who aren ’ t getting enough food for nourishment or live in an area where war or natural disasters are occurring. they do not have the basic foods or environment they need to grow and sustain them without disease. if we have plants that are struggling, it is always a result of dead or poisoned soils, environmental conditions or our choice of plants. when we are doing a foliar spray with compost tea, we are resupplying the plant with an army supplied with foods to support and defend the plant against disease and insects. this is the natural process we are reinforcing through technology. aerated compost brewing is really a process of taking compost, adding foods for microbes, water, and a brewing machine. when all of these parts are very high quality what will be produced is a brewed tea that will inoculate the plant or soil with the army it naturally would surround itself. we are able to give plants or the soil the army of biolife with this new process they are not able to give themselves. quite simply, the brewing machines are a replicating machine. they replicate the number of microbes. because of this, the higher the quality of the compost, water, specific foods for specific microbes, machines and finally the delivery method are all parts of a process that determine the quality ( positive or negative ) of life for the soil or plants. from the beginning of the process to the very end, there are a number of ways we can create a strong army or an army that is ineffective or harmful. dr. ingham is constantly reminding us “ that you ’ ve got to think about this more! ” as i get more involved in this process i am amazed at how simple, yet how complicated it is. the perspective of stepping back and looking at the process, plants, soil and natural systems really helps. to be successful it is helpful to have an overview of the processes and critically look at all of the parts in this process. we must always be open to new information from data. we are in the very beginning of a new perspective about the natural world and our interactions as growers and gardeners. a very exciting time!!


when my oldest child was a little one, the thought of teaching her how to read hovered in my mind as a huge challenge. i don ’ t remember waking up at night, wondering if i would be able to teach her to tie her shoes or to drive a car ; but i do remember staring at the ceiling in the dark, wondering if i would be able to teach her to read. it can seem a daunting task, because so much of education depends on reading. the better a child can read, the easier his schooling will be. but let me assure you that most children will pick up reading quite naturally if raised in a language - rich environment where books are treasured. many people who grow up in such an environment cannot recall exactly how they learned to read, but learn they did. so relax, pour yourself a cup of your favorite beverage, and soak up charlotte mason ’ s gentle and natural approach to teaching your child to read — today ’ s addition to our subject - by - subject series. though charlotte did not start formal reading lessons until the child was at least six years old, she outlined many helpful informal activities we could do during the early years to lay the foundation. read a - b - c books together. get your child a set of letters that he can handle and play with, whether wooden blocks with letters or foam letters or magnetic letters. as he becomes familiar with each letter, allow him to locate the ones he knows on signs or pages of books. encourage his discoveries but don ’ t push. let him progress at his own pace. take your cues from his expressions of curiosity. learning the sounds the letters make comes next, again, accomplished informally as the child is ready. eventually you can start using those play letters to put sounds together to make short words that mean something to him, words like at, cat, bat, sat, fat, mat or dog, fog, log. as he becomes familiar with word - building, you can introduce blends into the mix and then expand to words with long - vowel sounds. basic phonics can be introduced at this point. but even these activities should be informal and done when the child expresses interest. once the beginning word - building foundation has been laid, formal reading lessons can begin. lessons should stay short ( no longer than 10 or 15 minutes ) and should contain variety to keep them interesting. following the charlotte mason principle of no twaddle, you would select a good children ’ s poem or fable and focus on one line or sentence to begin


short ( no longer than 10 or 15 minutes ) and should contain variety to keep them interesting. following the charlotte mason principle of no twaddle, you would select a good children ’ s poem or fable and focus on one line or sentence to begin with. - introduce the word. — write on the board a new word from your selection. draw the child ’ s attention to it and tell him what the word is. discuss it a bit to help the child form a personal relation to it. - learn the word. — ask the child to look at the word carefully until he can see it in his mind even with his eyes closed. erase the word and see if he can spell it using letter tiles. ( no handwriting required. ) if he hesitates, write it again so he can see and copy the correct spelling. - find the word. — point out a pile of word tiles or slips that contains each word in your selection. see if the child can find the word he just learned in the pile. display a sheet of paper that has your selected poem or fable on it, and see if he can find the word on that page. - review all words. — write the word on one side of the board, starting a list of all the words he will learn today. as each word is learned, add it and review them all in varying orders. - read the words. — once all the words in your selected line or sentence have been learned in this way, have your child put together the word tiles in the correct order and read the whole line or sentence. then allow him to read it from the printed page. play with the word tiles to form other sentences or phrases. as more lessons are added, you can use all the words learned to form a multitude of sentences. - record the words. — last, add the words learned to a word book that you can use for other review activities. to add variety, charlotte would follow the sight - reading lessons ( outlined above ) with word - building lessons. here ’ s how. - review an old word. — write on the board one of the words learned last time. ask the child to read it. erase it and see if he can spell it with his letters. again, if he hesitates, give him the correct model to copy. - build more words. — using his letters, change the first letter of the word and see what new word it makes, just like he has been doing in his pre - reading activities of word building. this step will


the correct model to copy. - build more words. — using his letters, change the first letter of the word and see what new word it makes, just like he has been doing in his pre - reading activities of word building. this step will reinforce basic phonics. - review the new words. — each new word can go on the board to be reviewed in varying orders as the lesson progresses. - read more words. — add these new words to the mix to create even more new sentences for your child to read and enjoy. - record the words. — last, add the words learned to his word book. continue in this fashion as you work your way through the children ’ s poem or fable, always keeping the lessons short and the attitude delightful, and soon your child will be reading with confidence and ease. you may find these other resources helpful as well : - the delightful reading kit — everything you need to teach reading the charlotte mason way ; covers the 100 most commonly used words, plus hundreds more. - a series of articles on teaching reading that goes a little more in depth. - two videos that demonstrate the charlotte mason approach to teaching reading and the difference between basic phonics and intensive phonics. - an article on teaching reading from our language arts series. charlotte mason seminar in fort mill, south carolina saturday, october 6, sonya will be leading a charlotte mason seminar in fort mill, south carolina ( near charlotte, nc ). if you have been wanting to learn more about charlotte mason ’ s methods, this seminar would be a great opportunity! here is what others who have attended this seminar had to say : “ today ’ s seminar was both informative and empowering! the ‘ how - to ’ was invaluable, the materials were excellent, and the practice — letting us narrate — was eye opening!... i came in a ‘ believer ’ in cm methods but left knowing i could be a confident ‘ doer ’ — thank you! ” “ i only wish i had the opportunity to attend this seminar when i first began homeschooling using cm method. thank you for your work and time making charlotte ’ s method understandable and simple. ” “ i ’ ve been to a different seminar that had me feeling overwhelmed and inadequate. but i was energized and excited by what you shared and now can ’ t wait to begin this homeschool journey! ” online registration is now open for the all - day charlotte mason seminar. registration deadline is october 1 and seating


costa rica is — and always has been — in the tropics, but the popular conception of the tropics has changed, altering the country itself in the process. the new idea of the tropics — essentially, a geographically unspecific blend of disparate tropical images — has transformed the image tourists and locals have of costa rica. about thirty years ago, the costa rican image of the tropics was largely self - created. few tourists came to costa rica, and most knew very little about what they would find once they reached the country. there were no websites about the country, few books about it that would reach an international audience and still fewer images of costa rica circulating outside its borders. everything costa ricans and their visitors knew about the costa rican tropics came from what they learned within the country itself. local and international scientists studied and wrote about the country ’ s own tropical attributes, although their publications only reached a limited readership. costa ricans enjoyed the country ’ s bountiful tropical fruits and vegetables and visited its parks and beaches. however, without the perspective of the foreign observer, costa rica ’ s early conception of the tropics was straightforward and relatively untainted. recently, this conception has become blurred by a more global and commercial sense of the tropics. visitors to the country have seen movies about the tropics or visited theme parks about this part of the world. all have their own conception of the rain forest, beaches and life in this particular latitude, and many have superimposed their tropical notions on the country. in the mid - 1990s, american surfers “ discovered ” costa rican beaches and brought with them their own sense of the tropics. surfboards, hawaiian shirts and an endless summer - style sensibility crept into costa rican beaches where soccer balls and ceviche were once the only attributes. a commercial caribbean influence soon emerged, bringing with it rastafarian imagery, bob marley music and the other aspects of a sort of pan - caribbean vision. most recently, the spa set has imposed its sense of the tropics on costa rica, bringing with it hibiscus - infused therapeutic baths and seaside massages. these new tropical conceptions, imposed from the outside, have little to do with one another and still less to do with the “ true ” costa rica, which has no past of surfing, steel drumming or therapeutic yoga. the image some newcomers have created is a sort of hodge - podge of the tropics, a blend


adaptive reuse of transportation systems to combat food deserts – the loop the grocery loop proposal for a better world by design 2010 challenge a collaborative project by risd graduate students erika tarte firstname. lastname @ example. org beth weaver email @ example. com lindsay kinkade firstname. lastname @ example. org the grocery loop is an innovative design solution to the pressing social problem of limited access to healthy food. built on the cost - effective and environmentally friendly model of adaptive reuse, the grocery loop is a public transportation system that provides access to nutrition, encourages community engagement, and promotes environmental sustainability. providence and many other cities are what michelle obama ’ s let ’ s move campaign calls a “ food desert ” — a place in which access to affordable, quality, and nutritious foods is limited. over 30, 000 households in the city of providence live without easy access to healthy food ( living over one mile from a grocery store ) and although this presents an opportunity to encourage non - vehicular transportation, such a solution neglects the physical and financial limitations of many ocean state residents. in a 2010 survey our group conducted of a cross - section of the current ripta ridership, interviews revealed widespread frustration with linear routes, the impracticality of riding multiple routes to visit multiple grocery stores, and the lack of proper amenities for transporting food on buses and at bus shelters. riders favored looping routes, such as the existing trolley, and expressed a desire for accurate schedules and comprehensive route maps. the grocery loop integrates amenity - based bus lines into the existing rhode island public transportation system ( ripta ). these low - emission, hybrid diesel buses run in a continuous loop stopping at a diverse selection of stores — from farmers markets, to specialty shops, to large grocery stores. both buses and bus shelters provide seating and storage that is optimized for transporting food. real - time gps tracking information is displayed to keep riders informed of arrivals and departures. once riders are on the grocery loop, they know exactly where they ’ re going : to the grocery store. kennedy plaza el rancho grande gr een loop red loop whole foods attentive to the evolving needs of the ridership, the grocery loop ’ s routes are informed by rider feedback. the grocery loop buses and website give riders the opportunity to suggest routes and schedules that fit into their busy lifestyle. additionally, the grocery loop website allows riders to share recipes, generate grocery lists, suggest and review grocery stores, and connect to their fellow riders through social networking services


and website give riders the opportunity to suggest routes and schedules that fit into their busy lifestyle. additionally, the grocery loop website allows riders to share recipes, generate grocery lists, suggest and review grocery stores, and connect to their fellow riders through social networking services. to further accommodate rider needs, the website will be optimized for personal computer and mobile use. the web and mobile component of the grocery loop is an incredible opportunity to connect rhode islanders to resources about health and nutrition. by creating an engaging online presence, the grocery loop aims to keep riders “ in the loop ” of healthful resources throughout rhode island. this project has received the generous support of risd with the award of a prestigious graduate studies grant. the grant period has allowed for further design and development of the grocery loop ’ s website so that it will son include functional social networking components. lindsay and erika will also begin a public outreach campaign to generate community interest and to organize community support. this ambitious project will require research, prototyping, and a pilot program. we are currently in the first stages ; throughout the 2010 – 2011 academic year, we will focus of research, networking, and moving our project forward with political and commercial stakeholders. we will discuss the particular needs of store owners will be and we ’ ll find out how they will support the system through sponsorship and shared marketing. this project started in a weekend workshop with jake barton, one of the creators of storycorps, and principal of local projects.


after crushing the humanoids on jeopardy this week, ibm ’ s watson computer took home $ 1 million in prize money. instead of throwing it away on tiffany diamond - encrusted circuit boards or a lamborghini to show up other supercomputers, watson is showing that its silicon heart is in the right place. half the money will go to the world vision, a nonprofit that helps children in poverty, the other half to world community grid, ibm ’ s humanitarian supercomputer. as we chronicled last year, world community grid, or wcg, is an enormous volunteer computer network dedicated to scientific research. ordinary citizens donate their idle laptops and desktops to be used for crunching algorithms and conducting mathematical experiments that accelerate research on clean energy and high - yield rice crops as well as cures for cancer, aids, muscular dystrophy, and other diseases. ibm started the free, open - source lab in 2004 to make a virtual supercomputer available to researchers who couldn ’ t otherwise afford one. half of watson ’ s winnings, $ 500, 000, will be given to scientists who apply for grants to use the wcg. the publicity should only help the grid grow beyond the 535, 000 participants ( and 1. 7 million computers ) in more than 80 countries. yesterday, as word spread of the grid ’ s windfall, 1, 300 people signed up, seven times more than on a typical day. ( the daily septuple perhaps? )


end of summer fireworks ( august 31, 2012 ) hi - res tif ( 2. 9m ) the sun blasted out at least 16 coronal mass ejections ( cmes ) in eight days ( aug. 20 - 27, 2012 ) as observed by a coronagraph on the stereo ( ahead ) spacecraft. these came from several active regions on the sun. the cascading clouds of particles are visually impressive and impressive in scope : the average cme carries about a billion tons of particles into space at over one million miles per hour. this pace is another signal that the sun is approaching its maximum period of activity. the video clip consists of over 900 frames : a cadence of an image every 15 minutes. note : this view is from 2 / 3 of the way around the sun ' s right limb, as seen from earth, because of ahead ' s current position. soho began its weekly pick some time after sending a weekly image or video clip to the american museum of natural history ( rose center ) in new york city. there, the soho weekly pick is displayed with some annotations on a large plasma display. if your institution would also like to receive the same weekly pick from us for display ( usually in photoshop or quicktime format ), please send your inquiry to email @ example. com.


etched into the rustic wooden sign in front of southside presbyterian church in tucson, arizona, are symbols from the local american indians, the tohono o ’ odham — cacti, clouds, and a figure inside a circle — along with three crosses on a hill and the proclamation, “ serving all the people of god. ” like its sign, southside — a part of the presbyterian church ( usa ) — draws from surrounding cultures in its ministry and membership. “ we take care of each other and everyone else we possibly can, ” said linda ray, a church member and volunteer. southside ’ s roughly 230 members support a variety of church programs. a gospel choir enlivens sunday morning music. a program for the homeless and migrants opens church doors on weekdays to offer showers, a meal, and an occasional haircut. southside also believes it was the first church to be a haven for refugees fleeing central america ’ s civil wars in the 1980s, ray said, igniting the sanctuary movement, which grew to include hundreds of churches. the church works with local and national coalitions for immigration reform, an end to capital punishment, and a variety of other causes. southside was founded in 1906 as a mission church to the tohono o ’ odham. the church has gained in latino, african - american, and white membership as the character of its neighborhood changed, said associate pastor brandon wert. wert said there is a “ checkered history ” of white christian evangelism of american indians that must be acknowledged. yet, many o ’ odham families have stayed in the church for generations, and all the church ’ s cultures are represented in local presbyterian leadership, he said. the membership ’ s cultures also vitalize the church ’ s worship and fellowship. the sunday service is usually two hours long, both ray and wert said, because scripture is read in english and in spanish, and o ’ odham members read prayers of blessing in their language. when latino girls turn 15 years old, they often have their traditional quinceanera celebration with the congregation. the congregation has also held sending ceremonies for the spirits of o ’ odham elders — such as alice paul, an educator and church matriarch, who died in may 2005 — upholding the o ’ odham belief that the person ’ s spirit remains for a year after death, ray said. after discussion with nearby indigenous peoples, the church constructed an anasazi - style circular building — called a kiva — as their worship space


safe chemical use includes minimizing exposure to chemicals, proper training, understanding chemical hazards, proper labeling, proper storage and segregation, and proper transport. the best way laboratory personnel can protect themselves from chemical hazards is to minimize their exposure to them. in order to minimize chemical exposure : - substitute less hazardous chemicals in your experiments whenever possible. - always use the smallest possible quantity of chemical for all experiments. consider microscale experiments and activities. - minimize chemical exposures to all potential routes of entry - inhalation, ingestion, skin and eye absorption, and injection through proper use of engineering controls and personal protective equipment. - be sure to select the proper ppe and regularly inspect it for contamination, leaks, cracks, and holes. pay particular attention to gloves. - do not pipette or apply suction by mouth. - do not smell or taste chemicals. when it is necessary to identify a chemical ' s odor, lab personnel should hold the chemical container away from their face and gently waft their hand over the container without inhaling large quantities of chemical vapor. - do not underestimate the risk of exposure to chemicals - even for substances of no known significant hazard. - in order to identify potential hazards, laboratory personnel should plan out their experiments in advance. these plans should include the specific measures that will be taken to minimize exposure to all chemicals to be used, the proper positioning of equipment, and the organization of dry runs. - chemicals that are particularly hazardous substances require prior approval from your supervisor and special precautions to be taken. - when working with mixtures of chemicals, laboratory personnel should assume the mixture to be more toxic than the most toxic component in the mixture. - consider all substances of unknown toxicity to be toxic until proven otherwise. - request exposure monitoring to ensure the permissible exposure limits ( pels ) of osha and the current threshold limit values ( tlvs ) of the american conference of governmental industrial hygienists are not exceeded. - promptly clean up all chemicals spills regardless whether the chemical is considered hazardous or nonhazardous. when cleaning up spills, remember to clean up any splashes that may have occurred on the sides of cabinets and doors in the immediate area. - when working in cold rooms, keep all toxic and flammable substances tightly closed as cold rooms have recirculated atmospheres. - be aware of the potential asphyxiation hazard when using cryogenic materials and compressed gases in confined areas such as cold rooms and environmental chambers. if necessary, install an oxygen monitor


tightly closed as cold rooms have recirculated atmospheres. - be aware of the potential asphyxiation hazard when using cryogenic materials and compressed gases in confined areas such as cold rooms and environmental chambers. if necessary, install an oxygen monitor / oxygen deficiency alarm and / or toxic gas monitor before working with these materials in confined areas. contact eh & s at 607 - 255 - 8200 for more assistance. - do not eat, drink, chew gum, or apply cosmetics in areas where hazardous chemicals are being used. - keep all food and drink out of refrigerators and freezers used to store chemicals. refrigerators used to store chemicals should be labeled as " chemicals only " " no food ". refrigerators used to store food should be labeled as " food only " - no chemicals ". you can download these and other free labels at the eh & s signs and labels webpage. - always wash hands with soap and water after handling chemicals and especially before leaving the lab and eating - even if gloves were worn during chemical handling. - always remove personal protective equipment, such as gloves and lab coats, before leaving the lab. - do not attempt to scale up experiments until after you have run the experiment according to published protocols and you are thoroughly familiar with the potential hazards. when scaling up an experiment - change only one variable at a time, i. e. don ' t change the heat source, the volumes, and the glassware all at once. it is also advisable to let one of your other lab group members to check your setup prior to each run. chemicals pose both health and physical hazards. for the purposes of this document, health hazard will be used interchangeably with chemical hazard and health effects on the body will be used interchangeably with chemical effects on the body. according to osha, health hazard means " a chemical for which there is statistically significant evidence based on at least one study conducted in accordance with established scientific principles that acute or chronic health effects may occur in exposed employees. the term " health hazard " includes chemicals which are carcinogens, toxic or highly toxic agents, reproductive toxins, irritants, corrosives, sensitizers, hepatotoxins, nephrotoxins, neurotoxins, agents which act on the hematopoietic system and agents which damage the lungs, skin, eyes, or mucous membranes " according to osha, physical hazard means " a chemical for which there is scientifically valid evidence that it


questions on how to read msdss, or questions about the terminology or data used in msdss, you can contact eh & s at 315 - 787 - 2350 for more information. additional information, including how to read an msds, can be found in the msds faq and a glossary of terms used on msdss can be found in the " hyperglossary ". information on the national fire protection association - nfpa diamond and the hazardous materials information guide and hazardous materials information system - hmig and hmis - is also available. it is the responsibility of principal investigators and laboratory supervisors to ensure that staff and students working in laboratories under their supervision have obtained required health and safety training and have access to msdss ( and other sources of information ) for all hazardous chemicals used in laboratories under their supervision. msdss must be accessible at all times. access to msdss can mean access to paper copies or electronic access via the internet. eh & s maintains links to a number of msds websites and other sites with chemical health and safety information. eh & s strongly encourages paper copies of msdss be kept in the laboratory, however, having msds websites bookmarked is acceptable as long as all employees in the workplace know where to find the msdss and are trained on the use of computers to access msdss. if a laboratory chooses to use electronic access, then eh & s recommends the msds website link be posted on the computer or in another conspicuous location. some departments maintain three ring binders - " big red books " - with msdss. check with your dsr for the location of the departmental msds collection. please note : any accidents involving a chemical will require an msds being provided to emergency response personnel and to the attending physician so proper treatment can be administered. the eh & s " rule of thumb " is that a person working in a laboratory should be able to produce an msds for any hazardous chemical found in the lab within five minutes. principal investigators will be responsible for ensuring that newly synthesized chemicals are used exclusively within their laboratories and are properly labeled. if the hazards of a chemical synthesized in the laboratory are unknown, then the chemical must be assumed to be hazardous and the label should indicate the potential hazards of that substance have not been tested and are unknown. the principal investigator must ensure a msds is prepared for newly synthesized chemicals if : the chemical is hazardous according to the osha definition of hazardous ( if the hazards are not known, then the


hazards of that substance have not been tested and are unknown. the principal investigator must ensure a msds is prepared for newly synthesized chemicals if : the chemical is hazardous according to the osha definition of hazardous ( if the hazards are not known, then the chemical must be assumed to be hazardous ) the newly created chemical or intermediate compound is going to be transferred to a different researcher or testing lab on or off of the cornell university campus, or the newly created chemical or intermediate compound is going to be kept in the lab for an on - going basis for use by current and / or future researchers in the lab where it was originally made, or the newly created chemical or intermediate compound is going to be provided to another research group at cornell university. the potential health effects that may result from exposure to chemicals depends on a number of factors. these factors include the properties of the specific chemical ( including toxicity ), the dose and concentration of the chemical, the route of exposure, duration of exposure, individual susceptibility, and any other effects resulting from mixtures with other chemicals. in order to understand how chemical hazards can affect you, it is important to first understand how chemicals can get into your body and do damage. the four main routes of entry are inhalation, ingestion, injection, and absorption through the skin and eyes. inhalation of chemicals occurs by absorption of chemicals via the respiratory tract ( lungs ). once chemicals have entered into the respiratory tract, the chemicals can then be absorbed into the bloodstream for distribution throughout the body. chemicals can be inhaled in the form of vapors, fumes, mists, aerosols and fine dust. symptoms of exposure to chemicals through inhalation include eye, nose, and throat irritation, coughing, difficulty in breathing, headache, dizziness, confusion, and collapse. if any of these symptoms are noted, leave the area immediately and get fresh air. seek medical attention if symptoms persist and complete an injury / illness report laboratory workers can protect themselves from chemical exposure via inhalation through proper use of a functioning fume hood, use of dust masks and respirators when a fume hood is not available, avoiding bench top use of hazardous chemicals, ensuring chemical containers are kept tightly capped, and ensuring all chemical spills are promptly cleaned up. chemical exposure through ingestion occurs by absorption of chemicals through the digestive tract. ingestion of chemicals can occur directly and indirectly. direct ingestion can occur by accidently eating or drinking a chemical ; with proper housekeeping


cleaned up. chemical exposure through ingestion occurs by absorption of chemicals through the digestive tract. ingestion of chemicals can occur directly and indirectly. direct ingestion can occur by accidently eating or drinking a chemical ; with proper housekeeping and labeling, this is less likely to occur. a higher probability of receiving a chemical exposure can occur by way of indirect ingestion. this can occur when food or drink is brought into a chemical laboratory. the food or drink can then absorb or adsorb chemical contaminants ( vapors or dusts ) in the air and result in a chemical exposure when the food or drink is consumed. this can also occur when food or drink is stored with chemicals, such as in a refrigerator. ingestion can occur when a laboratory worker who handles chemicals does not wear gloves or practice good personal hygiene, such as frequent hand washing, and then leaves the laboratory to eat, drink, or smoke. in all cases, a chemical exposure can result, although the effects of chronic exposure may not manifest itself until years later. symptoms of chemical exposure through ingestion include metallic or other strange tastes in the mouth, stomach discomfort, vomiting, problems swallowing, and a general ill feeling. if you think you may have accidentally ingested a chemical, seek medical attention immediately and / or call the poison control center at ( 800 ) 222 - 1222 or 9 - 911 from a campus phone or 911 from a cell phone or off campus phone. after seeking medical attention, complete an injury / illness report the best protection against ingestion of chemicals is to properly label all chemical containers, never consume food or drink or chew gum in laboratories, always wear ppe ( such as gloves ), and practice good personal hygiene, such as frequent handwashing. chemical exposure via injection can occur when handling chemically contaminated items such as broken glass, plastic, pipettes, needles, razor blades, or other items capable of causing punctures, cuts, or abrasions to the skin. when this occurs, chemicals can be injected directly into the bloodstream and cause damage to tissue and organs. due to direct injection into the bloodstream, symptoms from chemical exposure may occur immediately. laboratory workers can protect themselves from an injection hazard by wearing proper ppe such as safety glasses / goggles, face shields, and gloves. inspect all glassware for chips and cracks before use, and immediately discard any glassware or plasticware that is damaged. to help protect coworkers in the lab and building care staff


safety glasses / goggles, face shields, and gloves. inspect all glassware for chips and cracks before use, and immediately discard any glassware or plasticware that is damaged. to help protect coworkers in the lab and building care staff, all broken glass should be disposed of in a puncture resistant container labeled as ' broken glass ". this can be a commercially purchased " broken glass " container or simply a cardboard box or other puncture resistant container labeled as " broken glass whenever cleaning up broken glass or other sharp items, always use a broom, scoop or dustpan, or devices such as pliers, before using your hands to pick up broken pieces. if you have to use your hands, it is best to wear leather gloves when handling broken glass. for other items that can cause cuts or puncture wounds, such as needles and razor blades, never leave these items out in the open where someone could come into contact with them. eh & s recommends using a device such as a piece of styrofoam or similar item to secure them for later use. for disposal, use an appropriate " sharps " container or " red sharps container " ( biohazard container ). if you do receive a cut or injection from a chemically contaminated item, if possible, gently try to remove the object and immediately rinse under water while trying to flush the wound and remove any chemical contamination, administer first aid and seek medical attention if necessary, and then complete an injury / illness report some chemicals can be absorbed by the eyes and skin, resulting in a chemical exposure. most situations of this type of exposure result from a chemical spill or splash to unprotected eyes or skin. once absorbed by these organs, the chemical can quickly find its way into the bloodstream and cause further damage, in addition to the immediate effects that can occur to the eyes and the skin. symptoms of eye exposure can include itchy or burning sensations, blurred vision, discomfort, and blindness. the best way to protect yourself from chemical splashes to the eyes is to always wear safety glasses in the laboratory whenever eye hazards exist ( chemicals, glassware, lasers, etc. ). if you are pouring chemicals, then splash goggles are more appropriate than safety glasses. whenever a severe splash hazard may exist, the use of a face shield, in combination with splash goggles is the best choice for protection. please note, a face shield by itself does not provide adequate eye protection. if you do get chemicals in your eyes, immediately go to an


exist, the use of a face shield, in combination with splash goggles is the best choice for protection. please note, a face shield by itself does not provide adequate eye protection. if you do get chemicals in your eyes, immediately go to an eyewash station and flush your eyes for at least 15 minutes. the importance of flushing for at least 15 minutes cannot be overstated! once the eyewash has been activated, use your fingers to hold your eyelids open and roll your eyeballs in the stream of water so the entire eye can be flushed. after flushing for at least 15 minutes, seek medical attention immediately and complete an injury / illness report symptoms of skin exposure to chemicals include dry, whitened skin, redness, swelling, rashes, blisters, itching, chemical burns, cuts, and defatting. please note that some chemicals can be readily absorbed by the skin. laboratory workers can protect their skin from chemical exposure by selecting and wearing the proper gloves, wearing a lab coat and other personal protective equipment for special hazards ( such as protective sleeves, face shields, and aprons ), and not wearing shorts and sandals in areas where chemicals are being used - even if you are not using chemicals, but someone else in the lab is using chemicals nearby. for small chemical splashes to the skin, remove any contaminated gloves, lab coats, etc., and wash the affected area with soap and water for at least 15 minutes. seek medical attention afterward, especially if symptoms persist. for large chemical splashes to the body, it is important to get to an emergency shower and start flushing for at least 15 minutes. once under the shower, and after the shower has been activated, it is equally important to remove any contaminated clothing. failure to remove contaminated clothing can result in the chemical being held against the skin and causing further chemical exposure and damage. after flushing for a minimum of 15 minutes, seek medical attention immediately and complete an injury / illness report please note that some chemicals, such as hydrofluoric acid, require use of a special antidote ( such as calcium gluconate gel ) and special emergency procedures. be sure to read msdss for any chemical you work with to determine if a special antidote is needed when chemical exposure occurs. the permissible exposure limits ( pel ) are based on the average concentration of a chemical to which workers can be exposed to over an 8 - hour workday, 5 days per week, for a lifetime without receiving damaging effects. in some cases, chemicals can also have


limits ( pel ) are based on the average concentration of a chemical to which workers can be exposed to over an 8 - hour workday, 5 days per week, for a lifetime without receiving damaging effects. in some cases, chemicals can also have a ceiling ( c ) limit, which is the maximum concentration that cannot be exceeded. osha has established pels for over 500 chemicals. permissible exposure limits are legally enforceable. another measure of exposure limits are threshold limit values ( tlv ) which are recommended occupational exposure limits published by the american conference of governmental industrial hygienists ( acgih ). similar to pels, tlvs are the average concentration of a chemical that a worker can be exposed to over an 8 - hour workday, 5 days per week, over a lifetime without observing ill effects. tlvs also have ceiling ( c ) limits, which are the maximum concentration a worker can be exposed to at any given time. the acgih has established tlvs for over 800 chemicals. a main point of difference between pels and tlvs is that tlvs are advisory guidelines only and are not legally enforceable. both pels and tlvs can be found in msdss. another good resource for information is the national institute for occupational health and safety ( niosh ) please note, if laboratory personnel follow the guidelines described within this laboratory safety manual - use fume hoods and other engineering controls, use proper ppe, practice good housekeeping and personal hygiene, keep food and drink out of laboratories, and follow good lab practices - the potential for exceeding exposure limits is significantly reduced. as a laboratory worker, you may use a variety of potentially hazardous materials on a daily basis. safe use of these materials depends heavily on following proper laboratory work practices and the utilization of engineering controls. in certain circumstances, it is necessary to verify that work practices and engineering controls are effective in limiting exposures to hazardous materials. eh & s industrial hygienists can help evaluate the effectiveness of your controls by monitoring exposures to a variety of laboratory chemicals. exposure monitoring is the determination of the airborne concentration of a hazardous material in the work environment. exposure monitoring data is compared to existing osha and acgih exposure guidelines and is often used to make recommendations concerning engineering controls, work practices, and ppe. if you think you are receiving a chemical exposure in excess of osha exposure limits, such as feeling symptoms commonly associated with exposure to hazardous materials, or work with any of the


used to make recommendations concerning engineering controls, work practices, and ppe. if you think you are receiving a chemical exposure in excess of osha exposure limits, such as feeling symptoms commonly associated with exposure to hazardous materials, or work with any of the chemicals listed below, contact eh & s at 2350 and our industrial hygienists can use a variety of sampling methods to monitor for any potential exposures. in some cases, osha substance specific standards actually require that the employer conduct initial exposure monitoring. examples of chemicals that fall into this category include : - vinyl chloride - methylene chloride - ethylene oxide other substances that have exposure monitoring requirements included : toxicity refers to the ability of a chemical to cause harmful effects to the body. as was described by paracelsus ( 1493 - 1541 ) : - what is it that is not poison? all things are poison and nothing is without poison. it is the dose only that makes a thing not a poison. there are a number of factors that influence the toxic effects of chemicals on the body. these include, but are not limited to : - the quantity and concentration of the chemical. - the length of time and the frequency of the exposure. - the route of the exposure. - if mixtures of chemicals are involved. - the sex, age, and lifestyle of the person being exposed to the chemical. toxic effects are generally classified as acute toxicity or chronic toxicity. - acute toxicity is generally thought of as a single, short - term exposure where effects appear immediately and are often reversible. an example of acute toxicity relates to the over consumption of alcohol and " hangovers ". - chronic toxicity is generally thought of as frequent exposures where effects may be delayed ( even for years ) and are generally irreversible. chronic toxicity can also result in acute exposures, with long term chronic effects. an example of chronic toxicity relates to cigarette smoking and lung cancer. msdss and other chemical resources generally refer to the toxicity of a chemical numerically using the term lethal dose 50 ( ld50 ). the ld50 describes the amount of chemical ingested or absorbed by the skin in test animals that causes death in 50 % of test animals used during a toxicity test study. another common term is lethal concentration 50 ( lc50 ), which describes the amount of chemical inhaled by test animals that causes death in 50 % of test animals used during a toxicity test study. the ld50 and lc50 values are then used to infer what dose is required to show a toxic


housekeeping and self - inspections, if any chemical labels appear to be falling off, then laboratory personnel should tape the label back on the container or relabel with a permanent label. laboratory personnel are strongly encouraged to make use of eh & s right - to - know chemical labels non - original containers ( secondary use containers ) such as wash bottles, squirt bottles, temporary storage containers, beakers, flasks, bottles, vials, etc. or any container that a chemical from an original container is transferred into, must be properly labeled. in general, eh & s recommends writing out the full chemical name and any hazards associated with that chemical. laboratory personnel are strongly encouraged to use commercially available pre - labeled containers ( such as squirt bottles ) for chemicals that get used frequently. however, labs can also choose to label chemical containers in other ways such as : 1 ) eh & s right - to - know labels eh & s strongly encourages laboratories to take advantage of our free right - to - know chemical labels found on our website for hazardous chemicals in non - original containers, especially for containers that are used for the same purpose repeatedly, or are used slowly over time. there are currently eh & s right - to - know labels for over 900 chemicals. labels can simply be printed off the web and attached to the chemical container. if a label does not exist for a particular chemical that you have, a request can be submitted to eh & s to create a label for you 2 ) abbreviations - structures and formulas use of abbreviations such as structures, formulas, or acronyms is acceptable. however, if you use any abbreviations, you must hang up a " key " to the abbreviations in a visible location ( preferably close to the chemicals and / or by the door ). the " key " must contain the abbreviation and the name of the chemical. including the hazards of the chemical on the " key " is also useful information. a sample fill - in the blank key can be found on the eh & s signs and labels webpage. the abbreviation key must be readily available upon request by visitors, emergency responders, and state and federal regulatory agencies such as epa, osha, or new york state office of fire prevention and control ( ofpc ) inspectors. 3 ) small containers and sample storage for small containers, such as vials and eppendorf tubes, which may be too small to write out a chemical name, structure, or formula, laboratories can implement other systems to identify the chemicals such as :


3 ) small containers and sample storage for small containers, such as vials and eppendorf tubes, which may be too small to write out a chemical name, structure, or formula, laboratories can implement other systems to identify the chemicals such as : - placing the vial or small container in a ziploc bag or other type of overpack container ( beaker, plastic bottle, etc. ) and labeling the overpack container with the chemical name. - laboratories can use " price tag " style labels in which the chemical name is written out on a tag, and the tag is then attached to the small container with string or a rubber band. - for vials in a test tube rack - laboratory personnel can simply label the rack with the chemical name, and then label the vials with an abbreviation, color, number, or letter code that corresponds to the label on the test tube rack. for example, if a lab had 10 small vials of ethanol in one rack, the rack could be labeled a 1 - e = ethanol. all of the vials would then be labeled as 1 - e. be sure that the number or letter code is clearly identifiable and would not be confused with other chemicals in the lab. - for preserved specimens, bottles should be labeled with the preservative ( i. e. ethanol or formaldehyde ). a large number of these labels could easily be produced on the computer using avery style mailing labels. - for sample storage in refrigerators, laboratory personnel should label sample containers with one of the above methods, including labeling boxes that hold the small vials or chemical containers. laboratories should include a key to any abbreviations on the outside of the refrigerator and label the key as " sample storage abbreviation = chemical name ". 4 ) number, letter, and color codes for vials and other small containers, laboratory personnel can make use of number, letter, and color - coded systems as long as a " key " is hung up which clearly identifies the chemical name that the number, letter, or color code represents. while this type of system is available for laboratory personnel to use, eh & s does not recommend using such a system for hazardous chemicals. such a system would be more appropriate for non - hazardous compounds such as agar and buffer solutions. * * * please keep in mind that some laboratory workers may be color - blind - red - green and blue - yellow. this fact needs to be taken into consideration, before a color - coding system is used. in all cases, regardless of the


* * * please keep in mind that some laboratory workers may be color - blind - red - green and blue - yellow. this fact needs to be taken into consideration, before a color - coding system is used. in all cases, regardless of the labeling system used, the following labeling requirements must be followed : - all chemical containers ( both hazardous and non - hazardous ) must be labeled. chemical names must be written out in english. if a label is starting to fall off a chemical container or is becoming degraded, then the container needs to be relabeled ( using tape, permanent marker, eh & s right - to - know labels, etc. ) or the chemical needs to be transferred to another properly labeled container. - if abbreviations such as formulas, structures, or acronyms are used, then a " key " to the abbreviations must be hung up in a conspicuous location. - all personnel working in the laboratory must be fully trained on how to label chemicals using the system and how to understand the labeling system. training must occur when a new person begins working in the laboratory, when new chemicals are introduced, and should occur on a regular basis or annually. chemical storage areas in the academic laboratory setting include storerooms, laboratory work areas, storage cabinets, refrigerators, and freezers. there are established legal requirements as well as recommended practices for proper storage of chemicals. proper storage of chemicals promotes safer and healthier working conditions, extends the usefulness of chemicals, and can help prevent contamination. chemicals that are stored improperly can result in : - degraded containers that can release hazardous vapors that are detrimental to the health of laboratory personnel. - degraded containers that allow chemicals to become contaminated, which can have an adverse effect on experiments. - degraded containers that can release vapors, which in turn can affect the integrity of nearby containers. - degraded labels that can result in the generation of unknowns. - chemicals becoming unstable and / or potentially explosive. - citation and / or fines from state and federal regulatory agencies. laboratories should adhere to the following storage guidelines for the proper and safe storage of chemicals. by implementing these guidelines, laboratories can ensure safer storage of chemicals and enhance the general housekeeping and organization of the lab. proper storage of chemicals also helps utilize limited laboratory space in a more efficient manner. - all chemical containers must be labeled. labels should include the name of the chemical constituent ( s ) and any hazards present. be sure to check chemical containers regularly and replace any labels that are deteriorating or falling off and / or relabel


manner. - all chemical containers must be labeled. labels should include the name of the chemical constituent ( s ) and any hazards present. be sure to check chemical containers regularly and replace any labels that are deteriorating or falling off and / or relabel with another label before the chemical becomes an unknown. - keep all containers of chemicals closed when not in use. - every chemical should have an identifiable storage place and should be returned to that location after use. - the storage of chemicals on bench tops should be kept to a minimum to help prevent clutter and spills, and to allow for adequate working space. - chemical storage in fume hoods should be kept to a minimum - limited to the experiment being conducted. excess storage of chemical containers in hoods can interfere with airflow, reduce working space, and increase the risk of a spill, fire, or explosion. - for chemical storage cabinets, larger chemical bottles should be stored towards the back and smaller bottles should be stored up front where they are visible. chemical bottles should be turned with the labels facing out so they can be easily read. - chemicals should not be stored on the floor due to the potential for bottles to be knocked over and result in a spill. if it is necessary to store bottles on the floor, then the bottles should be placed in secondary containment, such as trays, and the bottles should be placed away from aisle spaces. - for multiples of the same chemical, older containers should be stored in front of newer chemicals and containers with the least amount of chemical should be stored in front of full containers. this allows for older chemicals to get used up first and helps to minimize the number of chemical containers in the storage area. - do not store chemicals in direct sunlight or next to heat sources. - laboratories should strive to keep only the minimum quantity of chemicals necessary. when ordering new chemicals, laboratories should only order enough stock needed for the experiment or the quantity that will get used up within 1 or 2 years at most. - liquid chemical containers should be stored in secondary containment, such as trays, to minimize the potential for bottle breakage and minimize the potential for spills. - always segregate and store chemicals according to compatibility and hazard classes. - chemical containers should be dated when they arrive and should be checked regularly and disposed of when they get past their expiration date. please note : due to the potential explosion hazard, peroxide forming chemicals are required to be tested and dated. - flammable liquids in excess of quantities for specific flammability classes


and disposed of when they get past their expiration date. please note : due to the potential explosion hazard, peroxide forming chemicals are required to be tested and dated. - flammable liquids in excess of quantities for specific flammability classes must be stored in approved flammable liquid storage cabinets. - do not store acids in flammable liquid storage cabinets. this can result in serious degradation of the storage cabinet and the containers inside. corrosive chemicals should be stored in corrosion resistant cabinets. the exceptions to this rule are organic acids, such as acetic acid, lactic acid, and formic acid, which are considered flammable / combustible and corrosive and can be stored in flammable or corrosive storage cabinets. - do not store corrosive or other chemicals that can be injurious to the eyes above eye level. in general and where practical, no chemicals should be stored above eye level. - do not store flammable liquids in standard ( non - explosion proof ) refrigerators or freezers. due to the potential explosion hazard, only store flammables in refrigerators or freezers approved by the manufacturer for storage of flammables. - highly toxic chemicals such as inorganic cyanides should be stored in locked storage cabinets. always keep the quantities of highly toxic chemicals to an absolute minimum. see particularly hazardous substances section. - be aware of any special antidotes or medical treatment that may be required for some chemicals ( such as cyanides and hydrofluoric acid ). - always keep spill kits and other spill control equipment on hand in areas where chemicals are used. ensure all personnel working in the lab have been properly trained on the location and use of the spill kit. - for reagent shelves, it is recommended to use shelves with anti - roll lips, to prevent bottles from falling off. this can also be accomplished using heavy gauge twine or wire to create a lip on the shelf. when transporting chemicals between laboratories or other buildings on campus, the following guidelines should be implemented for protection of people and the environment, and to minimize the potential for spills to occur. - whenever transporting chemicals by hand, always use a secondary container such as a rubber acid carrying bucket, plastic bucket, or a 5 - gallon pail ). if necessary, a small amount of packing material ( shipping peanuts, vermiculite, or cardboard inserts ), that is compatible with the chemical ( s ), should be used to prevent bottles from


or a 5 - gallon pail ). if necessary, a small amount of packing material ( shipping peanuts, vermiculite, or cardboard inserts ), that is compatible with the chemical ( s ), should be used to prevent bottles from tipping over or breaking during transport. you should have proper ppe accessible in the event of a spill. - wheeled carts with lipped surfaces ( such as rubbermaid carts ) should be used whenever feasible. - whenever possible, do not use passenger elevators when transporting chemicals, only freight elevators should be used. if it is necessary to use a passenger elevator, use should be restricted to low - use times such as early in the morning or late in the afternoon. if this is not possible, be sure to warn passengers, or prohibit passengers from riding with you. - when transporting compressed gas cylinders, always use a proper gas cylinder hand truck with the cylinder strapped to the cart and keep the cap in place. never roll or drag a compressed gas cylinder. - avoid riding in elevators with cryogenic liquids or compressed gas cylinders. if this is necessary, consider using a buddy system to have one person send the properly secured dewars or cylinders on the elevator, while the other person waits at the floor by the elevator doors where the dewars or cylinders will arrive. - do not transport chemicals in your personal vehicle. contact eh & s at 315 - 787 - 2350 for assistance. please note : if you plan on transporting or shipping any hazardous chemicals off the main campus, be aware there are specific procedures, training and other legal requirements that must be followed. for more information, refer to the shipping hazardous materials section. chemicals should be stored according to compatibility and hazard classes. rather than store chemicals alphabetically, or by carbon number, or by physical state, etc., eh & s recommends that you segregate them by dot hazard class. the potential hazards of storing incompatible chemicals together, and when an emergency occurs, include : - generation of heat. - possible fires and explosion. - generation of toxic and / or flammable gases and vapors. - formation of toxic compounds. - formation of shock and / or friction sensitive compounds. - violent polymerization. the benefits of chemical segregation by hazard class include : - safer chemical storage. - understanding the hazards a chemical exhibits will increase your knowledge about the chemical. - identifying potentially explosive chemicals. - identifying multiple containers of the same chemical. there are a number of segregation schemes recommended in the literature by government agencies, chemical manufacturers, safety supply companies, and


hazards a chemical exhibits will increase your knowledge about the chemical. - identifying potentially explosive chemicals. - identifying multiple containers of the same chemical. there are a number of segregation schemes recommended in the literature by government agencies, chemical manufacturers, safety supply companies, and other universities. however, eh & s is recommending segregation of chemicals using a modified version of the department of transportation hazard class system. while this modified dot system results in most common chemicals being segregated properly, there is no one system that solves all problems. the modified dot system is less complicated than other segregation schemes and the information to make decisions of which hazard classes to use can easily be found in msdss, container labels, container markings and stickers, and other resources. please note that dot hazard classes segregate chemicals according to the hazards posed during transportation and not necessarily based on health hazards. keep in mind that chemicals do not always fall neatly into one hazard class and can pose multiple hazards - including both physical and health hazards ( such as flammable liquid, corrosive or flammable liquid, poison ). when you are making decisions on how to segregate, keep in mind the following : - physical hazards of the chemical. - health hazards of the chemical. - the chemical form ( solid, liquid or gas ). - concentration of the chemical. segregation of different chemical hazard classes ( such as acids and bases ) can occur in the same cabinet as long as there is some form of physical separation, such as using trays with high sides or deep trays. however never store oxidizers and flammables in the same cabinet. also, do not store compounds such as inorganic cyanides and acids in the same cabinet. once chemicals have been segregated, ensure everyone in the lab knows the process and what system is being used. it is best to clearly identify where chemicals in each hazard class will be stored by labeling cabinets with signs, or hazard class labels. these can be purchased from a safety supply company, you can create your own, or download free labels from the eh & s signs and labels webpage. if you need assistance with cleaning out your lab of old and excess chemicals, or would like assistance with segregating your chemicals, contact eh & s at email @ example. com. eh & s also offers an online training class on chemical segregation. examples of incompatible chemicals can be found in the appendix. the basic dot hazard classes and hazard class numbers are : dot hazard class number store with class 6 the dot hazard class numbers can be found


saint anselm of canterbury anselm was one of the most important christian thinkers of the eleventh century. in fact, he is often referred to as the scholastic doctor, since his approach to philosophical and theological matters represents and contributed to early medieval christian scholasticism. anselm is most famous in philosophy for having discovered and articulated the “ ontological argument, ” and in theology for his doctrine of the atonement. however, his work extends to many other important philosophical and theological matters, including : - understanding the aspects and the unity of the divine nature - the extent of our possible knowledge and understanding of the divine nature - the complex nature of the will and its involvement in free choice - the interworkings of human willing and action and divine grace - the natures of truth and justice ; the natures and origins of virtues and vices - the nature of evil as negation or privation - the condition and implications of original sin in the course of his work and thought, anselm deployed argumentation that was only indirectly dependent on sacred scripture, christian doctrine and tradition. he developed sophisticated analyses of the language used in discussion and investigation of philosophical and theological issues. in doing so, he stressed the importance of focusing on the meaning of the terms rather than allowing oneself to be misled by the verbal forms. anselm was born in 1033 in aosta, italy, a border town of the kingdom of burgundy. in his adolescence, he decided that there was no better life than the monastic one. he sought to become a monk, but was refused by the abbot of the local monastery. leaving his birthplace as a young man, he headed north across the alps to france, eventually arriving at bec in normandy. there he studied under the eminent theologian and dialectician lanfranc. years at bec at the monastery of bec, anselm devoted himself to scholarship, and found his childhood attraction to the monastic life reawakening. unable to decide between becoming a monk, becoming a hermit or living off his inheritance and giving alms to the poor, he put the decision in the hands of lanfranc and maurilius, the archbishop of rouen. they decided anselm should enter monastic life at bec, which he did in 1060. in 1063, after lanfranc left bec for caen, anselm was chosen to be prior. in addition to instructing the monks, he carried on rigorous spiritual exercises, which would play a great role in his philosophical and theological development


1063, after lanfranc left bec for caen, anselm was chosen to be prior. in addition to instructing the monks, he carried on rigorous spiritual exercises, which would play a great role in his philosophical and theological development. he became particularly well known for the range and depth of his insight into human nature, virtues and vices, the practice of moral and religious life and his intense devotions and asceticism. in 1070, anselm began to write, particularly prayers and meditations, which he sent to monastic friends and to noblewomen for use in their own private devotions. he also engaged in a great deal of correspondence, leaving behind numerous letters. eventually, his teaching and thinking culminated in a set of treatises and dialogues. in 1077, he produced the monologion, and in 1078 the proslogion. eventually, anselm was elected abbot of the monastery. while still at bec, anselm wrote the de veritate ( on truth ), de libertate arbitrii ( on freedom of choice ), de casu diaboli ( on the fall of the devil ), and de grammatico. anselm traveled to england in 1092, where lanfranc had previously been archbishop of canterbury. the episcopal seat had been kept vacant so king william rufus could collect its income, and anselm was proposed as the new bishop, a prospect neither the king nor anselm desired. eventually, the king fell ill, changed his mind in fear of his demise and nominated anselm to become bishop. anselm attempted to argue his unfitness for the post, but eventually accepted. his tenure as archbishop of canterbury was marked by conflict over numerous issues with king william rufus, who attempted to appropriate church lands, offices and incomes and even to have anselm deposed. anselm had to go into exile and travel to rome to plead the case of the english church to the pope, who affirmed anselm ’ s position and refused his request to be relieved of his office. while in exile, anselm continued his many writings, including cur deus homo, epistolae de incarnatione verbi ( on the incarnation of the word ), de conceptu virginali et de originali peccato ( on the virgin conception and on original sin ), de processione spiritus sancti ( on the proceeding of the holy spirit ) and de concordia praescient


word ), de conceptu virginali et de originali peccato ( on the virgin conception and on original sin ), de processione spiritus sancti ( on the proceeding of the holy spirit ) and de concordia praescientia et praedestinationis et gratiae dei cum libero arbitrio ( on the harmony of the foreknowledge, the predestination and the grace of god with free choice ). upon returning to england after william rufus ’ s death, conflict eventually ensued between the archbishop and the new king, henry i, requiring anselm once again to travel to rome. when judgment was made by pope paschal ii in anselm ’ s favor, the king forbade him to return to england, but eventually reconciliation took place. anselm died on april 21, 1109, leaving behind several pupils and friends of some importance, among them eadmer, anselm ’ s biographer, and the theologian gilbert crispin. he was canonised by the roman catholic church in 1494 by pope alexander vi, and declared a doctor of the roman catholic church in 1720. today, anselm is most well known for his proslogion proof for the existence of god. april 21 is now celebrated in the roman catholic church, much of the anglican community and in the lutheran church as saint anselm day. taken with permission from sadler g, st. anselm of canterbury ( 1033 - 1109 ), internet encyclopedia of philosophy. to learn more about saint anselm, visit the institute for saint anselm studies of saint anselm college.


it doesn ’ t take long when learning to weave until you encounter your first drafts, and it took me a while to figure out what they were and how they worked. i thought i ’ d write about how i learned to understand a weaving draft. a draft can be considered to be the equivalent of a knitting pattern. actually, not really. it ’ s more like a chart in a knitting pattern. its not enough information for a weaver to start a particular project – details such as sett, yardage, material, finished project dimensions are all absent, but it provides information on how to set the loom up and work it to produce a cloth with a particular interlacement. drafts are usually divided into four quadrants. in the draft below of a 2 / 2 twill, i ’ ve labelled the quadrants a to d. the threading ( a ) this section shows how the harnesses / shafts of a loom must be threaded. ( editor ’ s note : i used the term shafts and harnesses interchangeably without realizing and didn ’ t have time to fix it. ) a harnesses job is to raise the threads that are assigned to it so that the weft yarn can pass underneath them. this section tells the weaver what threads each harness lifts and in what order. the horizontal lines represent each individual harness. the bottom line is the harness closest to you if you ’ re sitting in front of the loom. you can also tell how many shafts your loom has to have to weave the draft by looking at how many rows are in this section. though there are many ways to thread the loom, two common ways to thread is straight threading and point threading. in straight threading, a warp yarn goes through harness 1, the next yarn goes to harness 2 and so on. after you thread a heddle on the last harness, you go back to harness 1 and continue. in point threading, you also thread harnesses 1 at a time. when you reach the end however, you change direction and thread the harnesses in the reverse order instead of starting back at harness 1. the original draft is shown below, with the only thing changed is the threading from straight to point threading. the diagonal stripes become horizontal zig zags. the tie up ( b ) treadles ( the floor pedals of a loom ) are used to raise 1 or more shafts at the same time. the treadles on most loomes are usually fully configurable and can


assumption that the warp is a black yarn and the weft is a white yarn. sometimes, more than one repeat is shown in either direction so you can see how one repeat connects with one another when they are laid side by side. in the diagram below, you can see how you can figure out how to draw this section if you know what ’ s in the other three. i show how the second pick ( weft row ) is drawn in our 2 / 2 point twill draft : - first you look at the tie up associated with the treadle that is being pressed and determine which shafts are being raised. - next you look across the shafts and every column that is filled with a number represents the threads that that are being lifted - finally, in the current pick that is being drawn, you darken each square that is directly below the squares being lifted. continue the process for each pick and you ’ re done. one last note before signing off – what you ’ re seeing in quadrant d is a drawdown, the key word being down. when we weave however, the cloth is actually formed in the other direction ( from bottom to top ). for that reason, sometimes you ’ ll see drafts with quadrants a and b at the bottom, which will show how the actual cloth will look as it is woven on the loom. for fully symmetrical patterns, the direction doesn ’ t matter. but for other drafts, such as our simple 2 / 2 twill at the beginning of the post, this will mean that what looks like a twill that travels in the right direction in the draft will actually travel in the left direction when it is woven!


slosh ( sea, lake and overland surges from hurricanes ) is a computerized model run by the national hurricane center ( nhc ) to estimate storm surge heights and winds resulting from historical, hypothetical, or predicted hurricanes by taking into account pressure, size, forward speed, track and winds. graphical output ( 124kb or 348kb ) from the model displays color coded storm surge heights for a particular area in feet above the model ' s reference level, the national geodetic vertical datum ( ngvd ), which is the elevation reference for most maps. the calculations are applied to a specific locale ' s shoreline, incorporating the unique bay and river configurations, water depths, bridges, roads and other physical features. if the model is being used to estimate storm surge from a predicted hurricane ( as opposed to a hypothetical one ), forecast data must be put in the model every 6 hours over a 72 - hour period and updated as new forecasts become available. the slosh model is generally accurate within plus or minus 20 percent. for example, if the model calculates a peak 10 foot storm surge for the event, you can expect the observed peak to range from 8 to 12 feet. the model accounts for astronomical tides ( which can add significantly to the water height ) by specifying an initial tide level, but does not include rainfall amounts, riverflow, or wind - driven waves. however, this information is combined with the model results in the final analysis of at - risk - areas. the point of a hurricane ' s landfall is crucial to determining which areas will be inundated by the storm surge. where the hurricane forecast track is inaccurate, slosh model results will be inaccurate. the slosh model, therefore, is best used for defining the potential maximum surge for a location. for more information, visit noaa online. st. charles parish slosh models ( click on each thumbnail to open a larger image in a new window. please keep in mind the storm surge estimates do not take into account the elevation of particular areas. storm surge predictions are made by taking this information into account. ) for more information, contact st. charles parish public information officer renee allemand simpson at ( 985 ) 783 - 5000 or firstname. lastname @ example. org.


sci. stke, 12 september 2006 plant biology touche! plants and bacteria battle at leaf pores plants have special openings on the surface of the leaf known as stomata, which allow gas exchange essential for respiration and osmotic balance. however, the stomata also provide a route by which infectious bacteria can gain access to internal tissues. the stomata are opened and closed in response to changes in exposure to light, humidity, and other stimuli, but new evidence shows that they can also be closed as part of the plants ' immune defense against bacterial infection. melotto et al. showed that arabidopsis plants closed their stomata within 2 hours of exposure to the pathogenic bacterium p. syringae but then reopened them within a couple more hours. microscopic observation of the bacteria showed that they were able to detect and migrate toward open stomata, perhaps sensing nutrients or other molecules released from the plant interior. the authors showed that flg22, a peptide derived from the bacterial flagellin protein, or lipopolysaccharide, a component of the bacterial outer cell wall, could also trigger stomatal closure. plants are known to have immune receptors that recognize these molecules. the reopening of the stomata observed when leaves were exposed to whole bacteria led the authors to test whether the strain of p. syringae that they used produced a virulence factor to override the host plant ' s protective mechanism. indeed, they found that the bacterially produced polyketide toxin coronatine was required to allow reopening of the stomata. the work reveals that plants have developed an innate immune mechanism to protect themselves from bacterial invasion and that, in response, some bacteria have developed a virulence factor that forces the pores open again to allow further infection. m. melotto, w. underwood, j. koczan, k. nomura, s. y. he, plant stomata function in innate immunity against bacterial invasion. cell 126, 969 - 980 ( 2006 ). [ online journal ] citation : touche! plants and bacteria battle at leaf pores. sci. stke 2006, tw315 ( 2006 ). science signaling. issn 1937 - 9145 ( online ), 1945 - 0877 ( print ). pre - 2008 : science ' s stke. issn 1525 - 8882


have you ever wondered how wind turbines work and why they look like they do? are you interested in adding wind power to your off - grid electric system, but have been put off by the high cost of equipment and installation? well, now you can build and install your own wind turbine! harnessing the wind can be a tricky business, but in this groundbreaking book the authors provide step - by - step, illustrated instructions for building a wind generator in a home workshop. even if you don ' t plan on building your own turbine, this book is packed with valuable information for anyone considering wind energy. it covers the basic physics of how the energy in moving air is turned into electricity, and most importantly, will give you a realistic idea of what wind energy can do for you - - and what it can ' t. homebrew wind power a hands - on guide to harnessing the wind by dan bartmann and dan fink foreword by mick sagrillo 320 pages, soft cover, 8 x 10 inches, 395 illustrations published by buckville publications llc, masonville, co retail price : us $ 39. 95 " a well - crafted blend of theory and practical information for all who want to build a quiet, efficient, and economical wind turbine to achieve greater energy independence and reduce their carbon footprint. these guys know their stuff and know how to convey it in a clear, concise, understandable, and humorous fashion. " - - dan chiras, phd, author of power from the wind, the homeowner ' s guide to renewable energy, the solar house, green home improvement, and more. " if you ' ve ever thought the wind could be as productive as it is annoying, get this remarkable book, apply its clear - cut principles and procedures, and brew up a wind turbine. in their clever and amusing way, dan and dan show you how to power your house with the same forces that rattle the windowpanes. buy it - - it ' s the only book of its kind on planet earth! " - - rex ewing, author of power with nature, got sun? go solar, hydrogen - hot stuff, cool science, and more. " the otherpower dans and their crew learn more in their sleep about building good wind generators than the rest of us learn in the daylight. if you want to be able to build simple, robust, and productive wind turbines awake or asleep, buy this book! " - - ian woofenden, senior editor, home power magazine ; nw and costa rica coordinator, solar


aborting the disabled a bill before the senate hopes to better inform mothers about diagnosed disabilities, while a study confirms that women can feel pressured to terminate their pregnancy if tests find a disability. by rob moll women whose babies are prenatally diagnosed with down syndrome report that " their obstetricians had failed to provide enough up - to - date printed material " and " felt rushed or pressured into making a decision about continuing the pregnancy. " the study of mothers whose children have down syndrome was published in the american journal of obstetrics and gynecology. one woman quoted in the study said that in 1999, when her child was diagnosed with down syndrome, the doctor " showed a really pitiful video first of people with down syndrome who were very low tone and lethargic - looking and then proceeded to tell us that our child would never be able to read, write, or count change. " in response, senators sam brownback and ted kennedy are sponsoring legislation that would require doctors to provide current medical information about any diagnosed disability after a prenatal test, along with treatment options, the expected development of the child, and information about local support communities. testing babies while still in the womb is normally offered by doctors, and often recommended to women more than 35 or couples with other risk factors. many states require doctors to offer prenatal genetic testing to all pregnant mothers. however, there are no treatment options for the genetic diseases tested for, such as cystic fibrosis, spina bifida, or down syndrome. " a lot of the testing is done for disease processes that we really can ' t do anything about, " says stephen nelson, staff neonatologist and director of the neonatal transport service at meritcare children ' s hospital in fargo, north dakota. " our ability to diagnose diseases prenatally exceeds our ability to treat. " prenatal testing is a way of learning valuable information about a baby, but just as important is what parents will do with that information, says john kilner, president of the center for bioethics and human dignity at trinity international university in deerfield, illinois. " it is usually used to find out if there is something there you don ' t want so you can abort. " according to the study, many doctors assume that women who undergo testing would choose to abort. but there are other reasons to learn about the health of a fetus. kilner says, " if the purpose is to be able to prepare as best one


the study, many doctors assume that women who undergo testing would choose to abort. but there are other reasons to learn about the health of a fetus. kilner says, " if the purpose is to be able to prepare as best one can for the well - being of the fetus and the mother, that ' s a more noble rationale. " because there is a minor possibility of miscarriage and other problems caused by the tests, prenatal tests should only be used if other factors, such as the age of the mother or a family history of genetic diseases, outweigh the risks, say doctors and bioethicists. kilner said that when he and his wife had trouble conceiving their second child, doctors offered prenatal tests. " it was just offered to us as obvious in the normal course of things, " kilner said. " it was only in response to our questions that we discovered there was any risk at all. and then when we realized that we would only be getting information that would lead us to abort, it was like, wait a minute. " often, doctors feel they must offer prenatal tests in order to avoid malpractice lawsuits. " there ' s a great deal of fear on the part of obstetricians that if they don ' t offer genetic testing and the baby does have one of these conditions and it ' s recognized after birth, that the obstetrician can be sued for wrongful birth, " says nelson. a parent files a wrongful birth suit if she says that had she known her baby would have a genetic disease, she would have aborted. doctors have been successfully sued for the costs of raising a disabled child if they didn ' t offer tests that would have discovered the disability, or if they didn ' t discover a disability even with prenatal testing. unfortunately, there are currently no standards for how the information obtained from a prenatal test should be used. " we ' ve got policies that mandate the tests to be offered, but we have no public policy to shape the ethic of how you respond, " says carrie gordon earll, senior policy analyst for bioethics at focus on the family. pressure to abort " we have been able to screen for certain conditions in the womb for quite some time now, but i ' m concerned that we don ' t have a great track record for handling that information very well, " sen. brownback, r - kan., said announcing


able to screen for certain conditions in the womb for quite some time now, but i ' m concerned that we don ' t have a great track record for handling that information very well, " sen. brownback, r - kan., said announcing his legislation. " for some conditions that can be detected in the womb, we are aborting 80 percent or more of the babies who test positive. " according to the american journal of obstetrics and gynecology study, 20 percent of doctors said when a prenatal test discovered down syndrome, they encouraged mothers to abort, or they emphasize the negative aspects of the disease " so that parents would favor a termination. " most doctors, however, tried to remain unbiased in telling parents the results of a prenatal test. still, " there ' s a lot of unspoken pressure to abort once you ' ve had the testing done, " says nelson. throughout the medical literature, " parents are blamed if they have a baby with down syndrome. " parents who decide to give birth to a down syndrome child " say that they feel like outcasts, they feel blameworthy. " because abortion is seen as the preferred option, " soon, it will be seen as unnecessary to fund therapy and care for the disabled, " says amy laura hall, assistant professor of theological ethics at duke divinity school. " there is no will to care for the disabled. " eugenics by abortion the brownback / kennedy bill could help alleviate cultural pressure to abort. " the effect of this sort of ' weeding out ' is creating new eugenics, a form of systematic, disability - based discrimination, " said brownback. " we don ' t want a world where parents feel driven to justify their children ' s existence. we need to link parents with these programs so that they are equipped with all the information they need to hopefully make a life - affirming choice. " our culture ' s image of the nuclear family encourages people to abort children that don ' t fit the model, says hall, who is working on a book on the rise of medically enhanced children and scientifically standardized families. " we have the model of family life with two kids who look like their parents. we have our kids appropriately spaced to fit the model of the ideal family. this has contributed to the abortion culture. " read it all!


smokeless tobacco is the latest nicotine - based product to drift into the marketplace and try to catch the attention of young people. snus pouches are a new version of snuff, or chewing tobacco laced with nicotine. instead of putting a loose wad of tobacco inside the upper lip or between the cheek and gums, snus pouches look like small tea bags. these products are “ spitless ”, making their use easy to hide. some tobacco companies even add flavors – like vanilla, peppermint, or spearmint – along with a sweetener. these flavors are more likely to make the product appeal to young people. isn ’ t snus safer than cigarettes? snus has a similar effect on your brain, acting as a stimulant. although it is marketed as an alternative to cigarettes, the little packets of wet tobacco are just as addictive. the u. s. centers for disease control and prevention and other public health agencies have determined that smokeless tobacco products : - cause serious diseases such as cancer, cardiovascular disease, and other diseases of the mouth, gums, and teeth ; - may increase the risk of serious diseases when used in combination with smoking ; - cause adverse reproductive effects and should not be used during pregnancy ; and - are not a safe alternative to smoking. so don ’ t let a clever name, fun packaging, or candy flavors fool you. by the way, here ’ s the un - fun part of the package, but that ’ s because it ’ s required by law : warning : this product is not a safe alternative to cigarettes. who ’ s using snus? according to nida ’ s 2009 monitoring the future survey of teens ( pdf, 1. 34 mb ), the use of smokeless tobacco is increasing significantly among 10th and 12th graders. the percentage of 12th graders reporting past - month smokeless tobacco use increased from 6. 1 percent in 2006 to 8. 4 percent in 2009, a 38 percent increase, while the percentage of 10th graders reporting smokeless tobacco use increased from 4. 9 percent in 2004 to 6. 5 percent in 2009, a 33 percent increase.


two titans of art go head to head by ingrid d. rowland the lost battles : leonardo, michelangelo, and the artistic duel that defined the renaissance by jonathan jones, knopf, 368 pp., $ 35 leonardo and the last supper by ross king, walker, 336 pp., $ 28 those two enigmatic, titanic figures, leonardo da vinci and michelangelo buonarroti, come to vibrant life in two new books, the lost battles, by jonathan jones, and leonardo and the last supper, by ross king. both men are seasoned writers for the general public, which means that readers who enjoyed dan brown ’ s the da vinci code can return to the terrain of vast conspiracies, cutthroat competition, arcane symbolism, machiavelli, the borgias, and beautiful art — but this time the conspiracies are genuine, the symbolism works, and the characters, in all their flesh - and - blood eccentricity, are real, often painfully so. leonardo painted the last supper in milan between 1495 and 1498, a decade before the city council of florence commissioned two huge battle paintings for the glorious new assembly room it had added to palazzo della signoria, the 13th - century city hall. using an age - old gambit for getting good work done quickly, the city fathers advanced the project by hiring two local artists to work in competition, and what artists they were! the first was leonardo, 52, returned from years abroad in milan. his recent work in florence, though incomplete, had already caused a sensation : spectacular, large - scale drawings for his adoration of the magi and virgin, child, and st. anne, and the oil portrait of a young florentine woman, monna ( “ mrs. ” ) lisa gherardini del giocondo. early in 1504, leonardo added another item to his lengthening list of unfinished projects : a large wall painting of the battle of anghiari, a skirmish with milan that had ended with a victory for florence in 1440. the commission was a godsend both financially and personally for the aging artist, the promise of boundless opportunity — until the day the city council called a mass meeting of florentine artists to discuss what to do with a colossal statue that the 30 - year - old michelangelo buonarroti had just carved from a huge, apparently unsalvageable chunk of moon - white carrara marble. as jones reveals, leonardo urged the councilors to protect the statue ’ s


statue that the 30 - year - old michelangelo buonarroti had just carved from a huge, apparently unsalvageable chunk of moon - white carrara marble. as jones reveals, leonardo urged the councilors to protect the statue ’ s surface sheen by tucking it into a corner of the loggia dei mercanti in the piazza outside the city hall and redeem its modesty by outfitting the figure with bronze underpants. he knew as well as anyone what michelangelo had created in david — but his attempt to downplay the masterpiece by installing it under a roof had no effect ( the brazen underpants, on the other hand, were apparently put in place ). furthermore, the city council gave michelangelo a space in the same hall as leonardo to paint a second battle scene : the battle of cascina, a victory against pisa in the 14th century. the most riveting battle, of course, was the one carried out at the start of the 16th century between these two artists, both of whom already belonged to the world as much as they did to florence. king ’ s account of the last supper gives an added poignancy to our sense of what leonardo ’ s situation might have been in florence in 1504. born in the provincial village of vinci and the result of his young, unmarried father ’ s liaison with a servant girl ( who may have been an arab slave ), leonardo was barred from the profession of his notary father by his illegitimacy. he never had a last name ; in later years, he simply would be known as leonardo from vinci, the florentine. as king notes, many of renaissance italy ’ s other most prominent figures were illegitimate : petrarch, boccaccio, leon battista alberti, pope clement vii. frequently these “ natural ” children were brought up in their fathers ’ households, and leonardo had, by all accounts, a loving childhood in vinci and then in florence. of course, his ambiguous social status had nothing to do with his evident talents, and he became an apprentice to andrea del verrocchio, one of the city ’ s most prominent artists. verrocchio was predominantly a sculptor, though he also produced tempera paintings on panel ( one of which, a baptism of christ in the uffizi in florence, gave young leonardo the chance to outshine his master by painting a divinely delicate angel next to verrocchio ’ s gaunt, wiry figures of christ and the baptist ). one medium that verrocchi


the uffizi in florence, gave young leonardo the chance to outshine his master by painting a divinely delicate angel next to verrocchio ’ s gaunt, wiry figures of christ and the baptist ). one medium that verrocchio seems not to have tried was fresco, the art of painting fresh plaster as soon as it has been applied to the wall. fresco was the most difficult medium for a renaissance painter to master ; colors change as the plaster dries, and a painter has only one chance to apply pigment to the limited area that can be completed in a single day. as a result, king notes, leonardo may simply never have learned how to do it. he did famously learn to do a great many other things ; in an age renowned for its men of many talents, leonardo had an almost bottomless bag of tricks. that very versatility may have been his downfall as an artist. there were so many other claims on his attention, many of them recorded in his extraordinary notebooks. as both king and jones show memorably, leonardo was a flamboyant personality : handsome, courteous, and eccentric, with long hair and a passion for rose - colored tights, capes, and caps in an era when sober, respectable men wore black. his studio assistants were his family, ranging from well - born, talented pupils like giovanni antonio boltraffio and francesco melzi to the curly - headed kleptomaniac gian giacomo caprotti, whom leonardo nicknamed salai, “ devil, ” and pampered outrageously because he was so beautiful. for the milanese warlord ludovico sforza, leonardo designed costumes, pageants, and automata, played and sang, conversed, advised on military matters, and painted portraits of ludovico ’ s mistresses — all while conducting his own private studies of nature, arithmetic, latin, and literature, at a time when he was also supposed to be painting the last supper on the refectory wall for the dominican friars of santa maria delle grazie. king writes with verve and enthusiasm about the various figures in the painting, from their identities ( the blond in blue is definitely st. john rather than mary magdalene ; in a particularly choice passage, king reveals the source for dan brown ’ s grand conspiracy theory as a 20th - century french forger and anti - semite ), the colors of their clothing, their passionate hand gestures, leonardo ’ s perspective, the theological significance of the table setting, and


the source for dan brown ’ s grand conspiracy theory as a 20th - century french forger and anti - semite ), the colors of their clothing, their passionate hand gestures, leonardo ’ s perspective, the theological significance of the table setting, and how they all came together in a marvelously compelling work of art. and as leonardo painted, or pretended to paint, or procrastinated rather than painting, the crowned heads of europe — charles viii of france, emperor maximilian habsburg, louis the duke of orleans — massed their forces along the alps to move in on sforza and take milan ; the suspense is political as well as artistic. by the time a french army captured the city, leonardo had finished his commission for the dominicans by applying oil paint to dry plaster, and for about 20 years the technique made for an incomparably dazzling last supper, the likes of which the world had never seen. the lime content in plaster limited the range of pigments that fresco painters could use, but leonardo ’ s lustrous oils ranged across the spectrum — until the paint began to flake away from the wall. the rest of the story piles tragedy on tragedy, ending with the restricted viewing conditions now aimed at preserving the last heroic effort at restoration, directed between 1979 and 1999 by pinin brambilla barcilon. hopelessly damaged, the last supper at least survives as a specter of its former self. but the battle that pitted michelangelo against leonardo on the walls of the florentine city hall has left only indirect evidence of its virulence, and its bursts of genius. the hall was remodeled in the mid - 16th century, its roof raised and its walls frescoed by giorgio vasari, a painter who knew that getting the job done can sometimes count as much as talent. the current mayor of florence, matteo renzi, recently authorized soundings in the wall of the great hall to see whether traces of leonardo ’ s battle of anghiari might have survived beneath vasari ’ s work, so far without success. it seems unlikely that much will be found. vasari was not just a painter ; he was also a superb architect and a superb writer, the author of a series of artistic biographies that are an essential ( though not invariably accurate ) source for our knowledge about renaissance italy. would a man so sensitive to his own predecessors really have covered over work by two of the artists he most admired? jones makes a cogent case for a project that never went much beyond the stage of large - scale drawings ;