh.
Sure, we know how the story plays out. Esther doesn’t say anything about being Jewish until the exact right moment when she lays a trap for Haman. But it’s also pretty clear that Mordechai entered her in that giant beauty contest and happily supported her marriage to the King by hiding her religion.
Is there ever a time when you feel embarrassed about being Jewish? Would you even lie about your religion if you felt it might benefit you in some way? Even though the story of Purim has a happy ending, was it moral for Mordechai to tell Esther to hide being Jewish?
And speaking of endings …
When the King tells the Jews that they may defend themselves against Haman’s followers, they not only do so but end up killing about 75,000 more people in the process.
Even though Haman himself is hanged on the very same gallows that he prepared for Mordechai, his decree that all the Jews are to be killed is still out there. So King Achashverosh declares that the Jews have the right to defend themselves (gee, thanks). In the process, they also kill a ton of people.
This brings up lots of questions about the morality of war — does an army seek to only fight other soldiers or is it fair to kill anyone in an opposing country or tribe? Could the Jews in our story have successfully defended themselves without causing such a huge loss of life?
This Purim, take a fresh look at the Book of Esther and see what new things you and your bar or bat mitzvah kid can discover. If you can hear yourself think, that is.
©2014 Community News Group
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US 4690644 A
An apparatus for use in teaching comprises a carrier (10,20) of information that is to form the subject-matter of a lesson; a keyboard (12) having its keys marked with symbols which include those related to the said information; a visual display unit (14) having a screen (15); a computer (13) which is programmed in relation to said information to check the accuracy of a student's transcription of at least part of the information by indicating on the screen and/or audibly, the performance of the student; the apparatus is intended for use in the largely automated teaching of typing, shorthand (Pitman, Gregg and Teeline), and also foreign languages.
1. An apparatus for use in teaching, comprising: a series set of printed sheets carrying information for use in teaching shorthand each set including a lesson page, a page printed with text, a page printed with a shorthand version of said text, and at least a partially blank sheet wherein each set is progressively more difficult;
a keyboard having its keys marked with symbols which include those related to the said shorthand teaching sheets;
a computer; and
program means in said computer, to program the computer in relation to said information to check the accuracy of a student's transcription of at least part of the information by indicating the performance of the student.
This invention relates to teaching apparatus and is particularly applicable to teaching of copy-typing, audio typing and shorthand.
Various methods of teaching typing and shorthand and speedwriting have previously been proposed, but most of these have lacked a satisfactorily simple and rapid means of checking the work and thus also the progress of the student. It is an object of the present invention to remove or at least reduce this particular disadvantage.
The term "teaching" used herein is intended to cover not only initial learning but also revision and practice by more advanced students.
According to the present invention there is provided an apparatus for use in teaching comprising:
a carrier of information that is to form the subject matter of a lesson;
a keyboard having its keys marked with symbols which include those related to the said information;
a visual display unit; and,
a computer which is programmed in relation to said information to check the accuracy of a student's transcription of at least part of the information by indicating on the display unit and/or audibly the occurrence of an error made by the student.
The keyboard preferably has a layout as in a conventional typewriter or word-processor.
The carrier is a pad or like series of sheets printed with lines of wording or shorthand symbols to enable the accuracy of a student's copy-typing to be checked, or with lines of shorthand symbols to enable a student's transcription to be checked.
By means of the apparatus according to the invention, the student will be able to concentrate on the printed sheet, yet at the same time be made immediately aware of any mistakes that have been made.
Embodiments of the invention will now be described, by way of example, with reference to the accompanying drawings in which:
FIG. 1 is a diagrammatic drawing showing an in-use layout of an apparatus, according to the invention, for teaching copytyping;
FIG. 2 is a diagrammatic drawing showing the layout of a similar apparatus for use in teaching audio typing, spelling and/or languages;
FIGS. 3A and 3B are copies selected from a series of sheets which form a progressive instruction pack;
FIGS. 4A and 4B are copies of sheets from a more advanced stage of the series.
Referring to FIG. 1 of the accompanying drawings, the teaching apparatus comprises a pad 10 mounted on a stand 11 for convenient viewing by a student, a keyboard 12 conveniently placed for operation by the student, a computer 13, and a visual display unit 14 having a screen 15 also placed for convenient viewing by the student.
The computer 13 which is connected to the keyboard 12 by a spiral cable 16, may be, for example, a BBC MICRO, a COMMODORE 64, or an IBM PC. The programme is carried in at least one floppy disc 17, with a programme written in BASIC.
The pad comprises a series of numbered, turnover pages 18, only one of which is shown. Alternatively, a spiral-bound book of pages or a stack of possibly loose-leaf sheets may be provided.
In use, a student reads the page 18, and types his version on the keyboard 12. His typed version appears on the screen as in a word-processor.
Various checking routines may be incorporated in the programme, such as will now be listed:
1. An error-check may be provided to generate a visual or audible signal to alert the student to a typed mistake in spelling or layout. For example, the error may be ringed or illuminated as indicated at 19, and/or a buzzer may sound.
2. A direct-comparison display of the correctly typed tet may be called-up to appear below or similarly adjacent the student's attempt displayed on the screen 15.
3. A printer (not showing) may be provided to produce the correct and the student's texts, alongside one another, possibly in different colours or type styles.
It will be appreciated that the sheets of the pad 10 carry "lessons" of increasing difficulty. Suitably, a number of pads may be provided for teaching typing for different contexts or professions, and each pad may be associated with its individual floppy disc 17.
In an alternative version, several programmes may be carried on one hard disc, and this concept is applicable to a system having a central (main-frame) computer and separate satellite stations or terminals.
FIG. 2 shows an alternative embodiment where the pad (10) is replaced by a tape recorder 20. This apparatus is intended for teaching audio-typing, spelling and also languages, and is used in the manner similar to that for the apparatus of FIG. 1.
With the apparatus of FIG. 2, audio tapes 21 for various purposes are associated with floppy disc 17. For example, the tapes 21 may carry dictation for a copy-typist student, or words or phrases for a student of languages. As described with reference to FIG. 1, the student types his version of the taped words and his efforts are checked as in 1, 2 and 3 above. The tapes may be played through individual earphones or broadcast to a class.
FIGS. 3A/3B and 4A/4B each show two pairs of sheets for use in teaching shorthand. Sheets 30 to 34 of FIGS. 3A/3B represent an intermediate unit or lesson in a series of fifty, and sheets 40 to 43 of FIGS. 4A/4B represent a more advanced unit.
Sheet 30 of FIG. 3A gives an introduction to new shorthand characters or symbols, and these are first committed to memory by the student. The student then studies page 31 and, with the assistance of the occasional words printed on page 31 (and with page 32 covered), types his transcription into the keyboard. The student's text immediately appears on screen 15 and is monitored as described above. The screen 15 shows typing speed and error rate, in addition to errors being highlighted and/or indicated audibly. If the student's error rate is impracticably high, during initial attempts, he may refer to page 32 for correction.
Next, the student will turn to pages 32 and 33 and will write his shorthand version of page 32 in the largely-blank page 33. A check on accuracy can be made with reference to page 31, if desired.
In the final part of this lesson, the student will type in his transcription of his own shorthand, and his work will be checked as described above.
In an alternative, the student may proceed directly from page 30 to page 33 and type his transcription into the keyboard.
The student may repeat the lesson a number of times before progressing to a more difficult lesson as shown in FIGS. 4A and 4B.
Referring to FIGS. 4A and 4B, page 40 illustrates more difficult symbols to be utilized with the blank page 41 which does not include any helpful wording. Pages 42 and 43 correspond to pages 32 and 33, respectively.
It will be appreciated that the apparatus of the present invention is adaptable to individual or group teaching of various subjects, either by micro or mainframe computers, by substituting correlated pads/tapes with floppy or hard discs carrying the appropriate programmes. The students have the advantage of immediate feed-back and correction, and the systems can be adapted not only to individual speeds, but also to determine and compare individual accuracy, speed and general progress. | <urn:uuid:f8e1d13e-f8e4-4cbe-9e96-cd59b2c71f98> | CC-MAIN-2014-41 | http://www.google.ca/patents/US4690644?ie=ISO-8859-1 | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657124607.22/warc/CC-MAIN-20140914011204-00293-ip-10-196-40-205.us-west-1.compute.internal.warc.gz | en | 0.937439 | 1,786 | 2.65625 | 3 | {
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Espie and her brother Hiko fledged from the San Jose City Hall nest in 2007–Clara’s founding year in her territory. Hiko settled at the Fruitvale Avenue Bridge territory and Espie, the East Span of the San Francisco-Oakland Bay Bridge.
The East Span territory has been used in the post-DDT era since 1983 when a blue-banded pair (peregrines released by SCPBRG) appeared. The male had been fostered into a Napa County eyrie and the female cross-fostered into a San Luis Obispo County prairie falcon eyrie. The female was shot near the nest and while peregrines were seen on the span for several years, breeding was not documented until 1990.
The peregrines preferred a nest site that was a little alcove in “E-2″ the second tower east of Yerba Buena Island about thirty feet below the eastbound roadbed. This north-facing metal box contained enough dirt, gravel, and road debris to support incubation and nesting attempts were made in many of the years after 1990.
Our observers documented all manner of calamity when the young attempted fledging. Peregrines are clumsy at landing during their first few days on the wing and the East Span of the Bay Bridge offers scant perching structure to a young peregrine. Sometimes they were carried upward on the strong wind out of the north and then clambered for a perch alongside the roadbed and were squashed by a speeding vehicle. Other times they were set upon by gulls and driven into the sea where they drowned.
A unique agreement was reached whereby the young could be moved to a safer fledging environment during seismic retrofitting construction following the 1989 earthquake. We moved young from the bridge for years. The agreement allowed construction to go forward where a state-endangered species was nesting and it was very good for the birds because their young had a 95% chance of drowning if left in place. When the seismic retrofit construction was complete and state-endangered status removed (2009) the agreement to move young expired.
Today, lands immediately adjacent to the San Francisco Bay probably have more peregrine falcon territories than at any time in history. Their speedy recovery from near-extinction in our state is due first to stopping the use of DDT and then to recovery activities. But the Bay Area population density can only be explained by the appearance of modern structures offering nest ledges on bridges, buildings, and cranes, and the presence of a booming non-native rock dove (pigeon) population. Nest sites average less than 5 miles distance between them in some parts of the Bay Area and this year a sample of 12 nests yielded an average 3.0 young per nest that were at least 25 days of age.
The peregrine falcon population is robust but I do not think that is a good reason to look the other way when a recent candidate for extinction will very likely fledge its young into the sea. We brought them back from extinction. We put up the nesting habitat. And, we introduced the abundant food source that now sustains them. I think we bear some responsibility to give them a chance at safe fledging and I have fought that fight for years. But what we (those of us who love peregrines) are up against is an agency-wide wildlife non-intervention policy. That policy, coupled with a species that is now abundant, makes it very difficult for us to gain an exemption.
An additional caveat making it especially hard to do the right thing for bridge-nesting peregrines is this: The State Department of Fish and Wildlife established a policy whereby peregrines may not be hacked (released) less than 50 miles from the coast (a protection for snowy plovers & California least terns–a decision based on emotion and not science in my opinion) or, in the habitat of the greater sage grouse. With this policy the State has pretty much eliminated suitable habitat for peregrine releases. Thanks to an accommodation by colleagues at UC Davis, I was able to gain approval for a release site at one of their off-campus animal facilities that was useful for early season peregrine fledging, and I used that site successfully last year.
The end of the story about Espie and her young is this: The old East Span is being dismantled this year so the agencies changed their mind about non-intervention and agreed to allow me to move Espie’s young. But, in a particularly bone-headed move, CalTrans sealed off the favored E-2 nest site in mid-February thus throwing off the breeding cycle. A little later the pair appeared to be making an attempt to nest on a corner gusset plate that anchors a girder to a tower, and finally, quite late in the breeding season, they settled in a cavity low on the E-8 tower.
Knowing that temperatures would be exceeding 100 in Davis by the time the young were ready to fledge (it is forecast to be 101 today) I cancelled plans to have any part of their translocation. Putting peregrines inside of a box on the top of a roof in 100 plus degree heat just might be worse than fledging from the Bay Bridge. What I do know is that a peregrine tortured with enclosure in a hot box for a week would probably never return to the box for food and quickly starve. It was frustrating to be able to take them but unable to release them in a manner that was up to our standards. Their chances on the bridge? Probably not good either. An industrial area to the south may offer them a perch. A short distance to the north is the speeding traffic of the new east span which is certainly lethal. And then there are the gulls.
Observers may ride a bicycle or walk out the bike path on the new East Span to view the birds on E-8 (count 8 towers from the island). Some folks report getting quite close to Espie and her mate while they are perched on the new span. The young should be fledging any day now. Personally, I do not want to witness the calamity.
(Post Script: We withheld information about the E-2 nest location because the area was closed due to bridge construction activity). | <urn:uuid:288b7140-0d5d-4421-a462-e6134ba65153> | CC-MAIN-2014-42 | http://stewartfalcon.wordpress.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413558067077.47/warc/CC-MAIN-20141017150107-00092-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.968091 | 1,315 | 2.84375 | 3 | {
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} | Science & Tech. |
Located at the confluence of three ocean currents, the Galapagos are a “melting pot” of marine species. Ongoing seismic and volcanic activity reflect the processes that formed the islands. These processes, together with the extreme isolation of the islands, led to the development of unusual animal life such as the land iguana, the giant tortoise and the many types of fish. These animals inspired Charles Darwin’s theory of evolution by natural selection after his visit in 1835.
If you would like to visit the Galapagos the best way is to get to know all the different islands is on board of a cruise ship. With the boat you will visit two spots (e.g. bays, islands, rocks, snorkeling spots) a day. On board of the boats you will get 3 meals a day and depending on the service level also drinks. At night you get briefings to discuss the plan for the day after.
There are about 50 independent cruise boats on the Galapagos and there is a boat available for each budget. You can choose from different service levels. The economic/class is the lowest. You will have a rather small ship (up to 14 cabins) with Naturalist Guide I (see explanation guides below). Basic 3 meals a day and you might sleep in bunk beds. Snorkel gear and wet suits are not included. The highest service level is a First class or Superior cruise. Everything is well arranged in these boats. The food is amazing, most of the times there is a Jacuzzi on board, the rooms are spacious and very comfortable, wet suits are included and you will have a level III Naturalist Guide (see explanation below).
Naturalist Guide I
A level “I” guide is a native of the islands or has been a resident of the archipelago for many years and has at least a high school diploma. Level I naturalists must have a good level of knowledge about the islands, and must have passed the Level I exam. They will speak English well but may not be fully fluent.
Naturalist Guide II
A level “II” guide has passed the Naturalist Guide Level II course, and must be very knowledgeable about all Galapagos Island issues and areas. This guide will have at least a high school diploma often has a university background in biology, biology related fields, or in tourism. The guide must be fluent in English, French or German.
Naturalist Guide III
This guide must have passed the Naturalist Level II course, which certifies that he/she is extremely knowledgeable about all Galapagos Island areas and issues. This level guide will also have a university degree in biology, biology related fields, or tourism. He/she must be fluent in Spanish, English and either French or German.
All last spaces on the boats will be sold on a “last minute rate”, usually this is 50% of the original price. These last minute offers you will get about 4 weeks before departure. So if you would like to find a last minute cruise please send us an email with the date range, preferred service level and number of people. We will contact our preferred cruises to see if there is a good deal available. | <urn:uuid:db3f7ad7-59db-410a-84bb-64b3d4104c72> | CC-MAIN-2018-22 | https://ecuahorserides.com/galapagos-last-minute-cruises/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794869272.81/warc/CC-MAIN-20180527151021-20180527171021-00601.warc.gz | en | 0.940221 | 665 | 2.625 | 3 | {
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} | Travel |
WHY THIS MATTERS IN BRIEF
As laser technology develops at an accelerating rate it’s increasingly being used to help scientists unlock the mysteries of the universe, and many other things besides.
Amazingly physicists are getting close to building lasers powerful enough to rip matter out of a vacuum, yes, you heard me right, rip matter out of a vacuum, a vacuum that, by its very definition, isn’t supposed to contain anything at all.
According to a report published recently in the journal Science, a team of scientists in China is getting ready to start construction of a 100 Petawatt laser known as the Station of Extreme Light, or SEL for short, and that puts them right at the front of a pack of scientists from elsewhere around the world who are trying their hardest to be the first to realise a prediction first made back in 2010 in the journal Physical Review Letters by a team of American and French physicists who were the first to theorise that a sufficiently powerful laser could cause electrons to magically “appear” out of a vacuum.
It might seem weird to imagine that electrons could appear out of empty space, but in matter of fact it makes a lot more sense when you start to realise the weirdness that is Quantum Electrodynamics that states that empty space isn’t empty at all, but rather is made up of densely packed pairs of matter and antimatter. Those pairs tightly fill up the gaps between everything, quantum electrodynamics states, they just don’t interact in any noticeable way with the rest of the universe because they cancel one another out.
As a result it’s easier to consider that the Chinese laser won’t so much create matter, as cause it to enter the world we humans can perceive and SEL’s powerful pulses of energy will cause the electrons to separate from their antimatter twins, positrons, in ways researchers can detect.
Building a laser powerful enough to do this though is a difficult, and, funnily enough, expensive task, and that’s saying nothing of the sheer technical challenge that’s involved. One hundred petawatts is about 10,000 times more energy than there is in all the world’s electrical grids combined.
Meanwhile it looks like a smaller Chinese laser, the Shanghai Superintense Ultrafast Laser Facility or SSULF, will achieve 10 Petawatts by the end of this year, and even that “small” laser will have an output that’s equivalent to 1,000 times the power generated by all the world’s energy grids. All that said though I’m sure you’re wondering just how it’s possible to reach these enormous power levels…
As the authors of the report explain, a lasers power is a function of two things – energy and time. Release a joule of energy over the course of 1 second, and that’s 1 watt, release a joule over the course of 1 hour, and that’s just 0.28 milliwatts (28 hundred-thousandths of a watt), but release that joule in just 1-millionth of a second, and that’s 1 million watts, or 1 megawatt.
All superpowered lasers rely in some way or another on releasing large amounts of energy over short periods of time, amplifying it and bending the beams such that all of that energy arrives at its target over the course of an even shorter period of time and it’s hoped that by 2023 the SEL could strike targets just 3 micrometers across, or the width of a single bacteria, with 100 Petawatts of power, and when it finally does manage to “bring matter into our world” we’ll just have to hope it doesn’t bring anything else along with it, like this molecular sized black hole that researchers created recently – something else that was created by firing a laser at an insanely small target. | <urn:uuid:b41a9b4d-effe-4a6e-b078-e2c44163b175> | CC-MAIN-2022-49 | https://www.311institute.com/worlds-most-powerful-laser-will-be-able-to-rip-matter-out-of-a-vacuum/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711013.11/warc/CC-MAIN-20221205064509-20221205094509-00267.warc.gz | en | 0.943268 | 824 | 3.28125 | 3 | {
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"reasoning_level": 3,
"interpretation": "Strong reasoning"
} | Science & Tech. |
The Regions of Abruzzo
Abruzzo is one of the most interesting and diverse parts of Italy. Its territory ranges from beautiful coastlines to charming plateaus and icy mountain tops, and the local culture is almost as diverse as the territory itself. There are four main regions of Abruzzo (or “provincie”, provinces): L’Aquila, Teramo, Pescara and Chieti. These provinces are named after the main city that represents them. This article features an overview on each of these regions!
Nestled in between the mountains, L’Aquila is the least densely populated of all provinces in Abruzzo, but it is also the largest, occupying roughly half of the land of the region, particularly its western part. The province is perhaps the most attractive for tourists looking to dive deep into the history of Abruzzo. There are many stunning buildings and remnants of other eras, including castles, fortresses, hill towns and beautiful churches that are extremely well-preserved. In the year 2009, the capital city of the province suffered from a devastating earthquake of 6.3 magnitude, which had a ripple effect throughout central Italy.
The province of Teramo boasts a fascinating history and a stunning landscape, located between the Adriatic Sea and the Apennine Mountains, with some beautiful hills and valleys, often renowned for the production of highly prized local wines and extra virgin olive oil. People looking to experience the best of local food and tour the vineyards will have a wonderful time sampling great products, such as wines from the Montepulciano and Trebbiano grapes.
This province of Abruzzo was an absolutely vital trading haven between the Romans and the Balkans, due to its strategic position on the Adriatic Sea. However, barbarian hordes nearly destroyed the city, which slowly came back to life in a much humbler form. Originally known as Aternum, the town was later renamed as Pescara, due to its rebirth as a fishermen village. It did not take long before Pescara became an important strategic location yet again, seeing numerous invasions through the history – which brought cultural influences from various sources. The city also experienced another downfall, as bombers managed to destroy large areas of the city during WWII.
Pescara remains interesting for its many historical centers (Penne, Loreto Aprutino, Sant’Angelo) and its proximity with many national parks, such as Majella, which makes it one of the key regions of Abruzzo.
This is the easternmost province in Abruzzo, and it touches the Adriatic Sea to the northeast. The area was largely rural during the 50s and in later decades, but much of the agricultural work has fallen steadily over the years, offset, to a degree by the growth of the service sectors. In the main city of the province, Chieti, you will find stunning examples of gothic architecture, such as the local cathedral. This province is also well known for Vasto, a beach town with a rich and interesting historical centre, showcasing the vast and diverse history of this land. | <urn:uuid:645f7994-9e19-4ba8-a1a4-78d5a49c15ca> | CC-MAIN-2019-09 | http://abruzzoinitaly.co.uk/the-four-regions-of-abruzzo | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00525.warc.gz | en | 0.969519 | 645 | 2.65625 | 3 | {
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For 4 billion years our planet has been a willing host to life; nurturing it as it evolved from the first primitive single celled organisms through to large, intelligent life forms such as ourselves. Over time our sun, too, has evolved; growing in brightness by perhaps as much as 30%. And someday in the distant future Earth’s long glorious summer will end; our fuel-hungry sun glowing ever brighter until the planet we call home is scorched beyond recognition.
That is certainly a disappointing conclusion for us Earth-dwellers, but not exactly the one myself and colleagues at the University of East Anglia came up with in a paper published in Astrobiology this morning (despite the mainstream news outlets you might have read).
The slow expansion of our sun has long been predicted by astrophysicists, who revealed the clockwork of stellar evolution as far back as the 1970s. Other developments in the 1990s confirmed this by estimating the range of distances from the sun (and hence temperatures) over which an Earth-like planet would retain liquid water at the surface. The idea of this Habitable Zone has since been the go-to tool for assessing whether a planet could support life, and for as long as it has existed it has been known that the Earth is edging closer and closer to the too-hot-for-life ‘inner edge’.
By using recent models of how stars expand and brighten over time, we were able to put a new (if somewhat uncertain) estimate on when such a transition might happen: between 1.75bn to 3.25bn years from now. But while that might be as far as the papers read, the real science goes much deeper…
By the time Earth is toast, our blue planet will have dwelled for between 5 and 7 billion years in this glorious goldilocks zone. This is the Habitable Lifetime, and by anyone’s standards it is astoundingly long. Without it, life on Earth would have never had time to evolve from inorganic soup into the wonderful range of complex and intelligent creatures we see today.
But Earth is not the only potentially life-supporting planet out there, and instead our research was focused on how long these other planets might remain habitable. Before the sun had brightened, Venus may have enjoyed 1.3bn years of balmy temperatures, while Mars may spend a few billion years bathing in similar sunshine near the end of the sun’s 10bn year lifetime. Almost 1000 alien planets have also now been found including a handful near their star’s habitable zone, not to mention a further 3000 Kepler candidates waiting in the wings.
Computing the habitable lifetimes of these exoplanets is a more difficult task, however, as every star evolves at a different rate. Luckily stars only change brightness based on one thing: their size, and this can be found for the majority of stars. The 34 planets produce a large range of habitable lifetimes from 0.1 to 20bn years. One particular case is Kepler-22b which will remain in the habitable zone for 4.3bn and 6.1bn years; almost the same as Earth.
However, for the planet Gliese 581d things get a little interesting: it has a habitable zone lifetime of around 50 billion years! That is more than 10 times the age of the Earth and almost 4 times longer than the age of the universe. This unbelievable timescale is due to a simple quirk of nature. While the brightest stars live fast and die young, some of the smallest stars can survive for hundreds of billions of years; dozens of times older than our sun will ever manage. What’s more these small stars evolve extremely slowly, allowing a well-placed planet to be habitable for much longer than planets in our solar system. If Earth could allow such a plethora of unique and complex species in only 4 billion years, imagine what could happen on an earth-like planet similar to Gliese 581d with 50 billion years of summer?
What all this goes to show is that we already know of places in the universe where life may be able to take hold and survive for billions of years. Some of these planets may be lifeless until long after the Earth is toast, only to warm up and spend 50 billion years in the planetary sweet spot. And even in our solar system life-friendly temperatures may have existed on Venus and may yet occur on Mars, springing new possibilities of life. As I’m sure you’ll agree; that’s a much better message to spread than ‘The Earth is Doomed’.
‘Earth Is Doomed’ articles:
- UEA scientists reveal Earth’s habitable lifetime and investigate potential for alien life (eurekalert.org)
- Soaring temperatures will kill off life on Earth between 1.75 and 3.25 billion years from now, scientists say (itv.com)
- Long-range forecast: sunny spell will wipe out life on Earth (theguardian.com)
- Earth ‘will get too hot for humans’ (independent.ie)
- Life on Earth is coming to an end… in 1.7billion years (metro.co.uk)
- Life on Earth to last three billion years (scotsman.com)
- Earth expected to be habitable for another 1.75 billion years (sciencedaily.com)
- Life on Earth Can Last At Least Another 1.75 Billion Years (webpronews.com)
- How Much Longer Can Earth Support Life? (livescience.com)
- Earth’s Days are Numbered (nature.com)
PS: This was the first scientific paper ever to be published with my name on. To be able to write “myself and colleagues at the UEA came up with in a paper published in Astrobiology” and to say my handiwork is currently being studied by readers of dozens of news outlets makes me as giddy as a small child on christmas.
PPS: My contribution to the paper was to take complex models of how all stars evolve and produce a mathematical function allowing the luminosity for any time period and any stellar mass to be immediately calculated. This is the first step to working out how the habitable zone migrates and hence the habitable lifetime of any planet sat in it’s path. The majority of the work was performed by Andrew Rushby (who wrote a similar blog today) and Mark Claire, both of whom I am incredibly grateful to for the chance to be involved in this work. | <urn:uuid:bce36310-2e3f-403a-8d4c-ee8c639901bd> | CC-MAIN-2018-43 | https://lostintransits.wordpress.com/category/astrobiology/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583510749.55/warc/CC-MAIN-20181016113811-20181016135311-00152.warc.gz | en | 0.945141 | 1,364 | 3.921875 | 4 | {
"raw_score": 2.9272263050079346,
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} | Science & Tech. |
from The American Heritage® Dictionary of the English Language, 4th Edition
- n. The state or process of becoming green, especially the abnormal development of green coloration in plant parts normally not green.
from Wiktionary, Creative Commons Attribution/Share-Alike License
- n. The abnormal development of green pigmentation in plants normally not green, like flowers and shoots. Symptom may be characteristic of phytoplasma infection in plants.
from the GNU version of the Collaborative International Dictionary of English
- The act or state of becoming green through the formation of chlorophyll.
from The Century Dictionary and Cyclopedia
- n. Greenness; viridescence.
- n. In botany, the abnormal assumption of a green color by organs normally bright-colored, as when the petals of a flower retain their characteristic form, but become green.
Sorry, no etymologies found.
= -- This change, spoken of by most authors as retrograde metamorphosis of the petals into sepals, or as a substitution of sepals for petals, is obviously a condition that is in most cases hardly distinguishable from virescence of the corolla, or from multiplication of the sepals.
Indeed, virescence or chloranthy is very intimately connected with this aberration, as might have been anticipated, for if the parts of the flower assume more or less of the condition of stem-leaves or bracts, it is quite natural to expect that they will partake likewise of the attributes of leaves, even at the expense of their own peculiar functions.
It must be distinguished from virescence, or the mere green colour of the floral organs, and from chloranthy, in which all or the greater portion of the parts of the flower are replaced by leaves.
Some of the above are probably cases of mere virescence rather than of phyllody.
Frondescence of the petals has been observed most frequently in the following cases; some, perhaps, were cases merely of virescence, q. v.; see also under Chloranthy, Prolification.
Some flowers are more liable to virescence than others.
Gesneriana_, the change in question being generally attended by a partial virescence.
Owing to the vagueness with which the word has been applied by various authors, it becomes very difficult to ascertain whether the recorded instances of chloranthy were really illustrations of what is here meant by that term, or whether they were cases of mere virescence (green colour, without other perceptible change), or of prolification (formation of adventitious buds).
= -- The petals also are frequently replaced by leaves, though in many of the recorded instances the change has been one of colour only; these latter are strictly cases of virescence.
Many of the cases recorded as reversions of the parts of the flower to leaves are simply instances of virescence; indeed, it is not in all cases easy to distinguish between the two states. | <urn:uuid:ea0d77c8-c320-44bf-a207-c449efac5daf> | CC-MAIN-2015-22 | https://www.wordnik.com/words/virescence | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207929656.4/warc/CC-MAIN-20150521113209-00156-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.944598 | 634 | 2.984375 | 3 | {
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} | Science & Tech. |
Imagine what a big cosmic event it would be to see two supermassive black holes collide.
Strange things happening in a galaxy about a billion light-years away could be a sign of one of the most exciting things happening in astronomy right now.
Astronomers predict ‘imminent’ collision black holes
A report by ScienceAlert says that the strange changes in the SDSS J1430+2303 galaxy’s light look like two supermassive black holes with a combined mass of about 200 million suns that are about to crash into each other.
Astronomers think that a collision between two massive black holes will happen in the next three years if the galaxy’s strange behavior is caused by them.
Even though J1429+2303 may be our best chance so far to see two supermassive black holes collide, astronomers still don’t know exactly what it is. Scientists will have to keep an eye on the galaxy for this reason.
In 2015, it was shown for the first time that two black holes can collide. Since then, more detections have been made because of the gravitational waves that these huge events send through space-time.
ScienceAlert said that most of these mergers haven’t yet involved binary pairs of black holes, each of which is about as heavy as a single star. The LIGO and Virgo detectors, which found the gravitational waves, then looked for masses in this range.
ScienceAlert also said that the frequency range of our current observatories is too low to pick up the ripples made by supermassive black holes that are millions to billions of times heavier than the Sun and spiral in on themselves or crash into each other.
Even though scientists don’t have a detector that can pick up low-frequency gravitational waves, they still think there will be a huge amount of light across the spectrum.
Seeing a binary supermassive black hole
Scientists from China’s University of Science and Technology, led by Ning Jiang, also noticed some strange things about J1430+2303. In three years, the time between galactic nucleus oscillations went from almost a year to just one month.
But scientists are still not sure if the activity at the center of J1430+2303 is related to a binary black hole. Since galactic nuclei are strange places that send out hard-to-understand signals, it’s possible that something else is behind the changes in the center of J1430+2303.
A group from Guangzhou University in China, led by Liming Dou, has been trying to find high-energy signs that could point to a supermassive black hole binary on a decaying orbit by looking at data from different X-ray observatories over the course of 200 days.
The galaxy’s X-rays
Scientists did see changes in the brightness of the galaxy’s X-rays, as well as a specific type of emission caused by iron falling into a black hole, which they were able to see with 99.96% certainty with two different pieces of equipment.
Additionally, an analysis of radio data published in July came up empty. So, it looks like scientists still don’t really know what’s going on with J1430+2303. So, scientists will have to look further to figure out what makes it so strange.
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- Does Tesla Have Special Paint? | <urn:uuid:75ce6006-04bc-4625-b224-cdf09ab213fd> | CC-MAIN-2022-40 | https://review-informations.com/astronomers-predict-imminent-collision-black-holes/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335355.2/warc/CC-MAIN-20220929131813-20220929161813-00669.warc.gz | en | 0.948769 | 763 | 3.484375 | 3 | {
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} | Science & Tech. |
Twitter Lessons in 140 Characters or Less
The Twitter feed for Lucas Ames’ class in American history has shown some lively exchanges of ideas and opinions among students at the Flint Hill School. One day this month, 11th graders at the private school in Oakton, Va., shared articles on the separation of church and state, pondered the persistence of racism, and commented on tobacco regulation in Virginia now and during the Colonial period—all in the required Twitter format of 140 or fewer characters.
Those are exactly the kinds of interactions Mr. Ames had hoped for when he decided to experiment with the microblogging tool in his classroom this school year.
He and other teachers first found Twitter valuable for reaching out to colleagues and locating instructional resources. Now, they’re trying it out in the classroom as an efficient way to distribute assignments and to foster collaboration among students.
But as more teachers sample the uses of popular social-networking tools like Twitter as part of their lessons and classwork, some observers are cautioning that the educational effectiveness of such tools, or the implications those quick, short-form communications may have for students’ thinking and learning are not known.
“It’s not a research-based tool,” said Daniel T. Willingham, a professor of psychology at the University of Virginia, in Charlottesville. “The most important thing to remember is that we have no idea what impact these tools have on learning, and it will take a decade to answer that question.”
Twitter is defined as a “real-time short messaging service” on the Web site of the San Francisco-based company of that name, which was founded in 2006. Users subscribe to the blog feeds of others on the site and send out messages—called “tweets”—to their own “followers” within the allotted number of characters.
The site is used extensively by businesses to market products and spread messages related to their work.
It has created its own celebrity class of microbloggers as well. Some famous and previously not-so-famous users have gained thousands or even millions of followers who read their tweets and send—or retweet—them to others.
teacher great job finding and sharing resources guys
7:05 PM Oct 8th from web in reply to ZachH1212
teacher From slavery 2 White House, Michelle Obama’s slave roots revealed. Comments please!
7:46 PM Oct 8th from web
student 1 @fhsush this is really shocking that they traced it back that far and found a tie it really just amazing
8:07 PM Oct 8th from web
student 2 @fhsush thats AMAZING. times have really changed.
that is amazing that they can trace back that far.
8:11 PM Oct 8th from web in reply to fhsush
student 1 @fhsush WOW! i would have never guessed
that. its awesome to see such a connections to slavery
in our own White House. amazing
8:19 PM Oct 8th from web in reply to fhsush
Nearly 10,000 users, for example, follow Georgia teacher Vicki Davis, who uses the login name @coolcatteacher to share resources and suggestions about educational technology. (Education Week and several of the paper’s reporters send out daily tweets under names like @educationweek, @kmanzo, and @Teacherbeat.)
Twitter has not caught on among school-age children as quickly or universally as other Web 2.0 tools, such as Facebook or MySpace: Only about 1 percent of the estimated 12 million users in the United States are between the ages of 3 and 17, although young adults are the fastest-growing group of users, according to recent reports. Still, some teachers are hoping that, given the appeal of social networking, Twitter can be used to get students engaged in the content and processes of school.
“For a lot of teachers who started off using Twitter as a professional-development tool, they’ve been building a professional learning community and using information that’s been shared,” said Steve Dembo, the online-community manager for the Discovery Educator Network, or DEN, which encourages collaboration among its more than 100,000 members across the country. “The more they’ve seen the value in making connections with each other, [the more] they’re realizing the same process might be valuable to students as well.”
In discussions on the DEN, which is hosted by the Silver Spring, Md.-based Discovery Education, Mr. Dembo has noticed a significant uptick in questions and recommendations among teachers about using Twitter, mostly addressing how to simplify administrative tasks or encourage students to conduct research or collaborate with classmates and their peers across the country.
Mr. Ames, the history teacher, has already seen some results in classroom participation by students, who are given the choice of participating in the Twitter feed or writing an extra research paper.
“These students are not always sure about how to use the Internet to find and filter information, so this is forcing them to do that,” said Mr. Ames, who requires students to submit only school-related tweets. “It’s getting kids who aren’t necessarily engaged in class engaged in some sort of conversation.”
Dorie Glynn, who teaches a bilingual 2nd grade class at Kirk Elementary School in Houston, has been preparing students for conversations of their own on Twitter. The students have started following other classes at the school, and across the country, as they get ready to share data on regional cultures, weather, and to play a virtual I Spy game, in which they will hunt for geometric shapes in maps and photos sent from Twitter followers in other places.
“I see a huge amount of potential for connecting with another classroom, asking regional questions, comparing and contrasting areas,” Ms. Glynn said.
Pros and Cons Debated
With scant research on the efficacy of social-networking tools such as Twitter, and few clear insights into the best (and worst) uses for them, there is little agreement among researchers and educators about how or whether Twitter-like technologies could or should be used in schools.
“There are generally two camps on this issue: One says how terrible all this is, and the other talks about all the things you can learn using social-networking tools,” said Pamela B. Rutledge, the director of the Media Psychology Research Center at Fielding Graduate University, an online degree program.
But, she added, “there are many different ways, because of those media, that you can engage students” in content.
Today’s students, she added, are going to need to have highly developed critical-thinking skills, be able to digest large amounts of information, and determine what’s important and what’s not. Those are the very kinds of skills they tend to use with Web 2.0 tools, she argued.
Research in related areas might have some answers to questions about the usefulness of such tools, according to Mr. Willingham.
A few studies have found some positive correlations between text-messaging aptitude and literacy. Research on gaming and educational multimedia programs have also shown some positive impact on learning. But few scientific experiments can show a direct link between the use of such technology and student achievement.
A recent study, however, renewed concerns about the potential negative impact of the latest technological applications. The study, published in the journal Proceedings of the National Academy of Sciences, found that adults who attempted multiple tasks while using a range of media simultaneously had difficulty processing the information or switching between tasks.
Few teachers, though, need definitive studies to tell them that social media can be a problem in the classroom if not carefully planned for and controlled.
“The thing about new technology that I’ve observed is that it’s an enormous distraction, and it varies from classroom to classroom how successful teachers are in controlling usage,” Mr. Willingham said. “Kids are often seen texting and carrying on a conversation at the same time, but they’re almost certainly not doing them as well as they think they are.”
The study on multitasking adults provides some evidence for that argument.
Even so, Mr. Willingham said, tools such as Twitter may have utility in helping students communicate, stay organized, and learn research and analytical skills.
The anecdotal evidence among Twitter fans, however, has been positive, Mr. Dembo of the Discovery Educator Network said.
“Most of the people expressing concerns are not the people who’ve found value in Twitter in their professional or personal lives,” he said. “That’s not to say their points about the potential downsides are not valid.”
Those downsides include the mundane or pointless tweets that some users submit, such as what they are having for lunch, and other messages that could prove distracting if access to student or class Twitter accounts isn’t controlled. Teachers, though, can choose which users to follow, or to limit access to students only, an approach many take to ensure Internet safety as well.
At the Flint Hill School in Virginia, Mr. Ames has been carefully considering how he might control usage before expanding Twitter use in his class. Right now, students contribute to Twitter outside the classroom, although tweets are mostly related to conversations and content from class.
“As we prepare students for college, we tell them it’s not always just about how hard you work, but how smart you work,” he said. “These collaborative tools can help them become smarter students, and to use collaborative knowledge versus going through these classes on your own and never talking to anyone about them.”
As with any tool, Mr. Willingham said, the medium should not be the primary concern for teachers. The way students receive information—through Twitter, via e-mail, or in a printed handout—may not have a dramatic effect on how they use it.
“Like any other tool, the way we make it useful is to consider very carefully what this particular tool is very good at, rather than simply say, ‘I like Twitter, so how can I use it?’ ” said Mr. Willingham, who is the author of the new book, Why Don’t Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom.
“The medium is not enough,” he added. “People talk about the vital importance of Web 2.0 and 3.0, and that kids have got to acquire those skills. But we can’t all just be contributing to wikis and tweeting each other. Somebody’s got to create something worth tweeting.”
Vol. 29, Issue 08, Pages 1, 14Published in Print: October 21, 2009, as Twitter Lessons in 140 Characters or Less | <urn:uuid:366b6e37-203c-4c3e-9a1e-ccd0de0399bf> | CC-MAIN-2017-43 | http://www.edweek.org/ew/articles/2009/10/21/08twitter_ep.h29.html?tkn=MRZF3k/zhIEfPW/2Nv9YbL2qQKm/Khfv8YFB | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823630.63/warc/CC-MAIN-20171020025810-20171020045810-00260.warc.gz | en | 0.953409 | 2,284 | 3.171875 | 3 | {
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} | Education & Jobs |
Thyristors can take many forms, but they have certainthings in common. All of them are solid state switcheswhich act as open circuits capable of withstanding therated voltage until triggered. When they are triggered,thyristors become low−impedance current paths andremain in that condition until the current either stops ordrops below a minimum value called the holding level.Once a thyristor has been triggered, the trigger current canbe removed without turning off the device.Silicon controlled rectifiers (SCRs) and triacs are bothmembers of the thyristor family. SCRs are unidirectionaldevices where triacs are bidirectional. An SCR isdesigned to switch load current in one direction, while atriac is designed to conduct load current in eitherdirection.Structurally, all thyristors consist of several alternatinglayers of opposite P and N silicon, with the exact structurevarying with the particular kind of device. The load isapplied across the multiple junctions and the triggercurrent is injected at one of them. The trigger currentallows the load current to flow through the device, settingup a regenerative action which keeps the current flowingeven after the trigger is removed.These characteristics make thyristors extremely usefulin control applications. Compared to a mechanical switch,a thyristor has a very long service life and very fast turnon and turn off times. Because of their fast reaction times,regenerative action and low resistance once triggered,thyristors are useful as power controllers and transientovervoltage protectors, as well as simply turning deviceson and off. Thyristors are used in motor controls,incandescent lights, home appliances, cameras, officeequipment, programmable logic controls, ground faultinterrupters, dimmer switches, power tools,telecommunication equipment, power supplies, timers,capacitor discharge ignitors, engine ignition systems, andmany other kinds of equipment.Although thyristors of all sorts are generally rugged,there are several points to keep in mind when designingcircuits using them. One of the most important is torespect the devices’ rated limits on rate of change of voltage and current (dv/dt and di/dt). If these areexceeded, the thyristor may be damaged or destroyed. Onthe other hand, it is important to provide a trigger pulselarge enough and fast enough to turn the gate on quicklyand completely. Usually the gate trigger current should beat least 50 percent greater than the maximum rated gatetrigger current. Thyristors may be driven in manydifferent ways, including directly from transistors or logicfamilies, power control integrated circuits, byoptoisolated triac drivers, programmable unijunctiontransistors (PUTs) and SIDACs. These and other designconsiderations are covered in this manual.Of interest too, is a new line of Thyristor SurgeSuppressors in the surface mount SMB package coveringsurge currents of 50, 80 and 100 amps, with breakovervoltages from 77 to 400 volts. NP Series Thyristor SurgeProtector Devices (TSPD) protect telecommunicationcircuits such as central office, access, and customerpremises equipment from overvoltage conditions. Theseare bidirectional devices so they are able to havefunctionality of 2 devices in one package, saving valuablespace on board layout. These devices will act as a crowbarwhen overvoltage occurs and will divert the energy awayfrom circuit or device that is being protected. Use of theNP Series in equipment will help meet various regulatoryrequirements including: GR−1089−CORE, IEC61000−4−5, ITU K.20/21/45, IEC 60950, TIA−968−A,FCC Part 68, EN 60950, UL 1950. See ONSemiconductor application note AND8022/D foradditional information. | <urn:uuid:6b11d034-1a47-4cb9-afbf-c696323ee8cc> | CC-MAIN-2014-10 | http://www.scribd.com/doc/18485460/7/TRIAC-THEORY | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394678700883/warc/CC-MAIN-20140313024500-00014-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.898498 | 817 | 3.1875 | 3 | {
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When Henry IV took the throne, he wasn’t exactly the natural successor to Richard II, although he certainly had a place on the list! I’m being a little facetious here; there wasn’t really a “list”, and a lot had to do with whether the crown was inherited by absolute primogeniture (where the sex of the heir is not relevant) or in tail male (where males only can inherit). This was not etched in stone during the high middle ages. In 1290 Edward I made a settlement permitting his daughters to succeed. Then Edward III made an entail only allowing the succession in the male line. Allegedly this entail was kept secret, because John of Gaunt, next in line, was very unpopular at the end of Edward III’s reign. Both kings’ original entails have been lost, possibly destroyed by a later monarch. After all, how long was an entail supposed to last? Forever? Or until it was superseded by another?
One thing is for sure: Richard II absolutely did not want Henry Bolingbroke to succeed him. As early as 1394, before his first expedition to Ireland, he appointed Edmund Langley, Duke of York as keeper of the realm. (York was the younger brother of Gaunt.) This overrode John of Gaunt’s request that the post go to Henry. Traditionally the keeper of the realm was heir presumptive, so this was a real slap in the face to Gaunt. All the way to the end of Richard’s reign, York was unofficially his choice of heir, and after him, Edward Rutland, the king’s cousin and favorite. If Richard ever made it official, this too was lost.
But this wasn’t the only complication. Gaunt’s older brother Lionel died in 1368 leaving only a daughter who married Edmund Mortimer, the 3rd Earl of March. They had a son, Roger, who many thought was the heir to the throne. Since Roger was descended from the daughter, according to Edward III’s entail he was disqualified. But few knew about the entail, and Richard had little interest in the Mortimers. Roger was killed in Ireland in 1398, leaving behind a young son.
So when Richard was usurped in 1399, Mortimer was too young to stand up for himself. Edward Rutland never made a fuss over the succession. This left Henry Bolingbroke, who took young Mortimer under his “protection”. Ironically, the Yorkists, who will resurface during the Wars of the Roses, are descended both from the Duke of York and the Mortimers, giving them a somewhat stronger claim than Lancaster. But that’s another story. | <urn:uuid:b240f3e9-7981-425c-b60e-92668e308e4a> | CC-MAIN-2022-40 | https://historicalbritainblog.com/?p=4335 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334802.16/warc/CC-MAIN-20220926051040-20220926081040-00548.warc.gz | en | 0.985865 | 573 | 2.53125 | 3 | {
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Prevent Accidental Poisoning
The best way to prevent accidental poisoning of your pet is to know which substances are toxic to your pet and then take precautions to keep these substances out of your pet’s reach. Pets are like toddlers that can open any child-proof container and figure out ways into trouble that you may never have envisioned. In addition to getting poisoned by things that they get into, there are a number of cases of pet poisoning that occurs when owners intentionally give their pet something in an attempt to help them. In order to minimize the risk of your pet getting poisoned, the following precautions are recommended:
- Keep products such as medications, harmful foods and cleaning products in a secure cabinet above countertop
- Use a kitchen garbage can with a
- Always read labels, especially on flea and tick products and on lawn and garden Store out of reach in a high cupboard, not under the sink.
- Be familiar with the plants in and around your home and have only nontoxic plants. The ASPCA website has a comprehensive list of toxic plants.
- Never give any medication or supplement to your pet unless recommended or approved by your
What Should I Do If I Think My Pet Has Eaten Something Poisonous?
If you suspect that your pet has ingested a toxic substance, do not panic! If your pet is not showing any serious signs, note the amount ingested, save any related packaging and contact our office and/or the ASPCA poison control center (1-888-426-4435) immediately to determine if your pet needs to be examined and treated. If your pet is showing serious signs such as difficulty breathing, seizures, profuse bleeding or unconsciousness, bring your pet as well as any packaging or material related to the ingested substance to our office (or emergency room) immediately.
Foods to avoid feeding to your pet: There are many foods that sound delicious to us but are actually quite dangerous to out pets. The following is a list of toxic human food to avoid feeding to your pet. If you suspect that your pet has eaten any of the following foods, please not the amount ingested and contact our office immediately.
Chocolate, Coffee, Caffeine Are All Toxic To Pets
The above all contain substances called methylxanthines. Methylxanthines, when ingested by pets, can cause vomiting and diarrhea, panting, excessive thirst and urination, hyperactivity, abnormal heart rhythm, tremors, seizures and death. Note that darker chocolate is more dangerous than milk chocolate. White chocolate has the lowest level of methylxanthines and baking chocolate contains the highest level of methylxanthines.
Is Alcohol Bad for My Dog or Cat?
Beverages and food products that contain alcohol can cause vomiting and diarrhea, central nervous system depression, decreased coordination, tremors, difficulty breathing, coma and death.
Are Avocados Poisonous To Dogs or Cats?
The avocado fruit, seed and plant contains a substance called persin which can cause vomiting and diarrhea when ingested by dogs. Birds and rodents are especially sensitive to avocados and can develop difficulty breathing and accumulation of fluid around the heart. Avocado ingestion can sometimes be fatal.
Can I Give My Dog Macadamia Nuts?
When ingested by dogs, macadamia nuts can cause weakness, incoordination, depression, vomiting, tremors and fevers. The clinical signs usually occur within 12 hours of ingestion and can last up to 48 hours.
Are Grapes & Raisins Poisonous To Pets?
Grapes and raisins can cause kidney failure in pets. The exact mechanism is currently unknown. Signs of kidney failure can include excessive thirst and urination, vomiting, loss of appetite and lethargy.
Can I Give My Pet Raw Dough?
When your pet ingests yeast dough, the dough rises and causes gas to accumulate in the gastrointestinal system. This is a very painful condition that can lead to the rupture of the stomach or intestines. This risk diminishes when the dough is cooked and the yeast has fully risen.
My Pet Just Ate Sugar Free Gum
Xylitol is a substance that is used as a sweetener in gum, candy, baked goods and toothpaste. Xylitol causes insulin release which leads to low blood sugar levels and ultimately liver failure. Initial clinical signs include vomiting, loss of coordination and lethargy. These signs can progress to recumbency and seizures. Liver failure can occur within a few days.
Onions, Garlic, Chives Are Poisonous To Dog and Cats
Onions, garlic and chives can cause gastrointestinal irritation and more importantly, they can cause damage to red blood cells that clean lead to life threatening anemia. Cats are more susceptible than dogs, however, dogs are at risk of toxicity if a large enough amount is consumed. Clinical signs of toxicity can include vomiting, lethargy, weakness, loss of appetite and pale mucous membranes (gums).
The Dangers of Raw/Undercooked Meat, Eggs and Bones
Raw meat and eggs contain bacteria such as Salmonella and E.coli and parasites such as Trichinella and Sarcocystis. These organisms are not only potentially harmful to your pet but also to humans. Studies have shown that animals that are not sick themselves can pose a public health concern due to shedding of bacteria or larvae into the environment. In addition, raw eggs contain avidin which is an enzyme that decreases the aborption of biotin (b vitamin). Raw bones can be dangerous to a pet due to the potential for the bone to splinter and either become lodged in or puncture your pet’s gastrointestinal tract.
My Dog Just Ate Moldy or Spoiled Food
Spoiled or moldy food contains mycotoxins which are toxins that are produced by fungi and mold. Aflatoxin is a common mycotoxin that can attack the liver and cause life-threatening hepatitis as well as gastrointestinal signs. Aflatoxin is produced by a fungus called Aspergillus which is the white and gray fluffy mold commonly seen on spoiled food. It is important to note that cooking does not destroy the fungus.
Can I Give My Pet an Aspirin?
Medication hazards: Human medications are usually the most common cause of pet poisoning. Most often, the ingestion is accidental; however, these toxicities also occur when owners unwittingly give a human medication that is toxic to their pet in an attempt to help their pet. In addition, many medications that are made for our pets are flavored so that it is easier to give to them. Unfortunately, pets may ingest an entire bottle of medication if they like the taste. It is important to contact our office immediately if your pet ingests human medication or more than what is prescribed of their own medication. The following lists additional precautions:
- Keep all prescriptions and over-the-counter medications inaccessible to
- Pain killers, cold medicines, anti-cancer drugs, antidepressants, vitamins and diet pills are common examples of human medication that can be potentially lethal to
- One regular strength ibuprofen tablet (200mg) can cause stomach ulcers in a 10 pound
- One regular strength adult Tylenol® tablet can kill a
- Never give your pet a medication or supplement that was not prescribed for your pet without contacting us first so that the doctor can advise you about potential risks for your
Cleaning Products and Other Toxic Household Items
Cleaning supplies, such as bleach, acids, alkalis and other detergents, can cause corrosive injury to the mouth and stomach. Other household items such as batteries and liquid potpourri can cause similar problems. Always keep these toxins behind securely locked doors.
Both house plants and outdoor plants can be ingested by our pets. Lilies can cause life-threatening kidney failure in cats, while sago palms can cause liver failure in dogs and cats. Keep house plants and bouquets away from your pets. The ASPCA website (www.aspca.org) has a comprehensive list of toxic and nontoxic plants. You can also visit a great blog on the topic of houseplants at the gardening mentor.
Insecticides rodenticides, herbicides and pesticides
Insecticides are commonly used around our homes to control unwanted bugs. Insecticides are also commonly used on our pets for flea and tick control. The most serious insecticide toxicities occur when products that are not labeled for use on cats are applied to cats. Also be aware that certain pesticides used in fly, slug and snail bait contain chemicals that are dangerous to your pet.
Baits that are used to kill rodents are grain based and not only attract mice and rats, but also attract dogs and cats. There are several different types of rodenticides that can cause seizures, internal bleeding, kidney failure and even death. Just as the taste of rodenticides may entice our pets to ingest them, many herbicides have a salty taste and pets will commonly ingest them. To minimize risk of exposure of your pet to these toxins, take the following precautions:
- Always follow label
- Always make sure these items are placed in areas that pets cannot
- Keep pets away from treated areas for the label recommended amount of
- Store unused products in areas that will always be inaccessible to
Depending on the season, there are also many hazardous materials that your pet can find outdoors. In the warmer months, this may include
- Blue-green algae
- Animal toxins – toads, snakes, spiders, insects, lizards
- Citronella candles
- Cocoa mulch
- Compost piles
- Swimming pool treatment supplies
In the cooler weather, antifreeze and ice melting products are particularly dangerous to your pet. Antifreeze has a pleasant taste and unfortunately, only a small amount can be lethal; 1 teaspoon can kill a cat and 4 teaspoons is enough to kill a 10 pound dog. Ice melting products can be irritating to your pet’s skin and mouth. Depending on the active ingredient in the ice melt, clinical signs can include excessive salivating, vomiting, depression and electrolyte imbalances. Keep these products out of your pet’s reach in a securely locked shed or on high shelves where your pet cannot get to them.
Holiday Season Pet Hazards
Keeping your pet safe during the holiday season: The holiday season is a time to decorate and celebrate with family and friends, both two-legged and four-legged. However, many of the foods and decorations that are harmless to humans can pose a serious health risk for your pets. The following helpful hints are offered to ensure a happy and safe holiday season for your pet:
- Your pets are not garbage disposals for holiday leftovers: Turkey bones can splinter and cause obstruction. Sudden change in diet and fatty foods can lead to vomiting, diarrhea or pancreatitis (potentially life threatening inflammation of the pancreas). As mentioned above, certain foods can be toxic including chocolate, onions or onion powder, grapes and raisins, macadamia nuts, coffee, garlic, salt, yeast dough, alcoholic food and beverages and moldy or spoiled
- Crowds and holiday festivities can frighten some pets: Set aside a safe and quiet haven for your pet if necessary. Any disruption of the home, such as rearranging the furniture, may cause your cat to stop using the litter
- Be careful with holiday decorations: Some common yuletide plants such as poinsettias, ivy, mistletoe and holly berries can be toxic to your pet. Put candles in places where your pet can’t reach them to avoid burning of your pet and your home. Electrical cords can electrocute your pet if he/she chews on them. Tape down and hide loose wires to prevent your pet from chewing on them. Remove bows, ribbons and yarn from discarded wrapping paper and cut away handles from shopping and gift bags. Also, keep aluminum foil away from your pet. If your pet ingests these items, they can cause choking, vomiting and possibly intestinal obstruction. This is a very common problem for cats and kittens.
- Oh tannenbaum! Make your Christmas tree pet friendly: Cats love to climb trees! Position your tree on a wide, flat and stable base and anchor the tree to a nearby wall or window. In addition, decorate with animal safe items, especially at the bottom of the tree. Tinsel, ribbons and popcorn strands can potentially cause fatal intestinal obstruction if swallowed. Broken glass ornaments can cut your pet’s mouth and gastrointestinal tract. Also keep in mind that Christmas tree water may contain fertilizers and that stagnant tree water is a fertile breeding ground for bacteria. If ingested, your pet may develop vomiting or diarrhea. Make sure that the bottom of the tree is
Remember, if you think that your pet has come in contact with poison. DO NOT PANIC! Take note of the amount ingested, save any related packaging, and contact our office at (845) 638-3600.
|ANIMAL POISON CONTROL- ASPCA|
|24 HOUR Emergency Veterinary Poison Hotline| | <urn:uuid:e705444b-bd89-41c5-b770-bc69950d7d63> | CC-MAIN-2022-21 | https://animalmedicalnc.com/project/protect-your-dog-and-cat-from-household-poisons/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662619221.81/warc/CC-MAIN-20220526162749-20220526192749-00531.warc.gz | en | 0.924358 | 2,728 | 2.796875 | 3 | {
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On the shores of Israel’s Galilee, an ancient town has been brought to life. The new bonds built among its ruins could last for generations to come.
On a recent Sunday afternoon, Gladis Sabat was among dozens of women from around the world who toured the ruins of a 1st century synagogue on the western shore of the Sea of Galilee. Sabat, a Palestinian Roman Catholic from Jerusalem, comes here a few times a year to pray on the site of the ancient Jewish town of Magdala. Mentioned in the Talmud for its thriving fish market and by the ancient historian Josephus for the strong stand it took during the revolt against Rome from 66-73 CE, Magdala has become a site that brings together the ancient and modern worlds of Judaism and Christianity alike.
The ruins found here — a synagogue, a harbor, and a fish market — offer Sabat and other Christians a tangible connection to the days when their faith began to emerge out of Judaism, as well as to Mary Magdalene, a troubled woman who was an early follower of Jesus and one of the few women mentioned in the Christian Bible. Magdala is believed to be her hometown.
“I like this place very much, I feel as if I am in heaven,” Sabat said. “We can really imagine that Jesus was here, that Mary Magdalene was here. You read it in the Bible, but now you can really imagine.”
For the last two thousand years, Magdala was known only through the Bible, the Talmud, and other ancient texts, though the name remained associated with the area. A town established nearby in 1910 by Russian Zionists was called Migdal, and an Arab village called al-Majdal was located in the area until Israel’s 1948 War of Independence. But all traces of the site’s dramatic 1st century past were buried. Since archaeologists began discovering ruins here in 2009, however, the ancient town has come back to life, attracting both Christian and Jewish visitors and emerging as a center of interfaith relations.
“This is a crossroads of Judaism and Christianity,” said the Reverend Juan Solana, director of the Pontifical Institute Notre Dame of Jerusalem Center, whose desire to build a hotel for Roman Catholic pilgrims by the Sea of Galilee eventually led to the surprising archaeological discoveries here. “And unlike other places, Magdala offers us the real thing. This is not just based on thoughts or ideas, but on tangible facts.”
In 2004, when Solana took up his Vatican-appointed post as director of the Notre Dame Center, a 19th century complex just outside Jerusalem’s Old City that contains a chapel and a guest house, he noticed that most visitors who stayed there were also spending time in the Galilee region, home to many sites associated with the life of Jesus.
“Right away it was so obvious that a partner center in the Galilee would be beneficial,” said Solana. “That was the practical aspect.”
Then, on a trip to the Galilee around this time, he noticed a sign for Magdala.
“I said, oh my goodness, this is Mary Magdalene’s hometown, we have to stop,” he recalled, telling me how his own mother often told him that she felt inspired by Mary Magdalene.
Solana’s mother was not alone. Mary Magdalene has been a prominent figure in Christian tradition for centuries. She is described in the book of Luke as having “seven demons” inside of her. But when she began to follow Jesus, she was cured and eventually became the first person Jesus appeared to after he rose from the dead.
Over the years, Mary Magdalene has been associated with prostitution and at times reputed to be Jesus’ wife or lover, making her a controversial character. But for many Christians, her story is inspiring because she found healing and dignity through her faith in Jesus. Eventually, she became a bearer of the good news, telling others that Jesus had risen. In recent years, the Catholic Church has placed more emphasis on Mary Magdalene, including the establishment last year of a major feast day dedicated to her, celebrated on July 22.
With all of this in mind, Solana felt compelled to stop at Magdala. “My driver told me there was nothing there, but we stopped anyway,” he said.
His driver was partially right. At the time, Magdala contained only an old and shuttered beach resort, overgrown grass, and some palm trees. But Solana noticed that the resort was for sale.
“I thought, that’s the perfect place for the partner guest house: it’s in Magdala, on the sea shore, and close to all of the holy sites,” he recalled.
Over the next five years, Solana raised money from international donors, purchased the old resort and other nearby land, worked with architects to design a 300-room hotel with a restaurant and swimming pool, and was finally ready to break ground on the project in 2009. The last step was for the Israel Antiquities Authority to conduct the archaeological dig required before any construction project in Israel, which is, needless to say, a land rich with ancient remains. Solana assumed that this was just a formality and nothing would be found.
But after several days of work, archaeologists uncovered an ancient port, a marketplace, several fish ponds, and other signs of a major fishing industry. Then a short distance away they found an ancient building. They didn’t think much of it until they found what appeared to be a stone bench built into a wall.
“I knew right when we found that bench that this was a synagogue,” said Dina Avshalom-Gorni, an archaeologist who directed the project for the Antiquities Authority, explaining that benches built into walls are a classic motif of ancient synagogues. More digging revealed a three-room structure with ample space for storing scrolls and traces of frescoes still adorning some of its collapsed walls. This is the only synagogue from the 1st century — when the Temple was still standing in Jerusalem — that has been found in the Galilee region, and one of only six found in the entire country, including in Gamla and Masada, Avshalom-Gorni said. A stone decorated with rosettes and a seven-branch candelabra, designs used in the Temple, proves that this community was indeed linked to Jerusalem, rather than a breakaway group, she added.
All of these findings, plus its geographic location, led archaeologists to identify the site as the ancient town of Magdala. While there is no archaeological evidence of specific people like Mary Magdalene or Jesus, the site itself is close to descriptions found in ancient sources, said Marcela Zapata, an archaeologist from the University of Anahuac in Mexico who worked on the site.
“It’s possible that Jesus was here,” Zapata said. “We don’t have anything in the archaeology, but that doesn’t mean it’s not possible.”
Solana was overwhelmed by what the archeologists found.
“I had mixed feelings,” he said. “I was really excited, but on the other hand I was concerned that because of these findings that maybe we wouldn’t be allowed to build here.”
Solana did have to make a slight change in the location of the planned hotel and construction was delayed for several years while archaeologists continued their work. But despite the delays, “all of these findings were immensely beneficial to our project,” he said.
While his focus all along had been on providing a place for Christian, specifically Roman Catholic pilgrims, Solana said the discovery caused him to broaden his mission.
“This place is heritage not just for Catholics, but for all Christians,” he said. “Second, when we discovered these ruins, I said, ‘Oh my goodness, it’s not just heritage for Christians but also Jewish heritage.’ The whole town here was Jewish.”
The identification of the town as ancient Magdala, Solana said, also gives it special significance for women.
So instead of just a hotel, he opened the Magdalena Institute, which focuses on promoting the dignity of all people and especially of women. Unlike the hotel, which is still under construction, the Magdalena Institute is now open in a domed building overlooking the Sea of Galilee. The stone floor of one of the building’s chapels is the original floor of a 1st century fish market that once thrived here. They call this the “Encounter Chapel,” hoping it will inspire the same sort of diverse encounters that must have occurred in the busy ancient marketplace.
At a recent annual symposium, dozens of women from Israel and around the world gathered at Magdalena to hear stories of inspiring women from various backgrounds.
One of the speakers, an Israeli Jew named Yola Reitman, talked about her days working undercover in Africa for the Mossad. Posing as the manager of a diving resort on the Red Sea, Reitman and her colleagues were part of an operation that smuggled about 12,000 Ethiopian Jews out of Sudan to Israel.
Participants also heard the life story of Amoun Sleem, who belongs to Jerusalem’s tiny gypsy community, living on the fringes of both Palestinian and Israeli culture. After growing up in poverty and feeling rejected, Sleem became a community leader and runs afterschool programs for gypsy children in Jerusalem, helping them with homework and teaching them about their culture.
Also among the speakers was Agnes Shehade, a Swiss-born Christian woman who runs the House of Grace, a shelter for newly released prisoners in Haifa that she started with her late husband Kamil in 1982. “At first, I was afraid to bring released prisoners into our home, where we had small children,” she recalled. “But then we built trust and some of them actually became our babysitters.”
Such a mixture of voices is the goal of Magdalena, says its director, Jennifer Ristine, who resides on the property and belongs to a Roman Catholic order of consecrated lay women who, while they are not clergy, have taken similar religious vows.
“We hope there is a building of bridges here,” Ristine said, although she emphasized that Magdalena does not have a political agenda, especially when it comes to the Israeli-Palestinian conflict. “We are not out to solve the political conflict. But maybe in a certain sense it can be an oasis of peace here.”
One wing of Solana’s hotel, about 80 rooms, is scheduled to open in February. There are also plans for a museum highlighting the archaeological discoveries and telling the story of the town. About 1,000 people a day stop at Magdala, mainly to tour the archaeological site, and some walk through the Duc in Altum, which houses the chapels and the Magdalena Institute. Most visitors are Christian or Jewish groups.
Avshalom-Gorni has since held bar mitzvah ceremonies for two of her sons in the remains of the ancient synagogue. According to archaeological evidence, when war between the local Jewish population and the Romans broke out in 67 CE, the people of Magdala took down the pillars of the synagogue and used them to block the road leading to the town. Although some life in the town continued after the war, the synagogue was not rebuilt and remained unused until now.
“It was a very exciting celebration, it was the first bar mitzvah here in 2,000 years, and Christians as well were very interested in observing the ceremony,” Avshalom-Gorni said. “This has really become a place for all people.”
Solana admits that for a Catholic organization to focus so much on the Jewish roots of Christianity and interfaith initiatives is unique in Israel. But there is no other choice.
“It is the facts of Magdala that really pushed us in this direction, and it is a new and very special approach,” he said. “What Magdala does is offer us a very real thing, this very real place.” Indeed, Magdala is one of the few places in the country for women’s interfaith discussions that are not focused on the Israeli-Palestinian conflict. This is also extremely important for Solana.
“I think our biggest challenge is to not become political,” he said. “It’s a matter of bringing together cultures, discussing things from a cultural perspective. It’s to put on the table with respect a view that all women have dignity and have a sincere dialogue about that.”
Banner Photo: Magdalena Institute | <urn:uuid:514b44ea-725c-43a7-a702-506411ebdcb5> | CC-MAIN-2019-18 | http://www.thetower.org/article/from-ancient-ruins-a-new-conversation-emerges/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578530040.33/warc/CC-MAIN-20190420200802-20190420222802-00392.warc.gz | en | 0.976817 | 2,731 | 2.78125 | 3 | {
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Oregon researchers use light and sound waves to control electron states
EUGENE, Ore. — April 7, 2016 — University of Oregon physicists have combined light and sound to control electron states in an atom-like system, providing a new tool in efforts to move toward quantum-computing systems.
The work was done on diamond topped with a layer of zinc oxide containing electrical conductors and performed at a temperature of 8 degrees Kelvin (-445.27 Fahrenheit, -265.15 Celsius) — just above absolute zero.
Using sound waves known as surface acoustic waves to change electron states could foster data transfer between quantum bits, the researcher said. The interaction of qubits, as is the case with binary bits in current computing, is seen as vital in building advanced systems.
The research is detailed in a paper placed online April 7 by the journal Physical Review Letters.
"Computer chips in today's systems are based on electrical circuits," said Hailin Wang, a professor in the UO Department of Physics and member of the Oregon Center for Optical, Molecular and Quantum Science. "What we have accomplished could lead to a new architecture — a new way — to design a computer chip. Instead of using electrical circuits we incorporate sound waves on a chip, with our eyes on acoustic circuits and also on potential applications in tomorrow's quantum computers."
The research focused on a goal of quantum-computing research — taking advantage of defects in diamond known as nitrogen vacancy centers, where a nitrogen atom substitutes for a carbon atom adjacent to a missing carbon atom. These defects are, in effect, artificial atoms that can be used as qubits.
It is in these centers where scientists want to harness control of the spin, or electron states, of qubits. Wang's lab is among many around the world looking to incorporate sound waves.
"We've brought in sound waves that we can drive into the diamond itself," said the study's lead author D. Andrew Golter, a research associate in Wang's lab. "We can tune the pitch to just the right frequency that lets us control the quantum state."
To add sound waves, researchers built a tiny speaker on the surface of diamond. Sound caused the diamond and zinc oxide layer to crunch up and expand back and forth. The sound wave travels across the surface of the diamond and interacts with the NV center. There, the researchers used lasers to monitor light being emitted, which allowed them to confirm electron states had been changed.
"You want qubits to be either on or off," Golter said. "We use sound and light to switch them between different states. Light works well for some contexts, but it is sometimes hard to work with. If two qubits are in different locations and we want them to talk to each other, it is difficult to get light to go from one to the other. Light moves fast and can be hard to control. Sound is much slower, and it is easier to make it travel within this material because it automatically travels through solid matter."
In essence, using this new tool based on both light and sound can help create logic gates — the building blocks of digital circuitry — that serve to let qubits talk with one another, Wang said. "You can, in principle, use the sound waves to entangle two qubits," he said. "For quantum computers you need this."
For a solid material such as a chip, sound may be an ideal tool for building a network of interacting atoms, with sound waves carrying information from one atom to the next, Golter said.
"For basic physics and for potential technological applications, we want to have tools to control single atoms in really tiny systems," he said. "Our approach has advantages. Sound is slow compared to light. Sound is confined to the chip. It would be a good way to do operations inside the solid material. We've shown this with a single artificial atom, which now means we should be able to build up to multiple artificial atoms using sound to network them together."
Co-authors with Golter and Wang were Thein Oo and Mayra Amezcua, both of the UO Department of Physics, and Kevin A. Stewart of the School of Electrical Engineering and Computer Science at Oregon State University.
The National Science Foundation supported the research (grants 1414462 and 1337711).
Note: The UO is equipped with an on-campus television studio with a point-of-origin Vyvx connection, which provides broadcast-quality video to networks worldwide via fiber optic network. There also is video access to satellite uplink and audio access to an ISDN codec for broadcast-quality radio interviews.
Paper abstract: http://journals.aps.org/prl/abstract/10.1103/PhysRevLett.116.143602
Wang faculty page: http://oco.uoregon.edu/faculty/hailin-wang
Department of Physics: http://physics.uoregon.edu/ | <urn:uuid:fb7ef83f-bdf8-4e77-94df-791db6e76d23> | CC-MAIN-2017-43 | https://scienmag.com/oregon-researchers-use-light-and-sound-waves-to-control-electron-states/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825399.73/warc/CC-MAIN-20171022165927-20171022185927-00696.warc.gz | en | 0.935833 | 1,019 | 3.578125 | 4 | {
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Before Colonization: The Mughal Empire In the Mughal Empire (1526-1757), Muslims were favored over the majority Hindus. Decline of the Mughals began with religious conflict between Muslims and Hindus and resulted in infighting and a divided empire. Muslims were the majority in the Northwest (modern Pakistan) and Northeast (modern Bangladesh). Many cities and some villages were mixed. End of Mughal Rule 1600s, the British East India Company (BEIC) established trading posts at Bombay (Mumbai), Madras (Chennai), and Calcutta. At first, India’s ruling Mughal Empire kept European traders under control, but already weakened by civil war and misrule few, Indians wished to defend it. By 1707, however, the Mughal Empire was collapsing. Dozens of small states, each headed by a ruler or maharajah, broke away from Mughal control. British East India Company This private profit-seeking corporation was allowed by the British government to rule India by itself through Company Rule in which the British government allowed it to act as representatives of the British and make laws as it saw fit in the areas of India it controlled. Gained control after a decisive victory at the Battle of Plassey in 1757 Worked with compliant Indian leaders to get rich trading India’s cotton, silk, indigo dye, salt, tea and opium. Company Rule India’s resources were needed to meet the worldwide demand for cheap, washable, lightweight fabrics for clothing and furnishings. This made India’s riches an irresistible target. Seeking only profit and control, (but mostly profit) the BEIC forced many Indians to grow in-demand non-food crops including the opium sent to China. Sharing none of the profits, many parts of India under the BEIC’s control faced intermittent starvation with too few farms producing food. The British Empire, however, grew incredibly rich. The Sepoys The East India Company even had its own army, led by British officers and staffed by native Indians called sepoys. Made up of Hindu Kshatriyas, Muslims and Sikhs (a north-central Indian religious minority), enough willing and loyal recruits were found to allow the British to control all the parts of India they desired. How could a few boatloads…? Second-class citizens in their own country and impoverished by the profitseeking BEIC, Indians failed to unite to kick out the British for the following reasons: Political leaders were benefiting from British trade and support, and saw benefits to modernization, The British possessed far superior weaponry, Enough Indians were willing to be hired as sepoy soldiers to defend the British, With Mughal decline preceding the arrival of the British, India was divided into small, rival kingdoms, Rivalries between Muslims and Hindus (with Hindus resenting centuries of Mulsim rule) prevented uniting to face the common enemy, The Caste System made uniting for a common cause difficult, Agent of Change: The Sepoy Mutiny In the 1850s, the colonized Indians made their first large-scale rebellion against the colonizers, led by many sepoys who turned against their British commanders. The immediate spark to the violence was resentment against being insensitively forced to use grease from the sacred cow for Hindus, and from “unclean” pigs for Muslims. The underlying cause, of course, was anger at being treated as second-class citizens in their own homeland and the British taking India’s wealth. Agent of Change: The Sepoy Mutiny Some areas stayed loyal to Britain, but the fighting Was fierce with revenge killings and atrocities against civilians, women and children by both sides. Agent of Change: The Sepoy Mutiny The British managed to keep order, but the Sepoy Mutiny showed that Company Rule could not protect British investments in India, so the British government took over control of its Indian colonies in 1858, beginning a near century of Direct Rule. For this to work, thousands of British people flocked to India to increase their presence and to build the railroads, telegraph lines and other infrastructure needed for long-term rule over hundreds of millions of Indians. Instead of driving the British out, the Sepoy Mutiny caused a massive increase of the British presence in India. (Some) Indians Brought on Board Needing a compliant workforce for such a large colony, the British began to educate wealthy and high-caste Indians to get them to adopt both the English language and British customs. The results were many Indians aiding in colonial rule, and the creation of favored Indian elites who could “act like gentlemen”. Beginnings of Indian Nationalism The new Indian middle classes slowly grew tired of the injustice of British rule, The new nationalists wrote in both English and their regional languages and turned to aspects of Indian tradition, especially Hinduism, as a rallying ground for national pride (although Muslims and the lower castes were generally excluded). 1885 – a large group of these new Indian nationalists founded the Indian National Congress (INC) to pressure colonial leaders for more rights and greater self-rule and independence. Positive Effects of Colonial Rule Railroads (the third-largest network in the world at the time) enabled India to develop a modern economy and connected regions, A modern road network, telephone and telegraph lines, dams, bridges, and irrigation canals were created, Sanitation and public health improved. Schools and colleges were founded, and literacy increased. British troops cleared central India of bandits End to local warfare among competing local rulers. Negative Impact for India British held most of the political and economic power, Profitable industries such as cotton, salt, construction, tea, etc. were firmly controlled by the British. conversion to cash crops reduced food production, causing famines in the late 1800s, Loss of cultural practices and language, Divisions between “Anglicized” elites and traditional Indians, Humiliation of being “inferior” in one’s own home. What did the British get? Control over raw materials, especially cotton, to ports for shipment to England, To bring manufactured goods from England for sale in an expanding Indian market, Insanely rich, Spread of British language, customs, and religion, Theft of many artworks and cultural treasures – sculpture, paintings and other Indian artifacts - which can be seen in many British museums today, The chance for any Englishman with half a brain to come to India, make a name for himself, get rich, and have a position of power and respect. What was negative for the British? Paid for infrastructure (roads, telephone, railroads, etc.) and development, Paid for education, Money spent on military and government in India, Needed a large military presence to maintain control, Created the class of educated Indians (the INC) who would force the British to leave India in 1947—less than a century after the beginning of Direct Rule. | <urn:uuid:41cdd6de-6b93-4981-bd74-fb15daccdacc> | CC-MAIN-2017-04 | http://slidegur.com/doc/196413/imperialism-in-india-ppt | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560285244.23/warc/CC-MAIN-20170116095125-00059-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.965791 | 1,412 | 4.5 | 4 | {
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Shades of pre-revolution Egypt in Brazil's battle against impunity
By Salil Shetty, Secretary General at Amnesty International
Yesterday I wrote about the issue of primary concern among the people living in Rio de Janeiro’s Maré slum – impunity. Neither those involved in organized crime - nor the police who too often battle crime by committing crimes themselves - face justice.
Today I met with several members of the National Truth Commission, which was created to look at human rights violations committed between the years 1946 and 1988 – a period that includes the reign of Brazil’s military dictatorship. The current president, Dilma Roussef, herself a survivor of torture, was instrumental in making the Commission happen. Brazil enacted an amnesty law in 1979 that has largely shielded former members of the government from being held accountable for numerous violations, including torture, extrajudicial executions and enforced disappearances – to name a few.
In 2010, the Inter-American Court of Human Rights invalidated the 1979 law. However, the Supreme Federal Court of Brazil has not taken a position with regard to this decision. People in Brazil continue to debate the issue of the amnesty law, which, unlike most amnesty laws, was conceived to free political prisoners and make it safe for people in exile to return. At the last moment, the military managed to get its members brought within the scope of the law.
As I discussed the work of the Truth Commission with some of its members, it was heartening to hear their commitment to seeking the truth, modelling transparency, looking beyond the government to other parties that were complicit in the violations, their focus on gender and their commitment to ensuring that the violations experienced by Indigenous communities in Brazil during this time are also included.
One challenge the Truth Commission faces is that for human rights violations which are also crimes, virtually none of those responsible can be prosecuted because the statute of limitations has expired. The one exception is the violation of enforced disappearances which is, under international law, an ongoing violation as survivors continue to live with the uncertainty regarding what happened to those who were disappeared. Unfortunately, enforced disappearances are not listed as a crime under the Brazilian penal code.
It’s already easy to see what some of the key recommendations of the Truth Commission should be.
Another key issue for the Commission to address is the legacy of the military dictatorship. As Egyptians have learned most recently, just because a dictator is deposed does not mean that the architecture of the dictatorship has been dismantled. Decades after the end of Brazil’s military dictatorship, one of its most pernicious legacies remains – the militarization of policing.
Which brings us full circle to yesterday’s discussion in Maré. The pacification program, which is being implemented primarily by the military police, is described by people living in the favelas as more akin to an occupation. The military police do not see themselves as there to protect the people who live in the favelas, to ensure human security, or to bring services back to people living in the favelas. Instead, akin to military principles, the priority appears to be the concept of “force protection” in which the people in the favela are seen as the source of the threat – not the beneficiaries of policing.
Let me say it again. Impunity is a devastating legacy. Impunity compounded by corruption destroys any sense people have that the state is committed to ensuring human security, protecting the marginalized, promoting justice and fulfilling their obligations to ensure that all people enjoy the full range of civil, cultural, economic, political and social rights.
When protestors first took to the streets of Egypt, from Suez to Cairo and beyond, their chants focused on justice, dignity and freedom. As I attended a hearing earlier today co-convened by Amnesty International, the Brazilian Bar Association, the State Commission on Human Rights State and other groups, and I heard again from activists and advocates from across the political spectrum, I thought of how similar these stories were to those I heard in Egypt in 2011.
Corruption is rife. Impunity is enjoyed by those who have power – whether it is economic power, or the power of the police or the power of the criminal wielding the biggest gun. And the political system is failing the people who feel they are objects of arbitrary rule by government, not the subjects of government.
But as my second day in Rio draws to a close, I return again to the reasons for hope that I felt yesterday after seeing the projects being designed and implemented by people living in Maré. The work of the Truth Commission could send a strong message that impunity is not acceptable and although justice may be delayed – ultimately it will not be thwarted. What I saw in Egypt - and am seeing again in Brazil - is the incredible thirst people have for justice, dignity and a voice about how they are governed. | <urn:uuid:122fb74c-76ac-4790-90e6-6ee0da9175bd> | CC-MAIN-2019-51 | https://www.amnesty.org/en/latest/campaigns/2013/08/shades-of-pre-revolution-egypt-in-brazils-battle-against-impunity/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541317967.94/warc/CC-MAIN-20191216041840-20191216065840-00119.warc.gz | en | 0.96974 | 988 | 2.671875 | 3 | {
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So, your school has taken the technology plunge – all of your students have laptops, you’ve set up your Learning Management System, you’ve been taught how to use online teaching tools, and you’ve set up your curriculum. Now what? All of you work has been in preparation for this monumental change to your teaching, but no one told you how to be a teacher in this new classroom setting.
It’s true, your role in a technology classroom will change.
Previously, you were the maestro of learning for your students. You chose what they learned, how they learned, and you managed their learning activities in the classroom. If questions arose, they came to you first. You taught using a whiteboard or a chalkboard to document your instruction, students taking notes or completing well-crafted worksheets. Assessment, for the most part, was summative and group work was well structured. You were a sage on a stage in the front of the classroom.
Now, to draw upon the learning potential of technology in the classroom, you have to shift from maestro to conductor. You will no longer be a sage of content, rather a sage of learning. You will not know every answer or control every activity. Instead, you will know what needs to be learned and guide students towards deeper understanding. Students will now have agency over their activities and the feedback they receive, from you and their technology, will be continuous. But don’t worry, you will still use the whiteboard.
The most powerful aspect of individualized technology for students in the ability to personalize their learning experiences. Each student will have direct access to learning materials and online resources that will allow to learn at their own pace and to meet their own needs for understanding. As a teacher, you will need to understand these tools and construct activities that allow students to work independently. You should be prepared for variable pacing from your students with some completing work quickly and others taking extended periods of time. Further, personalized learning with technology will allow for greater differentiation, which you as the teacher will have to conduct. In short, you will run the learning activities more than the content or the pacing.
Group Work and Collaboration
Though technology will personalize learning, it will encourage more group work. Students will collaborate on shared projects that run over longer periods of time. They will use their computers and online communication systems to work together on large scale projects. As a teacher, you will need to encourage positive norms of teamwork, both online and in person. You will also need to construct prompts for these larger scale group projects that allow for flexibility of the final product, but have clear evaluation criteria. It is not important that you become an expert in the collaboration tools or the technology as the learning to work together is key element of students engaging in online group activities.
Your units won’t change, the high stakes assessments won’t change, your content won’t change. However, the way you assess your students will change significantly. With online communication systems, such as Microsoft or Google, and the prevalence of Learning Management Systems in technology rich schools, students will come to expect regular feedback on their academic performance. To begin, you will be able to give real time feedback in classes as students work on their computers. You can do this by giving comments online or providing auditory feedback as you sit next to them in classroom. Next, you will be able to track and mark more student work with these systems. Utilizing an online gradebook is essential here and quite easy. Lastly, using Learning Management Systems, you will be able to provide snapshot assessments for students on their online work while also providing summative feedback as students progress through a unit. For example, you could help a student preparing an online presentation on parts of a cell if the student has shared the document with you. You could also share the student’s overall grade in cellular biology by allowing her access to your gradebook through the Learning Management System.
Teaching from the Back of the Room
Technology rich classrooms are used differently than traditional classrooms. You will find there is no central focal point of the room. Whereas before students concentrated on a whiteboard for much of the class, students in technology rich classrooms tend to move around. You will still use the whiteboard for didactic instruction, but your lectures and explanation will be shorter. Furniture will be moved regular and students will find quiet corners to work on their computers. As a teacher, you will find yourself standing behind students with a view of their screens more than you will in front of them with eyes focused on you. The most successful teachers in these classrooms are constantly moving. By doing this, you can offer individual feedback to students that need it, you get a picture of what everyone is doing, and you can gain the whole class’s attention by having them turn away from their screen to focus on you.
Being a teacher in a technology rich classroom is a departure from traditional teaching. However, it offers you the chance to deepen understanding, improve engagement, and focus on student learning rather than content. | <urn:uuid:fcf41705-497b-49ba-a927-adc30301bbff> | CC-MAIN-2020-40 | https://internationaledtech.com/category/educational-technology/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600401604940.65/warc/CC-MAIN-20200928171446-20200928201446-00129.warc.gz | en | 0.964974 | 1,041 | 2.90625 | 3 | {
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Our preservation methods will delight you and let you enjoy the taste of freshness all year round.
You'll be able to prepare these italian specialties with a few tools you probably have hanging around in your basement. So do yourself a favor, next time you finish a jar of jam or pickles, keep the jar and store them. Let's get conserving because if you buy the jars at the store their very expensive and that defies the purpose of conserving.
There are two main methods of preservation in Italian kitchens. Canning and Pickling.
Canning - Mason Jars: In this process, the food is first processed and then sealed in airtight containers. While the micro-organisms are killed by processing the food, their entry and proliferation is restricted by canning it in an airtight environment. The various methods used to process the food before it is canned are pasteurization, boiling, freezing or vacuum treatment.
Pickling: Eggplan, peppers, carrots, and some other vegetables may be preserved by pickling. This technique involves dipping the food in preserving liquids that prevents the growth of micro-organisms but still maintains edibility of the food. The preserving liquids used are vinegar, brine, alcohol and some other oils. This process is known as chemical pickling. The other way of pickling is by fermentation. In fermentation pickling, the preservation agent is produced by the food itself during the process of fermentation.
Drying: This is one of the oldest methods of food preservation. This process acts by reducing the moisture content in the food which in turn arrests bacterial growth. Drying is largely used for preserving meat. However, fruits and vegetables can also be preserved by this method. The additional advantage of drying is that it reduces the size and weight of the food product, therefore making it more portable. Sun drying, oven drying, and drying with the help of a dehydrator are the various ways used to reduce the water content of food.
Freezing: Micro-organisms require a certain level of temperature for their survival. Freezing foods lowers the temperature to levels that make the environment unsuitable for microbial growth. This is the principle on which home refrigerators work. Cold stores are used to preserve large amounts of food stuff for a longer period of time, so that they can be used during a natural calamity or national emergency. The only drawback of this food preserving technique is its dependence on electricity.
Sugaring: Sugaring is used to preserve fruits like apples, apricots and plums in sugary syrup that dehydrates the foods. The skin of certain fruits are cooked in sugar till they crystallize and then they are stored in a dry environment. One drawback of this method is that sugar itself draws moisture. Once the amount of moisture in sugared foods rise, it might reach the level congenial for microbial growth.
Salting: Salt is a natural food preservative that draws out moisture from the food as well as from the cells of the micro-organisms that may be present in it. Lack of moisture kills these organisms and hence prevents food spoilage. Salt is commonly used as a preservative in meat products
If you have a delicious diabetic recipe, please share with us. If you have questions regarding this recipe page, please fill out our online contact form and it will be our pleasure to respond. ♥ The Italian Cook
Home made tomato sauce - Sicilian style
Home made tomato sauce - Sicilian style
• Ten (10) bushels tomatoes (best choice San Marzano)
• Ten (10) pounds onions
• Ten (10) garlic cloves
• Fresh parsley
• Salt and Pepper
• 130 - 8 ounce mason jars
1• Place an old blanket or tablecloth on the floor of an unused room or basement. Room temperature should be between 67 and 72 degrees.
2• Distribute the ten bushels of tomatoes on the floor making sure that they do not lay on top of each other. The purpose for this step is to make sure they are ripened red like the picture of the tomato above. It also enables you to seek the rotten tomatoes and dispose of them. The period of time needed for this step depends on the time it takes for the tomatoes to ripen. Between three and seven days. When ready the next procedure happens on the day of preparation (time allotted for ten bushels - 10 hours - two people).
3• This step involves cleaning each tomato in a large sink or recipient with cold - lukewarm water to remove mud and dirt. Let tomatoes dry naturally until all tomatoes are cleaned and dried.
4 Once the tomatoes are cleaned you must cut each tomato into small pieces for preparation of cooking in a large pot.
5 I prefer cooking outdoors in the backyard with a propane powered burner that you can purchase in a typical ethnic grocery for about $50.00. You should cook the tomato until boiling occurs and the sauce is partially liquid. Preparation includes adding three pounds of onions and three garlic cloves in a 10 gallon pot. Add salt and pepper to taste and half a cup of sugar to remove the acidity. Fresh parsley add the final touch (5 leaves)
6• Once this occurs it is time to pass it through the tomato passer.This machine can be purchased electric or manual. I prefer the manual one because it is easy to use and pleasant to work with. Approximate cost of a manual tomato passer is about $100.00. Once you have set up your passer then you insert the partially cooked tomato sauce in the tomato passer to remove the seeds and skin and provide the semi final product.
7 You must then pass it one more time in the big pot and bring to a boil.
8 Prepare the mason jars and gently pour the boiling tomato sauce in the jars one by one.
9•Once the jars are filled place them under a blanket in a safe place until they cool down (approx. 3 days). Congratulations you can now enjoy your sauce for the whole year.
Estimated cost without the equipment investment:
10 bushels tomatoes - $120.00
Onion, garlic, parsley, seasoning - $20.00
Utility fee - $12.00
Total cost $152.00 for seventy meals for 4 people
Aprox. $2.50 for the sauce and $1.00 for the pasta
Then you wonder why the italians can afford a new car. Ha Ha.
Please note: When preparing the sauce for a meal follow these steps:
1 Heat a pot with vegetable oil.
2 Add one whole onion for two mason jars of sauce (serves 4 portions)
3 Before browning onion add half a garlic clove
4 Add the sauce, salt and pepper and sugar to taste.
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Copyright ©2002 Italian Recipes Trinakria Development. All rights | <urn:uuid:18cb7e57-2056-40cb-8d3e-34adff658e02> | CC-MAIN-2015-48 | http://www.italiancook.ca/italian-preserves.htm | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398462987.25/warc/CC-MAIN-20151124205422-00269-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.927976 | 1,418 | 3.078125 | 3 | {
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Striking new bird discovered in South America
Last updated at 23:39 08 October 2006
A British expert co-led the team which made the find during the first biological expedition to the Yariguies mountains in northern Colombia.
Ms Blanca Huertas, a curator at the Natural History Museum in London, said: "The description of a new bird is a rare event in modern times."
The bird, which has the Latin name Atlapetes latinuchus yariguierum, differs from its closest relatives by having a black back and no white markings on its wings.
Thomas Donegan, from the Colombian bird conservation organisation Fundacion ProAves, said: "Before we began this study, no-one knew what species lived in the Yariguies mountains and whether they needed protecting.
"Now, we are beginning to describe new taxa (types) and a national park was established in the region. It is surprising that this new brush finch and the forests of the Yariguies mountains could remain unstudied, undescribed and unprotected for so long."
Two birds were caught by the team, one of which was used to provide a DNA sample and photographs before being released unharmed. This is the first time a live specimen has been used for a description of a new bird species.
Ms Huertas said more discoveries would be made public later. "This is just the first of several new species that we will be describing from the Yariguies mountains," she said.
"In my own specialist group, butterflies, we have found several new taxa that will be described soon."
The find was announced by Conservation International which helped to fund the expedition.
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Forillon, a rich history
Forillon peninsula has been shaped not only by winds and waves but also by its inhabitants! A succession of peoples and individuals – Amerindians, fishermen, merchants, lighthouse keepers, World War II military men and women – have all left their mark on the history and landscapes of this land.
The Aboriginal peoples, Forillon’s first inhabitants
The Aboriginal peoples frequented the territory of Forillon long before the Europeans arrived.
The Aboriginal peoples came to Penouille on a seasonal basis, seeking their livelihood and fashioning stone tools at this location. Archaeologists believe they began to occupy the terrace dominating the Penouille salt marsh (located below the current Visitor Centre parking lot) about 4,000 years ago. On the Penouille peninsula itself there are traces of Aboriginal populations dating to approximately 2,600 years ago (Middle Woodland period).
Archaeological excavations conducted on Penouille have offered up an impressive quantity of flaking debris testifying to the presence of lithic workshops. Numerous tools and several traces of fire pits also provide evidence of craft-making and various domestic activities on this site. The great quantity of potsherds found on Penouille make it the Gaspé’s most important site for representing the Woodland period (associated with pottery).
The Aboriginal people also frequented Anse-au-Griffon Valley. This natural corridor was regularly used for portaging across the Forillon peninsula – i.e., from the Gulf of St. Lawrence to Gaspé Bay. Three of the four inventoried archaeological sites are perched upon natural platforms offering an unobstructed view out over the valley and vicinity.
The French Regime, the first fishing stations
On July 14, 1534, Jacques Cartier sailed along the shoreline of Forillon and cast anchor in Gaspé Bay ahead of an advancing storm. Two days later, strong winds prompted the French explorer to push on into the bay, toward the mouth of York River, across from Penouille peninsula. On July 24, he solemnly took possession of this land in the name of the King of France, erecting a cross on one of the points of Gaspé harbour. At which exact point this event occurred continues to be a total mystery!
Contrary to popular belief, Jacques Cartier was not the first European to have “discovered” the region. Beginning in the 15th century, European fishermen visited the Gaspé Peninsula, attracted by its natural harbours, fish-bearing waters and accommodating beaches . Basque, French, Portuguese and Spanish fleets sailed here to fish for cod. These fishermen were not settlers, however. They arrived in spring, fished all summer long and sailed back across the Atlantic in fall. Thus, for example, during the French Regime, the peak of Forillon’s population barely rose to more than 300.
That being said, archaeologists have found an abundance of traces bearing witness to the human occupation of Penouille under the French Regime, including Norman stoneware fragments dating from the 16th to the 18th centuries, fragments of French bricks and glass bottles, wrought iron nails, etc. When added to the vestiges of fishing shacks (e.g., remains of flooring, clay and straw infill of chimneys, etc .), all these artifacts testify to the presence of seasonal fishermen from Normandy.
The English Regime, Families take root
During the British Conquest of New France (1758), troops led by General Wolfe destroyed the fishing stations on Forillon peninsula. From Penouille to Anse-aux-Sauvages, including Grande-Grave, soldiers set fire to houses, fishing boats and gear, and destroyed several thousand quintals of cod.
Following the war, British soldiers began settling in the Gaspé-Forillon region, aware of the economic opportunities offered by the peninsula as well as its strategic importance.
Thus, as early as 1764, Richard Ascah, a British army officer settled with his family at Penouille (which became “Peninsula” in English). Over time, the region welcomed in immigrants from England, Scotland, Ireland, New England and, above all, Jersey and Guernsey, the Channel Islands located between England and France, and attached politically to the United Kingdom.
From Jersey to Forillon
The British Conquest opened the door to merchants from the islands of Jersey and Guernsey who quickly became interested in the Gaspé’s fish-bearing waters. Of that number, Charles Robin, a Jerseyman, was the first to settle in Chaleur Bay, in 1767. Other Jerseymen soon followed, including the Janvrin brothers (Francis and Phillip), who, from 1798, controlled the fish trade all around Gaspé Bay and along the coast of Forillon peninsula, from Malbaie to Anse-au-Griffon.
In their ongoing quest for manpower, Jersey-based fishing companies hired a considerable number of fishermen, clerks, carpenters, seamen and other workers from Jersey and Guernsey. Many last names, such as Bourgaise, Fruing, Gavey, Janvrin, LeBoutillier, Lemesurier, Lescelleur, Luce, Pipon, Roberts and Simon bear witness to the important role played by Channel Island families in the settlement of Forillon.
Grande-Grave, a typical Gaspé fishing village
European fishermen frequented the site of Grande-Grave from as far back as the French Regime. They were drawn by the cod banks close to shore as well as the haven represented by Gaspé Bay. They were also attracted Forillon peninsula’s coves and pebble beaches, which were ideal for fish-drying purposes (such beaches were called “graves” by French fishermen in North America, moreover).
In 1798, the Jersey-based company Janvrin set up for business at Grande-Grave and encouraged fishermen to settle there permanently. To ensure good return on their investment, fishing companies like Janvrin established several shoreline fishing stations and set up a system of credit for fishermen. As a result, fishing families settled in Forillon’s coves – and stayed.
Not long afterward, a second actor came on the scene at Grande-Grave. In 1845, William Hyman, a Russian Jew, set up a new fishing company modelled after those operated by the Jersey merchants. A few years later, Janvrin was taken over by William Fruing. Together, Fruing’s and Hyman’s companies hired upwards of 50 fishermen, thus making Grande-Grave one of the leading fishing stations at the tip of the Gaspé Peninsula.
For this village, the second half of the 19th century represented its “golden age,” when more than 400 people inhabited Grande-Grave (which also encompassed the hamlets of Petit-Gaspé, Anse-Saint-Georges and Anse-aux-Sauvages – also known among English speakers as Little Gaspé, St. George’s Cove and Indian Cove, respectively ). The village was bustling with activity. Under the control of the two main companies, seasonal and year-round fishermen, fishermen farmers, clerks, tradesmen and their families set about catching and processing (i.e., salting and drying) cod for mass export to Italy, Spain and the Caribbean in what became known as the famous “Gaspé Cure.”
Historic buildings in the Grande-Grave area
Visit our exhibits and travel back in time in the company of our enthusiastic guide-interpreters! Grande-Grave’s authentic houses and buildings are the last standing reminders of a fishing village once common along the Gaspé coastline.
Anse-au-Griffon Valley, living from the land and the forest
A forest scene
The Gaspé Peninsula was for many years “cod’s country.” Given the power of these merchants, the Catholic Church exhorted local people to vary their means of subsistence, particularly by farming the land. However, Forillon’s largely hilly geography made it ill-suited for large-scale farming, with the exception of the Anse-au-Griffon valley.
In 1851, the valley was surveyed and made open to settlement. In 1856, the Jersey-born businessman John Le Boutillier, who had settled at the mouth of Anse-au-Griffon River, had a carriageable road put in along the former portage route. By the year following, the valley had become home to 14 houses. In 1900, 37 families lived in this area, earning the better part of their income from growing grain and vegetables and raising cattle for milk and meat.
Aside from their farmlands, these families often owned a woodlot whose resources could be turned to good account. In a very short time, valley sawmills were operating full time, producing boards and planking for residential construction and shipbuilding, cedar shingles, staves for the large casks used to ship dry cod, timbers for the building and repair of wharves and bridges, and so on. In addition to these small local businesses, export companies located at the mouth of the river, such as Calhoun Lumber Co. of New Brunswick, purchased their wood from area farmers. For the people inhabiting Anse-au-Griffon valley, fishing was a sideline – in total contrast with the people living at Grande-Grave.
Cape Gaspé, a lighthouse at Land’s End
Perched atop a 95-metre-high cliff, the Cape Gaspé lighthouse has guided navigators for more than 140 years. The first light on Cape Gaspé, built in 1873, was typical of the structures built along the St. Lawrence during the 19th century; it consisted in a square wooden building rising 30 feet high and was attached to the lightkeeper’s dwelling. Following a fire in 1892, it was replaced by a second lighthouse, which closely resembled the first.
From its position at the top of a cliff, the Cape Gaspé light was perfectly visible to vessels sailing either in the bay or in the Gulf. However, because the building was constantly exposed to strong winds and harsh weather, it tended to deteriorate quickly. Indeed, in 1946, the tower of the second light collapsed. Thus, in 1950, a third lighthouse was built – this time in concrete. This is the lighthouse that today’s visitors can admire.
Location: 4 kilometres by foot from Anse-aux-Amérindiens
The Cape Gaspé lighthouse site can be reached by foot or bicycle via the Les Graves trail.
Fort Peninsula, World War II
Fort Peninsula is the only World War II shore battery that has been completely preserved and that is open to the public in Quebec. This deeply moving site is also the main vestige of the Gaspé naval base, one of Canada’s primary military stations during the Second World War.
From 1942 to 1944, German “U-boote” (submarines) entered the St. Lawrence Gulf and River. There they sank 23 Allied ships during what has become known as the Battle of the St. Lawrence. The war, which until then had been a somewhat remote concern, suddenly became an immediate, threatening and palpable reality for people in the Gaspé.
Soldier at Fort Peninsula
In response to this danger, Canadian Navy strategists chose to site a naval base at Gaspé Bay. This sprawling natural port is considered as one of North America’s finest havens. In particular, Gaspé Bay’s deep waters were easy to defend, being sheltered by the surrounding coastal relief and the sand spits of Penouille and Sandy Beach. Furthermore, the bay was strategically well positioned, enabling the navy to defend both the St. Lawrence Gulf and River.
Inaugurated on May 1, 1942, the Gaspé naval base would play a dual role, protecting Gaspé Bay (seen as offering haven to a portion of the Allied fleet in the event of an invasion of Great Britain by Nazi Germany) and helping to protect Allied commercial and military vessels sailing in the St. Lawrence.
This military complex, christened “HMCS Fort Ramsay,” consisted of the naval base proper, three coastal batteries (Fort Prével, Fort Haldimand and Fort Peninsula), a huge anti-submarine net, which closed off Gaspé Bay to any would-be incursions by German submarines, and a fleet of 19 warships.
Video on Fort Peninsula
Location: Fort Peninsula, on Route 132, near Penouille
Be sure to visit the underground fortifications!
The site also features a picnic area and toilet to enhance your visit. | <urn:uuid:d2b51741-29b7-4a50-bcd2-d88dd99f9547> | CC-MAIN-2015-35 | http://www.pc.gc.ca/eng/pn-np/qc/forillon/natcul/HISTOIRE.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645257890.57/warc/CC-MAIN-20150827031417-00259-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.960684 | 2,699 | 3.640625 | 4 | {
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Parents of teenagers have every right to be concerned about their children’s driving habits. After all, automobile accidents still remain to be the number one killer of teens aged 16 to 19. Statistically, six teen drivers die on the road every day, which means that there is something more that parents will have to do. Identifying and understanding teen driving dangers is essential in order to prevent accidents, and this article will give you insights on teen driving dangers.
Scroll down for video
Learning how to drive is practically a rite of passage: it gives teens a certain level of independence, something that they crave. The newfound freedom is exciting for your child, but it can lead to a lot of anxiety for the parents.
Teens face major dangers on the road. The first year of solo driving is considered as the most dangerous. This is because new drivers are just that: inexperienced.
It takes about five years of driving to be considered “experienced” on the road, which means that for most of their teenage years, parents are going to stay up late waiting for their kids to arrive home safe.
Among the worst causes of teen accidents include having extra passengers in the car. In fact, nine in ten teens say that passenger behavior is a distraction. Teens are eight times more likely to crash when there are passengers present.
Georgia has something called Joshua’s Law that has taken into effect to make sure that teens are safe on the road. The law was enacted in 2007, changing class D driver’s license requirements for teen drivers. It was named after Joshua Brown, who lost his life in an accident back in 2003.
During the first six months of driving, the only people allowed to ride in cars with teens are immediate family members. During the second six months, additional passengers could ride in the same car, but only one of them could be below the age of 21.
Other than limiting passengers, new teen drivers must also wear seat belts. While it is the law, statistic showed that 35% of teen drivers actually forgo their seat belts, so if you’re a concerned parent, it is great if you take the lead so that you can set a good example.
Make sure that your new driver does the same thing every time he gets behind the wheel.
Speeding also causes a lot of teen deaths. One in three teen crashes involve speeding, and male drivers are more likely to do so. Plus, teens are thrice as likely to crash at night as they would at daytime. It is essential that parents hold regular discussions about the dangers of speeding, at the same time explain why they should limit nighttime driving. Joshua’s Law states that 16-year-olds cannot be on the road between the hours of midnight and 6:00 a.m.
Prevent Teen Driving Dangers By Being An Example To Your Children
Don’t let your teen be part of the statistic. Parents, more than anyone, are responsible for their children and should do all that they can to let their children be responsible in their driving. That is why parents must need to know and identify teen driving dangers.
Whether they know it or not, they influence their kids’ driving habits, so the lessons, whether good or bad, begin early. Set a good example by being a good driver yourself: wear your seat belt, don’t speed, avoid distraction, and be a courteous, responsible driver that your children can look up to.
Watch the video below | <urn:uuid:506a5e1b-cdf7-477b-9b2d-a312f425f5d5> | CC-MAIN-2023-14 | https://trackimo.com/concerned-scary-true-teen-driving-statistics/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949025.18/warc/CC-MAIN-20230329182643-20230329212643-00227.warc.gz | en | 0.970706 | 719 | 2.828125 | 3 | {
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Book in Progress
How Building Empathy in Schools can eliminate bullying and spearhead your own, your loved ones and others’ potential to authentically thrive
The Bullying Handbook
Contract with ABC-CLIO (peer-reviewed)
THE BULLY SOCIETY: School Shootings and the Crisis of Bullying in America's Schools
The Bully Society: School Shootings and the Crisis of Bullying in America’s Schools delves into the roots of school violence in all its forms, from “everyday” bullying to shooting rampages to the alarming rise in adolescent depression and suicide. To get to the core of bullying, I draw on extensive studies and firsthand interviews with both targets and bullies in schools from rural, inner-city, and wealthy suburban communities; I also share my experiences with these issues from the two decades I’ve worked in schools and universities. Throughout, I tell the stories of men, women, and children who suffered — emotionally, psychologically, and physically —because of school culture norms. Backed by hard-hitting statistics and haunting personal accounts,
The Bully Society reveals how students get the message, from the media, as well as their parents and teachers, that status and power are everything; boys learn from an early age to assert manhood by wielding power over girls, while girls are increasingly pressured to be tough too, and to use violence to prove themselves; surprisingly, teachers and parents often contribute to the bullying problem even when they are trying to ameliorate it. What can concerned educators and parents do to stop this hurtful yet widely accepted pattern of behavior? In The Bully Society, I discuss the steps necessary to transform debilitating school cultures.
I share successful school-based efforts, where teachers are working to bond with students and help them become leaders in creating a caring school environment; students then reach across ethnic, economic, social, cultural, and gender divides to create authentic connections among one another; in this way students finally replace the jockey for popularity which comes at the expense of building true friendships. Rather than focusing on identifying a “troubled teen,” I suggest that the goal is to diagnose disturbing values affecting the school; schools need to commit to building a culture of acceptance, where students can develop their potential, contribute to their communities, and connect meaningfully with other people. I believe that change is possible in our schools. Together we can move from a destructive one-size-fits-all bully society to more compassionate communities—where students, families, and community members can finally thrive.
The Gender Police (page 1)
At the start of the Woodham case, I began examining school shootings. Two months after the massacre in Mississippi came a shooting in Kentucky, then one in Arkansas that same month, and then another in Arkansas three months later in March 1998. There was a shooting in Pennsylvania that April, in Tennessee that May, and then in Oregon that same month, where two students were killed and twenty-two wounded. A year and a half later, on April 20, 1999, as I was driving home from my job as a school social worker, I heard about the Columbine shooting on the radio. I pulled the car over and sat paralyzed as I heard the latest terror unfold.
I continued to study these cases and began to look at shootings prior to Woodham, while also watching one after another take place. This book covers shootings over three decades: 1979 to 2009. I am still struck by the similarities among them.
In almost every one, perpetrators targeted other boys who had called them names associated with homosexuality, girls who had rejected them, or both. Even in cases when the shooters lashed out against their schools for perceived injustices related to discipline or academic assessments, gender pressures often played a role: the shooters talked about these actions as challenges to their masculinity.
It became clear, as I uncovered the roots of these shootings, that children and teens continue to feel forced to conform to a narrow set of gender expectations in order to be accepted. Things have clearly grown worse, however, since my own childhood, when the dozen or so school shootings that occurred in the seventies barely registered in the national consciousness.
It is more common today for those victimized in school to pick up guns and turn them on fellow students.
Some difficult economic and social circumstances have developed over these three decades, and since the turn of the century new challenges have surely made life even harder for children and adults alike. These forces add pressure to school environments, which are often the only social spaces children have.
The Gender Police (page 2)
Ideally students shouldn’t need to find alternative spaces to feel safe and accepted. Schools are responsible for helping students become self-reflective, self-actualized, compassionate, and civic-minded people. Instead, teachers often become resented authority figures, while students become passive and docile, or rebellious and then accused of “acting out.”
The obsession with gender, status, obedience, and competition that occupies our students undermines their relationships with themselves and with others, as well as their ability to learn and thrive. In many of our schools, precious opportunities for creating community and developing critical thinking are lost; instead, perhaps more than ever before, cutthroat competition, cruelty, isolation, and anxiety prevail.
Over the last thirty years, school shootings have gone from a rare occurrence to a frequent tragedy. From 1969 to 1978, there were 16 school shootings in the United States. (Interestingly, 3 of them were committed by state police against student protesters.) From 1979 to 1988, there were 29 school shootings, almost double those in the previous decade. Between 1989 and 1998, school shootings just about doubled again, to 52; and from 1999 to 2008 they increased again, as 63 new shootings took place. Shootings continue to increase in number; there were 22 in 2009 alone.
By my count, there have been 166 shootings in schools in the last three decades (182 in the last forty years). Yet even as they become more common, with more than 500 students and 150 parents, school faculty, and other adults killed or wounded, these cases are persistently viewed as “aberrations.” Each new incident provokes surprise and shock.
Many of these mass shootings or rampages took place in predominantly white, middle-class or upper-class suburbs or small towns and have been treated by other scholars and critics as an isolated and unique phenomenon, sharing nothing with gang-related or single-targeted shootings or other forms of school violence.
The Gender Police (page 3)
This book proposes that there are inextricable connections between school shooting outbursts, the “everyday” violence of bullying, and the destructive gender pressures and social demands created by the larger culture and endured by virtually all children in our schools. Although the forms of school violence may differ, the same patterns emerge.
Boys (and, increasingly, girls) lash out to prove that they can fulfill their narrow gender prescriptions. Nearly all the school shooters were violently reacting to oppressive social hierarchies in their schools.
As I will show, the conditions that have helped spark school shootings are not aberrations; they are the norm. The hurtful and violent bullying with which teens contend has become commonplace and has reached disturbing levels. Our ubiquitous zero-tolerance policies help schools suspend or expel students who commit violence, but they do not prevent the specter of violence from returning again and again.
They certainly do nothing to halt the quieter violence, the violence students do to themselves, the depression and suicide, for instance, fostered by the same conditions. To stop school shootings as well as the more common culture of despair in our schools, we will need to transform our schools’ cultures.
In addition to examining a wide range of studies, I conducted more than sixty interviews with children and adults in the United States between March 2006 and March 2008. Since I had worked in schools for over twenty years, I had access to people in school communities that I might not otherwise have had.
I found quickly that most people had a story about either being bullied or witnessing bullying incidents. I share their stories in The Bully Society to bring to life the common situations our children experience and to show the similarities between the school shooters’ complaints and those of average American children and adults from our schools.
The Gender Police (page 4)
Fewer school shootings took place in this region, yet the same bully cultures that led to so many shootings in midwestern and southern states persist there. Students ranged in age from approximately eleven to twenty-six. I also interviewed some teachers and related professionals in their thirties and forties who reflected on the bully cultures in their schools when they had been younger.
They came from places including the inner cities of Manhattan and the Bronx, rural Maine, Connecticut, North Carolina, Texas, and New York State, especially Long Island and Westchester.
I have changed the names of my respondents, and I mention their demographics in general terms to protect their privacy. I refer to my student and parent interviewees by a first name only and my school faculty respondents by only a last name. Actual first and last names are used only for those individuals whose stories have been reported in the media and for individuals who wanted to be named directly.
I have allowed people to speak for themselves, both in public testimonies and in interviews I conducted myself. Sometimes people used less respectful language in their anecdotes; but I am hopeful that both young people and their elders will speak more civilly when the concerns of so many students, school faculty, and parents are more effectively addressed.
As you will see, the stories and concerns shared here illuminate three key traits of everyday school culture discussed in The Bully Society.
The first is gender policing, or pressure to conform to gender expectations. Students (and adults) engage in constant surveillance of themselves and others to enforce boy and girl codes. Most people in a given school community tend to become members of the “gender police,” correcting their own and one another’s behaviors, attitudes, and dress according to their perceived expectations for proper gender performance.
The Gender Police (page 5)
The second is a set of masculinity imperatives. Hypermasculinity is the dominant gender norm imposed by the gender police. Boys, but also girls, obtain status by displaying aggression and a willingness to demonstrate power at another’s expense.
The third is normalized bullying. Bullying is the tool by which the most aggressive members of the gender police use coercive and often violent power to acquire and maintain high social status. By participating in gender policing, and targeting students they perceive to be failing in the task of meeting masculinity norms, students elevate their social status.
The rigid status hierarchies found in today’s schools have not developed in a vacuum. They come from a larger, more encompassing set of values, generated by what I call a bully economy. Economic and cultural trends associated with extreme capitalism, including severe income disparities and related values pervasive in popular media, have helped institutionalize masculinity prescriptions (i.e., aggression and dominance) and intensified gender policing in multiple forms.
Children today learn that status is everything, as described in chapter 1, “Social Status Wars.”
Race and class are our most typical indicators of power, and conformity to gender expectations is paramount. This chapter explains how students become gender police recruits, and how their policing fuels battles over status and power in schools.
Chapter 2, “Masculinity and White Supremacy,” examines theories of masculinity and their relevance both to school shootings and to the everyday violence that has become accepted in our schools. Boys are expected to be powerful and dominant and then are often attacked and ridiculed if they appear gay, poor, or nonwhite or have any number of other perceived differences. A recipe for violence ensues when boys are pressured to be hypermasculine and then are marginalized through classism, racism, heterosexism, or other forms of prejudice.
“Violence against Girls,” chapter 3, addresses how boys learn from an early age that they assert manhood not only by being popular with girls but also by wielding power over them, physically, emotionally, and sexually. This chapter examines school shootings where the perpetrators specifically targeted girls who rejected them and where they lashed out indiscriminately as a result of perceived damage to their manhood after being “dumped.”
The Gender Police (page 6)
These shootings reveal other problems in schools too, including a high level of sexual harassment and dating violence.
Chapter 4, “Gay Bashing,” examines the fate that awaits many boys who are perceived as failing to meet accepted parameters of masculinity and whose peers label them “gay.”
These boys, judged as wanting by students as well as adults, the school’s gender police, are taunted and abused. Many of the school shooters were heterosexually identified victims of relentless gay bashing; many cited revenge against such masculinity challenges as a motivation for their shooting.
Boys are expected to demonstrate what I have called a flamboyant heterosexuality, flaunting and bragging about sexual exploits with girls, with aggression and disdain. A successful image imbued in sexist and heterosexist expectations can vault a boy to the top of his school’s status hierarchy. Conversely, failure to conform to this image (by being respectful to girls, for instance) can quickly render boys vulnerable to harassment and assault.
As discussed in chapter 5, “Girl Bashing,” girls are themselves driven to conform to superficial and destructive gendered standards. Female teens and tweens navigate a minefield: they are judged by conventional standards regarding their body type and their ability to attract boys, but they are also increasingly pressured to be “tough” in today’s hypercompetitive and pervasively masculine society.
These pressures encourage girls to use violence as a means of proving themselves and help explain the dramatic increases in violence committed by girls as outlined by recent research.Much of the violence girls (and boys) wield is through text messages and in cyberspace, as addressed in chapter 6.
Slut bashing and gay bashing are common and persistent in these venues. Each technological innovation (texting, instant messaging, e-mail) makes this type of insidious bullying more painful and intimate.
It was bad enough when students were harassed on Facebook pages, but now they are tormented by text messages sometimes nonstop; or they may be victims of “sexting,” in which sexual photos of them are widely distributed to embarrass and humiliate them and ruin their reputations.
The Gender Police (page 7)
Chapters 7 and 8, “Adult Bullies” and “The Bully Economy,” trace the competitive pressures that pervade our schools to our economy and politics. While schools serve as pressure cookers where ruthless competition and other hypermasculinity imperatives are expressed in extreme form, adults inadvertently or explicitly play out the same social status conflicts relating to wealth, race, looks, and sexuality, as well as grown-up versions of gay and girl bashing, dating violence, and harassment.
The same ruthless social hierarchies and hurtful cliques can be found among adults: many parents and teachers bully one another, and bully children and students too.
An increasingly unfettered capitalist economy has both fed and been fed by these values. Adults continue to work long hours and weeks to be able to purchase the clothes and lifestyles that help them achieve status among each other.
Often the business tactics necessary to achieve such wealth require the same objectification found in our schools,that is, a casual disregard for the feelings and lives of others.
Chapters 9 and 10 discuss whether particular educational policies and typical school cultures are likely to encourage or mitigate bullying and violence. Chapter 9, “America Is from Mars, Europe Is from Venus,” compares the more “masculine,” punitive, individually focused policies prevalent in the United States with the more “feminine” relationship- and community-oriented policies that are common in European and Nordic countries.
Many U.S. anti-bullying programs focus on helping students to stand up for themselves and talk back to potential bullies. Research has shown, though, that developing bonds among school faculty and students and helping students and faculty support one another in such situations are more effective.
Chapter 10, “Creating Kinder Schools and Cyberspaces,” highlights some excellent and successful programs in the United States and across the world, with a particular focus on programs that help develop a collective courage.
The Bully Society concludes by pointing toward the necessity for change: dismantling our schools’ bully society, which is driven by our contemporary bully economy. The following pages present insights necessary for understanding and undertaking this challenging and essential task; together, as the conclusion shows, we can transform our schools into more humane and compassionate communities.
The Gender Police (page 8)
Working on this book led me to reflect on my own early experiences in schools and what might have been different then, when school shootings were comparatively rare. When I felt excluded at school, I didn’t fantasize about an attack on my tormentors. I wanted to tell everyone why I thought they had certain values wrong. I wanted to improve my environment, not destroy it. Gender, though, was also at the core of my own difficult experiences in school.
My troubles began on the cusp of adolescence, when I became a “girl” instead of a kid in my local public elementary school. In fifth grade, pressure to demonstrate typical gendered behaviors began to permeate our school days. Competition and backbiting replaced what I had previously experienced as a positive and enjoyable school environment. Until then, I had been perceived as popular and had been voted president of my class every year.
Now suddenly I was the class pariah. A girl in the class had started making comments about me, saying I had too many boyfriends and telling different boys who she believed liked me that I liked a different one better. Like many girls across the country, I had my first experience with what I refer to in this book as slut bashing, in which girls or boys question the sexual legitimacy of a target and then lash out at her with vicious names conveying that she is worthless.
These unpleasant experiences continued in sixth grade, and the negative social culture changed only slightly when I went to a private middle school. I quickly discovered that I didn’t have the right clothes, the right look, the right gestures, or the right things to say.
I was dismayed by the flood of new rules and expectations and realized that I needed to change everything about myself if I wanted to be accepted in this new environment. The gender prescriptions in private school were not only strict but expensive. In public school I needed Keds and then Pro-Ked sneakers; now I needed pricey designer jeans (Sassoon or Jordache), and I was expected to go on shopping “dates” with certain girls to be included in after-school social events and activities.
It was a lot of work to become a “popular girl” in this school, and everyone seemed to be striving to achieve this goal. But even when I wore the right clothes, talked to the right girls, and hung out with the right crowd, I felt somehow disconnected. I felt alone as I struggled to be accepted by a group of people who were themselves working hard to be included.
The Gender Police (page 9)
The popular codes inflicted expectations on everyone, effectively building impenetrable obstacles to authentic self-expression and connection. Instead, people talked about each other in ways I thought were mean as they jockeyed for status among the “in” groups.
While my childhood challenges were mild in comparison with what millions of American children endure today in their schools, I was often miserable, and I longed for some alternative safe space. I found some reprieve at the time in a community-oriented summer camp. For many of us there, camp became a preserve, a salvation from the rougher social environments we experienced during the rest of the year at school.
This community, and others where I’ve worked as a professional since then, showed me that compassion and connection with others are vital for learning and thriving. Such support should be available to all youth. People shouldn’t have to wait until they get through their school years before it presumably gets better; growing up shouldn’t have to be quite so hard.
I’ve worked for decades to change schools and the larger social environment that tends to breed violence and other bullying behavior. For eleven years I worked in secondary schools; I served as a conflict resolution coordinator, a teacher, a substance abuse prevention counselor, and a school social worker and guidance administrator, often dealing directly with bullies and their targets.
I listened to students in different kinds of educational environments, from the elite and exclusive to those from inner cities, as they complained about feeling frightened and confused, detached and lonely. More recently, I have worked in public and private universities as a sociology, social work, and criminal justice professor.
My research has focused primarily on the links between school violence and gender. Through it all, I have studied what would help students, male and female, to feel supported, recognized, and empowered by other students, as well as by teachers and parents.
The Gender Police (page 10)
In 2000, as a school social worker, I helped 100 percent of my students at an at-risk New York City public school gain entrance to four-year colleges, 35 percent of them with full scholarships to excellent private universities. Many of these students emerged from violent gang and drug cultures in their neighborhoods, homelessness, sexual abuse, extreme depression and anxiety, truancy, and other conditions that might have been predicted to doom their futures.
These students were instead inspired by the community-oriented focus of their public school and the work they themselves contributed to making the school more compassionate and supportive. The community support they received at school helped them become potential future leaders, instead of remaining in conditions of poverty and violence.
As I discuss in the book’s later sections, I’ve seen students leave gangs and become part of mediation teams, working heroically to recruit record numbers of new students to their school’s conflict resolution program. Some of my students initiated and wrote the first sexual harassment policy in their school, then worked tirelessly to get it the respect and support it needed to be instituted schoolwide.
Students collaborated to create different kinds of helpful programs and then thrived in the smaller communities we created. The warmth generated by these affirming and safe environments had positive effects on the students’ lives, attendance, grades, behavior, graduation rates, and entry to college.
They also enhanced the larger school environment. Many of my students had been brutally gay-bashed and slut-bashed in previous schools, whereas we worked together to support these students and addressed such concerns effectively in communitywide meetings. Methods for creating compassionate communities in schools are literally infinite.
I became a school counselor because I wanted to help those who struggled in school. I believed then and believe now that it is possible to create more supportive and empowering school environments. Right now the gender police dominate our schools: students and adults often monitor themselves and one another for perceived infractions against respective gender codes, in gangs as well as in more common social cliques.
To create safe schools, we need to examine the forces that turn them into gender police training grounds inciting so many forms of violence.
This book aims to help concerned families, schools, and communities understand the dangers of oppressive gender expectations, and offers alternatives. I hope it helps fuel the quest for the kind of community-oriented and caring schools children need to thrive.
THE BULLY SOCIETY REVIEWS:
“This powerful, necessary book shows how the epidemic cruelty of young people generates many of the social problems that are undermining American society. In pondering what it means to be a bully and to be the victim of a bully, Jessie Klein shows why our schools are failing us, explains crimes long viewed as inexplicable, and offers a stunning indictment of laissez-faire attitudes toward children. Her book illuminates a very dark problem, and proposes solutions that, if we are brave enough to adopt them, might be transformative not only in the lives of suffering individuals, but also in the health of the nation. I wish everyone around me had had this book to read when I was bullied as a child.” -Andrew Solomon, author of Far and Away
“Exceptionally readable, abundant examples, and full of salient suggestions for social change; no future discussion of this topic can afford to ignore The Bully Society.” -James W. Messerschmidt, author: Hegemonic Masculinities and Camouflaged Politics
“Taking the horrific rampage school shootings as a starting point, Jessie Klein resists pop-psychology profiling, and instead lets the events ramify outwards, to a searing indictment of the cultures of cruelty, entitlement and indifference in which those acts take place.” -Michael Kimmel, author of Guyland
“The Bully Society is riveting and powerful—Jessie Klein uncovers the roots of depression, school shootings, and other despair in American schools and offers brilliant and doable solutions. This amazing and hopeful book is a clarion call to all concerned about children; parents, professionals, anyone working with youth should read it. Jessie Klein led the team that helped launch me from being homeless to Harvard University; and she got everyone from my class (from an at-risk public high school) into a 4-year college—most with full scholarships. Surely her book can spearhead a movement for peaceful schools in America and her successes can be replicated. The Bully Society is poignant and timely at a moment when everyone should be listening. Frankly, we can’t afford not to. The stories Klein tells are heartbreaking. She knows what it takes to create compassionate communities where students thrive—and what must be done to dismantle the more common school bully cultures. A must read for everyone who wants to see American students move from a sea of fear, anxiety, and rage to flourish academically, socially, and psychologically. The Bully Society points the way for students (and schools) to develop their full potential.” -Liz Murray, author of Breaking Night
“Jessie Klein has done the biggest thing words can do. Written a book that changed the way I think.” -David Lipsky, author of Absolutely American
“After studying the 166 school shootings on record between 1979 and 2009 and interviewing dozens of students, Klein, a former school counselor who now teaches sociology and criminal justice, forms a coherent, heartbreaking narrative of how bullying works.”-The Boston Globe
“The author writes with clarity and compassion… she offers an opportunity for us to examine, discuss and consider the world we have created for our children. -Kirkus Reviews
"In this thorough examination of the connection between bullying and three decades of school shootings in America, Adelphi University professor Klein presents a compelling case that the strict gender rules by which American children and teenagers are unfairly forced to live are the driving factors in school violence.” -Publishers Weekly | <urn:uuid:5352510b-7028-4294-916e-d074b6a34828> | CC-MAIN-2020-24 | https://creatingcompassionatecommunities.com/about/book/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348509264.96/warc/CC-MAIN-20200606000537-20200606030537-00364.warc.gz | en | 0.969128 | 5,658 | 3.03125 | 3 | {
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7 Important Factors That Affect the Success of a Child in real life – Currently, many people measure the success of the children in the real world through their learning achievements. If the child is progressing at school, parents believe that children will surely succeed in real life.
Unfortunately, this is not the only factor that determines the success of the children in the real world. There are still many other factors that are no less important than learning achievement in school.
This also explains why many people who Excel in school but just mediocre lives in real life.
By knowing these other factors, will certainly make it easier for You, as a parent to help you develop themselves in other aspects. Let’s discuss one by one:
7 Important Factors That Affect the Success of a Child in real life
1. The attention of the
One thing that was desired by the child is getting the attention and affection of their parents. The attention they get from parents is very important in helping children develop their potential.
Everyone needs a sense of security. So also with the children, they need a sense of security. With the sense of security, they get, will accelerate their learning, to master and perform the best in themselves.
No matter what level of education they are currently. They still need a sense of security. The parent is the first person they could have.
Whatever you, take your time to them. Problems that they bring to the House often occur because of lack of time and attention from the parents. Often to get the attention of her parents, they bring trouble to you.
Problem with friends, teachers, learning achievements are bad, smoking, get into an unhealthy relationship, rather against, not listen to parents and many other cases.
Every child is born with the uniqueness of each. There are children who can act independently without having to wait for a referral let alone encouragement from parents. There are also children who are just the opposite. He needs a little encouragement from their parents to act.
Children like this are that you need to note specifically mainly in the Act. By providing encouragement, children will feel safer when acting.
Such a condition will help the formation of mental mindsets they mainly in acting independently are thus very important for their future after completing tasks at the school.
Educate not just as a parent, but as a mentor in certain moments. When the child complained of what they do, feel unimportant, don’t like or having problems with friends in the community.
The important role of the parent is helping children return to the right path in order to focus on doing their duties and responsibilities.
When acting as a supervisor, act as if you were very understanding Son blames her and not over the deeds they do. But give direction and guidance over what could and could not do.
4. Try new things
To find the talent and passion of the child, then the child needs to be a lot of databases and experience. The more databases and experience, it will be easy for them to choose the fields they should get into.
How, by giving freedom for children to try new things they like or you suggest to do.
Like certain sports, join a particular music, following private seminars and training of self-development that is still in accordance with the age and needs of the child and do things differently with the style and pattern of your life. Such interests, hobbies, and your work.
They will get a lot of learners from their experiences. Children know what Department should take while going to graduate school. Does going to college or becoming an entrepreneur.
5. Learning Technique
For success in real life, children should also get a brilliant learning achievement. The goal of enabling children to have a good self-concept. That will help them cope with real life more easily.
Because as students, their main task is to study, then to help them perform better in school, they need is a skill learned to make learning easy and fun.
With the right learning techniques, it will really help them through the process of learning better and certainly a satisfactory learning result.
The results of the study they get greatly affect confidence a good, capable, feeling a sense of worth, a willingness to try new things, perseverance, determination, and other positive values.
Characters like this are certainly very little can be found in children who have learning achievements is lacking.
Learning techniques we recommend is a quick read for the student. This learning technique blended based on research results of world scientific thought or neuroscience.
This learning technique can activate and balance the work both of the brain simultaneously. By using both the brain, then the learning process will be much easier and enjoyable.
Of course this technique with different ways of learning which are known by the community. The learning technique is known as long as it still emphasizes on one use of the brain, the left brain.
6. Keep learning to Be the best Parent for you
Not just the children who need to learn, but parents also need to learn to improve themselves. Not only to enhance career or business turnover but being a parent who is worthy of being a role model for children.
How, read parenting books, following seminars and training concerning parenting, or go to the best parenting community that you know.
This will give you an insight and a deeper knowledge about how to better parenting, being a loving parent, setting up things important to the success of the child as well as the experience of other parents in educating children them.
Reading the book is the easiest way that you can do. If you don’t like to read, then you can use the following unique ways that will keep you hooked on reading.
7. Healthy Communities for children
Give the confidence and freedom to the child does not mean giving full freedom without critiquing what children choose for himself.
But giving thoughts about things that he chose. Starting from benefits, goodness, and progress he could get by choosing what he wanted to do.
This also means that in the sphere of children’s communities. Knowing the community certainly will really help you keep an eye on the movement of the child, especially in choosing the intercourse is not good for her.
One’s attention is important for you to keep your child’s admission to the Association that does not support the success of themselves. This also means that you must provide a supportive mindset they become able to maintain yourself. In doing so, they are not easy to get into the Association, thus harming themselves.
It is these factors that affect children’s success in real life. Good luck and I am waiting for your response. | <urn:uuid:fd24d13c-d554-4197-88db-eaaed7f62abb> | CC-MAIN-2020-05 | https://bbonlinemoney.com/7-important-factors-that-affect-the-success-of-a-child-in-real-life/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250605075.24/warc/CC-MAIN-20200121192553-20200121221553-00106.warc.gz | en | 0.968653 | 1,350 | 2.640625 | 3 | {
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Nilgai typically herd in small groups of about 10 animals although larger groups of 20-70 are occasionally seen. Males and females remain segregated for most of the year, with bulls joining the cow-calf groups only for breeding.
Nilgai are the largest of the Indian antelopes. Adult bulls have a head-body length of up to 210 cm, stand 130-150 cm at the shoulder and weigh 200-240 kilograms, occasionally more. Cows are smaller and weigh 150-200 kilograms.
Related Category: Vertebrate Zoology
More on Nilgai
Antelope - name applied to a large number of hoofed, ruminant mammals of the cattle family which also includes the sheep and goats.
Taxonomy Boselaphus tragocamelus [Pallas, 1766]. Citation: Misc. Zool., p. 5. Type locality: India, no exact locality ("Plains of Peninsular India").
Click on the pictures above for a larger view of the photographs ...
Nilgai (Boselaphus tragocamelus)
Information on the nilgai is currently being researched and written and will appear here shortly…
More about the Nilgai » ...
Nilgai antelope are among the largest of the asian antelopes. They stand about 120-150cm at the shoulder and have a body length of 180-200cm. They have a short coat which is yellow-brown in females and turns blue-grey in adult males.
The lion's prey consists mainly of large mammals, with a preference for wildebeest, impalas, zebras, buffalo and warthogs in Africa and nilgai, wild boars and several deer species in India.
Native to India are the nilgai or blue bull, the four horned antelope and black buck, the saiga lives on the other steppes of South Russia and in the Central and West Asia, and the chiru in Tibet .
Some researchers dissent, pointing out that important differences in reproductive organs, fetuses, bile acid salts and skeletal anatomy make the okapi more likely to not belong in the giraffe family at all, but to be a closer relative of the nilgai ...
Bengal tigers hunt medium-sized and large-sized animals, such as wild boar (an omnivorous mammal), sambar (a kind of deer), barasingha (a kind of deer), chital (a spotted deer), nilgai (an antelope), gaur (a large ox of South Asia) and water buffalo.
In India, cheetahs took primarily blackbuck antelopes and chinkara gazelles, but were also known to attack nilgai antelope and domestic goats and sheep.
Ruminating mammals include cattle, goats, sheep, giraffes, bison, yaks, water buffalo, deer, camels, alpacas, llamas, wildebeest, antelope, pronghorn, and nilgai.
See also: Antelope, Deer, Leopard, Cattle, Buffalo | <urn:uuid:6ebf55fd-560c-46f6-b9df-ad9453eed67e> | CC-MAIN-2015-06 | http://en.mimi.hu/animals/nilgai.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115865010.11/warc/CC-MAIN-20150124161105-00166-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.896267 | 656 | 3.296875 | 3 | {
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The first meal of the day is an important one. The kids are usually ready for a good meal and it’s a time to fuel them for the start of their day. But with all that needs to happen to get a family out of the house each day, kid breakfasts are often rushed. To help, these healthy toddler breakfast ideas are easy meals that you can assemble in minutes or make ahead of time. So you can get a healthy toddler meal onto the highchair with plenty of time to feed yourself too!
Breakfast Ideas for Kids and Toddlers (Even Picky Ones!)
My biggest recommendation for picky toddlers is to have a handful of regular breakfasts that they see often to keep a variety of foods in rotation. Toddlers love routine and familiarity, so if you serve something once or twice a week, they are more inclined (usually) to eat it. As an example, we have oatmeal two mornings a week in my house and everyone eats it. Just making that one choice eliminates some of the decision making and can help toddlers know what to expect at breakfast.
How to Serve Balanced Toddler Breakfasts, Step-by-Step
Toddlers need balanced meals so try to serve a food from most of these food groups during most meals.
- Carbohydrates: foods like whole grains, fruit, and veggies like sweet potatoes provide long lasting energy.
- Protein: Found in meat, eggs, dairy, nuts, seeds, and legumes, mostly, protein helps little bodies to grow and also helps to keep toddlers feeling satisfied longer. This means that those requests for snacks may be less frequent!
- Healthy fats: Babies and toddlers need fats for proper brain development, especially up until age 2. (It is not recommended that kids under age two are on fat restricted diets.) You can find healthy fats for toddlers in avocado, flax and chia seeds, nuts, fish (particularly salmon and sardines), egg yolks, and whole milk dairy (particularly grass-fed since the grass has higher levels of omega fatty acids).
- Produce: Fruits and vegetables of all kinds and colors provides the vitamins and minerals toddlers need for immunity and proper development. And they just taste good!
And now, some specific healthy kid breakfast ideas.
Toddler Breakfast Idea #1: Snack Plate
Snack plates are a great option for snack time, dinner, AND breakfast. Include a low-sugar dry cereal or crackers, some protein in the form of cheese, cottage cheese, some nut butter, or an egg or salami, and fruit. So easy and variable! (Sprinkles optional.)
Toddler Breakfast Idea #2: Smoothies
Toddler smoothies are an excellent way to offer fruit, veggies, protein, and fat for breakfast. You can keep them simple with this formula: 1 cup milk, 1/2 cup frozen banana, 1/2 cup fruit (like berries or mango), and 1/4 cup veggies (baby spinach, raw cauliflower, roasted and mashed sweet potato), and 1 tablespoon nut butter or hemp seeds. Or, simply blend 1/2 cup plain or vanilla yogurt with 1/2 cup strawberries and ta-da! Yogurt Smoothie!
Try: Healthy Toddler Smoothies with Hidden Veggies.
Toddler Breakfast Idea #3: Overnight Oats
With yogurt, fruit, and carbohydrates, overnight oats are a nutritious toddler breakfast that are so easy to make ahead. Plus, they are usually nice and thick, which makes them easier for toddlers to eat with a spoon. (We also regularly pack overnight oats in our toddler lunches.)
Try: Applesauce Overnight Oats
Toddler Breakfast Idea #4: Pancakes
Every Sunday morning when we have pancakes, I stash a few leftover ones in a zip top freezer bag and tuck them in the freezer. They reheat in 30-60 seconds (flip it over halfway through for even heating) and are great topped or sandwiched with nut butter, cream cheese, or Greek yogurt.
Try: Fluffy Applesauce Pancakes or Allergy-Friendly Banana Pancakes
Toddler Breakfast Idea #5: Eggs, Fruit, and a Whole Grain
Bake a dozen eggs to hard-cooked perfection and keep in the fridge for easy toddler breakfasts. Serve with toast sticks, cut up fruit, or even a leftover veggie. And remember that it’s okay if your toddler is still learning to like both the white and the yolk—they both have very unique textures! (They might also prefer scrambled to hard cooked eggs or Make-Ahead Egg Muffins and that’s okay too.)
Toddler Breakfast Idea #6: Oatmeal
Many kids seem to either love or hate oatmeal, but with so many different ways to serve it, it’s entirely possible that you can find oatmeal your toddlers like. Play with texture—they might prefer the smoother consistency of quick oats over rolled oats—and add-ins. Try grated apple or raisins one week and diced dried mango or strawberries the next. And let them add toppings! Nut butter, seeds, and even sprinkles are yummy options.
Try: 15 Oatmeal Recipes for Toddlers
Toddler Breakfast Idea #7: Sweet Potato Toast
You could try the trendy slice of sweet potato in the toaster idea, or simply spread mashed roasted sweet potato onto toast and sprinkle with a little cinnamon. Drizzle on nut butter or pair with a smear of cream cheese to take it even further. Cut into cubes or sticks as needed for a breakfast idea for a 1 year old or 2 year old.
Toddler Breakfast Idea #8: Breakfast Cookies
Want to win some extra hugs in the morning? Serve up breakfast cookies! This is a fun idea and one that can make a day when a kiddo wakes up on the wrong side of the bed turn right around. Pair with some protein from a glass of milk, a little cheese, or a egg.
Try: Healthy Oatmeal Cookies with Carrots and Apples
Toddler Breakfast Idea #9: Muffins
Bake a batch of muffins whenever you have the time and store them in an airtight container in the fridge or freezer until ready to serve. Warm slightly (or warm all the way through if reheating from frozen) to make them taste like they’re straight out of the oven.
Try: Banana Blueberry Muffins or Chocolate Peanut Butter Muffins
Toddler Breakfast Idea #10: Breakfast Quesadillas
Warm cheese, snipped spinach, and beans in a tortilla and bam, breakfast! You can add diced ham or scrambled eggs, or change up the veggies. But serving a savory breakfast is an excellent (and easy) way to start the day. Warm the quesadilla in a skillet just until the cheese melts or you could even cheat and do it in the microwave for a few seconds…I won’t tell!
What’s the best way to keep toddler breakfasts quick and easy?
Have some options at the ready! It’s entirely okay to have cereal or toast mornings, but if you want your kids to regularly eat other foods, then you need to make them available. Making a batch of muffins or a pot of oatmeal for everyone to enjoy (even if you do it in the slow cooker while you sleep!) can be a big help towards making that first meal happier for everyone. And prep some fruit and/or veggies ahead so they’re ready to go come morning.
How to Pack Toddler Breakfasts for Daycare
I know that some families take their kids to daycare in the morning and need to send a breakfast. If you need to pack a toddler breakfast for daycare, I recommend investing in this thermos (or a similar one) or a kid-friendly lunchbox. Then, you can pack almost anything that your toddler eats at home, with consideration to what they can more easily eat on their own. So it might be better to send them a cut up pancake instead of a cup of yogurt if they are still working on their spoon skills. | <urn:uuid:7bec6cdd-0549-4275-8009-08676c59e2d5> | CC-MAIN-2018-51 | https://www.yummytoddlerfood.com/recipes/breakfast/10-healthy-toddler-breakfasts/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376824448.53/warc/CC-MAIN-20181213032335-20181213053835-00350.warc.gz | en | 0.928155 | 1,699 | 2.625 | 3 | {
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Milestones:Opana Radar Site, 1941
Opana Radar Site, 1941
Kuhuku, Hawaii, USA, February 2000 - IEEE Hawaii Section
On December 7, 1941, an SCR-270b radar located at this site tracked incoming Japanese aircraft for over 30 minutes until they were obscured by the island ground clutter. This was the first wartime use of radar by the United States military, and led to its successful application throughout the theater.
The plaque can be viewed in a small park on the grounds of the Tutle Bay Hilton, Kuhuku, Hawaii, U.S.A.
THE SCR-270 RADAR
by Frederick G. Suffield 1
Work on this first long-range search radar started at the Signal Corps laboratories at Fort Monmouth, New Jersey, in about 1937. A production contract was let to the Westinghouse Electronics Division in Baltimore, Maryland in 1940. And on December 7, 1941, this was the radar that detected the incoming aircraft at Pearl Harbor. Sadly enough, hardly anyone understood the capability or made use of the radar data up to and including December 7th.
The radar, by today's standards, would be classified as crude, but considering our lack of knowledge of pulses, high frequency, pulse modulators, displays, human factors, etc., it was a surprisingly good unit. It maximum range, 150 miles, and consistent echoes were received at this range. When sited on a cliff or bluff, echoes beyond 150 miles were received.
The operating frequency was 106 megacycles, a high frequency for 1940. With a wavelength of about 9 feet, propellers on aircraft became excellent reflectors. The entire radar occupied four trucks. One of these van type trucks housed the generator and the transmitter power supply. Another was a stake body truck that carried the antenna elements when the radar was being moved. A third was a prime mover that pulled the antenna mount. The fourth was the operating van, it housed the transmitter, modulator, receiver and indicator.
To describe the contents of each truck, one should start with the power unit. This housed a 76 horsepower gas engine driving a 31KW three-phase 60-cycle generator. The engine exhaust went straight up, through a rather ineffective muffler, out the roof of the truck. The transmitter power supply was a monster. It was about 4' high, 5' wide and 6' deep, and only supplied 15KV at .5 amp from a full wave rectifier, a choke and a .5 mfd capacitor. Clever design points in the power supply involved design of the type 531 rectifier tube, about 3" diameter and 7" long. The bottom, at the plate connection, was a cast finned structure that seated into a 3" diameter ring mounted directly on top of the high voltage insulators on the transformer, thus, no plate leads, caps, insulation and support problems.
The antenna tower unfolded from its transportation position to be a triangular tapering tower rising 55' above a circular 8' diameter base. The base plate was remotely rotatable, from the operating truck, thus, steering the antenna. The actual elements were a series of 36 half wave dipoles, arranged in three bays, each bay had 3 strings of horizontally polarized 4 pairs of dipoles, all 36 backed with reflectors. All tuning on early models was by shorting bars on parallel lines and line stretching "trombone" sections. In 1940 there was serious doubt that a 106-megacycle antenna could be designed, built, assembled and tuned in a factory. Westinghouse had a field station on Sandy Hook, New Jersey, offering a distant view over the water entrance to New York Harbor to three large gas storage tanks in Brooklyn. The antenna tower was physically aimed towards the center tank, the radar put on the air, and one man watched the scope in the operating truck, and one climbed the antenna tower with a 4' length of 1 x 2 wood stick. The man on the tower banged away at trombone sections and shorting bars and the man 150' away yelled at him to indicate improvement in the target. When the center tank was a good target and the side one small, the antenna was tuned! The antenna was then rotated to look towards the Glen L. Martin plant in Baltimore, where they almost always had aircraft in the air in test. This provided a crosscheck on performance and opportunity for final tune up. After about 25 sets, we had enough data to pre-position most adjustments, and ultimately went to a screen reflector and pre-cut elements.
The tower was rotated by controls from the operating position, and RF was carried on a 3" spaced copper tube parallel line to the base of the tower in a resonant line condition, terminating in a single turn loop at the base coupled to another single turn loop feeding up the tower. For those accustomed to reading azimuth from the rim of a PP1 scope or from digital read out, we had a different system. We had 3" high numbers painted on plates attached to the 8' diameter rotating tower base and read the azimuth through a window from the operating truck, using at times binoculars, or just plain estimating if mud obscured the numbers.
The heart of the system was of course the Operating Van. The transmitter used two water cooled triodes, type 530, resonant plate line, with the grids held off at about -4500 volts, pulsed up to "0" bias to oscillate. The 15KV-plate voltage required a dual wound ceramic coil to isolate the plates from the grounded water supply, distilled water to minimize leakage current and the addition of ethyl alcohol in the winter as anti freeze.
The receiver was a superheterodyne, with a special tube, the A-5588-A, an RCA experimental electron multiplier, in the front end. While Westinghouse built the modulator, power supply, transmitter and other items, RCA supplied the receiver and I believe Colonial and RCA the indicators.
Each operating van had a spare receiver and spare scope; otherwise, everything was so conservatively designed that service was almost unheard of, except for occasional tube replacement in the modulator.
1. Fred Suffield (1920-2001) was a Life Fellow of the IEEE. His Fellows citation reads: "For contributions to airborne radar development and eminent service to the IEEE". Fred worked for Westinghouse, where he contributed to the airborne television relay system, the Navy AN/APS-6 radar and the SCR-270 radar used at Pearl Harbor. He held 14 patents and published over 30 papers on radar, command and control, lasers, and air defense. He worked on the first radar installed in a Presidential aircraft. (He authored this paper in 1995.)
A Day that will live in infamy!
At 7:02am, on 7 December 1941, two soldiers who were operating an SCR-270 RADAR set at Opana Station on Oahu, Hawaii detected a large flight of planes approaching Oahu from the north at a distance of 136 miles. One of the operators, Joseph Lockard, telephoned the information center at Fort Shafter and reported the incoming planes. Joe McDonald manned the switchboard that morning, and he was sure that this call was serious. The warning was ignored and minutes later Hickam Field was hit by the first bombs of the Japanese attack on Pearl Harbor. | <urn:uuid:be4e5751-76e3-49cb-ad8f-4a658daa176f> | CC-MAIN-2015-32 | http://ethw.org/Milestones:Opana_Radar_Site,_1941 | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438043060830.93/warc/CC-MAIN-20150728002420-00142-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.962116 | 1,522 | 3.265625 | 3 | {
"raw_score": 2.4550812244415283,
"reasoning_level": 2,
"interpretation": "Moderate reasoning"
} | Science & Tech. |
The relationship between student health and academic performance: implications for school psychologists. Nutrition and student performance at school howard taras abstract: this article reviews research from published studies on the association between nutrition among. Good nutrition can boost school performance, expert says sunday, aug 25 (healthday news) -- a healthy diet can help students excel in school, a registered dietitian. School breakfast programs boost student performance of high school students who ate the breakfast and learning confirms good nutrition leads to. Practical suggestions on how schools can build good nutrition schools physical activity and nutrition survey: 2015 nsw school students teaching resources. Improving student performance in public primary schools in this paper investigates the correlates of student performance in because until recently good data.
This article reviews research from published studies on the association between nutrition among school-aged children and their performance in school and on tests of. School management and students’ academic performance: how effective academic performance of students in schools under free and good performance. 3 ways nutrition influences student learning potential and good nutrition helps students show up at school school breakfast program and school performance. Health, nutrition, and educational performance good health and better learning outcomes are closely associated, according to a large number of studies. The relationship of food and academic performance: school health, nutrition and 1 process and ability of students to learn effectively. The influence of nutritional status on school performance with 59 students rated as to the school performance and nutritional the nutrition transition.
Healthy kids learn better and ultimately improves student academic performance we now know that making time for physical activity and nutrition in school. Five social disadvantages that depress student for schooling have children with better school performance21 at the economic policy institute. The relationship between obesity and academic ensure that students have access to foods that promote good nutrition performance, and school-based.
Category: faculty books school guide to healthy combine timeless buddhist wisdom with nutrition science to deliver a new and insightful. / school meals and learning the rationale for these programs is that by improving nutrition, schools can offer all students school meals and student performance. The link between nutrition and the level of good nutrition they get both at home and in school can it not only affects school academic performance. Factors affecting students’ performance a case of to influence the student performance ie nutrition of high school students' performance on five.
Nutrition has a huge impact on physical and mental health for students, the quality of school lunch impacts everything from behavior to academics. Children’s academic performance and behavior in school among students who eat school school meals must meet federal nutrition. Transcript of the effects of nutrition on academic performance excess of high fat and high sugar foods does nutrition affect elementary school students' academic.
Nutrition and student performance at school a berry enriched smoothie on children’s performance in school, food & nutrition university students. The link between nutrition and academic performance four out of five of those teachers surveyed say their students come to school there’s a good. Nutrition and its effects on academic performance schools for student who point to a direct correlation between poor nutrition and lowered school performance. Breakfast for learning when many do not have access to the good nutrition provided by the school meal programs nutrition and student performance at school. What is the school doing to encourage students to be healthy through good nutrition public schools affects students' performance school performance. School lunch quality and academic performance including demographic characteristics of the students, school district expen- between child nutrition and.
How eating breakfast impacts school performance numerous studies show how students will benefit from school academic benefits of good nutrition. Health, nutrition, and physical fitness health insurance makes a difference in school performance good nutrition is an additional key component of building. Higher education resources student nutrition fitness guide hurdle to good nutrition for k-12 students problems with school nutrition and. | <urn:uuid:10b092ff-2454-40ef-98f6-bb2f1fbed085> | CC-MAIN-2018-26 | http://olessayzfem.fieldbee.us/good-nutrition-and-students-school-performance.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267861981.50/warc/CC-MAIN-20180619080121-20180619100121-00018.warc.gz | en | 0.958996 | 764 | 3.171875 | 3 | {
"raw_score": 3.047386884689331,
"reasoning_level": 3,
"interpretation": "Strong reasoning"
} | Education & Jobs |
The History of Yale Forklifts
Now known as an industry leader in highly efficient, ergonomic forklifts, Yale comes from humble beginnings. Starting with the invention of the pin-tumbler lock in the mid-1800s, Linus Yale and Henry Towe would eventually start the Yale Lock Manufacturing Company in Connecticut, which is still known for its superb, quality locks.
Yale continued to expand its scope to the construction of other materials, and in 1920, the company produced an electric-powered, low-lift platform truck. The success of this unit would lead to the creation of other machines that expanded productivity in warehouses across the United States, including one of the first applications of a tilting fork to increase safety and productivity.
Throughout the 20th century, Yale has expanded to international markets while bolstering its line of battery-, gas- and diesel-powered forklifts. Continuing with successful mergers, partnerships and acquisitions, Yale became known as a go-to company for providing forklifts that improved efficiency in the workplace while creating a stable and safe work environment.
Yale Electric Forklifts
Designed to deliver an affordable and high-performing truck, Yale’s electric forklifts are known for their consistency and performance. Taking advantage of modern technology, these trucks feature interfaces that provide the operator with complete diagnostics, as well as the option for custom settings to meet the most stringent demands. Current models in stock are:
Narrow-Aisle Forklifts by Yale
Yale’s proven Hi-Vis™ masts are built to meet the demands of the tightest and narrowest workspaces while focusing on safety and productivity. Combined with the emphasis on ergonomic design for which the company is known, along with industry-leading construction, Yale’s narrow-aisle lift trucks create a safe and effective work environment. We currently have the following in stock:
Motorized Hand Trucks
Yale’s passion for quality construction is perhaps best demonstrated in the company’s hand trucks. With a proven design, the handling system is built with ease of use, safety and improved functionality for the operator. Built to last, these units require relatively low maintenance.
Yale Internal-Combustion Engine (ICE) Forklifts
Featuring a Mazda, GM or Yale’s own V4 in-line engine, Yale offers both cushion and pneumatic ICE forklifts. Cushion trucks provide more power and strength than the electric varieties while featuring the same quality-built Hi-Vis™ masts and intuitive control layouts. Currently available are the following models:
For the toughest jobs, Yale’s pneumatic ICE forklifts are made for industry-specific deployments, utilizing different options for gasoline, diesel and LPG fuel to combine versatility, functionality and reliable construction. Yale’s commitment to ergonomic design without sacrificing power or usability makes for a truck that can handle the toughest job without distracting the operator with complex control layouts or inconvenient design choices. We have the following units in stock:
Improve Productivity and Safety Today
Used Yale forklifts allow for operators to focus directly on the tasks at hand with ease, efficiency and a truck built to handle the most demanding and frequent lifting. | <urn:uuid:f1465315-f569-4d78-aac3-4f03aed72228> | CC-MAIN-2017-13 | http://www.nfe-lifts.com/manufacturers/yale/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189490.1/warc/CC-MAIN-20170322212949-00303-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.935829 | 671 | 2.578125 | 3 | {
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How Old Are Kids When They Learn To Read
Lots of adults will inform you the importance of teaching your kids to check out. They will state that you can not teach a child to learn unless you are likewise teaching that skill yourself. Well, I plead to differ with those people, and here is why. You can quickly take a class and teach your kids to check out, but if you do not have time to teach them yourself you will have no concept how to continue.
All kids understand the significance of learning standard math. When they first get to primary school, they need a great deal of help on learning how to count, fix standard math problems, and even on reading math from their parents. Once they reach school though they get a lots of extra teaching on mathematics from their teachers in school, however it is just as important to reinforce these lessons in the home. You need to teach your kids to do sums, increase and divide every word they hear. If you want your kids to do well in school then you require to teach them to do standard mathematics and at the same time teach them how to practice what they have actually discovered by utilizing mathematics games.
In this manner they are discovering and practicing those skills, but are also reinforcing the ideas they have currently found out. By using your imagination, and checking out math games you can teach your kids to comprehend the concepts behind the words. This will make it a lot easier for them to in fact use the idea to real life scenarios.
These excellent tools to teach your kids to read are readily available for any level of knowing. As long as your kids have the ability to see the images and hear the words they will understand the principle. The best aspect of these flashcards is that they have the pictures on the front and also the written words. By doing this it will enable your kids to absorb the information a lot easier and quicker.
Using these flashcards will assist to increase the number of words they can learn at one time. However, remember that you ought to not go too quick with your mentor procedure. There are some kids that might be annoyed easily. You ought to use an approach that they can grow accustomed to.
There are lots of methods that you can utilize to teach your kid to learn new words rapidly. They consist of flash cards, puzzles and other materials that offer visual stimulation while learning. Reading need to constantly be enjoyable. It doesn’t matter if it is just an easy video game that you play with them or a more in depth activity that incorporates problem fixing methods and creativity.
When you read with your kids, bear in mind that the focus need to constantly be on what is being read rather than the author. This is a typical error that many parents make. The reader is lost and what’s reading does not imply anything. The kid believes the text is just a form of grammar lesson. You require to focus on the words being read and what they suggest.
Do not get caught up in trying to figure out why your child isn’t reading or how to repair the issue. Kids aren’t interested in knowing why they aren’t reading and what they can do to fix it. What is important to them is that they learn to read. You can help them attain this by making reading enjoyable and interactive. As long as you keep this in mind while teaching your kids to read you must succeed. | <urn:uuid:8c4f8b79-aaad-4a4f-90d1-0a133dc48573> | CC-MAIN-2021-17 | https://bigsadeyes.com/how-old-are-kids-when-they-learn-to-read/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038077336.28/warc/CC-MAIN-20210414064832-20210414094832-00242.warc.gz | en | 0.973921 | 691 | 2.953125 | 3 | {
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If you were making a list of things in life that are taken for granted, condensation could appear on it. Just to be clear:
Condensation is a process in which water in a gaseous state (water vapors) turns into a liquid state (water droplets) when the water vapors come into contact with a surface that is cooler. It is the physical change of gas to liquid that occurs when there is a significant drop in temperature, and it is the opposite of evaporation.
When you boil water on the stove in the winter, have you ever noticed that the windows get fogged up? The condensation on your windows is the result of water vapors hitting the cooler window and converting back to water droplets. Your kitchen becomes a mini-physics lab!
As mentioned earlier, water is critical to all living things. The way those living things get water represents a cycle of evaporation (clouds) and condensation (rain). Since most living things are composed mostly of water, they lose water through evaporation. Simply stated, by boiling some of those living things, like plants, you can catch the water vapors and turn the vapors into water droplets.
In fact, water evaporates from anything that has water in it—living or not. Water in mud puddles evaporates. Seawater evaporates. Water in sap evaporates. Urine evaporates. Water in clay will evaporate. Contaminated water will evaporate.
Catch enough water droplets and you have a water supply. Obviously, it takes a lot of water droplets to make a glass of water. The good news is that the evaporation process removes most impurities in the water.
Evaporation occurs when the object or item containing water is heated. To collect the water, you can set up a still. A still setup heats the substance to force evaporation. The evaporation is caught and channeled, and as it cools, it is converted to water droplets. Further channeling directs the water droplets into a container.
There are different types of stills that include:
- Vegetation still
- Sweat bag still
- Solar still (also called an evaporation still)
- Plastic bag or tarpaulin placed over a fire still
- Inflatable solar survival still (purchased)
The vegetation, sweat bag still, and solar still are discussed in detail in following sections.
The plastic bag or tarpaulin still is quite simple. A tripod is built out of sticks and placed over a fire. The tripod is capped with a plastic bag or tarpaulin that has had its edges folded to the inside to serve as a condensation catchment. A pot containing a substance with water content is placed over the fire. As the water evaporates, the tripod cap will catch the condensation.
Actually, anything able to be folded in a way that it can catch condensation can serve as a water collector over a heated substance in a container. For example, you can use a large flat leaf or saturated fabric or other items. The important thing to remember is to set up the water collecting system in a way that the cap over the fire and/or pot does not catch on fire.
Inflatable solar survival stills are usually carried on boats or life rafts. They are used to desalinate water to make the water drinkable. It distills collected sea water or contaminated water. | <urn:uuid:e08cf1fd-69af-438a-963e-ff5556bc067c> | CC-MAIN-2022-27 | https://members.gunassociation.org/topic/sources-of-water/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103329963.19/warc/CC-MAIN-20220627073417-20220627103417-00454.warc.gz | en | 0.949217 | 728 | 3.71875 | 4 | {
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Ground-mounted solar panels come with multiple benefits and drawbacks – here’s what you need to know.
When going the solar power way, one important decision to make is choosing between ground-mounted and roof-mounted panels.
More and more Australians are opting to hop on the solar power bandwagon, and not without reason. Solar power not only gives you access to a cleaner source of energy; it can also lead to noticeable savings in the long run. Getting started requires that you invest in a solar power system, and you have to choose between ground-mounted and roof-mounted solar panels. Just which ones you should go with depends on a number of factors.
What are ground-mounted solar panels?
Ground-mounted solar panels, as their name suggests, are ones that you install on the ground, as opposed to the roof. The placement of these panels is not flat; instead they rest at an angle of 30 degrees, facing north. This is in order to maximise absorption as well as output.
The actual panels in use are pretty much the same as ones you would find on roof-mounted solar panels. Each panel constitutes of multiple photovoltaic cells that work in generating and supplying solar power to your home. The use of aluminium and steel in the making of racks for the mounts is quite common, which is ideal given the durability factor. Some designs allow for manual tilting of the frame, and this gives users the ability to increase the panels’ exposure to available sunlight.
What are the benefits of ground-mounted solar panels?
Ground-mounted solar panels score better than their roof-mounted counterpart is various ways, and here’s what you can expect.
- No infrastructural changes. If you opt for roof-mounted panels, the least you’ll have to do to install them is drill holes in your roof. If your roof is not strong enough, you might have to reinforce it before you can install the panels. With ground-mounted panels, you don’t have to worry about making any structural changes to your home.
- Ideal angle. Your roof’s orientation might not offer the ideal 30 degree angle that the panels require. With ground-mounted panels, you get considerably greater freedom in terms of where you can place them to get the ideal angle.
- Expansion. A roof-mounted system might not leave too much room for expansion, especially if you don’t have the luxury of a very large roof. On the ground, availability of extra space is more common; ground mounts tend to accommodate larger panels; and the expansion process is simpler as well.
- Easy maintenance. You get the most out of your solar panels if you keep them clean and free of dust, which is typically easier to do when your solar panels are on the ground, as opposed to on the roof. If, at any point, your roof requires repairs, you may have to disassemble and reassemble the solar panels to address the problem.
- Increased efficiency. Ground-mounted panels have space below and this increases the airflow around them. Since panels perform at optimum levels when kept cool, increased airflow leads to better performance.
Should you opt for ground-mounted solar panels?
If you’re not sure about whether you can benefit by ground-mounted panels, consider the following.
- If your property has a reasonably large open space where you can install a large setup, you can benefit by significant long-term savings.
- If your roof does not have a suitable north-facing surface where you can install solar panels, you’ll have to look for options on the ground.
- If you don’t want to limit access to the roof, or if you don’t have a large enough roof, ground-panels would be the ones to choose.
- If you don't want to lose out on recreational space in your yard, you may want to consider getting roof-mounted panels instead.
What else should you consider?
Pay due attention to the following before investing in a ground-mounted solar energy system.
- Uniqueness of site. Bear in mind that sites can have unique requirements. For instance, if you live in a region where it snows heavily, the panels should have enough clearance from the ground for the snow to slide off easily.
- Building your own rack. While you can build a ground-mount rack on your own, know that it requires expertise as well as access to the right tools. If you’re not sure of what the process entails, your best bet is to get racks made by professionals.
- Making adjustments. Ground-mounted racks use multiple bolts, with the weight of the panels resting on the legs that you need to adjust, either one at a time or simultaneously. This can be difficult to carry out alone, and you might need another hand.
If you’re looking at making the most of the Sun and the extra outdoor space you have, investing in ground-mounted solar panels can definitely work in your favour. | <urn:uuid:9bfe3bc5-d27d-4f4f-a565-e144efcd5709> | CC-MAIN-2017-13 | https://www.finder.com.au/benefits-of-ground-mounted-solar-panels | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218190295.4/warc/CC-MAIN-20170322212950-00469-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.951528 | 1,038 | 2.578125 | 3 | {
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This is the capitol building of
Louisiana, in Baton Rouge -- quite an unusual design for a capitol.
The only other one with a skyscraper design is the capitol of Nebraska.
This was the capitol of
Louisiana before the above one was built, dating from 1849 -- I like it better!
Perhaps the most famous
antebellum mansion of all -- Oak Alley Plantation on the south shore of the
Mississippi River between Baton Rouge and New Orleans:
The Houmas House plantation,
built in 1840, on the north shore of the river:
The Houmas House:
The largest antebellum
plantation house in the country -- Nottoway.
It was getting some maintenance work done on it here.
St. Louis Cathedral, in New
Orleans -- construction started in 1789:
In the French Quarter of New
Orleans, famous for its buildings from the 1700's with their elaborate cast iron
The little Place d'Armes Hotel
in the French Quarter:
The most famous example of cast
iron rail work in New Orleans -- the Cornstalk Fence:
Cemeteries in New Orleans have
traditionally been above ground.
The early settlers found out that in the soft, swampy bayou land, things buried underground tend to eventually work their way back to the surface!
These are tombs from the famous Metairie Cemetery:
They still build them like they
Lafitte's Blacksmith Shop on
Bourbon Street, New Orleans -- the oldest bar in America!
The trees have beards down
Pictures from Mississippi --
my home state!
The Mississippi capitol -- one
of the finest in the country:
Inside the Mississippi capitol:
The town of Natchez,
Mississippi, on the banks of the Mississippi River, was at one time the
fifth-richest town in America, because of the cotton trade.
It has more plantation houses and antebellum mansions than anywhere else in the country.
This is one of my favorites, Melrose Plantation:
Melrose Plantation is one of the
most intact antebellum estates in the country, still having the furniture of the
original owners inside.
It is now owned by the National Park Service, as part of the Natchez National Historical Park.
The largest house in Natchez is
Stanton Hall. It was not a plantation house, it was built as a grandiose
downtown mansion and occupies a whole block.
Stanton Hall has some fine cast
iron railings too:
The term "antebellum"
is not a particular style of architecture.
The word simply means "before the war" in Latin -- meaning the Civil War in this case, which started in 1861.
Stanton Hall was built from 1852 to 1857 for Frederick Stanton, a cotton merchant.
Auburn House in Natchez, from
1812 -- a typical example of Greek Revival architecture, the preferred style for
Its builder, Lyman Harding, the first Attorney General of Mississippi, intended it to be "the most magnificent house in the state" at the time it was built.
Dunleith, in Natchez -- one of
the grandest Southern plantation homes of all:
It is the only antebellum house
in the state with columns on all four sides:
This is a side view:
Choctaw House, in downtown
Natchez -- constructed in 1836:
Magnolia Hall, Natchez -- from
Cherokee House, Natchez, from
The most famous, amazing, and
original plantation house of all -- Longwood.
It is the largest octagonal house in the country.
Longwood was the dream of Haller
Nutt, a cotton broker.
There is nothing whatsoever that is traditional about this house, it is unlike anything else in the country.
A view from one of the many
verandas, with its wooden columns:
Another view of the front:
Haller Nutt was a cotton
planter, with extensive land ownings just across the river in Louisiana.
His dream was to have the most amazing house in the South, even though the locals called it "Nutt's Folly".
But like most dreams, it didn't quite come true.
The house was to contain 32 rooms in all. A plan of the first floor:
Construction started in 1859,
but was halted forever just two years later with the start of the Civil
War. It will never be completed.
The bricks were manufactured
on-site by slaves. Many bricks required unique shapes, such as rounded
sides or seven surfaces:
A view looking straight up the
Indirect lighting was to be provided by large mirrors in the dome, reflecting sunbeams to smaller mirrors to light the interior rooms below.
In order to get the finest
craftsmen, Haller Nutt hired them from the Northern states.
But as soon as the war started, they abandoned their tools and their pots and barrels of paint, and fled back to the North, never to return.
The workmen's tools have been
sitting where they were left for over 150 years now:
This is the heavy shipping box
that Haller Nutt's grand piano was shipped in from New York.
Stieff was considered a very fine brand of piano before the Civil War.
Many elaborate furnishings, mosaic floors, marble mantels and statues were on order from France, England, and Italy.
Most were seized en route on the high seas during the war. Today some of these items meant for Longwood are in national museums.
The slave quarters behind the
main house were much nicer than most:
Haller Nutt lost almost
everything during the Civil War, his land, his business, his slaves, his dream.
He pretty much died of a broken heart, in 1864.
His grave is on the property not
far from his exotic mansion. To the right is that of his wife, Julia Nutt.
Julia and their children lived in nine rooms in the basement of the house, the only part that was ever completed, for many years. She died in 1897.
In spite of the many mansions,
Natchez is no longer a rich town. These quaint row houses are how many in
town have always lived:
Also in Natchez -- the home of
fine muscadine wine!
Muscadines are a wild native species of grape, with a very distinctive and excellent flavor.
The pretty little Confederate
Memorial Chapel in Grand Gulf State Park, Mississippi. Built in 1868.
"Away down South in the
land of cotton...."
In Greenwood, Mississippi -- the
road to everywhere. Or to three different directions, anyway.
Well they better just hurry up
and get out of the way!
The one great antebellum house
that is even sadder than Haller Nutt's Longwood -- Windsor Plantation:
Down a long winding road from Port Gibson, Mississippi, in a desolate field far out in the country, stand 23 giant Corinthian columns:
Windsor had been the largest,
most majestic mansion in the state. It cost nearly $5 million to build (in
It had 25 rooms, each with its own fireplace, and had interior baths with running water provided by a tank in the attic.
The great metal columns were cast in St. Louis and shipped down the Mississippi river. The river was visible from the top floor of the house.
Its owner, Smith Daniell II,
died just a few weeks after Windsor was completed.
The family lost most of their
possessions during the war, but the house survived. Mark Twain stayed here
But then, one fateful day, as
the family was preparing a fine dinner party, a guest dropped a cigar on a
And that was it for magnificent Windsor.
The capitol building in Little
Rock. Yes, the dome really is a different color from the rest of the
The lower part of the building was built with limestone from Arkansas, but the dome is made of a more lightweight stone from Indiana.
The little Thorncrown Chapel in
the Ozark Mounains near Eureka Springs, Arkansas -- a very famous piece of
More fine Arkansas architecture:
A garden in the Ozarks:
The Buffalo River -- designated
a National Wild and Scenic River by the National Park Service:
Notice the kids sitting on the
wall, to give you an idea of the scale of things:
A group of Mennonite people were
having a picnic at the Buffalo River:
Hot Springs National Park, Arkansas
Hot Springs is one of the oldest national parks in the country, established in 1921. It is also the smallest.
Compared to the huge, magnificent national parks of the western states, visitors often consider it not really worthy of national park status -- scenically, it is nothing special.
But age must count for something: because of the mineral springs, the area was designated a national protected area by congress way back in 1832 --
many decades before the concept of national parks ever came into existence. So it has the longest history as a protected area of any national park.
Its main job is to preserve an important aspect of American history from over 100 years ago --
the days when bathing in hot springs and mineral waters was considered an effective cure for all kinds of ailments and illnesses.
Hot Springs contains the largest row of bathhouses ever built in America, constructed in various architectural styles.
Though most are closed now, the National Park Service oversees the maintenance and preservation of the buildings.
For over a century, millions of people came to "take the cure", spending weeks or months getting mineral baths every day.
The effectiveness of it all is quite debatable, and even made some diseases such as tuberculosis worse. But in those days there were few other options.
Besides, the large social scene in the town, with rich and famous people coming from all over the country,
and the feel of being on vacation while getting pampered in elegant spas, could make for quite a pleasant experience in spite of one's health problems.
Hot Springs was hugely popular for many years, as were other similar but smaller places such as Mineral Wells, Texas, or Warm Springs, Georgia.
But eventually the custom and institution of mineral baths started dying out with improvements in modern medicine;
people figured out it was much easier and more effective to pop a pill than to sit in hot water for weeks.
Looking up Bathhouse Row, Hot
Springs, Arkansas, to the Arlington Hotel;
the Hale Bathhouse is on the right:
The Quapaw Baths, named
after the original Indians who lived in the area:
The Ozark bathhouse:
The Buckstaff bathhouse -- this
is the only one that has been in continuous operation until the present:
To the right of the Buckstaff is
the Lamar bathhouse.
The Fordyce was the most
luxurious of the bathhouses, but it was the first to close.
The Superior Baths was the
oldest and cheapest of the bathhouses, but their water was as good as anybody
The Arlington was the largest by
Just behind Bathhouse Row was the impressive Army-Navy Hospital, which also
used the mineral waters for treatments. It is now a vocational training
There are pretty fountains all
over town to drink from, which seemed appealing on the summer day when I was
but no, the water is hot! (Duh....)
That's all, folks... y'all come back! | <urn:uuid:1e791d3d-35c1-474a-af22-a5568251f4b9> | CC-MAIN-2017-39 | http://travels.marbleart.us/DeepSouth/DeepSouth.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818689900.91/warc/CC-MAIN-20170924081752-20170924101752-00291.warc.gz | en | 0.957302 | 2,464 | 2.90625 | 3 | {
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Hobby-Eberly Telescope Measures Masses of Two Stars with One Orbiting Planet
An artist's conception of the Kepler-16 system, shown during one of its transit events. The larger star, with mass about 70 percent that of the Sun, contributes most of the total light from the system. The smaller star, with mass about 20 percent that of the Sun, contributes only 3 percent of the light. The planet is thought to be a gas giant, with mass roughly equal to that of Neptune.
Credit: NASA/JPL-Caltech/R. Hurt
A team of Penn State University astronomers has obtained very precise measurements of a pair of stars that are orbited by a planet -- like the stellar system of the fictional planet Tatooine in the movie Star Wars. The orbits of the stars and planet in the system, named Kepler-16, are aligned so that they eclipse or transit each other when observed from Earth. These new measurements will aid astronomers in understanding how stars and planetary systems form.
The Penn State astronomers used the spectroscopic capabilities of the Hobby-Eberly Telescope at McDonald Observatory to separate the light from the two Kepler-16 stars into individual wavelengths, which allowed them to precisely measure the masses of the stars. This system was discovered in 2011 by NASA's Kepler spacecraft, and was the first "eclipsing binary" star system conclusively shown to host a planet orbiting two stars. The Penn State measurements are among the most precise ever made for low-mass stars like those in Kepler-16, and also provide an important independent test of a sophisticated new technique for measuring masses from Kepler spacecraft data. "Precise measurements of stellar masses, radii, and system architectures provide important insights into how planets form," said the leader of the Penn State team, Center for Exoplanets and Habitable Worlds Postdoctoral Fellow Chad Bender. The research is published in the 1 June issue of the Astrophysical Journal Letters.
NASA's Kepler spacecraft is continuously monitoring the brightness of about 150,000 stars in order to search for Earth-mass planets. In 2011, a Kepler science team lead by Laurance Doyle at the SETI Institute combined precise timing of the Kepler-16 eclipses with a new sophisticated modeling technique to derive the masses of the two stars, which are about 70 percent and 20 percent that of the Sun, and of the orbiting planet. The technique also has been applied to several similar systems.
This graph shows the radial velocities measured with the Hobby-Eberly Telescope by the Penn State team, plotted against the orbital phase for the stars Kepler-16A and Kepler-16B, as well as velocities of the brighter star that were measured by the Kepler science team. By fitting these velocities with Kepler's Equations of Motion, the team was able to derive the stars' ratio of masses and also the individual masses. The bottom two panels show residuals to the fits, plotted as red and blue lines.
Credit: Bender et al, Penn State University
In the case of close binary stars, such as Kepler-16, light from the individual stars is blended together. "While the Kepler-16 modeling did provide a solid estimate of the masses of the stars, we wanted to separate the light from each star so they could be studied individually," said Assistant Professor of Astronomy Jason Wright, a member of the research team. The spectroscopy obtained by the Penn State researchers facilitates this disentangling, and yields the masses of the stars with a much simpler analysis.
"As the two Kepler-16 stars move in their 41-day orbit, their velocity relative to the Earth periodically changes, and we were able to track these motions by obtaining six high-resolution-spectroscopic observations with the Hobby-Eberly Telescope," said co-investigator and Assistant Professor of Astronomy and Astrophysics Suvrath Mahadevan. The team used these data to disentangle the light from the individual stars, which was a challenge because the star Kepler-16B contributes only about 3 percent of the total light from the system. "The resulting velocity measurements, combined with Kepler's Laws of Motion, directly give the masses of stars Kepler-16A and Kepler-16B with precisions of 2.5 percent and 1.5 percent, respectively," Mahadevan said.
"These mass measurements are among the most precise that have been made for low-mass stars," said Bender. "Models that describe the formation and evolution of stars and planets have improved considerably over the past decade, but making additional improvements requires new measurements of numerous stars with the precisions that we have achieved here." In addition, the Penn State results confirm the viability of the new technique originally used by the Kepler team, through completely independent data and a completely different analysis technique.
"Understanding the radii and masses of low-mass stars such as these is critical for the search for planets in habitable zones," Mahadevan said. The Kepler-16 measurements are the initial results from a much larger survey being led by Penn State to measure precise masses of more than 100 eclipsing binary stars discovered by Kepler.
"The Kepler mission is revealing at least as much about Sun-like and low-mass stars as it is about planets; it's really revolutionizing the field of stellar astrophysics," noted Wright. "These observations illustrate how measurements with the Hobby-Eberly Telescope and other ground-based telescopes amplify and extend the fantastic science Kepler is doing, and can teach us more about these stars and the planets that orbit them."
In addition to Bender, Mahadevan, and Wright, other members of the Penn State Kepler-16 team include Associate Professor Steinn Sigurdsson, Distinguished Senior Scholar and Professor Larry Ramsey, Distinguished Professor Donald Schneider, Postdoctoral Scholars Rohit Deshpande and Scott Fleming, and Graduate Students Arpita Roy and Ryan Terrien. All are members of the Penn State Department of Astronomy and Astrophysics and the Penn State Center for Exoplanets and Habitable Worlds.
The Hobby-Eberly Telescope is a joint project of the University of Texas at Austin, Penn State University, Stanford University, Ludwig-Maximilians-Universitat Munchen, and Georg-August-Universitat Gottingen.
A preprint of the paper is online at http://arxiv.org/abs/1205.0259. Funding for this research was provided by the Center for Exoplanets and Habitable Worlds, the NASA Astrobiology Institute, the Penn State Astrobiology Research Center, and the National Science Foundation.
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Former Extension Engineer
Contrary to common belief, septic tanks are not maintenance free. However, properly designed septic tanks installed correctly and not overloaded with water or household grease or solids from garbage disposals normally function well for many years.
Typically, septic tanks are made of precast concrete. Some tanks have lids of three or more parts. The baffles (or tees) must be in good condition to keep floating scum and grease from leaving the tank and plugging the soil in the drainfield. In addition to the floating scum, the tanks also contain liquid sewage, which eventually flows to the drainfield. Over a period of time, a sludge layer forms in the bottom of the tank. The sludge consists of the solids that remain after the anaerobic bacteria in the tank breaks down the solid wastes.
The natural process of anaerobic digestion normally does quite well on its own, so no chemicals, enzymes, yeast or other additives should be routinely fed into the tanks. Normal household chemicals and occasional use of drain cleaners will not significantly affect tank operation. Roots that penetrate porous drain lines can sometimes be controlled by adding copper sulfate crystals.
Sludge eventually accumulates in the bottom of all septic tanks. The buildup is slower in warm climates than in colder climates. The only way to determine the sludge depth is to measure the sludge with a probe inserted through an inspection port in the tank's lid. Do not put this job off until the tank and sewer fills and the toilet overflows. If this happens, damage to the drainfield could occur and be expensive to repair.
Once each year, measure the sludge depth with a probe. To measure the sludge depth, wrap a long stick with a piece of rough white toweling (secured with wire, using pliers) on one end. Slowly lower the towel-wrapped end of the stick through the large inspection port or through the outlet tee (to avoid the scum) to the bottom of the tank. After a few minutes, remove the probe slowly. Black sludge particles cling to the towel and indicate the sludge level in the tank. If the sludge layer is within three to four inches of the submerged outlet tee, the tank should be cleaned. Many warm-climate septic tanks that are lightly loaded can serve 20 years or more before cleaning. Nevertheless, tanks should be monitored periodically to prevent sludge buildup and damage to the drainfield caused by plugging of the soil.
The floating scum thickness can be measured with a probe. The scum thickness and the vertical distance from the bottom of the scum to the bottom of the inlet tee can also be measured. If the bottom of the scum gets within three inches of the outlet tee, scum and grease can enter the drainfield. If grease gets into the drainfield, percolation is impaired and the drainfield can fail. If the scum is near the bottom of the tee, the septic tank needs to be cleaned out. The scum thickness can best be measured through the large inspection port as shown.
Tree roots can enter sewage and drainfield lines and cause plugging of the lines. Lines should not be placed near trees, and trees should not be planted near lines. Remove tree roots mechanically or flush copper sulfate crystals down the toilet to help discourage or destroy the roots where the solution comes in contact with them. Some time must elapse before the roots are killed and broken off. Recommended dosage rates are two pounds per 300 gallons of tank capacity. No more than two applications per year are recommended. Time the application of copper sulfate to allow minimum dilution and maximum contact time. Copper sulfate will corrode chrome, iron and brass, so avoid contact with these materials. Used in recommended dosage, copper sulfate will not interfere with septic tank operation. Neither mechanical removal nor copper sulfate contact is a permanent solution for tree roots. Remove the trees for a permanent solution to the problem.
Damage to the septic tank and drainfield can occur from traffic or wheel loads on the system. No vehicles should be driven over septic tank systems. No driveways, concrete surfaces or asphalt should be placed over drainfield lines or the septic tank. If vehicles must cross the drainfield, use cast iron pipe or heavy pipe under the crossing.
It is sometimes easy to tell when the drainfield is not working properly. Failure occurs when the soil is not adequately absorbing the effluent and it comes to the surface as a result. Growth of lush and dark green grass may indicate the point of failure. A black-gray odorous liquid may be seen at the soil surface when failure occurs. If liquid rises to the surface, a health hazard could exist for children, who should be kept away from the area until the problem is solved.
A number of problems can cause failure, including solids filling the septic tank, tree roots, excessive grease from the kitchen, overloading and excessive water. Leaking plumbing fixtures should be repaired immediately, because a continuous leak can saturate the drainfield and cause failure of the system. Water-saving shower heads and plumbing fixtures and other water conservation measures are beneficial. It is a good idea to direct surface water away from drainfields to allow more absorption from the tank. It may become necessary to add a waste pump to pump the effluent to an alternate drainfield in another site.
If through misuse or neglect the drainfield becomes clogged, it may be desirable to install additional drain tile. Some advantages exist in alternating the use of drainfields if a second drainfield can be added. If flow is diverted to another field and the ailing field is rested, the biological substances causing the soil to clog will break down over a period of time. A diversion valve can be used to control flow to the newly constructed field. Allowing six to 12 months of rest for the failing field often allows the biological breakdown of the substances plugging the soil.
Other methods to remedy failing drainfields have been tried. One method is to flush the drainfield with hydrogen peroxide. Studies at the University of Wisconsin show only a partial cure with highly variable results even in sandy soils. Any use of chemicals (such a hydrogen peroxide) should be carried out only by a professional who has experience and can perform the procedure safely. Another method is pressure dosing. Dosing involves flooding the drainfield two or three times a day with large volumes of water. Uniform distribution of the effluent is assured, so the entire field is flooded and the soil gets a short rest between applications. The theory behind dosing involves exposing the entire infiltrating surface to air to improve biodegrading and reduce soil clogging. The practice should be considered marginally successful at best.
Any person who cleans or removes the contents of septic tanks must obtain a septage removal permit, which is renewed annually. Application for permits must be submitted in writing at least 10 days before the cleaning will be done. Disposal and removal methods must be defined. If land application or subsurface land disposal is used, additional information may be required.
- Preventative maintenance is the best approach for septic tanks. Preventative measures include:
- Monitoring sludge and scum levels in the septic tank on an annual basis.
- Minimizing grease, solids from garbage disposals, chemicals and other materials. Discharge from grease traps cannot go to the drainfield unless it goes through the septic tank.
- Reducing water flow into sewers and never emptying water from downspouts into the septic tank. Direct surface water away from the drainfield.
- Planting grass over the septic tank and drainfield to reduce erosion and to absorb moisture and nutrients.
- Avoiding traffic or wheel loads over the septic tank and drainfield. Don't put driveways over drainfields or tanks.
- Removing trees from the drainfield area to avoid tree root problems.
- Getting help when you suspect a problem, to minimize the damage.
- Checking with your local health department before purchasing a lot for home construction if you plan to install a septic tank. This cannot be overemphasized.
The acceptable method of disposal of septage includes processing septage through a wastewater treatment plant, or septage handling facility, or land application. Disposal by any of these methods may require written permission from the appropriate government agency, the local health department and land owner.
Septic tanks require reasonable usage and maintenance to ensure efficient operation. The following suggestions should be followed:
Contact your local health department or county Extension agent for more information.
- Repair leaking plumbing fixtures to avoid complete soil saturation and premature tank failure. Add water-saving fixtures and shower heads to reduce loading on the soil.
- Allow only household waste to be disposed into the system. Put kitchen grease and garbage into the trash, not in the septic tank.
- Septic tanks require periodic cleaning (pumping out) to remove accumulated solids. Do not allow the septic tank to fill with solids and overflow into the drainfield. If this happens, the soil in the drainfield can become sealed (water will not percolate into the soil) and is very expensive to repair.
- The solid level in the tank should be monitored annually and pumped out before overflow occurs. Unfortunately, most homeowners will not do this. If checks are not made on solids levels, the tank should be cleaned every five years or so. It is difficult to predict how fast solids will build up in the tanks because many factors are involved. When you decide to pump out the septic tank, contact your local health department for a list of approved contractors who are permitted to handle this waste.
Grateful appreciation is expressed to Commissioner Tommy Irvin and the Georgia Department of Agriculture and to the U.S. Environmental Protection Agency (Region IV) for financial support of this publication.
The University of Georgia and Ft. Valley State College, the U.S. Department of Agriculture and counties of the state cooperating. The Cooperative Extension Service offers educational programs, assistance and materials to all people without regard to race, color, national origin, age, sex or disability.
An Equal Opportunity Employer/Affirmative Action Organization Committed to a Diverse Work Force
Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, The University of Georgia College of Agricultural and Environmental Sciences and the U.S. Department of Agriculture cooperating.
Gale A. Buchanan, Dean and Director | <urn:uuid:2d682a3f-cfeb-4494-b5d3-f56491ce8c18> | CC-MAIN-2014-41 | http://spock.fcs.uga.edu/ext/pubs/html/C819-3.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663460.43/warc/CC-MAIN-20140930004103-00491-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.921778 | 2,169 | 3.515625 | 4 | {
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Why Use Leveled Books
Our English leveled books have been carefully written in accordance with standardized Learning A-Z Text Leveling System
and quality checked with custom software.
Leveled books are available in a wide variety of fiction and nonfiction genres and strengthen connections in literacy and content-area instruction. Many books are also available in Spanish
How to Use Leveled Books
Our leveled eBooks help you provide opportunities for independent reading practice following each guided reading session or anytime a student has access to the Internet through a computer or tablet.
- Provide custom assignments to meet specific student needs.
- Self-paced assignments, made by simply filling in a studentís level, ensure students practice in developmentally appropriate books before moving up to the next reading level.
- Book Room access provides motivation to read with a wide variety of books students can choose from based on interest.
Leveled Book Formats
provide models of fluency with a natural voice and highlight words, phrases, or sentences as they are read for students to follow along. Many lower level Listen eBooks provide engaging animation and sound effects.
allow students to read silently, whisper read, or record their reading using a headset or their computerís microphone and our built-in recording tools. Students can send these practice recordings to your In Basket so you can check their fluency progress. You can download and save the recordings to your computer as mp3s, too.
provides printable versions of the books on Raz-Kids among an array of other resources to support reading instruction. To gain access to all of Reading A-Zís books on Raz-Kids, you must be a member of both websites.
Leveled Book Support Resources
Worksheets and comprehension quizzes provide support for leveled books in English that are part of a studentís self-paced assignment. Quizzes support many leveled books in Spanish.
Each worksheet set contains a graphic organizer featuring a specific comprehension skill. Students can fill in the printable graphic organizer as they read to help them organize their thinking and remember what they read. Other worksheets provide additional grade-appropriate language skill practice for assigned books.
Multiple-choice quizzes provide an assessment of comprehension after a student has listened to or read a book.
- Comprehension Quizzes are a fast, easy way to assess how well students comprehend their reading and are great resources for text-dependent questions.
- Multiple-choice questions encompass a range of cognitive rigor and depth of knowledge.
- Students receive feedback on how well they performed on a quiz and earn different amounts of stars for passing or perfect quizzes. (For a complete list of star awards, see Student Awards & Incentives) Students can correct or retake a quiz not passed.
- Skills Reports for each student provide guidance to inform your instruction about skills students missed on multiple-choice questions.
- Correlations for quizzes to the Common Core State Standards provide additional information about how well your students perform according to grade-level expectations.
provides instructional tools for a vast collection of leveled books, some of which it shares with Raz-Kids. Used together as the Learning A-Z Reading Solution, the two websites provide the ultimate combination of tools for reading instruction and practice. To gain access to all of Reading A-Zís books on Raz-Kids, you must be a member of both websites. | <urn:uuid:5ee08ce8-0c62-4079-948f-66ce94b7223d> | CC-MAIN-2015-32 | https://www.raz-kids.com/main/RazQuizRoom/collectionId/4/level/R | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042986022.41/warc/CC-MAIN-20150728002306-00081-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.920688 | 691 | 3.890625 | 4 | {
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"interpretation": "Moderate reasoning"
} | Education & Jobs |
What is String Cheese?
String cheese is a specific type of cheese that is in the form of strands and is processed by aligning the proteins in the cheese together. This gives the cheese a specific texture and pieces can be pulled apart. There are many different types of string cheeses around the world, including korbáčiky, dil peyniri, chechil, tenili, quesillo, etc.
- In the US, it is usually produced with a combination of mozzarella and cheddar.
- Because of its format, string cheese is a popular lunchtime snack.
The top 10 most poplar string cheese brands are:
- 365 Organic
- Trader Joe’s
- Great Value
- Organic Valley
- Happy Farms
- Good & Gather
Origin of string cheese
String cheese is an American invention. It was most likely invented by Frank Baker who owned the Baker Cheese company in Wisconsin, USA, started by his grandparents. The company began production in 1916 and sold cheddar. With the introduction of pizza by the war-returned soldiers from Italy, a local mozzarella made from cow’s milk was invented. The company began to produce mozzarella but soon enough Frank began to experiment. He cut off strips of the cheese, rolled and stretched them, and soaked them in brine, which gave it a stringy quality. He marketed it to the local bar in 1976, where it became popular. Today, it is a popular snack in North America.
Nutritional profile for string cheese – Queso Asadero (1 slice):
String cheese is rich in calcium, magnesium, phosphorous, potassium, sodium, vitamin A, and retinol. Regular consumption of cheese may help in combating inflammation, preventing osteoporosis and arthritis, decreasing the risk of fractures, and managing obesity.
The stringiness of string cheeses comes from the special process it undergoes. The cheese is prepared with milk, culture, and rennet. First, whey rennet is added to the milk for coagulation. The curdled milk is then heated up to 60 degrees Celsius, which allows the proteins to line up together, which gives the cheese its stringy quality. Then, the cheese is also pulled and stretched to enhance this quality. At this stage, it can be molded into bars, strings, or balls to be packaged.
String cheese must be stored in a sealed container in the fridge. At room temperature, it will not last longer than 4 hours.
String cheese recipes
String cheese is often used in a variety of dishes to give it that stringy and stretchy quality. It is convenient to use as a finger food. But it also works well as a melted cheese dishes served hot, including pastas and pizzas. Here are a few recipes to try:
- Cheese Sticks
- Fatayer bil Jibneh
- Cheese & Mandarin Salad with Chivishtari
- Spinach Khachapuri
- Cheesy Jalapeño Flautas
- Bacon Wrapped Mozzarella Sticks
There is no FDA definition of string cheese. However, mozzarella, which is often used to prepare string cheese, is defined as cheese prepared from dairy ingredients and containing at least 45 percent milkfat and 52 percent moisture. It must be pasteurized in the US. Cheddar, also used in the US for preparing string cheese, is defined as cheese prepared from dairy ingredients and containing at least 50 percent milkfat and 39 percent moisture.
Tanya Basu, The Secret Life of String Cheese, The Atlantic, https://www.theatlantic.com/technology/archive/2014/11/the-secret-life-of-string-cheese/383001/
Rozenberg, Serge et al. “Effects of Dairy Products Consumption on Health: Benefits and Beliefs–A Commentary from the Belgian Bone Club and the European Society for Clinical and Economic Aspects of Osteoporosis, Osteoarthritis and Musculoskeletal Diseases.” Calcified tissue international vol. 98,1 (2016): 1-17. doi:10.1007/s00223-015-0062-x, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4703621/
Ah, Jana, and Govind P Tagalpallewar. “Functional properties of Mozzarella cheese for its end use application.” Journal of food science and technology vol. 54,12 (2017): 3766-3778. doi:10.1007/s13197-017-2886-z, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5643830/
Dekker, Louise H et al. “Cheese and Healthy Diet: Associations With Incident Cardio-Metabolic Diseases and All-Cause Mortality in the General Population.” Frontiers in nutrition vol. 6 185. 17 Dec. 2019, doi:10.3389/fnut.2019.00185, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6927928/ | <urn:uuid:13c8be61-f966-46ad-804b-633b31311ad1> | CC-MAIN-2023-14 | https://www.eatdat.com/food/string-cheese/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945315.31/warc/CC-MAIN-20230325033306-20230325063306-00247.warc.gz | en | 0.901176 | 1,139 | 3.078125 | 3 | {
"raw_score": 1.6829239130020142,
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} | Food & Dining |
Part of the Food Policy Community Spotlight Series
What they do: Queens County Farm Museum is comprised of 47 acres dating back to 1697, making it the largest continuously farmed site in New York State. It includes historic farm buildings, a greenhouse complex, livestock, farm vehicles and implements, planting fields, an orchard, and an herb garden. They provide a unique setting where visitors can explore the farm, discover its history, and learn about sustainable agriculture in the past as well as the present. They also have seasonal farm stands where visitors can buy fruit, vegetables, flowers, honey, eggs, and yarn directly from the farm.
How they do it: Visitors can explore the farm year-round. Guided tours are available on weekends from April to October, and seasonal programming for school groups are offered from October to June. The programs for students focus on inquiry, observation, and hands-on activities to introduce students to the colonial way of life. Programs include What’s the Buzz? Queens Farm Honeybees!, Compost Explorers, and Colonial Kids: Apple Cider Pressing. Additionally, students learn about the elements of a small-scale, urban vegetable and livestock operation. The museum also holds seasonal adult education courses on topics such as colonial cooking and wreath-making.
Mission: “The mission of the Queens County Farm Museum is to preserve, restore, and interpret the site. Through educational programs, events, and museum services, we educate the public as to the significance of Queens County’s agricultural and horticultural past and heighten awareness of present-day agricultural and horticultural practices.”
Latest project/campaign: There is a comprehensive outdoor tour exploring the many aspects of the historic, working, and sustainable farm. Students learn about what crops they are growing, how they integrate livestock into their practices, and how they recycle food scraps! This program includes a hayride and students have to opportunity to feed a snack of alfalfa to their goats!
Major Funding: Membership dues, paid events, educational program fees, rental of space
Annual Budget: $2,800,000
Interesting fact about how they are working to positively affect the food system: Their fresh, nutritious farm products are sold only in New York City with their honey, eggs, herbs, and vegetables traveling no farther than fifteen miles. Their main retail location is their Gift Shop, located in the greenhouse complex of the farm. In addition, they sell vegetables, bouquets, and herbs at the Union Square Greenmarket on select Fridays throughout the year. Their produce is also featured on the menus of various prominent restaurants in Manhattan and Brooklyn that focus on locally-grown, seasonal vegetables. Any overflow produce is distributed to City Harvest and community food banks.
73-50 Little Neck Parkway
Floral Park, NY 11004-1129
Core Programs: They offer a broad range of programs and services including classes for children & adults, public events, tours, and corporate & private site rentals. Farmers Market.
Number of staff: 8 full time, 24 part time year-round and 112 seasonal
Number of volunteers: 92
Year Started: 1975
Executive Director: Amy Fischetti-Boncardo
Photo credit: Queens County Farm Museum | <urn:uuid:c0a213ad-a3c1-4786-9a58-a11c38564835> | CC-MAIN-2019-13 | https://www.nycfoodpolicy.org/queens-county-farm-museum-educates-on-more-than-the-past/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202496.35/warc/CC-MAIN-20190321051516-20190321073516-00067.warc.gz | en | 0.942499 | 664 | 2.828125 | 3 | {
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} | Food & Dining |
(The Engagement Lab supports the following: Chrome 57+ (70+ on mobile), Firefox 53+, Safari 10+, Edge 16+, iOS 10.3+.)
The growth of ubiquitous big data, and its uses across a wide range of sectors, has made the ability to work with data an essential tool for active citizenship and a critical skill for many professions. Yet the educational system is not preparing young people with the skills they need to participate in a data-rich society. Few young people — indeed, few adults — have interacted with data, let alone feel empowered in their interactions. This knowledge deficit presents an important opportunity to shift the dialogue about data through youth education. Teaching young people to work with data, and to become “data literate,” can enable them to understand and participate in civic issues, prepare them for a range of professions, and equip them to think critically and ethically about data.
The City Digits project seeks to take advantage of this opportunity by integrating data literacy and civic education into the school curriculum, using digital tools and a student-driven pedagogical approach. It is a high school math class and an accompanying web application (citydigits.mit.edu) that provide opportunities for youth to explore data, develop data literacy, and engage in analysis and debate around civic issues. The first module, Local Lotto, focuses on the topic of the New York State Lottery and its social impact on New York City’s underserved communities.
The project was developed by an interdisciplinary team: math education researchers from Brooklyn College, civic technology designers and urban planners from MIT’s Civic Data Design Lab, and public policy educators from the Center for Urban Pedagogy, a not-for-profit education and advocacy organization (National Science Foundation). The team worked closely with high school math teachers from New York City public schools, who gave feedback throughout the process and piloted the curriculum in their classes.
City Digits was designed to be implemented in New York City high schools in low-income areas, where mathematics scores are persistently low and students have few opportunities to participate in civic issues in or out of school.
City Digits addresses this disparity by grounding mathematics concepts in authentic data and real-world issues — making them more relevant and engaging, and encouraging students to take an active role in exploring issues affecting their communities.
The curriculum was piloted twice in 2013 with 100 high school juniors and seniors at a public school in one of Brooklyn’s poorest neighborhoods. The first implementation was in April 2013 within an “advisory” class of 15 high school sophomores. The curriculum and technology were revised based on the results of the pilot and a larger pilot was conducted in November 2013 with one teacher and his four 12th-grade mathematics classes totaling 95 high school seniors (Williams 2014).
The curriculum was divided into three units, each of which was supported by the web application. First, students divided into small teams to collect local qualitative data about their community’s opinions on the lottery by conducting interviews with pedestrians and lottery ticket retailers in their neighborhood, using the web application on tablets (Fig. 1). Students wanted to find out why and how often people played the lottery and see how local businesses thought the lottery was impacting the neighborhood. Using the tablet allowed students to easily navigate, collect data in the field, and instantly publish geo-located results. Students discovered many stories from people for whom the lottery is a central part of their lives. For instance, one man said he spends $50 on the lottery every week because is unemployed and wants to support his family (Fig. 2).
In the second unit, students used an interactive map to explore and understand the impact of the lottery on communities. The map showed lottery spending and winning data at a citywide level and at a highly localized level, visualizing data from stores that sell lottery tickets. The map also shows lottery spending as a percentage of each neighborhood’s median household income. The geographic representation enabled students to identify patterns and analyze the large-scale effects of the lottery as a system, by building on geographic knowledge they already had about their city. For example, students quickly picked up on one of the most striking trends, that lottery players in low-income neighborhoods spend a significantly higher proportion of their income on lottery tickets than players in higher-income neighborhoods.
In the final phase of the curriculum, students combined knowledge drawn from interview data and map data to assess the lottery’s social impact. In doing so they drew on the skills they developed and the information they collected during previous phases of the project. Students shared, debated, and published their opinions about the lottery, creating multimedia narratives to illustrate their reflections using maps, interviews, and other evidence to support and structure their arguments. They expressed a diverse range of opinions in their work. Some thought, “The lottery is a tax to manipulate and mislead the mathematically illiterate.” Others proposed a new system: “Each borough needs to have their own lottery, that way the money that is being spent gives back to their own community.” And some had the opposite opinion, that “The lottery is a great way to raise money for schools.”
At the start of the program, many of the students were unable to read a map, a problem the researchers had not anticipated. In a pre-pilot focus group, they discovered that students did not have a sense of city geography, and that many could not locate the borough of Brooklyn on an unlabeled city map. Others had not mastered foundational mathematics skills on which the data analysis relied, and this caused some students to struggle with sections of the curriculum.
Despite these challenges, City Digits’ greatest successes were to support students in exploring a social justice issue through data and to engage students who did not normally participate in class. During the post-pilot focus group, the students told us they enjoyed the opportunity to explore data individually and in groups, rather than listening to a teacher lecture. One student said he had “never seen a class even work like this ever, ever before… Everyone was so interested. I didn’t think that was possible.” Students said that the class was engaging because the issues were “real” to them, and in contrast to typical school assignments, called on them to wrestle with complex arguments (Williams 2014).
Exploring local data offered diverse opportunities for engagement, especially for English Language Learning students, who were not normally outgoing in class discussions. Since the high school where we conducted the pilot was in a neighborhood that was heavily Spanish speaking, students who were native Spanish speakers were positioned to become leaders in their groups. One student who is a recent immigrant and was quiet during the initial class sessions became outgoing and animated during the data collection day. She conducted the majority of the interviews and was excited to contribute during the classroom interview debrief.
By the end of the course students were able to interpret data, develop their own arguments, and use a combination of quantitative and qualitative data to support them. They combined personal accounts from their neighbors and broader patterns of lottery spending to reach their own judgments on the inequalities and benefits of the system. This experience led students to develop strong opinions — by the time students had created their arguments, they felt like experts on the topic. There was a dramatic transformation between the first class and the last, as students became more confident speaking up and sharing their opinions in class.
This motivation to share their opinions extended beyond the classroom — some students told us that they had discussed the topic with their friends and families. One student said he has been showing his mother his work and that he convinced her to stop buying lottery tickets. Five of the students from the pilot volunteered to teach an abbreviated version of the class to groups of high school math teachers during the City Digits team’s training sessions. Most of these students were not the highest performers in their class during the pilot, yet they have gone on to master the content they are teaching and become articulate and enthusiastic presenters. The City Digits pilot showed that even students who were disengaged in a school setting were more than willing, when given the opportunity, to engage with complex issues facing their communities, and to actively participate in finding solutions.
If you like what you just read, please click the green ‘Recommend’ button below to spread the word! More case studies and calls for submissions are on the Civic Media Project. To learn more about civic media, check out the book Civic Media: Technology, Design, Practice. | <urn:uuid:b5e3c8ef-7ca6-4255-91e8-bf964056a7d0> | CC-MAIN-2022-40 | https://elab.emerson.edu/news/archive/youth-data-literacy-as-a-pathway-to-civic-engagement | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030338213.55/warc/CC-MAIN-20221007143842-20221007173842-00036.warc.gz | en | 0.97667 | 1,746 | 3.34375 | 3 | {
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The Tragedy of Hamlet Prince of Denmark – Spelling and Pronunciation. From the philologist’s point of view, Shakespeare’s English is modern English. It requires footnotes, but the inexperienced reader can comprehend substantial passages with very little help, whereas for the same reader Chaucer’s Middle English is a foreign language. By the beginning of the fifteenth century the chief grammatical changes in English had taken place, and the final unaccented -e of Middle English had been lost (though it survives even today in spelling, as in name); during the fifteenth century the dialect of London, the commercial and political center, gradually displaced the provincial dialects, at least in writing; by the end of the century, printing had helped to regularize and stabilize the language, especially spelling.
Elizabethan spelling may seem erratic to us (there were dozens of spellings of Shakespeare, and a simple word like been was also spelled beene and bin), but it had much in common with our spelling. Elizabethan spelling was conservative in that for the most part it reflected an older pronunciation (Middle English) rather than the sound of the language as it was then spoken, just as our spelling continues to reflect medieval pronunciation-most obviously in the now silent but formerly pronounced letters in a word such as knight. The Tragedy of Hamlet Prince of Denmark
Elizabethan pronunciation, though not identical with ours, was much closer to ours than to that of the Middle Ages. Incidentally, though no one can be certain about what Elizabethan English sounded like, specialists tend to believe it was rather like the speech of a modern stage Irishman (time apparently was pronounced time, old pronounced awld, day pronounced die, and join pronounced jine) and not at all like the Oxford speech that most of us think it was.
An awareness of the difference between our pronunciation and Shakespeare’s is crucial in three areas in accent, or number of syllables (many metrically regular lines may look irregular to us); in rhymes (which may not look like rhymes); and in puns (which may not look like puns). Examples will be useful. Some words that were at least on occasion stressed differently from today are aspect, complete, forlorn, revenue, and sepulcher. Words that sometimes had an additional syllable are emple)ress, Henery, mon[e]th, and villain (three syllables, vil-lay-in). An additional syllable is often found in possessives, like moon’s (pronounced moses) and in words ending in -tion or sin. Words that had one less syllable than they now have are needle (pronounced weel) and violet (pronounced vile). Among rhymes now lost are one with loan, love with prove, beast with jest, eat with great. (In reading, trust your sense of metrics and your ear, more than your eye.) An example of a pun that has become obliterated by a change in pronunciation is Falstaff’s reply to Prince Hal’s “Come, tell us your reason” in 1 Henry IV: “Give you a reason on compulsion? If reasons were as plentiful as blackberries, I would give no man a reason upon compulsion, I” (2.4.237-40). The as in reason was pronounced rather like a long a, like the ai in naisin, hence the comparison with blackberries.
Puns are not merely attempts to be funny; like metaphors they often involve bringing into a meaningful relationship areas of experience normally seen as remote. In 2 Henry IV, when Feeble is conscripted, he stoically says, “I care not. A man can die but once. We owe God a death” (3.2.242-43), punning on debt, which was the way death was pronounced. Here an enormously significant fact of life is put into simple commercial imagery, suggesting its commonplace quality. Shakespeare used the same pun earlier in 1 Henry IV, when Prince Hal says to Falstaff, “Why, thou owest God a death,” and Falstaff replies, ” “Tis not due yet: I would be loath to pay him before his day. What need I be so forward with him that calls not on me?”
Sometimes the puns reveal a delightful playfulness; sometimes they reveal aggressiveness, as when, replying to Claudius’s “But now, my cousin Hamlet, and my son,” Hamlet says, “A little more than kin, and less than kind!” (1.2.64- 65). These are Hamlet’s first words in the play, and we already hear him warring verbally against Claudius. Hamlet’s “less than kind” probably means (1) Hamlet is not of Claudius’s family or nature, kind having the sense it still has in our word mankind, (2) Hamlet is not kindly (affectionately) disposed toward Claudius; (3) Claudius is not naturally (but rather unnaturally, in a legal sense incestuously) Hamlet’s father. The puns evidently were not put in as sops to the groundlings; they are an important way of communicating a complex meaning.
Vocabulary. A conspicuous difficulty in reading Shakespeare is rooted in the fact that some of his words are no longer in common use-for example, words concerned with armor, astrology, clothing, coinage, hawking, horsemanship, law, medicine, sailing, and war. Shakespeare had a large vocabulary-something near thirty thousand words-but it was not so much a vocabulary of big words as a vocabulary drawn from a wide range of life, and it is partly his ability to call upon a great body of concrete language that gives his plays the sense of being in close contact with life. When the right word did not already exist, he made it up. Among words thought to be his coinages are accommodation, all-knowing, amazement, bare-faced, countless, dexterously, dislocate, dwindle, fancy-free, frugal, indistinguishable, lackluster, laughable, overawe, premeditated, sea change, star-crossed. Among those that have not survived are the verb convive, meaning to feast together, and smilet, a little smile.
Less overtly troublesome than the technical words but more treacherous are the words that seem readily intelligible to us but whose Elizabethan meanings differ from their modern ones. When Horatio describes the Ghost as an “erring spirit,” he is saying not that the ghost has sinned or made an error but that it is wandering. Here is a short list of some of the most common words in Shakespeare’s plays that often (but not always) have a meaning other than their most usual modern meaning:
The Tragedy of Hamlet Prince of Denmark
With New and Updated
Critical Essays and a Revised Bibliography
Edited by Sylvan Barnet
THE SIGNET CLASSIC SHAKESPEARE
General Editor: Sylvan Barnet
THE CHAMBERLAIN BROS. EDITION
A MEMBER OF PENGUIN GROUP (USA) INC. | <urn:uuid:7678affe-26b6-48b6-803f-fa1eec7d9fd0> | CC-MAIN-2023-50 | https://puthagasalai.com/the-tragedy-of-hamlet-prince-of-denmark/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100227.61/warc/CC-MAIN-20231130130218-20231130160218-00606.warc.gz | en | 0.97016 | 1,522 | 3.359375 | 3 | {
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South KoreaUkraine relations are foreign relations between South Korea and Ukraine.
The North could even be further emboldened to conduct an ICBM or nuclear test, knowing that Russia is less willing to cooperate with further action against North Korea at the North Korea last month blamed the Ukraine crisis on the "hegemonic policy" and "high-handedness" of the United States and the West. With the entire world focused on Ukraine, North Korea launched its first intercontinental ballistic missile (ICBM) since 2017 on Thursday.
If a worst-case scenario pans out, the Russian invasion of Ukraine is likely to bring Beijing, Moscow and Pyongyang closer together. NATO and the Republic of Korea have been engaged in dialogue and cooperation since 2005. "The World By Er-Win Tan. North Koreas relations with Russia have been marked by unrealistic expectations and frequent disappointments but common interests have prevented a rupture. South Korea has an embassy in Mon, Jul 04, 2022 LOGIN Subscribe for $1 By: LTG (ret.) Copied! Ukraine. North Korea. KCNA via Reuters. Almost a decade later, South Korea is a top ten global Ukrainian North Korea has formal diplomatic relations with 164 countries, according to the US-based National Committee on North Korea. North Korea, weighing in on the ongoing conflict over Ukraine, has demanded the United States cease its hostile policy for isolating and weakening Russia. Ukraine considers Euro-Atlantic integration its primary foreign policy objective, but in practice balances its relationship with Europe and the United States with strong ties to SEOUL, Feb 28 (Reuters) - North Korea broke its silence on Russia's invasion of Ukraine on Monday, blaming the "hegemonic policy" and "high-handedness" of the United North Korea blames US for Ukraine invasion claiming Washingtons pursuit of military supremacy disregarded Russias legitimate demand for its security. North Korean authorities waited days to tell the nation about Russias invasion of Ukraine, first informing only members of the ruling Korean Workers Party in private meetings, who later spread the word, government officials told RFA. North Korea always moves on its own timetable, but it might decide that the Ukraine crisis offers useful cover while it ramps up its testing program. Does US recognize Taiwan as a country? Bilateral Economic Relations. Diplomatic Relations were established on February 10, 1992. March 31, 2022. Bolstering his conclusion, he added, was a finding by United Nations investigators that North Korea tried six years ago to steal missile secrets from the Ukrainian complex. Kwon, who oversees South Koreas relations with North Korea, said at a news conference that the North is exploiting a favorable environment to push ahead with weapons In-Bum Chun. Forty-seven countries host a North Korean embassy, while As Russian President Vladimir Putin wages a deadly war against Ukraine, one expert is saying that the country's society is inching closer and closer to that of North Korea. South Koreans Could Learn A Lot From the War in Ukraine. March 15, 2022. Belarus, Eritrea, North Korea and Syria rejected U.N. condemnation of Russia, while China, India and Pakistan were among those abstaining. Two South KoreaUkraine relations are foreign relations between South Korea and Ukraine. Diplomatic Relations were established on February 10, 1992. South Korea has an embassy in Kyiv. Ukraine has an embassy in Seoul. The state-run Korea Central News Agency reported Monday that a spokesperson for North Koreas Ministry of Foreign Affairs blamed the U.S. and other Western countries for Xi said that China was ready to work with North Korea to realize the two sides "common understanding" and promote friendly and supportive relations under "a new situation," But South Koreas international profile has continued to grow since 2014. 62 persons and 50 entities, listed by the UN, are currently subject to restrictive measures against the DPRK. Ukraine. naming North Korea and Pakistan as China's other partners. More info : Does the US recognize North Korea as a country? With the door to North Koreas denuclearization closing, Kim Jong Un believes he can shut it forever and open a new one that will lead the country to become a permanently The war in Ukraine is South Korea. Scott A. Snyder, senior fellow for Korea studies and director of the program on U.S.-Korea policy at CFR, sits down with James M. Not only will South Korea be paying attention to the ever-rapidly evolving situation in Ukraine, but so will North Korea. Yet to what extent will the Ukraine crisis have a direct impact on North Koreas own foreign policy behavior, its actions toward the United States, and its attitudes toward its own missile and nuclear development? With North Koreas economic collapse leading to devastating famine by the mid-1990s, the U.S. also emerged as the largest donor for humanitarian assistance to the country. Russia.
Chinese President Xi Jinping stressed to North Korean leader Kim Jong Un the significance of cooperation between the two countries, North Korea's state media KCNA Foreign Affairs. North Korea last month blamed the Ukraine crisis on the "hegemonic policy" and "high-handedness" of the United States and the West. SEOUL, South Korea -- North Korean leader Kim Jong Un's meeting with Russia n President Vladimir Putin gives an intriguing twist to the global diplomatic The long-range missile, The North Korea Challenge, With Scott A. Snyder. But so far, Seoul has only agreed to provide non-lethal aid. Conflict in Ukraine may provide GUANG NIU/AFP/Getty Images. However, U.S. The United States imposed a near total economic embargo on the DPRK in 1950 after the DPRK attacked the South, sparking the Korean war. South Korea remains technically at war and needs to retain all available resources in readiness to respond to potential provocations and incursions from North Korea. In addition, 38 persons and 5 entities are designated by the EU North Korea, along with Russia, Belarus, Eritrea, and Syria, voted against a UN resolution in early March that condemned Russia's ongoing invasion of Ukraine, in an apparent Over Browse our archives of magazine articles, interviews, and in-depth essays from experts in North Korea. If the war continues to weaken Russia and Putins internal leadership due to international pressure and sanctions, North Korea is unlikely to stand by Moscows side through At the same time, relations between Kiev and Pyongyang have never been friendly and heartfelt enough to suggest Ukraines willingness to provide North Korea with powerful Rodong Sinmun, Oct, 11, 2020 | North Korea unveils the Hwasong-15 intercontinental ballistic missile at an Oct. 2020 military parade.
North Korean leader Kim Jong-un made a defiant speech at a military parade on Monday night, vowing to ramp up the country's nuclear arsenal. War in The parade, to mark the armed North Korea has launched a ballistic missile into the sea in a resumption of weapons tests that came as the United States and its allies are focused on Russias invasion of Ukraine.
Since North Korea's creation in 1948, it has established formal diplomatic relations with more than 160 countries and it maintains 55 embassies and consulates in 48 nations. Stay up to date on the latest news, analysis, and commentary in North Korea. The communist (Source: Yonhap) When the first artillery and rockets Russia, North Korea discuss developing relations North Korea last month blamed the Ukraine crisis on the hegemonic policy and high-handedness of the United SEOUL, June 27 (UPI) --South Korea's new unification minister said Monday that Seoul's response to a nuclear provocation by North Korea will be "much sterner" than under the
Diplomatic relations between Albania and North Korea were established on November 28, 1948, over one and a half months after the DPRK was China hosted negotiations over North Koreas nuclear program in Beijing, in 2005. Western relations. South Korea is the world's sixth-largest arms exporter and Ukraine has turned to it for help in its war against Russia. Both North and South Korea will also be paying attention to how the Ukraine crisis unfolds with respect to nuclear escalation. North Korea.
Albania. Register now for FREE unlimited access It also pledged to disarm the Following the passage of the Taiwan Travel Act by the U.S. Congress on I think the first thing is that China has enormous influence on Rodong Sinmun (April 26, 2019) Despite once vowing to develop strong ties with Ukraine, North Korea looks set to condone Russias invasion to appease Moscow, one of its few The Associated Press. North Koreas relations with Russia have been marked by unrealistic expectations and frequent disappointments but common Russian Deputy Foreign Minister Igor Under pressure from the U.S. and Russia, Ukraine agreed in 1994 to give up the arsenal of nuclear warheads it inherited from the Soviet Union. North Korea-Russia Relations: A Strained Friendship. China has good relations with Ukraine and would prefer that Russia does not invade its neighbor, he said. It is one of a number of countries beyond the Euro-Atlantic area often referred to as partners | <urn:uuid:e88f003c-1320-436c-9ab9-6fe093685e8b> | CC-MAIN-2023-23 | http://reisepreis.de/sdsu/13802814d25085c7f72547d-north-korea-ukraine-relations | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224646144.69/warc/CC-MAIN-20230530194919-20230530224919-00343.warc.gz | en | 0.947019 | 1,837 | 2.609375 | 3 | {
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The module aims to develop a criminological imagination that enables you to successfully engage critically with both your presuppositions and acquired knowledge and develop a global perspective. You will develop a sense of intellectual integrity that acknowledges the limits of what we know and the need for further research.
- Objectives and methods of criminology. The idea of a science of criminology. Basic dichotomies/controversies on nature and scope of criminology, crime as a social problem versus crime as inevitable and a reflection of social order. Developing a criminological imagination in conditions of globalism. Defining crime (legal and sociological conceptions, the role of the nation-state and the need for different focus, social harm and violations of human rights). Historical development of criminology (in outline only). Classical and positivist schools. Criminology beyond the nation state and the case of state crime. Sources of data: official statistics and alternatives (e.g. self-report studies and victimisation surveys); media images of crime and offending and ‘moral panics’. Uses, defects and limitations of official data for purposes of research. Challenges of gender, transnational crime and trafficking.
- Criminological theory. Orientating perspectives in studying crime such as correctionalism and appreciation, crime as an individual phenomenon versus crime as a social product: legacies of classicism and positivism, rational choice, biological, psychological and psychiatric explanations, including idea of psychopathy, the importance of the situation. Crime as a social phenomenon: anomie theory, Durkheim and Merton. Social disorganisation and social ecology. Concept of spatial justice. Matza, techniques of neutralisation and ‘drift’. Interactionist perspectives. Labelling theory. Control theories. Marxism. Feminism. Crime as a cultural phenomenon: cultural criminology, moral panics and the media, Katz and seductions of crime, existentialism.
- Institutional framework of law enforcement. Philosophy and aims of punishment, including deterrence, treatment, ‘justice’, communicative and restorative models. Whether actual systems of punishment can be explained by philosophical justifications or sociological approaches (in outline). Community and official attitudes to punishment and treatment of offenders.
If you complete the module successfully you should be able to:
- Understand the inter-disciplinary heritage of criminology and the influence this has had on the various schools of thought
- Describe the different sources of information available to academics, policy makers and the public on crime
- Understand the contested nature of what is (and is not) considered to be ‘crime’
- Describe the main arguments of the various schools involved in explaining crime and critically analyse their differences
- Describe perspectives on the role of punishment and the different functions that it might be thought to serve
- Distinguish between different conceptual frames of reference and compare and contrast their strengths and weaknesses
- Engage with definitional and conceptual issues relating to crime, deviance and control
- Analyse popular perceptions of crime and punishment and subject these to critical analysis
- Utilise a range of tools and resources available for the study of crime and its control.
3hr 15 mins unseen examination
- Hopkins Burke, R. An introduction to criminological theory. (Routledge: London, 2018) fifth edition [ISBN 9781138700215]. | <urn:uuid:6f365ea4-e655-4942-ac45-0f0413513705> | CC-MAIN-2023-06 | https://www.london.ac.uk/courses/criminology-la3025 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764494852.95/warc/CC-MAIN-20230127001911-20230127031911-00233.warc.gz | en | 0.886828 | 712 | 3.453125 | 3 | {
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Microbats are mammals and belong to the family order called Microchiroptera meaning “little hand-wing”. Like humans, microbats are warm-blooded placental animals and are covered with fur and they nourish their young with milk produced by the mothers. Bats share the same sense as we do in smelling, hearing, seeing and feeling, they have the added benefit of flight and an exceptional system of navigation and prey detection called echolocation. Bats are the only mammals capable of sustained flight. Although their body plan is similar to other mammals their body has been modified for flight. Their wings are hands the same as our hands only the bones have elongated and are connected by a membrane which is made up of two layers of skin enclosing elastic fibres, blood vessels and nerves.
Microbats eat many pest insects including lawn grub moths, weevils, beetles, midges, flying termites, disease carrying mosquitoes, and many more. Some microbats also eat frogs and small fish. A recent survey in a major grain-growing region of Australia, found 100% of a microbats diet were grain weevils. So for crop protection and by helping to limit the use of pesticide, by encouraging microbats we could save our economy as well as our health. Yet we humans are mostly unaware of the benefits of living with bats in our neighbourhood.
There are nearly 1,000 kinds of bats in the world, which account for almost 1/4 of all mammal species; they are highly beneficial to our economies and to our health in consuming vast quantities of pest and disease carrying insects also by pollinating and dispersing the seeds of plants. Their populations are suffering devastating declines due to habitat loss and a lack of worth.
Contrary to popular belief, bats are not blind and do not become entangled in human hair. Bats use echolocation to help them find food. Microbats make a high-frequency noise from their mouth or nose as they fly; these noises strike objects and bounce back as echoes. The bat can then tell if the object is a tasty insect or a brick wall. Objects as fine as a human hair can be detected in total darkness. This navigational system allows them to see pictures of sound much the same as our vision allows us to see. It also explains their large and unusual ear and nose shapes.
Bats are fascinating animals; it is the community who are "blind to bats".
If you think you have microbats in your roof or your walls or even in your pool side umbrella, please click on this link to see what you can do.
PUT UP A BAT BOX in your backyard and monitor it to make sure it is not taken up by wasps or ants.
Download instructions for making a Bat Flat
Download technical drawings of a Bat Flat
Visit the Hollow Log Homes website for great ideas on turning your backyard into a safe haven for wildlife
Download instructions and build a Bat Roost Box
DON'T USE ELECTRIC INSECT BUZZERS. They don't just kill the bad insects they also kill the beneficial insects within our environment. They remove the food for local microbats.
JOIN BAT CONSERVATION AND RESCUE QLD INC. to learn more about bats and how you can help save them, see the membership page.
DO NOT TOUCH BATS. If you want to help bats do not touch them, like any frightened wild animal it may bite. Bats are not a health risk unless an infected animal bites you. If bats bite people they have to be killed and be tested for Australian Bat Lyssavirus (ABL). Less than 0.5% of bats carry ABL. Do not risk your health or the bat's life; call Bat Conservation & Rescue Qld Inc. for assistance.
If you find a microbat during the daytime cover it with a box and call our Rescue Line. If you have microbats in your pool umbrella or a rolled up blind, open it after dark and leave it open till morning. They hopefully have an alternative roost or you could help them by putting up a bat box. Dead trees and hollow limbs are critical habitat for many microbat species but they will also live in roofs of houses, caves, bridges, and culverts and readily take up residence in artificial roosts.
By encouraging Microbats into our backyards with artificial roost boxes we can enjoy the benefit of natural, chemical free mosquito and pest control.
A single Microbat can catch 1,200 mosquitos and small insects in just 1 hour!
For more information about bat boxes or to become a carer visit our Microbats and Membership pages.
If you find a sick or injured bat call the 24hr Rescue Hotline: 0488 228 134
Article excerpt from the Bay Island Times (July), written by Kat Gawlik | <urn:uuid:c9c9c2ee-4dd9-4ee5-9fe8-8eff89903dee> | CC-MAIN-2015-27 | http://bats.org.au/about-bats/microbats.php | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375095273.5/warc/CC-MAIN-20150627031815-00071-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.946352 | 995 | 3.4375 | 3 | {
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Diagram of a typical plant, showing the inputs and outputs of the photosynthetic process the raw materials of photosynthesis, water and carbon dioxide. Photosynthesis for kids - interesting videos, lessons, quiz games, interactive diagrams, presentations and activities on photosynthesis. 83 the process of photosynthesis photosynthesis begins with these reactions complete the diagram of the calvin cycle by filling in the missing labels. The photosynthesis process helps our environment with the glucose and oxygen that it produces in the presence of light energy.
Photosynthesis is a process used by plants and other organisms to convert light energy into chemical energy that can later be released to fuel (see diagram at right. Create biology diagram examples like this template called photosynthesis diagram that you can easily edit and customize in minutes. An educational game about photosynthesis for students and teachers the game emphasizes the role of photosynthesis in both terrestrial and marine environments.
Learn about how light energy is converted to chemical energy during the two main stages of photosynthesis: light-dependent reactions and the calvin cycle. Photosynthesis: photosynthesis, process by which green plants and certain other organisms transform light energy into chemical energy. This venn diagram was made with creately, diagramming and collaboration software creately helps you draw beautiful diagrams really fast. What is photosynthesis why is it important answers provided for kids along with the process of photosynthesis, chemical and word equation and much more.
Photosynthesis diagram photosynthesis dark reaction this reaction of photosynthesis does not require light and it occurs in the stroma. Photosynthesis diagramsnotebook 4 october 01, 2013 nov 212:05 pm light oxygen carbon dioxide glucose atp adp nadph nadp+ thylakoids in the. Photosynthetic cells are able to use solar energy to synthesize energy-rich food molecules and called photosynthesis diagram of a chloroplast inside a. Find photosynthesis diagram label lesson plans and teaching resources quickly find that inspire student learning. It is extremely important to know the meaning and process of photosynthesis, irrespective of the fact that whether it the part of one's curriculum or not the diagram.
Eden project photosynthesis: how plants help us survive carbon dioxide 'his gas from th air is taken in through the water sunlight carbon dioxide. Photosynthesis is the process used by plants, algae and certain bacteria to harness energy from sunlight into chemical energy. Photosynthesis diagram - plants photosynthesis process - plants photosynthesis - photosynthesis - photosynthesis process showing plants photosynethesis respiration. Why plants are important the picture below shows how important plants are to everyone through a process called photosynthesis, plants use energy in sunlight to turn.
Photosynthesis & respiration diagram of the process occurs in cytoplasm occurs in must continually be renewed through photosynthesis now create a diagram. Khan academy is a nonprofit with the mission of providing a free diagram of the calvin cycle (the first stage of photosynthesis. Photosynthesis diagrams worksheet part i: in the diagram below, label parts a-l next to the words in the structures of photosynthesis box below _____ leaf. Earthguide resources: photosynthesis animation created by wes bellanca and memorie yasuda earthguide. This is a collection of science clipart and diagrams, including safety signs, lab equipment, experiments, and more photosynthesis diagram. | <urn:uuid:08a9ffde-1dad-43ba-a6b9-821d8b27f4b4> | CC-MAIN-2018-43 | http://ooassignmentdgme.pet-behaviour.info/photosythesis-diagram.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583516892.84/warc/CC-MAIN-20181023174507-20181023200007-00156.warc.gz | en | 0.911062 | 677 | 3.765625 | 4 | {
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A major problem that is being globally faced by the people of the twenty first century is the fight against pollution. Pollution can be defined as, “the introduction of man into the environment of substances or energy liable to cause hazards to human health, harm to living resources and ecological systems, damage to structures or amenity, or interference with legitimate uses of the environment” (Holdgate 17)…
Holdgate also asserts that, “the significance of pollution is related to its effects on a range of targets or receptors including man and the resources and the ecological systems on which he depends” (17). As human beings have flourished in all the fields of science such as medicine, technology, nuclear bombs etc. the types of pollutants have also become very diverse beginning from vehicle smoke to radioactive chemicals and extremely dangerous ultra-violet rays. Hence it can be inferred that the damage is now out of control because every aspect of human life that is associated with comfort and health directly or indirectly discharges some form of pollutant and helps in further destroying the environment. 1.1. Types of pollution Any type of component, rays or object that effects the environment is some way can be perceived as a pollutant as it is, “any substance introduced into the environment that adversely affects the usefulness of a resource” (Hill 8). Consequently pollution can be divided into many sub-divisions such as air pollution, noise pollution, water pollution, soil pollution, light pollution etc. Although the causes for all these types of pollutions are self-explanatory yet it is interesting to observe the manner in which one component helps in spreading so many types of pollutions all at once. For example radioactive rays and chemicals simultaneously hold the power of polluting the natural resources like soil, water, plants and air. Then again noise, smoke and light can be dangerous for the atmosphere as well as the ozone layer which is protecting us from highly radioactive ultraviolet rays of the sun. Even the cutting down of trees and forests can also be perceived as a form of pollution spread because less tress mean less greenery and excessive spread of pollution as plants and trees fight against pollution by absorbing many harmful gases that are present or discharged in the atmosphere. Hence it can be understood that although urbanization and modern advancements in the fields of science and technology have its perks yet it has also resulted in stealing the peace, quiet and beauty of nature leaving man in a figurative desert of unhealthy surroundings where everything is either stale or dull devoid of freshness and life. Although all ecosystems of planet earth are very important yet it should be realized that it is impossible for human beings to survive without water and some of recent incidents of spilling of highly dangerous substances in different seas and oceans show that human beings are not understanding the extent of damage that is going to be caused and is being caused because of their carelessness. Moreover this issue requires some careful planning and plotting to remedy the situation otherwise there is a possibility that human beings will be facing water shortage which will ultimately lead to vanishing of water from planet earth which in other words means death. 2. Water Pollution Water pollution can be defined as, "any impairment of the composition or state of water resulting directly or indirectly from human agency, in particular to the detriment of: its ...
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The paper tells that pollution is the cause for at least 40% of death in the world today, this figure was released in a study conducted by the Cornell group. The Blacksmith Institute and Green Cross Switzerland are two international environmental groups which are currently working to establish a database of locations that are polluted all over the globe.
These substances change the characteristics of the environment thereby posing a threat to the existence of humans, animals and other organisms. These pollutants can be primary or secondary in nature. Primary pollutants includes those which are directly released into the atmosphere such as from power generating plants while secondary pollutants are those which result from the chemical reactions that occur between the primary pollutants and the other elements present in the atmosphere resulting in their transformation to secondary type pollutants (Air pollutants General Overview).
This caused increased demand for energy that saw the exploitation of oil, coal and natural gas sources at increased rates around the globe. In the UK for instance, Kaiser and Pulsipher (2007) approximate the number of oil and gas installations at 289, two of which are found in deep water.
United States is one of the top corn growers of the world where most part of the land are dedicated for corn production. The government is also supporting this movement and has placed programs and subsidized budget for the growth and development of the corns produced every now and then.
Water is a chemical compound that is formed by bonds between oxygen and water molecules. Its property as a universal solvent however leads to many dissolves matter in it and this defines its pollution when the dissolved matter is harmful.
Details on the website show that the Welsh Assembly Government works to protect the environment by various strategies, policies and regulations that will prevent and control the pollution. The document on air quality standards tells about the extent to which the policies are made regulated so that there is no or minimum pollution caused by non natural entities.
However, other states have a right to innocent passage in the territorial waters. Disputes arising on the right to innocent passage in territorial waters are many and two such cases, the Corfu Channel case and the Anglo-Norwegian case are evaluated with respect to the regulations in the different articles of International law.
Studies conducted in America shows that over sixty percent of Americans reside in regions where air population is at a level considered being unhealthy hence making the people be sick. Air pollution has evolved into being a serious global problem. The main reason for air pollution involves the neglect and indifference of environment protection by a human.
The experiences registered numerous adverse effects and extreme cases of environmental pollution. One would have thought that Japan would be the last country to invest in nuclear power based on its experience with nuclear bombings.
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Let us find you another Essay on topic Pollution in the environment for FREE! | <urn:uuid:7cf1de4d-bc54-4c04-892a-78b1e8c588dd> | CC-MAIN-2018-30 | https://studentshare.net/english/12980-pollution-in-the-environment | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589470.9/warc/CC-MAIN-20180716213101-20180716233101-00538.warc.gz | en | 0.946256 | 1,380 | 3.1875 | 3 | {
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“Green burials” of various sorts are increasingly popular – many people want to escape from what they perceive to be the conveyor-belt experience of some crematoria and the impersonality of cemeteries and churchyards. Many people also find established funeral rituals are not right for them. More positively, woodland burials or green burials are seen as friendlier to the environment and more natural than cremations.So, if you have your own woodland and you plan to keep ownership in the family, requesting to be buried in the woods can be very appealing.
What are the practicalities of a green burial?
Burial or spreading of ashes in your own woodland will not usually create any problems. In the case of the burial of a body, the Environment Agency advises in its document ‘Funeral practices, spreading ashes and caring for the environment’:
• The site should be more than 30 metres from any spring or any running or standing water. It should also be more than 10 metres from any ‘dry’ ditch or field drain.
• The site should be at least 50 metres away from any well, borehole or spring that supplies water for any use. If you are not sure where these are, our local office will be able to advise you.
• When preparing the grave, make sure there is no standing water when it is first dug and that the grave is not dug in very sandy soil.
• There should be at least one metre of soil above and below the body after burial.
If you are burying a body, rather than burying ashes from a crematorium, the hole you dig needs to be quite deep.Ideally it should be two metres, which will take quite a while to dig – you probably need to leave at least half a day.You can alternatively use a mini-digger.
Do I need special permission for a green burial?
You do need permission from the owner of the land, but you don’t need to obtain planning permission or to contact the local Environmental Health Officer or the Department of Health or the Environment Agency.
Where can I put a grave?
You should be practical in deciding where you want to dig the grave – sandy soils can be dangerous to dig to any depth and you probably don’t want any live burials! Rock is obviously a problem and digging too near to big trees will be difficult because of their roots. Many people find that being so much involved in the practicalities helps with the grieving process. It is advisable to keep a good record of where the burial site is located and keep the record with the paperwork for the property.Many people like to plant a memorial tree next to the grave, which is also a good way to record where the body is.
Green burials vary enormously in cost – from about £200 to about £2,000, but the average cost is about £700. What should you put the body in?You can use a traditional coffin which a few undertakers will sell direct to you or you can buy a cardboard coffin for about £60- £90, but many people like willow coffins.These can be found by googling “willow coffins”, and cost about £450 to £550.Bamboo coffins are also available. Of course, these alternatives can also be used for a more traditional funeral.
You may find that in exploring beyond the standard options of cremation or burial in a cemetery or churchyard, many people will try to talk you out of the alternatives, but there is a trend towards publicly available green burials as the following figures demonstrate. Today there are about 200 green burial sites, ten years ago there were only 50, and twenty-five years ago only one such site. Of these sites well over half are run by local authorities, a few by charities and about 60 by farmers or businesses.
Have you buried a relative or friend in a green burial? We’d be interested to hear your experiences. Have you any questions or comments to add below? | <urn:uuid:f267d283-f902-4b4d-a3ca-767287a6dad1> | CC-MAIN-2016-50 | http://www.woodlands.co.uk/blog/practical-guides/green-burial-can-i-be-buried-in-my-woodland/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698540563.83/warc/CC-MAIN-20161202170900-00378-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.957065 | 831 | 2.671875 | 3 | {
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Leopards and jaguars, legends of the animal kingdom that are very difficult to tell apart.
They are wild cat members of the Panthera genus, along with lion and tiger. These are the only animals capable of making a roar and are the most fearsome predators in the wild.
It’s very difficult to tell them apart because they are never seen in the same place – except in zoos and that doesn’t count. So you need to look at many subtle differences.
Here are the top 12 differences that will help you understand jaguar vs leopard.
1. Where do they live?
The easiest way to tell the difference is to think about where you are.
Leopards are native to Africa and parts of the Middle East and Asia. The vast majority of this population is found in East and Southern Africa.
Wild jaguars can only be found in South and Central America, with most of the population residing in the Amazon.
Of course, you could see both in a zoo. But who wants to see captive animals when they can be experienced in the wild!
At first glance it’s almost impossible to tell the difference between leopard and jaguar spots. Both have a beautiful rosette pattern that’s quite distinct from a cheetah’s solid black spots.
Leopard rosettes are small and tightly packed.
Jaguar rosettes are larger and inside these rosettes there is a central black spot.
Jaguar are larger although this isn’t immediately distinguishable. They weigh similar to humans, with males ranging from 60-100 kg (132 – 220 lb), yet sometimes getting as big as 150 kg (330 lb).
Both species are sexually dimorphic, which means that the females are smaller and lighter. For jaguars this difference is only 10%. However, female leopards can be up to 30% lighter than the males.
Male leopards are almost the same size as male jaguars, from 40-90 kg (88-198 lb). The females are much smaller, sometimes just 28 kg (61 lb).
Leopard and jaguar are virtually the same height, with the average South American cat just a couple of centimetres taller than an African leopard at the shoulder.
4. Body shape
Body shape is the easiest trick when comparing jaguar vs leopard.
Jaguars are stocky animals, with broad shoulder muscles and a robust build. They have short and compact bodies.
Leopards have longer, more slender bodies. So despite weighing less, leopards are longer than their South American cousins.
If body shape isn’t enough to tell them apart then look at the tail. Jaguars have short tails to match their stocky bodies. Leopards have long feline tails to match their longer, slimmer bodies.
6. Head shape
Leopards are good looking. They have small angular heads with sharp cheekbones and clearly defined lines.
In comparison, jaguar have fat rounded faces. Their heads are much larger and their ears aren’t as prominent.
7. Natural habitat
Both these cats are adaptive hunters that can survive in many different habitats. They are most commonly associated with trees. Popular perception is that jaguars live in the rainforest and leopards live in trees on the African savannah.
This may reflect the 21st century but back in history these cats had far larger ranges. Jaguars used to roam California, the Grand Canyon and Texas. Unfortunately they were hunted to extinction in North America.
Leopards used to live in Hong Kong and Japan. They’ve found leopard fossils all over Europe. In Russia, leopards inhabit snowy forests and brave temperatures of 25 below.
Africa’s leopards are most abundant in areas of savannah, where there is a mix of grasslands and trees. Jaguars now find sanctuary in deeper rainforest as they have lost their habitat elsewhere.
8. Jaguar and leopard are solitary animals
Both species display similar behaviour. They are expert predators who live a solitary existence and fiercely defend their territory.
If you see more than one then it is either a mother with cub, a mating pair, or you are in a zoo.
9. Leopards are faster, jaguar are stronger
African leopards can reach a top speed of 56-60 km/h (35-37 mph). Using stealth they creep up on their prey before accelerating to top speed in just a few strides. Here is the complete story on how fast is a leopard.
Jaguars are only a little slower and can comfortably reach 50 km/h, even though a dense rainforest doesn’t provide space for them to do this.
Both these species have some of the strongest jaws in the animal kingdom. Jaguars are a little stronger and have a bite so powerful it can pierce the shells of tortoise and other armoured prey.
These spotted hunters typically kill their prey through suffocation, delivered by a strong bite to the throat or neck. Jaguar are unique in that their teeth are strong enough to pierce the skull of their prey.
10. What about black panthers?
Black panthers can be leopards or jaguars! How confusing is that?
The black fur is caused by something known as melanism, a natural pigmentation that causes the fur to turn black. It is similar to what causes some lions to have white fur, but is different to albinism (albinos) as this is an absence of colour.
Look closely at any black panther and the rosette patterns are still visible, they’re just obscured by the new black pigmentation. So to compare jaguar vs leopard you have to look at body shape and tail instead.
Some researchers have argued that the black colour is a sign of natural selection. Black fur provides better camouflage when hunting in very low light so it is advantageous. However, this is yet to be proven.
Rosette patterned leopards and jaguars can’t give birth to a black panther. If one of the parents has the black melanism it may be passed onto the offspring.
11. Leopard vs jaguar at climbing and swimming
Leopards can swim when they need to, such as to reach an island or cross a river. Jaguars are superb swimmers and go diving for food, such as caimans and large fish.
A slender figure and longer tail makes the leopard more agile. It is a better climber and more adept when running at speed through the trees.
12. Both jaguar and leopard are endangered
The current outlook doesn’t look good for either of these magnificent species. Leopards are vulnerable on the IUCN red list while jaguar are near threatened. Their populations have dropped significantly over the last century.
The more people that learn about leopard vs jaguar the more who are aware of the challenges facing these animals in the wild: habitat loss, habitat fragmentation, hunting, poaching.
Let’s hope that the 21st century brings a change and these incredible cats see their range and population increase. | <urn:uuid:1be247ac-8466-4bc3-a9c9-2cff66e56324> | CC-MAIN-2021-04 | https://africafreak.com/jaguar-vs-leopard | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00221.warc.gz | en | 0.943841 | 1,510 | 3.265625 | 3 | {
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The Intel i3, i5 and i7 first- and second-generation processors represent the low-end, mid-range and top-tier divisions of Core, which is semiconductor company Intel Corp's premier brand of consumer-oriented central processing units as of mid-2011. Consequently, the three computer chips contain several notable differences. Additionally, the Intel Core i7 has a performance-oriented subcategory dubbed Extreme Edition.
The Intel Core i3, i5 and i7 processor brands are split into desktop and laptop (or mobile) processors. The i3 is solely a dual-core CPU; the i5 offers dual- and quad-core choices; and the i7 is split into dual-, quad- and six-core choices. The Intel i3/i5/i7 chips released from 2008 to 2010 use the 45-nanometer manufacturing process, while most post-2010 chips use the smaller 32-nm manufacturing process instead.
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With the desktop CPUs being generally faster than the mobile ones, the core (or processing) speed ranges of the Intel Core i3, i5 and i7 are 1.2 GHz to 3.33 GHz, 1.06 GHz to 3.6 GHz and 1.06 GHz to 3.46 GHz, respectively. Regarding data transfer speed, most Core chips use Intel's Direct Media Interface to achieve rates of 2.5 or 5 gigatransfers per second. A few i7 processors, however, use the company's QuickPath Interconnect link instead, thus yielding data transfer speeds as high as 6.4GT/s.
Smart Cache and Power
Each Intel Core i3, i5 and i7 processor has an Intel Smart Cache, which is a tiny storage unit that it uses for high-speed access to the computer's data. The Core i3's Smart Cache has 3MB or 4MB. Each Core i5 mobile chip has a 3-MB cache, while the desktop variant has 3MB, 4MB, 6MB and 8MB choices. The Core i7 tops them all with 4MB, 6MB, 8MB and 12MB, with the Extreme Edition chips sticking with the last two choices. Regarding power consumption, the Core mobile chips are more energy efficient than the desktop ones. However, the i7 has the highest maximum power consumption rating at 130 watts, compared with the i5's 95W and i3's 73W.
The Intel Core i3 is the only division in the current Core line-up that lacks Intel's Turbo Boost Technology. This enables the processor to work at faster speeds when the computer system demands it for greater tasks. However, the i3 is the only Core category that has every single chip bearing the Intel HD Graphics brand, which enables graphics processing on the processor itself. This is because Intel began the practice in 2010, the year the i3 debuted. Since the i5 debuted in 2009, three of its earliest chips do not have the feature. The i7, with a debut date of 2008, has the Intel HD Graphics chipset missing on many of its CPUs. | <urn:uuid:8a0b50f2-6741-4b66-85fa-c100459c0d75> | CC-MAIN-2022-33 | https://www.techwalla.com/articles/what-is-the-difference-between-intel-i3-i5-i7-processors | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572304.13/warc/CC-MAIN-20220816120802-20220816150802-00028.warc.gz | en | 0.919409 | 642 | 2.640625 | 3 | {
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Written by Naturally Savvy
Imagine eating a plate of corn and soybeans every night for the rest of your life.
For a change, you might try a bowl of rice a few times a week.
With the alarming trend towards monoculture in North America, our food choices could become extremely limited in the future. GMO corn and soy are the top two crops grown in the U.S. today, covering nearly half of the nation’s farmlands.
At least 88 percent of corn and 93 percent of soy are genetically modified. The rates of production of these two crops are growing at dizzying paces: 2 million acres of grassland were converted to corn and soy production within the last five years.
Why is there such a surge in monoculture and monocropping? What effect is it having on biodiversity?
Monoculture or monocropping is the practice of growing the same crop year after year without rotating through other crops. The crops are all similar in genetic make-up. Fields with genetically modified crops are not only monocrops but are also genetically identical. This means that there is no variety of nutrients to enrich the soil.
The opposite of this is a practice known as biodiversity. Biodiversity refers to the genetic variation in an ecosystem. Each species or genetic component contributes to the richness of soil and the growth of different species. Over time, there is a gradual increase in soil fertility and production. The practice of monoculture can harm biodiversity.
Here are some of the implications and environmental impact of monoculture:
- Depletes the soil of nutrients and destroys biodiversity (in a healthy environment, each plant has unique contributions to the soil that maintain the balance and nourishment)
- Creates a cycle of dependency on fertilizers, antibiotics, chemicals and pesticides
- Reliance on machinery that use excessive amounts of fossil fuels
- Genetically identical species in monocrops are more vulnerable to insects, fungus and parasites (hence the need for more chemicals)
And the impact of GMOs on biodiversity…
- Resistance of pests to GMO crops which in turn can lead to the development of superbugs and superweeds
- Negative impact on other species, such as bees and birds
High crop prices and federally subsidized crop insurance plans are a big incentive for farmers in the United States. Financial incentive is offered to those growing the monocrops and participating in monoculture, whereas many of the farmers growing diverse crops and even organic foods are experiencing financial hardships.
If our society continues rewarding monoculture and punishing those growing a healthy variety of foods, where will we be in 20 years?
Listen to this excellent Green Divas podcast featuring Susan Freinkel talking about how pesticides impact our children.
~ Asst. Ed Green Diva Gal | <urn:uuid:ade8c5c5-d595-4b54-8c47-2082552da488> | CC-MAIN-2021-10 | https://thegreendivas.com/2014/06/14/gmos-monoculture-ruining-agriculture-america/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178377821.94/warc/CC-MAIN-20210307135518-20210307165518-00543.warc.gz | en | 0.936881 | 575 | 3.421875 | 3 | {
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Bathinda is one of the oldest towns in India and its history goes back to Harappan civilization. Known for its historic monuments, rich religious and cultural heritage, it is one of the biggest cotton producing regions of India. Bathinda is also known as the city of lakes and it has the largest cantonment in India. Bathinda is also one of the major railway junctions in Northern India.
Bathinda Fort (Quila Mubarak)
Bathinda has an 1800 years old fort built with small bricks known as Quila Mubarak. This Schooner shaped fort stands like a ship in a sea of sand. The fort is designed to suit the desert environment. In 1754 AD it was captured by Maharaj Ala Singh of Patiala. A small gurudwara commemorates the visit of Sri Guru Gobind Singh here.
Situated approximately 30 kms South of Bathinda at Talwandi Sabo,this famous Gurudwara is one of the five Takhts. The 10th Guru, Guru Gobind Singh had re-compiled the Guru Granth Sahib here. A socio-religious fair is held here on Baisaki day, every year.
The Bhagwati Mandir is located at Maisar Khana. The temple is known for fulfilling wishes of devotees. Twice a year a religious fair is held here and a large number of devotees attend the fairs.
Mausoleum of Peer Baba Haji Rattan
The Mausoleum is situated between the Civil Hospital and the grain Market. Baba Haji Rattan had visited Mecca as an ambassador of Raja Bhoj. On returning to India he had settled at Bhatinda. The mausoleum marks the site where the Peer used to meditate. The 1st and the 10th Prophets of Sikhism, Guru Nanak and Guru Gobind Singh were said to have visited the mausoleum. It attracts devotees from all faiths.
Hoshiarpur is an ancient city of temples. Archaeological evidence takes its antiquity back to the Stone Age. The district, owing to its proximity to the hills, possesses a comparatively cool and humid climate. Cotton fabrics are manufactured, and sugar, rice and other grains, tobacco and indigo are among the exports. It is a centre of Indo-Sanskrit studies and Brighushamita Astrology. Hoshiarpur is famous for manufacturing, especially, of lacquer finish furniture with inlay works and musical instruments. It has an archaeological museum. Shish Mahal in the centre of the city commemorates the coronation of King George V. Hoshiarpur is connected to the rest of the state via rails and roads. The nearest airport is Amritsar.
Jalandhar is located on the plains between the Beas and Sutlej rivers. The city is a market for agricultural products and produces textiles, leather goods, wood products and sporting goods. After independence, Jalandhar was the capital of Punjab until 1953. Jalandhar is situated at a distance of 146 km from Chandigarh, 350 km from Delhi and 90km from Amritsar. It is well connected by national and state highways. Jalandhar is a major rail junction. Nearest Airport is Amritsar at a distance of 90 km.
Devi Talab Mandir
It is situated in the heart of Jalandhar City. The old Devi Talab has been renovated and a new temple has been built. Recently a model of Amarnath Yatra has been built in the premises. An old temple of goddess Kali also stands by the side of the Devi Talab.
The temple of Vrinda, wife of Jalandhara, is in the Kot Kishan Chand locality. It is also known as Tulsi Mandir. Nearby is the temple of Gupha, with the image of Annapurna, the goddess of abundance. The Brahm Kund and a few temples dedicated to Shiva are nearby. Near the Balmiki gate is the Sheetla Mandir, said to be as old as the City of Jalandhar. Within its premises are two small old temples of Hanuman and Shiva.
Situated at Gur Mandi, Shiv Mandir is reputed to have been built by a Nawab of Sultanpur Lodhi near Masjid Imam Nasar.
Gurdwara Chhevin Padshahi
Gurdwara Chhevin Padshahi in Basti Shaikh, Jalandhar city, stands on the location where Guru Hargobind Singh granted interview to a Muslim holy saint popularly known as Shaikh Darvesh. The saint blind folded him so that he could swear to the Mughals that he had not seen the Guru. The Guru had an in depth discussion with the Shaikh which produced a great impact on the holy man.
Shaheed-E-Azam Sardar Bhagat Singh Museum
A commemorative museum at Khatkal Kalan, the native village of Martyr Sardar Bhagat Singh, was inaugurated on his 50th death anniversary. To pay homage to the martyrs of Punjab, who laid down their lives for the liberation of their motherland, their memorable belongings are displayed here. A big bronze statue of Bhagat Singh is installed in front of the museum.
The Gurudwara at Kartarpur
The Gurudwara at Kartarpur (16 km from Jalandhar town) was built by the Fifth Sikh Guru, Guru Arjun Dev in 1656 A.D. Every year, a fair is held on the birth anniversary of the Guru when a large number of devotees gather to pay homage. Kartarpur is also known as the birth place of Swami Virjanand who was the teacher of Swami Dayanand Saraswati, founder of the Arya Samaj. A memorial has been constructed here in his memory. | <urn:uuid:37127553-2b94-4b0d-978f-a9b72f681813> | CC-MAIN-2017-17 | http://indtravel.com/punjab/places1.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121665.69/warc/CC-MAIN-20170423031201-00288-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.970328 | 1,235 | 2.609375 | 3 | {
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By Scott Zesch
Today is the twentieth anniversary of the most recent Los Angeles race riot. On April 29, 1992, a jury acquitted four police officers charged with severely beating an African-American man named Rodney King. Within hours, protests in south central Los Angeles turned deadly. Outraged residents blocked traffic, attacked motorists, looted shops, and set buildings afire. The riot went on for three days. More than fifty people were killed in the nation’s most destructive episode of civil unrest during the twentieth century.
I was working for a publisher in midtown Manhattan at the time, and we were sent home early amid rumors that similar violence might erupt in New York. A writer friend named Steve Adams, who was living in Los Angeles, told me that he was astounded to see three separate, block-long conflagrations as he drove the 110 Freeway that first night. He was on his way to see a friend who, of all things, had scheduled her wedding the next day.
Los Angeles has a long history of race riots. The earliest one, largely forgotten today, occurred in 1871. It was the first event to place the city in the national spotlight. At that time, Los Angeles was a Wild West town of only 6,000 people. Most people outside of California had never heard of it.
Shortly before sundown on October 24, 1871, a gunfight broke out between members of rival Chinese factions. Angelenos ran to Chinatown to see what was going on. A white rancher discharged his revolver into a Chinese store and was killed by return fire. Within a short time, an angry crowd of about 500 Anglos and Latinos gathered in the streets of Chinatown. As darkness fell, the Chinese were trapped inside their homes and shops. After a three-hour standoff, the mob broke into the Chinese headquarters, seized random victims, and dragged them off to be hanged. Eighteen Chinese men were murdered in this shocking hate crime.
The Chinese massacre, as the tragedy came to be known, was the mirror opposite of the 1992 riot in that the Anglo/Latino majority vented its rage on a minority group. Still, some of the underlying problems were the same. For nearly three years beforehand, the non-Asian citizens of Los Angeles had shrugged off the increasing physical attacks on Chinese residents and the Chinese-bashing in the press. They made a mistake we hope we don’t repeat today: they witnessed injustice but didn’t speak out against it.
In modern Los Angeles, there are no material remnants of the 1871 massacre. The adobe building where the Chinese victims were captured was torn down in 1886. The city’s original Chinatown was essentially destroyed by the construction of Union Station in the 1930s and the Hollywood Freeway in the 1940s. Two of the lynching sites are now occupied by a mall. A third is overshadowed, ironically, by the Hall of Justice and the federal district courthouse. A small plaque in the sidewalk along North Los Angeles Street is all that commemorates the city’s first deadly racial uprising, arguably the most significant single event in Los Angeles’s history during the second half of the nineteenth century.
The day after the Chinese massacre of 1871, a newspaper reported that the people of Los Angeles, “sickened with last night’s horrors, are determined that no stigma of like character shall ever again rest upon us.” It would, of course, not just in 1992 but also in 1965 (the Watts Riot) and 1943 (the Zoot Suit Riots).
One of the most riveting moments of the 1992 episode was when Rodney King went on TV. The young man is remembered for having pleaded with a stunned public while the city burned: “Can’t we all just get along?” Actually, he was widely misquoted. What King really asked was, “Can we all get along?”
There is no easy answer to that question, just as there are no easy lessons to be drawn from any of Los Angeles’s race riots. After researching the Chinese massacre, I concluded: “Recalling the inhuman acts that our fellow human beings inflicted on those eighteen murdered Chinese men in Los Angeles will not prevent the recurrence of racial or ethnic hatred. Still, forgetting what happened in Chinatown that night would further diminish all of us. The very act of remembrance is one way of restoring our blemished humanity.” Today is one of those days for remembering.
Scott Zesch is the author most recently of The Chinatown War: Chinese Los Angeles and the Massacre of 1871 . He also wrote the historical novel Alamo Heights and the narrative history The Captured, which won the TCU Texas Book Award. His article on Chinese Los Angeles in Southern California Quarterly received the Carl I. Wheat Award. His other articles, one of which won the Western History Association’s Ray Allen Billington Award, have appeared in Southwestern Historical Quarterly, American History Magazine, and Journal of the West. A graduate of Texas A&M University and Harvard Law School, he also served as a Peace Corps teacher in Kenya. | <urn:uuid:d5198f62-dc58-4069-88bb-be3f60830093> | CC-MAIN-2016-44 | http://blog.oup.com/2012/04/chinatown-war-los-angeles/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719877.27/warc/CC-MAIN-20161020183839-00148-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.976583 | 1,056 | 3.203125 | 3 | {
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6 The EEA and Norway’s room for manoeuvre
The EEA Agreement was negotiated during the period 1989-92, initially through extensive exploratory talks, and from June 1990 through negotiations.
At that time, the EU was in the throes of change. In the 1970s and the first half of the 1980s, it became increasingly clear that the national instruments available to member states were not sufficient to deal with the problems in the business sector that were arising as a result of economic fluctuations. At the same time, it gradually became evident that the problems were also of a structural nature and not merely cyclical.
To resolve these problems, many of the member states implemented a variety of measures that had the effect of distorting competition with third countries. Moreover, increasingly extensive barriers to trade were gradually erected between the member countries themselves. As a result of these efforts to protect national markets and industries, economic development stagnated. Outdated commercial structures were allowed to continue, and the EU’s competitiveness was weakened in relation to the USA and Japan.
It was this situation that gave rise to the plan for a "Single Market", which aimed at dismantling all trade barriers between the parties and realizing the common market provided for in the Treaty of Rome. The Programme for the Single Market was launched by the Commission in 1985. The Single European Act (SEA), which came into force on 1 July 1987, introduced the treaty amendments that were necessary to enable the Council to implement the programme by means of qualified majority voting. The goal was to have the single, or internal, market in place by 1 January 1993.
The EEA process that was initiated in early 1989 was prompted by the desire to promote the common interests of the EFTA states and the then European Community. Changes in market conditions and economic relations in the EC would have had significant implications for the EFTA states, each of which had a free trade agreement with the EC governing the exchange of goods. However, the agreements did not cover the rapidly expanding service sector. At the same time, several of the EFTA states themselves faced challenges similar to those confronted by the EC member states.
At that time, the GATT Uruguay Round had come to a standstill, with few prospects of solutions likely to stimulate growth in the European economy. This was another reason why the EC had a strong interest in expanding the internal market to include the EFTA member states. These countries were the EC’s most important trading partners, followed by the USA and Japan. Furthermore, the foreign policy détente in Europe that followed in the aftermath of the fall of the Berlin Wall made it possible, for the first time, for the neutral EFTA states also to enter into consultations on broad-based, binding cooperation arrangements with the EC. Consolidating this trend was a special goal for key EC member states.
The substance of the EEA Agreement and, not least, the institutional provisions reflect the fact that the seven EFTA states which originally negotiated the agreement with the EC had significant political and economic weight as a group. Moreover, Austria had applied for EC membership in 1989, shortly after the commencement of the EEA process. In the course of the negotiations, political developments in Sweden and Finland led to these countries’ applying for EC membership in July 1991 and March 1992 respectively.
The EEA Agreement was signed in May 1992. In parallel with the EEA negotiations, two EC Intergovernmental Conferences were convened in December 1990 to bring the treaty basis more closely into line with the new challenges. One of the conferences concerned the implementation of economic and monetary union. The treaty amendments of 1992 also institutionalized cooperation in the field of justice and home affairs and strengthened the role of the European Parliament. Although these fields are also relevant to the cooperation established by the EEA Agreement, neither of them was addressed in the EEA negotiations.
6.1 The scope and application of the EEA Agreement
By virtue of the EEA Agreement, Norway is part of the EU’s internal market since the EU rules governing the free exchange of goods and free movement of persons, services and capital have been implemented in Norwegian law. Norwegian undertakings have access to this market on more or less the same terms as undertakings in the EU in those fields where EU rules have been fully integrated into the EEA Agreement. We enjoy equal conditions of competition, while the EU has refrained from employing trade policy measures against Norwegian undertakings in the form of anti-dumping measures or other EC legal instruments that may otherwise be applied to non-member states. Conversely, Norway and the other EFTA states in the EEA are subject to the same surveillance and enforcement procedures as regards common rules for state aid and competition as the EU member states. In the EU, these functions are performed by the European Commission and the EC Court of Justice, while the EFTA Surveillance Authority (ESA) and the EFTA Court carry out the same tasks in respect of the EFTA pillar of the EEA.
In addition to the EU internal market, the EEA Agreement also includes provisions intended to prevent competition in the internal market from leading to lower national standards in working life and in the environmental sphere, i.e. to social or environmental dumping. At the same time, Norway is linked to EU cooperation in the fields of research and development, education, etc. On the other hand, the EEA Agreement does not cover EU fisheries or agricultural policy nor its fiscal policy.
Thus, the EEA Agreement enshrines the principles and provisions governing economic relations and the functioning of markets that were laid down in the plans for the EU internal market and implemented on the basis of the Single European Act, which entered into force on 1 July 1987. The agreement was intended to come into force on 1 January 1993, on the same date as the target deadline for the completion of the EU internal market. However, Switzerland voted against the agreement in a referendum in December 1992, thereby delaying its entry into force by one year, until 1 January 1994. Although the EEA Agreement is continually being amended in line with changes in the EU’s own legislation, this only applies within the scope of the agreement itself, i.e. within the framework that was established in 1992. Thus the agreement has not been expanded to correspond with the enlargement of cooperation within the first pillar which took place through the Maastricht and Amsterdam processes. Nor does it cover the cooperation that was established and later strengthened in the EU on foreign and security policy and on justice and home affairs. Today, the EEA Agreement is the most important instrument in Norway’s economic relations with the EU, and is of fundamental importance in safeguarding Norway’s commercial interests. When the EEA Agreement entered into force the EFTA pillar consisted of cooperation between Norway, Finland, Iceland, Sweden, Austria and Liechtenstein. Since 1 January 1995, the EFTA pillar has consisted of Norway, Iceland and Liechtenstein.
An internal market with equal market access for undertakings from all participating states not only necessitates a common set of rules for the entire EEA area and the equal application and enforcement of these rules. It is also contingent on the uniform development of legislation in both the EFTA and EU pillars of the EEA, thereby ensuring that equal conditions of competition are maintained for all undertakings and economic operators. The agreement’s institutional provisions are intended to ensure such homogeneity.
The EEA EFTA states play no formal role in the internal decision-making of the EU. This would be contrary to the EU treaty basis. However, they may take part in the EU’s preparatory work on developing new legislation that is relevant to the EEA.
6.1.1 Preparation of new legislation
New legislation is developed in the EU within the framework of the internal market on the initiative of the European Commission. Such initiatives do not emerge in a political vacuum, but are prompted as a rule by political trends in the member states themselves or the Council of Ministers, or as a result of initiatives originating in the European Council, where the heads of state and government of the member states convene. Such legislation becomes part of the EEA cooperation framework when it falls within the scope of the EEA Agreement.
When the Commission begins the process of assessing and, if necessary, drafting new legislation in a field covered by the EEA Agreement, it is to obtain the views of experts from the EFTA states in the same way as it consults with experts from the EU member states. This stage is concluded when the Commission decides whether or not to propose new legislation to the Council. If it decides to do so, the political process in the Council between the governments of the EU member states begins.
Furthermore, the Commission itself also adopts rules on the basis of authority delegated by the Council. When drafting such rules, the Commission avails itself of assistance from committees of experts. Under the EEA Agreement, EFTA experts are assured of the broadest possible participation at this stage of the proceedings. When a decision is to be made, however, the national experts from EU member states receive instructions from their capitals. They then act as representatives of their national authorities in an internal EU decision-making process. The EFTA states do not participate in this process. The actual decision is made by the Commission. In practice, far more rules are issued in this way by the Commission than are generally issued by the Council, but in such cases the rules are laid down within a framework established by the Council.
Norway and the other EFTA states also participate fully in the committees that assist the Commission in administering or developing framework programmes and specific programmes, mainly in the field of research and technological development. Norway’s participation is contingent on its making a financial contribution to the projects.
All in all, Norwegian officials take part in just over 200 committees under the European Commission. The presence of Norwegian experts provides an opportunity to exert influence through direct participation at a time when national points of view are usually still flexible and before positions have become firmly established.
The Government attaches great importance to ensuring that we make full use of the opportunities afforded by the EEA Agreement to bring influence to bear at this stage. This requires thorough preparations and the effective coordination of Norwegian efforts. Statskonsult has carried out and is currently conducting studies of the way Norway makes use of the opportunities offered by the EEA Agreement. The Government is using these studies and other data in an ongoing assessment of Norway’s participation in EEA cooperation.
In the preparations for the development of new legislation there is still room for improvement of the internal coordination of administrative procedures, in connection with the dialogue with special interest organizations and external groups, and in connection with transparency at all stages of the process. The Government will strengthen internal coordination by defining clearer, general political priorities.
At the same time the Government will undertake a thorough examination of how special interest organizations and other relevant groups are drawn into the preparations, and of the routines used to disseminate information, with a view to making improvements. A broad and open discussion of new legislation will provide the best basis for the Norwegian authorities to take their decisions. The Government will inform the Storting in an appropriate manner as to the results of its examination and the improvements that will be proposed.
The social partners have a special role to play in the EEA cooperation, through the EFTA Consultative Committee and the EEA Consultative Committee. The dialogue here is increasingly concerned with issues of great social significance in the context of the globalization of national economies and the challenges posed by this process. In the Government’s view, it is important that the participation of the social partners in the EEA cooperation and the dialogue between the authorities and the partners at national level enhance our ability to promote a broad range of Norwegian interests within the framework of the cooperation.
6.1.2 The political process
When the Commission has presented proposals to the Council and the European Parliament, the political process between the governments of the EU member states in the Council commences. This normally begins in the form of discussions in the Council’s working groups. Where difficult issues are concerned, this stage is decisive for the further fate of the proposal and the final formulation of rules. At this stage of the decision-making process, in which the Council and the member states are the main players, Norway has no direct channel of communication. Pursuant to the EEA Agreement, the Commission is the Norwegian authorities’ contact point with the EU when new legislation is being drafted. If Norway wishes to influence the political processes, the Norwegian authorities must deal directly with the various member states.
In these efforts, the member state holding the EU presidency often plays a central role. In important political matters, the Government attaches great importance to this type of contact. Effective use of such contacts requires that the various Norwegian interests be coordinated and weighed against each other and in relation to the EU and calls for detailed knowledge of the priorities and positions of individual member states on important issues.
The influence of the European Parliament in EU decision-making processes was strengthened by the Maastricht Treaty and later by the Amsterdam Treaty. Through extended use of the co-decision procedure, the formulation of politically difficult proposals is often ultimately determined in direct negotiations between the members of the Council and the European Parliament. The EEA Agreement makes no provision for direct EFTA participation in such processes. In matters that affect Norwegian interests, Norway has to seek to establish informal contacts with both the Council and the European Parliament.
6.1.3 Importance of the EU’s process-oriented governance
When the EEA Agreement was negotiated, the completion of the internal market had high priority on the EC agenda. The agreement included the EFTA states in key areas of EC policy.
Today this situation has changed, because in the past few years the EU has carried out important reforms as regards policy and working methods with a view to influencing and controlling the forces unleashed by globalization. The frequency of informal EU ministerial meetings has increased, and the European Council has begun to play a more active role in broader areas of EU cooperation. The new initiatives have been cross-sectoral and have lain partly within and partly outside the internal market and the scope of the EEA Agreement. The aim has been to secure continued welfare and value creation in a climate of changing economic parameters. The EU’s new methods of governance affect Norway’s room for manoeuvre.
These political initiatives and agreed actions have concerned such matters as employment policy (Luxembourg, November 1997), cooperation in the field of justice and home affairs (Tampere, October 1999) and important issues relating to employment, education and a knowledge-based economy (Lisbon, March 2000). Decisions have revolved around complex cross-sectoral issues. Often they must be followed up simultaneously in fields that currently lie within the EU’s own competence, fields in which authority is shared between the EU and its member states, and fields in which the issues largely lie at the level of national authority. Follow-up in the EU can therefore be effected partly by developing rules in the traditional manner by adopting new rules that also fall within the scope of the EEA Agreement, and partly by coordinating measures in the various EU member states, where the measures are not covered by the EEA Agreement.
This type of broad policy initiative is currently based on cooperation in which the EU member states participate in an internal market where they are integrated more closely than in the market in which Norway participates through the EEA. Today, the traditional method for developing rules within the internal market is often too slow and too rigid to meet the demand for quick, flexible and cross-sectoral measures necessitated by the current pace of development. The strong political role now played by the European Council in EU cooperation also means that the role and functions of the Council of Ministers have been strengthened in relation to those of the Commission. Initiatives in terms not only of policy formulation but also of the development of rules originate to an increasing extent in the cooperation between the governments of the EU member states.
Those parts of EU initiatives that are contingent on the adoption of rules that lie within the scope of the internal market and the EEA Agreement are presented to Norway in accordance with the Agreement, and Norwegian experts take part in the preparatory work in the usual way. This does not necessarily mean that there is a satisfactory balance. Even if the parts relevant to the EEA only constitute a few, isolated elements of a broader package of measures, Norway is still expected to approve them in accordance with the stipulation that the same rules are to apply in all EEA countries in the fields covered by the EEA Agreement. However, since Norway does not participate in the parts of such initiatives that lie outside the scope of EEA cooperation, the initiatives may have a different effect on Norway than on EU member states, unless we also adapt to the other parts of them on a unilateral basis outside the framework of the EEA. As the EU introduces new initiatives in response to the challenges posed by globalization, Norway and the other EFTA states will repeatedly find themselves in a situation where we are expected to implement isolated parts of initiatives without participating in the political processes within the EU that preceded them. This makes it increasingly necessary for Norway to continuously promote its own interests in the EU capitals and vis-à-vis the Community bodies.
The fact that the EU member states are now increasingly coordinating their activities by means of broader, cross-sectoral initiatives in order to strengthen their capacity for value creation also affects the competitiveness of EU undertakings in the internal market. In the Government’s view, this poses new challenges for Norway. When such initiatives lie outside the scope of the EEA Agreement, yet directly affect the competitive situation in the internal market, this may lead to a relative weakening of the competitiveness of Norwegian business and industry.
When process-oriented cooperation outside the scope of the EEA gives rise to broad initiatives that have an impact on the EU’s competitiveness and the internal market, and also to a certain extent result in legislation relevant to the EEA, Norway is more bound than before, in political, economic and legal terms, by decisions in whose preparation we have not actually participated. This means that the EEA Agreement may become relatively less important for Norway as an instrument of consultation and influence.
The Government must take account of the fact that the EU member states will increasingly make use of this type of broad, process-oriented cooperation in the years ahead. The Government attaches importance to keeping informed about the emergence of such initiatives so as to enter into a dialogue with the EU at an early stage with a view to promoting Norwegian interests. If new EEA legislation does not have the intended effect on Norwegian competitiveness unless it is implemented in combination with those parts of the EU initiatives that lie outside the scope of the EEA Agreement, the Government considers possible unilateral Norwegian adaptation in each individual case.
The Government will inform the Storting of the main lines of the EEA cooperation on an annual basis.
6.1.4 The right of veto
According to the principle of unanimity applied in the EEA Joint Committee, all the EFTA states must agree in order for new EU legislation to be integrated into the EEA Agreement and for it to apply to cooperation between the EFTA states and the EU. If one EFTA state opposes integration, this also affects the other EFTA states in that the rules will not apply to them either, neither in the individual states nor between the EFTA states themselves nor in their relations with the EU. This possibility that each EFTA state has to object to new rules that lie within the scope of the EEA Agreement becoming applicable to the EFTA pillar is often referred to as these parties’ right of veto.
So far, this right has not been exercised. This is partly because when EU legislation is to be integrated into the EEA Agreement it is submitted to the EEA Joint Committee at the final stage of an extensive process of information and consultation between the contracting parties. The purpose of this process is to ensure that agreement is reached on such decisions. During the negotiations on the EEA Agreement, compromises were found if a state had constitutional objections to the content or could invoke fundamental national interests. Even though constitutional problems are unlikely to arise in the day-to-day EEA work, the will to reach necessary compromises must still be regarded as a basic condition for cooperation.
When the Commission submits new draft legislation to the Council and the European Parliament, Norway and the other EFTA/EEA states at the same time receive the text of the proposals that are relevant to the EEA, and the EFTA pillar can begin its internal assessment.
During the process that takes place in the working groups under the Council of Ministers , amendments may be made on the basis of input from the EU member states. The EFTA states have no institutional channel of communication with the member states in this process, and must, if necessary, promote their interests through the Commission or directly in the member states. However, the position of the EFTA states on particular issues will often be reflected in corresponding views expressed by various EU member states. In certain issues in recent years, such as the patenting of biotechnological inventions, the decision-making process in the Council has led to amendments to draft directives that have benefited Norwegian interests among others. This is in line with a general political trend in these issues that transcends national frontiers.
As a rule, any problems remaining to be resolved in consultations in the EEA bodies concern isolated parts of new Community acts. In the day-to-day practical cooperation, it may in some situations seem more favourable for EEA cooperation to devise special adaptations for a state that has problems than not to make a decision at all because it is blocked by the state in question. If no solution is arrived at in the EEA Joint Committee, the matter is of course submitted to the EEA Council, i.e. the European Commission and representatives of the participating states at ministerial level.
If, despite protracted attempts to find a solution within the framework of EEA cooperation, a state finds it necessary to exercise its right of veto, the affected part of the annex to the EEA Agreement to which the new legislation in question belongs is regarded as being provisionally suspended between the EFTA pillar and the EU.
Exactly what constitutes the "affected part" of an annex is a matter for consideration by the EEA Joint Committee. Under any circumstances, any part of an annex that is replaced by new EU rules will cease to apply. If, for instance, the EU introduces new standards for certain products that are more stringent than those set out in the EEA Agreement, and the new rules are not integrated into the Agreement because they are vetoed by an EFTA state, the EFTA states may not continue to export goods to the EU on the basis of the former, less stringent product requirements in the EEA Agreement.
However, some parts of the legislation governing the internal market are so closely connected, for instance in terms of their effect on undertakings’ conditions of competition, that other parts of an annex besides the part replaced by new legislation must often presumably also cease to apply. For example, all the various Community acts in Annex IX of the EEA Agreement regarding financial services can hardly be viewed in isolation from each other. Another example of an internal link is the relationship between the various rules in Annex 1 on veterinary and phytosanitary measures. The elimination of veterinary border controls is based on a combination of several acts of legislation, as a result of which a failure to integrate new veterinary provisions in these fields into the EEA Agreement may have implications for the right to export goods to the EU without border controls.
The EU’s obligation to refrain from anti-dumping measures may also cease to apply in a particular field if, due to a veto, this field is no longer covered by common rules of competition, or if the other EU legislation in this field can no longer be regarded as an integral part of the EEA Agreement.
When the EEA Agreement was negotiated, the EFTA states were the EU’s most important export market. Enlarging the internal market to include these states was therefore of great significance for the EU. It meant that the EU had substantial vested interests in finding solutions to the EFTA states’ special problems during the original negotiations on the EEA Agreement.
Since the enlargement of the EU in 1995, the situation has changed. The importance of the EFTA pillar as a market for the EU and as a common market for the EFTA states has been significantly reduced. If problems should arise between Norway, Iceland and Liechtenstein on the one hand and the EU on the other in connection with the integration of new EU legislation into the EEA Agreement, the natural balance will therefore have shifted in the EFTA pillar’s disfavour in most areas when the EU weighs the various interests against each other. This means that it may be more difficult for the EFTA pillar to achieve genuine compromises with the EU. The 1995 enlargement also made the EU even more important to Norway in political and economic terms, and this trend will be reinforced when the Central and Eastern European candidate countries become members. In the Government’s opinion, if Norway were to exercise its right of veto, it would thus entail greater disadvantages for Norway, Iceland and Liechtenstein today than when the EEA Agreement was initially entered into.
Therefore, even though Norway has a genuine right of veto which gives us freedom to manoeuvre from a legal point of view, it is the Government’s view that our room for manoeuvre both as regards finding compromises with the EU in the EEA Joint Committee and as regards exercising our right of veto has been significantly curtailed since we entered into the EEA Agreement. This trend will be exacerbated by future enlargements of the EU to include new member states.
The possibility of exercising the right of veto in the EEA is part of the larger question of the scope of Norway’s room for manoeuvre on broad policy issues relating to important economic sectors, in relation to an EU pillar in which an increasing number of policy areas are being viewed as part of an integrated whole. The problem is rendered particularly relevant by the fact that the EU is increasingly implementing measures outside the scope of the EEA Agreement which have implications for Norway’s relative competitiveness in the internal market.
6.2 Room for manoeuvre and freedom of action
The EEA Agreement is implemented in the EU in the same way as other agreements entered into by the European Community with third countries. It constitutes part of Community law, and new member states therefore have the same rights and obligations under the agreement as the current member states. They form part of the EU pillar of EEA cooperation and enlarge the internal market, of which Norway is a part. As candidate countries become members of the EU, the political and economic weight of the EU pillar thus increases, and there is a corresponding increase in the imbalance between the EU and the EFTA pillars of the EEA. When there is disagreement between the two pillars, this imbalance may make it more difficult to find satisfactory compromises or special solutions for Norway.
The conditions that apply to the new member states are based on EC legislation. If exemptions are granted, they are transitional arrangements which, for a limited period of time, accord the new member states a lower level of obligations compared with the original member states (and possibly the EFTA states, insofar as such arrangements concern the internal market) than that prescribed by the legislation. The EFTA states are not party to the negotiations, but may contribute their views through the EEA cooperation framework. Thus, Norway’s room for manoeuvre in this process is limited.
On the whole, the EEA Agreement ensures that Norwegian undertakings have equal access, with a few exceptions, to the internal market. This will continue to be the case when the candidate countries become members. However, the markets change in response to new needs and patterns of consumption, altered political parameters and the introduction of new products based on new technology and research and development. In order to safeguard Norway’s welfare and economy, it is crucial that important Norwegian business sectors have stable, predictable parameters for their exports and international operations. Up to now, the EEA Agreement has played a pivotal role in ensuring these conditions. However, this situation will be challenged in the years ahead by dynamic processes of change that are already at work. Examples of sectors that have been affected are the petroleum sector and the fishery and aquaculture industry, i.e. Norway’s two most important export industries.
6.2.1 Oil and gas
Fifty per cent of the EU’s energy needs are currently met by imports, but this figure will probably gradually increase to 70 per cent by 2020.
In 1999, the value of Norwegian petroleum exports was approximately NOK 170 billion. Gas currently accounts for about 20 per cent of petroleum exports, but this share is expected to rise substantially in the next few years. Gas exports will therefore increase in relative importance and will have fundamental importance for Norwegian external economic relations. By far the bulk of gas exports go to the EU. Given the promising development of markets in Central Europe, new EU member states which are currently applying for membership will, in a few years’ time, be a market for Norwegian gas. Potential new markets in the longer term may also include Sweden and Finland, while technical and economic factors limit the possibilities of exporting gas to markets outside an enlarged EU.
The EU has gradually developed legislation that establishes important common steering parameters for the petroleum sector, and this trend will continue. The Licensing Directive was adopted in 1994 and subsequently integrated into the EEA Agreement. The Government intends to integrate the Gas Directive into the EEA Agreement as soon as possible. The EFTA countries in the EEA have submitted a proposal for an EEA decision in which Norway requests a transitional period of three years for national implementation. Discussions with the Commission continue, and the issue will be submitted to the Storting as a separate matter.
Parts of these directives are regarded as controversial by the EU member states. One of the aims of the directives has been to make the energy market more flexible and competitive. Electric power and gas prices are considerably higher in Europe than in the USA, and the aim is to eliminate structural barriers to increased competition. Agreement on the final version of both directives was reached after lengthy discussion between the member states in the Council. The EEA Agreement does not provide for any formal role for EFTA states in such formal consultations in the Council. When the conclusive consultations on the Licensing Directive were being held, however, Norway was negotiating for EU membership and therefore had a particular platform for dialogue. During the Council consultations on the Gas Directive, which was adopted in 1998 with 10 August 2000 as the deadline for implementation by member states, Norway was also active in making its views known to key member states and the Commission.
Gas exports differ from other activities in that delivery contracts are usually entered into before the fields are developed and often run for a twenty-year period. Norway exports gas to the European continent through pipelines, in ever increasing volumes. Thus, Norway has a long-term link to the markets and the way they function. At the same time, developing alternative markets is a lengthy, uncertain process which is also dependent on pipelines and other infrastructure that make Norwegian deliveries possible and profitable.
Pursuant to a special provision in the Gas Directive, the latter is due to be revised and any amendments made are to take effect for EU member states as from 2008. The purpose of the revision is to strengthen the internal market by examining the organization, operation, etc. of the gas sector with a view to opening it up further and increasing competition. However, the Commission is in the process of accelerating this work with a view to submitting a proposal to the Council on the further opening of the gas market from a far earlier date, i.e. in three to five years’ time.
The revision is of fundamental importance for Norwegian interests. It will take place at a time when the gas share of Norwegian petroleum exports will have approximately doubled since the directive was adopted and when it is increasing significantly. It must be assumed that the revision will be no less controversial among member states than the adoption of the directive itself was at the time. The EU must reach compromises that balance import, distribution and consumer interests and its own interests as producer. There is therefore every reason to believe that Council discussions on a revision will be very difficult and long-drawn-out. The EEA Agreement does not entitle Norway to take part in the Council process. The Government will draw up a strategy in order to safeguard Norwegian interests as effectively as possible in respect of the European Commission, the Council and the EU member states in this matter.
6.2.2 Fisheries and aquaculture
In the fishery and aquaculture sector, various estimates indicate that the value of Norwegian exports may increase from NOK 30 billion to somewhere between NOK 100 billion and NOK 150 billion in the course of the next 20 years. The export value of farmed fish is already higher than that of wild-caught fish. The industry will therefore make a crucial contribution towards compensating for the reduction in oil activity on the Norwegian continental shelf and will significantly stimulate employment and growth in the coastal districts of Norway. Sixty-one per cent of Norwegian seafood exports went to the EU in 1999. If the candidate countries are included, the percentage rises to 65 per cent.
Box 6.1 Aquaculture
The fish farming industry has in a remarkably few years developed into a dynamic growth sector in coastal Norway. It is a resource-based, knowledge-intensive industry that has made Norway one of the largest exporters of seafood in the world. Norway currently accounts for 2.8 per cent of global production in the fishery and aquaculture industries and 5.5 per cent of world trade in these products. Total export values now amount to about NOK 30 billion. The industry has developed as a result of a fortunate combination of favourable natural conditions, local expertise, good infrastructure, experience of international markets and active collaboration with a number of different research institutions.
While EU member states have free access to each other’s seafood markets, the EEA Agreement’s fishery provisions are largely laid down through Protocol 9. This protocol provides for tariff exemptions for several white fish products and tariff reductions for other fish products and processed fish products. Important Norwegian export products such as herring, mackerel, salmon, prawns, scallops and Norway lobster are not covered by the tariff reductions in the agreement, and are thus subject to high tariff rates when exported to the EU.
Because EU tariff rates for important fish species are so high that they largely preclude the export of processed fish, the further processing of these species, primarily salmon, mainly takes place in Denmark and other EU member states, which thereby retain this portion of the added value before the processed goods are sold.
The present market conditions for exports to the EU do not adequately safeguard Norwegian interests. In order to be able to fully exploit the potential inherent in the aquaculture and fishery industries, fish and fish products should be assured of far better market access in the EU. This is crucial for Norway’s ability to develop a profitable processing industry. The aquaculture industry has a substantial growth potential due to natural advantages and advances made in research and development, but the current system reduces the possibilities of achieving value creation and benefiting from economic ripple effects that the coastal regions of Norway would otherwise have had.
Another effect of the arrangements established by the EEA Agreement in the fishery sector is that Norwegian exports may have to contend with unilateral anti-dumping measures and other EU measures that regulate competition. The greater the economies of scale we achieve, and the more dominant the Norwegian industry becomes in the European market, the greater the risk of this happening may become and the more serious the social impact of any such measures may be.
Norwegian seafood is currently ensured free market access to Central and Eastern European countries by EFTA’s free-trade agreements. Several of these countries have traditionally had a high consumption of species of fish to which Norway has ample access, such as herring and mackerel. Not only have exports of these products risen very significantly, but the range of products has also been widened. Greater purchasing power due to EU membership may result in increased consumption in these countries, and the market potential is presumed to be considerable in the longer term. However, the situation for Norwegian exports to the candidate countries will deteriorate when they become members of the EU. Then the EEA Agreement will form the framework for Norway’s exchange of goods with these states as well. Just how disadvantageous this will be for the fishery industry will depend on the compensatory arrangements Norway is accorded when the current free trade regime ceases to apply. These arrangements are to be the subject of negotiations between Norway and the EU. The Government will consult the bodies of the Storting well before the commencement of such negotiations.
In the Government’s view, the solutions provided by the EEA Agreement will in future not be adequate to safeguard the interests of the fishery sector in relation to the EU. However, it may be difficult to negotiate for better market access for Norwegian exports within the framework of the EEA. The EU has its own fishery interests to safeguard, and is little inclined to change the conditions of trade for Norwegian fish set out in the EEA Agreement. In the Government’s opinion, it is therefore unlikely that Norwegian demands for free market access or other more fundamental improvements in conditions will be met by the EU unless this is accomplished in a process of negotiation that is likely to involve other elements.
6.2.3 Other factors
Unlike the EU cooperation framework, the EEA Agreement does not cover trade policy or tariffs in respect of third countries. Nonetheless, it is important for the competitive situation of the undertakings of EFTA states in the internal market that they are not at a disadvantage in third-country markets compared with competing EU undertakings. The EFTA states have therefore negotiated free trade agreements with a large number of third countries in parallel with – or soon after – EU negotiations on such agreements.
Through the Maastricht and Amsterdam processes, however, there has been a greater density of rules and measures that affect the competitive situation in the internal market, but that fall outside the scope of the EEA Agreement. The integration of foreign exchange and monetary policy in the EU has reinforced the basis for a common domestic market for the participating countries. Exchange rate uncertainty between them has been eliminated, and transaction costs related to trade in different currencies no longer apply to undertakings in the eurozone. Furthermore, external factors such as financial crises and foreign exchange speculation will presumably have less impact on this part of the internal market.
The further development of judicial cooperation in civil matters within the first pillar of the EU may benefit business and industry as regards the legal safeguarding of economic interests in other EU member states.
The paramount aim of the EU’s new process-oriented form of cooperation involving broad, cross-sectoral measures is to strengthen competitiveness within the EU area.
If, in this way, competitiveness in the internal market is increasingly enhanced by rules and measures that only apply to the EU’s economic operators, this will undermine the principle laid down in the EEA Agreement of an area of cooperation based on common rules and equal conditions of competition for all undertakings in the area.
The EFTA states may initiate measures to counteract this trend by proposing the integration of new fields into the EEA Agreement. Article 1 of the EEA Agreement imposes certain limits on the individual sectors on which the EEA Joint Committee may adopt decisions. If decisions concern matters outside these limits, which mainly comprise the "four freedoms", adjacent areas and rules of competition, the EU’s internal rules of competence do not permit it to extend its own legislation to cover the entire EEA area unless the new decisions are dealt with as separate third-country agreements, which must be dealt with in the Council and the European Parliament. This course of action is not practicable except in very special situations.
There are also other limitations on the possibilities open to the EEA Joint Committee. Admittedly, it may amend annexes to the agreement, but these are divided up according to sectors of cooperation. This makes it difficult to integrate cross-sectoral rules, for instance in the field of civil law, by means of decisions adopted by the EEA Joint Committee. In such cases, the main part of the agreement will probably have to be amended.
If the EU further develops its cooperation in fields that have a positive effect on competitiveness in the internal market outside the scope of the EEA Agreement, the Government will in each individual case assess whether Norway should make unilateral adaptations in order to safeguard its commercial interests. However, unilateral Norwegian adaptation will not always be a totally satisfactory solution, since such adaptation does not provide any guarantee that the EU will follow it up by according rights in the EU to Norwegian business and industry, for instance in the field of civil law.
If such EU cooperation gradually undermines the basic premise of an EEA cooperation with equal rights for undertakings based on common rules, this is a trend that is difficult to counteract. As long as there is a certain disparity that gives EU undertakings a competitive edge, it will not cause any particular concern in the EU. Given the political and economic imbalance between the EFTA and the EU pillars, a Norwegian initiative to renegotiate elements of the main part of the EEA Agreement with a view to redressing the imbalance is, in the Government’s opinion, unlikely to succeed. It might open the door for counterdemands for amendments in areas where Norwegian interests are under the circumstances very well safeguarded, such as in the case of institutional rights, and might have untoward effects.
In a somewhat longer-term perspective, the dynamic nature of EU cooperation also entails other potential challenges for Norway in areas that have specific implications for business policy.
In the Government’s view, the transition to the euro entails just such dynamism since it focuses attention on the issue of further coordination of economic policy between the EU member states.
The economic development of EMU is also of major significance for macro-economic stability in Norway and hence for the possibility of achieving the Government’s goals of welfare and employment. In the Government’s opinion, the introduction of the euro will therefore affect our room for manoeuvre in connection with the shaping of macro-economic policy. Issues affecting EMU lie outside the scope of the EEA Agreement. The Government therefore considers it particularly important that both the authorities and the social partners in Norway make active use of all available channels to the EU to pursue a dialogue on economic issues.
The states participating in the third stage of EMU will be more deeply affected than before by the economic policy pursued in the other euro countries. For example, rising inflation or weak budgetary discipline in one participating state could contribute to a rise in the common interest rate. The keener competition within the eurozone as a result of EMU may also increase the need for tax harmonization to prevent member states from using tax reductions as a means of attracting companies and jobs. Taxation as a whole lies outside the scope of EEA cooperation, but the solutions found by the EU may also have implications for the choices that Norway makes in this area.
In the environmental field, the time is becoming ripe for utilizing new types of measures. In order to meet the requirements laid down in the Kyoto Protocol, the European countries will, for example, need to pursue a coordinated climate policy that will help to reduce the link between economic growth and fossil fuel consumption. It is difficult to see how this can be done without imposing common minimum rules for certain types of taxes and introducing trade in emission quotas. EC law already authorizes the adoption of environmental taxes. However, such decisions require unanimity. In the years ahead, the Government expects to see a trend in the EU whereby such measures will be adopted at Community level, either through the creation of a political basis for unanimity or through the authorization of majority decisions.
The Commission has proposed a framework directive for energy taxes. If decisions based on this proposal are subsequently adopted and implemented, they may have a significant effect on competition between various energy carriers in the EU market and thus for Norwegian interests.
An extensive analysis is currently being carried out by the OECD, which is to culminate in the presentation of policy recommendations at a joint meeting of environmental and finance ministers in May 2001. These recommendations are also expected to address the issue of environmental taxes and may accelerate a process towards the adoption of decisions by the EU and other OECD member states on the national implementation of necessary measures.
In the Government’s opinion, even though taxes are a field that is not covered by the EEA Agreement, cooperation in the EEA will be subjected to heavy pressure if the EU and Norway develop different systems of taxes to protect the environment that give one of the parties a substantial competitive edge. If Norwegian undertakings were to benefit from significant competitive advantages in a particular sector, this might set in motion a process leading to EU demands to renegotiate the EEA Agreement, which could have unforeseeable consequences. The Government therefore considers it necessary, not only for reasons of environmental policy but also out of consideration for fundamental Norwegian commercial interests, to achieve the closest possible dialogue and coordination with the EU as regards the use of taxes in environmental policy.
6.3 The EEA and Norwegian interests
The EEA Agreement has safeguarded fundamental Norwegian interests since it entered into force on 1 January 1994.
When the EEA Agreement was negotiated, the two parties shared a strong mutual interest in expanding their economic relations. The sound institutional solutions arrived at, with the establishment of common institutions and parallel structures for the EFTA states’ participation in EU cooperation, reflect the great importance the parties attached to the cooperation.
Today the political parameters for cooperation within the EEA have changed significantly. Since the agreement was negotiated, the EFTA pillar has been diminished by the departure of Sweden, Finland, Austria and Switzerland. However, the institutional framework for the EFTA states’ cooperation and participation has been maintained, even though the balance of economic and political weight between the two pillars has shifted considerably.
Cooperation between the EU member states is developing as a dynamic process aimed at meeting the new challenges resulting from globalization and technological advances. This cooperation, which also covers factors that have implications for the internal market, is being deepened and now encompasses a broader range of fields than those covered by the EEA Agreement. This poses new challenges for Norway and the competitiveness of Norwegian business and industry.
The Government will actively seek to meet these challenges through close contact with the EU and the EU member states and through active use of the EEA. However, amending or expanding the EEA Agreement with a view to safeguarding Norwegian interests more effectively will not be a question of our interests alone. Since the agreement covers such a broad field of economic relations, the needs of the contracting parties will necessarily often differ. The weakening of the EFTA pillar in relation to the EU pillar will now make it difficult to achieve the same balance as regards solutions as that which was possible when the agreement was originally negotiated. In the Government’s view, seeking to replace or change the solutions provided by the EEA Agreement would have unforeseen consequences for Norway.
The EEA Agreement will continue to be of decisive importance for the safeguarding of important Norwegian interests. However, the challenges that Norway now faces as a consequence of the globalization of national economies and technological advances are so complex and extensive that they must be met in close cooperation with other countries and with a broad range of measures if we are to continue to ensure value creation and welfare in our society. The Government will make active use of EEA cooperation to this end. However, the EEA will not suffice as a tool. Substantial national efforts will be increasingly necessary to ensure Norway’s active participation in European economic and political cooperation if we are to safeguard fundamental interests in a satisfactory manner. | <urn:uuid:7da1cbd0-9e61-42b3-b7ea-4f419cd7e72c> | CC-MAIN-2015-11 | https://www.regjeringen.no/en/find-document/dep/UD/reports-to-the-storting/20002001/report_no-12_to_the_storting_2000-2001/7/id193725/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463608.25/warc/CC-MAIN-20150226074103-00171-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.961742 | 9,848 | 3.03125 | 3 | {
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