functions and variables in physical science experiments almost all true science experiments involve designing a series of trials where one variable is manipulated and another variable changes as a result of this manipulation. all other variables are held constant. a variable is said to be a function of another variable if, for various values of x, it is possible to establish corresponding values of y, i. e. y = 6x. in todayıs lab you will be working with various weights that can be hung on a spring. work in pairs to determine any connections between the variables that you choose to investigate. any spring will deform if you put a large amount of weight on it. the purpose of this lab is not to see how much weight a spring will take before it breaks or deforms. deforming a spring by using an excess of weight, will ruin your experiment and it will force us to buy new springs. you can keep the lab fees from increasing if you use a reasonable amount of weight on the springs. be nice to your springs. when you have written a question and identified the variables you want to investigate, conduct an experiment to see what effect changing one variable has on another variable. prior to beginning your experiment, you need to check your question and your procedure with your instructor. please be sure to describe what experiment you are conducting and what materials you are using ( the procedure ) in your lab notebook ( or if this is the first lab, use this sheet of paper ). the level of detail you include in your procedure should allow someone to repeat your experiment just by reading your procedure. all data, observations, calculations, graphs, diagrams, etc. should be recorded in your lab notebook as well. be sure to include appropriate units with all measurements and results of calculations. you will need to follow the rules for working with significant figures. the expectations for this lab experiments are : a ) you need to run a minimum of two different experiments, b ) you need to collect a minimum of five data points for each experiment, c ) you need to run each experiment twice and average your data, d ) record your data for each experiment in a data table, e ) there are at least two different types of springs, use them, describe them, make a comparison, f ) for each experiment you do, plot a graph using the average values of your variables ( when appropriate ), g ) identify at least two resulting relationships, h ) include an algebraic expression ( a mathematical equation and a written statement ) describing the correlation between your variables, i ) show


, plot a graph using the average values of your variables ( when appropriate ), g ) identify at least two resulting relationships, h ) include an algebraic expression ( a mathematical equation and a written statement ) describing the correlation between your variables, i ) show how your data fits the equation. beginning questions : in this lab you are faced with determining relationships between multiple variables. what are two initial questions that can be answered by doing this lab activity? procedure. identify your dependent variable and your independent variable. what variables are kept constant? data / observations : ( attach a separate piece of paper ) record all data and observations. include appropriate units. graphs ( attach graph paper ). the dependent variable is plotted on the _ _ _ _ _ axis and the independent variable is plotted on the _ _ _ _ _ axis. be sure to calculate the slope of each graph. claims : based on the data collected, the graphs, etc. what claims can be made? evidence : support your claims with appropriate evidence. reading / reflection : what are some of the principles that you have learned or applied in this lab? how does this compare to other groups? how does this compare to information found in a physics textbook? compare graphs when using the thick wire / heavy spring vs. the thin wire / light spring, what physical variable does the slope of these graphs represent? please show how you arrived at your answers to each of the following questions using a ) your algebraic expression, b ) your graph. how does your equation or graph tell the difference between the two springs? if a 63 gram weight is hung on the longer spring, what would be the amount of stretching? what would be the length of the spring? does it make a difference if you investigate the length of the spring or the amount of stretching of the spring? if a 63 gram weight is hung on the shorter spring, what would be the amount of stretching? what would be the length of the spring?


i watched the movie die hard for the nth time over the weekend. i ' m going to go out on a limb and say that john mcclane is like a modern john wayne, and john wayne is the quintessential american hero of our stories. what defines the american hero? first, there ' s rugged individualism, which is probably the most american trait. i feel the need to point out that rugged individualism is not the same as the selfish libertine attitude that modern hollywood writers like to give protagonists. it ' s not individualism without a care for others, or doing things differently just to be different. rugged individualism means stubborn self - sufficiency and a willingness to fight against any odds. most of john wayne most memorable characters are polite and soft - spoken, but also no - nonsense persons who don ' t let law or manners get in the way of justice ( if they were d & d characters, their alignment would be neutral good ). wayne usually ends up punching somebody. mcclane isn ' t so polite - - definitely rough around the edges - - but he ' s similarly decisive in response to problems and quick to give jerks their due. the american hero doesn ' t want to be heroic. he wants a quiet, ordered life ; but he accepts a personal duty to protect the weak against evil and injustice. incidentally, the american hero is in this sense very similar to the farmer - soldier of ancient rome - - he does his duty, then returns to a quiet, humble life. the american hero is humble ( which is definitely harder to see in mcclane ). in the film mcclintock, wayne ' s character owns most of the land around town and is a sort of unofficial mayor, yet most of the townsfolk admire him because he ' s fair and respects the lowliest people. he ' s gives money to the town bum, despite knowing the money will be spent on liquor, and jokes around with the bum as a friend. he ' s friends with the same indians who put arrows in him years ago, and even represents them against his own government. the american hero is usually uneducated, relying on street smarts and a poor man ' s wisdom. which, perhaps, is another characteristic of the american hero : an open heart. he ' s friends with unlikely people... people who are very different from him. he might not even understand them, but he still travels with them, jokes with them, and fights for them. you see this with mcc


an open heart. he ' s friends with unlikely people... people who are very different from him. he might not even understand them, but he still travels with them, jokes with them, and fights for them. you see this with mcclane, too, in the way he befriends a young, aloof limo driver or an eccentric airport groundskeeper. the american hero isn ' t multicultural. wayne and mcclane aren ' t worldly. they are proud of their own culture and not too interested in learning others, but they are accepting of people from any origin. what else might be a characteristic of the archetypal american hero? and can you think of any game characters that come close? i think the master chief in halo and marcus fenix in gears of war might. i ' ve asked my english friend, david, to describe who he thinks is the quintessential british / english hero from film and literature. his gut reaction was sean connery as james bond. i ' ll be interested to see how american heroes compare to heroes of other cultures. my guess is that heroes cross - culturally are basically the same, but there are a number of significant nuances. humility, for example, is not a virtue in all cultures.


the role of assessment in teaching ed 670 glinda & cresta august 1, 2005 presentation overview classroom assessment classroom assessment is the collection, evaluation... the role of assessment in teaching. ppt - search assessment glinda cresta august presentation overview classroom evaluation teaching what is it? teaching how should mathematics be taught? so as a teacher what does research tell us : what is most important? content? pedagogy? definitions of teaching taken in part from b. o. smith ’ s definitions of teaching operational definitions of teaching " the action of a person who teaches ; the... book : techniques and principles in language teaching author : diana larsen - freeman second edition, 12 chapters slide production : dr. h. iravani shahriar center teaching students to read informational text reference : what research has to say about reading instruction, by alan e. farstrup ( 2002 ) advocate for the explicit... teaching _ students _ to _ read _ informational _ text. ppt - search students informational research about reading farstrup advocate explicit teaching techniques and strategies in foreign languages presented by dr. g. sakinah abdur - rashied, assistant professor of modern foreign languages innovative teaching strategies chris keegan, cst, ms, fast vincennes university teaching strategies begin with assessing your students understand their learning... 2009 _ conference _ innovative _ teaching _ strategies. ppt - search innovative strategies chris vincennes university begin assessing understand their learning teaching communication skills to healthcare professionals : role play & role modeling lee grumbles, md department of internal medicine palliative care program how to survive your first year teaching melissa kettner special topics project cep 841 “ overwhelming and not without tears. ” this is how too many first - year... how to survive your first year teaching. ppt - search survive first melissa kettner special topics project overwhelming without first - year co - teaching team 2 aka ( dan deluca, jen borman, tim jump, regina ratzlaff & christine nystrom ) what is co - teaching two ( or more ) educators or other certified staff... teaching plot structure through short stories plot is the literary element that describes the structure of a story. it shows the a causal arrangement of events and... plotstructure. pps - search structure through short stories literary element describes shows causal arrangement events teaching across generations effective teaching and learning department email @ example. com © 2005 baker college opening activity take a few moments to think


of events and... plotstructure. pps - search structure through short stories literary element describes shows causal arrangement events teaching across generations effective teaching and learning department email @ example. com © 2005 baker college opening activity take a few moments to think... suffering or having fun - importance of perceived workload in teaching with computer simulation poon, tat hong ( ted ) department of management the hong kong... ted. ppt - search suffering having importance perceived workload computer simulation department management teaching, learning, and technology quotations complied by diana dell, ed. s. it is possible to store the mind with millions of facts and still be entirely uneducated. teaching for successful intelligence robert j. sternberg yale university contact information robert j. sternberg, director pace center department of psychology yale... sternberg. ppt - search successful intelligence robert sternberg contact information director center psychology teaching procedures and skills jennifer peel, ph. d. assistant professor, anesthesiology director of education, gme office remember being taught procedures in 3rd year? teaching reading comprehension in the middle school timothy shanahan university of illinois at chicago firstname. lastname @ example. org why teach reading in the middle school? teaching creativity and teaching for creativity what is creativity? the definition of creativity : » “ the application of knowledge and skills in new ways, to... teaching in a multicultural setting introduction globalization & technological advancement created new complex problems. cultures bring together diverse backgrounds... walingo. ppt - search multicultural setting introduction globalization technological advancement created complex cultures bring together diverse backgrounds teaching styles michele b. lundy m. d. university of arizona faculty development march 5, 2009 facilitative style elicits / accepts student feelings offers feelings...


عالم حواء للرشاقة و الجمال و احدث الازياء و الموضة و ديكور المنزل و كل ما يهم العروسة, فساتين افراح, دبل الخطوبة و اطقم ذهب, العناية بالشعر و البشرة مع وصفات حصرية بالفيديو من مطبخ همسه الاثنين ، 29 اغسطس ، 2011 what is a pennyweight of gold? what is a gram of gold? these are the most frequently asked questions we receive at goldfellow. it ' s problematic for everyone as it doesn ' t relate to any measurement we currently use in our daily life. pennyweights, however are still commonly used in the u. s. jewelry industry but we prefer to use the more accurate and globally recognized grams ( metric ) as our unit of measure. there are 20 pennyweights also referred to as dwt in an ounce. there are also 31. 1 grams in an ounce. as we are talking about precious metals i ' ll use gold in my example throughout this post. many of our customers are weighing their valuables on home kitchen or postal scales of either mechanical or digital make. most measure in grams and ounces, particularly when weighing food. the grams shown on your scale are not the same as the grams used in gold! you are measuring on a device that uses 28 grams per ounce while gold is measured in troy ounces. there are 31. 1 grams per troy ounce. the simplest way to use your home scale is to multiply the number showing as ounces by 20. that ' s it. if your scale shows 3. 5 oz you have approximately 70 pennyweight. 1. 5oz is about 30 pennyweight and so on. ( same for silver and platinum ) ok, now for measuring your gold in grams. the scale shows 3. 5 ounces. multiply by 31. 1 and it comes to 108. 85 grams of gold. if it ' s 1. 5 oz x 31. 1 = 46. 65 grams. lastly, if you would like to know a price per gram


ounces. multiply by 31. 1 and it comes to 108. 85 grams of gold. if it ' s 1. 5 oz x 31. 1 = 46. 65 grams. lastly, if you would like to know a price per gram, follow this formula. $ 20 per pennyweight is $ 12. 86 per gram. to convert simply divide $ 20 by 1. 555 = $ 12. 86. try $ 18 dwt divided by 1. 555 and you get $ 11. 58 gram as the founder of the largest wholesale gold jewelry manufacturer in the united states, i built a reputation upon doing business ethically. my company supplied gold jewelry to the most respected jewelry stores, department stores, discount big box retailers and tv shopping networks in america. though i sold my company to warren buffet ’ s berkshire - hathaway in 2007, my reputation in the jewelry industry remains impeccable. our founders began selling gold jewelry to america ' s leading jewelry retailers in 1977, ultimately becoming the largest manufacturer and distributor of gold jewelry in the united states. during 30 years of working in the gold jewelry industry, goldfellow ’ s™ founders sold and distributed over 50 million pieces of 10kt, 14kt and 18kt gold jewelry such as chains, bracelets, necklaces, rings, earrings and more. that ' s over 300 tons of gold! over the course of time, many of these jewelry items ended up in drawers, locked away for safe keeping or at the bottom of your jewelry box. these gold items are made from precious metal, and with gold prices at an all time high, have significant value when sold to the right company. goldfellow™ is that company. goldfellow™ was started with the goal of providing consumers a trusted, safe and convenient way to sell their unwanted gold, platinum and silver jewelry for cash. we now offer our 30 years of expertise to you. goldfellow ’ s™ mission is to pay you top dollar for your gold, platinum and silver


a new study challenges previous work that found a link between marijuana use and lower iq, but the authors of the original paper stand by their findings. last august, madeline meier of duke university and her colleagues published the results of a study assessing the effect of marijuana use on cognition, as measured by iq. the findings, published in the proceedings of the national academy of sciences ( pnas ), found that people who started using cannabis weekly before they turned 18 and continued to use heavily into adulthood lost an average of eight iq points over that period. that ’ s enough to move someone with an average iq of 100 from the 50th percentile of scores down to the 29th percentile. the study also showed that this level of decline was seen mostly in about 8 % of people who started using cannabis early and qualified for a diagnosis of marijuana addiction no fewer than three times between ages 18 and 38. the results suggested that marijuana was having a negative effect on brain development. but now another analysis published in the same journal calls the iq findings into question. although the initial research involved a relatively large number of participants and controlled for factors such as alcohol dependence and schizophrenia that might also affect cognitive development, the new study suggests that the original one did not account for the effects of poverty, which can affect the way iq changes over time. using mathematical modeling, the new research found that because education can affect the trajectory of iq development differently in people of different socioeconomic status, the environment, and not marijuana, may be the source of the poorer cognitive development. “ [ their ] statistical models are unable to distinguish between a causal effect of cannabis on iq - development and a non - causal correlation, ” ole rogeberg, the author of the study and a research economist at the ragnar frisch centre for economic research in norway, said in an e - mail discussing the work. in the paper itself, he puts it more bluntly, “ [ the ] estimated effect on of adolescent - onset cannabis use on iq is likely biased and the true effect could be zero. it would be too strong to say that the results have been discredited but fair to say that the methodology is flawed and the causal inference drawn from these results is premature. ” the authors of the original paper disagree. in a statement they released by e - mail responding to the criticism, they write : “ dr. rogeberg ’ s … challenge is based on simulations. we used actual data on 1, 037 people to carry out the analyses he suggested. while dr. rogeberg ’ s


mail responding to the criticism, they write : “ dr. rogeberg ’ s … challenge is based on simulations. we used actual data on 1, 037 people to carry out the analyses he suggested. while dr. rogeberg ’ s ideas are interesting, they are not supported by our data. ” meier and her colleagues also note that in their investigation, only 23 % of the participants were from lower - income families, which made it unlikely that the effect of poverty was strong enough to skew the results for the entire group. they examined both middle and low socioeconomic groups and saw iq changes linked to marijuana use in both. “ by restricting our analysis to only include children from middle - class homes, our findings of iq decline in adolescent - onset cannabis users remain unaltered, thereby suggesting that the decline in iq cannot be attributed to socioeconomic factors alone, ” they wrote. still, rogeberg claims that poor children tend to start smoking pot at a much younger age than rich or middle - class kids do. early exposure to marijuana and other recreational drugs is linked to a higher risk of addiction, which the duke study found connected to iq loss. marijuana may also lead to higher dropout and expulsion rates from school, which may be an indirect way that marijuana is connected to iq. “ as you consider groups with higher and higher exposure to cannabis, these groups will have higher and higher shares of participants from low ses backgrounds, ” says rogeberg, who also notes that other research has not found a connection between teen marijuana use and lowered iq. “ the issues raised by rogeberg are those that confound all observational studies : no matter how carefully controlled a study appears to be, there are always other variables that may alter the conclusions once they are uncovered, ” says dr. nora volkow, director of the national institute on drug abuse. “ in fact, for something like iq, it would be surprising for one variable to be 100 % causal to a particular outcome. ” neither research group is insisting that is the case ; clearly iq is affected by myriad factors that scientists are only beginning to tally. but whether marijuana is directly affecting brain development — or whether factors like school dropout or expulsion are more influential — is not yet clear.


joseph smith may have been alone when he experienced his first vision and subsequently met with the angel moroni, but he did not stand alone in his home. his mother, father, and siblings formed a supportive family network. he could confide in his parents. he could rely on his siblings. joseph ’ s wife, emma, bore with joseph the demands and strains of leadership, opposition, and persecution. other friends, such as martin harris, oliver cowdery, and david and john whitmer, stood with joseph as he brought forth the book of mormon, organized the church, and embarked upon his quest to build a zion society. equally notable among those whose connections strengthened and sustained joseph during his many trials and travails were the extended knight family and their neighbors in colesville, new york. allying themselves with the young joseph smith, they followed him into the budding church, defended him, and formed the nucleus of one of the first branches of the church. the story of the knights and the colesville branch testifies of the power of kinship and friendship in the restoration of the gospel and the building up of the lord ’ s kingdom. the story of the colesville saints began with joseph ’ s visits to the region in the mid - 1820s, when he began working for josiah stowell of neighboring south bainbridge, new york, in a failed treasure - seeking venture. though that quest proved unsuccessful, it yielded joseph smith ’ s close friendship with joseph knight sr. and his son newel knight. later, joseph knight sr. aided joseph in his courtship of emma hale. he was present at the smith homestead the night joseph smith, with emma ’ s help, retrieved the book of mormon plates from the hill cumorah, and he provided food and writing materials to joseph smith during the book of mormon translation. knight family members and some of their neighbors were among the first to join the church in 1830. later that year, they became the nucleus of one of the first ( if not the first ) branches organized in the church. in july 1830, joseph was counseled in two revelations now found in doctrine and covenants 24 and 26 to visit the members in colesville, including the knights, to devote his time to “ studying the scriptures & to preaching & to confirming the church at colesvill ” ( see d & c 26 : 1 ). hyrum smith stayed in the area in late 1830 and presided over the branch for several months. his successor was joseph knight sr. ’ s son newel.


the church at colesvill ” ( see d & c 26 : 1 ). hyrum smith stayed in the area in late 1830 and presided over the branch for several months. his successor was joseph knight sr. ’ s son newel. the move to ohio when instructions were given in december 1830 and january 1831 ( d & c 37 and 38 ) for the new york members to move to the ohio valley region, the colesville branch members made significant financial sacrifices and prepared themselves for the move west. the families associated with the colesville branch included, among others, the knights, pecks, demills, stringhams, culvers, slades, badgers, hineses, and carters. everyone was expected to gather in ohio, and the poor were not to be left behind. setting aside their former lives and homes, the branch, under newel knight ’ s leadership, began the journey to the kirtland area in april 1831. when they arrived in may, they were advised to “ remain together, and go to a neighboring town called thompson, as a man by the name of [ leman ] copley had a considerable tract of land there which he offered to let the brethren occupy. ” copley had offered his land perhaps in response to an earlier revelation ( d & c 48 ) given to answer a key question among the ohio saints in early 1831 : “ what preperations we shall make for our brethren from the east & when & how? ” the revelation answered, “ [ i ] nasmuch as ye [ have ] lands ye shall impart to the eastern brethren ” ( see d & c 48 : 2 ). copley welcomed the colesville branch and shortly after their arrival in thompson they began to plant and build on his ample 759 - acre farm. on may 20, joseph smith received another revelation, now identified as doctrine and covenants 51, directing those who settled in thompson to be among the first to practice the recently revealed principles of consecration and stewardship. newly called bishop edward partridge was to “ receive the properties of this people which have covenanted with me ” and “ appoint unto this people their portion every man alike according to their families according to their wants & their needs ” ( see d & c 51 : 3 ). although the revelation made it clear that ohio would be a temporary gathering location, they were reminded that the “ hour & the day is not given unto them ” for their anticipated move to the future city of zion. they were to “ act upon this land


although the revelation made it clear that ohio would be a temporary gathering location, they were reminded that the “ hour & the day is not given unto them ” for their anticipated move to the future city of zion. they were to “ act upon this land as for years ” ( see d & c 51 : 17 ). however, the colesville branch members had precious little time to comply with the commandment to implement the law of consecration. leman copley ’ s resolve to impart of his land was put to the test in early may when he participated in a mission to his former shaker congregation. the experience seemed to raise doubts that weakened his testimony, and shortly after his return to thompson he broke his agreement and evicted the saints from his property. in june 1831, their future clouded and their lives in disarray, the knights and other members of the colesville branch sought counsel and guidance from joseph smith as to what they should do next. instruction came in the form of a revelation now known as doctrine and covenants 54 : “ take your journey s into the regions westward unto missorie unto the borders of the lamanites & after you have done journeying behold i say unto you seek ye a living like unto men untill i prepare a place for you & again be patient in tribulation ” ( see d & c 54 : 8 - 10 ). newel knight later described the situation, “ we now understood that [ ohio ] was not the land of our inheritance — the land of promise, for it was made known in a revelation that missouri was the place chosen for the gathering of the church, and several were called to lead the way to that state. ” banding together once again, the colesville members prepared for their journey. they selected newel knight to continue to preside over them despite his previous call, by revelation, to serve a proselytizing mission ( see d & c 52 ). in a revelation canonized as doctrine and covenants 56, he was authorized to set aside his mission call and instead travel to missouri as the head of the colesville branch. the move to missouri leaving thompson in early june 1831, sixty members of the branch reached kaw township in jackson county, missouri, on july 26 after a journey of about a thousand miles. though joseph smith had arrived shortly before the colesville saints, they had the distinction of being the first branch of the church to settle the land that had been dedicated as zion on august 2, 1831, by sidney rigdon. sadly,


thousand miles. though joseph smith had arrived shortly before the colesville saints, they had the distinction of being the first branch of the church to settle the land that had been dedicated as zion on august 2, 1831, by sidney rigdon. sadly, joseph knight sr. ’ s wife, polly, died a few days after their arrival. according to his later history, joseph smith “ attended the funeral of sister polly [ peck ] knight. … this was the first death in the church in this land, and i can say a worthy member sleeps in jesus till the resurrection. ” that same day, joseph received the revelation now known as doctrine and covenants 59, outlining how the church was to observe the lord ’ s day. in that revelation, the lord included words of comfort for polly knight ’ s family and friends : “ blessed … are they who have come up unto this land with an eye single to my glory according to my commandments for them that live shall inherit the earth and them that die shall rest from all their labours & their works shall follow them they shall receive a crown in the mansions of my father which i have prepared for them ” ( see d & c 59 : 1 - 2 ). joseph smith visited his friends in the colesville branch in missouri again in april 1832. on that occasion, joseph sealed the members of the branch up to eternal life. during the jackson county mobbing of 1833, the colesville branch fled with many other saints into neighboring clay county. they settled together there for a time, even building a chapel. however, once the church moved on to caldwell county in 1836, the branch membership was scattered and their time together as one of the first organized units in the church came to an end. the knights and others from the former branch joined many of the saints in escaping to illinois in the aftermath of the missouri mormon war of 1838. the knights settled in the nauvoo area and remained faithful members of the church and friends of joseph smith. after joseph ’ s martyrdom in 1844, the knight family followed the leadership of the quorum of the twelve. both joseph knight sr. and his son newel died in 1847 during the exodus from nauvoo to the salt lake valley. for more on the sections mentioned in this article, see the forthcoming volume, michael hubbard mackay, gerrit j. dirkmaat, grant underwood, robert j. woodford, william g. hartley, eds. documents : july 1828 - june 1831. first volume of the documents series of the


data appendix for economic growth in the long run abstractthis extended data appendix describes the sources and methods used to construct the data used in our paper " economic growth in the long run. " download infoif you experience problems downloading a file, check if you have the proper application to view it first. in case of further problems read the ideas help page. note that these files are not on the ideas site. please be patient as the files may be large. bibliographic infopaper provided by university library of munich, germany in its series mpra paper with number 41325. date of creation : 14 sep 2012 date of revision : physical capital ; human capital ; investment ; schooling ; find related papers by jel classification : - o11 - economic development, technological change, and growth - - economic development - - - macroeconomic analyses of economic development - o47 - economic development, technological change, and growth - - economic growth and aggregate productivity - - - measurement of economic growth ; aggregate productivity ; cross - country output convergence - o15 - economic development, technological change, and growth - - economic development - - - economic development : human resources ; human development ; income distribution ; migration - j24 - labor and demographic economics - - demand and supply of labor - - - human capital ; skills ; occupational choice ; labor productivity this paper has been announced in the following nep reports : please report citation or reference errors to, or, if you are the registered author of the cited work, log in to your repec author service profile, click on " citations " and make appropriate adjustments. : - schoellman, todd, 2008. " the causes and consequences of cross - country differences in schooling attainment, " 9243, university library of munich, germany. - todd schoellman, 2007. " the causes and consequences of cross - country differences in schooling attainment, " 2007 meeting papers 297, society for economic dynamics. blog mentionsas found by econacademics. org, the blog aggregator for economics research : - the latest on growth accounting by economic logician in economic logic on 2012 - 10 - 11 14 : 41 : 00 by himaginary in himaginaryの 日 on 2012 - 10 - 13 07 : 00 : 00 for technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact : ( ekkehart schlicht ). if references are entirely missing, you can add them using this form.


photo : scott zona there is nothing more emblematic of spring and summer than flowers, but why do plants have flowers, and how did they evolve? botanists know that flowering plants, that is, plants that reproduce by producing seeds, evolved from non - flowering plants. according to evolutionary theory, nature would have selected plants with flowering tendencies because it gave these plants a reproductive advantage. it ’ s within the protective casing of flower petals, after all, that flowers are pollinated and make seeds. the strategy has been hugely successful. the vast majority of plants today are flowering plants. the precise origin of flowering plants, though, is puzzling. in fact, exactly when, how, and why plants first developed flowers remains one of the biggest mysteries of evolutionary paleontology. however, two discoveries have begun to unravel the mystery of how plants got flowers. four years ago, scientists in china found a fossil of the oldest known flowering plant. the reed - like plants lived at least 125 million years ago in a lake, suggesting that flowering plants first evolved in water. the scientists speculate that the plant ’ s seeds floated along the shore and germinated near the banks. more recently, scientist william friedman of the university of colorado found a clue in a plant called amborella trichopoda, which grows in south pacific rain forests. the plant ’ s female reproductive system has an extra, sterile egg cell. friedman thinks that the extraneous part is a remnant from a more primitive reproductive apparatus and could link the plant to non - flowering plants like pines and firs. the origin of flowers is still a difficult puzzle, of course, but with further discoveries and research, flowering plants will become a bit less mysterious.


the barren isles archipelago, off the west coast of madagascar in the mozambique channel, is one of the few remaining refuges of marine life in the western indian ocean. in addition to housing some of madagascar ’ s healthiest and most productive coral reefs, this diverse ecosystem supports more than 4, 000 traditional vezo fishers. the vezo live along madagascar ’ s west coast and rely almost exclusively on the sea for survival and cultural identity. … 14 jun 2013 | article inspiring places - promote your protected area the most viewed pages of our website inspiring places are the most viewed section of our website, your text will not only be on the homepage of the website for 2 weeks, it will also be an integral part of our bi - monthly newsletter. if you would like to promote your protected area, please email delwyn firstname. lastname @ example. org with the following information - approximately 15 high resolution images of the protected area ( together with an authorization allowing iucn to use these images on flickr - 1 map - about an a4 page of text including : - short background : about 150 words describing the pa, its conservation objectives, the iucn category, the management authority, the governance arranagements, and other relevant information, e. g. if it has world heritage status ; - context, location and size : something about the region where it is located, the size of the pa in square kilometers, and other pas in the vicinity, including transboundary context ; - biodiversity and cultural features protected : a short description of about 150 words, giving information on geology, fauna and flora, cultural features, species on the iucn red list etc. - threats : describe threats to the site and what is being done to address threats it would certainly be helpful if you could check the current information on the pa in protectedplanet, to ensure that the information is correct, and to make a submission on protectedplanet if you find discrepancies. see www. protectedplanet. net if you would like to write it in another language than english that ’ s fine, we just need a translation, but as for the canadian sites we will put both languages up.


more sharks on the red list – expert workshop releases findings on the status of north and central american shark and ray populations 25 june 2004 | news story gland, switzerland, 25 june 2004 ( iucn - the world conservation union ). the number of species of sharks and rays on the iucn red list of threatened species is set to grow. this was the finding of a week - long expert workshop at mote marine laboratory, florida, to examine the conservation status of the species found in north and central american waters. workshop findings confirm the widely - held belief that slow growing sharks and rays are exceptionally vulnerable to over - fishing, but also reveal that species can recover from depletion if strict management is imposed before populations reach critical levels. the results highlight how species can become endangered through incidental catch, without being the target of fisheries. in many cases, species of “ least concern ” in us waters still face serious threats from unregulated fishing off mexico and central america. nearly 200 species of sharks and rays in the region were evaluated using the iucn red list categories and criteria. categories range from " extinct " to " least concern " and " data deficient. " species classified as " vulnerable, " " endangered " or " critically endangered, " are considered threatened with extinction and are added to the global red list. the red list categories and criteria were also used to assess certain regional and specific populations, as well as global ones. the shark specialist group of iucn ’ s species survival commission, which convened the meeting, will compile the assessments into a report that will include recommendations for conservation action. proposed additions to the red list include the oceanic whitetip shark of the gulf of mexico and new england ' s thorny skate, both classified as " critically endangered, " as well as two species of hammerhead sharks, now considered " endangered. " the demise of the oceanic whitetip is blamed on incidental catch ( or " bycatch " ) in high seas tuna and swordfish fisheries combined with demand for their fins. hammerhead populations have declined due to a combination of factors including recreational over - fishing, high commercial value of their fins and bycatch. thorny skate was taken from us waters for a european market until last year, but is still caught incidentally in regional fisheries for cod, haddock and flounder. participants heightened the alarm over the us atlantic sand tiger shark, which is proposed to move from a " vulnerable " listing to the more serious " endangered " classification. this species produces only two young every two years and is not


##dock and flounder. participants heightened the alarm over the us atlantic sand tiger shark, which is proposed to move from a " vulnerable " listing to the more serious " endangered " classification. this species produces only two young every two years and is not recovering despite being protected since 1999. the group proposed to retain the 2000 " vulnerable " classification for the protected atlantic dusky shark, but stressed an urgent need for a more in - depth population assessment for this exceptionally slow - growing species. the workshop did reveal some good news for sharks. thanks to a decade of catch controls, the us population of commercially - important blacktip sharks has been rebuilding and its iucn threat status was proposed this week as " least concern ”. the species is still considered threatened off central america due to the lack of fishing regulations and persistent fishing pressure outside the us. the threat status of barndoor skate off new england was proposed for downlisting from " endangered " to " near threatened " based on a steady population increase over many years, while the canadian population remains " endangered. " more than 50 experts took part in the meeting, including scientists from government agencies, universities, private institutions and researchers from central america. the workshop was the fifth in a global series to assess all the world ' s shark and ray species and develop regional conservation priorities. resulting red list proposals are preliminary until accepted by the global shark specialist group network. anna knee or andrew mcmullin, iucn / ssc communications officers, email @ example. com or firstname. lastname @ example. org ; tel : + 41 22 999 0153


mediterranean seagrass meadows : resilience and contribution to climate change mitigation 16 may 2012 | media advisory this new study will be presented in malaga during the seagrass meadows event in spain and provides an insight into their potential for carbon sequestration at a time when carbon credit schemes are becoming increasingly important in combating climate change. published by iucn and produced by the iucn centre for mediterranean cooperation, this document is a short summary of a technical report on the current state of affairs in the mediterranean basin and a must - read for policy - makers. authors of the book place special attention to the impact of climate change on mediterranean seagrass ecosystems and their role they play in mitigating the effects of climate change, in respect of extreme weather events and blue carbon sequestration. • what are the impacts of climate change on magnoliophyta in the mediterranean? “ mediterranean seagrass meadows reflect the history and biogeograhical diversity of this particular area ”, says alain jeudy de grissac, coordinator of iucn - med marine programme. “ along with the disruptions brought about by many human pressures, climate change could lead to a general warming of the mediterranean with ‘ meridionalization ’ or even ‘ tropicalization ’ depending on the sector, and to increasing frequency of the sea water events ”. • what is resilience? “ this new concept represents an exercise in realism, aiming to accommodate the idea that ecosystems change within and between various stable states ”, says gerard pergent, one of the study coordinators from corse university ( france ). “ depending on the characteristics specific to the various species of magnoliophyta found in the mediterranean ( physiological, biological and ecological ), their resilience, adjustment stability and capacity to adapt may differ ” • how much seagrass may contribute to climate change mitigation? “ seagrasses play a significant but quantitatively moderate role in carbon sequestration globally. they are estimated to account for 40 % of the carbon stored each year by coastal vegetation ”, says miguel angel mateo, centre d ’ estudis avancats de blanes ( csic - spain ) “ “ it is the large carbon stock accumulated during thousands of years what makes seagrasses potentially highly valuable in the context of global warming. specifically, it is estimated that posidonia oceanica is retaining up to 89 % of the total co2 emitted by all mediterranean countries since the industrial revolution. materials for the media : • photos for download here important : please note that these


yesterday i described the gates foundation ’ s measuring effective teachers ( met ) project as “ an expensive flop. ” to grasp just what a flop the project was, it ’ s important to consider what success would have looked like. if the project had produced what gates was hoping, it would have found that classroom observations were strong, independent predictors of other measures of effective teaching, like student test score gains. even better, they were hoping that the combination of classroom observations, student surveys, and previous test score gains would be a much better predictor of future test score gains ( or of future classroom observations ) than any one of those measures alone. unfortunately, met failed to find anything like this. if met had found classroom observations to be strong predictors of other indicators of effective teaching and if the combination of measures were a significantly better predictor than any one measure alone, then gates could have offered evidence for the merits of a particular mixing formula or range of mixing formulas for evaluating teachers. that evidence could have been used to good effect to shape teacher evaluation systems in chicago, la, and everywhere else. they also could have genuinely reassured teachers anxious about the use of test score gains in teacher evaluations. met could have allayed those concerns by telling teachers that test score gains produce information that is generally similar to what is learned from well - conducted classroom observations, so there is no reason to oppose one and support the other. what ’ s more, significantly improved predictive power from a mixture of classroom observations with test score gains could have made the case for why we need both. met was also supposed to have helped us adjudicate among several commonly used rubrics for classroom observations so that we would have solid evidence for preferring one approach over another. because met found that classroom observations in general are barely related to other indicators of teacher effectiveness, the study told us almost nothing about the criteria we should use in classroom observations. in addition, the classroom observation study was supposed to help us identify the essential components of effective teaching. that knowledge could have informed improved teacher training and professional development. but because met was a flop ( because classroom observations barely correlate with other indicators of teacher effectiveness and fail to improve the predictive power of a combined measure ), we haven ’ t learned much of anything about the practices that are associated with effective teaching. if we can ’ t connect classroom observations with effective teaching in general, we certainly can ’ t say much about the particular aspects of teaching that were observed that most contributed to effective teaching. just so you know that i ’


are associated with effective teaching. if we can ’ t connect classroom observations with effective teaching in general, we certainly can ’ t say much about the particular aspects of teaching that were observed that most contributed to effective teaching. just so you know that i ’ m not falsely attributing to met these goals that failed to be realized, look at this interview from 2011 of bill gates by jason riley in the wall street journal. you ’ ll clearly see that bill gates was hoping that met would do what i described above. it failed to do so. here is what the interview revealed about the goals of met : of late, the foundation has been working on a personnel system that can reliably measure teacher effectiveness. teachers have long been shown to influence students ’ education more than any other school factor, including class size and per - pupil spending. so the objective is to determine scientifically what a good instructor does. “ we all know that there are these exemplars who can take the toughest students, and they ’ ll teach them two - and - a - half years of math in a single year, ” he says. “ well, i ’ m enough of a scientist to want to say, ‘ what is it about a great teacher? is it their ability to calm down the classroom or to make the subject interesting? do they give good problems and understand confusion? are they good with kids who are behind? are they good with kids who are ahead? ’ “ i watched the movies. i saw ‘ to sir, with love, ’ ” he chuckles, recounting the 1967 classic in which sidney poitier plays an idealistic teacher who wins over students at a roughhouse london school. “ but they didn ’ t really explain what he was doing right. i can ’ t create a personnel system where i say, ‘ go watch this movie and be like him. ’ ” instead, the gates foundation ’ s five - year, $ 335 - million project examines whether aspects of effective teaching — classroom management, clear objectives, diagnosing and correcting common student errors — can be systematically measured. the effort involves collecting and studying videos of more than 13, 000 lessons taught by 3, 000 elementary school teachers in seven urban school districts. “ we ’ re taking these tapes and we ’ re looking at how quickly a class gets focused on the subject, how engaged the kids are, who ’ s wiggling their feet, who ’ s looking away, ” says mr. gates. the researchers are also asking students what works in


we ’ re looking at how quickly a class gets focused on the subject, how engaged the kids are, who ’ s wiggling their feet, who ’ s looking away, ” says mr. gates. the researchers are also asking students what works in the classroom and trying to determine the usefulness of their feedback. mr. gates hopes that the project earns buy - in from teachers, which he describes as key to long - term reform. “ our dream is that in the sample districts, a high percentage of the teachers determine that this made them better at their jobs. ” he ’ s aware, though, that he ’ ll have a tough sell with teachers unions, which give lip service to more - stringent teacher evaluations but prefer existing pay and promotion schemes based on seniority — even though they often end up matching the least experienced teachers with the most challenging students. the final met reports produced virtually nothing that addressed these stated goals. but in orwellian fashion, the gates folks have declared the project to be a great success. i never expected met to work because i suspect that effective teaching is too heterogeneous to be captured well by a single formula. there is no recipe for effective teaching because kids and their needs are too varied, teachers and their abilities are too varied, and the proper matching of student needs and teacher abilities can be accomplished in many different ways. but this is just my suspicion. i can ’ t blame the gates foundation for trying to discover the secret sauce of effective teaching, but i can blame them for refusing to admit that they failed to find it. even worse, i blame them for distorting, exaggerating, and spinning what they did find. ( edited for typos )


watching an episode of modern family had me thinking about the importance of being able to have a context for understanding of so many things we are confronted with on a daily basis. cameron, the big gay guy, was wandering the streets looking for stella, the lost dog jay adores. as he shouts out ‘ stella ’, he realises he is wearing a tshirt very like the one worn by marlon brando who played stanley kowalski in tennessee william ’ s, ‘ a streetcar named desire ‘. his cries for stella become more impassioned as a result. for me, the joke was obvious, but my two children, having no context, had to ask why was i laughing. today, i was reading an answer on quora, and it made mention of alexander the great and bucephalus. i was immediately taken back to my obsession with all things ancient greek in my first year at teacher ’ s college. but once again, it had me wondering. how many times a day do we not entirely grasp the full intentions of information we read or view, because we don ’ t have enough context to understand it in it ’ s entirety? how much does our formal education play a part in our general knowledge base, and is that determined by the teachers you had or your ability to ferret for information yourself? in victoria ’ s vce english curriculum, area of study 2 requires students to study a central theme or idea, and be inspired to write from a variety of texts, be they print or visual. i ’ m teaching year 10 english this year, and we are beginning our course with a thematic study in a similar vein to what the student ’ s will encounter in area of study 2 in vce. in past years, students have created a hard copy folio of stimulas material, but this year, we are going to have our students use storify for the same purpose. storify is a fantastic curation tool, and is currently being used by individuals, corporations and news organisations around the world to report on current events. i can ’ t help but think that the students with a broad general knowledge base have the advantage over others when it comes to formulating a response to area of study 2. hopefully, the use of a tool like storify will help our students comprehend the importance of reading widely and accessing a variety of sources to help formulate understanding. i know that when i introduce this topic, i ’ ll be talking about the importance of being well read and able to contextualise


as i explained in a previous article about saint sylvester and the dragon, much medieval and renaissance european religion art is based on christian legends which are not found in the bible. these include stories of the saints, and also stories taken from books of the bible which are non - canonical, or which are labeled as “ apocryphal ” and not printed in most protestant bibles, although they might be found in catholic or orthodox bibles. in this article, i would like to consider the “ harrowing of hell ” in which jesus travels into the underworld to rescue the souls imprisoned there in order to lead them to paradise. this is an example of a story which is better known in its many visual representations throughout the medieval churches of europe than in any written narrative form. the biblical basis for the story is scanty indeed. the descent of jesus into the underworld forms part of the ancient apostles ’ creed, where jesus is said to have “ gone down to those beneath ” ( latin, descendit ad inferos ). there is a biblical echo of this statement in ephesians 4 : 9 : “ he descended into the lower parts of the earth ” ( latin vulgate, descendit in inferiores partes terrae ). the latin adjective inferus simply means “ lower, below, underneath, ” as you can see in the english word “ inferior. ” yet in ancient roman culture, the “ underneath world ” was already regarded as the abode of the dead, so that the plural form of the adjective, inferi, often stood simply for “ the dead. ” in english, this same latin root even gives us the word “ inferno, ” which has lost its sense of “ below, ” and instead now refers to any kind of terrible “ fire, ” not limited to the fires of hell. the fullest written account of the “ harrowing of hell ” is not found in the bible, however, but in the non - canonical gospel of nicodemus, a text which probably dates back in some form to around the 3rd century or even earlier. here we read how jesus, after his crucifixion, descended into hell and brought salvation to the souls of the dead who were prisoners there. the story begins with a dialogue between hades and satan, who have heard word that jesus is coming, which prompts a debate about the power of jesus. hades is afraid, because he has heard of the miracles jesus has performed on earth. satan, on the other hand, has heard that jesus was


, who have heard word that jesus is coming, which prompts a debate about the power of jesus. hades is afraid, because he has heard of the miracles jesus has performed on earth. satan, on the other hand, has heard that jesus was crucified as a common criminal ; he is certain that they will be able to bind and subdue jesus when he arrives in their realm. when jesus arrives, hades bids his servants to bolt and lock the doors, but to no avail ; jesus shatters the gates and enters. he seizes satan and binds him in iron chains, then consigning him into hades ’ s keeping until the second coming. jesus next turns his attention to the patriarchs. he raises up adam, along with all the prophets and the saints. together, they all depart up out of hades, and ascend into paradise. ( you can read a full account in the gospel of nicodemus online. ) the “ harrowing of hell ” portion of that gospel was widely circulated in other compilations of religious literature, most notably in the golden legend of the lives of the saints, compiled by jacob of voragine in the 13th century. the literary versions of the “ harrowing of hell ” in turn gave rise to many works of art, including the “ mystery play ” tradition of medieval religious drama. most commonly, however, people would learn about jesus ’ s descent into the underworld from the artwork which decorated the churches and cathedrals of europe. in the remainder of this article, i would like to look at ten different visual depictions of the story, to see what details we can observe in each artist ’ s rendering of the scene. let ’ s start with a modern orthodox icon. in this very simple depiction, jesus has broken through the doors to hell which he tramples underfoot ( notice the locks all broken asunder ), and he rescues adam and eve. as often, adam is shown as an old man, while eve is young. the traditional name for this scene in the orthodox tradition is the “ anastasis, ” the “ raising up ” as you can see written in the icon itself : while adam and eve are clothed in this icon, they are often shown in the nude, as in this 15th - century wood carving, late 15th century by veit stoss from the mariacki altarpiece in cracow, poland. notice also here the presence of demons, who are tormenting the dead : to emphasize that he has only lately been crucified, some depictions emphasize christ


century by veit stoss from the mariacki altarpiece in cracow, poland. notice also here the presence of demons, who are tormenting the dead : to emphasize that he has only lately been crucified, some depictions emphasize christ ’ s wounded hands and feet, as in this 16th - century painting now housed in the museum of lille : while jesus is often shown trampling the doors to hell underfoot, sometimes he is trampling a demon underfoot, as in this early 14th - century sculpture. notice also how the scene is paired with the entombment of christ to the left : some depictions combine both the door underfoot and the demon, as in this marvelous piece of 15th - century stained glass in the church of st. ethelbert, hessett, suffolk. notice the flames licking out from under the door! in addition to the demons you might see trampled underfoot or harassing the dead souls, you can also find demons standing off to the side, observing the events, as here in andrea da firenze ’ s famous 14th - century fresco from santa maria novella in florence, italy. here you can see jesus rescuing a whole crowd of souls from the underworld : here is a detailed view of those demons as they watch the proceedings : another character who often figures in representations of the harrowing of hell is the “ good thief, ” saint dismas, who was crucified with jesus. jesus promises dismas that “ today you will be with me in paradise ” ( luke 23 : 43 ). not surprisingly, then, dismas is also seen journeying with jesus down into the underworld on their way to paradise. for example, you can see dismas standing behind jesus in this woodcut from 1510 by albrecht durer : if you look carefully behind adam and eve, you can see dismas bearing the cross in this mosaic from the church of san marco in venice : sometimes jesus is also accompanied by angels who battle the demons as he leads the soul out from their captivity, as in this painting by tintoretto from 1568 : as you can see from the quite attractive nude depiction of eve in tintoretto ’ s painting, the story of the harrowing of hell provided renaissance artists a rare opportunity to paint female nudes in a work of religious art. this is carried to extremes, as you can see, in bronzino ’ s elaborate crowd scene, painted in 1552 and found in the refectory of santa croce in florence :


the leftovers in the fridge smelled a little weird, but you went ahead and ate them. you were so hungry, you didn ' t even heat them up. a couple of hours later, though, you started to feel sick. powerful waves of pain rumbled through your stomach. they went away, but not for long. then you even threw up! that sounds like a case of food poisoning. no one put poison in your food, but bacteria probably grew in the food in the fridge and those bacteria made you sick. food poisoning can be mild and last just a short time or can be more serious. let ' s find out how to avoid it. what is food poisoning? food poisoning comes from eating foods that contain germs like bad bacteria or toxins, which are poisonous substances. bacteria are all around us, so mild cases of food poisoning are common. you may have had mild food poisoning — with diarrhea and an upset stomach — but your mom or dad just called it a stomach bug or stomach virus. you might think the solution is to get rid of all the bacteria. but it isn ' t possible and you wouldn ' t want to do it, even if you could. bacteria are all around us, including in food, and sometimes they can be good for us. it ' s confusing, but one thing is for sure — the bacteria in the rotten leftovers weren ' t the good - for - you kind. but you can learn how to avoid those bad germs in food. which germs are to blame? foods from animals, raw foods, and unwashed vegetables all can contain germs that cause food poisoning. the most likely source is food from animals, like meat, poultry ( such as chicken ), eggs, milk, and shellfish ( such as shrimp ). sometimes feeling sick from food poisoning shows up within hours of eating the bad food. at other times, someone may not feel sick until several days later. with mild cases of food poisoning, you will not feel sick for very long and will soon be feeling fine again. it can be hard to tell if you have food poisoning or something else. you might do a little detective work and see who else gets the same sickness. did they eat the same thing you did? if only people who ate that food got sick, food poisoning could be the problem. it ' s one thing to get food poisoning from something in your fridge, but imagine how many people could get sick if a restaurant served food that had these bad germ


only people who ate that food got sick, food poisoning could be the problem. it ' s one thing to get food poisoning from something in your fridge, but imagine how many people could get sick if a restaurant served food that had these bad germs in it. when that happens, people from the health department might get involved and try to figure out what happened and make sure everyone gets the medical care they need. what will the doctor do? if you go to the doctor, he or she will ask you a lot of questions about how you ' re feeling, when you first felt sick, what you ate in the past few days, and if anyone else you know is also sick. the doctor might also take a sample of your stool ( poop ) and urine ( pee ) to test for possible germs that might have caused food poisoning. the type of treatment you ' ll get for food poisoning will depend on the specific germ that is making you sick. the doctor might give you medicine, but most of the time someone who has food poisoning doesn ' t need to take medicine. it ' s also rare that a kid with food poisoning would need to go to the hospital. usually, only people who get really dehydrated have to go to the hospital. being dehydrated means your body has lost too much fluid due to diarrhea and vomiting. a dehydrated person can get fluids and medicine through an iv at the hospital. to keep from getting dehydrated, try to keep drinking fluids when you are sick. you may also need to go to the hospital if you have blood in your poop. if you do see blood in your poop, you should definitely tell your parents about it. many things can be done to prevent food poisoning. these precautions should be taken at every stage a food takes — from preparation to cooking to storing leftovers. a lot of this responsibility falls on grown - ups, but kids can help fight germs, too. one of the best ways is to wash your hands if you ' re helping to prepare foods. when should you wash? before you start helping — so germs from your hands don ' t get on the food — and after so you don ' t pass along germs from the food to yourself or anyone else. if you don ' t, here ' s how germs can travel : you help make hamburger patties. you get bad bacteria from the raw ground beef on your hands. you hold your little sister


from the food to yourself or anyone else. if you don ' t, here ' s how germs can travel : you help make hamburger patties. you get bad bacteria from the raw ground beef on your hands. you hold your little sister ' s hand. she uses that hand to eat a snack. now the bacteria have made it inside and can make her sick. other steps you can take to keep your food safe include : wash fruits and vegetables well before eating them. only eat foods that are properly cooked. if you cut into chicken and it looks pink and raw inside, tell a grown - up. look at what you ' re eating and smell it, too. if something looks or smells different from normal, check with an adult before eating or drinking it. milk is a good example. if you ' ve ever had a sip of sour milk, you know you never want to taste that again! mold ( which can be green, pink, white, or brown ) is also often a sign that food has spoiled. if you ' re going to eat leftovers, ask a grown - up for help heating them up. by heating them, you can kill bacteria that grew while it was in the fridge. check the date. lots of packaged foods have expiration dates or " sell by " ( which means that the food should leave store shelves by that time ) dates. don ' t eat a food if today ' s date is after the expiration date. use it before it expires. ask an adult for help deciding if it ' s past the sell by date. cover and refrigerate food right away. bacteria get a good chance to grow in foods that sit at room temperature. by putting food in the fridge, you ' re putting the chill on those bad germs!


ignacio first noticed the signs of his non - hodgkin lymphoma when he had trouble breathing and was coughing a lot during football practice. he also started having fever without knowing why. he told his parents, and they took him to the doctor. the doctor did an exam and ordered some lab tests and a ct scan. everyone hoped that it would not show anything, but a lump was found. after some more tests, including a biopsy by the surgeon, the doctors diagnosed ignacio with non - hodgkin lymphoma. at first, ignacio was scared when he heard that non - hodgkin lymphoma is a form of cancer. but he quickly learned that it ' s highly treatable, especially if caught early, as his was. ignacio was relieved when his doctor told him that the odds were good that he ' d be cured. what is non - hodgkin lymphoma? a lymphoma is a cancer of the lymphatic system. the lymphatic system is a part of the body ' s immune system and helps filter out bacteria, viruses, and other unwanted substances. most people don ' t notice the workings of their lymphatic systems ; in fact, the only time you might be aware of your lymphatic system is when the lymph nodes ( which are sometimes referred to as glands ) swell up. this often happens when a person is sick — a sign that the lymphatic system is working hard to filter harmful substances out of the body. non - hodgkin lymphoma is a disease in which cancer cells form in the lymphatic system and start to grow uncontrollably. there are several different types of lymphomas. some involve a particular type of cell ; these are grouped under the heading hodgkin lymphoma. all other forms of lymphoma fall into the non - hodgkin grouping. the different forms of non - hodgkin lymphoma depend on such things as what the cells look like under a microscope. no one really knows what causes non - hodgkin lymphoma. doctors have identified some risk factors ( things that may increase a person ' s chances of developing a particular condition ) for non - hodgkin lymphoma. these include conditions that weaken the immune system, such as acquired immunodeficiency syndrome ( aids ), taking immune -


may increase a person ' s chances of developing a particular condition ) for non - hodgkin lymphoma. these include conditions that weaken the immune system, such as acquired immunodeficiency syndrome ( aids ), taking immune - suppressing medications following organ transplants, and exposure to certain viruses, such as epstein - barr virus ( the virus that usually causes mono ). often, experts never find out exactly why a person gets lymphoma. people who have a brother or sister who has had the disease are also more likely to get non - hodgkin lymphoma. but, it ' s not contagious — you can ' t give it to someone and they can ' t catch it from you. of course, just because you ' ve had mono or an organ transplant doesn ' t mean you ' ll get the disease : most people with non - hodgkin lymphoma don ' t have any of these risk factors. the signs and symptoms of non - hodgkin lymphoma vary from person to person depending on the type of lymphoma and where a tumor is located. some people may feel stomach pain, constipation, and decreased appetite. others may have trouble breathing, difficulty swallowing, and notice coughing, wheezing, or chest pain. other symptoms may include : painless swollen lymph nodes fever, chills, or night sweats weight loss despite eating normally bone or joint pain the symptom that some people notice first is swollen lymph nodes — usually in the neck, armpits, and groin. of course, swollen lymph nodes do not usually mean cancer — they ' re most often a sign of a common illness, like an infection. in fact, all of the symptoms of non - hodgkin lymphoma also can be caused by other conditions, which is why only a doctor can determine what ' s really wrong. in addition to doing a physical examination, the doctor will ask you about any concerns and symptoms you have, your past health, your family ' s health, any medications you ' re taking, any allergies you may have, and other issues. this is called the medical history. if your family doctor suspects non - hodgkin lymphoma, he or she will refer you to an oncologist, a doctor who specializes in the treatment of cancer. the oncologist will then do tests to diagnose the problem. if


suspects non - hodgkin lymphoma, he or she will refer you to an oncologist, a doctor who specializes in the treatment of cancer. the oncologist will then do tests to diagnose the problem. if someone has swollen lymph nodes, the doctor may want to perform a biopsy if the swelling does not go down after other treatments. a biopsy is a type of test where a doctor removes a tiny bit of tissue from the body and sends it out to a laboratory for a specialist to examine. depending on the type of biopsy a person has, a doctor may use local anesthesia ( where only a part of the body is numbed ) or general anesthesia ( where a person is asleep ) to ensure there ' s no pain. biopsies used to test for non - hodgkin lymphoma include excisional biopsy ( where the doctor opens the skin to remove an entire lymph node ) or incisional biopsy ( where the doctor removes only a part of the lymph node ). another type of biopsy, fine needle aspiration ( where a very thin needle suctions out a small amount of tissue from the lymph node ) is used on some occasions to diagnose non - hodgkin lymphoma. doctors sometimes also perform a bone marrow biopsy, where a needle is used to take samples of the soft tissue found in a bone. your doctor may do other tests to diagnose non - hodgkin lymphoma, including : a chest x - ray, a simple procedure in which the person lies on a table while an x - ray machine takes an image of the chest a computerized tomography ( ct or cat ) scan, which rotates around the patient and creates an x - ray picture of the inside of the body from different angles an ultrasound, which uses high - frequency sound waves to create pictures of the inside of the body a magnetic resonance imaging ( or mri ) scan, which uses magnets and radio waves to allow doctors to see inside the body. a galliumscan, which uses the injection of a material known as gallium and can help show tumors and inflammation a bone scan to detect bone changes a positron emission tomography ( pet ) scan, which can tell the difference between normal and abnormal cells based on metabolic activity once doctors have made a diagnosis of non - hodgkin lymphoma, they use what ' s called a "


counts, which can put people at risk for infection or bleeding. some people feel weak or dizzy after their treatments, or they run a fever. others get sores in their mouths or suddenly don ' t feel much like eating. it ' s also common for patients to lose some or all of their hair. the short - term side effects of radiation can be similar to those of chemotherapy, although they ' re usually more localized, meaning they affect only the area that receives the radiation treatment. some people feel side effects for weeks after their treatment ends. tell your doctor if you experience any side effects of treatment. your doctor also can discuss any long - term side effects of the type of treatment you are having. if you have or have had non - hodgkin lymphoma, it ' s important to see your doctor regularly for the years following treatment. occasionally, cancer may return, and follow - up appointments with your cancer specialist can help you catch it early if it does. also, your doctor will be watching for any late side effects of treatment. although non - hodgkin lymphoma can be an aggressive disease, treatments have improved in recent years — and researchers are constantly developing new and improved approaches to curing the disease. today, the percentage of people who are cured is about 70 % or higher.


aids ( acquired immunodeficiency syndrome ) is a disease that makes it difficult for the body to fight off infectious diseases. the human immunodeficiency virus ( hiv ) causes aids by infecting and damaging part of the body ' s defenses against infection — its lymphocytes, which are white blood cells in the immune ( infection - fighting ) system that are supposed to fight off invading germs. hiv can be transmitted through direct contact with the blood or body fluid of someone who is infected with the virus. that contact usually comes from sharing needles or by having unprotected sex with an infected person. an infant could get hiv from a mother who is infected. hiv and aids can be treated, but there are no vaccines or cures for them. what hiv does to the body the virus attacks specific lymphocytes called t helper cells ( also known as t - cells ), takes them over, and multiplies. this destroys more t - cells, which damages the body ' s ability to fight off invading germs and disease. when the number of t - cells falls to a very low level, people with hiv become more susceptible to other infections and they may get certain types of cancer that a healthy body would normally be able to fight off. this weakened immunity ( or immune deficiency ) is known as aids and can result in severe life - threatening infections, some forms of cancer, and the deterioration of the nervous system. although aids is always caused by an hiv infection, not everyone with hiv has aids. in fact, some adults who become infected with hiv may appear healthy for years before developing aids. how common is hiv / aids? the first case of hiv was reported in 1981, but the disease may have existed unrecognized for many years before that. hiv infection leading to aids has been a major cause of illness and death among children, teens, and young adults worldwide. in recent years, hiv infection rates have been increasing rapidly among teens and young adults. half of all new hiv infections in the united states occur in people under 25 years old ; thousands of teens acquire new hiv infections each year. most new hiv cases in younger people are transmitted through unprotected sex ; one third are from injected drug usage via the sharing of dirty, blood - contaminated needles. among children, most cases of hiv infections resulted from transmission of the hiv virus from the mother to her child during pregnancy or birth, or through breastfeeding. in rare cases children may have been infected by being


of dirty, blood - contaminated needles. among children, most cases of hiv infections resulted from transmission of the hiv virus from the mother to her child during pregnancy or birth, or through breastfeeding. in rare cases children may have been infected by being sexually abused by someone living with hiv. fortunately, medicines currently given to hiv - positive pregnant women have drastically reduced mother - to - child hiv transmission in the united states. these drugs are also used to slow or reduce some of the effects of the disease in people who are already infected. but these medicines have not been readily available worldwide, particularly in the poorer nations hardest hit by the epidemic. providing access to these life - saving treatments has become an issue of global importance. hiv is transmitted through direct contact with the blood or body fluid of someone who is infected with the virus. the three main ways hiv is passed to a very young child are : while the baby develops in the mother ' s uterus ( intrauterine ) at the time of birth among teens, the virus is most commonly spread through : unprotected sex ( oral, vaginal, or anal sex ) sharing needles used to inject drugs or other substances ( including contaminated needles used for injecting steroids and tattooing and body art ) in very rare cases, hiv has also been transmitted by direct contact with an open wound of an infected person ( the virus may be introduced through a small cut or tear on the body of the healthy person ) and through blood transfusions. since 1985, the u. s. blood supply has been carefully screened for hiv. signs and symptoms of hiv although there may be no immediate physical signs of hiv infection at birth, if untreated, they might appear within 2 to 3 months after a child is born. kids who are born with hiv can develop opportunistic infections, which are illnesses that can develop in weakened immune systems, such as pneumocystisjirovicii pneumonia ( pcp ). an untreated child with hiv may also get more severe bouts of other common childhood infections, such as epstein - barr virus ( ebv ) infection, which generally causes mild illness in most kids. in developing countries, tuberculosis has been a particularly common problem and often the cause of death of children and adults living with hiv. a baby born with hiv infection most likely will appear healthy. but within 2 to 3 months after birth, an infected baby might begin to appear sick, with poor weight gain, repeated fungal mouth infections ( thrush ), enlarged l


living with hiv. a baby born with hiv infection most likely will appear healthy. but within 2 to 3 months after birth, an infected baby might begin to appear sick, with poor weight gain, repeated fungal mouth infections ( thrush ), enlarged lymph nodes, enlarged liver or spleen, neurological problems, and multiple bacterial infections, including pneumonia. teens and young adults who contract hiv usually show no symptoms at the time of infection. in fact, it may take up to 10 years or more for symptoms to show. during this time, they can pass on the virus without even knowing they have it themselves. once the symptoms of aids appear, they can include rapid weight loss, intense fatigue, swollen lymph nodes, persistent diarrhea, night sweats, or pneumonia. they, too, will be susceptible to life - threatening opportunistic infections. diagnosing hiv infections and aids every pregnant woman should be tested for hiv to have a better chance of preventing transmission to her unborn child. if a woman knows she is hiv - infected and already has children, it is recommended that all of them be tested for hiv. even older kids who seem healthy could still have an hiv infection if she was hiv - positive at the time they were born. a blood test is needed to know for sure. newer tests can help doctors to determine if a baby born to an hiv positive mother is infected in the first few months of life. older kids, teens, and adults are tested for hiv infection by a number of different tests that look for antibodies to the virus, proteins that coat the virus, or the presence of the virus itself. antibodies are specific proteins that the body produces to fight infections ; hiv - specific antibodies are produced in response to infection with hiv. someone with antibodies against hiv is said to be hiv - positive. if any one of the tests is positive, it will be repeated or confirmed with another test. across the united states, only a handful of cases have been reported where hiv infection was contagious from a child to another person. all of those cases involved direct blood contact within a household. the typical baby secretions ( urine, drool, spit up, vomit, feces, etc. ) do not seem to transmit the virus, so routine care of babies with hiv is considered safe. despite widespread concerns, no transmissions of hiv within a school or childcare setting have been reported. because the danger in transmitting hiv involves direct contact with blood, personnel at schools and childcare programs should routinely use gloves when any


with hiv is considered safe. despite widespread concerns, no transmissions of hiv within a school or childcare setting have been reported. because the danger in transmitting hiv involves direct contact with blood, personnel at schools and childcare programs should routinely use gloves when any child has a cut, scrape, or is bleeding. transmission of hiv among teens among teens, hiv is spread mostly through unprotected sex with an infected person or sharing intravenous drug needles. education of children and teens is vitally important to help prevent sexual transmission of hiv, as well as other sexually transmitted diseases ( stds ), including chlamydia, genital herpes, gonorrhea, hepatitis b, syphilis, and hpv ( which can cause genital warts or lead to various cancers ). many stds cause irritation, sores, or ulcers of the skin and mucous membranes that the virus can pass through. having an std, such as genital herpes, for example, has been proven to increase the risk of getting hiv if the person has unprotected sex with someone who is hiv - positive. opportunistic infections ( infections that take advantage of a person ' s weakened immune system ) are the most common complication of hiv / aids. sometimes adults with hiv / aids can get an infection from germs that do not normally cause illness in a healthy person ( like cryptococcus ). people with aids ( especially children ) can get a severe version of a more common infection, such as chickenpox. these opportunistic infections and conditions can frequently occur in kids with hiv : viral infections, such as a form of chronic walking pneumonia called lymphoid interstitial pneumonia ( lip ), herpes simplex virus, shingles, and the cytomegalovirus infection parasitic infections, such as pcp ( a pneumonia caused by pneumocystis jirovicii, a microscopic parasite that can ' t be fought off due to a weakened immune system ) and toxoplasmosis fungal infections, such as esophagitis ( inflammation of the esophagus ), and candidiasis or thrush ( yeast infection ) children with hiv are also at higher risk for some forms of cancer because of their weakened immune systems. lymphomas associated with epstein - barr virus ( ebv ) infection are more common in older kids with hiv. difficult complications in treating kids who have hiv / aids include the wasting syndrome ( the


cancer because of their weakened immune systems. lymphomas associated with epstein - barr virus ( ebv ) infection are more common in older kids with hiv. difficult complications in treating kids who have hiv / aids include the wasting syndrome ( the inability to maintain body weight due to long - term poor appetite and other infections related to hiv disease ) and hiv encephalopathy ( due to hiv infection of the brain that causes swelling and then damage to the brain ' s tissues over time ). hiv encephalopathy can result in dementia, especially in adults. wasting syndrome can sometimes be helped with nutritional counseling and daily high - calorie supplements, but preventing hiv encephalopathy remains extremely difficult. the last 20 years have brought two major developments in the treatment of hiv / aids : drugs that inhibit the virus ' s growth, preventing or delaying the onset of aids and allowing people with hiv to remain free of symptoms longer drugs that help reduce the transmission of the virus from an hiv - infected mother to her child as medical understanding about how the virus invades the body and multiplies within cells increases, drugs to inhibit its growth and slow its spread are developed. drug treatment for hiv / aids is complicated and expensive, but highly effective in slowing the replication ( reproduction ) of the virus and preventing or reducing some effects of the disease. drugs to treat hiv / aids use several different strategies, including : interfering with hiv ' s reproduction of its genetic material ( called nucleoside or nucleotide anti - retrovirals ) interfering with the enzymes hiv needs to take over certain body cells ( these drugs are called protease inhibitors ) interfering with hiv ' s ability to pack its genetic material into viral code — that is, the genetic " script " hiv needs to be able to reproduce itself. these medicines are called non - nucleoside reverse transcriptase inhibitors ( nnrtis ). newer types of medications ( integrase inhibitors and ccr5 inhibitors ) that use different strategies because these drugs work in different ways, doctors generally prescribe a " combination cocktail " of these drugs that is taken every day. this regimen is known as haart ( highly active anti - retroviral therapy ) treatment. doctors also may prescribe drugs to prevent certain opportunistic infections when a person ' s immune system is very weak — for example, some antibiotics can help prevent pcp, especially in kids. a number of medicines can treat hiv infection and slow the onset of aids, but they must be taken and


world, especially in developing countries. when a pregnant hiv - infected woman receives good medical care early and takes antiviral medications regularly during her pregnancy, the chance that she will pass hiv to her unborn baby is dramatically reduced. it is important that any pregnant woman who knows she is hiv - positive start prenatal care as soon as possible to take full advantage of such treatments. the sooner a mother receives treatment, the greater the likelihood her baby will not get hiv. an hiv - infected mother can receive medical treatment : before the birth of her baby : antiviral treatments given to the mother during pregnancy can help prevent hiv transmission to the baby at the time of birth : antiviral medications can be given to both the mother and the newborn to lower the risk of hiv transmission that can occur during the birth process ( which exposes the newborn to the mother ' s blood and fluids ) ; in addition, the mother will be encouraged to formula - feed rather than breastfeed because hiv can be transmitted to her baby through breast milk during breastfeeding : because breastfeeding is discouraged among hiv - infected mothers, this type of transmission is rare in the united states. however, in places in the world with limited access to formula or a clean water supply to mix it, both the mother and child can be treated with medication to lower the baby ' s risk of hiv infection. before antiviral medicines were routinely given, almost 25 % of children born to hiv - infected mothers developed the disease and died by 24 months of age. now, studies show that mothers with hiv who get good prenatal care and regularly take antiviral drugs during their pregnancy have less than a 1 % chance of passing hiv to their babies. if these babies do get the hiv virus, they tend to be born with a lower viral load ( less hiv virus is present in their bodies ) and have a better chance of long - term, disease - free survival. cases of hiv infection and aids in children are complicated and should be managed by experienced health care professionals. kids will need to have their treatment schedules closely monitored and adjusted regularly. any infections that could become life threatening must be quickly recognized and treated. medicines are adjusted in relation to the child ' s viral load. the child ' s health is also monitored by frequent measurement of t - cell levels because these are the cells that the hiv virus destroys. a good t - cell count is a positive sign that medical treatments are working to keep the disease under control. kids should see their health care providers often for blood


frequent measurement of t - cell levels because these are the cells that the hiv virus destroys. a good t - cell count is a positive sign that medical treatments are working to keep the disease under control. kids should see their health care providers often for blood work, physical exams, and discussions about how they and their families are coping socially with any stress from their disease. some immunizations during routine visits may be slightly different for infants or children with hiv / aids. a child whose immune system is severely compromised will not receive live virus vaccines such as measles - mumps - rubella ( mmr ) and varicella ( chickenpox ). all other routine immunizations are given as usual, and a yearly influenza vaccine ( flu shot ) is recommended. if a family seeks health care in a hospital emergency department, parents should be sure to tell the nurse who registers the child that the child has hiv. this will alert medical caregivers to look closely for any signs of diseases from opportunistic infections and provide the best possible treatment. outlook for hiv / aids there is no vaccine to prevent hiv and aids, although researchers are working to develop one. combinations of antiviral drugs and drugs that boost the immune system have allowed many people with hiv to resist infections, stay healthy, and live longer, and many children born with hiv who are treated early reach adulthood. prevention of hiv remains of worldwide importance. despite much research, there is no vaccine that will prevent hiv infection. infection can be prevented by never sharing needles, and abstaining from oral, vaginal, or anal sex. since most people will eventually become sexually active at some point in their lives, always using condoms for all types of sexual intercourse can drastically reduce the risk of getting hiv. testing all pregnant women multiple times during pregnancy can also help. if the result is positive, immediate treatment can begin before the baby is born to prevent hiv transmission. talking with kids about hiv / aids talking about hiv / aids means talking about sex and drugs — and it ' s not always easy for parents to talk about sexual feelings and behavior with their kids. similarly, it ' s not always easy for teens to open up or to believe that issues like hiv / aids can affect them. doctors and counselors suggest that parents become knowledgeable and comfortable discussing sex and other difficult issues early on, even before the teen years. after all, the issues involved — understanding the body and sexuality, adopting healthy behaviors, respecting others, and dealing with feelings — are topics that have meaning at


pub. date : 2008 | online pub. date : april 25, 2008 | doi : 10. 4135 / 9781412963879 | print isbn : 9781412926942 | online isbn : 9781412963879 | publisher : sage publications, inc. about this encyclopedia damayanti banerjee & michael m. bell a disproportionate burden of environmental problems are borne by the poor and by communities of color, as documented by a large body of scholarship on what has come to be called environmental justice. although the early literature on environmental justice primarily focused on questions of unequal distribution of environmental “ bads ” in the united states, recent years have witnessed studies of environmental justice on a global scale and a broadening understanding of what constitutes environmental justice. both the u. s. - based and international studies have had a close relationship with the development of social movements working to overcome these inequalities, a true instance of the mutualism between the academe and civil society that many have called for in all areas of research. concern for environmental justice has thus significantly grown over the years both within the united states and elsewhere. this entry describes the development of this movement, the research that examines three...


pub. date : 2009 | online pub. date : december 16, 2009 | doi : 10. 4135 / 9781412972048 | print isbn : 9780761929574 | online isbn : 9781412972048 | publisher : sage publications, inc. about this encyclopedia film in television news robin a. larsen until the american commercial television networks introduced videotape recording in 1956, they produced news only live or on film. they aired live, film, and videotape news reports until 1978, when film was dropped. televised film news first appeared in late 1936 in england with the launching of the bbc ' s london television service. three years later, in 1939, nbc / rca introduced u. s. television at the new york world ' s fair. after world war ii, in 1946, four networks ( abc, cbs, dumont, and nbc ) began broadcasting daily 15 - minute filmed news magazine programs from their new york flagship stations. coverage of political party conventions and presidential elections followed in 1948. to capture televised images on film, 16mm and 35mm kinescope cameras especially designed for the purpose were aimed at video monitors carrying studio or remote transmissions. only in the late 1950s were film reels and cameras gradually replaced by erasable, two - inch magnetic videotape and the...


| korcula. net > places on the island - korcula - moreska dance | | the moreska dance moreska is pronounced ' moreska '. it means ' moorish '. the word is derived from the spanish adjective ' morisco ' or the italian ' moresco '. it is a matter of conjecture whether the dance came to the adriatic directly from spain through roving spanish sailors, or from sicily or italy when dalmatia formed part of the venetian republic whether it was originally a moorish dance or a spanish one, inspired by the struggle of spanish christians against the moors is also debatable though the latter seems the most likely. we do know for certain that it is one of the oldest traditional european dances still performed, and that records exist of it being danced in lerida in 1156 in a form portraying a christian and national victory over the moors and their expulsion from aragon. from the 12th century and particularly in the 16th and 17th centuries, the dance spread to many mediterranean countries : to italy, corsica, sicily, malta, france and, through spanish trade, to flanders, germany and even to england. it was subject to frequent local variations, in regard to plot, protagonists and eventually also to form. in corsica it was danced by eighty swordsmen on each side, armed with two swords apiece, who did battle for the town of mariana to the music of a solo violin ; in elba the engagement was between christians and turks, in other places between arabs and turks ; sometimes the damsel in distress was a white maiden of royal blood, sometimes a turkish or moorish one of equal innocence and beauty. in ferrara a dragon was introduced who tried to devour the damsel and there were many later versions which degenerated from the original war - dance ( intrinsically a useful sword practice and ' keep - fit ' class for the warriors of small island or coastal garrisons for whom good swordsmanship and alertness meant their survival ) into a form of folk drama, and eventually into the dance interludes of pastoral plays and italian opera. in germany the moreska, though called moriskentanze, became a mere collection of local folk dances and in england the morris ( l. e. moorish ) dancers threw away their swords and substituted long wooden sticks which they fought with and over which they hopped. in most of the mediterranean the moreska survived until the end of the 18th century, and in italy and dalmatia till the close of the 19th. today, korcula is