dry season when the communal grazing had been exhausted ( muller - mahn et al. 2010 ). the afar ' s grazing patterns depended on the assessments conducted by the traditional range scouts ( iddo ). their system of rangeland assessments took into consideration the requirements of different livestock species. camels, being browsers, have different needs than those of cattle. the iddo scouts paid particular attention to the availability of browse plants, while in the case of cattle, the scouts would assess the condition of grasses. their assessments would always focus on the availability of key forage species. depending on the time of the year, they might also consider the stages of plant growth, from early season to late season growth. the afar herders recognise that degraded environments are not suitable for livestock grazing. they also take into account access to salt licks and salty plants, particularly for camel management. the grazing requirements vary seasonally. in years of above - average rainfall, their rangelands produce abundant grazing for the different species of livestock. the herders have considerable freedom of choice when selecting grazing areas. for example, camels avoid the muddy soils of the plains and move to the uplands where the ground is firmer underfoot. small stock also prefers the uplands, as they are better adapted to walk on rocky surfaces. cattle, in contrast, prefer the lowlands and avoid the stony uplands. thus, camels and the smaller ruminants come down from the uplands and return to the plains only after the soil surface has hardened after the rains. when planning pastoral encampments, the afar herders would break up the soil surface ( compare this to the orma ' s practice ) to assess if sand and grits or pebbles are present. soils that lack these features are considered unsuitable for kraaling livestock. in the surveyed landscapes, pebbles were spread on the surface to form hard ground ( inde laala ). other soil types are white soils ( adosisa ), black soils ( raasa ) and rocky landscapes ( dalle baaro ). camels prefer raasa for grazing. the small stock prefers inde laala, while cattle prefer adosisa baaro ( white soil ). the black - gray soil ( stakala ) is preferred for grazing by all livestock species, but is unsuitable for the establishment of pastoral encampments. soft soil without pebbles ( doole baaro ) is not suited to the management of small ruminants. the afar herders claim that if goats graze in the doole


species, but is unsuitable for the establishment of pastoral encampments. soft soil without pebbles ( doole baaro ) is not suited to the management of small ruminants. the afar herders claim that if goats graze in the doole baaro landscapes for long periods, their hooves are likely to grow. the herders prefer inde laala ( soils with pebbles and a hard surface ) to trim their hooves. the iddo scouts on their return are interviewed by the elders who evaluate their information. making errors of judgment is risky as this may result in the loss of livestock ; for this reason all information is carefully evaluated. the elders consider the evidence presented and weigh up potential risks of moving. if they are not satisfied with the information, they will redeploy the scouts to survey different areas. if they are satisfied with the information, the clan elders will either split the milk and dry herds, or move the whole herd. their decisions are communicated through the system of daago ( i. e. a word of mouth ) to neighbouring clans. after the grazing landscapes have been selected, the herders focus on the physical condition of the livestock, on milk yields, and on the activities of the breeding males. as primarily camel pastoralists, the afar iddo scouts prioritise the needs of their camels. according to the afar herders, camel management is a crucial aspect of indigenous rangeland management. camels require a particular grazing landscape during different seasons of the year. the choice of grazing area is based not only on topographic conditions but also on the dietary requirements of the camels. according to the herders, ' camels [ are ] selective in their feeding habits ', while cattle are less particular when it comes to grazing ; small ruminants, on the other hand, do not have as wide a choice. in view of the afar herders, camels, unlike other livestock species, sometimes ignore the guidance of the herders and make their own way to their preferred browsing grounds. herders have only limited control over the movements of their camels. unlike other livestock species, camels may stall and refuse to cooperate with the herder. there are times when camels disregard plentiful browse and instead walk to find the sorts of browse they require. the herders suggested that the camels ' monitored their own physiological needs ' and sought salty plants when they feel a need for salt. they might travel considerable distances to reach landscapes where such plants were found. at other times, the camel


they require. the herders suggested that the camels ' monitored their own physiological needs ' and sought salty plants when they feel a need for salt. they might travel considerable distances to reach landscapes where such plants were found. at other times, the camels required ' dust baths ', which were found in the raasa landscapes. sometimes, the herders tried to prevent camels from browsing in landscapes with plant species that might upset the camels ' digestive systems. camels might also show signs of thirst while the forage is still green. herders would prevent them from drinking water, realising that this would have a detrimental effect on their health. the afar camel herders have developed an extensive knowledge of camel requirements and preferences, based on the soil types that are suitable for camel encampments and grazing. in the words of a key informant, ' camels and herders communicate with each other.... the camels might not talk but their behaviour is sufficient to influence herder decisions '. occasionally, however, camels would respond unfavourably to particular soils chosen by their herders. the reason for this behaviour is not known. the herder is then forced to reassess soil conditions. according to an informant, ' a camel is a better judge of soils than the herder '. therefore, changes in camel behaviour are good indicators of changing soil conditions. some soils are cold at night while others are warm, and camels prefer warm soil conditions. when soil conditions do not suit them, camels become restless and shift in their crouching positions. conversely, when the soil does suit them, they take up their crouching positions on arrival, chewing the curd. the herders use this behaviour to decide when and where to relocate the camp. herders also use general camel body condition as an indicator. if the grazing is suitable, this can be inferred from changes in the camels ' body hair. they monitor milk yield and the rutting of the bulls. another indicator is the condition of the rumen. shrinking rumen in the morning and a partially full rumen in the evening ( when the camels return home ) suggest that the condition of the range is deteriorating. this indigenous knowledge about camels is part of a camel folklore ( gaala silale baaro ) that describes grazing, breeding and calving. the verses in the folklore ( not presented for lack of space ) describe the different grazing landscapes visited by camels and their stubbornness ; at the same time,


( gaala silale baaro ) that describes grazing, breeding and calving. the verses in the folklore ( not presented for lack of space ) describe the different grazing landscapes visited by camels and their stubbornness ; at the same time, however, ' they continue to provide nourishment for human survival '. the folklore reflects the symbolic relations between herders and their camels. evaluation of indigenous rangeland assessments by the afar the survey was conducted from the town of awash to the town of gawane, a distance of about 170 km ( figure 2 ). the scouts have their own names for grazing landscapes ( see table 3 ). the afar iddo scouts who worked on the road transects with the author provided place names such as ' diktaa boora ', referring to a settlement named after a traditional dance. other names were daiiddo - rassa ( throwing stones ) ; here, there was gray - black soil or daamo, which refers to land overlooking a pool of water. the afar iddo scouts did not appear to have historical explanations for the place names. they simply stated that the names were ' historical ' and that they did not know their origin ( the names might have belonged to groups that lived in the area before the arrival of the afar during historical times ). they nevertheless had a sound knowledge of rangeland degradation. they referred to severe levels of degradation as aboroiti baaro. this refers to rangeland that has lost herbaceous cover. other landscapes that have lost herbaceous cover and been invaded by prosopis species were also referred to as aboroiti baaro. if dry litter and standing grass hay were present, the rangeland was classified as kafiin isoole baaro. degraded rangelands had lost key forage species and therefore were of little use for livestock grazing. conversely, highly productive landscapes were called andarhaarra ( table 3 ). the grazing suitability of most landscapes had deteriorated. herder ratings were low, with the exception of one landscape that was rated as ' excellent '. this landscape formed part of a buffer zone between the afar and the isse somali, and because of the risk of raids, it was avoided by both groups. despite the low ratings, the landscape grazing potential was considered high. one might infer from this that the grazing landscapes had the potential to regenerate. the landscapes invaded by prosopis species lacked a herbaceous layer under the tree canopy and this rendered them worthless for the purpose of livestock grazing


was considered high. one might infer from this that the grazing landscapes had the potential to regenerate. the landscapes invaded by prosopis species lacked a herbaceous layer under the tree canopy and this rendered them worthless for the purpose of livestock grazing ( see figure 3 ). both the river floodplain and the surrounding rangelands in the amibara and gawane districts have impenetrable stands of prosopis with an estimated cover varied from 60 to 100 %. the afar indigenous institutions for decision - making at the clan level, there are customary leaders called makabantu ( makaban pl. ) involved in decision making in matters related to clan grazing lands, relationships with other clans, with neighbours and with the state. the fiimat abba ( acting in clan policing ) enforce decisions ( chaara ) made by the makabantu of individual clans. the clan leaders from the associated grazing ( ulooto ) would, as part of their strategy for coping with drought, set aside grazing lands for periods of scarcity. this system of preserving grazing for drought years is called digdeeso. the preservation comes about through consensual agreements rather than through actual policing and lasts until the grazing is opened to the communities. the system is applied to the sections of the communal grazing lands, which are most suitable for grazing. as the drought stress becomes severe and the grazing declines elsewhere, the clan elders meet whenever necessary to evaluate the situation and decide when to allow access to the preserved grazing areas ( davies and bennet 2007 ). a further option is to seek grazing in neighbouring territories. there is a tradition of mutual sharing with neighbours such as the karayu oromo. clan leaders ( makaban ) conduct the negotiation. communication is by word of mouth ( daago ) regarding such matters as rainfall distribution, the condition of pasture, and the status of livestock, human diseases and the possibility of armed conflict. the daago system facilitates communication between the makaban elder councils of different clans. similar to the orma and the afar case studies, we evaluate the indigenous knowledge of the karamojong. we present general knowledge and practices and discuss the results of the survey presented in table 4. case 3 : karamojong of uganda among matheniko pastoralists, seasonal livestock grazing across the different landscapes also relies on assessments made by the traditional range scouts ( ngikerebo ). the wet season assessments are likely to cover large geographical areas because of the wide distribution of grazing and water sources. assessments made during the


seasonal livestock grazing across the different landscapes also relies on assessments made by the traditional range scouts ( ngikerebo ). the wet season assessments are likely to cover large geographical areas because of the wide distribution of grazing and water sources. assessments made during the dry season are more limited to the marshes and mountain pastures. the dry season pastures have a high grazing potential and are able to support high livestock stocking densities. being cattle people, the matheniko place more emphasis on cattle management than on the management of small ruminants. the status of pasture is assessed in terms of plant growth, and takes into account early regeneration ( eparat echalichal ) after initial rainfall showers, the maturing and flowering stages of grasses ( kelebat ) and the standing dry hay ( athakan ). the scouts determine the existing livestock density, based on the number of kraals in relation to the available grazing and water sources. the ngikerebo scouts classified landscapes according to soil and vegetation indicators. the major landscape categories are arro ( black cotton soils ) and the eketela ( sandy loam soils ). other landscapes are asinyonoit ( sandy soil ). the eketela landscapes have sandy soils with a high diversity of woody species. another dominant landscape type is angromit. this type of landscape is characterised by pebbles and small stones spread on the ground surface, often mixed with soils of various colours. taking soil type and vegetation indicators into account, the ngikerebo scouts categorize the landscapes according to their suitability for seasonal livestock grazing. the ngikerebo scouts also assessed landscapes for their suitability for mobile pastoral camps. when establishing livestock camps, soil types are the key indicators. asinyonoit ( sandy soils ) is preferred for cattle camps ( this is inferred from the livestock production performances ). herders assessed cattle behaviour in the morning after overnight kraaling. if the landscape is suitable, the cattle tend to sleep for longer periods, while the immature cattle are playful. the males are active in mating, and the milk yields of cows increase. the animal hair is more polished and they gain weight. each night when the herds return home from grazing, herders pay attention to the fullness of the rumen as a sign of favourable foraging. in the morning, the rumen would still show evidence of the previous day ' s feeding. herders also paid attention to cattle behaviour in their encampments. if the site is unsuitable at night, the cattle would remain standing


of favourable foraging. in the morning, the rumen would still show evidence of the previous day ' s feeding. herders also paid attention to cattle behaviour in their encampments. if the site is unsuitable at night, the cattle would remain standing, and they would be restless, moving about in the kraal. if the areas selected for camps were not suitable, the productive and reproductive indicators would show deterioration. the matheniko elders informed the author that while livestock grazing and management focuses on vegetation, the soil ( ngalup ) plays a crucial role in determining suitability for cattle. soil conditions vary according to locality. the herders recognise that for the same landscape, there are ' hot ' and ' cold ' patches of soil at night. the warm patches ' breathed out hot air ' at night. they consider such landscapes unsuitable for night kraaling. they believe that the sites that ' breathed out hot air ' were associated with livestock and human diseases. the link between hot air at night and disease remains unclear, g but one may make some conjectures. what the herders referred to as ' breathing out hot air ' might be a result of soils that store heat during the daytime. at night, as the air cools and the warm air rises, it might seem as if the soil was ' breathing out hot air '. the stored heat dissipates through convectional air currents, giving the impression that the land was ' breathing '. in other sites, the herders claimed that the warmth alternated with cooler conditions. they considered such soils suitable for night kraaling. the observations of the matheniko differed from those of the orma and the afar, who regarded cold soil as undesirable for night kraaling, and preferred warm soils. the difference might depend on how precise their observations were. some landscapes are only grazed for brief periods, and have patchy vegetation. conversely, landscapes with high grazing potential are heavily stocked. for example, the matheniko recognized that the eketela ( sandy landscapes ) are more vulnerable to heavy grazing than the arro ( black soils ) landscapes. the latter are better able to resist heavy livestock grazing and recover rapidly. these black soil ( arro ) landscapes are grazed during the dry season or in a drought year, while eketela is mostly grazed during the wet season. this relationship is described in cattle folk song. the folklorist narrates how he ' listens to the demands of his bull ' during a year of plenty and a


drought year, while eketela is mostly grazed during the wet season. this relationship is described in cattle folk song. the folklorist narrates how he ' listens to the demands of his bull ' during a year of plenty and a year of drought. you [ i. e. the bull ] graze in arro and travel to eketelah to sleep... [ in the wet season ]... the drought has come and you want to migrate to gritome... [ a dry season refuge ]. because of hunger, you have lost weight [ and ], i listen to your ' crying ' ( bellowing ), calling the name of the kraal leader to take you to gritome.... the narration shows how a herder ' listens to and observes ' his stock to make appropriate decisions. the herder expresses his concern for his herd ' s needs by moving them to eketela during the wet season and arro during the dry season. the drought year is a different matter. the animals ' condition deteriorates because of grazing shortages and the cattle ( symbolized by the bull ) lose body condition. in the song, the herder expresses ' the wishes of his bull ' by asking the kraal leader to take the cattle to the drought refuge in karamojong. evaluation of indigenous rangeland assessments of the matheniko the survey was conducted for up to a distance of 80 km from moroto town, first to the kenyan border, and then along the moroto - kampala road ( figure 2 ). the ngikerebo scouts were able to explain the origin of the geographical names of the landscapes ( table 4 see endnotes ). the landscapes were classified according to surface soil features ( such as colour ) and topographical location. permutations of soil names are reflected in their system of classification. for example, angromit is a general classification given to landscapes that have pebbles and small stones on the soil surface. particular landscapes are classified according to other features, such as soil colour. examples are angromit nagor ( dark soil with pebbles ), angromit narangan ( red soil with pebbles ) or, in relation to topographical locations, angromit nalokob emoru ( i. e. sloping from the mountain ). for each landscape surveyed, the ngikerebo scouts determined the grazing seasons of different livestock species according to the type of vegetation. the landscapes of the matheniko rangelands were allocated


would also be discussed with the elder councils of neighbouring settlements. the ' tree of men ' that comprised elder councils of the settlement and their neighbours who often meet under trees are responsible for making decisions. the elders in attendance would extensively discuss all issues relating to forage and the need for livestock migration. if the issues were forage scarcity, the elders would send the most experienced ngikerebo scouts to survey the grazing before moving any livestock. the ngikerebo scouts would evaluate both the quality and quantity of the available forage to determine the capacity of the land to support livestock. the scouts would estimate the stocking density at the sites and determine how long the grazing and water would last. the ngikerebo scouts would report to the elders. the elders would then evaluate all the information and take appropriate action. in the karamojong society, promoting local community participations in government environmental policies is impossible if the elders are excluded from the discussions. in african rangelands where scientific research is often patchy or non - existent, the pastoral communities have continued to rely on their systems of indigenous knowledge of rangeland management to make decisions that influence their livelihoods ( leach et al. 1999 ; kyagaba 2004 ; mapinduzi et al. 2003 ; palmer and wadley 2007 ; angassa and oba 2008 ; roba and oba 2009 ). in this study, we have used a research framework to understand how this knowledge functions using three case study communities. the findings showed that the three pastoral communities had an integrated social - environmental system, where herders read, assessed and interpreted the conditions of grazing landscapes. local rangelands and their individual landscapes have identities ; each has its own name and history. the landscape history describes past interactions between humans and livestock and the environment. the condition of grazing landscapes and their use by livestock has changed over time. herders are able to grade different rangelands, from most preferred to least preferred, depending on their conditions in response to livestock uses. soils and vegetation are fundamental to indigenous rangeland classification and assessment. some landscapes are suited to wet - season grazing, while others are suited to dry - season grazing. in a few cases, the particular landscape could be grazed during both the wet and the dry seasons. these knowledge systems were necessary for regulating livestock grazing patterns. all the three pastoral communities developed systems of grazing according to criteria of rangeland grazing suitability that vary for the different livestock species. based upon experience, the herders recognize that some landscapes are more suited for grazing camels than cattle


livestock grazing patterns. all the three pastoral communities developed systems of grazing according to criteria of rangeland grazing suitability that vary for the different livestock species. based upon experience, the herders recognize that some landscapes are more suited for grazing camels than cattle or small ruminants and that such suitability depends on the availability of key forage species. thus, a particular landscape might have high suitability for browsing species ( during a given season ) but low suitability for the grazing species. while landscape grazing suitability tended to vary in space and time as well as on a scale of suitability, other criteria also existed. these criteria were used to determine the potential of different landscapes to support different livestock species. however, unlike grazing suitability, which varies over time, landscape - grazing potential is a permanent feature. the herder scouts were also able to determine the causes of environmental changes, and to relate this to soils and vegetation cover. the herders could describe different types of degradation gradients by pointing out areas that are at greater risk of degradation. this type of knowledge is crucial for building a baseline of information on the communal rangelands, which ecologists and policy makers would in future draw on to improve cooperation with herders. at the community level, the herders ' assessments were used to regulate the daily and seasonal grazing of livestock. the existence of local institutions coupled with robust indigenous methods and knowledge of environmental monitoring system suggests that governments should give serious attention to harnessing indigenous knowledge for community - level assessments to monitor the rangelands and for rapid decision - making. in this study, we did not investigate how policy makers communicate with the herders and vice versa. however, this is an important aspect of research, which needs more attention in the future. the present practice is for the kenyan, ethiopian and ugandan government agencies to organize workshops ( but rarely related to grazing systems ) and inform the public in general about government policies on the environment, but without demonstrating how the indigenous pastoralist institutions might be targeted for information transfer. in the future, the governments could benefit by supporting indigenous rangeland management knowledge, which would require acknolwledgement of indigenous institutions, and by including these communities in land use planning. most importantly, governments should support indigenous rangeland management knowledge by integrating it into systems of resource management, and by enlisting local communities as active participants in environmental monitoring. promotion of local institutions is critical for achieving these goals. the author has no competing interests. aan informant suggested that four generations of his fathers were buried in the same


of resource management, and by enlisting local communities as active participants in environmental monitoring. promotion of local institutions is critical for achieving these goals. the author has no competing interests. aan informant suggested that four generations of his fathers were buried in the same site. the settlement had developed into independent settlements. bthe four dedha included korra - bura, galole - hola and waldena and the river delta ( chaafa ). the term chaafa also applies to the river floodplain pastures. cthe kooticha soils which are vertisols become muddy when wet during the wet season and cracking dry during the dry season. dthe borana oromo would use the term ' komoora ' when referring to the place where herds of horses were kraaled. their hooves would tend to dig and create a depression in the ground. ethe oomaar - saala landscapes tend to become dusty if trumpled upon by livestock. fafter the orma were islamized from 1930s they abandoned the oromo gada system and built a parallel system of the jaarsa mata dedha. git is common knowledge that desert temperatures will be high during the daytime, but much cooler at night. the explanation in relation to solar energy is well documented. the observations of the herders may be explained by applying the same principles. hthese are key grazing landscapes. this study was funded by the world initiative for sustainable pastoralism ( wisp ). the author is grateful to dr jonathan davies, the regional director of iucn in nairobi, and mr halakhe dida, the former coordinator of wisp, for supporting the project. dr jonathan davies and mr halakhe dida made useful comments on an earlier version of the article. edith mbigi and hershil shah are thanked for their field support. jibril osman assisted in the fieldwork and hon. ali wario coordinated with the orma herders. the afar pastoral forum through ismail ali gardo supported the fieldwork in afar. i also thank my assistants, sheikhu mohamadu said and mahad aman, for assisting in the surveys, and hiriae ali for his advice on field sites and supplying the photograph of prosopis species used in this article. the karamoja agro - pastoral development through mr simon nangiro supported the field study in uganda. paul aleper and selected elders assisted in the fieldwork in the matheniko site. comments by two anonymous referees and the editor


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palmer, ct, and rl wadley. 2007. local environmental knowledge, talk, and scepticism : use ' les ' to distinguish ' lek ' from ' let ' in newfoundland. human ecology 35 : 749 – 760. publisher full text reed, ms, and aj dougill. 2002. participatory selection process for indicators of rangeland condition in the kalahari. the geographical journal 168 : 224 – 234. publisher full text roba, hg, and g oba. 2008. integration of herder knowledge and ecological methods for land degradation assessment around sedentary settlements in a sub - humid zone in northern kenya. international journal of sustainable development & world ecology 15 : 251 – 264. pubmed abstract | publisher full text roba, hg, and g oba. 2009. community participatory landscape classification and biodiversity assessment and monitoring grazing land in northern kenya. journal of environmental management 90 : 673 – 682. pubmed abstract | publisher full text scharieka, n. 2001. environmental knowledge and pastoral migration among the wodaabe of south - eastern niger. nomadic peoples 5 : 65 – 88. publisher full text stites, e, and d akabwai. 2010. ' we are now reduced to women ' : impacts of forced disarmament in karamoja, uganda. nomadic peoples 14 : 24 – 43. publisher full text turner, md, and p hiernaux. 2002. the use of herders ' accounts to map livestock activities across agro - pastoral landscapes in semi - arid africa. landscape ecology 17 : 367 – 385. publisher full text unruh, jd. 2005. changing conflict resolutions in the ethiopian pastoral commons : the role of armed confrontations in rule - making. geojournal 64 : 225 – 237. publisher full text


3 to 4 years : weaving worlds with words at this stage, your child uses her ever - increasing language skills to become a “ big talker ” and develops an awareness of the power of the written word. parents and caregivers of preschoolers can help them develop into readers and writers by playing with letters and their sounds, promoting dramatic play using characters from books, and reading lots of books together. through his own daily experiences, your preschooler learns more and more about the way things work in the world and his place in it. at the same time, he is able to use his ever - increasing vocabulary and language skills to share his observations, ideas, and imaginary worlds with other children and adults. young children can be entertaining storytellers, engaging conversational partners, and frustrating negotiators. during the preschool years, your child will become aware that the world is filled with letters and may begin to recognize familiar words. you can help your preschooler become an eager reader and writer through simple conversations and reading together. it helps to plan regular times to read with your young child and talk together daily about things that interest him. you can turn everyday experiences such as waiting in lines, doing errands, and riding the bus into conversation starters. by talking about your child ’ s ideas, observations, and feelings, you prepare your young child for reading and writing about the world. how to help your preschooler get ready for reading - point to the words as you read aloud. when you point to the words as you read or talk about the title and author, you help your child learn about the different parts of the book. you also show him that reading involves connecting spoken words to printed ones. - repeat your child ’ s words the right way. most young children make grammatical errors while they are learning to talk. instead of correcting, try repeating your child ’ s words the correct way. this way, you teach her proper grammar and demonstrate that making mistakes is how we learn. - join your child in pretend play. pretending actually helps children develop language and literacy skills. they use new words and ways of speaking when they play different roles. they also practice making up stories, a skill that helps them understand books read aloud to them. - make up rhymes as you go about your day. rhyming and other kinds of word play help your child to hear differences between sounds to understand that words are made up of sounds. being able to rhyme will actually help your child learn to read and write. - draw and write alongside your


uses of hand - helds in the command post of the future as part of darpa ' s command post of the future program, the cmu group is working on components for a command post information environment that will provide new ways to collaborate with each other and to interact with supporting information assets and sources. the pebbles part of this project is focusing on how handhelds can be used to access information and control devices. the results so far from the pebbles part include : - private drill - down of public information : using visualizations of the cpof maps, we have investigate the issues around how handhelds can be used for people in the command post to annotate, investigate and edit the shared maps and the information behind them. this research has integrated the software from mayavis ( visualizations ), the cmu multimodal group ( speech gestures, handwriting recognition, etc. ), and pebbles ( handhelds ) into commander : techniques for using handhelds to control powerpoint presentations, including seeing a picture and the notes of the current slide, using the handheld to annotate slides, etc. techniques for using handhelds to control other applications running on the pc. - laser pointers interactions : an important part of the vision of the command post of the future is the use of laser pointers. we have performed a variety of studies on how to make these more effective. one promising result shows that " snarfing " ( copying ) the area around the pointer dot to the handheld, performing the edits on the handheld, and then copying the results back works much better than trying to interact solely with the laser - collaboration and turn - taking : when multiple people are sharing a single large display, it can be confusing and awkward to take turns controlling and annotating. in addition to the laser pointer work, we have also studied fundamental issues of " floor control " ( who has control ) as well as various ways that handhelds can help. all of these are described in various publications when the main display shows a large map ( figure 1 ), the handheld can be used to annotate and investigate various scenarios ( figure 2 ) or to drill - down to investigate in detail in a table ( figure 3 ). figure 1 : pc screen figure 2 : pda screen figure 3 : pda drill - down table the part of the pebbles project research on using handhelds in the command post of the future is funded by : this research was performed in connection with contract number daad17 - 99 - c - 0061 with the


pda drill - down table the part of the pebbles project research on using handhelds in the command post of the future is funded by : this research was performed in connection with contract number daad17 - 99 - c - 0061 with the u. s. army research laboratory. the views and conclusions contained in this document are those of the authors and should not be interpreted as presenting the official policies or position, either expressed or implied, of the u. s. army research laboratory or the u. s. government unless so designated by other authorized documents. citation of manufacturer ' s or trade names does not constitute an official endorsement or approval of the use thereof. the u. s. government is authorized to reproduce and distribute reprints for government purposes notwithstanding any copyright all of the many pebbles publications acknowledge the darpa funding of this research. of particular relevance to the cpof program are the following publications : myers, herb stiel, and robert gargiulo. " collaboration using multiple pdas connected to a pc. " proceedings cscw ' 98 : acm conference on computer - supported cooperative work, november 14 - 18, 1998, seattle, wa. pp. 285 - 294. postscript - brad a. myers. " using hand - held devices and pcs together, " communications of the acm. volume 44, issue 11. november, 2001. pp. 34 - 41. brad a. myers, rishi bhatnagar, jeffrey nichols, choon hong peck, dave kong, robert miller, and a. chris long. " interacting at a distance : measuring the performance of laser pointers and other devices. " proceedings chi ' 2002 : human factors in computing systems. minneapolis, minnesota, april 20 - 25, 2002. pp. 33 - 40. adobe - brad a. myers, choon hong peck, jeffrey nichols, dave kong, and robert miller, " interacting at a distance using semantic snarfing, " acm ubicomp ' 2001, sept 30 - oct 2, 2001, atlanta, georgia. pp. 305 - 314. adobe - choon hong peck, " useful parameters for the design of laser pointer interaction techniques. " acm chi ' 2001 student posters. seattle, wa. march 31 - april 5, 2001. pp. 461 - 462. - brad a. myers. " using multiple devices simultaneously for display and control. " ieee personal communications special issue on " networking the physical world. " vol. 7, no. 5, oct. 2000. pp.


461 - 462. - brad a. myers. " using multiple devices simultaneously for display and control. " ieee personal communications special issue on " networking the physical world. " vol. 7, no. 5, oct. 2000. pp. 62 - 65. - brad a. myers, robert c. miller, benjamin bostwick, and " extending the windows desktop interface with connected handheld computers, " 4th usenix windows systems symposium, august 3 - 4, 2000, seattle, wa. pp. 79 - 88. adobe acrobat ( pdf ). - brad myers, " the pebbles project : using pcs and hand - held computers together ; demonstration extended abstract. " adjunct proceedings chi ' 2000 : human factors in computing systems. april 1 - 6, 2000. the hague, the netherlands. pp. 14 - 15. - karen cross, adrienne warmack, and brad myers. " lessons learned : using contextual inquiry analysis to improve pda control of presentations ". submitted for publication. postscript - brad a. myers. an implementation architecture to support single - display groupware. carnegie mellon university school of computer science technical report, no. cmu - cs - 99 - 139 and human computer interaction institute technical report cmu - hcii - 99 - 101. may, 1999. available in postscript - brad a. myers, jeff nichols, rob miller. " user interfaces that span hand - held and fixed devices " workshop on distributed and disappearing user interfaces in ubiquitous computing at chi ' 2001, seattle, wa. albrecht schmidt, peter ljundgstrand, and anind dey, editors. university of karlsruhe faculty of information technical report 2001 - 6. issn 1432 - 7864. brad a. myers. " collaboration using multiple pdas connected to a pc, " workshop on shared environments to support face - to - face collaboration at cscw ' 2000, philadelphia, pa. brad a. myers, yu shan a. chuang, marsha tjandra, mon - chu chen, and chun - kwok lee. " floor control in a highly collaborative co - located task. " submitted for publication. pdf article about the pebbles cpof work : john zyskowski, " handhands in a new world order, " federal computer week, march 18, 2002. back to the pebbles main page.


by hans christian von baeyer i pick up a stone and playfully fling it into lake matoaka. the stone rises gracefully through the morning air, tips over, and ends its symmetrical trajectory with a plop. like countless baseballs, footballs, and basketballs, like lumps of lava hurled out of bubbling volcanoes when earth was young and drops of water splashed up by oceans till the end of time, my missile traces a mathematical curve through space. we physicists find beauty in the timeless perfection of that motion. it represents a rare glimpse of the absolute in this chaotic world of ours. galileo first derived the shape of the trajectory and found it to be the figure that appolonius of perga over two millennia ago called a parabola. " ignoring air resistance, cannon balls move along parabolas, " we learn in school. but the truth is more intriguing. imagine the stone as a point and the earth all shriveled up and shrunk down to another point four thousand miles below your feet. this is how newton, who was born the year galileo died, imagined it. the relation of the stone to the earth is exactly the same as that of a comet to the sun, and we know the shape of the comet ' s path : it is an ellipse. the true figure of the path of the stone is a skinny ellipse, an oval that is about four thousand miles long and only a few miles wide at its widest, with the earth ' s center just inside the lower tip and the stone on the edge of the upper end of the oval. of course, the stone cannot follow the entire trip, because after just a few seconds it falls into the water - - but that, to the physicist, is an inessential detail. the shape of its path through the air, before it sinks into the lake, is the shape of the upper end of that almost unimaginably skinny ellipse. the stone traces out before my eyes the trajectory of comet halley - - but not the part we see when halley races in hot fury around the sun - - no, it imitates the other part that we never see, when halley almost coasts to a stop thirty - eight years later and hundreds of millions of miles from the sun and starts on its return journey, a thirty - eight year fall toward the sun. i have always wanted to be there when the great comet, far out in the dark cold of outer space, moving almost imperceptibly slowly


what good is music if it ain ' t got that swing? - duke ellington the associated board responds with jazz piano, a comprehensive introduction to the world of jazz. a pioneering set of publications and optional assessment materials provide the building blocks you need to play jazz with imagination, understanding, and style, and to improvise effectively right from the start. five levels of graded pieces contain a wide range of styles : funky jazz, up - tempo swing, calypso, latin, jazz waltz, modal, bebop, gospel, ragtime, free jazz, and more. there are classic tunes by duke ellington, miles davis, bill evans, and thelonious monk. within each level there are 15 pieces, aural tests, quick studies, scales, arpeggios, and a cd. the 15 pieces are presented in three categories : blues, standards, and contemporary jazz. each piece provides a head / melody which contains all the characteristic voicings, phrasing, and rhythmic patterns needed for a stylish performance. an improvised section follows, where guideline pitches and left - hand voicings are given as a practical starting point for solos. totally accessible and at the highest musical standards, these pieces provide the opportunity to play jazz confidently and creatively. blues for pete johnson i ' m beginning to see the light ikon ( memories of ike ) in a different light nobody knows the trouble i ' ve seen


atmospheric sciences & global change division pollution + storm clouds = warmer atmosphere computer modeling reveals new insights on interactions between pollution particles and storms an anvil cloud looms over the southern great plains site location of the u. s. department of energy ’ s atmospheric radiation measurements ( arm ) climate research facility. enlarge image results : for the first time, researchers at pacific northwest national laboratory have shown that pollution increases warming in the atmosphere through enlarging thunderstorm clouds. the scientists conducted a computational study with resolutions high enough to allow the team to see the clouds develop. they found that for warm summer thunderstorms, pollution particles lead to stronger storms with larger, anvil - shaped clouds, which also last longer. the warming effect dominated by trapping more heat, especially at night, even though these larger clouds also reflected more daytime sunlight warmth back into space. why it matters : clouds are one of the most poorly understood components of the earth ' s climate system. getting a better understanding of clouds, and how atmospheric particles affect them, is important to better predict the future of climate change. " global climate models don ' t see this effect because thunderstorm clouds simulated in those models do not include enough detail, " said dr. jiwen fan, lead author and a scientist at pnnl. " the large amount of heat trapped by the pollution - enhanced clouds could potentially impact regional circulation and modify weather systems. " for more information, see the pnnl news center, " pollution teams with thunderclouds to warm atmosphere. " acknowledgments : this study was supported by the u. s. department of energy ' s ( doe ) office of science and biological and environmental research ( ber ) regional & global climate modeling ( rgcm ) program as part of a bilateral agreement with the china ministry of sciences and technology on regional climate research and the u. s. doe ber ' s atmospheric system research ( asr ) program. the work was performed by drs. jiwen fan and l. ruby leung of pnnl ; dr. daniel rosenfeld of the hebrew university of jerusalem ; dr. zhanqing li and yanni ding of the university of maryland. reference : fan j, d rosenfeld, y ding, lr leung, and z li. 2012. " potential aerosol indirect effects on atmospheric circulation and radiative forcing through deep convection. " geophysical research letters 39 : l09806. doi : 10. 1029 / 2012gl051851.


by diana l. duckworth rustburg high school campbell county 2 historical perspectives recall that in 1882 chromosomes were discovered mitosis was observed by walther flemming 1884 1888 nucleus identified as center of inheritance 1887 1892 weisman others postulated reduction in chromosome numbers during gamete formation observed meiosis 3 gregor mendels work rediscovered gregor mendels work was published in 1866 in a local natural history publication languished in obscurity rediscovered in 1900 identified factors with different expressions that are inherited law of segregation ( traits separate during reproduction ) and law of independent assortment ( inheritance of one gene does not influence another ) http / / www. nlm. nih. gov / exhibition / visibleproofs / ga lleries / technologies / dna. html 4 walter sutton - 1902 three postulates for chromosomes - synthesized thinking of last decade a ) chromosomes have individuality b ) chromosomes occur in pairs one from each parent c ) pairs separate during meiosis ( gamete formation ) somatic cells cells that do not produce gametes only undergo mitosis some cell lines never undergo mitosis length of cell cycle varies in different organisms different cell types sex cell lines produce gametes undergo meiosis a reduction division from diploid to haploid condition diploid cells have two copies of each chromosome haploid cells have one copy of each chromosome - gametes 6 preparation for meiosis chromosomes occur in pairs called homologous chromosomes all chromosomes are copied during s - phase of cell cycle each chromosome is now duplicated so there are four chromosomes instead of a pair of homologous chromosomes chromatids are exact copies sister chromatids are joined by centromere homologous pair now consists of two sets of sister chromatids 7 meiosis i prophase 1 chromosomes condense become visible nuclear envelope dissolves crossing over occurs between sister chromatids end of one sister chromatid is exchanged with end of other sister chromatid. note to identfy sister chromatids i have made individual chromatids a different color. 8 meiosis i metaphase 1 pairs of homologous chromosomes move to equator of cell remember each of the homologous chromosomes consists of 2 sister chromatids spindles attach to centromeres 9 meiosis i anaphase 1 homologous chromosomes move to opposite poles of cell note that homologous chromosome separate not sister chromatids! 10 meiosis i telophase 1 chromosomes cluster at poles new nucleus forms cytoplasm divides to form two new


1 homologous chromosomes move to opposite poles of cell note that homologous chromosome separate not sister chromatids! 10 meiosis i telophase 1 chromosomes cluster at poles new nucleus forms cytoplasm divides to form two new cells each of which has two sister chromatids from one of the homologous chromosomes 11 meiosis ii prophase 2 cells now go into prophase ii without any duplication of chromosomes! nuclear envelope dissolves new spindles form around chromosomes 12 meiosis ii metaphase 2 pairs of sister chromatids line up along the equator of cell 13 meiosis ii anaphase 2 spindles attach to centromere and separate sister chromatids to opposite ends of cell. 14 meiosis ii telophase 2 chromosomes cluster at poles of cell new nuclear envelope develops cell undergoes cytokinesis result 4 haploid gametes! 15 gametes unite in fertilization haploid sperm haploid egg 16 diploid zygote 17 http / / homepages. ius. edu / dpartin / 18 http / / www. biology. iupui. edu / biocourses / n100 / 2k4ch 9meiosisnotes. html 19 http / / www. biology. iupui. edu / biocourses / n100 / 2k4ch 9meiosisnotes. html 20 darwin revisited recall darwins problems how does inheritance occur where does variability come from inheritance genetic material is in chromosomes both parents contribute genetic material to offspring through meiosis fertilization variation recombination during fertilization crossing over independent assortment of chromosomes contribute enormously to variation. number of possible gametes 2n where n number of homologous chromosomes. 21 mendel revisited mendel identified factors ( genes ) with traits ( expression of genes ) now called alleles. to explain his ratios offspring had to get one trait for a factor from each parent. meiosis and fertilization ensure that for any given gene the offspring get one allele ( on one chromosome ) from each parent. powershow. com is a leading presentation / slideshow sharing website. whether your application is business, how - to, education, medicine, school, church, sales, marketing, online training or just for fun, powershow. com is a great resource. and, best of all, most of its cool features are free and easy to use. you can use powershow. com to find and download example


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goodbodies helps students acquire the knowledge and skills necessary to foster good health. created by john burstein ( alias slim goodbody ), this instructional series takes a positive, lively and integrated approach to health education. in each lesson, host slim goodbody and a diverse group of target - age children go on - location to visit health experts. sprinkled along the way are engaging animated characters, puppets, songs and stories to capture attention and reinforce concepts. look for the interactive web site and a teacher ’ s guide on the instructional resources web site. not closed captioned 1. invaders — learn about harmful germs and how to stay protected. follow the trail of a strep germ from a doctor ’ s office to a special lab to learn how quickly germs multiply. understand the value of keeping hands out of eyes and nose. and discover why hand washing is such a powerful preventative technique. 2. yum — celebrate good food and learn how to eat properly by using the food pyramid as a guide. visit a nutritionist to discover how to make healthy snacks. learn how the body digests food. travel around the world to discover favorite foods of different cultures. see what animals eat. and have fun trying new kinds of food. 3. soap — get the scoop on cleanliness, discover the wide variety of different soaps and learn how they work to clean the skin. travel to sturbridge village to learn how soap was made in the 19th century. understand the value of being clean – for health and social benefit. and learn proper washing techniques. 4. smile — gain an understanding of the value of good dental hygiene. visit a pediatric dentist and travel to a toothbrush manufacturing company to learn how toothbrushes are made. travel to the national museum of dentistry to see ancient teeth cleaning devices. and finish at the zoo, with norman the sea lion, as he gets his teeth brushed. 5. help — find out where to turn in different emergency situations. visit a firehouse to learn about fire safety and understand why you need to “ get out and stay out! ” learn to “ stop, drop and roll. ” travel to a 911 headquarters to explore what happens when a call comes in. ride with the em ’ s in an ambulance. and meet sargent judy from the police department to learn what to do if you get lost. 6. move — celebrate all kinds of body movements. discover why you can never sit “ completely still. ” visit a karate school and see how this movement training is


meet sargent judy from the police department to learn what to do if you get lost. 6. move — celebrate all kinds of body movements. discover why you can never sit “ completely still. ” visit a karate school and see how this movement training is done and how mental strength is also needed. read all about someone ’ s love for dance. and learn about aerobic exercise and why it ’ s so good for you. 7. up — learn how your bones and muscles form the inner framework of your body. travel with us to an amazing museum exhibit called “ body odyssey ” to learn how bones make red and white blood cells. view an animation illustrating muscles moving bones. compare our framework to those of different animals. and llearn some things you can do to help your framework do it ’ s job well, including practicing good posture. 8. feelings — explore feelings from many angles through mask making, drumming and body language. travel around the world to learn that feelings allow human beings to communicate even if they don ’ t speak the same language. and practice deep breathing to gain control of “ negative feelings. ” 9. look hear ( senses ) — explore the five main senses — sight, hearing, smell, taste, and touch — and learn how different ones allow “ different parts of the world in. ” visit an eye doctor to learn about vision. see some amazing animal eyes. gain a greater understanding of how people who lack one sense are able to compensate to lead fulfilling lives. and sing a “ senses safety ” song. 10. safe — learn that injuries will happen to everyone from time to time, but many can be prevented with proper safety practices. learn why looking “ left, right, left is so important before crossing the street. travel on board a school bus to practice bus safety. visit the pool to learn water safety. and sing the bike safety helmet song. 11. gun safety — learn about a very serious issue, gun safety. slim visits an army range to find out how a gun works and gets safety tips from the soldiers. common questions are asked about guns, including movie violence and using guns with adult supervision. and learn what four steps to take when a gun is found. use our classroom videos for every curriculum and every grade level. these programs have been dropped from the instructional resources offerings. sign up for our monthly e - newsletter to learn about new programs, classroom resources, and professional development opportunities! june - tri - city technology conference in fargo, north dakota june 8 - share a story event at rheault farm from


( bpt ) - one of the most exciting parts of parenthood is watching your children learn as they grow. of course, life ’ s lessons can be tough just as often as they can be pleasant. and as you want to protect kids from falling off their bike or scraping a knee, you also want to set them up for a successful financial future, as free from worries as possible. one of the best things you can do to prepare your kids for a lifetime of handling money is to get them started early. but it isn ’ t only about timing – following through with lessons and providing plenty of explanation is essential. keep these tips in mind to give your kids a leg up in learning about finances. * start saving. the earlier you can get your kids into the habit of saving, the more they ’ ll have to enjoy down the road. the concept doesn ’ t need to be overly complex – and it shouldn ’ t be, when you ’ re dealing with very young children. piggy banks are a perfect tool for starting saving habits ; a simple glass jar works, too, and gives kids an exciting visual to associate with their savings. as your children grow, so should their ideas about saving money. opening a real savings account in your child ’ s name is not only an exciting event for her, it builds an early understanding of banking. some schools and banks even have partnerships that allow students to make deposits at school. if your school doesn ’ t offer such a program, make trips to the bank with your kids and show them how to monitor their accounts. * have ongoing conversations about money. making your children comfortable with discussing finances is a gift that, while not flashy, will serve them well throughout their lives. start conversations about needs versus wants, budgeting and life ’ s necessary expenditures. encourage price comparison skills by going grocery shopping together and looking at different brands. set an example by telling kids how you save up to buy an item that you want and ways that you cut costs – and what you can get from the savings. if there ’ s something your child wants, provide guidance and ideas for how to save up the amount needed to make the purchase. * effectively use an allowance. an allowance is a tricky thing – it can be a good teaching tool, but you don ’ t want your kids to view it as a handout. whether or not you choose to associate chores with an allowance is up to you, but you should have discussions with your children about when allowances will be paid, and how they can be


’ t want your kids to view it as a handout. whether or not you choose to associate chores with an allowance is up to you, but you should have discussions with your children about when allowances will be paid, and how they can be spent – or saved. encourage savings by providing two bank envelopes – one for savings and one for spending. if your budget allows for it, consider a “ match ” program in which you contribute a percentage every time your child makes a savings deposit. * don ’ t be afraid of mistakes. some of the most powerful lessons lie in making mistakes, so don ’ t be afraid to let your children make some less - than - perfect decisions. whether they overspend their budgets or waste money on something frivolous and later regret it, it ’ s important for them to learn the consequences of financial mismanagement early in life. teaching kids about money can be daunting, but doing so lays the groundwork for a stable financial future. whenever possible, make lessons about money fun, yet practical ; emphasize that money doesn ’ t have to be scary, and that good things come from using it wisely. visit the equifax finance blog ( blog. equifax. com ) for more useful information and tips on managing family money matters.


psychologists study the mental processes and actions of people to gather data that help them to explain and predict human behavior. these professionals examine the effects of attitudes, feelings and emotions on individuals to better understand them and their relationships with others. they formulate hypotheses that they assess through scientific methods and rely heavily on observation and experimentation to gather evidence to test their beliefs. in addition, they conduct interviews, distribute questionnaires, and lead clinical studies to determine the validity of their ideas. the research undertaken in psychology careers can deeply impact and enhance the health and well - being of others. for example, research findings have better enabled practitioners to diagnose and to treat substance abuse, help individuals modify detrimental behaviors, provide appropriate counsel to couples and to families, and improve students ’ academic performance. psychologists also understand how workplace efficiency and productivity can be improved across various industries because of what they have learned from studies on human motivation and personality development. through coursework that will strengthen critical thinking and problem - solving abilities, psychology students are equipped with the skills needed to work with diverse populations. graduates may pursue psychology jobs in settings such as hospitals, schools, nonprofit organizations, businesses and universities. their responsibilities may include treating mental disorders, developing policies and procedures for workplace personnel and teaching courses in the discipline. in every psychology job description, training rooted in theory, practice and research is an essential requirement. professionals can opt to enter their choice of psychology careers. a practitioner ’ s psychology resume may include one or more work experiences that correspond with his interests and areas of specialty. - clinical psychologists work to treat and prevent mental disorders. this may include assisting others who suffer from specific mental illnesses such as depression, as well as those who contend with personal issues. therapy sessions provide opportunities for patients to discuss their concerns with which these professionals help them cope. clinical psychologists practice in private offices, hospitals and universities, and some may also work in rehabilitation and community mental health centers. - counseling psychologists advise individuals how to manage issues of everyday life and may counsel individuals either one - on - one or in groups. their work generally takes place in private offices, counseling centers and hospitals. - school psychologists work collaboratively with teachers, parents and students to create positive schooling environments for students. they assess students ’ learning and behavioral problems and recommend strategies to support their development and socialization. school psychologists may practice on - site in schools as well as in school district administrative offices and private offices. - industrial - organizational psychologists apply psychological research to workplace settings. they train and counsel personnel, develop policies and analyze operations to


contents : j. cummins, foreword. r. d. gonzalez, introduction. part i : update. d. waggoner, the demographics of diversity in the united states. j. crawford, proposition 227 : a new phase of the english only movement. c. schmid, the politics of english only in the united states : historical, social, and legal aspects. part ii : research and politics. e. e. garcia, treating linguistic and cultural diversity as a resource : the research response to the challenges inherent in the improving america ' s schools act and california ' s proposition 227. t. scovel, " the younger, the better " myth and bilingual education. s. d. krashen, bilingual education : the debate continues. part iii : politics, economy, and the classroom. e. l. judd, english only and esl instruction : will it make a difference? e. r. auerbach, when pedagogy meets politics : challenging english only in adult education. a. gonzalez, which english skills matter to immigrants? the acquisition and value of four english skills. part iv : what difference does difference make? r. lippi - green, that ' s not my language : the struggle to ( re ) define african american english. f. r. aparicio, of spanish dispossessed. g. y. okawa, from " bad attitudes " to ( ward ) linguistic pluralism : developing reflective language policy among preservice teachers. v. cliett, between the lines : reconciling diversity and standard english. l. r. connal, transcultural rhetorics for cultural survival. v. villanueva, afterword : on english only.


fish and wildlife service 2000 - 1113 for immediate release contact : george lisles wild atlantic salmon in maine rivers are at an all - time low and face a number of threats that could drive them to extinction. as a result, the u. s. fish and wildlife service and the national marine fisheries service today announced they are listing the species as endangered under the endangered species act. the listing covers the wild population of atlantic salmon found in rivers and streams in maine from the lower kennebec river north to the u. s. - canada border. these include the dennys, east machias, machias, pleasant, narraguagus, ducktrap, and sheepscot rivers and cove brook. although significant progress has been made under the state of maine ' s conservation plan, disease and other threats remain, and the act ' s protection is critical to ensure the survival of these salmon, said jamie rappaport clark, director of the fish and wildlife service, and penny dalton, administrator of the national marine fisheries service. " less than 10 percent of the fish needed for the long - term survival of wild atlantic salmon are returning to maine rivers, " clark said. " without the protection and recovery programs afforded by the endangered species act, chances are this population will die out completely. " federal biologists have found that small numbers of adult salmon are returning to spawn, and young salmon in gulf of maine rivers are surviving at a lower rate than expected. spawning stocks of atlantic salmon remain low throughout much of their northern atlantic range and are not expected to improve rapidly. " the services have a responsibility to extend endangered species act protection to maine ' s wild salmon, " dalton said. " the state of maine conservation plan provides a foundation for the recovery effort, and, together with the act ' s protection, will assist recovery of this atlantic salmon population. " the state of maine atlantic salmon commission halted salmon fishing nearly a year ago in response to the low number of adult fish returning to maine rivers. " today ' s decision to protect the gulf of maine atlantic salmon as an endangered species acknowledges the seriousness of the salmon ' s status and our concern for its future, " added dalton. three fish diseases threaten recovery efforts. biologists have discovered the salmon swimbladder sarcoma virus in atlantic salmon raised at north attleboro national fish hatchery in massachusetts. biologists were forced to destroy some of the broodstock to stop the potential spread of the disease. additionally, infectious salmon anemia, though not yet detected in u. s


atlantic salmon raised at north attleboro national fish hatchery in massachusetts. biologists were forced to destroy some of the broodstock to stop the potential spread of the disease. additionally, infectious salmon anemia, though not yet detected in u. s. waters, could spread to the maine population from nearby canadian waters. finally, coldwater disease, a bacterial disease, has recently been found to be a potentially serious problem for interbreeding with and competition from escaped farm - raised salmon from maine ' s aquaculture industry also threaten the wild salmon population in the gulf of maine. the industry has expanded its use of european salmon strains. in addition to the continuing escape of sub - adult salmon from sea pens near the mouths of wild salmon rivers, there is evidence that farm - raised juvenile salmon have escaped from private hatcheries located on rivers supporting the wild salmon population. the services proposed to list the atlantic salmon as endangered in november 1999, after a biological study, the " status review for anadromous atlantic salmon in the united states, " concluded that atlantic salmon in several gulf of maine rivers the last known protection under the act means it is now a federal violation to take salmon in the eight rivers. " take " means to harass, harm, pursue, trap, capture and collect. while the services expect the listing to have an overall minimal impact on most maine residents, they will continue to work closely with those affected by this decision. the wild population of atlantic salmon found in the eight rivers in maine are referred to as the gulf of maine " distinct population segment. " the act permits listing of a population segment if it is discrete and significant, and found to be endangered or threatened. the act directs federal agencies to protect and promote the recovery of listed species. proposed federal projects and actions, including activities on non - federal lands that involve federal funding or permitting, require review by the services to ensure they will not jeopardize the survival and recovery of listed species. once a species is listed, all protective measures authorized by the act apply to the species. the services will develop a recovery plan to rebuild the wild atlantic salmon population so the species no longer needs endangered species act protection. the recovery plan will address threats such as disease, competition from or interbreeding with aquaculture escapees ( especially non - north american farmed fish ), predation, and modification to salmon habitat. " we expect the recovery plan to grow out of the existing state of maine conservation plan, " clark said. " it will be developed in partnership with state officials,


- north american farmed fish ), predation, and modification to salmon habitat. " we expect the recovery plan to grow out of the existing state of maine conservation plan, " clark said. " it will be developed in partnership with state officials, native american tribal officials, watershed councils, conservation organizations, maine industries, and others in maine who have an interest in the fish and the rivers. while the recovery plan is being developed, we will continue to work with state, tribal and local experts on a variety of salmon recovery strategies. " additional information is available on the internet at this site : http : / / www. nero. nmfs. gov / atsalmon / the final decision to protect the dps of atlantic salmon, including public comments and responses, will be published in the " federal register, " available at http : / / www. access. gpo. gov / su _ docs / access / access140. html or by writing to one of the addresses below. it takes effect 30 days from the date of publication. chief, division of endangered species endangered species program coordinator the national marine fisheries service is the principal steward of the nation ' s living marine resources, protecting marine and anadromous species under the endangered species act and the marine mammals protection act. noaa fisheries develops and implements conservation and recovery plans and works to prevent species from becoming threatened or endangered. noaa fisheries also regulates the nation ' s commercial and recreational fisheries and manages species under the magnuson - stevens fishery conservation and management act throughout federal waters that extend 200 miles from the u. s. coastline. using the tools provided by the magnuson - stevens act, noaa fisheries assesses and predicts the status of fish stocks, ensures compliance with fisheries regulations, and works to reduce wasteful fishing practices. noaa fisheries is an agency of the commerce department ' s national oceanic and atmospheric administration. noaa warns of dangerous weather, charts our seas and skies, guides our use and protection of ocean and coastal resources, and conducts research to improve our understanding and stewardship of the environment which sustains us. the u. s. fish and wildlife service is the principal federal agency responsible for conserving, protecting and enhancing fish, wildlife and plants and their habitats for the continuing benefit of the american people. the service manages the 93 - million - acre national wildlife refuge system which encompasses more than 530 national wildlife refuges, thousands of small wetlands and other special management areas. it also operates 66 national fish hatcheries, 64 fishery resource offices and 78 ecological


summary / annotation - > a wide - ranging and delightful narrative history of the celebrated plant breeder luther burbank and the business of farm and garden in early twentieth - century america a century ago, luther burbank was the most famous gardener on the planet. his name was inseparable from a cornucopia of new and improved plants — fruits, nuts, vegetables, and flowers — for both home gardens and commercial farms and orchards. at a time when the science of genetics was in its infancy and agriculture was often a perilous combination of guess work and luck, many people wanted a piece of the man they called the wizard of santa rosa. as the united states moved from a nation of farms to a nation of city dwellers, the people behind the new products that transformed daily life were admired with a fervor that is not accorded to their present - day counterparts. everyone knew and marveled at samuel morse ’ s telegraph, alexander graham bell ’ s telephone, and thomas edison ’ s electric light. and like these other great american inventors, burbank was revered as an example of the best tradition of american originality, ingenuity, and perseverance. burbank had learned the secret of teaching nature to perform for man, breeding and crossbreeding ordinary plants from farm and garden until they were tastier, hardier, and more productive than ever before. the garden of invention is neither an encyclopedia nor a biography. rather, jane s. smith, a noted cultural historian, highlights significant moments in burbank ’ s life ( itself a fascinating story ) and uses them to explore larger trends that he embodied and, in some cases, shaped. the garden of invention revisits the early years of bioengineering, when plant inventors were popular heroes and the public clamored for new varieties that would extend seasons, increase yields, look beautiful, or simply be wonderfully different from anything seen before. the road from the nineteenth - century farm to twenty - first - century agribusiness is full of twists and turns, of course, but a good part of it passed straight through luther burbank ’ s garden. the garden of invention is a colorful and engrossing examination of the intersection of gardening, science, and business in the years between the civil war and the great depression. 01855nam a22003738a 4500 090324s2009 nyu b 001 0 eng $ a 9781594202094 ( h


, and business in the years between the civil war and the great depression. 01855nam a22003738a 4500 090324s2009 nyu b 001 0 eng $ a 9781594202094 ( hbk. ) : $ c $ 25. 95 $ a 200904130943 $ b kjoe $ c 200903261410 $ d uafzal $ y 200903241331 $ z jlin $ a dnal / dlc $ c dlc $ a sb63. b9 $ b s65 2009 $ a b $ 2 22 $ a b burbank s $ a smith, jane s. $ a the garden of invention : $ b luther burbank and the business of breeding plants / $ c jane s. smith. $ a new york : $ b penguin press, $ c 2009. $ a p. cm. $ a includes bibliographical references and index. $ a nature in an age of invention - - the lucky spud - - the second gold rush - - faster, better, sweeter - - a personal interlude - - marketing the new creation - - the philosopher in the orchard, the scientist in the pea patch - - california boosters and the ivory tower - - the carnegie institution seal of approval - - the training of the human plant - - learning from luther burbank - - the corn palace and the empire of the prickly pear - - the meeting of the masters - - the garden of beautiful thoughts - - transplanting the legacy - - the creator ' s art - - the garden as intellectual property. $ a a apr09 $ a burbank, luther, $ d 1849 - 1926. $ a plant breeders $ z united states $ v biography. $ a plant breeding $ z united states $ x history. $ 2 bisac $ a gardening / essays ^ science / life sciences / botany $ a vtlssort0010 0080 0100 0200 0201 0400 0700 0820 0821 0920 0990 1000 2450 2600 2630 3000 5040 5050 5990 6000 6500 6501 6540 9950 9991


first meeting of righteous people : leon dziedzic from przytuly ( left ) and stanislaw ramotowski from dziewiecin. we can very precisely determine, unknown until now, the place of burial of at least few hundred jews, men, women and children, buried alive in jedwabne, outside of lomza on july 10, 1941. after two months of searching we found an eyewitness, 74 - year - old leon dziedzic, from the village of przytuly, outside of jedwabne, who at that time was a 15 - year - old boy. by order of the nazi government, he took part in a burial of victims, who were murdered by a group of local poles on the order, inspiration or permission of the germans. first we also found the polish witnesses, who confirmed information about jews who survived a similar tragedy several kilometers from jedwabne, where almost every resident of the town and neighboring villages were killed by poles. also, we talked to the only rescued jew living presently in radzilow and her rescuer, 85 - year - old marianna and stanislaw ramotowski. today, on the 59th anniversary of the jews exterminated in jedwabne, members of the city government laid flowers and lit candles in the place, where the holocaust victims were buried. they told us to bring a spade " germans needed people for different work projects every day, " says leon dziedzic. " rotation was established by the head of a hamlet. a courier was sent from the town with information on how many people and with what equipment was to be there. that day, when my neighbor ' s and my turn came, we were told to bring spades. it must have been on the 12th of july, two days after the jewish tragedy. i knew what happened on july 10 in jedwabne, even though my mother forbade us to leave the house that day. there were eight of us, we did not have a father then, he passed away a year before the war. we heard agonizing screams, transforming into a quiet lament, and we saw black smoke above the jewish cemetery, in a straight line from us it was not more then 3 kilometers. " " here are buried these poor. " based on leon dziedzic ' s directions it will be possible to mark out the collective tomb of jews murdered in jedwabne on july 10, 1941. " they


more then 3 kilometers. " " here are buried these poor. " based on leon dziedzic ' s directions it will be possible to mark out the collective tomb of jews murdered in jedwabne on july 10, 1941. " they gathered at least twenty men and ran us in the direction of the jewish cemetery. three policemen guarded the ruins left by the fire. it not was until later that we understood why. before we came there must have been another team as piles of corpses were covered by thin layers of sand. smoldering ruins of a barn were beyond description. the fire must have burned from west to east, because the left bay ( chest ) was almost empty with single corpses. in the middle, on the earth floor, there were more of them. but in the right bay, many layers of bodies. these from the top were carbonized, the lower ones slightly burned, then only grimy. on the corpses laid at the bottom even the clothes were not touched. these died not of fire, but by suffocation or squeezed to death. " " we dug a ditch from the northern part, at the back, not from the jewish cemetery, because by the barn there was a road. the ditch was 5, 6 meters long, 3 meters wide, 2 meters deep, right by the foundation. the wall by the ditch was pushed down, but three other parts remained, one can feel it, it must be not deeper than at spade length and in this way we can form the outline of a barn. that is where the poor people are " separating bodies was not possible, they were so tangled. but people tried to search corpses, to find valuables hidden in the clothing. i banged a shoe polish box named ' brolin. ' it jingled. i cut it with a spade and some coins shone, probably gold czar 5 ruble ones. people ran to collect them. this caught the attention of the policemen. they searched everybody. they took the discoveries from these who hid them in pockets and gave them a bite. those who tucked their discoveries into their shoes saved them. " " corpses were of those jews ; who not only died the same day july 10, but earlier. those that were not burned in a barn, but were murdered in a town, killed at the jewish cemetery after the statue of lenin was brought, or caught while trying to escape and killed in a field or in a forest ; those were not on the surface then, but in freshly moved soil at the other side of


a town, killed at the jewish cemetery after the statue of lenin was brought, or caught while trying to escape and killed in a field or in a forest ; those were not on the surface then, but in freshly moved soil at the other side of a road, at the jewish cemetery. the jewish cemetery was at that time surrounded by a fence with a gate, decorated with tablets of the decaloque. people would say that jews were forced to dig a grave for themselves. others were told to carry a statue of lenin, or some other group. people would also say that the police commander had a fight with those poles, who were leaders during the pogrom : ' you said you would establish order with the jews, but you can not take care of it yourself. ' he meant that they did not bury the remains of the burned people, and he was afraid of some sort of plague, for it was hot and dogs were already getting to them. " survivor and rescuer : marianna ( rachela finkielsztejn ) and stanislaw ramotowski from dziewiecin, outside of radzilow. guard of unknown graves " fate made me bury those killed people, for this wasn ' t the only time. but the one with jews was the most difficult to survive. i got sick. i vomited a few times and until now i can not free myself of this nightmare, " says leon dziedzic. he leads us to a forest between jedwabne and the village of przytuly. " gendarmes used to bring people here to be shot, " he said. on one forest grave a statue for " twenty political workers " was placed, which tells more about the epoch when this sign was prepared than about the dead. " here are buried poles, jews and russians, but nobody knows about their political activity, " explains dziedzic. " further, there is a tomb of two killed married couples, erected by families. first they put up a cross, then asked if they could erect a gravestone. this is my property, my patrimony. ' sure, ' i said, ' but give me this cross instead, so i can put it in the place where there are fifteen killed. ' my horse was eating the grass. i looked and there was a fresh ditch, covered with pine branches. i went home. there was no sleeping in the house that night, the police were preparing for an execution. we heard shooting in the forest.


my horse was eating the grass. i looked and there was a fresh ditch, covered with pine branches. i went home. there was no sleeping in the house that night, the police were preparing for an execution. we heard shooting in the forest. a truck went back and forth three times, five executioners and five policemen, everybody shot one. " about another german tomb from 1945 only leon dziedzic and his son remember now. " the russians were coming and the nazis backed out, leaving only a few soldiers to cover them. one with a rifle, died on the spot. two others were wounded. the soviets killed them. they took their own soldiers, and left the germans. they were lying just like that from the end of january until april. parts of their clothing went missing little by little, until finally they were left only in underwear. i was not there because i was taken to an army camp to dig out antitank trenches. everybody was killed, " says dziedzic. " upon my return we buried the three germans. snow was melting then. here lies the one with a rifle, and two other ones. " leon dziedzic shows us an almost invisible hollow. " in memorial we cut crosses on pines in the four corners of there are many more tombs like that one in the woods outside of jedwabne. the history of one of them shows how complicated wartime was for the local people. some time passed from the entry of germans, when a group of " forest people " decided to settle matters with those, whom they recognized as communist backers. who they represented remains unknown. they issued " sentences " for a few people, including a farmer from przytuly, where in soviet times there was a storehouse. he, his son and somebody else were taken at night. they went into the forest. the storehouse owner ' s son ran away and hid in a tree. they were looking for him, blindly shooting, but they did not get him. he realized that now it would be even worse. he got to lomza, and went directly to the gestapo. he reported who came to get them and what weapons they had ; he knew them, they were neighbors. police arrived, surrounded the houses and made a house search. guilt was confirmed except for one man, who they beat up, but he did not confess anything. he was sent to a stonepit, the rest were shot in a forest. monument where jews from radzilow were burned by


house search. guilt was confirmed except for one man, who they beat up, but he did not confess anything. he was sent to a stonepit, the rest were shot in a forest. monument where jews from radzilow were burned by polish neighbors on july 7, 1941 does not say a word about the persons responsible or the date of the crime. " some time passed from the burning of the jews. i went to our barn in the evening to take some grass for my horse. i heard a rustle. i looked into a bay and somebody was there. he caught me by my legs : ' save my life, i will go. i escaped police. ' it was szmul wasersztajn, my peer and good friend from the same school class. we were friends. my whole family knew him very well, because at the time of the russian occupation he would trade meat. he used to buy a cow or a lamb, even a pig, but asked us not to denounce him before the germans. he kept them at our place, but when an order came in he killed them. i told him, ' be quiet, lie down and i will go to tell my mother. ' i brought him home at night. szmul said there is a hiding place being prepared for him and asked us to notify wyrzykowski ' s family from the village of janczewo, at the other side of jedwabne. soon after, antonina wyrzykowska arrived with seven jews, who hid in her place till the end of the war, i won ' t tell any more about her. she sort of came to the shoe repair, because my brother used to fix shoes. we settled matters. szmul spent two weeks with us. later my sister and brother took him to janczewko. " i told leon dziedzic, that szmul wasersztajn ' s story about the jewish extermination in jedwabne, as told to the jewish historic commission in bialystok immediately after war is the basic historic source. in 1949 it was the basis to begin legal proceedings against the mentioned instigators of the crimes and was recently, after years of silence, published. this is a reason why i began my research. inspired by wasersztajn ' s story, professor jan tomasz gross wrote a book, but szmul wasersztajn did not


, after years of silence, published. this is a reason why i began my research. inspired by wasersztajn ' s story, professor jan tomasz gross wrote a book, but szmul wasersztajn did not live to this point, he died in february of this year. leon dziedzic knew about his friend ' s death and about his story but he did not know about the book by gross. i gave him a copy, he was touched. he found pictures of wasersztajn in " szmul came to us, when he arrived from costa rica to visit poland. we did not meet. i was at my son ' s home in the us. my mom was dead by that time. he asked me to show him a picture of her. he kissed it and cried. he said that his mother gave him life first, and my mother gave it to him a second time, " dziedzic told me. based on the guidance of leon dziedzic it will be possible to mark common graves of jews murdered in jedwabne on july 10, 1941. the story of menachem finkielsztejn tells about the jewish extermination in radzilow, but documents kept in the jewish historical institute in warsaw did not survive in one piece. there are pages telling about the pogrom preparations and its beginning phase, but the page about the extermination itself vanished [ emphasis added ]. on the outskirts of town, by the street to wizna, there is a little monument with the inscription, " in august of 1941 fascists murdered 800 of jewish descent, 500 of them were burned alive in a barn. " the number of killed, similar to jedwabne, is difficult to verify ; so many jews were killed in this place, but how many, and under which circumstances, is unknown. the date is false. the extinction of the jewish community in radzilow happened on july 7, 1941. we can assume that it was altered by about a month, because in august 1941 in the bialystok district, there were no examples of poles participating in jewish murdering, which took place in a few places in the last week of june and in july. pogroms took place successively in towns, along one line from northeast towards southwest : szczuczyn, wasosz, radzilow and jedwabne. the inscription does not tell the truth about the crime


and in july. pogroms took place successively in towns, along one line from northeast towards southwest : szczuczyn, wasosz, radzilow and jedwabne. the inscription does not tell the truth about the crime perpetrators. " i did not see any outside germans coming to radzilow on this or on any previous day. gendarmes stood on a balcony and watched. ours did it, " revealed an eyewitness of the incident of july 7, 1941, who asked to remain anonymous. " yes, on a previous day, on sunday, july 6 on country wagons many people from wasosz arrived in radzilow, where a pogrom took place a day before. " the scenario was similar to jedwabne. in the morning all the jews were gathered on the market square. they were ordered to " weed " the pavement. they were insulted, beaten and humiliated. at the same time, jewish homes were robbed. escaping and hiding jews were looked for. after a few hours a parade was formed, which was marched to the barn and they were burned alive. " about 60 families were murdered that day. numerous generations of families. if we assume that, including grandparents, parents and children, such families could have seven or eight people, information on a monument giving the number of 500 burned may be close to the truth, " said my informer. he mentioned also, that it was said that supposedly germans settled matters with murderers from szczuczyn. " the same that you did to the jews you may want to do to us, " they might have said and killed a few people. he said as well that after the war some people from radzilow were called to bialystok for interrogation. he himself was called on. he said that poles did the pogrom. the interrogators disagreed. " why have you called me, if you know better? " asked my witness. then they allowed him to tell his version, and advised him to keep it to himself. the process took place in elk. " i did not tell the truth before the court, " he i led them astray stanislaw ramotowski from kramarzewo - dziewiecin, hamlet of radzilow, confirmed that he learned about a pogrom about to happen the day before. " jozef ( if i remember the name ) malinowski from czerwonki came with the warning that the next day people


, hamlet of radzilow, confirmed that he learned about a pogrom about to happen the day before. " jozef ( if i remember the name ) malinowski from czerwonki came with the warning that the next day people from wasosz will ' take care ' of jews. i ran to warn a befriended family named finkielsztejn who were millers from dziewiecin. they did not want to believe, but i led out and hid the mother, son, two daughters and two children of one of the daughters in my field. five people. i was able to keep them in hiding till 1943 but someone denounced them to the germans. they were taken to a ghetto in radzilow. actually they gathered the remains of the jews in the remaining synagogue. rachela and i were absent at that time. but they came for rachela next day. at night i happened to steal her away. gendarme godlewski helped me ( we were in the a. k. [ armia krajowa, or home army ] together ; conscription had moved him to the military police ). we could not save the whole family. they were taken to grajewo, and then to prostki, which was the last stop before treblinka. from that time on i had to hide. i was able to walk only at night. till the end of war we lived in underground hideouts. " rachela finkielsztejn is called now marianna ramotowska. " we wanted to get married during the war, but the priest would not agree to make a false birth certificate, " says stanislaw. in 1991 he was granted a certificate and medal " righteous among the nations " from yad vashem in jerusalem.