rest of her life, she left the loreto convent and wandered out into the city. after six months of basic medical training, she voyaged for the first time into calcutta ' s slums with no more specific goal than to aid " the unwanted, the unloved, the uncared for. " mother teresa quickly translated this somewhat vague calling into concrete actions to help the city ' s poor. she began an open - air school and established a home for the dying destitute in a dilapidated building she convinced the city government to donate to her cause. in october 1950, she won canonical recognition for a new congregation, the missionaries of charity, which she founded with only 12 members - - most of them former teachers or pupils from st. mary ' s school. as the ranks of her congregation swelled and donations poured in from around india and across the globe, the scope of mother teresa ' s charitable activities expanded exponentially. over the course of the 1950s and 1960s, she established a leper colony, an orphanage, a nursing home, a family clinic and a string of mobile health clinics. in february 1965, pope john paul vi bestowed the decree of praise upon the missionaries of charity, which prompted mother teresa to begin expanding internationally. by the time of her death in 1997, the missionaries of charity numbered over 4, 000 - - in addition to thousands more lay volunteers - - with 610 foundations in 123 countries on all seven continents. profile name : mother teresa profile occupation : sign in with facebook to see how you and your friends are connected to famous icons. your friends ' connections included in these groups when swedish industrialist alfred nobel died in 1896, he left his fortune to create an annual series of prizes for the individuals who confer " the greatest benefit on mankind. " the most prestigious of the awards is the nobel peace prize. historians believe alfred nobel wanted to award people who work for peace to compensate for his own role in inventing dynamite. since its establishment, the prize has gone to many courageous individuals who have fought for peace and human rights around the world. nobel peace prize winners 44 people in this group famous virgoans 564 people in this group famous nuns 9 people in this group


evaluating the relationship between physical activity, diet, weight, and the neighborhood environment for adolescents many teenagers have unhealthy eating habits and do not get enough physical activity. this study will examine whether the neighborhood in which a teenager lives affects his / her quality of life, physical activity levels, and eating habits. obesity is an increasingly important health problem in the united states, particularly among adolescents. previous studies among adults have shown that people who live in neighborhoods with good " walkability " and recreational environments have increased physical activity levels, and some studies have suggested that there is a relationship between the neighborhood food environment and eating patterns. while these concepts have been studied in adults, more research is needed on the effect of the neighborhood environment on adolescents. in this study, adolescents who live in select neighborhoods in seattle - king county, wa and baltimore - washington, dc will be enrolled. forty - eight neighborhoods in these areas will be studied, with researchers taking into account the neighborhoods ' walkability levels ( e. g., combination of street connectivity, residential density, land use mix, retail floor area ratio ) and median income levels. study researchers will examine and create formulas to measure walkability, pedestrian infrastructure, public recreation space, and nutrition environment quality. researchers will also examine crime and weather patterns ; psychosocial variables ; parent support ; and perceived neighborhood, school, and home environments. overall, this study will evaluate the ability of a research model to explain the variation in physical activity levels, sedentary behavior, dietary patterns, and weight among adolescents, with an emphasis on neighborhood environment. there will be no study visits for this study : participation will take place entirely through the mail, phone, or internet. participants will include adolescents between the ages of 12 and 16 years old and their parents, all of whom live in the identified study neighborhoods. at the time of study entry, adolescents will complete a questionnaire on neighborhood and safety issues, diet, physical activity habits and places where activity occurs, grades, school policies and parental rules that affect physical activity and eating, and the support they get from people regarding healthy eating and physical activity. one parent of each adolescent will also complete a neighborhood information questionnaire. adolescents will measure their height, weight, and waist circumference and send the measurements to study staff along with the questionnaire. next, a 4 - week period, study staff will call adolescents on three random days and collect information on their diet in the previous 24 hours. during this period, adolescents will wear an activity meter and a gps monitor for 7 consecutive


the questionnaire. next, a 4 - week period, study staff will call adolescents on three random days and collect information on their diet in the previous 24 hours. during this period, adolescents will wear an activity meter and a gps monitor for 7 consecutive days and will mail the devices to study staff for analysis. observational model : ecologic or community, time perspective : prospective san diego state university foundation national heart, lung, and blood institute ( nhlbi ) results ( where available ) - source : http : / / clinicaltrials. gov / show / nct00608036 - information obtained from clinicaltrials. gov on july 15, 2010 medical and biotech [ mesh ] definitions a condition of having excess fat in the abdomen. abdominal obesity is typically defined as waist circumferences of 40 inches or more in men and 35 inches or more in women. abdominal obesity raises the risk of developing disorders, such as diabetes, hypertension and metabolic syndrome x. the condition of weighing two, three, or more times the ideal weight, so called because it is associated with many serious and life - threatening disorders. in the body mass index, morbid obesity is defined as having a bmi greater than 40. 0 kg / m2. agents that increase energy expenditure and weight loss by neural and chemical regulation. beta - adrenergic agents and serotoninergic drugs have been experimentally used in patients with non - insulin dependent diabetes mellitus ( niddm ) to treat obesity. a status with body weight that is grossly above the acceptable or desirable weight, usually due to accumulation of excess fats in the body. the standards may vary with age, sex, genetic or cultural background. in the body mass index, a bmi greater than 30. 0 kg / m2 is considered obese, and a bmi greater than 40. 0 kg / m2 is considered morbidly obese ( morbid obesity ). the discipline concerned with weight reduction in patients with obesity. the purpose of this project is to establish a center of excellence in research on obesity that will focus on severe obesity. the prevalence of severe obesity ( i. e., class 2 and 3 obesity ;... the objective of this study is to test and evaluate the effectiveness of a parent - only treatment for childhood obesity. this study provides state - of - the - art treatment for childhood obesit... the purpose of this study is to design and demonstrate the feasibility of implementing moderate and intensive environmental obesity prevention programs at major worksites


- only treatment for childhood obesity. this study provides state - of - the - art treatment for childhood obesit... the purpose of this study is to design and demonstrate the feasibility of implementing moderate and intensive environmental obesity prevention programs at major worksites. the purpose of this study is to evaluate the efficacy of a culturally - appropriate childhood obesity intervention with hispanic families. the program aims at preventing childhood obesity b... the purpose of this study is to explore the pathogenesis and genetic susceptibility of obese subjects, providing a convincing argument for further treatment of obesity and metabolic syndrom... obesity is one of the main health problems in the world with high societal and individual costs. to tackle the obesity epidemic, we need to collaborate across scientific boarders to fundamentally broa... objective : to explore the relationship between severity of obesity at age 7 and age 15, age at onset of obesity, and parental body mass index ( bmi ) in obese children and adolescents. design : longitudinal... obesity has reached epidemic proportions in the united states, and obesity - related illnesses have become a leading preventable cause of death. childhood obesity is also growing in frequency, and the i... the interactions between obesity and infectious diseases have recently received increasing recognition as emerging data have indicated an association between obesity and poor outcome in pandemic h1n1...


the acoustic search in the field aru mounted on a tree ( left ) with its battery ( right ). photo by chris tessaglia - hymes to search for acoustic evidence for ivory - billed woodpeckers in arkansas and other states within the historical range, we record ambient sounds using autonomous recording units ( arus ). arus are programmable, battery - operated digital audio recorders developed by the cornell lab of ornithology ’ s bioacoustics research program. each aru contains a microprocessor, 12 - bit analog - to - digital converter, an omnidirectional microphone, preamplifier and signal conditioning circuitry, and a hard disk for storing audio data. these components are packaged in a cylindrical pvc housing, and attached to tree trunks two to three meters above the ground or water surface. arus are typically deployed for periods of two to four weeks. aru in arkansas. photo by chris tessaglia - hymes arus are programmed to record for two four - hour periods each day, the first beginning 30 to 45 minutes before sunrise, the second ending 30 to 45 minutes after sunset. the range at which an aru could detect sounds of an ivory - billed woodpecker is unknown, because there are no data available on the volume of kent calls or double knocks. we estimate, however, that these signals would be detectable by arus up to distances of approximately 200 meters. we select recording sites based on habitat quality, locations of previous ivory - billed woodpecker sighting reports, and presence of possible ivory - bill roost / nest cavities and feeding signs. reviewing and analyzing the sounds since the start of large - scale acoustic search efforts in 2004, our protocols for reviewing and evaluating aru recordings have evolved in order to provide more consistent and informative evaluations of ivory - bill - like sounds. our current protocol is summarized here. to find sounds similar to those of ivory - billed woodpeckers in the aru recordings, we use a multi - step process : 1. automated screening by computer : the digital recordings are scanned by software that detects sounds similar to known vocalizations of ivory - billed woodpeckers ( from the 1935 allen - kellogg recording ), and to double - knocks from other campephilus woodpeckers. 2. initial human screening : an acoustic analyst reviews all of the computer ’ s detections. most of the sounds flagged by the computer are easily discarded at this stage as


to double - knocks from other campephilus woodpeckers. 2. initial human screening : an acoustic analyst reviews all of the computer ’ s detections. most of the sounds flagged by the computer are easily discarded at this stage as not being similar enough to ivory - bill sounds to warrant further attention. the computer flags many “ false alarm ” events because we adjust the software to be very sensitive, reducing the chance that a real ivory - bill call might be missed. sounds that pass this stage are forwarded to the next stage of review. 3. expert panel review : a panel of three or more experts ( outside of the acoustic analysis team ) reviews all of the sounds that pass stage two. the expert panel categorizes each sound as “ implausible ” or “ plausible. ” “ plausible ” events are further categorized depending on whether a potential alternate source is identified, and if that alternate source is positively identified elsewhere on the deployment. sounds categorized as “ implausible ” are either positively identified as an alternate source, or are deemed to be too different than an ivory - bill. plausible categories are : - p1 : plausible ivory - billed woodpecker, no likely alternative known - p2 : plausible ivory - billed woodpecker, alternate possibility identified but not present in recording - p3 : plausible ivory - billed woodpecker, alternate possibility identified and present - p4 : insufficient signal for full analysis “ plausible ” sounds are scored on various criteria, receiving a point for each positive response to one of several questions. a higher score indicates a greater likelihood that the sound originated from an ivory - billed woodpecker. scoring criteria for vocalizations : 1. is the harmonic interval between 580 and 780 hz? 2. is harmonic emphasis appropriate? 3. is the event part of a biologically appropriate series? 4. is there a temporal context or co - occurrence with other events of interest on the same day? 5. is there a clear temporal context or co - occurrence with other events of interest across days? scoring criteria for double - knocks : 1. is the inter - knock interval between 60 and 120 milliseconds? 2. is sound resonant and woody? 3. is there an absence of confounding woodpeckers? 4. is the event part of a biologically appropriate series? 5. is there a clear temporal context or co - occurrence with other events of interest on the same day? 6. is there a clear temporal context or co - occurrence with other events of


a blooming success discover why your plants are not flowering. by melinda myers, contributing editor " my lilacs didn ' t bloom this year. i pruned them, fertilized and did everything right. can you help? " this is just one of the many blooming mysteries i am asked to solve each year. unfortunately, there is no single, easy solution. the cause for non - blooming plants can be anything from improper care and unsuitable growing conditions to the weather. so before you give up on your garden, let ' s unravel the mystery behind why some of our favorite plants fail to bloom. it might be an easier fix than you think. timing is everything i ' ll start with lilacs ( pictured at right ), since they are one of the most common non - bloomers. like forsythia, bridal wreath, spirea and other spring flowering shrubs, lilacs set their flower buds in late summer. so if you prune these plants after the buds are set - from summer through the next bloom time — it will eliminate the spring flowers. if you do need to prune, you should do so right after the plant has flowered. if pruning is not the problem for your shrubs, then take a look at the winter weather conditions. many plants like forsythia ( below right ) or oriental wisterias fail to bloom after a cold winter. while we can ' t control the weather, we can select plants with flower buds that are more likely to survive winter. there are many to choose from. the university of minnesota landscape arboretum has introduced many cold - hardy plants, including meadowlark forsythia and minnesota snowflake mockorange. if you live in zones 4 to 5 and are looking for wisteria, try the kentucky cultivar ( wisteria macrostachya ). unlike its oriental cousins, this wisteria has shorter, 12 - inch blooms that appear with the leaves. it ' s not as impressive as a japanese wisteria in bloom, but it ' s certainly better than no blooms at all. southern gardeners have the opposite problem with weather. plants in warmer zones may not have blooms due to a lack of cold. certain plants like lilacs and spring - flowering bulbs need a cold period to set flowers. if this affects you, look for varieties that set blooms in your region, or buy precooled bulbs and flowering plants suited to your mild climate. late - spring cold snaps can interfere with some flowering plants. though they are


to set flowers. if this affects you, look for varieties that set blooms in your region, or buy precooled bulbs and flowering plants suited to your mild climate. late - spring cold snaps can interfere with some flowering plants. though they are cold hardy when dormant, the flower buds are subject to frost damage as the protective bud scales separate, exposing the tender petals. some early - spring blossoms are damaged by the cold, while others never expand beyond the swollen bud stage. older and wiser another reason a plant might lack blossoms is from a lack of maturity. flowering is part of the reproductive process in plants, and they need to reach maturity to reproduce. for annuals, this happens in the first year. for biennials and most perennials, flowers emerge in the second year. and for trees and shrubs, it could be years. most nut trees don ' t blossom and produce fruit until they are 15 years old or more. standard apple trees are usually 6 or 7 years old before they begin to flower. landscape plants like wisteria and trumpet vine may take as many as 7 years to reach a flowering stage. in these cases, all you can do is be patient. excess fertilization can also interfere with flowering. for example, trumpet vines love nitrogen and will steal it from any source their roots can reach. this overindulgence leads to large plants that are covered with leaves but lack blooms. avoid high - nitrogen fertilizer near these plants. and if that doesn ' t work, try giving your trumpet vine a little root pruning. don ' t overdo it — that can cause your plant to die — but a little can help encourage flowering. a lack of other nutrients, such as phosphorous, can also result in a lack of blooms. this nutrient encourages root growth, flowering and fruiting. but don ' t reach for the fertilizer until you get your soil tested. many soils are already high in phosphorous, and adding more can be harmful to the plant and the environment as well. sunlight can also interfere with flowering, so make sure your plants have proper growing conditions. check the label or ask your local extension service to match the right plant to your growing conditions. next time you need to solve a blooming mystery, take a few clues from your growing environment and gardening practices. you might be surprised to find that the answer is likely within your reach!


trading standards - product safety trading standards is responsible for enforcing the laws relating to the safety of goods we buy in the shops. we conduct surveys on particular product categories throughout the year. we also respond to complaints brought to us by members of the public. we may arrange for products to be tested in a laboratory to see if they comply with safety standards. if they don ' t, we can bring this to the attention of the manufacturer and may even bring a prosecution in serious cases. where we find unsafe goods on sale officers have the power to seize them and remove them from sale. advice is given to local producers and importers on safety matters. examples of common safety problems are : - sharp edges or points on toys - toys with small detachable parts which could choke - badly designed or constructed electrical items - toys with toxic metals such as lead in the paint if you have a problem, which you believe could be a safety issue, it is important to bring it to our attention. you can do this by letter, telephone, fax, or e - mail. it will be helpful, but not essential, to retain any packaging, instructions, receipt and other relevant information. if you have any queries, or would like to make a complaint you can contact the citizens advice consumer helpline on 08454 04 05 06 or visit www. adviceguide. org. uk if you are buying toys as presents for children, the royal society for the prevention of accidents has some useful advice. - only buy toys from recognised outlets and take extra care buying from car boots or jumble sales. - look out for the ce symbol and the british toy and hobby association ' lion mark ' and details of who made the toy and where. - check the age range and make sure it is suitable for the reipient. take extra care with toys for children under three years, who are most at risk of choking. - watch out for young children playing with older children ' s toys. - look at the toy and check for loose hair, small parts, sharp edges and points. - make sure that garden swings and slides are robust and secure and are not a strangulation hazard. - check toys regularly for wear and tear and repair or dispose of them when necessary. - keep area where children play tidy and hazard free. - follow the instrucutions and warnings provided with toys. - supervise young children at play. for more information on age restricted products visit underage sales. copyright : copyright restricted


sources of timing error can be many and varied. they can be constant, variable or even transient. there is little doubt that timing errors are present in virtually all computer - based studies to some degree. only studies that have been calibrated using an oscilloscope and signal generator are likely to be near error free. when the same paradigm is run on different hardware ( which includes presentation and response device ), there will be a difference in the timing error. such differences can make replication difficult and can in some cases lead to conditional bias that can affect statistical significance. even if you make use of a commercial experiment generator, you should self - validate your own timing as a matter of course. in our opinion, the only tool to allow you to do this quickly and easily is the black box toolkit. to illustrate the point three examples of timing error are given below. example 1 : how choice of mouse may effect response timing in psychological studies using a digital oscilloscope and signal generator, we tested a range of computer mice ( across various interfaces ), a typical keyboard and commercial response box from pst. each device was tested independently of the pc. we found a huge variation in timing characteristics. for example, there was some 60 milliseconds difference between the best and worst performing mouse - simply this is the timing error that would be added to each response time if you used this mouse. in addition its timing was highly variable. we then ran a simple e - prime paradigm that enabled us to make use of each response device in turn. it was found that the prediction made using the signal generator and oscilloscope held for e - prime. simply response timings were slowed by the timing characteristics of the particular device. the graph below show the timing error in e - prime responses when tested using a rig similar to the bbtk. the upper track is the worst mouse. note the absolute difference and the variability. the middle track is a standard keyboard. the consistent 10ms track is the best performing mouse. the fastest device is the pst deluxe response box for e - prime. the key thing to take away is hardware variation can add a significant effect to experimental results regardless of how good the script of paradigm is! for a full report see : plant, r. r., hammond, n. v. and whitehouse t. ( 2003 ), how choice of mouse may effect response timing in psychological studies, behavior research methods, instruments and computers 35 ( 2 ), 276 - 284. example 2 : cross mod


., hammond, n. v. and whitehouse t. ( 2003 ), how choice of mouse may effect response timing in psychological studies, behavior research methods, instruments and computers 35 ( 2 ), 276 - 284. example 2 : cross modal priming using psyscope on a mac with an external cmu button box we examined an active researcher ' s cross - modal priming study in - situ using kit similar to the bbtk. their paradigm ran on a mac using psyscope together with a cmu button box for timing and response measurement. in this study a human participant ' s task to press a left or right button when responding to either a left or right star or left or right tone. stars to tone were either : concurrent ( 0ms lag ), 50ms lag or 100ms lag. tones did not have to appear on all trials. we assessed presentation onset and duration accuracy, synchrony between tones and visual stimuli, tone duration and the accuracy of response registration. we also examined whether using the cmu box for timing made any difference over the internal timers. when bench marking this paradigm we used three fibre optics stuck to the screen of the mac. two high performance microphones and one switch closure line to simulate a response. we programmed dscar to simulate a response after 300ms after detecting a star. 300ms was about average human performance under that paradigm. we found the the actual presentation of the stars was very accurate in terms of duration. audio duration was slightly longer than desired at around 215ms rather than 200ms. the synchronization error between the tone and star was reasonably good at + 6ms. however when we looked at the trials where audio was involved there was a consistent + 20ms added to the response time measured by psyscope as compared with trials with no audio. this was a significant systematic conditional bias. in this case the experimenter had the opportunity to correct the response timing post - hoc for trials involving audio as the error was consistent. however before we checked the paradigm this was unknown and adding a significant conditional bias which was effecting the results obtained. example 3 : using tft screens and data projectors versus crts using a digital oscilloscope and simple visual presentation paradigm written in e - prime we evaluated the contribution made to display timing by use of different display devices. we tested a range of tfts, a data projector and a standard 19 " crt running at 100hz ( 10ms screen redraw )


- prime we evaluated the contribution made to display timing by use of different display devices. we tested a range of tfts, a data projector and a standard 19 " crt running at 100hz ( 10ms screen redraw ). the e - prime paradigm simply wrote an lpt port out signal for 100ms ( upper track ), then displayed a bitmap for 100ms and then a black screen for 100ms. we calibrated the paradigm so that the image was displayed for exactly 100ms on the crt. then we proceeded to swap through a range of tft screens with various interface types ( dvi or analog d - sub ). finally we tested a sanyo data projector. typically we found that all tfts were slower to begin to display the image by around 40 + ms and that they were slower to stop displaying the image. we also noted that images typically were displayed for 20 - 30ms longer than they should have been. below we can see a trace for a typical tft : - a : time from port out signal to start of display - b : warm - up time for display - c : cool down time for for display - d : total display time note : b + c should equal the panels response time in milliseconds. more crucially we found that the warm - up time for the projector was very slow at around 100ms and that again display time was longer than desired. this suggests that if display accuracy and synchronicity is crucial to your paradigm then you should either use a crt or check the timing. for example with the black box toolkit you could use a data projector if you started the visual presentation some 100ms earlier than a sound stimulus and made the display time some 40ms shorter. then the display would be exactly 100ms and it would be synchronised with the audio presentation.


bible meditation : “ jehoram was thirty - two years old when he became king and reigned for eight years in jerusalem. there were no tears shed when he died - it was good riddance! 2 chronicles 21 : 20 ( the message bible ) devotional thought : this text focuses on a king of judah whose life meant so little to the people around him that no one mourned him when he died. the primary focus is on king jehoram of judah who was, by all definitions, a vicious man who killed his brothers when he became king. he was extremely cruel, insensitive, ruthless and murderous. he cared little for others and only about perpetuating himself. he is described as a king who walked in the way of the house of ahab, that idolatrous bloody house ; for he had the daughter of ahab as a wife. after jehoram became king he was attacked by many of the nation ’ s surrounding him and because of a lack of coalitions and friendships in the community of nations, was regularly invaded and he lost much of possessions and territories. the resources of the nation were depleted frequently and the people quickly grew to dislike him. 2 chronicles 21 : 6 gives jehoram this short and tragic epitaph, " he did evil in the sight of the lord. " his reign was so evil, self - serving and narcissistic that the prophet elijah sent him a letter just before his assent to heaven in a chariot, denouncing him prophesying that god would punish him with a disease that would kill him. the prophesy was fulfilled and king jehoram died. no one missed him when he died. the text declared that he " departed without being desired " ( kjv ). he was not even given a respectable king ' s burial. action point : how important are you to the life of your family? your church? your community? our importance is measured in relationship to the service that we render to others ; if we are disconnected, live for ourselves and care little about the welfare of those around us, then our existence is of little importance to anyone. if we cease to connect only a few would notice ; some would exclaim, " is he still around ; i thought she had moved out of town. " i ’ m reminded of story of a man who had a conversation with his friend and said that his oldest brother had died. his friend expressed surprise and apologized because he had not heard. the man said, " don ' t be


of town. " i ’ m reminded of story of a man who had a conversation with his friend and said that his oldest brother had died. his friend expressed surprise and apologized because he had not heard. the man said, " don ' t be sorry. we didn ' t announce to anybody, nobody came to his funeral, nobody cared about him because he didn ' t care about anybody. " it ' s unsettling, but it is true ; there are some who care little about others and others care less about them. there are some who are missed when they are absent, but not fondly missed. the student in the class that disrupts it every day is missed when he ' s absent, but not fondly missed. the heckler in the crowd that follows a speaker from one appearance to another, is missed when he ' s absent, but not fondly missed. the church hell raiser who raises hell about everything is missed when he or she is absent from a business meeting, but not fondly missed. gossips, backbiters and haters are missed when they are not around, but not fondly missed. we are important to our families and extended community when our relationship renders a noticeable benefit that is recognized and acknowledged. that ' s the key to being fondly missed : relate to others in such a way that your presence is deemed beneficial and necessary. it ' s the kind of service that elicits the words, " we sure do miss her " or " what are we going to do without him? " what if god didn ' t show up for us one day this week? what would we do? would he be missed? would we miss his protection? would we miss his blessing? would we missed the inspiration we get from him? what ' s the flip side? do we praise god enough for him to miss us? do we give enough for him to notice if we don ' t? do we serve others in his name in a way that would noticeable if we stopped? our objective should be to live lives that matter to god, our families and the community around us. the crossing guard who smiles every morning and cheers the children, will be missed. the teacher who inspires children to learn more, will be missed. the church member who renders service in one ministry or another, will be missed. what we do for god and others does not have to be big, but it must be enough to matter to someone, to register on the goodwill meter. as christians, we


“ no one blames you, my son, ” said the admiral, more touched than he had been for a long time. “ be not so full of sorrow for what cannot be helped. the wild people are friendly, the land is kind, and when we have sailed back to spain with our news there will be no difficulty in returning with as many ships as we may need. nay, i will not leave thee here, pedro. i think that now i could not do without thee. ” the name of columbus took various forms according to the country in which he lived. in his native genoa it would be cristofero colombo. in portugal, where he dwelt for many years, it would be cristobal colombo, and in spanish christoval or cristobal colon. in latin, which was the common language of all learned men until comparatively recent times, the name took the form christopherus columbus, which has become in modern english christopher columbus. in each story the discoverer is spoken of as he would have been spoken of by the characters in that particular story. in this thy world, o blessed i live but for thy will, to serve thy cause and drive thy foes before thy banner still. in rich and stately palaces i have my board and bed, but thou didst tread the wilderness unsheltered and unfed. my gallant squadrons ride the undiscover ’ d sea, but thou hadst but a fishing - boat on windy galilee. in valiant hosts my men - at - arms eager to battle go, but thou hadst not a single blade to fend thee from the foe. great store of pearls and my bold seafarers bring, but thou hadst not a little coin to pay for thy lodging. the trust that thou hast placed o may i not betray, nor fail to save thy people from the fires of judgment day! be strong and stern, o heart, stay not, o woman ’ s hand, till by this cross i bear for thee i have made clean thy land! the man who could not die “ nombre de san martin! who is that up there like a cat? ” “ un gato! cucarucha en palo! ” “ if alonso de ojeda hears of your calling him a cockroach on a mast, he will grind your ribs to a paste with a cudgel ( os moliesen las costillas a puros palos )! ” observed a pale, sharp - faced lad in a


mid - book test ( up to part one, stopping the world : chapter 11, the mood of a warrior ) | name : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ | | period : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ | this test consists of 5 multiple choice, 5 short answer, and 10 short essay questions. multiple choice questions directions : circle the correct answer. 1. don juan tells castaneda not to _ _ _ _ _ _ _ _ _ _ _ in fear, though castaneda is very afraid as he travels to make himself accessible to power. 2. the place of power is not a _ _ _ _ _ _ _ _ _ _ _, so there are no bones buried there as castaneda guesses might be. a ) ritual space 3. what does don juan give to castaneda when he begins to drink his water, saying it will quench his thirst? 4. when don juan and castaneda go to a certain place... this section contains 910 words | ( approx. 4 pages at 300 words per page )


shijiarticle free pass shiji, ( chinese : “ historical records ” ) wade - giles romanization shih - chi, early history of china written about 85 bce by sima qian. a two - volume english translation, records of the grand historian of china, was published in 1961. a masterpiece that took 18 years to produce, the shiji deals with major events and personalities of about 2, 000 years ( down to the author ’ s time ), comprising 130 chapters and totaling more than 520, 000 words. the shiji not only was the first general history of its kind attempted in china, but it also set a pattern in organization for dynastic histories of subsequent ages. an artist as well as a historian, sima qian succeeded in making events and personalities of the past into living realities for his readers ; his biographies subsequently became models for authors of both fiction and history. sima qian organized the events of the past into a new five - part plan. the “ basic annals ” gives a dated chronological outline centred on events at the court considered to have been the paramount power at the time. the succeeding section consists of chronological tables that elucidate the history of the various independent feudal kingdoms and enable the reader to see at a glance what was happening in each of the states at any given time. the detailed accounts of each state are given in chapters titled “ the hereditary houses. ” a number of monographs deal with various crucial aspects of government. the work ends with a collection of “ biographies ” of famous individuals selected as exemplars of various types of conduct and also discusses the affairs of the various foreign peoples, whose existence was becoming increasingly important during the reign of the emperor wudi. what made you want to look up " shiji "? please share what surprised you most...


antanas smetonaarticle free pass antanas smetona, ( born aug. 10, 1874, ukmerge district, lithuania, russian empire — died jan. 9, 1944, cleveland ), lithuanian statesman and journalist who in 1919 became the first president of lithuania and later returned to power as an authoritarian head of state for the last 13 years of his country ’ s independence. after the russian revolution of 1905 broke out, smetona, who had recently graduated from law school ( 1902 ), became editor of the first lithuanian daily newspaper, vilniaus zinios, and of the democratic party ’ s organ, lietuvos ukininkas ; he was also elected to the presidium of the vilnius diet, which proclaimed lithuanian autonomy within the russian empire ( 1905 ). although the intensity of political activity declined after the revolution was suppressed, smetona continued his journalistic career, editing the journal viltis ( 1907 – 13 ) and founding vairas ( 1913 ), which later became the organ of the nationalist party. during the german military occupation of the country in world war i, smetona was unanimously elected president ( in september 1917 ) of the lietuvos taryba, or council of lithuania, and, after the taryba proclaimed lithuania ’ s independence ( 1918 ), he served as provisional president of the republic ( april 1919 – june 1920 ). in 1921 he served as chairman of the lithuanian delegation at riga for the settlement of the latvian – lithuanian boundary dispute. after the military coup d ’ etat of dec. 16 – 17, 1926, organized by a right - wing nationalist group and backed by the christian democrats, smetona was again elected president of the lithuanian republic. he was reelected in 1931 and in 1938. on june 15, 1940, when lithuania was occupied by soviet forces, he fled to germany and thence, in march 1941, to the united states. what made you want to look up " antanas smetona "? please share what surprised you most...


ricin : control measures overview for clinicians on this page : protecting emergency / first responders - always use standard precautions. - responders should be trained and attired in appropriate personal protective equipment ( ppe ) before entering the incident site ( hot zone ). - if rescuers have not been trained in use of appropriate ppe, call for assistance in accordance with local emergency operational guides. - sources include local hazmat teams, the closest metropolitan strike system ( mmrs ), and the u. s. soldier and biological chemical command ( sbccom ) - edgewood research development and engineering center. - incident commander assigns personal protective equipment ( ppe ) levels based on a hazard assessment and site conditions, including the mechanism of dispersal and whether or not dispersal is continuing. - incident site ( hot zone ) ppe may include : - chemical protective clothing - niosh - approved pressure - demand, self - contained breathing apparatus ( scba cbrn, if available ) is recommended in response to non - routine emergency situations - in other situations, two types of full facepiece, tight - fitting masks may be used : 1 ) powered air purifying respirator ( papr ) with hepa filters ; or 2 ) air purifying respirator ( apr ) with p100 filters - for guidance on selection criteria, see : interim recommendations for the selection and use of protective clothing and respirators against biological agents - eyes should be protected when possible ( full face - piece respirator provides eye protection ) - support zone ( post - decontamination ) - use standard precautions. - ppe disposal : - decontaminate any reusable ppe by thoroughly rinsing with soap and water, soaking in a 0. 1 % sodium hypochlorite solution for 15 minutes, and then rinsing with water and allowing to air dry - dispose single - use ppe hazardous waste. - identify person ( s ) assigned to coordinate communication ( e. g., with medical examiner, investigators, law enforcement ). - identify person ( s ) assigned to managing fatalities ( e. g., to set up temporary morgue, provide security, provide victims ’ identities, protect victims ’ personal effects, and maintain and protect records ). - heighten awareness of and be suspicious for injuries and exposures beyond a release of ricin ( e. g., another biological or chemical agent, blast injury, and trauma ). - if a ricin release is suspected or known : - determine if evacuation


awareness of and be suspicious for injuries and exposures beyond a release of ricin ( e. g., another biological or chemical agent, blast injury, and trauma ). - if a ricin release is suspected or known : - determine if evacuation or “ shelter in place ” inside a building to avoid further exposure is necessary. - sort victims by urgency, need for stabilization, need for decontamination, number of victims, and healthcare resources. - base triage on walking feasibility, respiratory status, and additional injuries. - category ( priority ) for triage of casualties : - immediate ( priority 1 ) unconscious, talking but not walking, or moderate to severe effects in two or more body organ systems ; seizing, post - ictal, severe respiratory distress, apneic, recent cardiac arrest. - delayed ( priority 2 ) : recovering from agent exposure / improving respiration. - minimal ( priority 3 ) : walking and talking. - expectant ( priority 4 ) : unconscious ; cardiac / respiratory arrest of long duration. - direct ambulatory victim ( s ) from incident site / hot zone to decontamination zone. - shift to doing the most good for the most people when resources are exceeded. - evaluate and support airway, breathing, and circulation. - when assisted ventilation is required, use bag - valve - mask device with canister or air filter, if available. - apply direct pressure to stop bleeding, if present. - remove from incident site / hot zone as quickly as possible. - persons suspected to be contaminated with ricin should receive gross decontamination to the extent possible at the site of release, prior to transport to the hospital, unless medical condition of a victim dictates immediate transport to the hospital. - remove, bag, seal, and dispose of clothes, and wash body. - see healthcare facility management, decontamination / infection control, decontamination. - emergency response personnel, local or state health department representative ( s ) arrange for disposal of clothing. - when responding to victims at agent release site, depending upon timing, duration, and circumstances of exposure ( e. g., suspected / known release, release of another chemical agent or a biological agent, etc ) and availability of resources ( e. g., medical personnel, antidote ) : - identify potentially exposed and evaluate each for evidence of exposure and for ricin poisoning symptoms. - transport exposed persons to a temporary field location, or to a healthcare facility. - notify exposed persons who are not transported to


personnel, antidote ) : - identify potentially exposed and evaluate each for evidence of exposure and for ricin poisoning symptoms. - transport exposed persons to a temporary field location, or to a healthcare facility. - notify exposed persons who are not transported to a healthcare facility of ricin poisoning symptoms, and to seek immediate medical attention if symptoms develop. record names, addresses, and telephone numbers. - be prepared for victim ( s ) who may present to an emergency department without prior warning - direct the emergency department ventilation exhaust away from the hospital ’ s main ventilation system to limit distant spread of any airborne biological agent chemical agent contaminant through off - gassing vapor from victims who present to and enter the emergency department. - comply with healthcare facility ’ s emergency response plan. - prepare for mass casualties by establishing patient triage, registration, decontamination, treatment, transportation, and stabilization zones / areas for hospital admission ( s ). - perform hazard vulnerability analysis to determine if hospital can manage the anticipated number of victims. - determine if lockdown ( shelter - in - place ) is necessary, and secure area to control access and contain contamination. - prepare for public health surge capacity and cooperate with other healthcare facilities, local, state, and federal authorities when : - it is determined that healthcare facility cannot manage anticipated number of victims. - services expand beyond normal from large scale event. - sort victims by urgency, need for stabilization, need for decontamination ( e. g., simultaneous release of multiple agents ), number of patients, and healthcare resources. - treat, or hold for observation, previously decontaminated patients. - shift to doing the most good for the most people when resources exceeded. - decontaminate persons whose skin or clothing was suspected or known to be exposed to ricin. - if it has not been done at incident site, decontaminate exposed person prior to entry into the healthcare facility, outside the main emergency department ( decontamination area ). - for the comfort of the victim and to improve cooperation, attention should be given to explaining the procedure to the victim, and providing privacy, security of personal belongings, and water at a comfortable temperature, if possible. - remove clothing, as quickly as possible, - any clothing that has to be pulled over the head should be cut off the body instead. - remove jewelry and watches. - double bag and seal contaminated clothing and all personal belongings in plastic bags : - wear gloves, use plastic bag turned inside out, or use tongs or similar objects to


the head should be cut off the body instead. - remove jewelry and watches. - double bag and seal contaminated clothing and all personal belongings in plastic bags : - wear gloves, use plastic bag turned inside out, or use tongs or similar objects to avoid touching contaminated areas of clothing. - place clothing inside one plastic bag, then seal the bag. - place the sealed bag inside another plastic bag and seal it. - label bag as contaminated and secure it in a safe location until it can be safely disposed. - avoid touching any contaminated areas if assisting an exposed person remove clothing. - prevent droplets from contacting broken skin or mucosal membranes when decontaminating someone or cleaning up body fluids that may contain ricin toxin. airborne dispersal of ricin during decontamination is an unlikely hazard. - rapidly wash off any obvious contamination with soap and copious amounts of water. - shower entire body, including head and hair, with large amounts of liquid soap and warm water, this is the most effective and preferred method for removing remaining hazardous substances from skin. - irrigate exposed eyes with plain water for 10 to 15 minutes : - remove contact lenses if contact lenses are present and are easily removable without additional trauma to eyes. - do not put contact lenses back in eyes, even if they are not disposable contact lenses. - wash eyeglasses with soap and water. - eyeglasses may be put back on after they have been washed. isolation and exposure prevention - use standard precautions. - prior to decontamination, healthcare workers caring for chemically contaminated patients should : - put on full chemical resistant suit with gloves, surgical mask, and eye / face protection such as face shield and goggles. - if a person ’ s skin or clothes have been contaminated with ricin, and the victim has not already undergone decontamination, decontaminate the ricin - exposed victim ( s ) before entry into healthcare facility. - during and after decontamination tasks, healthcare personnel should refrain from any hand - to - mouth activities. - after completing decontamination tasks, healthcare personnel should : - carefully remove all ppe, place in sealed plastic bag ( s ) for either decontamination or disposal - perform hand hygiene and shower. - when caring for ricin - exposed victims who do not require decontamination or victim ’ s post - decontamination, healthcare workers should follow standard precautions and perform hand hygiene. - standard laboratory precautions should be observed and precautions taken to avoid aero


caring for ricin - exposed victims who do not require decontamination or victim ’ s post - decontamination, healthcare workers should follow standard precautions and perform hand hygiene. - standard laboratory precautions should be observed and precautions taken to avoid aerosolization and exposure of laboratory personnel ( see ricin : diagnosis and laboratory guidance for clinician ). - aerosol - generating sawing associated with surgery should be avoided. - use standard precautions when handling bodies of ricin - exposed patients who have died. aerosol - generating procedures ( e. g., bone - sawing associated with post - mortem examinations ) should be avoided. - healthcare personnel or laboratory workers sustaining exposure via sharps injury, cuts, or abrasions should immediately wash the exposed site with a soap and water. - potentially exposed healthcare personnel should be advised to remove all ppe carefully, wash hands thoroughly with soap and water, refrain from any hand - to - mouth activities, and shower. - when exposure to eyes occurs, flush eyes with copious amounts of water or eye wash solution for at least 15 minutes. - follow standard facility policy regarding workplace exposure. - environmental surfaces or equipment, such as in a transport vehicle ( e. g., ambulance ) can be cleaned with soap and water, then disinfected in a 0. 1 % sodium hypochlorite solution or cleaned and disinfected with an epa - registered hospital disinfectant following conventional protocols. - in the healthcare facility, disinfect environmental surfaces with epa - registered hospital disinfectant following conventional healthcare facility policies and procedures. - in case of a spill of materials potentially contaminated with ricin, immediately cover spill with absorbent materials, then disinfect the area with an epa - registered hospital disinfectant or epa - registered chlorine bleach solution following healthcare / laboratory facility policies and procedures. infection control professionals should : - maintain heightened awareness for evidence of ricin - exposed patients and collaborate with clinicians and laboratory to ensure immediate notification of local and state public health department officials when nerve agent poisoning is suspected - ensure that telephone numbers for notification of appropriate healthcare facility and public health agencies are current and distributed to the appropriate healthcare facility departments and personnel - communicate with the laboratories that receive specimens for testing. - page last reviewed february 29, 2008 - page last updated april 17, 2006 get email updates to receive email updates about this page, enter your email address : - centers for disease control and prevention 1600 clifton rd atlanta, ga 30333 tty


lessons from the x - men cas class blends film, physics an out - of - control cruise ship slams into a busy pier. as wood splinters and screaming bystanders flee, andrew cohen, a college of arts and sciences professor of physics, assesses the mayhem. “ yeah, yeah, we ’ re all running. ok, we ’ re doing a lot of damage, ” he says, as if he ’ s seen it all before. actually, he has, several dozen times, and all in the name of science. this particular maritime disaster is a scene from speed 2 : cruise control, one of the action flicks that features prominently in cinema physica, an introductory physics course for nonscience majors. every week, cohen ’ s students watch movies such as unbreakable, the sixth sense, and armageddon, and use class discussions and labs to examine the basic physics driving the high - octane scenes. “ the subtitle of this course should be bruce willis saves the world, ” cohen tells students with a laugh. the purpose of analyzing all the explosions and heroics, he explains, is to give humanities majors a truer sense of what science is — a quest for discovery rather than memorized formulas and definitive answers. “ when you do an experiment, you don ’ t know what the answer is going to be, ” he says. “ and because we don ’ t know whether the movies actually obey the laws of physics, they are our experiments. they are our laboratories. ” cohen uses the abyss to discuss fluids and pressure, for instance, and x - men to talk about electricity and magnetism. last fall, after the class watched the matrix scene where morpheus tells neo that the machines behind the matrix want to turn humans into nine - volt batteries, cohen talked about the physics of batteries and whether humans would really be nine - volt — or much larger — batteries, leaving aside the movie ’ s more existential questions. “ we didn ’ t much go into the idea of whether we are all just pixels in a digital universe, ” says adrian coyne ( cas ’ 11 ). after watching the speed 2 clip where the ship plows ashore and passengers are ejected through the windows, cohen asks the class to calculate the ship ’ s deceleration as it comes to a stop exactly one ship ’ s length from where it first hit the pier. when one student suggests using an equation, cohen pounces. “ don ’ t say equation, ” he says. “


’ s deceleration as it comes to a stop exactly one ship ’ s length from where it first hit the pier. when one student suggests using an equation, cohen pounces. “ don ’ t say equation, ” he says. “ i never want to hear the word equation in this class. i hate equations. ” he encourages students not to get hung up on exact answers when estimates will do. in cohen ’ s class, a few percentage points of error don ’ t matter ; what matters is learning a quantitative technique called “ dimensional analysis. ” the technique, simply put, requires converting the basic dimensions and units of information that you have about a scenario — a cruise ship ’ s change in velocity, say, and the distance it traveled — into an answer that ’ s described with different dimensions and units — such as the ship ’ s deceleration, which is measured as change in velocity over time squared. the class doesn ’ t know how long it took the ship to come to rest after hitting the pier. but the ship ’ s speedometer gives them the initial velocity, and some internet searching reveals the ship ’ s length in meters. armed with just that information, the class uses dimensional analysis to find the cruise ship ’ s deceleration — only about 0. 1 meter per second squared. “ anybody getting ejected out of that windshield? ” cohen asks with a smirk. “ that ’ s a gentle breeze. no one would be spilling their drinks. ” while the movies often play fast and loose with the laws of physics, cohen isn ’ t out to poke holes in hollywood blockbusters. after all, it doesn ’ t take a physics professor to laugh away a plan to destroy an earth - bound, texas - sized asteroid by planting a nuclear bomb inside of it. and besides, says cohen, a bona fide movie buff, technical accuracy isn ’ t what makes movies fun. but a little physics can help. olga cuevas - gomez ( cas ’ 10 ), who took the course last fall, says that x - men is one of her family ’ s favorite movies. “ now, every time we watch it, there ’ s a new physics concept that i try to explain to them, ” says cuevas - gomez. “ they never get it, but they pretend they care. ” 2 comments


campus : csu long beach - - october 11, 2002 csu campuses share $ 170, 000 national science foundation the fluid evolution of the earth ’ s crust and origins of valuable deposits are just a few of the areas that geological sciences faculty members at the california state university, long beach and fullerton campuses will be able to study with a new mass spectrometer funded by a $ 170, 000 grant from the national science foundation ( nsf ). samples of materials such as rocks, minerals or water are placed into the gas - source isotope - ratio mass spectrometer, which will be located at a new laboratory at csulb, said gregory j. holk, grant team leader. other faculty members on the team are james c. sample and richard j. behl, as well as diane clemens - knott of cal state fullerton. scientists can learn a great deal about an area ’ s geological history by examining the chemical signatures of tested materials. “ my area of expertise is stable isotope geochemistry and the type of research i do involves understanding the role of aqueous fluids in the evolution of the earth ’ s crust, ” explained holk. “ one aspect of these studies is the investigation of the movement of water through faults and its effect on their behavior, so there are some implications with regard to the earthquake process — how earthquakes happen and what sorts of conditions are necessary for an earthquake to happen. ” he also studies where such water comes from in the first place — from underground or percolating from above. the new mass spectrometer will enable him to examine not only ground water but also water encased in rocks and minerals. “ much of my research deals with mapping hydrothermal systems associated with ore deposits, ” holk added. “ the mining companies have to drill a lot of holes to look for the ore and drilling costs are about $ 50, 000 per hole. this stable isotope technique removes one step from that guessing game in that a stable isotope survey of an area that has high potential for mineralization can delineate the areas of highest potential. the cost of such a survey is about the same as one drill hole. ” furthermore, reducing the amount of drilling has environmental holk and clemens - knott of fullerton were doctoral classmates at cal tech and she will play an integral role in the new lab. “ she has gas extraction facilities at fullerton. these facilities supplement those recently built at csulb. before a sample is ready for mass spectrometry, rigorous chemical separation work is


and she will play an integral role in the new lab. “ she has gas extraction facilities at fullerton. these facilities supplement those recently built at csulb. before a sample is ready for mass spectrometry, rigorous chemical separation work is done in the laboratory, ” said holk. “ dr. clemens - knott will be bringing her samples over here for analysis. she ’ s done a lot of work with ground water in orange county. she works primarily on magmatic systems, how magmas and fluids interact with each other. ” “ we would like to open up the instrument for collaboration with faculty from other csu universities, ” said holk. csulb has or is acquiring a variety of research instruments, including a new nsf - funded scanning electron microscope. “ if we pool our resources together, we have the potential on a university scale to have instrumentation comparable to the big research universities. our goal is to coordinate our efforts to have a center for analysis that scientists can utilize, ” furthermore, much of the equipment may be available for use by undergraduate as well as graduate science students. the nsf recognizes csulb as a significant provider of hands - on research opportunities for undergraduate students and rates long beach one of the top master ’ s level universities whose students go on to earn doctoral degrees in science and engineering.


march 06, 2012 | myrna anderson many college students have the same experience of learning science : “ lecture, lecture, lecture, ” said calvin biology professor dave koetje, “ which, it turns out, was not the best way to learn. ” students who do succeed in a lecture - style learning environment often do the actual work of learning outside the classroom, explained calvin chemistry professor herb fynewever : “ some of our best students can come in and listen to a lecture and, even if they don ’ t understand it all, they can write it out like a transcript, and they can go back to the dorm and look at the notes, look at the textbook and talk to their peers. ” those students who can ’ t follow a lecture and figure it out later often give up on science. “ people would get weeded out, ” koetje said. “ that ’ s not desirable. ” koetje and fynewever — with biology professors amy wilstermann and randy van dragt and mathematics professor randy pruim — are hoping to take the learning that happens in dorm rooms ( and apartments ) back to the classroom. their project is called “ leveraging laboratory activities to achieve educational reform, ” and it ’ s funded by a three - year, $ 199, 990 grant from the national science foundation ’ s transforming undergraduate education in science program. the team will focus on improving labs in two biology courses : bio224 ( " cellular and genetic systems " ) and bio225 ( " ecological and evolutionary systems " ). “ the new model will be short, multiple - week, miniature investigations, ” koetje said. “ in the process students will be learning research competencies that are essential for addressing complex scientific questions. ” the mini - labs are modeled on those in calvin ’ s first - year science research class funded by a howard hughes medical institute ( hhmi ) grant : “ we ’ ll start out with a research question. students will be reading research articles and designing experiments to answer that question, ” koetje said. “ they will be analyzing the data — applying statistical analyses. then they ’ ll be sharing their results. ” faculty involved in the project will visit and critique the labs from the perspectives of their various disciplines. the improved labs will give a broader range of students access to a science research experience, he said. ( currently, around 100 students in the science division assist faculty as researchers, many of them during the summer. ) “ if we want to get our


the improved labs will give a broader range of students access to a science research experience, he said. ( currently, around 100 students in the science division assist faculty as researchers, many of them during the summer. ) “ if we want to get our students into the best research institutions, we have to give them these research opportunities, ” said fynewever. the nsf - funded project will also focus on improving communication among the sciences. currently, scholars in different scientific disciplines speak in different jargons, and often, scientists have different definitions for the same term. one example, said fynewever, is “ equilibrium, ” which in biology can refer to the sense of balance felt in the inner ear or to a relatively stable state in a biological system and in chemistry the term pertains to how reactants go forth to products and products come back until balance is achieved. “ that ’ s where chemists and biologists don ’ t speak the same language, ” said fynewever : “ chemists are talking about reactions in a vessel where you achieve equilibrium, but biologists are talking about equilibrium in organisms — where equilibrium is never achieved in the chemistry sense of the word. ” koetje agreed : “ you can ’ t simply apply a biological definition to solve a chemical problem and vice versa without understanding the nuances. ” the lack of a shared scientific language is especially troublesome when the scientific disciplines collaborate. fynewever framed the quandary in this way : “ what kind of language do you use when you talk in math about biology? ” the faculty attached to the project will work at developing a shared jargon among calvin ’ s scientific disciplines. ( another portion of the grant will be used for faculty development. ) the grant was designed as the next step in integrating the sciences at calvin — an effort that includes several nsf and hhmi - funded efforts : the integrated science research institute, the first - year student research class ( the “ phage ” class ), the integrated science research experimental laboratory. the faculty involved in this latest nsf project are excited about the opportunity to improve the teaching of science. “ we have three years to revitalize college teaching, ” fynewever joked. | people, area of study | | people, area of study, campus life | | people, area of study, campus life | nasa - funded student fellowships renewed speech pathology masters program graduates its first class chem demos turn 25 | people, area of study | | people, area of study


scientists find evidence of ancient lake on mars layered rocks on the floor of mclaughlin crater on mars show sedimentary rocks that contain spectroscopic evidence for minerals formed through interaction with water. photo : reuters / nasa a spacecraft orbiting mars has provided evidence of an ancient crater lake fed by groundwater, adding further support to theories that the red planet may once have hosted life, says nasa. spectrometer data from nasa ' s mars reconnaissance orbiter shows traces of carbonate and clay minerals usually formed in the presence of water at the bottom of the 2. 2 - kilometre - deep mclaughlin crater. " these new observations suggest the formation of the carbonates and clay in a groundwater - fed lake within the closed basin of the crater, " nasa said of the findings, which were published in the online edition of nature geoscience. the spot selected for curiosity ' s first drilling site. photo : ap / nasa " some researchers propose the crater interior catching the water, " the space agency said, adding that " the underground zone contributing the water could have been wet environments and potential habitats. " the crater lacks large inflow channels, so the lake was likely fed by groundwater, scientists said. the latest observations " provide the best evidence for carbonate forming within a lake environment instead of being washed into a crater from outside, " said joseph michalski, lead author of the paper. the 92 - kilometre - wide crater sits at the low end of a regional slope several hundreds of kilometres long and, as on earth, groundwater - fed lakes would be expected to occur at low elevations. nasa ' s mars rover curiosity has been exploring the planet ' s surface since its dramatic landing on august 6, collecting rock samples and beaming back rare images in anticipation of an eventual manned mission. mars reconnaissance orbiter scientist rich zurek, of nasa ' s jet propulsion laboratory, said the latest findings indicate " a more complex mars than previously appreciated, with at least some areas more likely to reveal signs of ancient life than others. "


how the universe is erasing evidence of its beginnings and moving faster toward its end in 1917, on the third floor of an apartment building in the wilmersdorf borough of wartime berlin, an ailing tenant named albert einstein sat focused on a lofty subject : the universe. in february of that year, he published a paper that effectively launched the modern field of cosmology. in it, he suggested that the fabric of space and time contains an innate tension, an energy that seethes beneath the surface of every inch of the universe. this “ cosmological constant ” was the force that held gravity in check and kept the universe from collapsing on itself, he said. in other words, the universe was in a holding pattern. a dozen years later, however, the astronomer edwin hubble discovered that the universe was not standing still, as einstein had suggested. hubble found that the universe was instead expanding — forever moving outward — and didn ’ t need anything to keep itself from collapsing. hubble ’ s discovery led einstein to repudiate his own claim of a cosmological constant and to write the incident off as the “ worst blunder ” of his career. in the years that followed, einstein ’ s concept of a cosmological constant faded but never disappeared. researchers continued to ask : if the universe is simply being carried out by its own momentum, does that necessarily mean that nothing, no tension is filling the vacuum of the universe? it turns out einstein ’ s conclusions might have been less farfetched than he thought. cosmologists continued to research this theory, and what they discovered is shedding light on the future of the universe — while simultaneously erasing traces of its past. a new constant is discovered in 1995, physicists lawrence krauss, ph. d., then at case western reserve university, and michael turner, ph. d., of fermilab in illinois, argued in the journal general relativity and gravitation that the universe does, in fact, have a cosmological constant. it is a force that not only propels the expansion of the universe, but does so at ever - faster speeds, constantly accelerating, they said. the scientists pieced together data, including x - ray telescope observations of faraway galaxies and hubble space telescope distance measurements to nearby ones. they concluded that something seems to be pushing the expansion of the universe ever faster. that force is dark energy, researchers say, and its existence means the universe will ultimately expand so far and so wide that the stars,


telescope distance measurements to nearby ones. they concluded that something seems to be pushing the expansion of the universe ever faster. that force is dark energy, researchers say, and its existence means the universe will ultimately expand so far and so wide that the stars, planets and galaxies as we know them will disappear from view. future astronomers will look skyward toward a barren universe that lacks any clues about its origins. “ there will be ever - diminishing evidence that there was a big bang, ” says glenn starkman, ph. d., a case western reserve physicist and director of the university ’ s origins initiative. that could mean the end of cosmology as we know it. “ cosmologists in general are trying to answer big questions, ” starkman says. “ most of the questions we ’ ve been trying to answer are about the past. but i think the big questions about the future are, in many ways, just as interesting. ” dark energy may indeed have a lot to say about the future, scientists are finding. in 1995, though, not everyone was on board with the concept of a new cosmological constant. “ the concept turned out to be right, and that was a very remarkable thing, ” says will kinney, ph. d., a physicist at the state university of new york at buffalo. at the time, kinney says, “ i don ’ t know that a lot of people took the cosmological constant seriously. ” that changed in 1998, when an international coalition of astronomers released a sheaf of data in both the astronomical journal and the astrophysical journal that they said proved the universe is expanding at an increasingly rapid rate. measuring the brightness of 102 exploding stars, or supernovae, in distant galaxies, the scientists found that these supernovae were often dimmer than expected. the findings fit a pattern that could only be explained by a universe whose expansion was accelerating over time. the cosmic self - pressure that the scientists observed — dark energy — has since been confirmed by independent observations, including careful measurements by high - tech instruments such as nasa ’ s wilkinson microwave anisotropy probe, which launched in 2001. shedding light on dark energy no one knows for certain what dark energy is or what generates it, but one thing is clear : it is pressuring space to expand. that makes dark energy stand apart from everything else in the universe because every other form of matter or energy gravitationally tugs on other matter. dark energy ’ s peculiar feature is that it seems to fill any


clear : it is pressuring space to expand. that makes dark energy stand apart from everything else in the universe because every other form of matter or energy gravitationally tugs on other matter. dark energy ’ s peculiar feature is that it seems to fill any void or vacuum, including those created by the universe ’ s expansion. even a patch of empty space that had been eradicated of all known forms of matter and energy still contains dark energy, starkman says. “ so if you have twice as much vacuum as you had before, then you have twice as much of that energy, ” he says. “ that ’ s really peculiar. if you take a box and stretch it, you get something for free. that ’ s the property that accounts for the ability of the vacuum to expand at an accelerating rate. the more you expand it, the more of the [ dark energy ] you have, and the more that it pushes. ” if dark energy seems confusing, that ’ s because it is, starkman says. the greatest minds in physics are baffled. dark energy is one of the most perplexing unsolved mysteries in science today, and scientists ’ best guess for what lies at the heart of dark energy and the cosmological constant lies in quantum physics, starkman says. quantum theory predicts that empty space will wiggle with low - level vibrations, even when all the energy in that space is depleted. it says that the simplest kind of motion conceivable, subatomic particles moving back and forth like miniature springs, will be present even when no other energy is present and they will never not move. imagine a universe filled with simple quantum particles. now rob the universe of every ounce of energy it contains. what quantum theory says is that, powered by nothing whatsoever, the universe will still vibrate with what is sometimes called “ vacuum energy ” or “ zero - point energy. ” quantum vacuum energy is “ the simplest explanation for the origin of [ dark ] energy, ” starkman says. but the explanation remains murky. starkman holds out hope that in geneva, switzerland, the cern laboratory ’ s large hadron collider, the world ’ s most powerful particle accelerator, may uncover precious clues about dark energy. the accelerator, which began operating in september, will allow scientists to analyze high - energy beam collisions and possibly reveal a new world of unknown particles. the experiments could ultimately explain why those particles exist and behave as they do. they could reveal the origins of mass, shed light on dark matter,


, will allow scientists to analyze high - energy beam collisions and possibly reveal a new world of unknown particles. the experiments could ultimately explain why those particles exist and behave as they do. they could reveal the origins of mass, shed light on dark matter, uncover hidden symmetries of the universe, and possibly find extra dimensions of space. in the meantime, the observed existence of dark energy — whatever its origins — is producing real consequences for the universe ’ s future. the universe ’ s beginning and end in 1999, starkman co - authored a paper with fellow case western reserve physicist tanmay vachaspati, ph. d., and mark trodden, ph. d., of syracuse university. the research, which appeared in astrophysical journal, linked cosmic acceleration to a decidedly bleak future. the universe had entered an extended period of rapid growth, they said, and, eventually, the objects in it would move away so rapidly from our world that they would fall away from view. the evidence came from observations of supernovae, they said, which measurements showed were not only moving away, but moving away at ever faster speeds. traditional big bang theory runs counter to this notion. it predicts that cosmic expansion will slow or even halt over time. think of a fireworks explosion : an initial blast, streamers shooting out from the core at great speed, then a gradual slowing until the lights of the fireworks collapse and fade. if the universe ’ s expansion continues to speed up, not slow down, then light from distant galaxies will fade for a different reason : it eventually will be unable to keep up. “ we realized that things were going to start disappearing, ” starkman says. “ the longer you wait, the less you ’ ll see. ” however, he adds, it will take scores of billions of years to lose sight of the universe ’ s landscape as we know it. today, the universe is just a teenager, a spry 14 billion years young. the cosmic end - state comes when the universe nears 100 billion years old. as that faraway birthday approaches, cosmic expansion will have created vast stretches of void between galaxies. today ’ s visible universe, with its hundreds of billions of galaxies stretchingfar into the great beyond, will have sunk below the earth ’ s horizon. our sun and solar system will be long gone, having fizzled somewhere near the 19 billion - year mark. if civilizations exist in other galaxies at such a late date, their conclusions about the universe will be incomplete. light from neighboring galaxies will


horizon. our sun and solar system will be long gone, having fizzled somewhere near the 19 billion - year mark. if civilizations exist in other galaxies at such a late date, their conclusions about the universe will be incomplete. light from neighboring galaxies will be unable to reach them because the expansion of space will have quickened beyond the lowly photon ’ s ability to keep up. cosmology, particularly the study of the universe ’ s origins, will by then have reached an end. the science launched by einstein ’ s notion of a cosmological constant will be destroyed by that very same constant. but scientists are not only considering questions of the past ; they are also considering future prospects for life in the universe. in 1979, physicist freeman dyson, ph. d., of the institute for advanced study at princeton university published a paper in the journal reviews of modern physics that argued life could survive indefinitely in a universe that also expanded indefinitely. in dyson ’ s view, biology could ultimately win the battle with a hostile universe. of course, appearing 19 years before the discovery of accelerating cosmic expansion, dyson ’ s paper did not consider dark energy or a cosmological constant. in 2004, starkman co - wrote another paper with lawrence krauss that delivered the bad news : life is eventually doomed. einstein ’ s greatest blunder ultimately, after hundreds of billions of years, wrenches the universe apart. and with it goes the prospect for biology. “ the universe is going to have a long, slow end, ” starkman says. “ it will first begin with ignorance. and if we are right, it will end with death. ” kinney, of the university at buffalo, expands on that argument. in a paper written with physicist katherine freese, ph. d., of the university of michigan, kinney points out that no one knows for certain whether the cosmological constant is, in fact, constant. it could be that the acceleration of the universe ’ s expansion will change over time. in some scenarios, in which the amount of dark energy exponentially diminishes over time, they find that doom and gloom may not prevail. under such circumstances, the universe and biological processes in it could, theoretically at least, continue far into the future. the question is, how far into the future? “ we all agree that life can last longer if the cosmological constant isn ’ t constant, ” starkman says. “ what we ’ re arguing over here is how long. the


seniors and drugs dec. 10, 2005 a chemical produced at many nerve endings in the body, and receptors which bind acetylcholine are called cholinergic receptors. ( see cholinergic and anticholinergic ) anticholinergic drugs inhibit receptors for acetylcholine in the brain ( causing problems with memory and confusion ), and nerves in other parts of the body ( leading to problems with bowel, bladder function, heart rate, blood pressure, and problems with secretions such as dry mouth and reduced sweating ) ( see cholinergic ). reducing the activity of dopamine, a neurotransmitter in the brain associated with memory, controlling movement, and problem solving. many antipsychotic drugs have antidopaminergic properties. an alteration in the heart ' s rhythm. when secretions or foreign material such as food enter the trachea and lungs. an uncoordinated manner of walking. slow heart rate. acetylcholine is a chemical produced at many nerve endings in the body, and receptors which bind acetylcholine are called cholinergic receptors. cholinergic nerves regulate heart rate, blood pressure, digestive processes, bowel and bladder function, memory, alertness, eye pressure and muscle function. drugs that block these nerves ( see anticholinergic ) can alter these bodily functions. chronic obstructive pulmonary disease, such as emphysema or chronic bronchitis, is typically characterized by shortness of breath, cough and difficulty exhaling. a chemical produced at some nerve connections in the brain. the extrapyramidal system of nerves, located in the brain, helps to coordinate many of the body ' s movements. a common side - effect of many antipsychotic and some antinausea drugs that block dopamine. these include problems with walking, tremor, rigidity, and abnormal muscle movements. refers to gastrointestinal. the gi tract is the collection of organs that take in and digest food, extract the nutrients and then excrete the waste. international normalized ratio value is a measure used to determine the clotting tendency of blood. relates to the force of muscular contractions. an inotropic heart drug affects the force of the heart ' s contractions. high blood pressure low blood pressure monoamine oxidase inhibitors are a class of antidepressant drugs another name for antipsychotic drugs that often act by blocking dopamine receptors in the


the force of the heart ' s contractions. high blood pressure low blood pressure monoamine oxidase inhibitors are a class of antidepressant drugs another name for antipsychotic drugs that often act by blocking dopamine receptors in the brain. relating to an erect posture. orthostatic hypotension is low blood pressure caused by standing up. excessive urine secretion. a measure of conduction in the heart, from when the ventricles begin to contract, to when they are re - polarized. a chemical produced at many nerve endings in the brain. syndrome of inappropriate antidiuretic hormone secretion refers to excessive release of a compound ( antidiuretic hormone ) from the pituitary gland that alters the body ' s salt / water balance, often leading to low sodium levels in the blood. typical symptoms include nausea, vomiting, headache and malaise. it can lead to confusion or coma. selective serotonin reuptake inhibitors are a class of antidepressants and anti - anxiety drugs that act by increasing the amount of serotonin in the brain ' s nerve connections. a class of drugs that mimics stimulatation of the sympathetic nervous system. such drugs will increase heart rates, raise blood pressure and dilate pupils and airways. the sympathetic nervous system helps the body to react to stressful situations. fainting, a temporary loss of consciousness. torsades de pointes a potentially fatal heart rhythm characterized by rapid contraction of the ventricles. it can occur in patients with a long qt interval. ( see qt interval )


how does someone get listeriosis? you get listeriosis by eating food contaminated with listeria monocytogenes. babies can be born with listeriosis if their mothers eat contaminated food during pregnancy. however, healthy persons may consume contaminated foods without becoming ill. persons at risk can prevent listeriosis by avoiding certain high - risk foods and by handling and storing food properly. listeria monocytogenes is commonly found in soil and water. animals can carry the bacterium without appearing ill and can contaminate foods of animal origin, such as meats and dairy products. most human infections follow consumption of contaminated food. rare cases of nosocomial transmission have been reported. when listeria bacteria get into a food processing factory, they can live there for years, sometimes contaminating food products. the bacterium has been found in a variety of raw foods, such as uncooked meats and vegetables, as well as in foods that become contaminated after cooking or processing, such as soft cheeses, processed meats such as hot dogs and deli meat ( both products in factory - sealed packages and products sold at deli counters ), and smoked seafood. unpasteurized ( raw ) milk and cheeses and other foods made from unpasteurized milk are particularly likely to contain the bacterium. listeria is killed by pasteurization and cooking ; however, in some ready - to - eat foods, such as hot dogs and deli meats, contamination may occur after factory cooking but before packaging. unlike most bacteria, listeria can grow and multiply in some foods in the refrigerator.


| | home > resources for students > tips for college success | tips for college success class attendance really does correlate with your grade. go to class. communication is key - especially when dealing with roommates or professors. be on time to class. walking in late distracts both the professor and other students. don ' t be afraid to ask for help. college is not a contest. you don ' t have to compete with anyone else for your grade. learn at your own pace and don ' t feel inferior if you don ' t understand something the first time around. the bureaucracy of higher education is overwhelming. stay calm, ask questions, be sure you know the name of the person you are talking to. support systems are essential for survival. make friends. talk to everyone. expect to feel lonely, frightened, and isolated. but also remember - you are not the only person experiencing these emotions and it all gets better with time. read what you are given! read your mail! don ' t take policy advice from other students, check with offices on campus. join in all the activites you can. don ' t be intimidated by faculty and staff. your tuition dollars pay the salaries of university and college personnel. you are the customer ; they work for you ; so ask questions. your college catalog is your bible. you have to open it in order to reap the benefits of what is inside. get a copy of your school ' s code of ethics ( honor code ). a simple mistake could cost you your degree. maintain a positive attitude, be a good listener, stick to your own convictions, and strive past your dreams. go see your professors during their posted office hours. they have to sit there whether you show up or not so take advantage of the opportunity. talk to other students to find out the real scoop, which professors to avoid, etc. don ' t be afraid to ask other students and professors for copies of old exams. the questions may change but the style usually remains the same. make sure your professor knows your name. putting a face with a name will be a big help, especially if your grade is on the borderline. problems with faculty should be handled honestly and calmly. always try to remedy conflicts with faculty members first. if the problem remains unresolved, seek advice from your academic advisor, a student support services staff member, or your student handbook as to the next step. sleeping in class realize that every college and university has its own culture which includes language, traditions and taboos. there


false, the statement is false 7 multiple choice questions : a ) multiple choice questions are essentially true - false questions arranged in groups i usually only one alternative is totally correct ii eliminate obvious false choices iii of the remainder pick the alternative that answers most fully all aspects of the question 1 planning your time in answering essay questions is more important than in objective type tests! 2 read through the entire examination first a ) get a feel for the questions you are expected to answer b ) if the exam allows you to choose from a number of questions, be sure to number your answers exactly to match the questions 3 follow directions carefully a ) pay attention to the key words in the question i. words such as " list ", " describe ", " compare and contrast " and " outline " require different types of answers b ) don ' t " write around " the question but answer it directly and concisely a ) after scanning the list of questions to be answered, choose the ones you know most about i. on scrap paper quickly prepare an outline of important ideas and facts to be included in your response b ) your opening statement summarizes what you are going to say c ) what follows should support your opening statement d ) your conclusion should show how your body text supported your opening statement 5. it is absolutely essential that your ideas can be read and understood : print if your cursive writing is very hard to read ; know and use correct grammar, punctuation, and spelling. start early and be persistent. 99 % of the time the money will not come to you. consider every possible source of educational funding and good money leads : 1. your school ' s financial aid office 2. the admissions office and recruiters 3. your academic college 4. your church 5. clubs and groups your parents belong to 6. local civic and special interest organizations 7. professionals already working in your major field 8. scholarship resource books 10. honor societies, sororities, fraternities, etc. fill out all forms completely and neatly. include all required documents. pay attention to paying deadlines. sometimes only a few days can cost you big dollars. respond quickly to all requests for additional information and documentation. stick with it! sometimes the process is slow and frustrating. but remember, each year thousands of dollars of financial aid funding is unused. be tenacious and those dollars could be yours. make an appointment to see a financial aid officer at your institution. discuss the difference between grants, scholarships, subsidized loans, unsubsidized loans, etc


aid funding is unused. be tenacious and those dollars could be yours. make an appointment to see a financial aid officer at your institution. discuss the difference between grants, scholarships, subsidized loans, unsubsidized loans, etc. find out what type of aid you are eligible for and what type of aid you can live with later ( paying back those loans? ). if you are awarded financial aid, be sure you know what guidelines you must maintain in order to keep your award ( ie., gpa, work status, etc. ) reduce writing anxiety. get a calendar or academic planner. follow these tips : 1 first write down the due date for the paper. 2 next, count backwards. how many days will you need to edit, re - write, revise, write, take notes, research, read, select, and narrow the topic? 3 now you know what day you will need to begin the paper 4 review and revise this process after each paper be sure to know exactly what your instructor expects. invest in a computer and learn to type your own papers. do not depend on other people to bail you out ; you will learn that everyone has their own paper to deal with. even paid typists can be unreliable. don ' t be afraid to express a unique opinion. the key is to document and support your ideas in an organized and cogent manner. when proofreading text, start at the end of your paper. read one sentence at a time and work your way to the beginning. why? your brain already knows what you have written. by reading from end to beginning, the pattern is broken and you will find more errors in grammar, punctuation, and spelling. do not rely on spellcheck. remember " principle " and " principal " are both correct spellings. which word did you intend to use? other biggies are : " to " and " too ", " its " and " it ' s ". plagiarism means taking another person ' s words or ideas as your own. be careful to always cite your source whether you quote directly or paraphrase. remember, if it ' s not common knowledge or your original idea, you must cite the source. when writing the paper make / use index cards ( put the topic at the top of each card ), notes, bibliographies, summaries, reports and reviews as part of your preparation process to organize your materials prepare a written outline 1 don ' t make the


use index cards ( put the topic at the top of each card ), notes, bibliographies, summaries, reports and reviews as part of your preparation process to organize your materials prepare a written outline 1 don ' t make the mistake of trying to keep everything in your head 2 make your outline in the form of main headings or ideas with sub - headings fleshing out the flow of the paper. this will establish the paper ' s content and conclusion. write the paper. 1 use the outline as a guide and stick to it. 2 write in your own natural style 3 reread, rewrite, revise and edit until the paper says exactly what you want to say in the way you want to say it 4 use correct punctuation and grammar. do not wait until your first research paper / project to scope out the campus library. 1 many libraries offer tours for freshmen. 2 find out early what resources the library has and what deficiencies or limitations the library has as well 3 learn now to use its computers and card catalogs to find books by subject or author 4 practice using every machine in the library ( ie. microfiche, cd roms, etc. ) 5 us the reader ' s guide to periodical literature for magazine articles ; encyclopedias for general information on most known topics : almanac for facts, lists, charts and tables ; atlas for maps, etc. ask the librarian for instructions on using them and help in locating other specific reference sources for your paper. know in advance copier laws and procedures. talk to other students, especially those browsing shelves or studying in the same area as you are. you never know what kind of contact you could make or what kind of information you could gain. check out the local community libraries. they may house the one obscure article or book you need to earn that " a ". academic advisement is critical! see your advisor on a regular basis to make sure you are on track with your academic program, courses, etc. pay attention to deadlines! if you miss one, it could cost you not just money but grades as well ( ex. drop / add, fee payment, course withdrawal ). if your school offers phone registration, use it. in person registration usually means long lines and high frustration levels. be sure to have university or college representatives sign every form dealing with course selection, dropping classes, etc. you may need to defend a course selection when you apply for graduation or you may need to prove you dropped a class. save every


frustration levels. be sure to have university or college representatives sign every form dealing with course selection, dropping classes, etc. you may need to defend a course selection when you apply for graduation or you may need to prove you dropped a class. save every grade report. computers have been known to lose grades, courses, credits, etc. periodically ask for an unofficial copy of your transcript. be sure your records match the registrar ' s. select classes based on your own academic capabilities. for example, if science is not your forte, don ' t take biology and chemistry in the same semester. be very careful registering for writing classes during shorter summer semesters. the same holds true for classes requiring large amounts of reading. read the course catalog carefully. as a rule, freshmen should not register for a senior or graduate level class ( usually 4000 + level ). typically, freshmen are the last students to register so plan an alternate schedule prior to registration. your first choice may be filled. learn to say no! saying no to partying, movies, etc. does not make you a terrible person. do not study for more than 2 hours at a time. your brain really does shut down and any studying you do after that point is just a waste of time. use travel time to study. pop a study or lecture tape into your car ' s cassette player ; put on those earphones if you ride the train or car pool. if you use a laundromat, listen to study tapes while your clothes spin and dry. try to study during daylight hours. natural light really is more conducive to learning. use two schedules. 1 create an hour by hour weekly schedule. using your class schedules as a guide, block out specific times each day for study and all other activities : rule of thumb one and a half hours of study for each hour of class 2 create a semester schedule showing midterms, finals, due dates, and other important events. weekly review both schedules and allow more study time as needed : a good schedule keeps you from wandering off course prioritize : daily list what you need to study, prioritize & set times for each item, and stick to it. use the 30 - 3 - 2 schedule 1 study for 30 minutes 2 take a 3 - minute break, let the break be a time to think about other things 3 upon returning, take an extra 2 minutes to mentally review what you have just read and do a quick preview of what is coming up next study! this may be a case of stating the