in july 2010, the united nations general assembly created un women, the united nations entity for gender equality and the empowerment of women. in doing so, un member states took an historic step in accelerating the organization ’ s goals on gender equality and the empowerment of women. the creation of un women came about as part of the un reform agenda, bringing together resources and mandates for greater impact. it will merge and build on the important work of four previously distinct parts of the un system which focus exclusively on gender equality and women ’ s empowerment : - division for the advancement of women ( daw ) - international research and training institute for the advancement of women ( instraw ) - office of the special adviser on gender issues and advancement of women ( osagi ) - united nations development fund for women ( unifem ) the main roles of un women are : - to support inter - governmental bodies, such as the commission on the status of women, in their formulation of policies, global standards and norms to help member states to implement these standards, standing ready to provide suitable technical and financial support to those countries that request it and to forge effective partnerships with civil society. to hold the un system accountable for its own commitments on gender equality, including regular monitoring of system - wide progress. over many decades, the un has made significant progress in advancing gender equality, including through landmark agreements such as the beijing declaration and platform for action and the convention on the elimination of all forms of discrimination against women ( cedaw ). gender equality is not only a basic human right, but its achievement has enormous socio - economic ramifications. empowering women fuels thriving economies, spurring productivity and growth. yet gender inequalities remain deeply entrenched in every society. women lack access to decent work and face occupational segregation and gender wage gaps. they are too often denied access to basic education and health care. women in all parts of the world suffer violence and discrimination. they are under - represented in political and economic decision - making processes. for many years, the un has faced serious challenges in its efforts to promote gender equality globally, including inadequate funding and no single recognized driver to direct un activities on gender equality issues. un women — which will be operational by january 2011 — has been created to address such challenges. it will be a dynamic and strong champion for women and girls, providing them with a powerful voice at the global, regional and local levels. grounded in the vision of equality enshrined in the un charter, un women will, among other issues,


mountain agenda, university of bern, switzerland - date submitted : 1 nov 2011 - stakeholder type : major group - name : mountain agenda, university of bern, switzerland - submission document : download full submissionsubmission to the rio 2012 secretariat for the compilation document theme : sustainable mountain development with a focus on green economy and institutions by thomas kohler, associate director, centre for development and environment, university of bern, switzerland this submission is organized as follows : - numbering of paras refers to the guidance note - paras pertaining to 3a ), 1 and 2 refer to sustainable development in general. - all other paragraphs refer to sustainable development in mountain regions. pertaining to 3a : expectations for the outcome of rio 2012 1. we expect bold decisions, resulting in quantifiable outcomes, which are the result of specific action based on a short catalogue of common principles of sustainable development ( sd ). the outcomes of action must be monitorable in 5 year intervals. 2. while based on common principles, sd takes place in concrete contexts. we mention 3 such contexts, which we expect to be addressed specifically in the outcome documents, and which could help structure these documents : ( 1 ) sectoral issues such as those presented for example in the unep report on green economy ; ( 2 ) the largely different circumstances of industrialised countries, countries in transition, and developing countries ; and ( 3 ) the specific constellations of regional contexts, which strongly limit global blueprints for achieving sd. 3. specifically, we expect that the mountain regions of the world will be addressed as a key regional context. without sustainable development in mountains, sustainable development at the global level cannot be achieved : with about 25 % of land surface of the earth and 12 % of global population,? mountains provide freshwater to over half of humankind, including megacities and conurbations on all continents ; drylands of the world depend to over 80 % on freshwater from mountains. global sustainable development is a fallacy without a safe supply of water from mountain regions.? mountains harbour over 50 % of all biodiversity hotspots of the world. as centres agro - biodiversity, they harbour the genetic pool of key global food crops such as wheat, maize, and potatoes. a world striving for higher food security must not lose this capital.? mountains are important for recreation and tourism in an increasingly urbanised world. tourism is among the fastest growing industries at a global level, and mountains have a significant share in this growth on all continents. the alps as the second most important


this capital.? mountains are important for recreation and tourism in an increasingly urbanised world. tourism is among the fastest growing industries at a global level, and mountains have a significant share in this growth on all continents. the alps as the second most important tourism region in the world after the mediterranean basin lead the way. they show the crucial role of tourism for local employment and income generation without sidelining environmental concerns.? however, mountains are hazard - prone environments. they are more exposed to risks than other environments. poverty rates in mountain regions are significantly higher than on global average. property rights are often not assured, especially in common property regimes and for indigenous communities. both are widespread in mountain regions. these problems must be tackled more rigorously than in the past. pertaining to 3. b - d. implementation, actors, mechanisms - green economy roadmap : mountains have a high potential for greening the economy at all levels, which should be reflected on the outcome documents. keyword include green energy, especially hydropower ; biodiversity and agrobiodiversity ( see below ), and hazard prevention. - sustainable development goals : within a global frame of sd principles, specific goals and monitorable indicators need to be defined for mountain areas as a specific context for sd. efforts to this end have been made by andean countries already. they deserve support. - views on implementation : actor inclusiveness : in mountain regions, the 3 pillars of sd are strongly interconnected. therefore, concepts for sd transcend sectoral approaches while based on sound sectoral knowhow of key stakeholders including authorities, local communities, external development agencies, research institutions, and the private sector. appropriate forms such as local and regional bodies must be established for negotiating sustainable development outcomes for mountain regions. donor and funding agencies, bilateral and international, as well as governments need to help establish and fund such bodies. actor ownership : regional and country ownership of sd processes and visions are key. lessons how to achieve this can be learnt from the poverty reduction strategy process. - specific cooperation mechanisms : the world mountain forum, a novel initiative based on public - private partnership, has a potential to channel substantial expertise and funds into mountain development, and to create new linkage between mountain and lowland populations. the forum could be officially launched at the rio 2012 conference. pertaining to 4. a. objectives of the conference - gaps. watershed management. following chapter 13 of agenda 21 from the rio 1992 earth summit, important inroads have been made in watershed management, with a focus on mountain areas and highland -


. pertaining to 4. a. objectives of the conference - gaps. watershed management. following chapter 13 of agenda 21 from the rio 1992 earth summit, important inroads have been made in watershed management, with a focus on mountain areas and highland - lowland contexts. approaches have become more participatory and transsectoral. however, important gaps remain relating to area coverage. given the world? s need for freshwater, efforts in watershed management in mountain regions must be stepped up in the coming decade. fao with its global watershed programme should lead the way in sharing experience with actors engaged in this domain. - gaps. generating and strengthening knowledge. chapter 13 also stressed the need for improving the knowledge on mountain regions. progress has been made since 1992, but important gaps remain relating to patterns of climate change and their impact on water resources and hazards ; and relating to the effects of economic globalisation on mountain populations and land management. - new challenges and opportunities : sustainable development in mountain areas faces a series of new challenges. these are climate change ; the effects of globalisation including labour migration, irresponsible exploitation of resources such as minerals, timber, and water for large scale hydropower, and loss of cultural identity due to the dominance of western urban values, transmitted to the most remote mountain places by mass media, standardised formal education, and tourism. the challenge is not to prevent these processes from happening, but to turn them into opportunities via appropriate national polity frames. pertaining to 4. b. green economy for poverty alleviation and sd - green energy : there is a huge untapped potential in mountain areas for hydropower development especially in developing countries, which presents an opportunity for green energy supply in support of a greener economy beyond mountain areas. small hydropower in mountain areas has been particularly successful in providing affordable energy, creating local jobs, increasing wellbeing and reducing poverty, while very substantially reducing carbon loads without disrupting effects on local ecosystems. efforts should be targeted to double small hydropower generation within the next 5 - 7 years especially in mountain regions of developing countries. gef with unido and icshp are called upon to take the lead to achieve this target. - large hydropower development has a huge potential to green the global economy much beyond mountain areas. sadly, experience shows that it can only be promoted if global environmental and social standards such as those established by the world commission on dams are fully met, especially relating to fair compensation of mountain communities. - other investment in greening the energy sector in mountains should


, experience shows that it can only be promoted if global environmental and social standards such as those established by the world commission on dams are fully met, especially relating to fair compensation of mountain communities. - other investment in greening the energy sector in mountains should be promoted depending on local conditions. this refers to solar power, wind power, and energy from biogas. more efficient stoves are a cheap, low - tech, accepted and easily upscalable option for reducing carbon emissions by half, reducing women? s drudgery, creating a healthier homes, and saving wood and dung, the most important sources of energy in the mountain areas of developing countries. - payment for environmental services ( pes ) : important as they may be as incentives, more must be learnt from experience made. the compensation must be large enough to generate interest upstream for service provision? a challenge in densely populated mountain regions with many providers. other unsolved issues concern the exclusion of poor land users, landless poor, valuation of services, and monitoring the effects of pes on quality and quantity of the services they are expected to provide. - mountain farming is green owing to low external inputs. due to topography, it is small - scale, family based, labour - intensive, and multifunctional. it supports agrobiodiversity, hazard prevention and creates amenity by providing diversified landscapes. these are all traits that pertain to a green economy. support for mountain farming should thus be stepped up. finding markets for quality mountain products is a proven way of increasing mountain farm incomes and create value chains that benefit mountains and lowland areas. such programmes need more support in future. pertaining to 4. c. institutional framework - local institutions are crucial for sd and for resource management in mountain areas ; no one individual will manage alone in these demanding and harsh environments. in order to ensure sustainable resource use in mountain areas, local institutions need to be acknowledged and strengthened. local property rights need to be clear and secure, especially relating to common property regimes and to indigenous communities? both are widespread in mountain areas. - capacity development including research and outreach is important in order to address the specific challenges for sustainable development as they are presented by mountain environments. local experience is particularly important ; care must be taken to include community knowledge as well as globalised knowledge provided by outside experts. capacity development should include local - on - the job, vocational, to technical and academic levels. - regional centres of competence in training, research and outreach have shown their value for sustainable mountain development and for advocating the


media professionals interested in reporting on university - related stories are encouraged to visit the media newsroom. november 20, 2012 by megan akers the university of nevada, reno ' s child and family research center recently collaborated with the nevada museum of art to host the " more than a playground " early childhood symposium. the two - day event, which was held earlier this month, helped demonstrate research conducted by the center ' s children and further explored the reggio emilia style of teaching. the reggio emilia learning approach emphasizes teaching children through the use of objects and experiences to develop their problem - solving and critical - thinking skills. children enrolled in the center ' s infant / toddler, preschool and kindergarten / first grade programs frequently use the historic quadrangle on campus as a learning environment. the children, aged infants to first - grade, have been conducting " research " throughout their explorations of the quad. this research was displayed through a temporary art installation on the quad created by the children, teachers, families and university school of the arts ' faculty. leah sanders, administrative faculty, mentor and coach for the college of education ' s child and family research center, facilitated the exhibition. " the art installation is a reflection of the university ' s youngest students ' interest of what is on the quad, as well as the teacher ' s knowledge of what ' s appropriate to teach the age group, " sanders said. " we present the children with a challenge, such as measuring their favorite tree, and then they solve the problem from their point of view. " the installation featured 11 interactive projects based on the children ' s frequent visits to the quad and their interactions and research with and involving the quad. one project on display was " building a castle, " done by 2 - year olds. the children were presented with the challenge of re - creating the university ' s morrill hall as a castle. they used various tools such as cardboard and paint to create a physical example of their interpretation of morrill hall. this particular display demonstrated the ability teachers have to encourage children ' s analytical skills and imagination. " we look at our children as competent, able to do research, " sanders said. " the research the children have done on the quad is beyond just playing, even though that is how they approach it. we are trying make visible the ways children think, create, imagine and invent. our community partner is the nevada museum of art. " additional projects on display included " sounds of music, " in which 4 - year - olds used elements of nature to create sounds


make visible the ways children think, create, imagine and invent. our community partner is the nevada museum of art. " additional projects on display included " sounds of music, " in which 4 - year - olds used elements of nature to create sounds, and " improvisational dance, " where kindergartners and first - graders created dances based on their observations of natural objects on the quad. after the art installation, members of the community joined classroom and museum educators from across the nation at the nevada museum of art for a symposium. the symposium explored new and innovative ways to incorporate art and object - centered teaching and process - thinking into experiences for early learners and children. lella gandini, reggio children liaison in the united states, and betsey bowers, deputy director of the smithsonian ' s institution ' s early enrichment center in washington d. c., were featured as keynote speakers. three reno early childhood teachers, megan grimes ( washoe county school district ), jentry hammond and tracy casbarro ( child and family research center ), also presented classroom work. participants learned more about early childhood classrooms and education in the environments of museums. they also had the opportunity to experiment with how different points of view affect their interactions with their surrounding environments. the symposium, which organizers considered a huge success, created interactive campus community relationships that sanders hopes to continue. " we are continuing to partner with colin robertson, the charles n. mathewson curator of education, for the museum, to create something different in museum experiences for children and their families. " for more information, contact the child and family research center ' s director sherry waugh at ( 775 ) 784 - 6762. megan akers is a student writer for university media relations.


dictionary results for separate | 1. separate - noun · a separately printed article that originally appeared in a larger publication synonym ( s ) : offprint, reprint 2. separate - noun · a garment that can be purchased separately and worn in combinations with other garments 3. separate - verb · act as a barrier between ; stand between ; " the mountain range divides the two countries " 4. separate - verb · force, take, or pull apart ; " he separated the fighting children " ; " moses parted the red sea " synonym ( s ) : disunite, divide, part hypernym ( s ) : move, displace 5. separate - verb · mark as different ; " we distinguish several kinds of maple " synonym ( s ) : distinguish, differentiate, secern, secernate, severalize, severalise, tell, tell _ apart hypernym ( s ) : identify, place 6. separate - verb · separate into parts or portions ; " divide the cake into three equal parts " ; " the british carved up the ottoman empire after world war i " synonym ( s ) : divide, split, split _ up, dissever, carve _ up 7. separate - verb · divide into components or constituents ; " separate the wheat from the chaff " 8. separate - verb · arrange or order by classes or categories ; " how would you classify these pottery shards - - are they prehistoric? " synonym ( s ) : classify, class, sort, assort, sort _ out hypernym ( s ) : categorize, categorise 9. separate - verb · make a division or separation 10. separate - verb · discontinue an association or relation ; go different ways ; " the business partners broke over a tax question " ; " the couple separated after 25 years of marriage " ; " my friend and i split up " synonym ( s ) : part, split _ up, split, break, break _ up 11. separate - verb · go one ' s own way ; move apart ; " the friends separated after the party " synonym ( s ) : part, split 12. separate - verb · become separated into pieces or fragments ; " the figurine broke " ; " the freshly baked loaf fell apart " synonym ( s ) : break, split _ up, fall _ apart, come _ apart 13. separate - verb · treat differently on the basis of sex or race synonym ( s ) : discriminate, single _ out hypernym ( s ) : distinguish


) : break, split _ up, fall _ apart, come _ apart 13. separate - verb · treat differently on the basis of sex or race synonym ( s ) : discriminate, single _ out hypernym ( s ) : distinguish, separate, differentiate, secern, secernate, severalize, severalise, tell, tell _ apart 14. separate - verb · come apart ; " the two pieces that we had glued separated " synonym ( s ) : divide, part 15. separate - verb · divide into two or more branches so as to form a fork ; " the road forks " synonym ( s ) : branch, ramify, fork, furcate 16. separate - adjective · independent ; not united or joint ; " a problem consisting of two separate issues " ; " they went their separate ways " ; " formed a separate church " 17. separate - adjective · standing apart ; not attached to or supported by anything ; " a freestanding bell tower " ; " a house with a separate garage " 18. separate - adjective · separated according to race, sex, class, or religion ; " separate but equal " ; " girls and boys in separate classes " 19. separate - adjective · have the connection undone ; having become separate or unscramble the word you need to complete that puzzle or to finish that project or homework! letters to unscramble the word synonyms, antonyms and related words word below with '? ' to indicate missing letters word to find the rhymes letters of the beginning, middle or end of the word.


on use of cca - treated timber on use of cca - treated timber 2004, the use of cca - treated timber has been severely curtailed with an amendment of the european union commission directive 76 / 769 / eec. this amendment now states that arsenic compounds may not be used ‘ in the preservation of wood. furthermore, wood so treated may not be placed on the market ’. the only exceptions are wood to be used in industrial installation that ‘ the structural integrity of the wood is required for human or livestock safety and skin contact by the general public during is service life is unlikely ’. the following uses are specifically not allowed ( commission directive 2003 / 2 / ec, 6 january 2003 ) : - in residential or domestic constructions, whatever the purpose, - in any application where there is a risk of repeated skin contact agricultural purposes other than for livestock fence posts and any application where treated wood may come into contact with intermediate or finished products intended for human and / or animal amendment therefore restricts the marketing and use of both the cca chemical as well as timber treated with cca, and will also apply to imported treated wood and waste wood in re - use. in addition, it is anticipated that from 2007, cca preservatives will require authorisation according to the biocidal products directive ( bpd ) 19 ( enviros consulting et al, 2004 ). the eu regulations, however, do not apply to cca - treated wood already in service. cca - treated timber has not been as extensively used in europe as it has in australia amendment is the consequence of a risk assessment by the european commission enterprise directorate general that identified a number of unacceptable risks, including risks to children from cca - treated timber play equipment, environmental risks from combustion and disposal ( including leaching in landfill ) and to aquatic organisms, and health risks from use of cca - treated timber ( cited in defra, 2003 ). communities ’ scientific committee for toxicity, ecotoxicity and the environment ( cstee ) evaluated this risk assessment, and determined that no threshold exists for the carcinogenic effects of arsenic ( which is also known to be genotoxic ). the cstee could not establish the arsenic - related risks of landfill disposal of cca - treated timber, which is classified as a hazardous waste by the commission in 2000, and thus concluded that it was appropriate to apply the precautionary principle and, in the absence of proof of harm, reduce the production of cca - treated timber as much as possible


is classified as a hazardous waste by the commission in 2000, and thus concluded that it was appropriate to apply the precautionary principle and, in the absence of proof of harm, reduce the production of cca - treated timber as much as possible because it is likely to cause serious harm ( cstee, 2003 ). timber industry has responded to these directives by considering alternative treatments in order to maintain their market share over other materials. a representative from arch timber protection uk, has boasted that since moving away from arsenic - and chromium - based timber preservatives in the mid - 1990s, ‘ companies embraced the challenge and through the change to copper based preservatives, aggressively marketed own brands and unique features of their products. contrary to many forecasts, the industry has flourished and benefited from the changes as treated wood continues to be the material of choice ’ ( connell, 2004 ). after a consultation process by the department of environment, food and rural affairs, great britain adapted the above ec regulations ( defra, 2003 ). this resulted in closer attention being put on the timber treatment industry, with legal action being taken against a cca timber treatment company for improper and unsafe use of pesticides and a fine of £30, 000. anglian timber was found guilty of machining timber within 48 hours of treatment, transporting wet ( unfixed ) timber, and not providing personal protective equipment for employees ( ehn online, 2004 ). in northern europe the use of chromium - based preservatives is also being restricted and they are banned in denmark ( connell, 2004 ). m. ( 2004 ), ‘ issues facing preservative suppliers in a changing market for treated wood ’, paper presented to cost action e22 : environmental optimisation of wood protection, lisboa œ portugal, 22 - 23 march. ( scientific committee on toxicity, ecotoxicity and the environment ) ( 2003 ), ‘ commission directive 2003 / 2 / ec of 6 january 2003 relating to restrictions on the marketing and use of arsenic ( tenth adaptation to technical progress to council directive 76 / 769 / eec ) ’, official journal of the european communities, january 9, l 4 / 9. ( 2003 ), consultation on the transposition of the 10th adaptation to technical progress of annex i to council directive 76 / 769 / eec relating to restrictions on the marketing and use of arsenic in england, scotland and wales ( great britain ), august, department for environment, food and rural affairs, great britain.


( philadelphia, pa ) - researchers at the university of pennsylvania school of medicine have discovered that a brain region previously known for its role in learning and memory also serves as the location of sleep regulation in fruit flies. through further examination of this brain structure, researchers hope to shed light on sleep regulation and its role in memory. despite its importance in everyday human function, very little is known about the regulation of sleep. in search of the underlying brain region responsible for sleep regulation, senior author amita sehgal, phd, professor of neuroscience and a howard hughes medical institute ( hhmi ) investigator, and colleagues turned their attention to the fruit fly. “ fruit flies and humans share similar resting patterns, ” explains sehgal. “ like humans, the sleeping states of fruit flies are characterized by periods of immobility over a twenty - four hour period, during which the fruit flies demonstrate reduced responsiveness to sensory stimuli. ” by tinkering with the gene expression of multiple regions of the fruit fly brain, the research team was able to zero in on the adult mushroom body as the sleep center of the brain. they reported their findings in last week ’ s issue of nature. to locate the brain region involved in sleep regulation, sehgal manipulated the activity of an enzyme known as protein kinase a ( pka ). previous work in sehgal ’ s lab revealed that the higher the level of pka activity, the lower the period of immobility, or sleep, in the fruit fly. by building upon this work, sehgal and others set out to increase pka activity in various regions of the brain and examine the subsequent sleeping patterns in the fruit flies. “ sleeping fruit flies ” were defined as those that remained immobile for at least five minutes. “ from the beginning, we took the unbiased approach, ” explains sehgal. “ we targeted pka activity to different areas of the fly brain to find out where pka acts to regulate sleep. ” sehgal was able to selectively turn on pka activity in a variety of brain locations, which promoted pka expression in designated regions. of the different regions targeted, only two regions, both present in the adult mushroom bodies, led to changes in sleeping patterns of fruit flies. the fly mushroom body has been likened to the human hippocampus. the changes in sleep caused by the increased pka activity in the adult mushroom bodies highlighted this region as the sleep - regulating region of the fruit fly brain. when pka activity was expressed in one of


been likened to the human hippocampus. the changes in sleep caused by the increased pka activity in the adult mushroom bodies highlighted this region as the sleep - regulating region of the fruit fly brain. when pka activity was expressed in one of the two distinct regions of the mushroom bodies, increased sleep occurred while expression in the other region decreased sleep in the flies. thus, the adult mushroom bodies possess both sleep - promoting and sleep - inhibiting “ although people typically think of mushroom bodies as possessing similar functions to the human hippocampus, the site where long - term memories are made, our lab tends to think of the mushroom bodies functioning more like the thalamus, the relay station through which most sensory input to the brain is targeted, ” explains sehgal. “ previous research links the thalamus to a role in human sleep. ” ( there is no human structure that is anatomically similar to the adult mushroom bodies of fruit flies. ) identifying the role of adult mushroom bodies in sleep may offer insight into how and why sleep is needed to assist in learning and memory consolidation. in mammals, sleep deprivation suppresses the performance of learned tasks, and sleep permits memory consolidation. distinct anatomical regions of adult mushroom bodies have been shown to be important for at least some forms of memory in fruit flies. in a paper also published last week in current biology, sehgal and colleagues showed that serotonin affects sleep in fruit flies by acting at the site of the adult mushroom bodies. sehgal ’ s lab reduced the function of three types of serotonin receptors in the brains of fruit flies ( 5ht1a, 5ht1b, and 5ht2 ). the reduced 5ht1a receptor activity in the fruit flies led to fragmented and reduced overall sleep. in essence, the fruit flies tossed and turned in their sleep. but, the flies with reduced 5ht1b and 5ht2 receptor activity displayed no change in their sleeping pattern. penn researchers were able to treat the fruit flies to a good night ’ s sleep by administering serotonin to the adult mushroom bodies. the finding that serotonin plays a role in increasing sleep in fruit flies offers hope for the future of therapeutics for sleep disorders. “ serotonin may also promote sleep in humans, ” suggests sehgal. “ this may explain why serotonin - increasing antidepressants future work by sehgal ’ s lab will attempt to look for a connection among sleep, serotonin, and learning, and memory,


, ” suggests sehgal. “ this may explain why serotonin - increasing antidepressants future work by sehgal ’ s lab will attempt to look for a connection among sleep, serotonin, and learning, and memory, while looking deeper into the cellular and molecular activity that enables mushroom bodies to regulate sleep. coauthors of the nature study are william j. joiner and amanda crocker, both from penn, and benjamin h. white, from the national institutes of health. coauthors of the current biology study are quan yuan and william j. joiner, both from penn. these studies were funded by the howard hughes medical institute, the national sleep foundation and by the national institutes of health. penn medicine is a $ 2. 9 billion enterprise dedicated to the related missions of medical education, biomedical research, and high - quality patient care. penn medicine consists of the university of pennsylvania school of medicine ( founded in 1765 as the nation ' s first medical school ) and the university of pennsylvania health system. penn ' s school of medicine is ranked # 2 in the nation for receipt of nih research funds ; and ranked # 3 in the nation in u. s. news & world report ' s most recent ranking of top research - oriented medical schools. supporting 1, 400 fulltime faculty and 700 students, the school of medicine is recognized worldwide for its superior education and training of the next generation of physician - scientists and leaders of academic medicine. the university of pennsylvania health system includes three hospitals [ hospital of the university of pennsylvania, which is consistently ranked one of the nation ' s few " honor roll " hospitals by u. s. news & world report ; pennsylvania hospital, the nation ' s first hospital ; and penn presbyterian medical center ] ; a faculty practice plan ; a primary - care provider network ; two multispecialty satellite facilities ; and home care and hospice.


usability in civic life it ' s a simple idea, really : access + usability = usable accessibility once we remove the barriers to access addressed in standards and regulation, the next challenge is to make communications, technology and other products usable by people with a full range of abilities. - accessibility standards - plain language this is just a short list of some starting points for information about usable access. just ask : integrating accessibility throughout design by shawn lawton henry covers accessibility through the user - centered design cycle, including personas and usability testing with people with disabilitites. ( online and print versions ) the web accessibility initiative develops support materials to help understand and implement web accessibility, in addition to accessibility standards for web sites ( wcag ), authoring tools ( atag ), rich applications ( aria ), and user agents ( uaag ) the center for plain language works to increase the usefulness and efficiency of government, legal, and business documents, so that the people who use those documents can quickly and easily : find what they need, understand what they find, and act on that understanding. universal usability : a universal approach to web usability includes the full text of sarah horton ' s book access by design as well as resources and information about universal usability. developing accessibility standards uxpa and uxpa chapters have participated in accessibility standards around the world - new zealand government web standards - sam ng, upanz - uk bsi ' s pas 78 : guide to good practice in commissioning accessible web sites - giles colborne, uk upa - us e & it and telecommunications regulations section 508 and section 255 recommendations for updates and poster on the recommendations ( pdf, 1, 098kb - 33 " x 47 " ) - whitney quesenbery & sarah swierenga, uxpa - access to telecommunications and us telecommunications policy for people with disabilities ( ppt, 736k ) - karen peltz strauss, rehabilitation engineering research center on telecommunications access at the upa celebration of usability in civic life, 2008 supporting plain language plain language not only makes information easier to find, understand and use, but also makes them more usable for people with cognitive, language and learning disabilities. - learn about plain language - what is a plain language expert? - plain language : adding simplicity to voting - upa supports easier access to government for all citizens ( january 2008 ) - us house hearing " plain language in paperwork — the benefits to small business " - feb 26, 2008 video of the hearing


german soldiers lead jews captured during the warsaw ghetto uprising to the assembly point for deportation. poland, may 1943. national archives and records administration, college park, md. the nazi regime used rail transport as one method to forcibly rearrange the ethnic composition of eastern europe within the framework of world war ii. in 1941, the nazi leadership decided to implement the " final solution, " the systematic mass murder of european jewry. the german authorities used rail systems across the continent to transport, or deport, jews from their homes, primarily to eastern europe. once they had begun to methodically kill jews in specially constructed killing centers, german officials deported jews to these facilities by train or, when trains were not available or the distances were short, by truck or on foot. officials coordinate mass transport by train at the wannsee conference on january 20, 1942, held near berlin, ss, nazi party, and german state officials met to coordinate the deportation of european jews to killing centers ( also known as “ extermination camps ” ) already in operation or under construction in german - occupied poland. the participants of the conference estimated that the " final solution " would involve the deportation and murder of 11 million jews, including jewish residents of nations outside german control, such as ireland, sweden, turkey, and great britain. deportations on this scale required the coordination of numerous german government agencies including the reich security main office ( reichssicherheitshauptamt - - rsha ), the main office of the order police, the ministry of transportation, and the foreign office. the rsha or regional ss and police leaders coordinated and often directed the deportations. the order police, often reinforced by local auxiliaries or collaborators in occupied territories, rounded up and transported the jews to the killing centers. working with department iv b 4 of the rsha commanded by ss lieutenant colonel adolf eichmann, the ministry of transportation coordinated train schedules. the foreign office negotiated with germany ' s axis partners over the transfer of their jewish citizens to german custody. the germans attempted to disguise their intentions. they sought to portray the deportations as a " resettlement " of the jewish population in labor camps in the " east. " in reality, the " resettlement " in the " east " became a euphemism for transport to the killing centers and mass murder. inside the railcars german railroad officials used both freight and passenger cars for the deportations. german authorities generally did not give the deportees food or water for the journey, even when they


residents of the lodz ghetto as well as the ghetto ' s surviving roma and sinti ( gypsy ) residents to chelmno between january 1942 and spring 1943, and then in early summer 1944. in 1943 and 1944, the auschwitz - birkenau killing center played a significant role in the german plan to kill the european jews. beginning in late winter 1943, trains arrived at auschwitz - birkenau on a regular basis carrying jews from virtually every german - occupied country of europe - - from as far north as norway to the greek island of rhodes off the coast of turkey in the south, from the french slopes of the pyrenees in the west to the easternmost reaches of german - occupied poland and the baltic states. another concentration camp, located near lublin and known as majdanek, served as a site for murdering targeted groups of jewish and non - jewish prisoners by gas and other means. the germans killed nearly three million jews in the five killing centers. western and northern europe german officials and local collaborators deported jews from western europe via transit camps, such as drancy in france, westerbork in the netherlands, and mechelen ( malines ) in belgium. of the approximately 75, 000 jews deported from france, more than 65, 000 were deported from drancy to auschwitz - birkenau, and approximately 2, 000 to sobibor. the germans deported over 100, 000 jews from the netherlands, almost all from westerbork : about 60, 000 to auschwitz and over 34, 000 to sobibor. between august 1942 and july 1944, 28 trains transported more than 25, 000 jews from belgium to auschwitz - birkenau via mechelen. in the autumn of 1942, the germans seized approximately 770 norwegian jews and deported them by boat and train to auschwitz. an effort to deport the danish jews in september 1943 failed when the resistance in denmark, alerted to the impending roundup, assisted the mass escape of danish jews to neutral sweden. the germans deported jews from greece, from italy, and from croatia. between march and august 1943, ss and police officials deported more than 40, 000 jews from salonika, in northern greece, to auschwitz - birkenau, where the camp staff killed most of them in the gas chambers upon arrival. after the germans occupied northern italy in september 1943, they deported about 8, 000 jews, most of them to auschwitz - birkenau. based on an agreement with their croatian axis partner, german officials took custody of around 7,


upon arrival. after the germans occupied northern italy in september 1943, they deported about 8, 000 jews, most of them to auschwitz - birkenau. based on an agreement with their croatian axis partner, german officials took custody of around 7, 000 croat jews and deported them to auschwitz - birkenau. bulgarian gendarmes and military units rounded up and deported around 7, 000 jewish residents of bulgarian - occupied macedonia, formerly a part of yugoslavia, via a transit camp at skopje. bulgarian authorities concentrated approximately 4, 000 jews residing in bulgarian - occupied thrace at two assembly points in bulgaria and transferred them to german custody. in all, bulgaria deported more than 11, 000 jews to german - controlled territory. the german authorities deported these jews to treblinka 2 and killed them in the gas chambers. german authorities began to deport jews from the greater german reich in october 1941, while the construction of the killing centers was still in the planning stage. between october 15, 1941, and november 4, 1941, german authorities deported 20, 000 jews to the lodz ghetto. between november 8, 1941, and october 1942, german authorities deported approximately 49, 000 jews from the greater german reich to riga, minsk, kovno, and raasiku, all in the reich commissariat ostland ( german - occupied belorussia, lithuania, latvia, and estonia ). ss and police officials shot the overwhelming majority of the deportees upon arrival in the reich commissariat ostland. german authorities deported another approximately 63, 000 german, austrian, and czech jews to the warsaw ghetto and to various locations in district lublin, including the transit camp - ghettos at krasnystaw and izbica and the killing center in sobibor, between march and october 1942. german jewish residents of the lodz and warsaw ghettos were later deported with polish jews to chelmno, treblinka 2, and, in 1944, to auschwitz - birkenau. the first transport of jews from the greater german reich directly to auschwitz arrived on july 18, 1942, from vienna. from late october 1942 until january 1945, german authorities deported more than 71, 000 jews remaining in the greater german reich to auschwitz - birkenau. the germans deported elderly or prominent jews from germany, austria, the protectorate of bohemia and moravia, and western europe to the theresienstadt ghetto, which also served as a transit camp for deportations further east, most often


##rkenau. the germans deported elderly or prominent jews from germany, austria, the protectorate of bohemia and moravia, and western europe to the theresienstadt ghetto, which also served as a transit camp for deportations further east, most often to auschwitz - birkenau. between may and july 1944, hungarian gendarmes, in cooperation with german security police officials, deported nearly 440, 000 jews from hungary. most of them were sent to auschwitz - birkenau. with the cooperation of slovak authorities, the germans deported more than 50, 000 slovak jews to the concentration camps of auschwitz - birkenau and majdanek. the slovak jews were the first to be selected for the gas chambers at birkenau. in the autumn of 1944, german ss and police officials deported 10, 000 slovak jews to auschwitz - birkenau during the slovak uprising. this deportation was the last major one to a killing center. between march 1942 and november 1943, the ss and police deported approximately 1, 526, 000 jews, most of them by train, to the killing centers of operation reinhard : belzec, sobibor, and treblinka. between december 8, 1941, and march 1943 and again in june - july 1944, ss and police officials deported approximately 156, 000 jews and a few thousand roma and sinti to the killing center at chelmno by train, by truck, and on foot. between march 1942 and december 1944, the german authorities deported approximately 1. 1 million jews and 23, 000 roma and sinti to auschwitz - birkenau, the overwhelming majority by rail. fewer than 500 survived the operation reinhard killing centers. only a handful of jews survived the transports to chelmno. perhaps as many as 100, 000 jews survived deportation to auschwitz - birkenau by virtue of having been selected for forced labor upon arrival.


- for teachers as well as being one of the most popular and useful topics with technical english / english for engineering classes, inventions can be a great way of introducing topics like passives, describing objects ( useful for bulats and ielts ), giving presentations, etc. it is also introduced in many textbooks, including ielts and general english ones, and can be narrowed down further ( gardening inventions, oa inventions, etc ) for very specialised esp courses. this article gives many different ways of exploiting this topic. kinds of inventions that you could cover include : - recent inventions - top inventions ( e. g. of the year, decade, or century ) - inventions that are becoming obsolete - recently disappeared inventions - long disappeared inventions - unsuccessful inventions - science fiction inventions that became ( more or less ) fact - science fiction inventions that haven ’ t become fact ( yet ) - science fiction inventions that will probably never become fact - gruesome inventions, e. g. for surgery, torture or execution - accidental inventions - inventions that everyone dismissed as silly but later became successful - inventions which were really pushed but quickly disappeared or failed - failed inventions - spoof inventions, e. g. chindogu ( japanese “ unuseless inventions ” ) - crazy inventions - dangerous inventions - pointless inventions, e. g. to solve problems that are completely trivial you can also divide them by what area of life they affect, e. g. - arts and media / entertainment - connected to human appearance, e. g. plastic surgery or make up - crime fighting and detection - health and fitness - transport and travel - war and fighting - work, e. g. office work - green technology - food and drink things that students could talk about, listen to or read about inventions include : - advantages and disadvantages - how it works - physical appearance - story of its invention - what it replaced and / or will be replaced by - how it is / was / will be better than what went before - how they are / were controlled, e. g. people walking with red flags in front of the first cars - people ’ s reactions to them - predictions, including completely wrong ones - which country they came from the inventors themselves are also a popular topic, perhaps even more than the things they invented. you could look at : - eccentric inventors - inventors who failed many times then finally became successful - inventors of many things - very young inventors - inventors who never lived to see their product ( s ) become successful - people who


. you could look at : - eccentric inventors - inventors who failed many times then finally became successful - inventors of many things - very young inventors - inventors who never lived to see their product ( s ) become successful - people who were doing other jobs when they invented things - the similarities between great inventors and their upbringings - whether education can be designed to produce more inventors another approach is to try to link inventions to the grammar point in the book, for example : - passives ( “ it was invented by … ” ) - past continuous ( “ he was trying to invent something else when … ” ) - third conditional ( “ if the plane hadn ’ t been invented, … ” ) - zero conditional ( “ if you press this handle, … ” ) - modals ( “ it might be a way of making parking easier ” ) - predictions ( “ it will probably disappear in the next ten years ” ) - used to ( “ before the tractor, people used to … ” ) the same can be done for functions, e. g. - persuading ( e. g. to try a new medical procedure ) efl activities on the topic of inventions below is a selection of activities more or less in the order above, following a more general guide to useful activities for this topic. general activities for the topic of inventions make your own inventions the most fun and speaking - intensive way of tackling inventions is for students to make up their own in pairs or small groups and then present them to the class or try to sell them to their partner ( see below for details of those later stages ). you can add language and help give them ideas by giving them : - a list of objects that they can combine the functions of - objects that they should invent replacements for - actions that they could make their invention do - problems in modern life that need to be solved - objects that it should interact with ( e. g. “ apples ” or “ tables ” ) - words they could use to describe their invention ( materials, shape, types of power, actions, positive adjectives, etc ) they could also brainstorm those things instead of or as well as using ones you have given them. sell the invention either with their own inventions or ones they have been given ( pictures and / or descriptions ), students roleplay trying to sell them to each other. this can be made more involved and fun by giving them roleplay cards such as “ you are very conservative and don ’ t like anything new ”, “


( pictures and / or descriptions ), students roleplay trying to sell them to each other. this can be made more involved and fun by giving them roleplay cards such as “ you are very conservative and don ’ t like anything new ”, “ the last thing that this sales representative sold to you was quickly discontinued ” and “ price is the most important thing to you ”. students can also go further by designing posters, tv ads etc to help sell their inventions. as in real life, presenting inventions makes a lot of sense. this can be their own inventions, real inventions ( including from the past or near future ), or science fiction inventions. people listening can ask questions, argue that it won ’ t be a good idea or work, or just vote at the end on who has the best idea ( apart from their own ). guess the invention students read or listen to descriptions, perhaps from their classmate or teacher, and guess what invention is being talked about. guess the invention and check inventions is perhaps the best of all topics to do the tefl classic of guessing things from the photo and then reading to check. this works best with very old inventions, prototypes of things coming up or inventions in science fiction that don ’ t exist yet. inventions for and against it can be quite amusing and a good test of their argumentative powers to get students to argue that inventions have made or are likely to make life worse, e. g. that the computer has made working life more intolerable. it is also possible to find articles and blog posts on this topic by searching the internet for topics such as “ how mobile phones have made life worse ”. inventions roleplay debates it ’ s quite difficult to come up with opinions on inventions, so to make debates work it is generally a good idea to give them roles like “ you distrust all technology ” and “ you work for the health and safety inspectorate ”. alternative stories about inventions there are quite a few inventions where there are alternative stories about who invented it or how it was invented, for example because it was a long time ago, because several countries have their own local inventors who could have done it, because several people were working on it at the same time, or because the inventor has tried to make their story more interesting. you can find such stories with search terms such as “ who really invented …? ” and “ myths about … ” students could read alternative stories, decide who they believe and then read an unbiased analysis such as wikipedia to see what the consensus is on that


find such stories with search terms such as “ who really invented …? ” and “ myths about … ” students could read alternative stories, decide who they believe and then read an unbiased analysis such as wikipedia to see what the consensus is on that. they could then have roleplay conversations where they both claim to have invented the same thing. bluff is a tefl classic where students give a mix of true and false information and the people listening try to work out which is which. with inventions they could : - be given one true story of an invention and the names of two more inventions and be asked to make up the other two - be given a real invention that will be released in the next couple of years and two things that are just from science fiction and make up stories for the sci - fi ones - be given an inventor ’ s life story and be asked to add two false pieces of information, for example inventions that the person didn ’ t really come up with guess the year from the invention students are given a list of years and past and / or future inventions and must describe what inventions they imagine were used or will be used in one of the years until their partner guesses the year that they are talking about. they can then discuss whether that description is likely to be true. decide on the rules students decide on government controls for a future technology such as cloning or time travel. students put inventions into order, for example by : - how desirable they are - how important they are - how suitable they are to go into a museum of inventions - when they are likely to disappear - how likely they would be to take them into a nuclear bunker with them funding for inventions and inventors students can decide which ideas to give research funding to and how much, which inventors to give prize money to and how much, or which inventions ( e. g. health or environmentally friendly ones ) people will be able to get government subsidies for. how much would you pay? this is similar to the two ideas above. students discuss how much they would pay to have certain inconveniences taken out of their lives or to have certain amazing experiences, e. g. to not need to go to the toilet or to be able to fly like superman. they could also predict how much other people would pay and pick the ones that they think people would spend most on ( e. g. as a business investment ), or negotiate with people about how much they have to pay for something. invest in inventions as mentioned above, students could decide which inventions


pay and pick the ones that they think people would spend most on ( e. g. as a business investment ), or negotiate with people about how much they have to pay for something. invest in inventions as mentioned above, students could decide which inventions or technology companies to invest in. this works best if you have real sales figures or share prices from the past and include some which were successful much later than you might think. inventions balloon debate this is variation on the ranking tasks above. students choose inventions to take with them in a particular situation such as a desert island and then discuss how they will use them. this can also done with the students not knowing what the situations will be, e. g. with a board game with challenges that they must pass using the inventions that they chose as they go around it. inventions random pelmanism students choose two inventions from a list and say one way in which they are similar, e. g. “ they are both expensive ” or “ they are both more than ten years old ”. they can then cross those two things off and score a point. the game continues until all the words have been crossed off or everyone gives up. the similarities must be different each time, i. e. they can ’ t say “ they are both electronic ” more than once. students try to guess how things were done just before the inventions that they are given appeared, then read and check. activities for specific aspects of inventions students can predict which inventions are likely to have an impact, try to guess something about the inventions then read and check, or roleplay trying to sell them to each other. students can rank inventions then compare to a real list, or put inventions into different lists ( e. g. the greatest 20th century inventions and the greatest victorian inventions ) then read and check. inventions that are becoming obsolete students can predict when something might entirely or almost entirely disappear, then read other people ’ s predictions. disappeared inventions / inventions that were really pushed but failed / unsuccessful inventions / inventions that everyone dismissed as silly but later became successful students could guess the reasons for the lack of success of inventions like video disc, then maybe match the reasons to the inventions and / or read and check. they could also guess the inventions from the enthusiastic receptions at the time, match old and new inventions ( e. g. as random pelmanism ), or roleplay trying to sell inventions that did and didn ’ t become successful, reflecting on any differences between success in that activity and the success in real life. science fiction inventions students


new inventions ( e. g. as random pelmanism ), or roleplay trying to sell inventions that did and didn ’ t become successful, reflecting on any differences between success in that activity and the success in real life. science fiction inventions students could guess which things were and weren ’ t predicted by science fiction, play bluff with real and made up stories of things being predicted by science fiction, say which things which have been predicted but haven ’ t happened yet are most likely to become reality, decide which science fiction writer was the most impressive futurologist, or discuss whether the predictions by science fiction writers were more than chance ( the thousand monkeys paradox ). students could decide which are suitable to get little boys interested in science, or which are suitable for a science museum. if there are people who have invented bad things but done other good things in their life, they could also decide on their treatment after death, e. g. whether they should have their awards posthumously stripped from them or not students can match the beginning and ends of accidental inventions stories, play bluff with real and made up accidental inventions stories, or guess which stories of accidental inventions are actually exaggerated or myths. students could speculate on how life would be different now if certain inventions had worked. spoof inventions / crazy inventions / pointless inventions students can guess which inventions were actually put on the market then read and check, guess the purposes of inventions from photos and check, and make up their own spoof inventions ( perhaps as a bluff game with some crazy but real inventions as the others ). students could decide on rules for the use of a dangerous invention, or decide how to treat the inventor of such a thing ( e. g. whether to give them a nobel prize or not ). they could also try to think of dangers of seemingly innocuous inventions. the power of inventions students can look at real and imaginary examples of inventors having power due to exclusive control of a technology, e. g. by inventing a drug or a weapon. they can then extend that discussion into patent rights. arts and media / entertainment inventions students can argue the good and bad sides of inventions like tv and video games, or predict the future of tv. human appearance inventions students can predict consequences of future technologies, decide on rules for present or future inventions, or decide in which cases people will be able to get such things through the national health service. crime fighting and detection inventions many tv series and movies have good examples of these, james bond probably being the best. students can rank them,


future inventions, or decide in which cases people will be able to get such things through the national health service. crime fighting and detection inventions many tv series and movies have good examples of these, james bond probably being the best. students can rank them, decide which to fund research to make them real, or decide on rules for their use. they could also match the invention to the character, film or year, or guess the function then watch or read and check. health and fitness inventions students could argue about the moral arguments and consequences of technologies that would allow us to keep fit and healthy without the need to do actual sport and exercise, e. g. scrapping school sports classes and instead strapping students up to health and fitness machines once a week. they could also discuss what to do about private companies coming up with increasingly expensive medical treatments. students could imagine a future world in which there is no housework that isn ’ t done by machines, or decide which things they wouldn ’ t want done automatically by their house ( e. g. automatically buying healthier food, or automatically monitoring your weight ). students could speculate on a world without manufacturing jobs, or a world with robot and computer controlled factories that can come up with their own products. they could also try to come up with controls to take away any possible bad effects. transport and travel inventions students can debate what to do about technologies like flying cars and self - driving cars, e. g. making all people use self - driving cars because of the increase in safety. they could also choose transport technologies for their own town. war and fighting inventions students could decide on rules for technologies such as drones, and debate whether wars with no humans on the battlefield would be good or bad. students could rank technologies by how much they have improved working life or made it worse, come up with solutions to common work problems, or debate technology that helps companies monitor and control workers. students could come up with or choose inventions to take with them during a survival situation like a post - apocalypse world or a desert island, then see how those things could help with the challenges that the teacher gives out on cards or explains. agriculture / food and drink inventions students could decide on rules on gm foods and similar, decide on whether food additives are acceptable or not based on descriptions of their possible effects, or look at the advantages and disadvantages of one food technology and see what conclusion that leads them to. students could decide how to spend the government ’ s green technology budget, or debate leaving green technology entirely up to


on descriptions of their possible effects, or look at the advantages and disadvantages of one food technology and see what conclusion that leads them to. students could decide how to spend the government ’ s green technology budget, or debate leaving green technology entirely up to the private sector or not. advantages and disadvantages students could try to think of disadvantages of inventions that only seem to have advantages ( or vice versa ), take both sides of an argument and see who gives up first, or add up how many advantages and disadvantages that they can think of and see if the balance between them is the same as their original idea of if it is a good idea or not. students might be interested to learn just how many things have certain materials ( e. g. zinc ) or components ( e. g. gps ) in them nowadays, e. g. by looking at “ the world without rare metals ”. it is also quite interesting how many competing companies, e. g. car companies and electronics companies, provide components for each other. they could roleplay deciding what to do if approached by a competitor company to use one of their components, or what to do if they are in the opposite situation. they could also try to invent things based on the limited number of components they are given, e. g. to escape a particular situation. how inventions work students could guess how something works, match the descriptions to the invention, or play bluff with similar descriptions. students could try to invent different shapes for present objects such as mobile phones, or invent an object in the shape of another such as a video camera that looks like a handbag. story of its invention students can match the stories to the inventions, or play bluff ( e. g. making up imaginary stories about how the ancient egyptians invented the zip ). quite a lot of inventions, e. g. post its and many medicines, involve them not really becoming useful until someone finds an alternative use for them. students can read the story up to just before the alternative use is found and guess the continuation ( as long as they don ’ t already know from its present use ), or guess what it was originally designed for. what inventions replaced and / or will be replaced by / how inventions are be better than what went before these naturally come up in random pelmanism above. how inventions are / were controlled students could match the controls to the inventions, or imagine the controls for the inventions etc, then read and check. alternatively, they could play bluff with real and made up controls


come up in random pelmanism above. how inventions are / were controlled students could match the controls to the inventions, or imagine the controls for the inventions etc, then read and check. alternatively, they could play bluff with real and made up controls. they can then discuss which are / were sensible, and make up similar controls for recent or future inventions. they can also do roleplay debates. students could predict people ’ s initial reactions to inventions, match inventions and reactions etc, then read and check. predictions about future inventions lots of people are silly enough to make predictions about the future of technology, transport, etc. students can guess what the predictions are, read and check and then discuss how accurate they are likely to be. which country they came from students can match a whole list of inventions to the country, or look at claims from different countries for who invented something. they can then discuss what makes / made countries particularly good at producing inventions, and then how their country could be changed to produce more. statistics on number of patents is useful for this. the life stories of inventors are great material for lessons, perhaps explaining why this topic even gets into general english textbooks. students can guess what invention ( s ) one inventor eventually came up with after reading the beginning of their life story, group together the inventions by who probably came up with them ( from their vague knowledge of edison, dates, similarities between the inventions, etc ) and then read and check, or brainstorm the many difficulties the inventor had to go through before reaching their goal then read and check. students could also try to find similarities between the stories of inventors and then discuss how their country could produce more inventors. students can match up products and descriptions using passive tenses. many inventions can be described as happening while someone was doing something else ( or even just while they were working in a particular company ), making for good practice of past continuous. the most obvious thing to do is for students to match up sentence halves, then read and check. students try to imagine how life would have been different if something had never been invented, e. g. “ if the plane had never been invented, there would be no eu ”. they can then make a chain of consequences of that, e. g. “ if there had been no eu, there would have been another european war ” etc. after a fixed number of consequences, they can discuss which of those consequences is actually likely. they could also be asked to do positive and negative consequences chains with the same invention and


had been no eu, there would have been another european war ” etc. after a fixed number of consequences, they can discuss which of those consequences is actually likely. they could also be asked to do positive and negative consequences chains with the same invention and discuss what the resulting sentences show us about how good or bad that thing has actually been. a simpler version of above is students just predicting how life would be different now if an invention suddenly disappeared with sentences like “ if we didn ’ t have recorded music, … ” this can lead onto discussion on which of those things is on balance a good thing. students can guess how to operate something and read and check, describe how to operate something until their partner guesses what they are talking about, or match sentence halves. students can decide on rules, predict how likely things are to happen, or speculate on what must have happened. students could compare their own predictions to those of experts, change the certainty of predictions that they don ’ t agree with, or predict the consequences of recent or future inventions. students could guess how people did things like ironing before modern versions were invented, or play bluff with similar stories. students could complain about an invention from history ( e. g. about cars just after they have been invented ), about the invention that another team came up ( pretending that they have just bought it ), or about an invention that they have just read about. students can negotiate research funding, the price of a future invention, how much time they have to develop something, the price for selling the patent for something, etc. this works best when they are talking about something that has already happened and so they can compare the result of their negotiation with what really happened. students can try and persuade : - a patient to undergo an experimental medical procedure - the government to approve a new invention, e. g. teleportation - the government to ban an invention, e. g. mobile phones - a company to give them money to develop another invention ( maybe despite the failure of their previous attempts ) - the invention of the year award panel to give your invention or your choice the prize copyright © 2013 alex case written by alex case for usingenglish. com


by malcolm ritter ap science writer new york - - when kathy perusse had weight - loss surgery and shed 120 pounds, she may have done more than make her own life easier. she went on to have two daughters, and she may have boosted their chances of avoiding becoming obese, like her two older children are. that ' s the implication of research suggesting that something in an obese woman ' s womb can program her fetus toward becoming a fat child and adult. it ' s not about simply passing along genes that promote obesity ; it ' s some sort of still - mysterious signal. the idea has only recently entered conversations between doctors and female patients, and scientists are scrambling to track down a biological explanation. that knowledge, in turn, may provide new ways to block obesity from crossing generations. while there ' s some disagreement on how important the womb signal is, " the evidence is building and building that it is a substantial issue, " said dr. matthew gillman of harvard medical school, who studies prevention of obesity. others agree. " i think it could be a hugely significant factor, " said robert waterland of the baylor college of medicine in houston, who studies the effect in mice. dr. rudy leibel, an obesity expert at columbia university, says he doubts it plays a huge role, but still believes it ' s worth studying. if scientists can uncover its biological underpinnings, he said, they may be able to use that knowledge to prevent or treat obesity from other causes. perusse, 39, of three rivers, quebec, knows the effects of being very fat. before her weight - loss surgery in 1995, she packed 284 pounds on her 5 - foot - 2 frame. she could not ride a bike or climb stairs to her second - floor home without stopping to rest. now, although she ' s still overweight, those limitations are history, she said through an interpreter. but her older children struggle with their weight. at 5 - foot - 3 and 300 pounds, her 22 - year - old daughter can ' t bathe her own two children, perusse said. her 16 - year - old son weighs 230 pounds and stands 5 - foot - 6. they were born before she had the weight - loss surgery. her two younger daughters, ages 4 and 7, came along afterward. their weights are normal so far, though perusse said her older children weren ' t overweight at those ages either. so she ' s using diet and exercise to try to protect them against what she called rotten genes


and 7, came along afterward. their weights are normal so far, though perusse said her older children weren ' t overweight at those ages either. so she ' s using diet and exercise to try to protect them against what she called rotten genes, including those from their 400 - pound father. she said she isn ' t optimistic. but dr. john kral of the suny downstate medical center in new york says his research suggests that obese women who lose weight before pregnancy may be helping the next generation keep off excess pounds — even if fat - promoting genes run in the family. with researchers at laval hospital in quebec, kral has studied children of severely obese women who were born before or after their mother ' s weight - loss surgery. they found that, in comparison to children born before surgery, those born afterward were far less likely to be severely obese. in addition, those born afterward showed lower levels of blood fats and indicators of future diabetes. kral says families typically don ' t change lifestyle or diet after surgery, so that doesn ' t explain the outcome. instead, he says, the surgical bypass operation made the women ' s bodies less efficient at digesting and absorbing food, and lowered levels of sugar and fat in the blood. that, in turn, would reduce the number of calories delivered to the fetus to levels like those provided by a normal - weight mother, he said. and the women ' s shedding of pounds before the pregnancy would also help, he said. while scientists are still trying to explain just how obesity could be transmitted from the womb, it makes sense that a mother ' s obesity could affect her children ' s long - term weight, waterland said. cues in early life, including some in the womb, guide the development of a person ' s brain circuitry for controlling the balance between calories consumed and those burned away, he said. so a signal there could have a long - lasting impact. or, maybe such a signal predisposes the child to make more fat - storing cells, others said. it ' s still not clear just what in the womb could create such effects — high levels of blood sugar and certain fatty acids are some leading candidates. waterland has found evidence it may have to do with how critical genes are regulated. chemical tags attach to the chromosomes and act like dimmer switches to modulate how hard certain genes work. waterland studied mice genetically prone to porkiness and found the fatter the mom, the heavier her offspring tended to


how critical genes are regulated. chemical tags attach to the chromosomes and act like dimmer switches to modulate how hard certain genes work. waterland studied mice genetically prone to porkiness and found the fatter the mom, the heavier her offspring tended to be. but that effect was blocked when researchers fed pregnant mice a cocktail of substances that encourage the chemical tags to attach to the chromosomes. what does that suggest? maybe a mom ' s obesity somehow interferes with the regulation of certain genes, and the chemical cocktail overcame that, waterland says. those genes might affect the offspring ' s long - term weight if they ' re involved in the brain ' s regulation of appetite and activity levels, waterland proposes. he also says it ' s too soon to tell whether an obesity - blocking supplement could work in women as well as in the mice. once scientists identify the obesity signal, they may be able to recommend ways to suppress it, perhaps through diet or behavioral strategies. in the meantime, experts say, obese women can take their own steps. - avoid pregnancy until you ' ve lost weight. that ' s wise anyway, since obesity in pregnancy raises the risk of complications like diabetes, cesarean deliveries and stillbirth. - if pregnant, hold down the weight gain during pregnancy. the institute of medicine recently recommended that an obese woman gain 11 to 20 pounds, rather than the 25 to 35 pounds allowed for healthy women of normal weight. - after giving birth, get down to a healthy body weight to prepare for the next pregnancy. dr. laura riley of massachusetts general hospital in boston said she gets her patients ' attention when she tells them their obesity could promote the same problem in their children. " i ' m a mother, " riley added. " believe me, it caught my eye. "


anemia, hemolytic, acquired autoimmune national organization for rare disorders, inc. it is possible that the main title of the report anemia, hemolytic, acquired autoimmune is not the name you expected. please check the synonyms listing to find the alternate name ( s ) and disorder subdivision ( s ) covered by this report. synonyms back to top - immune hemolytic anemia - anemia, idiopathic autoimmune hemolytic - autoimmune hemolytic anemia - idiopathic autoimmune hemolytic anemia disorder subdivisions back to top - anemia, warm antibody hemolytic - anemia, cold antibody hemolytic general discussion back to top the autoimmune hemolytic anemias are rare disorders characterized by the premature destruction ( hemolysis ) of red blood cells at a rate faster than they can be replaced. acquired hemolytic anemias are non - genetic in origin. idiopathic acquired autoimmune diseases occur when the body ' s natural defenses against invading organisms ( e. g., lymphocytes, antibodies ) destroy its own healthy tissues for no known reason. normally, the red blood cells ( erythrocytes ) have a life span of approximately 120 days before being removed by the spleen. the severity of this type of anemia is determined by the life span of the red blood cell and by the rate at which these cells are replaced by the bone marrow. clinicians are able to determine quite accurately ( coombs test ) whether or not red blood cells are carrying with them chemicals that are being incorrectly recognized as an " enemy " and therefore subject to autoimmune destruction. acquired autoimmune hemolytic anemia is a disorder that occurs in individuals who previously had a normal red blood cell system. the disorder may occur as the result of, or in conjunction with, some other medical condition, in which case it is " secondary " to another disorder. less commonly, it occurs alone without a precipitating factor. acquired autoimmune hemolytic anemia occurs in different forms, including warm antibody hemolytic anemia and cold antibody hemolytic anemia. in warm antibody hemolytic anemia, the self - generated antibodies ( autoantibodies ) attach themselves and cause the destruction of the red blood cells at temperatures above normal body temperature. in contrast, in the cases of cold antibody hemolytic anemia, the self


into africa? fossils suggest earliest anthropoids colonized africa more here. sciencedaily ( oct. 28, 2010 ) — a new discovery described by a team of international scientists, including carnegie museum of natural history paleontologist christopher beard, suggests that anthropoids - - the primate group that includes humans, apes, and monkeys - - " colonized " africa, rather than originally evolving in africa as has been widely accepted. according to the paper published in the journal nature, what is exceptional about these new fossils - - discovered at the dur at - talah escarpment in central libya - - is the diversity of species present : the site includes three distinct families of anthropoid primates that lived in north africa at approximately the same time. this suggests that anthropoids underwent diversification, through evolution, previous to the time of these newly discovered fossils, which date to 39 million years ago. the sudden appearance in the african fossil record of diverse anthropoid families can be answered in one of two ways, the paper ' s authors say. it could be the result of a striking gap in the african fossil record prior to this period. this is unlikely to be the case as northern africa ' s eocene sites have been well sampled over the past century, and no diversity of anthropoid fossils has yet been discovered that predates the new libyan specimens. therefore, the paleontologists suggest, it is more likely that several anthropoid species " colonized " africa from another continent 39 million years ago - - the middle of the eocene epoch. since diversification would have occurred over extreme lengths of time, and likely leave fossil evidence, the new fossils combined with previous sampling in north africa leads the paper ' s authors to surmise an asian origin for anthropoids, as proposed by beard and his colleagues in earlier work, rather than a gap in the fossil record. " if our ideas are correct, this early colonization of africa by anthropoids was a truly pivotal event - - one of the key points in our evolutionary history, " says christopher beard, curator of vertebrate paleontology at carnegie museum of natural history and an author on the paper.


a recent research has revealed that a woman ’ s resting pulse rate is a good predictor of her heart stroke and heart attack risks, regardless of other risk factors such as a lack of physical activity, obesity, unhealthy eating habits, smoking, alcohol consumption, high blood pressure and family history. the research was conducted on 10, 000 postmenopausal women who had no history of cardiovascular problems. their pulse rates were measured at the start of the research and their heart beats were regularly recorded every week for the next eight years. the scientists found that women who had 75 or more beats per minute were more susceptible to a heart attack than the women with 60 beats per minute or less. a normal pulse rate can be maintained by avoiding nervousness, stress, depression, alcohol use and tobacco use. moreover, maintaining a healthy body mass index and engaging into a regular physical activity also help maintain normal heart beats. it also makes a good idea to take a dietary supplement that helps maintain the health of your heart. kwai heartcare oad is a popular brand that is made from highest quality grown chinese garlic cloves which are slowly dried to remove the water only. each tablet is coated 60 times for odour control and contains 300mg of garlic. this supplement helps maintain a healthy heart and blood circulation. you should take one kwai garlic oad tablet daily. consult your doctor before using if you are pregnant, breast feeding, suffer from an underlying medical condition or suffer from allergies.


this theme is concerned with who was able to find work, and the consequences for those who could not. the census is not the ideal source to study these questions, because it is taken only every ten years, and we plan to add additional information from other sources such as the records of national insurance and the poor law system, and their modern equivalents, job seekers allowance and income support. for now, our only non - census data here comes from the trade union - run welfare system that laid the foundations for the national insurance system before the 1914 - 18 war. one strength of census data on unemployment is that it is relatively little affected by the changing rules of benefit systems, although we do add numbers on government training schemes to our figures for 1991. for most of the twentieth century, the unemployment rate among women was of limited value. many women were not involved in paid work, and even those with jobs had problems claiming benefits when they lost them. we therefore concentrate instead on the " activity rate ", which measures what proportion of women were economically active, either in work or looking for it. our detailed statistics are held in structures called ncubes, which you can think of as tables with one dimension, or with two... or with twenty. their dimensions are defined by the variables each ncube combines, and each variable is made up of categories. these ncubes are available at national level for this theme : | available ncubes | | period covered | | variables ( number of categories ) | census unemployment by sex | | 1931 to 2001 | | census unemployment ( 2 ) | economically active by sex | | 1931 to 2001 | | economically active ( 2 ) | all of working age, by sex | | 1931 to 2001 | | all of working age ( 1 )


by completing this course the healthcare professional will be able to : 1. identify the causes of eating disorders 2. describe co - occurring psychological disorders of eating disorders 3. identify the physical changes associated with eating disorders 4. describe the types of treatment available 5. identify signs and symptoms of eating disorders 6. describe intervention techniques used with eating disorder patient eating is controlled by many factors, including appetite, food availability, family, peer, and cultural practices, and attempts at voluntary control. dieting to a body weight leaner than needed for health is highly promoted by current fashion trends, sales campaigns for special foods, and in some activities and professions. eating disorders involve serious disturbances in eating behavior, such as extreme and unhealthy reduction of food intake or severe overeating, as well as feelings of distress or extreme concern about body shape or weight. researchers are investigating how and why initially voluntary behaviors, such as eating smaller or larger amounts of food than usual, at some point move beyond control in some people and develop into an eating disorder. studies on the basic biology of appetite control and its alteration by prolonged overeating or starvation have uncovered enormous complexity, but in the long run have the potential to lead to new pharmacologic treatments for eating disorders. eating disorders are not due to a failure of will or behavior ; rather, they are real, treatable medical illnesses in which certain maladaptive patterns of eating take on a life of their own. the main types of eating disorders are anorexia nervosa and bulimia nervosa. a third type, binge - eating disorder, has been suggested but has not yet been approved as a formal psychiatric diagnosis. eating disorders frequently develop during adolescence or early adulthood, but some reports indicate their onset can occur during childhood or later in adulthood. eating disorders frequently co - occur with other psychiatric disorders such as depression, substance abuse, and anxiety disorders. in addition, people who suffer from eating disorders can experience a wide range of physical health complications, including serious heart conditions and kidney failure which may lead to death. recognition of eating disorders as real and treatable diseases, therefore, is critically important. females are much more likely than males to develop an eating disorder. only an estimated 5 to 15 percent of people with anorexia or bulimia and an estimated 35 percent of those with binge - eating disorder are male. causes of eating disorders while eating disorders may begin with preoccupations with food and weight, they are most often about much more than food. eating disorders


bulimia and an estimated 35 percent of those with binge - eating disorder are male. causes of eating disorders while eating disorders may begin with preoccupations with food and weight, they are most often about much more than food. eating disorders are complex conditions that arise from a combination of long - standing behavioral, emotional, psychological, interpersonal, and social factors. scientists and researchers are still learning about the underlying causes of these emotionally and physically damaging conditions. we do know, however, about some of the general issues that can contribute to the development of eating disorders. people with eating disorders often use food and the control of food in an attempt to compensate for feelings and emotions that may otherwise seem over - whelming. for some, dieting, bingeing, and purging may begin as a way to cope with painful emotions and to feel in control of one ’ s life, but ultimately, these behaviors will damage a person ’ s physical and emotional health, self - esteem, and sense of competence and control. psychological factors that can contribute to eating disorders : - feelings of inadequacy or lack of control in life - depression, anxiety, anger, or loneliness interpersonal factors that can contribute to eating disorders : - troubled family and personal relationships - difficulty expressing emotions and feelings - history of being teased or ridiculed based on size or weight - history of physical or sexual abus social factors that can contribute to eating disorders : - cultural pressures that glorify " thinness " and place value on obtaining the " perfect body " - narrow definitions of beauty that include only women and men of specific body weights and shapes - cultural norms that value people on the basis of physical appearance and not inner qualities and strengths other factors that can contribute to eating disorders : - scientists are still researching possible biochemical or biological causes of eating disorders. in some individuals with eating disorders, certain chemicals in the brain that control hunger, appetite, and digestion have been found to be imbalanced. the exact meaning and implications of these imbalances remains under investigation. - an estimated 0. 5 to 3. 7 percent of females suffer from anorexia nervosa in their lifetime. symptoms of anorexia nervosa include : - resistance to maintaining body weight at or above a minimally normal weight for age and height - intense fear of gaining weight or becoming fat, even though underweight - disturbance in the way in which one ' s body weight or shape is experienced, undue influence of body weight or shape on self


a minimally normal weight for age and height - intense fear of gaining weight or becoming fat, even though underweight - disturbance in the way in which one ' s body weight or shape is experienced, undue influence of body weight or shape on self - evaluation, or denial of the seriousness of the current low body weight - infrequent or absent menstrual periods ( in females who have reached puberty ) people with this disorder see themselves as overweight even though they are dangerously thin. the process of eating becomes an obsession. unusual eating habits develop, such as avoiding food and meals, picking out a few foods and eating these in small quantities, or carefully weighing and portioning food. people with anorexia may repeatedly check their body weight, and many engage in other techniques to control their weight, such as intense and compulsive exercise, or purging by means of vomiting and abuse of laxatives, enemas, and diuretics. girls with anorexia often experience a delayed onset of their first menstrual period. the course and outcome of anorexia nervosa vary across individuals : some fully recover after a single episode ; some have a fluctuating pattern of weight gain and relapse ; and others experience a chronically deteriorating course of illness over many years. the mortality rate among people with anorexia has been estimated at 0. 56 percent per year, or approximately 5. 6 percent per decade, which is about 12 times higher than the annual death rate due to all causes of death among females ages 15 - 24 in the general population. the most common causes of death are complications of the disorder, such as cardiac arrest or electrolyte imbalance, and suicide. skeletal effects of anorexia approximately one percent of adolescent girls develop anorexia nervosa, an eating disorder characterized by an irrational fear of weight gain. the condition usually begins around the time of puberty and is associated with restricted eating and extreme weight loss. anorexia is a mental disorder with significant physical consequences. affected individuals typically experience an absence of menstrual periods and other health problems which negatively impact bone density. anorexia and bone loss both nutritional and endocrine factors set the stage for bone loss in anorectics. one of the most significant factors is estrogen deprivation. low body weight causes the body to stop producing estrogen. this disruption in the menstrual cycle, known as amenorrhea, is associated with estrogen levels


of anorexia nervosa : in anorexia nervosa ’ s cycle of self - starvation, the body is denied the essential nutrients it needs to function normally. thus, the body is forced to slow down all of its processes to conserve energy, resulting in serious medical consequences. - abnormally slow heart rate and low blood pressure, which mean that the heart muscle is changing. the risk for heart failure rises as the heart rate and blood pressure levels sink lower and lower. - reduction of bone density ( osteoporosis ), which results in dry, brittle bones. - muscle loss and weakness. - severe dehydration, which can result in kidney failure. - fainting, fatigue, and overall weakness. - dry hair and skin ; hair loss is common. - growth of a downy layer of hair called lanugo all over the body, including the face, in an effort to keep the body warm. health consequences of bulimia nervosa : the recurrent binge - and - purge cycles of bulimia can affect the entire digestive system and can lead to electrolyte and chemical imbalances in the body that affect the heart and other major organ functions. - electrolyte imbalances that can lead to irregular heartbeats and possibly heart failure and death. - electrolyte imbalance is caused by dehydration and loss of potassium, sodium and chloride from the body as a result of purging behaviors. - potential for gastric rupture during periods of bingeing. - inflammation and possible rupture of the esophagus from frequent vomiting. - tooth decay and staining from stomach acids released during frequent vomiting. - chronic irregular bowel movements and constipation as a result of laxative abuse. - peptic ulcers and pancreatitis. health consequences of binge eating disorder : binge eating disorder often results in many of the same health risks associated with clinical obesity. - high blood pressure. - high cholesterol levels. - heart disease as a result of elevated triglyceride levels. - type ii diabetes mellitus. - gallbladder disease. dental complications of eating disorders : the frequent vomiting and nutritional deficiencies that often accompany eating disorders can have severe consequences on one ’ s oral health. studies have found that up to 89 % of bulimic patients show signs of tooth erosion. did you know? it is often the pain and discomfort related to dental complications that first


accompany eating disorders can have severe consequences on one ’ s oral health. studies have found that up to 89 % of bulimic patients show signs of tooth erosion. did you know? it is often the pain and discomfort related to dental complications that first causes patients to consult with a health professional. dental hygienists and dentists are often the first health professionals to observe signs and symptoms of disordered eating habits. however, recent studies cite two deterrents to dental practitioners addressing eating concerns with their patients : - lack of knowledge of the scope and severity of eating disorders, and - lack of comfort in discussing their concerns or suspicions. in spite of these deterrents, the role of dental practitioners in early detection, identification, and intervention is crucial. this information is being provided to enable dental practitioners to recognize the effects of eating disorders and talk with their patients about these concerns. signs and symptoms - loss of tissue and erosive lesions on the surface of teeth due to the effects of acid. these lesions can appear as early as 6 months from the start of the problem. - changes in the color, shape, and length of teeth. teeth can become brittle, translucent, and weak. - increased sensitivity to temperature. in extreme cases the pulp can be exposed and cause infection, discoloration, or even pulp death. - enlargement of the salivary glands, dry mouth, and reddened, dry, cracked lips. - tooth decay, which can actually be aggravated by extensive tooth brushing or rinsing following vomiting. - unprovoked, spontaneous pain within a particular tooth. changes in the mouth are often the first physical signs of an eating disorder. if you notice any of these symptoms, please talk with your patient about ways to care for their teeth and mouth. managing bone loss the aim of medical therapy for anorectic females is weight gain and the return of regular menstrual periods. research from children ' s national medical center in washington d. c. suggests that menses usually resumes when girls have achieved 90 % of the standard body weight for their age and height. while calcium intake has not necessarily demonstrated a therapeutic value, a nutritionally sound diet, including adequate calcium and vitamin d, is recommended. is recovery of bone loss possible? the effect of exercise on bone recovery is not clear. some studies have identified a skeletal benefit from weight bearing activity in anorectics. however, the potential benefits of exercise need to be weighed against the risk of fracture, delayed weight gain, and exercise induced