century against genetic databases to see if he ’ s related to anyone with a lost colonist surname, such as dare, hewet, or rufoote. additionally, it ’ s possible to scan that man ’ s mitochondrial or y chromosomal dna for evidence of native american heritage, creating a clearer picture of what became of the vanished colonists. “ it is true that with y chromosome and mitochondrial dna you can assign them unequivocally to different ethnic groups, ” says ugo perego, a senior researcher at the sorenson molecular genealogy foundation. but, he adds, it would be difficult to tell exactly when the european ancestry was introduced. estes has amassed early land - grant records detailing who lived in the outer banks area a few centuries ago. some of the putative native americans living there are thought to have adopted the last names of their european neighbors, she says. if estes can show that the descendents of these native american families have dna matching families with lost colony surnames, that would suggest that the colonists mixed with the croatan indians. “ it ’ s a romantic idea, ” says charles ewen, an east carolina university anthropology professor who is writing a book about the lost colony. ewen, who ’ s also working with estes on an archaeological dig in the outer banks, offers other possibilities for the colony ’ s fate that are far less rosy. the settlers battled a severe drought while white was journeying back to england that could have made trying conditions worse ; native americans or spanish arrivals could have killed the settlers ; or the colonists could have tried to sail back to britain in white ’ s wake and perished. ewen says there are some historical examples of settlers assimilating into native groups, but none in which an entire colony was adopted. “ i won ’ t rule it out, but the whole group forming new tribal identities? i don ’ t buy it. ” estes ’ s group is commencing a new archaeological dig this year to look for lost colony artifacts. previous digs on hatteras island have yielded british and native american items in the same stratum of soil, thought to predate english homesteads from the 1700s, indicating that the groups commingled, she says. ewen says he hopes the dig can also help answer questions about the vanished native americans who once lived on the outer banks. “ we don ’ t know what happened to them. ” like that of the lost colonists, the fate of the croatan indians is also buried in history


| the profundities of torah - matot - well done | | ecrit par harav yochanan zweig | “ take vengeance for the children of israel against the midyanites... ” ( 31 : 2 ) since midyan was responsible for bnei yisroel ’ s sins of immorality and idolatry which resulted in the deaths of twenty - four thousand jewish men, hashem instructed moshe to lead the jewish army into war against the midyanites. 1 the midrash asks why moshe delegated this responsibility to pinchas if hashem instructed him to lead the army. the midrash explains that the torah is teaching us a fundamental principle : “ bor sheshasisa bo al tizrok bo even ” - “ into a well from which you have drunk do not cast a stone. ” 2 moshe had sought refuge in midyan when fleeing from pharaoh for having killed an egyptian taskmaster. having benefited from midyanite hospitality, it would have been inappropriate for moshe to lead the effort to annihilate them. in parshas va ’ eira, hashem commanded moshe to defer to aharon the task of implementing the first plague, transforming the water of the nile river into blood. 3 citing the midrash, rashi explains that since the nile had protected moshe when he was an infant, it would have been a display of ingratitude to act as the conduit through which the river was smitten. 4 this would appear to be an example of “ into a well from which you have drunk do not cast a stone ”. why does the torah repeat this principle in parshas mattos if it was already relayed in parshas va ’ eira? why did hashem instruct moshe in parshas va ’ eira to display this sensitivity, while, were it not for moshe ’ s own initiative, this sensitivity would not have been displayed in parshas mattos? the reason that hashem gave to moshe for attacking midyan was “ ki tzor ’ rim heym lachem ” - “ for they are your antagonists ”. 5 the midrash is sensitive to the usage of the verb “ tzor ’ rim ” which is present tense and implies an ongoing state of affairs. if the attack against midyan was as a result of their role in ba ’ al pe ’ or, it would have been a solely punitive strike and the verse should have stated “ for they were


present tense and implies an ongoing state of affairs. if the attack against midyan was as a result of their role in ba ’ al pe ’ or, it would have been a solely punitive strike and the verse should have stated “ for they were your antagonists ”, using the past tense. 6 therefore, concludes the midrash, the attack against midyan was a pre - emptive strike, to ensure that they would not endanger bnei yisroel in the same manner at a future date. 7 hashem ’ s instruction to bring the plagues upon the egyptian people was purely punitive in nature ; bnei yisroel were no longer in danger. under these circumstances, hashem instructed moshe to defer to aharon the task of implementing the first plague as a sign of gratitude for having benefited from the river that was to be smitten. the attack against midyan was a pre - emptive strike to ensure bnei yisroel ’ s safety. under such conditions moshe was not expected to display sensitivity toward the aggressor. nevertheless, as a “ midas chasidus ” - “ act of piety ”, moshe abstained from acting as the conduit through which a nation unto whom he was indebted would fall. 1. 25 : 9, 39 : 2 2. bamidbar rabbah 22 : 4 3. shmos 7 : 19 4. rashi ibid 5. 25 : 17 6. bamidbar rabbah21 : 5 see tiferes tzion 7. ibid the month of av has historically been a time of tragedy and misfortune for the jewish people. it is therefore customary not to schedule law suits with non - jews during this month. if it is impossible to avoid, one should attempt to postpone the case until at least after tisha b ’ av.


an easier way to talk about what internal auditors do when it comes to building awareness of what internal auditing is all about, let ’ s get to the root of the problem. too many people don ’ t have a clear understanding of the value internal auditors bring to an organization. and too many internal audit practitioners don ’ t have the tools they need to cultivate that clarity. in fact, many internal auditors have not even been able to make their close friends and family members understand what they do. this unique dilemma, which appears to be universal when it comes to this profession, likely stems from the breadth of internal audit practice. unlike many professions that might be easily described in using a short description, internal auditing is integral to every aspect of business, risk management, internal control, and organizational governance. the first thing that all who practice, represent, advance, or advocate for the profession must learn is how to appropriately frame internal auditing so that stakeholders will understand its relevance. to many, the term internal auditor conjures up less than positive mental images, even though this misconception often is held by those who know nothing about the profession. an easy way to remember a new approach to a conversation about internal auditing is to use a tree acronym : transparency reliability effectiveness ethics. in today ’ s business world, transparency is highly sought after and coveted. to ensure that an organization has nothing to hide, the internal auditors monitor, assess, investigate, report, and advise. they strive for transparency throughout the organization, and when it ’ s not at the appropriate level, they recommend ways to strengthen it. in the internal audit profession, reliability is critical. internal auditors help management and the board meet organizational goals and objectives. those at the top most be able to rely on the advice, accuracy, and perspectives the internal auditor provides. internal control effectiveness is a key concern of internal auditors. they watch for red flags that might indicate potential for losses, whether the risks are reputational, operational, financial, it - or compliance - oriented, or strategic in nature. professional internal auditors adhere to a code of ethics that is based on the highest principles and rules of conduct. in addition, they monitor the organization ’ s ethical climate and bring concerns to management and the board. and, most importantly, they comply with the iia ’ s international standards for the professional practice of internal auditing. a different kind of conversation new acquaintance : so tell me, what do you do for a living? internal auditor : you might say


and, most importantly, they comply with the iia ’ s international standards for the professional practice of internal auditing. a different kind of conversation new acquaintance : so tell me, what do you do for a living? internal auditor : you might say that people like me are risk specialists. we provide a safety net that helps organizations stay on track. new acquaintance : how do you do that? internal auditor : one way is by determining an organization ’ s risks. another is by identifying gaps that might open the door to frauds and losses. then i submit reports to management and the board. new acquaintance : so you do research? internal auditor : yes, although i consider it more of an investigation. i look at every aspect of my organization, its operations and its information technology. i also work behind the scenes as an “ effectiveness ” coach and advisor. new acquaintance : then you must be involved with everyone and everything going on in your organization. internal auditor : but i stay independent and objective. i keep an eye on the corporate culture and ethical environment and look at policies and procedures with a fresh eye. new acquaintance : you have an interesting job! how can i learn more? as this scenario suggests, in reality, few careers are more fascinating then internal auditing. for additional information and tools to promote the profession please visit http : / / www. theiia. org / theiia / about - the - profession / promoting - the - profession /.


news flash! our “ peak ” for american fitness and health was over 100 years ago, so let ’ s learn from history and get to work improving! ironically, many of our “ elite ” athletes today cannot perform many of the routine fitness tasks performed in gymnasiums during the late 1800s and early 1900s which were peak years of the “ physical culture ” movement that largely influenced millions of americans for decades. need proof? here ’ s just one example “ after ” we saw significant fitness decreased compared to the early 20th century standards … but please note! the real learning here is not the obvious “ physical fitness ” demonstrated in the video, but rather, it ’ s the backstory on exercise psychology and the “ motivation ” facilitated by coach leprotti. he even wrote a paper on the program called “ the motivation factor ” which is linked below. following wwii, there was growing concern about our decreasing fitness nationally. president kennedy had grown up in a physical culture and greatly valued physical fitness. with jfk ’ s vision and support, we saw a short spike in national physical education programs again which faded significantly by the end of the 1960s and has continued to slide into what today has become a very unhealthy society. back in the early sixties, there was a legendary program by physical educator and coach mr. stan leprotti in carmichael, ca at la sierra high school. the “ la sierra system ” was even featured in the january 1962 issue of look magazine. * ( full article linked below ) the la sierra system was based on a color system based on achievement. the program did not use any machinery but only body weight, pull up bars, peg boards, ropes, etc. it was focused on strength, endurance, power, agility, and balance. this system was adopted by at least 200 schools across the united states and was promoted as “ the ” system to adopt nationwide. there were five levels : white ( beginner ), red ( intermediate ), blue ( advanced ), purple ( advanced - ii ), and gold ( physically gifted ). “ our program develops large groups of boys, instead of individuals. boys like to be challenged to do hard things, as long as you are fair with them. it ’ s an aggressive approach to education, based on pride. ” - stan leprotti ( 1962 ) the la sierra system was revered nationally not just for physical education – but also for the other values this system stressed to young men such as maintaining minimum grade standards in pe, neatness, grooming, and citizenship. interesting


leprotti ( 1962 ) the la sierra system was revered nationally not just for physical education – but also for the other values this system stressed to young men such as maintaining minimum grade standards in pe, neatness, grooming, and citizenship. interestingly, upon researching la sierra, i realized that my very own california high school had used the same system during the late 1970s! it was slightly modified into only four levels ( gray, white, red, red satin ), but what i can tell you “ personally ” – which parallels what i have read about mr. leprotti ’ s program, is that it was very motivating. in this program, boys would create fitness areas at home so they could practice and improve their ranks. in 1975, i came in at the very bottom of the fitness ranks. i was so mortified by my lack of physical prowess that i trained all summer long! by my sophomore year, i was at the second level and was on my way to the third level by my junior year, but they abandoned the program due to social pressures. sadly, too many kids in the late 1970s could not perform the tests. we went from having to “ increase standards ” in 1962 to complete elimination at my high school by 1976. therefore, we truly have been in a national regression in physical education for decades – not progression. i can still remember how crushed i was because i wanted to achive my goal of getting to level 3 red. in comparison, the la sierra program had to actually “ raise ” their standards because too many of the young men were passing the lower standards. what ’ s an example of their standards? in 1962, the minimum number of pull ups required to enter the naval academy was two – for the la sierra “ blue ” group, it was 13 – remember that the blue was only level 3 out of 5 total. how many teen boys today can do 13 quality pull ups? gasp! precious few. in a typical year at lasierra, over 40 % of the boys were at the blue level. the la sierra system only spent 15 minutes per day on the vigorous fitness conditioning part of their curriculum. coach leprotti must have studied history and knew that high - volume fitness with poor structure ultimately always fails. how could these kids get so fit in 15 minutes per day?!!! focus. they focused on quality … and the rest was literally history. so much for the naysayers regarding a lack of time to exercise! my point is that this program was highly mo


get so fit in 15 minutes per day?!!! focus. they focused on quality … and the rest was literally history. so much for the naysayers regarding a lack of time to exercise! my point is that this program was highly motivating and extremely successful in hundreds of american schools. as a credentialed physical education teacher, i ’ m still working on my pull ups to this day while i think about my former high school color group pe program! i ’ m finally up to 12 pull ups and working towards improving my all - time best which was 15. at age 53, i ’ m almost up to the lasierra “ blue ” standards, so it can be done – if we work at it. in a typical year at la sierra, more than 40 % of boys were at a blue level rank!!! unfortunately, we did not continue this short - term progression for physical fitness in the 1960s, but we can learn from the past so we can create a future of fitness not just for american youth – but for our whole country! get fit. be strong. - “ how american can get physically tough ” ( look magazine - january 1962 ) - la sierra high school physical education video - “ the motivation factor ” by stan leprotti for president ’ s council on physical fitness & sports - * all photos actual students from la sierra pe program - * special thanks to dr. ed thomas for his research contribution to this article.


functional muscle functiondecember 19, 2011 functional muscle function by andrew gorecki, dpt one of the most important concepts that makes superior physical therapy unique is the understanding of how muscles actually function. now this may sound like an arrogant statement but let me explain. most health and fitness professionals have learned some degree of anatomy and have knowledge of muscle origins and insertions, textbook muscle function, and exercises to increase muscle mass and strength. functional muscle function is the understanding of biomechanics, human function, and proprioception ( neuromuscular control and feedback of muscles and joints - movement memory some may say ). there are a few basic rules that dictate the understanding of how muscles function during function. first of all the functional movement must be identified. forexample running is different than throwing a baseball and muscles function differently during these movements. second, muscles function in three planes of motion always. there may be a dominant plane of motion but there are always three sagittal ( front to back ), frontal ( side to side ), and transverse ( rotational ) planes of motion. thirdly never forget about gravity and ground reaction forces as these play an integral role in the function of muscles. now lets talk specifically about functional muscle function. one of the easiest topics to discuss is walking as most people understand walking is a very important function. even more specifically lets discuss the function of the hamstrings during walking. our textbooks have taught us over the years ( decades ) that the hamstrings flex the knee joint. this is to some extent true because i can stand here right now at my standing work station writing this blog and lift my foot off the ground and begin to flex my knee and feel my hamstring activating. now thinking about what happens when walking using the basic principles of function i realize that gravity actually flexes my knee. in fact my quadriceps are activated a majority of the time in order to not flex my knee so that i don ’ t fall onto the ground. i also know that flexion is a sagittal plane of motion movement and even if true there are three more planes of motion to think about. now i will tell you that the hamstrings do not flex the knee during walking. the functional muscle function of the hamstrings in the sagittal plane is to decelerate or slow down the pelvis and trunk when the foot hits the ground as we take a step. the hamstrings in the frontal plane decelerate the pe


the hamstrings in the sagittal plane is to decelerate or slow down the pelvis and trunk when the foot hits the ground as we take a step. the hamstrings in the frontal plane decelerate the pelvis while it moves laterally as the foot hits the ground. finally the hamstrings decelerate lower extremity internal rotation when the foot hits the ground and eccentrically create lower extremity external rotation as the body moves over the foot on the ground and heel off begins and we take another step. nowhere in that sequence did the hamstrings flex the knee. in fact the hamstrings as they decelerate the pelvis and trunk flexion actually extend the knee in the sagittal plane during walking by building up tension eccentrically. so the question of the day is why do we train our hamstrings to flex the knee?? think about it. we have seated knee flexion machines, or we have people lay on their backs with their feet on a ball and tell them to flex the knees. this doesn ’ t make sense. we are training the brain proprioceptively the wrong function of the hamstrings. proprioceptors are responsible for letting the brain know where the body is in space and what movements are safe and which ones to avoid. therefore if we train the proprioceptors incorrectly we are setting the person up for injury and poor movement patterns. lets think about the purpose of our exercises and develop exercises that look like the activity we are trying to get the person to improve. just some food for thought today ….. andrew gorecki, dptthis entry was posted in uncategorized. bookmark the permalink. ← calcaneal eversion : the switch proprioception - mind body connection →


egypt abolishes daylight saving time on wednesday, april 20, 2011, the egyptian cabinet of ministers issued a decree to abolish daylight saving time ( dst ) for good. the country was originally scheduled to switch to dst on april 29. ©istockphoto. com / jason walton illustration the decision follows a poll conducted by the egyptian government in which 79 % of the participants expressed their wish to stop using dst in the north african country. a somewhat erratic time schedule may have contributed to the increasing dismay. in 2010, clocks were adjusted four times to accommodate the observation of ramadan. egypt first introduced in 1988 to curb electricity consumption. however, a recent study conducted by the ministry of electricity and energy revealed that the measure had no significant impact on power usage. timeanddate. com will provide updates on this and other time zone news as events unfold. - morocco ' s 2013 daylight saving time schedule - new technology makes time travel possible - middle east dst roundup - syria and lebanon announce switch dates - west bank and gaza start daylight saving time on march 29, 2013 - haiti starts dst, will follow u. s. schedule in future - paraguay ’ s daylight saving moved to march 24, 2013 more about daylight saving time - daylight saving time - list of countries that observe daylight saving time in 2013 - upcoming daylight saving time clock changes - daylight savings time vs daylight saving time - spring forward, fall back and similar expressions - the world clock – current time all over the world - personal world clock - meeting planner - time zone converter - event time announcer / fixed time – show local times worldwide for your event.


the concept of virtualization has been around for some time. virtualization is really just the abstraction of an actual entity or construct into logical representations of those entities or constructs. most of the time, the term “ virtualization ” is tied to server virtualization — a technology made popular by vmware, microsoft, xen, etc. however, while server virtualization is the hot trend in enterprise it, storage virtualization is making significant strides in functionality ; people just do not realize it yet. storage virtualization involves abstracting the physical data storage process to more logical constructs inside of the storage device. let ’ s take a quick look at how storage virtualization is taking shape : traditional storage : single disk - a data consumer issues read / write requests. the disk controller either reads or writes to specific locations on disk. raid : multiple disk - this is one of the most widely used implementations for storage virtualization. while it may not seem like it, the data storage environment is indeed virtualized. - multiple disks are aggregated into a storage structure to increase storage, increase resiliency, or both. - a data consumer issues read / write requests. the storage controller determines which storage devices contain the data, compute the entire request from multiple devices ( potentially ), and return it to the consumer. the data is no longer on a single device. lun : multiple logical storage devices - this takes raid to the next level. - a group of disks are placed into an array structure. the disks are aggregated in some fashion ( typically in raid levels ). however, a subset of the allocated capacity is divided and presented to a data consumer as a lun. the lun is a logical storage device for a consumer. storage pooling : spanning multiple drive array types - multiple tiers of storage are created based on storage device profile ( capacity and performance ), typically a raid group or other physical storage enclosures. - the storage device creates a higher - level structure, called a pool, of which the various performance tiers are members. the pool structure is presented to the data consumer at the lun level. - the storage controller stores metadata about which data blocks reside in which tier, and their location inside the tier. data migration : moving data around - building on top of storage pools, storage controllers ( via metadata ) are able to determine the data access patterns for individual blocks of data. - frequently used data is moved to the highest performing tier of disk while less frequently accessed data is moved to the lower performing tier of disk


storage pools, storage controllers ( via metadata ) are able to determine the data access patterns for individual blocks of data. - frequently used data is moved to the highest performing tier of disk while less frequently accessed data is moved to the lower performing tier of disk. - this migration occurs without the knowledge of the data consumer. the consumer sees the storage as a lun and does not know ( or care ) about what happens as long as the data is available. deduplication : sharing common data - many data structures share the same data patterns. microsoft word files share the same framework across all files, regardless of content. microsoft windows servers all have common files. conceptually, deduplication addresses the idea of “ why store multiple copies of the same data over and over again? ” - based on the type of algorithm, the storage device processes existing data to determine if any duplicate data exists. - in the event of duplicate data, the storage controller creates pointers to the common data. common blocks are replaced by a pointer, and the overall storage footprint is reduced. thin provisioning : not allocating storage at creation time - this functionality operates under the theory that space may be allocated but never fully used, resulting in unused space that cannot be used by anyone else. - the storage controller receives a request to allocate space for a data consumer. the controller creates the basic framework that represents a lun. however, internal to the storage device, the space is not allocated. rather, the lun is basically authorized to consume a specific amount of disk space. - as the disk consumer continues to use storage space, the lun grows on the storage controller until the lun size is completely allocated. until the lun is fully utilized, the unused space can be used for other purposes. - this may result in over - allocation of storage, though, and needs monitoring. storage virtualization continues to advance as you can see, from traditional file storage to thin provisioning, storage virtualization has played a major role in advancing how we use our storage infrastructure and reap the benefits from our investments. storage virtualization techniques and technology continue to advance. object storage, pnfs, and server virtualization functional offload will become more commonplace as new storage device models and feature sets are developed and introduced. storage virtualization is not the process of storing virtual machine disks. rather, it is a beast of its own, and continues to provide valuable benefits.


peering into the alcoves from which mesa verde ' s puebloan cliff dwellings seem to seep upward is oddly reminiscent of peering into treasures encased within a faberge egg. both are unexpected, intricate, oddly out of place and yet perfectly at home. the story of the anasazi, or " ancient ones, " who inhabited these dwellings remains steeped in uncertainties and lends to the mystique that has made this ancient civilization so fascinating. the only things archaeologists know for certain is that the anasazi originally inhabited the mesa top, and in a. d. 1200, began colonizing the alcoves and shelves of the mesa only to abruptly leave again in a. d. 1300. all that remains are artifacts and intricately built dwellings - - sort of a land - bound, and discovered, atlantis. visitors to mesa verde can explore the dwellings only via guided tour. touring the balcony house, the largest of the dwellings, requires a 100 - ft. descent into the canyon, climbing over 70 feet of ladders and stairs, and crawling through a 12 - ft. tunnel - but the rewards are stupendous! of course, mesa verde is more than mere cliff dwellings : of the 4, 000 known archaeological sites in the park, only 600 are dwellings. mesa - top pithouses and pueblos are also accessible to explore, and the park ' s museum has a cultural collection of over 2 million historical objects. hiking trails abound : point lookout trail takes hikers up the looming point lookout sandstone formation, and the spruce canyon loop lets visitors experience the canyon bottom. sixty - five million years ago, a vast inland sea covered this entire region. over time, sandstone, mud, shale and limestone were deposited. streams from the surrounding areas also deposited into this region, and helped create many of the shale and sandstone formations, including the point lookout sandstone formation. as the years passed, the rocks eroded into niches and alcoves that eventually became the famed cliff dwellings. mesa verde is best known for the cliff dwellings of the anasazi that are perched so precariously in alcoves of rock walls. the cliff palace loop drive takes visitors past mesa - top sites and overlooks that face the cliff dwellings. a guided tour of the cliff palace or balcony house dwellings is available for visitors hoping to get up close and personal with the ancient structures, though the tours are somewhat strenuous and recommended for people in good physical condition. where to stay mesa verde is already home to the famous cliff dwellings,


the registration of titles to land ( amendment ) bill, 2012 4 may 2012 changes to land registration... to come soon... the registration of titles to land ( amendment ) bill, 2012 was introduced in the senate on 6 march, 2012 by senator the honourable emmanuel george, minister of public utilities. the full text of the bill is available in pdf format on this website, you can download it via this link. you may also place your comments directly on this bill page, which can be accessed here. the following is a brief explanation of some aspects of the bill purpose of the bill the registration of titles to land ( amendment ) bill, 2012 will seek to amend the registration of titles to land act no. 16 of 2000. the bill is comprised of 21 clauses. what is land registration? land registration generally describes systems by which matters concerning ownership, possession or other rights in land can be recorded ( usually with a government agency or department ) to provide evidence of title, facilitate transactions and to prevent unlawful disposal. the information recorded and the protection provided will vary by jurisdiction. land registration in trinidad & tobago in trinidad & tobago there are two systems of land registration : - deed registration - title registration both have co - existed since 1889 and are managed by the land registry in the registrar general office. registration of land title documents this includes deeds of conveyance, mortgages, powers of attorney, agreements, charges, debentures, deed polls, probate and grants and instruments under the real property ordinance e. g. transfers, mortgages, leases, caveats, death of proprietors. what does " title to land " mean? title refers to the legal ownership of particular part or property. a deed or certificate of title is the only means whereby a person can demonstrate ownership, and register his / her ownership. the title provides an up - to - date official record of the legal ownership of the property or piece of land in question. information on title will generally include : - a description of the property. - name of the owner or owners. - mortgage lender ( if any ). - rights of way ( not public rights of way ) or other rights affecting the property. - restrictions or other conditions. why the need for land title legislation? - land title documents serve as evidence of ownership of a piece of property - registration also affords property owners some protection against squatters and ; - it makes the transferring or mortgaging of land easier for the persons involved. - according to a study by the law association in 2007 “ implementing the


of a piece of property - registration also affords property owners some protection against squatters and ; - it makes the transferring or mortgaging of land easier for the persons involved. - according to a study by the law association in 2007 “ implementing the land titles legislative package ” : - 47 % of all households do not have adequate title documents - approximately 30, 000 households have no title documents - there is widespread squatting on state and private land benefits of land registration - cheaper, quicker, easier and safer transfer of land - improved land tenure security as government will guarantee title to all registered land. - simplification of land transactions - elimination of the need to search several deeds and other legal documents in order to establish ownership of title ( therefore reducing cost ). - reduced squatting and land disputes - land registration assists government in : - land use planning - environmental management & protection - equitable taxation - tax policy options physical planning - development control state land administration and management what are the key features of this proposed legislation? some key features of this bill include proposals for : - the creation of a new post of senior assistant registrar ( clause 5 ) who must be an attorney – at - law who performs functions of the registrar general in his / her absence and holds position of commissioner of affidavits - the creation of a condominium folio for every condominium unit - a more defined procedure for the first registration of any parcel for which a folio is to be prepared and signed by the registrar showing the particulars of ownership and particulars of encumbrances if any. - to replace words certificate of title with land certificate - to replace section 30 ( 1 ) with a new subsection to amend the reasons for rectification by the registrar : - in formal matters and in cases of errors or omissions not materially affecting the interests of the proprietor - in any case at any time with the consent of all persons interested - where upon resurvey an area shown in in the register is incorrect the registrar is sanctioned to give notice to all persons appearing by the register who will be interested or affected by his intention to rectify - upon receipt of any decision of any court or the land tribunal - to provide for a new subsection 30 ( 3 ) allowing the registrar to record any change in the register any name or address changes of any proprietor on the written application - to provide for new subsections ; 73 ( 2 ), ( 3 ), and ( 4 ) : - ( 2 ) to allow for persons seeking to deal with registered


the register any name or address changes of any proprietor on the written application - to provide for new subsections ; 73 ( 2 ), ( 3 ), and ( 4 ) : - ( 2 ) to allow for persons seeking to deal with registered land with consent in writing from the proprietor who have applied for an official search stating particulars of the proposed dealing in his / her application called an instrument to have a suspension period of 14 days from the time the official search was made. - ( 3 ) to grant the instrument priority over any other instrument presented for registration during the suspension period - ( 4 ) to provide for any instrument or document for registration during the suspension period other than that affecting the proposed dealing to be deal with in the same manner and hold the same priority and be as effectual as if no stay of registration had been obtained. important issues for consideration - the bill allows the real property ordinance to be repealed in respect of lands brought under the act and is not applicable to adjudicated land or interests registered in land registry. - land registration is limited by its slow and long process - few land owners undertake to transfer lands from the unregistered to registered system - there is still need for a comprehensive complete computerized database of land information - delays in the implementation of technological complements to the land registration system such as digitization of cadastral index and aerial photography to provide accurate topographic maps - amendments to land surveying legislation needed


reading to kids at early age helps development by nour habib world scene writer monday, march 04, 2013 3 / 04 / 13 at 8 : 50 am find more resources about early reading and literacy practices. lila haro ' s eyes flitted from librarian lin arnett ' s face to the pages of the book arnett was reading. occasionally, lila would make the sounds or gestures that arnett asked her to make. she " cheeped " along with the chicks in one story and pointed to her knees and toes as arnett sang from another. but for the majority of the 20 - minute storytime at central library last week, the 20 - month - old walked around the corner of the library where the storytime was being held. she fidgeted with her name tag, toddled up to other attendees and sat in arnett ' s rocking chair. the next group of kids that arnett read to was more attentive. the 3 - to 5 - year - olds answered questions she asked, sang along and looked closely at the pictures she showed them. but reading to kids younger than 2 is just as important as reading to preschool - age children, parents and librarians said. just don ' t expect that both age groups will get the same thing out of it. for the young visitors, making storytime a fun experience is what ' s important. " our goal really isn ' t to be didactic and teach, " said arnett, who ' s been with the library system for more than 30 years. but the repetition allows children to " learn by osmosis, " she said. melanie dewey, lila ' s grandmother, brings her to storytime every week. dewey, who was a kindergarten teacher for more than 20 years, said she knows that reading to kids when they are young is important. she and lila ' s parents read to her every day. " i do know it works because her vocabulary is phenomenal, " she said. university of tulsa education professor diane beals said reading to young children - those too young to understand what you ' re saying - is a way for kids to receive warm and responsive interaction from adults, which is important. " the purpose of reading to little kids isn ' t so much that they learn the words, " said beals, who specializes in language and literacy development. " with the really young kids, it is just to enjoy the experience around books and people... and making a connection with parents. " the eye contact, physical closeness and


, " said beals, who specializes in language and literacy development. " with the really young kids, it is just to enjoy the experience around books and people... and making a connection with parents. " the eye contact, physical closeness and focused attention that happens when reading helps create that bond, she said. but as kids get older, and with repeated readings, they begin to pick up on things. " kids start out thinking that the pictures are the story, " beals said. " then they start to figure out, with repeated readings of the same books, that those things down there match what mommy says every time or what daddy says every time - that there ' s a connection between those pictures and those squiggles on the page. " beals says there is definitely a connection between reading and oral language development. " you ' re talking to the child and they ' re talking back, and they ' re learning what those pictures are on the page and they ' re starting to name things, " she said. lenore st. john, children ' s services coordinator at the tulsa city - county library, stresses to parents that they should make reading fun. if infants want to taste the thick, cardboard books you ' re reading to them, let them. simply exposing children to books shows them how books are held, allows them to get used to the printed word and gives them chronological awareness, st. john said. cari adams has been reading to her son, grey adams, since before he turned 1. she ' s also been taking him to library storytimes since then. now 3, grey is much more attentive to the stories. adams said reading to him has expanded his vocabulary and is good for his imagination. the questions that the librarian asks as she reads to the kids also helps with problem - solving skills, adams said. st. john said early years are a crucial time for brain development, and reading to your child during those years will help prepare them to read on their own later. but beals said it is not only reading to your child that is important, but also reading around your child. " kids get interested in whatever their parents are interested in, " she said. " so if they see mom and dad reading, that puts it in their head that that ' s what grown - ups do. " seeing parents read also makes children more likely to grow up thinking that reading is a natural activity, not a chore that has to be done for school, beals said. and bea


their head that that ' s what grown - ups do. " seeing parents read also makes children more likely to grow up thinking that reading is a natural activity, not a chore that has to be done for school, beals said. and beals reminds parents that the more kids read, the better they are at it. " kids who read well are kids who read a lot. " books to build literacy skills storytimes at the library focus on five literacy skills : talking, singing, reading, writing and playing. lenore st. john, children ' s services coordinator at the tulsa city - county library, offered the following suggestions for books that can help parents develop these skills in their children. " truck, " by donald crews ( ages 0 - 3 ) " pete the cat : i love my white shoes, " by eric litwin ( ages 3 - 5 ) " you are my sunshine, " by jimmie davis ( ages 0 - 2 ) " miss mary mack, " by mary ann hoberman ( ages 3 - 5 ) " black on white, " by tana hoban ( ages 0 - 1 ) " otis, " by loren long ( ages 3 - 5 ) " baby ' s shapes, " by karen kats ( ages 0 - 2 ) " i stink! " by kate mcmullan ( ages 2 - 5 ) " from head to toe, " by eric carle ( ages 1 - 5 ) " i spy, " series by jean marzollo ( ages 3 - 5 ) keeping kids interested in reading diane beals, a professor of education at the university of tulsa who specializes in language and literacy development, offered some tips on maintaining a child ' s interest in reading as they get older. continue to read aloud to children even after they are old enough to read to themselves. this helps kids for whom reading is a " slow and laborious " process focus on the story rather than just on the words. have a " book night " every week or two, taking your child or children to a bookstore and buying them a book or magazine of their choice. then enjoy some hot chocolate. around the holidays, bring out seasonal family favorites. visit libraries and book fairs often. pass a book around, having each family member take a turn reading a passage. read poetry aloud to children. let kids listen to audio books and follow along. for kids who don ' t like books, consider magazines or comic strips. original print headline : never too young to read nour habib 918 - 581 -


irrigation tips for lawns water is a limited resource in texas and it becomes more limited as the population grows. watering the home lawn properly can improve grass quality yet still conserve water for future generations. many times, home lawns are over - watered and over watering can harm lawn quality more than under watering. several factors need to be considered when starting a home lawn water program. soil type, grass variety, management practices and environmental conditions all can impact the irrigation plan for a home lawn. what type of soil do you have in your lawn? clay soils tend to retain the most water and thus need watering less often. sandy soils retain less water but less water is needed to properly wet sandy soils. a loamy soil is a soil with a mixture of clay and sand together. loamy soils retain a moderate amount of water. the proper grass species also is important in the home lawn for water management. grass species vary significantly in their water needs and drought resistance. bermudagrass, zoysia japonica and seashore paspalam are more drought tolerant than st. augustine, centipede, ryegrass or zoysia matrella. water can be conserved in the home lawn by proper fertilization, mowing, controlling thatch, reducing soil compaction and considering the salt content of the water in the area. proper fertilization promotes healthy plant shoot and root development. the deeper the root system the plant is better able to use water held deep within the soil. proper mowing also is important. frequent mowing produces thicker and denser turf. water your lawn by adjusting the watering schedule according to the weather. irrigate deeply and a deeply watered lawn should generally be able to go five to eight days between watering. again, all the above mentioned factors should be considered in watering every five to eight days. early morning is the best time to water because wind and temperatures are usually at the lowest of the day. late evening watering causes leaves to remain wet for extended periods of time, which can increase opportunity for disease in the lawn. mid - afternoon watering may cause uneven distribution from high winds. when watering the home lawn, thoroughly wet the soil to a depth of 6 inches. shallow watering produces weak, shallow - rooted grass and is more susceptible to stresses. to determine how long to run your sprinkler or irrigation system, set five to six open top cans ( tuna or cat food cans work great for this ) randomly on the lawn. turn on the sprinklers or system for 30 minutes. measure and record the


run your sprinkler or irrigation system, set five to six open top cans ( tuna or cat food cans work great for this ) randomly on the lawn. turn on the sprinklers or system for 30 minutes. measure and record the depth of the water caught in each individual can. calculate the average depth of the water from all the cans. add the depths together and then divide by the number of cans used. use a garden spade or soil probe to determine how deeply the soil was wet during the 30 - minute time period. from the amount of water that was applied in the 30 - minute cycle and the depth it wet the soil, you can determine how long the sprinkler or system needs to run to wet the soil to a depth of 6 inches. in some soils it is more difficult to water to 6 inches deep. never apply water to the point of run - off. many different irrigation systems are available for you to purchase and install. routinely inspect the system to make sure irrigation heads are working properly and the water is being evenly distributed over the lawn. proper pressure is important for the system. install rain sensors to shut off the system during periods of rainfall. sprinklers should be turned so they do not water sidewalks, driveways and streets. replace any part of the irrigation system that is in need of repair such as broken lines, clogged sprinkler heads, or realign sprinkler heads to provide a more even distribution of water. remember that in water conservation, every drop counts. extension programs serve people of all ages regardless of socioeconomic level, race, color, sex, religion, disability or national origin.


information literacy is more than mastering basic library skills. it is about developing information and technology competencies that foster lifelong learning. information literate students are able to find, evaluate, and use information effectively to discover new knowledge, solve probems, make decisions, and become more informed members of society. according to the association of college and research libraries ( acrl ), information literacy is a set of abilities enabling individuals to " recognize when information is needed, and be able to locate, evaluate, and use effectively the needed information. " http : / / www. acrl. org / acrl / standards / informationliteracycompetency. the information literacy program at uccs is based on the acrl information literacy competency standards for higher education. according to the five standards, an information literate person should be able to : in support of the kraemer family library 2015 strategic plan, the information literacy program ( ilp ) provides formal and informal instructional practices that empower students, faculty, and staff with the information literacy skills needed to be self - sufficient in finding, selecting, evaluating and using information. the overarching goals of the program are to : involvement of teaching faculty is integral to information literacy instruction. through collaboration with teaching faculty, library faculty will be better positioned to integrate information literacy into the curriculum at the course and programmatic levels. " librarians and teaching faculty share the responsibility for teaching information literacy, so that each teaches the skills that their credentials and background best qualify them to teach. librarians are responsible for teaching enabling skills that are prerequisite to information seeking and knowledge acquistion across the curriculum, while teaching faculty have the responsibility of teaching skills that are required for subject specific inquiry and research. " ( grafstein, 2002 ). the primary emphasis of the ilp is on undergraduate students. the library offers a comprehensive, integrated, and systematic sequence of instruction at the undergraduate level to satisfy the uccs general education outcome for information literacy. for more information about the undergraduate il program, see information literacy skills progression for undergraduate students. transfer students may enter the university as lower - or upper - division students. they may or may not be required to enroll in lower division general education courses where information literacy is emphasized. however, they may receive information literacy instruction in a variety of lower - and upper - division courses in the disciplines as well as an advanced core course, courses that have been designated as writing intensive, and a capstone course ( all of which are part of the new general education curriculum that will become operational


e - assessment or computer aided assessment ( caa ) software can be used to create online assessments and surveys which can be automatically marked and the scores returned with feedback directly to the students. the following e - assessment software are supported : - moodle quizzes - moodle provides a quiz tool that can be used for formative and summative assessment. it includes multiple choice and multiple response, true - false, short answer, and calculated questions. these questions are kept in a categorised database, and can be re - used within courses and even between courses. quizzes can allow multiple attempts. each attempt is automatically marked, and the tutor can choose whether to give feedback or to show correct answers. this module includes grading facilities. please refer to these guidelines if using moodle quizzes for examinations. - moodle assignments - assignments allow the tutor to specify a task that requires students to prepare digital content in any format and submit it by uploading it to the server. typical assignments include essays, projects, reports and so on. this module includes grading facilities. - turnitin - available via ucl moodle, can be used as an academic writing tool to check citations and references to other sources. - hot potatoes - creates web - based exercises for self - assessment - lapt - developed at ucl, lapt uses certainty - based marking, to encourage better reflection and deeper learning. if you are considering using moodle quizzes or similar tools for summative assessment please read our guidelines for good practice. page last modified on 10 apr 13 10 : 38


students learn photography principles at a distance 10 : 20 a. m., aug. 6, 2012 - - students taking a basic photography course at the university of delaware this summer were able to complete their classwork and develop their skills from such far - flung locations as utah, canada and china. distance - learning courses which use online tools to deliver videotaped lectures and to bring students together with one another and their instructor in virtual classrooms are increasingly common at ud and other institutions. but, instructor jon cox says, they are rare in the department of art, where so many classes focus on studio work. for the record, may 24, 2013 “ i used email, skype and text messages to keep in touch with my students on a regular basis, ” says cox, who describes his first experience teaching online as “ amazing. ” in addition, he says, “ one of the most exciting aspects of this course was that students were handing in images from all over the world. ” the traditional version of art 180, “ photographic approaches, ” is normally limited to 30 students, who attend classroom lectures and then complete photography assignments that are later shared and critiqued in class. in the online version, which expanded to include 40 students, students watched cox ’ s recorded lectures online and took a short, ungraded quiz at the end of each to assess what they had learned. as with other distance - learning classes, students can go back and replay part or all of a lecture to better understand the material. assignments included photographing natural settings and portraits, imitating the styles of famous photographers and experimenting with colors and black - and - white images. student work was posted on the website cox created for the class, and all members of the class were required to post comments about the work. “ the interaction i had with the students and the participation in discussions was much richer than i had expected, ” cox said. in a traditional classroom, he said, a few students often dominate discussions while some others stay silent, but in the online format, he could ensure that everyone commented. the students, who kept blogs throughout the course, were asked to write about whether they had achieved their goals in taking the class. many echoed cox ’ s view that the online format had been beneficial. “ this class really made me think about what creates a great photo … lighting, color or even just the situation, ” rachel harkleroad wrote. “ i loved this class even though it was online or maybe because it was online! ” how the class developed in fall


today, we face time - warp on a railway train. the university of houston ' s college of engineering presents this series about the machines that make our civilization run, and the people whose ingenuity created them. a scottish couple joined my wife and me in the dining car of the train from toronto to edmonton. he turned out to be the retired head of maintenance for the railways of western scotland. he was literally taking a earlier on the trip, i ' d found dionysius lardner ' s book on steam engines and locomotives in a dusty shop. published in 1836, it told the state of the art of railways only 16 years after trevithick had run the very first locomotive in london. so i showed my old book to this scottish engineer. he plunged into it. he turned a knowing eye on the browning pages and told me which elements of those embryonic engines were still to be found on modern railways. he paused lovingly over one 160 - year - old engine that his staff had built in a modern then he drew a recent newspaper clipping from his wallet. it told about the system the germans and japanese are building. a train will run at 250 mph, magnetically levitated on a cushion of air. i read the article while he turned pages in lardner ' s later we talked in the dome car as we rolled across alberta ' s prairies. this luxury train was made in the ' 50s. " how fast are we going, " i wondered. " oh, maybe 45 - 50 mph, " he guessed. then he added, we could go a lot faster, but the roadbed isn ' t up to it. the curves are a little tight for passenger comfort at high speed. besides, you don ' t want to subject those old wooden ties to much pounding. nowadays they make railway ties of and i realized this ride was an old experience frozen in time. at first, railways had developed very fast. lardner tells about a statesman who ' d recently suffered an accident. friends used one of those early locomotives to get him to the doctor fifteen miles away. by pouring on coal they ' d managed an astounding 36 mph. a year later, the editor of my american copy adds a footnote. an american line now has trains that reach 40 mph, not much slower than we now moved through canada 160 so i rode the time - warp of a technology that ' d once transformed the americas and now was fading. i enjoyed two days of quiet, gently rocking recess from work


trains that reach 40 mph, not much slower than we now moved through canada 160 so i rode the time - warp of a technology that ' d once transformed the americas and now was fading. i enjoyed two days of quiet, gently rocking recess from work. i read lardner and talked with this man who ' d spent 47 years in railways - - listened as he told of future trains that ' ll soon approach the speed of sound. america once ruled the rails. by 1900 we ' d reached speeds of 100 mph. then, after ww - i, cars and airplanes distracted us. we may yet reclaim the technology that was this engineer ' s entire life - - which once shaped life on earth and now offers to shape it anew. i hope we do. after two restful days among lakes, rocks and trees that ' re invisible from 30, 000 feet, i hope we do. i ' m john lienhard, at the university of houston, where we ' re interested in the way inventive minds lardner, d., the steam engine familiarly explained and illustrated, philadelphia : e. l. carey & a. hart, 1836. see especially chapter x, locomotive engines on railways, chapter xi, locomotive engines on turnpike roads, and chapter xix, plain rules for railway speculators. lardner, d., popular lectures on the steam engine, new york : printed for elam bliss. ( in this first american edition of lardner ' s first edition, he discusses richard trevithick ' s experiments with high pressure engines on p. 147 et seq. lardner devotes only one sentence to trevithick ' s steam driven " land carriage " on p. i ' d bought both lardner editions mentioned above at ahab ' s books in boston. the clipping that the man showed me was from a june 20, 1994 canadian paper, i don ' t know which one. we were riding on canada ' s via passenger train network, silver and blue class. this episode was written in 1994. since then the magnetic levitation rail systems mentioned above have been greatly developed. see, e. g., episode 1745. from the steam engine familiarly a state - of - the - art locomotive in 1835 the engines of our ingenuity is copyright © 1988 - 1997 by john h. episode | search episodes |


vital and health statistics series there are various sources covering vital and health statistics in the united states. one of the most important sources for this type of information is the vital and health statistics series or " rainbow reports " published by the u. s. public health service. the " rainbow reports " date back to 1958 when the first in the series ( series a, based on the newly established national health survey ) was published. there are hundreds of reports in the series ( series a - d and series 1 - 6, 10 - 16, 20 - 24 ) covering a variety of topics. the following is a list of series and series titles to use in researching vital and health statistics. for a more indepth look at this series, you may consult vital and health statistics series : an annotated checklist and index to the publications of the " rainbow series " ", by jim walsh and a. james bothmer. this book is available at the documents department the numbered reports can be located in the documents department under the call number he 20. 6209 : series # / report #. series a health statistics from the u. s. national health the four reports in the a series discuss the origin of the survey, it ' s methods, definitions, and program plan. this series was replaced in 1962 by series 1. series b health statistics from the u. s. national health survey. the 42 reports that comprise series b are subject reports based on information from the national health survey. subjects such as physicians visits, dental care, injuries, disability, respiratory conditions, ulcers, arthritis, and insurance coverage. this series is continued by series 10. series c health statistics from the u. s. national health survey. there are 7 reports in series c covering health care characteristics by geographic area, urban and rural areas, and metropolitan areas. there are also reports covering children and youth health characteristics and elderly health characteristics. this series is continued by series 10. series d health statistics from the u. s. national health survey. the 8 reports in this series concentrate on techniques in and responses to the health survey. this series is continued by series 2. series 1 programs and collection procedures. series 1 consists of reports that describe the programs and procedures of the nchs ( national center for health statistics ). series 2 data evaluation and methods research. reports in series 2 discuss statistical, collection, and survey methodology. there are also comparison studies based on the various methodologies of series 3 analytical and epidemiological studies. the reports in series 3 consist


. series 2 data evaluation and methods research. reports in series 2 discuss statistical, collection, and survey methodology. there are also comparison studies based on the various methodologies of series 3 analytical and epidemiological studies. the reports in series 3 consist of analytical, comparative, and interpretive reports from collected vital statistics in the u. s. and other series 4 documents and committee reports. series 4 contains final reports of committees and conferences such as the national committee on vital and health statistics and the international conference for the eighth revision of the international classification of diseases and documents from various committees. series 5 comparative international vital and health statistics the reports in series 5 consist of comparative studies of the u. s. and series 6 cognition and survey measurement. 1989 - the reports in series 6 are developed by the national laboratory for collaborative research in cognition and survey measurement. they discuss the design, evaluation, and testing of survey methods. series 10 data from the national health interview survey. contains statistics based on answers to the national health interview survey. series 11 data from the national health examination survey and the national. 1964 - health and nutrition examination survey. the reports in this series are used as the basis for estimates of the medically defined prevalence of specific diseases and analysis of the relationships of the various measurements. series 12 data from the institutionalized population surveys. the institutionalized population which was excluded from series 11 is examined in this series of reports. series 13 data on health resources utilization. this series looks at health resources such as health care workers, long term care and hospital facilities, and family clinics. some reports from series 12 are included in this series. series 14 data on health resources : manpower and facilities. these reports are statistical representations of the numbers, geographic distributions, and resources in manpower and facilities in the health series 15 data from special surveys. this series is bases on special reports that would not normally be represented in the vital and health statistics series. series 16 compilations of advance data from vital and health these reports are based on nchs surveys. series 20 data on mortality. statistical reports on causes of death, age at death, geographic area, and series 21 data on natality, marriage, and divorce. statistical reports on births, marriages, and divorces including information by geographic areas and time series. series 22 data from the national mortality and natality surveys. these reports are based on sample surveys from vital records statistics. this series is continued by series 20 and series 21. series 23 data from the national survey of family growth. statistical reports on fertility, infant health,


features & commentary biodiversity benefits of redd + the un - redd programme recently convened a workshop exploring the biodiversity benefits of redd + in nairobi, and elifuraha isaya laltaika, the elected representative of indigenous peoples in africa to the un - redd programme policy board, highlights the challenges and opportunities discussed. | credits : biosphoto – montford thierry | the idea of reducing emissions from deforestation and forest degradation in developing countries ( redd + ) has generated a considerable degree of interest as well as significant international discussions since its introduction under the unfccc in 2007. it is a scheme that aims at rewarding developing countries in their efforts to conserve their forests. redd + was necessitated by the recognition that almost 20 per cent of all global carbon emissions are a result of deforestation and forest degradation in developing countries. redd + is therefore a welcome move seen as a positive fiscal incentive for environmental protection. it provides for a unique opportunity to transform the forest sector and forest landscapes in anticipation for maximum financial gains. however, since the primary aim of redd or redd + is to reduce carbon through making money, redd + has the potential to bring about imbalance between the need for finances on the one hand, and the need for biodiversity conservation on the other. this article is a reflection on the need for a 360 degree view of forests to include their value beyond carbon and money, also referred to as ‘ multiple benefits of forests ’. biodiversity benefits of redd + workshop from the 20 - 23 of september 2010 in nairobi, the un convention on biological diversity ( cbd ) and the un - redd programme jointly convened an expert workshop on biodiversity benefits of redd +. the following ideas were refined by listening to the enriching presentations there and taking part in lively group discussions. forests offer more than carbon biodiversity has been defined to include a variety of genetically distinct populations and species of plants, animals, ecosystems and micro - organisms with which human beings share the earth. in other words, forests conserve as part of biodiversity, both visible and invisible organisms. some of these organisms can not be said to be of immediate economic value such as snails and butterflies or sparsely available medicinal herbs and tubers. however, their existence in the ecosystem is not in any way insignificant from the ecological standpoint. therefore, to confine what the forest has to offer to only carbon and money is to expect to live by bread alone ; mankind needs more than only bread. plantations : enough for today, but what about tomorrow? in an


the ecological standpoint. therefore, to confine what the forest has to offer to only carbon and money is to expect to live by bread alone ; mankind needs more than only bread. plantations : enough for today, but what about tomorrow? in an effort to offset more carbon and get more money, actors will invariably indulge in reducing indigenous forests in order to plant trees that have the ability to offset more carbon. this is precarious to biodiversity since some species are native to some places because of the natural vegetation there. this means that the disappearance of such vegetation will spell automatic disappearance of such biodiversity. similarly, since scientific discoveries are on - going, replacing indigenous trees with plantations also entails interference with possible or potential scientific discoveries and breakthroughs. for indigenous peoples and forest dependent communities, replacing indigenous forests with plantations solely to offset carbon and get money means the erosion of culture and natural wealth for a " one - day meal. " eviction of local communities another challenge of considering forests in terms of carbon offset and money - making alone relates to developing a system that truly provides benefits to local communities and indigenous peoples. if emphasis is given to generating money, indigenous peoples and local communities will be sidelined by corporations and other actors. their right to effective participation in development processes, including the right to free, prior and informed consent is likely to be undermined. there is also the likelihood for them to be evicted from their ancestral land if doing so will entail offsetting more carbon and making more money. striking a balance the main obstacles for achieving multiple benefits are that the real value of forest ecosystem services are not known or appreciated in decision - making. however, for redd + to be free from risks, there is a need to look at the multiple values and services of forests as a whole. such a holistic approach will not only address the drivers of deforestation and forest degradation but will also ensure conservation of important biodiversity for potential scientific breakthroughs as well as for the best interest and welfare of indigenous peoples and other forest dependent local communities. click here for the full report from the biodiversity benefits of redd + workshop. | elifuraha isaya laltaika | elifuraha isaya laltaika ( ll. m in environmental law ) is the elected indigenous peoples of africa representative to the un - redd programme policy board. the author wishes to express his thanks to the un - redd programme for the invitation to the recent biodiversity workshop in nairobi, as well as for the financial support to enable him to attend.


18 march 2009 five pilot countries in africa, asia and latin america are set to receive $ 18 million in funding from a united nations programme aimed at reducing greenhouse gas emissions from forests while boosting local livelihoods. the un reduced emissions from deforestation and forest degradation ( un - redd ) was launched last september by secretary - general ban ki - moon as a way of combating climate change through creating incentives to reverse the trend of deforestation. the intergovernmental panel on climate change ( ipcc ) estimates that the cutting down of forests is now contributing close to 20 per cent of the overall greenhouse gases entering the atmosphere. the programme ’ s policy board, at its recent inaugural meeting in panama, approved $ 18 million in funding – roughly a third of the sum currently available – for the democratic republic of congo, indonesia, papua new guinea, tanzania and viet nam. “ this is a very significant first step for the un - redd programme, ” said angela cropper, deputy executive director of the un environment programme ( unep ), who chaired the meeting. “ i am heartened to see such a dedicated group of countries, indigenous peoples, civil society, donors and the united nations come together to reach consensus on this important programme. i am confident that the programme will have a substantial input to the continuing redd debate. ” along with the countries currently engaged in the programme implementation, the policy board includes members of indigenous peoples groups and civil society, as well as donors and many other interested parties such as the world bank and the global environment facility secretariat. in addition to the five countries that are set to receive the new funds, bolivia, panama, paraguay and zambia have also already expressed interest in receiving assistance through un - redd – a collaboration between unep, the un food and agricultural organization ( fao ) and the un development programme ( undp ). news tracker : past stories on this issue


remedy for depression? a psychology graduate student dedicates himself to finding answers. according to the national institute of mental health, depression affects approximately 17. 6 million americans each year. commonly prescribed medications for depression that are often advertised on television, while effective for some, do not provide the cure - all effect that many of us envision. in fact, according to an article published in nature reviews neuroscience, fewer than 50 percent of depressed patients experience a complete recovery using current treatment methods. by the year 2020, the world health organization anticipates that depression will be the second most disabling condition in the world. “ it ’ s a staggering projection, ” says timothy warner, a ph. d. candidate who studies the implications of stress and depression with psychology professor robert drugan. “ that ’ s why people in our lab as well as other labs spanning the globe are attempting to make positive strides in extinguishing this epidemic. ” specifically, warner is currently studying a variety of depression called “ anxious depression, ” which as the name suggests, refers to the experience of simultaneously suffering from symptoms of both anxiety and depression. warner shares that this particular combination “ is correlated with difficulty in coping, a poorer rate of recovery, and more severe symptoms of depression. ” although depression and anxiety disorders may appear to be one in the same, they are actually classified as separate disorders. depression can be described as a person experiencing lethargy, despair, and a sense of hopelessness. on the other hand, an anxiety disorder ( e. g., obsessive - compulsive disorder or post - traumatic stress disorder ) is identified by fear, panic, and nagging worry. the confusion that often accompanies these disorders may stem from their treatments, as both are often remedied in the same way, with antidepressants and behavioral therapy. “ there is a dire need to further understand the neurological pathways and mechanisms associated with depression, ” says warner. “ it ’ s not one particular anatomical region or chemical in the brain that results in depression — it ’ s much more complex. ” since coming to unh five years ago, warner has published a variety of scientific papers. “ publishing a research article takes a lot of time, ” says warner. “ we conducted as many as five experiments for one of our most recent papers. ” warner conducts his research with animals specifically, rats. to produce stress and anxiety in the animals that will ultimately elicit signs of depression, warner uses an experimentally controlled stress procedure that


as many as five experiments for one of our most recent papers. ” warner conducts his research with animals specifically, rats. to produce stress and anxiety in the animals that will ultimately elicit signs of depression, warner uses an experimentally controlled stress procedure that only causes mild discomfort toward the animals. this stress paradigm, which serves as an animal model of depression, can be used to assess “ various behavioral endpoints such as learning and memory as well as signs of anxiety and depression, ” says warner. warner is currently in the midst of finishing up his dissertation, which explores the topic of anxious depression previously described. “ i am particularly excited about tim ’ s research findings. his preliminary work on his dissertation shows that our animal model of depression also causes changes in anxiety - related behavior. this will give our model greater traction and translation to the human condition, ” says drugan. as for plans after graduate school, warner hopes to continue his work in a postdoctoral position, and eventually acquire a tenure - track faculty position that will allow him to further pursue his passion for teaching and research. finding better options for depressed individuals resistant to current treatments is difficult. it takes many people who dedicate themselves to research careers such as the one on which warner has embarked. if you are interested in reading more about the work of warner and professor drugan, check out their laboratory website. here you will also find their latest scientific publications. back to top


want to stay on top of all the space news? follow @ universetoday on twitter a kuiper belt object discovered three years ago finally has a real name. it ’ s also officially been classified as a dwarf planet, and plutoid as well, by the international astronomical union ( iau ). formerly known as 2005 fy9, and also as 136472, ( in addition to being unofficially called easterbunny ) the third largest known trans - neptunian object is now makemake. pronouced like “ maki - maki, ” the object was named after the creator god from easter island mythology. astronomer mike brown, one of the discoverers of makemake, wrote in his blog that the iau finally accepted his six - month old proposal to give the object a proper name. “ three years is a long time to have only a license plate number instead of a name, ” wrote brown, who appears to be pleased that the iau accepted the name that he and his team suggested. makemake is now the fourth designated dwarf planet in the solar system, and the third plutoid, reclassified as such just a month after the category of plutoid was created. makemake is currently visually the second brightest kuiper belt object after pluto, and with an apparent magnitude of about 16. 7, it ’ s bright enough to be visible using high - end amateur telescopes. it can be seen in the constellation coma berenices. the spitzer space telescope has studied makemake with its infrared capabilities, which showed the presence of methane, possibly in makemake ’ s atmosphere. its size is not precisely known, but from the spitzer data, combined with the similarities of spectrum with pluto, astronomers estimate a size about about 1, 500 km diameter. no satellites have been detected orbiting makemake. this object was discovered by mike brown, chad trujillo and david rainowitz on march 31, 2005, just before easter that year. they nicknamed it easterbunny ( which is easier to say than 2005 fy9 or 136472 ) and after tossing a few different names around, they finally came up with makemake because of its easter island, ( also known as rapa nui ) connection. makemake is the creator of humanity and the god of fertility in the mythology of the south pacific island of rapa nui. he was the chief god of the tangata manu bird - man cult and was worshipped in


| one way to summarize the astounding improvements in survival at older ages is to look at the numbers of centenarians and super - centenarianspeople who live to age 110 and beyond. how many centenarians will there be in the world on jan. 1, 2000? james vaupel asked at a seminar earlier this month. many wont be celebrating vigorously, of course, but there will be about 100, 000 of them, said vaupel, whose work is at the intersection of the biological and social sciences. | the talk by vaupel, described as a true renaissance person whose work is at the intersection of the biological and social sciences, was co - sponsored by the population studies center, part of the institute for social research, and the recently formed geriatrics and aging research consortium, an interdisciplinary group convened by jeffrey halter, director of the geriatrics center. before 1950, there was rapid progress in reducing mortality at younger ages, said vaupel, who is executive director of the max planck institute for demographic research in berlin, and heads the institutes laboratory of survival and longevity. after 1950, there has been no progress in reducing mortality at younger ages and rapid progress at older ages. one way to summarize the astounding improvements in survival at older ages is to look at the numbers of centenarians and super - centenarianspeople who live to age 110 and beyond. how many centenarians will there be in the world on jan. 1, 2000? asked vaupel. many wont be celebrating vigorously, of course, but there will be about 100, 000 of them. these are people who have lived for three centuries, having been born in the 19th, living in the 20th, and living to see the start of the 21st century. on jan. 1, 1990, there were about 50, 000 centenarians in the world, and their numbers have been doubling every decade since 1950. so, we guess that on jan. 1, 1900, there were about 1, 000 centenarians celebrating, and on jan. 1, 1700, there were only about 20 to 30. then there are the super - centenarians, vaupel noted. so far as scientists know, there were none until 1930, when a northern ireland woman celebrated her 110th birthday. in the 1970s there were four, in the 80s, 10, and in the 90s, there have been 24. citing a series of studies of twins from denmark and other


were none until 1930, when a northern ireland woman celebrated her 110th birthday. in the 1970s there were four, in the 80s, 10, and in the 90s, there have been 24. citing a series of studies of twins from denmark and other countries, vaupel said that about 25 percent of the variability in longevity is probably related to genetic factors, with another 25 percent of the variability due to fixed, non - genetic factors before birth and during the early years of life. fully one - half of the variability is a result of changing environmental factors and behaviors after the first years of life, including nutrition, environmental exposure to toxins, exercise and lifestyle choices. vaupel also discussed the age trajectory of mortality, presenting data based on hundreds of millions of observations from societies around the world. surprisingly, the graphs show that human mortality rates may reach a peak between the ages of 100 and 110, then fall. maybe madame jean calment, who died recently in france at the age of 122 1 / 2, single - handedly pulled the curve down, vaupel quipped. but in any case, the data run counter to one of the basic predictions of the biological sciencesthat there is a black hole, or stone wall of very high mortality after the reproductive ages, where death rates should rise swiftly. vaupel and colleagues also looked at the age trajectory of mortality in other species, from mediterranean fruit flies to nematode worms and yeasts. the final species we examined was automobiles, he said. toyotas and chevrolets. that was important because it addresses the issue of the extent to which the pattern is characteristic of biological systems or of complex systems in general. and in all cases, we found some leveling off, if not a decline, at the highest ages. its a real puzzle. vaupel noted that there are many interesting and important approaches to research on aging and longevity, including geriatrics, gerontology and public policy, as well as genetics, statistics and demography. the demographic approach may provide insights and methods to illuminate such questions as why there was very little progress in reducing mortality at older ages before 1950, and why such progress is accelerating so rapidly today. about the consortium the goal of the u - m geriatrics and aging research consortium is to bring together the leaders of major u - m centers, institutes, and programs from across the campus with a focus on aging and geriatrics issues, explains jeffrey halter, to strengthen research collaborations, with a particular emphasis on genetic


research consortium is to bring together the leaders of major u - m centers, institutes, and programs from across the campus with a focus on aging and geriatrics issues, explains jeffrey halter, to strengthen research collaborations, with a particular emphasis on genetic and societal interactions in aging. halter directs the claude d. pepper older americans independence center in addition to the geriatrics center. participants in the group include sid gilman, professor and chair, department of neurology, and director, u - m alzheimers disease research center ; norman foster, professor of neurology and clinical director, alzheimers disease research center ; richard miller, professor of pathology and associate director for research, geriatrics center ; john a. faulkner, professor of physiology and director, nathan shock center for the biology of aging, institute of gerontology ; ari gafni, professor of biological chemistry and director, institute of gerontology ; mark supiano, associate professor of internal medicine and director, geriatrics research education and clinical center, ann arbor veterans administration medical center ; and george kaplan, professor and chair, department of epidemiology. participants from the institute for social research ( isr ) include david l. featherman, professor of sociology and of psychology and isr director ; albert i. hermalin, profesor emeritus of sociology ; denise park, professor of psychology and director, center for applied cognitive research on aging ; david lam, professor of economics and director, exploratory center on the demography of aging ; robert j. willis, professor of economics and director, health and retirement study ; lee lillard, professor of economics and director, michigan retirement research center ; and james jackson, professor of psychology and director, african - american mental health research center.


using health data applying technology to work smarter enter promotional code 05984 at checkout. using health data addresses the enduring problem faced by most healthcare workers : the transformation and presentation of data into meaningful and accessible information. this practical new text will guide the manipulation of health data needed by the ‘ doers ’ and ‘ users ’ of health data. using health data takes ‘ real ’ examples from healthcare practice to illustrate, demonstrate and provide advice. it also describes various quantitative quality control charting and plotting methods to enable the effective presentation of data. while the text addresses the fundamentals of data manipulation, the interactive companion website allows readers to practice transforming real data into meaningful information. using health data will aid the reader in : - understanding how to transform qualitative data into quantitative measures ; - linking data from multiple sources to create new information and - differentiating between different types of health data ; administrative, for planning or resource scheduling ; and clinical evidence. - concise and practical guide to using data for health students and practitioners - information is divided into accessible sections with clear and straightforward progression of skills - screen dumps, charts and graphs are integrated throughout - icons in the text direct readers to web - based activities - tips and tricks at end of each section, and faqs at the end of the text - activities are built around real - world examples in healthcare " the reader is taken through the core functions of the programs clearly and logically... the book is useful for students and qualified staff who need office to write letters, analyse basic data, create a database and give a presentation... this is a helpful source of information. nursing standard, 26 may 2010 " with a clear shift around the globe, in relation to data management and computer based patient management systems, this book will inform and practically engage those who want to learn more. with any computer base publication currency is limited but for those who want to safely experiment or need ideas of how to present information this book is likely to be very helpful. " journal of orthopaedic nursing by heather grain, school of public health, la trobe university, bundoora, vic, australia and paula procter, school of nursing & midwifery, university of sheffield, uk


- prayer and worship - beliefs and teachings - issues and action - catholic giving - about usccb cities of refuge. 1a when the lord, your god, cuts down the nations whose land the lord, your god, is giving you, and you have dispossessed them and settled in their cities and houses, b 2you shall set apart three cities * in the land the lord, your god, is giving you to possess. 3you shall measure the distances and divide into three regions the land of which the lord, your god, is giving you possession, so that every homicide will be able to find a refuge. 4this is the case of a homicide who may take refuge there and live : when someone strikes down a neighbor unintentionally and not out of previous hatred. 5for example, if someone goes with a neighbor to a forest to cut wood, wielding an ax to cut down a tree, and its head flies off the handle and hits the neighbor a mortal blow, such a person may take refuge in one of these cities and live. 6should the distance be too great, the avenger of blood * might in hot anger pursue, overtake, and strike the killer dead, even though that one does not deserve the death penalty since there had been no previous hatred ; 7for this reason i command you : set apart three cities. 8c but if the lord, your god, enlarges your territory, as he swore to your ancestors, and gives you all the land he promised your ancestors he would give, 9because you carefully observe this whole commandment which i give you today, loving the lord, your god, and ever walking in his ways, then add three more cities to these three. 10thus, in the land which the lord, your god, is giving you as a heritage, innocent blood will not be shed and you will not become guilty of bloodshed. d 11however, if someone, hating a neighbor, lies in wait, attacks, and strikes the neighbor dead, and then flees to one of these cities, 12the elders of the killer ’ s own city shall send and have the killer taken from there, to be handed over to the avenger of blood and slain. 13do not show pity, but purge from israel the innocent blood, so that it may go well with you. e removal of landmarks. 14you shall not move your neighbor ’ s boundary markers * erected by your forebears in the heritage that will be allotted to you in the land


from israel the innocent blood, so that it may go well with you. e removal of landmarks. 14you shall not move your neighbor ’ s boundary markers * erected by your forebears in the heritage that will be allotted to you in the land the lord, your god, is giving you to possess. f false witnesses. 15g one witness alone shall not stand against someone in regard to any crime or any offense that may have been committed ; a charge shall stand only on the testimony of two or three witnesses. h 16if a hostile witness rises against someone to accuse that person of wrongdoing, 17the two parties in the dispute shall appear in the presence of the lord, in the presence of the priests and judges in office at that time, i 18j and the judges must investigate it thoroughly. if the witness is a false witness and has falsely accused the other, k 19you shall do to the false witness just as that false witness planned to do to the other. thus shall you purge the evil from your midst. 20the rest shall hear and be afraid, and never again do such an evil thing as this in your midst. l 21do not show pity. life for life, * eye for eye, tooth for tooth, hand for hand, and foot for foot! m * [ 19 : 2 ] set apart three cities : the israelites were to have at least six cities of refuge, three in the land east of the jordan and three in the land of canaan west of the jordan ( nm 35 : 9 – 34 ) ; but since the three cities east of the jordan had now been appointed ( dt 4 : 41 – 43 ), reference is made here only to the three west of the jordan. the execution of this command is narrated in jos 20. * [ 19 : 14 ] move your neighbor ’ s boundary markers : a prohibition against furtively extending one ’ s property by moving a neighbor ’ s boundary stone. by accepting this message, you will be leaving the website of the united states conference of catholic bishops. this link is provided solely for the user ' s convenience. by providing this link, the united states conference of catholic bishops assumes no responsibility for, nor does it necessarily endorse, the website, its content, or


are you preparing for that 10k race, half marathon, marathon, swim meet, long hike, soccer tournament or cross - country bicycle ride? put in those laps, miles, games and rides, but don ’ t forget to pay attention to what you ’ re putting in your body. pre - event nutrition is essential for optimum performance. athletic ability is derived from both genetics and training. however, without high - quality food choices and the appropriate timing of meals, training and performance may be compromised. it is important that the majority of the athlete ’ s diet leading up to an event includes nutrient - dense foods to ensure that the required nutrients are available for general health and optimizing training. active individuals must consume diets that are rich in fruits, vegetables and whole grains ; are low in saturated and trans fats ; and contain adequate fiber and protein. carbohydrates are the best foods to fuel one ’ s muscles, because they provide glycogen to the muscles for energy during exercise. they also digest quickly and are readily available for fuel. these can be in the form of simple sugars such as in fruits and juices or complex carbohydrates as in pasta, bread, rice, cereal, oatmeal, corn and many other grains. protein is important for muscle growth and to repair muscle damage after workouts. consuming sources of fat is important not only for energy but also to help your body use some vitamins and plant compounds known as phytochemicals. vitamins and minerals help to release the energy stored in food so that your body can use it as fuel. water is the most important nutrient to keep you hydrated as you exercise. it is integral to replace fluids you lose through sweat or performance will suffer. here are some food suggestions to help you prepare for the event. because we are all unique, each of us must experiment to figure out which foods — and how much of them — work best before an event. • eat breakfast every morning. a balanced breakfast provides a significant amount of energy and nutrients that help in maintaining a feeling of satiety. skipping breakfast is similar to a small fast. the level of glycogen in your body may be considerably lower in the morning, so you will need to refuel your body to replace the energy it used as you slept. non - breakfast foods like last night ’ s pizza or leftover chinese food are suitable as well as more traditional items like a fruit or yogurt smoothie, breakfast sandwich with egg and


your body to replace the energy it used as you slept. non - breakfast foods like last night ’ s pizza or leftover chinese food are suitable as well as more traditional items like a fruit or yogurt smoothie, breakfast sandwich with egg and cheese, cereal or waffles with fruit. • consume a carbohydrate - rich meal the day before. hence the infamous pasta dinner. this will permit your body time to digest the meal and also store the energy as glycogen. if you tend to become nervous or have a sensitive stomach and are not able to eat anything before competitions, attempt to eat a little extra with this meal to compensate for the lack of fuel on the actual event day. • eat a light breakfast three or four hours before a morning event. select foods with lots of carbohydrates such as cereal, one to two slices of toast, a small bagel, muffins, yogurt, oatmeal, a banana or a fruit smoothie. make sure to drink plenty of water. • eat a small snack one hour before the event. have something like an energy bar, a granola bar, half of a bagel or several graham crackers. drink at least 12 ounces of fluid. • eat a substantial breakfast and light lunch that is rich in carbohydrates before afternoon or evening events. you may need to consume another light meal one to two hours before the evening event, as tolerated. linda copp is a registered dietitian in private practice and an instructor of nutrition at san diego state university and point loma nazarene university.


understanding the black hole in the heart of our galaxy wednesday, march 01, 2006 almost 100 years ago, albert einstein wondered about the most captivating prediction of general relativity — that isolated pockets of space - time exist in the universe. now, prof. fulvio melia, one of the world ’ s leading astrophysicists, presents a wealth of recent evidence that just such an entity, with a mass of about three million suns, is indeed lurking at the center of our galaxy, the milky way, in the form of a super massive “ black hole ”. in celebration of the world year of physics, the university of tulsa, the american physical society and the tu department of physics will present a lecture by melia, who is a professor of physics and astronomy at the university of arizona and author of “ the edge of infinity : super massive black holes in the universe. ” prof. melia will discuss “ the black hole at the center of our galaxy, ” on thursday, march 9, 2006 in the business administration hall on the university of tulsa campus. a reception will be held at 6 : 15 p. m. preceding the lecture, which begins at 7 : 00 p. m. both events are free and open to the public. both “ the black hole ” and “ the edge of infinity ” are written for a general audience. each book is a nontechnical account that conveys the excitement generated by the quest to expose what these giant distortions in the fabric of space and time have to say about our origin and ultimate destiny for the general reader. for more information on the lecture, please contact tu physics prof. parameswar hari, ( 918 ) 631 - 3128, or e - mail email @ example. com. for more information about fulvio melia, please visit his website at http : / / www. physics. arizona. edu / ~ melia /