a material made from fibers or thread by weaving, knitting, felting etc. as any cloth. 1. to make, build or construct by assembling parts or manufacturing. 2. to make from raw material. external front of a building that faces the street or courtyard and is usually used to describe bigger, elegant buildings. fasade materials include wood, brick, glass, masonry, aluminum, etc. 1. the side of a wall covering that faces away from the framing ; for example in an a - b plywood panel, the face would be the a side. 2. an exterior, exposed surface on a structure. 3. any surface of a thing. 4. the outward appearance of anything. the dollar amount, shown on a document. exterior decorative surface, which is made of brick that is not rendered, painted or plastered and is made of various brick materials, including clay, to give a desired effect. applies to the direction of the grain on the face of a veneer - faced panel, which is also called the long dimension of the panel. since the greatest strength and firmness is parallel to the face grain, it is normal to run the face grain across the supports. hardening process for the surface of materials. as an example, the hardening of carbon steel is accomplished by first heating the steel to approximately 1200 degrees f. and then it is immersed in powdered carbon. when some of the carbon is absorbed into the molecular structure of the steel, the surface or face of the steel is hardened. also referred to as the face ply, it is the outer layer when there are two or more layers. face line lines that are made of strong string, which is stretched out and attached to staked boards, so that masons can follow the straightness of it when building masonry walls. nails, which are hammered at right angles ( perpendicular ) to the work surface. also called direct nailing. the side of the material where the weld was applied, which has the exposed weld. face plate holds the work to be turned on a lathe. the plate is then fastened to the lathe headstock, which is the part of the lathe that turns the work. also referred to as the face layer, it is the outer layer when there are two or more layers. additional weld material, which is added to the face of the weld. front of a concrete block. coverings, designed to protect the entire face of a worker when a sander, grinder, etc.


are two or more layers. additional weld material, which is added to the face of the weld. front of a concrete block. coverings, designed to protect the entire face of a worker when a sander, grinder, etc. are being used. a transparent eye panel allows the worker to be protected from small particles, which are being thrown, while being able to see. the dollar amount shown on a document. measurement of the air velocity as measured at the face of the inlet or outlet in an hvac system. the outer veneer on a piece of plywood. the front wall of a structure or, alternately, a retaining wall. masonry structure that has different types of material as backing and facing, such as brick on concrete, bonded together. veneer covered structural wall. real estate professional who aids in a transaction but does not have an agency relationship with that party and can be known as an intermediary or transaction broker. 1. ease of doing or making ; absence of difficulty. 2. a building or special room, constructed for a specific function. 1. covering of contrasting material to decorate or protect a building ; a finished wall surface. 2. smoothing ; finishing. specifically made brick, in a special color or texture, for the outside or facing wall of a building. a reproduction or exact copy or architecturally a reproduction of a building style. alternately, the electronic transfer of an exact image of a document or picture, referred to as a " fax ". the purchase of the accounts receivable of a business or alternately, taking the accounts receivable of a business as collateral for a loan. the ratio of the maximum strength of a piece of material or a part to the probably maximum load to be applied to it. if a maximum of 2, 000 pounds can be tolerated, a load of 500 pounds will have a 4 to one factor of safety. the edge of any fabricated item that has been prepared in a factory, such as the long edge of wallboard panels, coming from a factory covered with paper. fade. 1. to become less distinct. to lose color or brilliance. 2. to disappear slowly. to wane. also spelled faggot, the term refers to a bundle of sticks or branches to be used for fuel, or alternately, a bundle of iron or steel pieces to be hammered or rolled, at welding temperature, into bars. temperature measurement, named after its discoverer daniel fahrenheit 1686 - 1736, in which 32 degrees is the freezing point and


mountains beyond mountains teachers : if you ' d like a printable version of this guide, download the pdf attachment at the bottom of this page. mountains beyond mountains : the quest of dr. paul farmer, a man who would cure the world tells the true story of one man ’ s commitment to bring quality health care to the world ’ s poorest communities. author tracy kidder guides students through many physical and philosophical journeys with dr. farmer, eloquently articulating farmer ’ s mission of correcting the inequities and epidemics that plague the poorest people. these journeys with dr. farmer constitute an adventure story focused on critical moral issues. mountains beyond mountains raises several profound questions about issues of access to health care and the global distribution of wealth, allowing students a glimpse into dr. farmer ’ s work to change the world. reading this fascinating and inspiring book with your class will provide an opportunity to discuss critical modern political issues and will challenge your students to reflect on their own goals and personal philosophies. this guide is divided into three categories : style and structure, comprehension and discussion, and personal essays. questions in the first two sections can be used for oral discussion in small or large groups, or for written assignments. the personal essay questions will require longer, personal answers, and are more appropriate as written assignments. each section can be individualized for your students ’ interests and reading level, or adapted to meet curriculum demands. about this guide reading level : 10 this teacher ' s guide is recommended for use by high school educators. about this author tracy kidder was born in new york city in 1945. he attended harvard college and served as a lieutenant in vietnam. he writes frequently for atlantic monthly magazine and the new yorker. after briefly meeting paul farmer in haiti in 1994, kidder met up with him again in 1999 to begin work on “ the good doctor, ” a profile of farmer that was published in the new yorker in july 2000. kidder ’ s research for the new yorker article became the starting point for mountains beyond mountains. tracy kidder won the pulitzer prize and the national book award in 1982 for the soul of the new machine, a book about corporate, high - tech america. other works include house ( 1985 ), among schoolchildren ( 1989 ), old friends ( 1993 ), and home town ( 1999 ). his next book, my detachment : a memoir ( due fall 2005 ) focuses on his time spent as a lieutenant in vietnam. style and structure 1. kidder opens mountains beyond mountains


, old friends ( 1993 ), and home town ( 1999 ). his next book, my detachment : a memoir ( due fall 2005 ) focuses on his time spent as a lieutenant in vietnam. style and structure 1. kidder opens mountains beyond mountains with an account of a discussion between paul farmer and a u. s. army captain who was commanding a small peacekeeping force in haiti. farmer and the captain initially discuss a recent murder case in the area, and then move on to discuss the role of the u. s. in haiti. while the u. s. army troops had been stationed in haiti to reinstate the country ’ s democratically elected government and to curb political violence, some of the soldiers were cynical about the effects of their presence in the country. in his reflections on the work of the soldiers, kidder acknowledges that he shared the soldiers ’ pessimism, believing that they “ had done their best ” and that they “ would not cry over things beyond their control ” in haiti ( page 8 ). why do you think that kidder opens his book with this scene? 2. most of tracy kidder ’ s other books are not written in the first - person voice. why do you think he chose to write mountains beyond mountains from a first - person perspective? in what ways would the book be different if it were written in the third - person perspective? 3. the title of the book, mountains beyond mountains, is taken from a haitian proverb that translates as “ beyond mountains there are mountains. ” why did kidder use this as the title? what does it mean in terms of paul farmer ’ s work? discussion and writing 1. on his trips outside of haiti, paul farmer carries two photos to show his colleagues – one of his own daughter catherine, and one of a young patient at cange ( page 213 ). why is it important to farmer to show both photos? 2. in chapter 22, kidder notes that paul farmer ’ s “ days and nights looked hard and in some ways lonesome. ” farmer is very dedicated to his work and has been very successful but in order to do his work, he has also made many personal sacrifices. what sacrifices has farmer made to pursue his goals? how have these sacrifices affected his relationship with didi and catherine, and with his friends? 3. paul farmer had a very unusual upbringing in massachusetts, alabama, and florida. what specific elements from his childhood and family life prepared farmer for his current life? how has your upbringing influenced your own choices and goals


catherine, and with his friends? 3. paul farmer had a very unusual upbringing in massachusetts, alabama, and florida. what specific elements from his childhood and family life prepared farmer for his current life? how has your upbringing influenced your own choices and goals in life? 4. throughout the book, kidder describes farmer ’ s interactions with patients. in many cases, farmer tends to reach out to touch his patients comfortingly and call them by pet names or endearments. are these gestures typical of modern american doctors? how do these gestures reflect farmer ’ s philosophy of the role of a doctor? 5. what motivates paul farmer to do the work he does? what does he see as his compensation? ( page 24 ) 6. farmer ’ s philosophy is at odds with standard notions of efficiency and cost - effectiveness. his approach to public health care has drawn criticism because it is not perceived to be cost - effective. for instance, one critic commented that the $ 20, 000 spent on transporting a sick haitian child to boston for treatment could have been better spent on other things, like supplies or drugs for many other children ( page 287 ). what is his response to these arguments? what factors do you think are most important in making such decisions about how money should be spent in public health programs? 7. paul has trained as a medical anthropologist and as a doctor. discuss the difference between these two careers with your class. how has his background in medical anthropology complemented his work as a doctor? what specific scenes illustrate farmer ’ s skills as a medical anthropologist? 8. what is meant by the phrase, “ all suffering isn ’ t equal ” on page 216? how does this belief shape the work that paul farmer, jim kim, and partners in health do? 9. as partners in health grows, farmer is expected to travel to many places to implement and monitor programs, meet with policy - makers and other doctors, and make presentations on public health issues. his increasing involvement in other programs in peru and russia requires that he spend less time in cange ( page 260 ). how does he describe the inner conflict between serving his patients in haiti and helping to solve international inequities and epidemics globally? 10. many people in cange believe that paul farmer “ works with both hands, ” meaning that he works both with science and with the magic necessary to remove voodoo curses ( page 27 ). how did he learn about the role of voodoo in the lives of the residents of cange? how does farmer interpret the continuing presence of


, ” meaning that he works both with science and with the magic necessary to remove voodoo curses ( page 27 ). how did he learn about the role of voodoo in the lives of the residents of cange? how does farmer interpret the continuing presence of voodoo in modern haitian life? 11. early members of partners in health refer frequently to an idea from the catholic liberation theology movement, of “ preferential option for the poor ” ( pages 78 and 81 ). how does farmer ’ s life and work reflect this particular theology? what are some other examples of the role of faith and religion in paul farmer ’ s work? 1. do you think that farmer has struck an appropriate balance between acting locally and acting globally? how do you think he should prioritize his responsibilities toward his haitian patients, pih ’ s other international programs, and the global public health community? 2. what responsibilities do you think individuals in wealthier nations have toward people in poor countries? how has reading this account of paul farmer ’ s work changed your ideas about your responsibility or obligations toward people who are poorer than you are? what do you think is the best way to express or act on this sense of responsibility? 3. in many of his projects and activities, paul farmer achieves his goals by subverting policies. for example, while there is officially a fee for patient services at zanmi lasante, he has made a long list of exceptions, so that in fact almost no one has to pay for services ( page 21 ). while he was in medical school, he “ borrowed ” tens of thousands of dollars worth of drugs and lab services from brigham and young hospital on behalf of his patients at zanmi lasante by charming the pharmacists and lab workers ( page 149 ). how do you feel about his unconventional approach to problem solving? do you think that he could be more effective by working within a framework of existing policies and institutional structures, or by working to change policies that he sees as oppressive to the poor? 4. in the final paragraph of the book, kidder makes a reference to the time he spent with the american soldiers before he met paul farmer and of how he regarded the plight of the suffering people. in what ways have kidder and his viewpoints changed since first meeting farmer? how did your own perception of farmer ’ s life and work change, if it did, as you read the book? about the teacher ' s guide writer heather kelly received her master ’ s degree in public administration and economic and political development from


four voyages can lead to plenty of misadventure. discover the places where christopher columbus met with high drama ( and just a few setbacks ) during his discovery of the new world, from 1492 to 1504. christmas day 1492 wasn ’ t all glad tidings and good cheer for christopher columbus. on a journey to the northern coast of the caribbean island of hispaniola, one of columbus ’ 3 ships, the < i > santa maria < / i >, ran aground and had to be abandoned. it was the first of columbus ’ 4 voyages to the americas. columbus didn ’ t exactly get a warm welcome when he landed on the samana peninsula ( in present - day dominican republic ). he met with violent resistance from the ciguayos, one of the nations of the caribbean islands. because of the ciguayos ' use of arrows, columbus called the inlet where he encountered them the bay of arrows. historians have since debated its exact location : some say it is the bay of rincon, others that it is samana bay. the good times kept on coming as columbus headed for spain, on the last leg of his first voyage. he soon had to put those plans on hold, as a storm forced his fleet into lisbon. there columbus anchored next to portugal king john ii ’ s harbor partrol ship. columbus spent the next week in portugal, before he was able to continue on to spain. nine months later, columbus once again set sail for the high seas. this time, on his second voyage, he returned to hispaniola, where he intended to visit the fort of la navidad ( built during his first voyage ). however, columbus discovered that the fort, located on the northern coast of haiti, had been destroyed by the native taino people. centuries later, in 1977, an amateur archeologist excavated artifacts from la navidad. it seemed like a good idea at the time. when columbus sailed more than 60 miles eastward, along hispaniola ’ s northern coast, he established the settlement of la isabela, in present - day dominican republic. but in 1494 and then, in 1495, the settlement was struck by 2 north atlantic hurricanes. hunger, disease and mutiny soon followed, until columbus abandoned the settlement altogether. that ' s what columbus was thinking when he arrived in cuba ( which he named juana ) on april 30, 1494. exploring the island ’ s southern coast, columbus placed his bets that it was part of a peninsula connected


the settlement altogether. that ' s what columbus was thinking when he arrived in cuba ( which he named juana ) on april 30, 1494. exploring the island ’ s southern coast, columbus placed his bets that it was part of a peninsula connected to mainland asia. and this must be the garden of eden! that ’ s what columbus concluded as he sailed the gulf of paria ( between present - day trinidad and venezuela ). the nice climate, the abundance of food, the friendliness of the natives and the richness of the area ’ s natural resources all led him to that conclusion. he also wagered that, based on the rotation of the pole star in the sky, the earth must not be perfectly spherical, but rather bulged out like a pear around the new - found continent we now know as south america. columbus wasn ’ t feeling so well when he returned to hispaniola on aug. 19, 1498, during his third voyage. he felt even worse when he discovered that many of the spanish settlers of the new colony were in rebellion against his rule, saying that columbus had misled them about the supposedly bountiful riches of the new world. columbus ’ fourth and final voyage met with choppy waters in june 1502. when his fleet arrived in santo domingo, it was denied port by the new governor. but columbus got his revenge. he told the governor a storm was coming. the gov didn ’ t listen … to his demise. he ended up surrendering to the sea, along with 29 of his 30 ships. columbus ’ 4 ships took a bruising while cruising through present - day panama. locals had told columbus about gold and a strait to another ocean. columbus set out on an exploration and established a garrison at the mouth of panama ’ s belen river. in april 1503, one of columbus ’ ships became stranded in the river. meanwhile, the garrison was attacked by the guaymi locals. further headaches followed when shipworms damaged the ships at sea. columbus ’ ships sustained further damage when a storm hit off the coast of cuba. unable to travel on, the fleet was beached in st. ann ’ s bay, in jamaica. for 1 year, columbus and his men remained stranded in jamaica before help arrived. in all, columbus ’ voyages stretched over 12 years, and - - a few misadventures aside - - opened the door to the “ new world. "


water reuse links disclaimer : links to and information about web sites outside the twdb are provided solely for the convenience of the user and do not constitute an official endorsement of the information, products, or services contained therein. - national science foundation the national science foundation ( nsf ) is an independent federal agency created by congress in 1950 " to promote the progress of science ; to advance the national health, prosperity, and welfare ; to secure the national defense. " - u. s. agency for international development president john. f. kennedy created the united states agency for international development by executive order in 1961 to extend a helping hand to people overseas struggling to make a better life. - u. s. bureau of reclamation the usbor ' s water group provides expert water and wastewater treatment engineering and research technical services. - u. s. environmental protection agency the mission of the u. s. environmental protection agency is to protect human health and the environment. - u. s. geological survey the u. s. geological survey is a science organization that provides impartial information on the health of the nation ' s ecosystems and environment, the natural hazards that threaten us, the natural resources we rely on, the impacts of climate and land - use change, and the core science systems that help us provide timely, relevant, and useable information. - american water resources association an international organization dedicated to increasing the beneficial use of recycled water. - american water works association awwa is the largest water supply professional organization in the world and is an authoritative source of knowledge, information, and advocacy to improve the quality and supply of drinking water worldwide. - water research foundation the water research foundation is a member - supported international non - profit organization that sponsors research to enable water utilities, public health agencies, and other professionals provide safe and affordable drinking water. - global water research coalition the gwrc is a 12 - member international alliance offering water research information and knowledge to its members with a focus on water supply, wastewater, and renewable water resources. - international water association iwa is comprised of leading water professionals in science, research, technology and practice. - national water research institute nwri is canada ' s preeminent freshwater research facility, the largest in the country, leading world - class research on freshwater issues. - water education foundation wef is an impartial non - profit organization, dedicated to creating a better understanding of water issues and helping to resolve water resource problems through educational programs. - water environment association of texas weat is an association of water


. - water education foundation wef is an impartial non - profit organization, dedicated to creating a better understanding of water issues and helping to resolve water resource problems through educational programs. - water environment association of texas weat is an association of water professionals, practitioners, operations specialists, and public officials working together for professional growth and development, and to educate the public on water issues. - water environment federation the water environment federation is a not - for - profit technical and educational organization with a vision of preserving and enhancing the global water environment. - water environment research foundation the water environment research foundation is dedicated to advancing science and technology addressing water quality issues as they impact water resources, the atmosphere, the lands, and quality of life. - watereuse association the watereuse association is a non - profit organization whose mission is to advance the beneficial and efficient use of water resources through education, sound science, and technology using reclamation, recycling, reuse and desalination. - national institutes for water resources the niwr is a network of 54 research institutes ( one institute located in every state or territory of the us ) with each institute conducting basic and applied research to solve water problems unique in its area. - texas water resources institute twri, a member of the national institutes for water resources, provides leadership for priority research and educational programs in water resources within the texas a & m university system and throughout texas. - universities council on water resources about 90 universities in the unites states and throughout the world comprise the ucowr which facilitates education, research, technology transfer, and information dissemination on contemporary and emerging water resource issues. useful reference documents the document ' s primary purpose is to facilitate further development of water reuse by serving as an authoritative reference on water reuse practices. it updates and builds on the 2004 guidelines for water reuse by incorporating information on water reuse that has been developed since the 2004 document was issued. this report provides a general overview of current knowledge related to direct potable reuse ( dpr ), and identifies the information that needs to be developed through targeted studies to inform the stakeholders regarding the feasibility of implementing dpr as a viable water supply management option. the report provides a comprehensive assessment of technical, economic, social, and regulatory issues associated with both potable and non - potable reuse.


podiatrists are professionally trained to provide medical care for people who have problems with their toes, feet, sometimes also ankles and occasionally knees ( this last depends on the specialty training of an individual practitioner and the laws of the state where she / he practices ). podiatrist learn general medicine as well, because part of their role is as primary care practitioners. as an example, a podiatrist may be the first health professionals to diagnose a patient with diabetes because he / she sees blood vessel breakdown - a characteristic which often shows itself first in the feet of a diabetic. the university of iowa provides the preparatory course work needed to apply to one of the eight graduate - level podiatric educational programs ( programs take 4 years ), but has neither an undergraduate degree in pre - podiatric studies nor a graduate podiatric medical education program. the university does have a system for identifying students with this goal so that we can match them with an advisors who know about podiatric medicine and, maybe, with other students who have the same goals ( designated as “ pre - podiatric medicine ” students ). please note, most schools have a standard set of pre - requisites. however, there is some variation and it is the student ’ s responsibility to investigate the entry requirements for each program in which they are interested and plan accordingly. the easiest place to do so is the web site of the american association of colleges of podiatric medicine http : / / www. aacpm. org. call the advising center at ( 319 ) 353 - 5700 to make an appointment with one of our pre - podiatric medicine advisors. the minimum set of science courses for pre - podiatric study, all requiring a laboratory component, are one year each of : principles of chemistry ( 4 : 11 - 12 / 8 s. h. ), organic chemistry ( 4 : 121 - 122 & 141 or 4 : 123 - 124 & 142 / either group 9 s. h. ), college physics ( 29 : 11 - 12 / 8 s. h., pre - requisite : trigonometry, but the majority in the first physics class have also completed a semester of calculus as well ), and principles of biology ( 2 : 10 - 11 / 8 s. h. ). two programs require one more 4 s. h. of biology coursework ( scholl college at rosalind franklin university and the arizona podiatric medicine program in glendale near phoenix ) and others


10 - 11 / 8 s. h. ). two programs require one more 4 s. h. of biology coursework ( scholl college at rosalind franklin university and the arizona podiatric medicine program in glendale near phoenix ) and others strongly recommend added specific ones. in addition, one year of english is required ( 10 : 1 – 10 : 2 or 10 : 3 and lit 8g : 1 often do nicely ). for each of the eight podiatric education programs ( more will be established in the near future ), a set of scores from the mcat ( medical college admission test ) or other national test will be needed. the american podiatric medical association provides general information about the careers available as a podiatrist, including potential salaries, and contact with potential mentors for undergraduates to shadow. furthermore, this organization is responsible for assessing accreditation for graduate education in podiatric medicine and communication among the nation ' s podiatrists. all eight belong to the american podiatric medicine association and linkage to their information is available through their web site ( just above ). application begins with the podiatric medicine centralized application service, aapcas site for all except those planning to attend the new york college of podiatric medicine ; these start with the adjacent link. look carefully at the above requirements ; they are much the same as those of allopathic and osteopathic medicine and a number of other health professions including dentistry. be sure that you have experienced the differences before applying.


what is homeopathy? the main idea behind homeopathy is the law of similars, which is sometimes explained as a€slike cures like. a€t in the late 18th century, a german physician named samuel hahnemann read that quinine containing peruvian bark ( chinchona ) cured malaria. hahnemann swallowed a dose of peruvian bark and began to feel feverish, drowsy, extremely thirsty, and agitated - - all symptoms of malaria. hahnemann started to experiment more and formed his theory that like cures like, or the law of similars : that when a substance in large doses causes certain symptoms, in small doses it can cure these same symptoms. herbs and other plants, minerals, venom from snakes, and other substances can be used to make homeopathic remedies. they are diluted again and again and a€ssuccusseda€t or shaken vigorously between each dilution. the process of sequential dilution and succussion is called potentization. how does homeopathy work? homeopathic remedies start with substances such as herbs, minerals, or animal products. these substances are first crushed and dissolved in a liquid - - usually grain alcohol or lactose - - mechanically shaken, then stored. this is the " mother tincture. " homeopaths then dilute tinctures more with alcohol or lactose, either 1 part to 10 ( written as " x " ) or 1 part to 100 ( written as " c " ). these tinctures are shaken, yielding a 1x or 1c dilution. homeopaths can further dilute these tinctures 2 times ( 2x or 2c ), 3 times ( 3x or 3c ), and so forth. many times professional homeopaths will use much higher dilutions, because the more diluted the substance, the more potent its healing powers are thought to be. homeopathic remedies aim to stimulate the body ' s own healing mechanisms. homeopaths believe that any physical disease has a mental and emotional component. so a homeopathic diagnosis includes physical symptoms ( such as feverishness ), current emotional and psychological state ( such as anxiety and restlessness ), and the person ' s constitution. a person ' s constitution includes qualities related to creativity, initiative, persistence, concentration, physical sensitivities, and stamina. the right remedy for a condition will take all of these aspects into account, so each diagnosis and remedy is individualized


a person ' s constitution includes qualities related to creativity, initiative, persistence, concentration, physical sensitivities, and stamina. the right remedy for a condition will take all of these aspects into account, so each diagnosis and remedy is individualized. that means 3 people with hay fever could need 3 very different prescriptions. health food stores and some pharmacies sell homeopathic remedies for a variety of problems. remedies are usually taken for no more than 2 - 3 days, although some people may need only 1 - 2 doses before they start feeling better. in some cases daily dosing may be prescribed. what happens during a visit to the homeopath? your first visit to the homeopath can take from 1 - hours. because homeopaths treat the person rather than the illness, the homeopath will interview you at length, asking many questions and observing personality traits, as well as unusual behavioral and physical symptoms. the homeopath will also perform a physical examination and possibly order laboratory work. what illnesses and conditions respond well? scientific evidence is mixed. in some clinical trials, homeopathy appeared to be no better than placebo. in other clinical studies, researchers believed they saw benefits from homeopathy. more controlled clinical research is needed. preliminary evidence shows that homeopathy may be helpful in treating childhood diarrhea, otitis media ( ear infection ), asthma, fibromyalgia, chronic fatigue syndrome, symptoms of menopause such as hot flashes, pain, allergies, upper respiratory tract infections, sore muscles, and colds and flu. some professional homeopaths specialize in treating serious illnesses, such as cancer, mental illness, and autoimmune diseases. in fact, several studies suggest there may be a role for homeopathy in symptom relief and improving quality of life among cancer patients. you should not treat a life - threatening illness with homeopathy alone. always make sure that all your health care providers know about all the different therapies you are using. homeopathic medicines, because they are diluted, generally don ' t have side effects. however, some people report feeling worse briefly after starting homeopathic remedies. homeopaths interpret this as the body temporarily stimulating symptoms while it makes an effort to restore health. homeopathic medicines are not known to interfere with conventional drugs. however, if you are considering using homeopathic remedies, you should discuss this with your doctor. is home


body temporarily stimulating symptoms while it makes an effort to restore health. homeopathic medicines are not known to interfere with conventional drugs. however, if you are considering using homeopathic remedies, you should discuss this with your doctor. is homeopathy regulated? the u. s. congress passed a law in 1938 declaring that homeopathic remedies are to be regulated by the u. s. food and drug administration ( fda ) in the same manner as nonprescription, over the counter ( otc ) drugs. this means that homeopathic medicines can be purchased without a doctor ' s prescription. unlike conventional prescription drugs and new otc drugs, which must undergo thorough testing and review by the fda for safety and effectiveness before they can be sold, homeopathic remedies don ' t have to undergo clinical trials. they do have to meet legal standards for strength, quality, purity, and packaging. in 1988, the fda required that all homeopathic medicines list on the label the medical problems they ' re designed to treat. the fda also requires the label to list ingredients, dilutions, and instructions for safe use. the guidelines for homeopathic medicines are found in an official guide, the homeopathic pharmacopoeia of the united states, which is written by a nongovernmental, nonprofit organization of industry representatives and homeopathic experts. the pharmacopoeia also includes provisions for testing new remedies and verifying their clinical effectiveness. how can i find a qualified practitioner? to find a homeopathic provider in your area, contact : there are homeopathic schools and training programs, although no diploma or certificate from any school provides a license to practice. many homeopaths are also medical doctors ( mds ), although homeopaths are licensed in almost every health profession category, including veterinarians. in most states, practitioners of homeopathy must be licensed health care providers. several respected certification agencies exist. the american board of homeotherapeutics certifies medical doctors and doctors of osteopathic medicine ( dos ) who have specialized in homeopathy ( dht indicates a doctor of homeopathy ). naturopathic doctors study homeopathy extensively as part of their medical training and some are certified by the homeopathic academy of naturopathic physicians ( dhanp ). all homeopathic practitioners, including chiropractors, nurse practitioners, and acupuncturists, can apply for certification in


training and some are certified by the homeopathic academy of naturopathic physicians ( dhanp ). all homeopathic practitioners, including chiropractors, nurse practitioners, and acupuncturists, can apply for certification in classical homeopathy ( cch ). does my medical insurance usually cover homeopathy? insurance companies are more likely to cover homeopathy when the person providing the service is a licensed health care professional, such as an md or do who also practices homeopathy. altunc u, pittler mh, ernst e. homeopathy for childhood and adolescence ailments : systematic review of randomized clinical trials. mayo clin proc. 2007 ; 82 ( 1 ) : 69 - 75. bellavite p, ortolani r, pontarollo f, piasere v, benato g, conforti a. immunology and homeopathy. 4. clinical studies - part 2. evid based complement alternat med. 2006 ; 3 ( 4 ) : 397 - 409. bellavite p, ortolani r, pontarollo f, piasere v, benato g, conforti a. immunology and homeopathy. 4. clinical studies - part 1. evid based complement alternat med. 2006 ; 3 ( 3 ) : 293 - 301. brinkhaus b, wilkens jm, ludtke r, hunger j, witt cm, willich sn. homeopathic arnica therapy in patients receiving knee surgery : results of three randomised double - blind trials. complement ther med. 2006 ; 14 ( 4 ) : 237 - 46. cucherat m, haugh mc, gooch m, boissel jp. evidence of clinical efficacy of homeopathy : a meta - analysis of clinical trials. eur j clin pharmacol. 2000 ; 56 : 27 - 33. dantas f, fisher p, walach h, et al. a systematic review of the quality of homeopathic pathogenetic trials published from 1945 to 1995. homeopathy. 2007 ; 96 ( 1 ) : 4 - 16. dean me, coulter mk, fisher p, jobst k, walach h. reporting data on homeopathic treatments ( redhot ) : a supplement to consort. homeopathy. 2007 ; 96 ( 1 ) : 42 - 5. dos santos al, perazzo ff, cardoso lg, carval


h. reporting data on homeopathic treatments ( redhot ) : a supplement to consort. homeopathy. 2007 ; 96 ( 1 ) : 42 - 5. dos santos al, perazzo ff, cardoso lg, carvalho jc. in vivo study of the anti - inflammatory effect of rhus toxicodendron. homeopathy. 2007 ; 96 ( 2 ) : 95 - 101. ernst e. homeopathy : what does the " best " evidence tell us? med j aust. 2010 ; 192 ( 8 ) : 458 - 60. fleming s, gutknecht n. naturopathy and primary care practice. primary care : clinics in office practice. 2010 : 37 ( 1 ). frei h, everts r, von ammon k, kaufmann f, et al. randomised controlled trials of homeopathy in hyperactive children : treatment procedure leads to an unconventional study design. experience with open - label homeopathic treatment preceding the swiss adhd placebo controlled, randomised, double - blind, cross - over trial. homeopathy. 2007 ; 96 ( 1 ) : 35 - 41. frenkel m. homeopathy in cancer care. altern ther health med. 2010 ; 16 ( 3 ) : 12 - 6. goossens m, laekeman g, aertgeerts b, buntinx f ; arch study group. evaluation of the quality of life after individualized homeopathic treatment for seasonal allergic rhinitis. a prospective, open, non - comparative study. homeopathy. 2009 jan ; 98 ( 1 ) : 11 - 6. jacobs j, herman p, heron k, olsen s, vaughters l. homeopathy for menopausal symptoms in breast cancer survivors : a preliminary randomized controlled trial. j altern complement med. 2005 ; 11 ( 1 ) : 21 - 7. jacobs j, williams al, girard c, njike vy, katz d. homeopathy for attention - deficit / hyperactivity disorder : a pilot randomized - controlled trial. j altern complement med. 2005 ; 11 ( 5 ) : 799 - 806. kistin sj, newman ad. induction of labor with homeopathy : a case report. j midwifery womens health. 2007 ; 52 ( 3 ) : 303 - 7. mathie rt, farrer s. outcomes from homeopathic prescribing in dental practice


of labor with homeopathy : a case report. j midwifery womens health. 2007 ; 52 ( 3 ) : 303 - 7. mathie rt, farrer s. outcomes from homeopathic prescribing in dental practice : a prospective, research - targeted, pilot study. homeopathy. 2007 ; 96 ( 2 ) : 74 - 81. mcguigan m. hypothesis : do homeopathic medicines exert their action in humans and animals via the vomeronasal system? homeopathy. 2007 ; 96 ( 2 ) : 113 - 9. merrell wc, shalts e. homeopathy [ review ]. med clin north am. 2002 ; 86 ( 1 ) : 47 - 62. milazzo s, russell n, ernst e. efficacy of homeopathic therapy in cancer treatment. eur j cancer. 2006 ; 42 ( 3 ) : 282 - 9. milgrom lr. journeys in the country of the blind : entanglement theory and the effects of blinding on trials of homeopathy and homeopathic provings. evid based complement alternat med. 2007 ; 4 ( 1 ) : 7 - 16. mojaver yn, mosavi f, mazaherinezhad a, shahrdar a, manshaee k. individualized homeopathic treatment of trigeminal neuralgia : an observational study. homeopathy. 2007 ; 96 ( 2 ) : 82 - 6. mousavi f, mojaver yn, asadzadeh m, mirzazadeh m. homeopathic treatment of minor aphthous ulcer : a randomized, placebo - controlled clinical trial. homeopathy. 2009 jul ; 98 ( 3 ) : 137 - 41. muller - krampe b, oberbaum m, dipl - math pk, weiser m. effects of spascupreel versus hyoscine butylbromide for gastrointestinal cramps in children. pediatr int. 2007 ; 49 ( 3 ) : 328 - 34. pilkington k, kirkwood g, rampes h, fisher p, richardson j. homeopathy for anxiety and anxiety disorders : a systematic review of the research. homeopathy. 2006 ; 95 ( 3 ) : 151 - 62. ramachandran c, nair pk, clement rt, melnick sj. investigation of cytokine expression in human leukocyte cultures


review of the research. homeopathy. 2006 ; 95 ( 3 ) : 151 - 62. ramachandran c, nair pk, clement rt, melnick sj. investigation of cytokine expression in human leukocyte cultures with two immune - modulatory homeopathic preparations. j altern complement med. 2007 ; 13 ( 4 ) : 403 - 7. rao ml, roy r, bell ir, hoover r. the defining role of structure ( including epitaxy ) in the plausibility of homeopathy. homeopathy. 2007 ; 96 ( 3 ) : 175 - 82. relton c, chatfield k, partington h, foulkes l. patients treated by homeopaths registered with the society of homeopaths : a pilot study. homeopathy. 2007 ; 96 ( 2 ) : 87 - 9. relton c, smith c, raw j, walters c, adebajo ao, thomas kj, young ta. healthcare provided by a homeopath as an adjunct to usual care for fibromyalgia ( fms ) : results of a pilot randomised controlled trial. homeopathy. 2009 apr ; 98 ( 2 ) : 77 - 82. rossi e, endrizzi c, panozzo ma, bianchi a, da fra¨ m. homeopathy in the public health system : a seven - year observational study at lucca hospital ( italy ). homeopathy. 2009 jul ; 98 ( 3 ) : 142 - 8. rostock m, naumann j, guethlin c, guenther l, bartsch hh, walach h. classical homeopathy in the treatment of cancer patients - - a prospective observational study of two independent cohorts. bmc cancer. 2011 ; 11 : 19. tan g, craine mh, bair mj, et al. efficacy of selected complementary and alternative medicine interventions for chronic pain. j rehabil res dev. 2007 ; 44 ( 2 ) : 195 - 222. thompson ea, montgomery a, douglas d, reilly d. a pilot, randomized, double - blinded, placebo - controlled trial of individualized homeopathy for symptoms of estrogen withdrawal in breast - cancer survivors. j altern complement med. 2005 ; 11 ( 1 ) : 13 - 20. vickers aj, smith c. homoeopathic oscillococcinum for preventing and treating influenza and influenza - like syndromes. cochrane


the placenta is the link between you and your baby. when the placenta does not work as well as it should, your baby can get less oxygen and nutrients from you. as a result, your baby may : - not grow as well - show signs of fetal stress ( this means the baby ' s heart does not work normally ) - have a harder time during labor placental dysfunction ; uteroplacental vascular insufficiency ; oligohydramnios causes, incidence, and risk factors the placenta may not work as well due to pregnancy problems or habits in the mother, such as : certain medications can also increase the risk of placenta insufficiency. in some cases, the placenta : - may have an abnormal shape - may not grow big enough ( more likely if you are carrying twins or other multiples ) - does not attach correctly to the surface of the womb - breaks away from the surface of the womb or bleeds a woman with placental insufficiency usually does not have any symptoms. signs and tests the health care provider will measure the size of your growing womb ( uterus ) at each visit, starting about halfway through your pregnancy. if your uterus is not growing as expected, a pregnancy ultrasound will be done. this test will measure your baby ' s size and growth, and assess the size and placement of the placenta. other times, problems with the placenta or your baby ' s growth may be found on a routine ultrasound that is done during your pregnancy. either way, your doctor will order tests to check how your baby is doing. the tests may show that your baby is active and healthy, and the amount of amniotic fluid is normal. or, these tests can show that the baby is having problems. if there is a problem with the placenta, you and your doctor must decide whether to induce labor. you may be asked to keep a daily record of how often the baby moves or kicks. the next steps your doctor will take depend on : - the results of tests - your due date - other problems that may be present, such as high blood pressure or diabetes if your pregnancy is less than 37 weeks and the tests show that your baby is not under too much stress, your doctor may decide to wait longer. sometimes you may need to get increased rest on your side. you will have tests often to make sure your baby is doing well. treating high blood pressure or diabetes may also help improve the baby ' s growth. if your pregnancy is over


wait longer. sometimes you may need to get increased rest on your side. you will have tests often to make sure your baby is doing well. treating high blood pressure or diabetes may also help improve the baby ' s growth. if your pregnancy is over 37 weeks or tests show your baby is not doing well, your doctor may want to deliver your baby. he or she may induce labor, or you may need a c - section problems with the placenta can affect the developing baby ' s growth. the baby cannot grow and develop normally in the womb if it does not get enough oxygen and nutrients. when this occurs, it is called intrauterine growth restriction ( iugr ). this increases the chances of complications during pregnancy and delivery. getting prenatal care early in pregnancy will help make sure that the mother is as healthy as possible during the pregnancy. smoking, alcohol, and other illicit drugs can interfere with the baby ' s growth. avoiding these substances may help prevent placental insufficiency and other pregnancy complications. baschat aa, galan hl, ross mg, gabbe sg. intrauterine growth restriction. in : gabbe sg, niebyl jr, simpson jl, eds. obstetrics : normal and problem pregnancies. 6th ed. philadelphia, pa : saunders elsevier ; 2012 : chap. 31. grivell rm, wong l, bhatia v. regimens of fetal surveillance for impaired fetal growth. cochrane database syst rev. 2009 ; ( 1 ) : cd007113. farinelli ck, wing da. abnormal labor and induction of labor. in : gabbe sg, niebyl jr, simpson jl, eds. obstetrics : normal and problem pregnancies. 6th ed. philadelphia, pa : saunders elsevier ; 2012 : chap. 14. linda j. vorvick, md, medical director and director of didactic curriculum, medex northwest division of physician assistant studies, department of family medicine, uw medicine, school of medicine, university of washington ; and susan storck, md, facog, chief, eastside department of obstetrics and gynecology, group health cooperative of puget sound, bellevue, washington ; clinical teaching faculty, department of obstetrics and gynecology, university of washington school of medicine. also reviewed by david zieve, md, mha, medical director, a. d. a. m. health solutions, ebix,


( continued from page 1 ) grow ripe fruit. before plucking seeds, the plant ’ s fruit should be grown to its ripest point. for beans and peas, this is far beyond the normal harvest time — well after pods have swollen and begun to dry. collecting seeds for saving is easiest for beans and peas, which can be removed from dried pods like shell beans. tomatoes are a different story. fruit must be picked when ripe and then squeezed to capture both seeds and slimy juice in a plastic container. allow seeds to sit in the juice. seeds must ferment in the juice for several days to remove a gel coating that hinders germination. place the container outside to avoid the smelly fermentation process, but keep the seed container away from direct sun. in a few days, a foul - smelling scum will form on the surface. leave the seeds in the scummy soup for another day or two before pouring off the scum and lightly rinsing the seeds. toss out any seeds that are afloat after the other seeds have settled to the bottom. dry the seeds on paper plates or napkins labeled with each variety. allow them to cure indoors ( out of direct sunlight ) for an additional week before packaging them in labeled paper envelopes. store the envelopes in a cool, dry location. about the author : andy tomolonis is a writer and gardener in suburban boston. page 1 | 2 submit comment » give us your opinion on saving seeds.


las vegas, nm natural disasters and weather extremes the chance of earthquake damage in las vegas is lower than new mexico average and is much lower than the national average. the risk of tornado damage in las vegas is about the same as new mexico average and is much lower than the national average. earthquake index, # 338 | las vegas, nm | | 0. 07 | the earthquake index value is calculated based on historical earthquake events data using usa. com algorithms. it is an indicator of the earthquake level in a region. a higher earthquake index value means a higher chance of an earthquake. volcano index, # 310 | las vegas, nm | | 0. 0016 | the volcano index value is calculated based on the currently known volcanoes using usa. com algorithms. it is an indicator of the possibility of a region being affected by a possible volcano eruption. a higher volcano index value means a higher chance of being affected. tornado index, # 157 | las vegas, nm | | 12. 55 | the tornado index value is calculated based on historical tornado events data using usa. com algorithms. it is an indicator of the tornado level in a region. a higher tornado index value means a higher chance of tornado events. other weather extremes events a total of 387 other weather extremes events within 50 miles of las vegas, nm were recorded from 1950 to 2010. the following is a break down of these events : | dust storm : | | 0 | | flood : | | 49 | | hail : | | 275 | | heat : | | 0 | | heavy snow : | | 0 | | high surf : | | 0 | | hurricane : | | 0 | | ice storm : | | 0 | | landslide : | | 0 | | strong wind : | | 0 | | thunderstorm winds : | | 39 | | tropical storm : | | 0 | | wildfire : | | 1 | | winter storm : | | 0 | | winter weather : | | 0 | a total of 1 volcano is found in or near las vegas, nm. | distance ( miles ) | | name | | region | | latitude | | longitude | | elevation ( foot ) | | type | | status | | last eruption | | 77. 8 | | valles caldera | | us - new mexico, united states | | 35. 87 | | - 106. 57 | | 3430 | | caldera | | pleistocene - fumarol | | quaternary eruption ( s ) with the only known holocene activity being hydrothermal | historical earthquake


states | | 35. 87 | | - 106. 57 | | 3430 | | caldera | | pleistocene - fumarol | | quaternary eruption ( s ) with the only known holocene activity being hydrothermal | historical earthquake events a total of 2 historical earthquake events that had recorded magnitudes of 3. 5 or above found in or near las vegas, nm. | distance ( miles ) | | date | | magnitude | | depth ( km ) | | latitude | | longitude | historical tornado events a total of 2 historical tornado events that had recorded magnitude of 2 or above found in or near las vegas, nm. | distance ( miles ) | | date | | magnitude | | start lat / log | | end lat / log | | length | | width | | fatalities | | injuries | | property damage | | crop damage | | affected county | | 46. 4 | | 1992 - 06 - 27 | | 2 | | 35°41 ' n / 104°24 ' w | | 0. 80 mile | | 73 yards | | 0 | | 0 | | 25k | | 0 | | san miguel | | 49. 6 | | 1978 - 06 - 04 | | 2 | | 34°56 ' n / 104°54 ' w | | 2. 00 miles | | 33 yards | | 0 | | 0 | | 0k | | 0 | | guadalupe | * the information on this page is based on the global volcano database, the u. s. earthquake database of 1638 - 1985, and the u. s. tornado and weather extremes database of 1950 - 2010.


chairman mao proclaimed that " women hold up half the sky " and the party - led state claims to have liberated women. nonetheless women still generally face a double standard when it comes to rape. statistics for rape cases are hard to quantify worldwide, and china is no exception. the u. s. department of state reported 31, 833 rapes in china in 2007, though the chinese government has not released official statistics for that year. in 2005, the last year for which official chinese statistics are available, the official number was merely 15, 000. " only one out of ten cases happened is likely to be reported, " said luo tsun - yin, a social psychologist at shih hsin university in taiwan, and some estimate that the ratio is even greater. even if a case is reported, the woman may be pressured by the authorities, her family or the attacker himself to recant. the majority of these crimes are committed by someone the victim knows. " in the idea of the ‘ rape myth, ' the victim and rapist are said to be strangers, but what we saw from real - life cases were mostly acquaintances, " said zhang qi, whose graduate research at the chinese academy of the social sciences centered on media reports of rape. her ma thesis looked at hundreds of chinese legal newspaper reports of rape cases in 2004, finding the following data, below. * you need to upgrade your flash player you need to upgrade your flash player traditional chinese culture often holds that the woman bears responsibility for an act of rape. this can be seen in many areas of the world which share china ' s cultural tradition. " we don ' t see a lot of research in this field in mainland china, " luo said. " in this aspect, we need to compare all the research from different regions, including mainland china, taiwan, hong kong, and even singapore, which are all chinese communities … although we have different political and economic systems, the cultural views are similar. " while the topic is troubling worldwide, it is particularly taboo within chinese culture. an old saying notes that " to die of hunger is a small matter, but to lose your chastity is a huge matter, " and still resonates in contemporary culture. traditional gender stereotypes see males as possessing a sexual drive that the desire - free women must resist. in this view, if a woman is raped, she must have brought it upon herself. " a woman may be viewed that she should be responsible for being raped because she aspired to date or go


drive that the desire - free women must resist. in this view, if a woman is raped, she must have brought it upon herself. " a woman may be viewed that she should be responsible for being raped because she aspired to date or go to a man ' s premises ; or that she took the risk of being raped as she went out alone late at night or drank alcohol ; or that she enticed others to rape her with her behavior or dressing, " said linda wong, executive director of the association concerning sexual violence against women in hong kong. the perception that a raped woman is dirty or ruined further compounds the stigma, even within a woman ' s own family. luo studied one case in which after a girl was raped, " her family wouldn ' t put her clothes together into the washing machine when they washed the clothes. they divided them from the other family members, because they thought she was dirty. " wong believes that these attitudes point to a larger inequality in chinese culture. " violence against women is rooted in patriarchal gender relations where women are assigned roles based not on their capacity but norms and values that perpetuate male dominance and superiority, " she said. " the gender inequality is embedded in all levels of the society such as employment, education and social status. " the lack of well - rounded sex education doesn ' t help matters. on the chinese mainland as well as on taiwan, sex education is largely cursory and focused on the biological aspects as opposed to the social. " taiwan does not have much sex education, " luo said. " so students turn to pornographic material. they implant a lot of wrong information in them, such as ‘ no means yes ' and ‘ all girls want sex. ' " the laws pertaining to rape, while not blind to the crime, largely follow cultural perceptions. for example, the definition of " rape " is quite narrow. " only women can be victims in china — males cannot be counted as victims, " zhang said. these laws haven ' t seen change in a decade or so. " the criminal law in china was issued in 1979, and revised in 1997 … to combine the crime of fornication with an underage girl into the crime of rape, " zhang said. " some judicial interpretations took place during 2003 and 2004. no news was heard from modification of laws since then. " sentences for rape range from three years in prison to a death sentence, though there are loopholes to the latter. " the punishment can be a death penalty with a two


2003 and 2004. no news was heard from modification of laws since then. " sentences for rape range from three years in prison to a death sentence, though there are loopholes to the latter. " the punishment can be a death penalty with a two - year reprieve and forced labor, which in chinese law means a sentence can be adjusted depending on the performance of the criminal during the two - year period, " zhang said. " in recent years, there has been a decline in the use of the death penalty, so rapists are mostly given a death penalty with a two - year reprieve and forced labor. " but there is evidence that things are changing. several domestic and international groups, including government - sponsored ones such as the all - china women ' s federation, are pushing for societal and legal change. " there have been a number of government initiatives, and there is a very strong movement from the [ all - china ] women ' s federation to try and press for more resources for women who are the victims of sexual assault or rape, " said sara davis, the executive director of asiacatalyst, a nonprofit organization that assists ngo startups in asia. there are several centers where women can receive emergency care and support as well. many major cities have crisis hotlines, and crisis centers provide counseling and resources to assist victims. other organizations, including the federation mentioned above, seek to address a variety of women ' s issues in china. the outrage surrounding high - profile cases may also lead to growing awareness of the issue. early last april, a case involving five " girl hunters, " men who waited outside schools for potential victims, went to trial and awaits a verdict. four government officials, a school teacher, and a taxi driver were charged with raping several young girls and forcing them into prostitution gangs. last year, riots protested a cover - up by guizhou police when they declared a girl ' s death a suicide when in fact she had been raped and murdered. but despite the legal changes and the growing number of resources available to victims, many agree that social change is most needed. " the progress in culture and society may not have caught up with the progress in legislation, " luo said. wong agreed. " the support services such as psychological counseling, medical, health and legal services are indeed necessary, but these address practical rather than strategic gender needs. they will not put women in greater control of themselves in their own context. they will not change attitudes, behaviors and power structures, " she said. but


what is natural resource and environmental economics in the u. s. and throughout the world, there is increasing competition for limited land, water and other natural resources, as well as growing concern about environmental degradation of various sorts. as such, there is a growing need for professionals who can assist in the process of balancing economic and environmental tradeoffs. this major prepares students to do just this within a variety of careers in both the private and public sectors. private business firms face serious challenges in meeting stricter environmental regulations and achieving self - imposed environmental goals. public agencies must continually seek to design policies so that society ’ s resource conservation or environmental quality goals are achieved in a cost - effective manner. the curriculum combines coursework in natural and environmental sciences, economics, business, and policy, allowing sufficient flexibility for students to tailor their program to their individual interests and career goals. career opportunities in natural resource and environmental economics students graduating with this major may find employment in private firms with environmental compliance activities or conservation initiatives directed toward energy or other natural resources. opportunities also exist with consulting firms that assist clients in meeting environmental objectives. many nonprofit environmental organizations seek to employ staff with economic training. several federal government agencies, including the environmental protection agency and the departments of agriculture, interior and energy, employ natural resource and environmental economists. state and local government agencies also provide opportunities for employment. the major provides a strong background for graduate studies in natural resource and environmental economics, leading to career opportunities in teaching and / or research, as well as high - level policy positions. students would also be well prepared to pursue a professional program in environmental law. salary trends in natural resource and environmental economics because graduates can pursue a variety of careers with respect to type of position and employer, the salary range for entry - level positions is fairly wide. depending upon the type of employer and position responsibilities, beginning salaries can be expected to range from about $ 30, 000 to $ 45, 000. starting salaries generally increase over time at slightly above the rate of inflation. potential for advancement in both responsibilities and salary depends on both the type of employer and the performance of the employee. high school preparation high school students who wish to major in natural resource and environmental economics should take college - preparatory mathematics courses. completion of electives in areas such as business, microcomputer applications, oral and written communication, and social sciences such as psychology, political science or sociology could also prove helpful. participation in extracurricular activities to develop leadership, interpersonal, and communication skills is also advised. how to major in natural resource and environmental


, oral and written communication, and social sciences such as psychology, political science or sociology could also prove helpful. participation in extracurricular activities to develop leadership, interpersonal, and communication skills is also advised. how to major in natural resource and environmental economics students planning to pursue this major simply declare this intent once they have gained admission to the university. the department has no enrollment restrictions or association requirements beyond the university - wide minimum 2. 0 gpa required to remain in good academic standing. students who plan to transfer into this major at ut after one or two years at a community college should consult an advisor at ut to choose appropriate courses as early as possible. the flexibility within the curriculum requirements works to the advantage of transfer students, in most cases allowing for all credits taken from up to two years of study elsewhere to apply toward requirements of the program. requirements for natural resource and environmental economics to complete a bachelor ’ s degree with this major, students must complete 120 semester hours of course work. this includes 42 hours of general education courses in the areas of english, mathematics, natural sciences, social sciences, cultures and civilizations, and arts and humanities. nine hours of additional course work is required in oral communication, written communication and microcomputer applications. students take 16 hours of courses in economics, accounting, and statistics. at least 12 hours of courses outside the department but within the college of agricultural sciences and natural resources are required, in the areas of environmental science and forestry. the heart of the curriculum includes 27 hours of required departmental courses and 6 hours of directed electives within the department of agricultural economics. and finally, 8 hours of general electives can be used by students to pursue a minor or special interests. special programs, co - ops, and internships internships with private companies, environmental organizations, or government agencies can be an exceptionally valuable component of a student ’ s academic program. internships are typically completed during the summer between a student ’ s junior and senior years of study. three hours of academic credit can be received for a three - month internship. students must submit periodic progress reports, complete a special project and receive satisfactory ratings from their supervisor. during the following semester, students must also complete a written report and make an oral presentation summarizing their internship experience. highlights of natural resource and environmental economics wide applicability of major to a variety of career options : graduates are prepared to pursue opportunities for employment or further education in a number of different directions. personalized advising : academic advising for majors is handled by a dedicated team of faculty members


environmental economics wide applicability of major to a variety of career options : graduates are prepared to pursue opportunities for employment or further education in a number of different directions. personalized advising : academic advising for majors is handled by a dedicated team of faculty members in the department of agricultural economics. students typically work with the same advisor from orientation to graduation and develop a close relationship that often extends well beyond graduation. advisors are committed to assisting their advisees not only in course selection but in career planning and placement as well. small class sizes : departmental courses all have relatively small enrollments, allowing for personalized interaction between professors and students. scholarship availability : majors are eligible for a large number of scholarships offered by the department and the college of agricultural sciences and natural resources. natural resource and environmental issues are often global in nature. students are exposed to the international dimensions of these issues in various courses within the curriculum. students are also encouraged to participate in faculty - led study abroad programs sponsored by the college of agricultural sciences and natural resources ( casnr ). other ut faculty - led and semester abroad programs are offered through the center for international education. casnr offers scholarships for students participating in study abroad programs. casnr students, faculty and staff participate in the annual unity through diversity dinner held each fall. some casnr students select a minor in modern foreign languages and literature. learn more about ut ’ s ready for the world initiative to help students gain the international and intercultural knowledge they need to succeed in today ’ s world. | freshman year | | credit hours | | biology 101 : humankind in the biotic world | | 4 | | forestry, wildlife and fisheries 250 : conservation | | 3 | | english 101 - 102 : english composition | | 6 | | math 123, 125 : finite math, basic calculus | | 6 | | ess 120, 220 : soils / water and civilizations | | 6 | | social science elective | | 3 | | arec 110 : opportunities in agricultural and resource economics | | 1 | | critical courses : english 101 - 102, biology 101, math 123 or 125 | | sophomore year | | credit hours | | arec 201 : economics of the global food and fiber system | | 3 | | arec 212 : the agribusiness firm | | 4 | | accounting 200 : foundations of accounting | | 3 | | statistics 201 : introduction to statistics | | 3 | | arts and humanities elective | | 3 | | ag & nat res 290 : microcomputer applications | | 3 | | ess


accounting 200 : foundations of accounting | | 3 | | statistics 201 : introduction to statistics | | 3 | | arts and humanities elective | | 3 | | ag & nat res 290 : microcomputer applications | | 3 | | ess 210 : soil science and physical science elective | | 8 | | critical courses : arec 201 and 212, accounting 200, math 123 or 125, statistics 201 | | junior year | | credit hours | | arec 310 : career planning and placement | | 1 | | arec 315 : agricultural and environmental law | | 3 | | arec 320 : microeconomics | | 3 | | arec 324 : quantitative methods | | 3 | | arec 342 or 350 : management or marketing | | 3 | | arec 430 : food and agricultural policy | | 3 | | economics 362 : environmental and nat. res. policy | | 3 | | bset 326 : gis / gps applications | | 3 | | philosophy 346 : environmental ethics | | 3 | | critical courses : arec 310, 315, 320, 324, and 342 or 350 ; economics 362 | | senior year | | credit hours | | arec 410 : senior seminar | | 1 | | economics 463 : environmental economics | | 3 | | arec 470 : natural resource economics | | 3 | | arec 471 : policy analysis for nat. res. mgmt. | | 3 | | economics, sociology or geography elective | | 3 | | arts and humanties elective | | 3 | | general ( free ) electives | | 5 | for more information the information on this page should be considered general information only. for more specific information on this and other programs refer to the ut catalog or contact the department and / or college directly.


* the greek system is the largest network of volunteers in the us, with members donating over 10 million hours of volunteer service each year. * every u. s. president and vice president, except two in each office, born since the first social fraternity was founded in 1825 have been members of a fraternity. * 76 % of all congressmen and senators belong to a fraternity. 40 of 47 u. s. supreme court justices since 1910 were fraternity men. 71 % of those listed in “ who ’ s who in america ” belong to a fraternity. * there are 123 fraternities and sororities with 9 million members total. * of the nation ’ s 50 largest corporations, 43 are headed by fraternity men. * a u. s. government study shows that over 70 % of all those who join a fraternity / sorority graduate, while under 50 % of all non - fraternity / sorority persons graduate. * less than 2 % of an average college student ’ s expenses go toward fraternity / sorority dues. * over 85 % of the student leaders on some 730 campuses are involved in the greek community. 2 % = 80 %?? the american college fraternity is one of the few institutions on our higher educational structure which was invented by us and not borrowed from european models. not surprisingly, it has been a symbol of american college student independence, pride, and leadership. fraternity men represent about 2 % of the male population of america. what is happening to that 2 %? they are leading this nation! approximately 80 % of the executives of the 500 largest corporations in america are fraternity men. more than three fourths of our u. s. senators are fraternity men, as are a majority of the men listed in who ’ s who in america. of the sixteen u. s. presidents who had a chance to join a college fraternity, thirteen took advantage of the opportunity. so many college presidents have been fraternity members that the total would run into the thousands. how and why are fraternities able to produce such a large percentage of our nation ’ s leaders? the easiest way to answer this question is to examine just what happens in a fraternity. a college fraternity provides a young man with the opportunity to learn how to work together with people, whether it be for the highest grades, the best homecoming float, a community service project or merely to keep the house clean. a fraternity provides a unique combination : family, home away from home, social organization, business and organization in which students can develop confidence as they acquire competence. the opportunities for leadership are


float, a community service project or merely to keep the house clean. a fraternity provides a unique combination : family, home away from home, social organization, business and organization in which students can develop confidence as they acquire competence. the opportunities for leadership are unlimited and the most important thing is that the principles of leadership are learned through experience. this experience teaches fraternity men that success is not automatic, but rather, that knowledge and performance are what count most. a fraternity man learns how to develop sensitivity regarding the desires, goals, and aspirations of others ; how to communicate, how to inspire, how to motivate ; the importance of setting an example ; how to delegate responsibility ; and how to accept failure as well as success and glory. he learns that a true leader must have the courage to stand up for his beliefs, while also being attentive, interested, and responsive to those who may disagree. too many students come to college, sign up for classes, study from test to test memorizing material and feeding it back at test time. they may get good grades and graduate, but it is surprising how many college graduates are wandering around looking for jobs because they did not develop the ability to work with people or the basic qualities of leadership while they were in college. the qualities of leadership must be tested and developed by each person and a fraternity provides the opportunity for students for just that. this is how 2 % can equal 80 custom research papers provided by essaylib. com


( adj ) far ( at a great distance in time or space or degree ) " we come from a far country " ; " far corners of the earth " ; " the far future " ; " a far journey " ; " the far side of the road " ; " far from the truth " ; " far in the future " ( adj ) far ( being of a considerable distance or length ) " a far trek " ( adj ) far ( being the animal or vehicle on the right or being on the right side of an animal or vehicle ) " the horse on the right is the far horse " ; " the right side is the far side of the horse " ( adj ) far ( beyond a norm in opinion or actions ) " the far right " ( adj ) further, farther ( more distant in especially degree ) " nothing could be further from the truth " ; " further from our expectations " ; " farther from the truth " ; " farther from our expectations " ( adv ) far ( to a considerable degree ; very much ) " a far far better thing that i do " ; " felt far worse than yesterday " ; " eyes far too close together " ( adv ) far ( at or to or from a great distance in space ) " he traveled far " ; " strayed far from home " ; " sat far away from each other " ( adv ) far ( at or to a certain point or degree ) " i can only go so far before i have to give up " ; " how far can we get with this kind of argument? " ( adv ) far ( remote in time ) " if we could see far into the future " ; " all that happened far in the past " ( adv ) far ( to an advanced stage or point ) " a young man who will go very far " ( adv ) further, farther ( to or at a greater extent or degree or a more advanced stage ( ` further ' is used more often than ` farther ' in this abstract sense ) ) " further complicated by uncertainty about the future " ; " let ' s not discuss it further " ; " nothing could be further from the truth " ; " they are further along in their research than we expected " ; " the application of the law was extended farther " ; " he is going no farther in his studies " ( adv ) further ( in addition or furthermore ) " if we further suppose " ; " stated further that he would not cooperate with them " ; " they are definitely


support us with kachingle! may 31, 2012 | 12 : 00 a. m. cst robotic sounds spill out of the speakers of what used to be a speak & spell. although it might sound like random humming and high - pitched beeping, this device demonstrates the basics of circuit bending, a trend in the music industry. when the device is turned on, it emits a series of r2 - d2 - like noises that vary depending on which point of the circuit board is touched. the violet - colored children ’ s toy, when resting on its plastic front, shows a disordered jumble of yellow and black wires connected to a green circuit board. although it might look like a complicated electrical entanglement, it was created in a matter of minutes for the sheer purpose of demonstration. “ [ circuit bending ] is basically, in a nutshell, creative short - circuiting, and you ’ re trying to get results and delve into an interface, ” daniel park says. “ it ’ s like being able to pinpoint control over chaos. ” in other words, circuit bending is simply controlling circuits of electricity that produce a sound. this technology can be applied to musical instruments and creates a futuristic, electronic sound. park, 34, constructs modified instruments. he considers this not only music but also an intuitive art form. “ you ’ re just experimenting and seeing what happens, ” park says. “ i want to explore sound and make music. that ’ s my bottom line. ” his first experiment took place seven years ago after buying a cheap casio keyboard. park distributes his circuit - bent devices to producers and studios, mostly from australia, england and japan. “ it ’ s one of those things like jazz where it ’ s not really appreciated as much in our own country, ” he says. he builds each of the devices in his home and handles all the business aspects. he ’ s sold more than 500 devices, which range in price from $ 300 to $ 1, 000. although there are many different approaches people have taken with this technique, park relies on his musical background while experimenting. when toying around with wiring and sounds, he seeks changes in tones and patterns. throughout the years, park has worked with musical instruments such as synths and keyboards as well as electronic children ’ s toys. the price of the object determines how he will approach it. with cheap toys such as speak & spell, park tends to get a little more daring. but when he ’ s working with instruments, he


is president obama ’ s plan to modernize at least 35, 000 public schools across the country as part of his proposed american jobs act really necessary? * research over decades shows that the condition of school facilities affects student achievement. according to a 2011 report by the 21st century school fund, there are clear correlations between the quality of school facilities and student and teacher attendance, teacher retention and recruitment, child and teacher health, and the quality of curriculum. in a set of 20 studies analyzed by the fund, all but one study showed a positive correlation between the achievement of students and the condition of the school facility once student demographic factors were controlled for. * the american society of civil engineers, in its 2009 infrastructure report, gave the country ’ s school buildings a grade of ‘ d. ’ * about one - fourth ( 28 percent ) of all public schools were built before 1950, and 45 percent of all public schools were built between 1950 and 1969, according to the national clearinghouse for educational facilities. the average age of public schools is 40 years old, according to the 21st century school fund. * though there is no current comprehensive nationwide data on the condition of the country ’ s school buildings, estimates to bring schools into good repair range from a low of at least $ 270 billion to more than $ 500 billion. until now, obama ’ s education priorities have not included school climate or how students who attend class in buildings that are literally crumbling around them are expected to learn. instead, his school reforms have focused on so - called “ accountability ” for students, schools and teachers that is based on standardized test scores. but here ’ s what obama said about modernizing schools in his speech thursday night outlining the proposed jobs act : “ there are schools throughout this country that desperately need renovating. how can we expect our kids to do their best in places that are literally falling apart? this is america. every child deserves a great school – and we can give it to them, if we act now. “ the american jobs act will repair and modernize at least 35, 000 schools. it will put people to work right now fixing roofs and windows ; installing science labs and high - speed internet in classrooms all across this country. ” well, yes, every american child does deserve a great school, yet, because of deferred maintenance and repair, there are still many with unsafe drinking water, moldy classrooms, bad air quality, faulty fire alarms, poor security, broken toilets and windows and more. imagine going to work in such conditions. in these difficult


why is student debt different from other kinds of debt? when it comes to consumer debt, americans are slowly but surely starting to dig themselves out of the hole of the recent downturn. severely delinquent mortgages, credit card bills, and car loans have all been in decline over the last two years, according to the new york federal reserve. but americans have had significantly more trouble paying back one particular kind of loan. “ student loan debt continues to grow even as consumers reduce mortgage debt and credit card balances, ” donghoon lee, senior economist at the new york fed, said in a statement. “ it remains the only form of consumer debt to substantially increase since the peak of household debt in late 2008. ” the overall student debt load has risen to more than $ 900 billion, in part, because more students are going to school, and the cost of tuition continues to balloon. but it ’ s also because consumers have more trouble paying off their student loans than other kinds of debt. in the first quarter of 2012, the delinquency rate for student loans actually rose to 8. 69 percent — the only kind of consumer debt whose delinquency rate increased. that ’ s still below the 2010 peak of 9. 17 percent. but it ’ s taken significantly longer for student loan delinquencies rates to come down. what ’ s more, the delinquency rate alone doesn ’ t capture the full picture. the rate above doesn ’ t include, for instance, the student loans that have entered forbearance, which gives borrowers a temporary reprieve from making payments. sallie mae said earlier this year that 4 percent of all its private student loans were in forbearance. why are americans having more trouble paying off student loans, as compared to other kinds of debt? it ’ s partly because of the types of consumers who tend to have high student debt. they ’ re younger than those who tend to take out house or car loans, at a time when half of all recent college grads can ’ t find full - time work. the pool of struggling borrowers also includes college dropouts, who are four times more likely to default on their loans than graduates, having accumulated debt but no degree to improve their employment prospects.


is your child waking up in the middle of the night frightened and screaming? these unsettling sounds may cause alarm, especially when they occur frequently. i ’ d like to help you understand the difference between nightmares and night terrors and how to help your child cope in my two - part series, “ bad dream woes. ” karen rogers, phd, psychologist and program area leader for project heal, a comprehensive therapeutic service for children exposed to trauma and their families at children ’ s hospital los angeles, to provide insight on how you can help your child. what is a nightmare? nightmare is another word for “ bad dream. ” it ’ s a type of sleep disruption characterized by frightening dreams in which your child feels threatened and develops a sense of physical danger. an example would be dreaming of being chased by a stranger or monster. nightmares more commonly to occur in the early morning and happen during the dream phase of sleep, known as rapid eye movement ( rem ) sleep. | nightmares are a common experience for people of all ages, and are normal for children to have. nightmares are most common in preschoolers ( children aged 3 - 6 years of age ). this is the age when normal fears develop and a child ’ s imagination is very active. nightmares may involve disturbing themes, images or figures such as monsters, ghosts, animals or bad people. while this intense sense of fear ultimately causes your child to wake up on their own, it does not involve any physical danger. the following behaviors are usually present in a normal nightmare episode : - your child wakes up during the last cycle of their sleep or early morning. - your child is frightened and triggers a partial or full awakening in which they are fully alert. - your child can describe the frightening dream in detail. - your child seeks and responds to comfort and reassurance from you or other close relatives. - your child shows fear of the scary dream happening again and may resist returning to bed. what triggers a nightmare? if your child is stressed or exposed to stressful situations, nightmares may begin to occur. some stressful events include moving neighborhoods, changing schools, the birth of a sibling or parental marital problems. other triggers may include being bullied at school or online, watching a scary movie, a recent injury or illness, the death of a loved one or physical, verbal or sexual abuse. help your child keep nightmares away when your child has an increase in nightmares, it ’ s a sign they are under emotional distress, feeling overwhelmed and insecure. karen rogers, phd, emphasizes a


a loved one or physical, verbal or sexual abuse. help your child keep nightmares away when your child has an increase in nightmares, it ’ s a sign they are under emotional distress, feeling overwhelmed and insecure. karen rogers, phd, emphasizes a number of simple ways to help your child feel better when they | “ children of all ages will benefit from physical comfort and reassurance from their caregivers when frightened by a nightmare, such as hugs, being held, having a back rub. speaking to a child in a soft, calm voice and reminding them that you are there to protect them, they are safe, that dreams aren ’ t real can also be helpful. ” | creative ways to ward - off nightmares rogers explains that once a child participates in imaginary play, they become better at using their imagination to combat nightmares. here are some unique ways to keep nightmares at bay. - use “ monster spray. ” label a spray bottle and fill with tap water. spray around your child ’ s room for protection before bed time. - hang a warning sign on your child ’ s bedroom door, “ no monsters allowed! ” this can be enough to calm some fears for many children. - make a “ dream catcher ” together. - your child can choose a “ protective ” stuffed animal to sleep with. - help your child imagine a different and comforting ending to their nightmare. - rehearse the new ending before your child goes to bed so they know to use the comforting ending if the nightmare comes back. if your child comes - up with their own creative way to keep nightmares away, it ’ s usually the most successful. these simple strategies have worked for many children. if your child is constantly having nightmares and shows an ongoing fear of going to bed, rogers stresses speaking with a pediatrician or counselor to seek more support. what are some ways you ’ ve helped your child cope with nightmares? i ’ d love to hear what works for your


happiness may bring better health upbeat outlook reaps biological benefits, says study april 18, 2005 - - there ' s new evidence that happiness and health may overlap. in a recent study of british civil servants, the happiest participants had lower levels of the stress hormone cortisol. their hearts kept a mellower pace than those of less happy participants, and they didn ' t flip out as much during a mental stress test. happiness might even hedge against heart disease, suggests the study in proceedings of the national academy of sciences. under stress, the happiest participants had lower increases of plasma fibrinogen, a sign of inflammation that can predict heart disease. " our findings indicate that positive affective states are related to favorable profiles of functioning in several biological systems and may thereby be relevant to risk of development of physical illness, " says the study. translation : being happy may be good for your physical health. homing in on happiness participants were 216 government employees in london. they were white, 45 - 59 years old, more than three years away from retirement, and hadn ' t been diagnosed with heart disease or high blood pressure. the women were all starting or had completed menopause. blood pressure and heart rate were monitored on a workday and a weekend day. the researchers measured levels of blood fibrinogen and saliva cortisol - - a stress - related hormone that increases the risk of heart disease and diabetes. measurements were taken after a mental stress test. after each test, participants rated their happiness level on a scale of 1 ( low ) to 5 ( high ). the happiest people in the group had the best results across the board. for instance, their levels of the stress hormone cortisol averaged 32 % lower than the least happy people. happiness was also associated with lower ambulatory heart rate, even after considering other factors ( age, smoking, employment level, bmi, and physical activity ). during the mental stress tests, most participants ( 68 % ) had an increase in plasma fibrinogen. the least happy people were nearly four times ( 3. 72 ) as likely to have their plasma fibrinogen level increase under stress, compared to the happiest people. apart from the stress test, plasma fibrinogen was not associated with happiness, report the researchers, who included andrew steptoe, dphil, dsc, of university college london. steptoe specializes in psychology and health. working for the weekend? taking readings on a workday


a sultan with swat remembering abdul hamid ii, a pro - american caliph. dec 26, 2005, vol. 11, no. 15 • by mustafa akyol al qaeda ' s stated goal - - to reestablish the caliphate, the political leadership of worldwide islam embodied first in the successors of the prophet muhammad and most recently in the four - century rule of the ottoman dynasty - - is pure, ahistorical fantasy. one way to appreciate this is to revisit the 33 - year reign of the most remarkable modern caliph, sultan abdul hamid ii ( 1876 - 1909 ). an ally neither of bigoted islamists nor of the radical secularists who ultimately deposed him, abdul hamid was an islamic modernizer - - and, interestingly, a friend of the united states. abdul hamid emphasized the role of islam inside the ottoman empire, and he emerged as the protector of muslims around the world, from india to sub - saharan africa. he pressed for a new railway to the holy places of mecca and medina and sent emissaries to distant countries preaching islam. because of these policies, once called " pan - islamism, " he is still revered by conservative muslims. his principal political opponents were the young turks, inspired by the fashionable european and especially french ideas of the time. they portrayed the caliph as a despot, and the description stuck. while it is true that abdul hamid suspended the constitution of 1876 for decades, he did so not out of any contempt for democracy, but out of justified fear of the young turks ' autocratic ambitions. although they espoused the rhetoric of liberte, egalite, fraternite, they had strong authoritarian tendencies. as princeton historian sukru hanioglu explains, their worldview was based on " biological materialism, positivism, social darwinism and gustave le bon ' s elitism, " all of which led them to regard egalitarianism as " unscientific. " another princeton scholar, the dean of middle eastern history, bernard lewis, writes that " abdul hamid was far from being the blind, uncompromising, complete reactionary of the historical legend ; on the contrary, he was a willing and active modernizer. " in areas such as education, commerce, finance, diplomacy, central government administration, journalism, translation, and even theater, he accomplished significant reforms. he founded the first archaeology museum, public library, faculty of medicine, academy of fine arts, and schools of finance and agriculture. he endowed the empire with


diplomacy, central government administration, journalism, translation, and even theater, he accomplished significant reforms. he founded the first archaeology museum, public library, faculty of medicine, academy of fine arts, and schools of finance and agriculture. he endowed the empire with the telegraph, railroads, and factories, and during his reign, constantinople flourished as a world capital. unlike subsequent modernizers, however, abdul hamid developed an islamicly legitimate way forward. personally observant, he practiced sufism, the mystical tradition of islam. yet he also had western tastes ; he loved playing the piano, and arranged piano lessons for his daughter. he enjoyed opera, too, and had the famous belgian soprano blanche arral perform for him. with some notable exceptions - - such as the harsh repression of armenian insurgents by irregular forces authorized by the sultan in 1895 - 6 - - abdul hamid was on good terms with his non - muslim subjects, of whom a record number entered government service. ahmet midhat, who has been called a sort of turkish edmund burke, was abdul hamid ' s favorite intellectual. midhat argued that islam respects christianity and judaism, emphasizing how the empire welcomed the jews expelled from catholic spain in 1492. and he defended the emancipation and education of women. abdul hamid ' s attempt to marry islam and modernity was cut short by the young turks in 1909. although secular in outlook, they proved willing to exploit islamic concepts for political ends. abdul hamid never waged a jihad ; the young turks, on the advice of their new allies, the germans, launched a global jihad in 1915 against britain and its allies. alas, the dethroned and interned caliph had warned them that they should align the empire with britain, which controlled the seas and so would inevitably triumph. britain did triumph, and this brought the ottoman empire to an end. abdul hamid ' s relationship with the united states further defies the islamists ' notions about the caliphate. in contrast with the aggressively secularist westernizers who believed that the only hope for progress was to get rid of religion entirely, abdul hamid saw that the west was not monolithic. in particular, as kemal karpat, professor of history at the university of wisconsin, explains, he studied the american separation of church and state, which he regarded as consistent with islamic principles. ( the ottoman empire was not a theocracy in the sense of being governed by clerics ; indeed, it developed a de facto separation between the religious and temporal authorities. ) at the beginning of his reign, abdul


as consistent with islamic principles. ( the ottoman empire was not a theocracy in the sense of being governed by clerics ; indeed, it developed a de facto separation between the religious and temporal authorities. ) at the beginning of his reign, abdul hamid observed the centennial of american independence by sending a large number of ottoman books to be exhibited at philadelphia and subsequently donated to new york university. later, he was the first foreign head of state to receive an invitation to the columbian exposition of 1893, held in chicago, to honor the four - hundredth anniversary of the discovery of america. although he did not personally attend, a total of one thousand people from jerusalem alone visited the exposition. the world parliament of religions held its inaugural meeting in chicago at the same time, and the sultan ' s representatives exhibited a large number of ottoman wares and built a miniature mosque. because abdul hamid believed that american prosperity had resulted partly from a good accounting of the population and efficient management of national resources, he asked samuel sullivan cox, the american ambassador in constantinople and the organizer of the first modern u. s. census, to introduce the turks to the study of statistics, one of the first of the exact sciences to be established in the ottoman empire. beyond such cultural exchanges, actual ottoman - american cooperation in foreign policy took place in the face of the muslim insurgency in the u. s. - occupied philippines. the american ambassador to turkey oscar s. straus ( a jewish diplomat, incidentally, who was welcomed by the abdul hamid regime at a time when his colleague, a. m. keiley, was declared persona non grata by the austro - hungarian authorities simply for " being of jewish parenthood " ) received a letter from secretary of state john hay in the spring of 1899. secretary hay wondered whether " the sultan under the circumstances might be prevailed upon to instruct the mohammedans of the philippines, who had always resisted spain, to come willingly under our control. " straus then paid a visit to the sultan and showed him article 21 of a treaty between tripoli and the united states, which read as follows : as the government of the united states of america... has in itself no character of enmity against the laws, religion, or tranquility of musselmans ; and as the said states never have entered into any war or act of hostility against any mehomitan nation, it is declared by the partners that no pretext arising from religious opinions shall ever produce an interruption of the harmony between the two countries. pleased with the article,