and education records at multiple sources that evaluate and provide services to children with developmental disabilities. the abstracted information from all sources for a given child is then reviewed by trained clinicians. these trained clinicians determine if the child meets the criteria for one or more of the developmental disabilities that the addm network tracks. the goals of the addm network are to : - provide data about how common asds and other developmental disabilities are in a specific place and during a specific time period ( also known as prevalence ). - describe the population of children with asds and other developmental disabilities. - identify changes in the occurrence of asds and other developmental disabilities over time. - understand the impact of asds and other developmental disabilities in us communities. current addm network activities : - the addm network is now in its third phase of funding. currently there are 12 addm network sites monitoring the prevalence of asds among 8 - year - old children living in these communities during 2010. - cdc also has provided supplemental funding to six addm network sites to monitor the prevalence of asds among younger children ( 4 - year - olds ) using addm network methods. these efforts will increase our understanding of the characteristics and early identification of younger children with asds. - some addm network sites also study the prevalence of other developmental disabilities, including cerebral palsy, intellectual disability, hearing loss, and vision impairment. understanding the characteristics and number of children who have asds and other developmental disabilities is key to promoting awareness of the condition, helping educators and providers to plan and coordinate service delivery, and identifying important clues for future research. learn more about the conditions that the addm network tracks : metropolitan atlanta developmental disabilities surveillance program ( maddsp ) cdc ’ s metropolitan atlanta developmental disabilities surveillance program ( maddsp ) estimates the number of children with selected developmental disabilities in the metropolitan atlanta area. cdc began tracking the prevalence of intellectual disability, cerebral palsy, hearing loss, vision impairment, and epilepsy among children 10 years of age in 1984 as part of the metropolitan atlanta developmental disabilities study ( madds ). the success of that study prompted cdc to establish maddsp in 1991 to identify children in the metropolitan atlanta area who had one or more of four developmental disabilities — cerebral palsy, hearing loss, intellectual disability, and vision impairment. autism spectrum disorders ( asds ) were added to the program in 1996. maddsp served as the model for the creation of the autism and developmental disabilities monitoring ( addm ) network and, since 2000, has participated as one


and vision impairment. autism spectrum disorders ( asds ) were added to the program in 1996. maddsp served as the model for the creation of the autism and developmental disabilities monitoring ( addm ) network and, since 2000, has participated as one of the sites in the addm network. maddsp has contributed a wealth of information on the characteristics of children with developmental disabilities and changes in prevalence over time. in addition, by linking with other datasets, maddsp has examined a range of risk factors, costs, and resource needs associated with developmental disabilities. national center on birth defects and developmental disabilities ( ncbddd ) staff have written scientific papers using information from maddsp. these papers looked at such topics as how common autism spectrum disorders are and whether low birthweight is a risk factor for autism spectrum disorders, intellectual disability, cerebral palsy, hearing loss, and / or vision impairment. you can find a list of these papers ( starting in 1990 ) by using the keyword search on the ncbddd publications webpage. cdc conducts nationally representative surveys that provide data on the health of children in the united states : the national health and nutrition examination survey ( nhanes ) iii and the national health interview survey ( nhis ). these surveys include information on developmental disabilities and delays. cdc also collaborates on the development and management of other nationally representative surveys sponsored by the maternal and child bureau of the u. s. health resources and services administration : the national survey of children ’ s health ( nsch ) and the national survey of children with special health care needs ( nsshcn ). these surveys also provide data on children ’ s health and development. cdc has used data from these national surveys to conduct a range of studies on the prevalence of developmental disabilities, demographic characteristics of children with developmental disabilities, health and health care needs of children with developmental disabilities, and family impacts of parenting a child with special needs. brick autism project ( project completed ) in late 1997, a citizen ’ s group in brick township, new jersey, told the state department of health and senior services about what seemed to be a larger than expected number of children with autism spectrum disorders ( asds ) in brick township. cdc and the agency for toxic substances and disease registry ( atsdr ) worked together to find out how common asds were in brick township and to study the possible relationship of environmental factors to asds in the community. the prevalence of asds in brick township was 6. 7 per 1, 000 children. this was


) worked together to find out how common asds were in brick township and to study the possible relationship of environmental factors to asds in the community. the prevalence of asds in brick township was 6. 7 per 1, 000 children. this was higher than prevalence estimates from other studies conducted at that time, particularly studies conducted in the united states. however, the prevalence of asds in brick township was within the range of studies that used more thorough case - finding methods among smaller populations. cdc supports public health research, including studying potential causes of developmental disabilities. both public health tracking and research efforts provide information necessary to direct prevention efforts. following are some of the research programs that cdc is conducting or has been involved in. study to explore early development ( seed ) seed is currently the largest study in the united states to help identify factors that might put children at risk for autism spectrum disorders ( asds ). seed is being conducted in diverse communities across the country. there are sites in california, colorado, georgia, maryland, north carolina, and pennsylvania. seed ’ s main research goals are to compare young children ( 2 through 5 years of age ) who have asds, children who have developmental problems other than asds, and children from the general population to better understand characteristics of asds and genetic and environmental factors that might affect child development. in seed, the environmental factors we study are very broad and include characteristics of the pregnancy, the birth and newborn period, and the first few years of life to see what might affect a child ’ s risk of having an asd. a key strength of seed is its ability to look at detailed information on the characteristics of asds and at environmental and genetic factors at the same time to see how they all interact. the information is obtained by directly evaluating the children using several established developmental instruments and procedures, conducting interviews with the mothers, reviewing medical records, and collecting saliva and blood samples from the children and their parents. the cdc – denmark program ( project completed ) the cdc – denmark program was set up to look at many public health issues. the program highlighted the work done using danish national public health data systems. the danish data systems include more than 200 long - term disease and administrative registries. these systems are linked with one another. thus, they can be used to make data sets with information on very large numbers of people. these data sets cover long periods of time. therefore, they can be used to look at health trends and disease traits. they also can be used to study some less common risk factors or diseases


percy lavon julian, the grandson of slaves, developed many useful products from soybeans, including cortisone. he was born in montgomery, alabama, on april 11, 1899. his father, james sumner julian, was a railway clerk, and his mother, elizabeth lena ( adams ) julian, a schoolteacher. julian attended public schools in montgomery. after he was admitted to depauw university, his family moved with him to greencastle, indiana, to enable them to give him their full support. at depauw his interest in science evolved into a desire to become a research organic chemist. julian graduated at the top of his class with a bachelor ' s degree in chemistry in 1920. he was class valedictorian and was elected to phi beta kappa. julian taught organic chemistry for two years at fisk university in nashville, tennessee. he then, with the help of professor william m. blanchard at depauw, obtained a graduate research fellowship at harvard university. he earned a master ' s degree there in one year, again finishing at the top of his class. he remained at harvard three more years, as a research assistant, supporting himself with minor fellowship positions and odd jobs outside the university. his application for a teaching assistantship at harvard was repeatedly rejected on the grounds that the students would not respect a " negro " instructor. in 1926 julian joined the faculty of the west virginia school for negroes ( later west virginia state college ) at institute, west virginia. a year later he became an associate professor of chemistry at howard university in washington, d. c., where he quickly rose to the positions of full professor and department head. julian had become interested in the chemistry of natural substances and was very eager to do original research in that field. frustrated in his efforts to pursue doctoral studies in the united states, he obtained a fellowship for graduate study at the university of vienna, austria, where he worked and studied indole alkaloids under the tutelage of professor ernst spaeth. he earned a ph. d. from the university of vienna in 1931. upon julian ' s return to the united states, depauw university offered him a faculty position and research support. his first project was the total synthesis of physostigmine, an indole alkaloid extracted from the calabar bean, used in the treatment of glaucoma. sir robert robinson at oxford university in england was also working on this synthesis. julian achieved the synthesis of physostigmine, and showed that robinson


the first african american to purchase a home in all - white oak park, illinois, he and his family became the objects of racist threats and even attacks. as in his professional career, julian stood firm, and won the respect of his new neighbors. julian attributed his success in life and in his professional career to the motivation he received from his father, who taught him that he should not be satisfied with being merely good, when he had the ability to be the very best. see also cortisone ;. lyman r. caswell de kruif, paul ( 1946 ). " the man who wouldn ' t give up. " reader ' s digest 50 ( august ) : 113 – 118. guzman, j. p., ed. ( 1947 ). negro year book : a review of events affecting negro life, 1941 – 1946. tuskegee, al : tuskegee institute, pp. 39 – 40. science odyssey : people and discoveries. " percy julian 1899 – 1975. " available from http : / / www. pbs. org / wgbh / aso / databank / entries / bmjuli. html. witkop, bernhard. national academy of sciences biographical memoirs. " percy lavon julian. " available from http : / / www. nap. edu / html / biomems / pjulian. html.


caring for young minds in ireland sinead mcgilloway, michael donnelly ireland psychology medical journal, 2000, pages 114 - 116 " society... has a choice whether or not to acknowledge the importance of the mental health of its children [ and young people ] and invest in it appropriately or not... if we are to change things, action is needed now. " recent years have seen an upsurge of interest among policymakers, researchers and practitioners - throughout the uk and elsewhere - in the growing number of young people aged under 25 who are developing mental health problems. the research evidence indicates that approximately one in five children and adolescents have mental ill health, a figure all the more disturbing in view of further evidence suggesting that the majority rarely reach special services. recently, the mental health foundation reported that approximately two million young people under 20 in the uk have a mental health problem, the range and severity of which tends to increase dramatically with age. the kinds of problems typically reported include emotional and conduct disorders, substance abuse, self harm, eating disorders and psychotic illnesses. for example, anxiety and disruptive disorders account for approximately 12 % and 10 % respectively of all those aged four to 20 years. while some of these problems are likely to be relatively mild and self - limiting, others such as the psychotic and pervasive developmental disorders will, if left untreated, pose continuing and potentially more serious problems into adulthood. furthermore, one in 100 teenagers in the uk attempt suicide and it is now the most common reason for admission to hospital in this age group. previous research has shown a correlation between attempted suicide and adult - type depressive illness in young people. more recent research in norway has also shown the suicide risk among male adolescent psychiatric inpatients to be almost seven times higher than in the general population. even more worrying, therefore, in the context of these finding, is the potentially significant contribution of mental ill health and possible subsequent hospitalisation to the increase in suicidal behaviour and growing suicide rate particularly ( but not exclusively ) among young men, about which there has been considerable and growing concern in recent years. according to local practitioners in northern ireland, mental health services are under - resourced when compared to the rest of the uk and youth mental health services, in particular, are in urgent need of funding and / or re - organisation. this is perhaps most apparent in the acute shortage of specialist provision for vulnerable young people over 14 which, at present, comprises a single, regional, six - bed inpatient and outpatient unit located in belfast ( the


and / or re - organisation. this is perhaps most apparent in the acute shortage of specialist provision for vulnerable young people over 14 which, at present, comprises a single, regional, six - bed inpatient and outpatient unit located in belfast ( the young people ' s centre [ ypc ] ). reports from local practitioners indicate an over - subscription of places to the ypc and a waiting list for admission. last year, the department of health in london allocated # 20 million to improve services for young people, a sizeable chunk of which is likely to be secured for mental health service provision, particularly following recent reports by prestigious bodies such as the health advisory service ( has ) and the mental health foundation. unfortunately, the kind of ring - fenced funding which may be required to meet the mental health needs of young people in ireland is less forthcoming despite a rapidly developing policy agenda. each of the four health and social services boards in northern ireland has undertaken a review of, or is in the process of reviewing, youth mental health services. completed review acknowledge the need for rapid change in service organisation and delivery particularly for those young people moving into their teens. the reports highlight, above all, the importance of adopting the four - tier model of care advocated by the health advisory service and, in turn, by other key bodies and committees including the mental health foundation and audit commission. briefly, this ' template ' of mental health service provision for young people describes a strategic approach to commissioning and delivering a comprehensive and fully integrated child and adolescent mental health service which straddles four pivotal levels or " tiers ' of provision. tier one services comprise, in large part, primary care professionals, amongst whom the gp is probably best placed to recognise the early symptoms of mental illness. tier two services refer to direct mental health interventions by individual professionals. services at tier three, on the other hand, are more specialised and provided by multi - disciplinary teams to assess and treat at - risk groups such as those with eating and developmental disorders. these teams, in turn, act as gatekeepers to tier four services which include specialist inpatient and secure provision for young people with highly specific and complex needs. tier four professionals are tasked with providing advice and support to professionals in the other three tiers of provision while links between and within tiers one and two may be developed and strengthened by the work of designated primary mental health workers. according to the has, the implementation of the model should be guided by the values and principles ( e. g.. comprehensiveness, integration and development / change


one and two may be developed and strengthened by the work of designated primary mental health workers. according to the has, the implementation of the model should be guided by the values and principles ( e. g.. comprehensiveness, integration and development / change ) which underpin any high quality service development. this model, or parts thereof, have been implemented in great britain through, for example, the appointment of primary mental health workers. following its policy statement on the way forward for child and adolescent mental health services in northern ireland, the department of health and social services has recently indicated that it is planning to undertake a review of psychiatric hospital provision for adolescents ( personal communication ). the irish government has gone further by stating its intention to provide ' approved centres ' for the care and treatment of children with mental disorders. the most recent figures show that 130 children and young people aged under 16 ( ie 0. 5 % of all admissions ) were admitted to psychiatric inpatient care in ireland during 1998, although this represents a substantial reduction from the 203 admissions during the previous year. it is notable that under the mental health act ( 1995 ) in the south of ireland ( unlike northern ireland ), anyone under the age of 16 should not be ' detained ' in adult psychiatric inpatient units. ( emphasis added ) there is a strong focus on tier four services in both jurisdictions. youth mental health care is an area where an all - ireland or cross - border approach has the potential to generate important lessons for policy and service provision. our research has shown an increasing trend in admissions of young northern irish teenagers ( under 18 ) to adult psychiatric inpatient care between 1989 and 1995. in addition, we found that almost one in five of under 18 admissions ( 86 / 443, 19 % ) were aged under 16 when first admitted to adult wards during this six - year period. moreover, recent census - based research undertaken in northern ireland has shown an increase of 33 % - between the years 1981 and 1991 - in psychiatric bed occupancy among young men aged 15 - 24 years. ( emphasis added ) importantly, the recent draft policy statement by the dhss ( ni ) states, among other things, that "... children and adolescents should not be accommodated together with adults. undoubtedly, the full implementation for well - integrated tier one and tier two services - with their emphasis on early detection and treatment - would go a long way toward preventing and / or reducing admissions to hospital ( particularly an adult psychiatric ward ) for young people with more serious mental health needs. therefore, strategic efforts


one and tier two services - with their emphasis on early detection and treatment - would go a long way toward preventing and / or reducing admissions to hospital ( particularly an adult psychiatric ward ) for young people with more serious mental health needs. therefore, strategic efforts to improve the highly specialised tier four services in both the north and south of ireland ought to be accompanied by simultaneous attempts to address services at the other three levels particularly with respect to early detection and prevention. most important of all, perhaps, is the need to develop : successful intra - and inter - agency working between specialist mental health services and primary and community care - based professionals ; closer co - operation between adult and youth mental health services ; and effective partnerships between individual mental health ( and other ) professionals and parents / carers and young people. for example, the direct and active collaboration of gp ' s with local child and adolescent service providers might help to improve the generally low level of detection and recognition of child and adolescent psychiatric disorder in primary care settings. the severity of symptoms in a young teenager may be underestimated and / or less well recognised by healthcare professionals than in adults with mental ill health because " things are not always as they seem ". thus distress in a young teenager may present as a normal reaction to exam pressures or may be due to a complex psychosocial and clinical problem. community mental health teams and, in particular, adult psychiatrists may - as suggested by fitzgerald, - play an important preventive role by adopting a more holistic and ' user - friendly ' approach encompassing the treatment of both parents and their children. in addition, those involved in the lives of young people ( e. g. parents, carers ) act as an initial ' filter ' to tier one services and their role, therefore, in recognising early symptoms of mental ill health and possible suicidal behaviour cannot be under - estimated. consequently, the implementation of parental training and awareness packages through the health or education sector ( or both ) ought to receive serious consideration. arguably, the resource implications of changes in youth mental health service provision may be significant and any potentially innovative service responses might well be stymied by the considerable uncertainty surrounding the extent to which it might be possible to implement the four - tier model within available resources. however, it should be possible to carry forward at least some of the has recommendations ( e. g. those related to information, awareness and training ) within existing funds and staffing arrangements. recent political cross - border developments provide an important and timely opportunity to explore the possibilities for comparative ad


carry forward at least some of the has recommendations ( e. g. those related to information, awareness and training ) within existing funds and staffing arrangements. recent political cross - border developments provide an important and timely opportunity to explore the possibilities for comparative ad collaborative work on youth ( and adult ) mental health within the two jurisdictions. for example, the establishment of a national forum or several regional fora would, in the first instance, facilitate shared learning between health boards, trusts and primary care and specialist mental heath professionals with respect to the planning, development and delivery of the full range of youth mental health services. collaborative research is required to examine the prevalence, nature, detection and treatment of psychiatric disorder in young irish people. the benefits or otherwise of hospitalisation both in specialised and adult psychiatric settings also merit investigation. more specifically, further audit and research ought to be conducted in order to : - translate a locally suited version of the four - tier model taking account of factors such as rurality, available resources and the economic consequences of service configuration ; - help identify ' at - risk ' populations and gaps in service provision ; - elicit the experiences and views of young people with mental health and their parents / carers ( despite the well known difficulties in recruiting young research participants ) - evaluate and disseminate preventive and other models of good practice in youth mental health. local commissioners and service providers ought to be willing to take on board the results emanating from this kind of research. however, "... the root of the difficulty in applying research finding to improve services is that the services are mostly not conceived of as a system of care. thus, if mental health is the desired outcome, we can only hope to achieve it if services are planned and enabled to work together as a system with this common aim. 1. mental health foundation. bright futures. promoting children and young people ' s mental health. london : mental health foundation, 1999 2. target m, fonaghy p. the psychological treatment of child and adolescent psychiatric disorders. in : roth a. fonaghy p. ( eds ). what works for whom : implications and limitations of the research literature. new york : guilford press, 1986 3. harrington r. depressive disorder in childhood and adolescence. chichester : john wiley 1993. 4. kjelsberg e. adolescent psychiatric inpatients : a high risk group for premature death. br j psychiatry 2000 : 176 : 121 - 5 5. corcoran e. walsh d. suicide in psychiatric inpatient


wiley 1993. 4. kjelsberg e. adolescent psychiatric inpatients : a high risk group for premature death. br j psychiatry 2000 : 176 : 121 - 5 5. corcoran e. walsh d. suicide in psychiatric inpatients in ireland. ir j psych med 1999 ; 16 : 127 - 31 6. mcclure gmc. suicide in children and adolescents in england and wales. br j psychiatry 1994 ; 165 ; 510 - 4 7. irish department of health. national task force on suicide interim report. dublin : government publications, 1996. 8. hawton k, fagg j, simkin s, bale e, bond a. trends in deliberate self - harm in oxford 1985 - 1995. br j psychiatry 1997 ; 171 ; 556 - 60 9. health advisory service. together we stand. the commissioning, role and management of child and adolescent mental health services. london : stationery office, 1995 10. audit commission. children in mind ; child and adolescent mental health services. london ; audit commission publications, 1999 11. health and social services executive. child and adolescent mental health services : a policy statement ( draft ) belfast : department of health and social services, 1998. 12. department of health. white paper : a new mental health act. dublin : stationery office, 1995 13. browne c., daly a., walsh d., activities of irish psychiatric services 1998. dublin : health research board, 2000 14. mcgilloway s, donnelly m, scott, d. teenagers in adult psychiatric inpatient care in northern ireland, ir j psych med 2000 ; 17 : 54 - 8. 15. prior p, hayes b, gender trends in occupancy rates in mental health beds in northern ireland, social science and medicine ( in press ). 16. steinberg d., psychiatric problems in adolescence. primary care psychiatry 1996 ; 2 ; 79 - 86. 17. fitzgerald m. the relationship between child, adolescent and adult psychiatry. ir j psych med 1997 ; 14 ; 42 18. kurtz a, treating children well. london : mental health foundation, 1996.


what is rhabdomyosarcoma? rhabdomyosarcoma is a type of soft tissue tumor, or sarcoma, arising from muscle cells. although it can occur in any muscle tissue, it is generally around the head and neck area, the pelvis, or in the arms and legs. rhabdomyosarcoma occurs slightly more frequently in males and usually affects children between the ages of two and six. it is not known what causes the tumor. it is not contagious, and nothing you have done or not done is responsible for your child ' s tumor. what are the symptoms of rhabdomyosarcoma? a noticeable lump or swelling is present in almost all cases. other symptoms depend on the location. if the growth is near the eyes, a vision problem and outward swelling of the eye may develop. if the neck is involved, there may be hoarseness or difficulty swallowing. sometimes the mass may press on nearby structures and cause problems. for example, a mass near the bladder or rectum may cause difficulties with urination or bowel function. pain, weakness, or unusual sensations may be present in the area where the tumor started or areas where it has spread. how is rhabdomyosarcoma diagnosed? rhabdomyosarcoma may spread ( metastasize ) to other parts of the body. these areas can include the lungs, liver, brain, bones, or bone marrow. your child will need to undergo various diagnostic tests in order to determine the location of the tumor and if it has spread. the tests may include any or all of the following : - x - rays. x - rays of the tumor site and surrounding area look at size and extent of the tumor. x - rays of the chest look for spread of the tumor. - bone scan. a dye injection x - ray test helps detect tumor spread in bones. - bone marrow aspirate & biopsy. this test looks for tumor spread in the bone marrow. - computed tomography ( ct scan ). this test can more accurately determine the tumor site and extent. - magnetic resonance imaging ( mri ). a computerized magnetic scan of body tissues can more accurately determine the site and extent of the tumor. - lumbar puncture ( spinal tap ). this is done in cases where the tumor is near the spinal cord to see if the tumor has invaded the central nervous system. - blood tests. a complete blood count and blood chemistries test can help determine kidney,


puncture ( spinal tap ). this is done in cases where the tumor is near the spinal cord to see if the tumor has invaded the central nervous system. - blood tests. a complete blood count and blood chemistries test can help determine kidney, liver and bone marrow general function. an accurate staging diagnosis is very important to effective treatment of the disease. after all tests are completed and the diagnosis has been made, a group of doctors including oncologists, radiologists, pathologists, and surgeons will determine the stage of the disease and the most effective treatment for it. the classification system used is as follows : - stage i. the tumor is found in the eye, head and / or neck, or near the sex organs, or near the liver or gallbladder, and has not spread to distant sites. - stage ii. the tumor is located in the bladder / prostate, extremities ( arms or legs ), cranial paramenigeal, or the trunk. it is smaller than 2 inches ( 5 cm ) and has not spread to the lymph nodes. - stage iii. the tumor is located in the bladder / prostate, extremities ( arms or legs ), cranial paramenigeal, or the trunk. it is larger than 2 inches ( 5 cm ) and may have spread to the lymph nodes. - stage iv. the tumor has spread to distant sites and it is found in more than one place at the time of diagnosis. how is rhabdomyosarcoma treated? histology, or the way the tumor looks under the microscope, is also used to decide the extent of treatment. unfavorable histology requires more intense treatment as the likelihood of reoccurrence is higher than it is with favorable histology. the type of treatment your child receives will depend on the stage of the disease. usually rhabdomyosarcoma is treated with a combination of surgery, chemotherapy, and / or radiation therapy. a treatment plan will be mapped out and explained to you in detail. the treatment given to your child will be done as an outpatient in the oncology clinic as much as possible ; some patients, however, need hospitalization to closely monitor the chemotherapy infusion and its potential side effects. often, tumor resection ( removal ) is not possible at diagnosis. chemotherapy may be used to shrink the tumor before surgery, allowing for surgery that is less extensive later. radiation therapy is used for some patients to shrink the tumor area as well


effects. often, tumor resection ( removal ) is not possible at diagnosis. chemotherapy may be used to shrink the tumor before surgery, allowing for surgery that is less extensive later. radiation therapy is used for some patients to shrink the tumor area as well. during the course of therapy and after the treatment is completed, various follow - up studies such as x - rays, ct scans and blood tests will be done to closely monitor your child ' s disease status. stem cell transplant is another treatment option for children diagnosed with metastatic rhabdomyosarcoma. the goal of this treatment is to maximize the dosages of chemotherapeutic agents used against the tumor cells. these higher dosages of chemotherapy also destroy the normal bone marrow cells, prohibiting their recovery. bone marrow is responsible for the production of immature stem cells that grow into blood cells the body needs including red blood cells, white blood cells, platelets, plasma cells and other important cells. the bone marrow is restored to the child by using his or her own stem cells that are removed and saved before the chemotherapy is given allowing the return of normal bone marrow function. what research is currently underway? current research in rhabdomyosarcoma is focusing on learning about the biology of this type of cancer and how this biology can predict how the cancer will respond to treatment. new drugs are being studied that are used in combination with standard drugs. new types of scans that assess how the tumor responds to treatment are also being studied. about treatment for rhabdomyosarcoma at children ' s children ' s cancer and blood disorders program consistently achieves treatment results ranking it as one of the top 10 programs in the u. s. children ' s treats the majority of children with cancer and blood disorders in minnesota and provides patients with access to a variety of clinical trials of ground - breaking new treatments. through our renowned solid tumors program, patients experience unparalleled family support, a nationally renowned pain management team, and compassionate, coordinated care. if you are a family member looking for a children ' s hematologist or oncologist or wanting to schedule an appointment, please call our clinic at children ' s – minneapolis at ( 612 ) 813 - 5940. if you are a health professional looking for consultation or referral information, please call children ' s physician access at 1 - 866 - 755 - 2121 ( toll - free ) and ask for the on - call hematologist / oncologist.


one book, one chicago fall 2005 - “ it is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife. ” this first line has become one of the most famous in english literature. in addition to setting the narrative in motion, how does this line alert us to the tone of the novel, and our role, as readers, in appreciating it? what does the line imply about women? - the book had the original, working title first impressions. why is pride and prejudice a better title? in what ways are darcy and elizabeth guilty of both pride and prejudice and how does this drive the action of the story? - marriage, as something to be aspired to, is portrayed quite differently in the novel than existing marriages. what married couples do we see in the novel? how would you characterize these relationships? - how are elizabeth ’ s wit and intelligence and independence first made clear in the novel? in what ways, during the course of the novel, is she the victim of her own intellect and independence? are these features eventually responsible for her happy ending? - the love elizabeth feels toward mr. darcy evolves and deepens largely without direct contact. does that make you question that love? what causes these feelings of love? are they realistic? - why is darcy so attracted to elizabeth? when can we first sense this? why does it take her so long to see it? elizabeth ’ s attraction to darcy arises very differently. why is this important? - for much of the novel, austen seems to be offering a fairly pointed critique of marrying for social considerations. but it ’ s also true that the happy marriages that bring the novel to a close are favorable by the terms of the society. in the end, both elizabeth and jane do marry “ up. ” does this undermine the critique the book offers? is it meant to be read ironically? do you think that austen is critiquing elizabeth and jane? - pride and prejudice is a novel that many austen fans read and reread. what keeps readers returning to the book once the suspense of whether or not darcy and elizabeth will end up together is taken away? - the works of jane austen have been the inspiration of numerous contemporary books and films, both adaptations and new original works. what universal themes in the novel resonate today? - the happy union between darcy and elizabeth is ultimately ( and unwittingly ) assured by lady catherine. how? why is this master stroke of dramatic irony so satisfying


st luke 2, 25 – 27 something to read and, behold, there was a man in jerusalem, whose name was simeon ; and the same man was just and devout, waiting for the consolation of israel : and the holy ghost was upon him. and it was revealed unto him by the holy ghost, that he should not see death, before he had seen the lord ' s christ. and he came by the spirit into the temple : and when the parents brought in the child jesus, to do for him after the custom of the law king james version now there was a man in jerusalem whose name was simeon ; this man was righteous and devout, looking forward to the consolation of israel, and the holy spirit rested on him. it had been revealed to him by the holy spirit that he would not see death before he had seen the lord ' s messiah. guided by the spirit, simeon came into the temple ; and when the parents brought in the child jesus, to do for him what was customary under the law new revised standard version something to think about simeon has been anticipating this day in the temple for some time, he had been eagerly expecting to see the messiah. but what is the " consolation of israel "? " consolation " is the greek noun paraklesis, " comfort, consolation. " it comes from the root word parakaleo, " call to one ' s side " then " help, encourage and comfort. in our passage simeon is eagerly looking forward to the time when an occupied and weary jerusalem receives her comfort and relief from the lord, which was popularly expected to be brought about by the messiah. the holy spirit had made simeon a promise. the message to simeon is that he won ' t die until he has seen the messiah. the phrase " the lord ' s christ " means " the messiah promised, sent and provided by the lord something to do a promise is a commitment by someone to do or not do something. how many promises have you made recently and kept? today remember a broken or delayed promise and make good on it. something to pray o lord, o god creator of all we know. god is good and his mercy endures forever. your promises are never broken and your people are not forgotten. help us to remember your promises to a broken world. give me the strength and courage to stand renewed and refreshed to serve. today ’ s contributor is dionne gravesende, christian aid ’ s head of churches and education


| miskito coastal creole | | total speakers : | | < 30, 000 | | language family : | | creole language | miskito coastal creole miskito coast creole or nicaragua creole english is a language spoken in nicaragua based on english. nicaragua ( officially the republic of nicaragua ( ) is a representative democratic republic and the largest nation in central america list of language familiesa language family is a group of languages related by descent from a common ancestor called the proto - language of that family a creole language, or simply a creole, is a stable language that originates seemingly as a nativized pidgin. an english - based creole language, or english creole for short is a creole language that was significantly influenced by the english language. iso 639 - 1 is the first part of the iso 639 international - standard language - code family iso 639 - 2 is the second part of the iso 639 standard, which lists codes for the representation of the names of languages iso 639 - 3 ( iso 639 - 32007 is an international standard for language codes the standard describes three ‐ letter codes for identifying languages nicaragua ( officially the republic of nicaragua ( ) is a representative democratic republic and the largest nation in central america english is a west germanic language originating in england and is the first language for most people in the united kingdom, the united states its approximately 30, 000 speakers are found along the mosquito coast of the caribbean sea. the caribbean mosquito coast ( or miskito coast ) historically consisted of an area along the atlantic coast of present - day nicaragua, named after its native for the region see caribbean. the caribbean sea ( kəˈrɪbiən or / / is a tropical sea in the western hemisphere the language is nearly identical to belizean creole ( kriol ), and similar to all central american creoles. belizean creole, known as kriol by its speakers is a creole language closely related to miskito coastal creole, limon coastal creole, it does not have the status of an official language. speakers of miskito coast creole are primarily persons of african, amerindian, and european descent in the towns and on the offshore islands of the mosquito coast. for indigenous peoples in the united states other than hawaii and alaska see also native americans in the united states. the main concentration of speakers is around bluefields, capital of the region autonoma del atlantico sur, although a majority of inhabitants of the city are now spanish - speaking immigrants. bluefields is the


see also native americans in the united states. the main concentration of speakers is around bluefields, capital of the region autonoma del atlantico sur, although a majority of inhabitants of the city are now spanish - speaking immigrants. bluefields is the capital of the municipality of the same name and of r region autonoma del atlantico sur ( spanish for " autonomous region of the southern atlantic " sometimes shortened to raas is one of two autonomous regions other communities of creoles are found in waspan on the coco river near cape gracias a dios, in laguna de perlas, puerto cabezas, the offshore corn islands, prinzapolka ( puerto isabel ), and san juan del norte ( greytown ). for the languages see creole language. for other meanings see creole ( disambiguation. waspam ( waspan in miskito ) is a municipality in the region autonoma del atlantico norte department of nicaragua. the rio coco, formerly known as the rio segovia is a river in southern honduras and northern nicaragua. cabo gracias a dios is a cape located in the middle of the east coast of central america, within what is variously called the mosquito coast and la pearl lagoon ' is a town in the municipality by the same name it is located in region autonoma del atlantico sur ( raas department puerto cabezas ( bilwi in miskito ) is a municipality in the north atlantic coast department ( region autonoma del atlantico norte the corn islands ( las islas del maiz are two islands about 70 km east off the caribbean coast of nicaragua, constituting one of 12 municipalities of the prinzapolka is a municipality in the region autonoma del atlantico norte department of nicaragua. san juan de nicaragua, formerly known as san juan del norte and known in english as greytown, is a town and municipality in the rio san juan inland, the language is spoken in siuna, rosita, and bonanza on the prinzapolka river. siuna is a municipality in the region autonoma del atlantico norte department of nicaragua. rosita is a municipality in the region autonoma del atlantico norte department of nicaragua. bonanza is a municipality in the region autonoma del atlantico norte department of nicaragua. on the pacific coast, there are small numbers of speakers in corinto, puerto sandino, and the nicaraguan capital of managua. corinto is a town of


in the region autonoma del atlantico norte department of nicaragua. on the pacific coast, there are small numbers of speakers in corinto, puerto sandino, and the nicaraguan capital of managua. corinto is a town of 17000 ( 1995 population on the northwest pacific coast of nicaragua in the department of chinandega. puerto sandino is a coastal town in western nicaragua. it is located at around. managua is the capital city of nicaragua as well as the department and municipality by the same name rama cay creole is a variety of the language spoken by the rama people on rama cay, an island in the bluefields lagoon. rama cay creole is a creole language spoken by some 8 - 900 people on the island of rama cay in eastern nicaragua. the rama are an indigenous people of nicaragua. the 900 ethnic rama live within a thirty mile radius of the rama cay island on the caribbean rama cay is an island in the bluefields lagoon on the eastern coast of nicaragua. | location | | number of speakers | african slaves were shipwrecked on the mosquito coast as early as 1640 and interaction between them and the local miskito population commenced. bluefields is the capital of the municipality of the same name and of r the corn islands ( las islas del maiz are two islands about 70 km east off the caribbean coast of nicaragua, constituting one of 12 municipalities of the pearl lagoon ' is a town in the municipality by the same name it is located in region autonoma del atlantico sur ( raas department puerto cabezas ( bilwi in miskito ) is a municipality in the north atlantic coast department ( region autonoma del atlantico norte the miskitos are a group of native americans in central america. larger numbers of africans from jamaica enslaved by british owners were settled in the area during the 1700s which led to the development of miskito coastal creole. jamaica ( ˈdʒəˈmeɪkə } is an island nation of the greater antilles, in length and as much as in width situated in the caribbean sea. the british empire was the largest empire in history and for over a century was the foremost global power. the coast was officially under british protection from 1740 to 1787 according to the treaty of friendship and alliance with the miskito kingdom and remained under british influence until the late 19th century. in international law, a protectorate is a autonomous territory that is " protected " by a stronger state or entity hense the protector which engages


the treaty of friendship and alliance with the miskito kingdom and remained under british influence until the late 19th century. in international law, a protectorate is a autonomous territory that is " protected " by a stronger state or entity hense the protector which engages to protect the treaty of friendship and alliance was signed on march 16, 1740 between king edward i of the miskito nation and the british. the miskitos are a group of native americans in central america. in the mid - 1800s, more english - or creole - speaking laborers, primarily from jamaica, were brought to the coast as labourers. however, following the 1894 formal annexation of the miskito kingdom by nicaragua, an increasing number of spanish speakers migrated to the area. the 1987 constitution of nicaragua granted autonomy to the zelaya department as two autonomous regions of the north and south atlantic coasts. the constitution of nicaragua was reformed due to a negotiation of the executive and legislative branches in 1995. zelaya is a former department in nicaragua. the capital was bluefields. nicaragua is a unitary republic. for administrative purposes it is divided into 15 departments ( departamentos ) and two self - governing regions region autonoma del atlantico norte ( spanish for " autonomous region of the northern atlantic " sometimes shortened to raan is one of two autonomous regions region autonoma del atlantico sur ( spanish for " autonomous region of the southern atlantic " sometimes shortened to raas is one of two autonomous regions autonomous status has allowed for the promotion and development of the languages of the caribbean coast and, as of 1992, there was education in english and spanish, as well as education in indigenous languages. year 1992 ( mcmxcii ) was a leap year starting on wednesday ( link will display full 1992 gregorian calendar ) ethnologue languages of the world is a web and print publication of sil international ( formerly known as the summer institute of linguistics a christian belizean creole, known as kriol by its speakers is a creole language closely related to miskito coastal creole, limon coastal creole, miskito is a misumalpan language spoken by the miskito people in northeastern nicaragua, especially in the north atlantic autonomous region the miskitos are a group of native americans in central america.


american silver lecture series at the clark for immediate release february 11, 2000 from teapots and tankards to snuff boxes and swords, silver played a daily role in the affluent colonial american home. the collection of the late henry morris burrows and his wife elizabeth h. burrows encompasses a wide range of american silver from the colonial and federal periods, providing an opportunity to explore not only the objects themselves but the lives and customs of the people who created and used them. over one - hundred - fifty - five pieces from the burrows ' extensive collection will provide a glimpse into early american life through the exhibition " a fresh and large assortment " : american silver from the burrows collection, on view at the sterling and francine clark art institute from february 13 to april 30, 2000. " this important collection of silver, which the burrows began more than sixty years ago, has continued to grow, with thirty - seven purchases made over the past decade, and now includes three - hundred - sixty works. " says director michael conforti. " we are delighted that our good friend mrs. burrows is now allowing us to celebrate this remarkable collection on the twenty - fifth anniversary of its long - term loan to the clark. " advertisements placed by eighteenth - century silversmiths often described their wares as " fresh, " " large " and " neat " assortments, descriptions which certainly apply to the burrows silver. assembled over a period of sixty years, the burrows collection encompasses a wide variety of forms, including dining, drinking, church, and presentation pieces, ranging in date from 1652 to 1899. all three major centers of american silver production - boston, philadelphia, and new york - are represented, as are a number of provincial areas including marblehead, massachusetts, and baltimore, maryland. among the master silversmiths whose work is featured in " a fresh and large assortment " are paul revere ii, jacob hurd, myer myers, and joseph and nathaniel richardson. rather than focus solely on form and design, clark curator of decorative arts beth carver wees has chosen to explore the world of the people who created, owned, and used the silver on view. " for prosperous early american families, everyday life included contact with silver, " says wees. " not only were silver coins used as currency, but objects of personal adornment, drinking, dining and tea wares, as well as gifts of recognition were crafted in this precious metal. silver proudly displayed the wealth and social standing of its owners. beyond the merely functional, silver was prized for


but objects of personal adornment, drinking, dining and tea wares, as well as gifts of recognition were crafted in this precious metal. silver proudly displayed the wealth and social standing of its owners. beyond the merely functional, silver was prized for its ability to capture the flavor of the historical moment and something of the personality of the owner. " among the highlights of " a fresh and large assortment " are several monogrammed pieces that originally belonged to christopher marshall, the famed revolutionary war diarist, and his wife. a pair of neo - classical sauce tureens, made in 1817 by baltimore silversmith andrew ellicott warner, were commissioned for presentation to commodore stephen decatur, the naval war hero whose feats included the burning of the captured ship " philadelphia " in the barbary wars, and the capture of the british war ship " macedonia " in the war of 1812. the owners of silver were not alone in their claims to fame. " a fresh and large assortment " also delves into the world of the silversmith both in and out of the workshop. beyond being craftsmen and merchants, silversmiths played important roles in their communities, holding political and military offices or positions in religious and civic organizations. to ensure their income many silversmiths diversified into other occupations, such as keeping taverns, making false teeth, or even counterfeiting. " in general, silversmiths were regarded as individuals of high reputation, honest businessman, and prominent citizens, " notes wees. perhaps the most prominent citizen / silversmith of all is paul revere ii ( 1734 - 1818 ). a section of the exhibition is devoted to revere, who in 1754 inherited the boston workshop of his french huguenot father paul revere i. most famous for his midnight ride on april 18, 1775, revere was active in political, military, and civic organizations including the sons of liberty and the freemasons. following the american revolution revere, the entrepreneur, branched into other fields in addition to silversmithing, including bell and cannon manufacturing, printing, dentistry, and copper rolling. " a fresh and large assortment " features a sugar bowl, pap boat, ladle, and other objects marked by revere. a group of tankards, cups, pitchers, and drinking bowls evoke the everyday presence of alcoholic beverages in early america. in taverns and homes, early americans enthusiastically consumed large quantities of beer, wine, punch, and other libations. the exhibition examines the various forms used to serve drink, including


bowls evoke the everyday presence of alcoholic beverages in early america. in taverns and homes, early americans enthusiastically consumed large quantities of beer, wine, punch, and other libations. the exhibition examines the various forms used to serve drink, including some beverages unfamiliar to us today such as " flip " ( a draft of strong beer, rum, and sugar or molasses into which a red - hot poker was thrust ) and " metheglin " ( a beverage of fermented honey, ginger, mace, and yeast ). colonial america quickly adopted the european taste for tea and coffee in the seventeenth century. while the tensions preceding the revolutionary war, culminating in the " boston tea party " of 1767, curtailed the consumption of tea for a time, tea drinking resumed following the war, as evidenced by the quantities of silver teapots, sugar bowls, cream pots, and canisters that survive. " a fresh and large assortment " explores the social customs surrounding tea and coffee drinking, as well as dining. " a fresh and large assortment " was organized by beth carver wees and by alexis goodin, assistant curator at the clark art institute. wees will introduce the exhibition with a public lecture on saturday, february 12, at 5 : 30 p. m. a number of programs and activities are planned in connection with the exhibition, including a valentine ' s day party and opening reception on february 12, a children ' s valentine ' s day party on february 13, a series of lectures on february 29, march 7, and march 14, and an afternoon of family activities on march 19. also opening on february 13 will be two exhibitions of works on paper. those women : toulouse - lautrec ' s elles and french images of prostitution features all twelve lithographs from henri de toulouse lautrec ' s 1896 elles series, as well as other images of prostitutes and " kept women " by degas, descamps, and atget. truth and beauty : peter henry emerson ' s life and landscape on the norfolk broads comprises fifteen platinum prints by british photographer peter henry emerson, some of the most beautiful photographs of rural life and landscape of the nineteenth century. the prints in truth and beauty are from the collections of the parnassus foundation and jane and raphael bernstein. the clark art institute the sterling and francine clark art institute is one of handful of institutions in the united states that combines a public art museum with a complex of research and academic programs, including a major art history library.


and jane and raphael bernstein. the clark art institute the sterling and francine clark art institute is one of handful of institutions in the united states that combines a public art museum with a complex of research and academic programs, including a major art history library. as such, the clark functions as an international center in the museum field for research and discussion on the nature of art and art history. the clark was chartered in 1950 by robert sterling clark and opened its doors in 1955, welcoming the public to a collection of artworks and books that he and his wife had assembled over the course of five decades. the collection is best known for mr. and mrs. clark ' s extraordinary french impressionist paintings, which take their place among a wider ensemble of masterworks that range from the renaissance to the late nineteenth century. among the highlights are works by ugolino di nerio, piero della francesca, fragonard, corot, bouguereau, turner, and an especially strong representation of american artists, including homer, cassatt, and sargent. the clark is also noted for its fine holdings of decorative arts and old master and nineteenth - century drawings and prints. its library has grown to become one of the nation ' s premier resources for the study of european and american art, containing more than 200, 000 printed books, bound periodicals, and auction sales catalogues. two major new initiatives of the clark are : the clark fellowships, which brings leading scholars from universities and museums around the country and the world to williamstown for up to a year, to develop, discuss and present their ideas and projects ; and the conference and symposium program, which presents one major clark conference a year on a topic of vital importance to the field, as well as smaller symposia and lectures. this expansion of the clark ' s activities further strengthens the graduate program in the history of art, the country ' s foremost program of its kind, which is administered jointly with nearby williams college. the sterling and francine clark art institute is located at 225 south street in williamstown, massachusetts. the galleries are open tuesday through sunday, 10 : 00 a. m. to 5 : 00 p. m. admission is free through may. for more information call 413 - 458 - 2303 or visit www. clarkart. edu.


i have an arch i ' d like to cut with a straight bit, just a single swoop with the z axis changing as the bit travels along the y axis. i have a few instances of this. the first is in fret slots. i want to follow the fingerboard radius. the other instance is in a truss rod slot. it ' d be easy to draw the curve in 2d and somehow transpose it to the z axis. any cheats on how to do this? easiest way is to draw your 2d arc in the xy plane, then rotate it to the yz plane, ( you can try to draw it in the yz plane, but the coords are very hard to follow ) then use 3d engrave to follow it with a toolpath. play with the depth setting until you understand what ' s happening. fwiw, someone else had the same app. but wanted to be able to ruf without burying the little cutter too deep. that solution required modeling the slot to slightly larger than cutter width and using slice planar with a step down distance defined. yep, claude is right on the money there. the 3d engrave feature would be good for that. 3d engrave? is that a program? is it free? if so... someone have a link? thanks! millwork, the 3d engrave is a feature of the v24 software. there is a 2d engrave and a 3d engrave as well as v carving with a combination v cutter and endmill as needed. do you have bobcad - cam software? oh... no i use alphacam. i guess i should pay a lil more attention. i didnt realize that this was a bobcad forum. sorry! : - / no problem. do you make guitars? no... i dont really know anything about guitars other than they make noise. i have a guy here in the shop thats in a local band that wants me to cut one for him on the cnc. if all goes well with the first one i might study up on it and make a few more for the heck of it. i tried this and no luck. what i ' m trying to do is toolpath a 3 / 16 " spiral bit to cut a curved bottom channel for the truss rod. i drew a arched line and rotated it as mentioned and that worked just fine. but when i verify it the bit is no where near the 3d engrave toolpath. it ' s completely off


to cut a curved bottom channel for the truss rod. i drew a arched line and rotated it as mentioned and that worked just fine. but when i verify it the bit is no where near the 3d engrave toolpath. it ' s completely off the piece. maybe i ' m setting up the 3d engrave wrong. also, how does engrave work? shouldn ' t it follow the bottom of the arched line i drew with the tip of the bit? here is what i ' m trying to do ( but cnc of course ) see photo : the sides of the jig are curved to create a cut that has a arched depth. last edited by 777funk ; 02 - 04 - 2011 at 10 : 35 am. also, make sure your geometry is at the depth you want to machine it at. the depth value will obviously adjust the z - depth of toolpath from the geometry, but this can be set to zero and even given a neg. number to raise the path. couple more things to mention, the arc will be broken into small, straight line segments. and the path is calculated from the tool centerline, so flat bottom tools will show a slight deviation. certainly not an issue in your app. sometimes it ' s easier and cleaner to just hand code a feature like this, using the cad data for the coords. ( one arc is just a single line of code ).


strong name ( further referred to as " sn " ) is a technology introduced with the. net platform and it brings many possibilities into. net applications. but many. net developers still see strong names as security enablers ( which is very wrong! ) and not as a technology uniquely identifying assemblies. there is a lot of misunderstanding about sns ( as we could see in the article " building security awareness in. net assemblies : part 3 - learn to break strong name. net assemblies this article attempts to clear those up. now let ' s see what sns are, what we can use them for and how they work. strong name is a technology based on cryptographic principles, primary digital signatures ; basic idea is presented in the figure at the heart of digital signatures is asymmetric cryptography ( rsa, el gamal ), together with hashing functions ( md5, sha ). so what happens when we want to sign any data? i ' ll try to explain what happens in the figure above. first we must get a public / private key pair ( from our administrator, certification authority, bank, application etc. ) that we will use for encryption / decryption. then data ( term data represents general data we want to sign ) is taken and run through some hashing algorithm ( like md5 or sha - however, md5 is not recommended ) and hash of data is produced. the hash is encrypted by private key of user a and attached to plaintext data. the data and attached signature are sent to user b who takes public key of user a and decrypts attached signature where hash of data is stored and encrypted. finally user b runs data through the same hashing algorithm as user a and if both hashes are the same then user b can be pretty sure that the data has not been tampered with and also identity of user a is proven. but this is a naive scenario because it ' s hard to securely deliver public keys over insecure communication channels like internet. that is why certificates were introduced but i will not cover it here because certificates aren ' t used in sns and delivery of public key is a matter of publisher ' s policy ( maybe i can cover distribution of public keys, certificates and certification authorities in another article ). now let ' s assume that public key was delivered to user b this process is used in the creation of sn for. net applications. you can translate term data as assemblies and apply the same steps to them when sns are used


article ). now let ' s assume that public key was delivered to user b this process is used in the creation of sn for. net applications. you can translate term data as assemblies and apply the same steps to them when sns are used. but what is the purpose and usage of this sn technology? simple - there is the only one reason – to uniquely identify each assembly. see section 188. 8. 131. 52 of cli ecma specification where sns are defined : this header entry points to the strong name hash for an image that can be used to deterministically identify a module from a referencing point ( section 184. 108. 40. 206 ). sns are not any security enhancement ; they enable unique identification and side - by - side code execution. now we know that sns are not security enablers. where to use them then? we can see two scenarios where sns can be used : versioning solves known problem called as " dll hell ". signed assemblies are unique and sn solves problem with namespace collisions ( developers can distribute their assemblies even with the same file names as shown of figure below ). assemblies signed with sns are uniquely identified and are protected and stored in different spaces. in addition to collision protection, sn should help developers to uniquely identify versions of their that is why when developers want to use gac ( global assembly cache ) assemblies must be signed to separate each publisher ' s namespace and to separate each version. the second important feature of strong names is authentication ; a process where we want to ensure ourselves about the code ' s origin. this can be used in many situations, such as assigning higher permissions for chosen publishers ( as will be shown later ) or ensuring that code is provided by a specific supplier. it has been shown that signatures and public keys can be easily removed from assemblies. yes, that is right but it is correct behavior even when we use digital signatures in emails or anywhere else! let ' s see how it works! we can use some analogy from our real life. let ' s assume you are a boss of your company and you are sending an email to your employees where new prices of your products are proposed. this email is a plaintext and you use some non - trusted outsourcing mailing services. your communication can be easily monitored and your email can be easily accessed by unauthorized persons who can change its content, for instance your prices proposed in email. how to solve that? the answer is cryptography, again


trusted outsourcing mailing services. your communication can be easily monitored and your email can be easily accessed by unauthorized persons who can change its content, for instance your prices proposed in email. how to solve that? the answer is cryptography, again digital signatures that you can use to authenticate to your employees and to verify content of your email. simply you have to add a digital signature to your email and then require your employees will trust just verified emails that have your valid digital signature. let ' s assume that all pki infrastructure is set up and working correctly. now, when an intruder removes the digital signature from your email, his employees will not trust them because they can ' t be verified and application will alert users about this insecure the same situation is when sns are used. you can remove sns from assemblies, but this makes no sense because just as in the case of emails, assemblies without sns can ' t be trusted when environment is set up to require those digital signatures or sns. this is also related to another very important point in. net – code groups & policy levels. as in the case of emails, when pki is setup in a company and security policy is defined that employees can ' t trust and verify emails which are not signed or where the encrypted hash value is different from hashed plaintext content. the same can be done with. net framework using the. net configuration tool on each machine or by group policy for large networks. this tool provides configuration options for. net framework including runtime security where policy levels and code groups can be set. policy levels work on intersection principle as shown in the figure below code groups ( inside of those policy levels ) provide permission sets for applications that belong to them according to their evidence ( origin, publisher, strong name etc. ). the assembly will get those permissions based on the intersection of code groups from each policy level applicable to it. this is a very important improvement in security architecture and improves the traditional windows security model that is process centric ( see figure below ).. net introduces code access security ( cas ) which is used to identify the origin of code and assign to it specific restrictions and then make security policy more granular and protecting against attacks such as luring attacks. however my intention isn ' t to describe cas or windows security internals ( i can write about it in other articles ) but show sn principles. let ' s move back to it! now we can move to the second use for sn - administrators and developers


isn ' t to describe cas or windows security internals ( i can write about it in other articles ) but show sn principles. let ' s move back to it! now we can move to the second use for sn - administrators and developers can use sns together with code groups to provide assemblies with higher permissions ( not the default ones that assembly will acquire according to default. net framework settings ). let ' s see an example! i must point out that this is just a simplified example how sn can identify publisher, this is not a way to obey clr security or how to use it in enterprise environment. that is why please try to understand the example as a general principle available with sns but not as a design pattern! usage of sns as authentication is a more complex problem and there are many non - trivial issues when sns are involved. but it ' s out of scope of this article, so now back to the sample! take my sample windows forms project and rebuild it and put. exe file on any share on your lan. then try to start this application from this share and click on button – what happens? a security exception is raised because application doesn ' t have enough privileges. now go to. net configuration tool and add a new code group add new code group called test and in the second dialog choose strong name, click on import button and locate the. exe file in debug folder of project folder and finally assign full trust for this application now you have created a new code group containing just your sample application. now go to your network share and try to start sample application again. and it works! why? because it belongs to our new code group test with full trust permissions. now remove sn from sample application ( as described in his article or just simply remove attribute [ assembly : assemblykeyfile ( " keyfile. snk " ) ] from assemblyinfo. cs file ), recompile and publish it on share. try to run it and what happens? it ' s not working! why? because assembly can ' t show this strong name evidence and it belongs to the default code group ( with limited it ' s not surprising, nothing special, no magic – just correct usage of strong name technology. sns are easy and powerful but we have to understand how and where to use them. that is why i want to outline some " issues " that are connected with sns that will present all capabilities that we can expect from sns. so


. sns are easy and powerful but we have to understand how and where to use them. that is why i want to outline some " issues " that are connected with sns that will present all capabilities that we can expect from sns. so what are the weaknesses of sns? first we have to realize that sns are a lightweight version of authenticode and they provide fast and easily used technology to get enterprise features like versioning and authentication. but this ease of use must be paid by something and here goes a list of - it can be very hard to securely associate publisher with his public key when certification authorities are not involved. publisher must ship his public key by himself and he must ensure that public key is not tampered. without certification authorities it ' s impossible to do it securely when our products are distributed over insecure channels and there are no other ways to verify the publisher ' s public key. - there is no way how to revoke public key when the private key has been compromised. as this is easily done in case of certificates ( just publish revoked certificates on crl, certificate revocation list ) in case of sns, revocation is a nightmare. just imagine that you as a junior security engineer has lost usb key with your private key used to sign your assemblies. then you ' ll have to call and email your clients with newly signed assemblies, give them your new public key and setup all environments again ). there is no automatic way like crl, everything must be done " by hand ". authenticode can be considered as more powerful from an enterprise and architectural perspective. so why not use authenticode instead of sns? here are the reasons : - sns don ' t require any third party ( such as verisign ) to create signatures and manage public keys. any developer can easily create and manage his keys ( see chapter " generate key pair with sn. exe tool " in my free book ". net in samples " ) without payment to any third party. - sns can avoid network connections and pki involvement so applications can run and be verified even when network connections are not - authenticode certificates are not a part of assembly names and that is why they can ' t separate publisher ' s namespaces like sns do. do you remember the statement from ecma in the beginning? that sns should " deterministically identify " modules and this is the most important reason. so not a security enabler but unique identification is the primary reason for sns! and authentic


current wild dog management in nsw aims to protect dingoes in their core habitat areas. but, as the regulatory review committee of the nsw parliament has noted, “ it is however anomalous that the main nsw initiative to conserve existing dingo populations is being undertaken under an act that will classify them, statewide, as a pest requiring eradication. ” this intended protection program will be through plans developed by rural lands protection boards that are concerned with stock losses, not dingo conservation. aggressive eradication of wild dogs and tokenistic conservation efforts are not going to reverse the extinction of the dingo, which is primarily caused by interbreeding with feral dogs. meanwhile, the nsw national parks and wildlife service is conducting lethal experiments on endangered quolls in the wilderness areas of kosciuszko to justify its wild dog management to farmer critics and is preparing environmental studies to support its aerial 1080 poison baiting programs in the parks of northern nsw. if you would like to read the text of colong foundation ' s nomination of dingo populations as endangered under the threatened species conservation act, 1995 download attached. pdf ( 92. 29kb ) and maps download attached. pdf ( 757. 43kb ) the book, by mr adam o ' neill, was launched at a colong foundation seminar on dingoes in 2002. mr o ' neill explains why dingoes play an important role in maintaining ecological balance in australia. ( if you would like to read this review, download attached. pdf 7. 81kb )


sound of silence : difficulties in communicating on hiv / aids in schools published by action aid in march 2003, this report studies the linkages between and importance of connecting education and hiv / aids. formal education is often assumed to have significant influence on how people make informed decisions about their health - including very important areas such as sexual behaviour. with estimates of 11. 8 million young people aged 15 to 24 living with hiv / aids ( unaids, 2002 ) it is now vital to understand better how educators are, and should be, responding to the challenges posed by the epidemic. the educational response to the hiv / aids epidemic is an important aspect of actionaid ' s work. our underlying belief that every person has the right to information on hiv has led to concern that barriers or silences in communication around hiv / aids are impeding efforts inthe classroom. this assertion is based upon anecdotal evidence from some of our community partners, and twenty years of experience in participatory empowerment and learning approaches which encourage communication of difficult or " silent " issues. an unchallenged culture of silence can only serve to exacerbate the aids epidemic and increase confusion, denial and stigmatisation. this report attempts to elucidate how hiv / aids education is implemented and received by schools in india and kenya - two countries chosen partly for their differences, but also a similarity : the existence in each of the chosen regions ( nyanza, kenya and tamil nadu, india ) of a state - sponsored hiv curriculum. through a mixture of quantitative and qualitative approaches, the research catalogues the reported attitudes of 3, 706 teachers, pupils, parents and other key stakeholders in the educational community. in doing so, the report aims to answer the following four questions : - what is the parental and community demand for school - based hiv / aids education? - what role does the school have in teaching young people about hiv? - how is hiv / aids education being taught in the classroom? - what difficulties exist in successfully delivering school - based hiv / aids education? the research indicates that in both kenya and india teachers and schools play a pivotal role in teaching young people about hiv and aids. on the whole, parents appear to support schools in this endeavour, partly as it relieves their own responsibilities for discussing hiv / aids. however, perceptions of risk of hiv appear not to be " personalised " with an underlying attitude that hiv only happens to " them " and not " us ". unfortunately, attempts to deliver hiv / aids education in schools are


discussing hiv / aids. however, perceptions of risk of hiv appear not to be " personalised " with an underlying attitude that hiv only happens to " them " and not " us ". unfortunately, attempts to deliver hiv / aids education in schools are severely constrained by a wider crisis in education, and more specifically by social and cultural restraints in discussing hiv / aids, sexual relations and power inequalities. these constraints manifest themselves in the practice of " selective teaching " in which messages on hiv / aids are either not communicated at all, or restricted to overly - scientific discussions without direct reference to sex or sexual relationships. 1. parental and community demand for hiv / aids education the research suggests that in both countries young people and their families perceive hiv to be a serious threat, and there is a strong belief that education can act to mitigate that threat. as a consequence, there is a strong demand for young people to be taught about hiv. key findings include : - 68 % of kenyan parents reported knowing their child was being taught about hiv in school, compared to12 % of indian parents. - teachers perceive parental support for school - based hiv / aids education to be lower than it is. - the majority of young people, parents and teachers in both countries view hiv to be a very big problem nationally. however, in tamil nadu, hiv was seen as less of a problem in the local area or school, whilst most kenyan respondents viewed hiv to be a big problem locally. - striking differences exist between countries on perceived frequency of risk behaviour in schools. 74 % of indian parents reported that casual sexual relationships between students never happened, compared to 15 % of their kenyan counterparts. 2. the role of the school in hiv / aids education the research suggests that a number of social factors influence young people ' s perceptions about hiv, including religious influence, the media, family and peers. parents often feel uncomfortable talking about sensitive issues with their children and, particularly in india, the media is perceived as giving out harmful messages. consequently, the school is viewed by the community as a trusted and important place for young people to learn about hiv. within this context, teachers were perceived as paramount in teaching young people about hiv / aids. key findings include : - 87 % of indian teachers and 90 % of kenyan teachers viewed their profession as having responsibility for teaching young people about hiv and aids. - in kenya, teachers viewed responsibility for teaching young people about hiv as being diffused throughout the community - including parents ( 88 % ) and religious leaders ( 85 % ). - respondents


profession as having responsibility for teaching young people about hiv and aids. - in kenya, teachers viewed responsibility for teaching young people about hiv as being diffused throughout the community - including parents ( 88 % ) and religious leaders ( 85 % ). - respondents in both countries thought that young people learn about hiv from a number of sources. teachers and television were among the top three most commonly cited sources across all respondent groups and in both countries. - parents ( particularly mothers ) and religious leaders appear to play a far greater role in teaching young people about hiv in kenya than india : 42 % of kenyan parents reported often talking to their children about sex and hiv. in comparison, 63 % of indian parents reported never talking about sex or hiv to their children. 3. silences in communicating on hiv / aids given the sensitivities that surround sex and hiv, teachers reported finding it difficult to discuss hiv / aids with their students. our findings suggest that ‘ selective teaching ' often takes place. teachers appear to be selecting which messages to give or else choosing not to teach hiv at all. an overly - scientific emphasis during lessons leads to discussions of hiv without any direct reference to sexual relationships. in other cases sex is discussed, but only within the " acceptable " boundaries of abstinence. the occurrence of selective teaching is alarming. discussion of hiv without direct reference to sex, or advocating abstinence without mentioning safe sex, cannot work. on the contrary, it bonds notions of hiv to immorality, and leads to a " them, not us " attitude. this, in turn, leads to even further discrimination. it also fails to help the many young people who are sexually active, making it less likely that they will seek advice or personalise their risk of becoming hiv positive. silences in communication over the issue of condoms, or messages other than abstinence arise out of a paradox of safer sex. in the context of young people, the paradox or tension can occur between two assumptions : a societal assumption that young people do not, and will not, have pre - marital sex, and the necessary assumption needed to discuss condoms : that young people do have pre - marital sex. key findings include : - it appears that selective teaching is taking place in both kenya and india with both students and teachers ( to a lesser extent ) claiming that lessons are not being taught. for example, 95 % of teachers intamil nadu claimed that the hiv component of the total health programme was being taught compared to only 53 % of students. in both countries selective


( to a lesser extent ) claiming that lessons are not being taught. for example, 95 % of teachers intamil nadu claimed that the hiv component of the total health programme was being taught compared to only 53 % of students. in both countries selective teaching appears to be more common in rural areas than urban areas. - selective teaching is also manifested in hiv / aids education which does not directly refer to sex. this appears to be more common in tamil nadu than nyanza : 35 % of the indian students reported having been taught about hiv and never having been taught about sex ( compared to 7 % of kenyan students ). - in kenya, selective teaching of hiv appears to be linked to negative stances towards condoms and safe sex. surprisingly, indian respondents, particularly students, appeared to have less negative attitudes towards condoms than their kenyan counterparts ( 28 % of indian students were against students having access to condoms compared to 57 % of kenyan students ). 4. obstacles to teaching hiv / aids - a wider crisis in education apart from the social and cultural constraints that exist in teaching hiv / aids, there are, in addition, a number of obstacles faced by teachers which are symptomatic of a wider crisis in education. efforts in the classroom ares everely hampered by oversized classes, overstretched curricula, and a dearth of training opportunities and learning materials. moreover, the large numbers of children who are out of school do not have any access to school - based hiv / aids education. key findings include : - 45 % of kenyan teachers said they did not have enough knowledge to teach about hiv / aids, compared to 20 % of indian teachers. - the majority of teachers in both countries reported never having been on a training course on hiv / aids ( 70 % in india, 54 % in kenya ). - about half of the teachers in both countries said they did not have enough time to teach hiv / aids ( 52 % in india, 54 % in kenya ). - interviews and focus group discussion in both countries suggest that the cultural barriers included both the " paradox of safe sex " ( discussed above ) and gender specific issues in which teachers ( particularly female teachers ) felt unconfident teaching students of the opposite sex. - 24 % of kenyan students stated that teachers did not set good role models when it comes to sexual behaviour, compared to 12 % of students in india. extending beyond the classroom if hiv / aids education is to succeed, it must target all sectors of society including religious leaders, the media and families. pre - existing systems of


when it comes to sexual behaviour, compared to 12 % of students in india. extending beyond the classroom if hiv / aids education is to succeed, it must target all sectors of society including religious leaders, the media and families. pre - existing systems of knowledge transfer should be taken advantage of : parents and the extended family should be targeted for adult learning programmes that encourage them to communicate openly, positively and accurately onhiv / aids. locally relevant hiv / aids education there needs to be a move away from an overly scientific approach to hiv / aids education. learning materials should stimulate children to understand the human side of hiv so they can connect the issue to real life. learning resources on hiv / aids should be locally driven - drawing upon local statistics of prevalence and local case studies. challenging social and power inequalities education that leads to positive behaviour or social change needs to look beyond skills and, in this particular context, challenge social, gender and power inequalities. hiv / aids education should focus on power and communication issues in wider human relationships, and in this way some of the power issues involved in sexual relationships can be addressed. prioritisation and resource mobilisation for education if the education system is to be an effective vehicle to prevent the further spread of hiv / aids, then improving the basic functioning of the system is a prerequisite. a massive injection of financial resources is needed at every level ; internationally, nationally, in communities and in schools themselves to provide good quality education. only on this foundation can hiv / aids adequately be addressed in schools.


computer program detail page written by wolfgang christian the body with thruster model shows the motion of a disk with an attached rocket engine. you can drag the engine to change its distance from the center of the disk and you can adjust the thrust of the rocket engine using sliders. the mass of the rocket and its connecting rod are assumed to be negligible. the trajectory of this single - body model is intuitively challenging and difficult to visualize. the body with thruster model was created using the easy java simulations ( ejs ) modeling tool. it is distributed as a ready - to - run ( compiled ) java archive. double clicking the ejs _ mech _ newton _ bodywiththruster. jar file will run the program if java is installed. please note that this resource requires at least version 1. 5 of java ( jre ). view the source code document attached to this resource compadre is beta testing citation styles! disclaimer : compadre offers citation styles as a guide only. we cannot offer interpretations about citations as this is an automated procedure. please refer to the style manuals in the citation source information area for clarifications. citation source information the apa style presented is based on information from apa style. org : electronic references. the chicago style presented is based on information from examples of chicago - style documentation. the mla style presented is based on information from the mla faq. body with thruster model : is based on easy java simulations modeling and authoring tool the easy java simulations modeling and authoring tool is needed to explore the computational model used in the body with thruster model. relation by wolfgang christian know of another related resource? login to relate this resource to it.


telling students it ’ s okay to fail helps them succeed — study telling children that it is perfectly normal to sometimes fail at school can actually help them do better academically, according to newly published research. the results of three experiments by french researchers are not definitive but they are intuitive ; kids who don ’ t feel overwhelming pressure to do well all the time are more likely to feel free to explore, take academic chances and not fall apart if they make a mistake. the first experiment explains how the three were conducted : 111 sixth - graders were all given very difficult anagram problems. a sub - group of the students who were told that learning can be hard and that they should expect to sometimes fail did better on a test measuring working memory capacity than students in two other groups who did not have the same failure - is - okay discussion. working memory capacity is said to be a good predictor of reading comprehension, problem solving and other aspects of academic achievement. the findings are explained in article called “ improving working memory efficiency by reframing metacognitive interpretation of task difficulty, ” by frederique autin and jean - claude croizet of the university of poitiers and the national center for scientific research in poitiers, france. the article was published in the journal of experimental psychology : general by the american psychological association. in a news release about the article, autin was quoted as saying : “ we focused on a widespread cultural belief that equates academic success with a high level of competence and failure with intellectual inferiority. by being obsessed with success, students are afraid to fail, so they are reluctant to take difficult steps to master new material. acknowledging that difficulty is a crucial part of learning could stop a vicious circle in which difficulty creates feelings of incompetence that in turn disrupts learning. ” and croize was quoted as saying, “ people usually believe that academic achievement simply reflects students ’ inherent academic ability, which can be difficult to change. but teachers and parents may be able to help students succeed just by changing the way in which the material is presented. ”


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appropriate curriculum for gifted students must be qualitatively different from the regular school program. as the governing board and staff of coolidge unified school district are committed to the encouragement of excellence and optimal talent development among gifted students, the district has developed a comprehensive program of educational interventions to meet the needs of our gifted students. the governing board of each school district has developed a scope and sequence for the identification process of and curriculum modifications gifted education provides a variety of instructional techniques that encourage and enable learners to reach their full potential. an effective gifted education program provides appropriate services for students who require differentiated educational programs beyond those normally provided through the regular school program. enrichment and accelerated learning opportunities meet the cognitive and affective needs of gifted children. comprehensive gifted education will meet the varied needs of all types of giftedness including intellectual, creative, artistic, and academic excellence. “ gifted education ” means appropriate academic course offerings and services that are required to provide an educational program that is an integral part of the regular school day and that is commensurate with the academic abilities and potential of a gifted pupil. arizona revised statute § 15 - 779 the philosophy of the coolidge unified school district includes providing a challenging and multi - dimensional teaching approach that encourages higher order thinking skills in the provided academic curriculum. cusd understands that “ gifted students are gifted all day, not just for a small segment of that day. ” building from this understanding, we are committed to providing continuity of services in grades k through 12. the goals of the district gifted education program are : students with exceptional abilities and talents exist in all cultural and linguistic groups, in all economic levels, in all geographic areas of the state, in all domains of intelligence and in groups of individuals who also have disabilities. the official definition of " gifted child " is available in arizona revised statute 15 - 779. " gifted pupil means a child who is of lawful school age, who due to superior intellect or advanced learning ability, or both, is not afforded an opportunity for otherwise attainable progress and development in regular classroom instruction and who needs gifted instruction or advanced supplemental services, or both, to achieve at levels commensurate with the child ' s intellect and ability. " ( a. r. s. 15 - 779 ) 1 although each gifted student is unique, gifted students do have some characteristics in common. they usually are swift and efficient learners, may make intuitive leaps, quickly sense patterns in information, ask themselves questions about perceived patterns in order to understand them, and form connections among stored concepts and related bits of