exception handling in visual cobol. net let ' s start by taking a look at a simple and pretty standard cobol way of handling exceptions. we ’ ll then see how that same example would be coding in a managed environment utilizing visual cobol. net. cobol developers like other developers have for years used various techniques to identify and handle issues when processing yields results that are unexpected during execution of their code. while the techniques vary in each shop there is a technique that is more widely used in the. net environment that cobol developers should look at and consider. the technique is referred to by a number of names or phrases such as ' throwing exceptions ', ' raising exceptions ' or simply ' exceptions '. while it can be a more standard way of identifying and handling errors that occur, exception processing is not without some overhead that developers must be aware of and take into consideration when deciding how to handle non - standard results from execution. visual cobol provides mechanisms to enable cobol developers to take advantage of the same exception handlers that distributed developers have been doing for years. let ' s start by taking a look at a simple and pretty standard cobol way of handling exceptions. we ' ll then see how that same example would be coding in a managed environment utilizing visual cobol. net. standard cobol error handling in cobol shops developers use whatever technique is most widely used and accepted in their environment. most developers plan for and take action to identify what would be called standard errors. standard errors refers to the type of issues that may be expected to be encountered such as missing data, invalid data, or improperly formatted data. checking for this type of error is common and expected and developers know how to do this with their coding techniques. even in the. net arena standard checks for missing data are common and are not considered exceptional. so what would be considered exceptional errors? one example would be a missing file that is supposed to be present. when the application was created it was part of the design specification that a file needed for processing would always be present. but what if it isn ' t? this would be an exceptional condition and one in which ' special ' error handling must be created for. declaratives are generally used in shops to denote when exceptional errors have occurred and are also used to handle these exceptional errors. the technique can be as simple as the following. notice the header ' declaratives '. this is the area where you typically define an action that would occur for each exceptional error code encountered. continuing our example from


to handle these exceptional errors. the technique can be as simple as the following. notice the header ' declaratives '. this is the area where you typically define an action that would occur for each exceptional error code encountered. continuing our example from above, we expect a file to be present when the application starts. the code shows a check for a ' file not found ' exception. since we always expect a file to be present this would be an exceptional condition and processing cannot continue. now let ' s see how to do this in a managed. net environment with visual cobol. throwing things around in a. net environment when unexpected processing occurs an ' exception is raised ' or ' we throw an exception '. the terms are synonymous with error handling in the distributed world so you may want to get used to them. throwing an exception in visual cobol is really straightforward and thanks as you ' ll see to intelli - sense is easy to code up. let ' s take our previous example and see how to recode it for. net. we ' ve used two techniques to raise the exception. for the file status of ' 35 ' we used the instantiation method to establish an exception object. we first define an exception object in working - storage : next we instantiate ( or create a working version within our run - unit ) the object and populate it. once we have populated the object with the necessary information we ' raise ' the exception to the run - unit. this is accomplished by the following lines of code : the other mechanism we used was for the ' other ' condition. in this instance we did not instantiate a specific object, but rather we simply raised an exception with a specific error message. both methods are valid and each accomplishes our goal of raising an exception. the first method however creates an object that we can then reuse at some later point in time if we so chose to. the first method though also adds additional overhead to the run - unit in not only creating the object, but maintaining it. as we ' ve just seen, the. net method of throwing exceptions is quite straightforward and easy to implement in visual cobol. there are some caveats though you should be aware of. in general, raising an exception is just staggeringly inefficient. the program has to populate the stack trace when the exception is raised and this is generally really slow. it is quite literally thousands of times faster to trap a condition with an ' on ' clause or an ' if ' statement than to utilize


##nt. the program has to populate the stack trace when the exception is raised and this is generally really slow. it is quite literally thousands of times faster to trap a condition with an ' on ' clause or an ' if ' statement than to utilize exception handling. back in the early java days the mantra was : " never raise an exception for something you expect to happen ". so, if we expect empty strings to happen sometimes then that is not an exception, rather it is an expected condition and an issue that needs to be handled and addressed in standard coding techniques for the application. in our example we expect a file to be present and if none is found then we should by all means raise an exception. we expect users to enter invalid data though so these would not be exceptions but would rather be standard input errors we would trap for in our application source. the attached zip file contains two solutions, declaratives and exceptions. the declaratives solution is the standard manner in which cobol developers have raised exceptions. the exception solution is a managed visual cobol solution using the technique described above. experiment with both solutions and see how to adapt this technique to your environment. exception handling in the distributed world can be quite a powerful tool for a developer. it provides a standard mechanism in which exceptions are identified, presented and dealt with. caution should be used however when implementing exception handling to only handle those conditions that are truly exceptional and not expected in the normal course of processing.


classification & distribution - incomplete development ( egg, nymph, adult ) - closely related to thysanoptera and psocoptera distribution : abundant worldwide. found in most terrestrial and freshwater habitats. north america worldwide number of families4073 number of species3587 > 50, 000 life history & ecology members of the suborder heteroptera are known as " true bugs ". they have very distinctive front wings, called hemelytra, in which the basal half is leathery and the apical half is membranous. at rest, these wings cross over one another to lie flat along the insect ' s back. these insects also have elongate, piercing - sucking mouthparts which arise from the ventral ( hypognathous ) or anterior ( prognathous ) part of the head capsule. the mandibles and maxillae are long and thread - like, interlocking with one another to form a flexible feeding tube ( proboscis ) that is no more than 0. 1 mm in diameter yet contains both a food channel and a salivary channel. these stylets are enclosed within a protective sheath ( the labium ) that shortens or retracts during feeding. the heteroptera include a diverse assemblage of insects that have become adapted to a broad range of habitats - - terrestrial, aquatic and semi - aquatic. terrestrial species are often associated with plants. they feed in vascular tissues or on the nutrients stored within seeds. other species live as scavengers in the soil or underground in caves or ant nests. still others are predators on a variety of small arthropods. a few species even feed on the blood of vertebrates. bed bugs, and other members of the family cimicidae, live exclusively as ectoparasites on birds and mammals ( including humans ). aquatic heteroptera can be found on the surface of both fresh and salt water, near shorelines, or beneath the water surface in nearly all freshwater habitats. with only a few exceptions, these insects are predators of other aquatic organisms. - antennae slender with 4 - 5 segments - proboscis 3 - 4 segmented, arising from front of head and curving below body when not in use - pronotum usually large, trapezoidal or rounded - triangular scutellum present behind pronotum - front wings with basal half leathery and apical half membranous ( hemelytra ). wings lie flat on the back at rest, forming


usually large, trapezoidal or rounded - triangular scutellum present behind pronotum - front wings with basal half leathery and apical half membranous ( hemelytra ). wings lie flat on the back at rest, forming an " x ". - tarsi 2 - or 3 - segmented - structurally similar to adults - always lacking wings plant feeding bugs are important pests of many crop plants. they may cause localized injury to plant tissues, they may weaken plants by removing sap, and they may also transmit plant pathogens. predatory species of heteroptera are generally regarded as beneficial insects, but those that feed on blood may transmit human diseases. chagas disease, for example, is transmitted to humans by conenose bugs ( genus triatoma, family reduviidae ). although bed bugs ( family cimicidae ) can inflict annoying bites, there is little evidence that they regularly transmit any human or animal pathogen. the three largest families of heteroptera are : - miridae ( plant bugs ) - - most species feed on plants, but some are predaceous. this family includes numerous pests such as the tarnished plant bug ( lygus lineolaris ). - lygaeidae ( seed bugs ) - - most species are seed feeders, a few are predatory. this family includes the chinch bug, blissus leucopterus a pest of small grains, and the bigeyed bug, geocoris bullatis, a beneficial predator. - pentatomidae ( stink bugs ) - - shield - shaped body with large, triangular scutellum. most species are herbivores, some are predators. all have scent glands which can produce an unpleasant odor. other families of terrestrial herbivores include : - tingidae ( lace bugs ) - coreidae ( squash bugs and leaffooted bugs ) - alydidae ( broadheaded bugs ) - rhopalidae ( scentless plant bugs ) - berytidae ( stilt bugs ) other families of terrestrial predators include : - reduviidae ( assassin bugs ) - phymatidae ( ambush bugs ) - nabidae ( damsel bugs ) - anthocoridae ( minute pirate bugs ) the major families of aquatic predators include : - two families of heteroptera are ectoparasites. the cimicidae ( bed bugs ) live on birds and mammals ( including humans ). the polyctenidae ( bat bugs ) live


dr wynand van der goes van naters telephone : + 44 ( 0 ) 29 208 74127 location : cardiff school of biosciences, the sir martin evans building, museum avenue, cardiff, cf10 3ax figure 1. male fruit fly drosophila approaching a female : what does it sense? some pheromones may be present in the hydrocarbon layer on the surface of the insects. see van der goes van naters wm & carlson jr ( 2007 ) current biology 17 : 606 - 612. image from doi : 10. 1016 / j. cell. 2007. 04. 011 we are interested in the molecular basis of smell and taste in insects. smell and taste provide fundamental questions in biology – in the molecular neurobiology of behaviour, in development, in learning and memory, in chemical ecology and in evolution. insects often locate and select the hosts from which they feed, and find sites for laying eggs, by chemical cues. smell and taste also play important roles in mate choice ( figure 1 ) and other social interactions. insects include some of the most serious vectors of disease, and cause enormous losses in agriculture. new methods for insect control may come from a molecular understanding of the senses of smell and taste. for an overview see van der goes van naters wm & carlson jr ( 2006 ) nature 444 : 302 - 307. a second research direction is the function of p2x receptors in model invertebrates.


below are three easy questions dealing with circles, distances and their areas etc. venkatanarayana road, t. nagar, chennai 600017 has a playground that is circular in shape. mukesh started running in clock wise direction from point x. anil started running from point x in anti - clockwise direction. mukesh ran 550 m and anil ran 330 m before they met each other. what is the area of this ground? a ) pi x 16. 9 x 102 m2 b ) pi x 1. 97 x 102 m2 c ) pi x 19. 6 x 102 m2 d ) pi x 1. 69 x 102 m2 answer : c ) pi x 19. 6 x 102 m2 circumference of a circle = 2 x 22 / 7 x radius mukesh has run 550 m and anil has run 330 m before they met. so the circumference of the circle would be the sum of the distances they covered = 550 m + 330 m = 880 m. circumference = 880 m = 2 x 22 / 7 x r r = 880 x 7 divided by 2 x 22 = 140 m. area = pi x r2 = pi x 19. 6 x 102 cubbon park, bangalore has a circular garden inside it constructed hundreds of years ago. bangalore corporation has been maintaining this garden nicely. many people – retired persons, young persons go for jogging around this circular garden in the early mornings. the radius of the garden is 777 m. rajendra kumar and nagendra kumar are two close friends. one day they started jogging from a point on the border of circle — rajendra kumar went in anti clockwise direction and nagendra kumar went in clockwise direction. nagendra kumar met rajendra kumar after travelling 2416 km lesser than that would had been covered by rajendra kumar. what is the distance covered by rajendra kumar before meeting nagendra kumar? a ) 3560 m b ) 5360 m c ) 3650 m d ) none of these. answer : c ) 3650 m total circumference of the circular garden = 2 x 22 / 7 x 777 = 4884 m. let the distance covered by nagendra kumar when they met be x. let the distance covered by rajendra kumar when they met be y. it is given that y - x = 2416 - > eq 1 also we know that sum of the distances covered by both the friends should be equal to the circumference of the circle therefore y +


kumar when they met be y. it is given that y - x = 2416 - > eq 1 also we know that sum of the distances covered by both the friends should be equal to the circumference of the circle therefore y + x = 4884 - > eq 2 adding equations 1 and 2 we get 2y = 7300 therefore y = 7300 / 2 = 3650. hence, distance covered by rajendra kumar = 3650 m there is a circular garden in mattuthavani, madurai and is being maintained by a private transport company for many years. the radius of the ground is 1554 m. gunaseelan and munusamy started running from a point at the circumference in opposite directions. gunaseelan ran at an average speed of 60 metres per minute and met munusamy after running for 44 minutes. how much distance munusamy would have covered before meeting gunaseelan? a ) 7128 m b ) 6128 m c ) 5456 m d ) none of these. answer : a ) 7128 m circumference of circular ground = 2 x 22 / 7 x 1554 m = 9768 m distance covered by gunaseelan in 44 minutes travelling at 60 metres per minute = 60 x 44 = 2640 m let distance covered by gunaseelan when they met = x. we have already found x to be 2640 m. let distance covered by munusamy when they met = y. similar to previous question, we have x + y = circumference 2640 + y = 9768 distance covered by munusamy = y = 9768 - 2640 = 7128 m


how does the fetal circulatory system work? during pregnancy, the fetal circulatory system works differently than after birth : - the fetus is connected by the umbilical cord to the placenta, the organ that develops and implants in the mother ' s uterus during pregnancy. - through the blood vessels in the umbilical cord, the fetus receives all the necessary nutrition, oxygen, and life support from the mother through the placenta. - waste products and carbon dioxide from the fetus are sent back through the umbilical cord and placenta to the mother ' s circulation to be eliminated. blood from the mother enters the fetus through the vein in the umbilical cord. it goes to the liver and splits into three branches. the blood then reaches the inferior vena cava, a major vein connected to the heart. inside the fetal heart : - blood enters the right atrium, the chamber on the upper right side of the heart. most of the blood flows to the left side through a special fetal opening between the left and right atria, called the foramen ovale. - blood then passes into the left ventricle ( lower chamber of the heart ) and then to the aorta, ( the large artery coming from the heart ). - from the aorta, blood is sent to the head and upper extremities. after circulating there, the blood returns to the right atrium of the heart through the superior vena cava. - about one - third of the blood entering the right atrium does not flow through the foramen ovale, but, instead, stays in the right side of the heart, eventually flowing into the pulmonary artery. because the placenta does the work of exchanging oxygen ( o2 ) and carbon dioxide ( co2 ) through the mother ' s circulation, the fetal lungs are not used for breathing. instead of blood flowing to the lungs to pick up oxygen and then flowing to the rest of the body, the fetal circulation shunts ( bypasses ) most of the blood away from the lungs. in the fetus, blood is shunted from the pulmonary artery to the aorta through a connecting blood vessel called the ductus arteriosus. blood circulation after birth : with the first breaths of air the baby takes at birth, the fetal circulation changes. a larger amount of blood is sent to the lungs to pick up oxygen. - because the ductus arteriosus ( the normal connection between the aorta and the pulmonary valve ) is no longer needed


30. january 2012 05 : 19 does everyone with a red eye have " pinkeye ". on a daily basis, i have patients who present with a red eye who automatically feel they have pinkeye. pinkeye is also known as viral conjunctivitis. however, there are many causes of a red eye including bacterial, allergic, chemical or traumatic conjunctivitis just to name a few. contact lenses are also a common source for eye redness or infection. pinkeye often involves both eyes. patients complain of redness, tearing and discharge. they often look very uncomfortable. many of these people have a cold or sore throat preceding the eye problem. in addition, it often can be transmitted from children. most patients are contagious for a week or so from the time the first eye becomes red. hand washing is very important when you have this problem. allergic conjunctivitis may have a similar presentation. however, most of these patients complain of itching. this often is the symptom that helps distinguish this condition from viral conjunctivitis ( pinkeye ). bacterial conjunctivitis usually effects one eye. contact lens wearers who present with infection often have redness and pain in one eye. the history helps the physician determine the source of the red eye. in summary, not all red eyes are pinkeye. if you have symptoms which seem to be an infection or conjunctivitis, please contact your eye care professional. remember, protect those eyes! copyright © 2004 - view full terms & conditions yourcity. md llc all rights reserved. the information on this website is provided as a courtesy of yourcity. md. this website is designed as a resource portal for informational purposes only and does not contain any warranties. reliance on any information found on or through this website or links found on this website is entirely at your own risk. if you think you may have a medical emergency, call 911 or your local emergency number immediately. yourcity. md and its affiliates are not responsible for the content found on any links contained herein and do not necessarily agree with any of their opinions. -


diagnosing allergic rhinitis in children not only are children typically unable to verbalize how they feel, but their allergic rhinitis symptoms may often resemble those of other common diseases. consequently, allergic rhinitis often remains undiagnosed or is inadequately treated, despite the fact that it is extremely common in children. signs and symptoms of allergic rhinitis in children use the table below to help you distinguish between the two. if you are confused by your child ' s symptoms, or if the symptoms are prolonged, you should contact your healthcare professional for guidance. | | | allergic rhinitis | | common cold | | | as long as exposed to the allergen | | usually 5 - 7 days ( 25 % last 14 days ) | | | abundant, aqueous and clear | | initially clear, changing to thick yellow or green | | | mild to moderate ; dry at first, changing to productive | | | common ; mild ( dry, scratchy, sore ) | recognizing your child ' s allergy trigger ( s ) the best way to cope with your child ' s allergy is to find out first which substance triggers a reaction. a visit to your doctor or allergy specialist can help determine your child ' s allergy triggers.


you will get the answer of your question if you think about the consequences of method local inner class using variables of the same method. local variables of the method exists only for the lifetime of the method. when the method ends, the stack and the variable is also destroyed. but even after the method completes, the inner class object created within it might still be alive on the heap. and if this object tries to access a variable which is no more then!!! joined : jun 03, 2008 very thank you for your reply. ok, then where are the final variables stored?. is it heap?. because the variable is final, the inner class instance keeps a copy of that variable ' s value - either primitive, or the reference to an object. if the variable was a reference to an object, this object will still have at least one reference ( in the inner class ) and not be garbage collected. so yes, in the end, its value is stored on the heap, within the instance. [ august 19, 2008 : message edited by : rob prime ] since jdk 6, you can ' t always be sure that objects will be stored on the heap. sometimes, if the jvm can determine that an object is only accessible from within a single thread, and it can determine when the last variable referencing that thread has gone out of scope, it can allocate the memory for the object on the stack rather than the heap. this means it can be garbage collected very efficiently. it also means the jvm can ignore synchronization requests if it ' s already determined that no other threads can touch the object. this is useful for a class like stringbuffer, whose methods are synchronized but in most cases this is completely unnecessary. anyway, the point here is that nowadays it ' s often hard to know for sure whether an object is really on the heap, or on the stack. and it generally makes very little difference, from the programmer ' s perspective.


- students should meet learning expectations — passing kids along with a weak foundation means they will never achieve higher level knowledge and skills and will be excluded from the idea economy. - students should show what they know — it ’ s not about turning work in, earning point, or showing up to class, they should demonstrate in several ways that they have mastered important knowledge, skills, and abilities. for most people that sounds logical and for twenty years we ’ ve been saying “ it ’ s about learning not time ” and “ learning is fixed and time is variable. ” only it ’ s not — it ’ s all about time and the structures we ’ ve ensconced with policies, budgets, and contracts. since horace borrowed the idea from the prussians we ’ ve been batch - processing kids based on birthdays through a print curriculum. this batch - print system was moderately efficient until we tried to retrofit it to work for all kids. it just created a mess of tacked on services and a crazy patchwork quilt of courses. as educational demands of society increased, it became obvious that the batch - print system is a disaster for at least two thirds of our kids. the shift to personal digital learning offers a better alternative. specifically, a system based on demonstrated competence and powered by personalized learning technology holds the potential to double the number of students prepared for college and careers in this decade. however, competency - based systems are fundamentally different than batch - print. following are ten elements of a competency - based system : - intellectual mission that focuses resources and behaviors on productive habits of mind and preparation for participation in college, careers, and civic life. - standards that express in some detail what students should know and be able to do. - progress monitoring, historically thought of as grading, and achievement recognition systems, historically thought of as class rank. - grouping and scheduling systems — when, why and how groups are used when learning not age cohorts is the dominant organizing principle. - reporting to the outside world that still thinks in courses, credits, and grades. - content that supports self - directed and customized learning. - tools that facilitate standards - based challenges, collaboration, and scheduling. - teacher support, preparation and development for a dynamic environment with differentiated ( i. e., different levels ) and distributed ( i. e., different locations ) staffing. - evaluation systems that helps to determine student learning and how experiences and adults are contributing. - community connections and supports for student success. _ _ _ _ _ _ _ _


buick historysource : general motors corporationdavid dunbar buick was a scottish industrialist and auto builder. after making his mark with a process for annealing porcelain to steel for bathtubs, he turned to the profit opportunities of the horseless - carriage phenomenon. his first car, appearing in 1903, was a simple little chaindrive runabout with flat - tiwn power. one engine feature, over head valves, was a rarity then, but has been a hallmark of almost all buicks since. buick motor company, founded by david dunbar buick, is incorporated on may 19, 1903. ground is broken for the first buick engine plant on september 11, 1903, with funding from flint wagon works, and operations are moved from detroit to flint. william crapo ( ' billy ' ) durant of durant - dort carriage company, flint, michigan, takes control of buick motor company on november 1, 1904. buick builds its first production four - cylinder car, a 1907 model d. under billy durant ' s leadership, general motors company is organized in 1908 ( sept 16 ), incorporating the buick motor company. in 1923, four - wheel brakes are introduced on 1924 - model year buicks in 1929, buick introduces a smaller 6 - cylinder sedan which is named the marquette. it is discontinued by 1931. in 1932, b - o - p sales company is established, consolidating the wholesale sales forces of buick, oldsmobile, and pontiac. it is disbanded the following year. in 1936, the buick roadmaster, a milestone in styling ( designed by harley earl ), is introduced. in 1937, linden division, linden, nj, is established to assemble buicks, oldsmobiles and pontiacs closer to the points of sale in the eastern u. s. in 1939, the industry ' s first rear turn signals to use flasher are introduced by buick. in 1945, the buick - oldsmobile - pontiac assembly division is organized. it later becomes general motors assembly division ( gmad ) in 1965. in 1948, buick introduces the first torque converter - type automatic transmission, dynaflow, offered in u. s. passenger cars. in 1951, buick ' s lesabre and xp - 300, two custom - built super - streamlined concept cars, are introduced to test gm ' s new advances in styling and mechanical features. in 1952, power steering is offered by cadillac, oldsmobile and buick. in 1953, 12 - volt electrical systems, developed by delco remy division, are installed


, are introduced to test gm ' s new advances in styling and mechanical features. in 1952, power steering is offered by cadillac, oldsmobile and buick. in 1953, 12 - volt electrical systems, developed by delco remy division, are installed on cadillacs, oldsmobiles and buicks. the buick high compression v - 8 engine is introduced. power brakes are offered by buick and oldsmobile. in 1954, the industry ' s first four - door ' pillarless ' hardtop sedans are offered by buick and oldsmobile on 1955 models. the following year, cadillac offers the feature on the 1956 sedan de ville. in 1960, gm introduces three new smaller cars in the u. s. as 1961 models : the buick special, oldsmobile f - 85 and pontiac tempest. in 1961, buick introduces the first american v - 6 passenger car engine. in 1962, buick introduces the prestige, e - body based, riviera, as a 1963 model. in 1976, gm introduces its downsized chevrolet, pontiac, oldsmobile, buick and cadillac full - size and luxury cars in september. in 1979, gm introduces newly designed front - wheel - drive compact cars, the buick skylark, chevrolet citation, oldsmobile omega and pontiac phoenix x - body models. in 1982, buick motor division announces plans to consolidate its car assembly operations in flint with fisher body division ' s metal fabricating and body assembly facilities. the $ 200 million project is dubbed ' buick city '. in 1984, a new organizational structure for gm ' s north american passenger car operations is formed. two integrated car groups, chevrolet, pontiac, gm of canada ( c - p - c ) and buick, oldsmobile, cadillac ( b - o - c ), each have complete responsibility for their respective products, including engineering, manufacturing, assembly and marketing. in 1988, gm introduces its ' gm10 ' family of newly redesigned midsize cars - - the buick regal, oldsmobile cutlass supreme, and pontiac grand prix. in 1999, general motors ' new joint venture assembly plant in shanghai, china, begins production of buick regals for the chinese market. in 2001, shanghai gm, a joint venture between general motors and shanghai automotive industry corporation, launches the buick sail, the first modern family car built in china. in 2002, buick celebrates its one - hundredth anniversary.


eureka stockade is the common name given to the rebellion in 1854 by miners at the eureka goldfields of ballarat in victoria, australia. since 1851 the miners had been seeking changes to mining licensing and an end to its corrupt administration under the colonial authorities, as well as voting rights and representation. in august 1853 lieutenant governor c. j. la trobe was presented with a petition signed by over 5000 miners highlighting the hardships and injustices on the goldfields, including denials of due process of law. in october 1854 a drunken miner, james scobie, was beaten to death. james and catherine bentley, the owners of the eureka hotel, and some their staff were implicated but an inquest found that there was insufficient evidence to charge them. a judicial inquiry was later held, presided over by gold fields commissioner robert rede, police magistrate john dewes and assistant commissioner johnston. during an adjournment of the hearing james bentley went to magistrate dewes office, and when the hearing reconvened dewes and rede announced that the accused were to be discharged. a mob of miners rioted and burned down the eureka hotel, forcing the bentleys to flee for their lives. the miners continued their violence while the arsonists were on trial and there was at least one skirmish with troops sent to keep order, during which the regimental drummer boy was wounded. trials were held for both the death of scobie and the arson of the eureka hotel. on 20 november james bentley, william hance and thomas farrell ( both staff of the hotel ), were found guilty of manslaughter and sentenced to 3 years hard labour. on the same day 3 of the rioters ( andrew mcintyre, thomas fletcher and henry westerby ) were found guilty of riot and “ pulling down a dwelling house ” and sentenced to 3, 4 and 6 months respectively, which were considered to be quite lenient sentences. on 30 november a licence hunt at the “ gravel pits ” was met by a large number of defiant miners and a riot ensued, resulting in a number of injuries and arrests. on 1 or 2 december rebelling miners fortified about an acre of the eureka goldfield ( the ' stockade ' ), and prepared for armed resistance to licence hunts. early on the morning of 3 december 1854 government troops overwhelmed the stockade. during the battle 22 miners and 5 government troops were killed. although peter lalor and other leaders of the rebellion escaped arrest, approximately 100 of the men at the stockade were arrested. all but 13 of these


you are getting through the building as a system and now you need to know how the actual brains work. we ’ ve gotten through the tools you need, the safety equipment and common sense and how to prepare yourself. then we discussed the actual building as a system. now we ’ re moving on to the actual mechanical systems or what some people call the brains of the house. this would be the heating, cooling and water systems of your home. heating system types central - in a central system, air or water is heated in one area and then distributed throughout the system by a fan or pump which is typically controlled by one central thermostat. you check these systems for issues by taking a look at the main system ’ s records to see when it was last serviced. check the filters to make sure they are clean and installed properly. zone - in a zoned system each room or zone is a self contained system which typically has its own thermostat that controls that zone. you check these types of systems by looking at the baseboards for dust and for potential air leaks in the systems coming from the floor or wall near the baseboards. cooling system types space cooling - is cooling a home by planting trees to shade a home or installing overhangs in the proper way as to allow sun in yet block sun when it is not needed. window shades can also be used to block the sunlight and shade your home for thermal blocking. air conditioning is not always needed, but ducting is typically run through attics and non - conditioned spaces which get really hot. by making sure that ducts are sealed properly ( use of mastic instead of tape so that conditioned air is not leaking straight out into non - conditioned space ) you can save money ). another solution to space cooling is to condition an attic an properly air seal an attic and know where you want to create your thermal envelope. remember your house as a system - take another look at the diagram above and look at all of the paces that air can leak out! check all of the ducting to make sure that you can ’ t see daylight through the mastic. if you really want to try to use your incense here you can waft it into you ducts and see if you see any of the smoke coming out through holes ; if you see smoke coming out through holes in your ducts, then you can see where the ducts need to have more mastic applied, as that is where your conditioned air is leaking out. water system - hot water is needed to bath and


if you see smoke coming out through holes in your ducts, then you can see where the ducts need to have more mastic applied, as that is where your conditioned air is leaking out. water system - hot water is needed to bath and wash dishes and clothes. the temperature of your hot water heater should be set to 120 degrees fahrenheit. many people are looking to solar hot water heater systems as they can get up to 70 % of their water heated by the sun! this is a fantastic way to save money and see an immediate payback for a home energy improvement. when you are inspecting your hot water system you will want to check to make sure your first two feet of pipe are insulated. put your hand on the shell of your hot water heater ; if it feels warm, it needs a blanket - these can be purchased at big box stores. terms to know when looking at mechanical systems in your home : seer - seasonal energy efficiency ratio is the standard for air conditioning efficiency. it is the ratio of the cooling capacity to the power input. the higher the number the more cooling is achieved for each watt of electricity. hspf - heating season performance factor is the most important measure for heatpumps. heat pumps also have a seer for their air conditioning function. ef - energy factor is the measure for the overall efficiency of water heaters. it includes the pilot light and standby loss from a tank. standard gas hot water tanks have been about ef. 58 – or about 58 % efficient. high efficiency gas tanks above. 62 ef and electric tanks above. 93 ef qualify for utility rebates. tankless water heaters range from. 79 –. 86 ef, while some condensing boilers and water tanks reach above. 90 ef. gpm - gallons per minute is the water flow rate for faucet aerators and shower - heads. shower - heads are available that work well at 1. 6 gpm and aerators that work well at 0. 8 gpm. this is getting exciting, isn ’ t it?! you ’ re well on your way on getting through your own energy audit! next you will find out how to go through your own attic. why do we have attics anyways? if you have a friend who needs to get started on their own audit, too, send them to the very beginning, and get them started! it is never too late. if you ever have any questions, or want for


keep children healthy this winter season flu season is off to an earlier than usual start this year with large numbers of cases being reported around the country. the flu is not prevalent in unusually high numbers in montezuma county, but it ' s early in the season and the flu vaccine is still available and highly recommended. it takes the vaccine about two weeks to take effect, so the sooner you get the vaccine, the better, if you ' ve not already done so. the flu can be especially dangerous for small children, and cortez pediatrician anne christian, md, has tips for parents and caregivers of kids to help prevent the spread of the flu and keep the little ones healthy in general throughout the winter months. " i ' m not seeing huge numbers of flu cases yet this year but i have had to hospitalize two children for the illness, " said christian. if you ' ve not yet had your children vaccinated for the flu, it ' s not too late. " in our clinics we have preservative - free vaccines that contain no mercury and are safe for any child over the age of six months, " said christian. she recommends that everyone in households with young children - especially those under six months old - get vaccinated. " this provides protection for the very young infants who can ' t get the vaccine, " said christian. if a child ( or an adult ) begins to have flu - like symptoms they should see their healthcare provider as quickly as possible. " tamiflu is an antiviral medication that blunts the severity of the symptoms and shortens the duration of the flu, but it needs to be given within 48 hours of exposure to the virus, " said christian. tamiflu is safe for children one year and older. another illness common in the winter months is respiratory syncytial virus ( rsv ). it typically causes mild cold - like symptoms in adults and healthy children, but it can be quite dangerous for babies and children with compromised immune systems or chronic illnesses such as asthma. because it is a virus ( like the flu and the common cold ), antibiotics are not used in treating rsv. most cases resolve without treatment but serious cases may require hospitalization for the administration of oxygen and iv fluids. " i ' m seeing a high number of respiratory illnesses and quite a few cases of viruses that are causing vomiting and diarrhea, " said christian, noting that sometimes rsv and other respiratory illnesses have a gastrointestinal component. there are many common -


m seeing a high number of respiratory illnesses and quite a few cases of viruses that are causing vomiting and diarrhea, " said christian, noting that sometimes rsv and other respiratory illnesses have a gastrointestinal component. there are many common - sense measures that parents can take to keep children - and the whole family - healthy during the winter months when viruses tend to peak. " frequent hand washing is a very important preventive measure that everyone can take, " said christian. thirty to sixty seconds of hand washing with warm, soapy water followed by thorough drying can go a long way toward preventing the spread of many infections. " i recommend that parents wash their hands frequently, especially when caring for sick children, before preparing food, and after diaper changes, " said christian. parents should teach their children the importance of frequent and thorough hand washing as well. when soap and water are not available, use an alcohol - based hand sanitizer. keeping children home from school and day care when they are sick is the responsible thing to do to keep illnesses from spreading to other children, teachers, and caregivers. anyone who has had the flu should stay at home for 24 hours after their temperature has returned to normal without the use of fever - reducing medications. " reschedule play dates if your child is sick or another child is showing symptoms of illness, " said christian. to the greatest degree possible, don ' t take small babies to public places and keep all children away from family members and friends who are ill. " even a sneeze by someone nearby can make a child sick, " said christian. " the checkout line at walmart is probably not the healthiest place to be during cold and flu season. " when you need to sneeze or cough cover your nose and mouth with several tissues or sneeze or cough into the crook of your arm rather than into bare hands. everyone, but especially children, should get plenty of rest during the winter months to help ward off illnesses. christian also recommends vitamin supplements, specifically a, c, and d, along with eating dark berries for their antioxidant benefits. " parents should talk to their children ' s doctor about the possibility of probiotic supplements as well, " said christian. keeping children away from second - hand cigarette smoke is essential to keeping them healthy year - round, and even more so in the winter months. also, making sure that kids stay well - hydrated is important. " hydration helps stabilize the temperature and keep the metabolism working well


- hand cigarette smoke is essential to keeping them healthy year - round, and even more so in the winter months. also, making sure that kids stay well - hydrated is important. " hydration helps stabilize the temperature and keep the metabolism working well, " said christian. be certain that children are appropriately dressed when they go outside to play and when temperatures are extremely low, outdoor time should be both monitored and limited. keeping children warm is important, but don ' t load them up with too many layers of clothing. overdressing, especially in babies under a year of age, is associated with sids ( sudden infant death syndrome ), according to christian. preventing the spread of colds, the flu, and other wintertime illnesses is everyone ' s responsibility. " do your part to stay healthy and keep others from getting sick, " said christian. " i love caring for children in my office, but i ' d much rather be seeing them for their well - child checkups than treating them for illnesses that could have been prevented. " southwest health notes is a public service feature provided by southwest memorial hospital in cortez, colorado. the information provided herein is not intended as patient - specific medical advice or as a substitute for consultation with your personal healthcare provider.


educational service delivery this chapter reviews the educational service delivery system of venus independent school district ( visd ) in the following sections : - student performance - instructional resources - gifted and talented education - compensatory education - special education - bilingual / english as a second language education - career and technology education - library / media services - student discipline and alternative education programs - computer technology j. computer technology the texas legislature has long recognized technology ’ s importance in education and administrative support. in 1987, the legislature directed the state board of education to develop a long - range plan for technology. this plan called for the establishment of a statewide electronic transfer system ( tenet ), expansion of integrated telecommunications systems ( t - star ) and a center for research in educational technology ( tcet ). subsequent legislation has created funding to help districts meet the state goals for technology. the technology allotment provides approximately $ 30 per student per year in state funding for technology. house bill 2128 of the 1993 legislature created the telecommunications infrastructure fund ( tif ). this fund derives revenues from the telecommunications utilities account and the commercial mobile service providers account to provide $ 150 million in grant funds each year for 10 years to public education, higher education and telemedicine centers for computer infrastructure, distance learning and training. another grant fund that is available to public school districts is the technology integration in education ( tie ) grant, which provides funding for teaching and learning, educator preparation, administration and support and technology infrastructure. this state - level focus on technology in education has allowed some of even the smallest school districts to develop state - of - the - art computer networks and computer labs. visd, its four peer districts, 32 other districts and seven colleges worked with region 11 in a cooperative effort to receive a tie grant to establish a distance learning program through the region 11 telecommunications network ( retn ). the retn allows visd students to take advanced math, science and foreign language courses. in addition, the retn allows students to take dual - enrollment courses. to date, 34 students have completed dual enrollment courses and received college credit prior to graduating from high school. the telecommunications act of 1996 includes provisions for schools to receive special rates for telecommunications services. visd qualifies for an 80 per cent discount on basic phone service, data circuits and internet service. visd has a technology coordinator who oversees the district ’ s technology program and the campus technology coordinators. as a former language teacher, the technology coordinator understands the classroom needs of the teachers and works with them to solve


, data circuits and internet service. visd has a technology coordinator who oversees the district ’ s technology program and the campus technology coordinators. as a former language teacher, the technology coordinator understands the classroom needs of the teachers and works with them to solve their problems. the technology coordinators at the schools are teachers, aides or other members of the school staff. they receive a stipend for work as technology coordinators at their individual schools. the backgrounds and interests of the visd technology coordinator and the technology coordinators at the individual schools enable the technology staff to understand and concentrate on fulfilling the needs of the students and teachers. the visd technology committee members come from administration, the classroom, library, the district staff and the community. to ensure that the visd technology plan they developed was complete, they reviewed the texas state long - range plan for technology ; the state board of educator certification : technology applications standards for all teachers ; and the texas essential knowledge and skills. the school board approved the plan on february 20, 2003. technology programs progress through the following phases : needs assessment, design and maintenance. the needs assessment phase determines the feasibility, value and the expected outcome of a potential program. the design phase consists of preparing plans and the acquisition costs and maintenance cost of the potential program. the maintenance phase involves the continued support and evaluation of the effectiveness of the program. all evaluations are tied to outcomes contained in the needs assessment. the visd is connected to the internet by a t - 1 data line capable of transmitting 1. 5 million bits of digital electronic data every second, which is 24 times as much data as a typical telephone line. region 11 provides this line and it is connected at venus high school. the middle school is connected to the high school by a fiber optical cable. the primary school, elementary school and the district offices are connected to the high school through a wireless communications link. to protect the district from computer viruses, the technology department has anti - virus software on all computers and servers. in addition, all e - mail coming into the district must pass through region 11 where it is scanned for viruses. the region strips the e - mail of any virus and passes the message on to the district. each school has a secure computer server located on site for storing data that is backed - up daily onto a tape. in addition, a weekly backup is made the last workday of the week. an annual backup is made at the end of the last school day for the year. all backup tapes are stored off site to ensure


backed - up daily onto a tape. in addition, a weekly backup is made the last workday of the week. an annual backup is made at the end of the last school day for the year. all backup tapes are stored off site to ensure their safety. in 1998, visd had only a few mac computers for use in the special education department. in 2003, the district has 11 computer labs with 226 computers, 32 computers in the libraries and 426 computers in classrooms. with an enrollment of 1, 871 students, the district has an average of 4. 3 students per classroom computer, which is close to tea ’ s school technology and readiness ( star ) recommended ratio of 4 or less students per computer and only slightly higher than the state average of 4. 1 students per computer. visd evaluated the current status of technology within the district by using tea ’ s texas school technology and readiness ( star ) program developed by the state educational technology advisory committee. the star program helps determine a district ’ s progress toward achieving the goals outlined in the four key areas of the texas long - range plan for technology. exhibit 2 - 30 provides the results of the visd self - evaluation and shows how visd compares with region 11 and state averages. visd technology progress scores and comparison with region 11 and state averages long range plan for technology key areas teaching and learning educator preparation and development administration and support services infrastructure for technology visd * 8 7 11 8 region 11 average score * * 12 12 12 12 state average score * 12 12 11 12 maximum possible score * * 24 24 20 20 * source : visd technology plan, 2003, and texas star chart, 2002. * * source : tea texas star chart region 11 summary. visd allows teachers and staff to improve their technology skills. additionally, the district consistently upgrades internet connectivity and expands the availability of computers for student use. the results of star self - evaluation show that visd ranks highest in the administration and support services areas. this is due to the district ’ s internet connectivity and speed, as well as the district ’ s local area network / wide area network. these two items allow visd to reach higher levels of technology and attain the goals of the texas long range plan for technology. future applications for state - funded technology grants will request a completed campus or district texas star chart profile to be filed with the application as an indicator of current status and progress. visd has used a variety of funding sources to buy computers and associated training for the teachers, administrators and staff. the district applied


a completed campus or district texas star chart profile to be filed with the application as an indicator of current status and progress. visd has used a variety of funding sources to buy computers and associated training for the teachers, administrators and staff. the district applied for and received a number of grants from the tif program. exhibit 2 - 31 shows the amounts of the tif grants received by visd and the peer districts. amount of tif grants received visd and peer districts 1996 - 97 through 2000 - 01 district number of tif grants received total amount received dublin 5 $ 326, 013 godley 5 $ 316, 040 grandview 4 $ 690, 000 rio vista 4 $ 757, 003 venus 5 $ 401, 889 peer average 4. 5 $ 522, 264 source : http : / / www. whattifhasdone. org. these grants enabled visd to move from below the state average of students per computer to almost equal to the state average in just five years. the funds have been used to pay for online technology training for all middle and high school teachers. the district added its own funds to extend this online technology training to all primary and elementary school teachers. this online training called, “ learn at gateway ” provides intensive instruction in many different software applications. employees are required by the district to meet minimum program training requirements in microsoft word and microsoft powerpoint. however, employees may continue to take additional courses until the end of the program. this program, which began in august 2002 and is available through august 2003, provides teachers the opportunity to receive instruction, demonstrations and critiques in a self - paced format that can be completed at their convenience. this flexibility allows the training to be completed at a time convenient to the employee rather than having to conform to a rigid formal training schedule. visd initiatives provide all teachers and staff members the opportunity to improve their technology skills, upgrade the district ’ s internet connectivity and buy computers for student use to achieve key focus areas in the texas star program. the visd has implemented several innovative programs to improve the use of technology in the classroom. the elementary school campus technology coordinator was one of two teachers from the visd selected to participate in the “ teach to the future ” program sponsored by intel corporation. after receiving complimentary training and equipment at intel corporate facilities, these teachers are training 20 visd teachers per year for the next two years. to make this training more effective, an experienced teacher who understands teks and curriculum is teamed with one of the newer teachers who usually


training and equipment at intel corporate facilities, these teachers are training 20 visd teachers per year for the next two years. to make this training more effective, an experienced teacher who understands teks and curriculum is teamed with one of the newer teachers who usually have a broader range of computer skills. this teaming concept facilitates the cross - transfer of experience between the two individual teachers and enhances the learning experience for both. this effort works toward two of the visd technology plan goals : goal two “ continued staff development for integrating technology into existing curriculum ” and goal three “ meeting the needs of professional staff development for integrating of the emerging taks. ” the middle school technology coordinator has reconfigured old computers that were no longer being used to provide resources for a new science class computer lab. refurbishing the older computers enabled the students to use the cds that came with the new science books. this reuses excess equipment and allows full use of the new science texts to enhance science learning. this effort works toward the eventual satisfaction of goal one : “ increase the student per computer ratio in the classroom from 20 students per computer to four students per internet - connected computer ” and goal four in the visd technology plan : “ provide all students with proper instruction and access availability in advanced technologies and usage. ” the high school multi - media class uses its computer technology to prepare a videotape every morning that contains all of the announcements and notices for the day. this announcement is played over the school tv system so that every student sees and hears the announcement simultaneously. this use of computer technology enhances the learning experience by giving the students a real world application as opposed to a more traditional classroom exercise. this application works toward the eventual satisfaction of goal four : “ provide all students with proper instruction and access availability in advanced technologies and usage. ” the distance - learning lab at the high school allows the students to take dual credit courses. this provides students an opportunity to experience the collegiate environment and earn college credits prior to graduating from high school. of the 34 students who have taken dual - credit courses, 31 students have continued their studies in college. this application works toward the eventual satisfaction of goal four : “ provide all students with proper instruction and access availability in advanced technologies and usage ” and goal six : “ continued support and upgrade of the existing wide area network to provide enhanced performance, reliability and scalability. ” by providing continued professional development for the faculty and innovative learning opportunities for the students, the visd classroom and technology staffs are working to achieve the goals stated in


media contact : jennifer martin, ( 202 ) 720 - 8188 march 30, 2009 with the current economic climate, it ’ s increasingly important to understand the relationship between food cost and nutrition. there has been a longstanding debate whether foods packed with calories, but low in nutritional value, are more accessible and affordable than foods that cost more but are more nutritious — especially for low - income individuals and families. a group of scientists in california and washington decided to add evidence to the debate. researchers at the university of california – davis and the university of washington tested their hypothesis that lower - cost diets among low - income women would be higher in calories but lower in nutrients. their tests concluded that the more energy - dense ( high - calorie ) the diet, the less nutritious it is likely to be. additionally, low - income women who ate more nutritious diets spent more money per calorie than those who ate less nutritious diets. the study recruited low - income women from four counties in california. participants completed a food - frequency questionnaire that assessed consumption of 152 food and beverage items over the previous three months. the data was used to estimate intakes of energy, fats, dietary fiber, added sugars and vitamins and minerals. energy density was calculated as kilocalories ( kcal ) per unit weight of edible food, and costs were estimated from local food prices. specifically, the survey showed the women reported a mean energy intake of 2, 061 kcal per day and a mean dietary energy density of 0. 94 kcal per gram. the consumption of a higher energy - dense diet was associated with higher intakes of fat and lower intakes of calcium and vitamin a. mean daily diet costs were $ 6. 11 per day, or $ 6. 06 for every 2, 000 calories. as cost increased, dietary energy density ( calories ), total energy, fat and sugar intakes decreased while vitamin a intake ( nutrition ) increased. ” results of this project point out the need for nutrition guidance materials for low - income audiences. these new materials must include strategies for improving the quality of diets without increasing costs, ” said etta saltos, csrees national program leader for human nutrition. “ usda ’ s expanded food and nutrition education program ( efnep ), which teaches food budgeting skills, is an excellent example. ” usda ’ s cooperative state research, education, and extension service ( csrees )


this time we ’ ll take up the so - called “ comma splice, ” one of the most common errors in student writing. it is one form of the “ run - on sentence, ” but unlike a “ fused ” sentence, which runs together two independent clauses ( i. e., complete sentences ) — e. g., " the league of nations was the centerpiece of president wilson ’ s fourteen points the u. s. failure to ratify it devastated him " — the comma splice entails a comma between the two clauses, whereas what is required is a period or a semi - colon, that is, a full stop rather than just a pause. here ’ s an example : julius caesar crossed the rubicon river in 49 bc, with this decision he launched rome into a civil war. both clauses are independent and thus cannot be separated by a simple comma. because, however, the two statements are closely related, it is tempting to signal merely a pause between them ( using a comma ) rather than a complete stop ( signaled by the period ). to eliminate the error of a comma splice, but avoid the sharp halt broadcast by the period, you can employ one of two solutions : either place a semi - colon between the two statements ( julius caesar crossed the rubicon river in 49 bc ; with this decision he launched rome into a civil war. ) ; or add a coordinating conjunction between them ( julius caesar crossed the rubicon river in 49 bc, and with this decision he launched rome into a civil war. ) there are seven coordinating conjunctions, small words that allow you to use a comma between otherwise independent clauses. they are easy to remember with this acronym as a mnemonic device : fanboys ( or, alternatively, boyfans ) : for, and, nor, but, or, yet, so. notice that “ however ” is not in the list. proper use of this conjunctive adverb torments many students, so look for some illumination on that topic in a future column.


how to safely cut a log using a log splitter log splitter safety tips from cub cadet. learn how to safely use a log splitter to maintain your lawn. splitting wood in your backyard or a large wooded area can seem like an intimidating task. however, using a log splitter allows you to cut down on the time and energy it would take to create firewood or clear a space. cub cadet believes that safety is the number one priority when using a log splitter or any other large lawn maintenance equipment. as you use your cub cadet machine, keep these log splitter safety tips in mind. before splitting wood : get familiar with the equipment. look over the log splitter control panel to get a feel for the location of important levers or buttons. gather safety equipment. when using a cub cadet log splitter, always use safety gloves and goggles. make sure the logs are cut with square ends prior to splitting wood. when loading logs into a log splitter : always place your hands on the sides on the log, not on the ends, before placing the wood inside the log splitter. never use your foot to help stabilize a log. please note : failure to follow these log splitter safety tips may result in crushed or amputated fingers, toes, hands or feet. using a log splitter : use only your hands to operate the log splitter controls. never attempt to split more than one log at a time when using a log splitter. if the ram has been fully extended and a second log is needed to the complete the separation of the first log, two logs can be placed in the log splitter. when splitting wood that is not cut squarely, place the longest portion of the log inside the splitter ( facing towards the beam and wedge ) with the square side placed at the end plate. when splitting wood in the vertical position : stabilize the log before moving the log splitter control. place log on the end plate and turn until it is stable against the beam. stabilize with wood chips or split wood between the log and end plate or ground when splitting large or extra - large or uneven logs in the log splitter. always keep fingers away from any cracks that open in the log while splitting wood. failure to follow the log splitting safety tip can result in pinched or amputated fingers.


a new law on territorial planning came into force on 1 september 2010. 5. 3. 5 architecture and spatial planning after three years of consultations with eu experts, the ministry of public works and transportation submitted a draft law on territorial planning that was passed by the parliament on 23 april 2009 ( law no. 10119 ). the new law came into force in full only on 1 september 1 2010, with the abolishment of law no. 8405 of 1998 on urban planning. the newly formed national territorial planning agency ( ntpa ) is now in charge of drafting policies and rules for better administration of the territory and the renamed national territory council ( ntc ) will be the decision - making body responsible for enacting the national planning instruments, in line with the stipulations contained in this law. it is not clear yet whether the full implementation of the new law will improve the planning situation. territory councils, whether the national one chaired by the prime minister, or the local ones chaired by respective city mayors, have been regarded by the general public as highly politicised and corrupt institutions. in 20 years of political transition following the collapse of communism in 1990, construction has constantly been the fastest growing industry and the most lucrative business in albania. the lack of urban and spatial planning has contributed to what is considered now an " urban massacre " especially in tirana, the adriatic and ionian coastline, as well as other major cities. many experts say the damage is irreversible, due to extremely high costs of any restoration attempts.


london - a weak response to climate change could be catastrophic for international health, leading doctors said in two british medical journals wednesday. experts have previously warned that global warming could mean a spike in diseases including malaria and dengue fever, and that higher temperatures would result in food shortages, sanitation problems and extreme weather events like hurricanes and floods. in a letter jointly published in the lancet and bmj, presidents from 18 medical organizations worldwide called on doctors to pressure politicians meeting in copenhagen in december to take decisive action on global warming. " there is a real danger that politicians will be indecisive, " wrote the doctors, who included the presidents of the american college of physicians, hong kong ' s academy of medicine and britain ' s royal college of physicians. " we call on doctors to demand that their politicians listen to the clear facts that have been identified in relation to climate change and act now. " in an accompanying editorial, lord michael jay of the medical charity merlin and michael marmot of university college london wrote that " a successful outcome at copenhagen is vital for our future as a species and for our civilization. " in december, the united nations will host a conference to draw up a new climate change treaty to replace the kyoto protocol. getting all 193 member countries to agree could be tricky, as officials reported in august that only " selective progress " has been made on getting consensus on the 200 - page draft treaty. on the net :


like the parts of a machine, the joints in your body can break down when used too much or improperly. repetitive motions such as throwing a ball with the same arm, or performing the same task with your hands for extended periods can cause the joint to wear down. when joints wear down or move out of place, they can rub against bone and create friction. this can lead to conditions such as bursitis ( ber - sigh - tus ) and joint inflammation. ligaments may also become stretched, especially if you ' re using a joint that ' s been partially dislocated, and cause pain and a clicking sound when you move the joint. overuse of joints can also put unnatural pressure on nerves and cause pinched nerves and carpal tunnel syndrome. a chiropractor can help you successfully treat overuse injuries, which, when caught early, may only need rest and immobilization with a brace. overuse injuries may also be treated with chiropractic adjustments to the joint, especially if overuse has caused a partial dislocation. it ' s important that overuse injuries are treated early, because they can lead to serious nerve damage, joint damage, and even disabilities. in some cases, you may need surgery to repair your overuse injury, such as stretched ligaments, chronic bursitis, pinched nerves, and carpal tunnel syndrome.


points / point person in his new book, who ’ s afraid of post - blackness?, social commentator toure explores the question of what it means to be black in america in the aftermath of the civil rights movement of the 1960s. toure recently shared his observations about post - blackness and the nuances of growing up without many of the traditional constraints of earlier generations. so what is post - blackness? i ’ m talking about a concept of being rooted in, but not constrained by, blackness. so if you are black and come from the black community, there is an air about black traditions. but that doesn ’ t constrain who we are. you have the freedom to do anything you want, especially those things that are not considered normative blackness. there is no reason you can ’ t do yoga or eat sushi or be a republican. a key example of how this works i mention in the book. i went skydiving, and on my way there i ’ m told my people don ’ t do that. the one thing that i got from parachuting down was this sense that there must be a god and what a small part of the world i am. if i had not done that, i would have missed out on an opportunity to grow as a human being. you make a distinction between post - racial and post - blackness. what do you mean? post - blackness is about a freedom to view in all complexity what it means to be black. post - racial is a very weird, amorphous, undefined term that generally when i hear it, i find that people mean a time when race doesn ’ t matter or racism doesn ’ t exist. none of those things are true. i hear white people using it seriously and black people using it ironically, but we certainly know that there is not a post - racial america. it ’ s a ridiculous concept. what has happened is that we had a ’ 60s period of active battle for de facto and de jure rights and equality. when you get to the ’ 70s, most of those battles are completed. for those of us who arrived in the ’ 80s into the schools and job force, we are dealing with a period where there are not legal constraints holding us back from what we want to do and there is affirmative action pushing some of us forward. now there are so many black people who are doing things that previously were considered outlying behavior that it is absurd to call it outlier. the fact that my generation comes up not having to fight in the way


is affirmative action pushing some of us forward. now there are so many black people who are doing things that previously were considered outlying behavior that it is absurd to call it outlier. the fact that my generation comes up not having to fight in the way our parents did really changes black america ’ s relationship with the rest of america. how does barack obama fit into the notion of post - blackness? he fits in the redefining of what it means to be black in the collective many minds. a lot of white people had to change their definition of black people to include barack obama because he was so different from their perception of anyone they ’ d seen on the national stage. he definitely signals that something has changed within america. why do you see comic dave chappelle as an important contributor to post - blackness? what chappelle did is the clearest example of the post - black ethos that has existed on television to this point. i use the example of grey ’ s anatomy as an example of a show that works with post - racialism — black, brown, asian and white characters whose races are never a consequence. you could jumble them up and the storylines, and the characters would do exactly the same things. on chappelle ’ s show, you saw the complexity of being black now and the shaking off of the burden of representation. he is showing us blackness — and whiteness — in its full modern complexity. does post - blackness diminish the accomplishments of civil rights leaders who by necessity defined their mission in racial self - awareness and a sense of community? it doesn ’ t diminish it at all. it kind of takes what they did and stands on their shoulders. it takes their victories and puts them into action — the new freedoms that allow a different interaction with america. i look at the civil rights generation as black america ’ s greatest generation. why do you say the “ keeping it real ” attitude is limiting and not truly authentic? a lot of time, we ’ re really talking about keeping it “ street. ” it is not really about authenticity, which is personal and shifting. people will say “ you ’ re not keeping it real ” because you are not hoodish. well, i ’ m not from that. i ’ m not pretending to be from that. “ keeping it real ” has just become this way of imposing personality and expectations on people, and it is just not helpful. what is the next step in post - blackness? the breadth and complexity in the community now is such that the


we easily understand how beating a child may damage the developing brain, but what about the all - too - common psychological abuse of children? because the abuse was not physical, these children may be told, as adults, that they should just “ get over it. ” but as developmental neuropsychiatrist martin h. teicher reveals, scientists are discovering some startling connections between abuse of all kinds and both permanent debilitating changes in the brain and psychiatric problems ranging from panic attacks to posttraumatic stress disorder. in these surprising physical consequences of psychological trauma, teicher sees not only a wake - up call for our society but hope for new treatments. we know that the abuse or neglect of children is tragically common in america today. nor are most of us surprised when studies point to a strong link between the physical, sexual, or psychological maltreatment of children and the development of psychiatric problems. to explain how such problems come about, many mental health professionals resort to personality theories or metaphors. perhaps the child ’ s adaptive or protective mechanisms have become counterproductive or self - defeating in the adult. perhaps childhood abuse has arrested psychosocial development, leaving a “ wounded child ” within the adult. although such explanations may offer gen uine insight and may support patients in therapy, too often they instead minimize the impact of early abuse. they make it easy to reproach the victims, to say, in so many words, “ get over it. ” research on the effects of early maltreatment, including the work of my colleagues and myself at mclean hospital in belmont, massachusetts, appears to tell a different story : that early maltreatment, even exclusively psychological abuse, has enduring negative effects on brain develop ment. we see speciﬁc kinds of brain abnor malities in psychiatric patients who were abused as children. we are also beginning to understand how these abnormalities may account directly for the personality traits and other symptoms that patients manifest. with the etiology of hysteria ( 1896 ), sigmund freud ﬁrst introduced the topic of childhood sexual abuse in a scientiﬁc context. he was convinced that, as children, many of his patients had been sexually abused by their parents, older siblings, or other relatives. furthermore, he claimed, based on his new analytical method, that their hysterical and neurotic symptoms could be traced directly to repressed memories of that early abuse. this hypothesis marked the birth of psychoanalysis. freud later retreated from this theory, though, refusing to


claimed, based on his new analytical method, that their hysterical and neurotic symptoms could be traced directly to repressed memories of that early abuse. this hypothesis marked the birth of psychoanalysis. freud later retreated from this theory, though, refusing to believe that childhood abuse could be as prevalent as he had initially claimed. he evolved the more complex theory that “ memories ” of early sexual abuse were merely repressed childhood fantasies. this theory has so swayed psychiatry for almost a century that it has largely blinded us to the frequency of real abuse in psychiatric patients ’ childhoods and to the role of abuse in psychopathology. episodes of serious neglect and physical abuse are featured regularly in the news, constantly reminding us of the horrifying cruelty adults inﬂict on children. physical abuse of children by their parents remained a hidden problem until 1962, when c. henry kempe published the battered child syndrome, and an avalanche of publicity led to the enactment of child abuse reporting laws. during the 1970s, case reports of sexual abuse and incest appeared with increasing frequency in medical literature. by the 1980s, scientiﬁcally valid studies of the incidence and consequences of childhood sexual abuse were being published. today, episodes of serious neglect and physical abuse are featured regularly in the news, constantly reminding us of the horrifying cruelty adults inﬂict on children. in separate surveys in san francisco, los angeles, and canada, and of college students in new england and texas, the percentage of women reporting sexual abuse during childhood ranged from 19 to 45. the medical literature is replete with research on this problem ; clinicians, super - sensitized to it, increasingly suggest that childhood abuse lies behind a patient ’ s problem, even in the absence of direct evidence. despite occasional hysteria and misuse of the diagnosis, however, the problem is all too real. it is our hope that as we identify the speciﬁc physiological pathways by which abusive experiences alter brain development, our society will take more seriously the challenge of uprooting the violence against the children in our midst. a harvest of psychiatric disorders physical, sexual, and psychological trauma in childhood may lead to psychiatric difﬁculties that show up in childhood, adolescence, or adulthood. the victim ’ s anger, shame, and despair can be directed inward to spawn symptoms such as depression, anxiety, suicidal ideation, and post - traumatic stress, or directed outward as aggression, impulsiveness, delinquency, hyperactivity, and substance abuse. 1 childhood


and despair can be directed inward to spawn symptoms such as depression, anxiety, suicidal ideation, and post - traumatic stress, or directed outward as aggression, impulsiveness, delinquency, hyperactivity, and substance abuse. 1 childhood trauma may fuel a range of persistent psychiatric disorders. one is somatoform disorder ( also known as psychosomatic disorder ), in which patients experience physical complaints with no discernible medical cause. another is panic disorder with agoraphobia, in which patients experience the sudden, acute onset of terror and may narrow their range of activities to avoid being outside, especially in public, in case they have an attack. initially identiﬁed in combat veterans, ptsd seems to result as well from natural disasters, child abuse, and other devastating experiences. people with ptsd keep re - experiencing the traumatic event in waking life or in dreams, and they actively avoid situations that might bring back memories of the trauma. more complex, difﬁcult - to - treat disorders strongly associated with childhood abuse are borderline personality disorder2 and dissociative identity disorder3 someone with borderline personality disorder characteristically sees others in black - and - white terms, ﬁrst putting them on a pedestal, then vilifying them after some perceived slight or betrayal. such people have a history of intense but unstable relationships, feel empty or unsure of their identity, often try to escape through substance abuse, and experience self - destructive impulses and suicidal thoughts. they are plagued by anger, most often directed at themselves. in dissociative identity disorder, formerly called multiple personality disorder ( the phenomenon behind robert louis stevenson ’ s “ dr. jekyll and mr. hyde ” ), at least two seemingly separate people occupy the same body at different times, each with no knowledge of the other. this can be seen as a more severe form of borderline personality disorder. in borderline personality disorder, there is one dramatically changeable personality with an intact memory, as opposed to several distinct personalities, each with an incomplete memory. people with dissociative identity disorder have two or more ( on average, eight to ﬁfteen ) personalities or personality fragments that control their behavior at different times. often there is a passive, depressed primary identity who cannot remember personal history as fully as can the other more hostile, protective, or controlling identities. post - traumatic stress disorder ( ptsd ) afﬂicts some people who have undergone a traumatic event involving serious injury or a threat to life


identity who cannot remember personal history as fully as can the other more hostile, protective, or controlling identities. post - traumatic stress disorder ( ptsd ) afﬂicts some people who have undergone a traumatic event involving serious injury or a threat to life or limb. initially identiﬁed in combat veterans, ptsd seems to result as well from natural disasters, child abuse, and other devastating experiences. people with ptsd keep re - experiencing the traumatic event in waking life or in dreams, and they actively avoid situations that might bring back memories of the trauma. they may also suffer a general numbing of their responsiveness, show diminished interest in signiﬁcant activities, restrict the range of their emotions, or have feelings of detachment or estrangement from others. finally, they may also experience increased arousal ( such as difﬁculty falling or staying asleep ), irritability or outbursts of anger, difﬁculty concentrating, hyper vigilance, and an exaggerated startle response. abuse and the developing human brain for a century or more, scientists have hotly contested the relative importance of experience versus genetic endowment in the development of the brain and behavior. we know now that our genes provide the foundation and overall structure of our brain, but that its myriad connections are sculpted and molded by experience. based on animal studies, scientists have long believed that early deprivation or abuse may result in neurobiological abnormalities, but until recently there has been little evidence for this in humans. observing parallel outcomes in animals and people has bolstered our belief that trauma causes brain damage, not the other way around. then, in 1983, a. h. green and his colleagues suggested that many abused children evidenced neurological damage, even without an apparent or reported head injury. interestingly, although minor neurological disturbances and mild brain - wave abnormalities were more common in children who had been abused than in those who had not, green and his colleagues did not believe that the abuse had caused them. instead, they saw these neurological disturbances as a possible additional source of trauma, amplifying the damaging impact of an abusive environment. in 1979, r. k. davies reported that in a sample of 22 patients involved as a child or as the younger member in an incestuous relationship, 77 percent had abnormal brain waves and 36 percent had seizures. in davies ’ s interpretation, however, these children were more vulnerable to being sexually abused by family members because of their neurological handicap. my hypothesis is that the trauma of abuse induces a cascade


77 percent had abnormal brain waves and 36 percent had seizures. in davies ’ s interpretation, however, these children were more vulnerable to being sexually abused by family members because of their neurological handicap. my hypothesis is that the trauma of abuse induces a cascade of effects, including changes in hormones and neurotransmitters that mediate development of vulnerable brain regions. testing this hypothesis in humans is difﬁcult because abuse is not always a random act. if we observe an association between a history of abuse and the presence of a physical abnormality, the abuse may have caused that abnormality. but it is also possible that the abnormality occurred ﬁrst and elevated the likelihood of abuse, or that the abnormality ran in the family and led to more frequent abusive behavior by family members or other relatives. to try to sort out these competing hypotheses, we conducted studies of analogous early stress in animals, where the potentially confusing elements can be carefully controlled. observing parallel outcomes in animals and people has bolstered our belief that trauma causes brain damage, not the other way around. a constellation of abnormalities our research ( and that of other scientists ) delineates a constellation of brain abnormalities associated with childhood abuse. there are four major components : limbic irritability, manifested by markedly increased prevalence of symptoms suggestive of temporal lobe epilepsy ( tle ) and by an increased incidence of clinically signiﬁcant eeg ( brain wave ) abnormalities. deﬁcient development and differentiation of the left hemisphere, manifested throughout the cerebral cortex and the hippocampus, which is involved in memory retrieval. deﬁcient left - right hemisphere integration, indicated by marked shifts in hemispheric activity during memory recall and by underdevelopment of the middle portions of the corpus callosum, the primary pathway connecting the two hemispheres. abnormal activity in the cerebellar vermis ( the middle strip between the two hemispheres of the brain ), which appears to play an important role in emotional and attentional balance and regulates electrical activity within the limbic system. let us look brieﬂy at the main evidence for each of these abnormalities. people with temporal lobe epilepsy ( tle ) —. 25 percent to. 5 percent of the u. s. population — have seizures in the temporal or limbic areas of the brain. because these areas constitute a sizable, varied part of the brain, tle has a veritable catalog of possible symptoms, including sensory changes such


of the u. s. population — have seizures in the temporal or limbic areas of the brain. because these areas constitute a sizable, varied part of the brain, tle has a veritable catalog of possible symptoms, including sensory changes such as headache, tingling, numbness, dizziness, or vertigo ; motor symptoms such as staring or twitching ; or autonomic symptoms such as ﬂushing, shortness of breath, nausea, or the stomach sensation of being in an elevator. tle can cause hallucinations or illusions in any sense modality. common visual illusions are of patterns, geometric shapes, ﬂashing lights, or “ alice - in - wonderlandlike ” distortions of the sizes or shapes of objects. other common hallucinations are of a ringing or buzzing sound or repetitive voice, a metallic or foul taste, an unpleasant odor, or the sensation of something crawling on or under the skin. feelings of deja vu ( the unfamiliar feels familiar ) or jamais vu ( the familiar feels unfamiliar ) are common, as is the sense of being watched or of mind - body dissociation — the feeling that one is watching one ’ s own actions as a detached observer. emotional manifestations of temporal lobe seizures usually occur suddenly, without apparent cause, and cease as abruptly as they began ; they include sadness, embarrassment, anger, explosive laughter ( usually without feeling happy ), serenity, and, quite often, fear. 4 emotional manifestations of temporal lobe seizures usually occur suddenly, without apparent cause, and cease as abruptly as they began ; they include sadness, embarrassment, anger, explosive laughter ( usually without feeling happy ), serenity, and, quite often, fear. tle is difﬁcult to diagnose because its symptoms can mimic those of other psychiatric and nonpsychiatric illnesses. the characteristic electrical discharge of tle can be observed only in an electroencephalogram ( eeg ) during a seizure that is close enough to the brain ’ s surface to be picked up by scalp electrodes. without this objective eeg data, a diagnosis must be based on the frequency and severity of symptoms and the ruling out of other likely causes of those symptoms. to explore the relationship between early abuse and dysfunction of the temporolimbic system, we devised the limbic system checklist - 33 ( lscl - 33 ), which calibrates the frequency with which patients experience symptoms of temporolimbic seizures. 5 we studied 253 adults who came to an outpatient mental health


, we devised the limbic system checklist - 33 ( lscl - 33 ), which calibrates the frequency with which patients experience symptoms of temporolimbic seizures. 5 we studied 253 adults who came to an outpatient mental health clinic for psychiatric assessment ; slightly more than half reported having been abused physically, sexually, or both. compared to patients who reported no abuse, average lscl - 33 scores were 38 percent greater in the patients with physical ( but not sexual ) abuse, and were 49 percent greater in the patients with sexual ( but not other physical ) abuse. patients who acknowledged both physical and sexual abuse had average scores 113 percent greater than patients reporting no abuse. males and females were similarly affected by abuse. as we expected, abuse before age 18, when the brain is still rapidly developing, had a greater impact on limbic irritability than later abuse. patients physically or sexually abused after age 18 had scores not signiﬁcantly different from nonabused patients. patients with both physical and sexual abuse, however, were strongly affected regardless of when the abuse occurred, and those ﬁrst abused after age 18 were almost as affected as those ﬁrst abused earlier. brain wave abnormalities our second study tried to ascertain whether childhood physical, sexual, or psychological abuse was associated with speciﬁc evidence of neurobiological abnormalities. we reviewed the records of 115 consecutive admissions to a child and adolescent psychiatric hospital to search for a link between different categories of abuse and evidence of abnormalities in brain - wave studies. we found clinically signiﬁcant brain - wave abnormalities in 54 percent of patients with a history of early trauma but in only 27 percent of nonabused patients. among patients who had been abused, abnormal eeg ﬁndings were observed in 43 percent of those with psychological abuse ; 60 percent of the sample with a reported history of physical abuse, sexual abuse, or both ; and 72 percent of the sample in which serious physical or sexual abuse had been documented. the overall prevalence of abnormal eeg studies in patients with a signiﬁcant history of abuse or neglect was the same for boys and girls and for children and adolescents. the salient speciﬁc difference between abused and nonabused patients was in left - sided eeg abnormalities. in the nonabused group, left - sided eeg abnormalities were rare, whereas in the abused group they were much more common, and more than twice as common as right - sided abnormalities. in the psychologically abused group, all


about the anatomy of the dominant hemisphere. the abused patients, however, were notably more developed in the right than the left cortex, even though all were right - handed. the right hemisphere of abused patients had developed as much as the right hemisphere of the controls, but their left hemispheres lagged substantially, as though arrested in their development. this abnormality in the cortex showed up regardless of the patient ’ s primary diagnosis, which could be depression, ptsd, or conduct disorder. it extended throughout the entire left hemisphere, but the temporal regions were most affected. this ﬁnding of left cortex underdevelopment is consistent with our earlier ﬁnding that abused patients had increased left - hemisphere eeg abnormalities and left - hemisphere ( verbal ) deﬁcits as shown by neuropsychological testing. affects on the hippocampus the hippocampus, located in the temporal lobe, is involved in memory and emotion. developing very gradually, the hippocampus is one of the few parts of the brain that continues to produce new cells after birth. cells in the hippocampus have an unusually large number of receptors that respond to the stress hormone cortisol. since animal studies show that exposure to high levels of stress hormones like cortisol has toxic effects on the developing hippocampus, this brain region may be adversely affected by severe stress in childhood. j. douglas bremner and his colleagues at yale medical school compared magnetic resonance imaging ( mri ) scans of 17 adult survivors of childhood physical or sexual abuse, all of whom had ptsd, with 17 healthy subjects matched for age, sex, race, handedness, years of education, body size, and years of alcohol abuse. 8 the left hippocampus of abused patients with ptsd was 12 percent smaller than the hippocampus of the healthy controls, but the right hippocampus was of normal size, as were other brain regions, including the amygdala, caudate nucleus, and temporal lobe. not surprisingly, given the role of the hippocampus in memory, these patients also had lower verbal memory scores than the nonabused group. murray stein and his colleagues also found left hippocampal abnormalities in women who had been sexually abused as children. their left hippocampal volume was signiﬁcantly reduced, but the right hippocampus was relatively unaffected. fifteen of the 21 sexually abused women had ptsd ; 15 had a dissociative disorder. they suffered a reduction


their left hippocampal volume was signiﬁcantly reduced, but the right hippocampus was relatively unaffected. fifteen of the 21 sexually abused women had ptsd ; 15 had a dissociative disorder. they suffered a reduction in the size of the left hippocampus proportionate to the severity of their symptoms. these studies suggest that child abuse may alter development of the left hippocampus permanently and, in so doing, cause deﬁcits in verbal memory and dissociative symptoms that persist into adulthood. shifting from left to right the left hemisphere is specialized for perceiving and expressing language, the right hemisphere for processing spatial information and also for processing and expressing negative emotions. we wondered, then, whether abused children might store their disturbing childhood memories in the right hemisphere, and whether recollecting these memories would activate the right hemisphere more than it is activated in those without such a history. to test this hypothesis, we measured hemispheric activity in adults during recall of a neutral memory, then during recall of an upsetting early memory. 10 those with a history of abuse appeared to use predominantly their left hemispheres when thinking about neutral memories and their right when recalling an early disturbing memory. those in the control group had a more integrated bilateral response. a deficient pathway since childhood abuse ( as we found ) is associated with diminished right - left hemisphere integration, we wanted to know whether there was some deﬁciency in the primary pathway connecting the two hemispheres, the corpus collosum. we found in boys who had been abused or neglected that the middle portions of the corpus collosum were signiﬁcantly smaller than in the control groups. furthermore, in boys, neglect exerted a far greater effect than any other type of maltreatment ; physical and sexual abuse exerted relatively minimal effects. in girls, however, sexual abuse was a more powerful factor, associated with a major reduction in size of the middle portions of the corpus collosum. these results were independently replicated by michael de bellis at the university of pittsburgh, and the effects of early experience on the development of the corpus collosum have been conﬁrmed by research in primates. calming irritability in the brain decades ago, harry harlow compared monkeys raised with their mothers to monkeys raised with wire or terrycloth “ surrogate mothers. ” monkeys raised with the surrogates became socially deviant and highly aggressive adults. building on this work, other scientists discovered that these consequences were less severe