way to support your nutrition is to take a general multivitamin and mineral supplement providing a broad range of nutrients at standard nutritional levels. however, there are a few caveats to keep in mind. - some supplements include very high doses of certain nutrients, such as antioxidants. as described above, when you take nutrients in this fashion, you are using them as drugs rather than nutrients ; you are no longer in the world of nutritional supplementation and have passed into the riskier world of megadose treatment. - we recommend that you use an iron - free multivitamin and mineral supplement unless you have been tested and found to be deficient in iron. - the minerals calcium and magnesium are very bulky, and few multivitamin / mineral supplements provide the daily requirement. these minerals generally must be taken in the form of additional pills. note : it isn ' t possible for your body to absorb a day ' s worth of calcium in a single dose. at least two doses are necessary. - finally, note that food may contain many nonessential substances, such as carotenoids and bioflavonoids, that nonetheless enhance health. for this reason, no nutrient supplement should be regarded as a substitute for a healthy and varied diet. taking individual supplements one problem with multivitamin / mineral supplements is that some nutrients may interfere with the absorption of others. for this reason, there may be advantages to taking supplements separately. ( the hassle factor is a strong disadvantage! ) in addition, this method allows one to avoid taking vitamins and minerals one doesn ' t need. if you do use this approach, keep in mind the following : - minerals come in many different chemical forms, technically called " salts. " for example, you can purchase calcium as calcium carbonate, calcium citrate, calcium orotate, and in half a dozen or more other forms. in some cases, certain salts of minerals are known to be better absorbed than others. this is particularly the case with calcium, as described in the full article. - when you take zinc, you should balance it with copper. - there may be advantages to taking certain nutrients at levels a bit higher than the standard recommendations, but each nutrient presents its own issues. more is not necessarily better. see each individual nutrient article for details. natural vs. synthetic vitamins many people wonder whether " natural " vitamins are better than " synthetic " ones. this question, however, is a bit of a red herring. ultimately, no vitamin or mineral supplement is " natural


article for details. natural vs. synthetic vitamins many people wonder whether " natural " vitamins are better than " synthetic " ones. this question, however, is a bit of a red herring. ultimately, no vitamin or mineral supplement is " natural. " purified vitamins and minerals are refined, processed products analogous to white sugar or artificial fertilizer. it doesn ' t much matter whether they are extracted from foods or manufactured in a laboratory : the result is the same. for example, vitamin c made from rose hips is chemically identical to vitamin c synthesized from scratch. both are ascorbic acid. rose hips themselves, however, supply many nutrients along with vitamin c. if you truly wish to get your vitamins naturally, you might consider taking them as freeze - dried or condensed whole food supplements rather than as purified vitamins. this might offer a specific advantage over purified vitamins : as we noted above, fruits and vegetables may provide substances that are not actually essential but that promote better health. under certain conditions, the need for many nutrients may increase. these include illnesses such as diabetes, crohn ' s disease, hiv, and ulcerative colitis. furthermore, individuals who smoke cigarettes or overuse alcohol may need additional nutrients. follow the links to the individual articles for more information. medications may increase the need for certain nutrients ; if you look up your own medications in the drug interaction section of this encyclopedia, you will find what is known about these so - called nutrient depletions. other potential uses of multivitamins generally lack strong support. blood pressurefertility in womengeneral well - beingenhance sports performanceminor wounds, osteoarthritispregnancy - related nauseadecrease risk of numerous birth defectsmenopausal hot flashespremenstrual stress syndrome ( pms ) stressreduce risk of prostate cancerprevent cataracts standard multivitamin / multimineral tablets contain nutrients at levels believed to be safe for the majority of healthy people, as indicated by amounts at or below the recommended daily allowance. however, even these supplements could be harmful for people with certain diseases, such as kidney or liver disease, or for people taking certain medications, such as warfarin. there are other multivitamin / multimineral tablets that contain high levels of certain nutrients far above nutritional needs. these could conceivably present risks for healthy people, particularly if they are taken in combination with additional specific supplements. almost any mineral can be toxic if


a project to release genetically engineered mosquitoes in key west won ' t happen unless a federal or state regulatory agency will oversee it, the mosquito control officials and a private company have agreed. the florida keys mosquito control district has been struggling to find an agency to oversee the use of genetically altered mosquitoes to combat disease, in this case, dengue fever. the technology so far has only been used in agriculture in the united states. the district and the british - based oxitec company held a town hall meeting thursday night, and faced strong opposition and tough questions from keys residents about the genetically engineered mosquitoes. key west resident haig jacobs referred to them as " robo - franken mosquitoes " and asked oxitec representatives, " when is this going to stop, and when is life sacred? " oxitec alters male mosquitoes to be " sterile, " so when they are released and mate with a female mosquito in the wild, her offspring will die in the larval stage, according to www. oxitec. com. federal officials from the centers for disease control and prevention, department of agriculture, fish & wildlife service, environmental protection agency, food and drug administration and other agencies all say they do not have jurisdiction. jacobs also asked about natural ways of controlling mosquitoes, possibly by introducing more dragonflies or other predators. others raised concerns about mutations and a potential impact on the ecosystem and food chain. some people questioned oxitec ' s success with releasing genetically altered mosquitoes for the sole purposes of eradicating the aedes aegypti mosquito, which carriers dengue fever. they asked for peer - reviewed science rating oxitec ' s success with past releases and research on whether it would be successful here. still others questioned investing in the technology as there has not been a case of dengue fever in the keys since 2010. the district and oxitec had planned to introduce the mosquitoes in old town key west later this year. it ' s not cheap to rear and release genetically modified mosquitoes ; it would cost the district $ 250, 000 a year. if successful, though, it would be less expensive than the district ' s current program to eradicate dengue fever, which is about $ 1 million to $ 1. 5 million a year, according to mosquito control executive director michael doyle. doyle also argued that using the genetically altered mosquitoes would also make the district less dependent on pesticides.


pilates is a body conditioning routine that seeks to build flexibility, strength, endurance, and coordination without adding muscle bulk. for decades, it ' s been the exercise of choice for dancers and gymnasts ( and now hollywood actors ), but it was originally used to rehabilitate bedridden or immobile patients during world war i. what is pilates? pilates ( pronounced : puh - lah - teez ) improves mental and physical well - being, increases flexibility, and strengthens muscles through controlled movements done as mat exercises or with equipment to tone and strengthen the body. in addition, pilates increases circulation and helps to sculpt the body and strengthen the body ' s " core " or " powerhouse " ( torso ). people who do pilates regularly feel they have better posture, are less prone to injury, and experience better overall health. joseph h. pilates, the founder of the pilates exercise method, was born in germany. as a child he was frail, living with asthma in addition to other childhood conditions. to build his body and grow stronger, he took up several different sports, eventually becoming an accomplished athlete. as a nurse in great britain during world war i, he designed exercise methods and equipment for immobilized patients and soldiers. in addition to his equipment, pilates developed a series of mat exercises that focus on the torso. he based these on various exercise methods from around the world, among them the mind - body formats of yoga and chinese martial arts. joseph pilates believed that our physical and mental health are intertwined. he designed his exercise program around principles that support this philosophy, including concentration, precision, control, breathing, and flowing movements. there are two ways to exercise in pilates : today, most people focus on the mat exercises, which require only a floor mat and training. these exercises are designed so that your body uses its own weight as resistance. the other method uses a variety of machines to tone and strengthen the body, again using the principle of resistance. the great thing about pilates is that just about everyone — from couch potatoes to fitness buffs — can do it. because pilates has gained lots of attention recently, lots of classes are available. many fitness centers and ymcas offer pilates classes, mostly in mat work. some pilates instructors also offer private classes that can be purchased class by class or in blocks of classes ; these may combine mat work with machine work. if your health club makes pilates machines available to members, make sure there '


in mat work. some pilates instructors also offer private classes that can be purchased class by class or in blocks of classes ; these may combine mat work with machine work. if your health club makes pilates machines available to members, make sure there ' s a qualified pilates instructor on duty to teach and supervise you during the exercises. the fact that pilates is hot and classes are springing up everywhere does have a downside, though : inadequate instruction. as with any form of exercise, it is possible to injure yourself if you have a health condition or don ' t know exactly how to do the moves. some gyms send their personal trainers to weekend - long courses and then claim they ' re qualified to teach pilates ( they ' re not! ), and this can lead to injury. so look for an instructor who is certified by a group that has a rigorous training program. these instructors have completed several hundred hours of training just in pilates and know the different ways to modify the exercises so new students don ' t get hurt. the pilates mat program follows a set sequence, with exercises following on from one another in a natural progression, just as joseph pilates designed them. beginners start with basic exercises and build up to include additional exercises and more advanced positioning. keep these tips in mind so that you can get the most out of your pilates workout. stay focused. pilates is designed to combine your breathing rhythm with your body movements. qualified instructors teach ways to keep your breathing working in conjunction with the exercises. you will also be taught to concentrate on your muscles and what you are doing. the goal of pilates is to unite your mind and body, which relieves stress and anxiety. be comfortable. wear comfortable clothes ( as you would for yoga — shorts or tights and a t - shirt or tank top are good choices ), and keep in mind that pilates is usually done without shoes. if you start feeling uncomfortable, strained, or experience pain, you should stop. let it flow. when you perform your exercises, avoid quick, jerky movements. every movement should be slow, but still strong and flexible. joseph pilates worked with dancers and designed his movements to flow like a dance. don ' t leave out the heart. the nice thing about pilates is you don ' t have to break a sweat if you don ' t want to — but you can also work the exercises quickly ( bearing in mind fluidity, of course! ) to get your heart rate going. or, because pi


the doorbell rings. busy in the kitchen fixing dinner, nancy ' s dad calls out, " answer the door, nancy! my hands are full! " nancy opens the front door, and suddenly a bunch of people she hasn ' t seen in 3 years pour into the house. aunt rita hands nancy a wrapped package and says, " well, look at you! how you ' ve grown. and you ' ve got such beautiful red, curly hair! it runs in the family, you know. you look just like my grandmother! " uncle michael adds, " and she ' s going to be tall, like her father. only 9 years old, and she looks like a basketball player already! " nancy makes a dash to the kitchen, wondering, " huh? aunt rita ' s grandmother? runs in the family? basketball? what are they talking about? " genes ( say : jeenz ), that ' s what they ' re talking about. genes are the things that play an important role in determining physical traits — how we look — and lots of other stuff about us. they carry information that helps make you who you are : curly or straight hair, long or short legs, even how you might smile or laugh, are all passed through generations of your family in genes. keep reading to learn more about genes and how they work. what is a gene? each cell in the human body contains about 25, 000 to 35, 000 genes, which carry information that go toward determining your traits ( say : trates ). traits are characteristics you inherit from your parents ; this means your parents pass some of their characteristics on to you through genes. for example, if both of your parents have green eyes, you might inherit the trait of green eyes from them. or if your mom has freckles, you might inherit that trait and wind up with a freckled face. and genes aren ' t just in humans — all animals and plants have genes, too. genes hang out all lined up on thread - like things called chromosomes ( say : kro - moh - somes ). chromosomes come in pairs, and there are hundreds, sometimes thousands, of genes in one chromosome. the chromosomes and genes are made of dna, which is short for deoxyribonucleic ( say : dee - ox - see - ri - bo - nyoo - clay - ik ) acid. chromosomes are found inside cells, the very small units that make up all living things. a cell is so tiny that you can only


red hair gene on to nancy. if her father has two genes for red hair, that could explain her red hair. nancy ended up with two genes for red hair, one from each of her parents. you can see genes at work if you think about all the breeds of dogs there are. they all have the genes that make them dogs instead of cats, fish, or people. but those same genes that make a dog a dog also make different dog traits. so some breeds are small and others are big. some have long fur and others have short fur. dalmatians have genes for white fur and black spots, and toy poodles have genes that make them small with curly fur. you get the idea! when there are problems with genes scientists are very busy studying genes. what do the proteins that each gene makes actually do in the body? what illnesses are caused by genes that don ' t work right? researchers think genes that have changed in some way, also known as altered ( or mutated ) genes, may be partly to blame for lung problems, cancer, and many other illnesses. take the gene that helps the body make hemoglobin ( say : hee - muh - glow - bin ), for example. hemoglobin is an important protein that is needed for red blood cells to carry oxygen throughout the body. if parents pass on altered hemoglobin genes to their child, the child may only be able to make a type of hemoglobin that doesn ' t work properly. this can cause a condition known as anemia ( say : uh - nee - mee - uh ), a condition in which a person has fewer healthy red blood cells. anemias that are inherited can sometimes be serious enough to require long - term medical care. sickle cell anemia is one kind of anemia that is passed on through genes from parents to children. cystic fibrosis ( say : sis - tick fi - bro - sus ), or cf, is another illness that some kids inherit. parents with the cf gene can pass it on to their kids. people who have cf often have trouble breathing because their bodies make a lot of mucus ( say : myoo - kus ) — the slimy stuff that comes out of your nose when you blow — that gets stuck in the lungs. they will need treatment throughout their lives to keep their lungs as healthy as possible. what is gene therapy? gene therapy uses the technology of genetic engineering to cure or treat a disease caused by


a student has sent me five questions on the issue of man - made climate change. as they may be seen as typical, i answer them here on the klimazwiebel. this may be useful – for the student, who will be able to read the comments of the readers of the blog, – for the bloggers to better understand the issues and concerns among lay people, – for me, who will have a critical assessment of my response to the student. the idea with this post is that the student will read it plus the comments - so that the different contributions should not represent too much piecework. therefore, commenters, deal just with the questions raised, and try to make only one statement so that the material, which eventually gathers, is compact! 1. human activities contribute to global warming – yes, the major human influence on global warming is through the emission of so - called greenhouse gases ( ghgs ), in particular carbon dioxide, which accumulate in the atmosphere und remain there for several decades. the air temperature ( near earth surface ) has risen since pre - industrial times ( ca. 1850 ) by about 0. 7 oc ; this warming can not be explained by internal climate variability alone, but can only be understood as a result of contributing external factors, among them elevated ghg levels in the atmosphere. it is thought that most of the warming, in particular the strong warming since about 1970, can be explained only by the increased concentration of ghgs. 2. there are no practical solutions available to stop the current warming ( man - made or not ). – in the climate system there is some " inertia " : developments " persist " for a while, so that any efforts to reduce the ghg - related warming ( either the ongoing multi - decadal increase of temperature, or the level of temperature ) will need at least two, three or even more decades of years to take effect. thus a short term " stopping of the warming " or an " ending of the elevated temperatures and a return to preindustrial conditions " is not conceivable. – one issue, related to your question, is that of " geoengineering ", in particular man - made modifications of the geophysical properties of the earth surface or of the atmosphere, which would change the " radiative balance " ( e. g., reflecting substances in the lower stratosphere ). research to this end is underway, but at this time, the public opposition to such efforts is massive,


the atmosphere, which would change the " radiative balance " ( e. g., reflecting substances in the lower stratosphere ). research to this end is underway, but at this time, the public opposition to such efforts is massive, it seems. – if the current climate protection policy would have been successful in initiating a policy, which would really limit the change of global mean temperature to 2oc ( relative to pre - industrial conditions ; of which 0. 7oc have already taken place ), then a significant stress on societies and eco - systems would emerge, which would need broad efforts to manage the adaptation of societies and ecosystems to these changed conditions. 3. when a critical level of the temperature is passed, the warming of earth can not longer be stopped. – you are referring to the " runaway effect ", which is thought to have taken place of venus, where temperature are very high now. i know little about this issue, but i would believe that in principle there may be such a critical level, but our climate models describe all futures with elevated ghg levels without such a runaway effect. 4. earth has no mechanisms to counteract the current warming. – again, this depends on the time horizon you are looking at. when dealing with horizons of, say 100 years, there is none ; the effect of ghgs on the radiative balance is simply too strong. however, most ( not all ) of the additional ghgs in the atmosphere will disappear in the long run ( of many hundreds of years ) by sedimentation in the deep ocean and other mechanisms, so that on the long term earth will return to its variations enforced by the configuration of its orbit relative to the sun. 5. the warming dramatically affects ecosystems, humans and their activities. – this depends on the intensity and the rate of warming. the warming, we have seen so far, had little effect ( even if interested parties try to relate all kind of extremes, e. g., katrina to the warming ). the slower the warming, the easier the autonomous adaptation will be. – locally there can be dramatic effects : if, for instance, a glacier is melting in the alps, the ecosystem in that region will change ; the water supply will change ; tourism will be affected. rising sea level will in general have various adverse effects ; increasing the risk of inundation ; forcing more efforts in coastal defence ; problem with groundwater and salinity, coastal erosion. on the other hand, humans have always been ingenious when confronted with new


pub. date : 2007 | online pub. date : september 15, 2007 | doi : 10. 4135 / 9781412952651 | print isbn : 9781412924702 | online isbn : 9781412952651 | publisher : sage publications, inc. about this encyclopedia measures of association / correlation coefficient ronald s. landis in many situations, researchers are interested in evaluating the relationship between variables of interest. such associations are important for testing theories and hypotheses in which changes in one variable are tied to changes in another. in other words, is an increase in one variable associated with a systematic increase or decrease in the other? the most frequently reported measure of association within industrial and organizational psychology is the correlation coefficient ( r ). correlation is a standardized index of the extent to which two sets of scores vary together. as an index, correlation can vary between −1. 00 ( i. e., a perfect negative relationship ) and + 1. 00 ( i. e., a perfect positive relationship ). correlations near zero indicate the absence of a linear relationship between the variables of interest. squaring the correlation ( i. e., r 2 ) provides an indication of the percentage of variance in one variable that can be explained by the other variable....


( question - how does this compare to the distribution for frankish coins? ), but certainly suggesting that there was direct contact between the byzanitine empire and the british successor state in cornwall, based around tintagel. of course byzantium does not mean istanbul. the sixth century byzantine empire had successfully reconquered north africa and the grain ships sailed from egypt and carthage to feed the population of constantinople. and paralleling the coin distribution, north african pottery is more common in west of england than east - pointing to trade route via north africa for supply of items such as wine and olives. and again the finds are focused around cornwall and tintagel. but why would anyone bother to sail to tintagel from carthage to trade with a gang of smelly celts who spoke bad latin and claimed to be roman. certainly not out of altruism. but the smelly celts had one thing that was in short supply elsewhere - tin - needed for making bronze. and in much the same way that minoan and phonecian traders before them found it worthwhile to risk the long sea journey to trade for tin so must it have been for the byzanitines, trading luxuries for tin ingots. and there are modern parallels to this scenario. during the second world war the danish colony in greenland was cut off from denmark, but managed to keep going and pay for the necessary imports by having something to trade, in the greenland case cryolite that they could sell to the us and then use to pay for imports. now this is all circumstantial. but someone with links to the byzantine empire was trading with tintagel, where people did also make grave markers with inscriptions in bad latin. and the journey must have been worth their while - the more interesting question is what other forms of contacts were there and did they include any degree of cultural exchange. sunday, 31 august 2008 byzantine links with post roman britain... the simple view of the post roman history of britain is that the army left sometime before 410, and in 410 the cities and communities of britain were told to fend for themselves. this they failed to do and collapsed under the weight of hordes of land hungry anglo saxon migrants. what of course this view does not show is the fact that there must have been an ongoing conflict for at least two centuries as the the anglo saxon communities pressed westward and the romano british retreated, yet were capable of mustering the effort to build fortifications such as wansdyke. we ak


is the fact that there must have been an ongoing conflict for at least two centuries as the the anglo saxon communities pressed westward and the romano british retreated, yet were capable of mustering the effort to build fortifications such as wansdyke. we akso know, both from literary sources, such as gildas and nennius that there were kingdoms in the west of britian, perhaps based originally on old roman local government divisions which themselves were based, loosley, on pre - roman tribal boundaries. and that these stateles contained towns, certainly with eveidence that there was a roman style town functioning at wroxeter till sometime after 500. there are arguments as to how romanized roman britain was and to what extent romanization was only skin deep - he construction of towns in roman britain mainly because ' had to have them ' and how majority of popultion in west and north continued to live in tribal villages, areas that were less romanized than the south and east. interestingly, there ' s a similar example from morocco. most of tingatania was abandoned by rome in the face of the vandal advance in the 400 ' s but volubilis remained occupied until being abandoned after an earthquake and then re - occupied with a smaller walled settlement on the edge of the town next to some fresh water springs, the town aqueduct being one of the casualties of the earthquake. these people were not romans, even though some of them were buried with gravestones with latin inscriptions, and whose deaths were still dated from the founding of the province. nor were they arabs, their arrival had to wait until the coming of islam. most likely they were berbers, whos great grandparents may have had a patina of romanization but whose descendants were not, but who treated latin as the ' official ' language for business. and if anyone should doubt that rome had an influence on the berber ' s simply look to theberber calendar, the names of the months and the celebration of yennayer 1 as new year ' s day on 14 january, neatly paralleling the orthodox julian calendar. so one can say that it is quite probable that there were functioning post roman statelets in the west of britain. like bereber volubilis, they were probably roman in name only, even if their elites gave themselves titles such as ' protector ' which drived from late roman official titles, and the towns were only large native vilages perhaps with a few roman style buildings built of wood, not stone. now there statelets cannot have existed in a


the very first coffee maker coffee makers are common kitchen appliances we use to brew coffee minus the trouble of boiling water separately. many diverse styles of coffee makers use a lot of various brewing standards. the usual units use coffee grounds which are placed typically in a paper filter in a funnel which is then placed over a coffee pot made of either glass or ceramic. for many centuries, producing a cup of coffee was a deceivingly trouble - free procedure. during the 19th and 20th centuries, it was regarded as sufficient to put in ground coffee to boiling water, leave it over the heat until the aroma ' s right and transfer the concoction into a cup. the earliest modern process of coffee making is also known as drip brewing. it is more than a century old and its blueprint changed only slightly. the biggin which started off in france in the 1800s has two levels. it has a pot holding coffee in the compartment above where water was poured to empty into the compartment which is the coffee pot underneath. during the same period, a french creator built the pumping percolator. it is a device in which boiling water in a base chamber pushes itself up a pipe and then drips or percolates all the way through the ground coffee back in the base chamber. the first ever espresso machine was made in france in 1882. the instant coffee was invented by japanese american chemist satori kato of chicago in the 1900s. english chemist g. c. washington created the first bulk - produced instant coffee in 1906. he was residing in guatemala at the time he made the observation about dried coffee on his carafe. after experimenting, he then developed the red e coffee which is the name of the brand for his instant coffee. the coffee filter paper was patented on june 20, 1908. before the end of the same year, mellitta and hugo bentz put up the melitta bentz company. the following year, they sold more than a thousand coffee filters in germany. also, in 1937, the company patented the filter and in 1962, vacuum packing. in the year 1938, freeze - dried coffee ( nescafe ) was introduced. then ernest illy developed the first automatic espresso machine in 1933. later in 1946, the modern coffee maker was invented by an italian named achilles gaggia. he created a high pressure machine using a spring - powered lever structure. even though some coffee makers tended to be standardized in unit forms, some still showed an extensive selection of design variation at the start of the 20th century. above all


most active stories krwg. org - the region ' s home page wed july 11, 2012 did the great recession bring back the 1930s? originally published on wed july 11, 2012 12 : 00 pm the long economic downturn that began in late 2007 came to be known at the great recession – - the worst period since the great depression of the 1930s. even though both events were momentous enough to earn the word " great " as a modifier, they really are not comparable, according to recent research by economist mark vaughan, a fellow at the weidenbaum center on the economy at washington university in st. louis. " it ' s now clear the great recession was the worst downturn of our lifetime — the worst since the great depression, " vaughan said. " but in terms of human suffering, it pales in magnitude " with the 1930s. the great depression was painful in ways we can scarcely imagine now because we have grown so accustomed to having a government - funded safety net, he said. for example, the unemployment rate hit a peak of 10 percent in october 2009, but congress provided those laid - off workers with extended unemployment benefits. as a result, jobless americans were able to collect up to 99 weeks of government checks to help ride out tough times. in contrast, the jobless rate shot to 25 percent in the great depression and stayed in the double digits for a decade. when the job market first collapsed in 1930, workers could not rely upon unemployment insurance, food stamps, social security or other forms of government help, vaughan noted. after 1933, " the new deal started to introduce safety - net programs, but they weren ' t there in the early 1930s and they weren ' t on the same scale as today, " he said. so why do so many people today feel the great recession was miserable enough to be in the same ballpark as the great depression? in november 2008, for example, time magazine ' s cover inserted barack obama ' s face into a famous photo of depression - era president franklin d. roosevelt. vaughan says people may feel the great recession was so bad because the recovery has been so slow paced. today, the unemployment rate remains high at 8. 2 percent, economic growth is weak around 2 percent, foreclosures are still going forward, and both consumers and business owners remain very worried about looming problems, such as a financial crisis tied to european debt troubles. vaughan says this has been the most painful economic period americans under 80 can remember. for those who lost both jobs and homes —


, and both consumers and business owners remain very worried about looming problems, such as a financial crisis tied to european debt troubles. vaughan says this has been the most painful economic period americans under 80 can remember. for those who lost both jobs and homes — all while carrying heavy consumer and student debt — this has indeed felt like a depression, which actually has no official definition. but generally, economists say a depression is an event that lasts at least two years and involves a sustained decline of about 10 percent of gross domestic product. vaughan has compiled lots of statistics to measure the magnitude of the two great downturns of the past century. he did find some interesting parallels between the great depression and the great recession. here are some similarities : both were preceded by good economic times. - 1921 - 29 : annual real economic growth was 4. 4 percent - 1982 - 2007 : annual real economic growth was 3. 2 percent both were preceded by the movement of banks into new business lines. - 1920s : banks ramped up real estate lending / investment banking - 1990s - 2000s : banks ramped up real estate lending / securitization of mortgages both were preceded by innovations in consumer finance. - 1920s : installment consumer credit ( e. g., monthly payments for autos ) - 2000s : banks ramped up real estate lending / securitization of mortgages both were preceded by asset bubbles. - 1920s : florida real estate boom and the stock market - 1990s - 2000s : residential real estate and the tech - stock boom both followed an era in which the federal reserve was highly regarded. but the differences are huge because the great depression was much worse. the chart below makes the comparisons. - great depression : 43 months ( august 1929 to march 1933 ) - great recession : 18 months ( december 2007 to june 2009 ) - drop in industrial production : - great depression : 51. 7 percent - great recession : 14. 9 percent - rise in unemployment : - great depression : 19. 3 percentage points - great recession : 5. 7 percentage points - change in consumer prices : - great depression : down 27. 2 percent - great recession : up 1. 5 percent - number of bank failures : - great depression : 9, 000 - great recession : 443 - drop in the dow jones industrial average : - great depression : 89. 2 percent - great recession : 53. 8 percent - source : mark vaughan – weidenbaum center fellow


study : 1 in 5 us residents do not have access to the internet, smartphones breaking through social classes people of my generation had the chance to experience what i like to call the big tech bang. this made - up term refers to the beginning of the communications era. i remember the days when even house phones were a luxury. we used to play games outdoors ( not video games ), and actually knew every kid in the neighborhood. things have changed since then. we no longer need to go to the library, and anyone and anything is reachable with the press of a few buttons. most of the younger generations can no longer see a world without internet. this is a thought that mostly hits me in situations like one i had last week, when i accepted a facebook friend request from a 6 - year old neighbor. he just finished learning how to read and write. and he now knows how to use a computer as much as i did when i was about 13. he also uses his parents smartphones seamlessly. but is the whole country ( or world ) adapting to such a lifestyle? according to a study held by pew internet, 22 % of americans do not have access to the internet. this is a rather surprising statistic. but according to the study, this percentage of the population is mostly made up of senior citizens, those that preferred to take the survey in spanish, adults with less than a high school education and those with incomes lower than $ 30, 000 a year. this does not mean that the world is not moving forward, though. the study has also found that most people are adopting the new form of communication. among other statistics, we can see that about 19 % of the us population has a tablet, and 87 % have a cellphone. it seems smartphones and tablets are changing the whole story. internet access is no longer exclusive to computers. and this seems to be breaking through social classes more successfully than marx ever dreamed of. the rise of mobile is changing the story. groups that have traditionally been on the other side of the digital divide in basic internet access are using wireless connections to go online. among smartphone owners, young adults, minorities, those with no college experience, and those with lower household income levels are more likely than other groups to say that their phone is their main source of internet access. even beyond smartphones, both african americans and english - speaking latinos are as likely as whites to own any sort of mobile phone, and are more likely to use their phones for a wider range of activities. those that


in the past : in the future : because of new inventions we ’ re also going to face a lot of ethical problems. according to wikipedia the definition of ethics is : ethics is a branch of philosophy which seeks to address questions about morality, such as what the fundamental semantic, ontological, and epistemic nature of ethics or morality is ( meta - ethics ), how moral values should be determined ( normative ethics ), how a moral outcome can be achieved in specific situations ( applied ethics ), how moral capacity or moral agency develops and what its nature is ( moral psychology ), and what moral values people actually abide by ( descriptive ethics ). in almost all ethical problems religion plays a big role because many religious people think mankind can ’ t decide upon some cases and that it ’ s god ’ s will. nowadays we ’ re already having a lot of ethical problems, i ’ m going to explain a problem which is dealt with now : embryo selection. embryo selection means that an embryo is screened to find genes with genetic diseases. in some cases only the healthy embryo is putted back into the mother. the problem is that some people don ’ t think we are allowed to say which embryo can grow further and which embryo can ’ t. also religion plays a big role in this case because in many religions people think it is god who gives the life to someone and human as you and me aren ’ t allowed to decide which embryo can life. another common ethical problem are the genetic modified organisms. solutions are hard to find for ethical problems because has to do with a human way of thinking, there will always be people in favour and against ethical problems. so a real solutions is impossible to find. | this website includes information about how we think the world will be in fifty years. we discuss the early developments, and some technical developments which are nowadays going on. at last, we ' ll show you how we think the world will be in fifty years, based on the developments that are now going on. |


display lists tutorial display lists are about performance. it is a simple way of enhancing your opengl application making it run faster. in order to follow this tutorial you should know the basics of glut and opengl. if there is anything that is not quite clear please let me know and i ' ll try to improve it. your feedback is important. i hope you enjoy this tutorial. what is a dl at a first glance a display list can be seen just as a function in a computer program. you define it once and can use it as many times as you want. a display list stores a group of opengl commands so that they can be used repeatedly just by calling the display list. consider for instance that you ' re modeling a car. you can define a wheel in a display list and then call it four times with the appropriate translations. however a display list does something more, when you create a display list the opengl commands within are " precompiled " and, if possible, stored in the graphics card memory. therefore, in general the execution of a display list is faster than the execution of the commands contained in it. the commands included in a display list can be optimized by the driver, namely some geometric transformations can be pre computed. furthermore the display lists are stored in the graphics card memory. how much faster depends on your hardware and driver. some graphics cards are designed to take full advantage of display lists, whereas others may show no significant gain in performance. in order to wet your appetite here are the frames per second achieved in a simple application with roughly 36. 000 polygons, no texturing or lighting, running on a piii at 450 mhz and a geforce with 32mb ddr. with display lists : 153 fps without : 55 fps please note that the fps values should only be used for reference within the tutorial. many factors affect the performance of an application and there was no effort at all to optimize this particular appliction. there are huge differences in hardware architectures and even software installations. nevertheless the performance difference is very important because the only difference between the two versions is the inclusion of display lists.


the coyote point museum for environmental education was founded in 1954, and welcomes more than 80, 000 visitors every year with a variety of hands - on programs, science exhibits, wildlife encounters, gardens and more. these are some of the museum ' s ongoing exhibits : - invertebrate corner. get up close to a tarantula, black widow spider, or an array of beatles at the museum ' s new exhibit. for more information visit the coyote point museum website. - tinkering! every invention, from a sewing needle to a solar cell, came about as the result of tinkering and experimentation. the museum ' s newest exhibit highlights tinkering in the process of innovation. - every day except for sunday, at 11 : 00 a. m. the museum hosts a talk called " animals in action ". visitors will get to meet the animal keepers as they discuss a different animal every day and answer questions about animal behavior. - every day at 12 : 00 p. m. the museum hosts a river otter feeding. the river otters frolic and play during their daily feeding which can be observed from both above ground and through the underwater observation window. - every day at 1pm the museum hosts a bobcat feeding. watch the playful young bobcats chow down during their afternoon feeding. - coyote point museum hosts a paws and claws wildlife show on saturdays and sundays at 1 : 30 p. m. and 2 : 30 p. m. be entertained and learn more about wildlife. on sunday, the museum opens at noon.


f o x j e t the foxjet 600 was unveiled in 1977, and did not proceed beyond the manufacturing of several marketing mockups and a few parts. the concept itself was very good, but the program failed for lack of " reality check " tools available to tony fox. the aircraft startup environment is unforgiving when the unique challenges are not properly identified. lack of financing or - as a foxjet assets sales document implies - lack of powerplant availability, were more a result of these shortcomings rather than a cause. many thanks to those who were involved directly or indirectly in this program and have provided me with unique material. donald bordlemay, president of aeronca, tony fox and sam williams sign a production deal on the foxjet. bill lear and tony fox discuss corporate aircraft of the future. foxjet project background ( verbatim from an assets sales document ) the foxjet project was begun in the late 1970 ' s with the objective of : 1 ) lowering the fuel cost for a corporate jet to about 9 cents a mile vs 48 cents a mile for similar aircraft ( when jet fuel was about $. 50 a gallon ) ; 2 ) permit a corporate jet to be used at nearly 9, 000 airports ( even sod runways ), instead of only about 900 for larger aircraft ; and 3 ) sell for $ 500, 000 - $ 700, 000, or about one - half the cost of the competitors at that time. aeronca inc. of middletown, ohio had contracted to build the foxjet under faa part 23, a single pilot, 5 passenger plane, designed to have two engines, and a cruising speed of about 400 mph, and a range of 1400 - 2200 statute miles. the engine to be used was the williams research wr44 - 800 fanjet - - only 16 inches in diameter and 36 inches long, and which weighed about 240 pounds. the original design of the foxjet was powered by the wr19 - 3. mr. fox spent about $ 3, 000, 000 during the five years he was developing the program. he had a staff of 19 aviation engineering specialists, mechanics and metal fabricators developing engineering data, calculations, and following the faa programs. they built wing, fuselage and tail jigs and four full size mock - ups. various promotional materials, movies and literature were also created. about 50 - 60 % of the engineering was completed, including all information on drop test on the landing gear, wing stress loads, fuselage pressurization, windshield test projections, seating arrangements and electrical harness


promotional materials, movies and literature were also created. about 50 - 60 % of the engineering was completed, including all information on drop test on the landing gear, wing stress loads, fuselage pressurization, windshield test projections, seating arrangements and electrical harness layouts. aeronca had started cutting metal. many advance orders and deposits totalling nealry $ 1, 000, 000 ( which were later returned ) were received by the end of 1982. the person who wanted the very first one was non other than bill lear - - who had also put down a deposit - - the designer and builder of the famous learjet, who consulted with mr. fox on the project. however, when the us air force began using a similar sized williams research turbofan jet for the air launched cruise missile, the us government decided not to give clearance to any non - military use. at that point, all development was stopped, and mr. fox went back to building commercial waste compactors, which has been his main product line since 1972. when a comparable high bypass fanjet engine became again available, mr fox did not have the time of financial resources to supervise the completion of the foxjet project. here is an excerpt from the foxjet business plan regarding the air taxi operation : foxjet f600 ( from an old copy of jane ' s, but edited with more information ). the prototype of this lightweight twin - turbofan transport was expected to fly in 1980 but never did. firm orders for 73 aircraft, backed by deposits, were in hand in mid - 1978, and foxjet international envisaged eventual manufacture of 44 foxjet f600s per month. engine development was then expected to uprate the present turbofan to 5. 35 kn ( 1, 200 lb st, with a subsequent refanned version rated at 6. 24 kn ( 1, 400 lb st ). note : thrust mentionned above is total thrust for both engines. type : four / six - seat twin - turbofan transport. wings : cantilever low - wing monoplane. naca 65 series laminar flow section. moderate leading - edge sweepback ; straight trailing edge. all - metal fail - safe structure, primarily of light alloy. electrically operated modified fowler type single - slotted light alloy trailing - edge flaps. manually operated ailerons. hydraulically operated spoilers, forward of flaps, serve also as airbrakes. trim tab in port aileron. electrical anti - icing of each wing leading edge at root, optional pneumatic


flaps. manually operated ailerons. hydraulically operated spoilers, forward of flaps, serve also as airbrakes. trim tab in port aileron. electrical anti - icing of each wing leading edge at root, optional pneumatic de - icing boots for remainder of leading edges. the foxjet wing had been designed for the foxjet by branson aircraft corporation. known as the foxjet super - flow wing, this could be modified easily to supercritical form when required by future power increase, and was claimed to improve stability and low - speed control. performance was generally improved by these changes. fuselage : semi - monocoque light alloy fail - safe structure of circular cross - section. light alloy honeycomb pressure bulkheads and baggage deck. tail - unit : cantilever multi - spar light alloy structure with swept vertical and horizontal surfaces. variable - incidence tailplane mounted approximately midway up fin. manually operated control surfaces, with tab in rudder, leading edges fitted with de - icing system. landing gear : hydraulicaily - retractable tricycle type, manufactured by wiebel tool company, with twin wheels on each unit. main units retract inward, nose unit aft. manually operated emergency hydraulic system. oleo - pneumatic shock absorbers. main wheels have low - pressure tires size 5. 00 - 5. hydraulically steerable nosewheel unit, with water - chine tire size 11 x 4. 00 - 5. hydraulic disc brakes on main wheels. power plant : two 3. 78 kn ( 850 lb st ) williams research wr44 - 800 turbofan engines, pod - mounted one each side of rear fuselage. integral wing fuel tanks, total capacity 825 liters ( 218 us gallons ). engine inlet anti - icing system. accommodation : pilot and three to five passengers, in pairs, dual controls optional. four standard seats have fore and aft, vertical, and recline adjustment. seat belts for all seats ; pilot ' s also has shoulder harness. two - piece door ( upward - hinged portion, and downward - hinged portion with integral steps ) on portside forward of wing. emergency exit on starboard side accommodation air - conditioned and pressurized. birdproof wind screen with pneumatic system for rain removal, defogging and defrosting. equipment access door on port side of nose. baggage hold aft of cabin. systems : pressurization system with max differential of 0. 59 bars ( 8. 5 lb / sq in ), providing


removal, defogging and defrosting. equipment access door on port side of nose. baggage hold aft of cabin. systems : pressurization system with max differential of 0. 59 bars ( 8. 5 lb / sq in ), providing a cabin altitude of 2. 440 m ( 8, 000 ft ) to 12, 500m ( 41, 000 ft ). electrical system. hydraulic system, with hydraulic backup. pneumatic system. oxygen system. avionics and equipment : standard avionics include dual nav / com, autopilot / flight director, adf, dme and transponder. weather radar optional. standard equipment includes full blind - flying instrumentation, sun visors, interior lighting, navigation lights, dual landing lights, taxi light, and three strobe lights. optional equipment includes electrically powered one - man towing system, stowed on board. | span | | 28 ft 6 in | | 8. 69 m | | length | | 31 ft 2 in | | 9. 50 m | | height | | 10ft 6 in | | 3. 2 m | | fuselage diameter | | 4ft 7in | | 1. 40 m | | tailplane span | | 13ft 4in | | 4. 06 m | | cabin length | | 12ft 0 in | | 3. 66 m | | wing area | | 125 sqft | | 11. 61 m2 | | max. take - off weight | | 4550 lb | | 2064 kg | | empty weight | | 2408 lb | | 1092 kg | | fuel weight | | 1418 lb | | 652 kg | | max. wing loading | | 36. 4 lb / sq ft | | 177. 8 kg / m2 | | total take - off thrust | | 850 lb | | 3. 78 kn | | thrust loading | | 2. 68 lb / lb | | 273 kg / kn | | max. cruise speed sl ( fl360 ) | | 356 kts | | 659 km / h | | best cruise speed ( fl360 ) | | 286 kts | | 529 km / h | | stall speed ( power off, flaps down ) ( vsc ) | | 74 kts | | 137 km / h | | take - off ( isa, sl ) | | ground roll | | 1600 ft | | 488 m | | obstacle clearance 15m / 50ft | | 2700 ft | | 823 m | | landing ( isa


numerous aquifers located under sahara by mohand ouali for magharebia in algiers – 07 / 02 / 06 studies show that the sahara aquifer basin is one of the largest in the world. it stretches across territory belonging to algeria, tunisia and libya and is made up of two main deposits, the terminal complex and the continental intercalary. the two aquifer systems contain enough water to satisfy the needs of algeria for 120 centuries at the current rate of consumption. the groundwater deposits are already being tapped to satisfy the needs of agriculture, the oil industry and the general population. the most spectacular exploitation has been undertaken by the libyans, who have built their famous artificial river pumping water from beneath the sahara before sending it through pipelines to the land being irrigated. as part of its land management policy, algeria expects to develop the saharan regions. the scarceness of the water supply is hampering its objectives, so it is now turning its attention to more intensive exploitation of the major dormant water resources lying hidden beneath the desert sands. “ algeria has planned two projects ” to this end,. the first consists of sending water from the groundwater deposits under the in salah region over a distance of 750km to tamanrasset, situated further south. nearly 50 billion dinars have been released to finance the work. another project consists of sending saharan underground water to the northern steppe regions to supply urban centres along with the new towns to be built there. experts are counselling caution in exploiting these resources, which will prove non - renewable if the pace of extraction is too fast. another potential problem is pollution risks. a maghrebian charter was adopted in 1992 calling on maghreb union member states to work to protect the environment and to encourage sustainable development. as part of this, a sahel and sahara observatory has identified extraction areas and vulnerable areas. a co - operation mechanism allowing common management has also been put in place. algeria, libya and tunisia, enjoy good co - operation leading to rational and non - confrontational management of this precious shared resource. subscribe to our newsletter and get magharebia ' s latest articles delivered to your inbox.


coping with trauma and disaster dealing with the stress of war these tips from the american psychological association for teachers of children and teens can be used by anyone to learn how to deal with the daily stress of media coverage of the war and worry for family and friends in the military. this is an excellent resource for everyone - not just teachers ; we recommend you review it if you are feeling stressed. dealing with the stress of trauma and disaster it is impossible to isolate ourselves from the trauma and disaster that occurred in new york and washington d. c., in september 2001 and that continues to occur around the world today. while each of us may react differently to the unfolding events we see on tv and hear on radio, none of us are immune from the magnitude of the destruction and devastation that has occurred and continues to occur. it affects us personally, as families, communities and as a nation. the following information is designed to provide basic information concerning normal reactions to disaster and some ways to cope with the emotional, cognitive, behavioral and physical aspects of trauma. reactions can run the gamut of emotions and include fear, anger and even shutting off emotions and denying the reality of the event. as emphasized in the material, talking and being with others is a very important aspect of dealing effectively with such an event. the following material is collected from different sources. these sources include the american red cross, crisis intervention institute and the american psychological association. we hope this information is helpful to you. all of us are touched and changed by the tremendous devastation and loss that occurred september 11, 2001 and continues to occur as this nation continues to confront worldwide terrorism. hopefully the events of life will provide us with continued opportunities to be in his service to others. if you have questions or would like to talk with a counselor at the oc health center, please call us at ( 405 ) 425 - 5250. sheldon adkins, m. ed., lpc., director university counseling services


| the urban populace is often cautioned about the vegetables they eat, especially green leafy vegetables, as they are increasingly grown with untreated sewage water. with mounting water scarcity, farmers in the peripheries of urban areas are known to increasingly use sewage or wastewater to grow vegetables, food crops and fodder. the concern raised with this kind of irrigation is that it constitutes a large part of the untreated sewage discharged from the urban centres. such usage triggers contamination risks of health and environment. while doing an exploration of wastewater use in irrigation in gujarat, we came across several local bodies ( urban local bodies and panchayats ) selling wastewater for irrigation. amongst them villages of kutch are noteworthy as they not only treat the water but also sell it to farmers. the charges for these waters are much higher than the charges of canal irrigation water in water abundant areas of the state. this indicates that the wastewater collection, treatment and reuse from the resource recovery perspective are well understood by the communities as well as the authorities in water - scarce kutch. the urban local bodies ( municipal corporations and municipalities ) are responsible for treating the sewage and increasingly are not able to comply with discharge standards. a number of reasons are cited for this, like lack of qualified staff, poor maintenance, overloading of facilities, irregular power supply, and apathy. however, lack of funding for o & m appears to be a significant impediment. in such a scenario these villages may be potential replicable models that may work in cities too. we also came across several cities in whose peripheries wastewater was being used for irrigation extensively. however most often it was untreated with the risks of negative environment and health impacts. untreated sewage is mentioned as the single most important contributor to surface and groundwater pollution in the state. the report of the comptroller and auditor general of india for gujarat ( year ending march 2011 ) mentions, " out of 167 ulbs, 158 ( 93 per cent ) ulbs have no facility for treatment of sewage. these ulbs discharge untreated sewage in the lakes ( 9 ulbs ), ground water ( 18 ulbs ), open land ( 46 ulbs ), rivers ( 40 ulbs ), natural drains ( 26 ulbs ) and sea creek ( 9 ulbs ). just 8 ulbs diverted sewage water for irrigation, while for the rest 5 ulbs, the position is un - ascertainable. " we found that the municipal corporations of rajkot, gandhinagar,


sea creek ( 9 ulbs ). just 8 ulbs diverted sewage water for irrigation, while for the rest 5 ulbs, the position is un - ascertainable. " we found that the municipal corporations of rajkot, gandhinagar, ahmedabad and bhavnagar have generated revenues out of wastewater at different points in time with varied costs. they have recognized use of wastewater for irrigation by authorizing the lift irrigation societies lifting the wastewater. specifically, we have learnt that the class ' a ' municipalities of nadiad and patan ; class ' b ' municipalities of palitana and visnagar ; class ' c ' municipality of balasinor and class ' d ' municipality oad are selling their wastewater for irrigation. however, it was found that the wastewater being used is not of the desired quality required for irrigation. this is based on the observation that the sewage treatment plants ( stps ) are most often aggregators of sewage, parts of which are treated, passed through the treatment plant and parts are bypassed into the disposal area. the sewage collection networks also are inadequate so only a small portion goes for treatment. the rest flows into nallahs and drains eventually reaching the designated disposal areas. municipal authorities have the responsibility of public health and environment of the cities they represent. in the current scenario of the use of untreated wastewater for irrigation with the municipal authorities ' recognition poses questions for their accountability towards safety of the citizens towards environment and health risks. the answer may not lie in banning the use of wastewater for irrigation but by monitoring the minimum standards required for its use for irrigation and ensuring it. the villages of kutch offer a way where it is highly valued by the farmers and safe for the consumers of the produce too.


ask yourself the following questions, answering each one always, often, sometimes, or never. - do you think about food constantly, so that you feel controlled and defined by it? - do you eat large amounts of food in a short period of time, feeling you can ’ t stop? - do you think you are overweight, but others tell you that you are too thin? - is your weight / shape the most important factor in how you feel about yourself? - if you eat one cookie, do you condemn yourself, conclude the day is ruined, and then eat the whole box? - do you keep a running calorie count in your head all day? - do you eat ( or not eat ) without knowing whether you are hungry or full? - are you convinced if you gain one pound you ’ ll continue gaining indefinitely? - do you avoid social events because you are afraid to deal with the food there? - do you find it difficult or impossible to eat in front of other people? - do you make yourself vomit after eating, or use laxatives or diuretics, believing they will control your weight? - do you severely restrict your food intake, in part to lose weight, but in part to feel in control or in some way special? if you answered “ often ” or “ always ” to questions 11 or 12 or to any three of the other questions, it would make sense to talk with a professional. - developed by margaret mckenna, md, harvard university


this file contains translations from the anglo - saxon of the following works : ' ' genesis a ' ', ' ' genesis b ' ', ' ' exodus ' ', ' ' daniel ' ', and ' ' christ and satan ' '. all are works found in the manuscript of anglo - saxon verse known as ' ' junius 11. ' ' these works were originally written in anglo - saxon, sometime between the 7th and 10th centuries a. d. although sometimes ascribed to the poet caedmon ( fl. late 7th century ), it is generally thought that these poems do not represent the work of one single poet. e accursed spirits reached their place of exile within hell ' s prison - walls. ( ll. 92 - 102 ) then our lord took counsel in the thoughts of his heart how he might people, with a better host, the great creation, the native seats and gleaming mansions, high in heaven, wherefrom these boastful foes had got them forth. therefore with mighty power holy god ordained, beneath the arching heavens, that earth and sky and the far - bounded sea should be established, earth - creatures in the stead of those rebellious foes whom he had cast from heaven. ( ll. 103 - 119 ) as yet was nought save shadows of darkness ; the spacious earth lay hidden, deep and dim, alien to god, unpeopled and unused. thereon the steadfast king looked down and beheld it, a place empty of joy. he saw dim chaos hanging in eternal night, obscure beneath the heavens, desolate and dark, until this world was fashioned by the word of the king of glory. here first with mighty power the everlasting lord, the helm of all created things, almighty king, mad


physical education plays a critical role in educating the whole student. like other academic courses of study, physical education is based upon rigorous national standards that define what students should know and be able to do as a result of participation. physical education is unique to the school curriculum as it is the only program that provides students with opportunities to learn motor skills, develop fitness, and gain understanding about the importance of physical activity. students will be provided an individualized, developmentally appropriate, and personally challenging instructional program that will advance the knowledge, confidence, skills, and motivation needed to engage in a lifelong, healthy, active lifestyle. with the increase in obesity nationwide, the benefits gained from physical activity include : disease prevention, decreased morbidity and premature mortality, and increased mental health and self - esteem. the benefits of physical education can also affect academic learning. regular aerobic exercise produces an increased number of capillaries servicing the brain which allows for a greater exchange of nutrients and waste products. this optimizes oxygen and glucose delivery to the brain which can help improve brain performance. additionally, physical education incorporates concepts of math, reading / english language arts, and science into the physical education realm. technology is also being integrated into the curriculum through the use of heart rate monitors, pedometers, and computer - based fitness stations. the ultimate goal of physical education will always be participation in health - enhancing physical activity for a lifetime. national standards for physical education the maryland physical education content standards were designed to be consistent with the naspe national standards for physical education. the maryland physical education content standards expand upon the naspe standards and require students to use these skills and knowledge in active, in - depth learning experiences that focus on problem solving, decision making, and investigating authentic movement problems. because of this, the maryland physical education content standards look different from the naspe standards, but they include the basic knowledge and skills advocated by both national and maryland state experts. the national standards for physical education include : standard 1 : demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. standard 2 : demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. standard 3 : participates regularly in physical activity. standard 4 : achieves and maintains a health - enhancing level of physical fitness. standard 5 : exhibits responsible personal and social behavior that respects self and others in physical activity settings. standard 6 : values physical activity for health, enjoyment, challenge, self - expression, and / or social interaction. maryland


- enhancing level of physical fitness. standard 5 : exhibits responsible personal and social behavior that respects self and others in physical activity settings. standard 6 : values physical activity for health, enjoyment, challenge, self - expression, and / or social interaction. maryland state content standards description of the standards the physical education content standards reflect scientific principles of exercise physiology, biomechanics, social - psychology, and motor learning essential to the development of a physically educated person. these principles are consistent with those in other academic areas, facilitating cross - curricular connections among physical education and science, mathematics, language arts, social studies, art, music, and health. for example, the scientific principles of exercise physiology emphasized in standard 4, such as those that regulate muscular, skeletal, and nervous system functions and responses to physical activity, can be linked directly to content standards in the life sciences. students can use the biomechanical principles in standard 2 to examine the generation and application of forces consistent with those in the physical sciences, while analyses of physiological and biomechanical principles and applications can be described mathematically, enhancing students ’ understanding of the relevance and relationships between these bodies of knowledge. teachers are encouraged to design tasks that focus on the application of theses principles to students ’ life events in active, enjoyable settings. this contributes to understanding and retention of concepts. the social / psychological principles explained in standard 6 contribute to students ' understanding of themselves and others through the development of positive intra - personal and social skills within a diverse community of learners. the motor learning principles in standard 3 explain the processes involved in learning physical skills. this knowledge enhances students ' understanding of themselves as growing, learning individuals, reinforcing the importance of education and schooling in their lives. standard 1 and 5, skillfulness and physical activity, emphasize applications of the scientific principles, and concepts in the previous four standards within concept - rich movement tasks and activities. through these two standards, students develop a rich and meaningful understanding of movement - related concepts and are encouraged to design and adapt scientifically sound physical and skill improvement plans. standards development process the maryland state board of education ( msde ), through the state superintendent of schools, formed a physical education content standards workgroup comprised of local school system supervisors, msde staff, and representatives from maryland colleges and universities. the committee met over two years to develop the maryland content standards using the national standards for physical education developed by the national association of sport and physical education ( naspe ). the state curriculum for physical education is the document that provides grade specific


capitalizing on a growing body of evidence that comics can encourage reluctant readers to read more and talented students to gain in knowledge and creativity, the maryland state department of education has partnered with diamond comic book distributors and elicited the help of members of local school systems, higher education, adult and corrections education, and libraries. the goal is to develop a maryland plan and instructional strategies that support the use of graphic literature in elementary, secondary, adult, and corrections education. this initiative which is sponsored by state superintendent nancy grasmick and the president of diamond comics, steve geppi. the maryland comic book initiative the maryland state department of education ( msde ) partnered with diamond comic book distributors, the nation ' s largest comic book distributor, to create a maryland comic book initiative called comics in the classroom. the purpose of the initiative is to introduce and encourage the use of award - winning and other credible graphic novels and comic book materials in classroom instruction. these materials are not to be a replacement of traditional texts and instruction, but rather an additional means to enhance reading instruction by motivating students to read more and better. the innovative programs developed for phase 1 of the program include lessons and suggested materials for elementary grades first through fourth. these lessons are based on maryland ' s voluntary state curriculum. specialized instructional lessons designed with disney publishing worldwide were piloted in maryland and evaluated by the university of maryland baltimore county. these lessons and other parts of the program have received widespread national and international attention. the disney / msde comics in the classroom toolkit - background information in 2004, msde brought together a panel of distinguished teachers, principals, and comic book experts to brainstorm ideas related to the use of comics in maryland classrooms. the idea was enthusiastically embraced and teacher team members and the msde scoped out an instructional program for maryland. the msde then began contract work with disney publishing worldwide to create an instructional toolkit featuring disney characters that could be used by teachers to motivate students and expand their reading skills. the program which was developed is referred to as the comics in the classroom toolkit. it is geared to third and perhaps fourth grade students and features ten lessons complete with lesson - by - lesson guidelines, reading, vocabulary, and writing exercises, along with comic book creation exercises and other handouts for students. toolkit reading materials feature classic disney characters such as mickey mouse and donald duck. a set of 30 comic books is included in each classroom kit. sample lessons can be found the following url : bookshelf. diamondcomics. com


students. toolkit reading materials feature classic disney characters such as mickey mouse and donald duck. a set of 30 comic books is included in each classroom kit. sample lessons can be found the following url : bookshelf. diamondcomics. com. follow the link for md comic book initiative. recently, eight maryland elementary schools piloted this program at the third grade and we learned that the students loved reading graphic stories and gained important reading, writing, and thinking skills. the disney materials were vetted by a state committee and evaluated by the education department at the university of maryland baltimore county ( umbc ). the results of the evaluation were very positive. project continuation in 2008 in a new phase of the initiative starting spring 2008, approximately 200 maryland third grade classrooms will work with msde in providing additional feedback on the toolkit lessons. in addition, the maryland comic book initiative will continue to work with diamond and numerous publishers to offer guidance and ideas for instructional programs utilizing graphic novels and comics for students of all ages. steve geppi, darla strouse, dr. nancy grasmick, john snyder of diamond, and jonathan yaged of disney publishing worldwide. may 3, 2007 comics in the classroom video, may 3, 2007 fourth graders from george lisby elementary at hillsdale in harford county visit the geppi entertainment museum downtown by camden yards, as schools superintendent nancy grasmick launches the " comics in the classroom " initiative.


flashing and drainage flashing is a crucial component in modern masonry walls. whereas solid, multi - wythe masonry walls mostly constructed before the 1900s manage water infiltration through absorption and evaporation, modern masonry walls must accommodate moisture penetration by providing a collection and drainage system. this system consists of flashing and weeps. flashing also serves to prevent water penetration at interfaces with other building systems, such as windows and other penetrations. cavity wall design recognizes that water penetration through masonry is inevitable, and it provides the necessary means to manage moisture. flashing location, material selection, detailing and proper installation are all significantly important to ensure that water does not penetrate to the interior areas of buildings. | flashing seams or laps that are not properly sealed can lead to water leakage. locating flashing is a fairly straightforward task, provided water flow and the limitations of the building wall components are well understood. masonry walls are porous, often including paths for water penetration, such as cracks and poorly bonded mortar joints ; even if properly installed, window perimeter and coping stone sealant degrades over time. also, through - wall penetrations at pipes, conduit, vents and air conditioning sleeves obviously breach the skin of a building. each of these locations provides the opportunity for water penetration. once moisture has penetrated through the exterior veneer of the masonry wall, it will begin flowing down the interior face of the veneer. where the vertical flow of water is interrupted by a horizontal surface, water has the potential to penetrate to the interior areas of a building. such interruptions typically occur at wall bases, shelf angles, lintels, slab edges, through - wall penetrations and windowsills. these are the primary locations where flashing is necessary to manage water. flashing also is used at other locations to prevent moisture penetration, more so than managing water after penetration. this is typically the case at coping stones on parapet walls and at the head and jambs of windows. it should be noted that most model building codes, including the 2000, 2003 and 2006 versions of the international building code ( ibc ), require installation of flashing at various areas of masonry walls. the specific locations where flashing is required in each version of the ibc have changed slightly over the years ; however, the intent remains the same. | failure to properly install flashing at wall corners and intersections can lead to water leakage, and possibly mold. flashing materials must be resistant to punctures during construction, they must be corrosion resistant, they must not absorb moisture, and they should be fairly easy to install


install flashing at wall corners and intersections can lead to water leakage, and possibly mold. flashing materials must be resistant to punctures during construction, they must be corrosion resistant, they must not absorb moisture, and they should be fairly easy to install. more importantly, all flashing materials should be able to provide their intended waterproofing function. flashing material often is selected based on cost and suitability, but service life also should be considered. failure of the flashing prior to the end of the useful life of a building will require expensive repairs ; therefore, only highly durable materials should be used in masonry construction. the most durable flashing materials are sheet metals typically copper and stainless steel. these materials are resistant to punctures, corrosion and water absorption. however, installation is somewhat more difficult than for flexible materials, since they require shop or field bending prior to installation. another factor is the sealing of laps and joints, which normally is accomplished by soldering the sheet metal sections together. sheet metals also tend to be the most expensive flashing materials. one of the most common materials used for flashing is rubberized asphalt. it typically comes in variable width sheets and is self - adhesive. the sheets are manufactured through careful blending of rubberizing agents with asphalt ( typically sbs or sebs ). the rubberized asphalt then is laminated with a backing material, usually high - density polyethylene. these products are usually 40 mils thick, are flexible, easy to install, non - corrosive, and will not absorb water. they are a somewhat less durable than sheet metal since they are more susceptible to punctures. however, since this type of flashing often is fully adhered to the substrate, a puncture will not necessarily result in a leak. nonetheless, punctures should not be tolerated in any kind of flashing installation. laps and joints in rubberized asphalt flashing materials are sealed through the self - adhesive properties of the material. thin approximately 20 mils thick or less polyethylene sheeting ( plastic ) also is being used as flashing. however, this is not a durable material. in such thicknesses, polyethylene has nearly no puncture resistance and will degrade over short periods of time. additionally, sealing joints and laps in thin polyethylene or other types of plastic sheets is difficult. there are many other types of through - wall flashing products such as laminated copper sheets. before specifying any flashing materials, they should be evaluated for their durability and installation practicality. flashing accessories such


other types of plastic sheets is difficult. there are many other types of through - wall flashing products such as laminated copper sheets. before specifying any flashing materials, they should be evaluated for their durability and installation practicality. flashing accessories such as termination bars, drip edges, solder, primers, adhesives and sealants must also be durable and compatible with flashing and other wall materials. metal components must be non - corrosive and sealants must remain soft and flexible. no material should adversely affect any other material within the wall system. | end dams are often formed using a combination of flexible flashing with a sheet metal backup to ensure proper geometry of the flashing is maintained during construction. although quality mason contractors should fully understand the purpose of flashing and installation requirements, flashing systems should be thoroughly detailed on the construction drawings. these details should provide direction to the contractor in forming end dams and corners, installing termination bars and drip edges, sealing seams, providing expansion joints, and installing proper flashing support. detailing flashing to collect and divert water from the interior cavity wall surfaces to the exterior should consider the following : - end dams must be used at the ends of each length of non - continuous flashing to force water to the exterior of the masonry cavity walls. the most common location for end dams is at the ends of window lintels and windowsills. without them, water will flow along and off of the end of the lintel into the wall cavity ( path of least resistance ). however, since the window lintel spans the full width of the wall cavity, water can spill into the cavity at or near the interior walls, exposing them to potential water penetration. - proper detailing at corners is necessary to ensure moisture does not penetrate through the flashing system. details for corners must indicate locations for seams and laps. corner details may include the use of preformed sheet metal, even if rubberized asphalt flashing is used. - flashing must extend through the full thickness of the wall and terminate beyond the face of the wall with a drip edge. terminating flashing within the exterior wythe of masonry could allow water to travel back beneath the flashing, into the cavity, and possibly back to the interior wythe of the wall system. use of self - adhesive rubberized asphalt flashing should include separate, stainless steel drip edges adhered directly to lintels and shelf angles, beneath the self - adhesive flashing. this is because rubberized asphalts will degrade with uv exposure. therefore, when used with a stainless steel drip edge,


separate, stainless steel drip edges adhered directly to lintels and shelf angles, beneath the self - adhesive flashing. this is because rubberized asphalts will degrade with uv exposure. therefore, when used with a stainless steel drip edge, the rubberized asphalt does not need to extend beyond the face of the exterior wall. - the interior vertical leg of flashing should extend up a minimum of eight inches. the top edge of the flashing must be terminated properly. the two most common termination methods are embedment in a bed joint of the masonry backup or with a termination bar. termination bars should be fairly stiff to provide a uniform clamping force between the fasteners and resist bending during installation. a " [ " shape often is best for this purpose. termination bars should also be corrosion resistant. - details of seams should include a minimum lap length of four inches. although metal flashing often is soldered at the seams, sometimes it is better to adhere the lapped areas with flexible sealant. this will accommodate thermal expansion and contraction where soldered seams will not. - flexible flashing must be fully supported across the full width of the wall cavity below. at shelf angles and lintels this is always the case. however, flexible flashing placed at floor lines without shelf angles will form a trough over the width of the cavity if supplemental support is not provided. this trough will retain water and can cause large leaks where there are any small imperfections in the flashing seams. water will then flow through the seams, into the cavity space below and possibly down the face of the interior wythe, exposing interior areas of a building to water penetration. supplemental support typically is provided through installation of a sheet metal angle attached to the masonry backup wythe and spanning across the full width of the cavity. - penetrations through flashing materials, such as at coping stone anchors, must be detailed to ensure the penetration is watertight. most often, this is accomplished with a flexible sealant or mastic. - weeps must be placed in the mortar joint immediately above the flashing at a maximum of 24 inches on center. in general, the larger the weeps, the better. cell vents installed in head joints, typically the same size as a head joint, will quickly remove more water than cotton rope or small plastic tube weeps. flashing details are often best presented in isometric views. in particular, details at corners and end dams are difficult to show clearly in traditional, two - dimensional details. although not specifically the topic of this article


cotton rope or small plastic tube weeps. flashing details are often best presented in isometric views. in particular, details at corners and end dams are difficult to show clearly in traditional, two - dimensional details. although not specifically the topic of this article, it is important to note that flashing cannot serve its intended purpose if the wall cavity is too narrow and not kept clean during construction. for cavity walls to function as intended, they must be designed with a minimum inch - inch wide cavity. this dimension is considered the minimum width necessary, as recommended by the brick industry association, to prevent the cavity from being bridged by mortar or other materials and to allow water to cross over to the interior wythe. narrower cavities are far more difficult to keep clear during construction. however, it should be noted that mortar bridging can still occur with a wider cavity if the masons do not exercise care to keep the cavity clear during construction. in addition, be aware that a weather - resistive barrier ( wrb ) is required by all three versions of the ibc. a wrb also can serve as a vapor retarder and / or an air barrier depending on its properties. design and installation of flashing for masonry cavity walls will require close coordination between wrb installers and flashing installation crews as these two components will serve as parts of the moisture management system within the wall assembly. proper placement of the air barrier, wrb or a vapor retarder within the wall assembly deserves a long discussion, worthy of its own article. the final step to achieving a fully functioning flashing system is ensuring good workmanship during installation. properly designed and detailed, flashing systems with carefully specified materials still will be subject to poor performance or failure if good workmanship is not provided during installation. the key considerations during installation include the following : - materials must be supplied and installed as specified by the design professional. use of poor - quality materials cannot be allowed. - all seams, joints and corners must be lapped and sealed thoroughly. - full support for flexible flashing must be installed. - when using self - adhesive flashing, all surfaces to which the flashing will be adhered must be cleaned and primed. during cold weather, heat guns may be required to ensure proper adhesion. - flashing installation should be sequenced to avoid damage until it is fully protected within the wall cavity. flashing often is installed in the bed joints of cmu backup materials and left hanging for several months until the exterior brick is installed. this practice leaves the flashing highly susceptible to damage


the answer appears to be yes, that we can construct such numbers at present. the techniques that have been used recently have their roots around 1985 when elliptic curves were first applied to cryptography and factorization and when personal computers with ram by the megabyte became common. i would like to thank charles for reminding me that a product of exactly two primes is called a semiprime. chris k. caldwell, a professor at the university of tennessee at martin whose current research interest is prime number theory, writes that " small examples of proven, unfactored, semiprimes can be easily constructed. " what is easy for him is not so easy for me, but it might not be too hard if i would re - read my copy of bressoud ' s factorization and primality testing. proven, unfactored semiprimes are called " interesting semiprimes " by don reble, a software consultant who took up the problem from ( at least his interpretation of ) remarks by ed pegg, jr. there are at least two examples online, a 1084 - digit interesting semiprime constructed by don reble and a 5061 - digit interesting semiprime constructed by david broadhurst, a theoretical high energy physicist. reble ' s interesting semiprime is in a text file that presents some parameters for a proof and the proof itself. it relies on properties of elliptic curves and is therefore currently over my head. part of reble ' s proof is that his semiprime survives a check that it is not a base - two strong probable prime. broadhurst ' s interesting semiprime is in a text file that can be input to pari. he has written there the relatively elementary conditions and the parameters that he used in order to prove that his number is a semiprime, basing his work on reble ' s. he provides the location of a certificate that one of his parameters was proven prime using the free - of - cost, closed - source program primo by marcel martin. primo is an implementation of elliptic curve primality proving. for suggesting the problem, broadhurst thanked reble and phil carmody, a linux kernel developer and researcher in high - performance numerical computing.


date : jan 2, 2013 7 : 10 pm author : jerry p. becker subject : a long winter ' s nap from connect [ college of education + human development ], university of minnesota, volume 7, no. 1, pp. 18 - 19. winter 2013. see a long winter ' s nap less than 20 years ago, discoveries about teen sleep began changing school start times in minnesota. now it ' s a national movement. by gayla marty one morning in 1996, kyla wahlstrom [ see http : / / www. cehd. umn. edu / carei / people / kwahlstrom. html ] got a call from a local superintendent. his school board had just decided to change the high school start time from 7 : 15 to 8 : 30 the next fall, only months away. emerging research on profound differences in teen sleep patterns was so strong that the board believed a later start time could help their students. the superintendent called wahlstrom because she directs the u ' s center for applied research and educational improvement ( carei ), which examines new things happening in schools. [ see wahlstrom admits she was skeptical. but edina went through with the plan and the results astounded everyone. a year later, all seven high schools in minneapolis followed suit. carei was asked to investigate and report the findings. now, 15 years later, as author of the school start time study, wahlstrom is called upon by school districts across the country that are considering the change. here are wahlstrom ' s answers to some common questions. how is teen sleep different than sleep for anybody else? sleepiness is caused by melatonin ' s release in the body, which is regulated by the central nervous system. medical research shows that teenagers - different from young children and adults - have a distinct sleeping and waking cycle. almost all teens in the world, not just in our country, tend to fall asleep biologically about 10 : 45 p. m., and their bodies and brains want to stay in the sleep mode until about 8 in the morning. the shift in sleep timing happens at puberty, around age 13, and lasts until about age 19. that ' s still more than nine hours of sleep a teen needs every night. younger children need 10 to 12 hours of sleep, and they can easily fall asleep at a regular bedtime that is very early. of course the body is also regulated by sunlight, so kids are naturally more ready to stay up in the summer when the sun


children need 10 to 12 hours of sleep, and they can easily fall asleep at a regular bedtime that is very early. of course the body is also regulated by sunlight, so kids are naturally more ready to stay up in the summer when the sun is still up, too. then as adults, we go back to our genetically determined sleep patterns and need less sleep - usually around 8 hours. about 22 percent of us are larks and wake up naturally very early in the morning, around 5 to 6 a. m., and about 27 percent of us are owls, who naturally don ' t feel sleepy until 1 or 2 a. m. and don ' t function well until around 10 a. m. the rest of us are somewhere in the middle. what difference does it make to change school start times? in the initial findings in both edina and minneapolis the teachers said, " this is a different bunch of kids now with the later start. they are awake and ready for learning. " and the principals said, " we have a different school here! " there were fewer disruptions in the lunchroom, and passing times in the hallways were more subdued. school counselors said the students were self - referring less for peer relationship problems. when we interviewed parents - and we interviewed and surveyed hundreds of parents - they said their kids were easier to live with. of course, it makes sense - no matter how young or old we are, we ' re less crabby when we get enough sleep! in october 2013, the twin cities will host a major national conference on teen sleep - the intersection between medicine, education, and policy - cosponsored by carei and the u ' s academic health center. child psychologists, pediatricians, school personnel, and policymakers are just some of those expected to attend. watch for conference information on the carei website. after five years, minneapolis found a statistically significant improvement in the graduation rate. kids stopped missing the bus and missing as much class time. in 2010, a study in virginia showed a connection between later start times and a drop in car accidents by teens on their way to school in the morning. so there are tremendous positive outcomes by pushing back start times for high schools by at least an hour. how many schools have changed? we stopped counting when more than 250 schools across the country had made the change. in minnesota, it appears that many school districts have shifted to at least 8 a. m., and more are considering an 8 : 30 start. it ' s happening


we stopped counting when more than 250 schools across the country had made the change. in minnesota, it appears that many school districts have shifted to at least 8 a. m., and more are considering an 8 : 30 start. it ' s happening everywhere - i ' ve heard from every state in the union. just today i had a call from a national newspaper to check some facts for an article they ' re running about the local issues that districts have in making such a change. are there costs and problems? it can be very difficult for schools historically starting at 7 : 15 or 7 : 20 to make that shift. but minneapolis did it, with 52, 000 enrolled students at the time they made the move, at no cost. what we ' ve seen is that it requires two things - a lot of careful planning, and for people to believe the facts. by now the medical link between teen sleep and school performance is strong. making the change creates an imbalance in the community for about a year. you know : when are buses on the road? when are babysitters available? in school districts where they use the same set of buses for all grade levels, like minneapolis, it means the elementary students are now waiting for the bus on those winter mornings in the dark. it ' s a real concern. some neighbors take turns waiting with the kids in the morning. on the other hand, those little ones may not be going home in the dark at the end of the day anymore. what can parents do to help teens get enough sleep? it ' s about routines - the human body really likes routines. the body has to slow down to get ready to fall asleep. even as adults we know we can ' t come home from a party and jump in bed! so parents can establish routines for their kids to slow down before bed. there ' s also brand - new research about the effect of light that comes off all of our devices - cell phones and computers and tv : it ' s very disruptive to the brain because the brain thinks it ' s daylight. it ' s a different wavelength than regular light bulbs. so a half hour before bedtime, depending on your kids ' ages, you can say shut everything off except a lamp. they can have a quiet game or story - parents can read to younger ones, or kids can read themselves something calming in bed. and we can tell them why! sleep is important for learning. how does sleep affect learning? the function of sleep is to " prune " our memories of the


parents can read to younger ones, or kids can read themselves something calming in bed. and we can tell them why! sleep is important for learning. how does sleep affect learning? the function of sleep is to " prune " our memories of the stimuli that have bombarded us all day and to consolidate what ' s important. if you don ' t have that pruning and consolidation, you wake up all scattered and disorganized. this is true for human learning at any age - information is consolidated in your brain during sleep, especially rem sleep. a good night ' s sleep is all about learning. sidebar - up next : in october 2013, the twin cities will host a major national conference on teen sleep - the intersection between medicine, education, and policy - cosponsored by carei and the u ' s academic health center. child psychologists, pediatricians, school personnel, and policymakers are just some of those expected to attend. watch for conference information on the carei website. learn more about carei, the direct research link between cehd and minnesota schools prek - 16, and school start - time research. [ see sidebar photo : kyla wahlstrom jerry p. becker dept. of curriculum & instruction southern illinois university 625 wham drive mail code 4610 carbondale, il 62901 - 4610 phone : ( 618 ) 453 - 4241 [ o ] ( 618 ) 457 - 8903 [ h ] fax : ( 618 ) 453 - 4244