to predict the properties of an atom, although one can predict the properties of atoms in general. now think of a pure vacuum ; it seems counter intuitive, and even contradictory to say that something can come out of nothing, but due to quantum uncertainties something can come out of nothing. in cloud chamber experiments particles do materialize out of a vacuum and disappear back into it, but only for a micro second. physicists call it a vacuum fluctuation. even empty space contains a slight energy field. out of this primordial vacuum came a hot plasmic stew from which bubbled subatomic particles that existed for only a short time. inflation theorists call this eruption a false vacuum. since the universe is still expanding from the initial big bang, the false vacuum is considered to have a repulsive gravitational force. as the expansion doubled exponentially, so too did the energy of gravity, and hence the doubling of matter, such as particles of electrons, positrons, and neutrinos. to explain the emergence of matter, cosmologists say that some state of the false vacuum decayed ; this is an important aspect of creation. einstein recognized this possibility when he realized that energy and matter are essentially equivalent – as in e = mc2. after about 300, 000 years, the universe cooled sufficiently to allow simple atoms to form, like hydrogen, helium, and lithium. the dense fog that existed before dissipated, and the universe became very dark ; there were as yet no stars. before getting too far ahead, it is necessary to incorporate m - theory into the scenario being created in this essay. the purpose is to present the latest ideas and theories in physics and cosmology that are consistent with m - theory. it should be very important that any attempt to explain ultimate reality cannot be complete until it includes the very consciousness that formulates the explanation. it should be emphasized that this is a theory without much evidence to back it up ; other than it makes logical sense, and brings metaphysics and physics together in a common purpose. as discussed in the exegesis, theoretically, all the energy being sucked into a black hole disappears as it passes through the event horizon, and comes out as a singularity forming a new universe. m - flux comes through as the source of cosmic consciousness carrying with it the universal laws. gravity manifests both as a repulsive force driving the expansion, and the attractive force pulling matter together. the brief period before inflation has been referred to as the era of quantum gravity. quantum gravity has never been


consciousness carrying with it the universal laws. gravity manifests both as a repulsive force driving the expansion, and the attractive force pulling matter together. the brief period before inflation has been referred to as the era of quantum gravity. quantum gravity has never been detected, but has to be assumed for the sake of theory, once its nature is discerned it should fit in with the other three known forces ; this will be a rare moment for science. the repulsive gravitational field, or m - force, or false vacuum, had the power to explode from an incredibly dense point into a universe. with the doubling of energy and its subsequent decay into particles of simple matter, we might think of this as the first act of creation. matter and energy separated out of the m - force to become opposing entities. after the inflationary period ended the m - force returned to a less energetic state, forming the primordial m - flux as stars were born, now governed by the classic laws of newtonian mechanics. about a century ago albert einstein observed the universe as it appeared, unmoving and static with stars and galaxies fixed in their positions. but he also realized that the gravitational attraction between these bodies would slowly pull them together, although that did not seem to be happening. so he introduced a few calculations into his general theory of relativity that created an opposing force to counter gravity. he called it lambda, and it later became known as the cosmological constant. in 1929 edwin hubble using the new 100 - inch telescope on mt. wilson discovered that the stars and galaxies were actually moving away from each other, and that the universe was expanding. einstein quickly dropped lambda. soon new ideas arose concerning the shape of the universe and the geometries that determine it. einstein ’ s theory of relativity entailed a non - euclidean geometry that resulted in a closed universe because space bends in on itself ; it has a finite volume and the shape of a sphere. ironically, a spaceship traveling in a straight line will eventually return to where it started. in a closed universe gravity will overcome the expansion and begin to contract ; all the stars and galaxies will be pulled back into what is called a big crunch. in another cosmological model, a universe with very little mass will lack enough gravitational force to stop the expansion, so space is open, or infinite in volume, and the universe will expand forever. there is a third model that is precisely the borderline between a closed and an open universe. it is the exact point between eternal expansion and eventual collapse ;


expansion, so space is open, or infinite in volume, and the universe will expand forever. there is a third model that is precisely the borderline between a closed and an open universe. it is the exact point between eternal expansion and eventual collapse ; cosmologists say that it has reached critical mass density. amazingly the universe is at that point today ; amazing because theorists are at a loss to explain why those values are so precise, and because there is no compelling necessity that they should be. when in perfect balance scientists say that omega equals one ; if less than one, an open universe results ; if more, a closed universe. a universe in which omega equals one is said to be flat. ( referring to its euclidean geometry ). the conservation of energy in a flat universe is maintained due to the perfect equilibrium of all the negative energy of gravity and all the positive energy of matter. precise measurements of the energy left over from the big bang, called the cosmic background radiation, confirmed that omega equals one. if energy and mass are equivalent, then enough gravity will preserve the balance required to keep omega at one. “ paul steinhardt of princeton university theorizes that the delicate balance between energy and matter would be suspicious if there were no communication between the two. he proposes that repulsive energy senses the presence of matter and changes its strength and distribution to maintain a balance of densities. ” 24 this is consistent with m - theory, and may hint at something mystical going on. while this may all be very interesting, it is crucial to understanding how m - flux, here associated with dark matter, came to be identified, and why its role is so important in this discussion. when astronomers attempt to tally up all the matter in the universe they come up 90 to 99 percent short of what should be out there. it is interesting to wonder what astronomers are thinking when they look through their telescopes, knowing that maybe they are only seeing one percent of what is in the heavens. the m - flux, or dark matter, exists throughout the universe, but remains elusive until revealing itself through its gravity. this is most apparent around galaxies and clusters of galaxies. as galaxies bunch within huge clumps of dark matter, the light coming from behind these galaxies bends to reveal the outline of this invisible stuff. super computer simulations predict that bright galaxies will group tightly together under powerful gravitational forces within huge concentrations of dark matter. it is almost as if a parent were gathering its children unto itself. recent studies have surprised the scientific community with the realization that the expansion of the universe


simulations predict that bright galaxies will group tightly together under powerful gravitational forces within huge concentrations of dark matter. it is almost as if a parent were gathering its children unto itself. recent studies have surprised the scientific community with the realization that the expansion of the universe is not slowing down as expected, in fact, it is accelerating. some unknown and unseen force, now being called dark energy, is behind this discovery. the repulsive force of inflation may well explain the acceleration. the early universe was smooth and uniform, and very nearly without structure or features. the gravity of m - flux, or dark matter, evenly and smoothly distributed throughout space, remained quietly still for millions of years. eventually slight perturbations of gravity began to grow from tiny primordial fluctuations. these became the seeds of later galaxy formation once stars began forming. the m - flux slowly clumped and formed halos around regions that had grown to slightly higher concentrations of gaseous matter. as the halos grew more massive, they pulled in and confined small amounts of hydrogen and helium gas ; exactly what the first stars were made from. this happened rapidly enough that the material did not fragment, but instead grew into massive hot stars. light flooded through the universe, ending the cosmic dark ages. soon numerous other stars flashed into existence. these first stars differed from many stars that exist today because they lacked any heavy elements such as iron and gold, but within their hot cores, under intense pressure and heat, the simple atoms were crushed into more complex heavy elements. these first stars, being as heavy and massive as they were, tended to have short lives, and ended by exploding their outer shells into space. such stars are called supernovas. future generations of stars, such as our sun, could now form from this new material. without heavy metals, life could not have evolved on earth. we, quite literally, along with our cars and televisions, are the products of stellar forces, not only physically but as sentient beings as well. in our nomenclature this is the transition from negative m - flux to positive m - field. in terms of physics the negative false vacuum decayed into matter that accreted into stars with an attractive gravitational force. the m - flux, as defined, may have had nothing more than a vague intent or purpose. with the intent now further realized in the m - field of stars, the means took shape with the power and the material to act. certain individual stars were born with an objective that contained a plan ; from universal m - flux to


intent or purpose. with the intent now further realized in the m - field of stars, the means took shape with the power and the material to act. certain individual stars were born with an objective that contained a plan ; from universal m - flux to particular m - field, m - factor, sentience, now became possible. in plain terms, life emerging from the cosmos is much more than an accident. as a single mushroom produces millions of spores, only a few ever produce mushrooms. it is the same with stars, they spawn life, but only a few ever do so ; conditions are rather exacting. when an astronomer observes the heavens, she sees stars, galaxies, and clusters of galaxies. this arrangement enhances the possibility for life. it took billions of years for stars to form life supporting planets, and those planets must be at the right distance from the star, in what ' s called the habitable zone. the star must also be in the right place within the galaxy ; too close to the center or too far from the outer edge would make life impossible. our star is more than a burning ball of gas. the m - field of the sun, now governed by the metaphysics of plotinus, turns to earth and through heat and light m - factor merges into living organisms of matter, energy and sentience. the process gives back to the cosmos what it has taken in, never cut off from its source, returning to itself what it has always been in eternal perpetuation, in living legacy to be born again. what has been said so far may sound reasonable, but if it ’ s true, then it has profound implications. m - theory puts mind at the beginning of creation. cosmologists put mind at the end of creation. m - theory in our system is based on the platonic philosophy of plotinus, but the scientific view is consistent with genesis, which tells how god made everything first, then added adam and eve ; finally he gave them choice, or sentience. oddly enough, science doesn ’ t need a god as creator since everything can pretty well be explained without him. our theory is mystical, but doesn ' t need genesis, yet somehow requires a spiritual something or source that gives rise to the idea of creation through the laws of physics. m - theory presumes that the big bang erupted from something prior, rather than nothing, suggesting an eternal cycle. big bang theory postulates a beginning of time and space in our universe giving it a sense of temporality and finiteness that occurred


m - theory presumes that the big bang erupted from something prior, rather than nothing, suggesting an eternal cycle. big bang theory postulates a beginning of time and space in our universe giving it a sense of temporality and finiteness that occurred about thirteen thousand million years ago. life on earth began between one and two thousand million years ago. humans diverged from primates about seven or eight million years ago. the development of human intelligence has taken many thousands of years, but it has only been in recent times that early civilizations began to use mathematics as a tool to improvise new theories and methods of construction. in the last few thousand years alone the leap in knowledge has been exponential. m - factor, sentient life, rests on three pillars : mind, matter, and energy. like the universe, they are in perfect balance, proportion, and unity. while we may think of ourselves as being rather insignificant in the vast scheme of things, it may actually be the other way around. on the following page is a graphic representation of how this hypothetical theory might work in the diagram of the three circles. it depicts our inner relationship to the outer world that gives existence a meaning and purpose. the center where the three circles overlap represents a mandala of the soul, the self is the dot at that center. i want to thank to dr. gary bowman of the physics and astronomy dept. at northern arizona university for his helpful suggestions and comments.


the south east europe programme area includes 16 countries. for 14 countries the eligible area is the whole territory of the country, namely for albania, austria, bosnia and herzegovina, bulgaria, romania, croatia, the former yugoslav republic of macedonia, greece, hungary, serbia, montenegro, slovakia, slovenia and republic of moldova. in 2 countries only certain regions are eligible : in italy these eligible regions are : lombardia, bolzano / bozen, trento, veneto, friuli - venezia - giulia, emilia romagna, umbria, marche, abruzzo, molise, puglia basilicata, and in ukraine : cjermovestka oblast, ivano - frankiviska oblast, zakarpatska oblast and odessa oblast. the area has been undergoing a fundamental change in economic and production patterns following the 1990 changes. while some regions, especially the capital cities, are adapting well to the new challenges, others are trying to re - orientate themselves. significant for the programme area are regional disparities in terms of economic power, innovation, competitiveness and accessibility between urban areas and rural areas. | | | the 16 participating countries are : | the see transnational cooperation programme has been created out of the former interreg iiib cadses programme. in the new structural funds period ( 2007 - 2013 ), the cadses transnational cooperation area has been divided into two spaces : south east europe and central europe, each of them benefiting as a distinct area : the south east europe programme and the central programme. the south - east europe area is the most diverse, heterogeneous and complex transnational cooperation area in europe, made up of a broad mix of countries. the emergence of new countries and with it the establishment of new frontiers has changed the patterns of political, economic, social and cultural relationships. | * only some of its regions | in the european transportation network, south east europe is acting as a bridge between north, south, east and west europe. the existing networks however cannot keep pace with the rise in demand and the increasingly demanding standards specifications. a large number of instruments and concepts like the trans - european networks ( tens ) and the pan - european transport corridors cross the area, but need to be further developed. there are rivers suitable for freight transportation, maritime borders and the danube, an important international inland waterway and integrating factor in many fields, such as transport, trade and environment. south east europe is characterised by broad biodiversity and natural resources of high environmental


nutrition and sports performance is a complex and essential relationship for serious sports men and women to understand and it can help them achieve success in their chosen sport. sports nutrition also aids injury prevention and speeds up recovery times from an injury. the correct diet and fluid intake coupled with appropriate training is the difference between winning and losing. fuelling the body with the right nutrition can be key to success. good sports nutrition promotes brain function and muscle activity. physical training and performance requires the right diet ( quantity and quality ) that will provide the athlete with energy. each sport has its own individual requirements as does each individual sports man and woman. these requirements dictate the nutritional demands of training and competition. sports nutrition applies scientific methods to the applications of the sport to provide a diet that meets the needs of both athlete and discipline. sports performance is fundamentally affected by dehydration. the importance of water and fluid replacement in sports nutrition is paramount to supporting the activity of tissue cells in the body. these cells carry nutrients and oxygen around the body, eliminating toxins and removing excess body heat. during physical exercise, body heat increases and water is lost through evaporation or sweating. in hot environments, sports activity can attribute to sweat losses of 4 - 5 pints an hour. water loss is partly offset by metabolic water produced from proteins, carbohydrates and fat metabolising in the body. however, sports nutrition dictates that hydrating the body properly requires fluid intake before, during and after activity. a sports nutritionist will calculate fluid losses by measuring body weight before and after a session to determine how much fluid is required. optimum levels should never be exceeded as overloading on fluids can lead to stomach discomfort and breathing difficulties during the activity. modern sports nutrition recommends special carbohydrate - electrolyte drinks for intense activity that has a longer duration but water is typically recommended for low to moderate level activity. a diet rich in carbohydrate and low in fat improves long - term and short - term sports performance. high - intensity exercise requires more carbohydrates to ensure the liver and muscle glycogen levels are high. high liver and muscle glycogen levels improve performance and glycogen present in the liver is a source of glucose for the brain ( important for concentration, alertness and reaction time ). a wide range of carbohydrates are required to ensure essential vitamins and minerals are present. potatoes, bananas, pasta, bread, vegetables, cereals and porridge are


researchers come across mysterious shapes on the sea bottom just west of cuba. patterns suggest an ancient civilization. by david ballingrud, times staff writer © st. petersburg times, published november 17, 2002 paulina zelitsky remembers the hot july day two summers ago and the sudden, unpleasant feeling that she had stumbled into a place she was not supposed to be. the research vessel ulises sailed in the yucatan channel just off the west coast of cuba that day, hired by the castro government to look for undersea oil and gas - - old treasure ships, too, if they could be found. more than 2, 000 feet beneath the surface, in total blackness, the vessel towed a boombox - sized sonar on an electronic tether. pulsing sound waves, the sonar sketched a picture of the sea bottom on a computer screen aboard ulises far above. as zelitsky and her husband, paul weinzweig, watched the screen, the empty plain of sea bed suddenly gave way to images of massive geometric shapes, apparently cut from stone. as more shapes came into view, some appeared to be arranged in patterns over a large area about 20 - kilometers square. some stone appeared to be cut into blocks, and some blocks seemed perfectly aligned. they appeared to form corridors and the outlines of rooms, the two scientists said. there were round stones and pyramid - shaped ones, too. the sea bottom in that area is an undulating sand plain, zelitsky said. what they were seeing should not have been there. " we were shocked, and frankly we were a little frightened, " said zelitsky. " it was as though we should not be seeing what we were seeing. our first thought was maybe we found some kind of secret military installation. " finding a military installation on the bottom of the sea might unnerve anybody, and for the next six months the two researchers stayed busy with their work for the cuban government and said little about their discovery. " but i tried to identify what we had seen, " zelitsky said. " then one day, in our office, i looked up and saw pictures of ancient mexican ruins on a calendar, and i made a mental connection. " zelitsky and weinzweig, officers in a havana - based canadian company called advanced digital communication ( adc ), believe they might have found the remnants of a lost civilization perhaps 6, 000 years old. this site, perhaps built by a culture that far pre - dates the famous maya of the yucatan peninsula, might have been


advanced digital communication ( adc ), believe they might have found the remnants of a lost civilization perhaps 6, 000 years old. this site, perhaps built by a culture that far pre - dates the famous maya of the yucatan peninsula, might have been the victim of a vast, mysterious cataclysm that somehow dropped it 2, 000 feet beneath the surface of the sea. " nothing is known for certain now, " weinzweig said, " but oral tradition in early mexico speaks of an advanced civilization of tall white people who came from the east, and of an island that sank in a great natural disaster. " in the ancient language of some early central american indians, he said, " the word atlanticu means ' our good father, ' or, ' the place where our good father rests. ' " then again, maybe not. maybe the intriguing shapes found by the sonar are just that - - intriguing shapes, carved over the centuries by whimsical mother nature. zelitsky and weinzweig don ' t think so, though, and plan to visit the site again with a manned submersible equipped with cameras and powerful lights - - when they have the money. others have interest in such a project, but haven ' t committed to it. " they are interesting anomalies, but that ' s as much as anyone can say right now, " said john echave, senior editor of national geographic magazine, who traveled to cuba to study the sonar images. " but i ' m no expert on sonar, " he said, " and until we are able to actually go down there and see, it will difficult to characterize them. " echave pointed out that hard - to - explain undersea geologic formations have cropped up elsewhere in the world, too, in places such as japan and nearby in the bahamas. in the bahamas, pilots and divers wondered for years about the so - called " atlantis road, ' a long row of seemingly connected stone blocks in about 15 feet of water. gene shinn of the st. petersburg office of the u. s. geological survey became fascinated by the story and investigated in 1978. his conclusion : the blocks are natural, caused by a combination of sea level rise and erosion. nevertheless, echave said, " we are talking to advanced digital and we have an interest in their project. we have to get the protocols in motion, but at this point we have not dotted the i ' s and crossed the t ' s. " echave said


, " we are talking to advanced digital and we have an interest in their project. we have to get the protocols in motion, but at this point we have not dotted the i ' s and crossed the t ' s. " echave said since any project undertaken would be scientific, he did not expect problems with the cuban or u. s. governments. dr. robert ballard is explorer - in - residence for the national geographic society and is founder and president of the institute for exploration at mystic aquarium in mystic, conn. he is best known, however, for the 1985 discovery of the passenger liner titanic deep in the north atlantic. ballard said he has heard of the formations in the yucatan channel but is not convinced they are the work of humans. " that ' s too deep, " he said of the 2, 000 - foot site. " i ' d be surprised if it was human. you have to ask yourself, how did it get there? " i ' ve looked at a lot of sonar images in my life, " ballard said, " and it can be sort of like looking at an an ink blot - - people can sometimes see what they want to see. i ' ll just wait for a bit more data. " zelitsky and weinzweig say that ' s what they want, too : more data. in july 2001, the summer after the discovery, they returned to the site with geologist manuel iturralde, senior researcher of cuba ' s natural history museum. they sent down a remotely operated vehicle to examine and videotape the structures. images sent back by the rov confirmed the presence of large blocks of stone - - about 8 feet by 10 feet - - some circular, some rectangular, some in the shape of pyramids. some blocks appeared deliberately stacked atop one another, others appeared isolated from the rest. " large structures in the middle of a desert, " zelitsky called them. because of their white appearance underwater, zelitsky said the structures appear to be granite - - a good building stone but one foreign to that part of the world. " there is no granite in cuba or the yucatan, " zelitsky said. " that area features limestone. " granite is found in central mexico, however, and was used by ancient people such as the maya and an older civilization, the olmec, in their construction of cities and buildings. the second visit to the underwater site proved only marginally revealing, however. currents in the area are strong, weinzweig


by ancient people such as the maya and an older civilization, the olmec, in their construction of cities and buildings. the second visit to the underwater site proved only marginally revealing, however. currents in the area are strong, weinzweig said, and heavy sediment in the water made videotaping difficult. " we ' ve done about as much as we can do with the technology we have, " weinzweig said. " the next step will be to go down there with a manned submersible, so we can move from place to place without a tether holding us back. " the new submersible will need powerful lights and better cameras, he said, and a drill to bore into the stone to confirm they are made of granite. large stone pieces used by ancient civilizations in construction are called megaliths. with this in mind, zelitsky and weinzweig have dubbed their discovery " mega. " predictably, as word got around, others quickly gave it another name : the lost city of atlantis. the lost city of atlantis has warmed romantic hearts for thousands of years. the greek philosopher plato, who died in 347 b. c., called it a utopia destroyed by an earthquake, and people have been trying to find it since. they have looked from the aegean to antarctica, from europe to the bahamas, without success. in his book gateway to atlantis, andrew collins speculated the caribbean might turn out to be the site of atlantis and proposed that it might have been destroyed by a comet impact that devastated the eastern coastline with mammoth tsunamis or tidal waves. zelitsky and weinzweig dismiss the atlantis talk. the story is myth, said zelitsky, a russian - trained engineer. " what we have found is more likely remnants of a local culture, " once located on a 100 - mile " land bridge " that joined mexico ' s yucatan peninsula with cuba. this local culture, however, might be every bit as remarkable as atlantis. the maya, for example, developed a magnificent civilization on the yucatan peninsula beginning about a. d. 250 and peaking about a. d. 900. spain finally completed its conquest of the maya about 1500. the maya produced advanced architecture, painting, pottery and sculpture, and their grasp of mathematics and astronomy was remarkable for its time. they might have developed the first calendar, and were among the first to make paper and books of tree bark. they cut large stone blocks and made buildings, courtyards and pyramids, many for worship of numerous gods. but


remarkable for its time. they might have developed the first calendar, and were among the first to make paper and books of tree bark. they cut large stone blocks and made buildings, courtyards and pyramids, many for worship of numerous gods. but zelitsky thinks the mega site pre - dates even the ancient maya - - by a lot. recently excavated sculptures by the olmec and totonec peoples, also of the yucatan and central america, are about 4, 500 to 6, 000 years old, she said. " the mayan nation came to the yucatan at much later times and learned the arts and sciences of civilization from earlier nations. " we know little of these nations, she said, " thanks to the spanish church, who burned all archives. " today mexico and cuba are separated only by the 100 - mile width of the yucatan channel, and geologists have speculated for years that a " land bridge " once joined the two. according to this theory, underwater faults eventually parted and destroyed the bridge, swallowing the land above. but 2, 000 feet? if the megaliths are indeed ruins, how did they get so deep? zelitsky answers that large - scale underground movement of earth ' s tectonic plates is usually accompanied by volcanos and earthquakes. " it ' s a very powerful event, ' she said, and the sinking of an island " could have happened very quickly. " while some megaliths on the sea bottom appear organized, she said, others do not. " over about 20 square kilometers there are a large number of structures that appear jumbled, disorganized, " she said. cuban geologist iturralde, she said, " has clearly identified on the ocean bottom the coastal structures of a separated island. " also, she said, the sea bottom at the site is covered with volcanic glass " which could be generated only on the oxygenated surface. " everyone should keep an open mind, said geologist iturralde. " these are extremely peculiar structures, and they have captured our imagination, " he said. " if i had to explain this geologically, i would have a hard time. " but, he added, just because no natural explanation for the so - called ruins is immediately apparent, it doesn ' t mean there isn ' t one. " nature is able to create some really unimaginable structures, " he said. he also raised a third possibility. the megaliths might be natural structures, he said, " but transformed or adapted


t mean there isn ' t one. " nature is able to create some really unimaginable structures, " he said. he also raised a third possibility. the megaliths might be natural structures, he said, " but transformed or adapted by intelligent beings for dwelling or religious purposes. " adc operates from the ulises, a 260 - foot trawler that was converted to a research vessel for the cuban government by the late french oceanographer jacques cousteau. the company made headlines a year ago with its discovery in nearby waters of the u. s. navy battleship maine, which was sunk under mysterious circumstances in 1898, touching off the spanish - american war. ( the ship had been sunk in havana harbor. in 1911 it was taken offshore and sunk again, honorably, with a u. s. flag flying from its bow. its exact location was unknown until it was found by weinzweig and zelitsky. ) in finding the maine and the mega site, advanced digital has made use of two major improvements in underwater exploration. one is side - scan sonar, which allows a wider sweep of ocean bottom than earlier sonar equipment, and the other is the satellite - based global positioning system, or gps. gps allows a surface vessel to fix its position to within a few feet and then to follow a precise, reliable search trackline. connected by cable to the vessel, side - scanning sonar sweeps the ocean floor with pulses of sound, providing a strikingly clear picture of objects on the bottom. when a promising object is detected, an rov can be dispatched to investigate. searches can be performed in 20, 000 feet of water. for now, though, weinzweig and zelitsky say they have their hands full keeping up with the terms of the contract with the cuban government. " we have signed a long - term exclusive contract with the cuban government for the natural resources of the cuban gulf of mexico, " weinzweig said. " our money is private and comes from family and friends who have purchased shares in our offshore company. we have spent $ 4 - million over the last three years and we will require an additional $ 8 - million or $ 9 - million. " this kind of work is very expensive and we require investment financing. however, our ownership in the final product, whether oil or treasure, would more than handsomely reward the investment required for conduct of deep and ultra deep work on the ocean bottom. " for now we are busy with our other work, " zelitsky said. "


corals corals all corals belong to the phylum cnidaria ( ni - da´ - ri - a ). the cnidarians are a natural group of invertebrate animals that have a simpler organization than most other inverte the corals discussed in this article are capable of growing very fast. fragging is in your future whether you realize it or not. some of the slimy beginner corals like mushrooms,... branching corals, especially shallow - water acroporawhichare primary habitat builders, will become brittle and more easily damaged leading to extensive habitat deterioration. although sedimentation and destructive fishing methods may pose more risk to indonesian coral reef ecosystems as a whole, the commercial extraction of corals cannot be overlooked. * oceanservice. noaa. gov / education subject review corals 8. noaa national ocean service education : corals nos home nos education home site index this site noaa corals roadmap corals lesson plans welcome what are corals? © 2004, petco animal supplies, inc. all rights reserved. ( 0315 ) 1 of 2 soft corals are leathery or fleshy colonies with a soft skeleton. they are hardier than hard corals and grow rapidly. most corals consist of many small polyps living together in a large group or a colony. a single polyp has a tube - shaped body with a mouth which is surrounded by tentacles. © 2004, petco animal supplies, inc. all rights reserved. ( 0315 ) 1 of 2 " stony " or " hard " corals have a hard calcium carbonate skeleton. they are a popular saltwater invertabrate for aquariums because of their beautiful colors or flower - like appearance. this report was written by patty debenham, ph. d. contributing authors and editorial assistance from : andrew baker, ph. d., elisabeth banks, shannon crownover, lauren cuneo, hollis a. hope, corinne knutson, cindy krupp, dawn m. martin, bruce mckay, elizabeth neeley, eric punkay, julia roberson...


reference : obesity, october 2010 on line from the keck school of medicine high fructose corn syrup is known to be a danger because it is so inflammatory. it creates inflammation in our bodies. you think of it as a sweetener and a sugar. the chemical fructose is actually in the aldehyde family and is not digested like glucose. it can only be digested in your liver, and in so doing it is changed into ldl fats. those ldl fats hang around in your liver and give you fatty liver because you have no way of regulating the speed at which you digest the fructose. with that comes inflammation through the fox1 gene. fructose is just plain trouble. so, what ’ s the big deal? well, i have been led to believe that high fructose corn syrup is 55 % fructose and 45 % glucose. that ’ s pretty close to the proportion of table sugar, which is exactly 50 : 50. hence, we have confidently been stating that drinking a fully sugared soda is as bad as having so many teaspoons of table sugar, but no worse. what the article from the journal, obesity, shows is that we have been sold a subtle bill of goods by the soda industry. while the common knowledge is that hfcs is 55 : 45, the industry is actually given a 20 % leeway in which the fructose content of soda can range. in other words, the fructose content of the soda can be as high as 20 % off their registered label of hfcs or 55 : 45. guess what the researchers found? coke and pepsi both push the limit of the 20 %. instead of being 55 : 45, they run 64 : 36. that ’ s not just high fructose, that ’ s really high fructose. the deceit is that fructose is so bad for you. instead of getting a drink that is 50 % fructose ( really awful for you ), both coke and pepsi are two thirds fructose ( really over the top bad ). what ’ s their incentive to do this? money. fructose is cheaper. fructose is sweeter, more stable and it ’ s easier to transport. there is no consideration of your well - being when it ’ s put in the sweetened beverage. this is food politics at its very worst. american food giants are cynical in their disregard for your safety and well - being. this is not accidental.


there is no consideration of your well - being when it ’ s put in the sweetened beverage. this is food politics at its very worst. american food giants are cynical in their disregard for your safety and well - being. this is not accidental. it is well known to the soda industry what the effects of fructose are. this is cold calculated money. were fructose to be brought to the market today and introduced as a drug on the market, it would have a hard time passing muster with any hospital research committee. if any dietician or nutritional specialist would show its effects to a rational audience, and claim it as a valuable and useful food, it would never be permitted in the market place. because it is so ubiquitous, and in so many foods, we stand by quietly and let ourselves be exposed to it in every venue. www : what will work for me. time to rethink. if you are concerned about your personal health, you must simply stop all sugared sodas. they aren ’ t just made with sugar, they are made with two thirds fructose. our next series will be on the connection between diabetes and cancer. when you understand the link between fructose and diabetes, and diabetes and cancer, you will start looking at sugared soda as the way to commit slow death by cancer. and you thought soda was just empty calories. oh my.


therefore, the first question that comes to mind is : where did this figure come from? this is a question that you may commonly ask or be asked in procurement. in this specific case, no real details were provided as to how the number was determined and who performed the actual analysis. these two pieces of information are vital to all sourcing initiatives. my guess is that a decimal point was intended to be placed between the two digits. another possibility is that the 36 billion people represented the number of people watching mutually exclusive games. for example, if an individual only watched the u. s. vs. ghana game as well as the england vs. germany game, they would be counted as 2 out of the 36 billion. but that would just get complicated, wouldn ’ t it? if my guess happens to be right ( which we will never know ), decimal points have a great deal of purpose. however, there are some situations in which they do not serve a purpose at all. one example would be within a presentation which provides a spend breakdown. a powerpoint slide can become too crowded if decimal points are utilized and spend is extended out to the exact penny. you don ’ t want to get to that slide and find yourself saying, “ now, in the past year, you have spent $ 2, 497, 583. 08 on office supplies. ” i think you are better off saying “ about $ 2. 5 million. ” when working with numbers, and this goes beyond the world of procurement, it is first always important to make sure the numbers make sense. there is always room for human error. also, know where the data is coming from and who is actually working with the numbers. if you see a savings of 50 % by transitioning to another supplier, do not celebrate too quickly and blow your vuvuzela. there is a good possibility that quality is being compromised for price or that it is really only a savings opportunity of 5. 0 %.


market street railway co., 1893 - 1902 built 2009 by muni shops this striking yellow cable car displays the livery that powell - mason cable cars wore from 1893 to around 1905. it was recreated with help from our non - profit group. mayor gavin newsom and sfmta ceo nathaniel ford cut the ribbon on no. 15. this market street railway was formed in 1893 by interests from the southern pacific railroad, a politically dominant company in the california of that day, later vilified in frank norris ’ s famous novel the octopus. among its other acquisitions was the ferries & cliff house railway, which included the powell street cable car operations. in that day, the lines that ran from the company ’ s washington - mason powerhouse and carbarn included, among others, the powell - mason and the powell - jackson ( later called washington - jackson ), which started at powell and market and then ran east - west on washington and jackson streets to reach pacific heights. ( the powell - hyde line was not created until 1957 as part of a consolidation and reduction in cable car service. ) the market street railway company of 1893 dedicated a specific fleet of color - coded cars to each line. for example, among its market street cable car lines, the cars that continued out haight street were painted red, hayes street green, valencia street blue, and castro street white. the powell - mason cable cars were painted yellow with red trim. when united railroads took over the powell street cable lines in 1902, they initially left the cable cars in their line - by - line different colored liveries, simply painting “ united railroads ” on the side owner ’ s panels. this yellow livery disappeared from the powell - mason cable cars by 1905, but has now returned on cable car no. 15, which was constructed virtually from scratch by muni crafts workers to enter service in 2009. this piece of 21st century craftsmanship is a fitting tribute to the 19th century powell - mason line, which today is the oldest surviving transit line in america still operating its original route with its original type of equipment.


it has been said that children have a natural musical taste and that play is the only activity that they take seriously. if this is so, teachers should not let song practice or any activity seem like work. they should keep it spontaneous. this has been shown to apply even to language teachers. acting on the idea that just as the selection of a particular tempo and beat in jazz may convey powerful and varied emotions, stress, and intonation pattern of the spoken language are essential elements for the expression of feelings and the intent of the speakers, carolyn graham designed jazz chants to teach the natural rhythm, stress and intonation patters of conversational american english. graham is not the only language teacher to recognize that music can be a wonderful medium for natural language learning, often called language acquisition. language teachers in turkey, for example, have been using english language songs to help children improve their english thorough enjoyable activities. readers who want to study related theoretical and research support can profit from examining the materials identified at the end of this article. i will present only some of the main supports as a rationale. but my main goal here is to share some songs and activities in the hope that more english language teachers around the world will use such enjoyable and effective means to enhance language learning and acquisition. the importance of songs, rhymes, chants, and musical games songs, rhymes, chants, and musical games are fantastic materials for the language teacher to use with young learners. they have innumerable virtues. the following are the ones which i like best : games / plays are a essential part of a curriculum, not a time filler or reward ( vale & feunteun ). here i would add songs, too. songs, rhymes, and chants are wonderful means of teaching stress and intonation patterns of english. play and music are a source of motivation, interest and... [ continues ] cite this essay ( 2009, 11 ). music. studymode. com. retrieved 11, 2009, from http : / / www. studymode. com / essays / music - 253862. html " music " studymode. com. 11 2009. 11 2009 < http : / / www. studymode. com / essays / music - 253862. html >. " music. " studymode. com. 11, 2009. accessed 11, 2009. http : / / www. studymode. com / essays / music - 253862. html.


young filmmakers challenge viewers to " find your footprint " the last time i mentioned young filmmakers, i was discussing college students. turns out they ’ re not the youngest people making environmentally - themed documentaries : the national geographic and p & g future friendly “ find your footprint ” contest solicited short films from elementary school classes in which the kids shared their ideas for conserving natural resources. the competition is already well underway : judges have already reviewed all seventy - five entries and chosen six finalists. visitors to the site can vote for the grand prize winning entry ; the winning group will receive some really cool technology for its classroom. of course, the kicker ( for me, anyway ) in a competition like this involves who really made the film : were the students directly involved in all aspects of production, or is it something basically scripted, shot, and edited by an adult? i thought the film on saving water from brooklyn ’ s ps 8 really came through as authentic ; the daily news seems to back this up in their article about the video. the idea came from a student who belongs to the school ’ s film club, and members did the shooting and editing. these kids are pretty excited about their current second place standing, but, as 10 - year - old madelaine smith told the daily news, there are other issues at play : “ ” i want people to know that [ kids ] can do these things, not just professional grownups. ” you can see their film above. check out the entries, vote if you ’ d like ( you have until march 16 to do so ), and let us know what you think about the work of these young filmmakers. more from sustainablog : - small farms still a very small part of organic production. - stimulate your own child ’ s imagination with non - toxic arts & crafts supplies.


air speed indicator technology / aviation / air speed indicator air speed indicator : an instrument or device that measures the air speed of an aircraft through an air mass, but not its ground speed. indicated airspeed ( ias ) : a direct instrument reading obtained from an air speed indicator uncorrected for altitude, temperature, atmospheric density, or instrument error. compare calibrated airspeed and true airspeed. true air speed ( tas ) : because an air speed indicator indicates true air speed only under standard sea - level conditions, true air speed is usually calculated by adjusting an indicated air speed according to temper... view full definition laisse - faire : doctrine that a government should not interfere with business and economic affairs. oropharyngeal airway : an airway adjunct placed in the mouth to help keep the pharynx open. lagging indicators : economic indicators that follow rather than precede the country ' s overall pace of economic activity. see also : leading indicators and coincident indicators. laminar - flow airfoil : a low - drag airfoil designed to maintain laminar ( smooth, continuous ) flow over a high percentage of the chord about itself. often relatively thin, especially along the leading edge, with mos... view full definition leading economic indicators : economic series that tend to rise or fall in advance of the rest of the economy. light sport aircraft : special faa certification class ( lsa ) for an aircraft other than a helicopter or powered - lift — single - engine aircraft, airship, balloon, glider, gyrocopter, rotorcraft, weight - shift - control a... view full definition lens speed : largest lens opening ( smallest f - number ) at which a lens can be set. a fast lens transmits more light and has a larger opening than a slow lens. determined by the maximum aperture of the len... view full definition


durable goods disposal calculator : u. s environmental protection agency ( epa ) the epa created this durable goods disposal calculator to help users make informed decisions about the greenhouse gas ( ghg ) and energy impact they have. the calculator estimates ghg emissions benefits in metric tons carbon equivalent ( mtce ) and energy savings in millions british thermal units ( mmbtu ) for recycling, landfilling and combustion of 14 typical household durable goods ( refrigerators, freezers, dishwashers, gas and electric stoves / ovens, washers and dryers, televisions, vcrs, microwaves, carpets, cars, tires, and computers ). there are further conversions into easily understood units — e. g. gallons of gasoline not burned. the ghg emissions and energy factors in the calculator were developed using a life - cycle assessment methodology consistent with international ghg accounting standards. the calculator computes ghg emissions and energy consumption related to disposal activities using analyses of baseline and alternative disposal scenarios. for example, the tool can estimate the ghg emissions and energy benefits of disposing of appliances with varying percentages being recycled, combusted or landfilled. the calculator estimates ghg emissions benefits in metric tons carbon equivalent ( mtce ) and energy savings in million british thermal units ( mmbtu ) for recycling, landfilling and combustion of 14 typical durable goods. this tool will be useful for advanced sustainability officers looking to estimate the benefits of implementing a bulk electronics and appliance waste collection event or program. the calculator ’ s estimates also support ghg measurement and provide quantitative data for reporting initiatives.


the bright cast of thought good afternoon, faculty, students, parents, members of the university, the laredo, and the south texas community. today we open a promising new era in the life of texas a & m international university as we meet to form our own chapter of phi kappa phi and to induct our first members. founded in 1897, phi kappa phi recognizes, honors, and encourages superior scholarship in all academic disciplines. by recognizing and honoring scholars, phi kappa phi stimulates academic excellence throughout all fields of study. in our life together as a learning community, “ scholar ” is surely one of our most essential yet elusive terms. both within and without the university scholars today often emerge somehow detached from life, living in a tower of ivory muddle. in their words and in their lack of action, modern scholars often resemble hamlet, “ sicklied o ’ er with the pale cast of thought. ” can we perhaps re - imagine the scholar in brighter hues? what does it mean to be a scholar? what are the characteristics of a scholar? is it just someone who is very, very smart? what does a scholar do? what privileges should a scholar expect? what responsibilities should he or she accept? finally, does being a scholar make one a part of a particular profession, or might a scholar be found in any walk of life? ralph waldo emerson, in his celebrated address “ the american scholar, ” has left us his answers to these fascinating questions, and i commend that essay to you for careful reading and rereading. to explain his term, emerson begins by describing the three influences which educate and form a scholar : nature, books, action. by nature, emerson means the endless, circular flow of life. “ every day, the sun ; and, after sunset, night and her stars. ever the winds blow ; ever the grass grows. every day, men and women conversing, beholding and beholden. the scholar is he of all men [ and women ] whom this spectacle most engages.... therein it resembles his own spirit, whose beginning, whose ending, he never can find, — so entire, so boundless. ” by books, emerson means the influence of the past. for the scholar, books guide, stimulate, inspire. the scholar aggressively engages a book, relating its words to his or her own spirit, looking forward, creating new life and new insights as he or she reads. “ one must be an inventor to read well, ” emerson insists. “


, inspire. the scholar aggressively engages a book, relating its words to his or her own spirit, looking forward, creating new life and new insights as he or she reads. “ one must be an inventor to read well, ” emerson insists. “ there is then creative reading as well as creative writing. ” he cautions us lest the “ guide ” become “ tyrant. ” books can easily mislead us if we use them passively, emerson warns, “ as the love of the hero corrupts into worship of his statue. ” emerson will not allow a book to “ pin me down, ” to be “ warped by its attraction clean out of my own orbit, and made a satellite instead of a system. ” through the right use of books we become thinkers and therefore creators and inventors in the great human story. to read is a cooperative effort, a discussion between reader and author, separated only in time. “ meek young men grow up in libraries, believing it is their duty to accept the views, which cicero, which locke, which bacon, have given, forgetful that cicero, locke, and bacon were only young men in libraries, when they wrote these books. ” out of a study of the past captured and transmitted in books, the scholar seeks, creates, and articulates truth. action forms the third influence, the third component of a scholar ’ s education. for emerson, without action the scholar ’ s thought can “ never ripen into truth. ” thought is inseparable from action. “ the mind now thinks ; now acts ; and each fit reproduces the other. ” living the truth, doing it, is a total act ; to think it is a partial one. emily dickinson once wrote that shakespeare was her “ lexicon. ” for emerson, “ life is our dictionary. ” cervantes ’ message in his immortal don quijote, sculpted over a door in the foyer of our student center, comports well with emerson : “ cada uno es hijo de sus obras. ” each is the child of his or her acts. emerson plants the scholar in the midst of a life unstable, shifting, dynamic. a scholar sees his or her own being mirrored in the endless cycles of death and renewal in nature ; a scholar is inspired by his or her creative engagement of books ; a scholar is emboldened to act. scholarship thus conceived is not for the comfort - seeking or the faint - hearted. if we accept emerson ’ s portrait of the scholar, and if we


is inspired by his or her creative engagement of books ; a scholar is emboldened to act. scholarship thus conceived is not for the comfort - seeking or the faint - hearted. if we accept emerson ’ s portrait of the scholar, and if we follow the implications of his description, all of us here today will recognize the mystery of our place in the natural order ; we will search the past, present in books, to create a new order here, in laredo ; and we will expend our energies turning thoughts into action. how could this awesome surge of creative energy, emerson ’ s scholar, have somehow been confused with the often halting, ineffective behavior of contemporary academic life? scholars think clearly and act decisively. they draw their thoughts from life and turn them into significant acts. emerson quite clearly saw that his own time was much “ infected with hamlet ’ s unhappiness, ” and he called scholars to a different bent. today, we begin this chapter of phi kappa phi at texas a & m international university pledging ourselves to the vision and the possibilities of scholarship described by mr. emerson. texas a & m international university came into being to change laredo and to change south texas. today our chapter of phi kappa phi joins that vision of change, to bring forth a better place to live, to work, to think, and to act. ray m. keck, iii


mrs. zider ' s first grade... " diving into learning fun! " | home | join our dive into learning | class beach blog | meet mrs. zider | our classroom door is open | oceans of learning weekly class newsletter | calendar | parent volunteers | be a supportive parent | slide shows 12 / 13 | links for kids | links for parents | links for teachers | reading | spelling / phonics | writing | what a wonderful world | math | assessments | vote for our site | awards | win our award | educational quotes | take a trip down memory lane | wish list | guestbook | get site updates | site map | email | your child is bringing home a binder called a f. r. o. g. binder. this stands for " for really organized 1st graders ". please check this binder every night and be sure that your child returns it to school the next day. the dividers are set for the year so we will gradually begin to use each section as the year goes on. i will discuss this notebook in detail at parent orientation. until then please be sure that the notebook stays organized as is and that nothing is taken out from the rings. the two inside binder pockets should be emptied nightly. also once we start take home books ( b. r. a. g. books ) with a reading log the pocket in the back should be used every night. please keep the log sheet in the plastic pocket so i can see it when i meet weekly with your child. this will all make more sense after parent orientation. please remind your child to keep the f. r. o. g. binder in good condition so that you won ' t have to replace it this year. there is a parent / teacher communication section for your questions or comments. just use the notebook paper to write on and leave the paper in so we have a record of our communications. this will help us work together as your child is green and growing this year in first grade. front inside cover pocket : ( left handprint ) : papers to be " left " at home such as graded work, notes, etc. zipper pouch : notes and money ( $ in envelopes ) calendar / behavior plan divider : daily calendar your child colors daily for behavior plan parent / teacher communication divider : notebook paper for us to send notes back and forth ( please leave all papers in as a record of our communication this year ) class newsletter divider : our weekly newsletter class mission statement divider : class mission statement spelling


use default code snippets in. net to accelerate coding knowing how to use default code snippets in. net is really beneficial for any programmer. code snippets are pre - written codes in. net which programmer can quickly insert using shortcut keys. this makes programmer ’ s job easy by not having to retype frequent reused structures of code. code snippets are an excellent way to accelerate your coding. most frequently used code constructions are included. i ’ ll use messagebox in my first sample. whenever you need to use messagebox. show method, you write the entire one line code like this : but using default code snippets you could save time and build more productivity. type ‘ mbox ’ and press tab key twice, and the visual studio ide will fill in messagebox. show method for you. let us try another. type ‘ for ’ and press tab key twice. ide will generate the loop syntax automatically. for ( int i = 0 ; i < length ; i + + ) like this way, you can use the following default code snippets. these are the available code snippets in visual studio ide. # if creates # if and # endif directive. # region creates # region and # endregion directive. ~ creates a destructor. attribute creates a declaration for a class that derives from attribute. checked creates a checked code block. class creates a class declaration. ctor creates a constructor. cw creates a console. writline code block. do creates a do while loop. else creates an else code block. enum creates an enum declaration. equals creates a method declaration that overrides the equals method. exception creates a declaration for a class that derives from an exception. for creates a for loop. foreach creates a foreach loop. forr creates a for loop with decrementing loop variable. if creates a if block. indexer creates an index declaration. interface creates an interface declaration. invoke creates a block that invoke an event. iterator creates an iterator. iterindex creates a " named " iterator and indexer pair by using a nested class. lock creates a lock block. mbox creates a call to messagebox. show method. namespace creates a namespace declaration. prop creates an auto - implemented property declaration. propfull creates a property declaration with get and set successors. propg creates a read - only auto - implemented


how hollywood converts 2 - d silver into 3 - d gold we live in a three - dimensional world, but film is a two - dimensional medium. so how do you create an illusion of depth where there is none? it ’ s a mind game, and the half dozen companies able to play it well are cashing in on hollywood ' s eagerness to turn 2 - d films into 3 - d. some of the films being converted to 3 - d are old movies that are being re - released in theaters, while others are new releases that were originally shot in 2 - d but converted in post - production. there ' s more than one way to shoot a 3 - d production, but here ' s why it works : “ most people see through two eyes and, although both eyes automatically focus on the same object, each eye sees it from two slightly different positions, which creates two separate images, ” jackson myers, director of corporate communications for imax, told technewsdaily. “ the brain naturally fuses these images together, creating a single, three - dimensional image. ” that process is mimicked in 3 - d movies. a left - eye view and a right - eye view of a scene are projected onto the screen simultaneously. when you wear 3 - d glasses, your left eye sees only the left view and your right eye sees only the right view. your brain does the rest, fusing the two images to create a single stereoscopic view just like in the real world. there are several schools of thought on the best way to create that stereoscopic view. one approach, used by director james cameron for his recent blockbuster " avatar, " is to shoot the original with two cameras, creating a stereoscopic view from the get - go. the more common and less costly approach, however, is to shoot the film with a single camera and then use computer software on a digital copy of the film to create a slightly different perspective, and then project the two images simultaneously. yet a third approach involves creating two completely new perspectives from the original film, a technique developed by 3 - d pioneer legend films, which converted tim burton ’ s latest movie, " alice in wonderland, " from 2 - d to 3 - d. “ the legend 3 - d process creates a stereo 3 - d perspective of two eyes from 2 - d footage rather than just [ a second eye perspective ] from a 2 - d image, ” said barry sandrew, who is the inventor of digital colorization and founder and president / coo


stereo 3 - d perspective of two eyes from 2 - d footage rather than just [ a second eye perspective ] from a 2 - d image, ” said barry sandrew, who is the inventor of digital colorization and founder and president / coo of legend. the process begins with the breakdown of the film into shots and scenes, locations and transitions, sandrew explained. after the film is dissected into its smallest parts and 500 to 1, 000 representative frames are selected, a " depth score " is created that provides the variations in 3 - d effects throughout the film. the challenge is determining the amount of depth to apply to objects within the image. “ you want to create a 3 - d that feels natural to the audience, " sandrew said. " it can ’ t be too aggressive, but it has to be aggressive enough. you need a calculated balance in order to maintain realism. we can make the image appear anywhere from right in front of your face to an infinite distance behind the screen. you want to get a film that transports you to a place you can ’ t normally go. ” once the depth score is approved by the director, computers take over. special software segments everything in a scene and then computer graphics are used to simulate all of the objects in that scene. legend then adds optical flow techniques and sophisticated pattern analysis to help ensure accurate scene transitions and accurate backgrounds. the process takes between 12 and 16 weeks and costs a fraction of what it would to shoot in 3 - d. while computers and software are important for 3 - d film conversion, it is the movie director who must select the representative scenes that are used to create the depth score, and it requires a human eye to ensure that the computer - generated effects look right. “ it ’ s critical that the director is cognizant of depth transitions from shot to shot, ” sandrew said. “ if the transitions are too extreme it will give the audience a headache. just like a music score, an audience will tire from a constant, high - energy, high - volume score throughout the film. the same is precisely true for depth. ” so how do the final results stack up? can a 3 - d movie converted from 2 - d ever look as good as one originally shot with 3 - d cameras? “ they can actually look better, ” sandrew said. “ camera rigs and stereography in general are very difficult to pull off. both cameras have to be perfectly aligned and calibrated or there will be problems in the resulting stereo


taken from someone ( sorry i don ' t have your name! ) who posted this earlier : ' a bagful of ( 9 ) ice - breakers ' here is a selection of ten ice - breakers ( 5 - 12 mins ) that i have used at upper levels ( upper. int. and above ) - most however, could also be adapted for lower levels. 1. spelling match - to revise recently presented ' difficult ' words ( 8 - 14 words ). here you choose a number of words you wish to test and divide the class into two teams ( a and b ). first, read out word one to team a and between them, they have to spell it verbally ( slowly ). if they spell the whole word without having to correct themselves, they score one point but if at any point they call out an incorrect letter ( in sequence ) then the ' part - word ' is handed over to team b to complete ( and back again if they make an error ). this proceeds until one team finishes off the word. you keep on going in the game ( i. e. word 1 - team a, word 2 - team b etc. ) until all the words have been presented. then simply tot up the points to see which team has won ( if there hasn ' t been a draw that is ). this is a fun, competitive way of revising vocab and practising spelling. 2. teaching / practising idioms by demonstration ( idiodem ). here the teacher can choose 6 - 10 idioms ( new or recently presented ) and simply demonstrate them with realia. it ' s up to you to choose idioms that lend themselves to this, e. g. to cut corners, ( no ) strings attached, hit the nail on the head etc. you could also present idioms pictorially. and finally, you could get the students themselves to present idioms in such ways. 3. ' imagine you are a / an... ' ( animate or inanimate things, e. g. a leaf, a snail, a stamp, a balloon etc. ). this is a fun speaking activity where each student in the gp. chooses a card ( with an animate / inanimate object typed or written on it ) blindly - you could number the cards and they choose a number. then they simply in turn, talk about their ' life ' as the thing in question whilst others have to guess ( for one point ) what the object is


typed or written on it ) blindly - you could number the cards and they choose a number. then they simply in turn, talk about their ' life ' as the thing in question whilst others have to guess ( for one point ) what the object is. at the end you just add up the points to find the winner. as a follow - up activity in class, you could have a short discussion ( say at the end of the lesson ) with each student ' playing their given role '. a homework option could be to get students to write a composition on one of the things, e. g. ' my life as a snail '. 4. blanked newspaper headlines - just find 20 - 30 newspaper headlines with a ' guessable ' word blanked. have 2 - 4 teams, who must write their guesses independently on a piece of card / paper and then hold it up. allocate say 3 points for the exact word in the original word and 1 or 2 points for reasonable alternatives. the team with the most points will be declared the winner. this activity is based on the former british tv show ' blankety blank '. my ss have had great fun with this. 5. missing particles ( phrasal verbs practice ) - similar to activity 5 above but you only use phrasal verbs and blank out the particle ( in most cases this will be a preposition ). 6. anagrams - again, a fun activity. i find it good to write the letters on individual ' squares ' of card, which can be colour / number - coded. this enables the letters to be easily manipulated. put the ss into pairs and allocate one point for the pair which comes up with the answer first. a good idea is to start with say a 5 - letter anagram ( e. g. break - brake ) and gradually present anagrams with progressively more letters. determine the winning pair on points accumulated. great fun! 7. odd man / one out - this is an old, tried and tested classic. you can use 3 or 4 variants for each one, though i tend to find that, particularly where you have more teams, the latter is preferable. as i often teach advanced or proficiency levels, i tend to concentrate on more cryptic examples, e. g. a ) key b ) rubber c ) comb d ) jaw - b is the odd one out of course because it ' s the only one without teeth. of course if a student chooses another odd one out and can back this up with


. g. a ) key b ) rubber c ) comb d ) jaw - b is the odd one out of course because it ' s the only one without teeth. of course if a student chooses another odd one out and can back this up with a good argument / reason, then that is perfectly acceptable. depending on time you could choose 12 - 20 of these for ss to have a good old crack at. you might also like students to write their own sets as a homework activity, to be tried in subsequent lessons by their classmates. 8. 20 - 25 - box - ' what ' s the word / phrase? ' - draw a grid of 20 - 25 boxes ( to fit a4 ) and number them ( 1 - 20 / 25 ) and choose a word / phrase that you want to revise ( say words / phrases recently presented in class ) for each box and then make each box into a question / statement or puzzle testing this word / phrase - you could have for example, ' give the antonym of... ', a word or phrase with some of the letters blanked, a ' jumbled word ' ( not to be confused with an anagram - that ' s of course if you ' re a purist like me! ), ' chopped word ' ( a word chopped into at least three parts set at different angles - for fun, i draw a little axe in such boxes ). these are just some of the ways to create boxes for each word, whatever you do, choose a variety and put those of ' same type ' in different parts of the grid for unpredictability. once you ' ve prepared your grid, simply give a copy to each student / pair in the group and then call out box numbers at random. whoever calls out the correct answer for each first, gets a point. you proceed until all the boxes have been ' used up '. it ' s important not to stop and go over any boxes during the game ( you can do this at the end - make this clear to students at the outset ). it ' s important to keep the ball rolling smoothly and quickly. at the end of the game, tot up the points to determine the overall winner. then you can go over any boxes that any ss didn ' t get. the speed, variety of questions / statements / puzzle types, unpredictability ( of box number order ) all contribute to make this game / activity ' competitive fun '. 9. fake words - ( noun formation - suffix practice ).


get. the speed, variety of questions / statements / puzzle types, unpredictability ( of box number order ) all contribute to make this game / activity ' competitive fun '. 9. fake words - ( noun formation - suffix practice ). particularly good for ss at advanced level and above. choose say 8 - 10 nouns, each having a different suffix. then split each word so that it is separated from its suffix ( this may result in some cases in a false word ). then just allocate each suffix to a different word / word part, so that all the words are mixed up - this should result in a set of ' fake words ', which ss will then have to ' unjumble ' by placing the correct suffix on each of the words / word parts. my example for an advanced group is as follows ; hostilness deterioratance stubbornence enlightenal perseverity insistment seizion disapprovure the actual words are of course, hostility, deterioration, stubbornness, enlightenment, perseverance, insistence, disapproval. my example was written to be ' intentionally tricky ' because amongst other things because it tests ss ability to distinguish between an ' ence ' noun and ' ance ' noun and the fake word ' perseverity ' might confuse students a bit if they know that ' severity ' is a word. in this activity, the ss ( preferably ) should find the eight suffixes first ( so they must split each fake word at th correct point ) and then they can go about ' reassembling ' the real nouns. depending on the strength of the ss in the group, you could get through this activity in 5 - 7 minutes or so. the ss i have done this activity with have found it both fun and interesting.


in a development that may lessen the epidemic of diarrhea - related deaths among children in developing countries, scientists in the laboratory of nobel laureate ferid murad, m. d., ph. d., at the university of texas health science center at houston have discovered a novel compound that might lead to an inexpensive, easy - to - take treatment. the results of pre - clinical tests have now been published the compound - a pyridopyrimidine derivative - targets acute secretory diarrhea caused by e. coli and other enterotoxigenic strains of bacteria, which produce toxins that stimulate the linings of the intestines, causing them to secrete excessive fluid, thereby producing diarrhea. diarrhea kills an estimated 1. 6 to 2. 5 million children every year, according to researchers quoted in the bulletin of the world health organization. enterotoxigenic strains of bacteria may account for a significant amount of these deaths, according to an article in clinical microbiology reviews. enterotoxigenic e. coli or etec is a leading cause of bacterial diarrhea. murad earned a nobel prize in medicine in 1998 for the discovery of nitric oxide ' s role in cardiovascular disorders. his previous work with nitric oxide led to novel therapies for hypertension, angina, pulmonary hypertension and erectile dysfunction. studies by his laboratory and others continue to examine possible applications of nitric oxide biology to stroke, blood clotting, septic shock and cancer, but most of this latter work is at a very early stage. other contributors to the study include : scott r. gilbertson, ph. d., the robert a. welch distinguished university chair in chemistry and the director of the program in chemical biology in the department of pharmacology and toxicology at the university of texas medical branch at galveston, and utmb colleague maria e. estrella jimenez ; and cirle warren, m. d., assistant professor of medicine at the university of virginia school of medicine, and guerrant. an international patent application for the use of this compound to treat secretory diseases is pending. financial support was provided by the welch foundation, the dunn foundation, the national institutes of health, the department of defense and the university of texas health science center at houston.


< br / > < br / > oh! i forgot that most books start off with only certain verb parts. " puto, putare, putavi, putat ( um ) " are the four principal parts of the verb. < br / > < br / > puto - 1st person present active indicative singular. i. e. " i think " < br / > putare - active infinitive. i. e. " to think " < br / > putavi - 1st person perfect active indicative singular. i. e. " i have thought " < br / > putat ( um / a / us ) - perfect passive participle. this is a fully declinable adjective. it means " having been thought " or just the adjective " thought " as in " a thought idea ". < br / > < br / > you are fine if you know just the " puto " and " putare ", until you want to express some complex ideas... such as participles and tenses. there are regular patterns in the forms, so you don ' t have to memorize them for all verbs, but for most verbs you do have to memorize all four forms < br / > you can just ignore the second two parts ( for now > : ( ) < br / > < br / > i ' m glad you enjoyed words ; it ' s an efficient and convenient resource. < br / > < br / > < br / > oh, and marie would be " maria ". it means " the seas ", the plural of " mare " ( another third declension noun ). i think the name itself is first declension, so feel free to use it! flebile nescio quid queritur lyra, flebile lingua murmurat exanimis, respondent flebile ripae


the common name for sedums is stonecrop. there is a stonecrop nursery in eastern new york which was the first garden created by frank cabot. frank created the garden conservancy, an organization which strives to preserve some of our exceptional gardens for posterity. each year it also runs its open days program which opens gardens to the public throughout the country. frank cabot went on to create les quatre vents, an outstanding garden at his family home in quebec. there are two sedums which most gardeners grow ; sedum acre, a tiny low - growing groundcover plant with bright yellow flowers. this is being used effectively in the peace garden in the plaza between the library and city hall. the other is autumn joy which is in bloom now and will continue to provide color for months to come. some references say it requires full sun. not so! i have it in three locations in my garden. i have several plants growing out of a south - facing wall. but there are tall oaks and maples to the south so that the only time it gets direct sun is in spring before the oaks leaf out. the rest of the year it is dappled light. another plant is in the east - facing bed on top of my long stone wall where it gets only morning sun. the third plant is in my shrub - perennial border where it gets a bit of sun mid - day. mine is the ordinary run - of - the - mill autumn joy, but there are several cultivars offered in nurseries. among these are : crimson, iceberg, which has white flowers, autumn fire and chocolate drop, growing only eight inches tall with brown leaves and pink flowers. there are two native sedums : roseroot, sedum rosa and wild stonecrop, sedum ternatum. a third wild live - forever, sedum teliphiodes, grows on cliffs and rocks in pennsylvania and southward.


fanciful velocipede of the day : the return of the dandy horse in 1817, the baron karl drais of mannheim invented a device that would change the world. drais had studied architecture and physics at the university of heidelberg, and he wanted to create a machine that a man could ride and move with his own power. the result was a seat balanced between two wheels, which, if kept at a reasonable speed, would seemingly defy gravity and stay upright. karl drais had invented the luftmaschine, otherwise known as the dandy horse. credit : wikimedia commons. drais died in poverty, and his invention was eventually modified to produce what we recognize today as the bicycle. like sharks, bicycles haven ' t evolved much. the two - wheeled, pedal - driven, chain - clicking, hand - braking bicycle is a universally recognized model of consistency. people have experimented with bicycles with one wheel, or three, or with no brakes at all, but the standard - issue bicycle prevails. but now, out of drais ' s own germany, comes a model that no one ( to our knowledge ) has tried since the heyday of the dandy horse. designers juri spetter and tom hambrock have come up with the fliz bike, a knowing tribute to baron drais that seems ride - ready for the streets of brooklyn. the name comes from the german word flitzen, which means " speeding, " and the project is currently a contender for the james dyson award for international student design. as one youtube commenter points out, it could difficult going uphill. here ' s the design : and here ' s a video of the fliz in action : all fliz bike images courtesy of fliz bike.


the barrow resource for acquired injury to the nervous system ( b. r. a. i. n. s. ) program at st. joseph ’ s hospital and medical center is the first of its kind in the nation and offers comprehensive, compassionate, cutting - edge treatment and rehabilitation to victims of traumatic brain and spinal cord injury. the b. r. a. i. n. s. program combines numerous medical disciplines to help patients age 15 years old and up to meet their short - term and long - term recovery goals. patients receive a care and rehabilitation program that is designed specifically for each individual and may include : - trauma care - intensive care - child neurology - translational research - physical therapy - occupational therapy - speech therapy - injury prevention education - community resources - school education specialist inpatients and outpatients in the program have access to top neurological scientists and the translational research barrow is conducting on brain injuries. b. r. a. i. n. s. also is the first program in the united states to include educators in a multidisciplinary model and assist their reintegration into the classroom. “ our mission is to improve the outcomes of those who suffer from neurological injury through comprehensive and individualized care, collaboration with other medical institutions, and aggressive medical research. ” this interdisciplinary program is just part of the ground - breaking work under way at barrow, an internationally recognized leader in neurological research and patient care. barrow treats patients with a wide range of neurological conditions, including brain and spinal tumors, cerebrovascular conditions, and neuromuscular disorders. working together for the patient the b. r. a. i. n. s. program not only utilizes the medical and scientific staff at barrow, it also includes a collaboration with phoenix children ’ s hospital, arizona state university and the brain injury association of arizona. the new b. r. a. i. n. s. program is endorsed by the sarah jane brain foundation and the governor ’ s council on spinal and head injuries. view the b. r. a. i. n. s. team at barrow what is traumatic brain injury ( tbi )? traumatic brain injury ( tbi ) occurs when a sudden trauma causes damage to the brain. tbi can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. tbi has been called the “ signature injury ” of the iraq war, with some 320, 000 reported cases from the conflict. symptoms of a tb


suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. tbi has been called the “ signature injury ” of the iraq war, with some 320, 000 reported cases from the conflict. symptoms of a tbi can be mild, moderate, or severe, depending on the extent of the damage to the brain. a person with a mild tbi may remain conscious or may experience a loss of consciousness for a few minutes. other tbi symptoms include headache, confusion, lightheadedness, dizziness, blurred vision or tired eyes, ringing in the ears, bad taste in the mouth, fatigue or lethargy, a change in sleep patterns, behavioral or mood changes, and trouble with memory, concentration, attention, or thinking. a person with a moderate or severe tbi may show these same symptoms, but may also have a headache that gets worse or does not go away, repeated vomiting or nausea, convulsions, an inability to awaken, dilation of pupils, slurred speech, weakness, loss of coordination, and confusion and agitation. approximately 1. 5 million americanssustain a traumatic brain injury each year and the very young and very old are the most at risk. tbi is the number one cause of death in children and young adults. b. r. a. i. n. s. prevention program as part of the b. r. a. i. n. s. program, barrow offers the helmet your head safety program. the program focuses on the prevention of head and traumatic brain injuries and the effect they have on the individual, family and community. aimed at children in grades k - 12 and adults with mild tbi, the program advocates the use of helmets during recreational activities to prevent brain injury. the helmet your head curriculum is designed to be used in a variety of classroom settings. students learn about the consequences of sustaining severe brain injury in common activities such as bicycling, roller - blading, skateboarding, horseback riding, rock climbing and other sports. for more information, visit helmet your head. for more information, please call 602 - 406 - head ( 4323 ). barrow neurological institute of st. joseph ' s hospital and medical center 350 west thomas road phoenix, arizona 85013


it is estimated that an individual idu injects about 1, 000 times a year and that persons with diabetes who use insulin inject once or twice a day. providing community - based ways to safely dispose of used syringes is an important public health priority. as of 2004, injection drug use accounted for about one - fifth of all hiv infections and most hepatitis c infections in the united states. 1, 2 injection drug users ( idus ) become infected and transmit the viruses to others through sharing contaminated syringes and other drug injection equipment and through high - risk sexual behaviors. women who become infected with hiv through sharing needles or having sex with an infected idu can also transmit the virus to their babies before or during birth or through breastfeeding. to effectively reduce the transmission of hiv and other blood - borne infections, programs must consider a comprehensive approach to working with idus. such an approach incorporates a range of pragmatic strategies that address both drug use and sexual risk behaviors. one of the most important of these strategies is ensuring that idus who cannot or will not stop injecting drugs have access to sterile syringes. ( see the related fact sheets, access to sterile syringes and physician prescription of sterile syringes to injection drug users. ) ensuring access is only part of the equation, however. why are syringe disposal programs needed? it is estimated that an individual idu injects about 1, 000 times a year. 3 this adds up to millions of injections, requiring millions of syringes every year. providing ways for idus to safely dispose of used syringes is an important public health priority. the problem is much larger than just idus, though, for an estimated 2. 4 million diabetics also make about 1 billion injections of insulin each year. a 1990 survey of diabetics who inject insulin reported that 93 % of them threw their used syringes in the trash, 3 % disposed of them in the toilet, and only 4 % placed them in puncture - resistant containers. 4 is the public concerned about syringe disposal? with the advent of aids, used syringes discovered on the streets and in parks have created a high level of public concern. several instances in the late 1980s of medical waste, including syringes, washing up on the beaches of new york focused intense attention on the need to regulate and improve the safe disposal of used syringes and other " sharps " to prevent both needlestick injuries and the possible


of medical waste, including syringes, washing up on the beaches of new york focused intense attention on the need to regulate and improve the safe disposal of used syringes and other " sharps " to prevent both needlestick injuries and the possible transmission of blood - borne diseases, such as hiv and viral hepatitis. federal, state, and local agencies have taken some steps to address this problem by passing laws and regulations controlling syringe and other hazardous waste disposal in health care settings. although needle stick injuries are occupational risks for sanitation, housekeeping, and janitorial workers, the risk of acquiring hiv infection from an accidental needle stick in the community is extremely low. the risk of acquiring hepatitis b and / or c is probably higher. despite this low absolute risk, the sheer volume of syringes used every year and the high level of public concern mean that communities must address the issue of safe disposal of used syringes. this is also important in light of the fact that the potential for used syringes to be discarded on streets and in neighborhoods is a primary factor in community opposition to programs that are intended to increase idus ' access to sterile syringes, such as pharmacy sales and syringe exchange programs ( seps ). for example, pharmacists, who play a pivotal role in efforts to increase the pharmacy sales of sterile syringes, cite the risk of discarded syringes near their stores as one of their greatest concerns in decisions whether or not to sell syringes. 5 ( see the related fact sheet pharmacy sales of sterile syringes. ) what safe disposal initiatives have already been tried? seps provide an important way for idus to safely dispose of used syringes. idus report a distinct preference for seps compared to other safe disposal methods, because they receive a sterile syringe in exchange for every used one. 6 ( see the related fact sheet syringe exchange programs. ) three other methods used in the u. s. also provide avenues for safe syringe disposal : what are the barriers to safe syringe disposal? most states have drug paraphernalia laws, which establish criminal penalties for the manufacture, sale, distribution, and possession of any item, including syringes, used to produce and consume illegal drugs. ( see the related fact sheet state and local policies regarding idus ' access to sterile syringes. ) idus in these areas have potent and realistic concerns that they will be arrested if they save used syringes or carry


consume illegal drugs. ( see the related fact sheet state and local policies regarding idus ' access to sterile syringes. ) idus in these areas have potent and realistic concerns that they will be arrested if they save used syringes or carry them to a disposal site. a qualitative study of idu and community attitudes toward various methods of syringe disposal gave idus a chance to describe these fears : 6 " they ' d [ the police ] catch you with a dirty syringe and you ' d go to jail for possession, so people ain ' t hardly gonna keep ' em laying around, keep ' em in a container or whatever. " " they know they can stop you, and if you come and dispose of them, they got a case there. " " chance of going to jail, i ' m not going to risk that. that ' s me. i got a probation, so i can ' t take the chance at all. i ' m so scared now. then i ' d have to go back and do all that time. " drug paraphernalia laws and the resulting fear of arrest, make it less likely that syringes will be safely disposed of, make it harder to implement safe disposal programs, and consequently, contribute to unsafe disposal of used syringes. 6 another potential barrier is that many local, state, and federal laws govern the handling and disposal of infectious waste. they are critically important in determining whether a disposal program is workable, but they differ substantially from community to community. this makes it difficult to develop programs that could be adopted in more than one community. finally, community opposition to syringe disposal programs can be an important barrier. this opposition centers around fears that such programs may create a public safety and health problem, appear to condone drug use, make communities where they are located look bad, attract more drug users and dealers, and present opportunities for vandalism. what have communities done? initiatives to ensure that all those who inject - - both idus and diabetics - - can safely dispose of their used syringes have been an integral component of national efforts to reduce hazardous waste in the community and to control the epidemics of hiv and other blood - borne diseases. program planners have encouraged wide community involvement and worked to generate strong local support, including participation by physicians and other health care professionals, diabetes educators, law enforcement, pharmacists, community outreach workers, diabetics who use insulin, idus, sanitation workers, medical


wide community involvement and worked to generate strong local support, including participation by physicians and other health care professionals, diabetes educators, law enforcement, pharmacists, community outreach workers, diabetics who use insulin, idus, sanitation workers, medical waste and refuse companies, and relevant state and national organizations. these discussions have addressed the laws and regulations that impede safe disposal efforts. disposal programs have protected the safety and anonymity of idus to maximize their involvement. an initiative in minnesota shows how various groups have worked together to develop a strong safe disposal program. in 1997, the state legislature passed a comprehensive hiv prevention bill, which included safe syringe disposal as an integral element of an initiative to increase idus ' access to sterile syringes through pharmacy sales. the syringe access initiative allowed pharmacies to sell up to 10 syringes without a prescription and allows individuals to legally possess up to 10 unused syringes at a time. pharmacies must certify that they participate in safe disposal activities and they may provide information to idus about drug treatment programs, safe syringe disposal, hiv counseling and testing, and hiv prevention. safe disposal activities included distributing information and education materials, distributing and collecting sharps containers for used syringes, referring individuals to a medical facility that accepts used syringes, providing information about area seps, and collecting used syringes from individuals. key elements of the initiative had a broad focus on all those who use syringes to inject - - both diabetics and idus - - and participation by many concerned groups, including pharmacists, health departments, community - based prevention workers, diabetes associations, legislators, and waste management companies. for more information read a comprehensive approach : preventing blood - borne infections among injection drug users, which provides extensive background information on hiv and viral hepatitis infection in idus and on the legal, social, and policy environment. it also describes strategies and principles for addressing these issues. this article was provided by u. s. centers for disease control and prevention. visit the cdc ' s website to find out more about their activities, publications and services.


african - american women and stis by gary bell march 31, 2010 recent news has not been kind about women and girls of color and their sexual health. in 2008, a centers for disease control and prevention ( cdc ) study reported that almost one - half of adolescent black females were infected with at least on sti ( sexually transmitted infection ). now, new evidence has further documented the impact of stis on women and girls of color. according to the cdc, 48 percent of black women between ages 14 and 49 have the virus which causes genital herpes. blacks in general are more than three times as likely as whites to have herpes simplex virus type 2 ( hsv - 2 ) ( 39. 2 percent vs. 12. 3 percent ). biological factors make women more susceptible to genital herpes than men. american women in general are nearly twice as likely as men to be infected ( 21 percent vs. 11 percent ). moreover, up to 80 percent of genital herpes infections in the united states are undiagnosed. the news is no better on the local front. a recent report from the philadelphia department of public health revealed a dramatic 238 % increase in primary and secondary cases of syphilis in females. many of the cases in females occurred in adolescents and young adults aged 15 - 24 years old. the high rates of genital herpes infections and syphilis, as well as other stis among women of color, may contribute toward the high rate of hiv in the black community by making transmission easier. in 2007, more than 25 % people infected with hiv in the united states were among women and girls aged 13 years and older. more than 278, 000 women and adolescent girls in this country are living with hiv. for female adults and adolescents, the rate of hiv / aids diagnoses for black females was nearly 20 times as high as the rate for white females and nearly 4 times as high as the rate for hispanic / latino females. last year, the cdc implemented new guidelines to encourage hiv testing to be a part of routine medical care. clearly, sexually transmitted infection screening should also be a part of this routine care. significant progress in reducing the spread of hiv in sub - saharan africa has been made by preventing, diagnosing and treating stis. it ' s time we apply these priorities in this country, especially in women and girls of color. add your comment : ( please note : your name and comment will be public, and may even show up in internet search results. be careful when