one death, 15 new cases of west nile in louisiana louisiana — the louisiana department of health and hospitals uncovered 15 new west nile cases this week, and reports one death from the disease. the state is experiencing its worst west nile outbreak in a decade this year, and health care providers continue identifying new cases into the fall season. " not only do we continue to find more cases, this week, we have three parishes reporting their first human cases of west nile for the year, " said dhh secretary bruce d. greenstein. " clearly, this virus remains a threat, and it ' s important to protect your health and avoid mosquito bites even as the weather gets colder and drier. " humans contract west nile when they are bitten by mosquitoes infected with the virus. when people are infected with west nile, the virus will affect them one of three ways. west nile neuroinvasive disease is the most serious type, infecting the brain and spinal cord. neuroinvasive disease can lead to death, paralysis and brain damage. the milder viral infection is west nile fever, in which people experience flu - like symptoms. the majority of people who contract west nile will be asymptomatic, which means they show no symptoms. these cases are typically detected through blood donations or in the course of other routine medical tests. there are six new neuroinvasive disease cases reported this week, from jefferson ( 1 ), orleans ( 2 ), tangipahoa ( 1 ) and rapides ( 2 ) parishes. five of these are newly identified cases, and one is a previously reported case that progressed into neuroinvasive disease. there are 10 new west nile fever cases reported this week, from assumption ( 1 ), catahoula ( 1 ), east baton rouge ( 2 ), ouachita ( 1 ), rapides ( 2 ), st. landry ( 1 ) and winn ( 2 ) parishes. no new asymptomatic cases were reported this week. louisiana has had 371 west nile cases, of which 152 are neuroinvasive disease, and 16 deaths, all of which occurred within two weeks of disease onset, thus far in 2012. dhh issues a weekly arbovirus surveillance report that details cases detected thus far by parish, which is published here. west nile virus has been present in louisiana since 2002, when the state experienced 328 cases, of which 204 were neuroinvasive disease, and 24 deaths. for 10 years


hundreds of years ago, the los angeles basin ’ s river and tributaries sat at the center of daily life for our first ancestors, the tongvas indians. they understood the river ’ s changing, mercurial nature and built their homes and town centers above its flood plains. yangna, sitting just a few miles from the river near spring street, was the largest tongvas village. it was a center for commerce, governance and religious ceremonies, and it is the birthplace of los angeles. the los angeles state historic park was once an industrial brown field. after much debate among real estate developers, community activists, and artists, the land is now available for public use and awaits transformation into a state park. the zanja madre, or " mother ditch, " is the original aqueduct that brought water to el pueblo from the los angeles river. the remains of the zanja where uncovered in the 1970 ' s and can be seen sitting just behind a fence in the los angeles state historic park. kcet is the nation ' s largest independent public television station. on air, online and in the community, kcet plays a vital role in the cultural and educational enrichment of southern and central california. we offer a wide range of award - winning local programming as well as the finest public television programs from around the world. are you a member of the media looking for information about kcet? visit our press room for contact details, images and all the latest news.


deoxidation is the removal of excess oxygen from molten metal. the procedure involves adding materials with a high affinity for oxygen, the oxides of which are either gaseous or readily form slags. the deoxidation of steel is usually performed by adding mn, si and al, or rarely by adding cr, v, ti, zr and b. the deoxidation of molten steel shows a paradox. by increasing the concentration of deoxidizer in the melt over some critical value reoxidation of steel takes place. a few examples of the reoxidation of steel by adding the usual deoxidizers ( si and al ) are examined in this article. deoxidation is the last stage in steelmaking. in the basic oxygen furnace ( bof ) and other similar steelmaking practices the steel bath as the time of tapping contains 400 to 800 ppm activity of oxygen. deoxidation is carried out during tapping by adding into the tap - ladle appropriate amounts of ferromanganese, ferrosilicon and / or aluminum or other special deoxidizers. if at the end of the blow the carbon content of the steel is below specifications, the metal is also recarburized in the ladle. however, large additions in the ladle are undesirable, because of the adverse effect on the temperature of the metal. eight typical conditions of commercial ingots, cast in identical bottle - top molds, in relation to the degree of suppression of gas evolution are shown schematically in figure 1. the dotted line indicates the height to which the steel originally was poured in each ingot mold. depending on the carbon content and particularly of the oxygen content, the ingot structures range from that of a fully killed or dead - killed ingot n°1 to that of a violently rimmed ingot n°8. included in the series are indicated in figure 1 i. e. killed steel n°1, semikilled steel n°2, capped steel n°5, and rimmed steel n°7. figure 1 : series of typical ingot structures rimmed steel usually is tapped without having made additions of deoxidizers to the steel in the furnace or only small additions to the molten steel in ladle, in order to have sufficient oxygen present to give the desired gas evolution by reacting in the mold with carbon. the exact procedures followed depend upon whether the steel has a carbon content in the higher ranges i. e. % c =


steel in ladle, in order to have sufficient oxygen present to give the desired gas evolution by reacting in the mold with carbon. the exact procedures followed depend upon whether the steel has a carbon content in the higher ranges i. e. % c = 0. 12 - 0. 15 or in the lower ranges, e. g. % c = max 0. 10. when the metal in the ingot mold begins to solidify, there is a brisk evolution of carbon monoxide, resulting in an outer ingot skin of relatively clean metal low in carbon and other solutes. such ingots are best suited for the manufacture of steel sheets. capped steel practice is a variation of rimmed steel practice. the rimming action is allowed to begin normally, but is then terminated after a minute or more by sealing the mold with a cast - iron cap. in steels with a carbon content greater than 0. 15 % the capped ingot practice is usually applied to sheet, strip, wire and bars. semikilled steel is deoxidized less than killed steel and there is enough oxygen present in the molten steel to react with carbon forming sufficient carbon monoxide to counterbalance the solidification shrinkage. the steel generally has a carbon content within the range % c = 0. 15 - 0. 30 and finds wide application in structural shapes. killed steel is deoxidized to such an extent that there is no gas evolution during solidification. aluminum is used for deoxidation, together with ferro - alloys of manganese and silicon ; in certain cases calcium silicide or other special strong deoxidizers are used. in order to minimize piping, almost all killed steels are cast in hot - topped big - end up molds. killed steels are generally used when a homogeneous structure is required in the finished steels. alloy steels, forging steels and steels for carburizing are of this type, when the essential quality is soundness. in producing certain extra - deep - drawing steels, a low - carbon ( % c = max 0. 12 ) steel is killed, usually with a substantial amount of aluminum that is added in the ladle, in the mold or both. although the deoxidation of steel by aluminum suppresses the formation of carbon monoxide during solidification, and hence suppresses blow holes, there are many steel processing operations where aluminum killing of steel is undesirable. for example, it is widely recognized that certain alloy steels to


aluminum suppresses the formation of carbon monoxide during solidification, and hence suppresses blow holes, there are many steel processing operations where aluminum killing of steel is undesirable. for example, it is widely recognized that certain alloy steels to be cast as large ingots should not be subject to aluminum killing, because of the piping and of deleterious effects of alumina inclusions on the subsequent processing of ingots for certain applications, e. g. generator - rotor shafts. it has been recognized from the early days of the continuous - casting operation nearly two decades ago that casting difficulties and poor surface conditions are often experienced with aluminum - killed steels. it is for these reasons that other forms of deoxidation are often preferred in a number of steel - processing operations, e. g. silico - managanese deoxidation and / or vacuum carbon deoxidation. deoxidation reactions can be described using the deoxidation equilibrium constant. a wide spectrum of deoxidation equilibria pertaining to the most common deoxidants for steel is summarized in table 1 as a log - log plot of the concentration of oxygen in solution in liquid steel against that of the added elements. table 1 : solubility of the products of deoxidation in liquid iron. | equilibrium constant k * | | k at 1600°c | | < 1 ppm al | | 1. 1 x 10 - 15 | | - 71600 / t + 23. 28 | | < 1 ppm al | | 4. 3 x 10 - 14 | | - 62780 / t + 20. 17 | | 1. 3 x 10 - 8 | | > 0. 02 % c | | 2. 0 x 10 - 3 | | - 1168 / t - 2. 07 | | > 3 % cr | | 1. 1 x 10 - 4 | | - 40740 / t + 17. 78 | | > 1 % mn | | 5. 1 x 10 - 2 | | - 14450 / t + 6. 43 | | > 20 ppm si | | 2. 2 x 10 - 5 | | - 30410 / t + 11. 59 | | < 0. 3 % ti | | 2. 8 x 10 - 6 | | > 5 % ti | | 1. 9 x 10 - 3 | | < 0. 10 v | | 8. 9 x 10 - 8 | | - 48060 / t +


% ti | | 2. 8 x 10 - 6 | | > 5 % ti | | 1. 9 x 10 - 3 | | < 0. 10 v | | 8. 9 x 10 - 8 | | - 48060 / t + 18. 61 | | > 0. 3 % v | | 2. 9 x 10 - 6 | | - 43200 / t + 17. 52 in all cases, the oxygen and the alloying element in solution are in equilibrium with the appropriate gas, liquid or solid oxide phases at 1600°c, e. g. 1 atm co, pure b2o3, pure al2o3 etc. the curves for mn, si and c are from compiled data. the curves for cr, v, b, ti and al are based on the recent work done in this laboratory by fruehan using the oxygen galvanic cell previously described in measuring the equilibrium oxygen potentials. - activities are chosen such that amn ≡ % mn and ao ≡ % o when % m→o - square brackets [ ] denote component present in molten steel - temperature ( t ) is on the kelvin scale. deoxidation reactions can be described using the deoxidation equilibrium constant. the reaction when the alloying element ( m ) is added to the steel can be represented by : mxoy = xm + yo..... ( 1 ) the deoxidation constant assuming pure mxoy forms ( i. e. unit activity for mxoy ) is given by : k = ( hm ) x ( ho ) y..... ( 2 ) where hm and ho are the henrian activities defined such that activity of the components is equal to its weight percent at infinite dilution in iron. hi = fi ( wt. % i )..... ( 3 ) the activity coefficient fi can be corrected for alloying elements by use of the interaction parameter eji ( d log fi / d log wt % j ) = eji..... ( 4 ) table 2 shows the coefficients of interaction for the common elements of carbon and stainless steels at 1600°c. table 2 : the coefficients of interaction for the common elements of carbon and stainless steels at 1600°c | carbon steel 1600°c | stainless steel 1600°c for most low alloy steels encountered in ladle metallurgy the activity coefficient can be taken as unity and equation 2 reduces to : km = ( % m ) x ( % o ) y.


steel 1600°c | stainless steel 1600°c for most low alloy steels encountered in ladle metallurgy the activity coefficient can be taken as unity and equation 2 reduces to : km = ( % m ) x ( % o ) y..... ( 5 ) to illustrate how to use these constants consider a steel containing 0. 1 % si at 1600°c ( 2912°f ) in equilibrium with sio2. the value of ksi is given by : ksi = ( % si ) ( % o ) 2..... ( 6 ) ksi = 2. 2 x 10 - 5 ( % o ) 2 = 2. 2 x 10 - 4 ( % o ) ≈ 0. 015 or 150 ppm. it is important to remember that these calculations are for soluble oxygen content ; the total oxygen content which includes both the soluble oxygen and the oxygen associated with inclusions could be much higher. for single element deoxidation, the solubility of oxygen in liquid iron at 1600°c ( 2912°f ) is given as a function of the concentration of the alloying element. in each case, the melt is in equilibrium with the respective pure oxide ; e. g. sio2, al2o3 etc. it can be clearly seen that aluminum is the strongest of the common deoxiders followed by titanium. rare earths are about as strong aluminum as deoxidizers and will be discussed later in detail.


electricity and magnetism the dot product introduction to the vector dot product. the dot product use this menu to view and help create subtitles for this video in many different languages. you ' ll probably want to hide youtube ' s captions if using these subtitles. - let ' s learn a little bit about the dot product. - the dot product, frankly, out of the two ways of multiplying - vectors, i think is the easier one. - so what does the dot product do? - why don ' t i give you the definition, and then i ' ll give - you an intuition. - so if i have two vectors ; vector a dot vector b - - that ' s - how i draw my arrows. - i can draw my arrows like that. - that is equal to the magnitude of vector a times the - magnitude of vector b times cosine of the - angle between them. - now where does this come from? - this might seem a little arbitrary, but i think with a - visual explanation, it will make a little bit more sense. - so let me draw, arbitrarily, these two vectors. - so that is my vector a - - nice big and fat vector. - it ' s good for showing the point. - and let me draw vector b like that. - vector b. - and then let me draw the cosine, or let me, at least, - draw the angle between them. - this is theta. - so there ' s two ways of view this. - let me label them. - this is vector a. - i ' m trying to be color consistent. - this is vector b. - so there ' s two ways of viewing this product. - you could view it as vector a - - because multiplication is - associative, you could switch the order. - so this could also be written as, the magnitude of vector a - times cosine of theta, times - - and i ' ll do it in color - appropriate - - vector b. - and this times, this is the dot product. - i almost don ' t have to write it. - this is just regular multiplication, because these - are all scalar quantities. - when you see the dot between vectors, you ' re talking about - the vector dot product. - so if we were to just rearrange this expression this - way, what does it mean? - what is a cosine of theta? - let me


the dot between vectors, you ' re talking about - the vector dot product. - so if we were to just rearrange this expression this - way, what does it mean? - what is a cosine of theta? - let me ask you a question. - if i were to drop a right angle, right here, - perpendicular to b - - so let ' s just drop a right angle - there - - cosine of theta soh - coh - toa so, cah cosine - - - is equal to adjacent of a hypotenuse, right? - well, what ' s the adjacent? - it ' s equal to this. - and the hypotenuse is equal to the magnitude of a, right? - let me re - write that. - so cosine of theta - - and this applies to the a vector. - cosine of theta of this angle is equal to ajacent, which - is - - i don ' t know what you could call this - - let ' s call - this the projection of a onto b. - it ' s like if you were to shine a light perpendicular to b - - - if there was a light source here and the light was - straight down, it would be the shadow of a onto b. - or you could almost think of it as the part of a that goes - in the same direction of b. - so this projection, they call it - - at least the way i get - the intuition of what a projection is, i kind of view - it as a shadow. - if you had a light source that came up perpendicular, what - would be the shadow of that vector on to this one? - so if you think about it, this shadow right here - - you could - call that, the projection of a onto b. - or, i don ' t know. - let ' s just call it, a sub b. - and it ' s the magnitude of it, right? - it ' s how much of vector a goes on vector b over - - that ' s the - adjacent side - - over the hypotenuse. - the hypotenuse is just the magnitude of vector a. - it ' s just our basic calculus. - or another way you could view it, just multiply both sides - by the magnitude of vector a. - you get the projection of a onto b, which is just a fancy -


vector a. - it ' s just our basic calculus. - or another way you could view it, just multiply both sides - by the magnitude of vector a. - you get the projection of a onto b, which is just a fancy - way of saying, this side ; the part of a that goes in the - same direction as b - - is another way to say it - - is - equal to just multiplying both sides times the magnitude of a - is equal to the magnitude of a, cosine of theta. - which is exactly what we have up here. - and the definition of the dot product. - so another way of visualizing the dot product is, you could - replace this term with the magnitude of the projection of - a onto b - - which is just this - - times the - magnitude of b. - that ' s interesting. - all the dot product of two vectors is - - let ' s just take - one vector. - let ' s figure out how much of that vector - - what component - of it ' s magnitude - - goes in the same direction as the - other vector, and let ' s just multiply them. - and where is that useful? - well, think about it. - what about work? - when we learned work in physics? - work is force times distance. - but it ' s not just the total force - times the total distance. - it ' s the force going in the same - direction as the distance. - you should review the physics playlist if you ' re watching - this within the calculus playlist. let ' s say i have a - 10 newton object. - it ' s sitting on ice, so there ' s no friction. - we don ' t want to worry about fiction right now. - and let ' s say i pull on it. - let ' s say my force vector - - this is my force vector. - let ' s say my force vector is 100 newtons. - i ' m making the numbers up. - 100 newtons. - and let ' s say i slide it to the right, so my distance - vector is 10 meters parallel to the ground. - and the angle between them is equal to 60 degrees, which is - the same thing is pi over 3. - we ' ll stick to degrees. - it ' s a little bit more intuitive. - it ' s 60 degrees. - this distance right here is 10 meters. - so my question is,


is - the same thing is pi over 3. - we ' ll stick to degrees. - it ' s a little bit more intuitive. - it ' s 60 degrees. - this distance right here is 10 meters. - so my question is, by pulling on this rope, or whatever, at - the 60 degree angle, with a force of 100 newtons, and - pulling this block to the right for 10 meters, how much - work am i doing? - well, work is force times the distance, but not just the - total force. - the magnitude of the force in the direction of the distance. - so what ' s the magnitude of the force in the - direction of the distance? - it would be the horizontal component of this force - vector, right? - so it would be 100 newtons times the - cosine of 60 degrees. - it will tell you how much of that 100 - newtons goes to the right. - or another way you could view it if this - is the force vector. - and this down here is the distance vector. - you could say that the total work you performed is equal to - the force vector dot the distance vector, using the dot - product - - taking the dot product, to the force and the - distance factor. - and we know that the definition is the magnitude of - the force vector, which is 100 newtons, times the magnitude - of the distance vector, which is 10 meters, times the cosine - of the angle between them. - cosine of the angle is 60 degrees. - so that ' s equal to 1, 000 newton meters - times cosine of 60. - cosine of 60 is what? - it ' s square root of 3 over 2. - square root of 3 over 2, if i remember correctly. - so times the square root of 3 over 2. - so the 2 becomes 500. - so it becomes 500 square roots of 3 joules, whatever that is. - i don ' t know 700 something, i ' m guessing. - maybe it ' s 800 something. - i ' m not quite sure. - but the important thing to realize is that the dot - product is useful. - it applies to work. - it actually calculates what component of what vector goes - in the other direction. - now you could interpret it the other way. - you could say this is the magnitude of a - times b cosine of theta. - and that ' s


it actually calculates what component of what vector goes - in the other direction. - now you could interpret it the other way. - you could say this is the magnitude of a - times b cosine of theta. - and that ' s completely valid. - and what ' s b cosine of theta? - well, if you took b cosine of theta, and you could work this - out as an exercise for yourself, that ' s the amount of - the magnitude of the b vector that ' s - going in the a direction. - so it doesn ' t matter what order you go. - so when you take the cross product, it matters whether - you do a cross b, or b cross a. - but when you ' re doing the dot product, it doesn ' t matter - what order. - so b cosine theta would be the magnitude of vector b that - goes in the direction of a. - so if you were to draw a perpendicular line here, b - cosine theta would be this vector. - that would be b cosine theta. - the magnitude of b cosine theta. - so you could say how much of vector b goes in the same - direction as a? - then multiply the two magnitudes. - or you could say how much of vector a goes in the same - direction is vector b? - and then multiply the two magnitudes. - and now, this is, i think, a good time to just make sure - you understand the difference between the dot product and - the cross product. - the dot product ends up with just a number. - you multiply two vectors and all you have is a number. - you end up with just a scalar quantity. - and why is that interesting? - well, it tells you how much do these - - you could almost say - - - these vectors reinforce each other. - because you ' re taking the parts of their magnitudes that - go in the same direction and multiplying them. - the cross product is actually almost the opposite. - you ' re taking their orthogonal components, right? - the difference was, this was a a sine of theta. - i don ' t want to mess you up this picture too much. - but you should review the cross product videos. - and i ' ll do another video where i actually compare and - contrast them. - but the cross product is, you ' re saying, let ' s multi


you up this picture too much. - but you should review the cross product videos. - and i ' ll do another video where i actually compare and - contrast them. - but the cross product is, you ' re saying, let ' s multiply - the magnitudes of the vectors that are perpendicular to each - other, that aren ' t going in the same direction, that are - actually orthogonal to each other. - and then, you have to pick a direction since you ' re not - saying, well, the same direction that - they ' re both going in. - so you ' re picking the direction that ' s orthogonal to - both vectors. - and then, that ' s why the orientation matters and you - have to take the right hand rule, because there ' s actually - two vectors that are perpendicular to any other two - vectors in three dimensions. - anyway, i ' m all out of time. - i ' ll continue this, hopefully not too confusing, discussion - in the next video. - i ' ll compare and contrast the cross - product and the dot product. - see you in the next video. be specific, and indicate a time in the video : at 5 : 31, how is the moon large enough to block the sun? isn ' t the sun way larger? have something that ' s not a question about this content? this discussion area is not meant for answering homework questions. share a tip when naming a variable, it is okay to use most letters, but some are reserved, like ' e ', which represents the value 2. 7831... have something that ' s not a tip or feedback about this content? this discussion area is not meant for answering homework questions. discuss the site for general discussions about khan academy, visit our reddit discussion page. flag inappropriate posts here are posts to avoid making. if you do encounter them, flag them for attention from our guardians. - disrespectful or offensive - an advertisement - low quality - not about the video topic - soliciting votes or seeking badges - a homework question - a duplicate answer - repeatedly making the same post - a tip or feedback in questions - a question in tips & feedback - an answer that should be its own question about the site


why teach kids cooking activities? i started kids cooking activities and kids cooking lessons with my children after my oldest son would create " something " in the kitchen almost everyday. he would fill a pot with water, add sugar, salt, apples, whatever he could find and ask me to cook it on the stove top. he didn ' t want to follow a recipe. he just wanted to create something using, whatever he could think of. i came to understand how much kids love to cook and want to help in the kitchen. when they are young they pretend to cook in the kitchen, make mud pies in the sandbox, and what kid hasn ' t made bubble cakes in the bath tub? kids do cooking activities all the time! why you should do kids cooking activities! here are 10 reasons why you should do cooking activities with your children. - learning to cook helps children to learn about nutrition and healthy eating. they are growing up with fast food and junk food at their fingertips, which is part of the reason why child obesity is on the rise! teaching kids to cook will help instill skills to last them a lifetime. - boost their self esteem. if your child needs a boost of self confidence, ( and who doesn ' t! ) cooking in the kitchen will do just that. they are accomplishing a task, learning something important and contributing to the family. - create family time and bonding. take time to cook with your children and they will have memories that they, in turn, can pass on to their families. it may take a longer time to get the meal or snack done but the moments with your children will be priceless. ( just remember to have patience. don ' t worry about flour on the floor or spilled milk ). - kids will be more apt to eat what they make. perhaps, it is the enthusiasm of creating something themselves, but they will be more likely to eat whatever they had a hand in making. - kids learn real lessons in science, language, math and creativity. cooking will help reinforce all these subjects! visit what children learn while cooking page for more information. - what a great way to learn life skills. this can be especially helpful when kids are on their own and won ' t have to rely on fast food and junk food to sustain them. - they can help contribute to the family and they can feel the importance of helping. - they are working together as a team, whether it is with a parent or with a sibling to get the job done. - cooking teaches them planning and making


. - they can help contribute to the family and they can feel the importance of helping. - they are working together as a team, whether it is with a parent or with a sibling to get the job done. - cooking teaches them planning and making choices. - practice creativity and imagination. kids cooking activities are a great way to express themselves and enjoy their all of our kids cooking activities and ideas are kid tested, doable and fun. they just need : - a dash of time - a pinch of originality - a cup full of enthusiasm so put on an apron and lets get started with kids cooking join our newsletters and follow us on social media we have several ways you can keep in contact with us. at the upper right corner you ' ll see our links to follow our facebook, twitter and pinterest groups. we have a get cooking newsletter that goes out weekly with advice, articles and tips on kids cooking. as well as a weekly kids cooking activities club introduce you to different sections and the highlights you ' ll find in that area. there is a lot of good information, cooking projects and children ' s cooking activities on our site. over 500 pages + hundred ' s of our readers submitted recipes and ideas. you will get an email once a week highlighting different areas on the site.


hi, i was wondering does anyone know anything about egyptian uses of different herbs ( perfuming, incense, medicinal etc. ) im curious about herbs that were popularly used in ancient egypt, and what types of herbs they had connections to, either by native growth, or by trade with other countries. here are some remedies that the ancient eyptians used with herbs : : used as an incense to remove demonic possession. used as an ointment to relieve headaches, or drunk to relieve stomach aches. : remedy for snake bites and fevers. also used to heal broken bones and sores after being mixed with honey. : mostly used for stomach upsets. : uses included relieving toothache and headaches. : drunk to banish fevers. also was used as an insect repellent. : mainly used for headaches. plants used in perfumary : there is apparently a perfume called kyphi engraved on the temple walls of edfu and philae. cinnamon, juniper berries, cyperus, cardamom, marjoram and lotus, were among the many ingredients in perfume making. along with animal fat, oil and sweet wine. i believe that many of the ancient egyptians herbs and spices were imported from the mediterranean, although in the later years the egyptians attempted to grow many foreign plants in their land. frankincense and myrrh were used as incense as offerngs in rituals to the gods. these resins were imported from central africa via nubia.


an illustrated collection of poems celebrating those who have, as the title indicates, " changed the world. " while the individuals profiled here are undeniably inspiring, the biographical poem, brief text and topical poem intended to illuminate each person ’ s achievements don ’ t adequately convey personality or relevance, resulting in an uneven collection that, ironically enough, fails to live up to its potential. thirty poets have contributed their work, from familiar, prolific authors such as lee bennett hopkins, jane yolen and marilyn singer to those whose writing is less well - known. subjects range from the contemporary ( temple grandin, steven spielberg ) to the historical ( jonas salk ), and from the well - known to the obscure ( father greg boyle ). unfortunately, the poems are uneven in quality, with many seeming forced or predictable. in general, the topical poems are the most successful, with particularly engaging verses by singer ( about the joys of flight ) and alice schertle ( pondering the mysteries of a mummy ’ s tomb ). a variety of poetic forms are used ; some feature rhyme and are composed of multiple stanzas, others seem more like prose portraits arbitrarily broken into short lines. jepson ’ s vibrant collage - style illustrations incorporate a variety of patterns and textures. complementary colors help to tie facing pages together and also serve as backgrounds to the text, further linking the concepts on each double - page spread. potentially useful in classrooms that include character education in the curriculum, this purposive anthology will likely find it hard to find an appreciative audience in less - structured settings. ( picture book / poetry. 8 and up )


a wide - ranging study of language, including the various political dimensions involved in how and why certain languages gain prestige while others become extinct. how have industrialization and nationalism shaped language variation worldwide? is the writing system a natural outgrowth of speech, or can it simply be changed by government edict? is there really one correct way of speaking english? is the french language being threatened? are chinese characters really based on pictographs? these are just a handful of the many intriguing questions, issues and “ linguistic myths ” that economist contributor greene investigates in this fascinating glimpse at the global politics of language variation. essentially, the book is a course in sociolinguistics and modern international language politics for the layperson. the author, who speaks nine languages, begins by dispelling a variety of language myths that are pervasive and, to the chagrin of many linguists, seemingly unshakeable — that some languages are more primitive than others, that the qur ’ an cannot be translated from arabic, or that the maori of new zealand have 35 words for dung. greene also exposes grammar sticklers — people who are obsessively determined to “ purify ” language and who are nostalgic for a linguistic utopia that never existed — for the persnickety and curmudgeonly group they really are. the author blends personal narrative, reportage and humor with linguistic analysis, historical research and political punditry, and he surveys some of the most significant issues concerning language today, including the ethnocentrism involved in some english - only activism in america, as well as the draconian — and largely unsuccessful — measures of the french academy to keep french free of english words. greene correctly demonstrates that language change, language variety and cross - language borrowing are “ highly regular ” and, in fact, part of the natural evolution of all languages. an insightful, accessible examination of the way in which day - to - day speech is tangled in a complicated web of history, politics, race, economics and power.


in the middle of the mountain range of the mountain chain gailtaler alpen. only a few km in the south - east of the weißensee you can find the farchtensee in about 985m above sea - level in a parallel valley of the stockenboier graben. in the south the basin of the lake is bordered by the graslitzen, a 2. 044 m high summit of the mountain chain gailtaler alpen. in the north it is limited by the mountain ridge of the zlan nock. the lake is situated in the central part of the mountain chain gailtaler alpen, which are formed by lime, dolomite and marl stones out of the triassic. it is settled in young quaternary sedimentation. the shore zone has – with a few exceptions – natural vegetation. in the south forests reach the shore, the north is chiefly formed by wet meadows. in the west and east of the lake you can find earthy lime wet moors, with dense stocks of sedge and little amounts of reed and buck beans. next to the banks there is a small belt of yellow water lilies. hardly populated surroundings. except of a few houses the environment of the farchtensee is nearly unpopulated. the farchtenseestraße is running along the northern shore of the lake, separated from the lake by wet meadows. only a small creek, coming out of an eastern valley, feeds the lake, but there is a strong runoff with about 140l / s that indicates a bringing in of groundwater out of the surrounding gravel hills. the runoff leaves the lake in the west, goes together with the tscherniheimer bach and flows into the weißenbach, the runoff of the weißensee. lake poor of nutrients. the farchtensee belongs to the oligotrophic lakes of the kalkalpen. regularly high waters bring in dim limes that reduce the temporary visual range strongly. in times without high waters with minor production of algae the visual range can reach 8 m. summerlike water temperatures. in spite of being relatively high up, the lake reaches more than 21 °c during midsummer. in early summer the warming up happens rather slowly, the highest temperature is measured between the end of july and the end of august. landscape protection area. the farchtensee and its surroundings of 120 ha were declared farchtensee landscape protection area ( lgbl. nr. 85 / 1970 ). red fins are the most


a research coordinated by the uab has succeeded in testing a vaccine against leishmaniasis. the vaccine was tested with the best animal model existing, the golden hamster, and can be produced at low costs by using insect larvae. the research, published in the latest edition of plos one, is an important step towards the fight against a disease which causes the death of 70, 000 people each year in developing countries and of countless dogs, which also suffer from this disease and are its natural reservoir. leishmaniasis is one of the main health problems existing at global scale. it is produced by the protozoan leishmania infantum, and canines, which can also be infected with the disease, are the main reservoirs of the organism. the disease is transmitted by insects from the phlebotominae subfamily ( sandflies ), which are very similar to mosquitos. clinical manifestations can go anywhere from minor skin sores to organ complications and, in the worst cases, death. the disease causes 70, 000 deaths a year, mainly in developing countries, and affects over 12 million people around the world. some 1. 5 to 2 million new cases appear each year and an additional 350 million people are at risk of contracting the disease. leishmaniasis is considered an endemic disease in parts of asia, africa, southern europe, mexico, central america and south america. with the aids epidemic, leishmaniasis in humans has reactivated in many countries. current treatments are unsatisfactory and, even though the most reasonable via to fight the disease would be to obtain an efficient vaccine, conventional vaccines until now have failed. the research team led by the uab compared the results of applying different vaccine strategies to the best animal model in which to study the human variant of the disease : the golden hamster. the results show that the most effective strategy is a combination of two vaccines created by the researchers : three doses of dna with genes from the l. infantum and two doses of proteins coded by these genes. the protein vaccine can be obtained at a low cost thanks to the use of insect larvae. to create the vaccine scientists isolated protozoan genes, inserted them into a virus which affects insects ( baculovirus ) and used these to infect larvae of a small worm, the cabbage looper ( trichoplusia ni ). the larvae act as bioreactors and produce in large amounts – and at a much lower cost than conventional reactors based on microorganisms – the proteins which code these genes,


worm, the cabbage looper ( trichoplusia ni ). the larvae act as bioreactors and produce in large amounts – and at a much lower cost than conventional reactors based on microorganisms – the proteins which code these genes, and which are responsible for a protective response in vaccinated individuals. using this method, a dna vaccine can be manufactured with the protozoan protein coding genes, and a second vaccine with proteins associated with these genes ( produced at a low cost using insect larvae ), with the aim of increasing its effectiveness. this vaccine strategy can be used both in a preventive and a therapeutic manner, in both humans and dogs. presently, the possibility of a translational phase is being contemplated with the aim of transferring as quickly as possible the results of this basic research to clinical practices, and of increasing the efficacy even more by using drugs to boost the immune response. todoli f., rodriguez - cortes a., nunez m. del carmen, laurenti m. d., gomez - sebastian s., et al. ( 2012 ) " head - to - head comparison of three vaccination strategies based on dna and raw insect - derived recombinant proteins against leishmania. " plos one 7 ( 12 ) : e51181. doi : 10. 1371 / journal. pone. 0009617 universitat autonoma de barcelona : http : / / www. uab. es this press release was posted to serve as a topic for discussion. please comment below. we try our best to only post press releases that are associated with peer reviewed scientific literature. critical discussions of the research are appreciated. if you need help finding a link to the original article, please contact us on twitter or via e - mail.


study guide – anthropology 104 note : this is just a guide! any material covered in class, class discussion, videos, or in readings and home work could be incorporated in the midterm or final. this is not a complete summary of all you will need to know in this course. chapter one : what is anthropology? what are the subfields of anthropology? in what way is anthropology holistic, comparative, field work based? what is a frame of reference? what is ethnocentrism? cultural relativism? who was one of the most influential founders of american anthropology? what ethical concerns do anthropologists have? what is theoretical linguistics? how does linguistic anthropology differ from theoretical linguistics? why are anthropologists interested in language? chapter two : why do the inuit have so many words for seals, ice and snow? what is ethnosemantics? cognitive anthropology? ethnoscience? what is a semantic domain? what is “ the new ethnography? ” what is linguistic relativity? what is linguistic determinism? what is the sapir - whorf hypothesis? what is a “ mental map ”? what are anthropologists interested in areas of linguistic emphasis? what does the hanunoo color system tell us about the hanunoo? does language affect the way we respond to the material world? chapter three : what is phonology? phonetics? phonemics? what are the differences between acoustic phonetics, auditory phonetics, articulatory phonetics and descriptive phonetics? what is voicing? based on the place of articulation, what are the various ways consonants can be articulated? what are the various manners in which consonants can be articulated? what information do we need to know how a consonant is made or sounds? what information do we need to know how a vowel is formed? what is “ rounding ”. what is tongue height, tongue place? what are phonenes? what are allophones? what is “ complementary distribution ”? what does ipa stand for? what is the point of the ipa? what is a minimal pair. chapter four : what is morphology? what is syntax? what is a morpheme? what is a word? what is a base? what is a root? stem? affix? what is a hierarchy in terms of affixes? how are new words created? what is inflection? what is derivation? what are transformational rules, what is generative grammar? what is prescriptive grammar? what is


how do children acquire language? what is broca ’ s area of the brain? what is wernicke ’ s area? chapter nine : what are the various causes of language change? what is a dialect? what is a language? what is the origin of most european languages? how are new words developed ( lecture )? what is a pidgin? what is a creole? why did the oakland school district want to teach in ebonics? why did that upset people? what is codeswitching? what was the great vowel shift? chapter ten : what is an endangered language? what is language extinction? what are marked forms, and unmarked forms? how can there be bias in grammar? in what ways can language be sexist or racist? can language be sexist even if there are no negative words concerning women? do anthropologists have many opportunities to study language and language use in their daily lives? don ’ t forget the readings in the work book, as well! | 3123 | | anthro 104 | | m | | 03 : 30 pm - 06 : 40 pm | | cms 004 | | closed | | syllabus | | no courses are available yet for this semester. please check back later. | 3027 | | anthro 104 | | m | | 03 : 30 pm - 06 : 40 pm | | cms 004 | | open | |


school district aims at boosting skills two out of every three langley grade 9 students can ’ t solve math problems by themselves, according to a just - released report prepared by langley school district superintendent cheryle beaumont. the numbers cited in the annual “ superintendent ’ s report on achievement ” show just 31 per cent of grade 9 students in the 2009 - 2010 school year met “ numeracy ” skills, which are defined by the provincial ministry of education as the ability to appropriately apply mathematical concepts and procedures without a teacher at their side. that left 69 per cent who required some help or “ close, ongoing assistance ” by an instructor. beaumont, in her report, notes the district is trying to determine the impact poor grade 9 math skills may be having on graduation rates, since students who have trouble with the more advanced math of secondary school may be less likely to finish grade 12. the report flags a number of other areas of concern. it shows that roughly one out of every five grade 1 langley students finished the 2010 school year unable to read short, simple illustrated selections on their own. that is based on numbers released by the school district and the provincial education ministry that show 246 of 1359 or 18 per cent of pupils “ left grade 1 still not reading at grade level. ” provincial standards state a grade 1 student will “ fully meet expectations ” for literacy when they can read short age - appropriate passages independently. ” the grade 1 stats still represent an improvement from the previous school year when 364 of 1296 or 35 per cent of grade 1 students failed to meet expectations. “ the district is committed to having all students reading at grade level by the end of grade 3, ” the beaumont report states. langley grade 10 students showed a drop in reading skills, with the percentage of students meeting or exceeding expectations falling from 93 per cent in the 2008 - 2009 school year to 85 per cent in 2009 - 2010. the news is not all bad. in most categories, student performance is improving. overall, the number of students who graduate grade 12 has increased from 78 per cent in 2008 to 83 per cent in 2010, the report states, better than the provincial average. however, boys are lagging behind girls, with 78 per cent of male students gradating grade 12 compared to 87 per cent of female students. langley first nations students still have a relatively high drop - out rate, with four out of 10 failing to graduate grade 12. that ’ s still better than the provincial average for aboriginal students. only one in two langley graduates goes on to university or college


a dental veneer is a thin covering that is placed over the front of the teeth. veneers are made from ceramic, porcelain, resin - based composite, or acrylic. custom - made shells are created by dental lab technicians and permanently bonded to the teeth. in most cases, dental veneers are an elective dental procedure. this means they are not medically necessary. you might choose to have veneers if you have teeth that are : - chipped or worn - slightly crooked or uneven problems from the procedure are rare, but all procedures have some risk. your dentist will review potential problems, like : - sensitivity to hot and cold — this usually goes away after a few days. - veneer may chip or crack — veneers are strong, but they are also brittle. you should not put excessive strain on them, such as biting your fingernails or chewing ice. talk to your dentist about these risks before the procedure. if you grind or clench your teeth, your dentist may recommend a nighttime bite guard to protect your veneers. if you are interested in getting dental veneers, you can meet with your dentist to discuss : - what you do not like about your teeth, such as discoloration or slight crookedness - what you want your teeth to look like - whether you are a candidate for veneers - which kind of veneers are right for you your dentist will explain the procedure and anything you should do to prepare. you will have a local anesthetic for some parts of the procedure. this means that the dentist will numb only the part of your mouth that is being worked on. depending on the kind of veneer you choose, you may need to make several visits to the dentist before your veneers are complete. to make room for the veneers, your dentist will remove the top layer of enamel from your teeth. you may be given local anesthetic for this step. it may be given as a gel that is rubbed on your gums or as an injection. the dentist will take a mold of your teeth and send it to a dental lab. the lab will make veneers to fit your teeth. this may take several days. at your next visit, the dentist will put a mild chemical on your teeth. this will create a rough surface for the veneer to bond to. the dentist will carefully attach the veneers to your teeth using special cement. in some cases, your dentist will use a light - sensitive resin to attach the veneer


teeth. this will create a rough surface for the veneer to bond to. the dentist will carefully attach the veneers to your teeth using special cement. in some cases, your dentist will use a light - sensitive resin to attach the veneer. a special light will be used to cure and harden the resin. the procedure will take several hours. you may have to wait a few days between visits for your veneers to be created in a dental lab. you may have some minor pain. you will be given a local anesthetic for some steps of the procedure. talk to your dentist if your mouth is sore after the procedure. an over - the - counter ( otc ) pain reliever may be advised. you will be able to leave right after the procedure. when you return home, take these steps : follow your dentist ' s instructions to care for your veneers. this may include : - do not put too much strain on your teeth, such as by biting your fingernails or chewing ice. - avoid substances that may stain your veneers, like coffee, tea, or red wine. - you can return to your regular oral hygiene routine. brush your teeth twice each day and floss between your teeth at least once a day. - your dentist will schedule regular visits to inspect your veneers and polish them if needed. floss between your teeth at least once a day. copyright © nucleus medical media, inc. call your dentist if a veneer chips or cracks. for the dental patient. improving your smile with dental veneers. j am dent assoc. last reviewed march 2013 by marcin chwistek, md ; michael woods, md please be aware that this information is provided to supplement the care provided by your physician. it is neither intended nor implied to be a substitute for professional medical advice. call your healthcare provider immediately if you think you may have a medical emergency. always seek the advice of your physician or other qualified health provider prior to starting any new treatment or with any questions you may have regarding a medical condition. copyright © ebsco publishing. all rights reserved.


nasa knew that in order to properly explore the moon, walking wouldn ’ t be enough. astronauts needed to drive. this month marks 40 years since man has been to the moon. it also marks the last ride of the lunar roving vehicles that gave astronauts an enhanced ability to explore our nearest neighbor in space. the four - wheel, lightweight rover carried tools, scientific equipment and lunar samples during the apollo 15, 16, and 17 missions. nasa said it multiplied the amount of information the astronauts gathered by a factor of at least three. to build the rover, nasa teamed with boeing co. and general motors ' delco electronics division in santa barbara. the original contract to boeing - - with delco as a subcontractor - - was for $ 19 million and called for delivery of the first rover by april 1, 1971. the first of three rovers was delivered to nasa march 10, 1971, but cost overruns led to a final cost of $ 38 million. to get to the moon, the rover was folded up and stored in the lunar module that landed the astronauts on the surface. the 10 - foot, 2 - inch - long rovers were powered by two 36 - volt batteries. the wheels, traction drive, suspension, steering and drive control permitted the rover to cross the moon ’ s forbidding rocky terrain. “ the rover handles quite well, ” astronaut dave scott said while on the first drive. “ we ’ re moving at an average of about 8 kilometers ( 5 miles ) per hour. … the steering is quite responsive. ” a t - shaped hand controller between the two seats was used to control the rover. moving the stick forward powered the rover forward, left and right. flipping a switch on the handle before pulling back put the rover into reverse. there is no gps on the moon. navigation was based on continuously recording direction and distance through use of a directional gyro and odometer, so astronauts knew how to return by the most direct route. each wheel was individually powered by an electric motor that provided about one horsepower. with a smooth surface, the rover could hit a top speed of about 8 miles per hour. the longest trip was more than 12 miles. during apollo 17, the last mission to the moon, astronaut gene cernan accidentally hit the rover ’ s fender with a hammer and broke it off. this made for a picture - perfect burnout when moon dust was thrown on the astronauts and cargo during their first outing. “ this is quite a machine, i tell you, ” cernan


planned parenthood ’ s fetal development info lacks major facts by jennie stone | washington, dc | lifenews. com | 9 / 29 / 11 12 : 24 pm the following excerpts are from the q & a section of planned parenthood ’ s website about fetal development, called “ pregnancy week by week. ” it conveniently neglects some big milestones during prenatal life. if a pregnant girl were to look for facts about her unborn baby ’ s development on planned parenthood ’ s page, she would receive only a small fraction of the information she desires. planned parenthood describes gestational age by lmp ( last menstrual period ) ; certain milestones appear as though they occur later after conception than they actually do. for example, when planned parenthood says “ weeks 5 - 6, ” this simply defines when the woman ’ s last menstruation was, and her unborn baby is actually only 3 - 4 weeks old : “ the ball of cells develops into an embryo at the start of the sixth week. the embryonic stage of pregnancy will last about five weeks. during this time all major internal organs begin developing. - the embryo is less than 1 / 5 inch ( 4 – 5 mm ) long. - a very basic beating heart and circulatory system develop. - buds for arms and legs develop. - the neural tube begins forming. the neural tube will later form the brain, spinal cord, and major nerves. - the bud of a tail develops. - the umbilical cord begins developing. ” that “ ball of cells ” is scientifically and biologically a newly conceived human being, but don ’ t expect planned parenthood to ever admit such a thing. the “ very basic beating heart, ” which isn ’ t basic in any sense of the word, is pumping blood throughout the baby ’ s body just 21 days after conception — before the vast majority of women even realize they ’ re pregnant. by 28 days after conception, an unborn child ’ s heart is beating about 121 beats per minute. planned parenthood claims that “ the neural tube will later form the brain, ” at 5 - 6 weeks of pregnancy when, in fact, the brain is the first organ to begin developing. by 3 weeks after conception, the forebrain, midbrain, and hindbrain can be identified. - the embryo is 1 / 4 to 1 / 2 inch ( 7 – 14 mm ) long. - the heart has formed. - webbed fingers and toes develop


the forebrain, midbrain, and hindbrain can be identified. - the embryo is 1 / 4 to 1 / 2 inch ( 7 – 14 mm ) long. - the heart has formed. - webbed fingers and toes develop. - the arms bend at elbows. - external ears, eyes, eyelids, liver, and upper lip have begun forming. - the sex organs are the same — neither female nor male — in all embryos until the seventh or eighth week. if a gene triggers the development of testes, the embryo develops as a male. if there is no trigger, the embryo develops ovaries and becomes female. ” it ’ s interesting that planned parenthood ’ s website states that an unborn child ’ s heart has formed 7 - 8 weeks into pregnancy when their medical staff claims that there is “ nothing there ” at this age. other staff members claim that the baby ’ s heart doesn ’ t begin to beat until 17 - 18 weeks into pregnancy. fact is, both planned parenthood ’ s website and workers mislead on the development of the unborn, especially on their heart development. this timeline conveniently neglects to mention the fact that an unborn baby ’ s brainwave activity can be recorded as early as 6 weeks, 2 days after conception via eeg, and by 7 weeks, he or she demonstrates reflexive movements if touched. - the embryo develops into a fetus after 10 weeks. it is 1 – 1. 5 inches ( 21 – 40 mm ) long. - the tail disappears. - fingers and toes are longer. - the umbilical cord connects the abdomen of the fetus to the placenta. the placenta is attached to the wall of the uterus. it absorbs nutrients from the woman ’ s bloodstream. the cord carries nutrients and oxygen to the fetus and takes wastes away from the fetus. ” around 8 - 10 weeks after conception, the preborn child has a very complex brain, practice his / her breathing motions, can grasp an object placed in the hand and respond to light touch, and begin thumb - sucking, and many demonstrate left - or right - hand dominance. why aren ’ t these fascinating details on planned parenthood ’ s fetal growth timeline? where are the videos of unborn children in the womb on planned parenthood ’ s fetal development section? where are the photographs? there are absolutely no detailed descriptions or images of preborn babies on planned parenthood ’ s website. if a pregnant girl were to look


who are internal medicine specialists and what do they do? internal medicine specialists focus primarily on treating adult medical disorders, and are especially skilled in multi - system illnesses or situations where several illnesses afflict a patient at once. despite the name, they are trained to treat the whole body, not just internal organs, and see patients for a variety of conditions and complaints. also known as internists, these doctors often work as general practitioners, hospitalists, and primary care physicians. patients see an internist for an annual checkup and diagnosis, as well as for treatment and management of acute and chronic illnesses. preventive medicine and patient education are often emphasized, including annual physical examinations to monitor patients ’ blood pressure, cholesterol levels and glucose levels and ensure other baseline tests are within normal levels for a patient ’ s age and gender. because internists ’ patients often suffer from multi - system disorders, internists often work in hospitals where it is easiest to administer complex treatment and tests. some internists also work in clinics or private practices, or split their time between a private practice office and a hospital. what subspecialties might an internal medicine specialist have? internal medicine specialists, while often practicing general internal medicine, may also undergo additional training to subspecialize in an area of internal medicine. there are more than a dozen different subspecialties recognized by the american board of internal medicine, from adolescent medicine to hematology ( blood ), to rheumatology ( arthritis ) to sports medicine. training in a subspecialty is typically called a fellowship and requires 1 - 3 years of training in addition to three years of internal medicine residency training. what symptoms and conditions are typically treated by an internal medicine specialist? an internal medicine specialists ’ scope of practice varies, but they typically provide basic diagnoses and non - surgical and surgical treatment of common medical conditions and illnesses. internal medicine doctors will collect a patient ’ s history and review it to help inform the decision - making process when making a diagnosis. they review prior medical history, illnesses and other health information. a physical examination and basic medical testing helps them reach diagnoses, such as reading blood and other tests, electrocardiograms and x - rays. together with the patient, the internal medicine doctor forms a plan that can include additional testing if needed, a referral to see a specialist, medication prescriptions, therapies, changes to diet or lifestyle, additional patient education, or follow - up treatment. patients also may receive advice or education on improving health behaviors


hacking quantum cryptography just got harder with quantum encryption, in which a message gets encoded in bits represented by particles in different states, a secret message can remain secure even if the system is compromised by a malicious hacker. credit : margita | shutterstock vancouver, british columbia — no matter how complex they are, most secret codes turn out to be breakable. producing the ultimate secure code may require encoding a secret message inside the quantum relationship between atoms, scientists say. artur ekert, director of the center for quantum technologies at the national university of singapore, presented the new findings here at the annual meeting of the american association for the advancement of science. ekert, speaking saturday ( feb. 18 ), described how decoders can adjust for a compromised encryption device, as long as they know the degree of compromise. the subject of subatomic particles is a large step away from the use of papyrus, the ancient writing material employed in the first known cryptographic device. that device, called a scytale, was used in 400 b. c. by spartan military commanders to send coded messages to one another. the commanders would wrap strips of papyrus around a wooden baton and write the message across the strips so that it could be read only when the strips were wrapped around a baton of matching size. [ the coolest quantum particles explained ] later, the technique of substitution was developed, in which the entire alphabet would be shifted, say, three characters to the right, so than an " a " would be replaced by " d, " and " b " replaced by " e, " and so on. only someone who knew the substitution rule could read the message. julius caesar employed such a cipher scheme in the first century b. c. over time, ciphers became more and more complicated, so that they were harder and harder to crack. harder, but not impossible. " when you look at the history of cryptography, you come up with a system, and sooner or later someone else comes up with a way of breaking the system, " ekert said. " you may ask yourself : is it going to be like this forever? is there such a thing as the perfect cipher? " the perfect cipher the closest thing to a perfect cipher involves what ' s called a one - time pad. " you just write your message as a sequence of bits and you then add those bits to a key and obtain a cryptogram, " ekert said. " if you take the cryptogram and add it to the key, you


pad. " you just write your message as a sequence of bits and you then add those bits to a key and obtain a cryptogram, " ekert said. " if you take the cryptogram and add it to the key, you get plain text. in fact, one can prove that if the keys are random and as long as the messages, then the system offers perfect security. " in theory, it ' s a great solution, but in practice, it has been hard to achieve. [ 10 best encryption software products ] " if the keys are as long as the message, then you need a secure way to distribute the key, " ekert said. the nature of physics known as quantum mechanics seems to offer the best hope of knowing whether a key is secure. quantum mechanics says that certain properties of subatomic particles can ' t be measured without disturbing the particles and changing the outcome. in essence, a particle exists in a state of indecision until a measurement is made, forcing it to choose one state or another. thus, if someone made a measurement of the particle, it would irrevocably change the particle. if an encryption key were encoded in bits represented by particles in different states, it would be immediately obvious when a key was not secure because the measurement made to hack the key would have changed the key. this, of course, still depends on the ability of the two parties sending and receiving the message to be able to independently choose what to measure, using a truly random number generator — in other words, exercising free will — and using devices they trust. but what if a hacker were controlling one of the parties, or tampering with the encryption device? ekert and his colleagues showed that even in this case, if the messaging parties still have some free will, their code could remain secure as long as they know to what degree they are compromised. in other words, a random number generator that is not truly random can still be used to send an undecipherable secret message, as long as the sender knows how random it is and adjusts for that fact. " even if they are manipulated, as long as they are not stupid and have a little bit of free will, they can still do it, " ekert said. more from livescience. com


republican sen. rob portman ' s flip - flop approval for same - sex marriage, is just the latest change of heart on the issue by conservatives. even democrats like president obama - - have turned around after opposing it. this change in attitude is just one of many milestones for the movement. here are five of the most important turning points in the same - sex marriage debate : 1993 : in a landmark case, hawaii ' s supreme court ruled that the state can ' t deny same - sex couples the right to marry unless it finds " a compelling reason " to do so. it orders the issue back to the state legislature, which then voted to ban gay marriage. this was one of earliest debates on the issue at the state level, and was a precursor to the legal battles nationwide. today, domestic partnerships and civil unions for same - sex couples are legal in hawaii. 1996 : president bill clinton signed the defense of marriage act, or doma, - - which defines marriage as a legal union between a man and a woman. the law denies federal benefits to same - sex couples in the nine states where gay marriage is legal. clinton said he signed it because it would have tamped down calls for a constitutional amendment to ban gay marriage. only 81 out of 535 members of congress opposed doma. fast - forward seventeen years to march 2013, when clinton urged the supreme court to overturn doma. he explained : " as the president who signed the act into law, i have come to believe that doma is contrary to those principles and, in fact, incompatible with our constitution. " 2004 : president bush championed a constitutional amendment that would outlaw gay marriage. it was needed, he said, to stop " activist judges " from redefining marriage. the idea found support among senate conservatives, but its supporters couldn ' t gather enough votes. by the way, all this unfolded during a contentious presidential campaign. democratic white house hopefuls sens. john kerry and john edwards opposed the amendment, but they also were against creating a specific law making same - sex marriage legal. 2012 : for the first time, voters approved same - sex marriage statewide at the ballot box. similar measures had been rejected for years. same - sex couples became free to marry in maryland, maine and washington. gay rights supporters also scored a smaller victory in minnesota, where voters rejected a constitutional amendment to ban gay marriage. interestingly, support for same - sex marriage came from a mixed coalition of voters. before 2012, six states had already legalized gay marriage -


introducing dominican republic much more than beach resorts, this is one of the caribbean ’ s most geographically diverse countries, from stunning mountain scenery to desert scrublands, not to mention an evocative colonial architecture and warm welcoming people. coastal culture the dr ’ s hundreds of miles of coastline – some of it picturesque white - sand beaches shaded by rows of palm trees, other parts lined dramatically with rocky cliffs or backed by wind - swept dunes or serene mangrove lagoons – define the country. whether it ’ s fishing villages where the shoreline is used for mooring boats, indulgent tourist playgrounds with aquamarine waters, small towns where the social glue is all - night merengue blasting from modest corner stores, or cities like santo domingo, the caribbean ’ s largest, the sea is the common denominator, symbolizing both limits and escapes. even with their glory days behind them, former engines of industry like crumbling san pedro de macoris or puerto plata still see waves crash over their malecons. some of the bays and coves where pirates once roamed are the temporary home of thousands of migrating humpback whales, and part of an extensive network of parks and preserves safeguarding the country ’ s natural patrimony. peaks & valleys beyond the capital, much of the dr is distinctly rural : driving in the vast fertile interior, you ’ ll see cows and horses grazing alongside the roads, tractors ploughing large fields, and trucks and burros loaded down with produce. further inland you ’ ll encounter vistas reminiscent of the european alps, rivers carving their way through lush jungle and stunning waterfalls, small towns where life revolves around the parque central, and villages ruled by the sun ’ s rhythms. four of the five highest peaks in the caribbean rise above the fertile lowlands surrounding santiago and remote deserts extend through the southwest, giving the dr a physical and cultural complexity not found on other islands. past present the country ’ s roller - coaster past, a history of migrations of various peoples, is writ large in the diversity of ethnicities, not to mention the physical design of its towns and cities. santo domingo ’ s zona colonial exudes romance with white - washed and pastel - colored buildings, flowers blooming through wrought - iron filigree, beautifully restored monasteries and cobblestone streets where conquistadors once roamed. the crumbling gingerbread homes of puerto plata and santiago remain from more prosperous eras, and scars from decades of misrule are marked by monuments where today people gather to celebrate. new communities have


with the u. s. presidential election on november 6, we are presented with an ever increasing onslaught of political polls and their results. to make a proper interpretation of a poll ’ s results, three additional variables should be specified in addition to the proportion results : the poll ’ s margin of error, the desired level of confidence, and the sample size. in this brief essay, i will review the math behind the margin of error in polls to help you with interpretation of polls. the purpose of a poll is to estimate the opinion or behavior of a population from a sample. we work with a sample since contacting the entire population is too time consuming, often too expensive, and can be physically impossible. several methods of sampling are used, and simple random sampling, systematic sampling, stratified sampling, and cluster sampling are the most widely used methods. after the sample is selected from the population, a statistic computed from sample information estimates a population parameter. the statistic computed from the sample that estimates the population parameter is called a point estimate. as an example, the sample mean,, is the point estimate of the population parameter, μ, the population mean. for polls, the sample proportion, ρ, is the point estimate of the population parameter, π, the population proportion. how close is the point estimate to the population parameter? we now come to the essence of this essay – the confidence interval estimate ( ci ). a confidence interval estimate is a range of values constructed from sample data so that the population parameter is likely to occur within that range at a specified probability. the specified probability is called the level of confidence, and in most cases of poll results, the level of confidence is set at. 95 ( i. e., a pollster has a 95 % confidence that the true measurement lies within the margin of error ). putting all of this together gives us the following equation : ci = point estimate ± margin of error accordingly, the ci is determined from the margin of error. you ’ ve seen the margin of error in some poll results, e. g., “ the poll has a margin of error plus - minus 3. 1 percentage points for the sample. ” if the poll determined that ρ =. 5, then the ci would be 50 % ± 3. 1 % = 46. 9 - 53. 1, i. e., a pollster has a 95 % confidence that the true poll results are 46. 9 % to 53. 1 % i will now show how the margin of error is used to determine


= 46. 9 - 53. 1, i. e., a pollster has a 95 % confidence that the true poll results are 46. 9 % to 53. 1 % i will now show how the margin of error is used to determine a poll ’ s ci and sample size. how is the ci determined in a poll? to determine the ci in a poll, we will use the following formula to compute the margin of error : z * standard error. mathematically, this formula is expressed as : in this formula, z defines the level of confidence. in polls, the 95 % level of confidence gives us a z score of 1. 96. also in polls, we determine the standard error as the maximum standard error by setting the proportion at 50 % ( ρ =. 5 ). we plug in these numbers to determine the margin of error at the 95 % level of confidence : polls that we see in the media use the 95 % level of confidence in determining the margin of error. however, statisticians also determine the margin of error using the 90 % and 99 % levels of confidence, although the 95 % l. 98evel of confidence is the most common. the margin of error for the 90 % confidence level is calculated using a z score of 1. 65 : for the 99 % confidence level, the margin of error is calculated using a z score of 2. 58 : how is the sample size of a poll determined? i noted above that the purpose of a poll is to estimate the opinion of a population from a sample. as researchers, we are interested in the generality of the data in terms of the number of subjects in the population to which the results apply. if a poll has a margin of error of 3. 1 %, we can use the formula for the margin of error to estimate the size of the sample : a recent poll from nbc news / wall street journal reported the following poll results : obama is ahead of romney by five points, 49 percent to 44 percent. the full poll was conducted oct. 17 - 20 among 1, 000 registered voters. the poll has a margin of error plus - minus 3. 1 percentage points for the sample of registered voters. according to the formula above, we can see how the margin of error was calculated from the sample size of n = 1, 000 registered voters. putting it all together a new time poll has obama holding a 49 % to 44 % lead over romney in ohio. the poll ’ s margin of error is plus or minus three percentage points. how


click any word in a definition or example to find the entry for that word 90 % of the time, speakers of english use just 7, 500 words in speech and writing. these words appear in red, and are graded with stars. one - star words are frequent, two - star words are more frequent, and three - star words are the most frequent. the thesaurus of synonyms and related words is fully integrated into the dictionary entries. click on the t button in an entry to review the synonyms and related words for that meaning. more mike lost his job last year. register now and don ' t lose your right to vote. the family lost everything when their home burned down. an unreasonably high exchange rate lost them export markets. they feared losing the sale to a rival company. ' how did you do in the quiz? ' ' we lost. ' england lost 2 – 1 to germany. they lost by only one point. those comments may well have lost them the election. the plane lost cabin pressure and everyone had to use oxygen masks. a plan to reduce the amount of working time lost through sickness he must realize that an outstanding opportunity has been lost. there ' s no time to lose ( = used for saying that it is necessary to do something as quickly as possible because the situation is urgent ). this is the british english definition of lose. view american english definition of lose. a part of an atom that moves around the nucleus ( = centre ) and has a negative electrical charge a must for anyone with an interest in the changing face of language. the macmillan dictionary blog explores english as it is spoken around the world today. global english and language change from our blog


we all know that the essay on the gmat is scored separately and that the schools don ’ t care as much about the essay score. we also know we have to write the essays first thing, before we get to the more important quant and verbal sections ( or even ir ), so we don ’ t want to use up too much brain - power on the essay. still, we can ’ t just bomb this section ; the schools do care about the essay somewhat. so how do we do a good enough job without expending so much energy that we ’ re negatively affected during the multiple - choice portion of the test? we need to develop a template, an organizational framework on which to “ hang ” our writing. the template will not, of course, tell us exactly what to write. for that, we need the actual essay prompt, which we won ’ t see until we take the test. we can, however, determine how to organize the information ahead of time, as well as the general kinds of messages we need to convey at various points throughout. the template should tell us : - how many paragraphs to use - the primary purpose of each of those paragraphs - the kinds of information that need to be conveyed in each paragraph the template will vary a little bit from person to person ; the important thing is to have a consistent template for yourself that you ’ ve worked out in advance of the official test. as a general rule, essays should have either four or five paragraphs total. the first paragraph is always the introduction, the last paragraph is always the conclusion, and the body ( middle ) paragraphs are for the examples we choose to use. each paragraph should contain certain things ; these are listed in the below sections. the information does not need to be presented in the given order below, though ; just make sure that each paragraph does contain the necessary information in some sort of clear and logical order. in addition, the information listed below is the minimum necessary info ; you can certainly add more where appropriate. first, read the essay prompt. it will look / feel just like the critical reasoning arguments we see on the verbal portion of the test, so tackle it in the same way! the argument will most closely resemble assumption family arguments, so find the conclusion and make sure you understand how the author is trying to support his / her conclusion. next, brainstorm any assumptions * that you can think of and jot these down ( or type them into the essay response area ). * note : if you haven ’ t


you understand how the author is trying to support his / her conclusion. next, brainstorm any assumptions * that you can think of and jot these down ( or type them into the essay response area ). * note : if you haven ’ t started studying cr assumption family questions yet, assumptions are unstated pieces of information that the author is assuming must be true in order to draw his / her conclusion. next, articulate flaws. any assumptions are automatically flaws, because the author hasn ’ t established that those assumptions are, in fact, true. you may also think of other flaws along the way. finally, pick your two or three best flaws ; these will form the basis of your essay. this whole process should take roughly 3 to 4 minutes. many people find this the hardest part of writing an essay ; you can practice by opening up the essay chapter of your official guide book and simply brainstorming for one essay prompt. don ’ t write the whole essay – just do the brainstorming portion once a day ( only 5 minutes out of your day! ) for a week or two and you ’ ll become much more skilled at this step. - summarize the issue - state a thesis - acknowledge that the other side does have some merit - introduce your examples - 3 to 5 sentences total first, briefly summarize the conclusion of the given argument in one to two sentences. make sure to write using your own words ( don ’ t simply quote the exact language from the essay prompt, though using the same word here or there is fine ). the first paragraph should also contain a thesis statement. the thesis is typically one sentence and conveys to the reader your overall message or point for the essay that you wrote. for the argument essay, you can write most of your thesis sentence before you get to the test! you already know that the argument will contain flaws, and that you will be discussing how those flaws hurt the author ’ s conclusion. guess what? that ’ s always your thesis! “ while the argument does have some merit, there are several serious flaws which serve to undermine the validity of the author ’ s conclusion that xyz. ” don ’ t use that exact sentence. they ’ re going to get suspicious if hundreds of people use the same sentence. ( besides, that ’ s my sentence. come up with your own! : ) ) note the opening clause : “ while the argument does have some merit. ” this is what ’ s called “ acknowledging the other side. ” we don ’ t


( besides, that ’ s my sentence. come up with your own! : ) ) note the opening clause : “ while the argument does have some merit. ” this is what ’ s called “ acknowledging the other side. ” we don ’ t say, “ hey, your argument is completely terrible! there ’ s nothing good about it at all! ” we acknowledge that some parts may be okay, or some people may feel differently, but our position is that the flaws are the most important issue ( that is, our thesis is the most important thing ). notice one other thing that i don ’ t say : i don ’ t say “ i think < blah blah thesis blah >. ” i state my thesis as though it is fact and reasonable people surely agree with me. that ’ s a hallmark of a persuasive essay. finally, the first paragraph needs to introduce whatever examples we ’ re going to use in the body paragraphs below. don ’ t launch into the examples fully ; that will come later. do, though, mention the two or three flaws that you plan to discuss in the essay. each flaw gets its own paragraph, so you ’ ll write either 2 or 3 body paragraphs of 4 to 6 sentences each. ( i personally pick my 2 best flaws, so i write 2 body paragraphs. remember, we just need to be “ good enough! ” ) your goal here is to support your thesis statement. in each paragraph : - introduce one flaw ( don ’ t repeat the exact language from the prompt ) - explain why it is a flaw ( how does this make the conclusion less likely to be true? ) - suggest ways to fix the flaw ( you ’ re fixing the flaw, not changing the conclusion ; what could the author do to strengthen his / her argument? ) for example, let ’ s say that an argument claims that firing half of a company ’ s employees will help the company to reduce costs and therefore become more profitable. what ’ s the conclusion, what supports that conclusion, and what assumptions is the author making? while it ’ s certainly true that chopping half of your payroll will reduce costs, it doesn ’ t necessarily follow that the company will become more profitable! that loss of personnel may negatively impact revenues, reduce productivity, hurt morale of the remaining employees, and so on. the author is assuming that no such adverse effects will result from this action ; that ’ s a flaw in his / her thinking. the author of such an argument could bolster the claim by, for


morale of the remaining employees, and so on. the author is assuming that no such adverse effects will result from this action ; that ’ s a flaw in his / her thinking. the author of such an argument could bolster the claim by, for example, presenting evidence that half of the employees are truly “ dead weight ” and firing them wouldn ’ t affect the company adversely. ( don ’ t worry about whether this is likely, whether such evidence actually exists, or even whether this is the best way to improve profitability. your job is only to strengthen the author ’ s existing argument a little bit. if the author could actually produce evidence showing that there wouldn ’ t be adverse effects from such layoffs, then his conclusion would be strengthened. period. ) - re - state your thesis ( using new words ) - re - acknowledge the other side ( using new words ) - briefly summarize how your examples supported your thesis ( using new words ) - 3 to 4 sentences are you noticing a theme within the above bullet points? basically, the conclusion paragraph isn ’ t going to contain much new information. it ’ s a conclusion ; the major points should already have been made earlier in the essay. what you ’ re doing now is tying everything together in one neat package : yes, the “ other side ” has some merit, but here ’ s my point - of - view and, by the way, i proved my case using examples x and y. before you go into the real test, you should have a fully developed template, so that all you have to do is come up with your two examples, and then “ hang ” your words onto your framework. this doesn ’ t mean pre - writing and memorizing actual sentences – but do know in general the kinds of points you want to make in each paragraph. practice with the above as a starting point until you develop something with which you ’ re comfortable. don ’ t forget to leave some time to proof your essay ; it ’ s okay to have a few typos, but systematic errors will lower your score.


google chips in to preserve endangered languages a newly launched partnership between academic institutions and google aims to preserve endangered languages. there ' s a language known as aragones, spoken in northern spain. if you don ' t recognize it, that ' s understandable. the language has fewer than 10, 000 native speakers. aragones is one of thousands of endangered languages worldwide. a newly launched partnership between academic institutions and google aims to preserve those languages. " a language is endangered when it ' s not being passed on to the next generation, " says antony aristar. he directs the endangered language project and says as the world becomes more connected, languages are getting left behind. " people typically want their children to live modern lives and that means wealth, and wealth means jobs. jobs often require that you speak the dominant language in the area, and that means that some parents feel the best way to make sure the children actually have good lives is to have them abandon their own language. " google ' s participation in the project stems from its nonprofit arm, google. org. jason rissman, a project manager at google, sees a future where a well - stocked web presence informs future generations. " if you are a language community member or a linguist, perhaps you ' ll actually be able to contribute recordings or other sorts of documentation of the language, or if you ' re involved in curriculum development or teaching, you might be able to help develop a teaching tool that could be useful for passing these languages on. " languages like munji in afghanistan, nez perce in the united states, koro in new guinea. tracking down the necessary data to preserve a language is not easy, says aristar. aristar : you try to preserve narratives especially. you have field linguists that go out there and try to write the grammar and get a dictionary, things like that. that ' s one kind of preservation. the other kind is to try to pass all this back to the community so that they can use it to for example to teach children who aren ' t learning the language under normal circumstances. moe : what do you hope the legacy of this project will be? aristar : i am hoping we will have many more communities who realize it ' s perfectly possible to preserve their own language, and still speak the dominant language as well. so often, the cultural wealth that exists in a culture exists through the language itself. if that ' s gone, the cultural continuity is gone. so, we hope we see as many cultures preserved as well as languages.


the dominant language as well. so often, the cultural wealth that exists in a culture exists through the language itself. if that ' s gone, the cultural continuity is gone. so, we hope we see as many cultures preserved as well as languages. you can find out more about the project at endangeredlanguages. com. twitter has deleted the account of someone posing as the actor bill murray. now, no one should ever pretend to be bill murray. here with me to discuss that, is - - i can ' t believe we got him - - bill murray. bill murray ( from a promotional video for " moonrise kingdom " ) : hello, i ’ m bill murray. moe : bill, someone got on twitter using the name bill _ murray and proceeded to rack up tens of thousands of followers. then he stole tweets from other people, and passed off the jokes as his own. what did this guy do to your reputation? murray ( from " ghostbusters " ) : he slimed me. moe : yeah, i think so. really got a lot of people upset on twitter too. murray ( from " ghostbusters " ) : human sacrifice, dogs and cats living together, mass hysteria. moe : i don ' t know if it went that far. fake bill on twitter did start asking people for money and people sent it to him or them. murray ( from " rushmore " ) : just remember, they can buy anything but they can ' t buy backbone. don ' t let them forget that. moe : anyway, he ' s been removed and your reputation will be fine. murray ( from " caddyshack " ) : so i got that going for me, which is nice. moe : it is nice.


the links below provide information, guidelines, and other documents describing initiatives to assess and promote the school readiness of maryland ' s preschoolers and kindergarten students. new! 2012 - 2013 school readiness report. each year, msde publishes the report " children entering school ready to learn, " which provides information about the school readiness skills of maryland kindergarteners during the current year. school readiness reports from previous years can also be accessed through this link. achieving school readiness : a 5 - year action agenda. this october 2002 report to the subcabinet for children, youth, and families by maryland ’ s leadership in action program details the goals, strategies and action steps identified as most critical for ensuring that all maryland children are fully ready for school. maryland model for school readiness ( mmsr online ) - kindergarten assessment users guide - a manual for the administration of the mmsr assessment tool and the interpretation of assessment results. click here for the teachers ' version of the users guide. click here for an mmsr school readiness powerpoint presentation. ( pdf of powerpoint ) healthy beginnings : supporting development and learning from birth through three years of age is a set of developmental and learning guidelines that was developed to ensure that those who live with or care for infants and young children have the knowledge and resources to support and encourage children during the ongoing process of growth and learning. early childhood curriculum project – guidance for child care and other nonpublic early childhood programs about curricular resources for three, four, and five year - olds. these resources are msde - recommended because they are aligned with the state ’ s prekindergarten and kindergarten curricular frameworks, also known as the maryland model for school readiness ( mmsr ) / maryland state curriculum. maryland state curriculum countdown to kindergarten ( ctk ) - the statewide campaign to increase public awareness about the importance of a child ' s early experience as the basis for school readiness.


the purpose of maryland ' s environmental education program is to enable students to make decisions and take actions that create and maintain an optimal relationship between themselves and the environment, and to preserve and protect the unique natural resources of maryland, particularly those of the chesapeake bay and its watershed. what is environmental education? environmental education promotes environmental literacy and the development of the skills needed for life - long learning. environmental education refers to education efforts that increase public awareness, concern, and knowledge about environmental issues and provides the critical thinking, problem - solving and decision - making skills needed to make informed and responsible decisions about the environment in all its complexity. environmental education promotes interdisciplinary integration of subject matter, problem - and issues - based learning experiences, and both cooperative and independent learning opportunities. the belgrade charter, adopted by the united nations, provides a widely accepted goal statement for environmental education : the goal of environmental education is to develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones. the tbilisi declaration followed the belgrade charter and established these objectives for environmental education : to foster clear awareness of, and concern about, economic, social, political, and ecological interdependence in urban and rural areas ; to provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment ; to create new patterns of behavior of individuals, groups and society as a whole towards the environment. ee in maryland schools video featuring kennard elementary school queen anne ' s county public schools check out the new baybackpack, the source for bay education resources for teachers! from noaa ' s chesapeake bay program teachers! add an environmental education endorsement to your teaching certificate! contact your school system certification department for details. nature & the environment primary resources from the library of congress climate change kit from epa & global change research program. free, online resources for 11 biomes. instructional modules for high school students from noaa.


bonelike combined transparent / bony skull, 8 part the new bonelike skulls are made of a new material that allows an absolutely natural reproduction of even finest anatomical structures for the first time. bones made of 3b bonelike look real, have an absolutely natural feel and almost exactly the weight of a natural bone. by combining one transparent and one bony skull half this is the first model to allow especially teachers of anatomy a topographical juxtaposition of the structures that cannot be seen in other skull versions. the right, transparent skull half allows the study of important anatomical details, such as the location of the paranasal sinuses. therefore, in combination with the left, bony skull half, a direct transfer of the otherwise invisible structures becomes easy and uncomplicated. the transparency of the jaw allows an exceptional view onto the periodontal pockets and roots. the teeth are removable for detailed studies. in addition, the external masticator muscles ( masseter and temporal muscles ) are represented on the bony skull half. to demonstrate masticator movement, the lower jaw is mounted flexibly. these features also make the skull especially valuable for dentists. the skull can be disassembled into both halves of the skullcap and base of skull, the nasal septum, the complete mandible and both masticator muscles.


michael rice in his chapter 3 page 107 - 108 comments on the first register of the reverse side : " reverse : inverted saucepan - like object as the red crown of lower egypt. surmounted by the hathor heads and the royal name in its enclosure, the king walks forward, wearing the red crown of the northern kingdom and carrying his war mace. behind him the same boyish sandal - bearer, carries a bolas ( hunting device ) for large game, or a rope for hobbling animals, as the hieroglyph ’ tt ’. the king and his two attendants have symbols or devices, the ancestors of hieroglyphs. the sandal - bearer is now identified by a throwing stick and a six - petalled rosette. his colleague is shaven headed, but could also be a child, but wears a full and heavy wig. he is marked by another version of the object he carries in his hand, suspended above an inverted closed semi - circle. " rice continues in chapter 6 page 271 about the dualism of egypt, " the duality of the ruler is based on the primitive belief that the placenta is the brother of the new born child which as such often accompanies him throughout life in ghostly fashion, since it dies early and is ceremonially buried. the ka is probably descendant of the placenta. " also on page 272, " in the new kingdom, for example it was believed that the sphinx represented harmachis, another manifestation of horus in the horizon. " also see the earlier section on the warka vase regarding its reed images as being similar to the pharaoh staff. waddell on page 97 - 98 adds that standard no. 4 refers to his universal sea empire. urash was the first phoenician dynasty for " sea lord, " the sign of " the great fish " or " sea serpent of the deep. " in the fourth standard he call himself " the great sea lord of the lands of the seven seas. " rice claims in chapter 3 page 110 that, " these four standards represent the chiefs who supported the king in his bid to unify the two kingdoms. they are leading the king to ten headless bodies, lying on their backs with their severed heads between their feet. " see the following images. the intertwined serpopards ( long - neck creatures on the reverse side with intertwined necks ) are probably related to an elamite design. rice claims in chapter 2 page 58 that, " among these influences are the appearance of strange