learning is the means whereby we acquire new working knowledge about the world. memory is the means whereby we retain that knowledge over time. our abilities to learn and remember are essential to our sense of self and our ability to function effectively in daily life. memory is the glue that holds our mental life together. as a result, we are who we are in large part because of what we have learned and what we remember from past experience. but what is memory? how does the brain capture and sustain it? why does memory sometimes fail us? those simple questions, of course, have exceedingly complex answers, and many biological details about the process of memory in humans and other animals remain unknown. hhmi investigator eric r. kandel of columbia university, however, has provided a good start. his studies of the molecular basis of learning and memory underpin much of what we know about how events are recorded by the brain, processed by individual nerve cells, and etched in gray matter. for his work on learning and memory, kandel was awarded a share of the 2000 nobel prize in physiology or medicine. in the 1960s, kandel began his studies of learning and memory by focusing on the behavior of the sea slug aplysia, which he found to be a marvelously tractable system in which to study the cellular basis of these abilities. with only about 20, 000 nerve cells — compared with the roughly thousand billion in humans — and a well - delineated neural circuitry, it proved possible to zero in on a biologically interesting reflex pathway. like humans and other animals, aplysia is capable of learning to modify this reflex, and this learning involves making memories. kandel found that the cellular basis for memory depends on persistent changes in synapses, the connections between nerve cells. the differences in the strength of these connections come about through learning. kandel found that when, in the simple withdrawal reflex, the gill reacts to touch, the connection between the sensory nerve cell and motor nerve cell of the reflex are activated. when the sea slug was taught to ignore a harmless touch, the connections between the sensory nerve cell and motor cell weakened. when the same light touch was coupled to an unpleasant fearful stimulus the animal became sensitized. it would now react strongly to the light touch because the same set of connections had strengthened. kandel later discovered that short - term memory is kindled by the modulation of synapses and that long - term memory is sustained by the activation of genes. the formation of memories, kandel determined, is a


set of connections had strengthened. kandel later discovered that short - term memory is kindled by the modulation of synapses and that long - term memory is sustained by the activation of genes. the formation of memories, kandel determined, is a function of biochemical changes that occur at the synapse. to make short - term memories, the proteins involved in a chain of events at the nexus of nerve cells are chemically altered by the addition of phosphate groups. to cement a memory for the long haul, proteins are added at the synapse to make new connections with sensitization and lose connections with habituation. in the 1990s, he turned from studying simple forms of learning to more complex forms using genetically modified mice and showed that similar principles for short and long term memory were at work here as well. by laying a foundation for understanding the events that shape our ability to learn and remember, kandel ' s work has helped us understand not only the cellular processes that occur during the acts of learning and remembering, but also - through his work on mice - where things can go wrong when dementia and other illnesses that affect memory arise. the cellular processes revealed by kandel are among the targets of drugs used to alleviate these disorders of memory. pinpointing the activity of individual nerve cells engaged in the process of learning and memory may help in the development of new, more effective agents to treat diseases that affect the brain. photo : matthew septimus


how to get shading right recent improvements to window technology make substantial air conditioning energy savings possible. however, shading remains a time - tested method to accomplish the same end. architectural and site shading can have an even greater impact on reducing daily cooling use than upgrading windows. using both a prototype building and modeling simulations, a study by our team at the national renewable energy laboratory ( nrel ) evaluated the relative impacts of different solar load control strategies. the study points the way toward optimizing the interaction of various methods for reducing solar heat gain. this is helpful, as the wide variety of shading options currently available can make choosing an effective solar load control strategy confusing ( see snapshots of shading options, he sept / oct ' 00, p. 20 ). the prototype house was built in 1998 in tucson, arizona, as part of the department of energy ' s building america program. its integrated package of energy - saving features includes structural insulated panels ( sips ) for the wall and roof construction, white coating on the roof, spectrally selective windows, architectural shading, an interior location for the air handler and ducts, highefficiency air conditioning equipment, and solar water heating. building america ( see clean breathing in tract homes, p. 29 ) works with five building industry teams to produce advanced residential buildings on a community scale. systems incorporated into these houses are evaluated by conducting successive design, test, redesign, and retest iterations until cost and performance trade - offs yield innovations that can be cost effectively implemented in production - scale housing. rgc courthomes, inc., built the prototype, with input from the ibacos building america consortium. building performance was modeled using a detailed hourly energy simulation tool and was measured while the building was unoccupied for a period of 12 days. model inputs included direct measurements of the net air exchange rate, surface reflectance, and window transmittance. model results, after calibration, showed good agreement with the direct measurements of cooling loads and air conditioning energy use. analyzing the interactions between building performance and solar load control strategies in a prototype house can facilitate the optimization of cost and performance trade - offs in large - scale production. typical new productionscale houses in the tucson market are framed on a slabon - grade foundation with stucco exterior finish and a sloped concrete tile or flat built - up bituminous roof. these standard - practice houses are built using standard construction materials and techniques, including nominal 2 x 4 wood framing, fiberglass batt insulation


- grade foundation with stucco exterior finish and a sloped concrete tile or flat built - up bituminous roof. these standard - practice houses are built using standard construction materials and techniques, including nominal 2 x 4 wood framing, fiberglass batt insulation, 1 - inch polystyrene sheathing, and double - pane, clear - glass, aluminum frame windows. the slab foundation has no insulation, and the attic is usually vented. a forcedair distribution system provides space heating and cooling, with the air handler located in the garage and the flex duct in the attic. this system is typically supplied by a 10 - seer air conditioner and an 80 % annual fuel utilization efficiency ( afue ) gas furnace. the prototype house differs from these houses in several respects. it has a well - insulated airtight envelope, with minimized air distribution losses. the house ' s energy - saving features, plus the large ratio of window to floor area in the design, render window contributions more important than they are in conventional housing, particularly in the tucson climate. the prototype incorporates several reengineered features into its structural and mechanical equipment systems ( see table 1 ). envelope changes include a sealed, insulated, and conditioned crawlspace foundation ( a shallow basement ) and sips ( see sips face the skeptics, he, mar / apr ' 98 ). the foundation stem walls are 6 - inchthick reinforced concrete, insulated on the interior with a 2 - inch - thick rigid foam board ( r - 10 ) that serves as the concrete form. each wall and roof panel consists of a polyurethane foam core sandwiched between 7 / 16 - inch thick oriented strand board ( osb ) sheathing. sips 41 / 2 - inches thick are used for the walls, and sips 61 / 2 - inches thick form the flat lowslope ceiling / roof assembly. the walls are finished with synthetic stucco on the exterior. the roof panels are finished with a white singleply rubberized fabric coating on the exterior ( the inside is cathedralized, with no attic space ). the windows have vinyl frames with a thermal break, double panes, and spectrally selective coatings on the inside of the outer pane ( surface two ) of the tinted glazing. mechanical system features include putting the air handler in an interior chase, locating all ductwork within the conditioned space, and installing a 12 - seer ( seasonal energy efficiency ratio ) air conditioner. a batch - type solar water heater


overhangs or by the adjacent houses. the simulation model was imported into a three - dimensional graphic representation program that has rotational view capabilities to check building geometry. figure 1 shows the location of exterior walls, windows, doors, and overhangs. crawlspace walls are evident in this view. shading from adjacent houses is significant at this site. the geometry of houses and fences to the east and west are modeled as measured at the site ; these shading surfaces are also shown in the figure. how the shading options added up for the determination of annual heating and cooling energy, occupied building operation is simulated. the simulation of occupied conditions in this building for a full year predicts that 3, 285 kwh of cooling energy and 71 therms of space - heating energy are required per year. heat gain through the windows is the largest component of envelope load, and it constitutes more than 30 % of the total cooling energy load ( see figures 2 and 3 ). figure 4 presents the daily load profiles of air conditioning electricity use on a typical cooling day for four combinations of glazing and shading. in this case, the shading includes both the architectural overhangs and the site shading from adjacent buildings. standard glazing without shading represents the worst case, and spectrally selective glazing with shading ( the existing building ) represents the best case. the combination of high - performance glazing and shading achieves a 0. 4 kw ( 14 % ) reduction in afternoon peak electricity demand and a 12. 4 kwh ( 30 % ) reduction in daily total electricity used for air conditioning. architectural and site shading reduces daily cooling use more than upgrading the windows does. the shading combination reduces daily cooling energy use by 9. 4 kwh ( 22 % ), as compared to 4. 4 kwh ( 11 % ) for just upgrading the windows. architectural shading is clearly very important in reducing cooling loads. it reduces the annual cooling requirement by approximately 23 %, whether one starts with standard double - pane glazing or with spectrally selective glazing. in both cases, the heating load increases as the solar gain is reduced, but thanks to the combination of the tucson climate and the wellinsulated tight building shell, this has little impact. even in the worst case scenario, less than 80 therms per year of space heating is required. in this housing development, site shading plays an important role in reducing morning and evening direct solar gain. the test house is shaded to


impact. even in the worst case scenario, less than 80 therms per year of space heating is required. in this housing development, site shading plays an important role in reducing morning and evening direct solar gain. the test house is shaded to the east and west by adjacent, two - story houses. this site shading not only reduces the solar gain through the windows, but effectively shades much of the exterior wall area, reducing overall conductive gains as well. annual energy costs the cooling and heating loads are combined into a single value by converting the energy requirements to costs. the study assumed that electricity costs 10. 5¢ / kwh, and natural gas costs 79¢ / therm for the first 20 therms a month and 75¢ / therm above that. figure 5 shows annual cooling and heating costs as a function of glazing type, two types of shading, and the orientation of the front of the house. using the data from this figure and referencing a base case building with standard windows with no overhangs but with adjacent building shading, table 2 presents the reduction in cooling and heating costs for a subset of combinations. the existing building has a south orientation, and the combined features lead to a 26 % reduction in cooling and heating costs. the total cost of cooling and heating is reduced by more than 10 % by adding the presence of the adjacent houses. as expected, the maximum effect from architectural shading occurs if the front of the house faces west, which orients most of the window area to the south. the maximum effect of site shading occurs if the front of the house faces north, which orients most of the window area to the west. with the front facing east, the majority of windows are on the north side, and neither architectural nor site shading has much effect on cooling and heating costs. - first page - previous page enter your comments in the box below : ( please note that all comments are subject to review prior to posting. )


salt reduction strategies tasting success with cutting salt twenty - five science based strategies & culinary insights department of nutrition, harvard school of public health & the culinary institute of america table of contents what portion size, produce, fresh foods, and healthy fats have to do with sodium reduction why a stealth health approach can help everyone cut back on salt which foods are highest in sodium, and how to make lower sodium choices from the farm to the table, there are many ways to boost flavor that are light on salt future research can guide the way to compelling reduced sodium flavors download a pdf of read more about the creation of the institute of medicine ’ s newly released report, strategies to reduce sodium intake in the united states, focuses on big - picture strategies for reining in america ’ s salt habit. ( 1 ) although the report ’ s recommendations represent an essential step forward, there are many things that individuals, chefs, and organizations can do right now to reduce sodium. consumers can use these tips when they cook at home, shop in the supermarket, or choose a meal at their favorite restaurant. chefs and product developers can tap these ideas in the professional kitchen. media representatives, healthcare professionals, and food marketers can mine this list for ways to promote positive and delicious nutrition messages about cutting salt. many of these guidelines offer a “ stealth health ” approach to sodium reduction — ways that sodium can be reduced with no change or minimal change to consumer food experiences or choices. others suggest ways to rebalance and re - imagine food choices as well as introduce new foods that can easily translate into satisfying meals. these culinary insights are in addition to valuable food science research already underway on the role of salt in foods and salt substitutes. the good news is that most of these guidelines support broader diet recommendations for good health. no sodium reduction effort will succeed if it undermines the flavor of our foods and the role that food plays in our lives. that ’ s why we urge a wide - ranging, innovative approach to sodium reduction on the part of all stakeholders, one that puts as much emphasis on culinary insight, taste, and flavor as on the scientific and public health imperatives. 1. downsize your portions : you ’ ll scale back the sodium ( and the calories ). a good rule of thumb is that the more calories a meal has, the more sodium it has. two out of three americans need to lose weight. so skip the supersize. share a dish when dining out. you can cut your salt — and trim your waist. our bodies need more potassium than sodium


as important as the thought itself. he knew how to make the sound suit the thought, as in " the raven " and " the bells. " one who understands no english can grasp the meaning of the different sections from the mere sound, so clearly distinguishable are the clashing of the brass and the tolling of the iron bells. if we return to our definition of poetry as an expression of the heart of a man, we shall find the explanation of these peculiarities : poe was a man of moods and possessed the ability to express these moods in appropriate the contrast between the emotion of poe and the calm spirit of the man who followed him is very great. in henry wadsworth longfellow american poetry reached high - water mark. lacadio hearn in his " interpretations of literature " says : " really i believe that it is a very good test of any englishman ' s ability to feel poetry, simply to ask him, ` did you like longfellow when you were a boy? ' if he says ` no, ' then it is no use to talk to him on the subject of poetry at all, however much he might be able to tell you about quantities and metres. " no american has in equal degree won the name of " household poet. " if this term is correctly understood, it sums up his merits more succinctly than can any other longfellow dealt largely with men and women and the emotions common to us all. hiawatha conquering the deer and bison, and hunting in despair for food where only snow and ice abound ; evangeline faithful to her father and her lover, and relieving suffering in the rude hospitals of a new world ; john alden fighting the battle between love and duty ; robert of sicily learning the lesson of humility ; sir federigo offering his last possession to the woman he loved ; paul revere serving his country in time of need ; the monk proving that only a sense of duty done can bring happiness : all these and more express the emotions which we know are true in our own lives. in his longer narrative poems he makes the legends of puritan life real to us ; he takes english folk - lore and makes us see othere talking to arthur, and the viking stealing his bride. his short poems are even better known than his longer narratives. in them he expressed his gentle, sincere love of the young, the suffering, and the sorrowful. in the sonnets he showed ; that deep appreciation of european literature which made noteworthy his teaching


gay and lesbian issues the adolescent years are full of challenges, many related to sex and sexual identity. these issues can be especially difficult for teens who are ( or think they may be ) homosexual. homosexual teens deserve the same understanding and respect as heterosexual teens, and it is important for everyone to know the facts about homosexuality. here are the basics. each of us has a biological sex ( we have a male or female body ), a gender identity ( we feel like a male or female ), and a sexual orientation ( we are attracted to males or females ). homosexuality refers to a person ' s sexual orientation ; homosexual teen - agers have strong romantic or sexual feelings for a person of the same sex. heterosexual teen - agers are attracted to people of the opposite sex, and bisexual teens are attracted to people of both sexes. the word " gay " is used to describe both men and women who are homosexual, with the word " lesbian " specifically referring to a homosexual woman. it is estimated that 10 percent of the population in the united states and throughout the world is lesbian or gay. although scientists don ' t know why some people are homosexual and others are not, most believe that homosexuality is a normal variation of sexual orientation. it may be genetic, result from natural substances ( hormones ) in the body, be influenced by the environment before or after birth, or, most likely, several of these things working in combination. homosexual teens are found in all types of families. homosexuality is not caused by " bad parenting. " if your teen is gay, it is not because of anything you or anyone else did. homosexuality also is not something a person chooses, nor is it an illness that can be cured. according to the american psychiatric association, so - called therapies such as " reparative therapy " and " transformational ministry " don ' t work and actually can be harmful, causing guilt and anxiety in homosexual teens. not all teen - agers who are attracted to members of the same sex are homosexual. many teens experiment with their sexuality during adolescence, in much the same way that they experiment with clothing, body art or music. this brief sexual experimentation is thought to be a normal part of sexual development. for homosexual teens, the attraction to people of the same sex is stronger and longer lasting. back to top every family is different. while one parent may find out by chance that a teen is homosexual, others may hear directly from their teen in person, in a letter or by a phone call. when a teen tells other people that


| | | what your doctor is saying | | | what are the odds? understanding risk last reviewed on september 12, 2012 by robert h. shmerling, m. d. beth israel deaconess medical center " if you take this medication, you will reduce your risk of disease by 20 %, and 98 % of people taking it have no serious side effects. " sounds good, right? perhaps not. what if your chance of getting the disease is only one in 1, 000 but two people out of every 100 experience a deadly side effect? talk about risk doctors, nurses, reporters and drug advertisers often talk about risk, though they may not call it that. in fact, they often use other terms that sound logical and understandable such as " chance " or " likelihood " ( as in " if you smoke, you will increase your chances of having lung disease " ). alternatively, they may couch the terms in personal experience ( as in " i think this medicine will help you ; it works for most of my patients " ). or, the message may be even more vague : when a doctor says " i think this therapy will help and i doubt it will cause you any problems, " the doctor is really saying he or she hopes it helps because it usually does, but that there is a risk that the medication will cause side effects and / or that it will not work. whether or not the word is used, these are all examples of risk, the notion that something might or might not happen and that the likelihood is not zero or 100 %. i was taught in medical school to " never say never and never say always, " because absolute certainty is so rare. back to top risk is not simple risk is a trickier concept than many people think. it may seem like something to avoid at all costs, but the fact is that while you may be able to choose one risk over another, you cannot always avoid risk altogether. avoiding one risk may pose other risks. for example, if you have high blood pressure and a doctor prescribes a medication to lower it, there is a risk of side effects from the medication ; but by avoiding the risk of having a side effect, you increase the risk that you will have a stroke due to untreated high blood pressure. many people view any risk at all as a terrible thing, but it is important to realize that it represents a chance that something will happen, not a certainty. even when talking about bad outcomes ( such as the risk of surgery or the


blood pressure. many people view any risk at all as a terrible thing, but it is important to realize that it represents a chance that something will happen, not a certainty. even when talking about bad outcomes ( such as the risk of surgery or the risk of medication side effects ), there is often an excellent chance that nothing bad will happen. consider this example. for a person suffering chronic arthritis and terrible joint pain for the last two years, symptoms probably will continue unless something changes ( such as starting an effective treatment ). the risk of side effects from any medication is clearly important, but it must be weighed against the high risk that joint pain will continue. if three out of 100 people taking a high - dose anti - inflammatory medication ( such as ibuprofen ) develop a stomach ulcer each year ( that is, if the yearly risk is 3 % ), it is important to weigh that against the risk of ongoing pain ( which is much higher ). and it also means that 97 out of 100 people will not suffer an ulcer as they enjoy the benefits of the medication. back to top the confusing ways to describe risk the other reason risk is confusing is that there are many ways it can be described. people may choose one way to describe risk to emphasize how high it is, while others use another way to express the same risk to downplay it. remarkably, the same risk can seem quite different depending on how it is expressed. one of the most common areas of confusion comes with the difference between absolute risk and relative risk. imagine that you are offered a choice of two medications to reduce your risk of a heart attack : - medication a will decrease your risk of heart attack by 20 %. - medication b reduces your risk from 5 % to 4 %. if you think that medication a sounds better, you are not alone. relative risk is described, by comparing the new risk with the risk before treatment. although vitally important, the actual risk with and without the medicine is not mentioned for medication a. if you thought medication b sounds less impressive, perhaps it ' s because knowing that the starting and ending risks are similar that is, knowing the actual, or absolute, risks makes the change seem less dramatic. this is particularly true when overall risk is very low or very high in the first place. although they provide a more accurate assessment of risk, expressions of absolute risk are often missing from news or ads. most of us would think that medication a is better. but as described, medication a and b could be the same drug.


the satellite images displayed are infrared ( ir ) images. warmest ( lowest ) clouds are shown in white ; coldest ( highest ) clouds are displayed in shades of yellow, red, and purple. imagery is obtained from the goes and meteosat geostationary satellites, and the two us polar orbiter ( poes ) satellites. poes satellites orbit the earth 14 times each day at an altitude of approximately 520 miles ( 870 km ). as each orbit is made the satellite can view a 1, 600 mile ( 2, 700 km ) wide area of the earth. due to the rotation of the earth the satellite is able to view every spot on earth twice each day. data from multiple orbits are mosaicked together to provide wide scale global and full earth views in a single image. occasional dark triangular areas that occur on poes images are a result of gaps in data transmitted from the orbiters. a weather satellite is a type of satellite that is primarily used to monitor the weather of the earth. these meteorological satellites, however, see more than clouds and cloud systems. city lights, fires, effects of pollution, auroras, sand and dust storms, snow cover, ice mapping, boundaries of ocean currents, energy flows, etc., are other types of environmental information collected using weather satellites. weather satellite images helped in monitoring the volcanic ash cloud from mount st. helens and activity from other volcanoes such as mount etna. smoke from fires in the western united states such as colorado and utah have also been monitored. other environmental satellites can detect changes in the earth ' s vegetation, sea color, and ice fields. for example, the 2002 oil spill off the northwest coast of spain was watched carefully by the european envisat, which, though not a weather satellite, flies an instrument ( asar ) which can see changes in the sea surface el nino and its effects on weather are monitored daily from satellite images. the antarctic ozone hole is mapped from weather satellite data. collectively, weather satellites flown by the u. s., europe, india, china, russia, and japan provide nearly continuous observations for a global weather


kate wiley ( 202 ) 633 - 3129 smithsonian ’ s lemelson center spotlights hollywood ’ s history of innovation “ places of invention ” exhibition to feature development of technicolor the academy awards would be much less colorful without the innovations in 1930s and ’ 40s hollywood filmmaking that the smithsonian ’ s lemelson center for the study of invention and innovation will showcase in its upcoming “ places of invention ” exhibition, set to open in 2015. initiative and creativity drove hollywood ’ s “ golden age ” — a time of great technological change in the motion picture industry, moving from silent and black - and - white to sound and color. “ places of invention ” will highlight the invention and adoption of technicolor, detailing the three - strip process used in the wizard of oz and gone with the wind and reveal the people behind its success, inventors herbert kalmus, daniel comstock and w. burton westcott, who set up shop in hollywood in 1923. also integral to its success was natalie kalmus, a consultant for technicolor on many classic films who, in making decisions about makeup, costumes and lighting, controlled the aura of technicolor. “ our take on the hollywood story goes behind the camera to examine the inventions that significantly changed both the way movies were made and the complexity and popularity of movies themselves, ” said art molella, director of the center. “ the hollywood and technicolor stories exemplify the outcomes possible when creativity and collaboration are allowed to thrive. ” the invention and evolution of technicolor made possible such awards as best visual effects while transforming hollywood into a hot spot of innovation — a place where a critical mass of inventive people, networks, institutions and funding come together and creativity flourishes. this year alone, six of the nine nominees for best picture implemented various technicolor technologies in their films. overall, 19 films nominated for oscars employed technicolor ’ s various offerings in their respective films. “ places of invention ” — made possible by a $ 2. 6 million grant from the national science foundation — will feature a selection of hot spots of invention and innovation. the planned 3, 500 - square - foot exhibition will focus on the mid - 19th century to the present and will feature hands - on experiences based on inventive skill - building and illustrating the ways that places and social collaboration shape the inventive process. for more on the exhibition, visit http : / / invention. smithsonian. org / places. the


to make this sentence true i have to put <, >, or = in between ( ) the given fractions or decimals? 7 / 20 ( ) 2 / 5 0. 15 ( ) 1 / 8 please explain? given a rectangular prism with dimensions w = 3, l = 4, and h = 6. if you created a second rectangular prism with the length doubled but the height halved ( and the width stays the same ), which would be the relation of the second volume to the first volume? 740 mm hg how would you calculate the concentration of an aqueous solution of ca ( oh2 ) that has a ph of 12. 57. poetry, part 1 which one of the following lines best illustrates personification? a. a narrow wind complains all day. b. the fog comes on little cat feet. c. she floated graceful as a dove. d. spring is a dream unsung. wilma ' s arm is broken when paula knocks her down during an agrument. if wilma sues paula for battery, what damages is wilma likely to receive? well i saying both. i have describe two cultrals and their views on health. i shows african and caucaisians american. i know that african american an excessive impact on minority populations is chronic diseases. chronic diseases that are consider in african american are aids,... i need some help with what are some of the implications to health care providers in african american and caucasian? considering cultural views on the health as organic, health as harmony and disease as a curse or stigma i need some help with listing at two pros and cons for each of the given patient and caregiver roles as a - mechanics and machines - parents and children - spiritualists and believers - providers and consumers - partners this is so i can right my paper for further reading


acrylic a synthetic fabric often used as a wool substitute. it is warm, soft, holds colors well and often is stain and wrinkle resistant. angora rabbit hair a soft fiber knit from fur of the angora rabbit. angora wool is often combined with cashmere or another fiber to strengthen the delicate structure. dry cleaning is recommended for angora products. bedford a strong material that is a raised corded fabric ( similar to corduroy ). bedford fabric wears well and is usually washable. boot footwear which covers the entire foot and extends to the height of the anklebone or up to the thigh. bootie a shoe that resembles a boot in style but is not as high. brocade an all - over floral, raised pattern produced in a similar fashion to embroidery. cable knit patterns, typically used in sweaters, where flat knit columns otherwise known as cables are overlapped vertically. cashmere a soft, strong and silky, lightweight wool spun from the kashmir goat. cashmere is commonly used in sweaters, shawls, outerwear, gloves and scarves for its warmth and soft feel. chiffon a common evening wear fabric made from silk, cotton, rayon or nylon. it ' s delicate in nature and sheer. chintz a printed and glazed fabric made of cotton. chintz is known for its bright colors and bold patterns. circumference the measurement around the shaft of a boot taken at the widest part. corduroy cotton blend fibers twisted as they are woven to create long, parallel grooves, called wales, in the fabric. this is a very durable material and depending on the width of the wales, can be extremely soft. cotton a natural fiber that grows in the seed pod of the cotton plant. it is an inelastic fiber. crepe used as a description of surfaces of fabrics. usually designates a fabric that is crimped or crinkled. crinoline a lightweight, plain weave, stiffened fabric with a low yarn count. used to create volume beneath evening or wedding dresses. crochet looping threads with a hooked needle that creates a wide, open lace. typically used on sweaters for warm seasons. cushioning padding on the sole of a shoe for added comfort and stabilization. denimcotton blend fabric created with a twill weave to create a sturdy fabric. used as the primary material of blue jeans. dobbywoven fabric where the weave of the fabric actually produces the garment ' s design. embroidery detailed needlework,


. jacquard a fabric of intricate variegated weave or pattern. typically shown on elegant and more expensive pieces. jersey a type of knit material known to be flexible, stretchy, soft and very warm. it is created using tight stitches. knit a knit fabric is made by interlocking loops of one or more yarns either by hand with knitting needles or by machine. linenan exquisite material created from the fibers of the flax plant. some linen contain slubs or small knots on the fabric. the material is a light fabric perfect for warm weather. liningthe leather, fabric or synthetic material used on the inside of a shoe. lame a metallic or plastic fiber woven into material to give the garment shine. lycra ®tmspandex fibers add stretch to fabric when the fibers are woven with other fiber blends. these materials are lightweight, comfortabletm and breathable, and the stretch will not wear away. madras originating from madras, india, this fabric is a lightweight, cotton material used for summer clothing. madras usually has a checked pattern but also comes in plaid or with stripes. typically made from 100 % cotton. marled typically found in sweaters, marled yarn occurs when two colored yards are twisted together. matte a matte finish has a lusterless surface. merino wool wool sheered from the merino sheep and spun into yarn that is fine but strong. modal a type of rayon that is made from natural fibers but goes through a chemical treatment to ensure it has a high threshold of breakage. modal is soft and breathable which is why it ' s used as a cotton replacement. non - iron a treated cotton that allows our easy care shirts to stay crisp throughout the day and does not need ironing after washing / drying. nylon a synthetic fiber that is versatile, fast drying and strong. it has a high resistance to damage. ombre a color technique that shades a color from light to dark. paisley a pattern that consists of crooked teardrop designs in a repetitive manner. patent leather leather made from cattle hide that has been varnished to give a hard and glossy finish. placket the piece of fabric or cloth that is used as a concealing flap to cover buttons, fasteners or attachments. most commonly seen in the front of button - down shirts. also used to reinforce openings or slits in garments. piping binding a seam with decoration. piping is similar to tipping or edging where a decorative material is sewn into the seams


most commonly seen in the front of button - down shirts. also used to reinforce openings or slits in garments. piping binding a seam with decoration. piping is similar to tipping or edging where a decorative material is sewn into the seams. pointelle an open - work knitting pattern used on garments to add texture. typically a cooler and general knit sweater. polyester a fabric made from synthetic fibers. polyester is quick drying, easy to wash and holds its shape well. ponte a knit fabric where the fibers are looped in an interlock. the material is very strong and firm. poplin a strong woven fabric, heavier in weight, with ribbing. pump classically a high, medium, or low heeled, totally enclosed shoe. variations include an open toe or ornament. rayon a manufactured fiber developed originally as an alternative for silk. rayon drapes well and looks luxurious. sateen a fabric woven with sheen that resembles satin. seersucker slack - tension weave where yarn is bunched together in certain areas and then pulled taught in others to create this summery mainstay. shaft height measurement of the shaft of the boot, which is from the top of the boot to the inside seam where the instep and the sole meet. shirring similar to ruching, shirring gathers material to create folds. silk one of the most luxurious fibers, silk is soft, warm and has shine. it is obtained from the cocoons of the silkworm ' s larvae. sole the outsole, or bottom part of a shoe. space dyed technique of yarn dyeing to produce a multi - color effect on the yarn itself. also known as dip dyed yarn. spandexelastomeric fiber, this material is able to expand 600 % and still snap back to its original shape and form. spandex fibers are woven with cotton and other fibers to make fabrics stretch. stacked heel a heel made of leather or leawood covering that gives the appearance of wood. synthetic materials man - made materials designed to look or function like leather. tipping similar to edging, tipping includes embellishing a garment at the edges of the piece, hems, collars etc. tissue linen a type of linen, which is specifically made for blouses or shirts due to its thinness and sheerness. tweed a loose weave of heavy wool makes up tweed, which provides warmth and comfort. twill a fabric woven in a diagonal weave. commonly used for chinos and denim. variegated multi -


due to its thinness and sheerness. tweed a loose weave of heavy wool makes up tweed, which provides warmth and comfort. twill a fabric woven in a diagonal weave. commonly used for chinos and denim. variegated multi - colored fabrics where colors are splotched or in patches. velour a stretchy knit fabric, typically made from cotton or polyester. it has a similar soft hand to velvet. velveta pile fabric in which the cut threads are very evenly distributed, with a short dense pile, giving it a distinct feel. velveteen a more modern adaptation of velvet, velveteen is made from cotton and has a little give. also known as imitation velvet. viscosea cellulosic man - made fibers, viscose is soft and supple but can wrinkle easily. wale only found in woven fabrics like corduroy, wale is the long grooves that give the garment its texture. wedge heel a heel that lies flat to the ground and extends from the shank to the back of the shoe. windowpane dark stripes run horizontal and vertical across a light background to mimic a window pane. woven a woven fabric is formed by interlacing threads, yarns, strands, or strips of some material.


bootie a shoe that resembles a boot in style but is not as high. brocade an all - over floral, raised pattern produced in a similar fashion to embroidery. circumference the measurement around the shaft of a boot taken at the widest part. cotton a natural fiber that grows in the seed pod of the cotton plant. it is an inelastic fiber. cushioning padding on the sole of a shoe for added comfort and stabilization. dobbywoven fabric where the weave of the fabric actually produces the garment ' s design. embroidery detailed needlework, usually raised and created by yarn, thread or embroidery floss. faille a slightly ribbed, woven fabric of silk, cotton, or rayon. houndstooth a classic design containing two colors in jagged / slanted checks. similar to glen plaid. liningthe leather, fabric or synthetic material used on the inside of a shoe. lame a metallic or plastic fiber woven into material to give the garment shine. marled typically found in sweaters, marled yarn occurs when two colored yards are twisted together. matte a matte finish has a lusterless surface. merino wool wool sheered from the merino sheep and spun into yarn that is fine but strong. ombre a color technique that shades a color from light to dark. paisley a pattern that consists of crooked teardrop designs in a repetitive manner. poplin a strong woven fabric, heavier in weight, with ribbing. sateen a fabric woven with sheen that resembles satin. shirring similar to ruching, shirring gathers material to create folds. sole the outsole, or bottom part of a shoe. stacked heel a heel made of leather or leawood covering that gives the appearance of wood. synthetic materials man - made materials designed to look or function like leather. tweed a loose weave of heavy wool makes up tweed, which provides warmth and comfort. twill a fabric woven in a diagonal weave. commonly used for chinos and denim. variegated multi - colored fabrics where colors are splotched or in patches. viscosea cellulosic man - made fibers, viscose is soft and supple but can wrinkle easily. wedge heel a heel that lies flat to the ground and extends from the shank to the back of the shoe. woven a woven fabric is formed by interlacing threads, yarns, strands, or strips of some material.


— nor, in most modern jurisdictions, a legal one. technology met the need by providing methods to determine the sex of a fetus. from the mid - 1970s to the early 1980s, amniocentesis was used for this purpose. then high - quality second trimester ultrasound became widely available and took over the business of fetal sex determination. it caught on very fast all over east and south asia, allowing women to abort female fetuses. the consequences showed up in last year ' s chinese census, whose results are just now being published. they show an srb of 118 males per 100 females. these unbalanced sex ratios and their social and demographic consequences form the subject matter of mara hvistendahl ' s book unnatural selection. an experienced journalist who has lived for many years in china, ms. hvistendahl covers the history, sociology, and science of sex - selective population control very comprehensively. she has organized each of her book ' s fifteen chapters around the experience of some significant individual : " the bachelor, " " the parent, " " the economist, " and so on. her book ' s scope is by no means restricted to china : " the student " of chapter 6 is an indian who commenced his medical training at a big hospital in delhi in 1978, when sex - selective abortion was just taking off in india. we get a side trip to albania, whose srb is treated as a state secret, but seems to be at least 110. we also learn that sex - selective abortion is common among couples of chinese, korean, and indian descent in the u. s. a. the subjects here are not just newly arrived immigrants, either. a research team from columbia university found that : if anything, mothers who were u. s. citizens were slightly more likely to have sons. sex selection, in other words, is not a tradition from the old country that easily dies out. south korea makes a particularly interesting study. that country ' s governments were more foresighted than most in spotting the problems that might arise from sex - selective abortion. they outlawed the procedure in 1987, and followed up with rigorous enforcement. south korea ' s srb is now at the natural level. there is more here than meets the eye, though, as ms. hvistendahl uncovers. as elsewhere, sex selection was mainly resorted to for second or subsequent births. the srb for first births is essentially normal worldwide. and first births is wellnigh all the births there are now


source : steven maxwell, 785 - 532 - 5740, firstname. lastname @ example. org. note to editor : this is the first in a series of news releases about the color purple in honor of kansas state university ' s founding on feb. 16, 1863. news release prepared by : greg tammen, 785 - 532 - 2535, email @ example. com monday, feb. 7, 2011 the power of purple : rock music ' s roots run deep with purple, professor says manhattan - - ask steven maxwell what the color purple means and his answer is simple : turn the volume to 11 and open your mind, because purple is rock and roll in its prime. " artistically purple is a descriptive word, and i think that ' s why it ' s been adopted by some successful acts in the music world, " said maxwell, assistant professor of music at kansas state university. in 2008 maxwell created a class about the history of rock and roll, where he teaches about the genre ' s evolution and its relationship to history. " the really cool thing about rock and roll is that it ties into the american culture and really reflects what ' s going on in the country, " maxwell said. " it serves as the voice of the common person and has been associated with some important historical moments in the u. s. it was a part of that voice in the civil rights movement in the ' 60s and used in protest of the vietnam war in the ' 70s. " rock music ' s history runs purple, with the color being adopted by some of the most influential musicians. " think of the deeper concept of what a song like ' purple haze ' means, especially when it first came out, " maxwell said. " the late ' 60s was all about looking at things differently. jimi hendrix perfectly captured that psychedelic era in the country, that time of opening the doors of perception in one ' s mind and really looking at something on a deeper level. " he said the " purple " hendrix is referring to is that new, unknown, almost analogous way of thinking. " metaphorically, purple was a blend between the standardized ' primary colors ' introduced by mainstream society in the 1950s and mid - 1960s, " maxwell said. other artists, such as deep purple and prince, adopted the color because of its ambiguity in the musical soundscape and pop culture. deep purple was one of the pioneers of hard rock and heavy metal, maxwell said. the group was the first rock band to record with a full concerto orchestra, as well


information contained on this page is provided by an independent third - party content provider. worldnow and this station make no warranties or representations in connection therewith. if you have any questions or comments about this page please contact email @ example. com. source ford motor company dearborn, mich., march 22, 2013 / prnewswire / - - ford reduced the average amount of water used to make each vehicle by 8. 5 percent between 2011 and 2012 – putting the company more than halfway toward its current goal of using an average of just 4 cubic meters per vehicle globally by 2015. since 2000, ford has reduced the amount of water it uses in everything from cooling towers to parts washing and paint operations by 10. 6 billion gallons, or 62 percent. that ' s equal to the amount of water used by nearly 99, 000 u. s. residences annually, or enough to fill 16, 000 olympic - size pools. ford ' s reduced consumption rates mean even more to regions around the world struggling with water - related issues like drought and extensive population growth. ford ' s water reduction success is a result of the company ' s commitment to reduce the amount of water it uses by aggressively monitoring and managing just about every drop of water going into and out of its facilities and properties, says andy hobbs, director, environmental quality office. since 2000, ford decreased the total amount of water used around the world annually from 64 million cubic meters to 24 million cubic meters. " that ' s about 10. 6 billion gallons of water that was conserved and went to use somewhere else, " says hobbs. ford voluntarily launched its global water management initiative in 2000, putting in place ways to manage water conservation, quality and reuse of storm and process water. ford ' s water strategy complements the company ' s overall code of human rights, basic working conditions and corporate responsibilities. " ford recognizes the critical importance of water, and is committed to conserving water and using it responsibly, " says robert brown, vice president, sustainability, environment and safety engineering. " many vehicle manufacturing processes require water and the resource is used at every point in our supply chain. " ford aims to use an average of 1, 056 gallons of water to make each vehicle globally – consistent with its overall goal of a 30 percent reduction in the amount of water used per vehicle between 2009 and 2015. that is slightly more than the 1, 000 gallons fire engine tankers in the u. s. are required to contain in their tanks. one cubic meter of water


posted : oct 9, 2012 3 : 00 pm by robert preidt tuesday, oct. 9 ( healthday news ) - - a gene test that can identify people at risk for mouth cancer has been developed by british researchers. the test detects precancerous cells in patients with benign - looking mouth lesions and could lead to earlier treatment for at - risk patients and improve their chances of survival, according to the team at queen mary, university of london. they used the quantitative malignancy index diagnostic system test - - which measures the level of 16 genes - - on more than 350 head and neck tissue specimens from nearly 300 patients and found that it had a cancer detection rate between 91 percent and 94 percent. the study was published oct. 4 in the international journal of cancer. mouth cancer affects more than half a million people worldwide each year, and that number is expected to rise above 1 million by 2030, according to world health organization figures. most cases of mouth cancer are caused by either smoking or chewing tobacco, or drinking alcohol. mouth lesions are common, but only 5 percent to 30 percent may turn into cancers. until now, no test has been able to accurately detect which lesions will become cancerous. many mouth cancers are diagnosed at later stages, when the chances of survival are greatly reduced. " a sensitive test capable of quantifying a patient ' s cancer risk is needed to avoid the adoption of a ' wait - and - see ' intervention, " study lead investigator and test inventor dr. muy - teck teh said in a university news release. " detecting cancer early, coupled with appropriate treatment, can significantly improve patient outcomes, reduce mortality and alleviate long - term public health care costs. " although this study shows that the test is effective for early cancer detection, further clinical trials are needed to evaluate its long - term clinical benefits. the u. s. national cancer institute has more about mouth and other types of oral cancer. source : queen mary, university of london, news release, oct. 4, 2012 copyright ( c ) 2012 healthday. all rights reserved.


professors : batsell, boatwright, erdi, gregg ( chair ), hostetter, tan psychology, broadly defined, is the study of animal and human behavior as well as human experience. the discipline involves the use of scientific methods in the discovery of facts and confirmation of theory as well as applications to problems. the major, therefore, includes a focus on the understanding and use of research skills and techniques. psychology is a diverse field with important connections to biology, education, philosophy, and sociology. increasingly, psychologists may be found in business, industry, education, government, and medicine, as well as in the more traditional areas of research and mental health. given its diversity and connections to other disciplines, psychology is a reasonable choice of major for students who seek a broad liberal arts undergraduate education. psychology is also a practical major for those who seek careers immediately after graduation in fields where interacting with other people is primary — management, criminal justice, or human services, for example. students interested in careers in such applied fields, however, may find the human development and social relations ( hdsr ) major a better choice. psychology majors may choose to pursue advanced degrees in three general directions : one, as scientists, leading to careers in higher education or research settings ; two, as practitioners, leading to roles as clinicians, school psychologists, industrial psychologists, and health psychologists ; and three, as professionals in other fields such as law, medicine, and business administration.


one which goes beyond each person, family, and settlement. the identity of the sem terra [ landless ], and the capital letters without a hyphen, like a proper name that identifies those who are no longer individuals who lack something have no land ( land - less ) but are individuals with a choice that of fighting for more social justice and dignity for all. this places each member of sem terra, through his / her participation in the mst, in a movement that is related to the re - encounter of humanity with itself. the third dimension is building the educational project of different generations of the sem terra family, one that combines schooling with broader concerns of human development and the training of militants. viewing the history of the mst in this perspective, we encounter some pedagogical lessons, or how the proponents of a social struggle and a collectivity in movement deal with, and are concerned with, education. these lessons can help us reflect on each of our own educational practices, including those that we undertake in the schools. reflecting on these lessons, we may begin to understand something even more profound : the mst has a pedagogy, that is, it has a praxis ( combined theory and practice ) of how people are educated, of how human beings develop. the pedagogy of the sem terra movement is the way through which the movement has historically developed the social individual of the name sem terra, and has daily educated the people who are part of it. and the main educational principle of this pedagogy is the movement itself, a movement that unites diverse pedagogies, and in a special way unites the pedagogy of social struggle with the pedagogy of the land and the pedagogy of history, each one helping to make an imprint on our identity, mistica, project. sem terra is the name of one who fights for the people who have roots in the land the land that is won, tilled, cared for and in the movement this is the main discussion we have today in the mst with our educators : how to make of the pedagogy of the movement a reference for our practice and our thought. to be an educator in the mst is to succeed in understanding the educational dimension of the movementis actions, making them a mirror for its educational practices. it is a reference viewpoint to aid in discerning the limits and challenges of these practices. a mirror also educates our viewpoint to see


to succeed in understanding the educational dimension of the movementis actions, making them a mirror for its educational practices. it is a reference viewpoint to aid in discerning the limits and challenges of these practices. a mirror also educates our viewpoint to see beyond the mst, beyond the sem terra. the pedagogy of the movement takes shape in a dialogue with other educators, other students, and other pedagogical movements. it was precisely in the interaction with people and works concerned with human development that we managed to think about the mst as a pedagogical subject. from this new synthesis, we continue our dialogue with theories and practices of human development, along with specific thinking on the educational environment of our schools. from this dialogue with the movementis practices and the thinking on human development throughout the history of humanity, an initial result regards the very concept of education. when we discuss practices of humanizing the field - workers as a product of education, we are in fact recovering an essential link to the work in education : to educate is to humanize, to cultivate learning to be a the mst works all the time at the limit between humanization and dehumanization ; its struggle is that of life or death for thousands of people, who make their participation in the movement a tool for re - learning to be human. this is the day - to - day task of the education of the sem terra in each march, each camp, each settlement and it is this same day - to - day practice that shows that the task is necessary and possible ; that the adultsi and the agedis nearly lost humanity can be recovered through learning, and that it is even more necessary and possible to help in this learning from childhood. from this conception of education, there are pedagogical lessons we have managed to derive in this reflective counterpoint among the daily life of the mst, the diverse theories and practices on human development, and the concerns with how to educate the sem terra. these are lessons that also help us think and rethink the curriculum and the educational environment of our schools. 1. people are the greatest value produced and cultivated by the mst the movement is the way that people collectively produce the sem terra identity and carry out the struggle for agrarian reform that is the root and strength of this identity. at times of the most acute social conflict, such as those we live through today, this is even more visible : it is on the people, on each one of them, that resistance


wherever they are, with or against whomever they are. this returns us to the notion that this is an essential human task of learning : to look in the mirror of what we are and want to be, to take on personal and collective identities, to be proud of them, at the same time we are challenged with the movement of our permanent self - construction. to educate is to help build and strengthen identities, to draw faces, to form subjects. and this has everything to do with values, way of life, memory, culture. 3. people are educated in the actions they perform and the works they produce the mst forms the sem terra by putting them in a movement, which means in permanent action, action with the dynamic of a social struggle : occupations, encampments, marches, demonstrations of solidarity, the building of a new kind of life in the settlements, schools, activities of development. it is through such action that they learn that nothing is impossible to change, not even people, their propensities, their positions, their ways of life, their values. people are educated in action because it is the movement of action that molds the way to becoming human. actions produce and are produced through social relations : that is, they set in motion another fundamental pedagogical element, which is the interaction between people, how they behave among each other, which is measured by the tools inherited from those who have produced other tools before ( culture ). in these relations, people show who they are, and at the same time they construct and revise their identities, their way of being. we are speaking of any action, or of acting for actingis sake, without any intentionality. we are speaking of action that produces works ( material or not ) that become the mirror in which people can see what they are or even want to be ; and we are speaking mainly of work and the material production of our existence. there is no true education without action, without work, and without collective works. and, as the children remind us, there is also no education without games and play, which can also be thought of as collective action producing works. 4. people are educated by producing and reproducing culture the actions of the sem terra are loaded with cultural meanings that they learn to produce and express. in an occupation, on a march, or in the organization of a settlement, there appears not only what these families of workers are today, or at this particular moment. every action brings together with it the way of


they learn to produce and express. in an occupation, on a march, or in the organization of a settlement, there appears not only what these families of workers are today, or at this particular moment. every action brings together with it the way of being human that these people bear, the developing weight of the objective circumstances of their whole previous existence and the type of education they have received or lived. at the same time, their collective action is also usually the negation of certain traditions that have marked their lives up to now, and the projection of values they learn or re - learn in the pedagogical process of the movement. the mstis expressions, symbols, art, way of struggle, embody a cultural moment that neither begins nor ends at the moment of action. each landless person who enters the mst also enters a world already productive of symbols, expressions, human examples, values, which, with each action, s / he learns to signify and resignify. one of the great pedagogical challenges of the mst with its social base has been precisely to help people make a new cultural synthesis, one that joins their past, present, and future in a new, rooted collective and personal identity. to live as if one struggles, to struggle as if one lives this is a coherent position that has been seen as necessary to the movementis aims of social transformation, as well as in its permanent conflicts and challenges. memory, mistica, discussion of values, criticism and self - criticism, the study of history, these are some cultural tools that the movement has been using in this construction. we can reflect then that to educate is to also to share meanings and tools of culture ( jerome bruneris expression, in arroyo 2000 ). it is to help people in the learning of signfying and resignifying their actions, in such a way that they may transform them into values, behavior, convictions, customs, expressions, symbols, art, that is, into a way of life chosen and reflected by the collectivity of which they form a part. this means, among other things, that to educate people is help to cultivate their memory ; it is to become acquainted and reacquainted with their symbols, expressions, words ; it is to situate them in a wider cultural and historical universe ; it is to work with different languages, organize different moments and modes so that people may think about their practices, their roots, their plans, their lives 5. people are educated by living values values are a fundamental


in a wider cultural and historical universe ; it is to work with different languages, organize different moments and modes so that people may think about their practices, their roots, their plans, their lives 5. people are educated by living values values are a fundamental dimension of culture ; they are the principles of life, that for which we consider it worth living. values are what move our practices, our life, our being human. values are what produce in people the need to live for the sake of freedom and justice. values are what move the striving of the sem terra to make their settlements utopian communities, consistent with the struggle that won them over. the mst has been very concerned with the cultivation of values, because it knows that it is the values, translated into culture, that it will leave as a heritage to its descendants and the new generations of those who fight for the people. and values only exist through people, their experiences, positions, convictions. and they are not born with each one : they are learned, cultivated through the collective processes of development, of education. for the mst, this has not been an easy battle : to recover and cultivate human values like solidarity, loyalty, the spirit of sacrifice for the collective well - being, companionship, seriousness, discipline, indignation in the face of injustices, the valuing of the sem terra identity, humility - in a society that day by day degenerates with the counter - values of individualism, consumerism, social apathy, lack of commitment to life, the exclusion of those who take part in social struggles but it is only by taking on the job of educating and re - educating people in its values that the mst can realize the project of 6. people are educated by learning how to solve problems in the actions of a social struggle knowledge is acquired and produced, and it is a very important dimension of the strategy for the humanization of the people. but one of the pedagogical lessons we have gleaned from the day - to - day life of the movement is that the process of producing knowledge that effectively aids in the development of the person is that which is connected to the large and small questions of life. when a sem terra needs to know how to calculate an area in order to measure the land where his agro - villa will be settled, or when he needs to study geography to best choose the place for an occupation, this knowledge will certainly have more human and social density for him. when a


calculate an area in order to measure the land where his agro - villa will be settled, or when he needs to study geography to best choose the place for an occupation, this knowledge will certainly have more human and social density for him. when a sem terra child learns how to measure the materials that she needs to begin building her playground, or learns to write letters to people she likes, the same thing occurs. the expression " to know is to solve, " from the cuban educator jose marti, brings us to an even more radical question : it suggests to us that there is no true knowledge outside of concrete situations, or the solution to problems of " real " life. and it really seems to be so, especially when this question is put into the context of pedagogical processes. to educate is to socialize knowledge and is also the tool for producing knowledge that affects peopleis lives in their various dimensions of identity and universality. to learn in order to solve problems means to understand knowledge as a comprehension of reality in order to transform it, comprehension of the human condition in order to make it fuller, which is a very old lesson that the pedagogy of the movement is merely recovering. 7. people are educated by learning from the past to plan for the future it was in this way that the movement made itself as it is : learning from those who had struggled before, cultivating the memory of their own path. history is made in this way : planning for the future beginning with the lessons of the past cultivated in the present. dthe land holds the rootsi, says one of the mstis songs. education also must hold the roots, helping to cultivate the memory of the people and in the development of historical consciousness. educators have a very specific task for this : their meetings with their learners can be a privileged time for learning to cultivate the collective memory, and for the study of a broader history. to know that this can make a difference : the memory of the debts to the people that were not paid, the wounds that were not healed, is not erased. it is necessary to educate every sem terra family so that their rural roots, their culture, and how these roots take part in the formation of the brazilian people, are not forgotten, so that all the sem terra may learn how they came to the condition of being rural landless workers, and how they have many other brothers all over the world in a similar condition, who are also carrying on a struggle for the land and for agrarian reform


educational references people like paulo freire and che guevara. they were not educators only for what they said or wrote, but through the testimony of the consistency between what they thought, said, and effectively did and were, as persons and as militants in the causes of the people. to be an educator is, therefore, a way of being, a way of being with the people that is a living message of values, convictions, feelings, of a conscience that moves us and that we claim to defend in our organization. it is to have a complete committment, which is not easy. only a collective can help us in the process of criticism and self - criticism, in the calls and in the affections that show us when we are vacillating and also show us the right path so that we may return individuals are not only formed in school. there are other experiences that produce even stronger learning. the pedagogy of the movement is not contained by the school, because neither the movement nor human development is contained by it. but the school is a part of the movement and its pedagogy, so much so that historically the mst has tenaciously fought so that all the sem terra may have access to schools. the school that is a part of the pedagogy of the movement is the one that returns to its original task : taking part in human to think of the school as a workshop of human development means to think of it as a place where the educational process or the process of human development occurs in an intentionally planned way, conducted and thought about for this purpose, a process that is guided by a project for society and the human being, and is sustained by the presence of people with specific knowledge for the work of education, by the sincere co - operation of everyone who is there to learn and to teach, and by the permanent link with other social practices that have begun and continue this work. the expression also helps us to rethink the pedagogical logic, or the pedagogical method of the school. we claim that the school is not only a place for teaching, and that a method of education is not the same as a method of teaching. it is necessary to plan various pedagogical strategies in view of the different kinds of learning that make up the complex process of human development. in a school conceived as a workshop of human development, educators are architects, organizers, and stimulators of the educational environment. this demands great sensitivity and mastery of the


the different kinds of learning that make up the complex process of human development. in a school conceived as a workshop of human development, educators are architects, organizers, and stimulators of the educational environment. this demands great sensitivity and mastery of the arts of pedagogy to form the schools from a clear perception of how the educational process is developing in each student and in the collectivity as a whole ; to perceive the contradictions and not be overwhelmed by them, but to work with them pedagogically ; to be aware of what dimensions need to be emphasized at one moment or another, what type of actions need to be performed and with what contents, what relations need to be worked on and at what time. it is a very important kind of learning : one needs to be humble enough to place oneself always in the situation of an apprentice of the process, as apprentices that we all are, of this complex art of building humanity, of which the mst also has a part, albeit but a small one. arroyo, m. g. oficio de mestre. petropolis : vozes, 2000. caldart, r. s. pedagogia do movimento sem terra. petropolis : caldart, r. s. a pedagogia da luta pela terra : o movimento social como principio educativo, trabalho solicitado pela 23a reuniao anual da anped, trabalho movimentos sociais e educacao, 2000. freire, p. pedagogia da indignacao. sao paulo : editora da unesp, 2000. marti, j. ideario pedagogico. havana : imprensa nacional de cuba, 1961. stedile, j. p. e fernandes, b. m. brava gente : a trajetoria do mst e a luta pela terra no brasil. sao paulo : fundacao perseu abramo, 1999.


session 5guided channel - talklife posting dogs and cats are great examples of animals whose diversity is the result of artificial selection. the variation that is evident among breeds has been purposefully developed by breeders. in your channel - talklife posting for this session, describe how you could develop a unit on the fundamentals of evolution ( e. g., variation, adaptation, natural selection ) using these animals. be sure to discuss how you would tailor the concepts addressed during this session to the grade level you teach. breeders for thousands of years have bred dogs for particular purpose. in ancient china the chow was admired for its loyalty to owner and its ability to withstand harsh temperatures. the poodle swims very well and is very intelligent. the terrier breed is known for its tenacity and for catching rats. in third grade i would ask each student to chose a breed of dog or cat and then research the characteristics of that breed in regard to physical traits. i would then ask the students to share with the class how the breed differs from others and why breeders have selected those qualities. i would then discuss how it is that breeders can purposefully bred dogs that have puppies with those desirable characteristics. session 6 guided channel - talklife posting both the national science education standards and benchmarks for scientific literacy propose standards or goals for understanding big ideas in evolution starting in the elementary grades. of the ideas addressed in session 5 ( variation, genes, mutation, adaptation, natural selection, artificial selection ) and session 6 species, evolution of new species, relatedness, common ancestry, tree of life ), which do you consider appropriate introduce at the grade level you teach? why? discuss this with your colleagues in your channel - talklife posting for this session. be sure to share any experiences you ' ve had. in third grade appropriate concepts to introduce are : variation adaptation, genes, natural selection, artificial selection, species, evolution of new species, tree of life and common ancestry. i think that if conversations develop within the classroom at an early age that teachers should have the knowledge and background in science to explain these concepts in an age appropriate way. i think that it would be unprofessional to teach the vocabulary only and not provide hands - on activities for younger children to be able to begin making connections with these concepts. i have taught some evolutionary concepts when our classroom conversations went in that direction, but evolution is not part of the third grade curriculum. channel - talklife mailing list received on sun oct 9 20 : 28 : 07 2005


wen and the leaders of brazil, india, and south africa. 6 it was largely these five major economies that would go on to produce the accord, which calls for any global temperature increase to be limited to two degrees celsius. 7 however the parties to the convention ’ s kyoto protocol ( the “ protocol ” ), the first commitment period of which ends in 2012, were unable to agree to its extension. the lack of consensus leaves in suspension the status of the protocol ’ s clean development mechanism ( cdm ) and the value of the certified emissions reductions ( cers ) generated by thousands of projects thereunder. the international emissions trading association ( ieta ), which held a parallel conference, nevertheless remains optimistic : “ an international injection of increased demand remains a strong possibility over investment timescales but still has to be treated as an upside rather than a given. ” 8 back on the home front as mentioned above, canada ’ s climate change policy is explicitly tied to that of the united states. 2009 saw in the u. s. the passage in the house of representatives of the american clean energy and security act ( “ waxman - markey ” ). waxman - markey calls for a 17 % reduction of emissions below 2005 levels by 2020 and provides for the trading of allowances. 9 debate in the u. s. senate of the similar kerry - boxer bill is nominally scheduled for debate this spring, though it may be 2011 before it comes to a floor vote. tri - partisan senators john kerry ( d ), lindsey graham ( r ) and joe lieberman ( i ) have taken it upon themselves to ensure passage of a climate ( or “ energy independence ” ) bill. for many u. s. senators, any climate legislation must be accompanied by developing country emissions reductions and the international verification thereof. as china and others are less keen on international monitoring, reporting and verification ( mrv ), the accord features compromise language. countries will communicate their actions “ with provisions for international consultations and analysis under clearly defined guidelines that will ensure national sovereignty is respected. ” 10 in any case, with more than two thirds of americans supporting the regulation of ghg emissions, 11 the passage of legislation through congress and, consequently, canadian federal regulation, may be on the horizon. international climate change negotiations will occur in a number of fora this year. while the sixteenth conference of the parties will occur in december in cancun, one might now wonder how much can be expected of 192 - party negotiations. in june, canada will host the g


positive chronicles - east of eden by dr kailash vajpeyi " man is no longer to be the measure of all things, the center of the universe. he has been measured and found to be an undistinguished bit of matter, different in no essential way from bacteria, stones and trees. his goals and purposes, his egocentric notions of past, present and future ; his faith in his power to predict and through prediction to control his destiny — all these are called into question, considered irrelevant, or deemed trivial. " when leonard b. meyer yanked man down from the exalted status assigned him by the judeo - christian tradition, in his 1963 book, the end of renaissance?, he triggered off a radical shift in the relationship between man and nature. today, that understanding goes variously by the name of gaia or deep ecology. the gaia hypothesis postulates that planet earth is a living organism that adjusts and regulates itself like any other organism and that for 3. 5 billion years, microbes, plants and animals have co - evolved with the environment as one globally integrated superorganism. in much the same vein, deep ecology believes in the essential ecological equality of all species, man and mouse, elephant and earthworm. in an interconnected, indivisible ecosystem, each part is as crucial as the next. here, t. s. eliot may have been tempted to comment on the return of things to their point of beginning. for interconnection was the fundamental premise of the relationship between all traditional civilizations and nature. unlike the western equation of conqueror and conquered, traditional people related to nature much as an offspring to a benevolent mother, or a devotee to a deity. most eastern religions such as vedic hinduism, jainism and buddhism, include within nature not only all forms of life but also that which is inanimate and invisible. vedic texts uphold the doctrine called madhu vidya, or interdependence between man and nature. the vedic worldview is beautifully expressed in that famous injunction, vasudhaiva kutumbakam ( the world is one family ). in the vedas, natural elements play a pivotal role. but the interrelationship of creation was always within the context of its relationship with the creator. the vedic sages believed that everything in this world stems from divine knowledge ( the word ) which was first revealed to a group of seers, who then passed on this knowledge to successive generations of vedic seers. and thus, sarasw


creator. the vedic sages believed that everything in this world stems from divine knowledge ( the word ) which was first revealed to a group of seers, who then passed on this knowledge to successive generations of vedic seers. and thus, saraswati, the goddess of divine speech, holds a special place among hindu deities. may the divine speech, saraswati, the fountainhead of all faculties ( mental and spiritual ), the purifier and bestower of true vision, the recompenser of worship : be the source of inspiration and accomplishments for all our benevolent acts ( rig veda 1 - 3 - 10 ) thus, speech, or vak, has a preeminent role in the indian tradition. water, it is believed was literally produced by vak. in turn, if we accept the theory that the theory that the hydrogen molecule is the basis of all life, water could be said to have created the rest of life. of the five basic elements that make up life — earth, space, wind fire and water — the last, in the vedic view, is the primal element. no wonder there are dozens of vedic verses in praise of water : o water source of happiness, we pray, please give us vigor so that we may contemplate the great delight hail to you divine, unfathomable all purifying waters you are the foundation of all this universe the consciousness of being composed of the same elements was one more proof of the unity of all creation. the elements, both separately and jointly as life forms, were, at one and the same time, objects of reverence and intimately related to us. we hardly realize that there are cosmic forces which are working in cyclical patterns, and that the most fundamental pattern which governs our life is the movement of he earth on its axis. one shudders to think what would happen to life as we know it if the earth stopped spinning on its axis or the sun failed to rise in the morning. we are creatures of the planet but the earth is not a geographical entity, it is us. the earth is not simply dust but a reservoir of all energy. it has given birth to four types of creatures : swedaj, udbhij, andaj and pindaj ( aquarian, flora and fauna, avian and mammalian ). to the vedic seers, the idea of subjugating or exploiting the earth was incomprehensible. to them it was an object of worship and not of exploitation. its conquest


, flora and fauna, avian and mammalian ). to the vedic seers, the idea of subjugating or exploiting the earth was incomprehensible. to them it was an object of worship and not of exploitation. its conquest was tantamount to dissecting a mother ' s body to study her heartbeat or chopping her breasts to isolate the gland producing milk. but times have changed. today, man has no qualms about expropriating the earth ' s wealth for his own benefit. this has resulted in the creation of a new fifth species, the yantraj — the technetronic being. according to daniel j. boorstin, the author of cleopatra ' s nose : " when the machine kingdom arrived on the scene, it entirely changed the fixedness of the idea of change. a natural species reacts to its environment and learns to adapt to it. but the technetronic species creates its own environment. " for instance, media technology tends to create what can be termed asdiplopia or double image, where it is hard to distinguish reality from illusion. television, for example, has the capacity to convert an event into virtual reality, what is there is also here at the same time or what is here can also be there if it has been filmed. for the vedic man, the earth was the bestower of blessings, she was the protector of life. all descriptions of ramrajya, ( the reign of lord rama, the hero of the indian epic ramayana ) portrayed the earth as abundant and giving. the mahabharata eulogized yudhisthira ' s reign thus : " earth yielded abundant crops and all precious things. she had become the provider of all goodness. like kamdhenu, the celestial cow, the earth offered thousands of luxuries in a continuous stream. " in bhumi sukta we come across verses such as : o purifying earth, i you invoke o, patient earth by sacred word enhanced bearer of nourishment and strength of food and butter, o, earth we would approach you with due praise influenced by this holistic vision, the indian way of life was integral, its purpose the well - being of creation. even in the matter of eating, our ancestors emphasized the importance of feeding others before themselves. a householder could eat only after propitiating the ancestors, the devas representing different aspects of nature, the bhutas representing all created beings, guests, members of


the matter of eating, our ancestors emphasized the importance of feeding others before themselves. a householder could eat only after propitiating the ancestors, the devas representing different aspects of nature, the bhutas representing all created beings, guests, members of the household and servants. the practice of agriculture was deeply influenced by this sacred vision of interconnection. according to the activist vandana shiva ' s book, the seedkeeper, new seeds were first worshipped before being consumed. new crop was worshipped before being consumed. for the farmer, field is the mother : worshipping the field is a sign of gratitude towards the earth, who as mother, feeds the millions of life forms who are her children. " in the place of chemical manures and pesticides, the traditional farmer used nature ' s own checks and balances to nurture fertility and keep pests at bay. a typical rice field supported and in some places continues to do so 800 species of " friendly insects " — spiders, wasps, ants and pathogens that controlled 95 per cent of insect pests. these practices are still a living presence among india ' s tribal societies, for instance, the warlis, a community near mumbai, worship nature as hirva ( green ) and consider all produce to be gifts of hirva, rather the fruits of their own labor. conservation of plants and animals was an innate aspect of their culture, illustrated in the concept of the sacred grooves : mangroves, marshlands and other tracts of land supposedly inhabited by spirits, where killing of plants and animals is taboo. the bishnois of rajasthan, too, will rather die than let a single tree be felled. the concept of coexistence took many forms. before felling a tree to construct a temple, the carpenter traditionally sought the permission of the tree. and in emperor asoka ' s time, veterinary hospitals were state institutions. among the five vital elements which sustain life on earth, the wind in the rig veda is called vata. though the wind is connected with the primordial waters, its origin is not known. vedas also address it as the spirit : may the wind breathe upon us prolong our lifespan and fill our hearts with comfort responding to the current environmental crisis, susan griffin in her book women & nature writes : " we live as if nature is only need to provide extras : paper, recreation, specialty foods, a job to provide money. " unlimited desire and man ' s greed has devastated this planet to such an extent that by the time you finish


writes : " we live as if nature is only need to provide extras : paper, recreation, specialty foods, a job to provide money. " unlimited desire and man ' s greed has devastated this planet to such an extent that by the time you finish reading this article, at least 10 species of birds would be extinct forever. in contrast, personal fulfillment in buddhism is sought through independence. here the self is temporary and nonessential rather than the center of the universe. writes kerry brown, co - author of buddhism and ecology, about the buddhist philosophy : " where infinite spiritual development is possible within a physical existence that is understood and accepted as infinite. " buddha attained enlightenment under a banyan tree, j. krishnamurti had the same kind of realization under a pepper vine. no wonder the author of bhamini vilas called the tree guru. " o tree! you bear fruits, leaves and flowers and protect people from the scorching sun. whoever come to you in scorching heat, you take away their suffering and give them coolness. this way you surrender yourself for others. that is why you are a guru of all kind people. " anekantavada, the jain concept that professes multiple views of reality, goes even deeper. its verdict on the unmindful endeavors of mankind would be damning. the bacterial organism, as understood in modern science, can be compared with what is called nigodiya life in jainism. and ahimsa or nonviolence, which is fundamental to jain philosophy, teaches not harming even the basic forms of life. jainism and other indian religions advocate that compassion must be the foundation for any truly civilized community. lawrence joseph, the author of gaia, has obviously been deeply influenced by all systems of indian philosophy which adhere to the universal law of interdependence. lynn margulis, co - author of the gaia theory along with james lovelock, believes strongly that the biological microcosm provides a key controlling influence in the global environment and argues that the role of these tiny organisms has been underestimated because they are invisible. with the convergence of the most recent scientific understanding and the most recent ancient wisdom, there is hope yet for the survival of the earth and, in turn, life on it. there can be no better sign of it than nasa circulating, all over the usa, a photograph of the earth with the caption : love your mother. | home | subscribe | wallpapers | advertising | policy | practitioners |


network with other children ' s program providers and discuss strategies for bringing space science to children on this board. share successful programming ideas or models to help inspire others! i have been able to develop a partnership with the meigs county schools. we will present a weekly afterschool program at each of our county ' s elementary schools for ten weeks beginning october 5th for 3rd, 4th and 5th grade students. the middle school and high school science clubs will provide student volunteers to help me with the program. the local energy cooperative has donated $ 1000 to be used for purchasing materials to be used in the program. several astronomy outreach programs have agreed to send presenters, including a solar astronomy outreach program ( www. charliebates. org ) from atlanta. they will be bringing 9 solar telescopes to the school for us on october 12th. we are all excited about starting this in meigs county. i hope everyone else from the workshop has great success establishing an " explore " program in their communities. meigs county - decatur public library that sounds like so much fun, judi! what a great network you ' ve created from the schools, students, outreach programs, and the energy cooperative. good luck and let us know how it goes! 3 posts • page 1 of 1 who is online users browsing this forum : no registered users and 1 guest


when you work on introducing a new technology to a population and region, you discover lots of intriguing impediments to that introduction that you ’ d never have imagined. yesterday ( october 11, 2012 ) the maine fuel board voted to allow maine energy systems to engage in an “ emerging technologies ” project with them that might lead to elimination of one of those impediments for the pellet central heating industry in the state of maine. maine is unique in its licensure of technicians for “ solid fuels. ” in maine a person installing a boiler must have “ solid fuel ” authority on his license to legally install a “ solid fuel ” boiler in someone else ’ s building. ( it ’ s a bit more complicated than that, but let ’ s avoid the levels of license detail. ) the need for this rule apparently arose from three potential hazards associated with “ solid fuel ” boilers : the possibility for a thermal run - away during a power outage as combustion continues on a load of fuel while circulation fails due to lack of power, high chimney temperatures, and high boiler surface temperatures. as highly sophisticated automatic pellet boilers made their way into the american market, they were defined in maine as “ solid fuel ” appliances because pellets are solid. while that seems innocent and logical enough, the categorization has one substantial flaw and it creates one significant impediment to product growth in the marketplace. state - of - the - art pellet boilers display none of the attributes that led to the perceived need for “ solid fuel ” rules in maine. the rules were devised for cordwood boilers and coal stoker boilers that can hold a significant charge of fuel at any given time. the combustion of that fuel is relatively uncontrolled. pellet boilers burn a very small quantity of fuel at any given time, and the combustion of that fuel is highly controlled. combustion stops almost immediately if the power goes out, hence, no excessive heat can be produced during a power outage. cordwood boilers and coal stoker boilers can produce very high stack temperatures. the exhaust gas temperatures from state - of - the - art pellet boilers are very much like those of modern oil boilers. in fact these boilers are so efficient, the stack gas temperature is often quite cool, 250f, or so, but it never exceeds 400f. therefore, high chimney temperatures never occur. old cordwood and coal stoker boilers could develop high surface temperatures making installed distance from combustible surfaces important. the surface temperature of these state - of - the


able to tolerate changes / disturbance or those able to seek refuge will thrive. the biotope is characterized by primary producers. rocky shore communities are highly productive and are an important source of food and nutrients for neighbouring terrestrial and marine ecosystems ( hill et al., 1998 ). macroalgae exude considerable amounts of dissolved organic carbon which is taken up readily by bacteria and may even be taken up directly by some larger invertebrates. dissolved organic carbon, algal fragments and microbial film organisms are continually removed by the sea. this may enter the food chain of local, subtidal ecosystems, or be exported further offshore. rocky shores make a contribution to the food of many marine species through the production of planktonic larvae and propagules which contribute to pelagic food chains. the life histories of common algae on the shore are generally complex and varied, but follow a basic pattern, whereby there is an alternation of a haploid, gamete - producing phase ( gametophyte - producing eggs and sperm ) and a diploid spore - producing ( sporophyte ) phase. all have dispersive phases which are circulated around in the water column before settling on the rock and growing into a germling ( hawkins & jones, 1992 ). ulva intestinalis is generally considered to be an opportunistic species, with an ' r - type ' strategy for survival. the r - strategists have a high growth rate and high reproductive rate. for instance, the thalli of ulva intestinalis, which arise from spores and zygotes, grow within a few weeks into thalli that reproduce again, and the majority of the cell contents are converted into reproductive cells. the species is also capable of dispersal over a considerable distance. for instance, amsler & searles ( 1980 ) showed that ' swarmers ' of a coastal population of ulva reached exposed artificial substrata on a submarine plateau 35 km away. the life cycle of porphyra involves a heteromorphic ( of different form ) alternation of generations, that are either blade shaped or filamentous. two kinds of reproductive bodies ( male and female ( carpogonium ) ) are found on the blade shaped frond of porphyra that is abundant during winter. on release these fuse and thereafter, division of the fertilized carpogonium is mitotic, and packets of diploid carpospores are formed. the released carpospores develop into the ' conchocelis


abundant during winter. on release these fuse and thereafter, division of the fertilized carpogonium is mitotic, and packets of diploid carpospores are formed. the released carpospores develop into the ' conchocelis ' phase ( the diploid sporophyte consisting of microscopic filaments ), which bore into shells ( and probably the chalk rock ) and grow vegetatively. the conchocelis filaments reproduce asexually. in the presence of decreasing day length and falling temperatures, terminal cells of the conchocelis phase produce conchospores inside conchosporangia. meiosis occurs during the germination of the conchospore and produces the macroscopic gametophyte ( blade shaped phase ) and the cycle is repeated ( cole & conway, 1980 ). time for community to reach maturity disturbance is an important factor structuring the biotope, consequently the biotope is characterized by ephemeral algae able to rapidly exploit newly available substrata and that are tolerant of changes in the prevailing conditions, e. g. temperature, salinity and desiccation. for instance, following the torrey canyon tanker oil spill in mid march 1967, which bleached filamentous algae such as ulva and adhered to the thin fronds of porphyra, which after a few weeks became brittle and were washed away, regeneration of porphyra and ulva was noted by the end of april at marazion, cornwall. similarly, at sennen cove where rocks had completely lost their cover of porphyra and ulva during april, by mid - may had occasional blade - shaped fronds of porphyra sp. up to 15 cm long. these had either regenerated from basal parts of the ' porphyra ' phase or from the ' conchocelis ' phase on the rocks ( see recruitment processes ). by mid - august these regenerated specimens were common and well grown but darkly pigmented and reproductively immature. besides the porphyra, a very thick coating of ulva ( as enteromorpha ) was recorded in mid - august ( smith 1968 ). such evidence suggests that the community would reach maturity relatively rapidly and probably be considered mature in terms of the species present and ability to reproduce well within six months. no text entered. this review can be cited as follows : ulva spp. on freshwater - influenced or unstable upper eulittoral rock. marine