washington, d. c. — the recent completion of a three - dimensional ( 3 - d ) seismic survey at a large illinois carbon dioxide ( co2 ) injection test site is an important step forward for the carbon capture and storage ( ccs ) project ’ s planned early 2011 startup. the survey – essential to determine the geometry and internal structures of the deep underground saline reservoir where co2 will be injected – was completed by the midwest geological sequestration consortium ( mgsc ), one of seven regional partnerships created by the u. s. department of energy ( doe ) to advance ccs technologies nationwide. ccs is seen by many experts as a key technology for reducing greenhouse gas emissions and helping to mitigate potential climate change. the project, located in decatur, ill., will capture co2 from the archer daniels midland ( adm ) ethanol production facility and inject it into a deep saline reservoir, more than a mile underground. starting in early 2011, up to 1 million metric tons of co2 from the adm facility will be compressed to a dense, liquid - like state and injected over a 3 - year period. the rock formation targeted for the injection is the mt. simon sandstone, at a depth between 6, 400 and 7, 000 feet. the mt. simon sandstone is the thickest and most widespread saline reservoir in the illinois basin, with an estimated co2 storage capacity of approximately 30 – 110 billion metric tons. during a seismic survey, sound waves generated at the surface travel down through the ground and encounter underlying rock structures that reflect some of the waves back to the surface. these reflected waves are processed to generate clean, high - resolution 3 - d images of the subsurface, providing greater detail of the structural and stratigraphic configuration of the rocks. analysis of the survey data is a key component in the comprehensive monitoring program that will be implemented to ensure the injected co2 is stored safely and permanently. in addition to providing greater structural and stratigraphic detail, the survey data serves as a baseline for reservoir and fluid distribution within the mt. simon and shallower zones prior to injection operations. the survey data will also provide important information in identifying any fault networks in and above the injection zone, and will be used to predict where additional geophysical surveys should be deployed as co2 is injected. data acquisition of the 3. 82 square - mile survey started on november 19, 2009, and was completed on january 31, 2010. the seven doe regional partnerships form a nationwide network that is investigating the comparative merits of


a provocative new study suggests that mice raised in spacious cages with lots of toys and companions are more resistant to cancer than mice living in standard cages. the work, which finds that exercise alone doesn ' t explain the anticancer effect, is drawing both excitement and skepticism. the study builds on research dating back to the 1960s, which has found that raising mice in an " enriched environment " spurs neural growth and learning. recent research even suggests that a stimulating cage environment late in life can help restore memory in animals with neurodegenerative disease. neuroscientists matthew during and lei cao, both of ohio state university and cornell university, wondered whether these profound effects on the brain could influence how the body responds to cancer. during ' s team studied the course of cancer in two sets of young male mice — groups of five animals housed in a standard cage ( roughly the size of a bread box ) with food but nothing else, and groups of 18 to 20 mice raised in a bigger cage ( about the size of a portable crib ) with food, toys, a maze, running wheels, and places to hide. after the mice spent 3 to 6 weeks in their cages, the researchers injected them under the skin with melanoma cancer cells and waited for tumors to develop. the results were a surprise, during says. mice that spent 3 weeks in the enriched cage developed tumors that were 43 % smaller in volume than those raised in normal cages. the difference in tumor mass was 77 % when the mice spent 6 weeks in the special cages. and unlike mice raised in standard cages, a few of those in the enriched cages developed no tumors at all. the researchers saw similar results for two types of mice prone to colon cancer. exercise alone didn ' t explain the effect. mice raised in a typical cage connected to a running wheel developed tumors just as massive as those that did no cardio. the anticancer effects seem related to metabolic changes, during says. mice raised in the enriched environment had much lower blood levels of leptin, a hormone linked to obesity and cancer ; they also had higher levels of corticosterone, a stress hormone. in addition, the hypothalamuses of the enhanced cage mice had higher levels of brain - derived neurotrophic factor ( bdnf ), a growth factor that the researchers suggest sends signals to fat cells to produce less leptin. when the team turned bdnf off or ramped it up in the brains of the mice, they saw corresponding changes


bdnf ), a growth factor that the researchers suggest sends signals to fat cells to produce less leptin. when the team turned bdnf off or ramped it up in the brains of the mice, they saw corresponding changes in leptin levels and in tumor size, they report in tomorrow ' s issue of cell. during speculates that the mice in the enhanced cages have " some degree of anxiety " because of living in a larger space and having more fellow mice to deal with. " it ' s mild stress. it ' s challenging the system. " the mild stress signals the brain to produce more bdnf and make less cancer - promoting leptin, he suggests. during says the results suggest that a stress - free life may be less healthy than one with slight stress. " living a couch potato existence is not the best, " during says. some researchers are viewing the study with caution. for one, it contradicts a large body of evidence that exercise protects against cancer, says neuroscientist henriette van praag of the national institute on aging in bethesda, maryland. she says one problem with the paper is that the " runner " mice in standard cages weren ' t given a chance to run individually ; in a group, some males may hog the running wheel. " the concept is good, but i don ' t think they can say conclusively that exercise is not an important factor, " van praag says. physiologist john hall of the university of mississippi medical center in jackson calls the paper " an exciting new idea, " but points to another reason to question whether the results will apply to people : beta blockers, which are drugs that block bdnf, have been in widespread use for heart disease since the 1960s, yet there ' s " no evidence that they promote tumor growth, " he says.


mars, and the curiosity rover now exploring it, are 120 million miles away. back at mission control, rover cameras show a rocky incline, maybe ten feet ahead, near the path curiosity is supposed to travel. how does nasa make sure the precious rover doesn ’ t go tumbling down the small slope? the answer involves the team of rover drivers glued to their computer screens at the jet propulsion laboratory. they work the world ’ s most exclusive — and perhaps most high - pressure — video simulation. a virtual curiosity can be placed into the latest images that come down from mars, moved around to see what happens, and be driven over virtual inclines mapped out via satellite to see how it does. the set - up even comes with 3 - d capability and glasses. the drivers work their screens with an arcade - like intensity — you almost expect them to reach for the joystick. but that ’ s not how you drive on mars. it ’ s much more complicated than that, and the stakes could hardly be higher. seeing in 3 - d first off, there ’ s a 14 - minute radio lag between mars and earth, so even with their state - of - the - art programs, the real - time driving is essentially blind. plus, the movements of the rover need to be analyzed, checked, rechecked and sometimes changed suddenly by the dozens of engineers and scientists who plan the rover ’ s movements. based on their input, the rover drivers pick a path and then write computer sequences that will tell curiosity how to follow it and how far to go. they do all this while the rover is asleep ; the instructions are delivered when the martian morning starts. nobody will know what really happened with the driving until the first downlink some eight to ten hours later. “ this image just came down, ” said matt heverly on a recent day, excited to be getting a first look from curiosity ’ s new location. he ’ s one of the 14 “ rover planners ” who trained for years before getting his mars “ driver ’ s license, ” and like most of the others he ’ s worked on previous mars rover missions. heverly quickly placed the rover into the scene. he suggested i join him by putting on our 3 - d glasses, and suddenly we ’ re looking at the martian landscape as if we ’ re driving through the desert southwest, minus the cacti. before us is the next major destination : glenelg. it ’ s filled with great science possibilities and more than a few potential driving pitfalls. “


martian landscape as if we ’ re driving through the desert southwest, minus the cacti. before us is the next major destination : glenelg. it ’ s filled with great science possibilities and more than a few potential driving pitfalls. “ we ’ re almost at the rim that leads down into glenelg, ” he said, eagerly scanning the horizon. “ now we have to figure out how to get where they want us to go. ” watching the drivers at work brings home the fact that the fate of the $ 2. 5 billion mission depends on how well they use their interplanetary visualizers to avoid dune fields, keep away from big rocks, stay on surfaces below the 30 - degree incline the rover is designed to handle. and since they ’ re living on ever - changing mars time for the mission ’ s first 90 days and working long, long hours, they have to do it all with a sense of perpetual jet lag. if you think the driving is tough, consider the job of moving the arm. seven feet long when extended, with five moving joints and topped by a heavy turret of all - important science instruments, drills and cameras, it too has to be choreographed through code to make scores of sometimes very complicated maneuvers. most difficult, said arm lead engineer and driver matt robinson, is probably going to be transporting a rock or soil sample collected at the extended turret, reconfiguring the arm so it hovers instead over the rover deck, and delicately dropping the precious sample into a one - inch opening that leads down into the chemistry labs inside curiosity. a key goal of the mission is to search for carbon - based organics — building blocks for life on earth — as part of its effort to determine if mars was ever habitable. it can only complete that task if robinson and his colleagues master the arm movements needed to drill or scoop, collect, sift, and then deliver the martian samples. other rovers and landers on mars have collected samples, but never with the level of complexity brought by curiosity. as we watched a simulated unfurling of the arm — kind of like a tai chi exercise — as it readied to work, robinson said that his team has worked on the sampling programs for months. they ’ re confident they can make it work, but don ’ t entirely know how differently it will behave in the thin atmosphere of mars than on earth. “ we placed rigorous requirements on our designs, but we can ’ t place requirements on mars, ” he said. “ we don


the national rifle association was founded in 1871 by two men, a lawyer and a former reporter from the new york times. for most of its history, the n. r. a. was chiefly a sporting and hunting association. to the extent that the n. r. a. had a political arm, it opposed some gun - control measures and supported many others, lobbying for new state laws in the nineteen - twenties and thirties, which introduced waiting periods for handgun buyers and required permits for anyone wishing to carry a concealed weapon. it also supported the 1934 national firearms act — the first major federal gun - control legislation — and the 1938 federal firearms act, which together created a licensing system for dealers and prohibitively taxed the private ownership of automatic weapons ( “ machine guns ” ). the constitutionality of the 1934 act was upheld by the u. s. supreme court in 1939, in u. s. v. miller, in which franklin delano roosevelt ’ s solicitor general, robert h. jackson, argued that the second amendment is “ restricted to the keeping and bearing of arms by the people collectively for their common defense and security. ” furthermore, jackson said, the language of the amendment makes clear that the right “ is not one which may be utilized for private purposes but only one which exists where the arms are borne in the militia or some other military organization provided for by law and intended for the protection of the state. ” the court agreed, unanimously. in 1957, when the n. r. a. moved into new headquarters, its motto, at the building ’ s entrance, read, “ firearms safety education, marksmanship training, shooting for recreation. ” it didn ’ t say anything about freedom, or self - defense, or rights.


by kori hamilton national dissemination center for children with disabilities ( nichcy ) there are many types of speech and language disorders that can affect children. over one million students are being served in our schools under the speech or language impairment category of idea, the law that authorizes special education. do you have a student in your classroom who struggles with articulation, fluency, voice, or language? is the student ’ s academic performance being negatively affected? this blog will give you 8 tips to help support students in your class who have speech or language impairments. about speech - language impairments there are four major areas in which speech and language impairments occur : ( 1 ) articulation impairment is where the child produces sounds incorrectly or has difficulty making particular sounds. the sounds may be changed, added, left off, or distorted, which makes it hard for people to understand the child. ( 2 ) fluency disorder is when a child displays disruption in the rhythm and flow of speech. a stutter is a common fluency disorder in which sounds, syllables, and words are repeated, prolonged, or avoided. ( 3 ) voice disorder refers to an abnormal quality to pitch, resonance, or loudness in speech. people who have voice problems often notice changes in pitch, loss of voice, loss of endurance, and sometimes a sharp or dull pain connected with voice use. ( 4 ) language disorder describes an impaired ability to express needs, ideas, or information, and / or understand what others say. improper use of words and their meaning, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary, and inability to follow directions are all characteristics of language disorders. more detail about each of these impairments is available in nichcy ’ s fact sheet on speech and language impairments. note : if you suspect that a student in your class has an undiagnosed speech or language impairment, follow your school ’ s policies for referring a student for an evaluation under idea. also recommend that the child ’ s hearing be checked. the child may not have a speech or language impairment at all but, rather, a hearing impairment that is interfering with his or her development of language. addressing speech and language impairments in school because all communication disorders carry the potential to isolate individuals from their social and educational surroundings, it is essential that teachers provide students with help and support. many students with speech and / or language impairments will be eligible under idea to receive special education and related services. most, if not all, will need speech - language pathology services


surroundings, it is essential that teachers provide students with help and support. many students with speech and / or language impairments will be eligible under idea to receive special education and related services. most, if not all, will need speech - language pathology services. assistive technology ( at ) can also be very helpful to students, especially those whose physical conditions make communication difficult. there are many powerful things that a general education teacher can do in class to support the learning of students with speech and language impairments. 1. get informed. learn more about speech and language impairments and how they affect individuals ’ learning. speech and language impairments differ considerably from one another, so it ’ s important to know the specific impairment and how it affects your student ’ s communication abilities. the more you know, the better you can serve and support the student in your classroom. we ’ ve already mentioned nichcy ’ s fact sheet — that ’ s a great place to start. 2. consider language learners. do you have english language learners in your class? they, too, can have speech or language impairments, although it may be difficult to distinguish the impairment from the language learning. if you suspect that one of your ells has a speech or language impairment, refer the student for assessment by a bilingual speech pathologist. otherwise, the student ’ s speech or language impairment may be attributed to cultural or linguistic differences. 3. get familiar with the student ’ s individualized education program ( iep ). if you are not part of the student ’ s iep team, ask for a copy of his or her iep. the student ’ s educational goals will be listed there, as well as the services and classroom accommodations he or she is to receive. 4. make sure that needed accommodations are provided. the student ’ s iep will list the accommodations the student needs for classwork, homework, and testing. it ’ s important that these are provided — they will help the student learn and demonstrate his or her learning. also find out if your state or school district has materials or resources available to help educators address the learning needs of children with speech or language impairments. it ’ s amazing how many do! 5. make adjustments in the classroom. small adjustments can really help a student with a speech or language impairment. for example, seat the student near you, which will help with questions and instructions. perhaps have a system of signals that lets the student ask for help or indicate confusion without causing undue disruption. visual aids and clear, written instructions


or language impairment. for example, seat the student near you, which will help with questions and instructions. perhaps have a system of signals that lets the student ask for help or indicate confusion without causing undue disruption. visual aids and clear, written instructions help, too. so does talking privately with the student and getting his or her input on what ’ s helpful and what ’ s not. 6. don ’ t go it alone — consult with others! work closely with the speech pathologist and special educators in your school to get tips and strategies for supporting the student, including ways to adapt the curriculum and how to address the student ’ s iep goals in your classroom. 7. collaborate with parents. work together with the student ’ s parents to create and implement an educational plan tailored to meet the student ’ s needs. parents can also tell you a great deal about the student ’ s interests, difficulties, and skill areas. regularly exchange information with parents about how the student is doing at home and at school. 8. be patient and mindful of etiquette. not being able to communicate effectively can be frustrating for everyone, but most especially for the student with the speech or language impairment. it ’ s important to be patient — for example, let the student finish his or her own sentences. if you don ’ t understand something the student says indicate what you did understand. it ’ s also okay to ask questions in a way that lets the student give a short answer, or to substitute written work for oral presentations. what you model for the class in terms of etiquette and patience creates a positive, encouraging environment for all. as a teacher, you have the power to make an enormous difference in learning and school experience of a student with a speech or language impairment. we hope that these resource organizations help you do just that! asha | american speech - language - hearing association nidcd | national institute on deafness and other communication disorders cleft palate foundation casana | childhood apraxia of speech association of north america national stuttering foundation blog, speech or language impairment, speech - language pathology


mit open course ware for high school students did you know that mit offers a huge catalog of free online courses where you can earn certificates of mastery of a subject from mit? they offer over 2000 courses ranging from sciences & humantities to management & engineering. well, they also offer a course selection for teens looking to get a taste of what mit has to offer, as well as help them prepare for their ap exams. there are introductory course recommendations for high school students that include multiple selections in : - computers and electronics - foreign languages - media, music and the arts - social sciences - writing and literature students can take the courses at their leisure through mit open course ware, and have other options available to them as well. there are exam preparation tools in the sciences to aid students in their ap test studies, high school courses developed by mit, and hands on opportunities like labs, competitions & demonstration videos. into building stuff? take a course in practical electronics, furniture making or even toy product design from the mit toy. you can also apply your skill in courses like technical design for theatrical scenery, or get a head start on your robot army with introduction to robotics. do you have a higher calling and feel a need to save the world? you can take courses based on mit ' s continuing mission to develop sustainable solutions to challenging problems through design like demining war zones past and present, designing solutions for underserved communities, or discussing developing information technology in sub - saharan africa. courses are also offered to help students become better writers. the courses cover technical writing, writing for the internet, short stories, and essays. these courses are designed to help students be on track as they enter the world of higher education. courses, study materials from other courses and guides with writing tips and tricks are all part of this offering. students will benefit from having the self confidence to communicate what they learn with their professors and fellow students, and by developing a critical communication skill as they grow into adults. mit ' s outreach database makes resources available to individuals and families to encourage children to learn science and math, develop their interest in inventing, study physical sciences, and broaden their horizons as they navigate their way through elementary and high school years. so check out the what mit has to offer your kids, and browse the course catalog for yourself! you may find something you ' ve always wanted to learn about, or acquire a mit certificate in a skill that will help further your own career!


guaruja, sao paulo, brazil activities : guaruja, sao paulo, brazil hikes : hikes through the coastal forest reveal the high biodiversity of flora and fauna that makes up this complex ecosystem. students learn that biodiversity is necessary for the ecosystem to thrive, and therefore these forests and their inhabitants should be protected and preserved. on night hikes, students learn about nocturnal animals of the coastal forest. mangrove explorations : elevated walkways lead students on an adventure through the coastal mangrove forests of guaruja. they learn about the amazing adaptations that allow these trees to live in saltwater and how mangroves are connected to offshore fisheries, migrating birds and coastal protection. snorkeling : students snorkel along the guaruja coastline, exploring the sandy and rocky bottom of brazil ’ s beautiful coast. green building and architecture lessons : the camp itself serves as the classroom for this activity! students learn about how architects designed the buildings throughout the camp to minimize environmental impact. tide pooling : explorations of tide pools reveal the amazing adaptations critters need to survive in this surprisingly harsh environment. composting : students get some dirt under their fingernails as they learn about different types of composting - recycling in a very basic form! they compost their leftovers after every meal and see how that compost is used in the camp ’ s organic garden. organic gardening : students learn that being organic is tasty! they discover what it means to be organic and the benefits of growing and eating organic food. they use the soil created in the camp ’ s composting system to grow food that will become ingredients in the camp ’ s kitchen! eco art : taking inspiration from nature where nothing is wasted, students use unlikely objects such as plastic water bottles to create works of art and useful items like planters and paper dispensers. sustainable living lessons : guests learn about solar technology and other renewable energy sources, the three r ’ s ( reduce, recycle and reuse ), and what they can do at home to lead a sustainable lifestyle to minimize impact on the environment. videomicroscope lessons : students explore the microscopic world with a videomicroscope, examining tiny critters such as plankton and insects up close on a video screen. solar technology explorations : as part of their lessons about sustainable living and green building technology, students discover how sunlight can be harnessed with solar technology.


rosh hashanah of the special tree four varieties of rosh hashana are listed in the opening mishna of this mesechta. one, the rosh hashana related to the tree, is on the 15th of shevat according to the opinion of beit hillel ; it is familiar to us as " tu ( 15th ) b ’ shevat — the new year of the trees. " there are several halachic implications of this date, such as determining the year ’ s beginning in regard to tithes. fruits reaching a certain state of development before tu b ’ shevat are not tithed with fruits that reach that stage later. similarly, this date determines the type of tithe that applies : ma ’ aser sheni, the " second tithe " applies to fruits of the second year in the seven - year agricultural cycle ; whereas, ma ’ aser ani, the tithe for the poor, applies to fruits of the third year. there is also the ramification of how to determine when the fruits of a tree have passed the three year stage during which they are forbidden as orlah. ( whether tu b ’ shevat determines the beginning of the shemita year for fruits is the subject of a lively debate of halachic authorities cited by rabbi shlomo strashun ( rashash ) in the back of the gemara. ) one of the great chassidic leaders, rabbi zvi elimelech of dinov, in his classic work " bnei yissachar " makes an interesting observation : all the items mentioned in the mishna affected by the various rosh hashana dates — kings, documents, festivals, animals and vegetables — appear in the plural form. the only exception is the tree which is referred to in the singular. this, he suggests, may be a hint that on tu b ’ shevat, the new year of the trees, we focus on one particular tree, the one which provides the etrog for the mitzvah of taking the four species on succot. there is a tradition, he notes, to pray on that day to have the privilege of acquiring not only a kosher etrog, but a beautiful one as well. it is on that day that the sap rises in fruit trees, and the etrog each jew will acquire depends on his individual merit. prayer on this day, concludes the author, will " bear fruit, " and it is to this prayer which the mishna alludes in


a day in the life of venus express bright and dark cloud bands wind around the poles of venus in this beautiful sequence tracked by esa ' s venus express as it makes a rollercoaster orbit around the planet. we join the spacecraft from a staggering 66 000 km above the south pole, staring down into the swirling south polar vortex. from this bird ' s - eye view, half of the planet is in darkness, the ' terminator ' marking the dividing line between the day and night sides of the planet. intricate features on smaller and smaller scales are revealed as venus express dives to just 250 km above the north pole and clouds flood the field of view, before regaining a global perspective as it climbs away from the north pole. the movie is based on images snapped by the venus monitoring camera over a period of 18 hours during one of the spacecraft ' s 24 - hour orbits around the planet on 7 - 8 january last year. it was compiled using public data from the venus express data archive. the camera observes the planet in ultraviolet wavelengths, revealing intriguing patterns in the cloud tops, which ride around the planet about 70 km above the surface. the observed pattern of bright and dark markings is caused by variations in an unknown absorbing chemical at the venus cloud tops. the clouds are driven by extremely strong winds, sweeping around the planet once every four days. by comparison, the planet takes 243 days to complete one rotation about its own axis. venus express has been orbiting the planet since 2006. it carries seven scientific instruments investigating the surface, atmosphere and ionosphere of venus.


by prof. ian h. giddy, new york university corporate restructuring entails any fundamental change in a company ' s business or financial structure, designed to increase the company ' s value to shareholders or creditor. corporate restructuring is often divided into two parts : financial restructuring and operational restructuring. financial restructuring relates to improvements in the capital structure of the firm. an example of financial restructuring would be to add debt to lower the corporation ' s overall cost of capital. for otherwise viable firms under stress it may mean debt rescheduling or equity - for - debt swaps based on the strength of the firm. if the firm is in bankruptcy, this financial restructuring is laid out in the plan of reorganization. the second meaning, operational restructuring, is the process of increasing the economic viability of the underlying business model. examples include mergers, the sale of divisions or abandonment of product lines, or cost - cutting measures such as closing down unprofitable facilities. in most turnarounds and bankruptcy situations, both financial and operational restructuring must occur simultaneously to save the business. corporate financial restructuring involves restructuring the assets and liabilities of corporations, including their debt - to - equity structures, in line with their cash - flow needs to promote efficiency, support growth, and maximize the value to shareholders, creditors and other stakeholders. these objectives make it sound like restructuring is done pro - actively, that it is initiated by management or the board of directors. while that is sometimes the case - - examples include share buybacks and leveraged recapitalizations - - more often the existing structure remains in place until a crisis emerges. then the motives are defensive - - as in defenses against a hostile takeover - - or distress - induced, where creditors threaten to enforce their rights. financial restructuring may mean refinancing at every level of capital structure, including : assignment : identify a company in the news that is undergoing corporate restructuring. is the restructuring financial or operational? what methods are being used? will they produce fundamental improvements? what risks does the company run in using these techniques?


nov 10, 2009, 6 : 09 am post # 3 of 7 re : [ divyag ] ' constant ' in perl [ in reply to ] can we define any variable as constant in perl ( just like const in c and java ), so that its value cannot be modified throughout the program? there are two techniques to get unmodifiable values in perl : ` use constant ; ` and ` use readonly ; ` the pragmatic constant is part of the standard perl installation and is available to any script. it creates a sub that returns the value. it can be used anywhere a sub can. perl - e ' use constant pi = > atan2 ( 0, - 1 ) ; print pi, " \ n " ' running the deparser on it, you can see the sub. you can also see that the compile phase replaces the sub with the value for faster execution. perl - mo = deparse - e ' use constant pi = > atan2 ( 0, - 1 ) ; print pi, " \ n " ' readonly is a module available from cpan : http : / / search. cpan. org / ~ roode / readonly - 1. 03 / readonly. pm what is does is tie into the variable and disables its ability to change. this adds some execution overhead every time the variable is used. it biggest drawback is that readonly must be installed on every system where the script runs. i love perl ; it ' s the only language where you can bless your thingy. perl documentation is available at perldoc. perl. org. the list of standard modules and pragmatics is available in perlmodlib. get markup help. please note the markup tag of " code ".


relapse, verb - - to fall or slip back into a former state, practice, etc. : to relapse into silence. - to fall back into illness after convalescence or apparent recovery. - to fall back into vice, wrongdoing, or error ; backslide : to relapse into heresy. a common view of relapses is that the start of the relapse is when you fall back into your former state of being. for example, for an alcoholic, his relapse starts when he takes his first sip after a period of sobriety. for someone diagnosed with clinical depression, his relapse starts with the onset of his depression. for a smoker, his relapse starts when he takes his first puff ( after a long break ). for an emotional eater, his relapse begins when he has a binge attack after a period of healthy eating. this view is good in that it helps you to categorize the periods when you are “ down ” and the periods when you are “ clean ”. it helps you to work toward the goal of becoming “ clean ” – clean of the addiction, clean of the bad habit, or clean of the bad practice. this is the objective of rehabilitation clinics – to help you be clean and stay clean. however, the problem with this view is that it only looks at the physical occurrence of the relapse without considering the big picture. the reality is that the point when one falls back into one ’ s old behavior isn ’ t the start of the relapse – it is actually the end of the relapse. the issues that contribute to the negative behavior have probably been present for a while before the relapse manifested itself. it ’ s just that they were hidden below the surface, and hence not observable. understanding how relapses occur let me do a breakdown of a relapse process so you know what i mean. i ’ ll use the example of drinking, though this applies to any other “ relapse ” - type situations, like emotional eating, junk food eating, smoking, depression, slipping into bad habits, losing grip of good habits ( say exercising, healthy eating, waking early, consistent studying ), bad temper, overwhelm from stress, and so on. jane has a drinking problem. she is not an alcoholic, but she drinks a lot, sometimes uncontrollably. she knows that drinking is not good for her and she wants to stop


, overwhelm from stress, and so on. jane has a drinking problem. she is not an alcoholic, but she drinks a lot, sometimes uncontrollably. she knows that drinking is not good for her and she wants to stop drinking permanently. so she starts turning to healthier beverages, such as water, real fruit juices and green juices. she removes all alcoholic drinks from her house. she stops going to parties where there are people drinking, so she will not be tempted. she stocks her home with fresh natural fruits so she can blend her own drinks. she switches over to this new, healthy habit with relative ease. occasionally she thinks about drinking. this ranges from a fleeting thought to an overwhelming urge. but since there are no drinks in her home, she has nothing to drink even when she wants to. she either suppresses the urge or forces herself to go to sleep. this continues for the next few weeks. after 1 month of sobriety, she is invited to a party one day. she thought : “ i ’ ve been doing so well in the past month. i should be alright in this party. ” as it turns out, she decides to have a sip of wine while she is there, so that she does not stick out like a sore thumb. a sip turns to a glass, which turns to 2 glasses, then 3 glasses, then 4 and 5. she gets back to drinking after that, since she has already ruined her sobriety. this goes on for a short while before she tries to be sober again. here, it looks like the relapse happened during the party. however, the relapse happened way before that – probably some time before the first thoughts of drinking surfaced in her mind. even though jane technically did not drink during those moments, the surfacing of those thoughts suggested she was losing control of the situation. however, she did not do anything about those thoughts – instead ignoring the signs and occupying herself with other things. in the end, the issue became compounded and she ended her sobriety. it looked like the “ relapse ” could have been easily avoided if she did not attend her party, but the slip was already a long time coming. attending the party was merely the final straw. by the time she had her first sip, the situation was already too far gone for her to do anything about it. the mental floodgates were wide open and the water was gushing everywhere. all she could do was merely ride on the waves and act


time she had her first sip, the situation was already too far gone for her to do anything about it. the mental floodgates were wide open and the water was gushing everywhere. all she could do was merely ride on the waves and act out her urges. this brings to mind this chinese fable i read when i was young. two groups of animals were doing a tug - of - war and it was a tie between them. the rat joined team a which tipped the scales in the team ’ s favor and they ended up winning. when the rat tried to claim credit for the victory, the other animals corrected him by saying it was a team work effort. he wasn ’ t the sole reason for the victory. if he was the lone member in team a doing the tug - of - war with team b, he would never have won. the point at which jane could have remedied the situation would be right at the beginning, when the thoughts first surfaced. why were the thoughts of drinking surfacing in her mind? what did they represent? did she do something that triggered those thoughts? what could she do about that? these are questions she should have reflected on right there and then. in doing so, she would have nipped the problem in the bud and prevented herself from a crazy blood bath later on. if the thoughts were to resurface again later on, it was merely a sign of an impending relapse and there was more steps to be taken to properly recover. her thoughts would serve as a helpful indicator to prevent the actual, physical relapse – rather than waiting until it was too late to fix the situation. example : emotional eating let me use another example, which is my emotional eating. i have written extensively about my emotional eating issues in how to overcome emotional eating ( 6 - part series ), which i recommend you to read if you have difficulty sticking to healthy eating patterns. looking back at my past emotional eating episodes, they could be described as sudden frenzies of uncontrollable eating, usually of junk food, that tainted my healthy eating endeavors. they tended to occur at night and would last for the next couple of days until i got a hold of myself and “ restarted ” my eating by starting anew the next day. before these bingeing episodes though, i would usually be eating perfectly healthy meals with no problem at all. if i was to perceive the bingeing episodes as the issue, i would be locking all the food in cabinets every night – and perhaps


before these bingeing episodes though, i would usually be eating perfectly healthy meals with no problem at all. if i was to perceive the bingeing episodes as the issue, i would be locking all the food in cabinets every night – and perhaps even be sleeping early every day so i wouldn ’ t run the risk of bingeing at night. however, this would not solve anything because firstly, i could not lock away all the food in my household – there was too much food. and it was not like i could do that without affecting others – i lived ( and still live ) with my parents and brother. secondly, logic would be thrown out of the window during my frenzy ee moments. if i were to lock the food in cabinets ( which i never did because it was pointless like i said previously ), i could easily unlock them. even if i managed to to control myself and not unlock the cabinets, i could easily walk to a 24 - hour store and buy food, usually the worse kinds, to eat. clearly, the bingeing episodes were not the issue as much as they were only a reflection of an underlying issue. in my journey with emotional eating, part 1 : food as a symbol of love, i shared that a big part of my emotional eating was the result of seeing food as a symbol of love. hence, whenever i binge ate in the past, it was because i lacked love ( self - love ). it was not specifically the point when i binge ate that this happened though – it was the compounded effect of forcing myself to do things, depriving myself, being harsh on myself, and neglecting my needs throughout the day ( s ) that eventually led me to “ slip ” and binge eat at night. the “ relapse ”, the bingeing, was in the making long before the first uncontrollable bite occurred. that first bite merely represented the point at which my conscious self was no longer able to hold things together anymore – during which the problem then spilled over to reality. by recognizing this, i was able to identify the points at which the real relapse for my emotional eating began – which would be the times when i neglected my needs and made myself do things i didn ’ t want to. by working on that, i was then able to address my emotional eating issue. how to prevent a relapse : recognize when it really begins most people with addiction problems check into rehabilitation clinics when their addictions resurface. however,


to. by working on that, i was then able to address my emotional eating issue. how to prevent a relapse : recognize when it really begins most people with addiction problems check into rehabilitation clinics when their addictions resurface. however, that ’ s when the problem is too far gone. they should be looking for help long before that. when you only wait until your relapse occurs before you fix the issue, that ’ s way too late. not only do you have to fix the problem, you have to deal with the sticky aftermath of the situation, and the disappointment of having a relapse. secondly, you have to chase the problem at its tail, rather than getting a leg up on the issue. last but not least, you don ’ t deal with the root of the issue, but rather, its effect. trace your relapses think about a bad habit or practice you have which you have been trying to remove. now, consider the following questions : - when ’ s the last time you did that? - tracing back, when do you think the relapse really started? - what can you do to prevent this bad habit or practice from occurring in the future? feel free to share your answers in the comments section. check out the related articles : - how to break out of recurring patterns in life ( exclusive article in personal excellence book volume 2 ) - cultivate life transforming habits in 21 days


westview press ( 1995 ) | abstract | | our nation ’ s schools have always been contested turf but perhaps never more so than in today ’ s volatile environment. educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions. the role of philosophy of education in such an environment is not to dictate answers. rather, it must foster understanding of the philosophical issues underlying contemporary debates. in this survey, nel noddings provides the essential background necessary for a more sophisticated and nuanced comprehension of the issues. philosophy of education is designed for general students of education who need to know something about philosophical thought and its exercise in teaching, learning, research, and educational policy. it assumes no previous training in philosophy. ranging broadly from the great historical figures through john dewey to contemporary representatives of both analytic and continental traditions, it is always fair - minded, generous, and undogmatic. attractive features are the author ’ s nondoctrinaire feminism, her commitment to the empowerment of students, and her coverage of the most recent trends in educational thought. this is an essential book not just for teachers and for future teachers but for anyone needing a survey of contemporary trends in the philosophy of education. | | buy the book | | $ 7. 43 new ( 77 % off ) $ 12. 99 direct from amazon ( 60 % off ) amazon page | | call number | | lb14. 7. n63 1995 | | isbn ( s ) | | 081338429x 0813343232 0813345316 9780813345314 | | through your library | | configure | similar books and articles alis oancea & david bridges ( 2009 ). philosophy of education in the uk : the historical and contemporary. oxford review of education 35 ( 5 ) : 553 - 568. raf vanderstraeten & gert biesta ( 2006 ). how is education possible? pragmatism, communication and the social organisation of education. british journal of educational studies 54 ( 2 ) : 160 - 174. john n. hawkins & w. james jacob ( eds. ) ( 2011 ). policy debates in comparative, international, and development education. palgrave macmillan. william hayes ( 2006 ). the progressive education movement : is it still a factor in today ' s schools? rowman & littlefield education. david scott ( 2000 ). realism and educational research : new perspectives and possibilities. falmer press. david


a successful nasa flight test monday demonstrated how a spacecraft returning to earth can use an inflatable heat shield to slow and protect itself as it enters the atmosphere at hypersonic speeds. the inflatable re - entry vehicle experiment, or irve, was vacuum - packed into a 15 - inch diameter payload " shroud " and launched on a small sounding rocket from nasa ' s wallops flight facility on wallops island, va., at 8 : 52 a. m. edt. the 10 - foot diameter heat shield, made of several layers of silicone - coated industrial fabric, inflated with nitrogen to a mushroom shape in space several minutes after liftoff. the black brant 9 rocket took approximately four minutes to lift the experiment to an altitude of 131 miles. less than a minute later it was released from its cover and started inflating on schedule at 124 miles up. the inflation of the shield took less than 90 seconds. " our inflation system, which is essentially a glorified scuba tank, worked flawlessly and so did the flexible aeroshell, " said neil cheatwood, irve principal investigator and chief scientist for the hypersonics project at nasa ' s langley research center in hampton, va. " we ' re really excited today because this is the first time anyone has successfully flown an inflatable reentry vehicle. " according to the cameras and sensors on board, the heat shield expanded to its full size and went into a high - speed free fall. the key focus of the research came about six and a half minutes into the flight, at an altitude of about 50 miles, when the aeroshell re - entered earth ' s atmosphere and experienced its peak heating and pressure measurements for a period of about 30 seconds. an on board telemetry system captured data from instruments during the test and broadcast the information to engineers on the ground in real time. the technology demonstrator splashed down and sank in the atlantic ocean about 90 miles east of virginia ' s wallops island. " this was a small - scale demonstrator, " said mary beth wusk, irve project manager, based at langley. " now that we ' ve proven the concept, we ' d like to build more advanced aeroshells capable of handling higher heat rates. " inflatable heat shields hold promise for future planetary missions, according to researchers. to land more mass on mars at higher surface elevations, for instance, mission planners need to maximize the drag area of the entry system. the larger the diameter of the aero


chaos, like next year ’ s weather, is anything but predictable. so results appearing in the 8 october print issue of prl may seem paradoxical : researchers claim that for the first time, two lasers have been synchronized so that one can anticipate the chaotic fluctuations in the other. some experts are skeptical of the result, but it illustrates some of the challenges in the field of chaos research, where physicists are attempting to understand and make use of nature ’ s seeming disorder. the weather is a classic example of chaos. in a perfect world, a computer – given a complete set of atmospheric data and equations – should be able to crunch out forecasts for years to come. but in practice, tiny uncertainties in the initial data set eventually lead to completely inaccurate predictions. a laser also becomes very unpredictable if you reflect a small portion of the laser ’ s output back into the device. this feedback makes the laser ’ s future output – like next year ’ s weather – strongly dependent on its past. alan shore and his colleagues at the university of wales in bangor, uk, created fluctuations in their first laser – the “ transmitter ” – using this standard feedback technique. they also fed some of the transmitter ’ s light into a second, “ receiver ” laser, which went into fits of intensity fluctuations nearly identical with those of the transmitter. the team arranged the mirrors in a way that gave the transmitter ’ s feedback signal a long round trip, so the receiver got the signal earlier and anticipated the transmitter ’ s fluctuations by a fixed amount of time. surprisingly, that fixed anticipation time did not depend upon the round - trip time for light to re - enter the transmitter. several researchers have pointed out that even the tiniest amount of accidental light traveling from the receiver back to the transmitter could induce unintended fluctuations in the transmitter. they suggest that the receiver might not be anticipating fluctuations in the transmitter, but rather, causing them. shore says that there is a small amount of feedback from the receiver to the transmitter, but that his team has shown that this feedback is not causing the fluctuations in the transmitter – a result they will soon publish. although many experts want to consider this result more carefully, they are optimistic about the potential usefulness of chaos synchronization. dan gauthier of duke university in durham, nc, suggests one possible application for anticipating chaos : researchers could maintain an extremely steady laser intensity by using the advanced signal to counter fluctuations quickly. ingo fischer, of the university of darmstadt in germany, still sees open questions in the interpretation


what is typography? and why is it so important to graphic designers? because everything you touch, see and create is impacted by the use of writing styles and techniques. by understanding the underlying message that your choice of text contains, you will become more effective as you design and layout projects containing words and phrases. a picture may be worth a thousand words, but you have to know a thousand words to replace it. typography is the art and process of arranging type for a variety of media purposes and is made up of several parts. take a look at the image below. depending on the font style some or all of these parts will always be present. let ’ s understand the basics of typography. - the type size, also called the cap height, is the overall height of capital letters in the formation of words. - the ascender is the upward tail on letters like h, l, t, b, d, and k. - the descender is the downward tail for letters like g, q, and y. - the counter is the white space located inside letters like o and p. - the x height is the height of the letter, and does not include ascenders or descenders. - baselines are the boundary that the lowest part of the letter rests on. take a look at the y, p, g, p and y letters in the illustration above. the solid line they are resting on is the baseline. what ’ s the importance of kerning? have you ever seen a paragraph or advertisement that made the letters appear either s p a c e d w a y out or scrunched all up so it was hard to read? the effective use of kerning and leading will fix that problem. kerning is the space located between individual letters of a word. if you can remember the kernels on an ear of corn, it ’ s easy. when the kernels of corn line up, it makes a nice neat row. if the kerning is off, so will the appearance of the word or line of text you are working with and it will be harder to read. leading is the space between the lines of text. if you look at the illustration above, you will quickly notice the space between line one and two is too close, giving the impression of not enough space. by adjusting the amount of leading between lines, the text becomes much more readable and less pinched. please rate this article. if you enjoy pluginin™ and the information we provide please sign up


policy - makers put a lot of faith in education as a pathway toward prosperity — for individuals, for families, and even for entire countries. and for many, education offers the possibility of economic mobility and, perhaps equality of opportunity. for oxfam building human capital through education is not just good for society and families, but should be considered as something closer to a human right. this case is easier to make — and more salient — for primary and secondary education. for more advanced education, a careful analysis is worthwhile to make sure the value to individuals, families, and societies is worth it. in general, the presumed answer is yes. but, as the costs of getting a college education rise, the question increasingly gets asked and doubts creep in about whether it ’ s worth it. i came across a report released earlier this year on “ the economic case for higher education ” in the usa produced by the us departments of treasury and the us department of education. those are formidable authors, so i thought it would be an impressive document. and it is. the paper finds that college tuition has increased rapidly since 1991. this is offset a bit by increased financial aid ( from various sources ) and government tax breaks. but even taking these into account, college tuition has increased by 58 percent since 1991 for public schools and 25 percent for private schools. public schools educate the large majority of students, so rising public school costs affect more people. rising costs in public schools reflect the relentless budget cutting happening in the states, as well as increasing costs and administration of those schools. despite increasing cost, college education has a high return - on - investment. incomes for people who have college education are 64 percent higher than for those who do not. and people with college education often receive other benefits, like pensions, health insurance, paid time off. and they are employed more, or rather, experience less unemployment. in general, the wage premium for going to college has accelerated since the early 1980s. this might imply a shortage of college - educated people for the labor force, but it also reflects the stagnation of wages for non - college educated people. for individuals and families, it ’ s clear that college is a good bet. individuals that start life in a poor family ( in the lowest income quartile ), but who get a college education, reduce the chance that they will also be poor by more than half. but the positive story of college education and prosperity begins to fray with this graph : here we see that college is still a distant dream for the


, but who get a college education, reduce the chance that they will also be poor by more than half. but the positive story of college education and prosperity begins to fray with this graph : here we see that college is still a distant dream for the overwhelming majority of poor americans ( bottom or first quartile on the left ). less than one - third starts college, and less than one - tenth graduate. compared to people in families with more money, poorer kids enroll at much lower rates, and once they enroll have a much harder time graduating. while the trend has been upward for poor people over three decades of college enrollment and graduation, the improvement has been for every income level, not just poor families ( the orange v. blue bars ). in fact, the improvements have been faster for higher income levels — with the rate of improvement in college entry and graduation highest for kids in families in the third quartile. so richer kids have an easier time getting to college, more success sticking with it, and get higher incomes as a result. things have been getting better for them over the years. a college education is a great opportunity and is an engine for class mobility. it could be an engine for increased equality. but is an engine that is unavailable to kids from the lowest class really an engine of opportunity at all? if college delivers higher income to graduates, but is denied to poorer families, then does it actually help transmit increased inequality?


new insights into processes vital to cellular functions and human health : physicists manipulate single molecules to unravel secrets of protein folding 27. 10. 2011, press releases physicists at the technische universitaet muenchen ( tum ) are opening a new window into the life of biological cells, using a technique that lets them grab the ends of a single protein molecule and pull, making continuous, direct measurements as it unfolds and refolds. their latest results, reported in the journal science, reveal a complex network of intermediate structural and kinetic states along the way to functionally correct folded forms, including both express routes and dead ends. better understanding of protein folding is essential because incorrectly folded proteins cause diseases such as alzheimer ' s and parkinson ' s. the experiments focused on the protein calmodulin, which is not implicated in these diseases but plays a role in many processes vital to cellular functions, and thus to human health. the functions ( and malfunctions ) of proteins are largely determined by their structures, so researchers are exploring many avenues toward understanding precisely how they fold ( or misfold ). where x - ray structural analyses offer " snapshots " of protein folding, single - molecule force spectroscopy - - the approach pioneered by prof. matthias rief and colleagues in the tum department of physics - - produces views that are, by comparison, more like movies. even though these movies are very " blurred, " since they only capture the length of the molecule, they allow the researchers to study the dynamics of the folding process. in the study reported in science, rief ' s co - authors were tum doctoral candidates johannes stigler, fabian ziegler, anja gieseke, and christof gebhardt ( now a postdoc at harvard university ). a grant from the tum institute for advanced study helped the laboratory acquire the instrumentation that made these single - molecule experiments possible - - ultra - stable, high - resolution " optical tweezers, " a tool that traps miniscule objects between opposing laser beams as surely as if they were being held between thumb and forefinger. to get a grip on a calmodulin molecule, the researchers first would insert it between two molecules of a mechanically tougher protein called ubiquitin. residues of the amino acid cysteine at the outer ends of this assembly allowed " handles " made of dna to be attached, and these were fixed to glass beads one micrometer in diameter. the beads, and thus the


ubiquitin. residues of the amino acid cysteine at the outer ends of this assembly allowed " handles " made of dna to be attached, and these were fixed to glass beads one micrometer in diameter. the beads, and thus the calmodulin molecule between them, could then be manipulated with the optical tweezers. the essence of the experiments, repeated many times over in a variety of ways, was to pull the ends of a single, folded calmodulin molecule until it straightened out and then to reduce the tension so it could fold again, constantly measuring protein length, mechanical forces and time with extreme precision. throughout, the calmodulin molecule was kept in conditions not too different from its working environment inside a cell, an aqueous solution with a concentration of calcium ions known to favor stable folding. statistical analysis helped to reveal what the measurements recorded. the results indicate that distinct subdomains of the calmodulin molecule fold independently yet interact with others, sometimes cooperating and sometimes interfering. " far from being a simple two - state process, " rief explains, " the folding of a calmodulin molecule takes place via a complex network of pathways in what we call its ' energy landscape. ' we found that this map of kinetic states and paths between different folded forms includes dead ends - - intermediate structures that need to be undone, like unwanted knots in a rope, before the protein can assume a shape that enables it to function properly. " the researchers also discovered express routes, pathways that let some domains reach their final state much more rapidly than the molecule as a whole. " the calmodulin molecule, " rief says, " even though considered small compared to most proteins in our body, already exhibits unexpected complexity in its folding. nature manages to fold much more complex proteins without major misfoldings. understanding this still remains a challenge for the future, and single - molecule experiments will help to resolve it. " this research was supported by the deutsche forschungsgemeinschaft ( sfb 863 a2 ), the tum institute for advanced study ( excellence initiative ), and the elite network of bavaria. the complex folding network of single calmodulin molecules johannes stigler, fabian ziegler, j. christof m. gebhardt, matthias rief science, oct. 28, 2011, pp. 512 - 516 doi : 10. 1126 / science. 1207598 contact : prof. matthias rief department of physics e22 technische universitae


research paper topics, free example research papers free research papers and essays on topics related to : lady catherine - 7 results found, view research papers on page : - austen, jane pride and prejudice - 1, 748 words austen, jane " pride and prejudice " pride and prejudice by jane austen ( 1775 - 1817 ) type of work : study of manners setting rural england ; early nineteenth century principal characters mr. bennet, father of five daughters mrs. bennet, his opinionated wife elizabeth, their intelligent middle daughter, and mr. bennet ' s favorite child jane, elizabeth ' s beautiful older sister lydia, the bennet ' s impetuous youngest daughter mr. binglcy, jane ' s rich and amiable suitor mr. darcy, bingley ' s arrogant and wealthy friend reverend collins, a conceited bore mr. wickman, an army officer story overveiw mrs. bennet felt delighted that netherfield, a nearby estate, was again rented, and was especially pleased... related : jane, jane austen, prejudice, pride, pride and prejudice - my trip - 256 words my trip the role of the visit to pemberley by elizabeth and the gardiners would most closely resemble a modern visit to a museum or a tourist attraction. i remember visiting newport, ri some time ago and visiting the vanderbilt ' s mansion and the aster ' s mansion on the island and touring the grounds of the estate the same way that elizabeth and the gardiners visited darcy ' s home. we viewed the rooms filled with crystal and walls made out of marble that had been imported from europe in awe. these excursions reminded me of millions of dollars in this world, yet at the same time, in the great scheme of life, the number of really wealthy people is small. likewise, when we ( and elizabeth ) are intr... related : trip, lady catherine, social class, visiting, super - pride and prejudice - 1, 386 words pride and prejudice in her novels, jane austen employs the timelessly effective characterization agents of dialogue, action, and point of view to cleverly manipulate the reader ' s emotions towards the characters. austen successfully creates heroins in a time that it was not social acceptable to think of women in a heroic role. she is so successful in applying these characterization techniques in her story lines that she molds a positive feeling towards strong females without the reader even realizing the influence the author ' s agents have had, at the same time creating a very entertaining story. in pride


she is so successful in applying these characterization techniques in her story lines that she molds a positive feeling towards strong females without the reader even realizing the influence the author ' s agents have had, at the same time creating a very entertaining story. in pride and prejudice as well as mansfield park for example, jane austen creates characters who a... related : prejudice, pride, pride and prejudice, first impressions, mansfield park - pride and prejudice - 816 words pride and prejudice in pride and prejudice by jane austen, the emphasis is on irony, in its exposure of foolishness and the importance of social values. jane austen ' s irony is devastating in its exposure of foolishness. there are various forms of exquisite irony in pride and prejudice, sometimes the characters are unconsciously ironic, as when mrs. bennet seriously asserts that she would never accept any entailed property, though mr. collins is willing to. " often mr. bennet and elizabeth serve to directly express the author ' s ironic opinion " ( trevor 352 ). when mary bennet is the only daughter at home and does not have to be compared with her prettier sisters, the author notes that : " it was s... related : prejudice, pride, pride and prejudice, lydia bennet, jane austen - pride and prejudice - 978 words pride and prejudice pride and prejudice on pride and prejudice, which in your opinion comes in for sharper criticism from austen. support your answer by referring to specific incidents and episodes. pride n., v., 1. high ( or too high ) opinion of one ' s own dignity, importance, worth, etc. 2. the condition or feeling of being proud. 3. a noble sense of what is due to oneself or one ' s position or character ; self respect ; self esteem. prejudice n., v., 1. an opinion ( usually unfavourable ), formed beforehand or without knowledge, thought, or reason. 2. disadvantage resulting from some judgement or action of another. 3. the resulting injury or loss. in my opinion, pride comes in for the sharper cr... related : prejudice, pride, pride and prejudice, elizabeth bennet, more important - pride and prejudice - 464 words pride and prejudice the passage which best relates the theme of pride and prejudice, by jane austin, is on page 125, in the middle of the page. this is where mr. darcy is proposing to elizabeth, and is informing her of the inferiority of her family and connections. this passage


the theme of pride and prejudice, by jane austin, is on page 125, in the middle of the page. this is where mr. darcy is proposing to elizabeth, and is informing her of the inferiority of her family and connections. this passage is significant because it is one of the few times where the characters openly acknowledge that the sole purpose of a person ' s life is to achieve a high salary and a high social position. it is evident from every point of the story that all people care about is marrying into a higher social rank. and even for those who are comfortable with their current status, it is imperative that they only marry someone of at least... related : prejudice, pride, pride and prejudice, romeo and juliet, current status - pride and prejudice novel - 834 words pride and prejudice novel in writing, one can express feelings they can never convey aloud. letters allow one to reveal their thoughts more personally and intimately than they can in person. staring at a blank page of paper is definitely less intimidating than looking into someones eyes. communication is such an important vitality, and letter - writing the lacks loss of words, stuttering, awkward silences, and uneasiness that conversations can sometimes carry. in the novel pride and prejudice, letter - writing is almost as much a form of communication as face - to - face conversation. in fact, letters provide some of the most intense and important climaxes in the story, not to mention some of the mo... related : prejudice, pride, pride and prejudice, lady catherine, lydia bennet - 7 results found, view research papers on page :


prostate cancer is the most common noncutaneous cancer among males. although prostate cancer can be a slow - growing cancer, thousands of men die of the disease each year ; prostate cancer is the second most common cause of cancer death in males. prostate cancer risk factors : age is the number one risk factor. chance of developing a prostate disease increases as you get older. though rare in men under 40 years, it can happen, but mostly affects men who are 70 years old or older. family history : if a close relative developed prostate cancer before he was 60, you are four times more likely to develop it yourself. ethnicity : the highest rates of prostate cancer are recorded in afro - caribbean men. for reasons that aren ’ t fully understood, the condition is more common in men of afro - caribbean or african descent and less common in men of asian descent. diets high in red meats and saturated fats are also considered a contributory factor. need to urinate more frequently ( often during the night ) ; need to rush to the toilet ; difficulty starting to urinate ( hesitancy ) ; straining or taking a long time while urinating ; weak flow and feeling that your bladder hasn ’ t emptied fully. the outlook for prostate cancer is generally good. this is because, unlike many other types of cancer, prostate cancer usually progresses very slowly. a man can live for many years without any symptoms or need for treatment. many men die with prostate cancer, rather than as a result of having it. prostate cancer can usually be cured if treated in its early stages. treatments include : using surgery to remove the prostate gland ; radiotherapy – radiation is used to kill the cancerous cells and hormone therapy – the growth of prostate cancer is stimulated by a hormone called testosterone, so hormone therapy involves using medication to block the effects of testosterone. all of the above treatment options carry the risk of significant side effects, including : loss of sexual desire ( libido ) ; the inability to obtain or maintain an erection ( erectile dysfunction ) and loss of bladder control ( urinary incontinence ). for this reason, many men choose to delay treatment until there ’ s a significant risk that the cancer might spread. if the cancer spreads from the prostate gland to other parts of the body ( metastasis ), typically the bones, it can ’ t be cured. in this case, treatment will aim to relieve the symptoms and prolong life.


a top scientific adviser to the u. k. government is advising depressed people to forget drugs and take up lifestyle changes such as smiling and eating seaweed. jane a. plant is a professor of geochemistry at imperial college london. she became interested in mental health via her work in environmental health and after first - hand experience. while her previous books have focused on a range of physical conditions, she has now turned her attention to depression. in her controversial new book, beating stress, anxiety and depression : groundbreaking ways to help you feel better, plant aims to “ inform and empower sufferers and their families ” and “ give the reader the latest findings on medications commonly used and misused to treat the epidemic that is sweeping the western world. ” the book discusses the current debate as to whether pharmaceutical drugs are any better than placebo for managing depression. plant and co - author janet stephenson are both themselves former sufferers : plant survived years of chronic anxiety after taking benzodiazepines to counteract the stress of cancer treatment, and stephenson, herself a psychologist, suffered from psychosis that began as postnatal depression and eventually led to admission to a “ frightening ” mental institution. both authors say that those experiences left them feeling helpless and part of an often - invisible community. by writing the book they hoped to pass on what they learned about regaining their health. plant and stephenson identify 10 lifestyle factors that that they believe can “ dramatically reduce anxiety and depression, ” as well as proposing “ 10 food factors ” to improve mental well - being. rather than relying on antidepressants, they recommend that depression sufferers take steps such as avoiding dairy products, sending fewer text messages, eating porridge at night and playing card games. they say all their tips are based on hard scientific evidence gathered from studies around the world. “ smiling is a way of tricking your brain into thinking that everything ’ s ok, even if it ’ s not, ” says plant. “ people who are mildly depressed should do their best to show the world a happy face, as that will improve people ’ s reaction to you and lift your mood. ” the authors advise sufferers to increase their intake of mood - boosting chemicals by eating kippers or poached haddock for breakfast because they contain omega - 3 fatty acids, and to be less materialistic, as those who achieve success may do so at the expense of personal relationships, which are a better guarantee of happiness. the authors argue that human contact, face - to - face or over the


- 3 fatty acids, and to be less materialistic, as those who achieve success may do so at the expense of personal relationships, which are a better guarantee of happiness. the authors argue that human contact, face - to - face or over the telephone, and the “ people skills ” to both talk and listen meaningfully are useful. however, they point out that emailing and texting are individualistic and isolating processes which people should spend less time on. they condemn the conventional approach, urging a radical overhaul of medical treatment for the increasing number of people with mood disorders. psychiatrists come in for some heavy criticism : “ we know of many psychiatrists who have only a rudimentary knowledge of the brain and its workings. ” all the more reason to follow their advice and take control. “ we do not agree with the usual advice to ‘ keep taking your medication and eventually all will be well, because doctor knows best ’, ” they write. “ we challenge many of the conventions in the treatment of mental illness, particularly the way that patients are prescribed medication without any diagnostic tests being carried out. ” they say that people with low self - esteem should ignore celebrity culture as much as possible, because it can reduce their self - esteem further. they also recommend improving your appearance through a new hairstyle, clothes or make - up because this can improve self - confidence. although controversial, these non - drug suggestions are receiving some mainstream support. in the u. k., the national institute of clinical excellence says that cognitive therapy, involving one - on - one sessions, can be just as effective as antidepressants. many family doctors feel that they are writing too many prescriptions when a different approach could be better for their patients. the alternative approach outlined in the book has also been praised by the neurologist sir john walton, a former president of the british medical association. he says that it is an “ admirable book, which would do much to alleviate the fear, helplessness and hopelessness which many feel when suffering from mental ill - health. ” plant j. and stephenson j. may 2008. beating stress, anxiety and depression : groundbreaking ways to help you feel better ( piatkus books ). collingwood, j. ( 2008 ). radical lifestyle changes may help depression. psych central. retrieved on may 23, 2013, from http : / / psychcentral. com / lib / 2008 / radical - lifestyle - changes - may - help - depression / last reviewed : by john m. gr


columbus, ohio – having the right kind of neighbors can help prevent teens from having sex at an early age, according to new research. a study in chicago found that some teens were more likely to delay having sex if they lived in neighborhoods where the adults kept a close eye on area children. the teens who benefited from living in these close - knit neighborhoods were those who had the least parental supervision, such as might occur when both parents work outside the home. the results show another reason why neighborhoods are important in the lives of residents, said christopher browning, co - author of the study and associate professor of sociology at ohio state university. " teens may benefit when they live in neighborhoods where adults take responsibility for socializing kids, even those they may not know personally, " browning said. " these are the neighborhoods where residents share the same values and norms, and try to pass them along to youth. " while previous research has shown that good neighbor relations help prevent crime, browning said this is the first study to show how how these strong relationships among neighbors may affect teenage sexual behavior. " crime tends to happen in public spaces, but this is different. sexual behavior happens in private spaces, in people ' s homes, so it may not be as easy to regulate as crime. but in some neighborhoods, adults are making sure kids aren ' t unsupervised in empty homes after school. " browning conducted the study with jeanne brooks - gunn from columbia university and tama leventhal from john hopkins university. the study appears in the current issue of the american sociological review. the data came from a larger project called the project on human development in chicago neighborhoods, which is designed to examine the role of neighborhoods in the lives of children. the study included residents of 80 neighborhoods. in 1994 - 95, researchers interviewed people in each of the neighborhoods to calculate what they call " neighborhood collective efficacy. " this is a measure of how close - knit each of these communities were. among other things, residents were asked to rate how much people trusted their neighbors, and whether adults in the neighborhood could be counted on to watch out for children. in 1995 - 96, 431 boys and 476 girls aged 11 to 16 and their caregivers, all from these 80 neighborhoods, were interviewed about a wide variety of issues, including early sexual experiences of the youths. the results showed that the type of neighborhood didn ' t have any effect on the age of first intercourse for teens whose parents reported they kept a close eye on where their children were at all times. but for


, including early sexual experiences of the youths. the results showed that the type of neighborhood didn ' t have any effect on the age of first intercourse for teens whose parents reported they kept a close eye on where their children were at all times. but for teens who weren ' t as closely supervised, they were less likely to have intercourse at an early age if they lived in one of the close - knit neighborhoods where adults kept an eye out on local kids. " when both parents are working, or children are being raised by a single parent, supervision may be more difficult. in these circumstances, it helps to live in a neighborhood where there are other adults who share the same values and who will help supervise teens, " browning said. the results don ' t mean it is best if parents are constantly watching over teens, he said. teens need to learn how to use their independence and it doesn ' t help them develop if parents are overprotective. " but you need to know what kind of community you live in, " browning added. " if you live in the right kind of neighborhood and you give your teens some independence, they have the opportunity to see other adults who reinforce your norms and values. that ' s going to be beneficial in the long run. " results showed that youth from high - poverty neighborhoods were more likely than those from other areas to have sex earlier. however, the effect of good neighbor relations was nearly as strong as the effect of living in a poor neighborhood, browning said. " poverty isn ' t the whole story. " the results also showed that parental monitoring had more effect on the behavior of girls than it did on boys. " boys at this age tend to take part in more risky behavior, " he said. " the parents ' capacity to control boys ' behavior through monitoring is more limited, but strong neighborhoods where parents jointly supervise local teens can have an impact on boys ' behavior. " browning said the findings suggest anything that can be done to promote good neighbor relations will have positive impacts on families. formal and informal neighborhood groups such as block watches and community organizations may have benefits beyond the specific issues they consider. " building strong communities will help in many ways, including preventing risky early sexual behavior among adolescents. " source : eurekalert & otherslast reviewed : by john m. grohol, psy. d. on 21 feb 2009 published on psychcentral. com. all rights reserved. i always like to know everything about my new friends, and nothing about my old ones. - - oscar


individual differences | methods | statistics | clinical | educational | industrial | professional items | world psychology | unverricht - lundborg disease ( abbreviated uld or epm1 ) is the most common form of an uncommon group of genetic epilepsy disorders called the progressive myoclonus epilepsies. it is caused due to a mutation in the cystatin b gene ( cstb ). the disease is named after heinrich unverricht, who first described it in 1891, and herman bernhard lundborg, who researched it in greater detail in 1903. uld onsets in children between the ages of 6 and 16 ; there are no known cases in which the person was older than 18. most cases originate from the baltic region of europe, though many have been reported from countries in the mediterranean. onset of the disease is characterized by myoclonic jerks and tonic - clonic seizures. early cases often resulted in the need of a wheelchair and death before the age of 24, but new treatments and medications have increased the life expectancy of individuals with uld, in some cases even to near that of an unaffected individual. unverricht - lundborg disease is also known as epm1, as it is a form of progressive myoclonic epilepsy ( pme ). other progressive myoclonic epilepsies include myoclonus epilepsy and ragged red fibers ( merrf syndrome ), lafora disease ( epm2a or emp2b ), neuronal ceroid lipofuscinosis ( ncl ) and sialidosis. progressive myoclonic epilepsies generally constitute only a small percentage of epilepsy cases seen, and uld is the most common form. while uld can lead to an early death, it is considered to be the least severe form of progressive myoclonic epilepsy. signs and symptomsedit patients with unverricht - lundborg disease exhibit myoclonic jerks and tonic - clonic seizures at a young age, between ages 6 - 16. the myoclonic jerks occur in the muscles of the arms and legs closest to the torso, and are triggered due to a variety of common external stimuli. seizures begin at an average age of 10. 8 years, with myoclonus beginning around 12. 1 years. it is not currently possible to diagnose without a genetic test, and since early symptoms are general, it is often mistaken


. seizures begin at an average age of 10. 8 years, with myoclonus beginning around 12. 1 years. it is not currently possible to diagnose without a genetic test, and since early symptoms are general, it is often mistaken for another more common epilepsy, in many cases juvenile myoclonic epilepsy ( jme ). the genetic cause of uld is known, but research has led to new areas of study that may lead to an increase in knowledge of what causes uld. the cause of uld is known to be a mutation of the gene that produces cystatin b. the disease is autosomal recessive, so both parents of an individual must be carriers of the recessive cstb gene for the individual to inherit it, and for an individual to show symptoms of uld, they must have both recessive cstb genes. siblings of affected individuals who only have one recessive gene have been monitored and generally do not show the signs of uld, though in some cases mild symptoms may be present. new research shows that cystatin b may not be the only factor involved in unverricht - lundborg disease. in a study, it was determined that patients with uld had more dopamine receptors in certain areas of their brain than unaffected individuals. the researchers chose to investigate dopamine receptors because they are known to be a factor in myoclonus, which are a significant part of the symptoms of uld. the results of this study indicate that the cause of uld may be more complex that currently thought. while the genetic cause of unverricht - lundborg disease is known, the mechanism by which it works is not fully known. current research has provided promising results that may lead to a confirmation of the mechanism. this research has been performed on mice with the gene for producing cystatin b removed, to provide a similar set of symptoms to individuals with uld. the mechanism currently supported by research is very similar to another theory of epilepsy progression known as kindling. current research links cystatin b to production of inhibitory neurons known as gabaergic neurons. it has shown that a lack of cystatin b due to a mutation of the cstb gene leads to a decrease in the number of inhibitory neurons, and this lack of inhibition makes the cells in the brain, particularly the hippocampus, more excitable. it is hypothesized that this increase in excit


gene leads to a decrease in the number of inhibitory neurons, and this lack of inhibition makes the cells in the brain, particularly the hippocampus, more excitable. it is hypothesized that this increase in excitability is what causes the myoclonic jerks and tonic - clonic seizures in patients with uld. research also gives evidence to support the idea that cystatin b may be a type of " protecting " molecule in the brain. normally, after a seizure, the presence of cystatin b prevents the neurons from dying due to toxic levels of neurotransmitters. studies suggest that the absence of cystatin b leads to the death of affected neurons, leading to a damaged portion of the brain. this damage coupled with the increased excitability of the cells then leads to more damage, which is what makes unverricht - lundborg disease progressive. the only currently available method to diagnose unverricht - lundborg disease is a genetic test to check for the presence of the mutated cystatin b gene. if this gene is present in an individual suspected of having the disease, it can be confirmed. however, genetic tests of this type are prohibitively expensive to perform, especially due to the rarity of uld. the early symptoms of uld are general and in many cases similar to other more common epilepsies, such as juvenile myoclonic epilepsy. for these reasons, uld is generally one of the last options doctors explore when looking to diagnose patients exhibiting its symptoms. in most cases, a misdiagnosis is not detrimental to the patient, because many of the same medications are used to treat both uld and whatever type of epilepsy the patient has been misdiagnosed with. however, there are a few epilepsy medications that increase the incidence of seizures and myoclonic jerks in patients with uld, which can lead to an increase in the speed of progression, including phenytoin, fosphenytoin, sodium channel blockers, gabaergic drugs, gabapentin and pregabalin. other methods to diagnose unverricht - lundborg disease are currently being explored. while electroencephalogram ( eeg ) is useful in identifying or diagnosing other forms of epilepsy, the location of seizures in uld is currently known to be generalized across the entire brain. without a specific region


currently being explored. while electroencephalogram ( eeg ) is useful in identifying or diagnosing other forms of epilepsy, the location of seizures in uld is currently known to be generalized across the entire brain. without a specific region to pinpoint, it is difficult to accurately distinguish an eeg reading from an individual with uld from an individual with another type of epilepsy characterized by generalized brain seizures. however, with recent research linking uld brain damage to the hippocampus, the usefulness of eeg as a diagnostic tool may increase. magnetic resonance imaging ( mri ) is also often used during diagnosis of patients with epilepsy. while mris taken during the onset of the disease are generally similar to those of individuals without uld, mris taken once the disease has progressed show characteristic damage, which may help to correct a misdiagnosis. while uld is a rare disease, the lack of well defined cases to study and the difficulty in confirming diagnosis provide strong evidence that this disease is likely under diagnosed. while there is no current cure to repair the mutated cstb gene, several antiepileptic drugs are effective in reducing seizures and helping patients with uld to manage the symptoms. in addition, new research is being performed to examine the effectiveness of other types of treatments. valproic acid is the first line drug choice for reducing generalised seizures and myoclonus. levetiracetam is also effective for both generalised seizures and myoclonus. clonazepam and high - dose piracetam can alleviate myoclonus. phenytoin can worsen seizures and may speed up neurodegeneration ; carbamazepine, oxcarbazepine, tiagabine, vigabatrin, gabapentin and pregabalin may worsen myoclonus and myoclonic seizures. other common medications to treat uld include topiramate and zonisamide. if an individual with unverricht - lundborg disease is particularly sensitive to a certain type of stimulus, it is also beneficial to reduce the patient ' s exposure to that stimulus in order to reduce the likelihood of seizures. since uld is progressive and may not get better over time, depression has been documented in many cases, so providing a strong support group of friends, family, and even other individuals with uld is very beneficial. new treatment opportunitiesedit instead of addressing the symptoms, another direction of unverricht -


, depression has been documented in many cases, so providing a strong support group of friends, family, and even other individuals with uld is very beneficial. new treatment opportunitiesedit instead of addressing the symptoms, another direction of unverricht - lundborg disease treatment involves correcting the deficiency in cystatin b by delivering it to the brain from an outside source. one recent study has attempted this, by attaching cystatin b to another molecule that the brain usually allows to pass. cystatin b alone is not able to pass through the blood – brain barrier, so it is necessary to attach it to another molecule. while the study was not able to get cystatin b past the blood – brain barrier, this method still exists as a viable option to treat uld if the correct binding molecule is found. for early unverricht - lundborg disease patients, the disease would begin to progress early and lack of effective treatment meant a quick progression. in many cases the patient would require a wheelchair for mobility, and would die at a young age. however, increased knowledge about the disease and improved treatment and medication has led to a drastic improvement in prognosis for individuals with uld. antiepileptic drugs reduce the occurrence of seizures and myoclonus, which leads to a decrease in the damage caused in the brain due to seizures and the body due to falls resulting from the seizures. as a result, individuals with unverricht - lundborg disease are now much less likely to end up in a wheelchair, which eliminates the chance of complications involved with being a wheelchair user. all these factors have increased the outlook for patients. due to the progressive nature of the disease, depression is prevalent, but support of family and friends as well as proper treatment can help. while early patients with uld had a life expectancy of around 24 years, there have recently been reported cases of individuals living to near - normal ages. the only country that unverricht - lundborg disease has a reported incidence is in finland, where it is reported to occur in 4 in 100, 000 individuals. however, uld has only become well defined recently, and it is likely still under diagnosed, so the actual incidence may be different that what is currently known. other countries with known cases include countries in the mediterranean region including italy, france, tunisia, algeria, and morocco, as well as the united states. unverricht - lundborg disease was first known as one of two different diseases, depending on the location


with known cases include countries in the mediterranean region including italy, france, tunisia, algeria, and morocco, as well as the united states. unverricht - lundborg disease was first known as one of two different diseases, depending on the location of the individual who had it : baltic myoclonus or mediterranean myoclonus. the reason for the different names was partly regional but also because the prognosis of the disease was different for individuals with each due to the way that it was treated in that region. eventually, both were realized to be the same disease, uld. many studies have been performed recently to investigate the cause, mechanism, and chemical basis of unverricht - lundborg disease. cystatin b characteristicsedit a recent study has attempted to describe the behavior of normal and mutated cystatin b as it is expressed in the body. the results show that cystatin b has a polymeric structure, and that the mutated form of cystatin b, which is present in patients with unverricht - lundborg disease, is likely to attract other molecules of cystatin b and form clumps of the molecule. the researchers suggest that this clotting action of the cystatin b molecules may be one of the factors that cause progression of uld. study of heterozygous miceedit in humans it is generally known that unless a patient has both recessive cstb genes ( are homozygous recessive ), they will not express uld symptoms. a recent study has attempted to characterize the effects, if any, seen in mice that carry only one recessive cstb gene ( are heterozygous ). the researchers analyzed normal and heterozygous mice by having them perform various tasks. the study found that heterozygous mice performed similar to normal mice when the task was started, but as the task continued or became more complex they were more likely to fail. while the results for the heterozygous mice were not remarkably different from the normal mice, they do indicate that carrying just one recessive cstb gene may have adverse effects, at least in mice. analysis of eeg as uld progressesedit currently, electroencephalography ( eeg ) is not very effective as a diagnostic tool for unverricht - lundborg disease. this study instead looks to characterize the change in eeg of uld patients as the disease progresses. the researchers studied


kaasinen v, lamusuo s, parkkola r, nagren k, marttila r. 2007. substantial thalamostriatal dopaminergic defect in unverricht - lundborg disease. epilepsia 48 ( 9 ) : 1763 - 73 - ↑ 7. 0 7. 1 7. 2 7. 3 franceschetti s, sancini g, buzzi a, zucchini s, paradiso b, et al. 2007. a pathogenetic hypothesis of unverricht - lundborg disease onset and progression. neurobiology of disease 25 : 675 - 85 - ↑ 8. 0 8. 1 8. 2 warmouth g., emory university department of epilepsy, interviewed by m. scrudato, nov. 19, 2008 - ↑ ( apr 2008 ). clinical picture of epm1 - unverricht - lundborg disease.. epilepsia 49 ( 4 ) : 549 – 56. - ↑ andrade dm, scherer sw, minassian ba. 2006. protein therapy for unverricht - lundborg disease using cystatin b transduction by tat - ptd : is it that simple? epilepsy research 72 : 75 - 79 - ↑ cipollini e, riccio m, di giaimo r, dal piaz f, pulice g, catania s, caldarelli i, dembic m, santi s, melli m. 2008. cystatin b and its epm1 mutants are polymeric and aggregate prone in vivo. biochimica et biophysica acta 1783 : 312 - 22 - ↑ ferlazzo e, magaudda a, striano p, vi - hong n, serra s, genton p. 2007. long - term evolution of eeg in unverricht - lundborg disease. epilepsy research 73 : 219 - 27 unverricht - lundborg disease at : seizures and epilepsy ( g40 – g41, 345 ) | issues for epileptics | | seizure types | | template : central nervous system navs | | this page uses creative commons licensed content from wikipedia ( view authors ). |