suggestion to the digital office in the office of public affairs via the department of energy social media hub ( http : / / energy. gov / socialmedia ) and a member of the digital office will follow - up as needed within a reasonable timeframe. establishing an official doe social media account to streamline the process of social media account creation, a dedicated department of energy social media hub ( http : / / energy. gov / socialmedia ) has been developed to empower program offices and labs to review the social media and application vendors with whom we currently have gsa approved terms of service and request permission to create a new account or verify an existing one. all social media sites require active oversight to ensure proper management. department personnel should take these commitments into account when weighing whether to create a new social media presence. before requesting an account, personnel should consult with the appropriate actors within their program office or lab to ensure that the proper authorizations and procedures are in place. this includes reaching out to supervisors and the point of contact for records management, privacy, communications / new media and the program ' s representative from general counsel. to be granted an account or have your current account recognized by the department, fill out the social media request form that includes fields such as : for all requests - name of the person submitting the request - title of the person submitting the request / office - contact e - mail - contact phone number - are you authorized to make this request? - social media application ( s ) you want to utilize - existing account? ( y / n ) - justification for needing an account - proposed or current account username / url - proposed or current account bio - criteria for following others, friending others, etc. - content and feedback strategy - staff management plan, including post frequency - sample post ( if applicable ) for new accounts only - desired launch date - roll - out plan for existing accounts only - length of existence - have you completed a privacy impact assessment ( pia )? - are you currently covered under doe ' s amended terms of service? - what is your current records process? the digital office in the office of public affairs will assess and respond to requests within a reasonable time period. the digital office approves accounts and will assist as needed with implementation and compliance. accounts that consistently fail to meet the best practices outlined in this document are subject to review by the digital office, who will work with supervisors in that program office or lab to determine appropriate next steps. you can also use the online form to request that the department pursue a


our online presences. to that end, the department does not pre - moderate users ' comments on our enterprise accounts. this means that users ' comments are automatically published, but they may be removed by a department of energy official if they violate our commenting policy. comments may be removed from department of energy blogs or social media accounts : - contain obscene, indecent, or profane language ; - contain threats or defamatory statements ; - contain hate speech directed at race, color, sex, sexual orientation, national origin, ethnicity, age, religion, or disability ; - contain sensitive or personally identifiable information ; and / or - promote or endorse specific commercial services or products. all department of energy generated content is subject to the national archives and records administration ( nara ) for retention, storage and publication. federal records management policies regarding social media are still evolving. the cio has issued interim guidance for the department of energy regarding the management of social media records. we can expect additional updates to these policies as our work continues to evolve in the social media sphere. for specific questions regarding records management, contact the records management officer assigned to your office. access to and use of social media the department of energy encourages the responsible use of social media consistent with current laws, policies and guidance that govern information and information technology. department organizations will not arbitrarily ban access or the use of social media. department of energy personnel are encouraged to access and contribute content on social media sites in their official capacity. however, personnel should obtain supervisory approval prior to creating or contributing significant content to external social media sites or to engaging in recurring exchanges with the public. employees are subject to the applicable standards of conduct for employees of the executive branch ( 5 c. f. r. part 2635 ) and the hatch act ( 5 u. s. c. 7321 - 7326 ) which governs partisan political activity of executive branch employees. personnel are encouraged to review the office of special counsel ' s " frequently asked questions regarding social media and the hatch act " for further guidance or contact the office of the assistant general counsel for general law ( gc - 77 ). non - public, sensitive, personally identifiable information ( pii ) and classified information should not be disclosed on public social media platforms. personal use of social media while on government time is subject to doe order 203. 1, limited personal use of office equipment including information technology, which provides guidance on " appropriate and inappropriate " use of government resources. if you have questions about this section, please contact gc


media while on government time is subject to doe order 203. 1, limited personal use of office equipment including information technology, which provides guidance on " appropriate and inappropriate " use of government resources. if you have questions about this section, please contact gc - 77. security requirements and risk management the federal cio council ' s guidelines for secure use of social media by federal departments and agencies outlines recommendations for using social media technologies in a manner that minimizes risk while also embracing the opportunities these technologies provide. federal government information systems are targeted by persistent, pervasive, aggressive threats. in order to defend against rapidly evolving social media threats, department of energy program offices, laboratories, and sites should include a defense - in - depth, multi - layered risk management approach, addressing risks to the user, risks to the department and risks to the federal infrastructure. organizations should incorporate risk mitigation strategies such as ( 1 ) controlled access to social media, ( 2 ) user awareness and training, ( 3 ) user rules of behavior, ( 4 ) host and / or network controls and ( 5 ) secure configuration of social media software to determine overall risk tolerance for use of social media technologies. cyber security personnel should be consulted before the implementation of any social media technology to provide the opportunity for incorporation of the new technology into current risk management framework. in addition, cyber security should help determine secure technical configurations and monitor published vulnerabilities in social media software. for questions regarding cyber security, contact your security officer. in the event of an emergency, social media tools should be utilized in accordance with the forthcoming emergency public affairs plan, which calls for a coordinated messaging effort between the headquarters office of public affairs and any programs, sites or facilities that may be involved : " when department of energy headquarters or a doe site / facility declares an emergency, it is expected to meet the public information obligations of the department of energy orders, guidance and requirements and the comprehensive emergency management plans developed by each site. this guidance and requirement includes the timely provision of media informational materials to the public affairs staff at department headquarters. every effort should be made by the designated public affairs officers at the site level to consult with the headquarters public affairs office on the initial dissemination of information to the public and media. from the doe o 151. 1c " comprehensive emergency management system " : " initial news releases or public statements must be approved by the cognizant field element official responsible for emergency public information review and dissemination. following initial news releases and public statements, updates must be coordinated with the doe / n


" almanac " — the word comes from the arabic al - manakh, meaning " the calendar, " earlier " the weather, " deriving ultimately from ma -, " a place, " and nakha, " to kneel, " or a place where camels kneel, a seasonal stopping place, a camp or settlement. coming as it does from a nomadic human society, it is a fitting word as we talk about our bird life, and their travels and destinations, all as they are influenced by the season of the year. in order to understand the vital interplay of time and space as they determine which birds they ' ll bring us, let us first set aside time to deal with space. for birds, ohio ' s longitude has less to do with time, except as it determines the diurnal rhythms of night and day, and as it figured eons ago in the shifting of continents, where our present longitude marks our place between mountain ranges, at the edge of the feathering - out of the great prairies and the great forests, and consequently midway between the great north - and southbound rivers of birds in the mississippi and atlantic flyways. our latitude, by contrast, is all about time for birds — their seasonal movements north and south, their life cycles along the way, the timing of migrations and even vagrancy, the changing length of daylight and the intensity of earth ' s magnetic fields, even their habitats as developed in the topography of our land as formed by mile - high glaciers moving latitudinally thousands of years ago, forming our plains and hills, lake erie, and the ohio river. survival for birds means successful breeding, and for this success timing is everything. for migrants, early arrival at the breeding grounds is balanced against the risk of arriving too soon to find adequate food ; attempting a second brood must be balanced by the risk of an early reduction in food sources. the phenology of predators, frosts, food sources, leafing of local plants, rain cycles, etc., all affect breeding success, and the species we see have successfully adapted to these influences to remain with us today. humans have recently ( here, over the past two hundred years ) radically influenced some of these influences, upsetting delicate balances, and our bird life is changing as a result. we have removed some predators, and encouraged the proliferation of others. we have apparently caused climatic warming, with earlier springs and later winters. we have introduced exotic animals and plants. we have bulldozed and


online physiology degree | online physiology degree refers to the degree on physiology that are provided by the online universities that are situated in different parts on the world. in this kind of degrees you can remain in some remote corner of the world, and can take lessons from the universities that are located at some other parts of the world. these degrees are very much in demand and are recognized by the organizations around the world. what is physiology? the term physiology refers o the study which involves the mechanical, physical as well a s biochemical functions of any kind of living organisms. in other world the physical, mechanical as well as different biochemical function that take place in the body of any living organism can be studies in the subject of physiology. traditionally, physiology can be divided into two broader parts – plant physiology as well as animal physiology. physiology degrees are much sought after by students interested in the life sciences. however the principles that are followed in physiology are universal irrespective of any particular organism. human physiology is an important part of the study of animal physiology, too. there are some other major branches that originated from physiology that can be studies individually nowadays. these branches that originated from physiology includes biochemistry, paleobiology, biomechanics, pharmacology and biophysics. at the online physiology degree you can also have a chance to study a few of these branches. who are eligible to study online physiology degree? an online physiology degree are also beneficial to the working professionals who finds it hard to devote a certain amount of tie every day or at least once or twice a week to go for the part time courses. the online physiology degree will help them to study at night or even between the working hours. the course material being available online the online physiology degree gives them the option of ‘ flexible timings ’ for their studies. thus the online physiology degree courses are very beneficial to them. why choose an online physiology degree? choosing or opting for an online physiology degree can be a wise decision on the part of the busy professional as well as any modern day student. the course material used in online physiology degree are made keeping in mind a global approach and so the degrees are, usually, recognized across the globe. the online physiology degree courses also offer you the flexibility to choose your time and pace to study. thus an online physiology degree course has an edge over the conventional degrees that are available. to know more about online science degree keep surfing the links of onlinedegreeshub.


lesson one : transforming everyday objects marcel duchamp : bicycle wheel, bicycle wheel on wooden stool, 1963 ( henley - on - thames, richard hamilton collection ) ; © 2007 artists rights society ( ars ), new york / adagp, paris, photo credit : cameraphoto / art resource, ny man ray : rayograph, gelatin silver print, 29. 4×23. 2 cm, 1923 ( new york, museum of modern art ) ; © 2007 man ray trust / artists rights society ( ars ), new york / adagp, paris, photo © the museum of modern art, new york meret oppenheim : object ( le dejeuner en fourrure ), fur - lined cup, diam. 109 mm, saucer, diam. 237 mm, spoon, l. 202 mm, overall, h. 73 mm, 1936 ( new york, museum of modern art ) ; © 2007 artists rights society ( ars ), new york / prolitteris, zurich, photo © museum of modern art / licensed by scala / art resource, ny dada and surrealist artists questioned long - held assumptions about what a work of art should be about and how it should be made. rather than creating every element of their artworks, they boldly selected everyday, manufactured objects and either modified and combined them with other items or simply se - lected them and called them “ art. ” in this lesson students will consider their own criteria for something to be called a work of art, and then explore three works of art that may challenge their definitions. students will consider their own definitions of art. students will consider how dada and surrealist artists challenged conventional ideas of art. students will be introduced to readymades and photograms. ask your students to take a moment to think about what makes something a work of art. does art have to be seen in a specific place? where does one encounter art? what is art supposed to accomplish? who is it for? ask your students to create an individual list of their criteria. then, divide your students into small groups to discuss and debate the results and come up with a final list. finally, ask each group to share with the class what they think is the most important criteria and what is the most contested criteria for something to be called a work of art. write these on the chalkboard for the class to review and discuss. show your students the image of bicycle wheel. ask your students if marcel duchamp ’ s sculp -


most contested criteria for something to be called a work of art. write these on the chalkboard for the class to review and discuss. show your students the image of bicycle wheel. ask your students if marcel duchamp ’ s sculp - ture fulfills any of their criteria for something to be called a work of art. ask them to support their obser - vations with visual evidence. inform your students that duchamp made this work by fastening a bicycle wheel to a kitchen stool. ask your students to consider the fact that duchamp rendered these two functional objects unus - able. make certain that your students notice that there is no tire on the bicycle wheel. to challenge accepted notions of art, duchamp selected mass - produced, often functional objects from everyday life for his artworks, which he called readymades. he did this to shift viewers ’ engagement with a work of art from what he called the “ retinal ” ( there to please the eye ) to the “ intellectual ” ( “ in the service of the mind. ” ) [ h. h. arnason and marla f. prather, history of modern art : painting, sculpture, architecture, photography ( fourth edition ) ( new york : harry n. abrams, inc., 1998 ), 274. ] by doing so, duchamp subverted the traditional notion that beauty is a defining characteristic of art. inform your students that bicycle wheel is the third version of this work. the first, now lost, was made in 1913, almost forty years earlier. because the materials duchamp selected to be readymades were mass - produced, he did not consider any readymade to be “ original. ” ask your students to revisit their list of criteria for something to be called a work of art. ask them to list criteria related specifically to the visual aspects of a work of art ( such as “ beauty ” or realistic rendering ). duchamp said of bicycle wheel, “ in 1913 i had the happy idea to fasten a bicycle wheel to a kitchen stool and watch it turn. ” [ john elderfield, ed., studies in modern art 2 : essays on assemblage ( new york : the museum of modern art, 1992 ), 135. ] bicycle wheel is a kinetic sculpture that depends on motion for effect. although duchamp selected items for his readymades without regard to their so - called beauty, he said, “ to see that wheel turning was very soothing,


, 135. ] bicycle wheel is a kinetic sculpture that depends on motion for effect. although duchamp selected items for his readymades without regard to their so - called beauty, he said, “ to see that wheel turning was very soothing, very comforting... i en - joyed looking at it, just as i enjoy looking at the flames dancing in a fireplace. ” [ francis m. naumann, the mary and william sisler collection ( new york : the museum of modern art, 1984 ), 160. ] by en - couraging viewers to spin bicycle wheel, duchamp challenged the common expectation that works of art should not to be touched. show your students rayograph. ask your students to name recognizable shapes in this work. ask them to support their findings with visual evidence. how do they think this image was made? inform your students that rayograph was made by man ray, an american artist who was well - known for his portrait and fashion photography. man ray transformed everyday objects into mysterious images by placing them on photographic paper, exposing them to light, and oftentimes repeating this process with additional objects and exposures. when photographic paper is developed in chemicals, the areas blocked from light by objects placed on the paper earlier on will remain light, and the areas exposed to light will turn black. man ray discovered the technique of making photograms by chance, when he placed some objects in his darkroom on light - sensitive paper and accidentally exposed them to light. he liked the resulting images and experimented with the process for years to come. he likened the technique, now known as the photogram, to “ painting with light, ” calling the images rayographs, after his assumed name. now that your students have identified some recognizable objects used to make rayograph, ask them to consider which of those objects might have been translucent and which might have been opaque, based on the tone of the shapes in the photogram. now show your students meret oppenheim ’ s sculpture object ( dejeuner en fourrure ). both rayograph and object were made using everyday objects and materials not traditionally used for making art, which, when combined, challenge ideas of reality in unexpected ways. ask your students what those everyday objects are and how they have been transformed by the artists. ask your students to name some traditional uses for the individual materials ( cup, spoon, saucer, fur ) used to make object. ask your students what choices they think oppenheim


everyday objects are and how they have been transformed by the artists. ask your students to name some traditional uses for the individual materials ( cup, spoon, saucer, fur ) used to make object. ask your students what choices they think oppenheim made to transform these materials and objects. in 1936, the swiss artist oppenheim was at a cafe in paris with her friends pablo picasso and dora maar. oppenheim was wearing a bracelet she had made from fur - lined, polished metal tubing. picasso joked that one could cover anything with fur, to which oppenheim replied, “ even this cup and saucer. ” [ bice curiger, meret oppenheim : defiance in the face of freedom ( zurich, frankfurt, new york : parkett publishers inc., 1989 ), 39. ] her tea was getting cold, and she reportedly called out, “ waiter, a little more fur! ” soon after, when asked to participate in a surrealist exhibition, she bought a cup, saucer, and spoon at a department store and lined them with the fur of a chinese gazelle. [ josephine withers, “ the famous fur - lined teacup and the anonymous meret oppenheim ” ( new york : arts magazine, vol. 52, novem - ber 1977 ), 88 - 93. ] duchamp, oppenheim, and man ray transformed everyday objects into readymades, surrealist objects, and photograms. ask your students to review the images of the three artworks in this lesson and discuss the similarities and differences between these artists ’ transformation of everyday objects. art and controversy at the time they were made, works of art like duchamp ’ s bicycle wheel and oppenheim ’ s object were controversial. critics called duchamp ’ s readymades immoral and vulgar — even plagiaristic. overwhelmed by the publicity object received, oppenheim sunk into a twenty - year depres - sion that greatly inhibited her creative production. ask your students to conduct research on a work of art that has recently been met with controversy. each student should find at least two articles that critique the work of art. have your students write a one - page summary of the issues addressed in these articles. students should consider how and why the work chal - lenged and upset critics. was the controversial reception related to the representation, the medium, the scale, the cost, or the location of the work? after completing the assignment, ask your


in any large city just a handful of bars give the police far more trouble than all the rest put together. the same is true of many other types of establishments, such as schools, convenience stores, and parking lots. in each case, just a few produce far more crime, disorder, and calls for police assistance than the rest of the group combined. this phenomenon — called “ risky facilities ” — has important implications for many problem - oriented policing projects. in particular, it can help police focus their energies where they are needed most and can help in selecting appropriate preventive measures. this guide serves as an introduction to risky facilities and shows how the concept can aid problem - oriented policing efforts by providing answers to the following key questions. we open with a definition of facilities and provide some examples. we then discuss risky facilities and explain how this concept is related to other crime concentration theories. facilities are places with specific public or private functions, such as stores, bars, restaurants, mobile home parks, bus stops, apartment buildings, public swimming pools, atm locations, libraries, hospitals, schools, parking lots, railway stations, marinas, and shopping malls. facilities vary greatly in the crimes they experience. medical facilities, for example, are likely to have different types and levels of crime than do police booking facilities. in addition, there is likely to be a great variation within any broad category of facility. for example, although both are medical facilities, dental offices are likely to have different levels and types of crime than are emergency rooms. because such distinctions are critical to the success of risky facility analyses, it is important to begin by carefully defining the type of facility that is to be examined ; only then proceed to an examination of the type and frequency of crime that the particular type of facility experiences. one important principle of crime prevention holds that crime is highly concentrated among particular people, places, and things ; as this principle suggests, focusing resources on these concentrations is likely to yield the greatest preventive benefits. this principle has spawned a number of related concepts that are routinely used by police in problem - solving projects, including : risky facilities is another recently described theory of crime concentration that holds great promise for problem - oriented policing. 1 the theory postulates that only a small proportion of any specific type of facility will account for the majority of crime and disorder problems experienced or produced by the group of facilities as a whole. as a rule of thumb, about 20 percent of the total group will account for 80 percent of the problems. this is known as the 80 / 20 rule : in


of crime and disorder problems experienced or produced by the group of facilities as a whole. as a rule of thumb, about 20 percent of the total group will account for 80 percent of the problems. this is known as the 80 / 20 rule : in theory, 20 percent of any particular group of things is responsible for 80 percent of outcomes involving those things. 2 the 80 / 20 rule is not peculiar to crime and disorder ; rather, it is almost a universal law. for example, a small portion of the earth ’ s surface holds the majority of life on the planet ; a small proportion of earthquakes cause most earthquake damage ; a small number of people hold most of the earth ’ s wealth ; a small proportion of police officers produce the most arrests ; and so forth. in practice, of course, the proportion is seldom exactly 80 / 20 ; however, it is always true that some small percentage of a group produces a large percentage of any particular result involving that group. later in the guide we will show you how to determine whether the 80 / 20 rule holds true for any particular group of facilities. the 80 / 20 rule can be a useful initial assumption : when confronting a problem, start by assuming that most of the problem is created by a few individuals, places, or events. although this first approximation is not always correct, it is probably correct more often than assuming that the problem is spread evenly across individuals, places, or events. careful analysis can then test whether this starting assumption is correct. the first paper to discuss the concept of risky facilities identified nearly 40 studies of specific types of facilities that included data about variations in the risks of crime, disorder, or misconduct. 3 these studies covered a wide range of facilities and many different types of crime and deviance, including robbery, theft, assault, and simple disorder. all the studies showed wide variations in risk in the facilities studied and in many there was clear evidence of high concentrations of risk consistent with the definition of risky facilities. † there follow a few examples. † not every study provided clear evidence that a small proportion of the facilities accounted for a large proportion of the crime, disorder, or misconduct. rather, some reported differences between facilities in crime numbers or rates ; for example, matthews, pease & pease ( 2001 ) [ pdf ] reported that “ 4 percent of banks had robbery rates four to six times that of other banks. ” although consistent with the concept of risky facilities, these figures do not satisfy a key component of the definition : they do not demonstrate that a small number of high


involved each time. indeed, no one need be victimized at all, as would be the case if the calls were about drugs, prostitution, or stolen property sales. calling the tavern a repeat victim can be more than just confusing, however, because it might also divert attention from the role mismanagement or poor design plays in causing the fights. by keeping the concepts of repeat victimization and risky facilities separate, it may be possible to determine whether or not repeat victimization is the cause of a risky facility and thereby to design responses accordingly. the concept of risky facilities can be helpful in two types of policing projects. first, the concept can be useful in crime prevention projects that focus on a particular class of facilities, such as low rent apartment complexes or downtown parking lots. in the scanning stage, the objective is to list the facilities involved along with the corresponding number of problem incidents in order to see which facilities experience the most and which the fewest problems. this might immediately suggest some contributing factors. for example, a study of car break - ins and thefts in downtown parking facilities in charlotte, north carolina revealed that the number of offenses in each parking lot was not merely a function of size. 14 rather, it was discovered that some smaller facilities experienced a large numbers of thefts because of some fairly obvious security deficiencies. this finding was explored in more depth in the analysis stage by computing theft rates for each facility based on its number of parking spaces. the analysis found that the risk of theft was far greater in surface lots than in parking garages, a fact that had not been known previously. subsequent analysis compared security features between the multilevel and surface lots and then within the members of each category in an effort to determine which aspects of security ( e. g., attendants, lighting, security guards ) explained the variation. this analysis guided the selection of measures that were to have been introduced at the response stage ; and had these been implemented as planned ( which was not the case ), the assessment stage would have examined, not merely whether theft rates declined overall, but whether those at the previously riskiest facilities had declined most. obviously, this type of analysis can be conducted within any group of facilities. second, risky facilities analysis can be helpful to crime prevention efforts that focus on a particular troublesome facility. in this sort of analysis, the scanning stage consists of comparing the problems at a particular facility with those at similar nearby facilities. for example, in a project that won the herman goldstein award for excellence in problem - oriented policing in 2003,


rate | adapted from : clarke and martin ( 1975 ). once a satisfactory measure of the problematic events for a defined group of facilities has been obtained, the following six - step procedure can be used to determine whether the 80 / 20 rule applies. † reproduced with permission from clarke and eck ( 2003 ) in order to analyze crime concentrations, it is first necessary to define the type of facility to be examined ; only then is it possible to create a list of facilities that meets that the definition. ideally, all places that fit the definition and that are in the area of study will be on the list once and only once. in addition, facilities that do not fit the definition will not be on the list. the further the list departs from this ideal, the more likely it is that the results will be misleading. identifying all facilities of a particular type in any given area can be troublesome : not only can it sometimes be difficult to develop an appropriate working definition of the type of facility at issue, but problems can also arise in regard to the data management practices of relevant public and private agencies. here is an example of creating a list of facilities that illustrates these points. a research team at the university of cincinnati, ohio wanted to determine why a few bars had numerous violent incidents, whereas most of the others had none or only a very few. to do this, they needed a definition of “ bar ” and a list of facilities that met this definition. researchers defined “ bar ” as a place that met four conditions : ( 1 ) it had to be open to the general public, rather than restricted to members or rented out to private parties ; ( 2 ) it had to serve alcohol for onsite consumption ; ( 3 ) some patrons had to come to the place for the primary purpose of consuming alcohol ; and ( 4 ) there had to be a designated physical area within the place that served as a drinking area. locations that did not meet all four conditions were excluded from the study. to obtain a list of locations meeting this definition, researchers began by consulting records from the ohio division of liquor control. these records showed that 633 places within the city limits were licensed to serve hard liquor. based upon their personal knowledge, researchers were able to exclude a number of locations from consideration, reducing the list to 391 possible bars. to isolate the real bars, researchers then compared the remaining locations to the most recent bar guide in a local weekly tabloid that catered to young adults, which contained both a brief written description of the locations and numerous commercial advertisements.


391 possible bars. to isolate the real bars, researchers then compared the remaining locations to the most recent bar guide in a local weekly tabloid that catered to young adults, which contained both a brief written description of the locations and numerous commercial advertisements. the tabloid information revealed that at least 198 of the 391 places fit the definition used. the tabloid list was incomplete, however, as there were an unknown number of city bars that were not reviewed by the tabloid staff. a check of the online yellow pages verified several more bars. private fraternal organizations were eliminated from consideration because they were not open to the general public. for most of the remaining places, researchers phoned or visited the sites, examining the physical locations and interviewing owners and employees. onsite visits revealed several restaurants had areas that looked like bars, but these were eventually eliminated from consideration when it became clear from interviews that they were more decorative than functional or that they were used for other purposes ( e. g., to hold carryout orders for customer pickup or to provide overflow seating where customers could eat ). ultimately, researchers identified 264 facilities that fit the definition of bar. these then became the subjects of the study. table 1 : the distribution of 121 assaults in 30 pubs | no. of assaults | | % of assaults | | cumulative % assaults | | cumulative % pubs | | george & dragon | | 6 | | 5. 0 | | 76. 9 | | 23. 3 | | hare & hounds | | 1 | | 0. 8 | | 96. 7 | | 46. 7 | | rose & crown | | 0 | | 0 | | 100 | | 63. 3 | | dog and fox | | 0 | | 0 | | 100 | | 76. 7 | because there is no single reason why facilities vary in risk, it is important to determine which reasons are in operation in each particular case. the most important sources of variation in risk follow. table 2 : reported shopliftings by store, danvers, mass. october 2003 to september 2004 | store | | shopliftings | | percent of shopliftings | | cumulative % of shopliftings | | cumulative % of stores | | shopliftings per 1000 sq. ft. | | 7 stores with 2 incidents | | 14 | | 4. 7 | | 90. 6 | | 30. 8 | | 0. 08 | | 28 stores with 1 incident | | 28 | | 9. 4 | | 100. 0 | | 66. 7 | | 0. 06


facilities have far more crime than other facilities of the same type. rather, the full explanation usually involves a combination of the seven factors discussed above ; remember though, that the relative contribution of each will vary from case to case. in many problem - oriented projects it might not be possible to explain completely the variations in risk between facilities, because such analysis is usually only possible after detailed research that can take weeks or months to complete. however, it is usually possible to get some idea of how each of the seven factors contributes to the problem by comparing high and low crime facilities. we previously explained how to do this when we discussed the various ways of testing the influence of location, hot products, repeat victimization and crime attractors. in some cases, quantitative data such as facility size will be readily available. in others, it might be necessary to survey the facilities to discover the relevant information. for example, in the project mentioned above that focused on thefts from cars in charlotte ’ s downtown parking facilities, police surveyed the lots to gather information about hours of operation, attendants, fencing, lighting, and other security measures. this provided many ideas for reducing crime in the riskiest facilities. in another charlotte study, a police survey found that the theft of household appliances from construction sites was much lower when builders delayed installation until the homes were ready for occupancy. 19 direct observation and discussions with managers and police familiar with the facilities ( see box 4 ) can yield valuable insights into the reasons for variations in risk between facilities. in addition, interviews with apprehended offenders can reveal how they evaluate the difficulties, rewards, and risks of preying upon the facilities in the sample. † similarly, interviews with victims — particularly repeat victims — can be revealing. † see scott decker, using offender interviews to inform police problem solving, problem solving tools series no. 3 ( washington, d. c. : office of community oriented policing services, 2005 ). in newark, new jersey, a project funded by the u. s. department of justice office of community oriented policing services ( the cops office ) focused on drug dealing in low cost private rental apartment complexes. 20 during the scanning stage, 22 possible sites for intervention ( out of a total of 506 private apartment complexes ) were identified through an analysis of police data and interviews with officers in the newark police department ’ s safer cities task force and special investigations unit. subsequent interviews with district commanders revealed a special problem with four apartment complexes located close to entry and exit ramps for interstate 78, which provided out - of -


. decker, s. ( 2005 ) using offender interviews to inform police problem solving, problem - oriented guides for police series, problem solving tools series no. 3 washington, d. c. : u. s. department of justice, office of community oriented policing services. [ full text ] eck, j. e. ( 2002 ). “ preventing crime at places. ” in l. w. sherman, d. farrington, b. welsh and d. l. mackenzie ( eds. ), evidence - based crime prevention. new york : routledge. - - - - ( 2003 ). “ police problems : the complexity of problem theory, research and evaluation. ” in j. knutsson ( ed. ), problem - oriented policing : from innovation to mainstream, crime prevention studies, vol. 15. monsey, n. y. : criminal justice press. [ full text ] eck, j., r. v. clarke and r. guerette ( 2007 ). “ risky facilities : crime concentration in homogeneous sets of facilities. ” crime prevention studies, vol. 21. monsey, n. y. : criminal justice press. [ full text ] felson, m., r. berends, b. richardson and a. veno ( 1997 ). “ reducing pub hopping and related crime. ” in r. homel ( ed. ), policing for prevention : reducing crime, public intoxication and injury, crime prevention studies, vol. 7. monsey, n. y. : criminal justice press. [ full text ] hirschfield, a., and k. bowers ( 1998 ). “ monitoring, measuring and mapping community safety. ” in a. marlow and j. pitts ( eds. ), planning safer communities. lyne regis : russell house publishing. homel, r., m. hauritz, g. mcilwain, r. wortley and r. carvolth ( 1997 ). “ preventing drunkenness and violence around nightclubs in a tourist resort. ” in r. v. clarke ( ed. ), situational crime prevention : successful case studies ( 2nd ed. ). guilderland, n. y. : harrow and heston. kock, r. ( 1999 ). 80 - 20 principle : the secret to success by achieving more with less. new york : doubleday. la vigne, n. ( 1994 ). “ gasoline drive - offs : designing a less convenient environment. ”


r. ( 1999 ). 80 - 20 principle : the secret to success by achieving more with less. new york : doubleday. la vigne, n. ( 1994 ). “ gasoline drive - offs : designing a less convenient environment. ” in r. v. clarke ( ed. ), crime prevention studies, vol. 2. monsey, n. y. : criminal justice press. [ full text ] lindstrom, p. ( 1997 ). “ patterns of school crime : a replication and empirical extension. ” british journal of criminology 37 ( 1 ) : 121 - 130. loukaitou - sideris, a., and j. e. eck ( in press ). “ crime prevention and active living. ” american journal of health promotion. madensen, t., m. skubak, d. morgan and j. e. eck ( 2005 ). open - air drug dealing in cincinnati, ohio : executive summary and final recommendations. cincinnati, ohio : university of cincinnati, division of criminal justice. available at www. uc. edu / criminaljustice / projectreports / final _ recommendations. pdf ) matthews, r., c. pease and k. pease ( 2001 ). “ repeat bank robbery : theme and variations. ” in g. farrell and k. pease ( eds. ), repeat victimization. crime prevention studies, vol. 12. monsey, n. y. : criminal justice press. [ full text ] national association of convenience stores ( 1991 ). convenience store security report and recommendations. alexandria, va. : national association of convenience stores. newton, a. ( 2004 ). crime and disorder on busses : toward an evidence base for effective crime prevention. phd dissertation, university of liverpool. oakland police department ( 2003 ). “ the oakland airport motel project. ” submission for the herman goldstein award for excellence in problem - oriented policing. [ full text ] perrone, s. ( 2000 ). crimes against small business in australia : a preliminary analysis. trends & issues in crime and criminal justice, no. 184. canberra : australian institute for criminology. [ full text ] scott, m. ( 2001 ). the problem of robbery at automated teller machines. problem - oriented guides for police series, problem specific guide no. 8. washington, d. c. : u. s. department of justice, office of community oriented policing services. [ full text ] scott, m., and h. goldstein (


- oriented guides for police series, problem specific guide no. 8. washington, d. c. : u. s. department of justice, office of community oriented policing services. [ full text ] scott, m., and h. goldstein ( 2005 ). shifting and sharing responsibility for public safety problems. problem - oriented guides for police, response guide series no. 3 washington, d. c. : u. s. department of justice, office of community oriented policing services. [ full text ] sherman, l., j. schmidt and r. velke ( 1992 ). high crime taverns : a recap project in problem - oriented policing. washington, d. c. : crime control institute. smith, d., m. gregson and j. morgan ( 2003 ). between the lines : an evaluation of the secured park award scheme. home office research study, no. 266. london : home office research, development and statistics directorate. [ full text ] stedman, j. ( 2005 ). “ alcohol issues in city parks. ” unpublished presentation to the chula vista city council. chula vista, ca : chula vista police department ( november ). weisel, d. ( 2005 ) analyzing repeat victimization. problem - oriented guides for police, problem solving tools series no. 4. washington, d. c. : u. s. department of justice, office of community oriented policing services. [ full text ] zanin, n., j. shane and r. v. clarke ( 2004 ). “ reducing drug dealing in private apartment complexes in newark, new jersey. ” a final report to the u. s. department of justice, office of community oriented policing services, on the field applications of the problem - oriented guides for police project. washington, d. c. : office of community oriented policing services, u. s. department of justice. [ full text ] you may order free bound copies in any of three ways : phone : 800 - 421 - 6770 or 202 - 307 - 1480 allow several days for delivery. send an e - mail with a link to this guide. error sending email. please review your enteries below.


pppl scientists propose a solution to a critical barrier to producing fusion posted april 23, 2012 ; 05 : 00 p. m. physicists from the u. s. department of energy ' s princeton plasma physics laboratory ( pppl ) have discovered a possible solution to a mystery that has long baffled researchers working to harness fusion. if confirmed by experiment, the finding could help scientists eliminate a major impediment to the development of fusion as a clean and abundant source of energy for producing electric power. an in - depth analysis by pppl scientists zeroed in on tiny, bubble - like islands that appear in the hot, charged gases — or plasmas — during experiments. these minute islands collect impurities that cool the plasma. and these islands, the scientists report in the april 20 issue of the journal physical review letters, are at the root of a longstanding problem known as the " density limit " that can prevent fusion reactors from operating at maximum efficiency. fusion occurs when plasmas become hot and dense enough for the atomic nuclei contained within the hot gas to combine and release energy. but when the plasmas in experimental reactors called tokamaks reach the mysterious density limit, they can spiral apart into a flash of light. " the big mystery is why adding more heating power to the plasma doesn ' t get you to higher density, " said david gates, a principal research physicist at pppl and co - author of the proposed solution with luis delgado - aparicio, a postdoctoral fellow at pppl and a visiting scientist at the massachusetts institute of technology ' s plasma science fusion center. " this is critical because density is the key parameter in reaching fusion and people have been puzzling about this for more than 30 years. " a discovery by princeton plasma physics laboratory physicists luis delgado - aparicio ( left ) and david gates could help scientists eliminate a major impediment to the development of fusion as a clean and abundant source of energy for producing electric power. listen to a podcast with the scientists discussing their discovery. ( photo by elle starkman ) the scientists hit upon their theory in what gates called " a 10 - minute ' aha! ' moment. " working out equations on a whiteboard in gates ' office, the physicists focused on the islands and the impurities that drive away energy. the impurities stem from particles that the plasma kicks up from the tokamak wall. " when you hit this magical density limit, the islands grow and coalesce and the plasma ends up in a disruption, " said delgado - ap


energy. the impurities stem from particles that the plasma kicks up from the tokamak wall. " when you hit this magical density limit, the islands grow and coalesce and the plasma ends up in a disruption, " said delgado - aparicio. these islands actually inflict double damage, the scientists said. besides cooling the plasma, the islands act as shields that block out added power. the balance tips when more power escapes from the islands than researchers can pump into the plasma through a process called ohmic heating — the same process that heats a toaster when electricity passes through it. when the islands grow large enough, the electric current that helps to heat and confine the plasma collapses, allowing the plasma to fly apart. gates and delgado - aparicio now hope to test their theory with experiments on a tokamak called alcator c - mod at mit, and on the diii - d tokamak at general atomics in san diego. among other things, they intend to see if injecting power directly into the islands will lead to higher density. if so, that could help future tokamaks reach the extreme density and 100 - million - degree temperatures that fusion requires. the scientists ' theory represents a fresh approach to the density limit, which also is known as the " greenwald limit " after mit physicist martin greenwald, who has derived an equation that describes it. greenwald has another potential explanation for the source of the limit. he thinks it may occur when turbulence creates fluctuations that cool the edge of the plasma and squeeze too much current into too little space in the core of the plasma, causing the current to become unstable and crash. " there is a fair amount of evidence for this, " greenwald said. however, he added, " we don ' t have a nice story with a beginning and end and we should always be open to new ideas. " gates and delgado - aparicio pieced together their model from a variety of clues that have developed in recent decades. gates first heard of the density limit while working as a postdoctoral fellow at the culham centre for fusion energy in abingdon, england, in 1993. the limit had previously been named for culham scientist jan hugill, who described it to gates in detail. separately, papers on plasma islands were beginning to surface in scientific circles. french physicist paul - henri rebut described radiation - driven islands in a mid - 1980s conference paper, but not in a periodical. german physicist wolfgang suttrop speculated a decade later that


papers on plasma islands were beginning to surface in scientific circles. french physicist paul - henri rebut described radiation - driven islands in a mid - 1980s conference paper, but not in a periodical. german physicist wolfgang suttrop speculated a decade later that the islands were associated with the density limit. " the paper he wrote was actually the trigger for our idea, but he didn ' t relate the islands directly to the greenwald limit, " said gates, who had worked with suttrop on a tokamak experiment at the max planck institute for plasma physics in garching, germany, in 1996 before joining pppl the following year. in early 2011, the topic of plasma islands had mostly receded from gates ' mind. but a talk by delgado - aparicio about the possibility of such islands erupting in the plasmas contained within the alcator c - mod tokamak reignited his interest. delgado - aparicio spoke of corkscrew - shaped phenomena called snakes that had first been observed by pppl scientists in the 1980s and initially reported by german physicist arthur weller. intrigued by the talk, gates urged delgado - aparicio to read the papers on islands by rebut and suttrop. an email from delgado - aparicio landed in gates ' inbox some eight months later. in it was a paper that described the behavior of snakes in a way that fit nicely with the c - mod data. " i said, ' wow! he ' s made a lot of progress, ' " gates remembered. " i said, ' you should come down and talk about this. ' " what most excited gates was an equation for the growth of islands that hinted at the density limit by modifying a formula that british physicist paul harding rutherford had derived back in the 1980s. " i thought, ' if wolfgang ( suttrop ) was right about the islands, this equation should be telling us the greenwald limit, " gates said. " so when luis arrived i pulled him into my office. " then a curious thing happened. " it turns out that we didn ' t even need the entire equation, " gates said. " it was much simpler than that. " by focusing solely on the density of the electrons in a plasma and the heat radiating from the islands, the researchers devised a formula for when the heat loss would surpass the electron density. that in turn pinpointed a possible mechanism behind the greenwald limit. delgado - aparicio became so absorbed in the scientists ' new ideas that


the islands, the researchers devised a formula for when the heat loss would surpass the electron density. that in turn pinpointed a possible mechanism behind the greenwald limit. delgado - aparicio became so absorbed in the scientists ' new ideas that he missed several turnoffs while driving back to cambridge, mass., that night. " it ' s intriguing to try to explain mother nature, " he said. " when you understand a theory you can try to find a way to beat it. by that i mean find a way to work at densities higher than the limit. " conquering the limit could provide essential improvements for future tokamaks that will need to produce self - sustaining fusion reactions, or " burning plasmas, " to generate electric power. such machines include proposed successors to iter, a $ 20 billion experimental reactor that is being built in cadarache, france, by the european union, the united states and five other countries. why hadn ' t researchers pieced together a similar theory of the density - limit puzzle before? the answer, said gates, lies in how ideas percolate through the scientific community. " the radiation - driven islands idea never got a lot of press, " he said. " people thought of them as curiosities. the way we disseminate information is through publications, and this idea had a weak initial push. " pppl, in plainsboro, n. j., is devoted both to creating new knowledge about the physics of plasmas — ultra - hot, charged gases — and to developing practical solutions for the creation of fusion energy. through the process of fusion, which is constantly occurring in the sun and other stars, energy is created when the nuclei of two lightweight atoms, such as those of hydrogen, combine in plasma at very high temperatures. when this happens, a burst of energy is released, which can be used to generate electricity. pppl is managed by princeton university for the u. s. department of energy ' s office of science.


prlog ( press release ) - apr. 10, 2012 - many are not aware that on the day titanic collided with an iceberg in the north atlantic, the ship had received no less than six wireless transmissions describing the extent of the dangerous ice fields and bergs, but that not all of these messages made it to the bridge and that the captain therefore had an incorrect mental picture which did not match the reality on the ocean in front of him. author david warner mathisen, a professional analyst and former us army infantry officer, observes that this type of failure to “ connect the dots ” is well known in the army, and that military concepts such as “ situational awareness ” and clausewitz ’ s phrase “ the fog of war ” are valuable tools for extracting lessons from the disaster that we can apply today. he points out that in many situations, the information that is needed to enable accurate analysis of the situation is actually available, but overlooked or not placed into the proper framework or context, so that the dots are not connected, something that happens so often that we can conclude that gaining true situational awareness is actually exceedingly difficult, even though it might at first appear to be simple. he then goes on to argue that the data we may be overlooking from a civilizational perspective may be creating a dangerous “ false picture ” that creates potentially serious danger, which should encourage greater efforts to “ connect the dots ” using tools that can facilitate better analysis. while many various theories of greater or lesser merit have been put forward to explain the 1912 titanic disaster, including some recent analysis that the position of the earth in relation to both the moon and the sun may have played a role, ultimately the sinking and the tragic loss of life were the result of a lack of situational awareness – not just prior to the collision but in the fatal aftermath as well. # # # david warner mathisen is a professional analyst and former us army officer, and the author of the book " the mathisen corollary " and of the recently - released essay " titanic and the fall of civilizations. "


and the emphasis on learning from mistakes and a continuous process that results from what the military calls “ after - action reviews. ” learning can also occur in the classroom, whether through case studies, historical and analytic approaches, or experiential teaching that simulates situations that train students to increase self - awareness, distinguish their roles from their selves, and use their selves as a barometer for understanding a larger group. similarly, students can learn from the results of scientific studies, limited though they may be, and by studying the range of behaviors and contexts that historical episodes can illuminate. in practice, of course, few people occupy top positions in groups or organizations. most people “ lead from the middle. ” effective leadership from the middle often requires attracting and persuading those above, below, and beside you. indeed, leaders in the middle frequently find themselves in a policy vacuum, with few clear directives from the top. a passive follower keeps his head down, shuns risk, and avoids criticism. an opportunist uses the slack to feather his own nest rather than help the leader or the public. bureaucratic entrepreneurs, on the other hand, take advantage of such opportunities to adjust and promote policies. the key moral question is whether, and at what point, their entrepreneurial activity exceed the bounds of policies set from the top. since they lack the legitimate authority of elected or high - level appointed officials, bureaucratic entrepreneurs must remain cognizant of the need to balance initiative with loyalty. leaders should encourage such entrepreneurship among their followers as a means of increasing their effectiveness. after all, the key to successful leadership is to surround oneself with good people, empower them by delegating authority, and then claim credit for their accomplishments. to make this formula work, however, requires a good deal of soft power. without the soft power that produces attraction and loyalty to the leader ’ s goals, entrepreneurs run off in all directions and dissipate a group ’ s energies. with soft power, however, the energy of empowered followers strengthens leaders. leadership is broadly distributed throughout healthy democracies, and all citizens need to learn more about what makes good and bad leaders. potential leaders, in turn, can learn more about the sources and limits of the soft - power skills of emotional iq, vision, and communication, as well as hard - power political and organizational skills. they must also better understand the nature of the contextual intelligence they will need to educate their hunches and sustain strategies of smart power. most


lama ole nydahl the six liberating actions are a motivational teaching for direct use in one ' s life. as is generally known, buddhism has a very practical aim and its view is exceedingly clear. no one gets enlightened from only hearing teachings. lasting results come from real experiences and the changes they bring about. because this is so important, buddha gave much practical advice, which should never be seen as commandments but as help from a friend. being neither a creator nor a judging god, he wants no followers nor students who are a flock of sheep. instead he wants colleagues - mature people sharing his enlightenment and the massive responsibility it entails are his real goal. for those who mainly think of themselves, his advice is contained in the noble eightfold path. starting with a useful lifestyle, it culminates in proper concentration. whoever has reached the level of compassion and insight, and wishes to be useful to others, finds the six paramitas or six liberating actions more useful. ' ita ' means ' gone ' and ' param ' means ' beyond '. the paramitas develop love which takes one beyond the personal. it is the view which sets one free, the deep insight that seer, things seen, and the act of seeing are interdependent and one, that subject, object and action cannot be separated. the paramitas liberate not because bad pictures in the mirror of one ' s mind are replaced with good ones, but because the confident states the latter produce allow one to go behind the good and the bad and recognize the mirror itself ; shining, perfect and more fantastic than anything that it may reflect. the actions are liberating because they bring a recognition of the ultimate nature of mind. if one only fills the mind with good impressions, that would of course bring future happiness, but it would not go beyond the conditioned. with the view of the oneness of subject, object and action, whatever is undertaken for the benefit of others will bring the doer timeless benefit. the first liberating action : generosity. generosity opens up every situation. the world is full of spontaneous richness, but no matter how good the music is, there is no party if no one dances. if no one shares anything of themselves, nothing meaningful will happen. that is why generosity is so important. at buddha ' s time, people were much less complicated than today. they also did not have amazing machines working for them. at that time, generosity was a question of


of themselves, nothing meaningful will happen. that is why generosity is so important. at buddha ' s time, people were much less complicated than today. they also did not have amazing machines working for them. at that time, generosity was a question of helping others survive, of assuring that they had enough to eat. this meant the act was often focused on material things. today, in the free and non - overpopulated part of the world, this is not the case ; one usually dies from too much fat around the heart. due to a lack of clear thinking, people develop inner problems as the outer ones diminish, and start to feel lonely and insecure. instead of worrying about necessities, they develop complicated inner lives and many have never tasted the joy of their physical freedom. thus in the western world and parts of asia, where material things are abundant - generosity refers mostly to the emotional. it means sharing one ' s power, joy and love with others, from the beyond - personal levels from where there is no falling down. if one meditates well and taps into the unconditioned states of mind, there is no end to the good that one may pass on to others. sharing one ' s ultimate certainty is the finest gift of all - giving beings one ' s warmth - and though one cannot take one ' s car or fame past the grave, not everything is lost at death. the qualities developed during former lives are easily re - gained in later ones and there is no richness that is passed more directly from one existence to another than joyful energy. squeezing the juice out of life pays, and a few more mantras or prostrations, some more love for one ' s partner than usual, not only bring power here and now, but speed up enlightenment. as already mentioned, the finest and only lasting richness one may bring beings is an insight into their unconditioned nature. but how to do that? how does one show others their innate perfection? the best mirror is buddha ' s teachings and this is why no activity is more beneficial than the making of meditation centers. the practical wisdom they disseminate acquaints many with the clear light of their consciousness and the seeds thus planted will grow over all future lives until enlightenment. though many socially minded people claim that such teachings are a luxury and that first one should give people something to eat, this is not true. there is ample space for both. when the mind functions well, the stomach will digest the food better


enlightenment. though many socially minded people claim that such teachings are a luxury and that first one should give people something to eat, this is not true. there is ample space for both. when the mind functions well, the stomach will digest the food better and maybe then one can understand the reasons for having less children. in any case, the body will disappear while the mind continues on. the second paramita : a life that is aware, meaningful and useful to others. as terms like morality and ethics are employed by governing classes to control those below, many prefer not to use them. people are consciously intimidated by this, and often think, " if the state doesn ' t get you in this life, the church will get you afterwards. " even when only advice is given, as in the case of the buddha, and the full development of beings is the only goal, one has to choose words which instruct clearly, without employing fear. the best definition of the second liberating action is probably living meaningfully and for the benefit of others. so what does this mean? how can one encompass the countless actions, words and thoughts during just one single day? buddha, seeing everything from the state of timeless wisdom, had a few unique ideas. because people have ten fingers for counting and then remembering, he gave ten pieces of advice concerning what is useful and what is not. encompassing body, speech and mind, they become meaningful also to independent people when one recognizes that buddha is not a boss, but a friend wishing one happiness. he wants everybody to share the blissful clear light of mind ; the knower of past, present and future. understanding that everybody is a buddha who has not realized it yet, and recognizing the outer world to be a pure land, all experience becomes the expression of highest wisdom simply because it can happen. how else could the buddha act? he never teaches by dogma or from above but shares his wisdom with beings whom he knows to be his equals in essence. due to the good karma of those surrounding him, buddha tought for a full 45 years and died with a smile. he taught many extraordinary students. the questions they asked him were on the level of socrates, aristotle and plato ; the best minds of an amazing generation came to test him with the complete range of their philosophical tools and found not only convincing words, but buddha ' s power was so skillful that it changed them in lasting ways. beyond perfecting their logical abilities, he influenced their whole mind. introducing them to the timeless experiencer behind


range of their philosophical tools and found not only convincing words, but buddha ' s power was so skillful that it changed them in lasting ways. beyond perfecting their logical abilities, he influenced their whole mind. introducing them to the timeless experiencer behind the experiences, there was no space left for doubt. on the levels of body, speech and mind, it is not difficult to understand what is useful to avoid. when people have problems with the police, usually they have caused some trouble with their body. killing, stealing, or harming others sexually are the main points here. when they are lonely, usually they say things which disturb others. they usually lie with the intent to harm others, spread gossip, split friends or confuse people. if somebody is unhappy, one will develop a tendency to dislike others, feel envy and permit states of confusion to drag on. the opposite are ten positive actions of body, speech and mind which only bring happiness. they make one powerful and useful to others. here the buddha advises using one ' s body as a tool to protect beings, to give them love and whatever else they need. whoever has success with others now, has developed that potential during earlier lives, so the quicker one starts, the better. one ' s speech may touch many more beings with the means of communication today. kind words previously spoken, create pleasant experiences now and strengthen good karma. if people listen, speak kindly and receive clear information, then again, in this life they will see benefit in telling the truth whenever possible, avoid telling lies to harm others, show people how things work in the world, and bring them calm. and finally, what to do with one ' s mind? good wishes, joy in the good that others do and clear thinking is the way to go. these qualities brought us the mental happiness we enjoy today and making a habit of them insures happiness until enlightenment. the mind is most important of all. thoughts today become words tomorrow and actions the day after. every moment here and now is important. if one watches the mind, nothing can stop one ' s progress. the third paramita : how not to lose future happiness through anger. when one is accumulating spiritual richness through generosity and directing it with the right understanding, the third quality needed on one ' s way is patience ; not to lose the good energy at work for others and oneself. how may one lose it? through anger. anger is the only luxury mind cannot afford. good impressions gathered over lifetimes - mind ' s capital and the


' s way is patience ; not to lose the good energy at work for others and oneself. how may one lose it? through anger. anger is the only luxury mind cannot afford. good impressions gathered over lifetimes - mind ' s capital and the only source of lasting happiness - may be burnt in no time through fits of hot or cold rage. buddha said that avoiding anger is the most difficult and most beautiful robe one can wear, and he gave many means to obtain that goal. one which is very useful today is experiencing a situation as a series of separate events to which one reacts without any evaluation. this " salami tactic " or " strobe light - view " is very effective when reacting to a physical danger. also other methods like feeling empathy with whomever creates bad karma, knowing it will return to them, and being aware of the impermanent and conditioned nature of every experience, and imagining how deluded people must be to cause such trouble are beneficial approaches. reacting to whatever appears without anger will set free the timeless wisdom of body, speech, and mind and one ' s reactions will be right. on the highest level of practice called the diamond way, one lets unwanted emotions float on a carpet of mantras, letting them fall away without causing any bad habits. one may also let the thief " come to an empty house " by simply being aware of the feeling while doing nothing unusual. when it has visited a few times without receiving any energy, it will come less frequently and then stay away. whoever can be aware as anger appears, plays around and then disappears, will discover a radiant state of mind, showing all things clearly like a mirror. in any case, it is wise to avoid anger as well as one can. and when it bites, to let it go quickly. the decision to stop anger and remove it whenever it appears is the support for the " inner " or bodhisattva vow. force is useful to protect and teach, but the feeling of anger is always difficult and causes most of the suffering in the world today. the buddhist protectors removing harm, or tilopa and marpa polishing off their students in record time fall under the category of forceful action. probably no teacher could survive without having to resort to it. meditation centers need this view for a balanced policy for their visitors. if people appear drunk, on drugs, unwashed or behave badly, one should make them leave quickly. they disturb others, plus the next day they will not remember what they have learned. the function of a


for a balanced policy for their visitors. if people appear drunk, on drugs, unwashed or behave badly, one should make them leave quickly. they disturb others, plus the next day they will not remember what they have learned. the function of a buddhist center, and especially of the karma kagyu lineage, is to offer a spiritual way to those who are too critical and independent for anything else ; there are enough churches and places for people searching for help. not everybody brings the necessary conditions for entering the buddhist practice, however. to practice the diamond way one needs a foundation of being at least behaved, able to not take things personally and to think of others. the fourth paramita : joyful energy insuring our growth. next follows joyful energy. without that, life has no " zap " and one will get older but not wiser. it is a point where one should be conscious and keep feeding body, speech and mind the impressions which give an appetite for further conquest and joy. as most have a strong tendency towards inertia and the status quo, one should make sure to stay alive from the inside out, which actually happens best through the pure view of the diamond way. knowing that all beings are buddhas just waiting to be shown their richness and that all existence is the free play of enlightened space : what would be more inspiring than making all that come true? there is an immense joy inherent in constant growth, in never allowing anything to become stale or used. real development lies beyond the comfort zone and it pays well to demand little from others and much from oneself. the fifth paramita : meditation which makes life meaningful. the former four points should be evident to everybody. whoever wants to give life power and meaning has to invoke others. this happens best through generosity with body, speech and mind. one needs to direct the energy thus arising through skillful thoughts, words and actions and then to avoid the anger which destroys all good seeds one may have planted. also energy gives that extra push which opens new dimensions. but why meditation? because one cannot willfully keep the states so joyfully reached at times. unwanted emotions often lurk in dark corners of beings ' consciousness and may bring them to do, say or experience things they would rather have avoided. here, the pacifying meditation of calming and holding the mind gives the necessary distance to choose taking roles in life ' s comedies and avoiding it ' s tragedies. the sixth paramita : wisdom - recognizing the true nature of


activemq via c # using apache. nms part 1 java message service ( jms ) is the de facto standard for asynchronous messaging between loosely coupled, distributed applications. per the specification, it provides a common way for java application to create, send, receive and read messages. this is great for enterprises or organizations whose architecture depends upon a single platform ( java ), but the reality is that most organizations have hi - bred architectures consisting of java and. net ( and others ). oftentimes these systems need to communicate using common messaging schematics : activemq and apache. nms satisfy this integration requirement. the jms specification outlines the requirements for system communication between java messaging middleware and the clients that use them. products that implement the jms specification do so by developing a provider that supports the set of jms interfaces and messaging semantics. examples of jms providers include open source offerings such as activemq, hornetq and glassfish and proprietary offerings such as sonicmq and websphere mq. the specification simply makes it easier for third parties to develop providers. all messaging in jms is peer - 2 - peer ; clients are either jms or non jms applications that send and receive messages via a provider. jms applications are pure java based applications whereas non jms use jms styled apis such as activemq. nms which uses openwire, a cross language wire protocol that allows native access to the activemq provider. jms messaging schematics are defined into two separate domains : queue based and topic based applications. queue based or more formally, point - to - point ( ptp ) clients rely on “ senders ” sending messages to specific queues and “ receivers ” registering as listeners to the queue. in scenarios where more a queue has more than one listener, the messages are delivered in a round - robin fashion between each listener ; only one copy of the message is delivered. think of this as something like a phone call between you and another person. topic based application follow the publish / subscribe metaphor in which ( in most cases ) a single publisher client publishes a message to a topic and all subscribers to that topic receive a copy. this type of messaging metaphor is often referred to as broadcast messaging because a single client sends messages to all client subscribers. this is some analogous to a tv station broadcasting a television show to you and any other people who wish to “ subscribe ” to a specific channel. jms api basics the jms standard defines a


takes to send a message, however for performance reasons you can extend the life out to the length of the application ’ s lifetime. like the topicpublisher above, the topicsubscriber class is container / wrapper class that allows clients to “ listen in ” or “ subscribe ” to a topic. the topicsubscriber class is typically has a lifetime that is the equal to the lifetime of the application. the reason is pretty obvious : a publisher always knows when it will publish, but a subscriber never knows when the publisher will send the message. what the subscriber does is create a permanent “ listener ” to the topic, when a publisher sends a message to the topic, the subscriber will receive and process the message. the following unit test shows the classes above used in conjunction with the apache. nms and apache. nms. activemq api ’ s to send and receive messages to activemq which is java based, from the. net world! here is quick rundown of the apachnmsactivemqtests class : - declare variables for the required nms objects and the topicsubscriber - declare variables for the broker uri, the topic to subscribe / publish to, and the client and consumer ids - create a connectionfactory object, create and start a connection, and then create a session to work with. - create and start the topicsubscriber which will be a listener / subscriber to the “ testtopic ” topic. also, to receive messages you must register an event handler or lambda expression with the messagereceiveddelegate delegate. in this example i in - lined a lambda expression for simplicity. - on the test the method, create a temporary publisher and send a message to the topic. - tear down and dispose of the subscriber and session. - tear down and dispose of the connection. after you run the unit test you should see something like the following message : note that activemq must be up and running for the example to work.


below you will find several recent observations about the relationship between reading and science process skills. significant improvement in both science and reading scores occurred when the regular basal reading program was replaced with reading in science that correlated with the science curriculum ( romance and vitale, 2001 ). teachers should help students recognize the important role that prior knowledge plays and teach them to use that knowledge when learning science through reading ( barton and jordan, 2001 ). most students arrive at the science teacher ' s classroom knowing how to read, but few understand how to use reading for learning science content ( santa, havens, and harrison, 1996 ). the same skills that make good scientists also make good readers : engaging prior knowledge, forming hypotheses, establishing plans, evaluating understanding, determining the relative importance of information, describing patterns, comparing and contrasting, making inferences, drawing conclusions, generalizing, evaluating sources, and so on ( armbruster, 1993 ). the skills in science are remarkably similar to those used in other subjects, especially reading. when students are doing science, following scientific procedures, and thinking as scientists, they are developing skills that are necessary for effective reading and understanding ( padilla, muth and lund padilla, 1991 ). students engaging in hands - on activities are forced to confront currently held cognitive frameworks with new ideas, and, thus actively reconstruct meaning form experience ( shymansky, 1989 ). because hands - on activities encourage students to generate their own questions whose answers are found by subsequent reading of their science textbook or other science materials, such activities can provide students with both a meaningful purpose for reading ( ulerick, 1989 ) and context - valid cognitive frames of reference from which to construct meaning from text ( nelson - herber, 1986 ). reading and activity - oriented sciences emphasize the same intellectual skills and are both concerned with thinking processes. when a teacher helps students develop science process skills, reading processes are simultaneously being developed ( mechling & oliver, 1983 and simon & zimmerman, 1980 ). research indicates that a strong experienced - based science program, one in which students directly manipulate materials, can facilitate the development of language arts skills ( wellman, 1978 ). science process skills have reading counterparts. for example, when a teacher is working on " describing " in science, students are learning to isolate important characteristics, enumerate characteristics, use appropriate terminology, and use synonyms which are important reading skills ( carter & simpson, 1978 ). when students have used the process skills of observing, identifying, and classify


science, students are learning to isolate important characteristics, enumerate characteristics, use appropriate terminology, and use synonyms which are important reading skills ( carter & simpson, 1978 ). when students have used the process skills of observing, identifying, and classifying, they are better able to discriminate between vowels and consonants and to learn the sounds represented by letters, letter blends, and syllables ( murray & pikul ski, 1978 ). science instruction provides an alternative teaching strategy that motivates students who may have reading difficulties ( wellman, 1978 ). children ' s involvement with process skills enables them to recognize more easily the contextual and structural clues in attacking new words and better equips them to interpret data in a paragraph. science process skills are essential to logical thinking, as well as to forming the basic skills for learning to read ( barufaldi & swift, 1977 ). guszak defines reading readiness as a skill - complex. of the three areas within the skill - complex, two can be directly enhanced by science process skills : ( 1 ) physical factors ( health, auditory, visual, speech, and motor ) ; and ( 2 ) understanding factors ( concepts, processes ). when students see, hear, and talk about science experiences, their understanding, perception, and comprehension of concepts and processes may improve ( barufaldi & swift, 1977 and bethel, 1974 ). the hands - on manipulative experiences science provides are the key to the relationship between process skills in both science and reading ( lucas & burlando, 1975 ). science activities provide opportunities for manipulating large quantities of multi - sensory materials which promote perceptual skills, i. e., tactile, kinesthetic, auditory, and visual ( neuman, 1969 ). these skills then contribute to the development of the concepts, vocabulary, and oral language skills ( listening and speaking ) necessary for learning to read ( wellman, 1978 ). studies viewed cumulatively suggest that science instruction at the intermediate and upper elementary grades does improve the attainment of reading skills. the findings reveal that students have derived benefits in the areas of vocabulary enrichment, increased verbal fluency, enhanced ability to think logically, and improved concept formation and communication skills ( campbell, 1972 ; kraft, 1961 ; olson, 1971 ; quinn & kessler, 1976 ).


defining dry eyes : doctors agree that dry eyes involve water loss in the tear film ’ s aqueous layer physicians look for a series of symptoms for dry eyes, not an exact cause or condition, says bio - logic aqua research founder sharon kleyne. grants pass, or ( prweb ) april 09, 2012 in a recent interview, mrs. kleyne discussed the latest attempts to define “ dry eyes, ” “ dry eye syndrome ” and “ dry eye disease. ” according to mrs. kleyne, the only agreement is that dry eyes involve a loss of water in the tear film ’ s “ aqueous layer, ” due either to excessive evaporation or to poor tear production. the causes and symptoms of dry eyes are so complex and variable that doctors have not agreed on a precise clinical definition of the syndrome. dry eyes are the most frequently cited reason for visiting an eye doctor and so common that ophthalmologists find it difficult to draw a precise line between normal eyes and abnormal eyes with dry eye disease. ( mathers, 2005 ). that was the conclusion of eye health advocate sharon kleyne, host of the sharon kleyne hour power of water syndicated radio show and founder of bio - logic aqua research. the three - layered tear film covering the eye ’ s exposed portions is 99 % water and extremely complex. the overlying “ lipid layer ” helps prevent water evaporation from the middle “ aqueous ( water ) layer, ” while the lower “ mucin layer ” adheres the tear film to the eye. dry eyes are experienced by nearly everyone, says mrs. kleyne. tear film dehydration ( water loss ) begins at the moment of birth, when you first open your eyes, and eyes require constant hydration throughout life. because we are all unique, no two individuals are affected in exactly the same way by eye dehydration. doctors agree that maintaining a healthy, fully hydrated tear film is becoming an increasing challenge for everyone. according to ula jurkunas, md, corneal stem cell researcher at harvard university, “ to function well, the cornea ( clear part of the eye ) must be well hydrated by the tear film. hydration is also essential to successful corneal stem cell transplants ” ( jurkunas, 2011 ). sharon kleyne notes that, no physiologic variable correlates exactly with dry eye symptoms, although most measurable variables correlate to some degree. instead


##eal stem cell transplants ” ( jurkunas, 2011 ). sharon kleyne notes that, no physiologic variable correlates exactly with dry eye symptoms, although most measurable variables correlate to some degree. instead, she explains, physicians look for a series of symptoms. the presence of one or more symptom could indicate a dry eye condition ( korb, 2000 ). the most common dry eye symptoms include eye irritation, a feeling of dryness in the eyes ; itching, burning and grainy or scratchy eyes ; increased eye allergies, and blurred vision ( especially late in the day ). symptoms such as fatigue, headache, muscle aches and an elevated stress level may not even directly involve the eyes ( mathers, 2005 ). this symptom - based definition works reasonably well, according to mrs. kleyne. the degree and duration of symptoms are critical since a large percentage of the adult population complains of at least mild dry eye symptoms at any given time. this includes 50 % of adult females and a significant percentage of computer users and contact lens patients ( mathers, 2005 ). in addition to symptoms, most ( but not all ) dry eye patients have at least one physiologic parameter outside the range of normal. typically, tear production has decreased, tear film volume is low, tear film evaporation is high, and / or tear film osmolarity is elevated ( mathers, 2004 ). in addition, tears produced in dry eyes contain elevated levels of substances ( metalloproteases and other proteinaceous compounds ) that increase surface inflammation ( barton, 1995 ). © 2012 bio - logic aqua research for the original version on prweb visit : http : / / www. prweb. com / releases / prweb2012 / 4 / prweb9381612. htm


please read how you can help keep the encyclopedia free absolute and relational theories of space and motion since antiquity, natural philosophers have struggled to comprehend the nature of three tightly interconnected concepts : space, time, and motion. a proper understanding of motion, in particular, has been seen to be crucial for deciding questions about the natures of space and time, and their interconnections. since the time of newton and leibniz, philosophers ’ struggles to comprehend these concepts have often appeared to take the form of a dispute between absolute conceptions of space, time and motion, and relational conceptions. this article guides the reader through some of the history of these philosophical struggles. rather than taking sides in the ( alleged ) ongoing debates, or reproducing the standard dialectic recounted in most introductory texts, we have chosen to scrutinize carefully the history of the thinking of the canonical participants in these debates — principally descartes, newton, leibniz, mach and einstein. readers interested in following up either the historical questions or current debates about the natures of space, time and motion will find ample links and references scattered through the discussion and in the other internet resources section below. - 1. introduction - 2. aristotle - 3. descartes - 4. newton - 5. absolute space in the twentieth century - 6. leibniz - 7. ‘ not - newton ’ versus ‘ be - leibniz ’ - 8. mach and later machians - 9. relativity and motion - 10. conclusion - other internet resources - related entries things change. a platitude perhaps, but still a crucial feature of the world, and one which causes many philosophical perplexities — see for instance the entry on zeno ' s paradoxes. for aristotle, motion ( he would have called it ‘ locomotion ’ ) was just one kind of change, like generation, growth, decay, fabrication and so on. the atomists held on the contrary that all change was in reality the motion of atoms into new configurations, an idea that was not to begin to realize its full potential until the seventeenth century, particularly in the work of descartes. ( of course, modern physics seems to show that the physical state of a system goes well beyond the geometrical configuration of bodies. fields, while determined by the states of bodies, are not themselves configurations of bodies if interpreted literally, and in quantum mechanics bodies have ‘ internal states ' such as particle spin. ) while not all changes seem to be merely the ( loco )


bodies. fields, while determined by the states of bodies, are not themselves configurations of bodies if interpreted literally, and in quantum mechanics bodies have ‘ internal states ' such as particle spin. ) while not all changes seem to be merely the ( loco ) motions of bodies in physical space. yet since antiquity, in the western tradition, this kind of motion has been absolutely central to the understanding of change. and since motion is a crucial concept in physical theories, one is forced to address the question of what exactly it is. the question might seem trivial, for surely what is usually meant by saying that something is moving is to say that it is moving relative to something, often tacitly understood between speakers. for instance : the car is moving at 60mph ( relative to the road and things along it ), the plane is flying ( relative ) to london, the rocket is lifting off ( the ground ), or the passenger is moving ( to the front of the speeding train ). typically the relative reference body is either the surroundings of the speakers, or the earth, but this is not always the case. for instance, it seems to make sense to ask whether the earth rotates about its axis west - east diurnally or whether it is instead the heavens that rotate east - west ; but if all motions are to be reckoned relative to the earth, then its rotation seems impossible. but if the earth does not offer a unique frame of reference for the description of motion, then we may wonder whether any arbitrary object can be used for the definition of motions : are all such motions on a par, none privileged over any other? it is unclear whether anyone has really, consistently espoused this view : aristotle, perhaps, in the metaphysics ; descartes and leibniz are often thought to have but, as we ' ll see, those claims are suspect ; possibly huygens, though his remarks remain cryptic ; mach at some moments perhaps. if this view were correct, then the question of whether the earth or heavens rotate would be meaningless, merely different but equivalent expressions of the facts. but suppose, like aristotle, you take ordinary language accurately to reflect the structure of the world, then you could recognize systematic everyday uses of ‘ up ’ and ‘ down ’ that require some privileged standards — uses that treat things closer to a point at the center of the earth as more ‘ down ’ and motions towards that point as ‘ downwards '. of course we would likely explain this usage in terms of the fact that we and our language evolved


standards — uses that treat things closer to a point at the center of the earth as more ‘ down ’ and motions towards that point as ‘ downwards '. of course we would likely explain this usage in terms of the fact that we and our language evolved in a very noticeable gravitational field directed towards the center of the earth, but for aristotle, as we shall see, this usage helped identify an important structural feature of the universe, which itself was required for the explanation of weight. now a further question arises : how should a structure, such as a preferred point in the universe, which privileges certain motions, be understood? what makes that point privileged? one might expect that aristotle simply identified it with the center of the earth, and so relative to that particular body ; but in fact he did not adopt that tacit convention as fundamental, for he thought it possible for the earth to move from the ‘ down ’ point. thus the question arises ( although aristotle does not address it explicitly ) of whether the preferred point is somewhere picked out in some other way by the bodies in the universe — the center of the heavens perhaps? or is it picked out quite independently of the arrangements of matter? the issues that arise in this simple theory help frame the debates between later physicists and philosophers concerning the nature of motion ; in particular, we will focus on the theories of descartes, newton, leibniz, mach and einstein, and their interpretations. but similar issues circulate through the different contexts : is there any kind of privileged sense of motion, a sense in which things can be said to move or not, not just relative to this or that reference body, but ‘ truly ’? if so, can this true motion be analyzed in terms of motions relative to other bodies — to some special body, or to the entire universe perhaps? ( and in relativity, in which distances, times and measures of relative motion are frame - dependent, what relations are relevant? ) if not, then how is the privileged kind of motion to be understood, as relative to space itself — something physical but non - material — perhaps? or can some kinds of motion be best understood as not being spatial changes — changes of relative location or of place — at all? to see that the problem of the interpretation of spatiotemporal quantities as absolute or relative is endemic to almost any kind of mechanics one can imagine, we can look to one of the simplest theories — aristotle ' s account of natural motion ( e. g., on the heavens i. 2 ). according


center of the stars. it would be to push aristotle ' s writings too hard to suggest that he was consciously wrestling with the issue of whether mechanics required absolute or relative quantities of motion, but what is clear is that these questions arise in his physics and his remarks impinge on them. his theory also gives a simple model of how these questions arise : a physical theory of motion will say that ‘ under such - and - such circumstances, motion of so - and - so a kind will occur ’ — and the question of whether that kind of motion makes sense in terms of the relations between bodies alone arises automatically. aristotle may not have recognized the question explicitly, but we see it as one issue in the background of his discussion of the center. the issues are, however, far more explicit in descartes ' physics ; and since the form of his theory is different the ‘ kinds of motion ’ in question are quite different — as they change with all the different theories that we discuss. for descartes argued in his 1644 principles of philosophy ( see book ii ) that the essence of matter was extension ( i. e., size and shape ) because any other attribute of bodies could be imagined away without imagining away matter itself. but he also held that extension constitutes the nature of space, hence he concluded that space and matter were one and the same thing. an immediate consequence of the identification is the impossibility of the vacuum ; if every region of space is a region of matter, then there can be no space without matter. thus descartes ' universe is ‘ hydrodynamical ’ — completely full of mobile matter of in different sized pieces in motion, rather like a bucket full of water and lumps of ice of different sizes, which has been stirred around. since fundamentally the pieces of matter are nothing but extension, the universe is in fact nothing but a system of geometric bodies in motion without any gaps. ( descartes held that all other properties arise from the configurations and motions of such bodies — from geometric complexes. see garber 1992 for a comprehensive study. ) the identification of space and matter poses a puzzle about motion : if the space that a body occupies literally is the matter of the body, then when the body — i. e., the matter — moves, so does the space that it occupies. thus it doesn ' t change place, which is should be to say that it doesn ' t move after all! descartes resolved this difficulty by taking all motion to be the motion of bodies relative to one another,