: how we make carbon fibre bikes a true and real made in italy, paying attention to detail throughout the whole production process. the switch design is the supremacy of aggression. bikes which are able to scratch asphalt or earth uninterrupted. a unique product for bike lovers. how to make a mould for a carbon fiber ( fibre ) part in this tutorial we show you how to use a new mould making putty material to create a high quality mould suitable for use when making your own carbon fibre parts ( covered in our other tutorials ). the materials and techniques shown in this video accompany our carbon mods carbon fibre mould making kit : whilst perfect for making carbon fibre parts, this mould making process would also be suitable for making any composites parts ( grp, frp, carbon / kevlar etc. ). carbon fibre film - 3m di - noc carbon fibre 3m vinyl end result : new 3m™ cubitron™ ii 982c abrasive fibre disc - weld grinding comparison the new 3m™ cubitron™ ii fibre disc, 982c is compared against the best competitive disc on the market by grinding identical welds against the clock. see how the structured abrasive grain slices through metal compared to the conventional mineral used on fibre discs. www. 3 / cubitronii carbon fibre nail tutorial you asked for it, so here you go!! almost every question that has been asked in the comments so far has been answered on my website this whole entire time, & most of them are repeats of the same question!! so please go check it out before asking a question!!!! there is also a list of products i used ( with links ) & a photo of the nails : you can get konad stuff here dont forget to mention ' sayanythingbrooke ', or ' xsparkage ' at checkout for 20 % off your order!!! cisco live 2009 : fibre channel over ethernet demo wayne swick, technical marketing engineer with intel ' s lan access division ( lad ) demonstrates fcoe with intel latest 10gb ethernet adapter. tesla turbine ( carbon fibre disks ) this is a modified tesla turbine from. it has be upgraded with carbon fiber / fibre discs and ceramic bearings. emc & vmware : ip storage - iscsi, nfs, or fibre channel? details, demos, & links below what is the right protocol for vmware infrastructure? iscsi?


/ fibre discs and ceramic bearings. emc & vmware : ip storage - iscsi, nfs, or fibre channel? details, demos, & links below what is the right protocol for vmware infrastructure? iscsi? nfs? fibre channel? what if you had the flexibility choose the protocols that you needed... simultaneous support. join emc ' s chad sakac, senior director vmware strategic alliance, as he discusses where each protocol fits and their unique capabilities in the vmware environment. for more information : information infrastructure for vmware - - infrastructure / information - infrastructure - solutions - vmware. htm preparing optical fibre for testing with optronics otdr ( part 1 ) demonstration of preparing optical fibre for testing with optronics otdr. for more information about the optronics otdr visit how to make a carbon fibre part a short ' how to ' video for producing a carbon fibre part. this instructional video has been produced to accompany the john burn composite kit which is available from www. resins -. it gives you an insight into the various stages of producing a carbon laminate with some useful hints and tips. the kit includes the very latest sika biresin cr82 / ch80 - 2laminating system with biresin s5 gelcoat. there is 4 square metres of carbon fibre so you are able to produce a significant size composite part. other kits include carbon fibre vacuum infusion along with glass fibre versions of each kit. infomercial epic fail : fibre logs! hey guys, i guess things didn ' t go over well for this new cereal that was being promoted!


by charles bogle : a timely reminder of america ’ s enlightenment origins 31 august 2006 washington ’ s crossing, by david hackett fischer, 543 pages, oxford university press, 2004, $ 17. 95 in washington ’ s crossing, published by oxford university press as part of its pivotal moments in american history series ( series editors, david hackett fischer and james m. mcpherson ), fischer describes how enlightenment thinking informed the character and decision - making of george washington at a critical point in the american revolution. fisher argues that although this same enlightenment thinking molded the outlook of the british commanding officers and their charges, the exigencies of an imperialist policy resulted in brutal treatment of the colonists and spoliation of their property. the author concludes by calling on his american readers to remember and embrace their enlightenment origins at the present critical point in their history. the painting entitled “ washington crossing the delaware, ” which hangs in the metropolitan museum of art in new york, provides the inspiration for the title of fischer ’ s book. the masterpiece is itself evocative of the enlightenment and the revolutions it engendered. in the introduction to his book, fischer writes that the artist, a german - american named emanuel leutze, undertook the painting to encourage the europeans, who were engaged in the revolutions of 1848, to follow the example of the american revolution. american revolution and slavery : here. myths of the american revolution : here. today ’ s enlightenment perceptions and imperialism : here.


“ digital natives are accustomed to the twitch - speed, multitasking, random - access, graphics - first, active, connected, fun, fantasy, quick - payoff world of their video games, mtv, and the internet ” ( prensky, 2001, p. 3 ) place test 51 – item analysis break down - foundations of instructional technology 20 % - learning environments and experiences 50 % - professional practice and productivity 30 % - technology and your professional practice - understand the role of technology and its social, ethical, legal, and human issues. understand the basic operations and support of technology in an educational setting. - understand principles of planning and designing learning environments and experiences supported by technology. - understand the use of technology to facilitate the development of problem - solving capabilities, - understand how to implement and manage effective learning environments supported by technology. - understand the use of technology for research, collaboration, and communication ( information literacy ). - understand the use of technology to enhance student productivity. - understand the use of technology to enhance professional productivity. - understand applications of technology in assessment and evaluation. - understand strategies and resources for professional development in instructional technology. international society for technology in education - levels of technology implementation ( loti ) framework, jo williamson and traci redish - history of influences in the development of intelligence & theory key issues in using educational technologies learner - centered pedagogies include : - allowing means for learners to build interpersonal connections and relationships - finding strategies that acknowledge differing learner needs, abilities, and interests - providing personal control and choice to learners, and - assessing and addressing the technology self - efficacy of individual learners chickering and gamson ( 1991 ) developed seven principles for good practice in undergraduate education that have been interpreted by several scholars as transferable to the online and hybrid course environments ( phipps, 2005 ; guidera, 2004 ; roby and hampikian, 2002 ) the seven principles for good practice in undergraduate education are anchored to the concept of creating a learning - centered environment for students and include : - encouraging student - faculty contact - encouraging cooperation among students - encouraging active learning - providing prompt feedback - emphasizing time on task - communicating high expectations, and - respecting diverse talent and ways of learning * * * a document that was created from over a century of research by the american psychological association ( apa ) task force on psychology in education ( 1993 ) was revised in 1997 to detail 14 learner - centered principles ( http : / / www. apa. org / ed / lcp. html )


google sketchup is a software we newly added this year to the list of trio quest resources. it is a 3d modeling software, which can be used to design small objects, buildings, and even entire cities. 3d modeling softwares tend to be intimidating to learn because they are so extensive, but we have returned from cue with a selection cool tips and tricks to share with you that we hope will encourage you and your students to explore the possibilities of creating with google sketchup. google sketchup : free google sketchup pro : $ 495 or free there are two versions of the software : google sketchup and google sketchup pro. google sketchup is free, but nonetheless powerful and feature - packed enough for students to learn a lot from. google sketchup pro, a version with more advanced options such as exporting models to other softwares, normally cost $ 495. however, through sketchup pro k - 12 statewide grant, educators from most of the states in the us are able to get the pro version for free. be sure to check their website to learn more. google 3d warehouse google 3d warehouse is a library that contains models users have submitted that can be downloaded and used in your own google sketchup project. notable ones include famous architectures like the eiffel tower or the colosseum. you can also find more generic models of buildings, people, and others. how to use it : file > 3d warehouse > get models > select a model you would like to place into your project > click on download model scenes is a function to create and save different views of your google sketchup model. a tab will appear underneath the top tools panel automatically for each scene you create, so you can quickly look at your models from many angles and perspectives by clicking on these tabs. how to use it : window > scenes > set your camera where you want it and click on the plus ( + ) button to create a new scene. augmented reality plugin augmented reality plugin lets you to visualize and present your google sketchup project by displaying your models on a real physical plane. please watch the following video for a demonstration : waybe plugin breaks down each elements of google sketchup models into paper prototypes. you can use this tool to to challenge your students to create paper models out of their google sketchup projects. special thanks to mark hammond for sharing these wonderful tips at cue.


you can view the current or previous issues of diabetes health online, in their entirety, anytime you want. click here to view latest diabetes articles what ’ s the most important goal for kids and families dealing with diabetes? learn all you can, and then strive for the best possible blood glucose levels without excessive hypoglycemia. this is a tough goal to attain. our tools, food, insulin, and monitoring, while the best they have ever been, are still imprecise. and although optimal glucose control is critical for immediate and long - term health, one must always be wary of severe and recurring hypoglycemia. i was one of the co - investigators in the dcct many years ago, which “ nailed ” the importance of getting a1c levels below 7 %. there is no longer any doubt that the short and long term complications associated with diabetes reflect how well blood glucose levels have been controlled. this means working towards pre - meal blood glucose levels of less than 100 and post - meal blood glucose levels of less than 140. our current recommendation is to use multiple meal - time bolus doses of fast - acting analogs ( humalog, novolog, apidra ) coupled with a basal insulin – either lantus or levemir – twice a day. this regime attempts to mimic a normally functioning pancreas, while providing maximum flexibility with food and less hypoglycemia. we start with this approach at diagnosis because it is easy to teach and makes sense to us, as well as to patients and family members. insulin goes with food for meal coverage, and then basal insulin is provided in the background. all such insulin decisions must be based upon actual blood glucose readings, taken frequently. we use the fastest acting insulins because then we can administer insulin immediately after knowing blood glucose levels and immediately before eating meals or snacks. insulin pumps are also an excellent way to administer insulin and gain even more flexibility for food and activity changes, as well as further decreasing hypoglycemia. about 30 % of our patients are now using insulin pumps, with good results. i suspect that the use of insulin pumps will continue to increase because they offer improved glucose control coupled with decreased hypoglycemia. frequent testing is paramount the next big goal will be less expensive and more reliable continuous glucose monitoring. when that is achieved, more people will use continuous glucose monitors to “ alarm ” for trending higher or lower glucose values, rather than waiting until the highest or lowest values have already been reached.


will be less expensive and more reliable continuous glucose monitoring. when that is achieved, more people will use continuous glucose monitors to “ alarm ” for trending higher or lower glucose values, rather than waiting until the highest or lowest values have already been reached. for now, one of the keys to management involves teaching people to use fingerstick testing frequently enough. then we must help them to actually use this information, by analyzing logbooks or downloaded bg information to look for patterns. although the patterns change with growth and with normal changes in kids ’ lives, we can continue to respond on a weekly basis – at a minimum – to such changes, and adjust either food and / or insulin accordingly. with frequent testing, any immediate increase or decrease in blood glucose levels is known, without guesswork. this is important because many high and low episodes occur without symptoms. some people with diabetes believe that they can tell when their sugar levels are out of control, but unfortunately, this often turns out to be wishful thinking. doing bg testing and using the resulting information remains critical for “ tight control. ” this is easy to teach but difficult to accomplish because it requires sustained interest and continuous dealing with the frustrations that this illness brings to a family. support groups and chat rooms ( childrenwithdiabetes. com, ada ’ s wizdom, jdrf, camelsrfun ) are great places to go for intelligent and honest support. camping programs in the summer, and winter programs for peers, families, and grandparents, are also good for learning about diabetes and about how others are dealing with this chronic illness. good control is important for kids another key concept is the importance of blood glucose control even in very young and school - aged children. several years ago, some misinformation was publicized based upon good research that turned out to be incorrect : researchers wrote that the pre - pubertal years “ did not count ” towards complications. this turned out to be false, and many subsequent research studies have refuted this “ safe ” time. the notion that “ it isn ’ t so bad to have high sugar levels for so many years because it doesn ’ t cause eye, kidney or nerve damage ” is just incorrect. although the dcct did not include such pre - pubertal children, it makes sense that the same damage that occurs with older teens and adults can occur with younger children. of course, high sugar damage takes many years to show up, so it is reasonable to see delays in clinically apparent problems. when using sophisticated research methods


makes sense that the same damage that occurs with older teens and adults can occur with younger children. of course, high sugar damage takes many years to show up, so it is reasonable to see delays in clinically apparent problems. when using sophisticated research methods, however, the forerunners of such damage are seen to exist. so, what is the rationale then for telling children and families that it is okay to keep blood glucose levels high? the only rationale i know of involves avoiding hypoglycemia ( lows ). it ’ s important to remember, however, that treatment should include maximum avoidance of hyperglycemia ( high blood glucose ) while minimizing hypoglycemia that is recurrent or severe ( convulsions, unconscious reactions, and hypoglycemic events needing help from others ). scientific research has helped to liberalize food prescriptions and the strict food approaches of years past. dietary consistency from day - to - day is still very important, however, including portion control and timing as well as food choices. carbohydrate counting offers the most flexibility. it ’ s also quite easy to teach and to understand because it couples an insulin - to - carb ratio ( how much insulin is needed for how many grams of carbohydrates ) to very specific food and snack choices. with a basal - bolus insulin approach or an insulin pump approach, this can help enormously. adding the glycemic index approach is helpful because it explains how to use simple sugars ( juices, fruits, candy ) for immediate coverage of physical activity, thereby preventing hypoglycemia. it helps explain the differing effects that foods such as potatoes, bread, rice, pasta and beans, as well as high fiber grains, have on blood glucose levels. it ’ s also helpful to know that mixing carbohydrates with high protein / high fat foods slows down stomach absorption, which explains the delayed hyperglycemia that occurs when such foods are eaten. diabetes has always been in the forefront of psychosocial research aimed at understanding the behavioral component of dealing with chronic illness. what we now call the empowerment model is very helpful because it allows health care professionals to avoid getting frustrated when patients and family members do not make the same choices as we would. it also shifts the focus to helping people take responsibility for their own decisions, whether for their children or for themselves. as kids grow and mature, they should take on more self - care responsibility and


members do not make the same choices as we would. it also shifts the focus to helping people take responsibility for their own decisions, whether for their children or for themselves. as kids grow and mature, they should take on more self - care responsibility and be taught how to go about making such choices. this should not be done too early, since parental supervision is required even for many adolescents. open and honest discussions should involve such topics as how well everyone is doing, what choices are actually being made, and how the a1c values reflect such choices. eating disorders, abusive family situations, depression, and learning disabilities often interfere with diabetes care for children and adolescents and should be considered when things are not going well. families disrupted by poverty, divorce, and other such issues need extra assistance in order to place the stresses and burdens of living with diabetes into proper context. normal adolescent rebellion is a fact of life, yet can destroy diabetes health if taken too far afield. here again, supervision by the diabetes team, coupled with family involvement and honest, empowerment - style discussions, can help not only identify such problems, but also figure out workable solutions. adolescence is not automatically a time for diabetes havoc. the underlying reasons for such problems must be acknowledged and investigated, even if it means adults need to resume more direct responsibility for care - giving. after an adolescent finishes high school, there is a period of transition with more direct self - care, and often a movement away from close diabetes team follow - up. this can occur with health insurance changes and also with going away to college. it involves issues of sexuality and dating, pregnancy prevention, alcohol, smoking, marijuana, and drugs, as well as bg monitoring, timing of food and insulin, sleeping late, and overall erratic lifestyle and schedules. obviously, all this can cause major problems when interacting with diabetes care needs, and frequently this is a time when diabetes control suffers. it ’ s often helpful to address these issues up front, discuss them, and strategize about what might be an alternative. whether or not to stay with the pediatric and adolescent diabetes team of health care professionals, to find a new group at school, or to switch to an adult diabetes team should also be reviewed. our patients often opt to stay with us for their diabetes specialty care, although they switch from pediatricians to family physicians or internists for their primary care. the problems facing children with type 1 diabetes around the world are remarkably similar. sound psychosocial support, empowerment, and physiologic intensified


specialty care, although they switch from pediatricians to family physicians or internists for their primary care. the problems facing children with type 1 diabetes around the world are remarkably similar. sound psychosocial support, empowerment, and physiologic intensified glucose control remain the cornerstones to success with kids and adolescents. dr. brink ’ s top ten tips 1. aim for as near normal blood glucose levels as possible before meals ( 100 is the magic number to remember ). 2. as a secondary goal, aim for as near normal post - meal blood glucose as possible ( less than 140, if possible ). 3. aim for a1c levels below 7 % ( assuming normal levels are approximately 4 - 6 % ) ; this gives optimal control and minimal hypoglycemia under most circumstances. 4. understand that it is not possible to have such results 100 % of the time. 5. do blood glucose testing frequently. 6. have diabetes appointments at least every three months. in the dcct, we achieved results in the intensive treatment group by seeing people every month, so this schedule should be considered. it has long been our own team ’ s philosophy. 7. work with dietitians and nurses as well as physicians. 8. work with psychologists, social workers, and other support staff who can help with behavioral issues as often as needed. 9. identify family genetic risks : heart, blood pressure, weight, smoking, lipid, thyroid, and celiac problems. 10. monitor the above - listed risks at least annually, because they are more common in youngsters and adolescents with type 1 diabetes. apr 13, 2007


on this page : - what are gallstones? - what causes gallstones? - who is at risk for gallstones? - what are the symptoms of gallstones? - how are gallstones diagnosed? - how are gallstones treated? - do people need their gallbladder? - points to remember - hope through research - for more information what are gallstones? gallstones are small, pebble - like substances that develop in the gallbladder. the gallbladder is a small, pear - shaped sac located below your liver in the right upper abdomen. gallstones form when liquid stored in the gallbladder hardens into pieces of stone - like material. the liquid — called bile — helps the body digest fats. bile is made in the liver, then stored in the gallbladder until the body needs it. the gallbladder contracts and pushes the bile into a tube — called the common bile duct — that carries it to the small intestine, where it helps with digestion. bile contains water, cholesterol, fats, bile salts, proteins, and bilirubin — a waste product. bile salts break up fat, and bilirubin gives bile and stool a yellowish - brown color. if the liquid bile contains too much cholesterol, bile salts, or bilirubin, it can harden into gallstones. the two types of gallstones are cholesterol stones and pigment stones. cholesterol stones are usually yellow - green and are made primarily of hardened cholesterol. they account for about 80 percent of gallstones. pigment stones are small, dark stones made of bilirubin. gallstones can be as small as a grain of sand or as large as a golf ball. the gallbladder can develop just one large stone, hundreds of tiny stones, or a combination of the two. gallstones can block the normal flow of bile if they move from the gallbladder and lodge in any of the ducts that carry bile from the liver to the small intestine. the ducts include the - hepatic ducts, which carry bile out of the liver - cystic duct, which takes bile to and from the gallbladder - common bile duct, which takes bile from the cystic and hepatic ducts to the small intestine bile trapped in these ducts can cause inflammation in the gallbladder, the ducts, or in rare cases, the liver. other ducts open into the common bile duct, including


and hepatic ducts to the small intestine bile trapped in these ducts can cause inflammation in the gallbladder, the ducts, or in rare cases, the liver. other ducts open into the common bile duct, including the pancreatic duct, which carries digestive enzymes out of the pancreas. sometimes gallstones passing through the common bile duct provoke inflammation in the pancreas — called gallstone pancreatitis — an extremely painful and potentially dangerous condition. if any of the bile ducts remain blocked for a significant period of time, severe damage or infection can occur in the gallbladder, liver, or pancreas. left untreated, the condition can be fatal. warning signs of a serious problem are fever, jaundice, and persistent pain. what causes gallstones? scientists believe cholesterol stones form when bile contains too much cholesterol, too much bilirubin, or not enough bile salts, or when the gallbladder does not empty completely or often enough. the reason these imbalances occur is not known. the cause of pigment stones is not fully understood. the stones tend to develop in people who have liver cirrhosis, biliary tract infections, or hereditary blood disorders — such as sickle cell anemia — in which the liver makes too much bilirubin. the mere presence of gallstones may cause more gallstones to develop. other factors that contribute to the formation of gallstones, particularly cholesterol stones, include sex. women are twice as likely as men to develop gallstones. excess estrogen from pregnancy, hormone replacement therapy, and birth control pills appears to increase cholesterol levels in bile and decrease gallbladder movement, which can lead to gallstones. family history. gallstones often run in families, pointing to a possible genetic link. weight. a large clinical study showed that being even moderately overweight increases the risk for developing gallstones. the most likely reason is that the amount of bile salts in bile is reduced, resulting in more cholesterol. increased cholesterol reduces gallbladder emptying. obesity is a major risk factor for gallstones, especially in women. diet. diets high in fat and cholesterol and low in fiber increase the risk of gallstones due to increased cholesterol in the bile and reduced gallbladder emptying. rapid weight loss. as the body metabolizes fat during prolonged fasting and rapid weight loss — such as “ crash diets ”


increase the risk of gallstones due to increased cholesterol in the bile and reduced gallbladder emptying. rapid weight loss. as the body metabolizes fat during prolonged fasting and rapid weight loss — such as “ crash diets ” — the liver secretes extra cholesterol into bile, which can cause gallstones. in addition, the gallbladder does not empty properly. age. people older than age 60 are more likely to develop gallstones than younger people. as people age, the body tends to secrete more cholesterol into bile. ethnicity. american indians have a genetic predisposition to secrete high levels of cholesterol in bile. in fact, they have the highest rate of gallstones in the united states. the majority of american indian men have gallstones by age 60. among the pima indians of arizona, 70 percent of women have gallstones by age 30. mexican american men and women of all ages also have high rates of gallstones. cholesterol - lowering drugs. drugs that lower cholesterol levels in the blood actually increase the amount of cholesterol secreted into bile. in turn, the risk of gallstones increases. diabetes. people with diabetes generally have high levels of fatty acids called triglycerides. these fatty acids may increase the risk of gallstones. who is at risk for gallstones? people at risk for gallstones include - women — especially women who are pregnant, use hormone replacement therapy, or take birth control pills - people over age 60 - american indians - mexican americans - overweight or obese men and women - people who fast or lose a lot of weight quickly - people with a family history of gallstones - people with diabetes - people who take cholesterol - lowering drugs what are the symptoms of gallstones? as gallstones move into the bile ducts and create blockage, pressure increases in the gallbladder and one or more symptoms may occur. symptoms of blocked bile ducts are often called a gallbladder “ attack ” because they occur suddenly. gallbladder attacks often follow fatty meals, and they may occur during the night. a typical attack can cause - steady pain in the right upper abdomen that increases rapidly and lasts from 30 minutes to several hours - pain in the back between the shoulder blades - pain under the right shoulder notify your doctor if you think you have experienced a gallbladder attack. although these attacks often pass as gallstones move, your gallbladder can become infected and rupture if a block


between the shoulder blades - pain under the right shoulder notify your doctor if you think you have experienced a gallbladder attack. although these attacks often pass as gallstones move, your gallbladder can become infected and rupture if a blockage remains. people with any of the following symptoms should see a doctor immediately : - prolonged pain — more than 5 hours - nausea and vomiting - fever — even low - grade — or chills - yellowish color of the skin or whites of the eyes - clay - colored stools many people with gallstones have no symptoms ; these gallstones are called “ silent stones. ” they do not interfere with gallbladder, liver, or pancreas function and do not need treatment. how are gallstones diagnosed? frequently, gallstones are discovered during tests for other health conditions. when gallstones are suspected to be the cause of symptoms, the doctor is likely to do an ultrasound exam — the most sensitive and specific test for gallstones. a handheld device, which a technician glides over the abdomen, sends sound waves toward the gallbladder. the sound waves bounce off the gallbladder, liver, and other organs, and their echoes make electrical impulses that create a picture of the gallbladder on a video monitor. if gallstones are present, the sound waves will bounce off them, too, showing their location. other tests may also be performed. computerized tomography ( ct ) scan. the ct scan is a noninvasive x ray that produces cross - section images of the body. the test may show the gallstones or complications, such as infection and rupture of the gallbladder or bile ducts. cholescintigraphy ( hida scan ). the patient is injected with a small amount of nonharmful radioactive material that is absorbed by the gallbladder, which is then stimulated to contract. the test is used to diagnose abnormal contraction of the gallbladder or obstruction of the bile ducts. endoscopic retrograde cholangiopancreatography ( ercp ). ercp is used to locate and remove stones in the bile ducts. after lightly sedating you, the doctor inserts an endoscope — a long, flexible, lighted tube with a camera — down the throat and through the stomach and into the small intestine. the endoscope is connected to a computer and video monitor. the doctor guides the endoscope and injects a special dye that helps the bile ducts


camera — down the throat and through the stomach and into the small intestine. the endoscope is connected to a computer and video monitor. the doctor guides the endoscope and injects a special dye that helps the bile ducts appear better on the monitor. the endoscope helps the doctor locate the affected bile duct and the gallstone. the stone is captured in a tiny basket and removed with the endoscope. blood tests. blood tests may be performed to look for signs of infection, obstruction, pancreatitis, or jaundice. because gallstone symptoms may be similar to those of a heart attack, appendicitis, ulcers, irritable bowel syndrome, hiatal hernia, pancreatitis, and hepatitis, an accurate diagnosis is important. how are gallstones treated? if you have gallstones without symptoms, you do not require treatment. if you are having frequent gallbladder attacks, your doctor will likely recommend you have your gallbladder removed — an operation called a cholecystectomy. surgery to remove the gallbladder — a nonessential organ — is one of the most common surgeries performed on adults in the united states. nearly all cholecystectomies are performed with laparoscopy. after giving you medication to sedate you, the surgeon makes several tiny incisions in the abdomen and inserts a laparoscope and a miniature video camera. the camera sends a magnified image from inside the body to a video monitor, giving the surgeon a close - up view of the organs and tissues. while watching the monitor, the surgeon uses the instruments to carefully separate the gallbladder from the liver, bile ducts, and other structures. then the surgeon cuts the cystic duct and removes the gallbladder through one of the small incisions. recovery after laparoscopic surgery usually involves only one night in the hospital, and normal activity can be resumed after a few days at home. because the abdominal muscles are not cut during laparoscopic surgery, patients have less pain and fewer complications than after “ open ” surgery, which requires a 5 - to 8 - inch incision across the abdomen. if tests show the gallbladder has severe inflammation, infection, or scarring from other operations, the surgeon may perform open surgery to remove the gallbladder. in some cases, open surgery is planned ; however, sometimes these problems are discovered during the laparoscopy and the surgeon must make a


infection, or scarring from other operations, the surgeon may perform open surgery to remove the gallbladder. in some cases, open surgery is planned ; however, sometimes these problems are discovered during the laparoscopy and the surgeon must make a larger incision. recovery from open surgery usually requires 3 to 5 days in the hospital and several weeks at home. open surgery is necessary in about 5 percent of gallbladder operations. the most common complication in gallbladder surgery is injury to the bile ducts. an injured common bile duct can leak bile and cause a painful and potentially dangerous infection. mild injuries can sometimes be treated nonsurgically. major injury, however, is more serious and requires additional surgery. if gallstones are present in the bile ducts, the physician — usually a gastroenterologist — may use ercp to locate and remove them before or during gallbladder surgery. occasionally, a person who has had a cholecystectomy is diagnosed with a gallstone in the bile ducts weeks, months, or even years after the surgery. the ercp procedure is usually successful in removing the stone in these cases. nonsurgical approaches are used only in special situations — such as when a patient has a serious medical condition preventing surgery — and only for cholesterol stones. stones commonly recur within 5 years in patients treated nonsurgically. oral dissolution therapy. drugs made from bile acid are used to dissolve gallstones. the drugs ursodiol ( actigall ) and chenodiol ( chenix ) work best for small cholesterol stones. months or years of treatment may be necessary before all the stones dissolve. both drugs may cause mild diarrhea, and chenodiol may temporarily raise levels of blood cholesterol and the liver enzyme transaminase. contact dissolution therapy. this experimental procedure involves injecting a drug directly into the gallbladder to dissolve cholesterol stones. the drug — methyl tert - butyl ether — can dissolve some stones in 1 to 3 days, but it causes irritation and some complications have been reported. the procedure is being tested in symptomatic patients with small stones. do people need their gallbladder? fortunately, the gallbladder is an organ people can live without. your liver produces enough bile to digest a normal diet. once the gallbladder is removed, bile flows out of the liver through the hepatic ducts into the common bile duct and directly into the small intestine, instead


live without. your liver produces enough bile to digest a normal diet. once the gallbladder is removed, bile flows out of the liver through the hepatic ducts into the common bile duct and directly into the small intestine, instead of being stored in the gallbladder. because now the bile flows into the small intestine more often, softer and more frequent stools can occur in about 1 percent of people. these changes are usually temporary, but talk with your health care provider if they persist. points to remember - gallstones form when bile hardens in the gallbladder. - gallstones are more common among older adults ; women ; american indians ; mexican americans ; people with diabetes ; those with a family history of gallstones ; people who are overweight, obese, or undergo rapid weight loss ; and those taking cholesterol - lowering drugs. - gallbladder attacks often occur after eating a meal, especially one high in fat. - symptoms can mimic those of other problems, including a heart attack, so an accurate diagnosis is important. - gallstones can cause serious problems if they become trapped in the bile ducts. - laparoscopic surgery to remove the gallbladder is the most common treatment. hope through research animal research has helped identify several genes that may determine which people are more prone to gallstones. in spite of many well - defined risk factors for gallstones, researchers continue to look for genes that may identify susceptibility in humans. researchers also believe that the growing global epidemic of obesity may increase rates of gallbladder disease worldwide. for more information international foundation for functional gastrointestinal disorders p. o. box 170864 milwaukee, wi 53217 – 8076 phone : 1 – 888 – 964 – 2001 or 414 – 964 – 1799 national digestive diseases information clearinghouse the national digestive diseases information clearinghouse ( nddic ) is a service of the national institute of diabetes and digestive and kidney diseases ( niddk ). the niddk is part of the national institutes of health of the u. s. department of health and human services. established in 1980, the clearinghouse provides information about digestive diseases to people with digestive disorders and to their families, health care professionals, and the public. the nddic answers inquiries, develops and distributes publications, and works closely with professional and patient organizations and government agencies to coordinate resources about digestive diseases. publications produced by the clearinghouse are carefully reviewed by both ni


beyond list and gist : factors contributing to accurate memory for verse date of completion three experiments examined how rhythmic movements influenced participants ' memories for the surface features of connected text by manipulating the meaning, meter, or rhyme. in all three experiments, participants were asked to either rhythmically move or remain still as they listened to a model recite limericks. in experiments 2 and 3, their movement was also manipulated as they were tested on single - line test items that came from limericks they had not previously heard, came directly from the limericks they had learned or that modified the meaning, meter, rhyme or surface features of the original lines. moving during learning and testing did not affect participant ' s ability to discriminate between original and foil items. however, participants were generally less confident in the answers they gave when the material had been learned while moving than when not moving. in contrast, they were more confident in the answer they gave when they were tested while moving compared to not moving. participants ' ability to discriminate between originals and foils was affected by the type of stimulus to which they were responding. they were best able to detect changes to the meaning of the original, and worst to detect changes that modified the surface features without changing the meaning, meter or rhyme scheme. this result is consistent with a large body of literature showing better memory for gist than for surface features. ^ begosh, kristen t, " beyond list and gist : factors contributing to accurate memory for verse " ( 2012 ). doctoral dissertations. paper aai3520406.


the effect of temperature on the root growth of coniferous seedlings the purpose of this study was to determine the effect of temperature on the root growth of eight principal coniferous tree species prevalent in the western united states - - pseudotsuga menziesii, pinus ponderosa, pinus contorts, picea engelmanni, pinus edulis, picea pungens, abies lasiocarpa, and abies concolor. each year billions of seeds fall from these trees, providing ample opportunity for the establishment of dense young stands of seedlings, yet only a small fraction of the seeds become established as plants. what factors then are involved in the establishment and elimination of tree seedlings? many, perhaps even most, of the seeds never have a chance to germinate. the reasons for failure are numerous and include considerable loss from rodents, insects, and disease. some seeds are not viable to begin with. moisture, in optimum concentration, is a beneficial factor which promotes germination. a prolonged period without water, however, will cause seeds to lose their viability. on the other hand, an excessive amount of water may encourage the growth of fungi, some types of which are capable of destroying seeds. in spite of the above handicaps many seeds manage to germinate, but a number of factors influence the growth of new plants, some causing heavy mortality. a small proportion of the plants originating from germinated seeds survives to become mature trees. first emerging from the seed after germination is the radicle, or root. this embryonic component emerges from an insulated environment within the seedcoat to face various environmental conditions which prevail in the microclimate where the seed has fallen. barring destruction from natural catastrophe or from fungal attack, each seedling ' s further development is dependent upon the effect of several environmental factors. in order for the seedling to survive, the factors must react favorably upon the newly exposed radicle ; for unless the seed has fallen directly on mineral soil the radicle must reach down into the soil. this exposure to the air accounts for considerable mortality, and unless the seed has a cover of some type, it probably will not even geminate. since a comprehensive study of all environmental factors and their effect on growth would have been much too exhaustive for this project, the study of only one factor and its effect on one plant part was undertaken. more specifically, this study attempted to isolate some effects of temperature on root elongation and root


their effect on growth would have been much too exhaustive for this project, the study of only one factor and its effect on one plant part was undertaken. more specifically, this study attempted to isolate some effects of temperature on root elongation and root penetration in the soil. other findings which were useful in the interpretation of the results were included. the basic data received from the experiment were from the scientific than the practical point of view. possibly the greatest value was experience gained in working under controlled conditions and in the development of techniques. in spite of the type of data which was gathered, however, several discoveries were made concerning both plant reaction to temperature and plant growth in general which helped to explain some ecological phenomena. the need for experimentation in this field is evident when one reads the recently published textbook on tree physiology by kramer and koslowski ( 1960 ). nearly all of the 14 pages devoted to temperature and growth discussed the various plant injuries caused by temperature. little information was offered concerning temperature and growth rates, especially with conifers. that, of course, was no fault of the authors but merely served to emphasize the need for research in this area. owen, thomas j. ( 1962 ). the effect of temperature on the root growth of coniferous seedlings. ms. 131p.


benedict xvi, however, is one of the rare popes who have departed for any reason other than death. the last was 598 years ago, pope gregory xii, in 1415. pope benedict ’ s decision reflects both the torrid pace of official life for a man who leads 1 billion christians worldwide and indirectly, some believe, of reasons to elect popes of a younger age. benedict was 78 when elected in 2005, the oldest pope at election since the 1700s. his predecessor, john paul ii, was younger and reigned for 27 years, during a transformative era in world politics and in the way the catholic church influences culture. as recently as the 19th century the popes wielded significant political authority because they headed the papal states, a part of what later became a united italy. pope benedict had to deal with an international scandal of sexual abuse by priests of children, nowhere more openly than in the united states, where lawsuits against the church as a corporation proliferated and led to huge monetary settlements paid to victims and their families in some cases. the same behavior surfaces in many other religious organizations, but no one else has 25 percent of the u. s. population and roughly half all the 2 billion christians worldwide. already, published lists of possible successors include names of cardinals from outside europe – including cardinal timothy dolan of new york, to names from brazil and others from africa and asia. an election of a non - european would be unprecedented, but also an acknowledgment that catholic growth, like that of many non - catholic churches, is in the developing world. the surprise of an unexpected resignation is no different from the retirements of beloved ministers and priests in non - catholic congregations, but the magnitude is multiplied because no one living has ever experienced it within catholicism.


starting in python 1. 4, python provides a special make file for building make files for building dynamically - linked extensions and custom interpreters. the make file make file builds a make file that reflects various system variables determined by configure when the python interpreter was built, so people building module ' s don ' t have to resupply these settings. this vastly simplifies the process of building extensions and custom interpreters on unix systems. the make file make file is distributed as the file misc / makefile. pre. in in the python source distribution. the first step in building extensions or custom interpreters is to copy this make file to a development directory containing extension module source. the make file make file, makefile. pre. in uses metadata provided in a file named setup. the format of the setup file is the same as the setup ( or setup. in ) file provided in the modules / directory of the python source distribution. the setup file contains variable definitions : and module description lines. it can also contain blank lines and comment lines that start with " # ". a module description line includes a module name, source files, options, variable references, and other input files, such as libraries or object files. consider a simple example : : this is the simplest form of a module definition line. it defines a module, extensionclass, which has a single source file, extensionclass. c. this slightly more complex example uses an - i option to specify an include directory : ec = / projects / extensionclass cpersistence cpersistence. c - i $ ( ec ) this example also illustrates the format for variable references. for systems that support dynamic linking, the setup file should begin : to indicate that the modules defined in setup are to be built as dynamically linked modules. a line containing only " * static * " can be used to indicate the subsequently listed modules should be statically linked. here is a complete setup file for building a cpersistent module : # set - up file to build the cpersistence module. # note that the text should begin in the first column. * shared * # we need the path to the directory containing the extensionclass # include file. ec = / projects / extensionclass cpersistence cpersistence. c - i $ ( ec ) after the setup file has been created, makefile. pre. in is run with the " boot " target to create a make file : make - f makefile.


teenager captures stunning photos of earth from space using a homemade spacecraftseptember 9, 2012 16 email article | print article what where you doing at the age of 19? smoking pot? snorting weed? dancing to metallica? while i don ’ t know what you were doing at that age, i do know what you weren ’ t doing — snapping awesome photos of our planet from outer - space using something you built buying parts off ebay. adam cudworth, on the other hand, is a different story. adam cudworth, a nineteen year old engineering student at nottingham university, built a homemade spacecraft consisting of a canon a570 digital camera put in an insulated box containing a gps chip, radio transmitter, and a self - programmed microprocessor. cudworth then attached his contraption, dubbed habe ( high altitude balloon experiments ), to an air balloon and launched habe into space where it captured nasa - quality photos of earth from a height of 110, 210 ft ( roughly 20 miles above ground ). once habe landed back on earth ( after the balloon burst in space ), cudworth was able to retrieve the photos by locating habe using the gps chip and radio transmitter he included. the following are the out of this world photos ( literally ) cudworth snapped : stunning. absolutely stunning. habe was also able to capture some photos of earth landscape while it was ascending to space, which you can view on cudworth ’ s flickr page. the best part? it cost cudworth roughly $ 600 ( £200 ) in parts, some of which he bought off ebay such as the camera, to build his habe contraption. of course it isn ’ t fair to compare cudworth ’ s experiment to the millions upon millions of dollars nasa spends on space research simply because of the vast differences in complexity ; however, if a nineteen year old university student can snap awesome photos of earth on less than $ 1, 000, you may be asking yourself where are your tax dollars going. despite the relatively low cost of cudworth ’ s project, don ’ t let yourself think it was an easy task that anyone can do over a weekend. cudworth spent roughly 40 hours of his free time building habe and had two failed attempts prior to this successful one. on the other hand, it should be mentioned cudworth claims to be no genius nor does he have any experience in physics outside of a high school physics class so it is possible that you


the g. b. pound the u. k. is the first region in the world to see inflation return. “ king says u. k. inflation jump – temporary – as rate reaches 3. 7 % “ may 18 ( bloomberg ) – bank of england governor mervyn king downplayed the threat of inflation after consumer prices jumped at the fastest annual pace since 2008, saying the surge is ” temporary ” and masks slack in the british economy. the bank of england will, obviously, not confirm that the u. k. is entering a period of inflation. however, the u. k., like most of the world, has printed tons of paper money in order to stem off the world wide recession. when there is an excess of paper currency floating through an economy, prices are automatically forced up. the mechanism is quite simple : a buyer wants to purchase an item, such as a car or a loaf of bread. he has extra printed currency in his pocket, given to him by his employer who received it from the government. the seller knows this. he raises his price. the buyer buys! ( what is paper money good for, if not to buy things? ) and inflation moves ahead. the u. s. dollar all the countries of the western world have borrowed far beyond their means and have created a recession. to make the recession go away, their politicos have turned on the printing presses and passed trillions of dollars, pounds, euros, yen and yuan to their banks. this process happened in the u. s., europe, japan and china. this will result in a world wide inflation! in the u. s., today, tuesday, may 18, 2010, the core ppi ( purchasing price index ) went up. 2 of a percent. not much, but the beginning. inflation has its advantages and disadvantages. because inflation cheapens the value of money, it erases debt. throughout recent history, weak countries across the world have erased their debts by inflating ( or de - valuing ) their currencies. ( twenty years ago, greece would have ignored its debt simply by printing more drachmas. } now greece and the other debtor countries will have to wait for the euro to become cheap. exporting countries such as germany and china do not like to see their currencies cheapen, since the cheapness reduces their purchasing power when their work is paid for in a cheaper currency. for that reason, the hard working countries of the world want a stable currency.


the term “ refined ” may evoke notions of knowledge, wealth, and sophistication. when it comes to food, however, this term is a euphemism at best. once upon a time, “ white foods ” or refined carbohydrates were considered a delicacy in the west. brown bread and other whole grains were looked down upon as the food of the poor. in actuality, people were paying more money for less nutrition. refinement is a process by which the two outer layers of a grain, know as the bran and germ, are stripped away. most of the nutrients in grains, such as fiber, iron, calcium, vitamin e, and the b vitamins, are stored in these outer layers. in order to make up for this nutrient loss, many refined foods are “ enriched, ” by the addition of small amounts of nutrients back into the food. an increased shelf life is the primary economic motive for such refinement. the stripped away nutrients also receive a premium in today ’ s booming supplement market. according to ayurveda, refined foods disrupt the normal course of metabolism. a diet high in refined foods creates ama in the body. foods such as white flour, white rice, and white sugar are also often bleached, increasing their toxicity. the lack of fiber and roughage in such foods also makes it more difficult to them to pass through the digestive tract, as evidenced by the widespread problem of constipation in the west.


this lesson shows students how broadly the lend - lease act of march 1941 empowered the federal government — particularly the president — and asks students to investigate how fdr promoted the program in speeches and then in photographs. this launchpad focuses on the expansion of executive power involved in the lend - lease program. about a century has passed since the events at the center of this lesson - the haymarket affair, the homestead strike, and the triangle shirtwaist factory fire. in this lesson, students use primary historical sources to explore some of the questions raised by these events, questions that continue to be relevant in debates about american society : where do we draw the line between acceptable business practices and unacceptable working conditions? can an industrial - and indeed a post - industrial - economy succeed without taking advantage of those who do the work? this lesson looks at thomas paine and at some of the ideas presented in his pamphlet common sense, such as national unity, natural rights, the illegitimacy of the monarchy and of hereditary aristocracy, and the necessity for independence and the revolutionary struggle. american foreign policy resonates with the same issues as the debate over u. s. entry into the league of nations - collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, the use of force to accomplish idealistic goals, the idea of america. understanding the debate over the league and the consequences of its ultimate failure provides insight into international affairs in the years since the end of the great war and beyond. in this lesson, students read the words and listen to the voices of some central participants in the debate over the league of nations.


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


created one for each grade level ), kids learn how to tag, organize, and share their finds with everyone else in the group. everyone benefits from group knowledge, and the students learn an important skill that will stay with them and grow throughout their academic lives. who owns the learning in the classroom : teacher or students? this was a question alan posed an hour or two into the workshop that really got me thinking about how the traditional role of a teacher has changed over the last 20 or so years. gone are the days ( hopefully ) of the sage on the stage teacher at the blackboard spewing out information to struggling students with 30 different learning styles. however, we do still need to recalibrate the balance of learning between teacher and students. who works harder in the classroom? the teacher or the students? ask yourself this question and see what answer you come up with. then ask yourself, what can i do to recalibrate to enable students to own their learning. for inspiration, watch michael wesch ’ s ted talk called, “ from knowledgeable to knowledge - able. ” edtechideas : have students take a photo of something in your life and use it to explain a concept. take a character from a book and have students write dialogue of a topic that is not in the book, that shows their understanding of the character ’ s qualities / personality. use a hotseat - type activity and ask students questions. have students go to the cafeteria and video what kids are eating for lunch – make a production about healthy choices ; graph the results. take photos of simple machines – use photoshop to diagram the parts of what makes the subject a simple machine. ask google - proof questions. create a google map assignment. have students make book trailers instead of writing book reports. as with most workshops, the overwhelming influx of ideas from alan ’ s workshop left teachers with a mix of emotions, feeling somewhere in - between, “ i ’ m not doing enough ” and “ there ’ s so much out there, i want to try everything now! ” a suggestion that mike pelletier aptly calls, “ tbc ” ( tech baby steps ) is always a good idea. begin with just one thing that grabbed your attention and go with it – make it work for your classroom, not as an add - on, but as an integration. notes, take - aways, the tweet sheet, and workshop info can be found here, thanks to jay atwood. also a very special thanks to alan november for an


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


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


age discrimination law age discrimination occurs when an employee or job applicant receives less favorable treatment because of their age. state law and the federal age discrimination in employment act, also called the adea ( 29 u. s. c. 621 to 634 ), prohibit employers from discriminating against protected workers or applicants because of age. who is covered by the adea the adea protects workers age 40 and older from age - based discrimination that relates to terms, conditions, or privileges of employment. the adea applies to workplaces with 20 or more employees, including labor organizations, employment agencies, state and local governments, and the federal government. age discrimination law and the employment relationship an employer may not discriminate based on age when making employment decisions about hiring, firing, promotions, layoffs, compensation, benefits, job assignments, and training. even if a practice or policy appears neutral because it applies to all workers, if it results in a negative impact on workers age 40 or older and it is not based on a reasonable factor other than age, it may be illegal. age discrimination law and harassment employees covered by the act also receive protection from harassment based on age when behavior is frequent and severe enough to create a hostile or offensive work environment or results in an adverse employment decision against the protected worker. exceptions to the adea besides the exception for companies with fewer than 20 employees, other exceptions to the law apply, including : - bona fide occupational qualification ( bfoq ). certain age limitations are allowable if there is a bona fide reason to implement them. the age limitation in question must be necessary in order for the worker to perform the functions of the job adequately. there must be a reasonable belief that workers over a certain age are unable to perform the job safely or it is highly impracticable or even impossible to assess each worker individually. - bona fide seniority system. a seniority system determines benefits and wages. - reasonable factors other than age ( rfoa ). the employees experience, education, or skills justify different treatment. - bona fide executive or high policymaker. executives and people that occupy high policy making positions can be forced to retire at age 65 if they will receive a minimum annual pension benefit of at least $ 44, 000. adea protection from discriminatory practices includes : - apprentice programs : age limitations are only valid if an adea exception applies or if the equal employment opportunity commission ( eeoc ) grants an exemption. - job notices and advertisements : the adea prohibits age specifications and


from discriminatory practices includes : - apprentice programs : age limitations are only valid if an adea exception applies or if the equal employment opportunity commission ( eeoc ) grants an exemption. - job notices and advertisements : the adea prohibits age specifications and limitations unless a bona fide occupational qualification exception applies. - pre - employment inquiries : the adea allows requests for age or date of birth information, but such requests may give rise to scrutiny to ensure that the acquisition of the information was for a lawful purpose permitted by the adea. - benefits : the older workers benefit protection act ( 29 u. s. c. 623, 626, and 630 ) prohibits an employer from using the age of a worker as a basis for denying benefits. in general, the employer must provide equal benefits to both younger and older workers. however, in some circumstances the law allows an employer to provide reduced benefits if the cost is the same as providing benefits to younger workers. in other cases, employers may give older workers less benefits than younger workers if they provide additional benefits that are equal to the difference. waiver of adea rights and claims an employee can waive adea rights or claims in a settlement offer or when participating in an employment termination program or an exit incentive program ( early retirement program ). a valid waiver must meet certain minimum requirements, including : - it is in writing and is understandable ; - it specifically refers to adea claims and rights ; - it does not waive future rights and claims ; - it is given in exchange for something valuable that the worker is not already entitled to receiving ; - it advises the worker to consult with an attorney before signing the waiver ; and - it gives the worker at least 21 days to think about the waiver and at least 7 days to revoke it after signing it. additional requirements apply to waivers involving an employment termination program or an exit incentive program. age discrimination and state laws many states have laws prohibiting age discrimination. while some offer the same protection as federal law, other states provide even greater protection to workers under age 40 or apply to employers with fewer than 20 employees. filing an age discrimination claim a protected person may file an age discrimination claim under both state and federal law or under just one. an employee must file a complaint based on federal law with the eeoc and a state - based claim with the appropriate state agency. if based on a state law prohibiting age discrimination in the workplace and if enforced by a state agency, a worker must file a claim within 300 days of the discrim


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


| this article does not cite any references or sources. ( january 2012 ) | hastings rashdall ( 1858 – 1924 ) was an english philosopher who expounded a theory known as ideal utilitarianism. son of an anglican priest, he was educated at harrow and received a scholarship for new college, oxford. after short tenures at st david ' s university college and university college, durham, rashdall was made a fellow of new college, oxford, and dedicates his main work, the theory of good and evil, to the memory of his teachers thomas hill green and henry sidgwick. the dedication is appropriate, for the particular version of utilitarianism put forward by rashdall owes elements to both green and sidgwick. whereas he holds that the concepts of good and value are logically prior to that of right, he gives right a more than instrumental significance. his idea of good owes more to green than to the hedonistic utilitarians. " the ideal of human life is not the mere juxtaposition of distinct goods, but a whole in which each good is made different by the presence of others. " rashdall has been eclipsed as a moral philosopher by g. e. moore, who advocated similar views in his earlier work principia ethica. his historical study, the universities of europe in the middle ages, was described in the introduction to its recent reprinting as " one of the first comparative works on the subject " whose " scope and breadth has assured its place as a key work in intellectual history. " he was president of the aristotelian society from 1904 to 1907, a member of the christian social union from its inception in 1890, and was an influential anglican modernist theologian of the time, being appointed to a canonry in 1909. rashdall was also a berkeleyan, believing in metaphysical idealism. he was dean of carlisle from 1917 to 1924. " happiness represents satisfaction with one ' s existence as a whole. " selected works | wikisource has original works written by or about : - rashdall, hastings ( 2010 ). the universities of europe in the middle ages, 2 vols. in 3 parts. cambridge : cambridge university press [ orig. oxford : clarendon press ]. isbn 978 - 1 - 108 - 01813 - 5. - doctrine and development : university sermons ( 1898 ) - christus in ecclesia : sermons on the church and its institutions ( 1904 ) - the theory of


| james ewell brown stuart | | nickname | | jeb, beauty, knight of the golden spurs | february 6, 1833 | patrick county, virginia | died | | may 12, 1864 | place of burial | | hollywood cemetery | | allegiance | | united states of america confederate states of america | service / branch | | confederate states army | | years of service | | 1854 – 61 ( usa ) | rank | | captain ( usa ) major general ( csa ) | commands held | | cavalry corps, army of northern virginia | james ewell brown " jeb " stuart ( february 6, 1833 – may 12, 1864 ) was a u. s. army officer from virginia and a confederate states army general during the american civil war. he was known to his friends as " jeb ", from the initials of his given names. stuart was a cavalry commander known for his mastery of reconnaissance and the use of cavalry in support of offensive operations. while he cultivated a cavalier image ( red - lined gray cape, yellow sash, hat cocked to the side with an ostrich plume, red flower in his lapel, often sporting cologne ), his serious work made him the trusted eyes and ears of robert e. lee ' s army and inspired southern morale. stuart graduated from west point in 1854 and served in texas and kansas with the u. s. army, a veteran of the frontier conflicts with native americans and the violence of bleeding kansas. he participated in the capture of john brown at harpers ferry. resigning when his home state of virginia seceded, he served first under stonewall jackson in the shenandoah valley, but then in increasingly important cavalry commands of the army of northern virginia, playing a role in all of that army ' s campaigns until his death. he established a reputation as an audacious cavalry commander and on two occasions ( during the peninsula campaign and the maryland campaign ) circumnavigated the union army of the potomac, bringing fame to himself and embarrassment to the north. at the battle of chancellorsville, he distinguished himself as a temporary commander of the wounded stonewall jackson ' s infantry corps. arguably stuart ' s most famous campaign, gettysburg, was marred when he was surprised by a union cavalry attack at the battle of brandy station and by his separation from lee ' s army for an extended period, leaving lee unaware of union troop movements and arguably contributing to the confederate defeat at the battle of gettysburg. stuart received significant criticism from the southern press as well as the postbellum proponents of the lost cause


from lee ' s army for an extended period, leaving lee unaware of union troop movements and arguably contributing to the confederate defeat at the battle of gettysburg. stuart received significant criticism from the southern press as well as the postbellum proponents of the lost cause movement, but historians have failed to agree on whether stuart ' s exploit was entirely the fault of his judgment or simply bad luck and lee ' s less - than - explicit orders. during the 1864 overland campaign, union maj. gen. philip sheridan ' s cavalry launched an offensive to defeat stuart, who was mortally wounded at the battle of yellow tavern. his wife wore black for the rest of her life in rememberence of her perished husband. early life stuart was born at laurel hill farm, a plantation in patrick county, virginia, near the border with north carolina. he was of scottish american / scots - irish descent. he was the eighth of eleven children and the youngest of the five sons to survive past early age. his great grandfather, major alexander stuart, commanded a regiment at the battle of guilford court house during the american revolutionary war. his father, archibald stuart, was a war of 1812 veteran, slaveholder, attorney, and democratic politician who represented patrick county in both houses of the virginia general assembly, and also served one term in the united states house of representatives. archibald was a cousin of alexander hugh holmes stuart. elizabeth letcher pannill stuart, jeb ' s mother, who was known as a strict religious woman with a good sense for business, ran the family farm. stuart was educated at home by his mother and tutors until the age of twelve, when he left laurel hill to be educated by various teachers in wytheville, virginia, and at the home of his aunt anne ( archibald ' s sister ) and her husband judge james ewell brown ( stuart ' s namesake ) at danville. he entered emory and henry college when he was fifteen, and attended from 1848 to 1850. during the summer of 1848, stuart attempted to enlist in the u. s. army, but was rejected as underaged. he obtained an appointment in 1850 to the united states military academy at west point, new york, from representative thomas hamlet averett, the man who had defeated his father in the 1848 election. stuart was a popular student and was happy at the academy. although not handsome in his teen years, his classmates called him by the nickname " beauty ", which they described as his " personal comeliness in inverse ratio to the term employed. " he possessed a chin


popular student and was happy at the academy. although not handsome in his teen years, his classmates called him by the nickname " beauty ", which they described as his " personal comeliness in inverse ratio to the term employed. " he possessed a chin " so short and retiring as positively to disfigure his otherwise fine countenance. " he quickly grew a beard after graduation and a fellow officer remarked that he was " the only man he ever saw that [ a ] beard improved. " robert e. lee was appointed superintendent of the academy in 1852, and stuart became friends with the lee family, seeing them socially on frequent occasions. lee ' s nephew, fitzhugh lee, also arrived at the academy in 1852. in stuart ' s final year, in addition to achieving the cadet rank of second captain of the corps, he was one of eight cadets designated as honorary " cavalry officers " for his skills in horsemanship. stuart graduated 13th in his class of 46 in 1854. he ranked tenth in his class in cavalry tactics. although he enjoyed the civil engineering curriculum at the academy and did well in mathematics, his poor drawing skills hampered his engineering studies, and he finished 29th in that discipline. a stuart family tradition says he deliberately degraded his academic performance in his final year to avoid service in the elite, but dull, corps of engineers. united states army stuart was commissioned a brevet second lieutenant and assigned to the u. s. regiment of mounted riflemen in texas. after an arduous journey, he reached fort davis on january 28, 1855, and was a leader for three months on scouting missions over the san antonio to el paso road. he was soon transferred to the newly formed 1st cavalry regiment ( 1855 ) at fort leavenworth, kansas territory, where he became regimental quartermaster and commissary officer under the command of col. edwin v. sumner. he was promoted to first lieutenant in 1855. also in 1855, stuart met flora cooke, the daughter of the commander of the 2nd u. s. dragoon regiment, lieutenant colonel philip st. george cooke. burke davis described flora as " an accomplished horsewoman, and though not pretty, an effective charmer, " to whom " stuart succumbed with hardly a struggle. " they became engaged in september, less than two months after meeting. stuart humorously wrote of his rapid courtship in latin, " veni, vidi, victus sum " ( i came, i saw, i was conquered ). although a gala wedding was planned for fort riley,


than two months after meeting. stuart humorously wrote of his rapid courtship in latin, " veni, vidi, victus sum " ( i came, i saw, i was conquered ). although a gala wedding was planned for fort riley, kansas, the death of stuart ' s father on september 20 caused a change of plans and the marriage on november 14 was small and limited to family witnesses. the couple owned two slaves until 1859, one inherited from his father ' s estate, the other purchased. stuart ' s leadership capabilities were soon recognized. he was a veteran of the frontier conflicts with native americans and the antebellum violence of bleeding kansas. he was wounded on july 29, 1857, while fighting at solomon river, kansas, against the cheyenne. col. sumner ordered a charge with drawn sabers against a wave of indian arrows. scattering the warriors, stuart and three other lieutenants chased one down, whom stuart wounded in the thigh with his pistol. the cheyenne turned and fired at stuart with an old - fashioned pistol, striking him in the chest with a bullet, which did little more damage than to pierce the skin. stuart returned in september to fort leavenworth and was reunited with his wife. their first child, a girl, had been born in 1856 but died the same day. on november 14, 1857, flora gave birth to another daughter, whom the parents named flora after her mother. the family relocated in early 1858 to fort riley, where they remained for three years. in 1859, stuart developed a new piece of cavalry equipment, for which he received patent number 25, 684 on october 4 — a saber hook, or an " improved method of attaching sabers to belts. " the u. s. government paid stuart $ 5, 000 for a " right to use " license and stuart contracted with knorr, nece and co. of philadelphia to manufacture his hook. while in washington, d. c., to discuss government contracts, and in conjunction with his application for an appointment into the quartermaster department, stuart heard about john brown ' s raid on the u. s. arsenal at harpers ferry. stuart volunteered to be aide - de - camp to col. robert e. lee and accompanied lee with a company of u. s. marines from the washington navy yard and four companies of maryland militia. while delivering lee ' s written surrender ultimatum to the leader of the group, who had been calling himself isaac smith, stuart recognized " old ossawatomie brown " from his days in


from the washington navy yard and four companies of maryland militia. while delivering lee ' s written surrender ultimatum to the leader of the group, who had been calling himself isaac smith, stuart recognized " old ossawatomie brown " from his days in kansas. stuart was promoted to captain on april 22, 1861, but resigned from the u. s. army on may 3, 1861, to join the confederate states army, following the secession of virginia. ( his letter of resignation, sent from cairo, illinois, was accepted by the war department on may 14. ) upon learning that his father - in - law, col. cooke, would remain in the u. s. army during the coming war, stuart wrote to his brother - in - law ( future confederate brig. gen. john rogers cooke ), " he will regret it but once, and that will be continuously. " on june 26, 1860, flora gave birth to a son, philip st. george cooke stuart, but his father changed the name to james ewell brown stuart, jr. ( " jimmie " ), in late 1861 out of disgust with his father - in - law. confederate army early service stuart was commissioned as a lieutenant colonel of virginia infantry in the confederate army on may 10, 1861. maj. gen. robert e. lee, now commanding the armed forces of virginia, ordered him to report to colonel thomas j. jackson at harper ' s ferry. jackson chose to ignore stuart ' s infantry designation and assigned him on july 4 to command all the cavalry companies of the army of the shenandoah, organized as the 1st virginia cavalry regiment. he was promoted to colonel on july 16. after early service in the shenandoah valley, stuart led his regiment in the first battle of bull run, and participated in the pursuit of the retreating federals. he then commanded the army ' s outposts along the upper potomac river until given command of the cavalry brigade for the army then known as the army of the potomac ( later named the army of northern virginia ). he was promoted to brigadier general on september 24, 1861. in 1862, the union army of the potomac began its peninsula campaign against richmond, virginia, and stuart ' s cavalry brigade assisted gen. joseph e. johnston ' s army as it withdrew up the virginia peninsula in the face of superior numbers. stuart fought at the battle of williamsburg, but in general the terrain and weather on the peninsula did not lend themselves to cavalry operations. however, when gen. robert e. lee became commander of the army


the virginia peninsula in the face of superior numbers. stuart fought at the battle of williamsburg, but in general the terrain and weather on the peninsula did not lend themselves to cavalry operations. however, when gen. robert e. lee became commander of the army of northern virginia, he requested that stuart perform reconnaissance to determine whether the right flank of the union army was vulnerable. stuart set out with 1, 200 troopers on the morning of june 12 and, having determined that the flank was indeed vulnerable, took his men on a complete circumnavigation of the union army, returning after 150 miles on july 15 with 165 captured union soldiers, 260 horses and mules, and various quartermaster and ordnance supplies. his men met no serious opposition from the more decentralized union cavalry, coincidentally commanded by his father - in - law, col. cooke. the maneuver was a public relations sensation and stuart was greeted with flower petals thrown in his path at richmond. he had become as famous as stonewall jackson in the eyes of the confederacy. northern virginia early in the northern virginia campaign, stuart was promoted to major general on july 25, 1862, and his command was upgraded to the cavalry division. he was nearly captured and lost his signature plumed hat and cloak to pursuing federals during a raid in august, but in a retaliatory raid at catlett ' s station the following day, managed to overrun union army commander maj. gen. john pope ' s headquarters, and not only captured pope ' s full uniform, but also intercepted orders that provided lee with valuable intelligence concerning reinforcements for pope ' s army. at the second battle of bull run ( second manassas ), stuart ' s cavalry followed the massive assault by longstreet ' s infantry against pope ' s army, protecting its flank with artillery batteries. stuart ordered brig. gen. beverly robertson ' s brigade to pursue the federals and in a sharp fight against brig. gen. john buford ' s brigade, col. thomas t. munford ' s 2nd virginia cavalry was overwhelmed until stuart sent in two more regiments as reinforcements. buford ' s men, many of whom were new to combat, retreated across lewis ' s ford and stuart ' s troopers captured over 300 of them. stuart ' s men harassed the retreating union columns until the campaign ended at the battle of chantilly. during the maryland campaign of september 1862, stuart ' s cavalry screened the army ' s movement north. he bears some responsibility for robert e. lee ' s lack of knowledge of the position


union columns until the campaign ended at the battle of chantilly. during the maryland campaign of september 1862, stuart ' s cavalry screened the army ' s movement north. he bears some responsibility for robert e. lee ' s lack of knowledge of the position and celerity of the pursuing army of the potomac under george b. mcclellan. for a five - day period, stuart rested his men and entertained local civilians at a gala ball at urbana, maryland. his reports make no reference to intelligence gathering by his scouts or patrols. as the union army drew near to lee ' s divided army, stuart ' s men skirmished at various points on the approach to frederick and stuart was not able to keep his brigades concentrated enough to resist the oncoming tide. he misjudged the union routes of advance, ignorant of the union force threatening turner ' s gap, and required assistance from the infantry of maj. gen. d. h. hill to defend the south mountain passes in the battle of south mountain. his horse artillery bombarded the flank of the union army as it opened its attack in the battle of antietam. by mid - afternoon, stonewall jackson ordered stuart to command a turning movement with his cavalry against the union right flank and rear, which if successful would be followed up by an infantry attack from the west woods. stuart began probing the union lines with more artillery barrages, which were answered with " murderous " counterbattery fire and the cavalry movement intended by jackson was never launched. three weeks after lee ' s army had withdrawn back to virginia, on october 10 – 12, 1862, stuart performed another of his audacious circumnavigations of the army of the potomac, his chambersburg raid — 126 miles in under 60 hours, from darkesville, west virginia to as far north as mercersburg, pennsylvania and chambersburg and around to the east through emmitsburg, maryland and south through hyattstown, maryland and white ' s ford to leesburg, virginia — once again embarrassing his union opponents and seizing horses and supplies, but at the expense of exhausted men and animals, without gaining much military advantage. jubal early referred to it as " the greatest horse stealing expedition " that only " annoyed " the enemy. stuart gave his friend jackson a fine, new officer ' s tunic, trimmed with gold lace, commissioned from a richmond tailor, which he thought would give jackson more of the appearance of a proper general ( something to which jackson was notoriously indifferent ). mcclellan pushed his army


a fine, new officer ' s tunic, trimmed with gold lace, commissioned from a richmond tailor, which he thought would give jackson more of the appearance of a proper general ( something to which jackson was notoriously indifferent ). mcclellan pushed his army slowly south, urged by president lincoln to pursue lee, crossing the potomac starting on october 26. as lee began moving to counter this, stuart screened longstreet ' s corps and skirmished numerous times in early november against union cavalry and infantry around mountville, aldie, and upperville. on november 6, stuart received sad news by telegram that his daughter flora had died just before her fifth birthday of typhoid fever on november 3. fredericksburg and chancellorsville in the december 1862 battle of fredericksburg, stuart and his cavalry — most notably his horse artillery under major john pelham — protected stonewall jackson ' s flank at hamilton ' s crossing. general lee commended his cavalry, which " effectually guarded our right, annoying the enemy and embarrassing his movements by hanging on his flank, and attacking when the opportunity occurred. " stuart reported to flora the next day that he had been shot through his fur collar but was unhurt. after christmas, lee ordered stuart to conduct a raid north of the rappahannock river to " penetrate the enemy ' s rear, ascertain if possible his position & movements, & inflict upon him such damage as circumstances will permit. " assigning 1, 800 troopers and a horse artillery battery to the operation, stuart ' s raid reached as far north as 4 miles south of fairfax court house, seizing 250 prisoners, horses, mules, and supplies. tapping telegraph lines, his signalmen intercepted messages between union commanders and stuart sent a personal telegram to union quartermaster general montgomery c. meigs, " general meigs will in the future please furnish better mules ; those you have furnished recently are very inferior. " on march 17, 1863, stuart ' s cavalry clashed with a union raiding party at kelly ' s ford. the minor victory was marred by the death of major pelham, which caused stuart profound grief, as he thought of him as close as a younger brother. he wrote to a confederate congressman, " the noble, the chivalric, the gallant pelham is no more.... let the tears of agony we have shed, and the gloom of mourning throughout my command bear witness. " flora was pregnant at the time and stuart told her that if it were a boy, he wanted him to be named john


more.... let the tears of agony we have shed, and the gloom of mourning throughout my command bear witness. " flora was pregnant at the time and stuart told her that if it were a boy, he wanted him to be named john pelham stuart. ( virginia pelham stuart was born october 9. ) at the battle of chancellorsville, stuart accompanied stonewall jackson on his famous flanking march of may 2, 1863, and started to pursue the retreating soldiers of the union xi corps when he received word that both jackson and his senior division commander, maj. gen. a. p. hill, had been wounded. hill, bypassing the next most senior infantry general in the corps, brig. gen. robert e. rodes, sent a message ordering stuart to take command of the second corps. although the delays associated with this change of command effectively ended the flanking attack the night of may 2, stuart performed credibly as an infantry corps commander the following day, launching a strong and well - coordinated attack against the union right flank at chancellorsville. when union troops abandoned hazel grove, stuart had the presence of mind to quickly occupy it and bombard the union positions with artillery. stuart relinquished his infantry command on may 6 when hill returned to duty. stephen w. sears wrote :... it is hard to see how jeb stuart, in a new command, a cavalryman commanding infantry and artillery for the first time, could have done a better job. the astute porter alexander believed all credit was due : " altogether, i do not think there was a more brilliant thing done in the war than stuart ' s extricating that command from the extremely critical position in which he found it. " stonewall jackson died on may 10 and stuart was once again devastated by the loss of a close friend, telling his staff that the death was a " national calamity. " jackson ' s wife, mary anna, wrote to stuart on august 1, thanking him for a note of sympathy : " i need not assure you of which you already know, that your friendship & admiration were cordially reciprocated by him. i have frequently heard him speak of gen ' l stuart as one of his warm personal friends, & also express admiration for your soldierly qualities. " brandy station returning to the cavalry for the gettysburg campaign, stuart endured the two low points in his career, starting with the battle of brandy station, the largest predominantly cavalry engagement of the war. by june 5, two of lee ' s infantry