christmas came early to singapore! we had the great honor of having alan november at our school this week, and i sit here now, trying to hash out and piece together coherent thoughts, head still swirling with ideas and discussions from this afternoon ’ s workshop. i think the most useful post is one that shares what was learned that will be useful in the classroom the next day. what have i taken away from the workshop that i can turn around and begin using in my teaching that will enhance and improve student learning? below i have outlined the key take - aways and how i plan to implement them. diigo is a fantastic tool. one i ’ ve used for quite some time now to keep my bookmarks organized and available no matter where i am. during the workshop, alan said something to the effect of, “ in the library, dewey did all the tagging. today, we have to teach kids how to do this. ” for those who do not know, diigo, according to wikipedia, is : diigo ( pronounced / ˈdiːɡoʊ / ) is a social bookmarkingwebsite which allows signed - up users to bookmark and tag web - pages. additionally, it allows users to highlight any part of a webpage and attach sticky notes to specific highlights or to a whole page. these annotations can be kept private, shared with a group within diigo or a special link forwarded to someone else. the name “ diigo ” is an abbreviation for “ digest of internet information, groups and other stuff. ” what i didn ’ t know, ( or knew, but forgot ) is that educators can create groups and student accounts for free. it ’ s a fairly simple process that does take a bit of initial set up, but once you have it rolling, you and your students will be tagging, collaborating, researching, and learning at a whole new level. here ’ s a link to specific directions on setting up your groups and student accounts. ed tech ideas : i teach 3 different grade levels, and my different classes are always researching for one project or another. students are always finding great sites, but at best, they bookmark it to their local computer, never to be seen by others. now with our diigo groups ( i created one for each grade level ), kids learn how to tag, organize, and share their finds with everyone else in the group. everyone benefits from group knowledge, and the students learn an important skill that will stay with them and grow throughout their academic


perfect school search list of free online interior design courses, classes and learning materials learn interior design with these free online courses and learning materials. see the full list of free interior design courses and find the course that is right for you. free online course and learning materials info although most free online interior design courses aren ' t affiliated with schools, a select few university classes related to design concepts are available. most courses don ' t confer credits and can ' t be applied toward degree programs. interior design classes and learning materials are often offered by commercial concerns in the industry. users interested in these free online interior design resources should have a computer with high - speed internet access to take full advantage of streaming videos and online software tools. autodesk homestyler software allows users to place doors and windows in floor plans, experiment with actual product brands and see their designs in 3d. this web - based software is supported by windows. learners also have access to tip sheets for paint colors and design ideas, in addition to video presentations from an interior designer. this commercial website offers consumers a variety of articles related to interior design and decoration items for sale, in addition to the decorating your home 6 - lesson course developed by a member of the american society of interior designers ( asid ). students learn key concepts about color and ideas for decorating various rooms in a home through text and pictures. practice exercises are included. home and garden television a collection of free online articles and videos, design 101 is available through home and garden television ' s website. the articles provide a general foundation on basic design topics, like choosing the right furniture, selecting a cohesive color scheme and deciding between traditional and contemporary designs. users can also read about the fundamentals of feng shui, color theory and decorative fabrics. additional resources include furniture and design glossaries and an 8 - question design iq quiz. decorating 101 provides a variety of articles with photographs on topics such as color, floors, light, walls and windows. the pages are printable. learners also have access to photographic home tours, kitchen design ideas, principles of design information and martha stewart ' s blog. massachusetts institute of technology ( mit ) this school offers most of its classes free through opencourseware. credits are not awarded, and access to faculty members is not included. the entire contents of original courses may not be reflected in the materials that are made available. principles of design is an undergraduate course dealing with advanced theories of design. students complete readings and assignments dealing with historic periods, lighting and color. although this course


. the entire contents of original courses may not be reflected in the materials that are made available. principles of design is an undergraduate course dealing with advanced theories of design. students complete readings and assignments dealing with historic periods, lighting and color. although this course is geared toward stage design, concepts learned may be transferred to design in the home, as well. daylighting is an advanced course concerned with the design decisions related to both daylighting and electric lighting. students complete reading and homework assignments, in addition to a final design project. through learningspace, open university offers free courses on a variety of topics. design thinking is a 10 - hour introductory course available through download, content feed or print. learners study principles of composition, such as structure, repetition, symmetry and proportion. assignments include readings, how - to guides and design activities. people - centred designing is a 12 - hour introductory course that focuses on usability. topics include design for users, inclusive design, ergonomics and designing for customers. although product design is the major focus in this course, the concepts could also be related to the design of buildings, rooms, appliances and furniture. sweet home 3d users may download the software for sweet home 3d or use it online. this software allows users to draw house plans and arrange furniture pieces within them, seeing the results in 3d. learners also have access to a users ' guide, video tutorial, picture gallery of home examples and a blog. utah education network utah ' s family & consumer sciences education division offers vocational education plans appropriate for students from high school through adult in these interior design classes. courses include links, activities and lesson plans. interior design i addresses topics such as line, shape, space, elements of design, color, scale and floor plans. interior design ii focuses on the styles and history of architecture, furniture styles, construction techniques, surface treatments, textiles, window treatments and light. students apply the knowledge gained in interior design i and ii through various tasks and activities in advanced interior design.


| look up facebook in wiktionary, the free dictionary. | a face book or facebook is a printed or online directory found at american universities consisting of individuals ’ photographs and names. in particular, it denotes publications of this type distributed by university administrations at the start of the academic year with the intention of helping students get to know each other. colleges and universities in the united states often published official or unofficial books listing their students, faculty, or staff, together with pictures and limited biographical data. by the early 2000s some face books were being published online offering a number of new features, including password protection, more detailed information, more advanced indexing and searching, and the ability for people to upload and enter information and photographs. in early 2004, mark zuckerberg, a sophomore at harvard university, created an unofficial online face book at the website " thefacebook. com ", the forerunner of the facebook service, out of frustration that the university ' s official online face book project was taking too long. the development of a campus - wide face book had previously been stalled by privacy concerns, many of which became prominent in november 2003 when zuckerberg was accused of breaching security and violating copyrights and individual privacy. zuckerberg had created a website, www. facemash. com, that used photos taken without authorization from harvard house - based face books, using the photos in a system to rate the attractiveness of students. - kavita saini ( 2004 - 12 - 07 ). daily princetonian http : / / www. highbeam. com / doc / 1p1 - 103202590. html. missing or empty - alan j. tabak ( 2004 - 02 - 09 ). " hundreds register for new facebook website ". harvard crimson. - david m. kaden ( december 9, 2003 ). " college inches toward campus - wide facebook ; time frame for completion of online directory still uncertain ".


| classification and external resources | | icd - 9 | | 294. 0, 780. 9, 780. 93 | amnesia ( from greek αμνησια " a " meaning " without ", " μνησια " memory ) is a deficit in memory caused by brain damage, disease, or psychological trauma. amnesia can also be caused temporarily by the use of various sedatives and hypnotic drugs. essentially, amnesia is loss of memory. the memory can be either wholly or partially lost due to the extent of damage that was caused. there are two main types of amnesia : retrograde amnesia and anterograde amnesia. retrograde amnesia is the inability to retrieve information that was acquired before a particular date, usually the date of an accident or operation. in some cases the memory loss can extend back decades, while in others the person may lose only a few months of memory. anterograde amnesia is the inability to transfer new information from the short - term store into the long - term store. people with this type of amnesia cannot remember things for long periods of time. these two types are not mutually exclusive. both can occur within a patient at one time. case studies, such as that of patient r. b., show that both types of amnesia can occur simultaneously. case studies also show that amnesia is typically associated with damage to the medial temporal lobe. in addition, specific areas of the hippocampus ( the ca1 region ) are involved with memory. research has also shown that when areas of the diencephalon are damaged, amnesia can occur. in people suffering with amnesia the ability to recall immediate information is still retained, [ full citation needed ] and they may still be able to form new memories. however, a severe reduction in the ability to learn new material and retrieve old information can be observed. patients can learn new procedural knowledge. in addition, priming ( both perceptual and conceptual ) can assist amnesiacs in the learning of fresh non - declarative knowledge. amnesic patients also retain substantial intellectual, linguistic, and social skill despite profound impairments in the ability to recall specific information encountered in prior learning episodes. french psychologist theodule - armand ribot was among the first scientists to study amnesia. he proposed ribot ' s law which states that there is a time gradient in retrograde amnesia. the law follows a logical progression of memory - loss due to disease. first, a patient loses the recent memories, then personal memories, and finally intellectual memories. he implied


' s law which states that there is a time gradient in retrograde amnesia. the law follows a logical progression of memory - loss due to disease. first, a patient loses the recent memories, then personal memories, and finally intellectual memories. he implied that the most recent memories were lost first. important case studies case studies played a large role in the discovery of amnesia and the parts of the brain that were affected. the studies gave important insight into how amnesia affects the brain. the studies also gave scientists the resources into improving their knowledge about amnesia and insight into a cure or prevention. there are two extremely important case studies : henry molaison and r. b. henry molaison henry molaison, formerly known as h. m., changed the way people thought of memory. he was a patient who suffered from severe epilepsy. physicians were unable to control his seizures with drugs, so they tried a new approach involving brain surgery. doctors removed his medial temporal lobe bilaterally by doing a temporal lobectomy. his epilepsy did improve, but molaison lost the ability to form new long - term memories ( anterograde amnesia ). he exhibited normal short - term memory ability. if he was given a list of words, he would forget them in about a minute ' s time. in fact, he would forget that he was even given a list in the first place. he was able to learn things through his implicit memory. the psychologists would ask him to draw something on a piece of paper, but to look at the paper using a mirror. though he could never remember ever doing that task, he would improve after doing it over and over again. this showed the psychologists that he was learning and remembering things unconsciously. studies were completed consistently throughout molaison ’ s lifetime to discover more about amnesia. researchers did a 14 - year follow - up study on molaison. they studied him for a period of two weeks to learn more about his amnesia. after 14 years, molaison still could not recall things that have happened since his surgery. however, he can still remember things that happened prior to the operation. researchers also found that, when asked, molaison could answer questions about national or international events, but he could not remember his own personal memories. this case study provided important insight to the areas of the brain that are affected in anterograde amnesia, as well as how amnesia works. patient r. b. after an ischemic episode ( reduction of blood to the brain ) that was


. this case study provided important insight to the areas of the brain that are affected in anterograde amnesia, as well as how amnesia works. patient r. b. after an ischemic episode ( reduction of blood to the brain ) that was caused from a heart bypass surgery, r. b. lost his memory. unlike molaison, r. b. developed both anterograde and retrograde amnesia. his lesions were restricted to the hippocampus. it wasn ’ t until after his death that researchers had the chance to examine his brain. they found that his lesions were restricted to the ca1 portion of the hippocampus. this case study led to important research involving the role of the hippocampus and the function of memory. there are three generalized categories in which amnesia could be acquired by a person. the three categories are head trauma ( example : head injuries ), traumatic events ( example : seeing something devastating to the mind ), or physical deficiencies ( example : atrophy of the hippocampus ). the majority of amnesia and related memory issues derive from the first two categories as these are more common and the third could be considered a sub category of the first. - head trauma is a very broad range as it deals with any kind of injury or active action toward the brain which might cause amnesia. retrograde and anterograde amnesia are more often seen from events like this, an exact example of a cause of the two would be electroshock therapy, which would cause both briefly for the receiving patient. - traumatic events are more subjective. what is traumatic is dependent on what the person finds to be traumatic. regardless, a traumatic event is an event where something so distressing occurs that the mind chooses to forget rather than deal with the stress. a common example of amnesia that is caused by traumatic events is dissociative amnesia, which occurs when the person forgets an event that has deeply disturbed them. an example would be forgetting what happened to your friends after you see them harmed in a gruesome fashion. - physical deficiencies are different from head trauma as physical lean more toward passive physical issues. the difference would be having surgery that removes part of your brain, this would be active and thus head trauma, while the surgery caused the surrounding areas to atrophy, which is passive. henry molaison is a great example of physical deficiencies as parts of his brain began to atrophy after his surgery. amongst specific causes of amnesia are the following : - electroconvu


surrounding areas to atrophy, which is passive. henry molaison is a great example of physical deficiencies as parts of his brain began to atrophy after his surgery. amongst specific causes of amnesia are the following : - electroconvulsive therapy in which seizures are electrically induced in patients for therapeutic effect can have acute effects including both retrograde and anterograde amnesia. - alcohol can both cause blackouts and have deleterious effects on memory formation. - anterograde amnesia refers to the inability to create new memories due to brain damage, while long - term memories from before the event remain intact. the brain damage can be caused by the effects of long - term alcoholism, severe malnutrition, stroke, head trauma, surgery, wernicke - korsakoff syndrome, cerebrovascular events, anoxia or other trauma. the two brain regions related with this condition are medial temporal lobe and medial diencephalon. anterograde amnesia can ' t be treated with pharmacological methods due to neuronal loss. however, treatment exists in educating patients to define their daily routines and after several steps they begin to benefit from their procedural memory. likewise, social and emotional support is critical to improving quality of life for anterograde amnesia sufferers. - retrograde amnesia refers to inability to recall memories before onset of amnesia. one may be able to encode new memories after the incident. retrograde is usually caused by head trauma or brain damage to parts of the brain besides the hippocampus. the hippocampus is responsible for encoding new memory. episodic memory is more likely to be affected than semantic memory. the damage is usually caused by head trauma, cerebrovascular accident, stroke, tumor, hypoxia, encephalitis, or chronic alcoholism. people suffering from retrograde amnesia are more likely to remember general knowledge rather than specifics. recent memories are less likely to be recovered, but older memories will be easier to recall due to strengthening over time. retrograde amnesia is usually temporary and can be treated by exposing them to memories from the loss. another type of consolidation ( process by which memories become stable in the brain ) occurs over much longer periods of time / days, weeks, months and years and likely involves transfer of information from the hippocampus to more permanent storage site in the cortex. the operation of this longer - term consolidation process is seen in the retrograde amnesia of patients with hippocampal damage who


, months and years and likely involves transfer of information from the hippocampus to more permanent storage site in the cortex. the operation of this longer - term consolidation process is seen in the retrograde amnesia of patients with hippocampal damage who can recall memories from childhood relatively normally, but are impaired when recalling experiences that occurred just a few years prior to the time they became amnesic. ( kirwan et al., 2008 ) - post - traumatic amnesia is generally due to a head injury ( example : a fall, a knock on the head ). traumatic amnesia is often transient, but may be permanent or either anterograde, retrograde, or mixed type. the extent of the period covered by the amnesia is related to the degree of injury and may give an indication of the prognosis for recovery of other functions. mild trauma, such as a car accident that results in no more than mild whiplash, might cause the occupant of a car to have no memory of the moments just before the accident due to a brief interruption in the short / long - term memory transfer mechanism. the sufferer may also lose knowledge of who people are. having longer periods of amnesia or consciousness after an injury may be an indication that recovery from remaining concussion symptoms will take much longer. - dissociative amnesia results from a psychological cause as opposed to direct damage to the brain caused by head injury, physical trauma or disease, which is known as organic amnesia. dissociative amnesia can include : - repressed memory refers to the inability to recall information, usually about stressful or traumatic events in persons ' lives, such as a violent attack or disaster. the memory is stored in long - term memory, but access to it is impaired because of psychological defense mechanisms. persons retain the capacity to learn new information and there may be some later partial or complete recovery of memory. formerly known as " psychogenic amnesia ". - dissociative fugue ( formerly psychogenic fugue ) is also known as fugue state. it is caused by psychological trauma and is usually temporary, unresolved and therefore may return. an individual with dissociative fugue disorder is unaware or confused about his or her identity and will travel in journeys away from familiar surroundings to discover or create new identities. the merck manual defines it as " one or more episodes of amnesia in which patients cannot recall some or all of their past and either lose their identity or form a new identity. the episodes, called fugues, result from trauma


create new identities. the merck manual defines it as " one or more episodes of amnesia in which patients cannot recall some or all of their past and either lose their identity or form a new identity. the episodes, called fugues, result from trauma or stress. dissociative fugue often manifests as sudden, unexpected, purposeful travel away from home. " while popular in fiction, it is extremely rare. - post - hypnotic amnesia occurs when events during hypnosis are forgotten, or where past memories are unable to be recalled. the failure to remember those events is induced by suggestions made during the hypnosis. - lacunar amnesia is the loss of memory about one specific event. - childhood amnesia ( also known as infantile amnesia ) is the common inability to remember events from one ' s own childhood. sigmund freud notoriously attributed this to sexual repression, while modern scientific approaches generally attribute it to aspects of brain development or developmental psychology, including language development. researchers have found that implicit memories cannot be recalled and are hardily described. remembering how to play the piano is a common example of implicit memory. explicit memories, on the other hand, can be recalled and described in words. remembering the first day that you met your piano teacher is an example of explicit memories. - transient global amnesia is a well - described medical and clinical phenomenon. this form of amnesia is distinct in that abnormalities in the hippocampus can sometimes be visualized using a special form of magnetic resonance imaging of the brain known as diffusion - weighted imaging ( dwi ). symptoms typically last for less than a day and there is often no clear precipitating factor or any other neurological deficits. the cause of this syndrome is not clear. the hypothesis of the syndrome includes transient reduced blood flow, possible seizure or an atypical type of migraine. patients are typically amnestic of events more than a few minutes in the past, though immediate recall is usually preserved. - source amnesia is the inability to remember where, when or how previously learned information has been acquired, while retaining the factual knowledge. source amnesia is both part of ordinary forgetting and can be a memory disorder caused by different factors. people suffering from source amnesia can also get confused about the content of what is remembered. this confusion has been loosely termed memory distrust syndrome. individuals who suffer from this syndrome distrust their memory and may be motivated to rely on external ( non - self ) sources. - korsakoff ' s syndrome can result from long - term alcoholism or malnut


confusion has been loosely termed memory distrust syndrome. individuals who suffer from this syndrome distrust their memory and may be motivated to rely on external ( non - self ) sources. - korsakoff ' s syndrome can result from long - term alcoholism or malnutrition. it is caused by brain damage due to a vitamin b1 deficiency and will be progressive if alcohol intake and nutrition pattern are not modified. other neurological problems are likely to be present in combination with this type of amnesia. korsakoff ' s syndrome is also known to be connected with confabulation. it should be noted that the person ' s short - term memory may appear to be normal, however the person may have a difficult time attempting to recall a past story, or with unrelated words, as well as complicated patterns. - drug - induced amnesia is intentionally caused by injection of an amnesiac drug to help a patient forget surgery or medical procedures, particularly those not performed under full anesthesia, or likely to be particularly traumatic. such drugs are also referred to as " premedicants. " most commonly a 2 ' - halogenated benzodiazepine such as midazolam or flunitrazepam is the drug of choice, although other strongly amnestic drugs such as propofol or scopolamine may also be used for this application. memories of the short time - frame in which the procedure was performed are permanently lost or at least substantially reduced, but once the drug wears off, memory is no longer affected. - prosopamnesia is the inability to recognize or remember faces, even in the presence of intact facial recognition capabilities. both acquired and inborn cases have been documented. - situation - specific amnesia can arise in a variety of circumstances ( e. g., committing an offence, child sexual abuse ) resulting in ptsd. it has been claimed that it involves a narrowing of consciousness with attention focused on central perceptual details and / or that the emotional or traumatic events are processed differently from ordinary memories. - transient epileptic amnesia is a rare and unrecognized form of temporal lobe epilepsy, which is typically an episodic isolated memory loss. it has been recognized as a treatment - responsive syndrome congenial to anti - epileptic drugs. acquisition of new memories patients with amnesia can learn new information, particularly non - declarative knowledge. however, some patients with dense anterograde amnesia do not remember the episodes during which they learned or observed the information previously. acquisition of new dec


. acquisition of new memories patients with amnesia can learn new information, particularly non - declarative knowledge. however, some patients with dense anterograde amnesia do not remember the episodes during which they learned or observed the information previously. acquisition of new declarative information some patients with anterograde amnesia can still acquire some semantic information, even though it might be more difficult and might remain rather unrelated to more general knowledge. h. m. could accurately draw a floor plan of the home in which he lived after surgery, even though he had not lived there in years. the reason patients couldn ’ t form new episodic memories is likely because the ca1 region of the hippocampus was lesioned, and thus the hippocampus couldn ’ t make connections to the cortex. after an ischemic episode following surgery, an mri of patient r. b. showed his hippocampus to be intact except for a specific lesion restricted to the ca1 pyramidal cells. acquisition of new non - declarative information some retrograde and anterograde amnesics are capable of non - declarative memory, including implicit learning and procedural learning. for example, some patients show improvement on the pseudorandom sequences experiment as healthy people do. therefore, procedural learning can proceed independently of the brain system required for episodic memory. according to fmri studies, the acquisition of procedural memories activates the basal ganglia, the premotor cortex and the supplementary motor area, regions which are not normally associated with the formation of episodic memories. this type of dissociation between declarative and procedural memory can also be found in patients with diencephalic amnesia such as korsakoff ’ s syndrome. another example is that some patients, such as k. c. and h. m, who have medial temporal damage and anterograde amnesia, still have perceptual priming. those patients did well in the word fragment completion test. many forms of amnesia fix themselves without being treated. however, there are a few ways to cope with memory loss if that is not the case. one of these ways is cognitive or occupational therapy. in therapy, amnesiacs will develop the memory skills they have and try to regain some they have lost by finding which techniques help retrieve memories or create new retrieval paths. this may also include strategies for organizing information to remember it more easily and for improving understanding of lengthy conversation. another coping mechanism is taking advantage of technological assistance, such as a personal digital device to keep track


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how strong are you? you ' ll be amazed to learn how much force your body ' s joints and muscles actually support on a daily basis. this interactive segment from discovery channel takes you inside the body and explains how much strength your bones and muscles really possess. adrenaline and strength when we feel fear or are faced with a sudden dangerous situation, the human body undergoes an amazing change. the stressor - - for example, the sight of your son pinned beneath a car - - stimulates the hypothalamus. this region of the brain is responsible for maintaining the balance between stress and relaxation in your body. when it ' s alerted to danger, it sends out a chemical signal to your adrenal glands, activating the sympathetic system, which sends the body into an excited state. these glands release adrenaline ( epinephrine ) and noradrenaline ( norepinephrine ), hormones that create the state of readiness that helps a human confront danger. together, these hormones raise heart rate, increase respiration, dilate the pupils, slow down digestion and - - perhaps most importantly - - allow muscles to contract. all of these changes in our normal physical state prepare us to face danger head - on. combined, they make us more agile, allow us to take in more information and help us use more energy. but adrenaline ' s effect on muscles accounts for amazing strength. adrenaline acts on muscles, allowing them to contract more than they can when the body is in a calm or neutral state. when adrenaline is released by the adrenal medulla - - an interior region of the adrenal glands, which are located just above your kidneys - - it allows blood to flow more easily to your muscles. this means that more oxygen is carried to your muscles by the extra blood, which allows your muscles to function at elevated levels. skeletal muscles - - those attached to bones by tendons - - are activated by electrical impulses from the nervous system. when they ' re stimulated, muscles contract, meaning they shorten and tighten. this is what happens when you lift an object, run or throw a punch. adrenaline also facilitates the conversion of the body ' s fuel source ( glycogen ) into its fuel ( glucose ). this carbohydrate gives energy to muscles, and a sudden burst of glucose also allows muscles to strengthen further. so does this mean that we have superhuman strength that is unlocked when we ' re confronted with danger? that ' s one way to put it. some theorize


gives energy to muscles, and a sudden burst of glucose also allows muscles to strengthen further. so does this mean that we have superhuman strength that is unlocked when we ' re confronted with danger? that ' s one way to put it. some theorize that we normally use only a small percentage of our muscles ' capabilities. when we are confronted with danger, we transcend the limitations of our muscles and simply act. the rush of adrenaline, which accounts for a sudden increase in strength, helps to facilitate a person lifting a car. in other words, when confronted with extreme stress, we involuntarily use our muscles beyond the limitations of their normal voluntary use. this theory is supported by what happens when a person is electrocuted. someone who is shocked can be thrown a notable distance from where the shock took place. but this is not due to the electric shock. instead, it ' s a sudden and violent contraction of the person ' s muscles as a result of the electrical charge flowing through the body. this demonstrates a potential for muscle contraction that isn ' t utilized under normal circumstances. in much the same way that people can ' t throw themselves across the room, they also can ' t normally lift a car - - the resources aren ' t available without the threat. but why don ' t we possess superhuman strength all the time? wouldn ' t it be beneficial? read the next page to find out why it ' s better that we only have bursts of strength.


losing stream in our battle to predict and prevent invasive species invasive species - - plants, animals, and microbes introduced to regions beyond their native range - - carry a global price tag of $ 1. 4 trillion dollars. they are responsible for the loss of natural resources and biodiversity, damages to infrastructure, and an uptick in infectious diseases. not all non - native species pose a threat. scientists around the world have spent the last several decades teasing apart the conditions that set the stage for debilitating invaders, like giant hogweed, zebra mussels, or gray squirrels. a number of hypotheses have emerged to help predict how natural areas will respond to introduced plants, animals, and microbes. an analysis of 371 invasion studies using six dominant invasion hypotheses has revealed their predictive power is weakening. the paper ' s authors - - jonathan jeschke, lorena gomez aparicio, sylvia haider, tina heger, christopher lortie, petr pysek, and david strayer - - found empirical support for all six hypotheses declining, with recent studies showing the lowest levels of support. hypotheses that were too broad or omitted ecosystem interactions fared among the worst, plants proved easier to predict than animals, and, contrary to popular belief, diverse ecosystems were not inherently resistant against invaders. the study was published in the open - access journal neobiota. the paper ' s authors comment : " the observed decline effect means our confidence in making sound policy and management decisions based on the six analyzed hypotheses is lower today than it was in the past. scientists were overly optimistic about the predictive power of these hypotheses. given that invasive species are an expensive and ever growing problem, this is a situation that needs to be addressed. " similar " decline effects " have been noted in other disciplines, among them pharmacological research, psychology, and animal behavior. the effect has been attributed to publication bias, inadequate sample sizes, and a tendency of early tests of hypotheses to pick study organisms or systems where positive results are expected. lead author jonathan jeschke, of technische universitat munchen, concludes : " the decline effect is both worrying and fascinating. it ' s a phenomenon that should be investigated across disciplines, as medical and psychological researchers have shown its effects can be strong, and it can distort the predictive power of hypotheses. " the paper ' s authors offer four solutions to improve


s a phenomenon that should be investigated across disciplines, as medical and psychological researchers have shown its effects can be strong, and it can distort the predictive power of hypotheses. " the paper ' s authors offer four solutions to improve current hypotheses in invasion biology : ( 1 ) existing gaps in empirical tests of hypotheses should be filled. the study revealed crucial gaps in empirical studies, showing that most studies have focused on terrestrial plants but have ignored other organisms and aquatic habitats. ( 2 ) existing hypotheses should be specified for groups of organisms and habitats. ( 3 ) interactions of invasive species with their new ecosystems should be regularly considered. the study shows that hypotheses considering such interactions are better supported by empirical evidence than other hypotheses. ( 4 ) revised hypotheses should be rejected if they do not work. those hypotheses that still lack empirical support after specification for groups of organisms and habitats ( solution 2 ), consideration of invader - ecosystem interactions ( solution 3 ), or another form of revision should be discarded. scientists should not waste time and resources to continue working with these hypotheses. instead, fresh ideas and novel hypotheses are needed to further our understanding of biological invasions - - something that is essential to effective management in today ' s rapidly changing world.


suwarno, prima agus ( 2010 ) alih kode bahasa guru dalam pembelajaran bahasa indonesia di kelas xi sman 1 kauman tulungagung. other thesis, university of muhammadiyah malang. download ( 85kb ) | preview language variance clearly could be a character of group. language variance exactly a tendency and all consisted of vocabulary differences. certain words tend to use by certain group, which created certain language variance. the character might not be seemed in vocabulary used by speaker, but it showed based differences in a region. code exchange could be happened if the speaker changed his / her language when using certain language in his / her speech. elements taken from another language often existed in form of words, phrase, group of words, word repeats. code exchange usage in communication, especially in educational world which considered student ’ s comprehension as the most important things were found often. it was done to give more comprehend material explanation by students. problems statement in this research were : ( a ) how the shape of code exchange used by teacher in learning process at grade xi sman 1 kauman high school of tulungagung, ( b ) what consideration factors caused the code exchange by teacher in learning process at grade xi sman 1 kauman high school of tulungagung method used in this research was descriptive qualitative method. descriptive method aimed to find information about phenomena when the research was done, data collected consisted of ( 1 ) code exchange used by the teacher in learning process, ( 2 ) consideration factors caused the code exchange in learning process. from observation and interview done in this research, there could be concluded that code exchange done by teacher limited among two language, they were indonesian and language. while consideration factors for teacher to do code exchange could be divided into two, situation and purpose. according situation, some of them : ( 1 ) formal situation, ( 2 ) teacher ’ s emotion. according to purpose to be reached, some of them : ( 1 ) convince the students, ( 2 ) create friendly condition with students, ( 3 ) teacher wanted to adjust the code with students. | item type : | | thesis ( other ) | | subjects : | | l education > l education ( general ) | | divisions : | | faculty of teacher training and education > department of indonesian and literature | | depositing user : | | rayi tegar pamungkas | | date deposited : | | 22 mar 2012 08 : 50 | | last modified : | |


reading skills : making connections these sites provide various activities involving the reading stragey with connections to text - to - text, text - to - self, and text - to - world. includes modeling scenarios as well as interactive activities for teachers. into the book : strategies for learning this site from wisconsin education communication board features interactive activities to teach questioning, visualizing, inferring, summarizing, evaluation, and synthesizing. videos model teaching lessons. readwritethink : making connections : strategy guide here is a strategy guide to learn how to model the three different kinds of connections ( text - to - text, text - to - self and text - to - world ). students then use the strategies to look for their own personal connections to a text. three downloadable posters describing the connections are available. reading response logs - making connections this pdf helps students connect to the texts they are reading. teaching reading comprehension : a look at reading comprehension strategies learn more about the following reading comprehension strategies : making connections, visualizing, questioning, inferring, evaluating, and synthesizing. note : this site includes ads. scholastic : making connections - self - monitoring see this series of seven lessons provides independent activities to engage students in making connections to text. note : this site contains ads. readwritethink : digging deeper : developing comprehension using " thank you, mr. falker " this lesson provides strategies for students to make personal connections to text by using " thank you, mr. falker ". response journals may be used for recording student connections to the character and themes in the book. readwritethink : boars and baseball : making connections this lesson uses " in the year of the boar and jackie robinson " to teach reading strategies of text - to - self, text - to - text, and text - to - world. an extension activity is given. readwritethink : family ties : making connections to improve reading comprehension in this activity, students are engaged with picture books about families to make text - to - self, text - to - text, and text - to - world connections by reading and responding to those books. revisiting read - aloud : instructional strategies that encourage students ' engagement with text use this article for teaching examples of modeling text - to - text, text - to - self, and text - to - world strategies. several student activities are provided. this site provides information on six comprehension strategies and activities for students. note : this site contains ads. request state standards


prof. e. w. scripture contributes an article entitled “ how the voice looks ” to a recent number of the century. professor scripture is director of the psychological laboratory of yale university, and if his views are accepted there promises to be a revolution in vocal teaching. the illustrations tell some curious stories. here is one statement from the experimenter : not long ago i stated these facts to a well - known clef club, and supported them by the curves of german vowels sung into and traced from a phonograph by professor hermann, of konigsberg ; by pictures of spoken english vowels obtained in a different way by professors nichols and merritt, of cornell ; by analyses of finnish vowels by dr. pipping, of helsingfors ; by direct observations of the vocal cords made by dr. musehold according to a new method, and by the results of other investigations. the statements were received with a dismay mitigated only by incredulity. one member even remarked that such views “ would, if true, knock all our theories of vocal instruction into a cocked hat. ” there was, in fact, a natural reluctance to giving up the helmholtz overtone theory of vocal resonance. the abandonment of the incorrect theory of vocal action will probably require modifications in the present methods of vocal instruction, but that is a matter for the musicians to decide. i merely suggest that if the mouth - resonance cannot alter the sound from the cords except by mixture of new tones with it, it is hopeless to attempt to correct faulty cord - action by adjustment of the mouth ; the cords must be trained to emit such forms of explosions as will produce the best effects on the ear.


a visualiser role, along the lines of the artistic adventurer ( daniels 2002 ). another change was emphasise critical thinking regarding bias, reliability and context. in comes my contextualiser role. finally, i collapsed the word master and passage finder into the highlighter. the handout i give students is here. the first page is for teacher ’ s reference, whereas students get the second in order to encourage cognisance of the roles ’ purposes and effects. i allow students to choose their weekly roles, exceptions : there must be a discussion leader and not same role twice in a row. this gives a certain control back. to do this, they update this google spreadsheet so i can monitor more effectively. a new feature added in this year is to reflect on the process each week before moving on. so far, i ’ ve given two groups the following points to consider and asked them to email me their reflection : a ) how your partners contributed to your understanding of this article b ) how critiqued of what you prepared helped you c ) how the extra help ( i wrote questions to consider for each role on the board during the discussion to help students fill gaps in their preparation – edit : november 19 – see photos of my board at the bottom of this post ) was similar to or different from what you ’ d prepared and what you could use to fill in your role d ) who was most / least vocal, why and what could be done to better manage the discussion next time e ) which role you think appeals to you the most and why with one group, i asked them to answer all. with the other, i asked them to reflect on all, but submit one they felt was significant to them. beware, the answers vary from the extremely wishy - washy : a ) as the discussion leader, [ joe ] has led us to understanding this reading and we can get a common view of a whole group. as the highlighter, [ mark ] has shown us the main sentence of the article and explained the complex or topical vocabulary. as the contextualiser, [ charles ] gave us the background of the event. to the more meaty : a ) … thirdly, i want to talk about our visualiser, [ smith ]. i got really surprised about things she found. showing the picture about the how haitian works in the dominican republic, map of the haiti and dominican republic, and an introduction video about the film “ the price of sugar ”, really helped me a lot. because i didn ’


##earch. ca / index. php? context = va & aid = 7372. ( download ) week 9 rc article : peguero, valentina. “ teaching the haitian revolution : its place in western and modern world history. ” the history teacher volume 32, no. 1 ( november 1998 ) : 33 – 41. ( download ) one final task is to submit a group report one week later. this includes a formatted submission of what they prepared for their roles, as well as modifications based on the group discussion. little by little, the students seem to be getting more and more from the readings. more and more their desire to investigate more autonomously is improving. and i ’ m pleasantly surprised by many of their reflections suggesting something to the effect of them being helpful. here are two quick videos of students giving it a go : 1st week – 16 students, mostly mandarin - speakers week 2 – 28 students, mainly mandarin - speakers, 1 russian, 1 indonesian daniels, h. literature circles : voice and choice in book clubs and reading groups. ( second edition ). portland, me : stenhouse ; 2002 furr, m. literature circles for the efl classroom. 2004. available at http : / / www. eflliteraturecircles. com / litcirclesforefl. pdf ( accessed on november 11, 2011 ). shelton strong, s. “ literacture circles in elt. ” elt journal 2011. first published online july 18, 2011 doi : 10. 1093 / elt / ccr049 ( accessed on november 6, 2011 ). arc in practicum, a concrete example of how this activity worked in reality. the interactions of arc, which details interactions with instructor and each other. the highlighter role, details of how this lexically - focussed role works context is important, a preview the contextualiser role using visuals to represent concepts in texts, introducing the visualiser role to students arc workshop slides, from # toscon12, # tc12 & # tesolfr feel free to share this post! = ) - may 7th, 2013may 7th, 2013april 28th, 2013 posts by month posts by category


this post really is about using lvm ( logical volume manager ; an abstraction layer for disk devices ) snapshots. a snapshot is a frozen image of a logical volume, which simply means “ filesystem ”. it ’ s not really “ frozen ”, lvm2 snapshots are read / write by default. but you can freeze a filesystem in time with a lvm snapshot. the background of this really is exadata ( computing node ) and upgrading, but has nothing unique to exadata. so don ’ t let this bother you. but the idea of using lvm snapshots popped up when dealing with exadata computing nodes and upgrades. first of all : lvm is in development, which mean different linux versions have different lvm options available to them. i am using the exadata x2 linux version : rhel / ol 5u7 x86 _ 64. i guess ol6 has more and more advanced features inside lvm, but with x2, ol5u7 is what i have to use. so the steps in this blogpost are done with this version. any comments are welcome! second : if you want to experiment with this : most people allocate all space in the volume group to logical volumes upfront. a snapshot is a cow ( copy on write ) copy of a logical volume. this means a snapshot starts off with zero extra bytes ( source and snapshot are equal ), and grows as the source gets modified. this means you need to have free / available space in the volume group to facilitate the snapshot. then there is another caveat : the ‘ / boot ’ filesystem cannot be in lvm, so is a normal partition on most systems ( also on exadata ). this means snapshots do not help if you want a backup of that filesystem. you need to use another trick. okay, here we go : you have a large modification upcoming and want to be able to restore your system to this moment in time. 1. backup / boot filesystem [ root @ localhost ~ ] # df / boot filesystem 1k - blocks used available use % mounted on / dev / sda1 248895 24037 212008 11 % / boot [ root @ localhost ~ ] # umount / boot [ root @ localhost ~ ] # dd if = / dev / sda1 of = dev


access to educational materials there are many factors affecting access to online educational materials, such as the cost of the materials, the cost of access, restrictive copyright licences, language, and local relevance of the content. these are broad and ongoing issues, with gains slowly being made to allow more access for more school and university students around the world. in developed countries, affordable broadband is creating a truly information - rich learning environment for students. it is possible to find information on most topics very easily and quickly. in this environment, skills such as information literacy, critical reading and problem solving become important. for too many students in the developing world, access remains limited. in the 21st century, where being networked is essential to learning, working and playing in the information society, the lack of access directly undermines the universal right to education. one emerging trend could play a part in changing this : the rise of the mobile phone. of course, the physical platform of access – the phone – is only one piece of a complex puzzle, but it is of such a disruptive nature that it could significantly move access to information a few steps closer to being a universally enjoyed right. the staggering uptake of mobile phones – in terms of speed of adoption and number of users – has surprised even the greatest of techno - optimists. while universally accepted figures are difficult to obtain, it was reported that by the end of 2008, worldwide mobile cellular subscribers would reach the four billion mark. a full 1. 3 billion of those subscribers would come from the bric countries ( brazil, russia, india and china ), which were driving the bulk of the growth in adoption. in the same year it was also reported that africa was the world ’ s fastest growing mobile market. the international telecommunication union ( itu ) cautions that these figures need to be “ carefully interpreted ” ( which is outside the scope of this paper ), but the overall gist is understood : the mobile revolution has happened, and is here to stay. when understood in the context of around one billion people accessing the internet, the revolution becomes even more significant. what does it mean for education and access to online educational materials when it is claimed that for every personal computer ( pc ) there are four mobile phones? the emergent field of mobile learning, or m ‑ learning, has been trying to answer that question ( even while struggling to define itself in a field that is constantly evolving ). initial definitions focused exclusively on the device itself, presenting m ‑ learning as any learning that happened through a personal digital


or m ‑ learning, has been trying to answer that question ( even while struggling to define itself in a field that is constantly evolving ). initial definitions focused exclusively on the device itself, presenting m ‑ learning as any learning that happened through a personal digital assistant ( pda ) or mobile phone. this view is problematic ; it is the equivalent of focussing on the physical object of a book, and not the content it holds. over the years, more mature definitions have emerged that focus on issues such as mobility, and on how “ personal mobile and wireless devices can enhance, transform and extend learning, teaching, assessment and administration. ” added to that are opportunities for creative expression, social networking and identity development, to name but a few. m - learning offers characteristics of “ ownership, informality, mobility, and context that will always be inaccessible to conventional tethered e - learning ”. clearly m ‑ learning is not just e ‑ learning that has gone for a walk, but something rather different. mobile phones are personal, part of our emotional lives and almost always with us. through mobile phones, access begins to be conceived in terms of “ just - in - time ” and “ just - for - me ” learning. for this reason, traxler posits that “ it is entirely possible that the emergence of mobile learning in developing countries will take the evolution of e ‑ learning along a trajectory that is very different from that in developed countries, where it has been predicated on massive, static, and stable resources ” – an exciting prospect. many opportunities exist for m ‑ learning to increase the reach and depth of access to online educational materials – too many to cover here. four key issues stand out and are worth mentioning : mobility, or being able to access and share information from anywhere ( where there is coverage, of course ) and at any time ; the pervasiveness of the device ( for example, compared to the number of pcs in telecentres or schools ) ; the ability to access not only materials but people, fully exploiting the communication feature of phones in the service of education ; and the potential of the phone as a device for content creation. in addition to the texting that happens on phones, many phones today have cameras that can take still images as well as video. many phones can also play audio files and have radio. increasingly, even lower - end handsets have general packet radio service ( gprs ) capability, allowing for internet access and web browsing. mobile instant messaging ( mim ), through


the us gets 60 % of its imported oil from countries which are not free nor stable. click on map for more details. the world economy pumped 87 million barrels of oil a day in 2011, up from 84 mlllion in 2007. with emerging economies demanding more petroleum to fuel their growth, oil producers are turning to more difficult conditions and hostile territories for their exploration and production. the increasing difficulties in maintaining high production rates is the key metric in this conflict. although the earth may contain billions of barrels of oil or similar hydrocarbons, it is only the amount that can be extracted in a timely fashion that is use to economies and societies. there have been many examples of this extraction rate going into decline after a high point, a phenomenon called " peak oil. " the united states experience peak oil in the early 1970 ' s. as other countries, and ultimately the world as a whole, go into peak oil phases, competition is expected to become more intense. the map to the right shows the political status of countries which export oil to the united states. the green countries are assessed as ' free ' by the think tank freedom house. the yellow countries are ' partly free ' and the purple are ' not free. ' the united states gets 60 percent of its foreign oil from countries which are neither free, peaceful nor stable. click on the map to enlarge it and for a table and its accompanying story. the first years of the 21st century have seen unusual hurricanes, tornado swarms, floods and droughts descending upon natural areas, croplands and cities. some say it is a largely a manifestation of man - made climate change ; others attribute it to natural variability and periodic trends of the earth. and there is the argument that it is some of both. whatever the cause, extreme weather is causing thousands of deaths and destroying billions of dollars of property and crops. coastlines are impacted by sea level rise, even at the rate of a few millimeters a year. this channel helps you stay informed about the issues and ramifications of extreme weather.


hydrolysisgreenspun. com : lusenet : introductory geology, oswego state : one thread in class monday we talked about hydrolysis. i was wondering why potassium feldspar leaves a solid of clay minerals and doesn ' t dissolve completely like a calcite mineral would. - - sandra feocco ( dominick f @ prodigy. net ), february 27, 2001 i found this information on the internet in encarta. msn. com under calcite. i hope this helps a little. calcite group - group of minerals belonging to the carbonate group that are isomorphous with one another and have the same properties. minerals in this group can partially or fully replace one another. for example, iron may take the place of magnesium in magnesite calcite is only slightly soluble in pure cold water. however, rainwater or other water in contact with air will absorb carbon dioxide from the air. carbon dioxide reacts with water to form carbonic acid. calcite reacts with carbonic acid to form calcium bicarbonate. calcium bicarbonate is quite soluble in water. thus, the solubility of calcite is sensitive to the acidity of the water. the solubility of calcite is also sensitive to the temperature of the water, being quite soluble in hot water but not in cold water. calcite frequently dissolves in one location and precipitates in another location when the water becomes less acidic or cools. ( mgco3 ), transforming it to siderite ( feco3 ). this information was found in the encyclopedia under potassium. potassium is found in nature in large quantities, ranking eighth in order of abundance of the elements in the crust of the earth, in various minerals such as carnallite, feldspar, saltpeter, greensand, and sylvite. potassium is a constituent of all plant and animal tissue as well as a vital constituent of fertile soil. my guess is that because calcite is a dissolvable and potassium feldspar is a mettalic which is undissolvable are the reasons you are looking for. i hope i am right or on the right track for you. - - tina miller ( firstname. lastname @ example. org ), february 27, 2001.


every internet site in the world is facing the growing issue of fraudulent usage of information, and we want to work with users around the world to stop this practice. please keep reading to learn more about the warning signs and what you can do. spam email is such a common occurrence today that you may think you know what to look for. but there are two types of email scams — what ' s known as ' phishing ' and ' spoofing ' — that can be more difficult to identify. both practices concern fraudulent email where the ' from address ' has been forged to make it appear as if it came from somewhere, or someone, other than the actual source. below are the warning signs to look for : what ' s ' phishing ' all about - and how do i spot it? phishing emails are used to fraudulently obtain personal identification and account information. they can also be used to lure the recipient into downloading malicious software. the message will often suggest there are issues with the recipient ' s account that requires immediate attention. a link will also be provided to a spoof website where the recipient will be asked to provide personal / account information or download malicious software. monster will never ask you to download software in order to access your account or use our services. how is it different than ' spoofing '? spoof emails often include a fraudulent offer of employment and / or the invitation to serve as a go - between for payment processing or money transfers. this scam is primarily directed at a general audience, but it can also reach monster members who have included contact information on their resume. like with phishing emails, the sender ' s address is often disguised. examples of fraudulent email these examples of fraudulent email show you what to watch out for ( click to see details ) : consumer advice : how to avoid phishing scams the number and sophistication of phishing scams sent out to consumers is continuing to increase dramatically. while online banking and e - commerce is very safe, as a general rule you should be careful about giving out your personal financial information over the internet. the anti - phishing working group has compiled a list of recommendations that you can use to avoid becoming a victim of these scams. - be suspicious of any email with urgent requests for personal financial information - phishers typically include upsetting or exciting ( but false ) statements in their emails to get people to react immediately - they typically ask for information such as usernames, passwords, credit card numbers, social security numbers


police battalion studies, and i ' m still thinking functionalism is more explanatory than intentionalism. ordinary germans, including the vast majority of the wehrmacht, shared a racialist politics and during the circumstances of the war shared a common attitude towards resolving the racial problems of jews and eastern and southern slavs. hitler ' s involvement was not decisive, as the rate of spontaneous massacre and the mixed class background of the police battalion soldiers demonstrates. the historiography of the holocaust emphasises two causative accounts ( both explained in depth at wikipedia with adequate citations there ). the first is " intentionalism, " this broadly focuses on hitler ' s unique culpability for the decisions behind the holocaust, or limits these decisions to the inner circle of the nsdap leadership or the wehrmacht. much of the us case at nuremberg was intentionalist in its attitude to the causes of war crime. later scholarship evidenced the mass and widespread culpability of wehrmacht soldiers, and in particular second line soldiers such at the soldiers of the police battalions. these soldiers were ordinary germans. in the case of the police battalion studies, it was demonstrated that the class and occupational composition of these battalions directly mirrored the class and occupational composition of germany as a whole — they were representative males. in particular, they were older males who under the intentionalist schema of " brainwashed ss boys " should not have engaged in mass killings. but in the east, and in the west, and in the south — but, most particularly in the east and south ( soviet union and yugoslavia ) — these ordinary men engaged quite willingly in voluntary jew hunting and massacres of civilians. evidence accumulated that jew hunting and massacres were entirely voluntary, and that soldiers who showed no willingness to engage in massacres were allowed without punishment, scorn or humiliation to not engage in these activities. jew hunting was discovered to be constructed as leisure by ordinary soldiers. this greatly strengthened the " functionalist " side of the argument, that the holocaust emerged out of functional requirements of the entire german war, that mass massacres and genocide were the ordinary business and outcome of war. genocide studies has furthered these findings. current work in genocide studies engages the individual " massacre " as the unit of analysis, rather than the entire genocide. in part this is done because of the understanding developed from the german studies of the importance of ordinary participants and their attitudes. while i primarily read genocide studies in the field of soviet atrocities and attempts to analyse soviet and soviet - style atrocities as a singular whole, my understanding is that


of the understanding developed from the german studies of the importance of ordinary participants and their attitudes. while i primarily read genocide studies in the field of soviet atrocities and attempts to analyse soviet and soviet - style atrocities as a singular whole, my understanding is that placing " hitler " or " nazism " as central to the holocaust is widely discredited ; even where the unique contributions of nazi ideology or organisational doctrine gave the holocaust distinctive colour. historians rarely accept dichotomies without showing how they interpenetrate ; but crude intentionalism is clearly discredited. hitler was not directly responsible for the holocaust, except of course that he tolerated it, encouraged it, sought to order it, and perceived the german desire for it. ( here you should consider reading about the history of einsatzgruppen a in the baltic states, its composition, and its eventual failure to achieve its stated aims due to psychological wear and tear. einsatzgruppen a was comprised of nsdap ideologues with higher university degrees, who believed in the racial purification of germany and its mission of empire in the east — and even they proved incapable of continuous intimate massacre despite their ardent beliefs in the nsdap mission. ) soldiers did not have to be motivated by or for hitler to engage in atrocities. atrocities were a historical part of the german method of waging war. ( even as they were part of the japanese, or british, or australian, or soviet ways of waging war. ) german soldiers voluntarily and with eagerness began implementing the basic program of the holocaust, and would have done so in the soviet union even without widespread official encouragement and support from directly nsdap motivated and controlled organisations such as the einsatzgruppern. in particular, the commissar order and anti - partisan operations were conducted with gusto and enjoyment. germans also broadly agreed with the racial categories the nsdap used, largely because the nsdap ' s ideology was a mirror of german racialism. german soldiers did not set out to kill six million jews. they set out to punish jews, slavs and communists as categories. the actual result of this was tens of millions of dead central and eastern europeans. jews were especially singled out for special treatment in this schema, but the programme was the broad punishment including by collective death by massacre or starvation of eastern and southern slavs generally, and specific cultural groups like roma or jews in particular. even the formerly social democratic or communist german soldiers, such as in the police battalions,


future heat vulnerability in california, part i : projecting future weather types and heat events abstractexcessive heat significantly impacts the health of californians during irregular but intense heat events. through the 21st century, a significant increase in impact is likely, as the state experiences a changing climate as well as an aging population. to assess this impact, future heat - related mortality estimates were derived for nine metropolitan areas in the state for the remainder of the century. here in part i, changes in oppressive weather days and consecutive - day events are projected for future years by a synoptic climatological method. first, historical surface weather types are related to circulation patterns at 500mb and 700mb, and temperature patterns at 850mb. gcm output is then utilized to classify future circulation patterns via discriminant function analysis, and multinomial logistic regression is used to derive future surface weather type at each of six stations in california. five different climate model - scenarios are examined. results show a significant increase in heat events over the 21st century, with oppressive weather types potentially more than doubling in frequency, and with heat events of 2 weeks or longer becoming up to ten times more common at coastal locations. copyright springer science + business media b. v. 2012 download infoif you experience problems downloading a file, check if you have the proper application to view it first. in case of further problems read the ideas help page. note that these files are not on the ideas site. please be patient as the files may be large. as the access to this document is restricted, you may want to look for a different version under " related research " ( further below ) or search for a different version of it. bibliographic infoarticle provided by springer in its journal climatic change. volume ( year ) : 115 ( 2012 ) issue ( month ) : 2 ( november ) contact details of provider : web page : http : / / www. springer. com / economics / journal / 10584 you can help add them by filling out this form. reading list or among the top items on ideas. access and download statistics for technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact : ( guenther eichhorn ) or ( christopher f baum ). if you have authored this item and are not yet registered with repec, we encourage you to do it here. this allows to link your profile to this item. it also allows you to accept potential citations to


ircan ’ s scientific goals when the data on epidemiology and pathophysiology are analyzed, aging is usually perceived as a process that results from the combined influence of constitutional or so - called « genetic » factors, life - style associated factors and external events. gerontobiology looks into all the specific medical and biological features of aging on the scale of the human body and develops concepts such as « harmonious » aging, « vulnerable » and « hypercatabolic » states, illustrating the highly heterogeneous characteristics of the aging process. the extreme heterogeneity of aging can be illustrated for a given age by a residual life - expectancy that varies considerably from one individual to another and by the onset, or not, of degenerative disorders, especially cardiovascular and neurological diseases, bone and joint disorders, diabetes and also neoplasms, pathologies in which constitutional determinants and other external factors play a role as they do in aging. the concept of cell aging, or senescence, differs from the aging of an organism as a whole and its features can be observed in primary somatic cell cultures. after a certain number of divisions the cell cycle permanently shuts down and a senescent phenotype is observed in which major changes have taken place both in the cells themselves and in their genetic expression program. this is known as replicative senescence and is caused by the unrelenting shortening of the dna that forms the end of the chromosomes ( or telomeres ) each time the cell divides. the erosion of the telomeres is paced by the cell cycle and can be considered as a mechanism that acts as a “ mitotic clock ” ; the cells count the number of divisions rather than chronological time. if this counting mechanism is deregulated to compensate for the shortening of the telomeric dna, due to the up - regulation of telomerase reverse transcriptase or other alternative mechanisms that lengthen the dna ( a mechanism known as alt for example ) the cells end up by becoming immortal, which is what usually happens in cancer. a noteworthy comment here is that elisabeth blackburn, carole greider and jack scoztack, were awarded the noble prize for medicine in 2009 for their work in this area, showing the medical community ’ s awareness of the importance of these phenomena. more generally, the destiny of a cell in a eukaryotic organism obeys precisely set rules of homeostasis when it is proliferating, differentiating or during apoptosis


medical community ’ s awareness of the importance of these phenomena. more generally, the destiny of a cell in a eukaryotic organism obeys precisely set rules of homeostasis when it is proliferating, differentiating or during apoptosis and senescence. however, all the factors that are required to regulate each of these stages are coded by a set of identical genetic material in each cell, which is identically reproduced each time the cell divides. this is why a special mechanism known as ddr ( short for dna damage response ) is required to maintain the integrity of the genome and fine - tune the structure of the dna. this structure, chromatin, ensures that specific gene expression programs are expressed at each stage of the cell cycle and each cell state. the mechanisms involved are often known as “ epigenetic ”, although they do not always involve inheritance of the chromatin state. studying the dna damage response and chromatin is one of the most promising avenues of research in terms of the biology of aging, because time, together with constitutional and environmental factors, has a direct influence on the integrity of the dna in the chromosomes ( mutations ) and their chromatin organization ( epimutation ). the characteristic heterogeneity of the aging of the body is probably directly related to chromatin regulation mechanisms and many degenerative disorders are largely influenced, if not directly caused, by genetic or epigenetic dysfunctions. amongst these disorders, malignancy is also heterogeneous and is one of the best - known deregulations of cell proliferation, differentiation, apoptosis and senescence. surprisingly, senescence protects the cells against malignancy. in agreement with the increase in the incidence of cancer with age, cell senescence can also facilitate the development of cancer, making the relationship between aging and cancer even more complex. as in all the physiological mechanisms of homeostasis, the regulation and balance between ageing and cancer in superior eukaryotes and in humans in particular, is extremely complex. on the scale of the cell, accumulated dna damage seems to be a common cause of aging and the development of cancer, but the p53 - dependent adaptive response illustrates the phenomenon of antagonistic pleiotropy, because increasing the anti - tumoral cell response leads to premature ageing. on the scale of an organism, the inhibition of the igf - 1 and gh dependent channels induces a reduction in cell metabolism, whilst protecting against oxidative stress, aging and the


- tumoral cell response leads to premature ageing. on the scale of an organism, the inhibition of the igf - 1 and gh dependent channels induces a reduction in cell metabolism, whilst protecting against oxidative stress, aging and the development of malignancies. from this work, it emerges that aging is a way for the body to attempt to escape from cancer, but the attempt remains vain because cell damage builds up as time goes on. cell senescence may thus prevent us from dying of cancer young, whilst ageing our body which, in return, increases the likelihood of malignancy as we get older. going into more detail of the understanding of these multiple interconnections requires synergy between many areas of molecular, cellular or biomedical experimental biology or biology more generally dedicated to the study of systems modeling ageing and cancer. this is the goal that ircan ( institute of research on cancer and aging in nice ) has set for itself. the research carried out at ircan involves major areas of basic research in biology, public health ( oncology, geriatrics, age - related disorders such as diabetes, renal failure, neurodegenerative and cardiovascular disease ) and sustainable development to improve our understanding of the body ’ s response to environmental stress.


software > multidimensional scaling description | pros and cons | applications | details | usage hints | references small, h. : visualizing science by citation mapping, 1999. small examined 36, 720 multidisciplinary documents for a 15 - year sampling window from 1981 through 1995. a combination of fractional citation counting and co - citation clustering via multidimensional scaling ( mds ) was used to extract four nested levels of clustering via single and complete linkage. the documents have been arranged in 2d using an order - dependent, geometric triangulation process that produces a unified ordination of a hierarchical arrangement of documents. multidimensional scaling ( mds ) attempts to find the structure in a set of proximity measures between objects. this is accomplished by assigning observations to specific locations in a conceptual low - dimensional space such that the distances between points in the space match the given ( dis ) similarities as closely as possible. the result is a least - squares representation of the objects in that low - dimensional space, which, in many cases, will help you to further understand your data. see http : / / www. analytictech. com / borgatti / mds. htm for an example input of distances between cities and the resulting mds plot. mds attempts to arrange " objects " ( e. g. major cities ) according to their distances in a space with a particular number of dimensions ( e. g. two - dimensional ) so as to reproduce the observed distances. as a result, we can " explain " the distances in terms of underlying dimensions ( e. g. geographical dimensions : north / south and east / west ). note that the actual orientation of axes in the final solution is arbitrary ( i. e. you can rotate the geographic map, the distances between cities remain the same ). thus, the final orientation of axes in the plane or space is mostly the result of a subjective decision by the researcher, who will choose an orientation that can be most easily explained. thus, mds moves given objects around in the space defined by the requested number of dimensions, and checks how well the distances between objects can be reproduced by the new configuration. it uses a function minimization algorithm that evaluates different configurations with the goal of maximizing the goodness - of - fit. the more dimensions we use in order to reproduce the distance matrix, the better is the fit of the reproduced matrix to the observed matrix ( i. e., the stress is smaller ). in fact


of maximizing the goodness - of - fit. the more dimensions we use in order to reproduce the distance matrix, the better is the fit of the reproduced matrix to the observed matrix ( i. e., the stress is smaller ). in fact, if we use as many dimensions as there are variables, then we can perfectly reproduce the observed distance matrix. however, the goal is to reduce the observed complexity of nature, that is, to explain the distance matrix in terms of fewer underlying dimensions. see ( statsoft, 2001 ) for details. pros & cons the " beauty " of mds is that we can analyze any kind of distance or similarity matrix. these similarities can represent people ' s ratings of similarities between objects, the percent agreement between judges, the number of times a subjects fails to discriminate between stimuli, etc. for example, mds methods used to be very popular in psychological research on person perception where similarities between trait descriptors were analyzed to uncover the underlying dimensionality of people ' s perceptions of traits. they are also very popular in marketing research, in order to detect the number and nature of dimensions underlying the perceptions of different brands or products ( statsoft, 2001 ). note that no relationships ( links ) are displayed. - cartia themescape. newsmaps. com - author co - citation analysis in information science ( white & mccain, 1998 ) - 12 key journals between 19972 and 1995 were analyzed and indscal ( individual differences mds ) was used to identify trends in terms of top - cited authors. - map of science ( small, 1999 ) - see figure. - xgvis : interactive data visualization with multidimensional scaling ( guja et al., 1998 ). source code & link to arcview available. by wojciech basalaj ( jan 2001 ) proximity visualization of abstract data - website devoted to visualization of abstract data collections, like graphs, multivariate data tables, or sets of multimedia objects. icons representing objects from a collection are positioned such that proximity relationships within the collection are preserved, i. e. icons for similar objects are clustered, and separated from the dissimilar ones. examples used include mds ( multidimensional scaling ). - interactive visualization of hierarchical clusters using mds and mst ( kim et al., 1998 ) code - multidimensional scaling for group memory visualization ( mcquaid et al., 1999 ) mds demo, university of arizona http : / / ai


hierarchical clusters using mds and mst ( kim et al., 1998 ) code - multidimensional scaling for group memory visualization ( mcquaid et al., 1999 ) mds demo, university of arizona http : / / ai. bpa. arizona. edu / go / viz / mds. html the mds procedure is as follows : - determine all objects and their distances. - use mds to produce a scatterplot of the objects in a n - dimensional space ( typical 2 - d ). - interpret the dimensions keeping in mind that the actual orientations of the axes from the mds analysis are arbitrary, and can be rotated in any direction. in addition, look for clusters of points or particular patterns and configurations ( such as circles, manifolds, etc. ). recently, the code by morrison et al. ( 2003 ) was integrated into the repository. you can use spss ' s multidimensional scaling. load data and choose from the menus : analyze - > scale - > multidimensional scaling. as an example, you may use mds to visualize the slis - courses. sim matrix created via lsa. - morrison, a., g. ross, and m. chalmers ( 2003 ). fast multidimensional scaling through sampling, springs and interpolation. information visualization, 2, 68 - 77. - buja, a., swayne, d. f., littman, m. l., dean, nathaniel. ( 1998 ) xgvis : interactive data visualization with multidimensional scaling. http : / / lib. stat. cmu. edu / general / xgobi / - kim, sung soo, kwon, sunhee, and cook, dianne ( 1998 ) interactive visualization of hierarchical clusters using mds and mst. pdf - kruskal, j. b. ( 1964 ) multidimensional scaling : a numerical method. psychometrica, 29, 115 - 129. - kruskal, j. b. and m. wish ( 1978 ) multidimensional scaling. beverly hills, ca : sage - mcquaid, m., ong, t., chen, h., & nunamaker, j. f. ( 1999 ) multidimensional scaling for group memory visualization. decision support systems, 27, 163 - 176. - statsoft ( 2001 ) multidimensional m. ( 2000


h., & nunamaker, j. f. ( 1999 ) multidimensional scaling for group memory visualization. decision support systems, 27, 163 - 176. - statsoft ( 2001 ) multidimensional m. ( 2000 ) nonmetric multidimensional scaling ( mds ) software, http : / / boreas. psych. indiana. edu / matlab / nonmetricmds. htm - small, h. ( 1999 ) visualizing science by citation mapping. journal of the american society for information science, 50 ( 9 ), 799 - 813. - white, h. d. and mccain, k. w. ( 1998 ) visualizing a discipline : an author co - citation analysis of information science, 1972 - 1995. journal of the american society for information science, 49 ( 4 ), 327 - 355. - young, f. w. & hamer, r. m. ( 1987 ) multidimensional scaling : history, theory and applications. new york : erlbaum. matthew chalmers and alistair morrison provided the fast non - linear mds algorithm. the code was integrated into the xml toolkit by sriram raghuraman. visualization cyberinfrastructure @ slis, last modified january


proceedings of the international astronomical union ( 2005 ), 2004 : 4748 cambridge university press nowadays, more than one hundred extra - solar planets are known, and about a dozen of multi - planetary systems have been discovered. most of them have been detected by the radial velocity ( rv ) method. the recovery of orbital parameters from rv data leads to several problems. usually rv data cover irregularly a short time interval which is frequently shorter than the orbital period of the most distant planet. moreover, observations contain a noise due to the instabilities of the star. the distribution of this noise is unknown. a precise determination of the dynamical state of a multi - planetary system is important for understanding its stability and evolution. in most cases observers determine the orbital parameters for multi - planetary systems just fitting a sum of keplerian orbits. the parameters obtained in such a way are in most cases the only accessible data about an extra - solar system because the observes very rarely publish their observations. however, the parameters from a multi - keplerian fit as it has already been observed by many authors, cannot be interpreted as the osculating elements for actual planetary orbits. moreover, these parameters can be considered as keplerian elements of : relative, barycentric or jacobi orbits. one can find arguments that the interpretation of parameters from a multi - keplerian fit as elements of keplerian orbits in the jacobi coordinates is the most proper one, see [ lee and peale, 2002 ; godziewski et al. 2003 ]. our first aim was to determine how badly a multi - keplerian fit determines osculating orbits. to this end, we performed several numerical simulations. for a chosen planetary system with two planets we generated a synthetic rv observations using the newtonian three body problem. then we fitted to these observations the keplerian model and compared the obtained keplerian elements with the true osculating elements of orbits. then we changed the semi - major axis and the eccentricity of one planet and repeated all calculations. in this way we obtained maps of differences between the true and the fitted keplerian elements ( relative, barycentric and jacobi ) for a given system with two planets. the conclusions from these experiments are following. even for a quite big separation of planets ( 2 au ), multi - keplerian fits are bad. the errors appear mainly in the positions of planets in their orbits and can achieve 60 deg and more. the errors in eccentricities and semi - major axes achieve a few percent, but they can be bigger for bigger masses


laguna hills, ca 92653 pdt essentially has three steps. first, a light sensitizing liquid, cream, or intravenous drug ( photosensitizer ) is applied or administered. second, there is an incubation period of minutes to days. finally, the target tissue is then exposed to a specific wavelength of light which then helps activate the photosensitizing medication. • 1. application of photosensitizer drug • 2. incubation period • 3. light activationalthough first discovered around 1913, pdt in the modern sense is a fairly new, evolving science whereby varying incubation times of a light sensitizing drug are used in combination with varying types of available light sources depending on the target tissue. the basic premise of pdt is selective tissue destruction. although the photosensitizer may be absorbed all over by many cells, atypical or cancerous cells preferentially take up more of the drug and also may retain the drug for longer duration than normal tissues. at present, the primary limitation of available pdt techniques is the depth of penetration of the light and ability to target cells within at most 1 / 3 of an inch ( approximately 1cm ) of the light source. therefore tumors or atypical growths must be fairly close to the skin or treatment surface for pdt to work. what is photodynamic therapy used for? pdt is currently used in multiple medical fields including oncology ( cancer ), dermatology ( skin ), and cosmetic surgery. in oncology, it is fda approved for non - small cell lung cancer, esophageal cancer, and pre - cancerous changes of barrett ’ s esophagus. its use is also being further investigated through clinical trials in general oncology for conditions including cancers of the cervix ( mouth of uterus ), prostate gland, brain, and peritoneal cavity ( the abdominal space that contains the stomach, liver, and internal organs ). in dermatology, pdt using levulan kerastick® ( 20 % delta - aminolevulinic acid hcl ) became fda approved in 2001 for the treatment of pre - skin cancers called actinic keratosis ( ak ). the initial approval was specifically for normal ( non - hyperkeratotic ) actinic keratosis of the face and scalp with a specified 14 to 18 hour drug incubation time, and 1, 000 seconds ( 16 minutes and 40 seconds ) of


approval was specifically for normal ( non - hyperkeratotic ) actinic keratosis of the face and scalp with a specified 14 to 18 hour drug incubation time, and 1, 000 seconds ( 16 minutes and 40 seconds ) of activation by a proprietary blue light source. since 2001, pdt has also received many other non - fda approved ( also called “ off - label ” ) uses including acne, rosacea, skin cancer, sun damage, cosmetic skin improvement, oily skin, enlarged sebaceous glands, wrinkles, rejuvenation ( anti - aging ), warts, hidradenitis suppurativa, psoriasis, and many other skin conditions. at least 3 currently fda approved photosensitizers are available including photofrin ( porfimer sodium ), levulan ( 5 - aminolevulinic acid or ala ), metvix ( methyl aminolevulinate ( maop ) ). more drugs are undergoing trials and may become available in the near future. photofrin is used intravenously ( iv ) for internal cancers while levulan and metvix are applied topically for skin therapy. pdt can essentially use many types of light sources. these include laser, intense pulsed light, light - emitting diodes ( leds ), blue light, red light, many other visible lights, including natural sunlight. photosensitizer drugs may become activated by one or several types of applied light depending on the ideal wavelength for the particular drug used and target tissue. the light source needs to be directly applied to the target tissue for a specific amount of time. for surface skin treatments, the light is easily directly applied to the area of the skin where the photosensitizer drug has been applied ( such as face, scalp, arms, etc. ). for internal cancers, delivering the light to the desired area is more challenging. the light may be delivered through small fiber optic cables into the body cavity or area being treated. sometimes endoscopes ( a thin lighted elongated tube which is inserted into a body space ) are used to deliver the light into the lungs, stomach, or bladder. pdt works by direct injury to the target cells and tissues. while all of the exact mechanisms are not fully known yet, the basic pathway seems to involve an activated oxygen molecule that has the ability to injure or destroy nearby or specific cells. aminolevulinic acid is then incorporated into the body ’ s natural heme ( blood


exact mechanisms are not fully known yet, the basic pathway seems to involve an activated oxygen molecule that has the ability to injure or destroy nearby or specific cells. aminolevulinic acid is then incorporated into the body ’ s natural heme ( blood ) biosynthesis pathway and activated to form protoporphyrin ix, a potent photosensitier. protoporphyrin ix then becomes excited to an activated singlet state. this active singlet state is then directly toxic to cells. no, pdt causes a temporary sensitivity to light, including natural sunlight and some indoor lights. the light sensitivity resolves with time depending on both the photosensitizer drug and dosage used. intravenously given porfimer may make the body including the skin and eyes sensitive to light for about 6 weeks after treatment. proper protection including long sleeves and sunglasses may be required. topically applied aminolevulinic acid ( levulan ) or methyl aminolevulinate ( metvix ) may cause skin sensitivity only on the treatment areas for approximately 24 - 72 hours. these do not usually cause sensitivity on other body parts other than where the drug was directly applied. your physician will need to discuss with you the required sun and light avoidance period required after your particular treatment. pdt using levulan ( 5 - aminolevulinic acid or ala ) and a proprietary blue light is currently fda approved for the treatment of skin pre - cancers called actinic keratosis ( rough scaly spots generally on sun exposed skin in more fair skin individuals ). photo sensitizers are chemical compounds that become activated only when exposed to light. what is aminolevulinic acid or levulan? 5 - aminolevulinic acid also called levulan or ala for short is a naturally occurring protein in the body. it is found in small quantities as part of the normal heme ( blood ) synthesis pathway. in larger quantities, it is a substance known to increase sensitivity to certain wavelengths of light. how does pdt work? by preferentially attacking the active or abnormal cells, pdt combines a very high success rate with good preservation of normal skin without significant risks for scarring. once the areas have healed following pdt, the areas are re - examined to see if additional treatments or possible biopsies are needed. pdt is special because it is a targeted treatment to preferentially target more rapidly dividing cells and atypical skin growths. with regular or traditional cryosurgery ( freezing with liquid nitrogen