new work : clock for an architect privately commissioned to create a gift for an architect, daniel weil created a one - of - a - kind clock that is both simple and complex. reducing objects to their component parts has long fascinated weil. the radio in a bag he created for his degree show at the royal college of art three decades ago is an icon of 20th century industrial design. this clock is the latest demonstration of his interest in investigating not just how objects look, but how they work. constructed in ash and nickel - plated brass and silver, the clock is built of five separate elements. the numbers, both hours and minutes, are inscribed on the face and interior of a 9 3 / 4 - inches diameter ring. the mechanism for setting the time connects with the central mechanism with visible rubber belts. a single aa battery provides power to the clock through visible power strips that are recessed in the assembly ’ s base. ( note the different screws that support the battery stand, keyed to the positive and negative poles of the power source. ) and, befitting the object ’ s recipient, the housing for the central mechanism takes the form of, literally, a house. “ objects like clocks are both prosaic and profound, ” says weil. “ prosiac because of their ubiquity in everyday life, profound because of the mysterious nature of time itself. time can be reduced to hours, minutes and seconds, just as a clock can be reduced to its component parts. this doesn ’ t explain time, but in a way simply exposes its mysterious essence. ”


examples of patterns of dyslexia in four different people. ‘ you don ’ t hear what is said, you hear something else ’. this pattern causes sounds to be distorted in the ear.. a pattern contains sounds and noises and the way in which they are perceived. this causes sounds and noises to be perceived in a distorted way.. you can ’ t read.. not being able to distinguish letters, he perceives a group of letters as one block. he can ’ t clearly perceive the outlines of a separate letter. for example, the difference between ‘ m ’ and ‘ n ’, ‘ b ’ and ‘ p ’, ‘ o ’ and ‘ a ’ is difficult to see.. if he wants to read a letter, it ’ s as if there is a barrier on his forehead, so that the information can ’ t get through to the brain. the process of taking in information stops at the forehead.. ‘ you can ’ t see letters ’. this activates a pattern in connection with the functioning of the brain whereby the letter he thinks he is reading is retrieved from the brain. this letter is stored as chemical data. this reacts with substances so that the letter is distorted. the information retrieved becomes something unfamiliar and creates an additional confusion, so that a totally different letter is read or written. when this happens for various subsequent letters, we get bizarre words.. he doesn ’ t see the space between the words. consequently he will link up the words. he loses words, he simple doesn ’ t see them. for example, he sees the first and the third word from a series of three words. he doesn ’ t see the second. this pattern isn ’ t in the form of a concept, like for example ‘ you don ’ t see spaces between words ’, nor in the form of an image. however, when i sense the pattern, i do know the meaning of the contents.. an inclination to make two letters into one whole, for example ‘ kk ’ in ‘ bookkeeper ’ becomes ‘ k ’, ‘ nn ’ in ‘ nanny ’ becomes ‘ n ’.. you can ’ t write letters.. ‘ you can ’ t write ’. this activates another pattern : the letters are not visible, the eyes don ’ t see how the letters are written. there is a signal from the brain that influences the movement of the hand during writing, so that a wrong letter is written.. you may not see letters ( the letters can be vaguely perceived ).. the


t see how the letters are written. there is a signal from the brain that influences the movement of the hand during writing, so that a wrong letter is written.. you may not see letters ( the letters can be vaguely perceived ).. the letters belong together ; everything is one block, there is no separation.. you may not see a word. a word can only be perceived vaguely or isn ’ t visible, not seeing a word that is there, skipping it.. when seeing a letter or a word, a signal is sent to the brain so that the eyes are influenced and perceive vaguely or perceive something else.. ‘ you make mistakes, you can ’ t write without mistakes, there are always mistakes ’. this activates a pattern regarding the functioning of the brain that causes retrieved data from the brain to react with the substance, so that the data is distorted and a mistake is written.. ‘ insecurity when reading or writing. a doubt crops up when reading or writing. not being sure of the letters or the words. no longer knowing how something is written ’. this activates a pattern regarding the functioning of the brain that causes the brain functions to stop when retrieving data, so that no information can be retrieved from the brain, so that he can ’ t know.. the letters dance, the eyes don ’ t see. this activates a pattern that causes a signal to be sent to the brain, so that the eyes don ’ t perceive perfectly.. a mistake occurs during the conversion of a letter into chemical data in the brain. distorted data are stored in the brain when learning about letters and words and the structure of language.. ‘ you can ’ t remember words, you can ’ t remember spelling ’. this causes information to be lost in the brain.. ‘ you can ’ t form words ’. this causes an absence of feeling for language and it prevents an automatism from coming after the rules concerning the construction of words have been learnt for some time.. you can ’ t distinguish letters ( in a word ), you see one whole.. everything is one block.. not being able to see a sharp outline. not being able to perceive a letter in a clearly defined way, perceiving vaguely.. the eyes don ’ t see, the eyes can ’ t distinguish.. you can ’ t read, you can ’ t see, you can ’ t write.. you can ’ t read, you don ’ t see the letters, it happens in a stumbling


’ t see, the eyes can ’ t distinguish.. you can ’ t read, you can ’ t see, you can ’ t write.. you can ’ t read, you don ’ t see the letters, it happens in a stumbling way. you skip parts, you don ’ t see the words.. the letters stand close together, you can ’ t see the difference between them.. not being able to see a word, not being able to see a text. when she sees a text, then she doesn ’ t see some words and she sees other words instead of the ones that are there. the text is formed in the brain, the signal picked up by the eyes is formed in the brain, so that she sees something else.. you may not be able to read, you have to be stupid, you may not read.. when she has read a sentence, then she immediately forgets it, and she rereads the sentence.. not being able to distinguish words ( or a sequence of letters ), like for example, the word ‘ block ’ is seen by her as ‘ bolck ’.. not wanting to make an effort when the level of reading becomes more difficult ( for example, she skips difficult words ).. ‘ you can ’ t remember ’. this prevents her from knowing the words she reads and then she just reads something at random.. the brain can ’ t follow anymore. when a text is read, a signal is given to the brain as a result of which the brain functioning is briefly interrupted.. when processing information in connection with language, a wrong chemical process in the brain starts so that data are converted into chemical compounds in a wrong way.. misinterpreting a letter. when seeing a letter, a signal is sent to the brain, as a result of which the formula of the chemical encoding of the letter is changed, so that another letter is perceived.. the brain processes for converting data into chemicals are functioning randomly and don ’ t follow a fixed formula, so that mistakes occur.. not being able to remember a word. she keeps the word in mind and when she starts to write, she has forgotten the word.. you can ’ t write, you can ’ t form letters. this activates a pattern that blocks the motor system of the hands so that she starts to write slowly and consequently loses words, because the writing can ’ t keep up with the thinking.. there is a space of time between hearing and writing. in


this activates a pattern that blocks the motor system of the hands so that she starts to write slowly and consequently loses words, because the writing can ’ t keep up with the thinking.. there is a space of time between hearing and writing. in this space of time, the sound is changed in the brain, so that she writes something else or some letters aren ’ t heard correctly, hence writing wrong.. you don ’ t know how you write something, therefore you just write something. you don ’ t think, you can ’ t think. you act on impulse, you just write something at random.. when she reads something, there is a signal from the brain to the eyes, so that the view is interrupted for a moment, and she perceives another letter than the one that is there. the eyes perceive a letter in a distorted way.. hastily, quickly, quickly. thinking too little before she writes something down, writing something at random as a result of which there are mistakes.. you can ’ t learn a language, you can ’ t master a language.. you may not know letters, you may not be able to write.. you don ’ t have an insight in a language, you can ’ t remember spelling rules.. not being able to think when writing. the brain processes that normally occur when reasoning about language, stop.. ‘ you may not write ’ combined with a signal to the brain as a result of which the processes for retrieving data are temporarily interrupted.. when she sees or has to write a letter, then a signal is sent to a wrong location in the brain ( where another letter is stored ) so that wrong data is retrieved.. not being able to remember words, not being able to remember the sequence of words. a wrong formula of how letters are interconnected is stored in the brain ( according to the rules of a language ).. not being able to assess words correctly. misunderstanding words, turning words around, hearing different words.. words in the sentences get lost. words that don ’ t succeed are linked together so that a word in between is omitted.. you can ’ t understand the words ( i. e. difficult words ).. not being able to understand special sounds ( əɪ, ʊ, ɑʊ, … ) sχ, χ, … or hear them correctly and therefore turning them into another sound or another spelling, namely writing them as you hear them.. when a sound is heard, then it is looked up in the brain,


ɑʊ, … ) sχ, χ, … or hear them correctly and therefore turning them into another sound or another spelling, namely writing them as you hear them.. when a sound is heard, then it is looked up in the brain, but when it isn ’ t found, another sound is used.. not knowing what to do with long words. not being able to overlook the whole and therefore splitting up compulsively. not being able to understand a long word, not being able to understand too many letters linked together. hence, a word has to be split up.. when she sees or hears a word : doubting the meaning, not being able to place it immediately, and not being able to write it as a result.. not knowing how she has to write something, not being able to remember how she has to write something. this activates a pattern in connection with the functioning of the brain : the brain functions are interrupted briefly when retrieving data, as a result of which the information retrieved gets lost once more ( she has forgotten once again ) and hence she writes something different. or there is a mistake when addressing the location of a word and another word is retrieved from the brain.. ‘ you can ’ t remember ’, activates a pattern in connection with the functioning of the brain that prevents letters, words and spelling rules from being stored in the brain. the brain processes are briefly interrupted so that the information doesn ’ t get lost.. data are normally converted into chemical information and these chemical compounds react with other chemicals and the end product is stored in the brain. a pattern causes the data to be converted into a wrong chemical form and hence these substances react with wrong chemical compounds for storage so that they are stored at a wrong location. when a word has to be remembered once again, then the word can ’ t be found anymore because it is stored at a wrong location. therefore words aren ’ t recognized when reading and she doesn ’ t know how to write words either, because she doesn ’ t remember. it ’ s as if it ’ s a new word and then she just writes something at random.. the letters are linked together. there is no distinction between two or more letters. the letters are perceived as one block. the letters aren ’ t perceived separately.. you can ’ t see.. the letters dance.. a pattern clouds the eyes : the eyes can ’ t perceive some letters sharply. there is a signal in the brain that causes the electrical signaling to the eyes by


’ t perceived separately.. you can ’ t see.. the letters dance.. a pattern clouds the eyes : the eyes can ’ t perceive some letters sharply. there is a signal in the brain that causes the electrical signaling to the eyes by the nervous system to pass in thrusts, so that the letters are otherwise perceived differently, since the eyes don ’ t perceive continuously, but with very small pauses. hence it ’ s difficult to distinguish letters that look alike.. there is a catch in the eyes when writing ( the transmission once again happens in thrusts, with interruptions ) and in the motor system : the muscles of the hand are blocked and contorted, hence writing slowly and with difficulty due to an altered functioning of the brain.. when writing, he can no longer see the letters that have already been written correctly due to the catch in the eyes. the letters that have already been written, become one block, so that he can ’ t trust this to write the next letters. he can ’ t perceive clearly what he has already written.. the knowledge of the form of the letters comes through from the brain too slowly : the brain slows down during the process of retrieving information from the brain, so that he writes more slowly.. yet another memory blockage : the letters don ’ t emerge from the brain during writing. hence doubting very much about the right letters.. a pattern makes him lose parts of what is dictated : he doesn ’ t hear some parts. he thinks he has already written parts that are not there yet. he hears things that aren ’ t there, so that he writes things that aren ’ t dictated ( this information is stored in the form of image in the pattern, not in concept form ).. you have to write mistakes.. ‘ it ’ s not like this, it ’ s different ’. this makes him doubt about the spelling of a letter when writing.. he has to deform the letters, he has to write another letter than the one it has to be ( pattern in the form of an image ).. he can ’ t see the whole ( pattern in the form of an image ).. he can ’ t remember. he can ’ t remember the spelling of a word. he can ’ t remember the rules of spelling. it confuses him. he can ’ t think logically with regard to the rules of a language. hence he writes things as he hears them.. when he has to remember or apply the rules, there is


t remember the rules of spelling. it confuses him. he can ’ t think logically with regard to the rules of a language. hence he writes things as he hears them.. when he has to remember or apply the rules, there is a very unpleasant feeling in his head and his thinking blocks. he simply writes what he hears in order to escape this.. ‘ you can ’ t write ’ activates a pattern that blocks the brain when reasoning when he writes. the brain processes that normally take place when reasoning ( retrieving and comparing data very quickly ), are blocked. person 4 : patterns of dyslexia combined with poor language abilities.. letters belong together, letters are one whole. an image of letters that flow into one another. ( this pattern will cause letters to flow into each other when looking at it, so that it ’ s difficult to perceive the separate letters of a word ).. a pattern with an image of a horizontal beam. this beam has to represent a collection of letters ( a word ), but the individual letters can ’ t be distinguished.. ‘ you can ’ t see ’. it ’ s fixed in the pattern that it ’ s about letters that have become faint. the outlining of a letter has become faint as a result, so that the form of a letter is difficult to distinguish.. the letters dance, you can ’ t see the letters.. ‘ you don ’ t write ’ and the joint of the wrist going tense, so that it ’ s difficult to form letters.. ‘ you can ’ t understand ’. it ’ s about writing, the writing of a language. ‘ you can ’ t understand how the letters belong together ’.. a pattern with the formula of a chemical. this chemical has to do with the storage of letters in the brain. there is another variation of the chemical according to the kind of letter, so that it is stored at another address in the brain according to the kind of letter. the variant of the chemical isn ’ t present for some letters, so that some letters are understood with great difficulty.. an image of a sentence that consists of separate parts ( words ). there is confusion about the words and how they belong together. hence, he will split up the words the wrong way or link them the wrong way, or add or omit words.. the letters of a words are not clearly visible, hence letters at the end and in the middle of a word are omitted or added, it is difficult to perceive whether


wrong way or link them the wrong way, or add or omit words.. the letters of a words are not clearly visible, hence letters at the end and in the middle of a word are omitted or added, it is difficult to perceive whether there is an ‘ i ’, ‘ ɪ ’ of ‘ ɛ ’, or, for example, he doesn ’ t see whether there is a single or a double ‘ n ’ or ‘ d ’ or whatever, and whether there is an ‘ e ’ or ‘ a ’ or whatever at the end of the word.. there is confusion about difficult combinations of letters. he can ’ t understand this, like for example, the sound ‘ χt ’. so, he ’ ll write a sound he doesn ’ t understand in the way he hears it. for example, he can ’ t understand the sound ‘ əɪ ’, and he ’ ll write something else.. there is confusion about difficult combinations of parts of words. he has difficulty distinguishing between the separate parts, like for example ‘ responsible ’. so, he ’ ll write : ‘ resonsile ’.. ‘ you can ’ t learn a language ’. knowledge with regard to language is very poorly stored in the brain. hence when having to remember language ( when reading and writing ), the knowledge isn ’ t an automatism and he has to think hard how to read and write time and again.. when he sees or hears a word ( for example in a dictation ), it ’ s not immediately clear how he has to read or write this word. he has to analyze the word letter by letter, he has to think about it. little or no knowledge of words and combinations of letters is stored in his brain ( and in the energies around him ). he has to analyze a word letter by letter time and again.. you can ’ t understand the rules of a language. hence writing something at random.. you can ’ t learn a language, you don ’ t know how to write. together with this, there is a feeling of confusion.. in the same way he doesn ’ t see all the parts of a word, he doesn ’ t hear all parts of a word either. for example, he doesn ’ t see the ending, therefore he will write the word wrong.. he can in fact understand the rules about the endings of verbs in dutch ( the dt - rule ), but he has difficulty applying it because he has difficulty perceiving whether a ‘ d ’ or a


plants modified with protectant genes designed to kill resistant insects can extend the usefulness of currently used pest - control methods and delay the development of pesticide - resistant bugs, according to purdue university scientists and their collaborators from the university of wisconsin - madison, monsanto co., the university of illinois and the university of california, davis. the researchers ' findings appear in this month ' s issue of the journal of theoretical biology. " we always thought that it would take a michael jordan of toxins - a superstar of toxins to effectively halt insect resistance to the current generation of insecticides, " said barry pittendrigh, a purdue associate professor of entomology and lead author of the study. " we found that moderately effective genetically engineered protectants used in plants in the buffer zone around the main crops can play a major role in insect control, and they should be easier to identify than highly effective protectants. " you don ' t find a superstar very often, but it may not be difficult to find good players, or worthwhile insect - control agents. " farmers who use bioengineered crop protectants also use a buffer, or refuge, around the outside of fields that contains plants lacking the high - toxicity genetic modification in the main field that kills most insects. the refuge, usually about 20 percent of the acreage planted, delays development of insects resistant to the main - field, high - toxicity protectants, but some individuals in the destructive insect group have genes that allow them to survive. using a computer model, the scientists determined that within a refuge, one could add a moderate plant protectant, or journeyman player, that kills 30 p contact : susan steeves


according to the international continence society, overactive bladder is a symptom - defined condition characterized by urinary urgency, with or without urgency incontinence, usually with urinary frequency and nocturia ( night - time urination ). the term overactive bladder is appropriate if there is no proven urinary tract infection or other obvious pathology. overactive bladder was identified in 6. 5 % of finnish men and 9. 3 % of women. in younger age groups the condition was more common among women, but among those over 60 years old it was more common among men. urinary frequency and nocturia were generally more common than usual among those with an overactive bladder. however, most reported urinary frequency and nocturia was not overactive bladder. the research is based on a questionnaire conducted 2003 - 2004 among 3, 000 finnish women and 3, 000 finnish men. their ages ranged from 18 to 79. the subjects were taken from the population register. professor teuvo tammela and professor anssi auvinen are in charge of the research group, whose members are from the university of tampere, tampere university hospital, helsinki university central hospital and the south karelian central hospital in lappeenranta.


this comment has been deleted images courtesy peter vrsansky, slovak academy of sciences published august 30, 2012 a glowing green cockroach would seem much easier to kill than our more familiar kitchen pests, but this particular insect evolved its own set of lights to avoid exactly such predatory attention, according to a new study. luchihormetica luckae glows to mimic the bioluminescent click beetle, whose glow warns predators of its toxicity. for one thing, while many life - forms have evolved their own flashiness, most are found in the deep - sea — making bioluminescence a relatively rare trait on land. but l. luckae is particularly rare, in that it glows to mimic another insect. other uses of bioluminescence in the insect world, as in the case of the common firefly, are more attuned to attracting mates — lighting up to find love in the dark simply saves time. unfortunately, it also makes one much more visible to predators. " bioluminescence is like any evolutionary tool — there is no single use for it. it can attract, deter, or even be used as an invisibility cloak of sorts, " said olivia judson, an evolutionary biologist and author of dr. tatiana ' s sex advice to all creation. land animals glowed later than thought? the scientists studied an l. luckae cockroach collected in 1939 and housed at the national museum of natural history in washington, d. c. the team employed new technology to scan and analyze the biological mechanism responsible for the luminescence. they determined that the wavelengths of light released from both the click beetle and l. luckae — though developed via distinct evolutionary processes — are precisely the same. the new research may also provide evidence for a much later evolution of land - based bioluminescence, according to the study authors. that ' s because click beetles evolved their predator - deterring glow only 65 million years ago — recently compared with the 400 - million - year - old development of underwater bioluminescence. ( see a prehistoric time line. ) glowing roach a flash in the pan? l. luckae could prove to be a flash in the evolutionary - science pan. the one specimen analyzed in the study had been collected from a very specific region recently decimated by volcanic eruption. scientists now consider the creature so rare that collecting further specimens could cause its extinction. so chances are you won ' t be finding these little glowing pests raiding your cabinets. the glowing - cockroach study


what is freedom? i did not understand president bush ’ s inauguration speech. he used the word “ freedom ” twenty - seven times, but what freedom means to him was not clear. words can mean different things to different people and freedom is an example of that. to some people freedom means no responsibility. to others it means having power and ability to assume responsibility. is it freedom to be taken care of, or does freedom mean to be able to take care of oneself? is a baby free before it is born when it has no responsibility for its own physical needs, or is it free when it has been released from the confinement of the womb and must begin to do for itself? does freedom mean we are free to use the bible as a guide to our behavior? or does it mean freedom from god? " freedom " is a good word, but it cannot stand alone. it needs an implied or stated explanation and that was not evident in president bush ’ s speech. when a prisoner is allowed to leave his place of confinement, he gains his freedom from jail. those who knew that he was imprisoned would understand his new situation if they were told he gained his freedom, because jail is implied. a recently divorced man or woman might say, " i ' m free! ", but only those who knew the situation would understand that they meant free of the obligations of marriage. on the last day of school in spring the children shout that they are free. they mean they are free from the necessity of going to school. they are free to play and have fun. if a merchant gives you a gift with no strings attached you might say it was free of cost or obligation. if you no longer hurt, you have freedom from pain. when our country was born its first citizens said they were free. they meant their country was free from the political domination of england. people use the words, " free " and “ freedom ” to mean many things. “ free ” is even heard at funerals, especially when a person has suffered in his lifetime : " at last he is free! " in this case " free " means freedom from pain and suffering, but it also means dead. what about freedom from want and fear? couldn ’ t that mean the same thing as freedom from pain and suffering? couldn ’ t it also mean dead? what about being free to have an abortion? that certainly does mean freedom to make someone dead. in the western world we often speak of personal freedom, but here, too, the meaning is vague. the idea of


’ t it also mean dead? what about being free to have an abortion? that certainly does mean freedom to make someone dead. in the western world we often speak of personal freedom, but here, too, the meaning is vague. the idea of personal freedom is a subjective concept. a situation of freedom to one person can seem like unbearable bondage to another. i have two relatives from one family whose ideas on personal freedom are totally different. the sister likes to travel, meet new people, participate in group activities, and face new challenges. she is married to a man whose work provides many such opportunities. she is happy and emotionally comfortable with her choice. if she had to live all her life on the farm where she was born, and see mostly the people she had known in her own community she would be miserable. her brother, no less intelligent, owns a farm and loves farming. he enjoys being in surroundings familiar to him since childhood. even a single day ' s journey away from his beloved land is a chore and a burden to him. his idea of freedom is staying close to home. both of my relatives live lives of freedom because they were able to choose the type of life they wanted to live. their concepts of freedom involved choices, and those choices were personal and emotional. how far does personal freedom go? does personal freedom mean believing, doing, and saying whatever we wish to believe, do, or say, whenever or wherever we wish - - having no obligations to anyone? some would claim their right to total release from all laws, rules, and obligations. living with those who have this total concept of freedom could be extremely unpleasant and perhaps dangerous. president bush seems to believe that democracy means freedom. he said it is the policy of the united states to seek and support the growth of democratic movements and institutions in every nation and culture, with the ultimate goal of ending tyranny in our world. does this leave united states citizens in a state of freedom? or has the president placed a perpetual burden on citizens of his own country? does freedom mean we must accept every burden we are told to bear and every restriction that this all - encompassing concept of freedom demands? in the bush speech we were also told that there now is a broader definition of liberty. that also troubles me. what it seems to mean is that the government is always at liberty to give away, rather than sell public lands and public goods, as was done following the homestead act. it means that the government is at liberty to control citizens ’ retirement savings since the


what it seems to mean is that the government is always at liberty to give away, rather than sell public lands and public goods, as was done following the homestead act. it means that the government is at liberty to control citizens ’ retirement savings since the passage of the social security act. it means the government was at liberty to give veterans extra compensation for their service only if they used that compensation for education, as was the case with the gi bill of rights. and i do not understand what president bush meant when he said, “ we will widen ownership of homes and businesses, retirement savings and health insurance. ” did he mean more individuals would own homes and businesses? or did he mean that individual ownership would be widened and eventually give way to communal ownership? i don ’ t know. do you? the concept of self government was discussed in the speech, but not clarified. i know that there are philosophers and writers who sincerely believe there is no such thing as individual self government or human freedom because humans are merely biological automata or robots who have no real control over their own thoughts, feelings, and actions. these materialist thinkers believe that everything we do can be explained by material causes. heredity and environment account for everything. they deny the directing and controlling power of the will. this materialist concept is used to justify the notion that environmental influences should be set up for the masses and controlled by social, psychological, political, and economic “ scientists. ” president bush used the word freedom twenty seven times and the word liberty more than a dozen. i have heard it said that he made a wonderful speech, but to me it seemed to be full of contradictions. i do not really know what freedom and liberty mean to our president, and it worries me. © 2005 erica carle - all rights reserved e - mails are used strictly for nwvs alerts, not for sale erica carle is an independent researcher and writer. she has a b. s. degree from the university of wisconsin. she has been involved in radio and television writing and production, and has also taught math and composition at the private school her children attended in brookfield, wisconsin. for ten years she wrote a weekly column, " truth in education " for wisconsin report, and served as education editor for that publication. her books are give us the young - - $ 5 plus $ 2. 00 p & h why things are the way they are - - $ 16 plus $ 4. 00 p & h both books - - $ 25 total. a loose leaf collection of


( latin septuagesima, the seventieth ). septuagesima is the ninth sunday before easter, the third before lent known among the greeks as " sunday of the prodigal " from the gospel, luke 15, which they read on this day, called also dominica circumdederunt by the latins, from the first word of the introit of the mass. in liturgical literature the name " septuagesima " occurs for the first time in the gelasian sacramentary. why the day ( or the week, or the period ) has the name septuagesima, and the next sunday sexagesima, etc., is a matter of dispute among writers. it is certainly not the seventieth day before easter, still less is the next sunday the sixtieth, fiftieth, etc. amularius, " de eccl. off. ", i, i, would make the septuagesima mystically represent the babylonian captivity of seventy years, would have it begin with this sunday on which the sacramentaries and antiphonaries give the introit " circumdederunt me undique " and end with the saturday after easter, when the church sings " eduxit dominus populum suum. " perhaps the word is only one of a numerical series : quadragesima, quinquagesima, etc. again, it may simply denote the earliest day on which some christians began the forty days of lent, excluding thursday, saturday, and sunday from the observance of the fast. septuagesima is today inaugurated in the roman martyrology by the words : " septuagesima sunday, on which the canticle of the lord, alleluja, ceases to be said ". on the saturday preceding, the roman breviary notes that after the " benedicamus " of vespers two alleluias are to be added, that thenceforth it is to be omitted till easter, and in its place " laus tibi domine " is to be said at the beginning of the office. formerly the farewell to the alleluia was quite solemn. in an antiphonary of the church of st. cornelius at compiegne we find two special antiphons. spain had a short office consisting of a hymn, chapter, antiphon, and sequence. missals in germany up to the fifteenth century had a beautiful sequence. in french churches they sang the hymn


compiegne we find two special antiphons. spain had a short office consisting of a hymn, chapter, antiphon, and sequence. missals in germany up to the fifteenth century had a beautiful sequence. in french churches they sang the hymn " alleluia, dulce carmen " ( gueranger, iv, 14 ) which was well - known among the anglo - saxons ( rock, iv, 69 ). the " te deum " is not recited at matins, except on feasts. the lessons of the first nocturn are taken from genesis, relating the fall and subsequent misery of man and thus giving a fit preparation for the lenten season. in the mass of sunday and ferias the gloria in excelsis is entirely omitted. in all masses a tract is added to the gradual. apa citation. ( 1912 ). septuagesima. in the catholic encyclopedia. new york : robert appleton company. http : / / www. newadvent. org / cathen / 13721b. htm mla citation. " septuagesima. " the catholic encyclopedia. vol. 13. new york : robert appleton company, 1912. < http : / / www. newadvent. org / cathen / 13721b. htm >. transcription. this article was transcribed for new advent by paul soffing. in memory of frederick geiger. ecclesiastical approbation. nihil obstat. february 1, 1912. remy lafort, d. d., censor. imprimatur. + john cardinal farley, archbishop of new york. contact information. the editor of new advent is kevin knight. my email address is feedback732 at newadvent. org. ( to help fight spam, this address might change occasionally. ) regrettably, i can ' t reply to every letter, but i greatly appreciate your feedback — especially notifications about typographical errors and inappropriate ads.


licensing and regulatory boards and commissions nevada dairy commission dairy commission administrative history the nevada dairy commission was established by the nevada legislature in 1955 for the purpose of ensuring that an adequate and continuous supply of nutritious, wholesome, fluid milk and dairy products is available to nevada consumers. laws and regulations allow the dairy commission to monitor the dairy industry through auditing and investigative activities. the dairy commission is dedicated to promoting a business climate that is economically viable for those who produce and process dairy products in nevada. the original legislation established that it is the policy of the state of nevada to promote, foster and encourage intelligent production and orderly marketing of commodities necessary to its citizens, including milk ; and to eliminate speculation, waste, improper marketing, unfair and destructive trade practices and improper accounting for milk purchased from producers. the purpose of the act to establish the dairy commission was : - to provide funds for administration and enforcement of the act, by assessments to be paid by producers of fluid mild and fluid cream or both, and from licenses issued to distributors. - to authorize and enable the commission to prescribe marketing areas which are necessary due to varying factors of costs or production, health regulations, transportation and other factors in said marketing areas. - to authorize and enable the commission to formulate stabilization and marketing plans. - to enable the dairy industry with the aid of the state to correct existing evils, develop and maintain satisfactory marketing conditions and bring about a reasonable amount of stability and prosperity in the production and marketing of fluid milk and fluid cream. the original legislation in 1955 established a commission of five members : one producer, one distributor, one producer - distributor, one operator of a retail store, and one member a representative of the consuming public. the commission appointed employees necessary to carry out the provisions of the legislation. the dairy commission is funded from fees collected through licenses, permits, and assessments on regulated dairy products. it does not receive funds from the state general fund. the 1955 legislation classified fluid milk into three classes with class one being milk marketed as milk, class two being ice cream and class three being butter and cheese. it also directed the commission to hold public hearings in the state marketing areas to determine stabilization and marketing plans for these areas. the legislation did not provide adequate funds for the commission to operate so it returned to the legislature in 1957 and received supplemental legislation. this included increasing the commission to nine members. the new dairy commission had its first meeting on may 22, 1957 and employed as its first secretary - administrator clarence j. cassady. the commission established three marketing areas for


in 1957 and received supplemental legislation. this included increasing the commission to nine members. the new dairy commission had its first meeting on may 22, 1957 and employed as its first secretary - administrator clarence j. cassady. the commission established three marketing areas for nevada which were the western marketing area based in reno, the eastern marketing area based in ely, and the southern marketing area based in las vegas. public hearings were held in these marketing areas in 1956 and 1957 to establish area stabilization and marketing plans which set minimum prices necessary to accomplish the purpose of the legislation. the categories of these minimum prices established were producer, wholesaler, and retailer. this price fixing on the producer, wholesale, and retail levels became the most controversial of all the duties of the dairy commission. the commission always emphasized that these were floor prices and it was very rare for a retailer to sell milk anywhere near the floor and that high milk prices could not be blamed on the nevada dairy commission. over the years the nine member commission which was made up of members of the dairy industry was thought to be an inadequate regulator of the industry as too many of the members had conflicts of interest. a climax came in the mid - 1970s when scandal ran through the nevada dairy industry involving illegal rebates and kick back payments. in 1976 a nevada legislative bulletin recommended a large overhaul of the dairy commission ; the 1977 legislature followed through with the interim study recommendations to change the makeup and the purpose of the nevada dairy commission. the 1977 legislation reduced the number of the members of the dairy commission to three and decreed that one member shall be a public accountant or a certified public account, one member shall be an agricultural economist, and one member shall be experienced in banking or finance. the legislation for the management of the commission was greatly rewritten and the way that the dairy commission did its business greatly changed. public hearings and commission meetings became much less contentious and the number of applications that were rejected dropped. the price fixing powers of the commission were greatly reduced as minimum retail prices could no longer be set by the commission. this legislation and restructuring of the commission led to only minimum wholesale prices being set by the commission through a formula established by the staff and members of the dairy commission for each of the classes of fluid milk. the nevada dairy commission when established in 1955 was placed administratively under the governor ’ s office as one of the boards and commissions whose members were appointed by the governor. in 1993 the commission became a unit of the new department of business and industry. the members of the commission continue to be appointed by the governor and the


the governor ’ s office as one of the boards and commissions whose members were appointed by the governor. in 1993 the commission became a unit of the new department of business and industry. the members of the commission continue to be appointed by the governor and the executive director of the commission continues to function as the secretary of the commission. sources for further information : dairy commission website biennial reports of the dairy commission, available at the nevada state library 29 - d14 / 1 : -. reports available for 1957 - 1976 problems confronting the dairy commission. bulletin no. 77 - 12, legislative commission of the legislative counsel bureau, state of nevada, november 1976. available as a pdf file. records 1956 - 2001 23. 0 cubic feet commission meetings 1976 - 2001 13. 0 cubic feet meetings of the dairy commission are held monthly in each of the three marketing areas. the marketing areas are the eastern, western and southern areas. public hearings 1957 - 1996 8. 0 cubic feet public hearings are held in each of the three marketing areas, usually on the same day as commission meetings. the purpose of hearings is to amend the stabilization and marketing plans of the marketing areas, and in recent years for amending the nevada administrative code. license files 1957 - 1972 1. 0 cubic feet regulation files 1966 - 1986 0. 5 cubic feet correspondence files 1956 - 1979 0. 5 cubic feet top : dairy cattle at reno, nevada, ca 1911. from agricultural nevada by c. a. norcross, commissioner, industry, agriculture, and irrigation. san francisco : sunset magazine homeseekers bureau,. bottom : governor paul laxalt promoting the dairy industry, ca 1967 - 1971. courtesy of the nevada state archives.


senate committee passes bill to end shark finning in u. s. all press releases … november 19, 2009 contact : dustin cranor ( firstname. lastname @ example. org | 954 - 348 - 1314, 954 - 348 - 1314 ( cell ) ) oceana commends the senate commerce, science and transportation committee today for passing the shark conservation act of 2009. “ shark management in the u. s. has suffered for long enough, ” said beth lowell, federal policy director at oceana. “ it ’ s time to enact this shark finning bill into law. ” the act would require all sharks caught in u. s. waters to be landed whole with their fins still attached. this would put an end to shark finning, the wasteful process of cutting off the fins and discarding the carcass at sea. landing sharks with their fins still attached allows for better enforcement and data collection for stock assessments and quota monitoring. the act would also close a loophole that allows the transfer of fins at sea as a way to get around current law. additionally, the bill would allow the united states to take action against countries whose shark finning restrictions are not as strenuous. “ finning is threatening shark populations worldwide, ” said elizabeth griffin, marine scientist at oceana. “ the u. s. should be a leader in helping to solve the problem of shark finning. ” the act was introduced by senator john kerry ( d - ma ) in april. similar legislation ( h. r. 81 ), introduced by congresswoman madeleine bordallo ( d - guam ), passed the house of representatives in march. sharks have been swimming the world ’ s oceans since before the age of the dinosaur, but today some species face extinction. each year, commercial fishing kills more than 100 million sharks worldwide – including tens of millions for just their fins. sharks are especially vulnerable to pressure from human activities because of their slow growth and low reproductive potential. sharks can be found in almost every ocean and play a vital role in maintaining the health of the oceans. many shark populations have declined to levels where they are unable to perform their roles as top predators in the ecosystem, causing drastic and possibly irreversible damage to the oceans. according to the u. n. food and agriculture organization, more than half of the highly migratory shark species are now considered overexploited or depleted. for more information about oceana ’ s campaign to safeguard sharks, please visit www. oceana


our main goal here is to give a quick visual summary that is at once convincing and data rich. these employ some of the most basic tools of visual data analysis and should probably become form part of the basic vocabulary of an experimental mathematician. note that traditionally one would run a test such as the anderson - darling test ( which we have done ) for the continuous uniform distribution and associate a particular probability with each of our sets of probability, but unless the probability values are extremely high or low it is difficult to interpret these statistics. experimentally, we want to test graphically the hypothesis of normality and randomness ( or non - periodicity ) for our numbers. because the statistics themselves do not fall into the nicest of distributions, we have chosen to plot only the associated probabilities. we include two different types of graphs here. a quantile - quantile plot is used to examine the distribution of our data and scatter plots are used to check for correlations between statistics. the first is a quantile - quantile plot of the chi square base 10 probability values versus a a discrete uniform distribution. for this graph we have placed the probabilities obtained from our square roots and plotted them against a perfectly uniform distribution. finding nothing here is equivalent to seeing that the graph is a straight line with slope 1. this is a crude but effective way of seeing the data. the disadvantage is that the data are really plotted along a one dimensional curve and as such it may be impossible to see more subtle patterns. the other graphs are examples of scatter plots. the first scatter plot shows that nothing interesting is occurring. we are again looking at probability values this time derived from the discrete cramer - von mises ( cvm ) test base 10, 000. for each cube root we have plotted the point, where is the cvm base 10, 000 probability associated with the first 2500 digits of the cube root of i and is the probability associated with the next 2500 digits. a look at the graph reveals that we have now plotted our data on a two dimensional surface and there is a lot more ` structure ' to be seen. still, it is not hard to convince oneself that there is little or no relationship between the probabilities of the first 2500 digits and the second 2500 digits. the last graph is similar to the second. here we have plotted the probabilities associated with the anderson - stephens statistic of the first 10, 000 digits versus the first 20, 000 digits. we expect to find a correlation between these tests since there is a


q : what does it mean if my cat has a cold? a : when i was in veterinary school, i was taught to not call upper respiratory infections in cats a “ cold. ” the argument was that it gives the impression that they get the same disease we get. throughout years of practice, however, i have learned that the easiest way to describe the upper respiratory complex to a client is to indeed call it a “ cold. ” the cat cold is akin to most aspects of feline living, though ; cats are not humans in cat - suits and truly make up their own rules. feline upper respiratory disease is made up of a complex network of bacteria and viruses that are commonly found in the environment. most, if not all cats, have been exposed to these pathogens at birth. feline herpes virus is the biggest culprit for the development of chronic sinusitis and conjunctivitis in cats, with acute outbreaks commonly occurring during periods of developmental stress or transition ( for example, during the first week of being placed in a new home ). in this sense, the cat cold behaves very similarly to the human cold, but the bugs are different. it is important to remember that cat colds are usually self - limiting, just like human colds. if you give a bright and alert sneezing kitten some time, the sneezing will likely go away. veterinary advice or treatment should be sought, however, if any thick or yellow / green discharge appears from the eyes or nose, or if the cat or kitten stops eating or is lethargic. it is possible for more severe cases to develop fevers and / or pneumonia, but this is rare. some cats need antibiotics if secondary bacterial infections are suspected. however, it is important to note that oral anti - virals in cats are reserved for refractory or severe cases due to expense and the potential for side effects. ocular anti - viral therapy for concurrent conjunctivitis is much more commonly used but must be administered multiple times per day. finally, another form of treatment is l - lysine, an important amino acid, which has been shown to decrease viral dna replication thereby speeding up healing time and reducing the ability for cats to shed the virus in a multi - cat household. overall, prevention is the key. regular visits to your veterinarian and completion of the core vaccination protocol in kittens and adult cats will lessen the severity of clinical signs associated with the cat cold for the life of the


[ en ] hydrothermal vent environments, particularly those associated with the vestimentiferan riftia pachyptila, are believed to be among the highest chitin - producing systems. in order to elucidate the chitin cycle in these environments, we estimate the in situ chitin degradation rates of tube - worm exoskeletons. our in situ experiments show that the tubes of riftia are highly stable structures. comparative measurements of the degradation rates of riftia tubes and crab shells immersed at deep - sea vents show that the tubes would be degraded within 2. 5 years, whereas the time for the total degradation of the vent crab ( bythograea thermydron ) carapaces would not exceed 36 days. the importance of the microbial participation in this degradation was estimated for riftia tubes. based on previous work, we calculated chitin production by a population of riftia tubes of about 750 g m ( - 2 ) year ( - 1 ) ( 763 ). from our in situ experiments, we estimated a microbial chitinolysis rate of about 500 g m ( - 2 ) year ( - 1 ) ( 496 ) ( 65 % of the chitin produced ). exoskeletons containing beta - chitin appear more stable in natural environments than those containing alpha - chitin and would thus be less available as carbon and nitrogen sources. in contrast, isolated beta - chitin was hydrolysed faster than alpha - chitin during in vitro degradation experiments ; for instance, riftia beta - chitin was degraded about 3 - to 4 - fold faster than bythograea alpha - chitin. a stabilization process by disulfide bonds of the proteins - chitin link, rather than the crystalline form of the chitin ( alpha / beta ), accounts for the resistance of riftia tubes to enzymatic attacks.


when the joint surfaces of an elbow are separated, the elbow is dislocated. elbow dislocations can be complete or partial. in a complete dislocation, the joint surfaces are completely separated. in a partial dislocation, the joint surfaces are only partly separated. a partial dislocation is also called a subluxation. the elbow is both a hinge joint and a ball and socket joint. as muscles contract and relax, two unique motions occur at the elbow. - bending occurs through a hinge joint that allows the elbow to bend and straighten. this is called flexion and extension, respectively. - rotation occurs though a ball and socket joint that allows the hand to be rotated palm up and palm down. this is called pronation and supination, respectively. injuries and dislocations to the elbow can affect either of these motions. elbow dislocations are not common. elbow dislocations typically occur when a person falls onto an outstretched hand. when the hand hits the ground, the force is sent to the elbow. usually, there is a turning motion in this force. this can drive and rotate the elbow out of its socket. elbow dislocations can also happen in car accidents when the passengers reach forward to cushion the impact. the force that is sent through the arm can dislocate the elbow, just as in a fall. the elbow is stable because of the combined stabilizing effects of bone surfaces, ligaments, and muscles. when an elbow dislocates, any or all of these structures can be injured to different degrees. a complex dislocation can have severe bone and ligament injuries. in the most severe dislocations, the blood vessels and nerves that travel across the elbow may be injured. if this happens, there is a risk of losing the arm. some people are born with greater laxity or looseness in their ligaments. these people are at greater risk for dislocating their elbows. some people are born with an ulna bone that has a shallow groove for the elbow hinge joint. they have a slightly higher risk for dislocation. a complete elbow dislocation is extremely painful and very obvious. the arm will look deformed and may have an odd twist at the elbow. the doctor will examine the arm. he will check for tenderness, swelling, and deformity. he will evaluate the skin and circulation to the arm. pulses at the wrist will be checked. if the artery is injured at the


at the elbow. the doctor will examine the arm. he will check for tenderness, swelling, and deformity. he will evaluate the skin and circulation to the arm. pulses at the wrist will be checked. if the artery is injured at the time of dislocation, the hand will be cool to touch and may have a white or purple hue. this is caused by the lack of warm blood reaching the hand. it is also important to check the nerve supply to the hand. if nerves have been injured during the dislocation, some or all of the hand may be numb and not able to move. an x - ray is necessary to determine if there is a bone injury. x - rays can also help show the direction of the dislocation. x - rays are the best way to confirm that the elbow is dislocated. if bone detail is difficult to identify on an x - ray, a computed tomography ( ct ) scan may be done. if it is important to evaluate the ligaments, a magnetic resonance image ( mri ) can be helpful. first, however, the doctor will set the elbow, without waiting for the ct scan or mri. these studies are usually taken after the dislocated elbow has been put back in place. an elbow dislocation should be considered an emergency injury. the goal of immediate treatment of a dislocated elbow is to return the elbow to its normal alignment. the long - term goal is to restore function to the arm. simple elbow dislocations are treated by keeping the elbow immobile in a splint or sling for two to three weeks, followed by early motion exercises. if the elbow is kept immobile for a long time, the ability to move the elbow fully ( range of motion ) may be affected. physical therapy can be helpful during this period of recovery. some people will never be able to fully open ( extend ) the arm, even after physical therapy. fortunately, the elbow can work very well even without full range of motion. once the elbow ' s range of motion improves, the doctor or physical therapist may add a strengthening program. x - rays may be taken periodically while the elbow recovers to ensure that the bones of the elbow joint remains well aligned. after surgery, the elbow may be protected with an external hinge. this device protects the elbow from dislocating again. if blood vessel or nerve injuries are associated with the elbow dislocation, additional surgery may be needed to repair the blood vessels and nerves and repair bone


may be protected with an external hinge. this device protects the elbow from dislocating again. if blood vessel or nerve injuries are associated with the elbow dislocation, additional surgery may be needed to repair the blood vessels and nerves and repair bone and ligament injuries. late reconstructive surgery can successfully restore motion to some stiff elbows. this surgery removes scar tissue and extra bone growth. it also removes obstacles to movement. over time, there is an increased risk for arthritis in the elbow joint if the alignment of the bones is not good ; the elbow does not move and rotate normally ; or the elbow continues to dislocate. treatment for simple dislocations is usually straightforward and the results are usually good. some people with complex dislocations still have some type of permanent disability at the elbow. treatment is evolving to improve results for these people. one of the areas being researched is the best time to schedule surgery for the treatment of a complex dislocation. for some patients with complex dislocations, it seems that a slight delay for final surgery may improve results by allowing swelling to decrease. the dislocation still needs to be reduced right away, but then a brace, splint, or external fixation frame may rest the elbow for about a week before a specialist surgeon attempts major reconstructive surgery. moving the elbow early appears to be good for recovery for both kinds of dislocations. early movement with complex dislocations can be difficult, however. pain management techniques encourage early movement. improved therapy and rehabilitation techniques, such as continuous motion machines, dynamic splinting ( spring - loaded assist devices ), and progressive static splinting can improve results. the american academy of orthopaedic surgeons 6300 n. river road rosemont, il 60018


charles w. gilmore was a prolific scientist. he was employed by the u. s. national museum in 1903 where he worked until his death in 1945. originally hired as a preparator to work on the extensive o. c. marsh dinosaur collection that was transferred from yale university to the u. s. national museum in the late 19th century, gilmore later became curator of fossil reptiles. he was in charge of mounting the world ' s first triceratops skeleton for exhibition at the smithsonian institution, as well as 23 other mounts on exhibit. he published 170 scientific papers including monographic studies on the osteology of apatosaurus and camptosaurus and the osteology of the carnivorous and armored dinosaurs. the illustration on this page is a beautiful pen and ink line drawing of the usnm type specimen of the dinosaur, ceratosaurus nasicornis marsh, drawn by rudolph weber under the direction of charles gilmore. size of original illustration : 24. 6 x 61. 6 cm. gilmore, charles w. 1920. osteology of the carniverous dinosauria in the united states national museum with special reference to the genera antrodemus ( allosaurus ) and ceratosaurus. smithsonian institution, united states national museum, bulletin 110. government printing office, washington, 159 pp. this illustration appears in plate 30 and the skeletal reconstruction is discussed on text pages 114 - 115 of the publication.


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one sauropod deserves another. after briefly profiling the as - yet - little - known qiaowanlong last week, it ’ s only natural to follow up with rapetosaurus krausei – another recently - named mesozoic herbivore that altered our understanding of the forms some sauropod lineages took. paleontologists kristina curry rogers and catherine forster named rapetosaurus in 2001. as the researchers dubbed the dinosaur in the paper ’ s title, the sauropod was among “ the last of the dinosaur titans. ” at somewhere between 66 and 70 million years old, rapetosaurus roamed madagascar during what we can look back at and call the waning days of the cretaceous. and the record of this dinosaur is particularly rich among its kind – scattered remains of multiple individuals, including articulated specimens, have been found within a ten square kilometers of madagascar ’ s cretaceous exposures. among the various sauropod lineages, curry rogers and forster concluded, rapetosaurus belonged to the titanosaur branch. this widespread group of long - necked leaf - munchers included some of the largest dinosaurs of all time, including the 100 foot plus argentinosaurus, although adult rapetosaurus stretched a more modest 50 feet or so. and unlike other titanosaurs, rapetosaurus had a peculiar skull that superficially resembled those of diplodocid dinosaurs such as apatosaurus and diplodocus itself. in a 2004 follow - up focused on the head of rapetosaurus, curry rogers and forster drew from two partial skulls to fill out the dinosaur ’ s anatomy and compare the sauropod to other titanosaurs. while closely - related dinosaur had relatively deep, stocky skulls, rapetosaurus had a longer, more slender cranium with the nasal opening up between the eyes. not all titanosaurs followed the same anatomical rules. given the number of titanosaurs paleontologists have named, and how few skulls have been found, there may have been even more skeletal diversity than we presently understand. despite being some of the largest and most impressive dinosaurs, titanosaurs are still prehistoric enigmas. previous entries in the dinosaur alphabet series : q is for qiaowanlong p is for pelecanimimus o is for ojoceratops n is for nqwebasaurus m is for montanoceratops l is for leaellynasaura k is for kileskus j is for juravenator a - i at dinosaur tracking. curry rogers,


deep within the labyrinth of monash university ' s clayton campus in melbourne is a metallurgy laboratory so significant in what it is doing that it has attracted some of the biggest companies in the global aerospace industry from the other side of the world. they are keeping close to the technology that could make this laboratory the genesis of the next generation of aerospace manufacturing. they are also keeping close to a scientist in whose hands their futures may well sit. when professor xinhua wu, recognised internationally as a leader in advanced light metals research, agreed to head the australian research council ' s ( arc ) centre of excellence for design in light metals, her research moved with her from the uk to melbourne. such is the importance placed on her work that the giants of european aerospace – bombardier, airbus, european space agency and safran - microturbo – followed. at stake for these european aircraft manufacturers is finding the technological means to ward off increasingly aggressive competition from new manufacturers in brazil, canada, china, india and russia, while concurrently meeting stringent greenhouse reduction targets imposed by the european union. manufacturers are looking for new materials that are lighter yet stronger, cheaper to manufacture, reliably safe and which will also help them halve aviation ' s overall carbon emissions by 2050. for professor wu and her centre it means changing the very nature of metals such as titanium, aluminium and magnesium, modifying their fine - scale structures to give them new and improved characteristics. it requires advanced industrial research underpinned by fundamental science that is exploring new paradigms in metals and their properties. a spokesperson for safran - microturbo said the company followed professor wu to australia because of her focus on the industrial applicability of fundamental research. this is a critical industry – academia link and for the european union companies, an essential relationship through which to keep ahead of rivals. one of the centre ' s projects is a new aluminium alloy that will make an aircraft 30 to 40 per cent lighter, twice as fuel - efficient and still structurally as strong. it is already known this can be achieved by adding a tiny amount of a rare element such as scandium to the aluminium when it is alloyed. just a fraction of a per cent of scandium or other rare earth element is enough to make aluminium stronger, less prone to corrosion and easier to weld. russia used such an aluminium - scandium alloy for its mig fighter planes during the cold war era. but from a commercial perspective, the alloy is prohibitively expensive. the scientific challenge that professor wu ' s centre has


corrosion and easier to weld. russia used such an aluminium - scandium alloy for its mig fighter planes during the cold war era. but from a commercial perspective, the alloy is prohibitively expensive. the scientific challenge that professor wu ' s centre has taken on is to determine how scandium works when added to aluminium alloys, and to then find a cheaper substitute. " we are working at the atomic level. in metallurgy, just a few atoms in a million added to an alloy can influence engineering at the macro - scale ; how we control the homogeneity of metal sheeting when it is rolled, or the integrity of the metal when it is fabricated into a component. " however, professor wu says the key factor with such industrial research is achieving this economically. " from just a materials research perspective, without worrying about costs, we can make the most wonderful metal and alloy materials. but the goal is not just to develop stronger, lighter, more durable and more stable metals. they must also be produced through more efficient and cheaper manufacturing with lower energy consumption, both during construction and during the aircraft ' s operational life over 25 or more years. we have to create new materials that not only have the best performance but are also the cheapest. " this is what makes industrial science exciting. yes, the fundamental science must be good, but it is the industrial science that has to deliver this material, functionally and cost - effectively, to industry. and it doesn ' t stop with developing the material ; new manufacturing processes have to be designed for each new material developed. " professor wu ' s approach to science has been strongly influenced by the 20 years she worked with the rolls - royce aerospace division – " a technology - driven company and world leader in materials technology and manufacturing ". it has imbued her with a robust ' can - do ' attitude, which is why other major european companies have set up collaborations with her and her centre. " it is because we deliver on the promise, " professor wu says. her own special field of interest is titanium metallurgy. aside from the offer by monash to replicate her research facilities in melbourne, the other attraction of moving from the uk was that australia has 51 per cent of the world ' s known titanium ore deposits. she was keen to apply her metals science closer to its raw materials. professor wu has been involved extensively in developing titanium and titanium aluminide ( tial ) alloys, and in advanced powder processing for titanium and nickel alloy powders. her most recent research has


to apply her metals science closer to its raw materials. professor wu has been involved extensively in developing titanium and titanium aluminide ( tial ) alloys, and in advanced powder processing for titanium and nickel alloy powders. her most recent research has been into the development of innovative manufacturing technologies such as ' laser additive ' manufacturing and net - shape hot isostatic pressing ( hipping ), which are able to produce complex 3 - d components from computer designs in a single step. it is anticipated that this alone will reduce material wastage by 90 per cent, cut overall manufacturing costs by 30 to 50 per cent, and reduce the lead time from 24 to three months for titanium, nickel, aluminium and steel components. this is the advanced technology that professor wu has brought to the arc centre of excellence for design in light metals, which is a collaboration of six universities and more than 100 researchers. professor wu wants to build an australian aerospace industry from this core research. " it is a global industry. it doesn ' t matter where you are, " she says. " industry will follow the delivery of innovation and science. " already her team has developed several new engine components for one of the european aerospace companies, and these are undergoing early evaluation trials. " if they pass – if they are lighter, equally durable and cheaper to manufacture – this company is prepared to offer an exclusive six - year manufacturing deal for an australian company to manufacture these components. this demonstrates the incentives on offer to encourage australian manufacturers to take up the challenge, noting the preference for new technology manufacturing to be close to the innovation and science. " we are delivering on the science and innovation, but so far haven ' t found a manufacturing partner. we realise there are no existing companies with the expertise, but that is what we are providing … in abundance. we need a far - sighted company willing to invest in this. " it is an interesting challenge, coming at a time when the traditional manufacturing sectors in many of the world ' s so - called rich countries are suffering a crisis of confidence. professor wu is trying to overcome this by articulating her belief in the ' third industrial revolution ' : the discovery of new materials and engineering these materials at the molecular or ' nano - structural ' level. coupled with this is the emergence of laser additive manufacturing and net - shape hipping technologies, which she says set free the production of complex 3 - d components from the shackles of dated manufacturing practice and can bring manufacturing from low - cost economies to the innovative, high - technology ones. in her own


and net - shape hipping technologies, which she says set free the production of complex 3 - d components from the shackles of dated manufacturing practice and can bring manufacturing from low - cost economies to the innovative, high - technology ones. in her own work professor wu believes she has a two - year edge on rival researchers elsewhere. " if in this time we cannot establish manufacturing capability in australia, the science will move on … and with it the industry that australia could have had. " this is an industry, she points out, that globally generates us $ 539 billion of gdp per year and desperately needs revitalising. it was estimated by the industry ' s umbrella body, the air transport action group, that to reach the target of improving average fleet fuel efficiency by 1. 5 per cent per annum from 2010 to 2020, the world ' s airlines would have to buy 12, 000 new - generation aircraft at a cost of us $ 1. 3 trillion. further, it would take an investment of billion to deliver the technology required to meet the 2050 advisory council for aeronautics research in europe target to cut carbon dioxide emissions by 75 per cent and nitrous oxide emissions by 90 per cent. " these are the stark realities that these companies are facing, " professor wu says. " and from these realities are the massive opportunities being presented to us. " explore further : research paves the way for accurate manufacturing of complex parts for aerospace and car industries


reading shakespeare has dramatic effect on human braindecember 18th, 2006 in medicine & health / medical research research at the university of liverpool has found that shakespearean language excites positive brain activity, adding further drama to the bard ' s plays and poetry. shakespeare uses a linguistic technique known as functional shift that involves, for example using a noun to serve as a verb. researchers found that this technique allows the brain to understand what a word means before it understands the function of the word within a sentence. this process causes a sudden peak in brain activity and forces the brain to work backwards in order to fully understand what shakespeare is trying to say. professor philip davis, from the university ' s school of english, said : " the brain reacts to reading a phrase such as ‘ he godded me ' from the tragedy of coriolanus, in a similar way to putting a jigsaw puzzle together. if it is easy to see which pieces slot together you become bored of the game, but if the pieces don ' t appear to fit, when we know they should, the brain becomes excited. by throwing odd words into seemingly normal sentences, shakespeare surprises the brain and catches it off guard in a manner that produces a sudden burst of activity - a sense of drama created out of the simplest of things. " experts believe that this heightened brain activity may be one of the reasons why shakespeare ' s plays have such a dramatic impact on their readers. professor neil roberts, from the university ' s magnetic resonance and image analysis research centre, ( mariarc ), explains : " the effect on the brain is a bit like a magic trick ; we know what the trick means but not how it happened. instead of being confused by this in a negative sense, the brain is positively excited. the brain signature is relatively uneventful when we understand the meaning of a word but when the word changes the grammar of the whole sentence, brain readings suddenly peak. the brain is then forced to retrace its thinking process in order to understand what it is supposed to make of this unusual word. " professor roberts and professor davis together with dr guillaune thierry, from the university of wales, bangor, monitored 20 participants using an electroencephalogram ( eeg ) as they read selected lines from shakespeare ' s plays. in this initial test electrodes were placed on the subject ' s scalp to measure brain responses. professor roberts said : " eeg gives graph - like measurements and when the brain reads a sentence that does not make semantic sense it registers what we call


. in this initial test electrodes were placed on the subject ' s scalp to measure brain responses. professor roberts said : " eeg gives graph - like measurements and when the brain reads a sentence that does not make semantic sense it registers what we call a n400 effect – a negative wave modulation. when the brain reads a grammatically incorrect sentence it registers a p600 effect – an effect which continues to last after the word that triggered it was first read. " researchers also found that when participants read the word producing the functional shift there was no n400 effect indicating that the meaning was accepted but a p600 effect was observed which indicates a positive re - evaluation of the word. the team is now using magnetoencephalography ( meg ) and functional magnetic resonance imaging ( fmi ) to test which areas of the brain are most affected and the kind of impact it could have in maintaining healthy brain activity. professor davis added : " this interdisciplinary work is good for brain science because it offers permanent scripts of the human mind working moment - to - moment. it is good for literature as it illustrates primary human thinking. through the two disciplines, we may discover new insights into the very motions of the mind. " source : university of liverpool " reading shakespeare has dramatic effect on human brain. " december 18th, 2006. http : / / phys. org / news85664210. html


vol. 17 issue 6 one - legged ( single limb ) stance test the one - legged stance test ( olst ) 1, 2 is a simple, easy and effective method to screen for balance impairments in the older adult population. you may be asking yourself, " how can standing on one leg provide you with any information about balance, after all, we do not go around for extended periods of time standing on one leg? " true, as a rule we are a dynamic people, always moving, our world always in motion, but there are instances were we do need to maintain single limb support. the most obvious times are when we are performing our everyday functional activities. stepping into a bath tub or up onto a curb would be difficult, if not impossible to do without the ability to maintain single limb support for a given amount of time. the ability to switch from two - to one - leg standing is required to perform turns, climb stairs and dress. as we know, the gait cycle requires a certain amount of single limb support in order to be able to progress ourselves along in a normal pattern. when the dynamics of the cycle are disrupted, loss of balance leading to falls may occur. this is especially true in older individuals whose gait cycle is altered due to normal and potentially abnormal changes that occur as a result of aging. the one - legged stance test measures postural stability ( i. e., balance ) and is more difficult to perform due to the narrow base of support required to do the test. along with five other tests of balance and mobility, reliability of the one - legged stance test was examined for 45 healthy females 55 to 71 years old and found to have " good " intraclass correlations coefficients ( icc range =. 95 to. 099 ). within raters icc ranged from 0. 73 to 0. 93. 3 to perform the test, the patient is instructed to stand on one leg without support of the upper extremities or bracing of the unweighted leg against the stance leg. the patient begins the test with the eyes open, practicing once or twice on each side with his gaze fixed straight ahead. the patient is then instructed to close his eyes and maintain balance for up to 30 seconds. 1 the number of seconds that the patient / client is able to maintain this position is recorded. termination or a fail test is recorded if 1 ) the foot touches the support leg ; 2 ) hopping occurs ; 3 ) the foot touches the floor, or 4 ) the arms touch something for support. normal ranges


able to maintain this position is recorded. termination or a fail test is recorded if 1 ) the foot touches the support leg ; 2 ) hopping occurs ; 3 ) the foot touches the floor, or 4 ) the arms touch something for support. normal ranges with eyes open are : 60 - 69 yrs / 22. 5 ± 8. 6s, 70 - 79 yrs / 14. 2 ± 9. 3s. normal ranges for eyes closed are : 60 - 69 yrs / 10. 2 ± 8. 6s, 70 - 79 yrs / 4. 3 ± 3. 0s. 4 briggs and colleagues reported balance times on the one - legged stance test in females age 60 to 86 years for dominant and nondominant legs. given the results of this data, there appears to be some difference in whether individuals use their dominant versus their nondominant leg in the youngest and oldest age groups. when using this test, having patients choose what leg they would like to stand on would be appropriate as you want to record their " best " performance. it has been reported in the literature that individuals increase their chances of sustaining an injury due to a fall by two times if they are unable to perform a one - legged stance test for five seconds. 5 other studies utilizing the one - legged stance test have been conducted in older adults to assess static balance after strength training, 6 performance of activities of daily living and platform sway tests. 7 interestingly, subscales of other balance measures such as the tinetti performance oriented mobility assessment8 and berg balance scale9 utilize unsupported single limb stance times of 10 seconds and 5 seconds respectively, for older individuals to be considered to have " normal " balance. thirty percent to 60 percent of community - dwelling elderly individuals fall each year, with many experiencing multiple falls. 10 because falls are the leading cause of injury - related deaths in older adults and a significant cause of disability in this population, prevention of falls and subsequent injuries is a worthwhile endeavor. 11 the one - legged stance test can be used as a quick, reliable and easy way for clinicians to screen their patients / clients for fall risks and is easily incorporated into a comprehensive functional evaluation for older adults. 1. briggs, r., gossman, m., birch, r., drews, j., & shaddeau, s. ( 1989 ). balance performance among noninstitutionalized elderly women. physical therapy, 69 ( 9 ), 748 - 756. 2


birch, r., drews, j., & shaddeau, s. ( 1989 ). balance performance among noninstitutionalized elderly women. physical therapy, 69 ( 9 ), 748 - 756. 2. anemaet, w., & moffa - trotter, m. ( 1999 ). functional tools for assessing balance and gait impairments. topics in geriatric rehab, 15 ( 1 ), 66 - 83. 3. franchignoni, f., tesio, l., martino, m., & ricupero, c. ( 1998 ). reliability of four simple, quantitative tests of balance and mobility in healthy elderly females. aging ( milan ), 10 ( 1 ), 26 - 31. 4. bohannon, r., larkin, p., cook, a., & singer, j. ( 1984 ). decrease in timed balance test scores with aging. physical therapy, 64, 1067 - 1070. 5. vellas, b., wayne, s., romero, l., baumgartner, r., et al. ( 1997 ). one - leg balance is an important predictor of injurious falls in older persons. journal of the american geriatric society, 45, 735 - 738. 6. schlicht, j., camaione, d., & owen, s. ( 2001 ). effect of intense strength training on standing balance, walking speed, and sit - to - stand performance in older adults. journal of gerontological medicine and science, 56a ( 5 ), m281 - m286. 7. frandin, k., sonn, u., svantesson, u., & grimby, g. ( 1996 ). functional balance tests in 76 - year - olds in relation to performance, activities of daily living and platform tests. scandinavian journal of rehabilitative medicine, 27 ( 4 ), 231 - 241. 8. tinetti, m., williams, t., & mayewski, r. ( 1986 ). fall risk index for elderly patients based on number of chronic disabilities. american journal of medicine, 80, 429 - 434. 9. berg, k., et al. ( 1989 ). measuring balance in the elderly : preliminary development of an instrument. physio therapy canada, 41 ( 6 ), 304 - 311. 10


80, 429 - 434. 9. berg, k., et al. ( 1989 ). measuring balance in the elderly : preliminary development of an instrument. physio therapy canada, 41 ( 6 ), 304 - 311. 10. rubenstein, l., & josephson, k. ( 2002 ). the epidemiology of falls and syncope. clinical geriatric medicine, 18, 141 - 158. 11. national safety council. ( 2004 ). injury facts. itasca, il : author. dr. lewis is a physical therapist in private practice and president of premier physical therapy of washington, dc. she lectures exclusively for great seminars and books, inc. dr. lewis is also the author of numerous textbooks. her website address is www. greatseminarsandbooks. com. dr. shaw is an assistant professor in the physical therapy program at the university of south florida dedicated to the area of geriatric rehabilitation. she lectures exclusively for great seminars and books in the area of geriatric function. apta encouraged by cap exceptions new process grants automatic exceptions to beneficiaries needing care the most calling it " a good first step toward ensuring that medicare beneficiaries continue to have coverage for the physical therapy they need, " ben f massey, jr, pt, ma, president of the american physical therapy association ( apta ), expressed optimism that the new exceptions process will allow a significant number of medicare patients to receive services exceeding the $ 1, 740 annual financial cap on medicare therapy coverage. the new procedure, authorized by congress in the recently enacted deficit reduction act ( pl 109 - 171 ), will be available to medicare beneficiaries on march 13 under rules released this week by the centers for medicare and medicaid services ( cms ). " apta is encouraged by the new therapy cap exceptions process, " massey said. " cms has made a good effort to ensure that medicare beneficiaries who need the most care are not harmed by an arbitrary cap. " as apta recommended, the process includes automatic exceptions and also grants exceptions to beneficiaries who are receiving both physical therapy and speech language pathology ( the services are currently combined under one $ 1, 740 cap ). " we have yet to see how well medicare contractors will be able to implement and apply this process. even if it works well, congress only authorized this new process through 2006. congress must address this issue again this year, and we are confident that this experience will demonstrate


yet to see how well medicare contractors will be able to implement and apply this process. even if it works well, congress only authorized this new process through 2006. congress must address this issue again this year, and we are confident that this experience will demonstrate to legislators that they must completely repeal the caps and provide a more permanent solution for medicare beneficiaries needing physical therapy, " massey continued. the therapy caps went into effect on jan. 1, 2006, limiting medicare coverage on outpatient rehabilitation services to $ 1, 740 for physical therapy and speech therapy combined and $ 1, 740 for occupational therapy. the american physical therapy association is a national professional organization representing more than 65, 000 members. its goal is to foster advancements in physical therapy practice, research and education. new mouthwash helps with pain doctors in italy are studying whether a new type of mouthwash will help alleviate pain for patients suffering from head and neck cancer who were treated with radiation therapy, according to a new study ( international journal of radiation oncology * biology * physics, feb. 1, 2006 ). fifty patients, suffering from various forms of head and neck cancer and who received radiation therapy, were observed during the course of their radiation treatment. mucositis, or inflammation of the mucous membrane in the mouth, is the most common side effect yet no additional therapy has been identified that successfully reduces the pain. this study sought to discover if a mouthwash made from the local anesthetic tetracaine was able to alleviate the discomfort associated with head and neck cancer and if there would be any negative side effects of the mouthwash. the doctors chose to concoct a tetracaine - based mouthwash instead of a lidocaine - based version because it was found to be four times more effective, worked faster and produced a prolonged relief. the tetracaine was administered by a mouthwash approximately 30 minutes before and after meals, or roughly six times a day. relief of oral pain was reported in 48 of the 50 patients. sixteen patients reported that the mouthwash had an unpleasant taste or altered the taste of their food.


no for " dry ", yes for " wet ". for " dry friction ", such as a box on a floor, it is relatively constant. why is this? most objects are microscopically rough with " peaks " that move against each - other. as more pressing force is applied, the peaks deform more and the true contact area is increases proportionally. the surfaces adhere forming a bond that will take a certain amount of shear force to break. since the molecules are moving much faster ~ 300m / s than the box they have plenty of time to adhere ( so velocity is not an issue ). however, static friction is sometimes be higher, in one explanation because the peaks have time to settle and interlock with each - other. neglecting static friction, force is constant. the simplest case in wet friction is two objects separated by a film of water. in this case there is zero static friction, as the thermal energy is sufficient to disrupt any static, shear - bearing water molecule structure. however, water molecules still push and pull on each - other, transferring momentum from the top to the bottom. the rate of momentum transfer i. e. " friction " grows in proportion to how much momentum is available, which in turn grows with velocity. thus, force is linear with velocity. however, interesting things happen when the bulk mass of the water gets important. in this case, bumps, etc on the surface push on the water creating currents that can ram into bumps on the other surface. if you double the velocity, your bumps will push twice as much water twice as fast for 4 times the force ; force is quadratic to velocity. you can plug in formulas for the linear case ( which depends on viscosity ) and quadratic case ( which depends on density ) to see which one " wins " ( this is roughly the reynolds number ), if there is no clear winner the answer is complex ( see the moody diagram ). nevertheless these are approximations and the real answer could fail to follow these " rules ".


major section : history example forms : acl2! > : puff * : max acl2! > : puff * : x acl2! > : puff * 15 acl2! > : puff * " book " where general form : : puff * cd cdis a command descriptor ( see command - descriptor ) for a ` ` puffable ' ' command. see puff for the definition of ` ` puffable ' ' and for a description of the basic act of ` ` puffing ' ' a command. puff * is just the recursive application of puff. puff * prints the region puffed, using to puff a command is to replace it by its immediate subevents, each of which is executed as a command. to puff * a command is to replace the command by each of its immediate subevents and then to each of the puffable commands among the newly introduced ones. for example, suppose " ab " is a book containing the following ( in - package " acl2 " ) ( include - book " a " ) ( include - book " b " ) suppose that book defuns for the functions now consider an acl2 state in which only two commands have been executed, the first being ( include - book " ab " ) and the second being ( include - book " c " ). thus, the relevant part of the display pbt 1 would be : 1 ( include - book " ab " ) 2 ( include - book " c " ) call this state the ` ` starting state ' ' in this example, because we will refer to it several times. : puff 1 is executed in the starting state. then the first command is replaced by its immediate subevents and : pbt 1 would 1 ( include - book " a " ) 2 ( include - book " b " ) 3 ( include - book " c " ) contrast this with the execution of : puff * 1in the starting state. puff * would first puff ( include - book " ab " ) to get the state shown above. but then it would recursively puff * the puffable commands introduced by the first puff. this continues recursively as long as any puff introduced a puffable command. the end result of : puff * 1in the starting state is 1 ( defun a1... ) 2 ( defun a2... ) 3 ( defun b1... ) 4 ( defun b2... ) 5 ( include - book "


c + + is the canonical example of a language that combines low - level and high - level features1. it doesn ' t simulate anything, it provides native support for almost every high - level construct you ' ll usually find in a common high - level language and almost every low - level construct you ' ll find in c. but of course the terms are highly relative, there was a point in time ( not that long ago2 ) where c was considered a very high level language. and there are quite a few other languages that offer considerable low - level functionalities while still commonly regarded as high - level, and vice versa, the lines are kind of fuzzy. as for the syntax, that ' s something that naturally affected by the language ' s level of abstraction. low - level generally means : in computer science, a low - level programming language is a programming language that provides little or no abstraction from a computer ' s instruction set architecture. generally this refers to either machine code or assembly language. the word " low " refers to the small or nonexistent amount of abstraction between the language and machine language ; because of this, low - level languages are sometimes described as being " close to the hardware. " so naturally a low - level language adopts a syntax that ' s closer to machine code, which is inherently non human friendly. quite a few languages, like c + +, have adopted a wide variety of syntactic sugar, as a mechanism to make things easier to read or to express. but syntactic sugar is something that almost every high level language has opted for, c + + ' s sugar alone doesn ' t make it a low - level language. as for the complexity of a low & high - level language, it ' s also natural : it ' s a tool with multiple goals, every single goal adds to its complexity. that ' s unavoidable regardless of the goal. high - level languages are not " better " than low - level one, they are just more concentrated on one goal. languages that are designed with ease of use as a primary goal tend to be high - level, but that ' s only important if the necessary trade - offs to achieve the goal don ' t affect your applications. low or high level doesn ' t really matter, languages are primarily tools. you should choose the one that best fits whatever you ' re building in combination with what skills you have. most popular languages are multi - purpose and turing complete, in theory they are valid choices for building almost anything.