of the united republic of tanzania the vice president who is the principal assistant to the president in all matters of the united republic is responsible for : the prime minister of the united republic is the leader of government business in the national assembly, controls, supervises and executes daily functions and affairs of the government of the united republic, and any other matters the president directs to be done. the president of zanzibar is the head of the executive for zanzibar, i. e. ; the revolutionary government of zanzibar and is the chairman of the zanzibar revolutionary council. the cabinet of ministers, which includes the prime minister, is appointed by the president from among members of the national assembly. the government executes its functions through ministers led by cabinet ministers. president jakaya m kikwete became the current president of the united republic on the 21st december of 2005 after a historic victory, winning 80. 3 % of the total votes, and dr ali mohammed shein is the vice president of the united republic of tanzania. dr shein had previously served as vice - president since 5th july 2001, prior to the 2005 general elections. since independence, tanzania has held peaceful elections. tanzania was a one - party system of democracy between 1965, 1970, 1975, 1980, 1985, and 1990 ; in the first elections, held in 1962, the ruling party captured all seats hence the de - facto one party state emerged, to be later regularized by law in 1965. in 1992, following the constitutional reforms, described herein above, the formation and organization of political parties is now conducted under the political parties act 1992. about 18 political parties have been registered since then and multiparty general elections were held under the new multiparty system in 1995, 2000, and 2005. the legislature, or the parliament of the united republic of tanzania, consists of two parts, i. e. the president and the national assembly. the president exercises authority vested in him by the constitution to assent to bills by parliament in order to complete the enactment process before they become law. the national assembly, which is the principal legislative organ of the united republic, has authority on behalf of the people to oversee and the accountability of the government of the united republic and all its organs of their particular duties. the parliament is headed by the speaker, who is assisted by the deputy speaker, and the clerk as the head of the secretariat of the national assembly. the national assembly also has various standing committees to support in its various functions. the national assembly of tanzania is constituted by


headed by the speaker, who is assisted by the deputy speaker, and the clerk as the head of the secretariat of the national assembly. the national assembly also has various standing committees to support in its various functions. the national assembly of tanzania is constituted by one chamber, with members elected form various constituencies across mainland tanzania and zanzibar. under the constitution, women ’ s representation is provided for as a special category, in order to increase the participation of women in national politics. elections are supervised by the national electoral commission which is established under the constitution. the legal system of tanzania is largely based on common law, as stated previously, but is also accommodates islamic or customary laws, the latter sources of law being called upon called upon in personal or family matters. the judiciary is formed by the various courts of judicature and is independent of the government. tanzania adheres to and respects the constitutional principles of separation of powers. the constitutional makes provision for the establishment of an independent judiciary, and the respect for the principles of the rule of law, human rights and good governance. the judiciary in tanzania can be illustrated as follows. the judiciary in tanzania has four tiers : the court of appeal of the united republic of tanzania, the high courts for mainland tanzania and tanzania zanzibar, magistrates courts, which are at two levels, i. e. the resident magistrate courts and the district court, both of which have concurrent jurisdiction. primary courts are the lowest in the judicial hierarchy. court of appeal the specialized divisions - high court of tanzania - - the high court of zanzibar resident magistrates courts court of appeal the court of appeal of tanzania, established under article 108 of the constitution, is the highest court in the hierarchy of judiciary in tanzania. it consists of the chief justice and other justices of appeal. the court of appeal of tanzania is the court of final appeal at the apex of the judiciary in tanzania. the high court of tanzania ( for mainland tanzania ) and the high court of zanzibar are courts of unlimited original jurisdiction, and appeals there from go to the court of appeal. the high court of tanzania was established under article 107 of the constitution and it has unlimited original jurisdiction to entertain all types of cases. the high courts exercise original jurisdiction on matters of a constitutional nature and have powers to entertain election petitions. the high court ’ s main registry, ( which includes the sub - registries ) caters for all civil and criminal matters. the high court ( mainland tanzania ) has established 10 sub registries in different zone of the country. it


election petitions. the high court ’ s main registry, ( which includes the sub - registries ) caters for all civil and criminal matters. the high court ( mainland tanzania ) has established 10 sub registries in different zone of the country. it also has two specialised divisions, the commercial division and the land division. all appeals from subordinate courts go to the high court of tanzania. these include the resident magistrate courts and the district courts, which both enjoy concurrent jurisdiction. these courts are established under the magistrate courts act of 1984. the district courts, unlike the resident magistrates courts, are found throughout all the districts in tanzania ( the local government unit. ) they receive appeals from the primary courts, several of which will be found in one district. the resident magistrates courts are located in major towns, municipalities and cities, which serve as the regional ( provincial ) headquarters. the primary courts are the lowest courts in the hierarchy and are established under the magistrates courts act of 1984. they deal with criminal cases and civil cases. civil cases on property and family law matters which apply customary law and islamic law must be initiated at the level of the primary court, where the magistrates sits with lay assessors. ( the jury system does not apply in tanzania ) there are specialized tribunals, which form part of the judicial structure. these for example include district land and housing tribunal, tax tribunal and the tax appeals tribunal, labour reconciliation board, the tanzania industrial court, and military tribunals for the armed forces. military courts do not try civilians. a party who feels dissatisfied with any decision of the tribunals may refer the same to the high court for judicial review the high court of zanzibar has exclusive original jurisdiction for all matters in zanzibar, as is the case for the high court on mainland tanzania. the zanzibar court system is quite similar to the tanzania mainland system, except that zanzibar retains islamic courts. these adjudicate muslim family cases such as divorces, child custody and inheritance. all other appeals from the high court of zanzibar go to the court of appeal of tanzania. the structure of the zanzibar legal system is as follows ; court of appeal magistrate court ↔ kadhi ’ s appeal courts primary courts kadhi ’ s court court of appeal of tanzania the court of appeal tanzania handles all matters from the high court of zanzibar. the high court of zanzibar is structured with the same structure as the high court of tanzania mainland and it handles all appeals from the lower subordinate courts. these courts have jurisdiction to entertain cases


handles all matters from the high court of zanzibar. the high court of zanzibar is structured with the same structure as the high court of tanzania mainland and it handles all appeals from the lower subordinate courts. these courts have jurisdiction to entertain cases of different nature, except for cases under islamic law, which they have no jurisdiction to try which are tried in the kadhi ’ s courts. kadhi ’ s appeal court the main role of the kadhi ’ s appeal court of zanzibar is to hear all appeals from the kadhi ’ s court, which adjudicates on islamic law. these are the lowest courts in zanzibar which have adjudicate all islamic family matters such as divorce, distribution of matrimonial assets, custody of children and inheritance but only with muslim families. these have the same rank as the kadhi ’ s courts and they deal with criminal and civil cases of customary nature. there are a number of places one can obtain legal materials in tanzania : libraries, the library of the court of appeal of tanzania, the high court library, the high court land division library, commercial division of the high court library, the attorney general ’ s office at the ministry of justice and constitutional affairs, university of dar es salaam, national archives, government bookshop, dar es salaam bookshop, the united nations information centre, the international criminal tribunal for rwanda in arusha, mzumbe university and many more others. reported cases in tanzania can be found in a number of law reports. between 1957and 1977 cases reported from the high court of tanzania and the east african court of appeal appeared in east africa law reports. law africa, a law report publishing company has updated the reports for cases from the three east african jurisdictions, of kenya, uganda and tanzania up to 2007. current editions of the law reports can be sourced from law africa publishers, email email @ example. com. their corporate headquarters address is : law africa publishing ( k ) ltd, coop trust plaza, 1st floor, lower hill road, p. o. box 4260 - 00100, gpo, nairobi, kenya the tanzania law reports between 1983 and 1997 can be bought online from firstname. lastname @ example. org. a complete set of the statutes of tanzania, the laws of tanzania - revised edition of 2002 ( 21 volumes, ) including a supplementary legislation, and subsidiary legislations can be bought online from the same references above. the tanzania government printer publishes the government ' s official gazette. the official gazette publishes


, the laws of tanzania - revised edition of 2002 ( 21 volumes, ) including a supplementary legislation, and subsidiary legislations can be bought online from the same references above. the tanzania government printer publishes the government ' s official gazette. the official gazette publishes bills, legislative enactments, before and after assent, subsidiary legislations, announcement of all official government appointments and dates of entry into force of all legislations. the same can be ordered through the government publications agency. any other information on tanzania can be accessed online. these include the website of parliament where one can access parliamentary information, including acts and bills of law. others sites include the government ’ s public administration page the tanzanian law reform commission website. these include textbooks such as : constitutional and administrative law contract, commercial and company law criminal law and procedure civil law and procedure family law, equity and succession to pursue a legal career in tanzania one may start with a certificate in law, particularly for persons who have discontinued secondary education, followed by a diploma in law, a degree in law ( ll. b ) and continue with a postgraduate diploma in law ( pgdl ), masters of law ( ll. m ), degree of doctor of philosophy ( ph. d ) and doctor of laws ( ll. d ), which is the highest doctorate to be awarded. students who have successfully completed advanced secondary education and who qualify with good academic grades can also join a law degree courses offered at any of the universities in the country. there are a number of universities, which offer courses in law such as the university of dar es salaam, mzumbe university, open university, tumaini university ruaha university under st. augustine and other institutes, which offer diploma in law such as mzumbe university and lushoto institute of judicial administration. certificate in law courses are taught at the other institutes of learning such as the police college and have enabled successful candidates to pursue law degree courses. any ll. b degree holder who has attended internship and pupilage in two years can apply to sit the bar exam which is held three times a year. the bar exam is an oral interview conducted under a panel of the council for legal education, which is composed of representatives of the chief justice of the united republic of tanzania, the attorney general of the united republic, the dean of faculty of law, of the university of dar es salaam, and two representatives of the law society. a successful candidate is sworn in and enrolled as an advocate of the high court of tanzania and sub - ordinate courts thereto


dean of faculty of law, of the university of dar es salaam, and two representatives of the law society. a successful candidate is sworn in and enrolled as an advocate of the high court of tanzania and sub - ordinate courts thereto. advocates do not have the right of audience before the primary courts in tanzania. more information can be found at the university of dar es salaam ’ s website. any person enrolled as an advocate under the advocates act, chapter 341 of the laws of tanzania [ r. e. 2002 ] and listed as a member of the tanganyika law society, established pursuant to the tanganyika law society act chapter 307 of the laws of tanzania [ r. e 2002 ] can practice law as an advocate and shall be subject to the disciplinary rules and etiquette as promulgated under the said laws, and subject to the ethics committee of the law society and the advocates disciplinary committee established under the advocates act cap 341. any inquiries as to the practice of law in tanzania may be addressed to the executive secretary, tanganyika law society ; email ; email @ example. com * i wish to acknowledge with the thanks the industry and time taken by christabel manning for conducting the research and putting together the basic draft for this compilation, without whose assistance, this article would not have been possible.


| guidelines for small - scale fruit and vegetable processors. ( fao agricultural services bulletin - 127 ) ( 1997 ) | | part 2 - processing for sale | | 2. 6. contracts with suppliers and retailers | many small scale processors buy fruits and vegetables daily from their nearest public market. although this is simple and straightforward, it creates a number of problems for a business : for example, the processors have little control over the price charged by traders each day and because of the large seasonal price fluctuations that characterise these raw materials, this makes financial planning and control over cashflow more difficult ( section 2. 3. 4 ). the processor is also unable to schedule the raw materials in the quantities required and it is common for production to fail to meet a target because there are simply not enough fruits and vegetables for sale on a particular day. additionally, the processor has no control over the way fruits and vegetables are handled during harvest and transport to the markets and therefore no influence over the quality of the raw materials that are available ( see also section 2. 7. 2 ). to address these problems, a processor can arrange contracts with either traders or farmers, in an attempt to have greater control over the amount of raw materials available for processing each day and their quality and price. this is not a common arrangement at present in most developing countries, possibly because commercial food processing is a relatively recent activity and there is no history of collaboration and formal contracts. however, where this has been done, there are benefits to both processor and suppliers, provided that the arrangements are made honourably and there is mutual trust. the benefits to farmers are a guaranteed price for their crop, based on a sliding scale of quality and a guaranteed market when it is harvested. however, the traders who tour an area to buy crops provide a number of benefits to farmers that processors should not ignore when arranging contracts : for example the traders frequently buy the whole crop, regardless of quality and either sort it themselves for different markets or sell it on to wholesalers who do the sorting. from the farmers perspective, they receive payment at the farm, without having to worry about marketing their crop or disposal of substandard items. although farmers have a guaranteed market by selling to traders, they have virtually no control over the prices offered and can be exploited, particularly at the peak of a growing season when there is an over - supply of a particular crop. traders also provide a number of other services that farmers may find difficult to obtain elsewhere : traders may be the only realistic source of farming tools and other inputs such


at the peak of a growing season when there is an over - supply of a particular crop. traders also provide a number of other services that farmers may find difficult to obtain elsewhere : traders may be the only realistic source of farming tools and other inputs such as seeds ; they are also a source of immediate informal credit, which farmers may require to buy inputs or for other needs such as funerals and weddings. although the interest payments on such loans may be much higher than those charged on commercial loans, farmers often have no access to banks or other lenders and in practice have no choice. in many countries, large numbers of farmers are permanently indebted to traders for their lifetimes and are only released from the debt by sale of land. when processors begin to negotiate contracts with farmers, they should therefore be aware that farmers may be unwilling to break the existing arrangements with traders, either because of genuine fears that they will lose the services provided or because they are indebted to traders and have no ability to make other arrangements. the local power of traders should not be under - estimated and may range from a refusal to offer further loans to farmers, a threat not to buy the crop again if sales are made directly to processors, a demand that farmers repay loans immediately and in extreme cases, physical violence. despite the problems described above, there are possibilities for processors to agree contracts to supply fruits and vegetables of a specified variety and quality with individual farmers or with groups of farmers who may be working cooperatively. typically a specification would include the variety to be grown, the degree of maturity at harvest, freedom from infection etc. the price paid for the crop is agreed in advance and may be set between the mid - season lowest point and the pre - and post - season high points. alternatively a sliding scale of prices is agreed, based on one or more easily measurable characteristics such as minimum size or agreed colour range, with an independent person being present to confirm the agreement in case of later disputes. the agreement may also specify the minimum or maximum amount that will be bought. in a formal contract, these agreement are written down and signed by both parties, although such formal contracts are rare in most developing countries. processors should also consider the other forms of assistance that could be offered to farmers. for example, in some other larger scale processing such as tea and coffee production, processors offer training and an extension service to address problems with the crop as they arise throughout the growing season. although this may be beyond the resources of small scale processors, more limited types of assistance may include


larger scale processing such as tea and coffee production, processors offer training and an extension service to address problems with the crop as they arise throughout the growing season. although this may be beyond the resources of small scale processors, more limited types of assistance may include purchasing tools, fertilizer or other requirements in bulk with the savings being passed on to farmers. alternatively, part - payment for the crop can be made in advance so that farmers can buy inputs without the need for credit and the consequent indebtedness. the advantages to the processor are greater control over the quality of raw materials and the varieties that are planted, some control over the amounts supplied and an advance indication of likely raw material costs which assists in both financial control and production planning ( sections 2. 3. 4 and 2. 7. 1 ). the advantage to the farmer is the security of having a guaranteed market for the crop at a known price, together with any other incentives that may be offered by processors. however, this type of arrangement can only operate successfully when both processors and farmers honour their side of the agreement. in the authors experience, there have been a number of occasions when these forms of agreement have been tried, but have failed because one party breaks their part of the contract. typically, this can be farmers who sell part of their crop to traders at each end of the season, when the price is higher than that offered by the processor. the expected volume of crop is not then available to the processor and planned production capacity cannot be achieved, seriously damaging both sales and cashflow. alternatively, the processor delays payment to farmers, resulting in the need for them to take another loan and greater indebtedness. the processor may also fail to buy the agreed amount of crop and farmers are left to find alternative markets without the option of supplying traders who may refuse to buy it or may offer an insignificant price. a slightly different approach is that in which a processor takes a greater degree of control over production of the crop and specifies the types of fruit or vegetable to be grown, supplies seeds and other inputs, even including labour. in effect farmers are paid by the processor for the use of their land. although this involves greater organisational complexity and higher operating costs for the processor, the benefits of an assured supply of raw materials having the correct qualities for processing may outweigh the disadvantages, particularly in situations where the demand for a crop outstrips the supply. a further development of the approach is for the processor to rent or buy land and set up a separate operation to


the department of energy ( doe ) is committed to expanding the conversation on energy issues and upholding open government principles of transparency, participation and collaboration. one of the key ways we seek to accomplish this is through the use of social media. " social media " is a broad term for the wide spectrum of interactive and user - driven content technologies ( i. e., social networks, blogs, wikis, podcasts, online videos, etc ). like many government agencies, the department is exploring how best to use social media to accomplish our mission, engage the public in discussion, include people in the governing process and collaborate internally and externally. the office of digital strategy and communications ( formerly the new media office ) in the office of public affairs is leading the department ' s social media efforts. the purpose of this document is to provide guidance on how to take advantage of these social media platforms by defining the broad department of energy vision and strategy for social media use, detailing the means by which to contribute to the department ' s social media presence, outlining the various rules of the road for utilizing social media in the government space and last but not least, sharing best practices for various social media tools. it ' s worth noting that while the primary focus of this guidance is on external facing social media, many of the principles and requirements outlined below can be used as a roadmap for inward facing social media activities. vision and strategy " the department of energy has an urgent role to play in creating a new, clean energy economy that will spark job creation and reduce our dependence on oil, while cutting our greenhouse gas emissions. the department will also meet its critical responsibilities of reducing nuclear dangers and environmental risks. the foundation of all our work is a commitment to lead the world in science, technology and engineering. " - secretary steven chu the department of energy ' s mission is to become the " department of innovators " and discover the solutions to power and secure america ' s future now. we ' re building the new clean energy economy, reducing nuclear dangers and environmental risk and expanding the frontiers of knowledge with innovative scientific research. the objective of the digital office in public affairs is not only to communicate our mission online but also to develop and foster relationships with the public, outside stakeholders and each other around that mission. with that focus, the primary goals of the digital office are to amplify the department ' s message, promote transparency and accessibility and provide services and engagement opportunities. social media is integral to achieving these goals, providing the platform for real - time conversation, collaboration


focus, the primary goals of the digital office are to amplify the department ' s message, promote transparency and accessibility and provide services and engagement opportunities. social media is integral to achieving these goals, providing the platform for real - time conversation, collaboration and idea sharing. you know how the saying goes - our whole is much greater than the sum of our parts. the entire department benefits from a strong enterprise brand. and in many ways, that enterprise brand and culture of brand cultivation already exists throughout the department, powered by the office of public affairs. we ' re just extending it online and into the social media sphere. the digital office in the office of public affairs is responsible for managing department ' s enterprise brand online, including social media. leading by example, this office will push the department into new social media spaces and drive innovation and online communication programming in this arena. offices and labs across the department should help build the enterprise brand by contributing content and ideas to the digital office. a strong, well developed, supported and executed enterprise social media brand is the primary tier of the department ' s social media strategy. the digital office also serves as a support center for driving the second core component of the department ' s social media strategy : empowering social media innovation across the department. program offices, field offices and labs are encouraged to take full advantage of the opportunities social media offers. the digital office provides clear guidance on how to do so - - assisting with compliance of federal rules regulating social media in government, sharing social media best practices and helping offices develop and execute high quality social media strategies. contributing to the department of energy enterprise social media accounts the foundation of the department of energy enterprise social media brand is our mission - and the work being done everyday across the department to achieve that mission drives the content for our social media accounts. offices and labs are enthusiastically encouraged to contribute to our enterprise social media accounts and share what they ' re doing to achieve our mission. these contributions are integral to the success of our enterprise brand. one of the primary reasons department of energy enterprise social media accounts were established was to break down some of the resource and regulatory barriers for communicating in this sphere. in that spirit, it ' s also simple to contribute to our core enterprise accounts : youtube, flickr, twitter and facebook. just submit your suggestion to the digital office in the office of public affairs via the department of energy social media hub ( http : / / energy. gov / socialmedia ) and a member of the digital office will follow - up as needed within a reasonable timeframe.


suggestion to the digital office in the office of public affairs via the department of energy social media hub ( http : / / energy. gov / socialmedia ) and a member of the digital office will follow - up as needed within a reasonable timeframe. establishing an official doe social media account to streamline the process of social media account creation, a dedicated department of energy social media hub ( http : / / energy. gov / socialmedia ) has been developed to empower program offices and labs to review the social media and application vendors with whom we currently have gsa approved terms of service and request permission to create a new account or verify an existing one. all social media sites require active oversight to ensure proper management. department personnel should take these commitments into account when weighing whether to create a new social media presence. before requesting an account, personnel should consult with the appropriate actors within their program office or lab to ensure that the proper authorizations and procedures are in place. this includes reaching out to supervisors and the point of contact for records management, privacy, communications / new media and the program ' s representative from general counsel. to be granted an account or have your current account recognized by the department, fill out the social media request form that includes fields such as : for all requests - name of the person submitting the request - title of the person submitting the request / office - contact e - mail - contact phone number - are you authorized to make this request? - social media application ( s ) you want to utilize - existing account? ( y / n ) - justification for needing an account - proposed or current account username / url - proposed or current account bio - criteria for following others, friending others, etc. - content and feedback strategy - staff management plan, including post frequency - sample post ( if applicable ) for new accounts only - desired launch date - roll - out plan for existing accounts only - length of existence - have you completed a privacy impact assessment ( pia )? - are you currently covered under doe ' s amended terms of service? - what is your current records process? the digital office in the office of public affairs will assess and respond to requests within a reasonable time period. the digital office approves accounts and will assist as needed with implementation and compliance. accounts that consistently fail to meet the best practices outlined in this document are subject to review by the digital office, who will work with supervisors in that program office or lab to determine appropriate next steps. you can also use the online form to request that the department pursue a


fail to meet the best practices outlined in this document are subject to review by the digital office, who will work with supervisors in that program office or lab to determine appropriate next steps. you can also use the online form to request that the department pursue a terms of service agreement with a social media tool or application that is offered by apps. gov but not currently part of our portfolio. should you determine that you would like to forgo the account creation process and simply have your content featured as part of the larger enterprise presence, you can contact the digital office to discuss options for assisting with outreach and amplifying your message. from the privacy act of 1974 to the office of management and budget policies on third party sites and multi - session cookies, federal agencies have specific requirements regarding privacy and personal identifiable information ( pii ). these policies require the department to file privacy impact assessments ( pia ) in order to utilize social media platforms like facebook or uservoice or twitter for official business. the digital office in the office of public affairs has filed several pia ' s for the department as a whole in order to empower others to take advantage of these communication tools. they include the following : - google analytics personnel seeking to verify existing social media presences or establish new ones on the platforms above must consult the existing pia for that platform to make sure that presence is compliant. if you ' re interested in using a social media platform that ' s not on this list or have questions about any of the pia ' s above, reach out to the digital office for assistance. and if you have questions about federal privacy requirements, contact the privacy officer assigned to your office. the freedom of information act ( foia ), 5 u. s. c. 552, provides a right of access to federal agency records, including any information created or maintained by the department. voluntary disclosure of information through a social media platform outside the federal government may waive the application of statutory privileges under federal law and compromise the department ' s ability to withhold such information in the future. if you are concerned about making information publicly available through social media or have any questions regarding federal information law, contact the office of general counsel or the office of public affairs. comment policy and moderation the department of energy respects different opinions and hopes to foster conversation within our online presences. to that end, the department does not pre - moderate users ' comments on our enterprise accounts. this means that users ' comments are automatically published, but they may be removed by a department of energy official if they violate our commenting


our online presences. to that end, the department does not pre - moderate users ' comments on our enterprise accounts. this means that users ' comments are automatically published, but they may be removed by a department of energy official if they violate our commenting policy. comments may be removed from department of energy blogs or social media accounts : - contain obscene, indecent, or profane language ; - contain threats or defamatory statements ; - contain hate speech directed at race, color, sex, sexual orientation, national origin, ethnicity, age, religion, or disability ; - contain sensitive or personally identifiable information ; and / or - promote or endorse specific commercial services or products. all department of energy generated content is subject to the national archives and records administration ( nara ) for retention, storage and publication. federal records management policies regarding social media are still evolving. the cio has issued interim guidance for the department of energy regarding the management of social media records. we can expect additional updates to these policies as our work continues to evolve in the social media sphere. for specific questions regarding records management, contact the records management officer assigned to your office. access to and use of social media the department of energy encourages the responsible use of social media consistent with current laws, policies and guidance that govern information and information technology. department organizations will not arbitrarily ban access or the use of social media. department of energy personnel are encouraged to access and contribute content on social media sites in their official capacity. however, personnel should obtain supervisory approval prior to creating or contributing significant content to external social media sites or to engaging in recurring exchanges with the public. employees are subject to the applicable standards of conduct for employees of the executive branch ( 5 c. f. r. part 2635 ) and the hatch act ( 5 u. s. c. 7321 - 7326 ) which governs partisan political activity of executive branch employees. personnel are encouraged to review the office of special counsel ' s " frequently asked questions regarding social media and the hatch act " for further guidance or contact the office of the assistant general counsel for general law ( gc - 77 ). non - public, sensitive, personally identifiable information ( pii ) and classified information should not be disclosed on public social media platforms. personal use of social media while on government time is subject to doe order 203. 1, limited personal use of office equipment including information technology, which provides guidance on " appropriate and inappropriate " use of government resources. if you have questions about this section, please contact gc


media while on government time is subject to doe order 203. 1, limited personal use of office equipment including information technology, which provides guidance on " appropriate and inappropriate " use of government resources. if you have questions about this section, please contact gc - 77. security requirements and risk management the federal cio council ' s guidelines for secure use of social media by federal departments and agencies outlines recommendations for using social media technologies in a manner that minimizes risk while also embracing the opportunities these technologies provide. federal government information systems are targeted by persistent, pervasive, aggressive threats. in order to defend against rapidly evolving social media threats, department of energy program offices, laboratories, and sites should include a defense - in - depth, multi - layered risk management approach, addressing risks to the user, risks to the department and risks to the federal infrastructure. organizations should incorporate risk mitigation strategies such as ( 1 ) controlled access to social media, ( 2 ) user awareness and training, ( 3 ) user rules of behavior, ( 4 ) host and / or network controls and ( 5 ) secure configuration of social media software to determine overall risk tolerance for use of social media technologies. cyber security personnel should be consulted before the implementation of any social media technology to provide the opportunity for incorporation of the new technology into current risk management framework. in addition, cyber security should help determine secure technical configurations and monitor published vulnerabilities in social media software. for questions regarding cyber security, contact your security officer. in the event of an emergency, social media tools should be utilized in accordance with the forthcoming emergency public affairs plan, which calls for a coordinated messaging effort between the headquarters office of public affairs and any programs, sites or facilities that may be involved : " when department of energy headquarters or a doe site / facility declares an emergency, it is expected to meet the public information obligations of the department of energy orders, guidance and requirements and the comprehensive emergency management plans developed by each site. this guidance and requirement includes the timely provision of media informational materials to the public affairs staff at department headquarters. every effort should be made by the designated public affairs officers at the site level to consult with the headquarters public affairs office on the initial dissemination of information to the public and media. from the doe o 151. 1c " comprehensive emergency management system " : " initial news releases or public statements must be approved by the cognizant field element official responsible for emergency public information review and dissemination. following initial news releases and public statements, updates must be coordinated with the doe / n


" almanac " — the word comes from the arabic al - manakh, meaning " the calendar, " earlier " the weather, " deriving ultimately from ma -, " a place, " and nakha, " to kneel, " or a place where camels kneel, a seasonal stopping place, a camp or settlement. coming as it does from a nomadic human society, it is a fitting word as we talk about our bird life, and their travels and destinations, all as they are influenced by the season of the year. in order to understand the vital interplay of time and space as they determine which birds they ' ll bring us, let us first set aside time to deal with space. for birds, ohio ' s longitude has less to do with time, except as it determines the diurnal rhythms of night and day, and as it figured eons ago in the shifting of continents, where our present longitude marks our place between mountain ranges, at the edge of the feathering - out of the great prairies and the great forests, and consequently midway between the great north - and southbound rivers of birds in the mississippi and atlantic flyways. our latitude, by contrast, is all about time for birds — their seasonal movements north and south, their life cycles along the way, the timing of migrations and even vagrancy, the changing length of daylight and the intensity of earth ' s magnetic fields, even their habitats as developed in the topography of our land as formed by mile - high glaciers moving latitudinally thousands of years ago, forming our plains and hills, lake erie, and the ohio river. survival for birds means successful breeding, and for this success timing is everything. for migrants, early arrival at the breeding grounds is balanced against the risk of arriving too soon to find adequate food ; attempting a second brood must be balanced by the risk of an early reduction in food sources. the phenology of predators, frosts, food sources, leafing of local plants, rain cycles, etc., all affect breeding success, and the species we see have successfully adapted to these influences to remain with us today. humans have recently ( here, over the past two hundred years ) radically influenced some of these influences, upsetting delicate balances, and our bird life is changing as a result. we have removed some predators, and encouraged the proliferation of others. we have apparently caused climatic warming, with earlier springs and later winters. we have introduced exotic animals and plants. we have bulldozed and


our bird life is changing as a result. we have removed some predators, and encouraged the proliferation of others. we have apparently caused climatic warming, with earlier springs and later winters. we have introduced exotic animals and plants. we have bulldozed and burned and filled in and poisoned bird habitats. we allow birds to be killed in great numbers, but not, we reassure ourselves, in numbers too great to diminish them. our effect on the life cycles of birds is dramatic, ongoing, and uncertain as to ultimate outcome. reassuringly, it is still possible to discern primeval patterns of birds ' natural life cycles throughout the year. birders find the continuation of these cycles deeply satisfying as a continuous manifestation of the renewal of life, and a way to measure and better understand, during our short span, the passage of time. fifty or more species of our birds remain pretty much equally abundant year - round, present in good numbers in every month. many are the most familiar of our familiar birds, but even to them the calendar brings profound changes. the crows, robins, blue jays, and song sparrows we see year - round are not always the same birds, as these are at least in part migratory species, with different cohorts inhabiting different places at different times of year. their behavior, too, may change radically over the calendar year : robins that are solitary worm - eaters in summer will flock in winter to eat fruit. the breeding cycle, with all its changes over times, governs all — migrating, singing, incubating, fledging, flocking, molting. many species have expanded their ranges over recent time — mockingbirds, titmice, cardinals, house finches — and many once - common birds have receded beyond ohio ' s borders : prairie - chickens, bachman ' s sparrows, and bewick ' s wrens are no longer to be found here. time has claimed some of our birds forever — the passenger pigeon, the eskimo curlew, the carolina parakeet — but there is time to save the rest.


1933 unemployment relief new! search the database of more than 100, 000 individuals listed in the unemployment relief records. there are 27 oklahoma counties included. search now » 1940 us census the 1940 us federal census records for oklahoma have now been indexed. search and view census records online now at familysearch. org / 1940census / 1940 - census - oklahoma / 1890 oklahoma territorial census the ohs research center has completed the index to the 1890 oklahoma territorial census. while the previous index listed only the head of household, this index includes every individual included in the census. most of the 1890 us federal census was destroyed by fire in 1921, making the 1890 oklahoma territorial census one of the few remaining census records from the time. the oklahoma historical society research division collections include the original 1890 ot census pages. search the index » own the complete 1890 oklahoma territorial census now you can access the 1890 oklahoma territorial census in its entirety as part of 1890 resources, a newly - released dvd from the ohs research center. this easy - to - use disc includes : - a complete index to the 1890 ot census and more than 1, 200 color pages of census scanned from the original documents. just locate your ancestor in the index and click on the page number to see the original document. view a sample census page. - smith ' s first directory of oklahoma territory for the year commencing august 1, 1890, complete with index / namefinding list linked to color scans of the entire directory. view a sample page from smith ' s. - a pdf of bunky ' s the first eight months of oklahoma city. beginning with the land run of 1889, this publication explores area businesses, churches, newspapers, politics and citizens. this resource is now available for $ 45 plus $ 2 shipping & handling. to order use our printable order form or call ( 405 ) 522 - 5225 - please have your credit card ready. special census on microfilm at ohs - 1890 oklahoma territorial census - 1860 lands west of arkansas - 1890 union veterans & widows census - 1900 us census - oklahoma territory - 1900 us census - indian schedule - various mortality schedules - additional special censuses for numerous states online subscription services the research center offers free access to ancestry library edition® and heritagequest online™. these sites allow patrons visiting the research center to search, view and print various items pertaining to genealogy. ancestry library® offers us census, ship logs and passenger indexes, wwi draft registration cards, vital records, and the social security death index. heritagequest™ also includes us census as


dear oncolink " ask the experts, " carolyn vachani rn, msn, aocn, oncolink ' s medical correspondent, responds : magnification colonoscopy uses fiberoptic technology to magnify the view of the colon to about 75 to 100 times its normal size. as a point of comparison, standard colonoscopy uses 45 - fold magnification. this test can be particularly helpful to diagnose " flat adenomas " ( cancers that do not form as a polyp ) or dysplasia ( abnormal appearing tissue ). during the colonoscopy, the physician sprays a dye into the colon which highlights areas of dysplasia, based on the shape and appearance of the colon ( called " pit pattern " ) and the uptake of dye. magnification is needed to help the physician better and more fully visualize any areas of dye deposition. this procedure is used to screen for dysplasia and / or cancer in patients who are at high risk for colon cancer. high - risk patients typically have chronic colon inflammation ( ie : irritable bowel disease, crohn ' s disease, ulcerative colitis, primary sclerosing cholangitis, etc. ). magnification colonoscopy is not yet used for general polyps. the test is currently only available at a limited number of medical centers. the physician performing the test must be trained to recognize the " pit patterns " that signify dysplasia. if this sounds like a test for you, i would try the gastroenterology department at large, academic centers in your area.


a safe place to play if you ask your child what he likes most about school, the answer you are likely to get is, “ recess! ” it is important for kids to be active, get some fresh air, and release their pent up energy during and after the school day, and playgrounds are a great place to do so. however, faulty equipment, unsafe surfaces, and lack of appropriate supervision can result in injury. each year, more than 200, 000 children are treated in hospital emergency rooms for playground - related injuries. schools are addressing this by developing rules for safe outdoor play on and off the playground. there are also a few things that you should keep in mind and convey to any other caregivers of your child about play on and around the playground. tips for injury - free outdoor fun - know the school rules. depending on the amount of outdoor space, the size of the student body, and staff limitations, your child ’ s school may limit the games students can play on the playground. games like tag and unsupervised sports such as dodgeball are increasingly being banned due to injuries. find out what your school ’ s playground rules are and explain them to your child. if your child wants to take a ball, jump rope, or other equipment to share with friends, be sure to check with the school first. - find out about supervision. adequate supervision is the best way to reduce the number of injuries on the playground. the national program for playground safety advises that children be supervised when playing on playground structures, whether these are located in your home, in the community, or at school. adults in charge should be able to direct children to use playground equipment properly and respond to emergencies appropriately. make sure your child is supervised on the playground at all times, at and outside of school. - know what is age appropriate. the consumer product safety commission requires that playground equipment be separated for 2 - 5 year - olds and 5 - 12 year - olds. it is recommended that children be further separated according to age group : pre k, grades k - 2, grades 3 - 4, and grades 5 - 6. most schools separate outdoor play times by grades. if you take child to the playground, make sure he is playing on equipment that he is able to use comfortably. encourage your child to use equipment appropriately and to take turns. beware of clothing that could get caught or that your child could trip over, such as untied shoelaces, hoods, or drawstrings.. - keep


. encourage your child to use equipment appropriately and to take turns. beware of clothing that could get caught or that your child could trip over, such as untied shoelaces, hoods, or drawstrings.. - keep an eye on the equipment. before you let your child play on playground structures, check the equipment and its surrounding area to make sure that it is safe. check the structure to make sure it is not damaged or broken. look out for any objects that can cause injuries, such as broken glass, rocks, animal feces, or other debris. according to the national program for playground safety, the surface of a play structure should be of loose or soft materials that will cushion a fall, such as wood chips or rubber. know how to respond. even a fall of one foot can cause a broken bone or concussion. if your child is injured while playing on the playground, check him carefully for bruises. if you are not sure of the extent of your child ’ s injury, take him to the pediatrician or the emergency room. if you think your child may have a head or neck injury or if he appears to have a broken bone and you are afraid to move him, call for help. for a playground safety checklist, visit the consumer product safety commission at http : / / www. cpsc. gov this information was compiled by sunindia bhalla, and reviewed by the program staff of the massachusetts children ’ s trust fund.


online physiology degree | online physiology degree refers to the degree on physiology that are provided by the online universities that are situated in different parts on the world. in this kind of degrees you can remain in some remote corner of the world, and can take lessons from the universities that are located at some other parts of the world. these degrees are very much in demand and are recognized by the organizations around the world. what is physiology? the term physiology refers o the study which involves the mechanical, physical as well a s biochemical functions of any kind of living organisms. in other world the physical, mechanical as well as different biochemical function that take place in the body of any living organism can be studies in the subject of physiology. traditionally, physiology can be divided into two broader parts – plant physiology as well as animal physiology. physiology degrees are much sought after by students interested in the life sciences. however the principles that are followed in physiology are universal irrespective of any particular organism. human physiology is an important part of the study of animal physiology, too. there are some other major branches that originated from physiology that can be studies individually nowadays. these branches that originated from physiology includes biochemistry, paleobiology, biomechanics, pharmacology and biophysics. at the online physiology degree you can also have a chance to study a few of these branches. who are eligible to study online physiology degree? an online physiology degree are also beneficial to the working professionals who finds it hard to devote a certain amount of tie every day or at least once or twice a week to go for the part time courses. the online physiology degree will help them to study at night or even between the working hours. the course material being available online the online physiology degree gives them the option of ‘ flexible timings ’ for their studies. thus the online physiology degree courses are very beneficial to them. why choose an online physiology degree? choosing or opting for an online physiology degree can be a wise decision on the part of the busy professional as well as any modern day student. the course material used in online physiology degree are made keeping in mind a global approach and so the degrees are, usually, recognized across the globe. the online physiology degree courses also offer you the flexibility to choose your time and pace to study. thus an online physiology degree course has an edge over the conventional degrees that are available. to know more about online science degree keep surfing the links of onlinedegreeshub.


analogue tachographs : a brief history note : since may 2006, analogue tachographs are being phased out in favour of digital versions which record data on a smart card. find out more about digital tachographs. a tachograph displays vehicle speed and makes a record of all speeds during an entire trip. the name ‘ tachograph ’ comes from the graphical recording of the tachometer or engine speed. analogue units record the driver ’ s periods of duty on a waxed paper disc – a tachograph chart. an ink pen records the engine speed on circular graph paper that automatically advances according to the internal clock of the tachograph. this graph paper is removed on a regular basis and maintained by the fleet owner for government records. in the 1950s, there were an increasing number of road accidents attributed to sleep - deprived and tired truck drivers. concerns for safety led to the rapid spread of the tachograph in the commercial vehicle market, but at this point it was voluntary and not legislated. fleet operators then found that tachographs helped them to monitor driver hours more reliably, and safety also improved. in europe, use of tachographs has been compulsory for all trucks over 3. 5 tonnes since 1970. for safety reasons, most countries also have limits on the working hours of drivers of commercial vehicles. tachographs are used to monitor drivers ’ working hours and ensure that appropriate breaks are taken. legislation relating to tachographs has been in force in the uk for 16 years. the tachograph is now an indispensable tool for managing fleets and ensuring the safety of drivers of commercial vehicles. find out more about digital tachographs.


lesson one : transforming everyday objects marcel duchamp : bicycle wheel, bicycle wheel on wooden stool, 1963 ( henley - on - thames, richard hamilton collection ) ; © 2007 artists rights society ( ars ), new york / adagp, paris, photo credit : cameraphoto / art resource, ny man ray : rayograph, gelatin silver print, 29. 4×23. 2 cm, 1923 ( new york, museum of modern art ) ; © 2007 man ray trust / artists rights society ( ars ), new york / adagp, paris, photo © the museum of modern art, new york meret oppenheim : object ( le dejeuner en fourrure ), fur - lined cup, diam. 109 mm, saucer, diam. 237 mm, spoon, l. 202 mm, overall, h. 73 mm, 1936 ( new york, museum of modern art ) ; © 2007 artists rights society ( ars ), new york / prolitteris, zurich, photo © museum of modern art / licensed by scala / art resource, ny dada and surrealist artists questioned long - held assumptions about what a work of art should be about and how it should be made. rather than creating every element of their artworks, they boldly selected everyday, manufactured objects and either modified and combined them with other items or simply se - lected them and called them “ art. ” in this lesson students will consider their own criteria for something to be called a work of art, and then explore three works of art that may challenge their definitions. students will consider their own definitions of art. students will consider how dada and surrealist artists challenged conventional ideas of art. students will be introduced to readymades and photograms. ask your students to take a moment to think about what makes something a work of art. does art have to be seen in a specific place? where does one encounter art? what is art supposed to accomplish? who is it for? ask your students to create an individual list of their criteria. then, divide your students into small groups to discuss and debate the results and come up with a final list. finally, ask each group to share with the class what they think is the most important criteria and what is the most contested criteria for something to be called a work of art. write these on the chalkboard for the class to review and discuss. show your students the image of bicycle wheel. ask your students if marcel duchamp ’ s sculp -


most contested criteria for something to be called a work of art. write these on the chalkboard for the class to review and discuss. show your students the image of bicycle wheel. ask your students if marcel duchamp ’ s sculp - ture fulfills any of their criteria for something to be called a work of art. ask them to support their obser - vations with visual evidence. inform your students that duchamp made this work by fastening a bicycle wheel to a kitchen stool. ask your students to consider the fact that duchamp rendered these two functional objects unus - able. make certain that your students notice that there is no tire on the bicycle wheel. to challenge accepted notions of art, duchamp selected mass - produced, often functional objects from everyday life for his artworks, which he called readymades. he did this to shift viewers ’ engagement with a work of art from what he called the “ retinal ” ( there to please the eye ) to the “ intellectual ” ( “ in the service of the mind. ” ) [ h. h. arnason and marla f. prather, history of modern art : painting, sculpture, architecture, photography ( fourth edition ) ( new york : harry n. abrams, inc., 1998 ), 274. ] by doing so, duchamp subverted the traditional notion that beauty is a defining characteristic of art. inform your students that bicycle wheel is the third version of this work. the first, now lost, was made in 1913, almost forty years earlier. because the materials duchamp selected to be readymades were mass - produced, he did not consider any readymade to be “ original. ” ask your students to revisit their list of criteria for something to be called a work of art. ask them to list criteria related specifically to the visual aspects of a work of art ( such as “ beauty ” or realistic rendering ). duchamp said of bicycle wheel, “ in 1913 i had the happy idea to fasten a bicycle wheel to a kitchen stool and watch it turn. ” [ john elderfield, ed., studies in modern art 2 : essays on assemblage ( new york : the museum of modern art, 1992 ), 135. ] bicycle wheel is a kinetic sculpture that depends on motion for effect. although duchamp selected items for his readymades without regard to their so - called beauty, he said, “ to see that wheel turning was very soothing,


, 135. ] bicycle wheel is a kinetic sculpture that depends on motion for effect. although duchamp selected items for his readymades without regard to their so - called beauty, he said, “ to see that wheel turning was very soothing, very comforting... i en - joyed looking at it, just as i enjoy looking at the flames dancing in a fireplace. ” [ francis m. naumann, the mary and william sisler collection ( new york : the museum of modern art, 1984 ), 160. ] by en - couraging viewers to spin bicycle wheel, duchamp challenged the common expectation that works of art should not to be touched. show your students rayograph. ask your students to name recognizable shapes in this work. ask them to support their findings with visual evidence. how do they think this image was made? inform your students that rayograph was made by man ray, an american artist who was well - known for his portrait and fashion photography. man ray transformed everyday objects into mysterious images by placing them on photographic paper, exposing them to light, and oftentimes repeating this process with additional objects and exposures. when photographic paper is developed in chemicals, the areas blocked from light by objects placed on the paper earlier on will remain light, and the areas exposed to light will turn black. man ray discovered the technique of making photograms by chance, when he placed some objects in his darkroom on light - sensitive paper and accidentally exposed them to light. he liked the resulting images and experimented with the process for years to come. he likened the technique, now known as the photogram, to “ painting with light, ” calling the images rayographs, after his assumed name. now that your students have identified some recognizable objects used to make rayograph, ask them to consider which of those objects might have been translucent and which might have been opaque, based on the tone of the shapes in the photogram. now show your students meret oppenheim ’ s sculpture object ( dejeuner en fourrure ). both rayograph and object were made using everyday objects and materials not traditionally used for making art, which, when combined, challenge ideas of reality in unexpected ways. ask your students what those everyday objects are and how they have been transformed by the artists. ask your students to name some traditional uses for the individual materials ( cup, spoon, saucer, fur ) used to make object. ask your students what choices they think oppenheim


everyday objects are and how they have been transformed by the artists. ask your students to name some traditional uses for the individual materials ( cup, spoon, saucer, fur ) used to make object. ask your students what choices they think oppenheim made to transform these materials and objects. in 1936, the swiss artist oppenheim was at a cafe in paris with her friends pablo picasso and dora maar. oppenheim was wearing a bracelet she had made from fur - lined, polished metal tubing. picasso joked that one could cover anything with fur, to which oppenheim replied, “ even this cup and saucer. ” [ bice curiger, meret oppenheim : defiance in the face of freedom ( zurich, frankfurt, new york : parkett publishers inc., 1989 ), 39. ] her tea was getting cold, and she reportedly called out, “ waiter, a little more fur! ” soon after, when asked to participate in a surrealist exhibition, she bought a cup, saucer, and spoon at a department store and lined them with the fur of a chinese gazelle. [ josephine withers, “ the famous fur - lined teacup and the anonymous meret oppenheim ” ( new york : arts magazine, vol. 52, novem - ber 1977 ), 88 - 93. ] duchamp, oppenheim, and man ray transformed everyday objects into readymades, surrealist objects, and photograms. ask your students to review the images of the three artworks in this lesson and discuss the similarities and differences between these artists ’ transformation of everyday objects. art and controversy at the time they were made, works of art like duchamp ’ s bicycle wheel and oppenheim ’ s object were controversial. critics called duchamp ’ s readymades immoral and vulgar — even plagiaristic. overwhelmed by the publicity object received, oppenheim sunk into a twenty - year depres - sion that greatly inhibited her creative production. ask your students to conduct research on a work of art that has recently been met with controversy. each student should find at least two articles that critique the work of art. have your students write a one - page summary of the issues addressed in these articles. students should consider how and why the work chal - lenged and upset critics. was the controversial reception related to the representation, the medium, the scale, the cost, or the location of the work? after completing the assignment, ask your


. students should consider how and why the work chal - lenged and upset critics. was the controversial reception related to the representation, the medium, the scale, the cost, or the location of the work? after completing the assignment, ask your students to share their findings with the class. keep a list of shared critiques among the work ’ s various receptions. make a photogram if your school has a darkroom, have your students make photograms. each student should collect several small objects from school, home, and the outside to place on photographic paper. their collection should include a range of translucent and opaque objects to allow different levels of light to shine through. stu - dents may want to overlap objects or use their hands to cover parts of the light - sensitive paper. once the objects are arranged on the paper in a darkroom, have your students expose the paper to light for several seconds ( probably about five to ten seconds, depending on the level of light ) then develop, fix, rinse, and dry the paper. allow for a few sheets of photographic paper per student so that they can experiment with different arrangements and exposures. after the photograms are complete, have your students discuss the different results that they achieved. students may also make negatives of their photograms by placing them on top of a fresh sheet of photographic paper and covering the two with a sheet of glass. after ex - posing this to light, they can develop the paper to get the negative of the original photogram. encourage your students to try fauxtogram, an activity available on red studio, moma ' s web site for teens. grove art online : suggested reading below is a list of selected articles which provide more information on the specific topics discussed in this lesson.


asthma and exercise what is exercise - induced asthma? most people diagnosed with asthma will experience asthma symptoms when exercising. in addition, some who are not diagnosed with asthma will experience asthma symptoms, but only during exercise. this is a condition called exercise - induced asthma. long - distance running may aggravate exercise - induced asthma. exercise - induced asthma is different from the typical asthma that is triggered by allergens and / or irritants. some people have both types of asthma, while others only experience exercise - induced asthma. asthma is a chronic, inflammatory lung disease that leads to three airway problems : obstruction, inflammation, and hyper - responsiveness. unfortunately, the basic cause of asthma is still not known. how does exercise cause asthma symptoms? when breathing normally, the air that enters the airways is first warmed and moistened by the nasal passages to prevent injury to the delicate lining of the airways. however, for someone with asthma, the airways may be extremely sensitive to allergens, irritants, infection, weather, and / or exercise. when asthma symptoms begin, the airways ' muscles constrict and narrow, the lining of the airways begins to swell, and mucus production may increase. when exercising ( especially outside in cold weather ), the increased breathing in and breathing out through the mouth may cause the airways to dry and cool, which may irritate them and cause the onset of asthma symptoms. in addition, when breathing through the mouth during exercise, a person will inhale more air - borne particles, including pollen, which can trigger asthma. what are the symptoms of exercise - induced asthma? exercise - induced asthma is characterized by asthma symptoms, such as coughing, wheezing, and tightness in the chest within five to 20 minutes after starting to exercise. exercised - induced asthma can also include symptoms such as unusual fatigue and feeling short - of - breath while exercising. however, exercise should not be avoided because of asthma. in fact, exercise is very beneficial to a person with asthma, improving their airway function by strengthening their breathing muscles. consult your doctor for more information. how can exercise - induced asthma be controlled? stretching and proper warm - up and cool - down exercises may relieve any chest tightness that occurs with exercising. in addition, breathing through the nose and not the mouth will help warm and humidify the air before it enters the airways, protecting the delicate lining of the airways. other ways to help prevent an asthma attack due to exercise include the following : your doctor may prescribe an inhaled


the nose and not the mouth will help warm and humidify the air before it enters the airways, protecting the delicate lining of the airways. other ways to help prevent an asthma attack due to exercise include the following : your doctor may prescribe an inhaled asthma medication to use before exercise, which may also be used after exercise if symptoms occur. avoid exercising in very low temperatures. if exercising during cold weather, wear a scarf over your mouth and nose, so that the air breathed in is warm and easier to inhale. avoid exercising when pollen or air pollution levels are high ( if allergy plays a role in the asthma ). if inhaling air through the mouth, keep the mouth pursed ( lips forming a small " o " close together ), so that the air is less cold and dry when it enters the airways during exercise. carry an inhaler, just in case of an asthma attack. wear an allergy mask during pollen season. avoid exercise when experiencing a viral infection. what sports are recommended for people with asthma? according to the american academy of allergy, asthma, and immunology, the recommended sport for people with asthma is swimming, due to the warm, humid environment, the toning of the upper muscles, and the horizontal position ( which may actually loosen mucus from the bottom of the lungs ). other recommended activities and sports include : sports that may aggravate exercise - induced asthma symptoms include : however, with proper management and preparation, most people with asthma can participate in any sport.


what is endometriosis? endometriosis ( say " en - doh - mee - tree - oh - sus " ) is a problem many women have during their childbearing years. it means that a type of tissue that lines your uterus is also growing outside your uterus. this does not always cause symptoms. and it usually isn ' t dangerous. but it can cause pain and other problems. the clumps of tissue that grow outside your uterus are called implants. they usually grow on the ovaries, the fallopian tubes, the outer wall of the uterus, the intestines, or other organs in the belly. in rare cases they spread to areas beyond the belly. how does endometriosis cause problems? your uterus is lined with a type of tissue called reference endometrium opens new window ( say " en - doh - mee - tree - um " ). each month, your body releases hormones that cause the endometrium to thicken and get ready for an egg. if you get pregnant, the fertilized egg attaches to the endometrium and starts to grow. if you do not get pregnant, the endometrium breaks down, and your body sheds it as blood. this is your reference menstrual period opens new window. when you have endometriosis, the implants of tissue outside your uterus act just like the tissue lining your uterus. during your menstrual cycle, they get thicker, then break down and bleed. but the implants are outside your uterus, so the blood cannot flow out of your body. the implants can get irritated and painful. sometimes they form scar tissue or fluid - filled sacs ( cysts ). scar tissue may make it hard to get pregnant. what causes endometriosis? experts don ' t know what causes endometrial tissue to grow outside your uterus. but they do know that the female hormone reference estrogen opens new window makes the problem worse. women have high levels of estrogen during their childbearing years. it is during these years — usually from their teens into their 40s — that women have endometriosis. estrogen levels drop when menstrual periods stop ( menopause ). symptoms usually go away then. what are the symptoms? the most common symptoms are : - pain. where it hurts depends on where the implants are growing. you may have


levels drop when menstrual periods stop ( menopause ). symptoms usually go away then. what are the symptoms? the most common symptoms are : - pain. where it hurts depends on where the implants are growing. you may have pain in your lower belly, your rectum or vagina, or your lower back. you may have pain only before and during your periods or all the time. some women have more pain during sex, when they have a bowel movement, or when their ovaries release an egg ( ovulation ). - abnormal bleeding. some women have heavy periods, spotting or bleeding between periods, bleeding after sex, or blood in their urine or stool. - trouble getting pregnant ( reference infertility opens new window ). this is the only symptom some women have. endometriosis varies from woman to woman. some women don ' t know that they have it until they go to see a doctor because they can ' t get pregnant or have a procedure for another problem. some have mild cramping that they think is normal for them. in other women, the pain and bleeding are so bad that they aren ' t able to work or go to school. how is endometriosis diagnosed? many different problems can cause painful or heavy periods. to find out if you have endometriosis, your doctor will : - ask questions about your symptoms, your periods, your past health, and your family history. endometriosis sometimes runs in families. - do a reference pelvic exam opens new window. this may include checking both your reference vagina opens new window and reference rectum opens new window. if it seems like you have endometriosis, your doctor may suggest that you try medicine for a few months. if you get better using medicine, you probably have endometriosis. to find out if you have a cyst on an ovary, you might have an imaging test like an reference ultrasound opens new window, an reference mri opens new window, or a reference ct scan opens new window. these tests show pictures of what is inside your belly. the only way to be sure you have endometriosis is to have a type of surgery called reference laparoscopy opens new window ( say " lap - uh - ross - kuh - pee " ). during this surgery, the doctor puts a thin, lighted tube through a small cut in your belly. this lets the doctor see what is inside your belly. if the doctor


( say " lap - uh - ross - kuh - pee " ). during this surgery, the doctor puts a thin, lighted tube through a small cut in your belly. this lets the doctor see what is inside your belly. if the doctor finds implants, scar tissue, or cysts, he or she can remove them during the same surgery. how is it treated? there is no cure for endometriosis, but there are good treatments. you may need to try several treatments to find what works best for you. with any treatment, there is a chance that your symptoms could come back. treatment choices depend on whether you want to control pain or you want to get pregnant. for pain and bleeding, you can try medicines or surgery. if you want to get pregnant, you may need surgery to remove the implants. treatments for endometriosis include : - over - the - counter pain medicines like ibuprofen ( such as advil or motrin ) or naproxen ( such as aleve ). these medicines are called anti - inflammatory drugs, or nsaids. they can reduce bleeding and pain. - birth control pills. they are the best treatment to control pain and shrink implants. most women can use them safely for years. but you cannot use them if you want to get pregnant. - hormone therapy. this stops your periods and shrinks implants. but it can cause side effects, and pain may come back after treatment ends. like birth control pills, hormone therapy will keep you from getting pregnant. - laparoscopy to remove implants and scar tissue. this may reduce pain, and it may also help you get pregnant. as a last resort for severe pain, some women have their uterus and ovaries removed ( reference hysterectomy opens new window and oophorectomy ). if you have your ovaries taken out, your estrogen level will drop and your symptoms will probably go away. but you may have symptoms of menopause, and you will not be able to get pregnant. if you are getting close to reference menopause opens new window, you may want to try to manage your symptoms with medicines rather than surgery. endometriosis usually stops causing problems when you stop having periods. frequently asked questions | by : | | reference healthwise staff | | last revised : reference july 7, 2011 | | medical review : | | reference adam husney, md - family medicine reference kirtly jones, md


what is pancreatitis? pancreatitis is inflammation of the reference pancreas opens new window reference opens new window, an organ in your belly that makes the hormones reference insulin opens new window and reference glucagon opens new window. these two hormones control how your body uses the sugar found in the food you eat. your pancreas also makes other hormones and reference enzymes opens new window that help you break down food. usually the digestive enzymes stay in one part of the pancreas. but if these enzymes leak into other parts of the pancreas, they can irritate it and cause pain and swelling. this may happen suddenly or over many years. over time, it can damage and scar the pancreas. what causes pancreatitis? most cases are caused by reference gallstones opens new window or alcohol abuse. the disease can also be caused by an injury, an infection, or certain medicines. long - term, or chronic, pancreatitis may occur after one attack. but it can also happen over many years. in western countries, alcohol abuse causes most chronic cases. in some cases doctors don ' t know what caused the disease. what are the symptoms? the main symptom of pancreatitis is medium to severe pain in the upper belly. pain may also spread to your back. some people have other symptoms too, such as nausea, vomiting, a fever, and sweating. how is pancreatitis diagnosed? your doctor will do a physical exam and ask you questions about your symptoms and past health. you may also have blood tests to see if your levels of certain enzymes are higher than normal. this can mean that you have pancreatitis. your doctor may also want you to have a complete blood count ( cbc ), a liver test, or a stool test. other tests include an mri, a ct scan, or an ultrasound of your belly ( abdominal ultrasound ) to look for gallstones. a test called endoscopic retrograde cholangiopancreatogram, or ercp, may help your doctor see if you have chronic pancreatitis. during this test, the doctor can also remove gallstones that are stuck in the reference bile duct opens new window. how is it treated? most attacks of pancreatitis need treatment in the hospital. your doctor will give you pain medicine and fluids through a vein ( reference iv opens new window ) until the pain and swelling go away. fluids and air can build up in your stomach when


geology and geography information about portage county wisconsin we will provide as much historical map information as possible about the county. google map of our museums. how wisconsin was surveyed the methods used to survey land is largely unknown to the general public. but, the wisconsin public land survey records : original field notes and plat maps site offers a complete explanation of this method as well as access to the original field notes and maps compiled by the surveyors. this section has links to our maps as well as external links to free printable map providers. - map of portage county ( 33k ). - map of wisconsin ( 285k ). - map of central wisconsin ( 30k ). - map of townships ( 7k ). a portage county plat book for 1895 has been photographed using a digital camera. the following maps are from " page - size maps of wisconsin " published by : university of wisconsin - extension and wisconsin geological and natural history survey, 3817 mineral point road, madison wi., 53705 - 5100. - bedrock geology of wisconsin ( 168k ). - ice age deposits of wisconsin ( 150k ). - early vegetation of wisconsin ( 126k ). - landforms of wisconsin ( 109k ). - soil regions of wisconsin ( 180k ). the following maps are in pdf format. maps available from the wisconsin historical society also. - british era fur trading posts 1760 - 1815. - american era fur trading posts 1815 - 1850. - american forts and exploration ca 1820. - military roads 1815 - 1862. - wisconsin counties 1835. - wisconsin counties 1850. - wisconsin counties 1870. - wisconsin counties 1901. - wisconsin railroads 1865. - wisconsin railroads 1873. - wisconsin railroads 1936. - from national atlas, a government agency, are printable maps of all the states and more. - this link is located in france and provides free printable maps covering all countries. the society will embark on a project during the summer of 2009 and continuing onward to provide county maps with geotag information locating : - small communities. - cemetery locations. - locations of school houses, one - room and others of historic value. - catholic churches. - lutheran churches. - other churches. - historic sites within the communities portage county ice age trail here is a list of all the historical makers in the state of wisconsin.


hepatitis a is a virus that can infect the liver. in most cases, the infection goes away on its own and doesn ' t lead to long - term liver problems. in rare cases, it can be more serious. the hepatitis a virus is found in the stool of an infected person. it is spread when a person eats food or drinks water that has come in contact with infected stool. sometimes a group of people who eat at the same restaurant can get hepatitis a. this can happen when an employee with hepatitis a doesn ' t wash his or her hands well after using the bathroom and then prepares food. it can also happen when a food item is contaminated by raw sewage or by an infected garden worker. the disease can also spread in day care centers. children, especially those in diapers, may get stool on their hands and then touch objects that other children put into their mouths. and workers can spread the virus if they don ' t wash their hands well after changing a diaper. some things can raise your risk of getting hepatitis a, such as eating raw oysters or undercooked clams. if you ' re traveling in a country where hepatitis a is common, you can lower your chances of getting the disease by avoiding uncooked foods and untreated tap water. you may also be at risk if you live with or have sex with someone who has hepatitis a. after you have been exposed to the virus, it can take from 2 to 7 weeks before you see any signs of it. symptoms usually last for about 2 months but may last longer. common symptoms are : all forms of hepatitis have similar symptoms. only a blood test can tell if you have hepatitis a or another form of the disease. call your doctor if you have reason to think that you have hepatitis a or have been exposed to it. ( for example, did you recently eat in a restaurant where a server was found to have hepatitis a? has there been an outbreak at your child ' s day care? does someone in your house have hepatitis a? ) your doctor will ask questions about your symptoms and where you have eaten or traveled. you may have blood tests if your doctor thinks you have the virus. these tests can tell if your liver is inflamed and whether you have antibodies to the hepatitis a virus. these antibodies prove that you have been exposed to the virus. hepatitis a goes away on its own in most cases. most people get well within a few months. while you have hepatitis : if hepatitis a causes more serious illness, you may need


virus. these antibodies prove that you have been exposed to the virus. hepatitis a goes away on its own in most cases. most people get well within a few months. while you have hepatitis : if hepatitis a causes more serious illness, you may need to stay in the hospital to prevent problems while your liver heals. be sure to take steps to avoid spreading the virus to others. you can only get the hepatitis a virus once. after that, your body builds up a defense against it. learning about hepatitis a : preventing hepatitis a : | american liver foundation ( alf ) | | 39 broadway, suite 2700 | | new york, ny 10006 | the american liver foundation ( alf ) funds research and informs the public about liver disease. a nationwide network of chapters and support groups exists to help people who have liver disease and to help their families. alf also sponsors a national organ - donor program to increase public awareness of the continuing need for organs. you can send an email by completing a form on the contact page on the alf website : www. liverfoundation. org / contact. | centers for disease control and prevention ( cdc ) : division of viral hepatitis | the division of viral hepatitis provides information about viral hepatitis online and by telephone 24 hours a day. pamphlets also are available. information is available in english and in spanish. | hepatitis foundation international | | 504 blick drive | | silver spring, md 20904 - 2901 | this organization is a grassroots communication and support network for people with viral hepatitis. it provides education to patients, professionals, and the public about the prevention, diagnosis, and treatment of viral hepatitis. the organization will make referrals to local doctors and support groups. | immunization action coalition | | 1573 selby avenue | | st. paul, mn 55104 | the immunization action coalition ( iac ) works to raise awareness of the need for immunizations to help prevent disease. the website has videos and photos about how vaccines work and the diseases the vaccines prevent. the site also offers information about vaccine safety and common concerns and myths about vaccines. | national digestive diseases information clearinghouse | | 2 information way | | bethesda, md 20892 - 3570 | this clearinghouse is a service of the u. s. national institute of diabetes and digestive and kidney diseases ( niddk ), part of the u. s. national institutes of health. the clearinghouse answers questions ; develops, reviews, and sends out publications ; and coordinates


the u. s. national institute of diabetes and digestive and kidney diseases ( niddk ), part of the u. s. national institutes of health. the clearinghouse answers questions ; develops, reviews, and sends out publications ; and coordinates information resources about digestive diseases. publications produced by the clearinghouse are reviewed carefully for scientific accuracy, content, and readability. - centers for disease control and prevention ( 2007 ). update : prevention of hepatitis a after exposure to hepatitis a virus and in international travelers. updated recommendations of the advisory committee on immunization practices ( acip ). mmwr, 56 ( rr - 41 ) : 1080 – 1084. also available online : http : / / www. cdc. gov / mmwr / preview / mmwrhtml / mm5641a3. htm. other works consulted - american academy of pediatrics ( 2009 ). hepatitis a. in lk pickering et al., eds., red book : 2009 report of the committee on infectious diseases, 28th ed., pp. 329 – 337. elk grove village, il : american academy of pediatrics. - centers for disease control and prevention ( 2006 ). prevention of hepatitis a through active or passive immunization : recommendations of the advisory committee on immunization practices ( acip ). mmwr, 55 ( rr - 7 ) : 1 – 23. also available online : http : / / www. cdc. gov / mmwr / pdf / rr / rr5507. pdf. - centers for disease control and prevention ( 2009 ). updated recommendations from the advisory committee on immunization practices ( acip ) for use of hepatitis a vaccine in close contacts of newly arriving international adoptees. mmwr, 58 ( 36 ) : 1006 – 1007. also available online : http : / / www. cdc. gov / mmwr / preview / mmwrhtml / mm5836a4. htm? s _ cid = mm5836a4 _ e. - centers for disease control and prevention ( 2010 ). sexually transmitted diseases treatment guidelines, 2010. mmwr, 59 ( rr - 12 ) : 1 – 110. also available online : http : / / www. cdc. gov / mmwr / preview / mmwrhtml / rr5912a1. htm? s _ cid = rr5912a1 _ w. - curry mp, chopra s ( 2010 ). acute viral hepatitis. in gl mandell et al., eds.


peoria tribe of indians of oklahomathe peoria tribe of indians of oklahoma is a confederation of kaskaskia, peoria, piankeshaw and wea indians united into a single tribe in 1854. the tribes which constitute the confederated peorias, as they then were called, originated in the lands bordering the great lakes and drained by the mighty mississippi. they are illinois or illini indians, descendants of those who created the great mound civilizations in the central united states two thousand to three thousand years ago. forced from their ancestral lands in illinois, michigan, ohio and missouri, the peorias were relocated first in missouri, then in kansas and, finally, in northeastern oklahoma. there, in miami, ottawa county, oklahoma is their tribal headquarters. the peoria tribe of indians of oklahoma is a federally - recognized sovereign indian tribe, functioning under the constitution and by - laws approved by the secretary of the u. s. department of the interior on august 13, 1997. under article viii, section 1 of the peoria constitution, the peoria tribal business committee is empowered to research and pursue economic and business development opportunities for the tribe. the increased pressure from white settlers in the 1840 ’ s and 1850 ’ s in kansas brought cooperation among the peoria, kaskaskia, piankashaw and wea tribes to protect these holdings. by the treaty of may 30, 1854, 10 stat. 1082, the united states recognized the cooperation and consented to their formal union as the confederated peoria. in addition to this recognition, the treaty also provided for the disposition of the lands of the constituent tribes set aside by the treaties of the 1830 ’ s ; ten sections were to be held in common by the new confederation, each tribal member received an allotment of 160 acres ; the remaining or “ surplus ” land was to be sold to settlers and the proceeds to be used by the tribes. the civil war caused considerable turmoil among all the people of kansas, especially the indians. after the war, most members of the confederation agreed to remove to the indian territory under the provisions of the so - called omnibus treaty of february 23, 1867, 15 stat. 513. some of the members elected at this time to remain in kansas, separate from the confederated tribes, and become citizens of the united states. the lands of the confederation members in the indian territory were subject to the provisions of the general allotment act of 1887. the allotment of all the tribal land was made by 1893, and by 1915


the scabs that won ’ t heal : racial injustice, stereotypes and social ills by deshuna spencer new america media america is in denial. everyday millions of us of various ethnicities, religions and sexual orientations congregate together in our places of work, at our schools / universities and public spaces exchanging politically correct pleasantries as we interact with each other. all the while, boiling deep, down inside many of us lies unconscious, deep - seated stereotypes and misconceptions about the very people ( co - workers, neighbors, store patrons, etc. ) we come in contact with on a daily basis ; and we ' ve been carrying these racial wounds since childhood. don ' t believe me? two years ago, cnn conducted a study on children ' s attitudes on race. in one of the segments, a 5 - year - old white girl from georgia was asked a series of questions based on a board that had pictures of identical looking cartoon - type girls that ranged in skin color for light to dark. when the interviewer asked the girl who is smart, the 5 - year - old pointed to the lightest child. when she was asked who was mean, she pointed to the darkest child. according to cnn, the 5 - year - old ' s answers were a reflection of one of the major findings of the survey. it revealed that " white children have an overwhelming bias to whites and black children also have a bias toward whites, but not nearly as the bias shown by white children. " in a world where whites feel as if they have to walk on egg shells when discussing race for fear of being classified as a narrow - minded racist and where blacks are afraid to report or verbally express when they have experienced a form of prejudice for fear of " pulling out the race - card, " people have decided to remain silent on the subject. it is not until a tragedy — like the trayvon martin case — happens that causes people to come out of the shadows. this case has forced many americans to face its painful, dysfunctional relationship with race and prejudice, a subject that is rarely discussed in some households. in 2007, the journal of marriage and family found that 75 percent of white families with kindergartners never, or almost never, talk about race. while the stats were reserved for black parents. seventy - five percent of them discuss race with their children. just when we think the racial scabs of this country are finally healing, something happens that reopens an already slow - healing wound, causing further


stats were reserved for black parents. seventy - five percent of them discuss race with their children. just when we think the racial scabs of this country are finally healing, something happens that reopens an already slow - healing wound, causing further pain. not since the arrest of dr. henry louis gates that resulted in the " beer summit " has the issue of race polarized the american public. the trayvon martin murder has sparked an outrage from people of all races questioning how could someone who killed an unarmed young man still walk around freely, it has allowed people to look at themselves in the mirror and question how they stereotype others ; and has unfortunately turned into a political circus from players on both sides of the isle using his death as a way to take on other issues. through all of this, trayvon ' s family is seeking just one thing : justice. while many see this as a great opportunity for a great debate, i ' m sure if trayvon ' s parents had their ultimate wish — instead of the tv specials, editorials ( like this one ) and radio commentary on this issue — their son would be alive and they would be helping him sort through college acceptance letters instead of sorting through dozens of media appearance requests from every tom, dick and harry news outlet looking to get a piece of this story. but unfortunately this is a cruel world and unfair things happen to innocent people. so here we are in a supposedly post - racial america debating a decades old issue : racial profiling. how we address this tragedy can either help america turn over a new leaf or it could drive us further apart as a nation. mirror mirror on the wall who ' s the prejudiced of them all if there were a national poll of every american of all ethnic backgrounds that asked if they were racist it would be safe to say that most people would say that they are in fact not prejudiced. but is that reality? while people are attacking george zimmerman on how his preconceived notions on black males caused someone ' s death, many of us are blind to our own prejudices. don ' t we all harbor some form of prejudice ( great or small )? i was having this conversation with a group of friends one weekday evening over dinner. a black male admitted that he felt uncomfortable getting on a plane with someone who looked middle eastern. i proposed a question : what if a white person did not want to ride in your carpool for fear of getting robbed? " well that ' s racist? " he said. and your thoughts aren '