affton, mo ( ksdk ) - - school leaders are teaching character education to prevent bullying. teachers and counselors at mesnier primary school in affton are getting the message across early that words hurt and the kids are paying attention. counselors are also teaching kids anger management, using puppets. " it ' s a turtle trick. when someone ' s bullying you, you go over to the peace path and there ' s this little turtle and he bends in his shell like this, and then you do it, and you count to 10, and most of the time, it gets your anger from being bullied, " sauid camden schlueter, a student. in ladue, administrators have given teachers and students a took to report bullyig. " students and staff can use forms to fill out to go directly to counselors and administrators, " said maggie travers, a ladue school district psychologist. " we have some policies in places that address these issues when they come up. " in south roxana, illinios, the approach is pro - active. " the thing we try to do most is to promote positive behavior, " said principal nate porter. even with these tools, there are conflicts, something mesnier school teaches young kids to resolve. " we bring them itno the office where we have a peace place to talk to the kids, " explained guidance counselor janet winchester. " if they ' re comfortable with it, then we have the kids work it out and we have a littel conflict mediation. " " it ' s called rock, paper, scissors, " said abbey dallman, a student. " and like if you ' re fighting over a swing, you can do rock, paper, scissors, to see who gets the swing. what teachers and administrators have learned is that early intervention tools work. they said teaching good behaviour in class was constructive than reactionary discipline. they believe the number one way to identify conflicts is by students speaking up and reporting problems.


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


history professor examines state and territorial policies that affected early american indian citizenship deborah rosen, professor and head of history, has taken an in - depth look at early american indian policy - making in her most recent book, american indians and state law : sovereignty, race and citizenship, 1790 – 1880 ( university of nebraska, december 2007 ). the publication examines the role that state and territorial governments played in extending jurisdiction over indians as well as defining borders and the meaning of citizenship. “ belying the common assumption that indian policy and regulation in the united states were exclusively within the federal government ’ s domain, the book reveals how states and territories extended their legislative and judicial authority over american indians between the early national period and the reconstruction era, ” explains rosen. “ in this book, i detail how state and territorial governments regulated american indians and brought them into local criminal courts, as well as how indians contested states ’ actions and asserted tribal sovereignty. ” several students assisted rosen with her publication as excel scholars. these students were robert alessi ’ 00, tiffany blakey ’ 01, phillip dudley ’ 04, andrea kotrosits ’ 03, and michael sparrow ’ 04. the students handled a plethora of primary source documents that were foundational to rosen ’ s research, including judicial opinions, trial records, statutes, legislative hearings, constitutional convention debates, newspapers, speeches, letters, and official reports. the finished book is a “ discussion of nationwide patterns complemented by case studies focusing on new york, georgia, new mexico, michigan, minnesota, louisiana, and massachusetts that demonstrate the decentralized nature of much of early american indian policy, ” according to rosen. in addition to its cornerstone use of primary sources and divergent conclusion, rosen ’ s book is the first to present a broad study of state and territorial indian policies, laws, and judicial decisions in early united states history. - exceptional faculty - excel / undergraduate research


the movimento dos trabalhadores rurais sem terra, or movement of the landless rural workers ( the mst ), was formally created at the primeiro encontro de trabalhadores sem terra [ first meeting of landless workers ], which took place from january 21 - 24, 1984, in cascavel, in the state of parana, in the south of brazil. today, the mst is organized in 22 states and pursues the same objectives defined at this 1984 meeting and ratified at the first national conference at curitiba, parana, in 1985 : to fight for land, for agrarian reform, and for the building of a just society, without exploiters and exploited. since its creation, the mst has included in its political agenda the fight for schools and the discussion on what kind of school should be a part of the life of the sem terra family. this article discusses the pedagogical lessons that we can learn from the historical experience of the mst. before introducing some of these, however, it is important to situate the context that allows us to think of a social movement of farm workers as a place that may have lessons to offer on the processes of human the mst came into its seventeenth year of existence reflecting deeply on two of the great tasks that were defined throughout its history : first, to help put an end to the " mortal sin " of the latifundium, decentralizing the lands of this immense country, brazil, and making them socially productive ; and second, to help humanize people, to develop human beings with dignity, identity, and a project for the future. this second task, perhaps the one that the mst has accomplished best since its undertaking, is what causes us to think more directly of the educational dimension of the movement. the educational work of the mst has three main dimensions : first, the recovery of the dignity of thousands of families who once again have roots and purpose. the poor in everything have become citizens : people with rights, people who work, study, produce, are a part of their communities, and who, in their daily challenges, set a new agenda of discussion for this country. the second dimension is the building of a collective identity, one which goes beyond each person, family, and settlement. the identity of the sem terra [ landless ], and the capital letters without a hyphen, like a proper name that identifies those who are no longer individuals who lack something have


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


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


for agrarian reform that is the root and strength of this identity. at times of the most acute social conflict, such as those we live through today, this is even more visible : it is on the people, on each one of them, that resistance depends, as well as the determination of the proposals, the conduct that persists as an image for society, the continuity in the face of the fiercest conflicts, the identity. the mst has succeeded in arriving at its seventeenth year because it has learned to value every person who is a part of its organization, and because it has defined human development as one of its main priorities. as educators, we need to be clear about what is in question every time we meet with those we are educating : we are facing human beings, who deserve our respect and dedication as human beings, and as members of an organization that fights for dignity. our work in a school where the sem terra study, for example, needs to be thought of in the perspective of a great educational effort, which makes us responsible, interested, and committed. we need to reflect always on some basic questions : what human being are we helping to develop through our practice? is there coherence with the humanity that the mst struggle has been producing and planning for throughout its history? and those we educate : what human being do they see when they look at themselves and their settlement companions? have our educational practices helped them to value themselves as persons and take on the collective identity they help 2. people are educated by learning to be one of the things that often calls attention to the mstis actions is the self - respect of the people who take part in it. this self - respect, or feeling of dignity, is produced to the extent that these people learn to be sem terra and to be proud of that name. and on taking on this social, collective identity we are sem terra, we are of the mst these people gradually discover dimensions of their personal and collective identity, as well : iim a woman, iim black, iim a rural worker, iim young, iim an educator they are new individuals who are formed and begin to demand their place in the world, in history ; they know they can and ought to fight for the right to be human wherever they are, with or against whomever they are. this returns us to the notion that this is an essential human task of learning : to look in the mirror of what we are and want to be, to take on personal and collective identities,


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


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


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


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


all the sem terra may learn how they came to the condition of being rural landless workers, and how they have many other brothers all over the world in a similar condition, who are also carrying on a struggle for the land and for agrarian reform as we are. and as educators we also need to learn from this memory and its cultivation, not to remain imprisoned in the past, but, on the contrary, to set it in motion and plan for the future what is best for everyone. 8. people are educated in collectivities the mst is a collectivity. and in it the sem terra learn that the collective is the great subject of the struggle for land as well as its great educator. nobody gets his / her land by him / herself ; the occupations, the encampments, the settlements are collective works. the force of each person is in his roots, which is his part in a collectivity with a memory and project for the future. it is through taking part in the collective and its works that people are educated not alone, but in relation to others which potentializes their own singular, unique person. people do not learn to be human by themselves. without the bonds of their participation in collectives they cannot go forward to a fully human condition. uprooted people are dehumanized people, who do not recognize themselves in any past and have no project for the future. to educate is to help root people in strong collectives ; it is to potentialize social, human harmony in the construction of identities, values, knowledge, feelings. an educational environment is fundamentally an educational collective, moved and planned by teachers, but shared by all of its members. in a true collective, all are at the same time educators and educated, because all are a part of the process of learning and re - learning to be human. 9. the educator educates by conduct the educator educates by conduct much more than by words. the strength of the mst is not in its speeches, but in its actions and in the positions of the sem terra who make them happen. it is the practices and the conduct of the collective that educates the people who take part in the movement or live with it. it is for this reason that in the mst we have as educational references people like paulo freire and che guevara. they were not educators only for what they said or wrote, but through the testimony of the consistency between what they thought, said, and effectively did and were, as persons and as


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


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


mineral oils listed as petrolatum ( petroleum jelly ) or c - 18 derivatives are frequently used in personal care products such as lipsticks, lubricants, baby lotions and oils. they commonly contain contaminants that studies have linked to cancer. ucla studies links " high levels of exposure to mineral oils to increased mortality and incidence of lung cancer,... melanoma " source : pubmed. com mineral oils are also known to clog pores, forming a barrier preventing skin from eliminating toxins. repeated use can even set off skin conditions such as acne and dermatitis. petroleum jelly, or petrolatum, is a semisolid compound derived from hydrocarbon. it can block the skin ’ s ability to moisturize itself, leading to chapped and dry skin, which are often conditions it is sold to alleviate. while petrolatum on its own is not too harmful, it is often cheaply produced and the impurities / contaminants often found in petrolatum are the concern. frequently, polycyclic aromatic hydrocarbons ( pah ) are found, which have been linked in studies to breast cancer. petrolatum has been banned by the eu from use in cosmetics unless the source can be proven and the product shown to be pure. it is listed as a possible human carcinogen. only use plant oils, never petroleum based oils.


5. risky behavior in youth decreases : results of the 2011 new mexico youth risk and resiliency survey showed a significant decrease in the rates of the prevalence of suicide attempts, cigarette smoking and binge drinking among the state ' s public high school students. the yrrs is conducted in new mexico public high schools and middle schools in the fall semester of odd numbered years. the 2011 yrrs surveyed 16, 635 new mexico high school students. according to the survey, suicide attempts were reported by 8. 6 percent of high school students, down 40. 7 percent from a high of 14. 5 percent in 2003. the percentage of high school students who were current smokers declined from a high of 30. 2 percent in 2003 to 19. 9 percent in 2011. binge drinking decreased from a rate of 35. 4 percent in 2003 to 22. 4 percent in 2011. for more information, including reports by new mexico counties, go to www. youthrisk. org. 4. new skilled nursing facility opens : the department of health held a ribbon - cutting ceremony in july for the new meadows home at the new mexico behavioral health institute in las vegas. meadows home is a skilled nursing facility that provides care for up to 180 residents of new mexico. the new building, which is the first of three phases that is being built, replaces buildings that were built in 1948 and 1955. the meadows home creates a 3. west nile resurgence : west nile virus was once again in the national and state spotlight due to a resurgence in the number of human cases of the disease nationwide and in new mexico. in 2012, there were 47 human cases, which included one death in bernalillo county. in 2011 there were four human cases and in 2010 there were 25 cases. west nile was first detected in 2003 in new mexico, with 209 human cases. west nile virus prevention tips can be found online at www. nmhealth. org / erd / healthdata / westnile. shtml. 2. prescription drug overdoses increase : in may 2012, the department released data that shows sales of controlled prescription opiate pain relievers increased 131 percent in new mexico between 2001 and 2010. during the same period, the state ' s drug overdose death rate increased 61. 8 percent. since 2007, the overdose death rate from prescription drugs has exceeded the death rate from illicit drugs such as heroin and cocaine. there is help available for people addicted to prescription medications. the southwest pathways clinic at the las cruces public health office offers medication


since 2007, the overdose death rate from prescription drugs has exceeded the death rate from illicit drugs such as heroin and cocaine. there is help available for people addicted to prescription medications. the southwest pathways clinic at the las cruces public health office offers medication assisted treatment for persons with opiate dependency in southern new mexico and provides intensive outpatient treatment that may be an alternative to narcotic treatment with methadone maintenance therapy. for more information about southwest pathways, visit www. healthynm. org. 1. pertussis outbreak : there have been more than 750 cases of pertussis in new mexico this year. this is compared to 277 cases in 2011, 151 cases in 2010 and just 85 cases in 2009. pertussis is a vaccine - preventable disease that causes fits of coughing that in some people make it hard to breathe. anyone can get pertussis, but babies who get the disease are at greatest risk of complications, including pneumonia, seizures, brain damage and death. the best prevention from stopping the spread of pertussis is to get vaccinated. the cdc recommends cocooning, which is vaccinating everyone who comes into close contact with an infant, including daycare workers, aunts, uncles and grandparents. find more pertussis information online at www. nmhealth. org / pertussis. to read the full top 10 list, visit www. healthynm. org. happy new year! chris j. minnick writes for the new mexico department of health. he can be reached at firstname. lastname @ example. org.


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


on february 1st, the secretariat of the united nations framework convention on climate change ( the “ convention ” ) announced the pledges made by countries under the copenhagen accord ( the “ accord ” ). developed country parties to the accord pledged greenhouse gas ( ghg ) emissions reduction targets to be achieved by 2020. most notably, developing country parties to the accord also pledged mitigation actions. by the january 31st deadline, pledges had been provided by countries representing approximately 80 % of global ghg emissions. pledges made under the accord adhering to legislation passed in its house of representatives, the u. s. pledged a 17 % reduction from 2005 levels. 1 canada also pledged a 17 % reduction from 2005 levels, “ to be aligned with the final economy - wide emissions target of the united states in enacted legislation. ” 2 like canada, many parties made pledges contingent on action by others. the european union, for example, pledged to reduce its emissions 20 % below 1990 levels, or by 30 % should other parties make comparable commitments. as an example of a mitigation action pledge of a developing country, china pledged to lower its carbon intensity ( per unit gdp ) by 40 - 45 % by 2020, to increase to 15 % the share of non - fossil fuels used in primary energy consumption, and to increase its forest coverage and forest stock volume. 3 in comments following the announcement of the pledges, u. s. special envoy for climate change, todd stern has made it clear that the u. s. expects of developing countries, stronger mitigation actions than those contained in the accord. 4 the 2009 un climate change conference the accord was the outcome of the fifteenth conference of the parties ( the “ conference ” ) to the convention, 5 attended by yours truly. in an unprecedented display of the prominence that climate change is gaining on the world stage, the conference was attended by 115 heads of state and over 40, 000 delegates. the stage that was the conference was not without its share of theatrics. when the leaders arrived in the final days to find that little progress had been made, the drama moved behind the scenes. in a telling moment, frustrated by negotiating only with chinese premier wen ’ s aides, u. s. president obama walked in on a private meeting between wen and the leaders of brazil, india, and south africa. 6 it was largely these five major economies that would go on to produce the accord, which calls for any global temperature increase to be limited to two degrees celsius. 7 however the


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


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


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


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


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


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


common streaming audio formats and players uncompressed cd - quality wav and aiff files are too large to stream over the internet for playback in real time. instead, lighter - weight compressed formats such as mp3 and realaudio are employed for streaming network audio. these formats use what are called " lossy " compression schemes, reducing file sizes by eliminating certain inaudible data from the original files without too significantly degrading playback sound quality. mp3 and realaudio are excellent streaming formats, achieving performance factors great enough to allow real - time encoding / decoding over current network bandwidth conditions while delivering satisfying audio quality. mp3 and realaudio are not the only players in the network streaming audio arena. we ' ll also look at macromedia ' s flash and the ogg vorbis project from the xiphophorus group. since realaudio ' s internet history begins the earliest, we ' ll start with realaudio. in 1995, progressive networks ( now realnetworks ) introduced realaudio, the internet ' s first widely - deployed streaming audio format. the realaudio player ( realplayer ) was freely distributed to users who at that time were typically connected to the internet via low - bandwidth modems ; thus, the player supported connection rates as low as 14. 4 kbps, which delivered audio quality comparable to the sound of a decent am radio. faster connections such as isdn accordingly improved reception speed and sound quality. by giving away basic versions of realplayer and the realproducer content - production utility, progressive networks seeded the market for their commercial product line and sparked an explosion in network multimedia. today you can find an astonishing number and variety of realaudio - enabled sites. as a curious example, i searched google for " realaudio history ", hoping to find some background material on the format ; instead, i found thousands of sites dedicated to various historical topics, all of which included audio presentations requiring realplayer. realplayer : realaudio in x happily, realplayer is available for linux, and you can retrieve it for free as either an rpm or tarball package from the real. com downloads page. installation is fairly straightforward, but there are a few snags to report. close your web browser before installing the software, then become the root user and run the installation package. the rpm file needs to be renamed : mv rp8 _ linux20 _ libc6 _ i386 _ cs1 _ rpm rp8. linux


browser before installing the software, then become the root user and run the installation package. the rpm file needs to be renamed : mv rp8 _ linux20 _ libc6 _ i386 _ cs1 _ rpm rp8. linux20. libc6. i386. cs1. rpm before installing it ( as root ) with this command : rpm - i rp8. linux20. libc6. i386. cs1. rpm the tarball must have its permissions set ( as root again ) : chmod u + x rp8 _ linux20 _ libc6 _ i386 _ cs1. bin now you can run the installation package : the installation procedure will automatically set up realplayer as a helper application in netscape, but be forewarned : it will also overwrite any custom settings you have for audio formats such as wav, aiff, and au, so you may want to back up your netscape preferences before installing realplayer. also, the installation will not automatically update the realaudio plug - in. close netscape, copy the rpnp. so file from your new $ home / realplayer directory to $ home /. netscape / plugins, fire up netscape again, and your realaudio plug - in should now be enabled. check the help / about plugins menu item in netscape for a status report. trplayer : realaudio for the console at least three realaudio players are available for the linux console. they all depend upon an existing installation of realplayer and act as wrappers for realplayer, making its functions available to console applications. the rap and rawrapper players require support for the frame - buffer device ; i wanted to avoid the need for any special graphics support ( such as svga, frame - buffer, or ncurses ) in my console realaudio player, so i chose matthew campbell ' s trplayer. trplayer is available as a binary in rpm and deb packages, but i chose to build the latest beta version ( 2. 0. b2 ) from the source tarball. trplayer ' s only unique requirement is the slang library and header. fortunately, slang is found on most mainstream linux distributions, and a straightforward. / configure ; make should have your player ready to rock. however, due to the filesystem vagaries of linux distributions your build may fail with


. fortunately, slang is found on most mainstream linux distributions, and a straightforward. / configure ; make should have your player ready to rock. however, due to the filesystem vagaries of linux distributions your build may fail with this message : main. cc : 17 : slang. h : no such file or directory make : * * * [ main. o ] error 1 if so, change this line in to this line : when the build is complete, become root ( su root ), run make install, and you will have a new command - line realaudio player. you can call it from the prompt at the console or in xterm, invoking it with an address linking the player to the realaudio stream : you now have streaming realaudio at the linux console. cool... realnetworks deserves praise for maintaining and steadily improving a freely available realplayer for linux, particularly since there ' s no other way to enjoy all those realaudio - empowered sites. harder - core users and developers might be dismayed to learn that real ' s software is available only in binary format and that source code is not freely available. nevertheless, there ' s only one place to go for realplayer, so if you want it, there you go. now let ' s look at that other major streaming audio format, the notorious mp3.


gene fault linked to stroke risk a “ single genetic mutation can double your risk of stroke ”, the daily mail has reported. the newspaper added that scientists hope the discovery could lead to tailored treatments for the condition. the news is based on research which looked for genetic variations that were more common in people who had had an ischaemic stroke than in people who had not had one. ischaemic strokes occur when the blood flow to a part of the brain is blocked. they account for 80 % of stroke cases. by testing the dna of several thousand participants, the researchers identified a new genetic variant that was associated with increased risk of a type of ischaemic stroke called a “ large vessel stroke ”. in large vessel strokes, one or more of the arteries supplying blood to the brain become blocked. people can carry up to two copies of the variant, and the study ’ s authors estimated that each copy of the variant a person carried was associated with about a 42 % increase in the odds of a large vessel stroke. however, it is not yet known whether this genetic variant raises the risk of a stroke, or if it is found near to another variant that is responsible for the increased risk. this well - designed study has identified a new association between a genetic variation and strokes. however, the study cannot confirm whether the variation itself causes the increased risk of a stroke. this key issue will need to be clarified before these findings can contribute to the development of the new treatments that many newspapers optimistically predicted. where did the story come from? the study was carried out by researchers from the university of oxford, st george ’ s, university of london, and a number of other uk and international universities and research institutes. it was funded by the wellcome trust. the study was published in the peer - reviewed scientific journal nature genetics. this study was covered by a number of newspapers. in general, the coverage of the research was good, although many news stories focused on its potential to lead to the development of screening tests and new treatments. however, there is no guarantee that this research will lead to such advances. if it does, they are likely to be some way off. what kind of research was this? this case - control study aimed to identify genetic factors that are associated with an increased risk of ischaemic strokes. ischaemic strokes occur when there is a blockage of blood flow to part of the brain. this can deprive brain cells of vital oxygen and nutrients. around 80 % of strokes are ischa


risk of ischaemic strokes. ischaemic strokes occur when there is a blockage of blood flow to part of the brain. this can deprive brain cells of vital oxygen and nutrients. around 80 % of strokes are ischaemic. the remainder are haemorrhagic strokes, caused by a blood vessel rupturing in or around the brain. to find genetic variants associated with strokes, the researchers read the dna sequences of a group of patients who had had an ischaemic stroke. they compared them to the sequences of a group of healthy people. their theory was that genetic variations that were more common among the stroke group could potentially be linked to stroke risk. to verify whether the variants they initially identified in these groups were associated with strokes, the researchers tested if the same pattern was seen when another group of stroke patients were compared with another group of healthy individuals ( controls ). this is an accepted method that is used when performing genetic studies of this type. although this was a well - designed study, genetic studies like this one can only show that a particular genetic variant is associated with a disease. further experiments are required to see if the variants identified have a role in causing strokes, or if they lie close to other genetic variants that have this effect. what these variants do still needs to be identified, so media claims that this research could lead to potential new treatments seem premature. it is also important to remember that genetic, medical and lifestyle factors are likely to contribute to a person ’ s risk of a stroke. it should not be assumed that a person ’ s genetics mean that they will definitely have a stroke. equally, people without high - risk genetics may still be at risk of a stroke risk because of lifestyle factors, such as smoking. what did the research involve? in the first phase of the study, researchers recruited 3, 548 individuals who had had an ischaemic stroke ( the cases ) and 5, 972 healthy individuals ( the controls ). the researchers looked for genetic variants that were more common in the stroke group. in a second phase, the researchers confirmed their findings in a new group of 5, 859 cases and 6, 281 controls. the new genetic variation they identified was then re - confirmed in a further 735 cases and 28, 583 controls. what were the basic results? the researchers identified genetic variants at three locations that have been associated with different subtypes of ischaemic stroke in previous studies ( near the genes pitx2 and zfh


and 28, 583 controls. what were the basic results? the researchers identified genetic variants at three locations that have been associated with different subtypes of ischaemic stroke in previous studies ( near the genes pitx2 and zfhx3, and on the short arm of chromosome 9 ). in addition, they identified a genetic variant at a new position within the hdac9 gene, which was associated with a subtype of ischaemic stroke called large vessel stroke. in large vessel strokes, one or more of the large arteries supplying blood to the brain become blocked. this variant in hdac9 occurs on about 10 % of chromosomes in people in the uk. humans have two copies of each chromosome, and therefore we can carry up to two copies of this variant ( one on each chromosome ). the researchers calculated that each copy of the variant that a person possessed was associated with a 42 % increase in the odds of having a large vessel stroke ( odds ratio 1. 42, 95 % confidence interval 1. 28 to 1. 57 for each copy ). how did the researchers interpret the results? the researchers concluded that they have “ identified a new association with the hdac9 gene region in large vessel stroke ”. they also stated that “ the mechanism by which variants in the hdac9 region increase large vessel stroke risk is not immediately clear. ” in this study, researchers have identified a genetic variant in the hdac9 gene that is associated with a subtype of ischaemic stroke called a large vessel stroke. large vessel strokes occur when one or more of the arteries supplying blood to the brain become blocked. in this type of study, the genetic variants identified as being associated with a condition are not necessarily the cause of the increase in risk. instead, they may lie near another variant that is responsible for the effect. in order to unlock the role of the hdac9 gene, researchers will now need to study it and the region surrounding it more closely, both to confirm whether the variation in this gene is responsible for the increase in stroke risk and, if so, how it has this effect. genetic, medical and lifestyle factors are likely to contribute to stroke risk. in addition, multiple genetic factors may potentially contribute to the risk. it ’ s important to note that although having higher - risk genetic variants increases the risk of having a stroke, it does not guarantee that a person will have one. equally, people who do not have any associated variants can still be at risk of a stroke because of lifestyles factors


like the republican party, the democratic party also cracked beneath the weight of the issues at hand. states that favored slavery in the territories walked out of the democratic convention at charleston, preventing nominee stephen douglas from winning the party endorsement. a reconvened convention eventually nominated douglas, but kept territory slavery out of the platform altogether. as a result of disagreements over the issue of slavery, splinter parties formed. the southern democratic party spun off from traditional democrats to nominate john breckenridge, an advocate of slavery in the west. republican breakaways formed the constitutional union party. they nominated john bell who would not address the issue of slavery at all, but rather spoke of upholding the constitution. with four candidates in the race, lincoln won the 1860 election. but by the time he took office in march of 1861, seven southern states had already seceded from the union. when the first shot rang out at fort sumter, just one month after lincoln took office, the civil war began. lincoln ' s hopes for peacefully preserving the union were dashed. in 1863, lincoln issued the emancipation proclamation. he also promoted a constitutional amendment to permanently abolish slavery. these bold steps marked a shift from lincoln ' s more moderate campaign position on slavery issues. they also shifted the focus of the war from preserving the union to freeing the slaves. remarkably, the election of 1864 was not suspended during the bloody civil war. union soldiers were given absentee ballots or furloughed to permit them to vote. with mounting union victories, the votes of soldiers and the campaign slogan, " don ' t switch horses in mid - stream, " lincoln won the election. sadly, as this 1864 campaign song strangely foreshadows, lincoln did not live to see passage of the 13th amendment that abolished slavery forever. he was assassinated just five days after ulysses s. grant celebrated victory over robert e. lee at appomattox. lincoln ' s presidency causes one to wonder : - why he changed his position on the issue of abolition during his presidency? - whether these changes might affect the way we view his original platform? - what were lincoln ' s priorities when he created his original platform? how did the advent and progress of the war affect these priorities? - to what extent did lincoln ' s original platform represent his personal views? to what extent did it reflect a desire and strategy to win the presidency? - if you were running for president, how would you balance your own opinions with the need to appeal to party and popular opinion?


i get a lot of email in my inbox. because i have about 10 email accounts, things could get completely out of hand if i didn ' t set up a few rules. in email parlance, a " rule " or a " filter " is simply a way of sorting your email automatically as it arrives. most email programs include rules. for example, in outlook, you choose tools | rules and alerts to access the rules dialog box. even web - based email like gmail includes rules. the principles are the same, no matter what email program you use. for example, i am notified whenever someone subscribes to one of our email newsletters. rather than having to click and drag the email into the proper folder, i set up a rule to have my email program do it for me. when i receive an email that contains logicaltips in the subject line, the email bypasses my inbox and is automatically filed in the logical tips folder. i use gmail to monitor the discussion groups i participate in. unlike most email clients, gmail doesn ' t use folders. however, it does use labels, so you can sort your email by applying labels then using a filter ( aka rule ) to keep your mail reasonably organized. to set up a label, click the settings link at the top of the page and click the labels link. then type a name in the create a new label box and click the create button. now click the filters link. click create a new filter. because discussion group postings always come from the same email address, you can type it into the from box. alternatively, you might filter emails by their subject line. click next step. now you tell what gmail should do with the email. you can bypass the inbox, apply a label, add a star, or forward the email to another email address. for my discussion groups, i click " skip the inbox " and apply the label i have set up for the group. on the main gmail page in the labels area, i can see how many emails there are, but they aren ' t cluttering up my inbox. then i can read them when i get around to it.


- coming soon. master naturalist for teachers the teacher ’ s master naturalist program incorporates best practices for systemic school reform - it requires that the school ’ s principal initiate the partnership, and that each school send a team of lead teachers who are responsible for implementing their school ’ s science and math programs. lci adapted its master naturalist curriculum to provide a program that teaches teachers how to use experiential learning most effectively to improve their school ’ s science and math programs. participants engage in research and educational experiences designed to empower them to teach from a first person perspective, sharing their personal adventures with their classes. during workshops, teachers set and check traps for fish, reptiles, and amphibians, conduct flora and fauna surveys, and collect and identify marine invertebrates and other organisms. as teams of teachers graduate from the course they continue to receive support for school - based projects from lci staff and the local master naturalist association. the program began in 2007 - 2008 with two pilot schools, and has expanded to eight schools during the 2009 - 2010 school year. teachers receive master naturalist certification and continuing education credit after completing the year - long program. learning expeditions schools the goal of the learning expeditions schools program is to use environmental science as a theme to integrate learning about science, social studies, math, and language arts. the program is a partnership between the lowcountry institute, clemson university ' s youth learning institute, and beaufort county schools. the interdisciplinary lessons include field trips, virtual field trips using video and powerpoint programs, and hands - on activities in the classroom. these lessons use science standards to teach students how geography and climate determine plant communities present which, in turn, influence the economy and the history of the region. math is integrated into all lessons through science and history - based word problems. pilot schools for this program are shell point elementary, shanklin elementary, and robert smalls middle school. during the 2012 - 2013 school year, the program will be made available to other district schools that wish to participate. - grants : several schools have been recipients of grants from lci to create outdoor classrooms and natural areas using native plants to teach students about pollination, plant lifecycles, and native habitats. - hands - on programs : lci staff and volunteers conduct programs at schools to teach students about the plants and animals native to the port royal sound system. - school field trips : lci is able to invite a limited number of schools each year to participate in field trips on spring island where students learn about habitats and animals of the lowco


by sue weishar, ph. d. on august 25, 2008, the small town of laurel, mississippi was the site of the largest single workplace site raid in u. s. history. early that morning hundreds of immigration control and enforcement ( ice ) agents swooped down on the howard industries plant in laurel, which produces electric transformers, and began rounding up workers. anyone who appeared to be of hispanic origin was separated from other workers and escorted outside to a fenced yard. roads around the sprawling plant were blocked and ice helicopters hovered overhead. one resident thought there had been a terrorist attack. 1 for the 595 immigrant workers that were arrested that day, there might as well have been. by evening of that long, hot summer day, 488 immigrant workers, many in handcuffs, had been transported on dozens of ice buses to an immigrant detention center in jena, louisiana, four hours away — ripped apart from their families and a community they had come to think of as home. another 107 persons, mostly women, had been deemed “ humanitarian ” cases2 and were released with electronic monitoring devices attached to their ankles. they were forced to wear these devices day and night for 22 months. in the midst of such terror, a small catholic church became the center of solace and assistance. several catholic agencies and the loyola university new orleans law clinic also played key roles in assisting raid victims. this article examines the church ’ s response to the raid in laurel, 3 and how a small catholic community in the middle of a deeply conservative state was able to mitigate some of the harmful effects of the raid on its immigrant members.


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


boulder trails are common to the interior of menelaus crater as materials erode from higher topography and roll toward the crater floor. downhill is to the left, image width is 500 m, lroc nac m139802338l [ nasa / gsfc / arizona state university ]. most boulder trails are relatively high reflectance, but running through the center of this image is a lower reflectance trail. this trail is smaller than the others, and its features may be influenced by factors such as mass of the boulder, boulder speed as it traveled downhill, and elevation from which the boulder originated. for example, is the boulder trail less distinct than the others because the boulder was smaller? what about the spacing of boulder tracks? the spacing of bounce - marks along boulder trails may say something about boulder mass and boulder speed. but why is this boulder trail low reflectance when all of the surrounding trails are higher reflectance? perhaps this boulder trail is lower reflectance because the boulder gently bounced as it traveled downhill, and barely disturbed a thin layer of regolith? the contrast certainly appears similar to the astronauts ' footprints and paths around the apollo landing sites. or, maybe the boulder fell apart during its downhill travel and the trail is simply made up of pieces of the boulder - we just don ' t know yet. lroc wac context of menelaus crater at the boundary between mare serenitatis and the highlands ( dotted line ). the arrow marks the location of today ' s featured image at contact between the crater floor and ne crater wall [ nasa / gsfc / arizona state university ]. what do you think? why don ' t you follow the trail to its source in the full lroc nac frame and see if you can find any other low reflectance trails.


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


so, but it never exceeds 400f. therefore, high chimney temperatures never occur. old cordwood and coal stoker boilers could develop high surface temperatures making installed distance from combustible surfaces important. the surface temperature of these state - of - the - art pellet boilers is the same as the temperature of the room. the heat exchangers are extremely well insulated to achieve the desired efficiencies. so, the worry about proximity of flammable materials due to high boiler surface temperatures is not justified with these boilers. because these highly sophisticated boilers are lumped in the same category as cordwood boilers and coal stoker boilers, “ solid fuel ” license holders must install them in maine. there are many fewer “ solid fuel ” license holders than ordinary oil license holders, so scheduling boiler installations in this rapidly growing segment is very challenging in the busy times of the year. other busy technicians find it hard to justify studying for a test that focuses generally on boilers they ’ ll never see, so they ’ re not inclined to prepare for the “ solid fuel ” test to install pellet boilers as they ’ re just beginning to make a mark on the marketplace. the emerging technologies project on october 11, 2012, the maine fuel board approved a request made by maine energy systems for a year long project intended to confirm the company ’ s assertion that their boilers, and those similar to them, can be installed by oil boiler license holders who have been suitably trained in the differences between pellet boilers and oil boilers. this is great news for the pellet industry in maine as the state ’ s boiler inspectors will inspect some, or all, of these installations and, thereby, become much more familiar with these sorts of systems. if the project leads to the anticipated conclusion, the request to re - categorize the boilers for licensure requirement purposes should be reasonably received. we have little doubt that the project will reach successful conclusion as these very same boilers are installed throughout the northeast by the same technicians who install oil boilers and who have been trained at maine energy systems in fuel handling and burner adjustment. in the meantime, maine energy systems will be training oil boiler technicians in the installation of their equipment to ensure that all who choose to install the mesys autopellet boiler can do it this heating season on a schedule that works for them. dutch dresser is the managing director of maine energy systems in bethel, maine.


ulva spp. on freshwater - influenced or unstable upper eulittoral rock ecological and functional relationships the community predominantly consists of algae which cover the rock surface and creates a patchy canopy. in doing so, the algae provides an amenable habitat in an otherwise hostile environment, exploitable on a temporary basis by other species. for instance, ulva intestinalis provides shelter for the orange harpacticoid copepod, tigriopus brevicornis, and the chironomid larva of halocladius fucicola ( mcallen, 1999 ). the copepod and chironomid species utilize the hollow thalli of ulva intestinalis as a moist refuge from desiccation when rockpools completely dry. several hundred individuals of tigriopus brevicornis have been observed in a single thallus of ulva intestinalis ( mcallen, 1999 ). the occasional grazing gastropods that survive in this biotope no doubt graze ulva. seasonal and longer term change - during the winter, elevated levels of freshwater runoff would be expected owing to seasonal rainfall. also, winter storm action may disturb the relatively soft substratum of chalk and firm mud, or boulders may be overturned. - seasonal fluctuation in the abundance of ulva spp. would therefore be expected with the biotope thriving in winter months. porphyra also tends to be regarded as a winter seaweed, abundant from late autumn to the succeeding spring, owing to the fact that the blade shaped fronds of the gametophyte develop in early autumn, whilst the microscopic filamentous stages of the spring and summer are less apparent ( see recruitment process, below ). habitat structure and complexity habitat complexity in this biotope is relatively limited in comparison to other biotopes. the upper shore substrata, consisting of chalk, firm mud, bedrock or boulders, will probably offer a variety of surfaces for colonization, whilst the patchy covering of ephemeral algae provides a refuge for faunal species and an additional substratum for colonization. however, species diversity in this biotope is poor owing to disturbance and changes in the prevailing environmental factors, e. g. desiccation, salinity and temperature. only species able to tolerate changes / disturbance or those able to seek refuge will thrive. the biotope is characterized by primary producers. rocky shore communities are highly productive and are an important source of food and nutrients for neighbouring terrestrial and marine ecosystems ( hill et al


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


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


the nidcd award will provide $ 300, 000 over the next three years to fund the project, titled “ auditory masking effects on speech fluency in aphasia and apraxia of speech. ” in many adults who survive stroke, damage to speech regions of the brain results in a distorted, effortful, and halting pattern of speech, a condition called apraxia of speech. although they know what they want to say and have intact muscle strength, they have difficulty programming the movements for speech. they are able to hear their speech errors, and the typical treatment program focuses on identifying these errors and correcting them. for most people, focusing on these mistakes results in little improvement in their speech. in contrast to conventional treatment approaches, dr. jacks and his colleagues ( katarina haley, phd, dahs, dshs ; heidi roth, md, department of neurology ) are studying the effects of preventing the person with apraxia of speech from hearing the errors in their speech, by playing loud noise through earphones. this approach is based on the premise that people with this speech disorder are overly - attuned to speech errors, which prevents them from speaking fluently. the same phenomenon has been known for decades to help people who stutter to speak fluently, as demonstrated in the popular film the king ' s speech. in the proposed research, dr. jacks and his colleagues seek to identify stroke survivors who respond positively to listening to noise by increasing speech rate and decreasing the occurrence of speech disfluencies ( pauses, filler words, repetitions ). since not all people are expected to show a change in speech while listening to noise, the team also will study individual characteristics to determine what differentiates those who improve from those who do not. in particular, behavioral profiles ( type of speech and language impairment ) and location and size of brain lesion will be compared between positive responders and non - responders to determine whether a positive response can be predicted from routine clinical data. in preliminary work, over half of the participants tested spoke more quickly and with fewer disfluencies while listening to noise. although this is a temporary effect and does not persist after the noise is turned off, the moments of speech fluency experienced may cause the person ' s brain to activate in a different way than it does when he or she is speaking disfluently. if the preliminary results are borne out in the completed study, dr. jacks and his team believe that the procedure may be further developed into


scientists have revealed that new treatments for the incurable nerve disease known as lou gehrig ' s disease or amyotrophic lateral sclerosis ( als ) could be developed via a long - used anti - cancer drug. their research showing how the drug prevents clumping of an enzyme linked to als appears in the journal of the american chemical society. lucia banci, ivano bertini and colleagues explain that als causes a progressive loss of muscle control as the nerves that control body movements wither and die. patients become weak and have difficulty swallowing and breathing, and most die within three to five years of diagnosis. although some als cases are hereditary and run in families, about 90 percent are " sporadic, " with the cause unknown. some research links sporadic als to clumping of an antioxidant enzyme called hsod1. the authors explored whether cisplatin, a chemotherapy drug used since the 1960s that is known to interact with some of the enzyme ' s amino acids, has any effect on hsod1 clusters. the scientists found that in laboratory tests, the anti - cancer drug cisplatin bound readily to the enzyme, preventing hsod1 from aggregating and dissolving existing bunches. cisplatin targets sites that can form bonds between hsod1 after the enzyme loses the atom of copper it normally carries. the scientists note that cisplatin does not prevent the enzyme from performing its normal functions. " from this work it appears that cisplatin is a promising lead compound for the rational design of als treatments, " the authors say.