issues in schools and the justice system. however, can sensible debate about these issues occur in the context of these unusual incidents of sudden and extreme school violence? instead, a reliance on these themes is likely to result in poorly reasoned policy decisions and subsequent limitation of issues. we also sought to describe the specific contribution of experts, especially regarding these themes. experts were used as interchangeable commodities. the value of " experts " was reduced in these stories as the media defined just about anyone as an expert. the media appeared to be looking for 10 seconds of video than could be plugged into multiple news stories. the context in which statements were made was completely ignored. the commodity nature of expert knowledge creates opportunities for those with ulterior motives. the individual who is presented as an expert may be appearing on the program to advance issues unrelated to those he or she was called on to discuss. finally, we examined the degree to which experts were allowed to challenge media generated themes. in fact, there were numerous instances where experts questioned the usefulness of " solutions " proposed by reporters. some experts even found opportunities to speak freely. their comments, if taken seriously could have expanded the debate. ideally, alternate themes would replace the dominant themes that have grown so stale. based on the evidence, we do not see this happening. although themes were challenged, they returned the next day, seemingly uncontested. we found no evidence of successfully adopted replacement themes initially offered by experts. it would be wrong to suggest that coverage of the shootings in jonesboro yielded no helpful information. the events in jonesboro were described, fairly accurately, by the media. however, our understanding of the motivation for the shootings, and a greater awareness of the potential for reducing the likelihood of future tragedies, was not enhanced by the media ' s coverage of these events. unfortunately, the story of this tragic event was told in a context in which media outlets compete for stories, viewers, and income. this context does not encourage an in depth examination of issues. it is important that we learn from our collective experiences. school shootings are unfortunate and tragic experiences shared by our society. the media has the power to define these experiences. in effect, what we learn is influenced by how the media defines the story. what did we learn from the coverage of the jonesboro shootings? we learned that arkansas has not followed the ( misguided? ) lead of many states who now routinely waive sixth graders to adult courts. to a certain extent we missed the opportunity for serious debate


from the coverage of the jonesboro shootings? we learned that arkansas has not followed the ( misguided? ) lead of many states who now routinely waive sixth graders to adult courts. to a certain extent we missed the opportunity for serious debate on this issue as the media ignored the possibility that these boys might someday be able to lead productive lives. - we learned that these boys were apparently filled with rage. we failed to learn how this rage could have become so active in children so young. - we learned that guns were an active part of the lives of these and other children. we missed the opportunity to seriously debate the problems associated with guns. more important, we missed the opportunity to understand why there is so much resistance to the idea that guns are a problem. - we heard a lot about the problem of violent media images. we also learned that nbc news is somewhat defensive, and takes no responsibility for the effects of these images. - we learned about the tragic events in jonesboro. we failed to examine the long term impact this event will have on this small community. - we heard a lot about school security. we learned very little about why, other that the extremely rare incidents of the past year, school security is suddenly an important issue. - if we had listened to the experts, and ignored the reporters, we may have learned that many of our efforts are not going to be productive. - if we listened to the families, of the victims and offenders, we could have learned more about the motivations and reactions that were active in jonesboro. in short, and somewhat cliche, the media has a great deal of power. in many ways they did not responsibly exercise that power as they covered the tragic events in jonesboro. the media presented expert was treated as a commodity. as a result, experts did little to expand the debate beyond the narrow, status quo supportive, range of responses typically relied on by the media and policymakers. abercrombie, n., s. hill, and b. s. turner. 1980. the dominant ideology thesis. london : allen & unwin. altheide, d. ( 1985 ). media power. beverly hills : sage. barak, g. ( 1988 ). newsmaking criminology : reflections on the media, intellectuals, and crime. justice quarterly 5 ( 4 ) : 565 - 587. barlow, m. h., barlow, d. e., & chiricos, t. g. ( 1995 ). economic


on the media, intellectuals, and crime. justice quarterly 5 ( 4 ) : 565 - 587. barlow, m. h., barlow, d. e., & chiricos, t. g. ( 1995 ). economic conditions and ideologies of crime in the media. crime and delinquency 41 ( 1 ) : 3 - 19. casey, ginger. ( 1999 ). " beyond total immersion. " american journalism review 21 ( 6 ) : 30 - 33. cavender, gray. ( 1984 ). " scared straight ' : ideology and the media. " pp. 246 - 59 in justice and the media : issues and research, edited by r. surette. springfield, il : charles c thomas. chermak, s. ( 1977 ). " the presentation of drugs in the news media. " justice quarterly, 14 ( 4 ) : 687 - 718. christensen, jon, janet schmidt, and joel henderson. ( 1982 ). " the selling of the police : media, ideology, and crime control. " contemporary crises 6 : 227 - 39. ericson, richard v., p. m. baranek, and j. b. l. chan. ( 1989 ). negotiating control : a study of news sources. toronto : university of toronto press. dekeseredy, w., maclean, b., and schwartz, m. ( 1997 ). " thinking critically about left realism. " in brian maclean and dragon milovanovic, eds. thinking critically about crime. vancouver : collective press. fishman, m. ( 1978 ). crime wave as ideology. social problems 25 : 531 - 543. gorelick, steven m. ( 1989 ). " join our war ' : the construction of ideology in a newspaper crimefighting campaign. " crime & delinquency 35 : 421 - 36. greek, cecil, ( 1997 ). " using the internet as a newsmaking criminology tool. " http : / / www. fsu. edu / ~ crimdo / asc - sd. htm greek, cecil. ( 1994 ). " becoming a media criminologist : is ' newsmaking criminology ' possible? " in barak, gregg ( ed. ). media, process, and the social construction of crime : studies in newsmaking criminology. ny : garland press. herman, e. h., and n. chomsky. 1988. manufacturing consent : the


gregg ( ed. ). media, process, and the social construction of crime : studies in newsmaking criminology. ny : garland press. herman, e. h., and n. chomsky. 1988. manufacturing consent : the political economy of the mass media. new york : pantheon. humphries, drew. ( 1981 ). " serious crime, news coverage, and ideology : a content analysis of crime coverage in a metropolitan paper. " crime & delinquency 27 : 191 - 205. jpi ( 1999 ). justice policy institute web site. http : / / www. cjcj. org / jpi / contact. html kowalski, g. ( 1999 ). personal interview, february 1999. lea, j. and young, j. ( 1986 ). what is to be done about law and order? hammondsworth : penguin. nssc ( 1999 ). national school safety center web site. http : / / www. nssc1. org / home. htm. click on " nssc profile " for the page quoted above. schwartz, m. and dekeseredy, w. ( 1991 ). " left realist criminology : strengths, weaknesses, and the feminist critique. " crime, law, and social change 15 ( 1 ) : 51 - 72. steiner, b. d., bowers, w. j., and sarat, a. ( 1999 ). " folk knowledge as legal action : death penalty judgments and the tenet of early release in a culture of mistrust and punitiveness. " law and society review 33 ( 2 ) : 461 - 505. surrette, r. ( 1998 ). media, crime, and criminal justice. belmont : wadsworth. welch, michael, melissa fenwick, and meredith roberts. ( 1997 ). " primary definitions of crime and moral panic : a content analysis of experts ' quotes in feature newspaper articles on crime. " the journal of research in crime and delinquency 34 : 4, 474 - 494. welch, michael, melissa fenwick, and meredith roberts. ( 1998 ). " state managers, intellectuals, and the media : a content analysis of ideology in experts ' quotes in feature newspaper articles on crime. " justice quarterly 15 ( 2 ) : 219 - 242. wright, j. p., cullen, f. t., & blankenship, m. b. ( 1995 ). the social construction of corporate


healthy living today : stopping the flu | video | 1 / 24 / 2013 about 2, 500 people in north dakota have tested positive for the flu. countless more weren ` t tested, but were diagnosed based on symptoms alone. while the season appears to be leveling off, the flu still poses a danger, especially to the very young and the very old. those who care for our most vulnerable are taking steps to keep them from getting sick. if you ` re walking into the infant room at first steps child care, you ` d better sanitize your hands first. " i will chase them down with sanitizer, " said geri herring with first steps daycare. that ` s just one of the steps this daycare center is taking to prevent the flu from spreading. " it ` s almost quarantined off, " herring said. they also ask parents to keep kids home until they ` ve been off medication and fever - free for 24 hours. " we try to do everything we can to prevent it, " herring said. the center cares for several infants who are too young to get the flu shot, so they ` re sure to take extra precautions when flu season comes around. long term care centers are in a similar situation, trying to prevent the flu from spreading to their vulnerable residents. " we know influenza is a serious illness for anybody, but especially when it ` s affecting an elderly population or immune compromised population, " said terra greff with st. gabriel ` s community. they have a plan in place if the flu does hit, which it has this season, that includes keeping sick people in their rooms as much as possible and keeping sick visitors out. " we ask people not to visit if they are ill, " greff said. the center also offers free flu shots to employees and encourages them to stay home if they are sick. the north dakota department of health says there have been more than 30 flu outbreaks reported in long term care facilities across the state so far this year.


- to motivate their children - reduce electronic media usage - teach children about saving and spending children need limits and boundaries. kids cash gives parents a tool to reduce tv and video game overuse. teach children to : - learn how to save and manage money while having fun acting like an adult – earning money and paying for items that cost money to run. - focus on other activities, not electronics as electronic entertainment is a reward to be earned, and has ongoing costs ( even for adults! ) - use kids cash to teach children to spend only what they have ( no borrowing money ). we need to reverse the current trend of ‘ spending money before we have it ’. as adults, we go to work so that we can afford both essential items like food, clothing and housing, but also so that we can afford things outside of the essentials, like movies, electronic entertainment, etc. so that your children can learn about real life, kids cash produced 15 minute coupons for your children to earn and then they pay you for using electronic entertainment devices. kids cash wants to reverse the current trend in our society of “ get what you want and pay later ” & “ watch / play what i want, when i want ”. give kids cash as a reward for : - washing dishes • homework - walking the dog • setting the table - good behaviour while shopping - any other chores in your household. your child pays you to use : - television • video ’ s • dvd ’ s - computers • the internet - electronic games - or any electronic device in your household.


you ' ve lived through 2 am feedings, toddler temper tantrums, and the back - to - school blues. so why is the word " teenager " causing you so much anxiety? when you consider that the teen years are a period of intense growth, not only physically but morally and intellectually, it ' s understandable that it ' s a time of confusion and upheaval for many families. despite some adults ' negative perceptions about teens, they are often energetic, thoughtful, and idealistic, with a deep interest in what ' s fair and right. so, although it can be a period of conflict between parent and child, the teen years are also a time to help kids grow into the distinct individuals they will become. understanding the teen years so when, exactly, does adolescence start? the message to send your kid is : everybody ' s different. there are early bloomers, late arrivers, speedy developers, and slow - but - steady growers. in other words, there ' s a wide range of what ' s considered normal. but it ' s important to make a ( somewhat artificial ) distinction between puberty and adolescence. most of us think of puberty as the development of adult sexual characteristics : breasts, menstrual periods, pubic hair, and facial hair. these are certainly the most visible signs of puberty and impending adulthood, but kids who are showing physical changes ( between the ages of 8 and 14 or so ) also can be going through a bunch of changes that aren ' t readily seen from the outside. these are the changes of adolescence. many kids announce the onset of adolescence with a dramatic change in behavior around their parents. they ' re starting to separate from mom and dad and to become more independent. at the same time, kids this age are increasingly aware of how others, especially their peers, see them and are desperately trying to fit in. their peers often become much more important, as compared with their parents, in terms of making decisions. kids often start " trying on " different looks and identities, and they become very aware of how they differ from their peers, which can result in episodes of distress and conflict with parents. one of the common stereotypes of adolescence is the rebellious, wild teen continually at odds with mom and dad. although it may be the case for some kids and this is a time of emotional ups and downs, that stereotype certainly is not representative of most teens. but the primary goal of the teen years is to achieve independence. for this to occur,


. although it may be the case for some kids and this is a time of emotional ups and downs, that stereotype certainly is not representative of most teens. but the primary goal of the teen years is to achieve independence. for this to occur, teens will start pulling away from their parents — especially the parent whom they ' re the closest to. this can come across as teens always seeming to have different opinions than their parents or not wanting to be around their parents in the same way they used to. as teens mature, they start to think more abstractly and rationally. they ' re forming their moral code. and parents of teens may find that kids who previously had been willing to conform to please them will suddenly begin asserting themselves — and their opinions — strongly and rebelling against parental control. you may need to look closely at how much room you give your teen to be an individual and ask yourself questions such as : " am i a controlling parent?, " " do i listen to my child?, " and " do i allow my child ' s opinions and tastes to differ from my own? " tips for parenting during the teen years looking for a roadmap to find your way through these years? here are some tips : read books about teenagers. think back on your own teen years. remember your struggles with acne or your embarrassment at developing early — or late. expect some mood changes in your typically sunny child, and be prepared for more conflict as he or she matures as an individual. parents who know what ' s coming can cope with it better. and the more you know, the better you can prepare. talking about menstruation or wet dreams after they ' ve already started means you ' re too late. answer the early questions kids have about bodies, such as the differences between boys and girls and where babies come from. but don ' t overload them with information — just answer their questions. if you don ’ t know the answers, help them find someone who does, like a trusted friend or your pediatrician. you know your kids. you can hear when your child ' s starting to tell jokes about sex or when attention to personal appearance is increasing. this is a good time to jump in with your own questions such as : are you noticing any changes in your body? are you having any strange feelings? are you sad sometimes and don ' t know why? a yearly physical exam is a great time to bring up these things. a doctor can tell your preadolescent — and you — what


in your body? are you having any strange feelings? are you sad sometimes and don ' t know why? a yearly physical exam is a great time to bring up these things. a doctor can tell your preadolescent — and you — what to expect in the next few years. an exam can serve as a jumping - off point for a good parent / child discussion. the later you wait to have this discussion, the more likely your child will be to form misconceptions or become embarrassed about or afraid of physical and emotional changes. furthermore, the earlier you open the lines of communication, the better chance you have of keeping them open through the teen years. give your child books on puberty written for kids going through it. share memories of your own adolescence. there ' s nothing like knowing that mom or dad went through it, too, to put a child more at ease. put yourself in your child ' s place practice empathy by helping your child understand that it ' s normal to be a bit concerned or self - conscious, and that it ' s ok to feel grown - up one minute and like a kid the next. pick your battles if teenagers want to dye their hair, paint their fingernails black, or wear funky clothes, think twice before you object. teens want to shock their parents and it ' s a lot better to let them do something temporary and harmless ; leave the objections to things that really matter, like tobacco, drugs and alcohol, or permanent changes to their appearance. ask why your teen wants to dress or look a certain way and try to understand how your teen is feeling. you might also want to discuss how others might perceive them if they look different — help your teen understand how he or she might be viewed. teens will likely act unhappy with expectations their parents place on them. however, they usually understand and need to know that their parents care enough about them to expect certain things such as good grades, acceptable behavior, and adherence to the rules of the house. if parents have appropriate expectations, teens will likely try to meet them. without reasonable expectations, your teen may feel you don ' t care about him or her. inform your teen - and stay informed yourself the teen years often are a time of experimentation, and sometimes that experimentation includes risky behaviors. don ' t avoid the subjects of sex, or drug, alcohol, and tobacco use ; discussing these things openly with kids before they ' re exposed to them increases the chance that they ' ll act responsibly when the time comes. share your family values


t avoid the subjects of sex, or drug, alcohol, and tobacco use ; discussing these things openly with kids before they ' re exposed to them increases the chance that they ' ll act responsibly when the time comes. share your family values with your teen and talk about what you believe is right and wrong. know your child ' s friends — and know their friends ' parents. regular communication between parents can go a long way toward creating a safe environment for all teens in a peer group. parents can help each other keep track of the kids ' activities without making the kids feel that they ' re being watched. know the warning signs a certain amount of change may be normal during the teen years, but too drastic or long - lasting a switch in personality or behavior may signal real trouble — the kind that needs professional help. watch for one or more of these warning signs : any other inappropriate behavior that lasts for more than 6 weeks can be a sign of underlying trouble, too. you may expect a glitch or two in your teen ' s behavior or grades during this time, but your a / b student shouldn ' t suddenly be failing, and your normally outgoing kid shouldn ' t suddenly become constantly withdrawn. your doctor or a local counselor, psychologist, or psychiatrist can help you find proper counseling. some parents, understandably, have a very hard time with this one. they may feel that anything their kids do is their business. but to help your teen become a young adult, you ' ll need to grant some privacy. if you notice warning signs of trouble, then you can invade your child ' s privacy until you get to the heart of the problem. but otherwise, it ' s a good idea to back off. in other words, your teenager ' s room, texts, e - mails, and phone calls should be private. you also shouldn ' t expect your teen to share all thoughts or activities with you at all times. of course, for safety reasons, you should always know where teens are going, when they ' ll be returning, what they ' re doing, and with whom, but you don ' t need to know every detail. and you definitely shouldn ' t expect to be invited along! start with trust. let your teen know that you trust him or her. but, if the trust gets broken he or she may enjoy fewer freedoms until the trust is rebuilt. monitor what kids see and read tv shows, magazines and books, the internet — kids have access to tons of information. be aware of what yours


. but, if the trust gets broken he or she may enjoy fewer freedoms until the trust is rebuilt. monitor what kids see and read tv shows, magazines and books, the internet — kids have access to tons of information. be aware of what yours watch and read. don ' t be afraid to set limits on the amount of time spent in front of the computer or the tv. know what they ' re learning from the media and who they may be communicating with online. teens shouldn ' t have unlimited access to tv or the internet in private — these should be public activities. access to technology should also be limited after certain hours ( say 10 pm or so ) to encourage adequate sleep. it ' s not unreasonable to have cell phones and computers off limits after a certain time. make appropriate rules bedtime for a teenager should be age appropriate, just as it was when your child was a baby. teens still need about 8 - 9 hours of sleep. reward your teen for being trustworthy. does your child keep to a 10 pm curfew on weekends? move it to 10 : 30 pm. and does a teen always have to go along on family outings? encourage a reasonable amount of family time together. decide what your expectations are, and don ' t be insulted when your growing child doesn ' t always want to be with you. think back : you probably felt the same way about your mom and dad. will this ever be over? as kids progress through the teen years, you ' ll notice a slowing of the highs and lows of adolescence. and, eventually, they ' ll become independent, responsible, communicative young adults. so remember the motto of many parents with teens : we ' re going through this together, and we ' ll come out of it — together!


the arrival of a new baby can bring many changes to a family. parents spend a lot of energy on preparations, and after the baby arrives, much of the family ' s attention involves meeting the newborn ' s basic needs. all this change can be hard for older siblings to handle. it ' s common for them to feel jealousy toward the newborn and to react to the upheaval by acting out. but parents can prepare kids for an addition to the family. discussing the pregnancy in terms that make sense to kids, making some arrangements, and including kids in the care of the newborn can make things easier for everyone. there ' s not one right time or perfect way to tell a child about an impending sibling. when discussing the pregnancy, consider your own comfort level and your child ' s maturity level. preschoolers, for example, may not grasp concepts of time, so it might not mean much if you say that the baby will arrive in a few months. it may be more useful to explain that the baby will arrive in a particular season, such as winter or when it ' s cold outside. how much detail should you provide? let your child ' s questions be your guide. for example, a 4 - year - old child may ask : " where do babies come from? " despite how it sounds, the child isn ' t asking you to explain sex but probably wants to know where, literally, they come from. it may be enough to explain : " the baby comes from the uterus, which is inside the mother ' s belly. " a child who wants to know more will ask. if your child shows more interest in the baby, these activities can encourage that : going through your child ' s baby pictures reading books about childbirth ( make sure they ' re developmentally appropriate ) visiting friends who have infants packing a bag for the hospital thinking of potential baby names going to the doctor to hear the baby ' s heartbeat also look into sibling birth classes, which many hospitals offer to provide orientation for soon - to - be brothers and sisters. these classes can include lessons on how to hold a baby, explanations of how a baby is born, and opportunities for kids to discuss their feelings about having a new brother or sister. as your due date draws near, make arrangements for older kids for the time when you ' re in the hospital. discuss these plans so kids know what to expect when the day arrives. consider letting your child visit you in the hospital as soon as possible after the baby is born, ideally when no other visitors are around —


time when you ' re in the hospital. discuss these plans so kids know what to expect when the day arrives. consider letting your child visit you in the hospital as soon as possible after the baby is born, ideally when no other visitors are around — this helps reinforce the birth as an intimate family event. try to keep routines as regular as possible in the days and weeks around the baby ' s arrival. if you plan to make any room shifts to accommodate the baby, do it a few weeks before your due date. if older kids are approaching a major milestone, like potty training or moving from a crib to a bed, try to make those changes well before your due date or put them off until after the baby has been home for a while. bringing the new baby home once the baby is home, you can help your other kids adjust to the changes. include them as much as possible in the daily activities involving the baby so that they don ' t feel left out. many kids want to help take care of a new baby. though that " help " may mean that each task takes longer, it can give an older child a chance to interact with the baby in a positive way. depending on their age, a big brother or sister may want to entertain the baby during a diaper change, help push the carriage, talk to the baby, or help dress, bathe, or burp the baby. if your child expresses no interest in the baby, don ' t be alarmed and don ' t force it. it can take time. some occasions, like breastfeeding, excludes older kids. for these times, try to have toys on hand so that you can feed the baby without being interrupted or worrying about an older child feeling left out. try to take advantage of opportunities for one - on - one time with older kids. spend time together while the baby is sleeping and, if possible, set aside time each day for older kids to get one parent ' s undivided attention. knowing that there ' s special time exclusively for them may help reduce any resentment or anger about the new baby. also remind relatives and friends that your older child might want to talk about something other than the new baby. if relatives or friends ask how they can help, suggest a fun activity or something special for the older child. with all of the changes that a new baby can bring, some older kids might struggle as they try to adjust. encourage older kids to talk about their feelings about the new baby. if a child cannot articulate those


contrary to what you may have heard, acne is not caused by dirty skin. acne is caused by overactive oil glands in the skin and an accumulation of oil, dead skin cells, and bacteria, which leads to inflammation in pores. oil glands become stimulated when hormones become active during puberty, which is why people are likely to get acne in their teens. because the tendency to develop acne is partly genetic, if other people in your family had ( or have ) acne, you may be more likely to develop it too. although there is no surefire way to prevent acne, try these tips to help reduce the number and severity of your breakouts : washing your skin is essential ( it helps remove excess surface oils and dead skin cells that can clog your pores ), but washing too much can actually cause damage by overdrying your skin or irritating existing acne. remember to wash after exercising because sweat can clog your pores and make your acne worse. if you work around greasy food or oil or if you ' ve been sweating from heat or because you ' ve been working hard, wash your face and other acne - prone areas as soon as possible. if you use skin products, such as lotions or makeup, look for ones that are noncomedogenic or nonacnegenic, which means that they don ' t clog pores. if you can ' t live without your hair spray or styling gel, be sure to keep them away from your face as much as possible. many hair products contain oils that can make acne worse. try to use water - based products. if you get acne on areas such as your chest or back, avoid wearing tight clothes, which can rub and cause irritation. for some people, over - the - counter ( otc ) products work to help clear up acne. it may take some time to find one that works best for you — some may not do the trick and others may cause irritation. otc acne products come in different strengths. the most popular and effective otc acne - fighting ingredient is benzoyl peroxide. another ingredient, salicylic acid, can help to dry up pimples. if you find otc products aren ' t working for you, it ' s best to seek a doctor ' s advice. a doctor can prescribe special gels or creams, pills, or a combination of both. it may feel a bit awkward or embarrassing to talk about your acne


working for you, it ' s best to seek a doctor ' s advice. a doctor can prescribe special gels or creams, pills, or a combination of both. it may feel a bit awkward or embarrassing to talk about your acne with someone, but your doctor is trained to help get your skin looking its best. what about pimples you already have? it ' s tempting, but popping or squeezing a pimple usually won ' t get rid of the problem. squeezing can actually push infected material and pus further into the skin, which can lead to more swelling and redness ( not what you want before a big date! ), and even scarring, which can be permanent. if you ' re taking a prescription acne medication, finish your entire prescription even if your skin clears up, unless your dermatologist says you can stop. if you stop too early, there ' s a chance your skin could break out all over again. eating nutritious foods can help keep you healthy, of course, and your skin will benefit from getting enough vitamins and minerals. but the bottom line is that you don ' t need to be obsessive about what you eat or how often you wash your face to control acne. if you don ' t find an otc product that works for you, talk to your doctor or a dermatologist for some advice on living through the acne years.


why do students bring guns, knives, or other weapons to school? some are just showing off, others feel that they need a weapon to protect themselves, and some are actively looking to threaten or harm others. whatever the reason, though, no one should be bringing a weapon to school. if you suspect that someone has a weapon or is threatening someone else ' s life, the best thing to do is to speak up. but how can you do that? if you find out that someone at school has a weapon, here are some tips for handling the situation. seek safety. if you see someone with a weapon, walk the other way. remove yourself from the situation as quickly and quietly as possible. report the situation. notify an adult you trust immediately. find someone you can talk to, such as a school counselor, principal, teacher, coach, or parent. these people should know how to handle the situation appropriately, and they can keep your name confidential. tell them exactly what you saw, what type of weapon it was ( a knife, a gun, etc. ), where the incident happened, and who was involved. tell them about the situation — such as whether the weapon was being shown off or used to threaten another student. if you don ' t trust an adult or can ' t find someone you believe will protect your identity, make an anonymous phone call to your school office and report the incident. you can also call 911 and ask them to keep your identity confidential. write it down. keep a written record of everything you can remember about the incident, including the people involved, the type of weapon, the date and time it happened, and where it happened. you should also record whether the incident was reported and, if so, to whom. writing this information down while it ' s still fresh in your mind will help you remember details if you ' re asked about it later. violence can happen even when a kid doesn ' t have a weapon. it ' s important to remember that violence comes in many different forms. it can be physical, like pushing, punching, or fighting with someone. violence can also be psychological and may include name - calling, harassment, taunting, and other forms of bullying. people who are more likely to become violent may show some of these warning signs : cruelty to pets and other animals talking about weapons and violence fascination with violent video games, television, and movies threatening or bullying others isolation from family and friends of course, these signs don ' t necessarily mean that a person will become violent or bring a


at a glance why get tested? to monitor the level of an aminoglycoside antibiotic such as gentamicin, tobramycin, or amikacin in the blood to ensure adequate dosing and help avoid toxic side effects when to get tested? at regular intervals during treatment with an aminoglycoside a blood sample drawn from a vein in your arm test preparation needed? none, but timing of the sample for testing is important ; follow your doctor ' s directions. the test sample what is being tested? aminoglycosides are a group of antimicrobials ( antibiotics ) that are used to treat serious bacterial infections. these tests measure the level of the prescribed aminoglycoside in the blood in order to adjust doses as necessary and ensure effective treatment while avoiding toxic side effects. gentamicin, tobramycin, and amikacin are the most commonly prescribed aminoglycosides, and they are used to treat infections cause by certain types of bacteria called gram - negative bacteria as well as a few gram - positive bacteria. ( for more on these, see the article on the gram stain ). it is important to monitor the concentration of aminoglycosides because their effectiveness depends on an adequate level in the blood. furthermore, aminoglycosides are associated with serious toxic side effects, including damage to hearing and / or balance ( ototoxicity ) and acute kidney damage ( nephrotoxicity ). the kidney damage is usually reversible, but the hearing and / or balance loss is frequently permanent. these complications can occur at any time, but the risk is greater with elevated blood levels, indicating that the drug is not being cleared from the blood at a typical rate, and when it is given for an extended period of time. aminoglycosides are not well absorbed by the digestive system so they must typically be administered either through a needle into a vein ( intravenously, iv ) or by injection into a muscle ( intramuscularly, im ). they are given using dosing intervals ( such as every 8 - 12 hours ) or given as a larger single dose once every 24 to 48 hours ( also called extended - interval or pulse dosing ). the amount of an aminoglycoside given per dose depends on a variety of factors, including kidney function, other drugs the person may be taking, age, and weight. for interval dosing, drug monitoring typically involves assessing the maximum concentration soon after a dose is given ( called a peak level ) and


depends on a variety of factors, including kidney function, other drugs the person may be taking, age, and weight. for interval dosing, drug monitoring typically involves assessing the maximum concentration soon after a dose is given ( called a peak level ) and the minimum concentration just before the next dose is given ( called a trough level ). depending on the results, the dose of drug may be adjusted up or down. for example, a person with decreased kidney function may not be able to clear the drug out of his system efficiently, resulting in increased concentration in the blood, so the dose may be adjusted lower or the drug may be given less frequently. on the other hand, if a person is given too little drug to maintain a sufficient minimum level in the blood, then it is unlikely that treatment will be effective. for extended - interval dosing, testing may be performed on a timed sample taken 8 - 12 hours after dosing. aminoglycosides are sometimes used alone but are often combined with other antibiotics. monitoring the antibiotic blood level is important in the presence of other medications as they can affect the ability of the body to process ( metabolize ) and clear the drug. how is the sample collected for testing? a blood sample is obtained by inserting a needle into a vein in the arm. note : if undergoing medical tests makes you or someone you care for anxious, embarrassed, or even difficult to manage, you might consider reading one or more of the following articles : coping with test pain, discomfort, and anxiety, tips on blood testing, tips to help children through their medical tests, and tips to help the elderly through their medical tests. another article, follow that sample, provides a glimpse at the collection and processing of a blood sample and throat culture. is any test preparation needed to ensure the quality of the sample? no test preparation is needed, but the timing of the sample for testing is important. for interval dosing, trough levels are collected just prior to a person ' s next aminoglycoside dose. peak levels are collected about 30 minutes after the completion of an intravenous dose or 60 minutes after an intramuscular dose. for extended - interval dosing, the recommended collection time may vary ( 8 - 12 hours after dose ), but the time of the completion of the last dose and the time of the blood sample collection will be recorded and compared. follow the doctor ' s directions for collection. it may be helpful to tell the laboratorian when the administration of the last dose was completed. ask a


completion of the last dose and the time of the blood sample collection will be recorded and compared. follow the doctor ' s directions for collection. it may be helpful to tell the laboratorian when the administration of the last dose was completed. ask a laboratory scientist this form enables you to ask specific questions about your tests. your questions will be answered by a laboratory scientist as part of a voluntary service provided by one of our partners, american society for clinical laboratory science. if your questions are not related to your lab tests, please submit them via our contact us form. thank you. * indicates a required field note : this article is based on research that utilizes the sources cited here as well as the collective experience of the lab tests online editorial review board. this article is periodically reviewed by the editorial board and may be updated as a result of the review. any new sources cited will be added to the list and distinguished from the original sources used. billings, k. ( updated 2012 april 6 ). ototopical antibiotics. medscape reference [ on - line information ]. available online at http : / / emedicine. medscape. com / article / 873963 - overview through http : / / emedicine. medscape. com. accessed september 2012. devabhakthuni, s. ( updated 2011 may ). antibiotic pharmacokinetic monitoring. american society of health - system pharmacists [ on - line information ]. available online at http : / / www. ashp. org / doclibrary / membercenter / npf / 2011pearls / antibiotic - pharmacokinetic - monitoring. aspx through http : / / www. ashp. org. accessed september 2012. dugdale, d. ( updated 2011 september 20 ). acute tubular necrosis. medlineplus medical encyclopedia [ on - line information ]. available online at http : / / www. nlm. nih. gov / medlineplus / ency / article / 000512. htm. accessed september 2012. ( © 2012 ). causes of dizziness. vestibular disorders association [ on - line information ]. available online at http : / / vestibular. org / node / 2 through http : / / vestibular. org. accessed september 2012. ( reviewed 2010 may ). aminoglycoside extended interval dosing and monitoring in adults. new york - presbyterian hospital guideline : medication


. medscape. com. accessed september 2012. gonzalez, u. and spencer, j. ( 1998 november 15 ). aminoglycosides : a practical review. am fam physician. v58 ( 8 ) : 1811 - 1820. [ on - line information ]. available online at http : / / www. aafp. org / afp / 1998 / 1115 / p1811. html throughhttp : / / www. aafp. org. accessed september 2012. levison, m. ( revised 2009 july ). aminoglycosides. merck manual for healthcare professionals [ on - line information ]. available online through http : / / www. merckmanuals. com. accessed september 2012. jasmin, l. ( updated 2011 october 30 ). vertigo - associated disorders. medlineplus medical encyclopedia [ on - line information ]. available online at http : / / www. nlm. nih. gov / medlineplus / ency / article / 001432. htm. accessed september 2012. tan, k. et. al. ( 2003 march 15 ). aminoglycoside prescribing and surveillance in cystic fibrosis. am. j. respir. crit. care med v167 ( 6 ) 819 - 823 [ on - line information ]. available online at http : / / ajrccm. atsjournals. org / content / 167 / 6 / 819. full through http : / / ajrccm. atsjournals. org. accessed september 2012. levison, m. ( revised 2008 september ). antibiotics. merck manual home health handbook [ on - line information ]. available online at http : / / www. merckmanuals. com / home / print / infections / antibiotics / antibiotics. html through http : / / www. merckmanuals. com. accessed september 2012. ( 2011 april 18 ). extended interval aminoglycoside monitoring and dosing guideline ( gentamicin / tobramycin only ). alberta health services, covenant health, regional laboratory services [ on - line information ]. available online through http : / / www. albertahealthservices. ca. accessed september 2012. hammett - stabler, c. and johns, t. ( 1998 may ). laboratory guidelines for monitoring of antimicrobial drugs. clinical chemistry may 1998 v 44 ( 5 ) 112


planting prariegrass & wildflowers there is a growing interest in wildflower and native grass plantings by acreage owners. if properly planned and established these plantings will provide a very pleasing and low maintenance ground cover that will help prevent weeds. no herbicides were labeled for use in controlling weeds during establishment and maintenance of these plantings until american cyanamid company introduced the herbicide plateau. it may be used to control weeds in native grass and wildflower plantings. selecting grass and wildflower species the grasses and wildflowers selected most have tolerance to plateau herbicide. it is also desirable to select species that require a low level of maintenance. if shorter growing grasses are selected. little or no mowing will be required to remove excess growth. | short grasses | | perennial wildflower and legumes tolerant to plateau herbicide | sideoats grama | | * shasta daisy | | upright prairie coneflower | | blue grama | | * purple prairieclover | | leadplant | | buffalograss | | * illinois bundleflower | | bicolor lespedeza | | * black - eyed susan | | gold yarrow | | * purple coneflower | | sensitive vine | * these are species that were planted along with a plateau herbicide application in the spring of 1997 on a one acre site in the county. see location of site below. some seed suppliers are putting together seed packets that are considered plateau ready. these include stock seed farms. planting and establishment of native grasses and wildflowers ( 1 ) the first key to a successful planting is a weed - free, firm seed bed. ( 2 ) the second key is using a seeding method that results in good seed - soil contact. a grass drill does the best job. if broadcast seeding is used, dragging and compacting the seedbed after planting will improve the seed - soil contact. ( 3 ) apply 4oz of plateau herbicide in early spring as needed to control weeds on established stands of grass and wildflowers. application of plateau herbicide follow label driections or hire a commercial applicator to make the application. see a native grass and wildflower planting you can observe a planting that was made in the spring of 1997. this planting is located on the south side of w. alvo rd 1 / 4 mile east of nw27th st. just north of the kawasaki plant and hiway 34.


an mri uses magnetic waves to make pictures of the inside of the body. it can make two - dimensional and three - dimensional pictures. reasons for test you may have an mri to diagnose a condition or look for internal injuries. mris can look at any body part, from your head to your toes. mris can also be used to see if medication or treatment is working. mris can be harmful if you have metal inside your body, such as joint replacements or a pacemaker. make sure your doctor knows of any internal metal before the test. a contrast dye may be used to enhance some images. some people may have a bad reaction to this dye. talk to your doctor about any allergies you have or if you have liver or kidney problems. liver and kidney problems may make it difficult for your body to get rid of the contrast. what to expect prior to test follow your doctors instructions regarding eating and drinking before the test. this will depend on what part of the body is being examined. at the mri center : your doctor may give you a medicine to calm you if you are anxious about the test. if your doctor prescribes a sedative you will need to arrange for a ride home. be sure to follow your doctor ' s instructions on when to take the sedative. it may need to be taken 1 - 2 hours before the exam. you will be asked about the following : - medical and surgical history - other conditions that you may have — if your mri involves contrast material, your doctor will ask about the health of your kidneys. there is a risk of complications in people who have kidney disease and receive contrast material. you will be asked if you have something in your body that would interfere with the mri, such as : - pacemaker or implantable defibrillator. - ear implant. - metal fragments in your eyes or in any other part of your body. be sure to tell your doctor if your work involves metal filings or particles. - implanted port device, such as an insulin pump. - metal plate, pins, screws, or surgical staples. - metal clips from aneurysm repair. - retained bullets. - any other large metal objects in your body. tooth filling and braces are usually fine. - you will be asked to remove any metal objects such as, jewelry, hearing aids, or glasses. - you will also be asked to remove all medicine skin patches, such as duragesic patch. they may contain metal elements and cause skin burns.


you will be asked to remove any metal objects such as, jewelry, hearing aids, or glasses. - you will also be asked to remove all medicine skin patches, such as duragesic patch. they may contain metal elements and cause skin burns. - an x - ray may be taken to check for any metal objects in your body. you may be : - given ear plugs or headphones. the mri machine makes a loud banging noise. - given an injection of contrast dye into your vein. - allowed to have a family member or friend with you during the test. description of test if a contrast dye is used, a small iv needle is inserted into your hand or arm. you will lie very still on a sliding table. depending on your condition, you may have monitors to track your pulse, heart rate, and breathing. the table will slide into a narrow, enclosed cylinder. in some machines, the sides are open, so you can look out into the room. the technician will leave the room. through the intercom, the technician will give you directions. you can talk to the technician through this intercom as well. the technician will take the pictures. when the exam is done, you will slide out of the machine. if you have an iv needle, it will be removed. if you are claustrophobic or unable to lie on a flat table, there are open mri machines available. they allow you to have the test done without being put in a narrow cylinder. there are also mri machines that allow a patient to be in a sitting position. this may be important for patients with concerns, like a painful back. you will be asked to wait at the facility while the images are examined. the technician may need more images. if you took a sedative, do not drive, operate machinery, or make important decisions until it wears off completely. if you are breastfeeding and receive a contrast dye, you and your doctor should discuss when you should resume breastfeeding. information available has not found any ill effects to the baby of a breastfeeding mother who has had contrast dye. how long will it take? will it hurt? the exam is painless. if you have dye injected, there may be stinging when the iv needle is inserted. you may also feel a slight cooling sensation as the dye is injected. after the exam, a radiologist will analyze the images and send a report to your doctor. your doctor will talk to you about the results and any further tests or treatment. call your doctor after


riverside, calif. – ( www. lasierra. edu ) when ancient near eastern civilizations fought their adversaries they used swords, spears and arrows. but how did they make these weapons, how much damage did they do, and how did kings supply their far - flung troops? a new, multidimensional exhibit at the western science center in hemet, in partnership with la sierra university, helps answer these and other questions through a display of ancient weapons and cultural artifacts, audio - visual media and a hands - on weapons replica table. visitors experience the sights and sounds of ancient war, preparations for battle, learn about the rituals performed before going to war, and ways in which ancient wars impacted history. the exhibit, “ weapons & war in the iron age, ” is comprised of artifacts from la sierra ’ s extensive collection, some excavated by la sierra archaeologists from ancient sites in jordan, and some from sites in israel and palestine. most of the artifacts, including arrows, spears and swords, date from 1200bc to 600bc during the iron age of the near east when iron became the prevalent material in making tools and weapons. “ weapons & war in the iron age ” will run through the fall. western science center admission is adults $ 8 ; senior citizens and students $ 6. 50 ; youth $ 6 ; children age four and under free ; active - duty military free. the science center is located at 2345 searl parkway, hemet. for additional information call 951 - 791 - 0033, or visit www. westernsciencecenter. org. hours are tues. – sun., 10 a. m. – 5 p. m. the bank of hemet and eric and gisela gosch are sponsoring the exhibit. the science center held an opening reception on june 21 attended by la sierra archaeology professors, science center board directors and visitors. bill marshall, a member of the center ’ s board of directors and a retired superintendent of the san jacinto unified school district described the weapons & war exhibit as “ fascinating, ” particularly as it reveals the productivity of past civilizations. “ i ’ ve always … believed you can learn from what people did in the past. it ’ s wise to know where you came from and what people did prior to you, ” said marshall.


updated with more inaugural resources : jan. 22, 2013 though president obama actually took the oath of office on jan. 20, public inaugural celebrations take place on jan. 21, the same day that martin luther king will be celebrated this year. in honor of both of these occasions, this will be our only post on monday. below, some resources for teaching and learning about each. martin luther king day the slide show of historic times photos about the civil rights movement at the top of this post is a collection we first published last february. you might apply the three questions we ask weekly in our what ’ s going on in this picture? series to any one of them to think more about what is depicted, why and who. below, more from the learning network about martin luther king, jr. and the civil rights movement — each with links to historic times articles, lesson plans, crosswords, student opinion questions and more : - celebrating mlk day - reader ideas : teaching the civil rights movement - resources : black history month - historic headlines : april 4, 1968 | the assassination of martin luther king if you were to write your own inaugural address, what would you say? how would you draw on america ’ s past while acknowledging the present moment? how would you unite americans? what challenges would you note, and what would you say about the role of government? one way to play with those questions is through the times ’ s interactive build your own inaugural address. below, more resources for celebrating inauguration day : on the 2013 inauguration - article | obama offers liberal vision : ‘ we must act ’ - interactive | president obama ’ s inaugural address - slide show | president obama ’ s second inauguration - interactive | a closer look at the inaugural ceremony - news analysis | a call for progressive values : evolved, unapologetic and urgent - article | speech gives climate goals center stage - op - ed | a map of human dignity - article | a day of celebration for a diverse crowd savoring a moment in history - article | washington prepares for festive but scaled - down version of 2009 events - room for debate forum | what should obama say? - op - ed | a sneaky peek at obama ’ s speech - article | as droves flock to washington, republicans find somewhere else to be on inaugural speeches and celebrations past : - 2013 graphic | annotating the second inaugural addresses - 2009 illustration | maira kalman | the inauguraton. at last ( 2009 ) - 2009 lesson plan | an oath for the ages : examining historic inaugural


view a plan this is a resume writing for teens lesson 9, 10, 11, 12 title – resume writing for teens by – jennie withers primary subject - language arts secondary subjects - grade level – 9 - 12 - hey, get a job! available at http : / / www. heygetajob. com ( optional, but very helpful ) - free resume template s for teens at http : / / www. heygetajob. com ( if unavailable, try ms word or publisher resume templates ) - 2 50 - minute class periods - students learn the purpose of a resume and the basic rules for writing a resume. they will then begin to create a resume of their own. ( section 3 – hey, get a job! ) - language arts teachers may choose to have students write a resume for a character in a novel or story instead or as a warm - up for students writing their own resume. for example, what if beowulf had to apply for a job? what would his resume look like? - social studies teachers might assign students the task of creating a resume for an historical figure at a certain time in their life. they could compare resumes of presidents before they were elected. what famous person was a haberdasher and who was a house painter before they stepped on the world stage? - examples ( both good and bad ) - a worksheet or questionnaire to get them started on their own resumes - list what a resume is used for : - getting a job - college applications - scholarship applications - to give to those you would like to write letter of recommendations for you - hand out or project resume examples : - discuss which are good and which are not. - there are some good ones from teens on www. heygetajob. com on the resume templates link. this should lead into a discussion of the basics of resume writing. - resumes must be typed - print resumes on high quality paper – office supply stores call it resume paper - keep your resume to one page - use a proper format – use a template - write in the active voice - no : i have written - yes : i wrote - focus on these three skills – point out to students that even if they have no work experience, they should have skills to put in a resume - communication skills - problem solving skills - technical skills - pay attention to words - brainstorm a list of words with students to use on resumes. - they should come up with 25 - 50 to get the idea of work - oriented


in a resume - communication skills - problem solving skills - technical skills - pay attention to words - brainstorm a list of words with students to use on resumes. - they should come up with 25 - 50 to get the idea of work - oriented action words. - some examples : - assisted, implemented, contributed, organized, planned, trained, supervised, selected, earned, presented, mediated, taught, represented - tell the truth – that includes exaggeration - references – this is often times not on a resume, but they need to understand they will need to have contact information for the standard three references - customize the resume for the purpose – a job resume is going to be different from a resume for a college application. - check, check and double check and then have someone else proof it - create a worksheet or some questions that include things teens can put on a resume. it ’ s a way to get them writing and it is a lot less intimidating than giving them a template and telling them to plug it in. things to be included : - objective – one sentence that states why you ’ re sending the resume to them and it ’ s a worthwhile place to plug some positive characteristics. - challenging or relevant workplace oriented classes they ’ ve taken in school. their gpa, if it ’ s good. - work experience if they have any. most recent job, what they did and for whom, list of duties ( remind them of the words you brainstormed earlier ). - volunteer or community service. - stress the importance of this, particularly if they have little to no work experience. - list their title or roll, what they did and for whom, list of duties. - talents or skills they have that would be relevant. - honors and awards ( academic, athletic, community ) - extra - curricular activities – clubs, associations, activities outside of school, hobbies and interests. - students will create professional resume using a template -. ( free templates that were designed for teens with little to no work experience are at -. if this resource is unavailable, ms word and publisher have basic templates that could be adapted. ) - computer and printer - resume template - show students the templates available to them. - they need to choose the template that works best for them. - for example, if they don ’ t have any work experience, they don ’ t want to choose one that highlights work experience. - students need to copy and paste the chosen template into a word document. they can make


" the free application for federal student aid ( known as the fafsa ) is a form that can be prepared annually by current and prospective college students ( undergraduate and graduate ) in the united states to determine their eligibility for student financial aid ( including the pell grant, federal student loans and federal work - study ). despite its name, the application is not for a single federal program, being rather the gateway of consideration for : - the nine federal student - aid programs - the 605 state aid programs - most of the institutional aid available " ( wikipedia ) a searchable list of the school codes used to complete the free application for federal student aid ( fafsa ). from the u. s. department of education. " five federal agencies - - u. s. department of agriculture, u. s. department of education, u. s. department of housing and urban development, u. s. small business administration, and the u. s. department of veterans affairs - - have come together to create this single point of access for federal loan information on the web. " browse or search for loans for farming, businesses, students, disaster relief, and more. includes a glossary of loan terms and links to additional resources. " this site from the u. s. department of education ' s federal student aid ( fsa ) program describes funding and loan repayment considerations relating to attending schools from elementary through graduate. also find information about preparing for college, selecting a school, and applying to a program. provides information for students, parents, and counselors. available in english and spanish. searchable. shelf location : reference lb 2337. 4s3536 2010 - 2012 shelf location : reference lb 2337. 2 m663 2010 - 2012 shelf location : reference lb 2337. 2 m667 2010 - 2012 shelf location : reference lb 2338 s35 2012 provides information on financial aid for the student who is completing high school ; who is starting or is already enrolled in post - secondary education ; who is a graduate student, a post - graduate student, a researcher, or a student of law, medicine, dentistry or veterinary medicine. shelf location : general collection lb 2338 t36 2012 resource center for re - entry and nontraditional students, with lots of information about everything from choosing a college to using academic reference materials. " national security education program ( nsep ) is a unique scholarship opportunity for u. s. undergraduates to gain knowledge of languages and cultures in areas of the world less frequently studied.


information about everything from choosing a college to using academic reference materials. " national security education program ( nsep ) is a unique scholarship opportunity for u. s. undergraduates to gain knowledge of languages and cultures in areas of the world less frequently studied. " a free website for finding scholarships. this requires an extensive registration. this scholarship application site is for currently enrolled truman students to apply for scholarships that will be awarded in subsequent semesters at truman. peterson ' s undergraduate financial aid database is a comprehensive source of information about college - administered financial aid sources for undergraduate students. the data elements included describe the kinds of aid these students receive at a given institution, and how much aid of each type — need - based and non - need based ( specific characteristics, special talents, or achievements ) — is typically awarded, as well as self - help options like work - study jobs and various college - administered loan programs. also included are data describing aid awarded to the entering freshman class and undergraduate international students. required financial aid forms and filing deadlines, notification dates, and reply deadlines are also contained in this database. this site has information for truman students about automatic scholarships ; competitive scholarships and scholarship renewal. features information about the programs, scholarships, and member colleges of this " minority higher education assistance organization. " include a timeline of the organization, information about scholarships for students attending historically black colleges and universities, and profiles of member colleges ( browsable by name and discipline ). tel : ( 660 ) 785 - 7417 = restricted resource = some full text = openurl enabled = video files = audio files


now installed on more than 20 million internet domains around the world, php is an undisputed leader in web programming languages. database connectivity, powerful extensions, and rich object - orientation are all reasons for its popularity, but nearly everyone would agree that, above all, php is one of the easiest languages to learn and use for developing dynamic web applications. the ease of development and simplicity of php, combined with a large community and expansive repository of open source php libraries, make it a favorite of web designers and developers worldwide. php in a nutshell is a complete reference to the core of the language as well as the most popular php extensions. this book doesn ' t try to compete with or replace the widely available online documentation. instead, it is designed to provide depth and breadth that can ' t be found elsewhere. php in a nutshell provides the maximum information density on php, without all the fluff and extras that get in the way. the topic grouping, tips, and examples in this book complement the online guide and make this an essential reference for every php programmer. this book focuses on the functions commonly used by a majority of developers, so you can look up the information you need quickly. whether you ' re just getting started or have years of experience in php development, php in a nutshell is a valuable addition to your desk library.


as early as october 23, weather forecast models predicted that tropical storm sandy would be a threat to the mid - atlantic states and new england. by the 25th, the forecasts from several weather centres provided a consistent story of a large hurricane that would turn sharply to the west, and cross the coast in new jersey. the story from the forecast turned out to be largely correct. the model predictions provided time to plan – to anticipate so that risk and loss could be reduced. this storm is also a climate - change case study. it reveals, even with the benefit of preparedness, the weather - related vulnerabilities of our society. we see the connections between subway tunnels, financial markets, chemical plants, refineries, environmental risk, and the personal loss of houses by wind, flood, and fire – all rooted in increased weather volatility in a warming climate. in this time of intense political scrutiny in the u. s., the occurrence of hurricane sandy spawned countless articles. some mentioned the impacts that hurricane andrew had on president george h. w. bush ’ s re - election ; others, the practical considerations of this season ’ s campaigns being halted. many focused on the opportunity for the candidates to show leadership, seriousness, sympathy, and empathy. there are learned and speculative analyses of the benefits of bad weather on republicans and democrats. but there has been little written about how hurricane sandy highlights the dangerous absence of climate change in us politics. climate change is one of many important subjects that politicians in the us cannot seem to address. we feel our climate through weather. we already have measured evidence of increased numbers of extreme storms. we also have measured changes in how storms are steered across north america ; they are moving more slowly. slower storms mean they stay around longer. it rains more and the wind blows for a longer time – trees fall, power grids fail, streets and fields flood. hurricane sandy is enormous in size. rather than moving north and east into the north atlantic, it moved, unusually, to the west ; it then churned, moving slowly in central pennsylvania. this is how climate affects us, present and future – except that in the future this story will be told more often. i started this piece by noting that the forecast of hurricane sandy gave us the ability to plan and to reduce risk and loss. that is what climate models offer as well – opportunity. there are individuals, organizations, corporations, and countries using this knowledge. but the u. s. national political position is to look away from this problem


the battle started when magellan and his men neared the island. they saw that the army of lapu - lapu divided into three groups. when the warriors saw the foreigners, they started screaming and rushing towards them. for half an hour the spaniards kept shooting their crossbows but to no avail. lapu - lapu and his men eventually came into contact with them as magellan and his men came into the island. pigaffeta wrote that magellan meant to scare the warriors by burning their houses. instead this provoked them more and they became furious and started attacking resulting in the death of some of his men. when a poisoned arrow hit magellan in the right leg, he gave the order to retreat slowly but they all ran away except 8 of them including pigaffeta who escorted the captain. lapu - lapuis men targeted their legs because they had no armor in that part of their body. magellan himself received a blow in the leg from a kampilan ( a long edged muslim sword ) and a spear in the arm. he was able to... read more the black nazarene has many names. in spanish it is called the nuestro padre jesus nazareno. in filipino it is known as mahal na itim na nazareno or itim na nazareno. but its formal name in english is " our father jesus nazarene ". the black nazarene is wooden sculpture of jesus christ. it is a life - sized figure carrying the cross. filipino catholics believe the wooden figure to be possessed with miraculous nature. in the beginning the black nazarene had a fair complexion. but because of a fire that burned the ship it was carried on, it turned black. luckily, the sculpture survived. the sculptor of the image has always been unanimous. according to history, it was brought to manila from acapulco, mexico via a galleon ship. originally, the black nazarene had an identical twin sculpture which was brought to manila. this is found in the intramuros district church records. it is said that the first one kept in bagumbayanis san nicolas de tolentino church before it was transferr... read more the coron palawan hopping trip is the perfect choice for family members and couples who just want to have fun and enjoy the beauty of nature. if a person feels the need to reconnect with mother nature, then it is better that the traveler take the next flight to coron island. viewing the magnificent and spectacular


and couples who just want to have fun and enjoy the beauty of nature. if a person feels the need to reconnect with mother nature, then it is better that the traveler take the next flight to coron island. viewing the magnificent and spectacular sceneries in coron isle is such a fantastic experience. this is especially true for someone who wants to have a breather. if the traveler want to discover the nation ' s best gifts like its spectacular sea side and unique coral reefs, then now is your chance to travel to coron palawan. visiting the kalachuchi reefs viewing the breathtaking kalachuchi barrier reefs is just one of the best parts of the coron island hopping trip. travelers who love scuba diving will certainly appreciate these lovely tourist spots. different types of sea creatures regularly visit and breed in these places. the coral reefs are perfect for marine biology studies. more and more sea creat... read more clear blue sky oh! we want to fly for we are always in low because of this bitter blow where are you mom and dad? why you have left us in this bloody flood? we donit understand, we are the gift from above sadly, we are in the street living from otheris love look around you their actions were few too blind to see, is this the reality? peace on earth, a better world not in action, only a word a goal for the common good yet, their heart is not in mood tender, loving care this is our little dare is this too much or just fair? help us! we are too young for this nightmare. sometimes you need to experience everything so that you would learn. there ' s no easy way in living life so live it as it is.. and don ' t miss the chances life is giving you because the most important things are not " things " at all most of the time, they are " people " making your life worth living. vintas are traditional boats originating from the southern island called mindanao in the philippines. the bajau and moros of sulu and zamboanga created these boats. they are also called lepa - lepa or sakayan and were used since ancient times to transport people and goods to and from different islands... read more the tabon caves are set in lipuun point reservation in palawan. it is a 138 - hectare of island which is linked to palawanis mainland by a forest. they are groups of caves found in the northern parts of the quezon municipality in palawan province on


provided by : freebsd - manpages _ 8. 0 - 1 _ all signal, sigaddset, sigdelset, setemptyset, sigfillset, sigismember, sigisempty, signotempty, sigseteq, sigsetneq, sigsetor, sigsetand, sigsetnand, sigsetcantmask, sig _ stopsigmask, sig _ contsigmask, sigpending, cursig, execsigs, issignal, killproc, pgsigio, postsig, sigexit, siginit, signotify, trapsignal - kernel signal functions sigaddset ( sigset _ t set, int signo ) ; sigdelset ( sigset _ t set, int signo ) ; sigismember ( sigset _ t set, int signo ) ; sigseteq ( sigset _ t set1, sigset _ t set2 ) ; sigsetneq ( sigset _ t set1, sigset _ t set2 ) ; sigsetor ( sigset _ t set1, sigset _ t set2 ) ; sigsetand ( sigset _ t set1, sigset _ t set2 ) ; sigsetnand ( sigset _ t set1, sigset _ t set2 ) ; sigpending ( struct proc * p ) ; cursig ( struct thread * td ) ; execsigs ( struct proc * p ) ; issignal ( struct thread * td ) ; killproc ( struct proc * p, char * why ) ; pgsigio ( struct sigio * * sigiop, int sig, int checkctty ) ; sigexit ( struct thread * td, int signum ) ; siginit ( struct proc * p ) ; signotify ( struct thread * td ) ; trapsignal ( struct thread * td, int sig, u _ long code ) ; the sigaddset ( ) macro adds signo to set. no effort is made to ensure that signo is a valid signal number. the sigdelset ( ) macro


* td, int sig, u _ long code ) ; the sigaddset ( ) macro adds signo to set. no effort is made to ensure that signo is a valid signal number. the sigdelset ( ) macro removes signo from set. no effort is made to ensure that signo is a valid signal number. the sigemptyset ( ) macro clears all signals in set. the sigfillset ( ) macro sets all signals in set. the sigismember ( ) macro determines if signo is set in set. the sigisempty ( ) macro determines if set does not have any signals set. the signotempty ( ) macro determines if set has any signals set. the sigseteq ( ) macro determines if two signal sets are equal ; that is, the same signals are set in both. the sigsetneq ( ) macro determines if two signal sets differ ; that is, if any signal set in one is not set in the other. the sigsetor ( ) macro ors the signals set in set2 into set1. the sigsetand ( ) macro ands the signals set in set2 into set1. the sigsetnand ( ) macro nands the signals set in set2 into set1. the sig _ cantmask ( ) macro clears the sigkill and sigstop signals from set. these two signals cannot be blocked or caught and sig _ cantmask ( ) is used in code where signals are manipulated to ensure this policy is enforced. the sig _ stopsigmask ( ) macro clears the sigstop, sigtstp, sigttin, and sigttou signals from set. sig _ stopsigmask ( ) is used to clear stop signals when a process is waiting for a child to exit or exec, and when a process is continuing after having been suspended. the sig _ contsigmask ( ) macro clears the sigcont signal from set. sig _ contsigmask ( ) is called when a process is stopped. the sigpending ( ) macro determines if the given process has any pending signals that are not masked. if the process has a pending signal and the process is currently being traced, sigpending ( ) will return true even if the signal is masked. the cursig ( ) function returns the signal number that should be delivered to process td - > td


the process has a pending signal and the process is currently being traced, sigpending ( ) will return true even if the signal is masked. the cursig ( ) function returns the signal number that should be delivered to process td - > td _ proc. if there are no signals pending, zero is the execsigs ( ) function resets the signal set and signal stack of a process in preparation for an execve ( 2 ). the lock for p must be held before execsigs ( ) is called. the issignal ( ) function determines if there are any pending signals for process td - > td _ proc that should be caught, or cause this process to terminate or interrupt its current system call. if process td - > td _ proc is currently being traced, ignored signals will be handled and the process is always stopped. stop signals are handled and cleared right away by issignal ( ) unless the process is a member of an orphaned process group and the stop signal originated from a tty. the sched _ lock lock may be acquired and released, and if giant is held, it may be released and reacquired. the sigacts structure td - > td _ proc - > p _ sigacts must be locked before calling issignal ( ) and may be released and reacquired during the call. the process lock for td - > td _ proc must be acquired before calling issignal ( ) and may be released and reacquired during the call. the lock for the parent of td - > td _ proc may also be acquired and released. default signal actions are not taken for system processes and init. the killproc ( ) function delivers sigkill to p. why is logged as the reason why the process was killed. the pgsigio ( ) function sends the signal sig to the process or process group sigiop - > sio _ pgid. if checkctty is non - zero, the signal is only delivered to processes in the process group that have a controlling terminal. if sigiop - > sio _ pgid is for a process ( > 0 ), the lock for sigiop - > sio _ proc is acquired and released. if sigiop - > sio _ pgid is for a process group ( < 0 ), the process group lock for sigiop - > sio _ pgrp is acquired and released. the lock si


sprains and strains are common injuries that we sustain with daily activities, recreation, and competitive sports. but what is a sprain and what is a strain? a strain is the tearing of muscle fibers. muscle fibers are the individual units that make up your muscles. when you call upon the muscle to perform strong or repeated contractions, you may suffer a strain. to further confuse the layperson, strains are classified into grades i, ii, and iii. another way to think of these grades is mild ( grade i ), moderate ( grade ii ), severe ( grade iii ). a grade i strain is a mild disruption of the muscle fibers. there may be mild swelling, mild tenderness, and it may be painful to stretch and use the injured muscle. a grade ii muscle strain indicates moderate muscle fiber damage. the pain is moderate to severe, it definitely hurts to use and stretch the injured muscle, and ecchymosis may be present. ecchymosis ( commonly called bruising ) indicates that there was internal damage to blood vessels that resulted in bleeding within and around the muscle. this bleeding is often visible under the skin as a purple, blue, red, yellow, and even green in color. a grade iii strain is the most severe. it is the complete tearing of a muscle into two pieces, or separation of the muscle from its associated tendon. there is severe pain, complete loss of muscle strength, swelling is normally present with ecchymosis, and there may be a palpable " indentation " where the muscle is torn. medical intervention is ususally necessary. typically, an orthopaedist ( musculoskeletal specialist ) will evaluate your condition and surgical repair may be necessary. sprains are tears of the ligaments and capsules ( tissues around joints ). ligaments are made up of bundles of somewhat elastic, collagen tissue and attach one bone to another. capsules typically partially or completely surround a joint. in a synovial joint, there is lubricating and nourishing fluid within the capsule called synovial fluid. like strains, sprains are classified as grade i, ii, or iii in their severity. a grade i sprain involves a minimal number of ligament fibers. there may be pain, swelling, and only mild loss of function. a grade ii sprain is a moderate or partial ligament tear. there is usually moderate to severe pain, swelling and bruising are typically present, and there is a loss of joint function


pasadena, calif. - an image from the high resolution imaging science experiment ( hirise ) camera aboard nasa ' s mars reconnaissance orbiter captured the curiosity rover still connected to its 51 - foot - wide ( almost 16 meter ) parachute as it descended towards its landing site at gale crater. " if hirise took the image one second before or one second after, we probably would be looking at an empty martian landscape, " said sarah milkovich, hirise investigation scientist at nasa ' s jet propulsion laboratory in pasadena, calif. " when you consider that we have been working on this sequence since march and had to upload commands to the spacecraft about 72 hours prior to the image being taken, you begin to realize how challenging this picture was to obtain. " the image of curiosity on its parachute can be found at : the image was taken while mro was 211 miles ( 340 kilometers ) away from the parachuting rover. curiosity and its rocket - propelled backpack, contained within the conical - shaped back shell, had yet to be deployed. at the time, curiosity was about two miles ( three kilometers ) above the martian surface. " guess you could consider us the closest thing to paparazzi on mars, " said milkovich. " we definitely caught nasa ' s newest celebrity in the act. " curiosity, nasa ' s latest contribution to the martian landscape, landed at 10 : 32 p. m. aug. 5, pdt, ( 1 : 32 on aug. 6, edt ) near the foot of a mountain three miles tall inside gale crater, 96 miles in diameter. in other curiosity news, one part of the rover team at the jpl continues to analyze the data from last night ' s landing while another continues to prepare the one - ton mobile laboratory for its future explorations of gale crater. one key assignment given to curiosity for its first full day on mars is to raise its high - gain antenna. using this antenna will increase the data rate at which the rover can communicate directly with earth. the mission will use relays to orbiters as the primary method for sending data home, because that method is much more energy - efficient for the rover. curiosity carries 10 science instruments with a total mass 15 times as large as the science payloads on the mars rovers spirit and opportunity. some of the tools are the first of their kind on mars, such as a laser - firing instrument for checking rocks ' elemental composition from a distance. later in the mission, the rover will use a drill and scoop at the end of its


opportunity. some of the tools are the first of their kind on mars, such as a laser - firing instrument for checking rocks ' elemental composition from a distance. later in the mission, the rover will use a drill and scoop at the end of its robotic arm to gather soil and powdered samples of rock interiors, then sieve and parcel out these samples into analytical laboratory instruments inside the rover. to handle this science toolkit, curiosity is twice as long and five times as heavy as spirit or opportunity. the gale crater landing site places the rover within driving distance to layers of the crater ' s interior mountain. observations from orbit have identified clay and sulfate minerals in the lower layers, indicating a wet history. the mission is managed by jpl for nasa ' s science mission directorate in washington. the rover was designed, developed and assembled at jpl. for more information on the mission, visit follow the mission on facebook and twitter at hirise is operated by the university of arizona, tucson. the instrument was built by ball aerospace & technologies corp., boulder, colo. the mars reconnaissance orbiter project and the mars exploration rover project are managed by nasa ' s jet propulsion laboratory, pasadena, calif., for nasa ' s science mission directorate, washington. jpl is a division of the california institute of technology in pasadena. lockheed martin space systems, denver, built the orbiter. for more about the mars reconnaissance orbiter, see http : / / www. nasa. gov / mro. guy webster / dc agle 8180 - 354 - 6278 / 818 - 393 - 9011 jet propulsion laboratory, pasadena, calif. email @ example. com / firstname. lastname @ example. org dwayne brown 202 - 358 - 1726 nasa headquarters, washington


see also the dr. math faq : 3d and higher browse middle school word problems stars indicate particularly interesting answers or good places to begin browsing. selected answers to common questions : - what is the number? [ 3 / 29 / 1995 ] you know that a certain 5 - digit number is a power of 7 and that its ones digit also is 7. what is the number? - what is the speed of the truck? [ 3 / 20 / 1995 ] a storm is 50 miles offshore and its path is perpendicular to a straight shoreline. it is approaching the shore at a rate of 4mph.... - what is the value of k? [ 01 / 24 / 2003 ] for positive integer walues on n, define n! to be the sum of integers 1 to n inclusive. - what ' s his street address? how many neighbors does he have? [ 09 / 29 / 2010 ] a student struggles with a word problem that asks for specific sums of counting numbers. three different doctors weigh in with increasingly sophisticated and comprehensive problem - solving approaches : programming spreadsheet formulas ; applying combinatorics ; and invoking quadratic diophantine and pell equations. - what time did ajay start? [ 08 / 06 / 2003 ] three persons, ajay, bhanu, and chandu, plan to travel from p and reach q at 4. 00 pm... - what time does she get to work? [ 04 / 30 / 2002 ] lillian drives to work at an average speed of 45 miles per hour. if she travels 30 miles to work and leaves at 8 : 00 a. m., what time does she get to work? - when was king george born? [ 08 / 23 / 2002 ] king george died 180 years after king alfred was born. their combined age when they died was 73 years. king alfred died in 315 a. d. in what year was king george born? - where would the two trains meet? [ 6 / 5 / 1995 ] if a train left baltimore at 6 : 00 pm and travels at 19 m. p. h. and another train left philadelphia travelling at 85 mph in the opposite direction, where would they meet? - who gets the job? [ 12 / 11 / 2001 ] each job candidate can see the other two candidates ' black or red dots but not his own. whoever can figure out the color of his own dot gets the - who picked the most? [ 09 / 12 / 1998 ] arrange the names of the people in


job candidate can see the other two candidates ' black or red dots but not his own. whoever can figure out the color of his own dot gets the - who picked the most? [ 09 / 12 / 1998 ] arrange the names of the people in the order of the number of peaches that each picked, starting with the person who picked the most. - who will win the race? [ 11 / 26 / 2002 ] who will win the race and by how many meters? - the width of a walkway surrounding a garden [ 04 / 04 / 1998 ] a walkway surrounds a 24x30 garden and is 1 / 4th the area of the garden. how wide is the walkway? - winking lights [ 09 / 12 / 1998 ] a red light winks every 6 seconds, a white one every 10 seconds and a green one every 14 seconds. how often do they wink together?... - with how much money did each start the game? [ 04 / 24 / 2002 ] ferne, donna, and susan have just finished playing three games... after three rounds, each has $ 24. 00. how much money did each have at the start of the game? - word problem using whole numbers [ 5 / 25 / 1996 ] if someone went to the store and bought 20 fish for $ 45... - working backward [ 11 / 30 / 1999 ] a woman sells half of her eggs and half an egg to peter. later, she sells half her eggs again and half an egg to john, and so on with more people. finally the woman is left with only one egg. how many eggs did she start - working backward [ 01 / 22 / 2001 ] ann, barry, chip, doug, evelyn, and fred went to lunch to celebrate evelyn ' s and fred ' s birthdays... how much should each person pay? - writing equations for word problems [ 09 / 01 / 1998 ] can you help me convert the following word problems to equations and solve them? an oil painting is 16 years older than a watercolor.... - writing expressions with variables [ 09 / 13 / 1998 ] write an expression that represents a $ 500 donation plus $ 5 for every - the youngest of the tennis player [ 5 / 9 / 1995 ] five friends get together to play 5 doubles matches. the sums of the ages of the players for the different matches are 124, 128, 130, 136 and 142 years. what is the age of the youngest player?


there ' s big doings down there in corvallis, oregon as oregon state university begins construction on an ambitious $ 5 million facility to test a " hot " new nuclear technology. although a number of new tech designs incorporating small size and passive water - cooled systems - making them meltdown - proof - have been tested ( and corvallis spinoff nuscale has reportedly begun marketing such modular systems ), the design this facilty will test is a new " superhot " version, cooled by helium. operating temperature is about 2000 degrees ; three times hotter than other nuke plants, but the design precludes meltdowns while producing electricity some 50 % more efficiently than current alternatives - with half the waste. moreover, than can also produce hydrogen for fuel cells, and efficiently desalinate water. and the apocalyptic greenies will love this part : it produces zero " greenhouse gas " emissions. better yet, the system ' s being built in newberg, oregon. sort of like " farm to fork " science. think of the reduction in " carbon footprint " achieved by buying locally! there is one teeny problem : the planet ' s running out of helium, and man - made global warming aside, we ' re presently too cold to make more of the stuff. if this tech takes off, we may need to send robot ships off - planet to capture and return more.


link id ' d for introduction of fish, childhood wheeze the introduction of fish between the ages of 6 and 12 months, but not consumption afterward, correlates with a reduction in the risk of wheezing in children at age 48 months, according to a study published online nov. 12 in pediatrics. ( healthday ) — the introduction of fish between the ages of 6 and 12 months, but not consumption afterward, correlates with a reduction in the risk of wheezing in children at age 48 months, according to a study published online nov. 12 in pediatrics. jessica c. kiefte - de jong, r. d., ph. d., from erasmus medical center in rotterdam, netherlands, and colleagues assessed the association of asthma - like symptoms in preschool age children ( 36 and 48 months ) with the timing of introduction of fish to infants ( assessed at 12 and 14 months of age ). semiquantitative food frequency questionnaires were used to assess fish consumption. the researchers found that introduction of fish between age 6 and 12 months correlated significantly with a reduced risk of wheezing at 48 months ( odds ratio [ or ], 0. 64 ), compared with no introduction during the first year. no introduction in the first year and introduction between 0 and 6 months correlated with significantly increased risk of wheezing at 48 months ( or, 1. 57 and 1. 53, respectively ), compared with introduction between 6 and 12 months of age. there was no correlation between the amount of fish consumed at age 14 months and asthma - like symptoms. " introduction of fish between 6 and 12 months but not fish consumption afterward is associated with a lower prevalence of wheezing, " the authors write. " a window of exposure between the age of 6 and 12 months might exist in which fish might be associated with a reduced risk of asthma. " one author disclosed financial ties to pfizer nutrition. more information : abstract full text ( subscription or payment may be required ) journal reference : pediatrics copyright © 2012 healthday. all rights reserved. - fishy diet in early infancy cuts eczema risk sep 25, 2008 | not rated yet | 0 - breastfeeding may prevent asthma jul 22, 2011 | not rated yet | 0 - babies who eat fish before nine months are less likely to suffer pre - school wheeze nov 22, 2011 | not rated yet | 0 - breastfeeding protects against asthma up to six years of age feb 10, 2012 | not rated yet | 0


who eat fish before nine months are less likely to suffer pre - school wheeze nov 22, 2011 | not rated yet | 0 - breastfeeding protects against asthma up to six years of age feb 10, 2012 | not rated yet | 0 - viral infections in infancy are not associated with wheezing symptoms in later childhood may 23, 2012 | not rated yet | 0 - motion perception revisited : high phi effect challenges established motion perception assumptions apr 23, 2013 | 3 / 5 ( 2 ) | 2 - anything you can do i can do better : neuromolecular foundations of the superiority illusion ( update ) apr 02, 2013 | 4. 5 / 5 ( 11 ) | 5 - the visual system as economist : neural resource allocation in visual adaptation mar 30, 2013 | 5 / 5 ( 2 ) | 9 - separate lives : neuronal and organismal lifespans decoupled mar 27, 2013 | 4. 9 / 5 ( 8 ) | 0 - sizing things up : the evolutionary neurobiology of scale invariance feb 28, 2013 | 4. 8 / 5 ( 10 ) | 14 is this plasma ( picture in thread ) 50 minutes ago http : / / postimg. org / image / d530nwobf / basic physics understanding. could someone explain? 3 hours ago i ' m trying to get a grip on some classic physics by watching a stanford lecture. i ' ve made it through the first one, and now in the second one all... change in flux of a transformer 3 hours ago hello, as i understand, a simple transformer works by using the input ac in the primary coil to generate magnetic field in the iron core, which... electric field between parallel plate capacitor 4 hours ago if you have an infinite non - conducting plate, the electric field just outside is equal to sigma / 2 * epsilon. the electric field just outside a... why angle of projectile has 2 solutions? 4 hours ago i have the final answer of : sin2 ( theta ) = 0. 871 why does ( theta ) = 30. 3 deg or ( theta ) = 59. 7 deg i get why this could be physically, but... how much negative charge do i accumulate by touching the earth? 6 hours ago the earth carries a negative electric charge of roughly 500 thousand coulombs ( according to different sources i ' ve seen ). if i touch the earth i... - more from physics forums - classical physics more


touching the earth? 6 hours ago the earth carries a negative electric charge of roughly 500 thousand coulombs ( according to different sources i ' ve seen ). if i touch the earth i... - more from physics forums - classical physics more news stories existing research shows that bicyclists who wear helmets have an 88 percent lower risk of brain injury, but researchers at boston children ' s hospital found that simply having bicycle helmet laws in place showed a 20 percent... pediatrics may 23, 2013 | not rated yet | 0 ( healthday ) — over the last decade, the number of american children who die each year awaiting an organ donation dropped by more than half, new research reveals. and increasing numbers of children are receiving... pediatrics may 22, 2013 | not rated yet | 0 phthalates : study links chemicals widely found in plastics, processed food to elevated blood pressure in children, teens plastic additives known as phthalates ( pronounced thal - ates ) are odorless, colorless and just about everywhere : they turn up in flooring, plastic cups, beach balls, plastic wrap, intravenous tubing and — according to the... pediatrics may 22, 2013 | not rated yet | 1 | a study by alexandra l. c. martiniuk, m. sc, ph. d., of the george institute for global health, sydney, australia, and colleagues suggests less sleep per night is associated with a significant increase in the risk for motor... pediatrics may 20, 2013 | not rated yet | 0 whole - cell pertussis vaccines were more effective at protecting against pertussis than acellular pertussis vaccines during a large recent outbreak, according to a new kaiser permanente study published in pediatrics. pediatrics may 20, 2013 | not rated yet | 0 | ( medical xpress ) — a new study by researchers in the us has shown that an ancient virus can be modified to help in the fight against the simian immunodeficiency virus siv, which is the equivalent in monkeys... 9 hours ago | 5 / 5 ( 3 ) | 0 | women at a particular stage in their monthly menstrual cycle may be more vulnerable to some of the psychological side - effects associated with stressful experiences, according to a study from ucl. 6 hours ago | 5 / 5 ( 1 ) | 0 | biological processes are generally based on events at the molecular and cellular level. to understand what happens in the course