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STUDENTS' PROJECTS > GANDHI - A BIOGRAPHY FOR CHILDREN AND BEGINNERS > Chapter 07
Gandhi got to work that very evening. He drafted a petition to the Legislature and submitted it with the signature of 500 Indians. The Bill was passed in spite of the petition. But the Indian cause and the Indian action in support of it, drew public attention. Gandhi was not overwhelmed by the failure of the petition to secure redress. He drafted another petition, this time to the Secretary of State for Colonies in Britain. He secured 10,000 signatures within a fortnight. Copies were distributed in England as well. Sections of the British press took sympathetic note of the case that Gandhi presented in the petition. Gandhi left no stone unturned. He tried to create public opinion in South Africa, in England, in the Parliament, in the press, among public personages. He wrote to Dadabhai Naoroji, who was a member of the British Parliament. He had met Dadabhai once when he was in London. Now he wrote to Dadabhai asking him to use his great influence to seek redress for the Indian community in South Africa. He told the doyen of Indian leaders why he was praying for his help. "I am yet inexperienced and young, and therefore, quite liable to make mistakes. The responsibility undertaken is quite out of proportion to my ability. I may mention that I am doing this without any remuneration. So you will see that I have not taken the matter up, which is beyond my ability, to enrich myself at the expense of the Indians. I am the only available person who can handle the question. You will, therefore, oblige me very greatly if you will kindly direct and guide me and make necessary suggestions which shall be received as from a father to his child."
Gandhi's campaign had its effect. The British government vetoed the Bill passed by the Natal Legislature. But Natal got round the veto with another Bill. What more, the Government of Natal decided to impose a poll tax of 3 pounds on all indentured labourers who wanted to stay back in South Africa without renewing their indenture agreement.
This was an inhuman measure, and was meant only to bring pressure on the poor labourer who earned only 14 shillings a month. Many other restrictions were imposed on Indians.
Gandhi saw that the fight would be long and hard. He formed an organization of Indians, and called it 'The Natal Indian Congress'. He built up the organization with members who paid a subscription, and with branches and rules for the conduct of business. He plunged into the task of creating opinion with frequent articles and letters in journals, memorials, petitions, and meetings of the Indian community.
But all this took many months. Gandhi had refused to take remuneration for his public work. But he had to find money to meet his own expenses. He decided to accept fees for the legal work for which Indian friends might use his services. To enable him to practise in the courts, he had to enroll himself. He applied for registration. His application was opposed by the Law Society, but upheld by the Supreme Court of Natal. He enrolled himself as an advocate.
The month for which Gandhi had agreed to stay on had stretched to years, and it looked as though he would have to spend many more years fighting discrimination in South Africa. He decided to take leave for six months to go to India and bring his family with him. He also wanted to use the opportunity to inform the people and leaders in India about the near slavery that Indian labourers were reduced to in South Africa, and the indignities that were heaped on all Indians. He visited the main cities, — Bombay, Poona and Madras. His visit to Calcutta was cut short by urgent summons from his colleagues in South Africa. At Bombay, Poona and Madras he met the tallest leaders of the time, and addressed meetings of opinion makers. Among those whose support he secured were Sir Pheroze Shah Mehta, Lokmanya Bal Gangadhar Tilak, Gopal Krishna Gokhale and others.
He received sympathy and supports everywhere. He described the humiliation of Indians and said that submission to insults was reconciling with one's own degradation. He urged public opinion in India to bring pressure on the Indian Government to protect the honour and dignity of Indian citizens. He urged the Government of British India to suspend the recruitment of indentured labour if it could not protect Indian citizens or ameliorate their conditions. He also wrote and published a booklet on the conditions of Indians in South Africa. He had stated facts, and that too with his customary moderation…
When Gandhi received the urgent summons, he decided to cut short his stay in India and return to South Africa with his family. He and his family boarded the s.s. Courland, a ship that belonged to Dada Abdullah. Another ship of Abdullah's, the Naderi, was also sailing at the same time. There were 800 indentured labourers travelling by these ships. Meanwhile, the white population of Natal was in a state of mad fury. They had been infuriated by a news agency report that Gandhi had published a scurrilous and hateful leaflet against the whites of South Africa, and was bringing shiploads of Indian labourers to flood South Africa. Whites held meetings and declared that they would teach Gandhi a lesson. The flames of fury were fanned by leaders and officials. Thus, when the ships arrived at the port, they were not allowed to dock.
They were kept at sea. Even when they were allowed to dock, the ships were quarantined, and passengers were not allowed to disembark. Agents of the white infuriated men were waiting at the dock to deal with Gandhi. After 23 days of quarantine, on the 13th of May, 1897, the passengers were allowed to disembark. There were fears about Gandhi and his family. The family managed to leave and reach the house of Parsi Rustomji safely. Gandhi received a message from Mr.Escombe, the Attorney General, warning him about the mood of the whites. He asked Gandhi to wait till night-fall, and leave the ship after darkness had fallen. Gandhi had nearly decided to accept Escombe's advice when he received a message from Mr. Laughton, the advocate of Dada Abdullah advising him against accepting Escombe's suggestion, and informing him that he himself was going over to the ship to accompany Gandhi.
Gandhi left the ship and walked down with Laughton, with the intention of walking to the house of his colleague, Parsi Rustomji. Kasturba and the family had already reached the house. Soon after Gandhi and Laughton set out, those who were holding vigil spotted Gandhi by his turban. Alerted by them, a crowd collected and moved menacingly towards Gandhi. Laughton tried to hail a rickshaw to take them to the house. The rickshaw puller was scared away. The crowd started closing in on Gandhi. In the pushing and pulling, Laughton got separated from Gandhi. Now the crowd began to rain blows, and throw stones. They were intent on lynching Gandhi. Gandhi walked on. He was hit by a rain of stones. He was injured, and started bleeding profusely. Swathed in blood, he was still hauling himself forward when he got dizzy and swooned. The crowd of lynchers and persecutors was in hot pursuit. Gandhi held on to the railings on the side of the road and kept crawling while more stones landed on his bleeding body. It is difficult to say what would have happened if, at that crucial moment, Mrs. Alexander, the wife of the Police Superintendent had not chanced to come from the opposite direction. She was a white woman, and much respected in the community. Seeing Gandhi bleeding and crawling with tormentors in hot pursuit, she went to Gandhi, opened her parasol to protect him from the stones, and chastised the crowd. In the meanwhile, Alexander, the Police Superintendent himself arrived on the scene with a posse of Police and rescued Gandhi, and escorted him to Parsi Rustomji's house.
Hearing that Gandhi had reached Rustomji's house, a crowd collected there, asking that Gandhi be handed over to them. They threatened to burn the house down, along with all the inmates, if Gandhi was not handed over. The Police Superintendent acted with great tact in holding the crowd at bay, and meanwhile persuading Gandhi to leave through the back door dressed as a policeman, and go to the safety of the police station.
When the news that white crowds had attempted to lynch Gandhi and had inflicted injuries on his body reached London and other capitals of the world, there was widespread revulsion and sorrow. The Secretary of State for Colonies sent a telegram to the Government of South Africa asking them to track down and punish the culprits. The Police Superintendent informed Gandhi of these orders and asked for his co-operation in identifying the culprits and punishing them. Gandhi had no bitterness whatsoever. He told the Government that he did not want the Government to prosecute any of his assailants.
He could perhaps identify many. But he did not believe in retaliation. It was against his Dharma. They were the victim's of prejudice, and had to be weaned. There was neither bitterness nor anger nor hatred in his heart. Moreover, it would serve no purpose if small fries were prosecuted while those who incited them went scot free.
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Test Script Definition, Explanation, Example:
A Test Script is a set of instructions (written using a scripting/programming language) that is performed on a system under test to verify that the system performs as expected. Test scripts are used in automated testing.
Sometimes, a set of instructions (written in a human language), used in manual testing, is also called a Test Script but a better term for that would be a Test Case.
Some scripting languages used in automated testing are:
- Unix Shell Script
There are also many Test Automation Tools/Frameworks that generate the test scripts for you; without the need for actual coding. Many of these tools have their own scripting languages (some of them based on a core scripting languages). For example, Sikuli, a GUI automation tool, uses Sikuli Script which is based on Python. A test script can be as simple as the one below:
def sample_test_script (self):
A test execution engine and a repository of test scripts (along with test data) are collectively known as a Test Harness.
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Of a truth this, your religion, is the one religion and I am your Lord;
therefore serve me. Sura Al-Anbiya' (xxi) 92.
The references to Old Testament history are now many and varied. It is said
that the object of the Qur'an is not only to attest its own divine origin, but
also to confirm what had gone before.
Before the Qur'an was the book of Moses, a rule and a mercy, and this book
confirmeth it (i.e., the Pentateuch) in the Arabic tongue. Sura Al-Ahqaf (xlvi)
It is alleged that the Jews with whom Muhammad at Mecca was friendly said to
him that God was often called the Merciful (ar-Rahman) in the Pentateuch, and
that they noticed he did not use the term. Then the verse came:
Call upon God (Allah), and call on the Merciful (ar-Rahman), by whichsoever
ye will invoke Him. He hath most excellent names. Sura Al-Isra' (xvii) 110.
The title ar-Rahman was dropped in the later Suras, 1 evidently
from the fear lest Allah and ar-Rahman should be supposed to be two distinct
Gods; a danger against which they were warned in the verse:
For God hath said, 'take not to yourselves two gods for He is one God.' Sura
An-Nahl (xvi) 53.
The Quraish also objected to the term and according to the Qur'an said:
Who is the God of Mercy (ar-Rahman) shall we bow down to what thou biddest?
Sura Al-Furqan (xxv) 61.
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EPA Introduces First Greenhouse-Gas Limits for Power Plants
The Environmental Protection Agency proposed the first limits on greenhouse-gas emissions from U.S. power plants, the largest source of carbon dioxide linked to climate change.
The rules will permit emissions from new power plants at 1,000 pounds of carbon dioxide per megawatt hour, about the level for a modern natural-gas plant, the EPA said today in an e-mailed statement. The limit would effectively preclude construction of new coal-fired plants, which are struggling to compete with decade-low natural gas prices.
“This is an important common-sense step towards tackling the ongoing threat of climate change,” Lisa Jackson, administrator of the EPA, told reporters today. “We build on where the industry is going and lock that trend in, which we believe is an important signal for investors.”
The proposed nationwide standard is the first of its kind issued by the EPA for carbon dioxide. With the failure of Congress to cut carbon emissions, agency actions are seen by environmental groups as the best chance to combat global warming.
“This is a milestone in the fight to rein in climate change,” Joe Mendelson, climate-policy director for the National Wildlife Federation, said in a statement. “The EPA is taking a big step toward protecting the world our children will inherit.”
Carbon-dioxide emissions since the Industrial Revolution have led to a warming of the earth’s temperature in the past 50 years, threatening to cause extreme weather, drought and coastal flooding, according to the U.S. Global Change Research Program.
The rule would only apply to construction of new plants, and Jackson said the administration has no plans to issue rules that would affect existing plants. The proposal also would exempt 15 plants with pending construction permits, and provides leeway for new coal plants to phase in expensive carbon-capture technology over 30 years. Plants building controls to comply with other EPA pollution rules would also not be subject to this standard.
The initial impact would be minimal as utilities are closing, not building, coal plants because natural gas prices are at 10-year lows. The share of coal in electricity generation dropped below 40 percent by the end of 2011, the lowest since 1978, according to the U.S. Energy Information Administration in Washington.
‘War on Coal’
Coal-state lawmakers said the proposal is part of a “war on coal” by President Barack Obama’s administration. A letter from 221 lawmakers to the White House this year asked that the rule be dropped, and the EPA issued two sets of standards last year targeting other pollution from coal plants.
“I continue to be outraged at this administration’s war on coal,” Representative Ed Whitfield, a Kentucky Republican, said in a statement. “We’re seeing coal-fired electricity plants close and will likely see electricity rates skyrocket because of EPA’s other regulations and the greenhouse gas standards will only make matters worse.”
The EPA said the rule wouldn’t add costs for power providers because no coal plants are likely to be built in the next two decades unless the facilities have carbon-capture technology. Industry groups say that technology isn’t ready for commercial use.
It “is neither economically viable nor commercially available,” Scott Segal, a lobbyist for power providers such as Southern Co., wrote in a letter to the White House on March 12 in an attempt to head off the regulation.
The average U.S. coal plant emits 2,249 pounds of carbon dioxide for each megawatt hour of power produced, compared with 1,135 pounds for a natural gas plant, according to the EPA.
Newer combined-cycle natural-gas plants, in which the heat exhaust of a first gas-fueled turbine drives a second generator, are more efficient. Of those plants built since 2005, 95 percent could have met the proposed standard, according to the EPA.
Jackson backtracked today from rules the EPA had pledged to release on carbon-dioxide emissions from existing power plants. In late 2010, the agency agreed in a court settlement to issue rules for both existing and new plants. Last year it delayed those rules, and Jackson said March 22 that the agency was negotiating with environmental groups to come up with a new schedule for standards on existing plants.
She didn’t mention those talks today: “We have no plans to address existing plants,” she said.
To contact the reporter on this story: Mark Drajem in Washington at email@example.com
To contact the editor responsible for this story: Jon Morgan at firstname.lastname@example.org
Bloomberg moderates all comments. Comments that are abusive or off-topic will not be posted to the site. Excessively long comments may be moderated as well. Bloomberg cannot facilitate requests to remove comments or explain individual moderation decisions.
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We debate testing, tenure, and “great teachers” ad nauseum. We one up each other over who is putting students more first than anyone else. We parse choice, accountability, and common core until we can barely stand one another.
We do this, not because we are gluttons for punishment, but because we know learning matters, and despite any finger pointing we might do along the way, we all want each and every student to experience learning that transforms.
However, lost among the din of our discourse on outcomes are the day-to-day experiences students have in our nation’s schools (be they private, public, or charter), experiences that are, in far too many cases, separate and not equal.
Taken collectively, these experiences shape student “achievement” (which is crudely defined by standardized test scores and value added models). Any attempt to close the achievement gap requires that we attend, first and foremost, to the Experience Gap—the gap between students’ experiences in different communities, schools, and classrooms.
Effectively addressing the Experience Gap is no easy task, as it necessitates we engage in courageous conversations about such complex issues as equity, equality and social justice. It demands we unpack interconnected gaps operating within our school and social systems.
The Understanding Gap
The mosaic of cognitive profiles within a school creates a rich tapestry of minds. Ensuring that each of those minds has equal access to challenges and successes that enhance their understanding (and the ability to apply that understanding in novel contexts) should compel us toward more innovative and nuanced approaches to designing learning environments. Educators must have the flexibility to get to know students—their cultures, aspirations, and neurodevelopmental profiles—and adapt curricula to engage students in activities meaningful to their world. Cognitively and culturally responsive institutions of learning build bridges to understanding.
We might ask:
- How can we increase student exposure to experiences that build on their strengths and nurture their understanding of the world?
- What experiences might inspire students to learn more?
The Stability Gap
Too often, our most impoverished schools have the highest turn over rates of teachers and leaders. The result? An unpredictability within the school that’s often compounded by instability in the neighborhoods surrounding it. By contrast, schools in higher socio-economic status neighborhoods boast lower turn over rates and greater stability.
While school systems are generally ill equipped to address out-of-school factors, they can—given the right vision, support, and adaptive leadership—attend to in-school factors.
We might ask:
- What will attract and keep teachers and leaders who are intellectually stimulated, emotionally motivated, and professionally committed to the schools that need them the most?
- What amount of autonomy will encourage teachers to cultivate and maintain meaningful relationships with students, parents, and community members?
- How do we best develop and empower teachers and leaders to effectively and sustainably meet the needs of these learning communities?
Whole Child Gap
“Achievement” is contingent on student well-being. The learning experiences of students in a kindergarten class of 18 with integrated play, arts, and academics are far different than students in a class of 42 where there is no AC or enough chairs. If we can find hundreds of millions for elections, surely we can find the resources to nourish the whole child in neighborhoods that need it most.
We might ask:
- What might schools look like in which each and every student is healthy, safe, engaged, challenged, and supported?
- What services do students in low SES communities need more of and how can we better deliver them?
When we talk about the Achievement Gap, we are really talking about a collection of gaps related to equity and equality, the Experience Gap chief among them. Failing to acknowledge and address the varying experiences students have—school to school, class to class, community to community—practically guarantees that the Achievement Gap will continue. Or more importantly, it will continue to send the wrong message to students about how much we value their learning, humanity, and well-being.
It may be time to consider another set of “Common Cores” that focus on transformational practices that cultivate culturally and cognitively responsive learning communities. While these won’t be enough to overcome poverty in and of themselves, I believe they are enough to help move us closer toward ensuring that each and every student has equal access to programs that meet them where they are, and build on their strengths from there.
This piece was originally posted at Smartbrief on Education.
Image: Eat Bitter
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Images from the Library
Farmers and Other Outdoorsmen
Men and a woman filling their pails with water at a spring on their camp in Dawson, Yukon 1900, Photo © CMC
The majority of people in Canada worked hard on the land, or laboured in factories and as domestics. As such, their clothing had to be both practical and protective. Clothing worn by working men such as farmers, lumberjacks and fishermen was comfortable and sturdy, while also providing protection from the extreme Canadian cold and rain and remaining breathable in the summer heat.
Men’s clothing in rural areas was often knitted or sewn at home by the skilled women of the family, using durable homespun yarns or handwoven fabrics. Especially during hard times, even modest scraps were reused, and the most threadbare garments were often repaired until they became little more than a collection of patches. For example, a pair of combinations or long underwear, made in Newfoundland, was created with an old sweater attached to the top.
Photograph of Mr. and Mrs. Hawn, weavers, standing in front of their house in Newington, Ontario Aug. 1918, Photo © CMC
Shawls were valuable garments worn by working men. They were very long, and could easily be wrapped around the body while walking or riding. One from the McMaster family of Dunvegan, Glengarry County, Ontario, has an intricate red, black and white tweed-like weave, demonstrating the fine craftsmanship that went into hardworking clothing.
For those living in rural communities, more formal dress was required for church or other community occasions. In 1898, Madame Jovite Limoges of Pointe-Calumet (Deux-Montagnes), Quebec, and her niece, Hélène Limoges, made a three-piece suit out of homespun purebred Leicester sheep’s wool that came from the family farm. Madame Limoges wove the rich brown, red and yellow dyed wool cloth, and Hélène did the sewing. Monsieur Jovite Limoges proudly wore this suit for special occasions.
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|Into the world of|
|Society & Culture|
Passing is the sociological term used to define and classify the actions of people who are able to be regarded as members of social groups other than their own, or the ability of a person to be regarded as a member of the gender they physically present. In the case of trans people, passing does not imply deception on any level.
Because of the high-profile, political nature of racial identity and sexuality passing, these are the two forms of passing that the media and popular culture most often focus on. However, passing is more common than most people realize. In fact, it's possible that incidents of racial and sexual passing are not the most common forms of passing, just the most well-known. Some examples of other forms of passing include:
- An atheist raised in a religious family who pretends to still have religious beliefs when visiting family and childhood friends;
- A job applicant who lies about previous experience, education and qualifications, and then must maintain the lie after being hired.
- A person raised in an upper middle class or wealthy family who pretends to be a "self-made" middle class person, especially if they can make obscene profits from their "ordinary guy" image; (e.g., Rush Limbaugh, Bill O'Reilly, Kevin Trudeau)
- "I Married a Gay Man": An interview with an anonymous fundamentalist Christian woman who confirmed that her closeted husband was gay after he gave her chlamydia while she was pregnant.
- ↑ It also has been argued that "passing" among trans people has as much to do with gender attribution by others as the behavior of the trans individual themself.
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The integration of multisensory social cues and its neural basis in monkeys
People with autism are characterized by problems with social cognition. However, the cause of these problems is still unclear. Dr. Bachevalier has developed a program of research to study the neural basis of social cognition impairments in autism. Her team works with a model of autism based in a group of rhesus monkeys with specific brain lesions in either the orbital frontal cortex or the amygdala. She and her colleagues have found that early dysfunction in the orbital frontal cortex and amygdala regions of the monkey brain results in social deficits similar to those seen in people with autism. This study will use the same monkey model to investigate the theory that people with autism have difficulty integrating auditory and visual information and that this deficit is linked to their ability to interpret complex social signals. The researchers will also use positron emission tomography (PET) to examine which parts of the brain are active during a facial processing task. They will then compare their results to findings using a similar task in children with autism. These comparisons help researchers identify with greater precision the role of particular brain regions and circuits in basic social difficulties seen in people with autism. What this means for people with autism: This study will use a powerful primate model of autism to test the idea that the difficulties people with autism have interpreting social signals may stem from an inability to integrate auditory and visual information. Data from this work will help pinpoint the neural structures involved in this kind of social cognition. And results from this work could be used to explore behavioral interventions aimed at helping people better interpret social signals.
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Principal Proposed Natural Treatments
| Other Proposed Treatments for Food Allergies and Sensitivities
A food allergy is defined as an abnormal immune reaction caused by the ingestion of a food or food additive. The most dramatic form of food allergy reaction occurs within minutes, usually in response to certain foods such as shellfish, peanuts, or strawberries. The effects are similar to those of a bee sting allergy, involving hives, itching, swelling in the throat, and difficulty breathing; this immediate type of allergic reaction can be life-threatening.
Other food allergy reactions are more delayed, causing relatively subtle symptoms over days or weeks.
These include gastrointestinal problems (constipation, diarrhea, gas, cramping, and bloating), rashes, and headaches. However, because such delayed reactions are relatively vague and can have other causes, it has remained a controversial subject in medicine.
Some food allergy-like reactions do not actually involve the immune system. These are termed food sensitivities (or food intolerance). In most cases, the cause of such sensitivities is unknown.
Delayed-type food allergies and sensitivities might play a role in many diseases, including
attention deficit disorder
vaginal yeast infections
irritable bowel syndrome
, chronic sinus infections,
, and celiac disease.
However, not all experts agree; practitioners of natural medicine tend to be more enthusiastic about the food allergy theory of disease than conventional practitioners.
Conventional treatment for immediate-type food allergy reactions includes desensitization (allergy shots), emergency epinephrine (adrenaline) kits for self-injection, and the antihistamine diphenhydramine (Benadryl).
Delayed-type food allergies are much more difficult to identify and treat. Although skin and blood tests are sometimes used, their reliability is questionable.
A particular blood test called ALCAT has shown some promise, but much more study is necessary to establish its accuracy.
food challenge is the only truly reliable way to identify delayed-type food allergies. This method uses some means of disguising the possibly allergenic food, usually by mixing it with other, nonallergenic foods. Individuals are randomly given either the possibly allergenic food or
on a number of occasions separated by 1 or more days. Neither the physician nor the participant knows which is real possibly allergenic food and which is not. Evaluation of the response can then determine whether an allergic response is really present or not. Studies suggest that perhaps only one-third of people who believe they are allergic to a given food actually experience an allergic reaction when they are given it in a double-blind fashion; in addition, reactions are often milder than individuals believe.
Although it is the most accurate way of determining food allergies, the double-blind food challenge is still mostly used in research. The elimination diet with food challenges (described below) is the most common technique in use.
Another conventional approach for delayed-type food allergies is oral cromolyn (a drug sometimes used in an inhaled form for treating asthma and other allergic illnesses).
A double-blind, placebo-controlled study of 14 children with milk and other food allergies found that cromolyn was effective in preventing allergic reactions in 11 of 13 cases, whereas placebo was effective in only 3 of 9 cases.
In another study, 32 individuals were given cromolyn one half hour before meals and at bedtime.
If their food allergy symptoms were prevented, the participants were entered into a double-blind, placebo-controlled crossover study using cromoglycate. Of the 31 people who completed the study, 24 experienced relief of gastrointestinal symptoms when taking cromolyn as compared to 2 when taking placebo. In addition, systemic allergic reactions were also blocked with the cromolyn. Unfortunately, the drug also had many side effects.
Principal Proposed Natural Treatments
There are no well-documented natural treatments for food allergies. The most obvious approach would be to remove known allergenic foods from the diet. Some alternative practitioners offer lab tests to identify such allergens. However, as described above, no lab tests have been proven accurate for this purpose.
The elimination diet is another approach for identifying allergenic foods. This method involves starting with a highly restricted diet consisting only of foods that are seldom allergenic, such as rice, yams, and turkey. If dietary restriction leads to resolution or improvement of symptoms, foods are then reintroduced one by one to see which, if any, will trigger reactions.
There is some evidence that the elimination diet may be effective for chronic or recurrent
it has been tried for many other conditions as well, including
irritable bowel syndrome
35chronic ear infections
Still another method involves simply eliminating the most common allergens. Cow's milk protein intolerance is thought to be the most common childhood allergy,
followed by allergies to eggs, peanuts, nuts, and fish. Some evidence indicates that use of special hypoallergenic infant formulas rather than cow's milk formula may help prevent
, and food-induced digestive distress.
In addition, eliminating cow's milk from the diets of breastfeeding infants and their nursing mothers might reduce symptoms of
although not all studies have found benefit.
In hopes of
food allergies and diseases related to them, some authorities recommend that pregnant and breastfeeding mothers as well as their children should avoid allergenic foods.
However, it is not clear if this method actually provides any benefit. For example, one study evaluated 165 children at high risk of developing allergic symptoms.
Careful avoidance of allergenic foods in the diets of the mothers and infants did not reduce the later development of eczema, asthma, hay fever, or food allergy symptoms.
Other Proposed Treatments for Food Allergies and Sensitivities
Digestive enzymes such as
have been proposed as a treatment for food allergies, based on the reasonable idea that digesting offending proteins will reduce allergic reactions to them. However, there is no real evidence as yet that they are effective against food allergies.
extract is a supplement derived from the thymus gland of cows. Highly preliminary evidence suggests that by normalizing immune function, thymus extracts may be helpful for food allergies.
However, there are significant safety issues, and this study did not prove the supplement to be effective.
article for details.
species) are friendly bacteria that have been studied for their ability to prevent or treat respiratory allergies and various gastrointestinal symptoms, most notably diarrhea. However, at least study found that probiotics were not helpful in treating cow’s milk allergy among infants.
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Internet control message protocol (ICMP) is one of the core protocols of TCP/IP (transmission control protocol/Internet protocol), the Internet protocol suite.
ICMP is an Internet protocol (IP) that operates at the network layer of the OSI (open systems interconnection) seven-layer model, which is the layer that is responsible for routing. Routing is the moving of packets (i.e., the fundamental unit of data transport on modern computer networks) across the network using the most appropriate paths.
ICMP allows for the generation of test packets, error messages and informational messages related to IP networks. It is widely used by networked computers to send error messages, for example indicating that a requested service is not available or that a host (i.e., computer) or router could not be reached. A common error message generated by ICMP is network unreachable.
Each ICMP message is encapsulated directly within a single IP packet, and thus, as is the case with UDP (user datagram protocol) and in contrast to TCP, delivery is not guaranteed.
ICMP is the network protocol used by the ping and traceroute commands, both of which are among the most basic, but most useful tools for obtaining information about networks.
Created September 25, 2005.
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Science subject and location tags
Articles, documents and multimedia from ABC Science
Monday, 18 May 2009
Ice crystals plucked from clouds contain biological material, including bacteria, which play a role in the formation of clouds, say US researchers.
Wednesday, 8 April 2009
Ancient stalagmites from a submerged Italian cave have revealed sea level rises caused by global warming more than 200,000 years ago, according to a joint European-Australian study.
Friday, 13 March 2009
Visibility on clear days has declined in much of the world since the 1970s thanks to a rise in airborne pollutants, say scientists.
Thursday, 22 January 2009
If you're enjoying the recent rush of hot weather, be prepared for some bad news - summer is ending early.
Wednesday, 17 December 2008
The past 12 months have been cooler than previous years, but longer-term trends show the world is still warming due to climate change, according to a report from the World Meteorological Organisation.
Monday, 20 October 2008
Tropical cyclones may be a tiny help in slowing global warming by washing large amounts of vegetation and soil containing greenhouse gases into the sea, say scientists.
Wednesday, 8 October 2008
Recent measurements of sea ice in the Arctic Ocean have found that it has melted to its lowest volume in recorded history.
Monday, 29 September 2008
A boundary of air, wrapped like a belt around the earth's equator, is keeping the polluted atmosphere of the Northern Hemisphere separate from the relatively pristine south, say UK researchers.
Thursday, 18 September 2008 5
Ask an Expert What's the difference between hail and snow? Aren't they both frozen water?
Wednesday, 17 September 2008
This year's ozone hole is shaping up to be one of the largest ever - having already surpassed the size of last year's - but isn't unexpected, says an Australian expert.
Thursday, 21 August 2008 7
Ask an Expert Why is it cooler up in the mountains though it's closer to the sun and hot air rises?
Thursday, 15 May 2008
Quiz Everyone talks about the weather and everyone's an expert, right? Take this quiz to find out how good your meteorological knowledge really is.
Tuesday, 13 May 2008
The Beijing Olympics will not just be a showcase of the world's best athletes. Weather forecasting technology will also compete to provide the Games with the most up-to-date weather forecasts possible.
Thursday, 3 April 2008
Your Photos Australia had a hefty serve of storms this summer! Take a look at the photos of swollen rivers, lightning strikes and ominous clouds contributed by our audience.
Friday, 14 December 2007
Southern Australia is on track to have its hottest year on record, say weather experts.
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view a plan
In this interview idea, students learn about classmates while working on writing and oral presentation skills
4, 5, 6, 7
Title – My First Interview
By – Cagina Noird
Primary Subject - Language Arts
Secondary Subjects -
Grade Level – 4th-7th
This lesson is ideal for allowing students to learn about their classmates while providing an opportunity for students to work on writing and oral presentation skills.
For this activity, pair each student up with a partner (if numbers are uneven, teacher can work with a student) or allow students to choose a partner. Explain to students that they will interview each other. As a class, brainstorm some possible questions that would be appropriate and encourage students to be creative and come up with some original questions as well (i.e. What is your favorite sport? What do you like to do on the weekend? What is your favorite book?, etc.) . Give students an appropriate amount of time to ask and answer all questions (at least ten questions). After the questioning has been completed, instruct students to take the questions and put them into a narrative format (at least two paragraphs). After each student completes the paragraph, have partners go to the front of room to introduce each other. This is a great getting to know you activity that will allow you to pre-assess students’ writing and oral presentation skills and learn something about your students at the same time!
E-Mail Cagina Noird !
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Coretta's Reading Rainbow
Celebrating four decades of excellence in African-American children’s literature.
This year, as we commemorate four decades of the Coretta Scott King Book Awards, it is interesting to see how far children's publishing has come in featuring books by African-American writers and artists.
The Coretta Scott King Book Awards were established in 1969 to provide recognition for African-American authors and later illustrators of exceptional books for children and teen readers. Two librarians, Glyndon Flynt Greer and Mabel McKissick, and publisher John Carroll observed at that time that "no African-American author or illustrator had ever been honored with the prestigious Newbery and Caldecott awards," which were established in 1922 and 1938, respectively. In establishing the Coretta Scott King Book Award, it was thought that an award recognizing outstanding work by African Americans would bring "more attention" to the fine work they were creating and would inspire more creators of such work.
In each of the decades that make up the 40 years of the awards, the selections tell us something about the state of children's and young people's publishing and the role African Americans played. Additionally, the books selected in each decade provide some insight into the issues faced by the awards committee as they attempted to fulfill its mission.
The first book to receive the Coretta Scott King Book Award was a biography about the man whose life work was the impetus for the award. Dr. Martin Luther King Jr.: Man of Peace was written by Lillie Patterson, a school librarian and well-regarded writer of children's nonfiction.
Books to receive recognition during this decade seemed to reflect a need to promote the contributions made by African Americans to the arts and literature, such as the 1971 winner, Black Troubadour: Langston Hughes written by Charlemae Rollins and 1977 winner, The Story of Stevie Wonder by James Haskins. In 1974, the committee bestowed its first illustrator award to George Ford for his drawings in Ray Charles, written by Sharon Bell Mathis, who also won the author award for the lively text. It was the first of many Coretta Scott King Book Awards that celebrated black music.
While many of the books highlighted during this period were inspirational biographies, one notable novel which received an author honor recognition in 1979 was Mildred Taylor's Roll of Thunder, Hear My Cry. This trailblazing work was also awarded the John Newbery Medal—only the second awarded to an African-American writer since they began in 1922.
Occasionally, a person whose prominence was outside the publishing field produced work the committee deemed worthy of note: Pearl Bailey, the legendary entertainer was a winner for her book, Duey's Tale, and celebrated actor and playwright, Ossie Davis was a 1979 winner for Escape to Freedom: A Play about Young Frederick Douglass.
The decade, however, undoubtedly revealed the limited number of books written by African-American writers for children, as they included several that were originally published for adult readers but thought to have appeal for young people, such as Maya Angelou's I Know Why the Caged Bird Sings.
This period saw a number of interesting developments in the field of African-American children's books. It identified some of what was to become the most prolific authors and illustrators, who are today among the most honored and revered in the publishing community.
The decade began with an author winner recognition for Walter Dean Myers' The Young Landlords. Myers has since received the largest number of author winning awards from the Coretta Scott King Committee. This highly skilled and prolific writer has won nearly every accolade available in the field and continues to create interesting and thought-provoking work for children and teen readers in a variety of genres.
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The Poor Law was an attempt to come to terms with some of the problems arising out of widespread poverty in Ireland in the early 19th century by providing institutional relief for the destitute. The Irish Poor Law Act of 1838, heavily influenced by an English Act of 1834, divided the country initially into one hundred and thirty poor law unions each with a workhouse at its centre. Each union was administered by a board of poor law guardians, some of whom were elected and some appointed from the local magistracy. The system was originally designed to accommodate 1% of the population or 80,000 people but, by March 1851, famine had driven almost 4% of the population into the workhouses. As the 19th century progressed the poor law unions were given many additional functions, particularly in relation to health, housing and sanitation.
Under the Local Government Act, 1898, the poor law unions lost some of their housing and sanitation functions to newly established rural district councils, but remained responsible for poor relief. The early 1920s saw the abolition of poor law unions in the south of Ireland (with the exception of Dublin) and the closure of workhouses to reduce costs. Some workhouses were burned during the War of Independence and Civil War while others were converted into county homes or district hospitals.
There was hardly a facet of Irish life at local level upon which the poor law did not impinge and the records are one of the most important primary sources into life in Ireland from the early 19th to the early 20th centuries.
In general, the minute books of poor law unions have a reasonably good survival rate, but it is unusual for other records to survive in quantity. However, some of the poor law collections held by the National Archives are remarkable for the range of records which they contain. The National Archives holds several very complete collections of workhouse records relating to the North Dublin Union, South Dublin Union, and Rathdown Union (part of County Dublin and County Wicklow). As well as minute books, these collections include indoor registers which give the names and personal details of those entering the workhouse, as well as a wide variety of other records.
The National Archives also holds smaller collections relating to Balrothery Union (part of County Dublin), Bawnboy Union (part of County Cavan), Dromore West Union (part of County Sligo; on microfilm only) and Lismore Union (part of County Waterford). The National Archives also holds orders made by Poor Law Commissioners and Local Government Board (1839–1921) and files of the Dail Eireann Department of Local Government (1919–1923).
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2013-05-21T17:51:30Z
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The Kashmiri script is essentially the modern version of the Sarada script. All letters have nearly identical shape to their counterparts in Sarada.
The spoken language of Kashmiri can be heard in the Indian state of Jammu and Kashmir, as well as immediately nearby areas in both India and Pakistan. One fact so typical of this politically charged area is that the Kashmiri language is spoken by both Hindus and Muslims, but each group would write the language with a different script. The use of the Kashmiri script to write the Kashmiri language is mostly confined to Hindus, while Muslims would write the Kashmiri language with an Arabic-derived alphabet (such as the one for Urdu).
The following is the basic Kashmiri script.
Vowels and other attachments:
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2013-05-18T18:06:17Z
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Since independence from Portugal in 1975, Mozambique has been battered by civil war, economic mismanagement and famine.
A peace deal in 1992 ended 16 years of civil war, and the country has made much progress in economic development and political stability.
Portugal began to colonise the area that became Mozambique in the early 16th century. An anti-authoritarian coup in 1974 in Portugal ended colonial rule and its ten-year war with the Frelimo independence movement.
Mozambican support for armed groups fighting the white-minority rule governments in Rhodesia and South Africa led to those two countries sponsoring the Renamo movement, which fought Frelimo in the 1977-1992 civil war.
At a glance
- Politics: Frelimo party has been in power since independence from Portugal in 1975
- Economy: Mozambique was one of world's poorest countries in 1975, but has emerged as one of the fastest growing economies. It is expected to become one of the world's largest exporters of coking and thermal coal, as well as liquefied natural gas
- International: Mozambican UN peacekeepers have served in Burundi
Country profiles compiled by BBC Monitoring
This conflict, combined with Rhodesian and South African intervention and central economic planning by the Marxist leadership of Frelimo left the country in chaos. About a million people died in the civil war and millions more fled abroad or to other parts of the country.
An attempt to secure a ceasefire with South Africa in the Nkomati Accord of 1984 broke down, and the government and Renamo eventually began talks brokered first by Christian groups and then by the United Nations. Frelimo inaugurated a new constitution in 1990 that enshrined free elections, and both sides signed the resulting Rome Peace Accords of 1992.
Frelimo has won all subsequent elections, some of which have been disputed by Renamo and smaller opposition groups. Political life has nonetheless remained stable, with Renamo continuing to work within the constitutional system.
The country has emerged as one of the world's fastest growing economies, with foreign investors showing interest in Mozambique's untapped oil and gas reserves. Coal and titanium are a growing source of revenue.
Most of the population works the land, however, and infrastructure nationwide still suffers from colonial neglect, war and under-investment.
The economy suffered serious setbacks when in 2000 and 2001 Mozambique was hit by floods which affected about a quarter of the population and destroyed much of its infrastructure.
Furthermore, in 2002 a severe drought hit many central and southern parts of the country, including previously flood-stricken areas. Poverty remains widespread, with more than 50% of Mozambicans living on less than $1 a day.
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http://www.bbc.co.uk/news/world-africa-13890416
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2013-05-21T18:15:05Z
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- Category: LGBT Issues
- Published on Wednesday, 01 June 2011 11:28
- Written by Lara Landis
- Hits: 571
June 1 starts LGBT pride month. President Obama has set aside this month during his administration as an attempt to acknowledge the efforts and contributions of Lesbian, Gay, Bisexual and Transgender Americans. The designation does not recognize Asexuals and other groups that fall under the Queer umbrella. Obama has declared June LGBT pride month for the last three years, according to LGBTQNation.
A number of pride events and parades will occur throughout the country. While a number of such events are scheduled to take place in larger cities, an increasing number of events are taking place in smaller cities, which the site linked to above mistakenly referred to as “rural areas”.
Asexuals do not yet have their own organized events, although a number of activists work to change the extremely small real-world presence into a larger presence. The lack of active groups means that the Asexuals who do participate in events usually march in gay pride parades. Even though no pride month for Asexuals exists yet, Asexual Awareness Week and Asexual Visibility and Education Day occur in October.
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http://www.asexualnews.com/index.php/lgbt-issues/229-june-1st-marks-start-of-lgbt-pride-month
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2013-06-18T23:17:47Z
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Jump to user comments
hardware, storage (Or "floppy", "diskette") A small,
portable plastic disk coated in a magnetisable substance used
for storing computer data, readable by a computer with a
floppy disk drive. The physical size of disks has shrunk from
the early 8 inch, to 5 1/4 inch ("minifloppy") to 3 1/2 inch
("microfloppy") while the data capacity has risen.
These disks are known as "floppy" disks (or diskettes) because
the disk is flexible and the read/write head is in physical
contact with the surface of the disk in contrast to "harddisks
" (or winchesters) which are rigid and rely on a small
fixed gap between the disk surface and the heads. Floppies
may be either single-sided or double-sided.
3.5 inch floppies are less floppy than the larger disks
because they come in a stiff plastic "envelope" or case, hence
the alternative names "stiffy" or "crunchy" sometimes used to
distinguish them from the floppier kind.
The following formats are used on IBM PC
s and elsewhere:
Capacity Density Width
360K double 5.25"
720K double 3.5"
1.2M high 5.25"
1.44M high 3.5"
Double denisty and high density are usually abbreviated DD and
HD. HD 3.5 inch disks have a second hole in the envelope and
an overlapping "HD" logo.
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2013-05-18T06:43:58Z
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| 0.901389
| 342
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Moving and newton's Third Law
I am having difficulty explaining Newton's Third Law of Motion in regard to every action force has an equal and opposite reaction force. in that case how does anything move?
F net = ma
and F1,2 = -F2,1
So let us say mass one is a person and mass two is Earth. To walk, you push against Earth just as hard as Earth pushes on you.
M earth (a) = -m person (A)
Wince these are equal and opposite products, the smaller mass will have the main acceleration.
---Nathan A. Unterman
A good conceptual physics source that is easy to read and will help you is:
Paul Hewitt "Conceptual Physics" Addison-Wesley
Click here to return to the Physics Archives
Update: June 2012
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2013-06-20T01:58:15Z
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The cry, “That violates the separation of church and state!” has been the centerpiece of the secularist drive to marginalize Christianity in the public sphere since the 1940s. The real — and often neglected — question is what precisely that separation means and how it should be interpreted and applied.
The secularists’ interpretation of the establishment clause — the line of the First Amendment that reads, “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof” — ultimately rests upon anti-Christian prejudice and involves cherry picking from certain founders’ writings. In recent years, we have seen groups such as the ACLU, the Freedom from Religion Foundation, Americans United for the Separation of Church and State; Web sites such as Infidels.org; and leftist publications such as the Nation come out of the woodwork with attempts to refute the notion that America was ever a Christian nation. Instead, they recast the founders as anti-clericalists in the mold of the French revolutionaries.
Nothing could be further from the truth.
Like all historical documents, the Bill of Rights must be read within the context of what its framers meant when they penned the establishment clause. To get inside the minds of the authors, we must first recall the period in which they wrote.
Following Queen Elizabeth I’s reestablishment of the Anglican Church in 1560, Parliament and the queen were made the ultimate source of religious dogma in England. Where the Roman Catholic clergy and bishops had previously decided matters of religion, secular leaders of the House of Commons and House of Lords mandated by law which articles of faith were to be believed by the queen’s subjects and which were to be considered illegal.
As a result, Catholics and non-conforming Protestants suffered tremendous persecutions in England because of their refusal to submit to the Anglican church. This state of affairs continued throughout the colonial period and into the Americas, where each colony — except Pennsylvania and New York — had its own state church.
This was a problem the Founding Fathers knew they had to change, and so they made it impossible for the new government to decide matters of religious dogma by prohibiting the creation of a state religion.
Thomas Jefferson was keenly aware of this when he wrote his famous letter to the Danbury Baptists stating that the establishment clause erected a “wall of separation” between church and state — a point made clear by the next sentence in the original draft: ”Congress thus [is] inhibited from passing acts respecting religion.”
The argument for the political separation of church and state in the First Amendment must then be understood within the historical context of the struggles between Catholics and Protestants, especially as regards the English origins of what ultimately became the United States of America.
Jefferson on Christianity in Government
Even Jefferson, arguably the founder most opposed to traditional Christian dogmas such as the Incarnation and Trinity, did not in practice oppose Christianity’s ceremonial role in government or its influence upon national morality, as evidenced by some of his actions during his presidency.
During his term, for example, the halls of Congress were routinely used for religious services presided over by clergy from the Washington, D.C., region.
Anson Phelps Stokes, a mid-20th century Yale historian, relates in his book Church and State in the United States:
[T]he preaching services were established early in the Jefferson administration (1801-1809), and the seats were always kept for the president and his secretary, the former attending regularly…. The services were so popular that the floor of the House proved inadequate, and the platform behind the speaker’s chair and every other spot was filled….
Contrary to secular myth, Jefferson’s writings show that Christianity played a strong role in his moral thinking. Like the Christian clergy, he was a moral absolutist who would have been shocked by the Democratic Party’s present support for moral nihilism. “It is strangely absurd to suppose that a million of human beings, collected together, are not under the same moral laws which bind each of them separately,” Jefferson wrote in an 1816 letter to George Logan.
In fact, contrary to the claims of atheists who call Jefferson to their cause, the founder explicitly described himself as a Christian in an 1803 letter to Dr. Benjamin Rush, where he wrote, “To the corruptions of Christianity I am indeed opposed; but not to the genuine precepts of Jesus himself. I am a Christian, in the only sense he wished any one to be; sincerely attached to his doctrines, in preference to all others; ascribing to himself every human excellence; & believing he never claimed any other.”
The founder, unlike radicals such as Thomas Paine or Ethan Allen, saw religion as useful in preserving society’s moral compass. Jefferson placed preachers and moralists on the same footing with legislators as guarantors of social morality. He wrote the following in an 1814 letter to Thomas Law:
When [the moral sense] is wanting, we endeavor to supply the defect by education, by appeals to reason and calculation, by presenting to the being so unhappily conformed, other motives to do good and to eschew evil, such as the love, or the hatred, or the rejection of those among whom he lives, and whose society is necessary to his happiness and even existence…. These are the correctives which are supplied by education, and which exercise the functions of the moralist, the preacher, and legislator; and they lead into a course of correct action all those whose depravity is not too profound to be eradicated.
Jefferson would have likely been appalled by modern liberals’ efforts to assert that the First Amendment’s establishment clause was intended to apply to matters of societal morality, rather than core matters of religious dogma, such as the divinity of Christ, the Holy Trinity, or the creation of a Church of the United States of America.
To this end, Jefferson wrote in an 1809 letter to a James Fishback:
Reading, reflection and time have convinced me that the interests of society require the observation of those moral precepts only in which all religions agree (for all forbid us to murder, steal, plunder, or bear false witness), and that we should not intermeddle with the particular dogmas in which all religions differ, and which are totally unconnected with morality.
Thus, Jefferson was opposed to legislating theological matters, not the promotion or defense of religiously motivated moral principles.
The Christian Origins of the Establishment Clause
In European countries where churches were subject to state control, churchmen became little more than religiously oriented bureaucrats whose Christianity was as deep as the clothes they wore on Sunday mornings.
The established churches in the American colonies were no exception, and dissatisfaction over their “spiritual dryness” led to the movement known as the Great Awakening in the mid-18th century.
Many scholars and politicians caught in the contemporary fight over church and state separation tend to emphasize the deism and anti-Christian currents of the Enlightenment. At the same time, they ignore the impact of this first Great Awakening during the 1740s and 1750s upon American religious and cultural life, which Princeton University scholar Frank Lambert attributes, in part, to the post-revolutionary attitudes in some circles about the institutional connection between the churches and the states.
Additionally, this post-Great Awakening movement was keenly aware of how the institutional dependence of churches upon the state was often detrimental to the quality of the faith expressed in those churches. Thus, they reasoned that the only way to have an authentically pure form of Christianity was to divorce ecclesiastical institutions from their dependence upon the state.
This period led many colonists — especially those in Virginia’s remote western frontier — to defy civil and ecclesiastical authority to preach the message of the “New Birth” without regard to existing institutions and laws. As a result, followers of this movement rejected preachers in the established churches whom they considered unconverted, causing a backlash among those established churches against the new evangelicals.
Coincidentally, both Jefferson and James Madison, hailing from Virginia’s mountain country, came of age amid the Great Awakening struggles between the Protestant non-conformists and the Anglican Church in Virginia. Not surprisingly, this served as the backdrop for their arguments against the formal establishment of the Anglican Church in Virginia and ultimately their case against religious establishments after the ratification of the Constitution.
This is demonstrated by Jefferson’s 1779 Notes on the State of Virginia, where the founder points out that nearly two-thirds of Virginians belonged to sects arising out of the Great Awakening rather than the established Anglican Church. These Virginians faced serious legal impediments to practicing their faith, and considering that Jefferson came from Charlottesville, in the Virginia mountains, his neighbors’ religious difficulties could not but have affected his thinking on established religion and religious freedom.
Lambert argues that the evangelicals agreed with the establishment churches about the importance of religion in society; nevertheless, “they argued that true Christianity was voluntary, not coercive, and, therefore, society was best served through free and independent churches preaching the gospel.”
Madison’s 1785 Memorial and Remonstrance, often cited by atheists who try to portray the founder as anti-Christian or as a believer that Christians were bigoted or ignorant because of its explicit usage of those epithets, is actually rooted in this Great Awakening tradition. Madison’s target, however, was not Christianity, but rather the corrupting influence of the state upon the church.
To this end, Madison wrote regarding the English-style institutional domination of the church:
[T]he establishment proposed by the Bill is not requisite for the support of the Christian Religion. To say that it is, is a contradiction to the Christian Religion itself, for every page of it disavows a dependence on the powers of this world: it is a contradiction to fact; for it is known that this Religion both existed and flourished, not only without the support of human laws…. Nay, it is a contradiction in terms; for a Religion not invented by human policy, must have pre-existed and been supported, before it was established by human policy. It is moreover to weaken in those who profess this Religion a pious confidence in its innate excellence and the patronage of its Author; and to foster in those who still reject it, a suspicion that its friends are too conscious of its fallacies to trust it to its own merits.
7. Because experience witnesseth that ecclesiastical establishments, instead of maintaining the purity and efficacy of Religion, have had a contrary operation…the Bill [the proposed legal establishment of the Anglican Church in Virginia] is adverse to the diffusion of the light of Christianity. The first wish of those who enjoy this precious gift ought to be that it may be imparted to the whole race of mankind. Compare the number of those who have as yet received it with the number still remaining under the dominion of false Religions.
Despite the claims that Memorial and Remonstrance proves Madison’s irreligiosity, it clearly shows that Madison was indeed a Christian who saw the institutional establishment of a state church as an obstacle to authentic Christianity. (It is unlikely an atheist would refer to non-Christian religions as “false.”)
Debating the Establishment Clause
While Americans came to oppose what they saw as a “tyrannical” Christianity of the governmentally controlled variety, they supported Christianity’s place in the free market of ideas. These undercurrents found a clear voice in the debates over the First Amendment in 1789.
The deliberations show that the first Congress’s intent differed sharply from that of the French revolutionaries who sought to destroy Christianity as a force in society. As 19th-century Union Theological Seminary historian Philip Schaff observed, “The American separation of church and state rests upon respect for the church; the infidel [European anticlerical] separation, on indifference and hatred of the church, and of religion itself…. The constitution did not create a nation, nor its religion and institutions. It found them already existing, and was framed for the purpose of protecting them under a republican form of government, in a rule of the people, by the people, and for the people.”
Legal scholars, such as LSU law professor John Baker, argue that the founders and most educated Americans living during the 18th century understood that a religious establishment was an institutional church under the control of the state, and to which all citizens would be expected to belong. An August 15, 1789, entry in Madison’s papers indicates he intended for the establishment clause to prevent Congress from mandating that very thing — it was not a wholesale ban on Christianity’s influence on the nation’s public morality or laws.
The entry says: “Mr. Madison said he apprehended the meaning of the words to be, that Congress should not establish a religion, and enforce the legal observation of it by law [as had been the practice in many of the colonies], nor compel men to worship God in any manner contrary to their conscience….”
Many on the Left make much out of the fact that Madison’s proposed language — that Congress should make no law regarding the establishment of a “national religion” — was rejected by the House, in favor of the more general “religion.” But their point ignores the historical context for removing the word “national” from the establishment clause. The rejection was rooted in the arguments between the Federalist and anti-Federalist forces, not because they wanted to prevent the government from allowing religious expression in a more general manner. During the debate, Rep. Elbridge Gerry of Massachusetts took issue with Madison’s language regarding whether the government was a national or federal government (in which the states retained their individual sovereignty). The question compelled Madison to withdraw his language from the debate.
Legal scholars, including Baker, argue that using the term “national government” was unconscionable for both Federalist and anti-Federalist forces. Thus, removing the word “national” from the establishment clause was necessary to secure ratification by the states, many of which were wary of having their authority undercut by the federal government.
Following the argument between Madison and Gerry, Rep. Samuel Livermore of New Hampshire proposed language that would have said, “Congress shall make no laws touching religion or the rights of conscience,” which raised uproar from members, such as Rep. Benjamin Huntingdon of Connecticut and Rep. Peter Sylvester of New York. They worried the language could be used to harm religious practice because federal courts might construe the establishment clause in a manner different from Madison’s intent. Almost 220 years later, those objections have proven prophetic.
Others, such as Rep. Roger Sherman of Connecticut, believed the clause was unnecessary because the original Constitution only gave Congress stated powers, which Sherman believed made it impossible for Congress to establish a national religion (since doing so was not among its stated powers).
Anti-Federalists such as Rep. Thomas Tucker of South Carolina moved to strike the establishment clause completely because it could preempt the religious clauses in the state constitutions, but the anti-Federalists were unsuccessful in persuading the House of Representatives to drop it from the amendment.
The Senate went through several more narrowly targeted versions before reaching the contemporary language.
One version read, “Congress shall make no law establishing one religious sect or society in preference to others, nor shall freedom of conscience be infringed,” while another read, “Congress shall make no law establishing one particular religious denomination in preference to others.” Ultimately, the Senate rejected the more narrowly targeted language.
The establishment clause did not nullify the religious establishments in states such as Connecticut and Massachusetts, nor did it abolish elements of the common law that were connected with Christian belief. Although religious groups were institutionally separate from the state, religion continued to have an impact upon all three branches of government.
In fact, the Supreme Court of Pennsylvania acknowledged this in the 1822 case of Updegraph v. the Commonwealth: “The constitution of the United States has made no alteration, nor in the great body of the laws which was an incorporation of the common law doctrine of Christianity, as suited to the condition of the colony, and without which no free government can long exist…. If Christianity was abolished, all false oaths, all tests by oath in the common form by the book, would cease to be indictable as perjury.”
Despite the passage of the establishment clause in 1789, Congress did not stop itself from issuing a proclamation of thanksgiving to God just two months later. Clearly, they saw no contradiction.
Secularists often point to the fact that the Senate ratified a treaty in 1797 with Tripoli, in which the eleventh article states, “The government of the United States of America is not in any sense founded on the Christian religion.”
This statement, however, should be understood within the context of the founders’ repudiation of the divine right of kings, which claimed the monarch’s power came from God alone and thus the king was also the head of the church. It was also intended to assert that the United States government — unlike the Christian kings of Europe — was a civil government that didn’t seek to use force to compel the Muslim rulers of North Africa to convert to Christianity, hence the clause, “No pretext arising from religious opinions shall ever produce an interruption of the harmony existing between the two countries.”
Finally, the founders, according to Lambert, didn’t equate the government with the nation, which they clearly associated with the people. The founders established a civil government, based upon civil laws, some of which were influenced by Christian principles and morality.
The Establishment Clause and Public Morality
This knowledge was commonplace throughout the 19th century, and courts frequently gave Christian morality a privileged place when deciding family law cases. Christian principles were invoked time and again by the Supreme Court as the reason polygamy should remain illegal in the United States. In its 1890 case of The Mormon Church v. The United States, the Court wrote in its majority opinion, “The organization of our community for the spread and practice of polygamy is, in a measure, a return to barbarism. It is contrary to the spirit of Christianity and of the civilization, which Christianity has produced in the Western world. The question, therefore, is whether the promotion of such a nefarious system and practice, so repugnant to our laws and to our [Christian] civilization is to be allowed to continue by the sanction of our government.”
Similar points were made in the 1890 Davis v. Beeson case where the court said outlawing bigamy and polygamy was constitutional because they were “crimes by the laws of all civilized and Christian nations.” Consequently, polygamy was not outlawed because of secular concerns over how polygamy would adversely affect children but only because they were offensive to Christianity.
In practice, the founders’ intent to keep government away from mandating popular adherence on matters of theology did not extend to the expression of Christian sentiments by public officials, nor through statutes aimed at preserving public morality. The 1890s polygamy cases should be considered precedent for our current debates over “gay rights,” abortion, euthanasia, etc., because the court acknowledged that Christian morality was part of our common law. (And, of course, those cases have never been overturned.)
Our founders never mandated a complete exclusion of Christianity from the public square because they wanted to foster a marketplace of ideas wherein Christianity would remain vibrant. In contrast, secularists try to undermine that same marketplace and reduce traditional Christians to the status of second-class citizens. But they should tread lightly here. The 1965 Supreme Court decision United States v. Seeger shows that belief in a deity is not essential for a system of beliefs to be considered a religion within our legal system. From that standpoint, the degree of devotion homosexual-rights advocates or feminists give their own ideologies could actually be considered a form of religion.
The irony is rich.
This article originally appeared in the October 2005 issue of Crisis Magazine.
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Top 10 Tips for Toy Safety
Protect your baby from choking and other dangers by following these important guidelines every time you shop for a new toy.
Choosing a toy that will brighten your baby's face is fun, but it's essential to keep safety in mind too.
The American Academy of Family Physicians and the American Academy of Pediatrics recommend that you first consider the basics of toy safety, factors that pose an even greater threat to children than issues recently in the news about toxic toys.
Top 10 Toy Safety Tips
- Avoid toys with sharp points and edges.
- Put toys intended for older kids out of reach of babies and toddlers.
Kids love to yank and pull apart toys, so choose sturdy toys that don't have loose, moving parts that can easily come off.
- Buy age-appropriate toys. Read the label, and if it's not recommended for children under a certain age, then don't buy it for your baby.
- Search for toys that are washable or include the words non-toxic on the label, since so many toys end up in baby’s mouth.
- Reduce choking risk by skipping any games that include parts that are smaller than 1.75 inches in diameter for babies and toddlers. A general rule: Any object that can fit into an empty toilet paper roll is a choking hazard and should be out of reach. Toys stuffed with any kind of beans or pellets should be avoided, too, because a baby can choke or suffocate if any of those pellets were to spill out of the toy and end up in your baby’s mouth.
- Stay away from toys with loose string, ribbons, or cords because they can become tangled around your baby's neck.
- Avoid toy guns or other toys that shoot objects. Even the simplest versions that shoot plastic objects can cause eye injuries and present choking hazards.
- Buy electric toys that are UL-approved, and never permit a child to use a toy with a frayed cord because it can result in shocks and burns.
- Beware of toy chests and toy storage containers. They can pinch little fingers and a child can climb in, get trapped, and suffocate.
Another toy safety issue: Avoid crib toys that have ribbons, ropes, cords, wires, or anything else hanging from them that could strangle your baby. As a general rule, remove all toys from your baby's crib when your child is sleeping.
Common-Sense Rules for Toy Safety
The American Academy of Pediatrics reminds parents who are shopping for toys for older children to take the time to read the labels. Also, be sure you and your child know how to use a toy before diving into play. Use common sense, too, by picking toys that are sturdy rather than flimsy, to avoid early breakage.
And, as much as you'd like to see your child follow in Einstein’s footsteps, avoid chemistry sets and other kits that:
- Are not age-appropriate
- Are possibly flammable
- Include dangerous chemicals
These are toxic toys to children who are too young to understand the dangers.
Ultimately, your best bet for safety is to buy new products that are made in the United States. These are regulated and also great for the economy. A double win!
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Common Name: Peace Lily, White Flag, White Sails, Spath Flower
Latin Name: Spathiphyllum
Plant Type: Perennial
Origin: Central and South America
Blooming Time: Year round
Humidity: High humidity
Height: 5′ H 4′ W
Color: Dark green foliage, white flowers
Insects and Diseases: Thrips, mealy bugs
The Peace Lillies are very pretty houseplants even just for their dark green foliage that gracefully arches over. The leaves can grow to over one foot in length. The white blossoms develop on top of slender, straight stems and create a dramatic effect against the dark green foliage.
The blossoms are generally taller than the foliage and resemble a Calla Lily. Flowers begin a pale green and turn to a creamy white as it matures. They’re long lasting blooms, but have a very light fragrance.
Peace Lily’s will thrive in areas of low light, 5 to 8 feet from a window is a great location for this plant. The plant shouldn’t be set in direct sunlight for long periods of time, the leaves will turn yellow and fall off.
Peace Lily’s need evenly moist soils, but the soil should never be soggy. Standing water will kill the root system, as a matter of fact the most common reason Peace Lily’s die is because of over-watering. Normally watering about once a week is plenty for this plant.
Many have found success with watering by allowing the leaves to slightly droop before adding water. However, keep in mind that if you allow the plant to droop too much, it can damage the plant.
Severely drooping leaves means the plant has been dry long enough to damage some of the roots and the bottom leaves may turn yellow and fall off. To help provide the higher humidity levels this plant likes, mist the foliage several times a week.
A high quality potting soil works well for Peace Lily’s. Choose one that will drain good, but still retain water. The soil should be well aerated and if the soil packs to tightly, add Perlite, sand or peat to the mixture.
If you want to make your own soil mixture you can add equal parts of garden soil, coarse sand or Perlite and peat or humus. It’s best to use a pot that has a hole for drainage to prevent root rot.
Peace Lily’s like to be somewhat root bound, re-potting is only needed about every other year. Just move up to a pot that is just a couple of inches larger than the original pot so that the roots will still be slightly together.
The plant will usually be fine with no fertilization at all, but if you do feed the plant, moderate fertilization is all that is needed. A well balanced fertilizer with a 20-20-20 diluted at one fourth of the recommended dose is enough to suffice. If the tips of your leaves or roots are turning brown, you’re fertilizing the plant too much.
The main way of propagating Peace Lily’s in a home environment is by plant division. New crowns will form at the side of the plant that can be cut away and re-potted. Choose crowns that have a least two leaves present and use a sharp knife to separate it from the parent plant.
Try to remove as many roots as you can with the crown. Pot the new plant in a small pot about 3″ in diameter. It’s best to use the same type of potting mix that the parent plant was growing in. Water the plant right after potting, but don’t apply fertilizer for at least three months.
The sap of the plant contains oxalate crystals and ingestion can cause swelling of the tongue and throat. And, can cause dermatitis or skin irritations in some people. An upset stomach is generally experienced if parts of the plant are ingested. But, it would take a large amount of plant ingestion to cause severe problems.
If you experience skin irritation from contact with the plant sap, thoroughly wash the affected area with warm water and soap. If serious symptoms occur from contact or ingestion, contact your physician.
While Peace Lily’s prefer natural light, they can be used in rooms that have no windows at all. They can thrive very well under fluorescent lighting alone.
Peace Lily’s should be kept out of any drafts or cold air to keep from damaging the plant. They can be misted frequently with warm water and to provide extra moisture, place the pot on top of gravels in the watering dish.
Remove any dying or dead flowers, they will take energy away from the plant and cause the new leaves to grow out smaller. Remove both the flower and the stalk as far down as you can without damaging the plant.
If after the blooms die your Peace Lily just doesn’t seem to want to bloom again, place it in a darker area for awhile. The period of darkness will trick the plant into thinking it’s had a dormant stage and the blooms will soon start to sprout again!
Written by Connie Corder for HouseplantsForYou.com, Copyright 2008 All Rights Reserved
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An Analysis of Texas Waterways
For assistance with accessibility on any TPWD documents, please contact email@example.com
A Report on the Physical Characteristics of Rivers, Streams, and Bayous in Texas
Seasonal and Restrictive Waterways of East Texas, Part 1
This section contains an analysis of those sections of rivers, streams, and bayous in East Texas which have been found to contain an insufficient flow of water for recreational use under normal conditions, or for various reasons could not be classified as a major waterway, and would be restricted to seasonal usage. It has been determined that these waterways contain the basic characteristics indigenous to all waterways in the eastern portion of the State. However, their suitability for recreational use and/or scenic attributes have been limited in some manner. It is with the realization that these rivers, streams, and bayous have potential for recreational use on a regional and local basis that this information has been provided.
Armand's Bayou (formerly Middle Bayou) is an excellent example of a scenic natural bayou in East Texas. The mean width of the bayou is about 40 feet; however, it widens into a poorly defined marsh in some sections. Water flow varies and the bayou becomes shallow at times. The bayou is unique in that it represents an unspoiled area of vegetation (including palmettos, oaks, Spanish moss, cattails, and flowering water plants) close to the Houston Metropolitan Area.
Only seasonal recreational use of Austin Bayou is possible because the bayou is narrow and has only a limited flow of water. However, a potentially good 10-mile segment exists in the vicinity of FM 2004. A typical scenic bayou of the coastal plains, Austin Bayou represents an important recreational resource to local residents.
A typical scenic coastal waterway, the 20-mile section of Bastrop Bayou from FM 2004 to FM 523, flows deep and contains sufficient water levels for recreational use at most times. The bayou provides valuable outdoor opportunities to local residents.
Madison and Walker Counties
Bedias Creek, between Madisonville and Huntsville, is a scenic waterway that provides valuable recreation opportunities. The stretch between US 75 and the Trinity River has been identified as being the most desirable stretch to recreationists, especially during periods of high water. Here, the creek is from 20 to 50 feet wide, consisting of long pools and short riffles. One considerable rapid makes a ten- foot drop over a lineal distance of approximately fifty feet and could be hazardous to the unwary. Along the banks, the creek is lined with oak, elm, willow, and pecan. The main channel in the upper reaches (near IH 45) is hard to distinguish during high water periods.
Tyler and Hardin Counties
Beech Creek is a narrow, spring-fed tributary of Village Creek. Beech Creek contains unpolluted, clear, cool water and white sand bars. This waterway has been proposed as one of the connecting corridors in the "String of Pearls" concept for a Big Thicket National Park. The banks of the creek are heavily vegetated and many log and brush jams are found, which result in the creek being difficult to float. However, the whole 23-mile section of Beech Creek from FM 1013 crossing in Tyler County to Village Creek in Hardin County is usable for float trips during periods of above-normal moisture. The lower 4-mile stretch, from a county road crossing off of US 287 and US 69 in Village Mills, (eight miles east of Village Mills), to the junction with Village Creek has been identified as the best stretch for recreational use during normal water conditions.
Big Cypress Creek
Big Cypress Creek is formed in northwestern Tyler County and flows approximately 25 miles southeastward to meet Turkey Creek. Water levels of the Big Cypress vary, but are suitable for recreational use most of the year. Many log jams which result in the creek being difficult to float are encountered. The scenic beauty and primitive nature of Big Cypress Creek is such that it has been proposed as a connecting corridor in the "String of Pearls" concept for a Big Thicket National Park. Here, the best section for recreational use is the 18-mile section from a county road crossing off FM 256 (six miles west of Woodville) to the US 69 and US 287 crossing (1 mile south of Hillister). Two additional reference points on this section are US 190 crossing (six miles west of Woodville) two miles downstream from the crossing off FM 256, and a county road crossing off of FM 256 (five miles southwest of Woodville) five miles downstream.
Big Cow Creek
Big Cow Creek rises in the northwest corner of Newton County and flows southeast approximately 90 miles to meet the Sabine River. The creek derives its water supply from the many spring-fed branches in the area. In the upper reaches, it flows through an area of rolling sandhills, open mixed forests, and scattered pine groves. The lower section flows through a bottomland area composed of beech and other species of hardwood and pine. Water flow is sufficient on most of the lower section for recreational use; however, the best section for recreational use is reportedly from SH 87 crossing (2 miles southeast of Newton) to the Sabine River.
Big Mineral Creek
Big Mineral Creek is located near Lake Texoma on the Hagerman Wildlife Refuge. The creek flows through thick woods and is seldom over fifty feet wide at any given point. Access to the creek is no problem, since the creek flows through the Wildlife refuge. Picnic tables, grills, and restrooms are made available to the public by the refuge. A 1.5 mile section of the creek has been proposed for marking as a canoe trail by the refuge.
Big Pine Creek
Red River County
Big Pine Creek flows through farming and ranching country interspersed with sections of bottomland hardwoods. The creek ranges in width from 30 to 45 feet, with the best section for recreational use beginning at FM 410 and ending at Highway 37 on the Red River, a distance of five miles.
Big Sandy Creek
Polk and Hardin Counties
Big Sandy Creek rises in northern Polk County and flows southeast into Hardin County where it joins Village Creek. Big Sandy's total length is approximately 40 miles. Flowing through the heart of the Big Thicket, this natural creek is recognized as an integral part of a unique ecosystem. The creek is from 10 to 30 feet wide, with heavy vegetation lining the banks. Steep banks exist at road crossings. The waters are clear and shallow, but passable at normal water levels. Numerous log jams are prevalent which result in the creek being difficult to float. However, at higher water levels, the submerged logs became a lesser problem and recreational use is feasible.
Waterway features and distance between each are as follows: FM 942 crossing - 8 miles east of Leggett (creek is very shallow and narrow), US 190 crossing - east of Livingston on the Alabama-Coushatta Indian Reservation (7 miles), FM 1276 crossing - approximately 3 miles south of the Indian Reservation (the water has deepened considerably at this point) (6 miles), County Road - off FM 1276, six miles south of the Reservation (3 miles), FM 1276, crossing - 10 miles southeast of the Reservation (poor access is available) (5 miles), and US 69 & 287 crossing - 8 miles north of Kountze (16 miles). Approximately 2 miles below US 69 & 287, Big Sandy Creek joins Village Creek.
Bois D'Arc Creek
Bois D'Arc Creek, one of the major drainages of the Red River in Texas, maintains an average width of 75 feet from Highway 79 to its intersection with the Red River. This is normally enough water for recreational use of this two-mile stretch; however, the nearest road crossing on the Red River is Highway 281, approximately 40 miles downstream. Most of the time, the water in Bois D'Arc Creek is clear, and fishing is good. Also, good camping areas are available where Bois D'Arc Creek passes through Caddo National Grasslands (administrated by the U.S. Forest Service).
Buffalo Bayou begins in north central Fort Bend County and flows 65 miles southeast into Harris County where it forms a part of the Houston Ship Channel, eventually emptying into Galveston Bay. The bayou is floatable most of the year; however, it is extremely polluted. Buffalo Bayou flows through Houston, and numerous access points are available. The stretch from State Highway 6 to Loop 610 is reportedly the best section for recreational use.
Adequate water levels for recreational use are present in Caney Creek most of the year. The creek flows between a few high bluffs and rocks. A short segment from the Red River up Caney Creek to the low water crossing off FM 1753 and FM 274 is reportedly the most feasible for recreational use.
Catfish Creek is a scenic stream that has retained much of its natural character. The creek varies in width from 15 to 45 feet while meandering through typical East Texas bottomlands. The entire length is feasible for recreational use; however, overhanging willow and submerged logs often create unfavorable conditions, especially in dry seasons. The stretch from FM 321 to US 84 where Catfish Creek crosses the Trinity River is the best section for recreational use. Camping facilities are available at a number of unimproved, public campgrounds on the Gus Engeling Wildlife Management Area.
Top of Page | Table of Contents
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Question: Who diagnoses depression in children/adolescents?
Answer: A variety of people are able to make a diagnosis of depression in children. The full range of mental health professionals can do so. Psychologists, school psychologists, clinical psychologists, counseling psychologists -- in addition, psychiatrists, child and adolescent psychiatrists, even adult psychiatrists, social workers, psychiatric nurses -- are all capable of diagnosing depression in children. In addition, many physicians who receive special training are effective at diagnosing depression in children -- that often includes pediatricians or family practitioners.
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Tiny transistor stays where it's put
Doing well with silicon and phosphorus – one atom at a time
The team that earlier this year characterized a four-atom wire that obeys Ohm’s Law has now demonstrated a repeatable single-atom transistor.
While single atoms have been observed acting like transistors in the past, the ‘device’ demonstrated by the UNSW, University of Melbourne and Purdue team is exceptional in that it has been engineered and can be built repeatably.
And with high precision: by creating a well-like structure to contain the atom, the researchers claim they’ve eliminated the 10nm positional uncertainties now observed in single-atom transistors.
As Dr Martin Fuechsle, lead author of the group’s paper (published in Nature Nanotechnology) explains, this accurate positioning is needed “if you want to use it as a qubit”. It was achieved by lifting one silicon atom out of a group of six using a scanning tunnelling electron microscope, and replacing it with the phosphorus atom.
The structure includes markers that allow researchers to attach contacts to it and apply a voltage.
The single phosphorus atom in its well in the centre
of a silicon crystal, shown in this Purdue simulation.
While the transistor exists as a single phosphorus atom, the entire structure is a little bigger: the atom has to be confined in a well or channel in a silicon crystal. It also needs to be kept at -196°C to operate, as Purdue’s Gerhard Klimeck explains.
“The atom sits in a well or channel, and for it to operate as a transistor, the electrons must stay in that channel.”
This explains the need for cold: “At higher temperatures, the electrons move more and go outside of the channel”.
"By achieving the placement of a single atom, we have, at the same time, developed a technique that will allow us to be able to place several of these single-atom devices towards the goal of a developing a scalable system,” says Michelle Simmons, director of UNSW’s ARC Centre for Quantum Computation and Communication.
Such techniques are also important, she says, because it allows an exotic device to be built using materials familiar to the computer industry.
A UNSW video discussing the technology is below. ®
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http://www.theregister.co.uk/2012/02/19/unsw_tiny_transistor/print.html
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2013-05-20T02:32:43Z
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PBL is typically done in small discussion groups of students accompanied by a faculty tutor or facilitator. A constructed, but realistic problem is presented in consecutive sections, mimicking the gradual acquisition of potentially incomplete information in real life situations. In some implementations of PBL, students must engage in inquiry to get information about the problem; in others, the information is presented sequentially. The students discuss the case, define problems, derive learning goals and organize further work (such as literature and database research). Results are presented and discussed in the following session. The students then apply the results of their self-directed learning to solve the problem. A PBL cycle concludes with reflections on learning, problem solving, and collaboration. A structured whiteboard is used to help the learners keep track of their problem solving and learning.
Although some predefined aspects of the problem are usually expected to be investigated, not all learning goals are strictly defined in advance. Problems should be ill-structured and should ideally be open to differing approaches and offer thematic sidelines.
The tutor's role is that of a guide rather than a teacher. Tutors are not expected to contribute their factual knowledge or opinions (except as fellow learners). Instead, they should direct the students by asking questions. Tutors also observe the group interaction and give feedback on the work process. Feedback and reflection on the learning process and group dynamics are essential components of PBL.
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http://ferris.edu/HTMLS/colleges/educatio/cj/l-e/Problem-Based-Learning.htm
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Through self-organization, a system becomes ordered in space and/or time, often leading to emergent properties that qualitatively differ from those of its individual units.
The reductionist approach — systematically dismantling complex systems to examine individual components — has been successful for the sciences over the past few centuries, from the isolation of the elements in chemistry, the discovery of atomic and subatomic particles in physics, to the purification and study of proteins, DNA and RNA in biology.
Although this reductionist approach in biology will continue, there is increasing interest in determining the properties of systems of interacting biomolecules. How do networks of proteins and genes integrate and respond to signals? How do dynamic organelle structures, such as the mitotic spindle, form? What controls growth and division? How does the genome create an organism? Self-organization is central in these processes1, at various sizes (Fig. 2).
Self-organized systems differ from self-assembled ones as they rely on a continuous input of energy for maintenance and are far from thermal equilibrium. Classical thermodynamics — successful in the physical sciences — does not apply. Instead of self-assembling into the lowest energy state, such as a crystal, energy-dissipating components self-organize into highly complex structures through which there is a constant flux of energy and material.
Established theories, such as those of dynamical systems and control (from physics and engineering) can provide a basis for understanding self-organization in biology; however, the unique properties of biological systems — their multiple components and energy-dissipation mechanisms, and wide ranges in time and space — pose practical and intellectual challenges.
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CC-MAIN-2013-20
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http://www.mpg.de/19191/Selforganisation_in_biology?filter_order=LT&research_topic=BM-SB_BM-ZB
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2013-05-22T07:19:41Z
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By Janeen Madan
When Mark Dodd, an award-winning filmmaker visited Burkina Faso’s Yatenga province, he met Yacouba Sawadogo, a peasant farmer, whose life story Dodd felt compelled to share through film.
The Man Who Stopped the Desert, produced by 1080 Films, is an inspiring documentary about Yacouba’s impact on thousands of farmers across Africa’s Sahel region, where desertification poses significant challenges for food security. “Yacouba single-handedly has more impact on conservation than all the national and international researchers combined,” said Dr. Chris Reij, a natural resources management specialist with the Center for International Cooperation (and advisor to the Nourishing the Planet Project), at a recent screening event in Washington D.C.
Between 1975 and 1985, recurrent droughts in the Sahel, a band of dry land stretching between the Sahara desert and the continent’s tropical forests, made this region synonymous with hunger and poverty. At this time, over 25 percent of its population fled in search of more productive land. But away from the television cameras and media reports highlighting negative news of famine, Yacouba was working hard to stop the encroaching desert and transform the degraded land into life-giving soil.
Reij, who has visited the region regularly over the past 25 years, has seen the significant impact of Yacouba’s work. “Tens of thousands of hectares of land that was completely unproductive has been made productive again thanks to the techniques of Yacouba,” noted Reij.
By reviving an old farming technique called zaï and making it more efficient, Yacouba confronted a problem that eluded the efforts of development organizations, scientists, and international experts. Zaï are planting pits dug through the hard, barren crust. The zaï can retain water, helping crops survive during dry spells. Yacouba suggests that farmers make their zaï bigger and deeper, while also adding manure to make nutrients easily available to plant roots. And with support from Oxfam America, Yacouba is also promoting the use of stone bunds that slow runoff, ensuring water trickles into the soil. This combination has proven to be a highly successful recipe.
Yacouba’s methods defy local practices by preparing the land during the dry season, and he was initially ridiculed by other farmers and land chiefs. But Yacouba persisted, eventually regenerating the forest and bringing people back to the once- abandoned land. “Those who treated him as a madman in the beginning realize today that he is a genius,” says the Prime Minister of Yatenga province in the film.
Yacouba’s 30 acre forest is thriving with over 60 species of trees, in an area that was completely barren 20 years ago. “The rich biodiversity found on his land is truly remarkable, and unlike anything else found across the Sahel region,” said Reij.
Yacouba’s first-hand experience has given him a profound understanding of the challenges that the future will bring, unless we address conservation today. “If you cut down ten trees a day and fail to plant even one a year, we are headed for destruction,” notes Yacouba. He is working hard to pass along his knowledge because, as he says, “if you stay in your own little corner, all your knowledge is of no use to humanity.” Yacouba is conducting workshops to spread his innovative technique and farmers from neighboring villages visit him for advice and good quality seeds.
By showing local knowledge in action, the film defies the notion that Africa’s problems can only be solved by help from outside. According to Reij, “We must stop teaching and telling, and instead start learning and listening to what farmers have to say.” And fortunately, Yacouba’s story is just one among several other inspiring farmer-led innovations working to re-green Africa’s Sahel region.
To learn more about innovations in re-greening the Sahel and efforts to combat land degradation in dry areas, see: Innovation of the Week: “Re-Greening” the Sahel Through Farmer-Managed Natural Regeneration, Innovation of the Week: Putting a Stop to the Spreading Sands, Meet the Nourishing the Planet Advisory Group: Chris Reij, Partnering for Food Security in Dry Land Areas, and Aid Groups, Farmers Collaborate to Re-Green Sahel.
Successful innovations that combat land degradation will also be featured in “Chapter 8: Coping with Climate Change and Building Resilience” in the forthcoming State of the World 2011: Innovations that Nourish the Planet.
Janeen Madan is a research intern with the Nourishing the Planet project.
- The Future of Our Food System: Our Changing Climate and Food Availability
- Marula: Food, Function, and Sustainable Development
- Kenyan Professor Promotes Indigenous Food to Solve Climate Change Food Crisis
- Innovation of the Week: Giving Farmers a Reason to Stay
- Treating the Cause, Not the Symptoms, of Global Hunger
- The Opportunities and the Risks of Climate Change
- Nourishing the Planet at the Agriculture and Rural Development Day 2010
- Nourishing the Planet TV: Funding a Blue Revolution
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CC-MAIN-2013-20
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http://blogs.worldwatch.org/nourishingtheplanet/the-man-who-stopped-the-desert/
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2013-05-20T11:46:31Z
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Insert Shapes in PowerPoint 2010
Author: Geetesh Bajaj
Product/Version: PowerPoint 2010
Date Created: November 18th 2010
Last Updated: November 18th 2010
Excerpt/Capsule: Learn how to insert Shapes in PowerPoint 2010.
Shapes can often be combined to create more complex shapes -- for instance you can place circles of various sizes one on top of the other to create something that looks like a target. Similarly you can create seemingly complicated arrangements of shapes quite easily to create something that illustrates a concept or idea so much better than just bulleted text. To create any such graphic content, you need to start by inserting common shapes -- fortunately PowerPoint makes it easy to do so. To insert a Shape on your PowerPoint slide follow these steps:
- Within PowerPoint 2010, open the presentation (or create a new one) and
select the slide where you want to insert a Shape and change
its layout to Blank or Title only (see Figure
Figure 1: Slide with Blank layout
- Access the Insert tab (or the Home tab) on the Ribbon and click
the bottom part of the Shapes button to bring up the Shapes gallery,
as shown in the Figure
Figure 2: Shapes gallery
As shown in Figure 2 above, PowerPoint provides several categories of Shapes such as Rectangles, Lines, Basic Shapes, Block Arrows, Stars and Banners, Callouts, etc.
- Based on your requirement, choose any Shape by clicking on it.
Thereafter use any of these two options to place a Shape on
- Click anywhere on the slide to add the Shape in a predefined size (typically 1 inch x 1 inch), as shown in Figure 3.
- Click and drag on the slide to create an instance of the Shape in the size you desire.
Figure 3: Shape placed on the slide
Tip: Hold the Shift key while dragging to constrain the height and width proportions. Hold the Ctrl key to draw a Shape from the center. You can also draw while holding both the Ctrl and Shift keys.
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CC-MAIN-2013-20
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http://www.indezine.com/products/powerpoint/learn/shapes/insert-shapes-in-ppt2010.html
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2013-05-25T12:35:14Z
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, July 29, 2009 (ENS) — A microscopic pathogen and pesticides embedded in old honeycombs are two major contributors to the bee disease known as colony collapse disorder, which has wiped out thousands of beehives throughout the United States and Europe over the past three years, new research at Washington State University has confirmed.
Working on the project funded in part by regional beekeepers and WSU's Agricultural Research Center, entomology professor Steve Sheppard and his team have narrowed the list of potential causes for colony collapse disorder.
"One of the first things we looked at was the pesticide levels in the wax of older honeycombs," Sheppard said. Using combs contributed by U.S. Department of Agriculture, Sheppard found "fairly high levels of pesticide residue."
Bees raised in those hives "had significantly reduced longevity," he said.
One easy solution is for beekeepers to change honeycombs more often. In Europe, for example, apiarists change combs every three years.
"In the U.S., we haven't emphasized this practice and there's no real consensus about how often beekeepers should make the change," said Sheppard. "Now we know that it needs to be more often."
Honeycomb may contain pesticides applied years ago. (Photo by Hi Paul)
Many researchers are investigating colony collapse disorder because domestic honeybees are essential for a variety of agricultural crops in the United States. Beekeepers truck their hives cross country to pollinate almond groves in California, field crops and forages in the Midwest, apples and blueberries in the Northeast and citrus in Florida.
Unlike other diseases that have plagued bees in the past, colony collapse disorder does not kill bees within the hive. It leaves a hive with a few newly hatched adults, a queen and plenty of food.
Another aspect of Sheppard's work, which is being conducted by graduate student Matthew Smart, focuses on the impact of a microsporidian pathogen known as Nosema ceranae, which attacks bees' ability to process food.
Beekeepers have considered it to be "the smoking gun" behind colony collapse disorder.
"Nosema ceranae was only recently described in the U.S., the first time in 2007," Sheppard said. "But while no one really noticed, it has spread throughout the country."
But in a 2007 study, Jeffery Pettis, who heads the U.S. Agriculture Department's Bee Reseach Laboratory, and colleagues reported that Nosema ceranae had been in the United States for at least 10 years.
Smart surveyed numerous bee colonies in both the Pacific Northwest and in California, and found Nosema ceranae to be very widespread.
Sheppard's earlier research found Nosema ceranae to be a tough bug to battle. Of 24 hives checked in early 2008, Nosema build-up was high in a majority of the bees sampled.
Beekeeper Eric Olson of Yakima, Washington said he treated a hive with a mega-dose of the antibiotic fumagillin. "That should have cause the Nosema to either disappear or at least go down," he said, "but the levels went up."
"What it basically does is it causes bees to get immune-deficiency disorder. So it's actually causing the bees to almost get a version of HIV," said Mark Pitcher, president of Babe's Honey and the biggest beekeeper in Saanich on Canada's Vancouver Island.
Pitcher told the "Saanich News" that once the bees' immune systems are compromised, they become susceptible to dying from a wide range of causes, including chemicals once used to protect the bees from parasites such as varroa mites.
Last summer, researchers at Pennsylvania State University found unprecedented levels of fluvalinate and coumaphos - pesticides used in the hives to combat varroa mites - in all honeycomb and foundation wax samples. They also found lower levels of 70 other pesticides and metabolites of those pesticides in pollen and bees.
The Penn State researchers worked with the National Science Laboratory of the U.S. Department of Agricultural Marketing Service that already tests commodities such as milk and fruits and vegetables.
"When we began doing this work, honey was not regularly analyzed, and bee pollen was not a commodity and so was not analyzed," says Mullin. "We decided to go with the types of screening the lab does for milk and apples which look at over 170 pesticides. Now, honey is included in the commodities to be analyzed."
All of the bees tested showed at least one pesticide and pollen averaged six pesticides with as many as 31 in a sample.
"We do not know that these chemicals have anything to do with colony collapse disorder, but they are definitely stressors in the home and in the food sources," says Penn State's Dr. Maryann Frazier. "Pesticides alone have not shown they are the cause of CCD. We believe that it is a combination of a variety of factors, possibly including mites, viruses and pesticides."
While beekeepers will have a difficult time controlling pesticide exposure outside the hive, the Penn State researchers tested a method for reducing the chemical load in beeswax.
Using gamma radiation from a cobalt 60 source housed at Penn State's Breazeale Reactor, they irradiated the sheets of beeswax that beekeepers use as the structural foundation for the bees to build their combs. They used radiation levels at the high end of that used to irradiate foods and found that in the wax, irradiation broke down about 50 percent of the acaricides, pesticides that kill mites.
Copyright Environment News Service, ENS, 2009. All rights reserved.
|International Hydropower Association accused of excluding indigenous peoples and supporting Taib’s corruption USCC Releases Model Rule for Composting Operations ADA Carbon Solutions Announces New Hire of Vice President of Sales and Key Executive Promotions|
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Akha in the Language CloudPrint
This graph shows the place of this language within the cloud of all living languages. Each language in the world is represented by a small dot that is placed on the grid in relation to its population (in the vertical axis) and its level of development or endangerment (in the horizontal axis), with the largest and strongest languages in the upper left and the smallest and weakest languages (down to extinction) in the lower right. The population value is the estimated number of first language (L1) speakers; it is plotted on a logarithmic scale (where 100 = 1; 102 = 100; 104 = 10,000; 106 = 1,000,000; 108 = 100,000,000). The value for the development versus endangerment dimension is the estimated level on the EGIDS scale. (See the pages on Development and Endangerment for a fuller explanation.)
The language in focus is represented by a large, colored dot. When the population is unknown, a color-coded question mark appears at the bottom of the grid. When there are no known L1 speakers, an X appears at the bottom of the grid. The color coding matches the color scheme used in the summary profile graphs on the navigation maps for the site. In this scheme, the EGIDS levels are grouped as follows:
- Purple = Institutional (EGIDS 0-4) — The language has been developed to the point that it is used and sustained by institutions beyond the home and community.
- Blue = Developing (EGIDS 5) — The language is in vigorous use, with literature in a standardized form being used by some though this is not yet widespread or sustainable.
- Green = Vigorous (EGIDS 6a) — The language is unstandardized and in vigorous use among all generations.
- Yellow = In trouble (EGIDS 6b-7) — Intergenerational transmission is in the process of being broken, but the child-bearing generation can still use the language so it is possible that revitalization efforts could restore transmission of the language in the home.
- Red = Dying (EGIDS 8a-9) — The only fluent users (if any) are older than child-bearing age, so it is too late to restore natural intergenerational transmission through the home; a mechanism outside the home would need to be developed.
- Black = Extinct (EGIDS 10) — The language has fallen completely out of use and no one retains a sense of ethnic identity associated with the language.
The EGIDS level indicated by the large, colored dot may be higher than the EGIDS level reported in the main entry for the language. This is because a separate EGIDS estimate is made for every country in which a language is used. Our method for calculating the EGIDS level for the language as a whole is not to take an average of all countries, but to report the highest level (that is, most safe) for any country. The logic here is that if the EGIDS level of a language is taken as a predictor of its likely longevity, then its longevity will be determined by where it is the strongest.
Each dot in the cloud is gray at the level of 20% black. As dots are superimposed on each other, the spot gets darker. Thus a spot of total black indicates that at least 5 languages are at the same spot in the cloud. The population scale is continuous; thus the placement in the vertical axis corresponds exactly to population. The EGIDS scale, however, is discrete. Rather than placing all of the dots for a given EGIDS level exactly on the grid line for that level, the dots are “jittered” (that is, the horizontal placement is random within a band around the grid line for the level).
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http://www.ethnologue.com/cloud/ahk
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2013-05-24T15:39:42Z
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Description: The male wood duck is one of the most recognizable birds in the United States. It has over 6 different colors on its body!
The markings of the male wood duck are:
- Red eyes and bill.
- Top of head and crest are metallic purplish-green.
- Sides of the face are black with white stripe along the neck. A
small white stripe extends up
- The base of the bill has a patch of yellow.
- The chest and the rump are dark red.
- The sides are a drab yellow with black and white stripes at the edges.
- White belly.
- Blackish tail and back.
- Black and blue wings.
What a colorful bird!
The males do not have the decorative markings all year-round. They use the colorful markings to attract females during the breeding season that runs from autumn until the early summer. In the late summer, they grow gray feathers with blue markings on the wings and white markings on the face and neck. You can still recognize them as a wood duck by the red eyes and bill.
Female wood ducks have grayish-brown bodies. The back is dark gray-brown and the sides are a lighter shade. The most noticeable characteristics of the females are found on the head. The head is gray with a white eye-ring around each eye. The head also has a crest of feathers at the back and white feathers on the throat and chin.
Size: Wood ducks are about 19 inches in length. They have a wingspan of about 28-39 inches.
Diet: Wood ducks alter their diet throughout their lives. As juveniles, they eat a lot of invertebrates and occasionally a small fish. As they near maturity, wood ducks switch to a diet more focused on plants. They eat seeds, nuts and plant matter. Wood ducks will also eat aquatic and land invertebrates.
Typical Lifespan: Wood ducks typically do not live past the age of 4 in the wild. They have a high mortality rate, especially when young. Wood ducks in captivity have the potential to live well into their teens.
Habitat: Wood ducks can be found in ponds, lakes, marshes and along rivers and streams. They prefer areas that have a mix of water habitats and forests.
Range: Wood ducks live year-round in the Southeast and along the Pacific Coast. The highest population is along the Gulf Coast and the Atlantic Coast south of New Jersey. In the summer months, many wood ducks migrate north to cooler climates. In the summer, wood ducks can be seen in every state east of the Rocky Mountains and throughout the Pacific Northwest.
Communication: Male wood ducks call to females with a squeaky whistle of "jweep." The females call with a different, louder "oo-eek" whistle.
Reproduction and Family Life: Wood ducks pair up in late winter and they begin breeding in early spring. The males attract females with their call and attractive, colorful breeding plumage.
After the pair breed, they build a nest in the cavity of a tree. The cavity can be natural or a hole abandoned by a woodpecker. They prefer trees that overhang water or are close to a water source. Trees with cavities are becoming rarer and rarer with wetland loss and competition from other species. If they cannot find a tree cavity, wood ducks will readily use nest boxes built by people. Learn how to make a wood duck box and the best location for setting them up: Duck Box Plans
The nest can have approximately 15 eggs lined with feathers from the female. Sometimes there will be as few as 6 eggs in the nest and on occasion, as many as 40! A single nest can have over 40 eggs, because some of the eggs were laid by other females. If a female cannot find a nest of her own, then she will lay her eggs inside another wood duck's nest!
After a few weeks, the eggs hatch. The ducklings are born with feathers and they leave the nest quickly. The ducklings will not be raised in the nest, but on the water instead. This means that very young ducklings must jump out of the high tree cavities onto the ground to make their way to water. It can be a challenging experience for a newly hatch wood duck!
Threats to Wood Ducks:
National Wildlife Magazine Articles:
Restoring Louisiana's Broken Ecosystem
Cornell Lab of Ornithology's All About Birds
United States Geological Survey
University of Michigan's Animal Diversity Web
USDA's Natural Resource Conservation Service
Field Guide to Birds of North America. Brinkley, Edward S. Foreward by Craig Tufts. New York: Sterling Publishing, 2007.
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|
2013-05-19T09:47:50Z
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|
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| 0.946711
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|
Want to increase your effectiveness as a science teacher for the middle grades? Join us and learn about the nature and history of science as well as how to help students in this age group grasp the scientific method.
You'll receive lots of worksheets and specific examples of some great experiments you can use in your own classroom. We'll cover principles of direct instruction and many different learning and organizational tools that will benefit your students. You'll even learn how you can use science class to improve the emotional climate in your classroom!
All through the course, we'll provide worksheets and check lists you and your students can put to immediate use. You'll see how helpful they are in the lessons on the scientific method, writing a research paper, and producing a science fair. We'll also cover foundational content in both physical science and life science. You'll learn how to use a study of the earth's atmosphere to teach students how to make and interpret a variety of graphs—an important skill for standardized testing.
By the end of the course, you'll have gained knowledge about both science and teaching methods. Your confidence will soar and you'll have many new skills that will benefit both you and the children you teach. You'll also learn about some of the best Web sites available to science teachers—they'll be great resources for you! And we'll all benefit from the Discussion Area where you can share your experiences and profit from the experiences of your fellow teachers.
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2013-05-20T22:13:42Z
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Paris: The global average temperature has risen 0.74 degrees Celsius (1.3 deg Fahrenheit) in the century to 2005, according to a benchmark 2007 report of the UN's Intergovernmental Panel on Climate Change (IPCC).
The decade 2001-2010 was the hottest since records began in 1850, says the World Meteorological Organisation. 2011 was the hottest year.
Most scientists believe the main culprit is greenhouse gas released by burning fossil fuel, trapping solar heat in the atmosphere.
The IPCC, which is to bring out a new, updated report in 2013/14, has predicted further warming of between 1.1 deg C and 6.4 deg C by 2100 from 1980-1999 levels depending on greenhouse gas emission levels.
UN countries agreed in Copenhagen in 2009 to reduce greenhouse gas pollution to limit warming to 2 deg C from pre-industrial levels.
The UN Environmental Programme said Wednesday that that goal has moved further out of reach and temperatures will rise by 3-5 deg C on current reduction pledges.
The WMO says greenhouse gases in Earth's atmosphere reached record concentrations in 2011, and reported Tuesday a 30 percent increase in "radiative forcing" the warming effect on climate, between 1990 and 2011.
Since the start of the industrial age in about 1750, some 375 billion tonnes of carbon have been released into the atmosphere and will stay there for centuries, according to the WMO.
Scientists say climate change is already visible in sea-level rise, loss of alpine glaciers and snow cover, shrinking Arctic summer sea ice, thawing permafrost, poleward migration of animals and plants and an increase in intense tropical cyclone activity in the North Atlantic.
The planet has witnessed a rise in extreme weather events in the past decade that some have blamed on climate change prolonged droughts, heat waves and torrential storms recently superstorm Sandy which ravaged Haiti and the US east coast.
The trend is likely to continue, and the IPCC predicts that 20-30 percent of plant and animal species will risk extinction once temperatures rise by 1.5-2.5 deg C from 1980-99 levels (IPCC)
Up to 250 million people in Africa may be exposed to water stress due to climate change by 2020, and crop yields could be slashed in half in some countries.
A global temperature rise of 3-4 deg C could displace more than 300 million people through sea level rise and flooding inundating coastal cities and small islands, according to UN figures.
The IPCC has predicted that sea levels will rise by between 18 and 59 cm by 2100, but some scientists say a surge in Antarctic and Greenland ice sheet melt could boost levels by as much as a metre (38 inches).
In September, US scientists said Arctic sea ice has shrunk to its smallest surface area since record-keeping began.
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Cybercrimes are generally defined as any type of illegal activity that makes use of the internet, a private or public network, or an in-house computer system.
While many forms of cybercrime revolve around obtaining sensitive information for unauthorized use, other examples are focused more on invading the privacy of as many computer users as possible.
Cybercrime also includes traditional crimes conducted through the internet. For example; hate crimes, telemarketing and internet fraud, identity theft, and credit card account thefts are considered to be cybercrimes when the illegal activities are committed through the use of a computer and the internet.
Examples of cybercrimes that primarily target computer networks or devices would include:
• Malware and malicious code
• Denial-of-service attacks
• Computer viruses
Examples of cybercrimes that merely use computer networks or devices would include:
• Fraud and identity theft
• Phishing scams
• Information warfare
How can you protect yourself from cybercriminals?
With a good internet security product, like BullGuard's Internet Security suite you can protect your computer, everything on it and ultimately yourself. BullGuard's Internet Security product is a compilation of different types of security tools, such as antivirus, spamfilters, firewalls and antispyware software.
Learn more about BullGuard Internet Security
Read more about internet security issues in our Security Articles
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In 1781 the British
were overrunning the Carolinas. Washington County volunteers had
long been involved in protecting the south, and now they participated in
the Battle of Kings Mountain, what has since been looked upon as a major
turning point in the Revolutionary War. Among the volunteers in the
campaign were six men who had been purchasers at the first sale of lots
in Jonesborough: Nathaniel Evans, Charles, Holloway, David Hughes,
Robert Sevier, Christopher Taylor, and Jesse Walton. Robert Sevier,
brother of Col. John Sevier, was mortally wounded in the battle and never
had a chance to claim his property in the town of Jonesborough.
According to the 1834 Tennessee Gazetteer, in 1833 Jonesborough "contained a population of about 500 inhabitants; eleven lawyers, four physicians, two clergymen, two churches, two academies, four schools, one printing office, four carpenters, three cabinet makers, two bricklayers, one blacksmith, four taverns, two hatters, four tailors, four shoemakers, one silversmith, two wagonmakers and one mill."
The town experienced a boom during the early 1840s when many of the existing Federal style brick structures were built.
The first local post office was established in
1796 with John Waddell as postmaster. Around 1800 a post route was
started and mail was carried by horseback twice a week. Increasing
demands of passenger travel and mail delivery resulted in more stage lines
which increased from once a week in 1825 to three times a week in 1834.
THE THREAT OF FIRE
Like many early towns "in the days of wooden buildings, shingle roofs, and wood fuel" Jonesborough was in constant danger from accidental fires. The original brick courthouse burned in 1838. In 1854 several wooden businesses and homes on West Main Street burned.
In 1871 lightning touched off the first of a series of fires in Jonesborough which claimed many buildings, including the railway station (which also housed the telegraph office). The worst of these was in 1872 when many brick and frame buildings burned. Following this fire the City Marshal, Capt. J.J. Howren, tried to raise money to purchase fire-fighting equipment, but he was unsuccessful.
Finally, after years of destructive fires, the equipment was purchased and housed in a small structure behind the Banking and Trust Company, and a volunteer fire department was organized in Jonesborough, with its first chief being Guy E. Sabin. In 1888 Mr. Sabin was killed falling off the roof of a home while trying to save it from an encroaching fire. The original fire pumper is on display in the Jonesborough Visitors' Center.
THE CHOLERA EPIDEMIC OF 1873
The Asiatic Cholera first started in this country in the Mississippi Valley in 1832, and had spread to East Tennessee by 1854, but did not spread as far as Jonesborough.
The first cases appeared in Jonesborough in early July 1873 when two sufferers from Greeneville were cared for at the home of A.C. Collins. The visitors recovered but Mrs. Collins contracted the disease. Before it the epidemic had run its course 60% of the population of Jonesborough had Cholera.
Doctors William R. Sevier, E. L. Deadrick and A.C. Hoss remained to care for the townspeople. Dr. Sevier later published two papers on the cure of Cholera. Four ministers remained: E. M. Lockwood, W.W. Morison, P.D. Cowan and G.C. Thrasher (who died). Other merchants and public servants, along with ordinary citizens, white and black, remained behind to care for the sick and dying, offer food and medicine, and dig the necessary graves.
Construction in Jonesborough, just recovering from the war and experiencing a period of growth, came to a halt while carpenters and laborors worked to build coffins for the dead.
THE LEGEND OF BUCKHORN
James Stewart [Stuart], a surveyor, came to Jonesborough after 1768 and built a log cabin outside of town on what was to become the stage coach route. His home was the first tavern and inn in the area, and he hung the horns of a large buck deer over his front door to welcome travelers.
One day he was outside his cabin and saw an Indian party approaching and recogized that the Indians had a young white girl with them. He hid from the Indians' view and beckoned to the girl to come to him. When the girl's guard realized what was happening, Stewart shot him and the other Indians sent up a howl and retreated.
The girl knew that she had been captured near Fort Chisel, Virginia, but she did not know her name or her parents' names. Mr. Stewart adopted her as his daughter and she later married John Irwin. No one ever knew her real name.
My Note: The white frame house with wrap-around
porches which stands on East Main Street at the original site of Mr. Stewart's
log cabin is still referred to as "Buckhorn."
This story was taken from letters written
by John Fain Anderson (1844-1929) to Mrs. J. M. Headman. It seemed
so important to Mr. Anderson that this legend be passed along(and thought
a song should be written about it . Maybe it was...does anyone know?),
I thought I'd include it here. Copies of his original letters
are on file at the Jonesborough-Washington County Library.
Jonesborough: The First Century of Tennessee's First Town, by Paul Fink. Original Report published 1972. Book published 1989 by The Overmountain Press
Goodspeed's- History of Washington County, 1888
A History Of The Jonesboro Presbyterian Church, Judith Haws Hash, 1965
History of The Lost State of Franklin, by Samuel Cole Williams, 1933
Obituary of Dr. William R. Sevier
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Famous Men of the Middle Ages, by John Henry Haaren, , at sacred-texts.com
AND ARNOLD VON WINKELRIED
FAR up among the Alps, in the very heart of Switzerland, are three districts, or cantons, as they are called, which are known as the Forest Cantons and are famous in the world's history. About two thousand years ago the Romans found in these cantons a hardy race of mountaineers, who, although poor, were free men and proud of their independence. They became the friends and allies of Rome, and the cantons were for many years a part of the Roman Empire, but the people always had the right to elect their own officers and to govern themselves.
When Goths and the Vandals and the Huns from beyond the Rhine and the Danube overran the Roman Empire, these three cantons were not disturbed. The land was too poor and rocky to attract men who were fighting for possession of the rich plains and valleys of Europe, and so it happened that for century after century, the mountaineers of these cantons lived on in their old, simple way, undisturbed by the rest of the world.
In a canton in the valley of the Rhine lived the Hapsburg family, whose leaders in time grew to be very rich and powerful. They became dukes of Austria and some of them were elected emperors. One of the Hapsburgs, Albert I, claimed that the land of the Forest Cantons belonged to him. He sent a governor and a band of soldiers to those cantons and made the people submit to his authority.
In one of the Forest Cantons at this time lived a famous mountaineer named William Tell. He was tall and strong. In all Switzerland no man had a foot so sure as his on the mountains or a hand so skilled in the use of a bow. He was determined to resist the Austrians.
Secret meetings of the mountaineers were held and all took a solemn oath to stand by each other and fight for their freedom; but they had no arms and were simple shepherds who had never been trained as soldiers. The first thing to be done was to get arms without attracting the attention of the Austrians. It took nearly a year to secure spears, swords, and battle-axes and distribute them among the mountains. Finally this was done, and everything was ready. All were waiting for a signal to rise.
The story tells us that just at this time Gessler, the Austrian governor, who was a cruel tyrant, hung a cap on a high pole in the market-place in the village of Altorf, and forced everyone who passed to bow before it. Tell accompanied by his little son, happened to pass through the marketplace. He refused to bow before the cap and was arrested. Gessler offered to release him if he would shoot an apple from the head of his son. The governor hated Tell and made this offer hoping that the mountaineer's hand would tremble and that he would kill his own son. It is said that Tell shot the apple from his son's head but that Gessler still refused to release him. That night as Tell was being carried across the lake to prison a storm came up. In the midst of the storm he sprang from the boat to an over-hanging rock and made his escape. It is said that he killed the tyrant. Some people do not believe this story, but the Swiss do, and if you go to Lake Lucerne some day they will show you the very rock upon which Tell stepped when he sprang from the boat.
That night the signal fires were lighted on every mountain and by the dawn of day the village of Altorf was filled with hardy mountaineers, armed and ready to fight for their liberty. A battle followed and the Austrians were defeated and driven from Altorf. This victory was followed by others.
A few years later, the duke himself came with a large army, determined to conquer the mountaineers. He had to march through a narrow pass, with mountains rising abruptly on either side. The Swiss were expecting him and hid along the heights above the pass, as soon as the Austrians appeared in the pass, rocks and trunks of trees were hurled down upon them. Many were killed and wounded. Their army was defeated, and the duke was forced to recognize the independence of the Forest Cantons.
This was the beginning of the Republic of Switzerland. In time five other cantons joined them in a compact for liberty.
ABOUT seventy years later the Austrians made another attempt to conquer the patriots. They collected a splendid army and marched into the mountains. The Swiss at once armed themselves and met the Austrians at a place called Sempach. In those times powder had not been invented, and men fought with spears, swords, and battle-axes. The Austrian soldiers stood shoulder to shoulder, each grasping a long spear whose point projected far in front of him. The Swiss were armed with short swords and spears and it was impossible for them to get to the Austrians. For a while their cause looked hopeless, but among the ranks of the Swiss was a brave man from one of the Forest Cantons. His name was Arnold von Winkelried. As he looked upon the bristling points of the Austrian spears, he saw that his comrades had no chance to win unless an opening could be made in that line. He determined to make such an opening even at the cost of his life. Extending his arms as far as he could, he rushed toward the Austrian line and gathered within his arms as many spears as he could grasp.
Pierced through and through Winkelried fell dead, but he had made a gap in the Austrian line, and into this gap rushed the Swiss patriots. Victory was theirs and the Cantons were free.
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The definition of a tune is a song, a melody, having correct musical pitch or being in the correct key.(noun)
Tune is defined as to adjust or adapt a condition, situation, instrument or voice.(verb)
See tune in Webster's New World College Dictionary
Origin: ME, var. of tone, tone
See tune in American Heritage Dictionary 4
Origin: Middle English
Origin: , variant of tone, tone; see tone.
Learn more about tune
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Engineering and resource requirements of the bioresource systems of agriculture, horticulture, aquaculture. Design of irrigation and drainage systems.
After completing the course students should be able to:
1. explain the importance of bioresources engineering, in New Zealand as well as in a global context, and understand both the risks and benefits associated with bioresources engineering
2. identify and apply fundamentals and theoretical concepts of bioresources engineering
3. analyse bioresources systems and their design processes, and reflect on & develop possible solutions for problems found in the field of bioresources engineering.
Tonny de Vries
30 Jul 2012
17 Aug 2012
Design Gravity fed irrigation
12 Oct 2012
Subject: bioresources engineering (10%). Build up an evidence portfolio (minimum 5 pieces per person) using sources such as newspapers, journal articles, forum discussions, etc. Using your evidence portfolio, describe what bioresources engineering is and what role it plays in our society. This can be in a New Zealand context or looking more globally. Length: 1.5-2 pages, can be done in pairs in which case 4-5 pages.
Each student is expected to select a project topic by July 20th. Topic allocation is on a first come first served basis. The focus of the report is to be engineering design, engineering management and/or technical aspects of the topic. You may work on the project alone or in pairs if you prefer. You will be expected to present your project in class.
1. Frost protection
2. Design of artificial shelter structures
3. Precision agriculture (use of GPS, GIS and other technology to maximise production and minimise environmental impacts)
4. Soil moisture conservation techniques
5. (Rain) water harvesting techniques
8. Erosion control through use of bioresources
9. Waste as a bio-resource
10. Carbon sequestration
11. Engineering requirements for composting
12. Comparative analysis of crop growth models
13. Comparative analysis of farm simulation models
14. Comparative analysis of simple water balance methods
15. Mole drains
16. Water lifting devices
The following can also be chosen, but check first to prevent overlap with lecture material or other students
17. Irrigation scheduling techniques
18. Irrigation design under saline conditions
19. Central Plains Irrigation Scheme – engineering features (or other irrigation scheme)
20. Micro-irrigation for development
21. Sports turf irrigation
22. Topic of your own choice
Note: the project you choose should be different from your final year project!
One of the main aspects of irrigation and drainage engineering is to put theory into practice. The aim of this project is to design a gravity-fed irrigation system. The chosen location is a small project in Kenya, called Kiboko-Ngulia. There already is an irrigation system in place, but it does not include a drainage system and this is starting to give a problem with salinity and high ground water tables. Redesigning the system will allow the construction of a drainage system and may also allow an increase of the irrigated area.
A minimum 50% pass in the exam and satisfactory performance in the project and assignments is required for passing the course.
Examination and Formal Tests
29 Oct 2012
Allen et al;
Crop evapotranspiration - Guidelines for computing crop water requirements - FAO Irrigation and drainage paper 56;
(this book is available online at: http://www.fao.org/docrep/X0490E/x0490e00.HTM).
Doorenbos & Kassam;
Yield Response to Water – FAO Irrigation and drainage paper No. 33;
(This book is available online at: http://www.fao.org/landandwater/aglw/cropwater/parta.stm).
Hoffman, Glenn J;
Design and operation of farm irrigation systems;
American Society of Agricultural and Biological Engineers, 2007.
Drainage principles and applications;
(vailable online at: http://www.alterra.wur.nl/NL/publicaties+Alterra/ILRI-publicaties/Downloadable+publications/ it is number 16 on the list).
• Drainage principles and applications (2nd edition, completely revised) by Ritzema (ed.) ISBN 90 70754 339, this book is available online at: http://www.alterra.wur.nl/NL/publicaties+Alterra/ILRI-publicaties/Downloadable+publications/ it is number 16 on the list
• Crop evapotranspiration - Guidelines for computing crop water requirements - FAO Irrigation and drainage paper 56 by Allen et al. ISBN 92-5-104219-5, this book is available online at: http://www.fao.org/docrep/X0490E/x0490e00.HTM
• Yield Response to Water – FAO Irrigation and drainage paper No. 33 by Doorenbos & Kassam. This book is available online at: http://www.fao.org/landandwater/aglw/cropwater/parta.stm
Show Additional Outline Information...
Additional Course Outline Information
Codes of Behaviour:
Each student should acquaint themselves with the University’s codes, policies, and procedures involving academic misconduct, grievances, sexual and ethnic harassment, and discrimination based on physical handicap.
Dishonest behaviour & Aegrotat:
It is the responsibility of each student to be familiar with the definitions, policies and procedures concerning academic misconduct/dishonest behaviour. All assessments worth at least 10% of the total mark are eligible for Aegrotat consideration IF approved by course coordinator and HOD.
For further information see
Civil and Natural Resources Engineering.
All ENNR431 Occurrences
Semester Two 2012
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| 1,257
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The NAEP reading assessment measures the reading and comprehension skills of students in grades 4, 8, and 12 by asking them to read selected grade-appropriate passages and answer questions based on what they have read.
The National Assessment Governing Board oversees the development of NAEP frameworks, which describe the specific knowledge and skills that should be assessed. Frameworks incorporate ideas and input from subject area experts, school administrators, policymakers, teachers, parents, and others. The 2011 NAEP Reading Framework (3.25KB) guided the 2011 assessment at grades 4 and 8. The framework was updated in 2009 and replaced the framework first used for the 1992 reading assessment and reading assessments through 2007. Results from special analyses determined the 2009 and subsequent reading assessment results could be compared with those from earlier assessment years. These special analyses started in 2007 and included in-depth comparisons of the frameworks and the test questions, as well as a close examination of how the same students performed on the 2009 assessment and the earlier assessment. Read a summary of the analyses that were conducted to inform this decision.
The development of the NAEP reading framework was guided by scientifically-based reading research that defines reading as a dynamic cognitive process that allows students to
The NAEP reading framework specifies the use of both literary and informational texts. Literary texts include three types at each grade: fiction, literary nonfiction, and poetry. Informational texts include three broad categories: exposition; argumentation and persuasive text; and procedural text and documents. The inclusion of distinct text types recognizes that students read different texts for different purposes.
The framework recommends that assessment questions be aligned to cognitive targets—mental processes or kinds of thinking that underlie reading comprehension. The targets are described below.
The framework also calls for a systematic assessment of vocabulary. Vocabulary questions measure students' knowledge of specific words as used in the passages they are asked to read for the assessment. To answer these questions, students integrate their understanding of the word with their passage comprehension. All vocabulary questions are multiple-choice and are classified as Integrate/Interpret. Vocabulary questions appeared in two types of sections: comprehension sections and vocabulary-only sections. Two vocabulary questions appeared in the comprehension sections along with other kinds of questions; vocabulary-only sections contained five or six vocabulary questions.
To find sample vocabulary items in the NAEP Questions Tool, begin by selecting the subject, Reading. Then refine your search by selecting ?Multiple-choice? and ?Integrate/Interpret.? This search will retrieve all vocabulary questions from both types of sections as well as other multiple-choice questions classified as ?Integrate/Interpret.? The vocabulary questions are easy to identify by their descriptors, all of which begin with ?Interpret word as used?.? For example, ?Interpret word as used in story? or ?Interpret word as used in passage.?
See the distribution of questions in the 2011 assessment.
The 1992–2007 framework specified that the NAEP assessment should measure three contexts for reading: reading for literary experience, reading for information, and reading to perform a task (reading to perform a task at grades 8 and 12 only). In addition to reading within different contexts, NAEP reading comprehension questions were developed to engage the different approaches that readers may take in the process of trying to understand what is being read. The table below outlines the major aspects of the framework.
|Three different contexts for reading were assessed:||Students were assessed on four different aspects of reading:|
1Reading to perform a task is not assessed at grade 4.
The framework for the 2009 NAEP reading assessment replaces a framework developed for the 1992 assessment. Compared to the previous framework, the 2009 reading framework includes more emphasis on literary and informational texts, a redefinition of reading cognitive processes, a new systematic assessment of vocabulary knowledge, and the addition of poetry to grade 4. The table that follows outlines the differences.
|1992–2007 Reading Framework||2009 Reading Framework|
|Content||Content of assessment:
||Content of assessment:
|Cognitive Processes||Stances/aspects of reading:
||Cognitive targets distinguished by text type:
|Vocabulary||Vocabulary as a "target" of item development, with no information reported on students' use of vocabulary knowledge in comprehending what they read||Systematic approach to vocabulary assessment with potential for a vocabulary subscore|
|Poetry||Poetry included as stimulus material at grades 8 and 12||Poetry included as stimulus material at all grades|
|Passage Source||Use of intact, authentic stimulus material||Use of authentic stimulus material plus some flexibility in excerpting stimulus material|
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http://nces.ed.gov/nationsreportcard/reading/whatmeasure.asp
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en
| 0.9264
| 943
|
Researchers at the University of Sheffield in the UK have developed a method of assisting nerves damaged by traumatic accidents to repair naturally. This development could improve chances of restoring sensation and movement in injured limbs, according to a press release.
The traditional method for treating nerve damage is to surgically suture or graft the nerve endings together. However, not all patients are eligible for reconstructive surgery, and it often does not result in a complete recovery.
In this study, which was published in Biofabrication, the researchers used a method based on laser direct writing, the use of computer aided design and manufacturing, to develop nerve guidance conduits (NGCs). The NGCs are scaffolds made from a biodegradable synthetic polymer material based on polylactic acid and are designed to stimulate damaged nerves to regrow through a number of small channels. Once the nerve is fully regrown, the conduit biodegrades naturally.
“Nerves aren’t just like one long cable; they’re made up of lots of small cables, similar to how an electrical wire is constructed,” Frederik Claeyssens, PhD, lead author from the University’s Department of Materials Science and Engineering, stated in the release. “Using our new technique we can make a conduit with individual strands so the nerve fibers can form a similar structure to an undamaged nerve.”
In laboratory experiments, nerve cells added to the polymer conduit grew naturally within its channeled structure and the research team is now working towards testing the conduits in clinical trials.
“If successful, we anticipate these scaffolds will not just be applicable to peripheral nerve injury, but could also be developed for other types of nerve damage too. The technique of laser direct writing may ultimately allow production of scaffolds that could help in the treatment of spinal cord injury,” Claeyssens stated in the release.
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http://www.healio.com/orthotics-prosthetics/health-care-updates/news/online/%7B1E48F642-05B3-49C0-9BFB-4D3F478BB5A9%7D/Scaffolds-may-improve-nerve-regrowth-and-restoration
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en
| 0.946656
| 390
|
Polish media published an article on Christopher Columbus claiming the he was a son of the Polish King Wladislaw III of Varna. Such a claim was made by a Portuguese historian Manuel Rosa.
The U.S. University of North Carolina, Duke University published a book where various versions of Columbus’s origins are explored. The book claims that the present day version that Columbus was born in a family of Genoa’s weavers is the most unlikely. In part, it can be claimed that Columbus has some Lithuanian roots because his father Wladislaw III of Varna comes from the Jagiellonian dynasty. How such a version that the father of Christopher Columbus is of Polish-Lithuanian descent is presented?
The legend is presented as follows: after the supposed-death of Wladislaw of Varna in the crusade against Turks, Wladislaw never went back to Poland but went to Portugal and married a Portuguese woman with whom he had a child, namely Christopher Columbus. His royal background helped Christopher Columbus to win over the attention of Portuguese royal family to sponsor his journey to the New World.
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http://www.jura24.lt/en/news/other/christopher-columbus-polish-or-lithuanian-431612
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2013-05-22T07:19:46Z
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| 0.969891
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Carbon dioxide is an important gas in lakes. Although highly soluble in water, most carbon dixide in lakes is formed as an end product of respiration. As carbon dioxide dissolves in water, it form a series of compounds, including carbonic acid, bicarbonate and carbonate. The resulting carbonate chemistry, along with common anions such as hydroxide (OH-) and sulfate (SO4-), contribute to the alkalinity (buffering capacity) of water. Alkalinity is a measure of the ability of water to resist changes in PH, which is a measure of the amount of acidity. A neutral pH is 7; acidic conditions have pH less than 7; and alkaline solution have pH greater than 7.
Many aquatic organisms have fairly strict pH requirements, so the amount and stability of pH is very important. For example, the poorly buffered lakes they are unable to resist changes in pH caused by acidic precipitation, and the resulting low pH values (<5.5) reduced the diversity of organisms to only those few adapted to low pH.
Alkalinity is a conservative parameter which means it does not change readily in well-buffered lakes. On the other hand, pH values may vary both temporally and spatially with in a lake. During intense photosynthesis in the euphotic zone, carbon dioxide and carbonic acid can become less abundant. With less of this acid, pH values may rise to as high as 9. Additionally, respiration in the hypolimnion of a productive lake produces an excess of carbon dioxide, which dissociates to carbonic acid and lowers the pH.
Although lake sediments serve as an ultimate sink for whatever is in the water, movement of materials is not solely to the sediments. Storng storms and turnover events may mix sediment to be eventually mixed into the surface waters by internal currents or during periods of turnover. The chemical enviironment in the sediments is dynamic. Biological and chemical processes continually bring change. When dead plant material settles onto the sediment, bacterial decomposers use this organic matter as food and convert the organic phosphorus to phosphate and the organic nitrogen to ammonia. If oxygen is present, ammonia can be oxidized to nitrate, and oxidized iron can tie up the phospate as ferric phosphate. However, if reducing conditions occur, the nitrate is reduced back to ammonia, and the ferric iron is reduced to ferrous iron, which cannot hold the phosphate. Phosphate is then released back into the water. This reaction is referred to as "internal phosphorus loading" and is a major source of phosphorus to eutrophic lakes.
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CC-MAIN-2013-20
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http://www.fishin.com/forums2/kentucky-discussion-board/63524-general-lake-chemistry-part-iii.html
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2013-06-19T19:05:56Z
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September 14, 2007—An object recently detected orbiting a neutron star is among the strangest planet-mass bodies ever found, astronomers say.
Instead of circling around a normal star, the low-mass object—likely the "skeleton" of a smaller star—orbits a rapidly spinning pulsar, or neutron star.
The neutron star spins hundreds of times a second—faster than a kitchen blender.
The odd mass, which was spotted on June 7 by NASA's Swift and Rossi X-ray Timing Explorer (RXTE) satellites, orbits the bigger star in a little under once an hour.
The body is located about 230,000 miles (370,149 kilometers) away from the star—slightly less than the distance from Earth to the moon.
Neutron stars usually slow with age, but the gas spiraling from the bizarre object has likely maintained, or even increased, the star's speed.
The star siphons off gas from the orbiting body, as seen in the above artist's illustration. The gas flow occasionally becomes unstable and causes the bright outbursts that can be seen from Earth.
Astronomers suspect the system was once two stars, which formed billions of years ago. Eventually the larger star went supernova, leaving behind the neutron star, while the smaller star expanded into a red giant.
It's unknown whether the smaller star will survive much longer, however.
"It's been taking a beating," Hans Krimm of NASA's Goddard Space Flight Center said in a statement. The neutron star, after all, has been siphoning away its mass for billions of years.
"But that's part of nature."
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http://news.nationalgeographic.com/news/2007/09/070914-skeleton-star.html
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2013-05-22T21:40:25Z
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Oct. 13, 2007 The team of mathematicians that first created the mathematics behind the "invisibility cloak" announced by physicists last October has now shown that the same technology could be used to generate an "electromagnetic wormhole."
In the study, which is to appear in the Oct. 12 issue of Physical Review Letters, Allan Greenleaf, professor of mathematics at the University of Rochester, and his coauthors lay out a variation on the theme of cloaking. Their results open the possibility of building a sort of invisible tunnel between two points in space.
"Imagine wrapping Harry Potter's invisibility cloak around a tube," says Greenleaf. "If the material is designed according to our specifications, you could pass an object into one end, watch it disappear as it traveled the length of the tunnel, and then see it reappear out the other end."
Current technology can create objects invisible only to microwave radiation, but the mathematical theory allows for the wormhole effect for electromagnetic waves of all frequencies. With this in mind, Greenleaf and his coauthors propose several possible applications. Endoscopic surgeries where the surgeon is guided by MRI imaging are problematical because the intense magnetic fields generated by the MRI scanner affect the surgeon's tools, and the tools can distort the MRI images. Greenleaf says, however, that passing the tools through an EM wormhole could effectively hide them from the fields, allowing only their tips to be "visible" at work.
To create cloaking technology, Greenleaf and his collaborators use theoretical mathematics to design a device to guide the electromagnetic waves in a useful way. Researchers could then use these blueprints to create layers of specially engineered, light-bending, composite materials called metamaterials.
Last year, David R. Smith, professor of electrical and computer engineering at Duke's Pratt School, and his coauthors engineered an invisibility device as a disk, which allowed microwaves to pass around it. Greenleaf and his coauthors have now employed more elaborate geometry to specify exactly what properties are demanded of a wormhole's metamaterial in order to create the "invisible tunnel" effect. They also calculated what additional optical effects would occur if the inside of the wormhole was coated with a variety of hypothetical metamaterials.
Assuming that your vision was limited to the few frequencies at which the wormhole operates, looking in one end, you'd see a distorted view out the other end, according the simulations by Greenleaf and his coauthors. Depending on the length of the tube and how often the light bounced around inside, you might see just a fisheye view out the other end, or you might see an Escher-like jumble.
Greenleaf and his coauthors speculated on one use of the electromagnetic wormhole that sounds like something out of science fiction. If the metamaterials making up the tube were able to bend all wavelengths of visible light, they could be used to make a 3D television display. Imagine thousands of thin wormholes sticking up out of a box like a tuft of long grass in a vase. The wormholes themselves would be invisible, but their ends could transmit light carried up from below. It would be as if thousands of pixels were simply floating in the air.
But that idea, Greenleaf concedes, is a very long way off. Even though the mathematics now says that it's possible, it's up to engineers to apply these results to create a working prototype.
Greenleaf's coauthors are Matti Lassas, professor of mathematics at the Helsinki University of Technology; Yaroslav Kurylev, professor of mathematics at the University College, London; and Gunther Uhlmann, Walker Family Endowed Professor of Mathematics at the University of Washington.
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Instructions: Using all the knowledge learned in the previous lessons, find the verb (v), subjects (subj), predicate nominatives (pn), direct objects (do), appositives (app), nouns of address (na), adjectives (adj), predicate adjectives (pa), adverbs (adv), prepositions (prep), objects of the preposition (op), and prepositional phrases (p ph) in the following sentences.
1. The woman in the green suit is Martha, our favorite neighbor.
2. Oh, Grant, there is no electricity in our house now.
3. The racer ran past in a big hurry.
4. The river past our house winds down into a steep valley.
5. Come in and don't stand outside in the cold.
6. The rookie basketball player was caught off his guard.
7. The mythology stories are well-known and exciting.
8. That old shoe is well-worn and completely worthless.
9. Will you climb up the ladder and through the window and open the door for me?
10. These sentences with more concepts are becoming longer and harder.
--For answers scroll down.
1. is = v; woman = subj; Martha = pn; neighbor = app; the = adj modifying woman; our/favorite = adj modifying neighbor; in a green suit = p ph modifying woman; in = prep; suit = op; a/green = adj modifying suit
2. is = v; electricity = subj; Grant = na; no = adj modifying electricity; now = adv modifying is; in our house = p ph modifying electricity or is; in = prep; house = op; our = adj modifying house; (oh = interjection; there = introductory there)
3. ran = v; racer = subj; the = adj modifying racer; past = adv modifying ran; in a big hurry = p ph modifying ran; in = prep; hurry = op; a/big = adj modifying hurry
4. winds = v; river = subj; the = adj modifying river; down = adv modifying winds; past our house modifying river/into a steep valley modifying winds = p ph; past/into = prep; house/valley = op; our = adj modifying house; a/steep = adj modifying valley
5. come/do stand = v; you (understood) = subj; in = adv modifying come; n't/outside = adv modifying do stand; in the cold = p ph modifying do stand; in = prep; cold = op; the = adj modifying cold
6. was caught = v; player = subj; the/rookie/basketball = adj modifying player; off his guard = p ph modifying was caught; off = prep; guard = op; his = adj modifying guard
7. are = v; stories = subj; well-known/exciting = pa; the/mythology = adj modifying stories
8. is = v; shoe = subj; well-worn/worthless = pa; that/old = adj modifying shoe; completely = adv modifying worthless
9. will climb/ (will) open = v; you = subj; door = do; the = adj modifying door; up the ladder modifying will climb/through the window modifying will climb/for me modifying will open = p ph; up/through/for = prep; ladder/window/me = op; the = adj modifying ladder; the = adj modifying window
10. are becoming = v; sentences = subj; longer/harder = pa; these = adj modifying sentences; with more concepts = p ph modifying sentences; with = prep; concepts = op; more = adj modifying concepts
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CC-MAIN-2013-20
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http://dailygrammarlessons.blogspot.com/2011_09_18_archive.html
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2013-05-18T18:14:30Z
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en
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Diesel Hybrid Mass Transit
If you live in a city like New York, Chicago, or San Francisco Calif., and you use public transportation, chances are good that you've already been a passenger on a diesel hybrid bus. Nearly all buses and heavy-duty large trucks use diesel engines because of the massive torque available -- torque helps the vehicle pull huge amounts of weight. Just like cars, they use either parallel or series hybrid systems to assist the diesel engines in these buses.
San Francisco's hybrid bus system, first unveiled in April 2007, uses a series hybrid system where the engine turns a generator that produces electricity to power electric drive motors that propel the bus. The wheels aren't turned by diesel power directly, but rather electricity.
Seattle Wash. King County Metro Transit buses run on a parallel hybrid system - this means that at low speed the bus is mostly electrically driven, while at medium speeds it operates on a blend of diesel and electric power and at high speeds it runs on mostly diesel power.
The benefit offered by buses powered with diesel hybrid technology is that they produce significantly lower emissions and increased fuel efficiency. One of the downsides is the cost -- they can be several hundred thousand dollars more expensive than conventional buses. In Seattle, according to King County's Web site, fuel economy in the hybrid-powered buses is more than 4 mpg (1.7 km/l). That's pretty good when compared to the 2.6 mpg (1.1 km/l) the conventional diesel-powered buses are currently getting.
Some dispute whether hybrid buses are truly worth the extra cost. In Seattle, it has been reported that the buses have never achieved the fuel economy they were supposed to -- and in some cases, they actually achieved lower fuel economy numbers than standard diesel buses. Like a diesel hybrid car, it's also difficult to argue whether the added initial cost of the buses is made up for in fuel savings.
In the next section, we'll take a look at some of the diesel hybrid concept cars that have made their way into the auto show circuit. Will one end up in your garage?
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http://auto.howstuffworks.com/diesel-hybrid4.htm
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2013-05-20T22:39:37Z
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Computer-Aided Engineering (CAE) software enhances product design and manufacture. In the parallel world of video games and movies, CAE-like software gives life to breath-taking effects and virtual realism.
I say CAE-like software because the emphasis is less on physical reality and more on the entertainment quotient. So for movies, such as X-Men, that means presenting physics-warping feats such as weather control. For games, such as race car simulations, it means faking enough of reality to ensure the game feels real but can perform its limited simulation calculations in real time. Thanks to Moore's Law we have ever more powerful computers available for play and work.
Movies typically prefer visual accuracy, while games favor real-time response. The requirement for visual accuracy means render times for movies can take hours per frame, even with massively parallel clusters. These extended time scales for creating movie virtual reality allows more sophisticated simulations, even physically accurate CAE techniques to be used. However, the lack of aesthetics exhibited by realism often requires human intervention to bring the fantastical to life. A whole industry is dedicated to warping physics to the whims of movie directors, e.g. Spiderman swinging on a thread through Manhattan, much to the delight of moviegoers. Who, dealing with the ordinary every day, want to see extraordinary feats in their movies.
- Kinematics of race cars cornering
- Deformable, cartoon-like structures in wacky racing games such as Cel Damage
- Airflow simulation in flight simulators e.g. X-Plane
- Water flow simulation
- Fluid-structure interactions for character clothing
The Graphic Processor Units (GPUs), which power the graphics cards that deliver near real virtual game worlds, in some cases exceed the raw number crunching abilities of the typical CPU. This has prompted some people to consider using GPUs for physics simulations, such as real-time flow simulations, with impressive results. Using the same technique, real-time 2D fluid dynamics was incorporated into a game. There is no question that the fractal beauty of time-dependent turbulence makes for impressive visuals. Following the same line of reasoning that led to the graphics card, there is now talk of a physics card.
Ultimately CAE software and game technology will converge, providing near real-time physics with selectable accuracy. Already there is plenty to admire and learn from the optimization techniques employed in the latest games. Very few CAE applications approach real-time response; those that do make assumptions that cover only a limited range of cases e.g. sub-sonic inviscid flow. Still, when these assumptions are met, the techniques are impressively quick (e.g. panel method) and ideal for early concept design analysis. A toolbox of techniques that progressively make fewer assumptions, but typically require more resources and time, is a pragmatic approach until hardware and software developments allow real-time simulations without assumptions.
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http://www.symscape.com/blog/real_time_simulation
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2013-05-22T14:54:57Z
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en
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|
Abbacy Nullius of Wettingen-Mehrerau
A Cistercian abbey near Bregenz, Vorarlberg, Austria. The Cistercian monastery of Wettingen was founded by Henry of Rapperswyl in the present Canton of Aargau, Switzerland, in 1227. It was first recruited with Cistercian monks from Salem (Salmannsweiler) in Baden, and continued without interruption till its suppression by the Government of the Canton of Aargau, 13 January, 1841. Hereupon its abbot, Leopold Höchle, made several futile attempts to found a new home for himself and his scattered monks. After thirteen years of searching for a suitable place he finally obtained the permission of Emperor Franz Joseph to buy the partly dilapidated Benedictine monastery of Mehrerau, which had been suppressed in 1806. On 18 October, 1854, this new home of the Cistercians of Wettingen was solemnly opened under the name of Wettingen-Mehrerau. The abbot bears the title of Abbot of Wettingen and prior of Mehrerau, and has all the privileges of the former abbots of Wettingen. He exercises episcopal jurisdiction over the German convents of Cistercian nuns in Switzerland. Wettingen-Mehrerau is the only consistorial abbey of the Cistercians, that is, its abbot is the only Cistercian abbot who is preconized in a public consistory (see MEHRERAU).
More Catholic Encyclopedia
Browse Encyclopedia by Alphabet
The Catholic Encyclopedia is the most comprehensive resource on Catholic teaching, history, and information ever gathered in all of human history. This easy-to-search online version was originally printed in fifteen hardcopy volumes.
Designed to present its readers with the full body of Catholic teaching, the Encyclopedia contains not only precise statements of what the Church has defined, but also an impartial record of different views of acknowledged authority on all disputed questions, national, political or factional. In the determination of the truth the most recent and acknowledged scientific methods are employed, and the results of the latest research in theology, philosophy, history, apologetics, archaeology, and other sciences are given careful consideration.
No one who is interested in human history, past and present, can ignore the Catholic Church, either as an institution which has been the central figure in the civilized world for nearly two thousand years, decisively affecting its destinies, religious, literary, scientific, social and political, or as an existing power whose influence and activity extend to every part of the globe. In the past century the Church has grown both extensively and intensively among English-speaking peoples. Their living interests demand that they should have the means of informing themselves about this vast institution, which, whether they are Catholics or not, affects their fortunes and their destiny.
Browse the Catholic Encyclopedia by Topic
Copyright © Catholic Encyclopedia. Robert Appleton Company New York, NY. Volume 1: 1907; Volume 2: 1907; Volume 3: 1908; Volume 4: 1908; Volume 5: 1909; Volume 6: 1909; Volume 7: 1910; Volume 8: 1910; Volume 9: 1910; Volume 10: 1911; Volume 11: - 1911; Volume 12: - 1911; Volume 13: - 1912; Volume 14: 1912; Volume 15: 1912
Catholic Online Catholic Encyclopedia Digital version Compiled and Copyright © Catholic Online
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Cattle sorting is an art that grew out of necessity. Ranches in the American prairie lands often butted up against each other. As a result, cattle herds became mixed up and ranchers lost track of their valuable property. Ranchers solved this problem by branding their cattle with an identifying mark and then sorting their cattle into a pen using special tools.
Cattle sorting sticks feature a paddle end used to shepherd cattle into a designated area. Successful sorting depends on a keen understanding of cattle behavior. For instance, handlers need to stay outside of the cattle’s comfort zone – sometimes a distance as large as 300 feet – in order to get them to move without spooking. A handler’s positioning outside this comfort zone helps to influence the cattle’s movement.
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CC-MAIN-2013-20
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2013-05-22T14:18:49Z
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en
| 0.957615
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|
Medicine of the Pharaohs:
For Every Malady a Cure
Of all the branches of science pursued in ancient Egypt, none achieved such popularity as medicine as it was based on an integrated scientific methodology and a system of medical schools. Under this system, the first of its kind in human history, the first school of medicine dated back to the first Dynasty followed by other reputed schools such as Per Bastet in the New Kingdom and at Abydos and Sais in the late period.
Physicians learnt their profession at schools called Houses of Life. They were no doubt given some practical experience, but chiefly they had to study what was already written. They used to administer their treatments in accordance with a written law composed by earlier famous physicians. Medical texts were used not only as a fount of professional knowledge but also as a safeguard against possible failure.
Categories of Physicians
Priests were the first to practice medicine as some doctors belonged to the priesthood. Some again were counted among the scribes, as shown in such titles as "chief doctor and scribe of the word of God. Many enjoyed ecclesiastical as well as lay titles. Like other professions, doctors had their own hierarchy. Besides ordinary doctors there were senior doctors, inspectors, overseers and masters of physicians and the Chief of Physicians of the South and the North, a kind of minister of health. Royal and palace doctors had special hierarchy and titles.
There was even a degree of specialization quite remarkable for the time. Each physician used to treat one disease, and no more. There were plenty of physicians everywhere. Some were eye-doctors, some dealt with the head, others with teeth or the abdomen, and some with hidden maladies. Only members of the high strata of society were allowed to learn and practice this honorable profession. Moreover, a physician had to learn the science of drugs especially botany.
Ancient Egyptians held physicians in so much high esteem that they raised Imhotep, the great physician (2700 BC) after his death to a sacred status as the god of medicine.
According to the ancient historian Biliny, Egyptians used to examine bodies of the dead to know the cause of death. This should not look strange for such people, traditionally accustomed, as they were, to thorough pursuit of knowledge. According to the American historian Breasted, an authority on ancient Egyptian history, ancient Egyptian surgeons were highly skilled as shown in inscriptions. Clean wounds were treated by stitching and adhesive bandages. Other wounds were treated by approximating edges on the first day then with honey and astringent herbs. Moreover, fractures were successfully treated with splints. They used many methods to diagnose pregnancy and to know the gender of embryo before birth. They were the first to use Arabian gum in birth control. They were the first to use delivery stool, with special attention to pediatrics and the patient nutrition. It also appears that for some people, at least, there was a system of free medical aid.
Ancient Egyptian chemists equally excelled in preparing and extracting drugs from mineral, botanical and, animal substances. However ancient Egyptian pharmacopoeia was mainly based on herbs especially vegetables and other foods. Drugs were used in pills and ointment form and drops. Dressings and deodorant preparations were also used. This is clearly shown in the Ebers papyrus which includes names of medical herbs of great medical benefit.
It is both interesting and surprising to know that the diagnosis methods currently used in the medical profession are no much different than those used by ancient Egyptian physicians several centuries ago.
According to the Berlin Papyrus No. 154, an ancient report reads as follows:
The patient suffers a great epigastric pain. He feels a heavy, hot and inflamed body. He complains of being unable to tolerate his clothes and feels they do not warm him. He feels thirsty during the night. His saliva has the taste of unripe fruits. His muscles pain him as if he walked for a long distance.
Conception of Human Body
The Egyptians conception of the human body, then, was as a network of interconnecting channels and analogous to the branches of the Nile and the artificial canals of their own country. Notions of physiology and disease were all anchored in the concept of the heart as the center of the organism. The heart was one's partner: it spoke to a person in his or her solitude. It was at the same time the engine of all the bodily functions, not only of one cardinal function, the circulation, as modern science revealed. From the heart proceeded channels (metu) linking all parts of the body together.
These channels, the Egyptians believed, conveyed not only the blood, but also air (reaching the heart from the nose, they thought), tears, saliva, mucus, sperm, urine, nutriment and feces, as well as harmful substances conceived to be the agents of pain and illness. Not only blood vessels were considered as metu, but also the respiratory tract, tear duct, ducts of various glands, spermatic duct, the muscles, tendons and ligaments.
Who are we?
Tour Egypt aims to offer the ultimate Egyptian adventure and intimate knowledge about the country. We offer this unique experience in two ways, the first one is by organizing a tour and coming to Egypt for a visit, whether alone or in a group, and living it firsthand. The second way to experience Egypt is from the comfort of your own home: online.
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Many people with Alzheimer’s experience changes in their sleep patterns. Scientists do not completely understand why this happens. As with changes in memory and behavior, sleep changes somehow result from the impact of Alzheimer’s on the brain.
Many older adults without dementia also notice changes in their sleep, but these disturbances occur more frequently and tend to be more severe in Alzheimer’s. There is evidence that sleep changes are more common in later stages of the disease, but some studies have also found them in early stages.
Sleep changes in Alzheimer’s may include:
Difficulty sleeping. Many people with Alzheimer’s wake up more often and stay awake longer during the night. Brain wave studies show decreases in both dreaming and non-dreaming sleep stages. Those who cannot sleep may wander, be unable to lie still, or yell or call out, disrupting the sleep of their caregivers.
Daytime napping and other shifts in the sleep-wake cycle. Individuals may feel very drowsy during the day and then be unable to sleep at night. They may become restless or agitated in the late afternoon or early evening, an experience often called “sundowning.” Experts estimate that in late stages of Alzheimer’s, individuals spend about 40 percent of their time in bed at night awake and a significant part of their daytime sleeping. In extreme cases, people may have a complete reversal of the usual daytime wakefulness-nighttime sleep pattern.
A person experiencing sleep disturbances should have a thorough medical exam to identify any treatable illnesses that may be contributing to the problem. Examples of conditions that can make sleep problems worse include:
- Restless legs syndrome, a disorder in which unpleasant “crawling” or “tingling” sensations in the legs cause an overwhelming urge to move them
- Sleep apnea, an abnormal breathing pattern in which people briefly stop breathing many times a night, resulting in poor sleep quality
For sleep changes due primarily to Alzheimer’s disease, there are non-drug and drug approaches to treatment. Most experts and the National Institutes of Health (NIH) strongly encourage use of non-drug measures rather than medication.
Studies have found that sleep medications generally do not improve overall sleep quality for older adults. Use of sleep medications is associated with a greater chance of falls and other risks that may outweigh the benefits of treatment.
Non-drug treatments aim to improve sleep routine and the sleeping environment and reduce daytime napping. Non-drug coping strategies should always be tried before medications, since some sleep medications can cause serious side effects. To create an inviting sleeping environment and promote rest for a person with Alzheimer’s:
- Maintain regular times for meals and for going to bed and getting up
- Seek morning sunlight exposure
- Encourage regular daily exercise, but no later than four hours before bedtime
- Avoid alcohol, caffeine and nicotine
- Treat any pain
- If the person is taking a cholinesterase inhibitor (tacrine, donepezil, rivastigmine or galantamine), avoid giving the medicine before bed
- Make sure the bedroom temperature is comfortable
- Provide nightlights and security objects
- If the person awakens, discourage staying in bed while awake; use the bed only for sleep
- Discourage watching television during periods of wakefulness
In some cases, non-drug approaches fail to work or the sleep changes are accompanied by disruptive nighttime behaviors. For those individuals who do require medication, experts recommend that treatment “begin low and go slow.”
Cope with caregiving challenges and changes
Our Alzheimer’s & Dementia Caregiver Center brings our caregiving information and tools together into one easy-to-navigate site featuring information on early-, late- and middle-stage caregiving and other topics.
The risks of sleep-inducing medications for older people who are cognitively impaired are considerable. They include increased risk for falls and fractures, confusion and a decline in the ability to care for oneself. If sleep medications are used, an attempt should be made to discontinue them after a regular sleep pattern has been established.
The type of medication prescribed by a doctor is often influenced by behaviors that may accompany the sleep changes. The decision to use an antipsychotic drug should be considered with extreme caution. Research has shown that these drugs are associated with an increased risk of stroke and death in older adults with dementia. The FDA has ordered manufacturers to label such drugs with a “black box” warning about their risks and a reminder that they are not approved to treat dementia symptoms.
Learn more >> Read the FDA's latest safety alert about this issue
Examples of medications used to treat sleep changes include:
- Tricyclic antidepressants, such as nortriptyline and trazodone
- Benzodiazepines, such as lorazepam, oxazepam and temazepam
- “Sleeping pills” such as zolpidem, zaleplon and chloral hydrate
- “Atypical” antipsychotics such as risperidone, onlanzapine and quetiapine
- Older “classical” antipsychotics such as haloperidol
Any time you are prescribed a new medication, make sure to ask your health care team:
- What are the benefits of this medication?
- What are the risks of this medication?
- What other treatment options are available?
Treatment goals are likely to change during your journey with Alzheimer's disease. Make sure you understand all the available options and the benefits and risks of each choice as your treatment plan evolves.
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Migratory Bird Day on Saturday,
May 14, with Festivals, Bird Walks and Boat Tours
FOR IMMEDIATE RELEASE
With the arrival of spring, the U.S. Fish and Wildlife Service and several conservation organizations made an historic announcement on April 28. The Ivory-billed woodpecker, a species that has been thought to be extinct for more than 60 years, had been rediscovered in “The Corridor of Hope” in eastern Arkansas near Cache River National Wildlife Refuge. The rediscovery gives Americans a special reason to celebrate International Migratory Bird Day this Saturday, May 14, with festivals, bird walks, and birder’s boat tours throughout the Southeast.
“International Migratory Bird Day is celebrated annually on the second Saturday in May to focus attention on migratory birds, their journey between their winter and summer homes, and the importance of their conservation,” said Sam D. Hamilton, the Service’s Southeast Regional Director. “We encourage people to visit their local national wildlife refuge or natural area to enjoy a bird walk or boat tour and learn more about the migratory birds they see in their area.”
The theme for this year’s International Migratory Bird Day is “Collisions: Clear the Way for Birds.” To explore the human-related obstacles that birds may encounter in flight and the steps people can take to minimize the impact, please visit http://www.fws.gov/birds/imbd/2005theme.html
Several refuges and communities are offering activities in recognition of International Migratory Bird Day. Here is a sampling of Service activities in the Southeast:
The U.S. Fish and Wildlife Service is the principal federal agency responsible for conserving, protecting and enhancing fish, wildlife and plants and their habitats for the continuing benefit of the American people. The Service manages the 95-million-acre National Wildlife Refuge System that encompasses 544 national wildlife refuges, thousands of small wetlands and other special management areas. It also operates 70 national fish hatcheries, 64 fishery resource offices, and 78 ecological services field stations. The agency enforces federal wildlife laws, administers the Endangered Species Act, manages migratory bird populations, restores national significant fisheries, conserves and restores wildlife habitat such as wetlands, and helps foreign governments with their conservation efforts. It also oversees the Federal Aid program that distributes hundreds of millions of dollars in excise taxes on fishing and hunting equipment to state fish and wildlife agencies.
can view our releases or subscribe to receive them -- via e-mail --
at the Service's Southeast Regional home page at http://southeast.fws.gov.
Our national home page is at: http://news.fws.gov/newsreleases/.Atlanta, GA 30345
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Table of Contents
- What Are the True Facts?
- Symptoms in Infants and Young Children
- Symptoms in Older Children
- Potential Causes
- Natural Light Deficiency
- Food Additives
- Avoiding Ritalin®
- Success By A Nutritional Approach
- Using Homeopathy
What Are the True Facts?
The vast majority of medical doctors consider Attention Deficit Disorder (ADD) to be of unknown causes. Yet it's a known fact that the elimination of food additives and refined sugar produces dramatic improvements. Why haven't you been told this well-known fact? Considering the advertising revenues, it doesn't take a genius to see why the print and broadcast media have, for the most part, refused to publicize this vital information!
ADD, hyperactivity, and dyslexia are believed to be disorders of certain mechanisms of the central nervous system. Infants and children are the ones most often affected, and most often subjected to the widespread and indiscriminate use of drugs, especially Ritalin®, for quick short-cut suppression of deeper problems.
ADD interferes with the child's home, school and social life. Unable to screen out stimuli, the child is easily distracted. This usually intelligent child receives a label of being "learning-disabled" and finds the nervous system cannot be slowed down to focus long enough to complete an assigned task. Other symptoms may be head knocking, self-destructiveness, temper tantrums, clumsiness and sleep disturbances. ADD may exist with or without the hyperactivity aspect.
ADD has been diagnosed for hundreds of years, but more recently has become more prevalent due to the increased use of chemicals, pollutants, or heavy metal toxicity (such as lead, mercury, and cadmium). One estimates quotes over l.3 million with Attention Deficit Disorder; another source quotes up to 3 million with Attention Deficit Hyperactivity Disorder.
Although genetics, infections and brain damage (trauma) have been cited as causes of ADD and LD (Learning Disabilities), these cases are quite rare compared to causes like a dysfunctional home, heavy metal toxicities, nutritional deficiencies, and food and chemical allergies. The majority of cases are caused by an immune defect and allergies to food additives, preservatives, chemicals, or inhalants. To deal adequately with this illness, we must address all these potential imbalances. Some of the nutritional deficiencies that correlate with LD or ADD are calcium, magnesium, iodine, iron and zinc. On the other hand, high copper, lead, cadmium and aluminum levels have also been seen in learning disabled children.(21)
Good nutrition during pregnancy and in the early years of the child' s life may help in preventing ADD. Eliminating processed foods, artificial flavorings, colorings, preservatives, and sugars have been shown to help the hyperactivity aspect of the affliction.
Symptoms in Infants and Young Children
- Crying inconsolably
- Poor or little sleep
- Difficult feeding
- Refuses affection and cuddles
- Head banging or rocking fits or temper tantrums
Symptoms in Older Children
- Constantly moving
- Destructive or disruptive behavior
- Accident proneness
- Bouts of fatigue, weakness and listlessness
- Poor concentration ability
- Vocal repetition and loudness
- Withdrawn behavior
- School failure despite normal or high IQ
- Poor sleep with nightmares
- Poor appetite and erratic eating habits
- Poor coordination
- Irritable, uncooperative, disobedient, self-injurious, nervous, very moody or depressed
- Hypersensitive to odors, lights, sound, heat and cold
- Nose and skin picking or hair pulling
- Bed wetting (enuresis)
- Dark circles or puffiness below the eyes
- Red earlobes or red cheeks
- Swollen neck glands or fluid behind ear drums
Many natural health oriented doctors believe that potential causes for the modern epidemic of Attention Deficit Disorders (ADD) and hyperactivity are:
- Food additives
- Refined sugar
- Poor nutrition
- Natural light deficiency
- Food allergies
- Heavy metal toxicity (such as lead, mercury, or cadmium)
- Poor teaching methods combined with lack of discipline
Natural Light Deficiency
Dr. John Ott, the pioneer in light-deficiency disorders, proved an association of natural light deficiency with ADD in the school system in Sarasota, Florida many years ago. You can read about it in Dr. William Campbell Douglass' book, Into the Light. (A)
Dr. Douglass suggests that if your child or grandchild has been diagnosed with ADD, all the light bulbs in your home should be replaced with full spectrum lights (everyone should do this anyway). (8) You might also attempt to get the schools in your area to install full-spectrum lights.
The belief that food additives can cause hyperactivity in children stemmed from the research of Benjamin Feingold, M.D. It is commonly referred to as the Feingold Hypothesis. According to Feingold, perhaps 40 to 50 percent of hyperactive children are sensitive to artificial food colors, flavors, and preservatives. They may also be sensitive to naturally occurring salicylates and phenolic compounds in foods.
Dr. Julian Whitaker has observed:
"Feingold's assertion that food additives are a problem in learning disorders has been subject to great debate over the past two decades. Practices that are profitable carry on and major economic interests have responded by hiring their own researchers to combat the results. Questions are asked in ways that will produce answers that undercut the challenging work and please the funding interests. The media publishes "conflicting reports." Politicians and regulators cite this conflict as their reason for inaction. Habits do not change easily. Feingold's work has stimulated a classic example of such debate, because the American food supply and American agribusiness is profitably enmeshed in the use of food additives.
Dr. Feingold made his original presentation to the American Medical Association in 1973. His strong claims were based on experience with 1,200 individuals in whom behavior disorders were linked to consumption of food additives. Follow-up research in Australia and Canada has tended to support Feingold's thesis." (27)
In 1996 the World Health Organization warned that Ritalin® over-use has reached dangerous proportions. Hopefully, by being armed with correct information, you may be able to avoid using Ritalin® or other similar medications. Use of these drugs on a long-term basis is questionable. Safety of such long-term use is simply unknown, but many dangerous side effects have been increasingly observed. Ritalin®, for instance, may provoke seizures and suppress growth, or it may cause angina, blood pressure changes, depression or any of a very long list of serious side effects.
Dr. Robert Mendelsohn had once noted: "No one has ever been able to demonstrate that drugs such as Cylert and Ritalin® improve the academic performance of the children who take them.... The pupil is drugged to make life easier for his teacher, not to make it better and more productive for the child." (13)
Success By A Nutritional Approach
Most self-proclaimed "experts" on ADD and Hyperactivity disorders are unaware of the relationship between nutrition and ADD / ADHD, but they are quick to say that these are not important nor relevant. However there are enough studies that prove otherwise. For example:
- A 1994 study at Purdue University found that boys diagnosed with ADHD had lower levels of the omega-3 essential fatty acid DHA (American Journal of Clinical Nutrition)
- A 1997 study found that 95% of ADHD children tested were deficient in magnesium (Magnesium Research 10, 1997)
- A 1996 study found that ADHD children had zinc levels that were only 2/3 the level of those without ADHD (Biological Psychiatry 40, 1996)
The cell membranes and synaptic endings of neurons in our brains and nervous systems are composed of DHA, an omega-3 essential fatty acid. These membranes go rancid unless protected with antioxidants. Since most people don't get enough DHA, other types of fats are incorporated into the brain, but they do not function as well because they are the wrong shape. Also, the all-important neurotransmitters are manufactured by the body from dietary sources. In order for these neurotransmitters to function well, the B vitamins, magnesium, zinc, and Vitamin C must all be present in sufficient amounts. Some studies have shown a relationship between fatty acid deficiencies and ADD, learning disorders, and behavior problems.
Some dietary suggestions that I have found to be helpful are:
- VERY IMPORTANT! Supplement with natural concentrated nutritional supplements containing antioxidants, anti-inflammatory nutrients, vitamins, and essential minerals. The goal is to improve synaptic cell-to-cell communication.
- Provide essential fatty acid (EFA) supplements (as in fish oil, flaxseed oil, DHA / EFA supplements, primrose oil).
- Adjust the types of fats your family eats (good fats are olive oil, fish oil, canola oil and flaxseed oil; reduce all others). These are also helpful for the cardiovascular system, and can reduce the risk of cancer.
- Eliminate, or at least reduce as much as possible, trans-fats (man-made hydrogenated oils which can be incorporated into your brain structure - processed food are full of them). These fats are also worse for your heart than saturated fats and are potential carcinogens.
- Avoid food additives and highly processed foods.
Dr. Zoltan Rona, past president of the Canadian Holistic Medical Association, has pointed out the following important nutritional considerations in his best-selling book, Childhood Illness and the Allergy Connection:
"Micronutrient deficiencies or dependencies (e.g. zinc) can have deleterious effects on both short and long term memory. White spots on the nails could be a sign of zinc deficiency even when blood tests for zinc are normal. The expression, "No zinc, no think" is not without merit. Many studies have shown that zinc supplementation is helpful with memory, thinking and I.Q. The best way of getting zinc is to optimize the diet. The most recently published RDA (Recommended Dietary Allowance) for adults is 15 mgs. per day. The richest sources of zinc are generally the high protein foods such as organ meats, seafood (especially shellfish), oysters, whole grains and legumes (beans and peas). Studies show that cognitive development can be impaired when there are low iron blood levels. Deficiencies in B vitamins, particularly vitamin B1 and choline may also be involved.
"Since amino acids are the precursors to the neurotransmitters, low levels can lead to neurotransmitter deficiency. Higher than accepted levels may lead to neurotransmitter excess. One example of amino acid excess causing hyperactive behaviour occurs with the artificial sweetener, aspartame. Some children are highly sensitive to aspartame and scrupulous attention should be aimed at keeping this potential neurotoxin out of the child's diet. In children who consume large amounts of aspartame in soft drinks or other processed foods, amino acids can be significantly abnormal."(21)
Children who have been diagnosed as being "hyperactive" or having Attention Deficit Disorder may have the following:
- Cervical segmental dysfunction (pressure or irritation in the neck or the junction of the neck and skull)
- Allergies to one or more foods (usually milk, cane sugar, chocolate, American cheese, or wheat (with sugar, additives, and cow's milk being the most frequent problems)
- Toxic metal accumulation (usually lead, mercury, copper, or aluminum)
For the spinal nerve pressure or irritation, some chiropractic adjustments (spinal manipulations) may be enough to correct this potential component. From what I have read of Dr. Upledger's CranioSacral Therapy, he says that ADD is commonly mechanically caused by an occiput that is jammed too far forward on the cranial base (apparently a common result of any sort of birth trauma, no matter how minor). Of those he's treated who've presented with ADD, I believe that he said 60 per cent of those had the "jammed occiput" condition. Of those with this mechanical problem, he experienced a 100 per cent cure rate. Unfortunately, the mechanical aspect is rarely examined by parents seeking help with ADD.
I always recommend elimination of refined sugar and food additives from the diet of the affected person. This has to be done to the best of one's ability, and obviously is not always 100 percent possible. Conscientious efforts on the parents' part, and frequent trips to health food stores and organic food suppliers are a must.
Suspension of all dairy product use for the first 6 weeks is also often recommended, since cow's milk products are very frequently involved in allergic or hypersensitivity reactions in these cases. A simple "leg length check" can often be useful in narrowing down potential food allergies. For example, if you suspect milk to be a potential problem, give a few drops of it under the tongue while the child is lying on his back with shoes on. If the child begins to react to the milk (or any other food being tested), then the previously equal in length legs will appear to suddenly become unequal in relation to each other (sometimes by as much as three fourths of an inch). I think you will be as amazed to see this phenomenon as I was when I first witnessed it three decades ago!
If there is reason to suspect toxic accumulation of lead, mercury, copper, or aluminum, then I use Metalstat homeopathic drops from Energique(C) for detoxification of heavy metals. Blood tests and hair tests are available for accurate testing, but since correction may be accomplished by inexpensive homeopathic drops, I seldom see a need to insist upon such testing (which can often add up to hundreds of dollars in expenses). Let's be practical and use common sense! The beauty of the action of homeopathic drops and remedies is that they function as a catalyst for the body's own inner healing mechanisms and resources to go into action to correct health imbalances. If the homeopathic being taken is not necessary, then nothing happens! If not used excessively, there are no harmful side effects to worry about as are often encountered with most prescription drugs.
Finally, in addition to all-natural nutritional supplementation (if it is a particularly difficult or long-term problem), it may be helpful for the child (and occasional adult) to take twice daily ADD HP(C) homeopathic drops from Energique.(C) to assist in the reorganization and coordination of the central nervous system back to an integrated whole. These drops contain homeopathically prepared potencies of Adrenocorticotropin, L-Dopa Phenolic, Gamma Aminobutyric Acid Phenolic, Norepinephrine Phenolic, Serotonin Phenolic, Lycopodium Clavatum, Calcarea Carbonica, Calcarea Phosphorica, as well as some others - and often reduce the time to when parents can see their children functioning without impairment. It should not be unusual to see a child get rid of his Ritalin®, get rid of his allergies, and get rid of the stigma of "A.D.D." and "hyperactivity" placed upon him or her when the measures discussed in this article have been carried out.
Remember, true health care should always seek to determine the causes of health problems. Obviously bad health habits and the causes of the problems then need to be eliminated. In my opinion, simply suppressing the effects of the causes or bad habits with drugs is not the optimum approach! Despite the fact that this seems almost childishly obvious, what do we see everywhere around us in today's health care?
- Boris, M. "Foods and food additives are common causes of the attention deficit hyperactivity disorder in children", Annals Allergy Vol. 72, 1994, pages 462 - 468
- Carter, C.M. "Effects of a few foods diets in Attention Deficit Disorder", Archives of Diseases of Childhood Vol. 69, 1993, pages 564 - 568
- Cobb, Judith G. "Hyperactivity", Nature's Field, Nov./Dec. 1990
- Crook M.D., William G. Detecting Your Hidden Allergies (Jackson, Tennessee: Professional Books, 1988)
- Crook M.D., William G. Help for the Hyperactive Child (Jackson, Tennessee: Professional Books, Inc., 1991)
- Crook M.D., William G. Solving the Puzzle of Your Hard-to-Raise Child (Jackson, Tennessee: Professional Books, Inc., 1987)
- Crook M.D., William G. The Yeast Connection Handbook (Jackson, Tennessee: Professional Books, Inc., 1996)
- Douglass M.D., William Campbell Into the Light (Atlanta, Georgia: Second Opinion Publishing)
- Gaby M.D., Alan R. "Literature Review and Commentary," Townsend Letter for Doctors, April 1994
- Hagerman, R.J. and Falkenstein, M.A. "An association between recurrent otitis media in infancy and later hyperactivity" Clinical Pediatrics, 1987: Volume 26, Number 5
- Kahn M.D., Cynthia, A. et al. "Lead Screening Children With Attention Deficit Hyperactivity Disorder and Developmental Delay" Clinical Pediatrics, September 1995; pages 498 - 501
- Kaplan, B.J. "Dietary replacement in preschool-aged hyperactive boys" Pediatrics, 83, 1989, pages 7 - 17
- Mendelsohn M.D., Robert S. How to Raise a Healthy Child...In Spite of Your Doctor (New York: Ballantine Books, 1984)
- Murray, N.D., Michael and Pizzorno, N.D., Joseph An Encyclopedia of Natural Medicine (Rocklin, California: Prima Publishing, 1990)
- Nature's Field, Sept. / Oct. 1994
- Pinnacle Magazine, April / May 1995
- Rapp, Doris J. "Allergies and the Hyperactive Child" Pediatrics (New York, New York: Simon & Schuster, 1979)
- Rapp, Doris J. Allergies and Your Family (New York, New York: Sterling Publishing, 1980)
- Reichenberg-Ullman N.D., M.S.W., Judyth "Homeopathy for Hyperactive Children," in Natural Health, Nov/Dec 1992
- Riggs, Maribeth Natural Child Care (Harmony Books: New York, 1989)
- Rona M.D., Zoltan Childhood Illness and the Allergy Connection (Rocklin, California: Prima Publishing, 1997)
- Smith, M.D., Lendon Feed Your Kids Right (New York: Dell Publishing, 1979)
- Smyth, Angela The Complete Home Healer (San Francisco, California: Harper, 1994)
- Strohecker, James, editor. Alternative Medicine: The Definitive Guide (Puyallup, Washington: Future Medicine Publishing, 1994)
- Ullman N.D., Robert & Reichenberg-Ullman N.D., M.S.W., Judyth Ritalin-Free Kids (Rocklin, California: Prima Publishing, 1996)
- Vatz, Richard E. and Weinberg, Lee S. "Hyperactivity," Mothering, Spring 1995
- Whitaker, Julian Dr. Whitaker's Guide to Natural Healing (Rocklin, California: Prima Publishing, 1996)
- Wright, M.D., Jonathon V. Dr. Wright's Guide to Healing With Nutrition (New Canaan, Connecticut: Keats Publishing, 1990)
- " FDA Urged to Improve Labeling of or Ban Carmine Food Coloring: Insect-derived Coloring Causes Severe Allergic Reactions" by Center for Science in the Public Interest
- Zimmerman, C.N., Marcia The ADD Nutrition Solution (Owl Books, 1999)
- Carper, Jean The Miracle Brain (Harpercollins, 2000)
Disclaimer Statements about products on this website have not been evaluated by the United States Food and Drug Administration. These products are not intended to diagnose, treat, cure or prevent any disease. Nothing stated here should be considered as medical advice for dealing with a given problem. You should consult your health care professional for individual guidance for specific health problems. This page is for informational and educational purposes only, and is simply a collection of information in the public domain. Information conveyed herein is based on pharmacological and other records - both ancient and modern. No claims whatsoever can be made as to the specific benefits accruing from the use of any herb or nutrients.
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A Youth-Inspired School Project
State of the Re:Union would like to call attention to some commendable youths and their exemplary actions. These Detroit students were not satisfied with the way their community was being portrayed in both national and local media. It was not necessarily a bad reflection upon their city, however, they didn’t feel that it was entirely accurate. So, with the help and encouragement of their teachers, they decided to do something about it.
According to the excerpt found on The National Writing Project – Digital Is Website, “We Want Our City Back” is a photojournalism project that grew out of students’ chagrin prompted by the media’s “biased” coverage. They felt that the heroes chosen by a highly-recognized magazine to represent Detroit was not enough. (You can read the original excerpt by clicking here.) So, taking this into consideration, these youths were asked to create a catalog of what they thought their community needed. After the list was compiled, focus groups were assigned photojournalism projects in the following topics, representing students’ concerns:
- Raise Your Voice - Group attempted to combat negative “images” of the city via the media in print, photographs, discussions.
- Crime Fighters – Group looked at violence and other issues that students viewed as a crime, such as having a lack of health care, not having access to grocery stores within their neighborhood, or when faced with an emergency – having no emergency responders or a delayed response.
- Power in the City – Students presented both scandal and abuses of power, authority and trust, as well as ways that they thought power in the city could be redistributed.
- Building Bridges - Students looked at segregation in the city based upon race, class, gender, religion, age, socioeconomic status.
After the assigned photojournalism task was finished, they created project boards displaying the photos they took depicting their thoughts and ideas. Resource binders created by these students further expounding upon their concern with the intent of educating others about the issue targeted by the project. With display boards and resource binders in hand, the student participants then went to a summit “where they interacted with invited speakers around the issues at hand.”
This project might not have yielded earth-shattering results, stopping the country in its tracks with all eyes on the Detroit community, but change rarely works that quickly. The most important thing that could have come from this project, did: Helping students develop critical thinking necessary to make a change within their own community. It also cultivated in them some solid reasoning skills, helped them learn what they want their city to represent, and made them aware that they can find solutions to issues. They now know – through experience – that inaction solves nothing, but critical thinking can help others understand what concerns are important to them. These photojournalism projects are an effectual way to disseminate concerns to others in their community and getting their voices heard.
There are so many ways for people to get their message out, but how is it done effectively? What are some other tactics used in your community to get people to actually listen and learn about important concerns? Use the comment section below – we would be indubitably delighted to know.
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Many consumers assume that if their water looks, tastes, and smells okay that it's safe to drink. Unfortunately, few contaminants can actually be detected by our senses, so water testing may be needed. The four main contaminant categories are as follows:
Most health departments require a total coliform test to determine if bacteria is present in a well when it is first put into service or when the property changes ownership. Two additional forms of potential microbiological contamination include parasites and viruses, although these are most frequently found in surface water supplies.
This category includes metals and minerals that can affect either the safety or taste of well water. They can be naturally occurring or may result from manmade contamination. Some common inorganics found in well water include:
Chemicals can also leach into well water supplies from the application of pesticides, runoff from agricultural and industrial operations, or from gasoline storage tanks.
The fourth type of contaminant sometime found in private wells would be radiological in nature, such as:
To determine if any of these contaminants are present in your well water supply, you may want to have your water tested. Local health departments can usually provide a list of state-certified drinking water laboratories to whom a water sample can be sent. If any contaminants are detected at levels that exceed EPA or state guidelines for public drinking water supplies, consider installing a home water treatment system or using certified bottled water for drinking.
To view a list of common contaminants that can be found in public and private drinking water supplies, view the contaminant guide.
To find NSF certified products, visit the online product database.
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A persimmon is a fruit tree in the Ebenaceae family. There are many varieties of persimmons, most commonly the Oriental persimmon, Japanese persimmon and Kaki. American persimmons are native to a little over 1/3 of the southeastern United States. The wood from the persimmon tree is very hard and used to make golf club heads among other things. The fruit is a small, soft, yellow to red berry that may be up to 2 inches in diameter. They are sweet and seedy when allowed to ripen on the tree, but can be very soft to almost mush by then. Commercial growers use ripening agents to ripen the fruit while it is still firm.
Open a persimmon and take out the seeds. Rinse the excess flesh from the seeds and lay them out on a counter to dry for at least 24 hours.
Wrap the seeds in a moist paper towel and place them in a zipper-type sandwich bag. Wring out the paper towel to the point that no more water will come out of it. Place the bag in the refrigerator for three months.
Prepare small flower pots by mixing potting soil and sand to a 50/50 ratio. Moisten the soil and place it on top of your refrigerator for two days to warm the soil to at least 60 degrees Fahrenheit. Take the seeds out of the refrigerator and soak them in lukewarm water while the soil is warming. Change the water at least twice a day.
Make a half inch indent in the soil and place a seed in the indent. Cover with a half inch of the moist soil. Keep the soil evenly moist and place the pots in a sunny window to germinate and grow.
Plant outdoors when the soil temperature reaches 60 F, by digging a hole 18 inches deep and 12 inches wide. Clean the dug out soil of all debris and mix it with 1 part compost to 1 part soil. Fill the hole back in with the amended soil.
Dig out a small hole from the amended soil and remove the seedling from the pot. Place it in the planting hole at the same level it was in the pot. Persimmons have a long tap root and need well draining, loose soil for it to develop. Water the seedling well to help establish the roots to the new soil.
Apply a granular 10-10-10 fertilizer around the soil and water in as soon as there is growth. Fertilize only once a year unless the foliage starts to fade to a light green. If that happens, apply fertilizer again. Too much nitrogen, however, will cause fruit drop. Refer to manufacturer's directions as to the amount to apply.
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2013-06-18T05:19:53Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706933615/warc/CC-MAIN-20130516122213-00001-ip-10-60-113-184.ec2.internal.warc.gz
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Which each passing year, the world gets thirstier. As the human population continues to grow, and becomes more urbanized, our sources of drinkable water get pushed to their limits. The solution? Desalination — the process of removing salt from ocean water. But given the tremendous costs and energy requirements of doing so, large-scale desalination remains out of reach for the foreseeable future.
But that doesn't mean it's not coming. The solution could come from our sun — a prospect that will finally make desalination a viable global option in the coming decades. Here's how it's going to work.
Top image: Walt Stoneburner/Flickr.
What's the problem?
Humanity's need for water is steadily increasing. Escalating population rates are placing an incredible demand on available water sources — but there's more to it than that. It's estimated that upwards of 70% of all potable water goes into agriculture, which in turn is causing bodies of fresh water to be rapidly drained.
And it's not so much that water is being depleted, as it's being redistributed. Water that falls from the sky doesn't get distributed equally around the globe, which is why the demand for water isn't the same everywhere.
Moreover, we can't move water. Well, actually we can — but it's incredibly expensive. China, for example, is working on a $62 billion project to build a pipe-and-canal system to transport water over hundreds of kilometers from the Yangtze River to parched cities and farms in the north. In California, nearly 20% of all electricity is used to move water around. The impact on the environment, including associated carbon emissions, is not trivial.
As for today's desalination plants, they can only really be used on a small scale, on account of their intense energy requirements. The practice of manually heating saltwater to remove salt with traditional power sources simply doesn't make economic and environmental sense in an era that's striving for sustainability. Additionally, some of the more water-poor areas of the world are located in developing countries, where these technologies are largely out of reach. And even if access isn't a problem, cost certainly is.
Why solar power?
This is why experts believe it's critical that we develop accessible, affordable, and industrial-scale solutions for desalination — and this is where solar power comes in. And indeed, the advent of concentrated solar power (CSP) may finally offer a viable and sustainable alternative to fossil fuels for what will eventually become large scale seawater desalination.
What's both interesting and exciting about CSP is that the technology already exists. This issue right now is primarily one of cost. Solar panels, or more specifically photovoltaic cells, still cost as much (if not more) than the equivalent in fossil fuels like natural gas and coal.
But despite the current cost, the future of CSP as a means to power desalination plants looks particularly bright. When considering the potential power of a CSP plant, it quickly becomes obvious as to why this is the case.
It's suspected, for example, that a CSP plant the size of Lake Nasser in Egypt would be capable of harvesting an amount of energy equal to present Middle East oil production. The total solar energy received on each square kilometre of desert land could desalinate an amount of 165,000 cubic meters per day, or 60 million cubic meters per year.
That's a lot of water.
How does it work?
Interestingly, desalination is actually an afterthought to the development of a more efficient kind of solar power, what has been dubbed hot solar cells. A recent innovation allows for more efficient solar panels by pumping water through micro-channels on the surface of the panels. Concentrated photovoltaic (CPV) cells use lenses to focus large areas of solar energy onto a small patch of photovoltaic material.
The trouble is, temperatures can reach 120°C, making them quite inefficient — and reducing the amount of electricity they can produce. But it's the process of cooling them down where it gets interesting. By using the same technology developed to cool computer chips, water-filled microchannels can be used to cool the cell — and the residual hot water is in turn used for desalination. This solves two problems at once: electricity and desalination.
Looking a bit deeper into the process, IBM has developed a microchannel that is etched onto the cell itself. This makes for better cooling because the water is closer to the heat source. Tests have shown that a one centimeter ultra-high CPV cell can still function between 70 to 90°C — even with 5,000 times the normal amount of solar radiation focused on it (which is five times as much as existing CPVs can handle).
This makes the CPV method far more economic and efficient when compared to the traditional method of desalination which uses hot water to distill seawater.
There is another idea called the Flat Mirror Solar Collector. By using flat mirrors instead of parabolic ones, panels can be made to follow the movement of the sun from east to west, allowing for the concentration of the sunrays from a large area to a fixed horizontal tube on top containing water under pressure. As a result, the concentrated sunrays raise the temperature to produce steam in the tube, which is then used to drive a conventional steam turbine. The waste heat at the end of the turbine can then be used to desalinate seawater.
Who's doing it?
While these technologies are still prohibitively expensive, this hasn't stopped some countries from getting an early start.
Cyprus recently completed a 16-month pilot project to test the feasibility of the concept. They combined a thermodynamical cycle for the production of water while simultaneously producing economically competitive green energy. The next phase will see the installation of a full-scale plant, with the third phase seeing the deployment of refined technology plants for heavy-load commercial operation. The Cypriot government is currently hoping to secure 18 million euros (USD$22.5 million) to keep the project going.
Egyptians are currently working on a four-year test project called Multi-Purpose Applications by Thermodynamic Solar, or MATS. It has received 22 million euros (USD$28 million) from the European Union under a special program. They're planning to build a test site in Burj Al Arab, a desert area near Alexandria. Their units will be powered by both solar energy and renewable energy sources such as biomass and biogass. It's expected that the test facility will generate one megawatt of electrical power and 250 cubic metres of desalinated water per day.
Australia's Acquasol Infrastructure, a company that designs and develops affordable, environmentally-friendly power and water projects, is working on a project called "Acquasol 1" — a concentrating solar power plant that will also double as a desalination station. It will be built just outside Port Augusta, South Australia, and serve as a 200 Mw Solar thermal/gas hybrid facility. They're also planning on using the excess brine derived from desalination to create commercial grade salt.
Other countries are also looking to get in on the action, including Saudia Arabia.
When will everyone have access?
This is ultimately the big question.
Experts predict that the growing freshwater deficits could be increasingly covered starting in the 2020s, and possibly as late as the 2030s. The spread of CSP desalination plants will likely reduce non-sustainable water supply and inspire the development of most of potable water production by the year 2030 and afterwards.
All this is contingent, of course, on the price of photovoltaic cells dropping — which they probably will in time. Current state of the art CSP costs the equivalent of about $50/barrel of fuel oil, but it's thought that there will be a 50% cost decrease in the current decade due to economies of scale, mass production, and technological progress. As a result, we could achieve a cost level of $25/barrel within 10 years, and $15 per barrel by the middle of the century — a rate of decline that simply cannot be matched by fossil fuels.
The result: Large scale CSP desalination plants in parts of the world who need it the most by the 2030s.
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CC-MAIN-2013-20
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http://io9.com/5937391/how-soon-can-we-use-the-oceans-to-quench-the-worlds-thirst
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2013-05-25T20:11:48Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706153698/warc/CC-MAIN-20130516120913-00050-ip-10-60-113-184.ec2.internal.warc.gz
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Arctic sea ice is melting faster than climate models projected, already shrinking to a record minimum with several more weeks of this year’s melting season, according to scientists on both sides of the Atlantic.
“The sea ice area went below the sea ice area in 2007 around Aug. 20,” said Ola Johannessen , founding director of the Nansen Environmental and Remote Sensing Center, an independent non-profit research foundation affiliated with the University of Bergen, Norway, that conducts basic and applied environmental and climate research.
“In general, the ice area and extent has consistently decreased since 1960 and the reason is mainly the increase of CO2,” he said.
According to a report released today by U.S. National Snow and Ice Data Center, Arctic sea ice area has shrunk to 1.58 million square miles, breaking the previous minimum of 1.61 million square miles, set in 2007.
What Will This Mean for the World?
With more water ice-free, the amount of shipping through the Northern Sea Route and the North West Passage, even directly across the Arctic Ocean, will increase, Johannessen said.
There could also be increased oil production, since the the Arctic holds 32 percent of the world’s untapped oil and gas reserves. Russia has put its first oil rig in the Arctic into operation, but it became a target of environmentalists last week when Greenpeace activists scaled it in protest.
But according to the National Snow and Ice Data Center, the loss of sea is likely to accelerate global warming trends.
“We’re seeing a decline of roughly round 12 percent per decade, 60,000 square miles per year. To give a sense of that, the average U.S. state size is about 30,000 square miles. Which means we’re losing about losing an average state every two years in terms of average sea ice cover,” NSIDC research scientist Walt Meir told ABC News.
Arctic sea ice keeps the polar region cold and helps to moderate global climate. Over the past 30 years there has been a dramatic decrease in the thickness and extent of ice in the arctic.
“Melting of the Arctic is bad for climate change and fisheries,” Johannessen said. Loss of sea ice will impact “ocean and weather patterns, and there will be increased teleconnection between high and low latitudes affecting the monsoon system in Asia and other parts of the world.”
Melt Also Self-Reinforcing
There’s no turning back, scientists agree. Since sea ice is white, it reflects 80 percent of the sunlight hitting it back back into space; the less of it is the more heat the darker Arctic will absorb. Instead of reflecting 80 percent, it will absorb 90 percent of the sunlight, which will accelerate the thaw, scientists say. Several studies have found the Arctic could be ice free by 2040 or sooner.
As the Arctic melts, the ocean around it becomes warmer, leading to more loss of sea ice, and therefore a rise in sea levels. Scientists say this sea level rise is impossible to avoid.
The Arctic Ocean has been covered with ice for more than 2.5 million years. During interglacial periods like the current one, ice melts in the summer and thaws in the winter. Arctic sea ice reaches its maximum seasonal extent in March and shrinks through spring and summer to a minimum extent in September.
“The Arctic sea ice cap was acting kind of like an air conditioner for the earth’s climate system, and keeping it cooler than it would have been without the ice, and now we’re starting to lose that, we’re starting to lose coolant from that air conditioner in a sense,” Meir said. ”We’ve lost 40 percent of Arctic sea ice in the summertime, that’s effectively like taking everything east of the Mississippi, and a little bit west away.”
Throughout human civilization, this melting and freezing Arctic sea ice has been more or less consistent. However,what is being experienced now is unprecedented, scientists say.
“These climate systems are interconnected. These climate systems are not like Las Vegas: What happened in the Arctic does not stay in the Arctic,” Meir told ABC News. ”As the Arctic warms, as the balance changes, it may affect things like average rainfall, we’ll have more droughts in some areas, some areas will have more rain. Heavier snowfalls in winter, there was a big ‘snowpocalypse’ in Washington, D.C., a couple of years ago, and there was some indication sea ice might have played a role in that. It’s hard to pinpoint isolated events, but thing like that are things we will expect to see as the ice decreases.”
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2013-05-24T01:32:16Z
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Standardized Testing Accuracy and Precision
An Evaluation of NWEA's MAP Testing
( 11/07/08 )
Both state and federal (NCLB) regulations have placed great emphasis
on standardized testing as a measure of the quality of schools and teachers.
Many schools have adopted standardized testing to guide their improvement
plans. But are the tests reliable? Are the tests providing meaningful
We understand from math, science, and technology that all measures must
be checked for accuracy and precision. Both accuracy and precision must
be high for a measure to be useful. In this study, we review problems
with both the accuracy and precision of MAP testing as a guide for improving
education. We will demonstrate that MAP testing does not provide data
that is sufficiently accurate and precise to guide differentiation in
It will be left to the readers to generalize the problems reviewed in
this study to other standardized tests.
a short simple version of this
Side Notes: Supporting details
Test related research:
how to chose a test
Part 1: Introduction: Philosophical Errors Intrinsic
to MAP Testing
Any measure based on philosophical errors or scientifically inaccurate
assumptions will produce erroneous results. MAP testing has intrinsic
to its design at least two such errors.
- Linear Learning Hypothesis & the RIT Scale: The MAP test
is sold on the idea of the linear learning hypothesis. This idea suggests
that all students will learn material in the same order, and thus learning
made be defined to be levels which are equal and the same for all students
and can be measured by the RIT scale. This hypothesis is known to be
false. The assumption is so blatantly false that anyone who has worked
in education for more than a year should recognize the severity of the
error from experience alone. For example, I have had students who were
very strong in algebra who could not add fractions or perform long division
if their lives depended on those lower skills. The low level skills
had minimal bearing on their higher level successes.
- High Achievement vs. Accelerated Learning: Standardized testing
fails to distinguish between high achievement and accelerated learning.
Testing purports to determine the knowledge and skill levels of my students.
But it can not tell me whether my students can achieve at high levels.
For example, this very page was originally created for a person who
had received high scores in an educational statistics class, but still
could not evaluate the reliability of a standardized test from either
data or statistical reports. This contrasted sharply to my middle school
students who, using just basic chart and graph skills, could evaluate
the precision problems in tests. The former demonstrates accelerated
skills with low comprehension; the latter demonstrates high achievement
with low skills. MAP testing focuses on basic skills, but does not,
and can not, focus on high level achievement.
Cognition Notes: These notes will contrast the various levels
of cognition for the related concepts. These notes will support
the problem being discussed by showing that understanding test data
requires high cognitive levels, but low knowledge levels.
Knowledge Level: multiple dimensions
- 5th grade map reading
- 7th grade drawing
- 12th grade physics - vectors
- Synthesis of diverse examples of multiple dimensions
- evaluation of presented concepts drawing from experience and
Part 2: Accuracy Problems
Accuracy is about hitting the mark that you intend to hit. In testing,
that means translates to, "Did you actually measure what you intended
to measure?" If your intention is to measure success in school, then
you need to be sure you know how to test characteristics of academic or
cognitive success. Here's a listing of significant places where all standardized
testing, including MAP, fails to provide accurate information.
- Bloom's Taxonomy of cognitive levels: High level success involves
the ability to integrate diverse information, and the ability to evaluate
complex information. These two skills are nearly impossible to measure
with multiple choice tests. Standardized tests focus almost entirely
on knowledge and skills.
- Inquiry-based Learning: A real measure of academic success
is the ability to ask big questions, then seek out understanding and
knowledge that may answer those questions. This is how scientists, journalists,
and engineers work. Since standardized tests focus on low level knowledge
and skills, they never successfully test the ability to ask, and seek
answers to, big questions. Real work usually starts with the big questions
then seeks out the details. Test-based learning starts with the details
and rarely ever finds the big picture.
- Reasoning, Problem Solving and Communication: Real success
requires a person to reason through, and solve, non-routine problems,
then to communicate the validity of the reasoning. Real problems are
so complex that they may take hours to weeks to solve. This realization
is summed up in the NCTM Standards. However, standardized testing focuses
on simple concepts where each question may be answered in less than
two minutes. Real cognitive success involves creatively finding solutions
to problems that are so complex that a person may take days to solve
- Expeditionary Education: For a person to grow in skills, they
must understand themselves. For those skills to be useful, they must
integrate across a large cognitive spectrum, and create a final product
must serve a real need. This is the underlying concept of the ELS Design
Principles. Standardized tests separate skills into discreet units and
discourage educators from integrating those skills into real projects.
- Self-awareness, Marzano's Taxonomy, & Holistic Education:
Within just two years of teaching, educators will observe that most
of the barriers that impede student learning are emotions, attitudes,
or social issues. Even students who have missed many basic skills will
perform at high levels if they are given a situation that supports the
development of a good attitude, and good habits, for learning. Developing
self-awareness then becomes the key element to learning. Standardized
tests totally ignore these aspects of learning, even though these may
be the most important factors.
- Needs of High Achievers vs. Needs of Low Achievers: Most teachers
in test driven environments teach to the lowest third of their class.
Most standardized tests, including MAP, are designed around the needs
of the lowest third of the students. MAP testing has been praised for
its ability to raise test scores of the lowest performing students.
However, it is not praised for its ability to support the needs of high
performing students. This results from the achievement needs of the
high performers being structurally different than the knowledge and
skill needs of the low performers. Testing tends to discourage schools
from supporting the needs of the high achievers. Below, we will show
strong evidence that MAP testing actually discourages schools from supporting
the needs of high achievers.
In this list, we see that most measures and motivators of real academic
success are either glossed over, or totally ignored, by standardized testing.
A major cause of this problem is that real success can not be measured
by multiple choice tests. An institution that depends too strongly on
standardized tests can produce test scores that imply success. But those
scores will not measure real achievement.
- 7th grade science: accuracy vs. precision
- college: cognition and education training for educators
- Application of cognition concepts
- Syntheses and application: accuracy concepts applied to claims
- Evaluation: needs compared and contrasted to product (MAP Test)
Part 3: A review of Precision Problems
|| A: Our in-house growth
data: General Scores
We tested our students twice over the duration of half of a school
year. For each test, we created growth graphs for each grade level.
Precision problems were immediately apparent in every single test.
Many students declined more than half a year's normal growth. Many
students gained more than a year's growth. Overall, every single
test showed between 20% and 50% of the growth data falling outside
a reasonable range.
To see this problem we must ask, "Is it reasonable to believe
that students declined more than half a year, or gained more than
1 year, in just half a year?" Such change would be highly unlikely
- particularly, if changes in both directions occurred in each classroom.
This result strongly indicates that MAP testing had failed to identify
student performance precise to within an entire school year's growth.
Can data which has an entire year's worth of imprecision actually
be used to guide teachers?
||This graph show the most precise results we got from MAP in the
classroom of an expert teacher. Yet, 10 out of 38 of the growth scores
(26%) fall outside a reasonable range. Further, scores did not match
the student performance that the teacher was observing in the classroom.
What would a precise
growth measure look like?
Reading Growth Graphs:
- 6th grade: graph reading
- 7th grade science: precision
- Application: precision concepts applied to data
- Synthesis & evaluation: using awareness of imprecision to
evaluate reliability of data from presented graphs
||B: Our in-house growth data: strand
||For the tests to provide useful information we need specific details.
Teachers need to know specifically what skills should be addressed
with each student. MAP provides rough estimates of this information
with the strand data. But when we look at the strand data for a test,
fully 48% of the growth scores fall outside of a reasonable range.
The precision was too low to discern what specific support our students
graph would precise strand scores produce?
- 11th grade science: scatter plots of data
- college statistics: knowledge of r-values
- Application & Evaluation: reason about the reliability of
data reasoning from the spread of the data
||C: MAP vs. EOG
Another means of checking the reliability of a test is to compare
its results to another test. This is particularly important if the
goal is to increase the scores on the other test. Such would be
the case for high stakes testing mandated by NCLB.
So we compared the results of a MAP test to the results of an End
of Grade Test (EOG) required by our state. Again reliability was
low. MAP ranked about 5 student a year higher in performance, and
4 students a year lower in performance, (23% total) than the EOG.
An error of a full year's learning is quite significant. When guiding
instruction an error of even half a year's instruction is significant.
What good does it do a teacher to be told your student is doing
fine in chapter 8, when he still needs serious help with everything
since chapter 3?
All of our in-house data checks showed us that MAP will give misleading
results 20% to 50% of the time, making MAP unreliable to guide differentiation.
Was this our problem, or a problem intrinsic to MAP itself? Sections
D, E, and F will show that the problem is with the test, not our
school or our students.
Plots and charts:
- 8th grade: graph reading
- 11th grade: scatter plots for data
- Synthesis: apply information from related manuals
- Evaluation: reason about the spread of data
||D: Reliability: Standard Deviation
||NWEA's technical manual tells us that the best precision
for midrange scores will be about 3 points, while the precision for
extreme scores will approach 8 points. But what does this mean?
||If the standard deviation is 3 points, we expect about
68% of the data to fall within 3 points, and 95% of the data to fall
within 6 points of the score. But what precision do we need? If we
are using testing to guide instruction, ideally about 95% of scores
need to be reliable to within half a year's growth. Imprecision greater
than this does not give teachers sufficient information to guide instruction.
||So, How many points is a typical year's growth? That
we can find in NWEA's RIT Scale Norms manual. For each of the three
tests, expected growth scores are highest for third grade and drop
with each successive grade. For reading, mean growth is 14.4 points
for 3rd, but just 2.4 for 10th. For language its 9.28 points for 3rd,
but just 2.0 for 10th. For math its 15.1 points for 3rd, but just
3.8 for 10th.
||In this graph, we can see that by 4th grade all three
tests are unable to provide 95% of the data precise to within half
a year's normal learning. By 6th grade only the math test is able
to provide 95% of the data precise to within a year's normal learning.
In real terms this is like telling teachers, "The student's score
may mean the student will struggle with pre-algebra. His score may
just as well mean that he will find algebra easy." Can a teacher
really be expected to make wise decisions about instruction using
data that is imprecise to a year or more?
more detail about standard
deviation and test reliability
- 4th grade division
- 7th grade graph reading and creation
- college statistics: standard deviation
- Synthesis: applying information from manuals
- Evaluation reasoning about the implications of reliability
|| E: Reliability: r-values
||NWEA's technical manual uses r-values to estimate the
reliability of the tests. The r-values they report range from 0.76
to 0.93 with most of the values being between 0.80 and 0.89. But what
does this mean for those wishing to use the tests to guide instruction?
||One can simulate the r-values to estimate what percentage
of scores will lie within a reliable range for given r-values. An
r-value of 0.92 could easily mean that over 25% of the data lies more
than 6 points away from true. However, 6 points constitutes a year's
normal growth for over half of the tests.
||As simulated in the graph above, even with an r-value
of 0.92, 29% of the data is in error by more than a year's normal
growth. This imprecision would lead to serious errors in identifying
student needs, and then tracking the students incorrectly.
Graphs with r-values:
- 11th grade graph reading
- college statistics
- Synthesis: of divergent discussions of r-value
|| F: Negative Expected
Growth for High Achievers
|One of the most disturbing aspects of the precision
and accuracy problems of MAP testing is that NWEA's data clearly shows
that negative growth is normal for high achievers.
|In this expected growth graph, we can
see that growth can only be precisely measured for the lowest performing
students. Decline is the norm for high scoring students.
|This strongly suggests that using MAP testing actually
promotes instructional methods that do more harm than good for high
achieving students. This result should discourage the use of MAP testing
for all above average students.
of negative expected growth
Part 3: Cost Benefit Analysis
An important consideration in any program is whether the benefits justify
the costs. To evaluate this, one must be able to list both the costs and
the benefits. What did MAP testing draw from our little school's tight
- $3000 per year to test approximately 240 students.
- 6 weeks of schedule disruptions for both teachers and students interfering
with projects and planning time.
- Many hours taken away from planning and professional development time
for every teacher involved to train teachers on reading test results
and planning based on test scores.
- Hours demanded of both the network administrator and school administrators.
- Hours taken from classroom teachers to deal with parent complaints
regarding dropping scores. In almost every case, low testing precision
was the cause.
- Parent anger towards school and teachers because of stagnant or dropping
test scores. The test gives high achievers dropping scores more often
than low.. Yet the higher performing the student the more likely parents
are to be angered by dropping scores.
- Incorrectly tracking students due to significant errors caused by
low testing precision and low testing accuracy.
- Shifting emphasis of education from real accomplishments and high
cognition, to test preparation and low level skills. This may result
in lower interest and performance for all students, especially high
- Emphasis, resources, and focus drawn from average and high achieving
students, to be given to address the needs of raising test scores for
low scoring students.
- Distraction from the real needs of students including study skills,
hearing & vision problems, emotional and social problems, and other
factors that that significantly affect performance.
- Self-fulfilling low expectations for low scoring students.
The costs and risks of MAP Testing are very high, especially for the
high achieving students. In just two years of testing, most of the risks
identified here occurred within our school. Considering that the costs
and risks of testing are so high, what were the identifiable benefits?
- teachers received help determining the knowledge and skill levels
of the lowest performing students.
We were not able to identify any other clear benefits of testing. In
fact, the only success stories any other school told us about MAP testing
was that MAP helped teachers identify the academic needs of the lowest
performing students. For a school who's population is average or higher,
the costs and risks of MAP testing do not justify the benefit of the test.
- 5th grade: addition, subtraction, & division
- Synthesis & evaluation: collect and organize information,
evaluate its implications
Cognition Notes Summation
Like most real-life situations, mostly low level knowledge is required
to understand this problem. Critical thinking using low level knowledge
is needed in most situations. Yet, standardized testing reinforces
curriculum decisions that promote increasing knowledge instead of
We highly suspect that most of the problems discussed here apply to all
standardized tests. MAP was the only test that we had time and resources
to evaluate. We encourage others to perform similar evaluations on any
tests that they are using. Please let
us know of your results.
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CC-MAIN-2013-20
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http://conceptualmath.org/misc/MAPtest.htm
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2013-05-23T11:26:35Z
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Edisi: Happy Birthday Nicola Tesla!
Nikola Tesla (10 July 1856 – 7 January 1943) was an inventor and a mechanical and electrical engineer. Tesla was an ethnic Serb born in the village of Smiljan, Vojna Krajina, in the territory of today's Croatia. He was a subject of the Austrian Empire by birth and later became an American citizen. He is frequently cited as one of the most important contributors to the birth of commercial electricity, a man who "shed light over the face of Earth". He is best known for many revolutionary contributions in the field of electricity and magnetism in the late 19th and early 20th centuries. Tesla's patents and theoretical work formed the basis of modern alternating current (AC) electric power systems, including the polyphase power distribution systems and the AC motor, with which he helped usher in the Second Industrial Revolution.
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CC-MAIN-2013-20
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http://pcholic.blogspot.com/2009/07/google-logo-10072009-election.html
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2013-05-22T08:00:38Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701508530/warc/CC-MAIN-20130516105148-00051-ip-10-60-113-184.ec2.internal.warc.gz
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en
| 0.958329
| 180
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Recent changes to the diagnostic handbook used by mental health practitioners include broadening the definition of depression, expanding the definition of autism and adding disorders on binge eating and one that is sometimes referred to as the “tantrum disorder.”
The American Psychiatric Association (APA) recently finished revising the Diagnostic and Statistical Manual of Mental Disorders (DSM), the essential text used by psychologists and psychiatrists for identifying and diagnosing mental illnesses.
The Fifth Edition of the DSM
For the last 13 years, the APA has been working to define and code different variations of mental illnesses in order to provide an up-to-date, fifth edition of the DSM, applying current research and trends to explain its understanding of how the human brain works and fails to work.
The changes reflect how doctors interpret irregular behaviors, helping to identify symptoms and signs of disorders ranging from anxiety and depression to bipolar. Additionally, insurance companies use DSM codes for reimbursement, and the National Institutes of Health require codes for research grants.
Changes to the DSM include both expanding definitions and removing categories where there is not enough conclusive evidence to include the disorder. This edition’s changes include:
- Changing autistic disorder to autism-spectrum disorder, which includes Asperger’s syndrome.
- Adding binge-eating disorder, defined as excessive eating 12 times in three months.
- Adding categories for excoriation (skin picking) and hoarding.
Depression, Bereavement and Bipolar
The DSM has also expanded its definition of depression to include bereavement. In the past, bereavement was listed as an exception to a depression diagnosis, but now those who lose a loved one can be diagnosed as suffering from major depressive disorder (MDD).
Previous to this edition, skeptics had already criticized the APA for having a definition for depression that was too broad. The concern is related to labeling healthy people with a depressive diagnosis and over-prescribing antidepressants and antipsychotics — especially after people have experienced symptoms of bereavement for as little as two weeks.
Another of the changes relates to over-diagnosis of bipolar in children. In an effort to prevent these incorrect diagnoses, the APA added a new category called disruptive mood dysregulation disorder (DMDD), which addresses children who are consistently irritable and have behavioral outbursts. Critics worry that since these characteristics may be present in a majority of young children, it may lead to over-diagnosis yet again.
An expanded definition of depression may lead to more diagnoses and more prescriptions for antidepressants. As of 2011, according to the Centers for Disease Control and Prevention (CDC), 11 percent of Americans age 12 or older took antidepressants. As this number may continue to rise, patients should be aware of the risks associated with certain antidepressants known as selective serotonin reuptake inhibitors (SSRIs).
SSRIs are the most common type of antidepressants and have proven effective for many people. Zoloft, Prozac and Paxil are examples of SSRIs. Unfortunately, SSRIs are associated with serious side effects, specifically birth defects if taken during pregnancy.
Infants born to mothers taking SSRIs have been born with birth defects such as cleft lip and palate; heart defects; and persistent pulmonary hypertension of the newborn (PPHN), which can be fatal. Also, both men and women taking SSRIs may experience increased suicidality (suicidal thoughts or behavior), when beginning the medication.
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wolly mammoths - news story (Dec/16/2007 )
so, according to this article, it was trees that "did in" the woolly mammoths.
does anyone else think there is more to the study that this paper is letting on?
the mammoths probably survived quite a few ice age cycles, and there would have been changes in the vegetation during those. so why didn't they die in a earlier cycle? could it be because there were humans around (who had invented a stick with a pointy thing on the end?)?
Why do paleontologists try to find a unique cause to such a big event in evolution? There are an awful lot of species that have not made it to the next age.. and the retreat of the grass land may not explain everything, in my opinion. So, probably the advance of the forest contributed to the disappearance of the wooly mammoth, but the change in climate, the rising of the man, and even maybe meteorites all helped in the process.
Don't you think that trees would grow at a fairly slow rate, and that having a herd of mammoths trampling all over the small seedlings might do them some damage? Maybe the good doctor has a new book coming out???
Think african elephant. They eat trees, kill trees and keep the savana open.
Think Indian and pygmy elephants both species live in forest relatively comfortably.
And even if that was true (the tree did it), why don't we have mammoth in the steps? Nice sea of rolling grasslands.
Something happened at the close of the ice age.
I don't think a simple answer like this could actually have spelled the end for the great mammoth and all rest of the ice age mega fauna. I wonder if mammoth physiology could also have played a part? (aside from human predation/who perhaps also caused direct habitat destruction) and changing enviroment.
i preferred perneseblue's post
it was more intereting than that article. it does sound like someone is drumming up some pblicity for a book.
That is sooo not right.........
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Looking at the oldest rocks of any region requires that we free ourselves of the present-day geography. In the case of the Colorado Plateau, the landscape that existed 1.7 billion years ago was very far removed from the relatively stable arrangement of horizontal sedimentary rocks and gently faulted and folded monoclines and upwarps that exist today. It was not at the same latitude and longitude, possibly not even in the same hemisphere. The land we now know as the Plateau was connected to a large landmass that today is Australia, Antarctica or Siberia. How could everything be so completely different? Amazingly enough, movements of 2-3 inches a year, added up over millions and billions of years, are more than enough to account for the huge changes we see in the rocks. Entire continents move laterally, collide, split up, and reconfigure the world's geography on a constant basis.
The oldest rocks of the Colorado Plateau are much changed from their time of origin. The original sandstone, shale and volcanic rocks have been contorted by heat and pressure brought on by burial deep in the crust, as much as five miles or more. They may date from hundreds of millions of years before the time they became metamorphic, perhaps 2.0-2.2 billion years before the present time. Very little of the original textures can be detected in these metamorphic rocks. Still, we can make some reasonably accurate conjectures about how these rocks formed.
As a rule, the conditions that form schist or gneiss require a major mountain-building event, such as the collision of major continents (like India and Asia today), or by the collision of a terrane with the edge of a continent (such events have happened in Alaska and Indonesia). The best evidence, illustrated very nicely in the Blakey reconstructions linked below, shows a regional continental arrangement somewhat similar to the situation that exists today in southeast Asia. North America was a smaller continent, and only a small corner of California existed as dry land. Two island masses, the Yavapai and Mazatzal islands were moving north towards the continent. They made contact, one after the other, about 1,700 million years ago, causing an extensive mountain range to rise. The range extended through New Mexico, Arizona, California, and an unknown distance west. We can't say for sure how tall the mountains were, perhaps 10-20 thousand feet, but we can say that they were absolutely barren of life: only rock, gravel and maybe snow. Even in the seas, nothing above the level of single-celled life existed.
The mountains rose to the sky, the mountains eroded. And eroded. Over several hundred million years, rock was removed until nothing remained but a nearly flat plain near sea level. Whatever else happened in this interval is lost to us forever, for erosion, by definition, removes information. But the roots of the mountains still exist for us to study, in the Inner Gorge of the Grand Canyon, at Frenchman's Mountain outside Las Vegas, in the Black Mountains of Death Valley, on the Uncompahgre Uplift in Colorado (and Unaweep Canyon), at Colorado National Monument and Black Canyon of the Gunnison National Park, and at other sites scattered in the deepest canyons on the Plateau and around the Basin and Range, especially in southern Arizona.
The rocks, in my humble opinion, are some of the most beautiful one can find. The biotite and muscovite mica shines like glitter, the black and white layers form incredible folds and crinkles (crinkles, there's a geological term for you), and the occasionally there are the bright greens of epidote and the red-browns of garnet. It is humbling to hold rocks from a different time and place far changed from the world we know today.
Paleogeographic maps from Ronald Blakey at Northern Arizona University
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Lesson Media Objects
Cellular Absorption of Herbicides
Singer-Nicholson’s Fluid Mosaic Model describes that all biological membranes are made up of lipids containing fatty acid tails and proteins, arranged as a lipid bilayer (Figure 2). This bilayer is oriented such that the tails are in the center of the membrane layer and the heads face the outer edges of the membrane. The tails are hydrophobic, or highly soluble in organic solvents, but not in water. In contrast, the tails are hydrophilic. The lipid bilayer keeps all the cell’s contents (i.e. organelles, cytoplasm) contained, and also allows for movement of molecules into and out of the cell.
In healthy, intact membranes, hydrophobic or non-polar solutes penetrate through the membrane to the cytoplasm at rates positively related to their relative lipid solubility or lipophilicity (lipophilicity will be discussed in detail later). Conversely, hydrophilic molecules (highly soluble in water) and ions penetrate cell membranes at rates inversely related to their size. However, membrane integrity is reduced when cells are not active and metabolizing, causing membrane permeability to solutes to increase. Various aspects of herbicide transport across membranes will each be addressed next. These include passive absorption, ion trapping of weak acids and active absorption.
Be the first to write a comment...
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Category Archives: Health education
Did you know that consumers are supposed to call a three-digit number, 811, before starting any digging on residential property? Many would-be diggers don’t, which is why the U.S. Department of Transportation’s Pipeline and Hazardous Materials Safety Administration (PHMSA) began an 811 public education campaign last month.
PHMSA has good reason for getting the word out. Striking buried lines is a leading cause of pipeline-related death and injury and can lead to service outages in whole neighborhoods. Over the last 20 years, property damage costs were over $500 million nationwide from such strikes.
PHMSA estimated that three out of ten households will begin residential construction or renovation projects this spring. A call to 811, which connects would-be diggers to a local utility’s call center, a few days before planned digging generates a visit from a local representative who will mark the approximate location of nearby underground lines, pipes and cables, so workers can dig safely.
“We want 811 to become as well-known as 911, because digging without getting your utilities marked is not only dangerous, it can also cut off services to an entire neighborhood and cost you money[in fines],” said PHMSA Administrator Cynthia Quarterman.
Since 811 debuted six years ago, serious pipeline incidents from unsafe digging have decreased by more than 45 percent, according to PHMSA.
During American Heart Month in February 2013, the Heart Truth campaign of the National Heart, Lung, and Blood Institute (NHLBI) will share stories of women taking action to protect their heart.
Today is National Wear Red Day, an observance established in 2003 by the American Heart Association (AHA) and the National Heart Lung and Blood Institute [of the National Institutes of Health], to encourage women to take preventive actions against heart disease, the number one killer of women in the U.S. Why the focus on women? Until then, and still today, the myth persists than heart disease is a problem strictly for older men.
Successes since the first National Wear Red Day include:
- 21% fewer women dying from heart disease
- 23% more women aware that it's their No. 1 health threat
- Education on gender-specific differences in symptoms and responses to medications and guidelines for prevention and treatment
- Legislation to help end gender disparities
This week in May kicks off the start of Asthma Awareness Month.
According to the National Institutes of Health, asthma impacts 230 million people around the world, and 25 million in the US alone. Studies released today to mark asthma awareness observances include a report that finds that secondhand smoke remains a critical health risk for many children, and that seniors are often under-treated for asthma, putting their health and lives at risk.
There is no way to prevent, or to cure, asthma. Existing treatments focus on preventing or controlling disease symptoms such as wheezing, chest tightness, shortness of breath and coughing. And each year more than half of children and one-third of adults with asthma in the U.S. miss school or work because of the disease. About 17 million people require medical attention because of an asthma episode and more than 3,000 people die of asthma.
There has been progress:
- In March 2012, NIH and other agencies published a report, Asthma Outcomes in Clinical Research, that for the first time pushes for standardization across asthma clinical studies. The report establishes common measures and data-collection methods that will let researchers compare their results more efficiently and could lead to improvements in care.
- In August 2011, NIH held a workshop to identify specific factors that may predict a person’s risk of developing asthma during the first 1,000 days of life, including environmental exposures, genetics and events that occur in pregnancy and early infancy. NIH researchers say understanding the early risk factors for asthma may provide an opportunity to prevent asthma before it begins.
- The Environmental Protection Agency has released a mobile app for iPhones and the Android platform which gives location-specific reports on current air quality and air quality forecasts for both ozone and fine particle pollution to help people with asthma plan their day.
- The American Lung Association has just launched Lungtropolis, an interactive web-based learning game funded by NIH, to help children ages 5-10 control their asthma. Kids become “Asthma Control Agents “as they fight to defeat the “MucusMob.” A recent study found that kids who played the game were better able to manage their asthma than a control group of kids who hadn't tried Lungtropolis.
The National Highway Traffic Safety Administration has launched a new website, Parents Central, that will, quite frankly, help save children’s lives. The site offers frequently updated safety information for kids in cars—from the newborn firstborn to the teen homecoming queen—as well as safety guidance for travel of all kinds including bicycling, walking and riding the bus to school.
Last month’s Vital Signs report from the Centers for Disease Control and Prevention provides a critical evidence base for parents, and health care professionals, to book mark and follow Parents Central. The April report showed that child injury death rates dropped nearly 30 percent from 2000 to 2009, with a significant part of that decline coming from a 41 percent drop in motor vehicle crash deaths in children over the past decade. Safety measures that have reduced deaths in car crashes include use of child safety seats and booster seats, and more widespread adoption and the strengthening of graduated driver's licensing systems for teenagers.
While you’re on the Parents Central site, NHTSA resources well worth the look include guidance on choosing and installing car seats, the agency’s new campaign to prevent child heatstroke deaths in cars, and tips for staying safe when transporting kids in multi-passenger vans—especially as summer camps and trips start up.
Bonus Reading: Read about Operation Hang Up, an initiative in New York State this past weekend that had police officers aggressively ticketing drivers on their cell phones.
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Wise up and take it easy
Why worry? Why not relax with this survivor's guide to teaching that lists the seven techniques for skiving that are familiar to every experienced lecturer.
The FOFO technique
The initials stand for Fuck Off and Find Out! The original technique was simply to send your students to the library to research a topic or find the answer to a question. In its modern form, it involves getting students to surf the web in order to research a topic or answer a question. Whatever form is appropriate the result is the same, no students and some peace. The ICT form of FOFO has the added benefit of not disturbing the repose of librarians.
The Wilt technique
Make your teaching relevant by adopting this cynical technique inspired by Tom Sharpe's novels about the liberal studies lecturer, Wilt. This is more demanding than FOFO, as the lecturer has to listen to what the students are talking about and pursue that line of discussion before just letting them continue to talk. Only now it is a lesson and not just chatting.
"Wasn't that interesting?" they will say as they leave. If you hit on the right topic, for most of the session you can daydream, only waking up and interjecting a point here and there if the level of chatting diminishes.
The Circle Time technique
This will now be familiar to students since primary school, so it is easy to use and almost expected.
Sit your students in a single group or, preferably, independent small groups and encourage them to express their feelings about whatever topic is on the syllabus. Get one person in each of the circles to write the group's feeling down on a flipchart and discuss with the whole class.
Apart from odd moments of sitting by each group and pretending to listen to them and, at the end of the session, saying "tell me what your group thought", this is a really undemanding way of spending a few hours.
The Sociological technique
This approach involves keeping students occupied by getting them mentally confused. Its origins are in sociology and it works well with access and in-service groups. A warning is necessary as some effort is involved at first in producing a worksheet and a set of questions, or giving out a textbook.
Once started you can relax and leave the students discussing seven or more definitions or complex views of any topic, such as "class".
"I haven't a clue what that was about," they will say with obvious respect, and it just shows you how difficult everything is.
The Subversive technique
Despite the findings of some surveys, the trendy, subversive and preferably young or young-at-heart lecturer is very popular and need hardly teach at all.
Take up some issue that is close to the social or personal life of students, or give them their "voice" and conspire against the programme, other staff, the college, the examination system. As long as no action ever emerges from this form of free communication, the radical lecturer will gain respect and the students' self-esteem will grow. They will even work in their spare time so as not to get the subversive lecturer in trouble with management.
The Workshop technique
Another way of letting students teach themselves, although unfortunately the lecturer has to stay in the room.
This technique is adapted from real motor vehicle, and other craft workshops. All students have individual programmes they have negotiated and they learn at their own pace, while the tutor, although technically available, can sit at a desk and read. "Personalised learning" will extend it to all courses and programmes. The whole learning and skills sector is about to go on a big skive.
The Portfolio technique
Spend several sessions allowing students to build their portfolios. Lots of lever-arch files and plastic wallets are needed but there is nothing demanded of the tutor except some knowledge of alphabetical order and presentation.
Once, as an external examiner, I weighed a set of portfolios and the average weight was 1.5 kilos.
When they were first introduced and ridiculed as a trivialised form of assessment, one lecturer replied that portfolio building was so demanding her students never had time to watch Coronation Street.
By now, any attentive reader will have noted that these are not normally considered to be techniques for skiving, Indeed, they are techniques at the cutting edge of teaching.
Dennis Hayes is head of the Centre for Professional Learning at Canterbury Christ Church university
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A framer wants to enclose a rectangular field by a fence divide it into two smaller rectangular fields by constructing another fence parallel to one side of the field.
The farmer has 3000 yards of fencing. Find the dimension of the field so that total enclosed area is a maximum. (hint let h be the height and w be the width)
then 3h+2w=3000 You want to maximize the area hw. If you solve for h in terms of w then substitute into the expression hw, you get a quadratic function (you could just as well solve for w in terms of h) Find the maximum of quadratic using one of three techniques)
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Q: Do turtles burrow in the ground for winter?
Lewis – Lincoln, VT
A: One of the oldest reptile groups on planet earth, cold-blooded turtles are distinguished by a bony shell that acts like a super-powerful shield to protect them from predators. Like birds and reptiles, turtles lay their eggs on land and breathe air—but they can spend long periods of time underwater, surfacing at regular intervals to fill their lungs with oxygen.
These terrapins do a great job taking care of themselves (and have been for the past 200 million years!), but if you have turtles in your pond or lake, you can be a gracious host by understanding some basic facts about them.
They don’t use a calendar, but turtles know when it’s time to cozy down for the winter. They use the air and water temperature as a gauge, which triggers their instinctual behavioral and physiological hibernation. Typically, this happens when temperatures reach 50 degrees Fahrenheit or so.
Holing Up for the Season
Though they carry a home-sweet-home on their backs, certain types of turtles do hole up for the winter season—literally. Depending on the turtle type, some species, like box turtles, will burrow in the sediment in the bottom of your pond and hibernate for the winter, while others will swim to lower pond levels to escape ice cover. This innate behavior keeps them safe, in most cases, until temperatures warm again.
Slowed Metabolism, No Appetite
Like fishes and other cold-blooded critters, turtles’ metabolisms slow when temperatures get cold. This physiological change means that they require very little oxygen and food. In fact, their hearts will slow to just a few beats every few minutes! They are also able to take in miniscule amounts of oxygen through specialized skin cells.
To keep your turtles under cover and safe from predators during the long winter, you can add some pond dye, like Pond Logic® Pond Dye, to your pond. The blue or black coloring not only camouflages the turtles, but it also shades the pond, eliminates cloudy water, and cuts down on excess nutrients and odor.
Pond Talk: What do you do to support the turtle population in your lake or pond?
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American Heritage® Dictionary of the English Language, Fourth Edition
- n. A device, such as a fuse or percussion cap, used to set off an explosive charge.
- n. An explosive.
Century Dictionary and Cyclopedia
- n. That which detonates; it detonating preparation; a percussion-cap.
- n. A device used to detonate an explosive device etc.
- n. rail transport, UK a small explosive device attached to the railhead to provide an audible warning when a train passes over it.
GNU Webster's 1913
- n. obsolete, obsolete An explosive whose action is practically instantaneous.
- n. obsolete, obsolete Something used to detonate a charge, as a detonating fuse.
- n. obsolete, obsolete A case containing detonating powder, the explosion of which serves as a signal, as on railroads.
- n. obsolete A gun fired by a percussion cap.
- n. a mechanical or electrical explosive device or a small amount of explosive; can be used to initiate the reaction of a disrupting explosive
- detonate + -or (Wiktionary)
“And interestingly, a similar detonator is connected to a massive nuclear device under the city of Munich, set to ignite in eighty hours.”
“Besides, the detonator is not yet manufactured that will explode that charge.”
“But suffice it to say that it is concentrated hydrogen peroxide mixed with flour, attached to a very crude detonator, which is, again, a very crude about four gallon plastic container.”
“A “nano detonator”, that is, a detonator roughly smaller than an electron.”
“You know, your cell phone now is called a detonator and simple things like Gatorade apparently can be used as a component of a bomb that could take your plane down, so I think people are very weary and they want to know that we're doing things.”
“And I would raise a concern about the fact that even though there were no detonators, the detonator is the easy part of the explosive.”
“The detonator was a remote car starter purchased over the Internet.”
“American Airlines spokesman Tim Smith called the detonator holder "nothing threatening.”
“In all of this cases, the detonator was a mishandled of the well perforator (made in china).”
“The detonator is a rifle cartridge with a nail on the primer cap.”
These user-created lists contain the word ‘detonator’.
A list of words that are odd or words that I have looked up.
ammunition, anti-aircraft mac..., anti-vehicle mine, automatic machine..., ballistic missile..., bazooka, biological weapons, booby trap, bunker-busting bomb, chemical weapons, cluster bomb, light battleship and 218 more...
Looking for tweets for detonator.
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Sex cells have one set of chromosomes; body cells have two.
Take a look at human chromosomes.
HI! Let's look at human chromosomes.
This is a photomicrograph of stained human chromosomes from one body cell. How many chromosomes are there?
92. No, count again.
23. No, try again.
These are the broken pieces of one long chromosome. No, Walther Flemming did think that chromosomes exist as one long piece that broke up during
mitosis, but this is not true.
46. That is correct.
Human cells normally have 46 chromosomes; this is the diploid number.
Chromosomes are usually arranged in a karyotype, where homologs are shown side by side. This is useful for identifying some human disorders. In this karyotype, how many pairs of chromosomes are there?
46. No, try again.
23. That is correct.
Humans have 23 pairs of homologous chromosomes.
How many of these chromosomes will be found in an egg cell?
All 46 chromosomes. No, sex cells have a half set of chromosomes.
23, one from each pair. That is correct.
23, pairs 1-11 and one selected randomly from the remaining pairs. Human sex cells do have 23 chromosomes, but not these 23.
23, 11 random pairs and one extra. Human sex cells do have 23 chromosomes, but not these 23.
None, egg cells don't have chromosomes. No, sex cells do have chromosomes.
Meiosis reduces chromosome number so that sex cells (eggs and sperm) have a half set of chromosomes–one homolog of each pair. This is the haploid number.
CONGRATULATIONS! YOU'RE SO SMART!
walther flemming, human karyotype, human chromosomes, egg cells, sex cells, haploid number, diploid number, photomicrograph, homolog, mitosis, body cell, homologs, homologous chromosomes, meiosis
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"Israelites and Igbos are brothers," he says with a broad smile.
King Eri, like many, claims that the Igbo are the Jews of West Africa. They believe they are descendants of at least one of Israel's lost tribes. In the eighth century B.C. the Assyrians invaded Israel's northern kingdom forcing 10 tribes into exile. Historians say it is not unlikely that these tribes migrated westward to Africa.
Throughout history, large populations of dispersed Jews also became "lost" through forced conversions and cultural assimilation.
"There is evidence that is scientific that the Igbos descended from the people that evolved in Israel," says Remy Ilona. He began investigating the stories from his youth more than a decade ago.
"When I grew up I heard, like virtually every Igbo here, that the Igbo people came from Israel," the Abuja-based lawyer says. His field work in Nigeria, Chad, Niger and Mali led him to conclude that Igbo and Jewish culture are not just similar, but "identical."
In his latest book, Ilona draws parallels between Igbo rituals and customs and those practiced by Jews. Shared traditional practices include circumcising male children eight days after birth, refraining from eating "unclean" or tabooed foods, mourning the dead for seven days, celebrating the New Moon and conducting wedding ceremonies under a canopy. Some historians have noted that the Igbo were practicing these customs before their exposure to the Bible and missionaries.
Daniel Lis, from the Institute for Jewish Studies, University of Basel, Switzerland, is one of the foremost researchers on Jewish identification among the Igbo. He says there has been a clear continuity of Jewish identity among the Igbo. "It's not just something that happened yesterday," he says.
The Swiss-Israeli anthropologist says that Igbo-Jewish identity can be traced back to the 18th century. Cross-cultural comparisons have been documented by people ranging from George Thomas Basden, the influential Anglican missionary and ethnographer who proposed that the word "Igbo" evolved as a corruption of the word "Hebrew," to Olaudah Equiano, a freed Igbo slave living in 18th century British society.
The oral stories and historic notations of cultural resemblances between the Igbo and the Jews have proven compelling enough to lure a diverse array of people to southeastern Nigeria.
Michael Freund, an American Jew based in Israel, is planning his first trip to Nigeria to get a first-hand look at the culture of the Igbo.
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Section 2: HTML Articles, Tutorials, Resources, and Books
The HTML Articles, Tutorials, Resources, and Books category section below includes links to HTML tutorials to help with best practices for HTML markup. You'll find standards-based HTML tutorials and articles using W3C Recommendations for Web page markup. Also included are tutorials on
META element tags, accessible frames, tabular data tables, and more.
Check out HTML Web Authoring / HTML Editor Tutorials and Articles for Web authoring / HTML tutorials and articles for specific Web authoring / HTML editors, such as Dreamweaver, HomeSite, TopStyle, and more.
Know of some good articles, tutorials, tips, Web sites, books, or other resources related to HTML? Recommendations are welcome and appreciated!
On this page:
- HTML Articles
- General HTML Tutorials and Tips
- HTML Tutorials on Specific Topics
- Web Sites or Web Site Sections Devoted to HTML
- Other HTML Links Resources
- Recommended Books on HTML
Articles on HTML
- The Four Essentials of Modern Web Design
This article covers four design essentials discussed at Web Essentials '04 Conference October 2004. These include valid markup (standards compliance), accessible markup, semantically correct markup, and separation of content and presentation. Jason's article clearly and succinctly explains them all and provides easy-to-understand examples. [10/27/2004, by By Jason Foss, for SitePoint.]
General Tutorials on HTML
- HTML, An Interactive Tutorial for Beginners
Dave's HTML Guide. Covers basic HTML, common tags, links, images, fonts, colors, lists,navigation, publishing your page, tables, frames, mailto forms, sound, meta tags, counters and guestbooks, and more.
- HTML Links
From W3 Schools, learn how to create hyperlinks to other pages or within a page using the
targetattribute, mail link, and more. Basic instructions and examples included. Good introduction.
- HTML Made Really Easy
This is an excellent reference and tutorial. Explains basics of HTML for beginners and good reference for anyone. This page also links to other sites for greater details in a variety of specific areas (such as forms, frames).
- Introduction to HTML
Eric Meyer's great tutorial. Includes terms and concepts, document tags, structure tags, lists, special effects, anchors, images, and more. Although original written to include HTML 2.0 and HTML 3.2, there continues to be much valid information here and goes over the basics very well.
- Know The Code: HTML For Beginners
from Builder.com. Great tutorial for beginners and links to further resources. [Tutorial dated 01/29/2003 by Fred Dekker and Donald St. John for Builder.com.]
- Simple Guidelines on using
by Jukka Korpela. It's important to provide text alternatives to images. Excellent article, explanation about using
ALTattributes in images and appropriate text for the
ALTattribute. Resources to further info. Article based on W3C guidelines.
- Use of
Fabulous information by A.J. Flavell about the importance of using helpful information the
ALTattribute for images. Examples are cited, ideas for what to use for horizontal rules, bullets, and more.
HTML Tutorials on Specific Topics
Tutorials on HTML 5, frames, iframes,
META element tags, multimedia, tables.
HTML 5 Tutorials
Below you'll find helpful websites and tutorials on using HTML 5.
- Dive into HTML 5
Written by Mark Pilgrim, this entire site is devoted to HTML 5 and “seeks to elaborate on a hand-picked Selection of features from the HTML5 specification and other fine Standards.” [Website copyright © OReilly Media, written by Mark Pilgrim.]
- HTML 5 Doctor
An entire site devoted to HTML 5: “a resource for people who wanted to learn more about the hows and whys of implementing HTML5... (and) publish articles relating to HTML5, its semantics, and how to use it right now.” [Website: html5doctor.com. By Rich Clark, Bruce Lawson, Jack Osborne, Mike Robinson, Remy Sharp, Tom Leadbetter, and Oli Studholme.]
- HTML 5 Rocks
An entire site devoted to HTML 5. Includes tutorials, a code playground, an interactive presentation, resources, and more. [Website: html5rocks.com. By Google.]
- HTML 5 Working Draft
W3C HTML 5 working draft via whatwg.org. [Website: whatwg.org. Editor: Ian Hickson.]
Frames and HTML: FRAME, FRAMESET, NOFRAMES Elements
Below you'll find tutorials on creating frames for Web sites, the pros and cons of using them for public Web sites, and how to use them properly to be user-friendly for your visitors.
Editor note: Frames are generally not recommended for public Web sites. If you or your client are absolutely insistent on using them, though, please at least create them as user-friendly as possible according to W3C HTML Recommendations for frames and the suggestions in the tutorials below.
- Frames - Definition
Good definition and links from WhatIs.com.
- Getting Your Framed Site Listed With Search Engines
Great article by Jill Whalen of HighRankings.com for HighRankings.com. Also shows example with
- How to do Framesets
Easy-to-follow, helpful tutorial about how to set up framesets, frames for 2-framed sites, 3-framed sites. Well done. [via Elated.]
- Some Caveats with Using Frames
Very informative article about what to watch for with using frames with your Web site. Also includes resources to further information. Article from evolt.org dated July 1999. [Tutorial dated 07/1999, evolt.org.]
- Search Engines And Frames
Excellent article from Search Engine Watch about building a Web site with frames and its incompatibility with search engines. Ideas for some workarounds, too. [Tutorial dated 09/15/2005 by Danny Sullivan, Search Engine Watch.]
- To Frame Or Not To Frame: That Is The Question
Article by Shirley Kaiser for WebsiteTips.com that discusses the advantages and disadvantages of frames. Includes resources and further information. [Tutorial dated 11/1999 by Shirley Kaiser, SKDesigns for WebsiteTips.com.]
For more on frames, see also the following sections:
IFRAME Element and HTML
- HTML Support History
Browser support chart for the
iframeelement, covering Internet Explorer, Netscape, and Opera. [by Brian Wilson, Index DOT Html]
- IFRAME Element | iframe Object
MSDN's chart and DHTML documentation for attributes and properties for using the
iframeelement and iframe object. [MSDN HTML and DHTML Library, microsoft.com]
- IFRAME - Inline Frame
Information about attributes, how to use the
iframeelement, links to more information. [by Liam Quinn for WDG's HTML Help]
- Using IFRAME Elements
MSDN's tutorial and overview for using the
iframeelement, including how to use the
iframeelement, using transparency, stacking inline floating frames, and links to related topics. Examples are provided, too. [MSDN HTML and DHTML Library, microsoft.com]
- Using inline frames (
iframeelements) to embed documents into HTML documents
Very thorough information and tutorial about the
iframeelement and its attributes, including what it is, many examples of how to use it, using CSS with
iframe, working with accessibility issues, browser support, simulating scrollable tables, targets, embedding various media, legal issues, and resources to much more. [by Jukka Korpella]
For more on the
iframe element, see also the following section:
META Element and HTML
There was a time when
META element tags played a big role in helping a site's search engine rankings. That's no longer the case after all the abuse; however, they have much more to offer than this. Metadata can help with site searches, indexing, organizing your content, and much more.
For more information about SEO, tutorials, and resources, see also the Search Engine Optimization (SEO), Search Engine Marketing (SEM) section.
- A Dictionary of META Tags
by Vancouver Webpages. Incredibly extensive and thorough. HTML
REVTags. Tons of authoritative information and links to resources. Everything you want to know and then some.
- An Introduction to Metadata
by Chris Taylor, University of Queensland Library. Excellent, highly recommended article, tutorial about metadata and its purpose, various types of metadata, what browsers support, info about search engines, Dublin core format and others, resources, and more. Excellent for understanding semantics, what and why about metadata. [07/23/2003 by Chris Taylor for Univ. of Queensland Cybrary.]
- Can Meta tags such as the keyword tag bring high rankings to my site?
by Jill Whalen, Highrankings.com. Helpful article about the real and practical tips for
METAelement tags and search engines. [11/21/2001 by Jill Whalen, High Rankings.]
- Dublin Core Metadata Initiative
An initiative and open forum to develop interoperable online metadata standards. Extensive information here, including metadata elements, how to use them, definitions, more. See also their FAQ.
- How To Use Meta Tags
from Search Engine Watch. Excellent information. [12/05/2002 by Danny Sullivan for Search Engine Watch.]
- Meta Tags Info and Tips at High Rankings
This link goes to the search results page at High Rankings, where you'll find lots of helpful, practical information about how to use
METAelement tags effectively for search engine rankings. Written by Jill Whalen (some also by Heather Lloyd-Martin). Excellent information. [By Jill Whalen for High Rankings.]
- META Tagging for Search Engines
Good info and references from the WDVL (Web Developers Virtual Library). [2002 by Alan Richmond for Web Developers Virtual Library (WDVL).]
Multimedia and Web Pages
- The Vision Team: Music Tools
Instructions, tips, code for embedding sound files into your Web page.
- Using Music on a Web site
WDVL's Lee Creek provides great basics about adding sound to your site, recommendations and how to do so, with resources to more information. Good help. [03/18/2002 by Lee Creek, WDVL]
- Web Diner's Tutorial on Adding Audio To Your Web Site [2000 by Web Diner]
Tables and HTML
Once the rage with page layouts, they're actually to be used for tabular data. Here are some tutorials to help. See also the CSS section for tutorials on styling your tabular data, too.
- Advanced HTML Tables
by Andrew Starling, WDVL, this tutorial covers bugs and workarounds, nested tables, colored borders, free-standing (floating) panels, and cross-browser, cross-platform considerations. [03/18/2002 by Andrew Starling, WDVL]
- Background images in tables [Tutorial via All My FAQs Wiki]
- Building Tables
Project Cool's excellent tutorial on how to build tables in HTML. Very thorough, very well done, from sections on basic elements of a table to advanced skills with nested tables and more complex tables. Provides good instructions with plenty of examples with its corresponding HTML markup, and even common errors and how to solve them. Great reference.
- Does Netscape 6 Break Your Table Layouts?
by James Aylard (jaylard) for evolt.org. Well done article about working with Netscape 6 and DTD issues. Includes discussion and addendum from discussion below article with links and more examples. [12/27/2000, by James Aylard (jaylard) for evolt.org]
- HTML Tables: a very short introduction, and annotated links to tutorials and references
by Jukka Korpela. Excellent information and resources about tables.
- Integrated Design: Mind Your <table>Manners
by Molly E. Holzschlag, WebTechniques.com. Excellent article relaying valuable insight and helpful tips about using tables effectively. (November 2000 issue).
For more HTML tutorials, see also WebsiteTips.com's sections,
Web Sites or Web Site Sections Devoted to HTML
- Annabella's HTML Help
by Annabella Ramsden. Simple step-by-step tutorials to basic HTML to get you started learning HTML - basic HTML tags, font tags, colors, tables, graphics, links, the marquee tag, music and sound, more. Well done.
- Dave's Site
Site includes HTML tutorials for beginners, intermediate, advanced. Covers basic HTML, common tags, links, images, fonts, colors, lists, navigation, publishing your page, tables, frames, mailto forms, sound, meta tags, counters and guestbooks, and more. Also tutorials on site promotion, banner ads info, web design.
- HTML Dog
A fantastic site devoted to HTML and CSS. Plenty of tutorials for beginners through advanced. [Web site by Patrick Griffiths.]
- HTML Help
by The Web Design Group. Fabulous resource. Includes the HTML 4.0 Reference, the HTML 3.2 Reference, cascading style sheet guide, online tools (validators, more), articles and information on design elements, links to further resources.
- HTML With Style
Section at WebReference devoted to HTML. Articles, tutorials by experts. Great source. [Part of WebReference.com.]
- How Did They Do That with HTML?
by Carl Tashian. Tutorials on a wide range of Web site needs - HTML, tables, forms, password protection, much more. [Web site by Carl Tashian.]
Other HTML Links Resources
- HTML Resources
Good listing of HTML and related resources from Imagiware, Inc.
Recommended Books on HTML
Do you have any recommendations, favorite books on HTML, or do you have thoughts about books already included on this list? Please let us know!
- Build Your Own Web Site the Right Way Using HTML & CSS
by Ian Lloyd. Published by SitePoint, May 2, 2006. This book is receiving rave reviews! Ian's fabulous new book teaches Web development from scratch, without assuming any previous knowledge of HTML, CSS or Web development techniques. It introduces you to HTML and CSS as you follow along with the author, step-by-step, to build a fully functional web site from the ground up. However, unlike countless other “learn Web design” books, this one concentrates on modern, best-practice techniques from the very beginning, which means you'll get it right the first time. By the end of the book, you'll be equipped with enough knowledge to set out on your first projects as a professional web developer, or you can simply use the knowledge you've gained to create attractive, functional, usable and accessible sites for personal use. For more information, see also the author's companion site for Build Your Own Web Site the Right Way Using HTML & CSS.
- Bulletproof Web Design: Improving flexibility and Protecting Against Worst-case Scenarios with XHTML and CSS, Second Edition
By Dan Cederholm. Published by New Riders Press (August 1, 2007). Dan Cederholm, well-known and highly regarded Web site designer, created quite a positive stir with his previous books, also recommended by WebsiteTips.com. The author's Bulletproof Web Design book information provides helpful details, including the Table of Contents, reviews about the book, example code, a sample chapter, and more. The publisher states about Bulletproof Web Design, Second Edition:
No matter how visually appealing or content-packed a Web site may be, if it's not adaptable to a variety of situations and reaching the widest possible audience, it isn't really succeeding. In Bulletproof Web Design, author and Web designer extraordinaire, Dan Cederholm outlines standards-based strategies for building designs that provide flexibility, readability, and user control—key components of every sucessful site. Each chapter starts out with an example of an unbulletproof site one that employs a traditional HTML-based approach which Dan then deconstructs, pointing out its limitations. He then gives the site a make-over using XHTML and Cascading Style Sheets (CSS), so you can see how to replace bloated code with lean markup and CSS for fast-loading sites that are accessible to all users. Finally, he covers several popular fluid and elastic-width layout techniques and pieces together all of the page components discussed in prior chapters into a single-page template.
- Deliver First Class Web Sites: 101 Essential Checklists
By Shirley Kaiser. Published by SitePoint Books, July 2006. The author packs the entire book with helpful checklists and explanations, examples, and references to help with creating and maintaining a user-friendly site that also includes standards-compliant, accessible, and lean markup and code behind the scenes, including HTML, XHTML, CSS, and more. For example, Chapter 9: Best Coding Practice: W3C Standards and Recommendations includes Magic Markup: Separating Content from Presentation, Ensuring the Integrity of your Markup, Excellent XHTML, and Spectacular CSS: Using Appropriate CSS Naming Conventions, Beware of Browser Bugs and Problems, Using CSS for Print. Chapter 11: Web Site Optimization includes checklists on Creating Clean, Lean Markup, optimizing URLs, and more. Chapter 12: Search Engine Optimization includes checklists on how to optimize your HTML to be search-engine friendly. Chapter 14: Testing includes checklists to help ensure that your HTML is error-free, problem-free. You'll also find checklists to make sure your site is visually appealing, loads quickly, is search engine friendly, and more. Along the way, other chapters cover creating accessible Web sites, Web site optimization, preparing and managing Web site content, usability, color, information architecture, navigation, search engine optimization, design, testing, preparing for launch, post-launch follow-up, and much more. In addition, all those who purchase the book have special access to downloadable, printable checklists to use for all your projects. More information: Companion Site for Deliver First Class Web Sites: 101 Essential Checklists, author's Web site: SKDesigns.
- Designing with Web Standards, 2nd Edition
By Jeffrey Zeldman. Published by New Riders, July, 2006. Now in a new, updated, and revised 2nd edition. Best-selling book on designing and developing a practical, solid Web site based on Web standards. Well written, real world solutions, and covers a lot of ground, including HTML, XHTML, CSS, DOM, browser quirks, case studies, and much more. The 2nd edition screenshots and other graphics are also now in full color. Even if you already have the 1st edition, there are significant updates and new content in the 2nd edition to make it well worth purchasing. Highly recommended. Both editions are on WebsiteTips.com's short list of all-time favorite books. Author's websites: Happy Cog, Zeldman.com: The Daily Report, and the author's Designing with Web Standards book information.
- HTML Dog: The Best-Practice Guide to XHTML and CSS
By Patrick Griffiths. Published by New Riders Press, November, 2006. The author of this book is also the writer and owner behind the highly regarded, popular HTML Dog Web site, a Web site packed with helpful, easy-to-understand tutorials, including HTML and CSS. His book is destined to be fabulous. The description from the publisher for this book:
For readers who want to design Web pages that load quickly, are easy to update, accessible to all, work on all browsers and can be quickly adapted to different media, this comprehensive guide represents the best way to go about it. By focusing on the ways the two languages—XHTML and CSS—complement each other, Web design pro Patrick Griffiths provides the fastest, most efficient way of accomplishing specific Web design tasks. With Web standards best practices at its heart, it outlines how to do things the right way from the outset, resulting in highly optimized web pages, in a quicker, easier, less painful way than users could hope for! Split into 10 easy-to-follow chapters such as Text, Images, Layout, Lists, and Forms, and coupled with handy quick-reference XHTML tag and CSS property appendixes, HTML Dog is the perfect guide and companion for anyone wanting to master these languages. Readers can also see the lessons in action with more than 70 online examples constructed especially for the book.Author's Web sites: HTMLDog, Vivabit.
- HTML, XHTML, and CSS, Sixth Edition: Visual QuickStart Guide
By Elizabeth Castro. Published by Peachpit Press, August 2006. This book series by Elizabeth Castro is the best-selling book on HTML and for good reason. She explains everything in easy-to-understand language, covers all the important bases of HTML, XHTML, and CSS, provides tips and warnings, and helpful illustrations and examples throughout the book. While the W3C Recommendations haven't changed since the 5th edition, how people use the specs has changed quite a bit. Fantastic. Highly recommended. Author's website with more about all her books: Cookwood Press, Liz's HTML Blog. As the author states,
I have revamped the examples throughout the book to reflect new and updated browsers, the growing emphasis on standards, CSS layout, and also the push toward multimedia and syndication. There are brand new chapters on using CSS for Handhelds and on Syndication and Podcasting as well as added individual sections throughout the book. And it's all in color!
From: Sixth Edition of HTML, XHTML, and CSS Visual QuickStart Guide! - blog post 08 July, 2006, Liz Castro
- Learning Web Design: A Beginner's Guide to (X)HTML, StyleSheets, and Web Graphics, 3rd Edition
By Jennifer Niederst Robbins. Published by O'Reilly (June 29, 2007). Top-selling book, now in its 3rd edition, on learning how to create Web sites with (X)HTML, CSS, and Web graphics. From the publisher:
Everything you need to know to create professional web sites is right here. Learning Web Design starts from the beginning — defining how the Web and web pages work — and builds from there. By the end of the book, you'll have the skills to create multi-column CSS layouts with optimized graphic files, and you'll know how to get your pages up on the Web.
This thoroughly revised edition teaches you how to build web sites according to modern design practices and professional standards. Learning Web Design explains:
- How to create a simple (X)HTML page, how to add links and images
- Everything you need to know about web standards — (X)HTML, DTDs, and more
- Cascading Style Sheets — formatting text, colors and backgrounds, using the box model, page layout, and more
- All about web graphics, and how to make them lean and mean through optimization
- The site development process, from start to finish
- Getting your pages on the Web — hosting, domain names, and FTP
The book includes exercises to help you to learn various techniques, and short quizzes to make sure you're up to speed with key concepts. If you're interested in web design, Learning Web Design is the place to start.
- Spring Into HTML and CSS (Spring Into)
By Molly Holzschlag. Published by Addison Wesley Professional, April 2005. The “Spring Into” series takes a no-nonsense, just-the-facts-please approach to help you quickly and easily get what you need. This book covers a LOT of ground. Molly Holzschlag is a well-seasoned professional author with over 30 books published. Her clear and easy-to-understand writing style makes it easy to understand why she is such a successful author and why her books sell so well. How do you decide which book is for you? You can explore a sample chapter online: How to Add Images, Media, and Scripts to Your Web Site. The author's Web site: Molly.com.
- The Ultimate HTML Reference
by Ian Lloyd. Published by SitePoint, May 19, 2008.
This book is perfect for anyone looking for an in-depth, accurate, and beautifully presented HTML reference. You won't find a more up-to-date HTML reference that includes browser compatibility information, working examples and easy-to-read descriptions. The Ultimate HTML Reference contains all the HTML knowledge you'll ever need and presents it to you in style. Depending on your preference, you can choose the convenience, durability, and usability of a hard cover printed version, a transportable off-line version (PDF), or our freely accessible online version. Choose one or choose them all!
More Books on HTML, Web Standards, and CSS
Recommended by WebsiteTips.com
See also the Recommended Books on Markup and Code for Web Sites, part of the Book Recommendations section here at WebsiteTips.com.
Books on Web Authoring Tools/HTML Editors
Recommended by WebsiteTips.com
More on Dreamweaver: Adobe Dreamweaver Articles, Tutorials, Discussion Lists, Tools and Extensions, Templates, Resources, Books, and Software here at WebsiteTips.com.
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I am solving the problems of an elementary linear algebra textbook. In the section where Gaussian elimination is first introduced as a method to solve systems of equations with simple row operations there is this question:
Find coefficients a, b, c and d so that the curve shown in the accompanying figure is given by the equation ax^2+ay^2+bx+cx+d=0. Then there is a graph of the circle with three points marked: (-4,5), (-2,7) and (4,-3).
This is how I solved it:
First I used the coordinates of the three points to write down a linear system with four unknowns and three equations. I then wrote the matrix in reduced row echelon form and expressed each of the coefficients in terms of d. I noticed that using the equation of the circle I could express x in terms of y, so I did this and substituted the values of x and y for the points (-4,5) and (4,3) and expressed the constants in terms of d. Next I multiplied the expression for -4 by -1 and thus got two expressions for 4 in terms of d. Finally I added both expressions and simplified for d.
In that way I found one solution: a=-1, b=2, c=4, d=29. I think everything is fine except that I did not know how to prove that the sign of the root involved in the expression of -4 (in terms of y) was negative and that it was positive for the expression of 4. I only guessed this form the diagram. Could someone please tell me how to do this?
I found that there is another method to solve this problem, which is called by determinants, and that gives the equation as a result. However, we have not covered that in class yet, and this problem is at the very beginning, even before matrix algebra, so it seems that it is expected that one solves the problem only using row operations. This was the simplest way I could find to solve the problem by using row operations without finding the centre of the circle, which would be another method which, I think, is not what is intended for this exercise.
Do my question is, did I do something really stupid and waste my time? Can somebody else think of a simpler solution with the restrictions that I have listed?
Thank you very much!
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The success of The King’s Speech and now the airing on BBC of its documentary, The Real King’s Speech, have sparked off a number of articles on oratory and speech-making. One of these, ” In their own words” in the Guardian, discussed how the oratorial tricks formulated by the classical masters have survived for two and a half millennia.
Demosthenes Practising Oratory . Jean Lecompte Du Nuoy 1876
As the article explains, ‘in a culture in which oral persuasion counted for for everything , it was crucial to believe that public speaking was a skill that could be acquired by anyone prepared to put in the hard work’. Advice given to boys training to speak persuasively included dealing with everything from how to move your hands or when to make a joke, the rhythms, cadence and structures of effective oratory.
Whilst oratory and business pitches are very different both aim to persuade and the structure tricks of the ancients still work today. The classical tricolon, sentences in three equal parts, is the precursor to the ‘rule of three’, accepted by many as one of the easiest and most effective ways of organising content effectively in any pitch. See Content and Staging
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National Science Foundation grants will bring together what's known about how species are related
A new initiative aims to build a comprehensive tree of life that brings together everything scientists know about how all species are related, from the tiniest bacteria to the tallest tree.
Researchers are working to provide the infrastructure and computational tools to enable automatic updating of the tree of life, as well as develop the analytical and visualization tools to study it.
Scientists have been building evolutionary trees for more than 150 years, since Charles Darwin drew the first sketches in his notebook.
Darwin's theory of evolution explained that millions of species are related and gave biologists and paleontologists the enormous challenge of discovering the branching pattern of the tree of life.
But despite significant progress in fleshing out the major branches of the tree of life, today there is still no central place where researchers can go to visualize and analyze the entire tree.
Now, thanks to grants totaling $13 million from the National Science Foundation's (NSF) Assembling, Visualizing, and Analyzing the Tree of Life (AVAToL) program, three teams of scientists plan to make that a reality.
"The AVAToL awards are an exciting new direction for an area that's a foundation of much of biology," says Alan Townsend, director of NSF's Division of Environmental Biology. "That's critical to understanding a changing relationship between human society and Earth's biodiversity."
Figuring out how the millions of species on Earth are related to one another isn't just important for pinpointing an antelope's closest kin, or determining if tuna are more closely related to starfish or hagfish.
Information about evolutionary relationships is fundamental to comparative biology research. It helps scientists identify promising new medicines; develop hardier, higher-yielding crops; and fight infectious diseases such as HIV, anthrax and influenza.
If evolutionary trees are so widely used, why has assembling them across all life been so hard to achieve?
It's not for lack of research, or data. Advances in DNA sequencing and evolutionary analysis, discovery of pivotal early fossils, and novel methods and tools have enabled thousands of new evolutionary trees to be published in scientific journals each year.
However, most of these focus on specific, disconnected branches of the tree of life.
Part of the difficulty lies in the sheer enormity of the task. The largest evolutionary trees to date contain roughly 100,000 groups of organisms.
Assembling the branches for all species of animals, plants, fungi and microbes--and the countless more still being named or discovered--will require new computational tools for analyzing large data sets, for combining diverse kinds of data, and for connecting vast numbers of published trees into a synthetic whole.
Another difficulty lies in how scientists typically disseminate their results. A tiny fraction of all evolutionary trees have been published. Researchers estimate a mere four percent end up in a database in a digital form.
Most of the knowledge is locked up in figures in static journal articles in file formats that may be difficult for other researchers to download, reanalyze or merge with new information.
AVAToL aims to change that.
What makes this program different from previous efforts, scientists say, is its scope: its focus on creating an open, dynamic, evolutionary framework that can be continually refined as new biodiversity data is collected, and its development of computational and visualization tools to scale up tree-based evolutionary analyses.
Researchers will be able to go online and compare their trees to others that have already been published, or download trees for further study.
They'll also be able to expand the tree, filling in the missing branches and placing newly named or discovered species among their relatives.
The goal is to incorporate new trees automatically, so the complete tree can be continuously updated.
In addition to the creation of an updatable tree of life, AVAToL scientists will create new tools for the kinds of research that rely on evolutionary trees and for the collection and analysis of important evolutionary data, including from fossils critical to the placement of many branches in the tree of life.
The three NSF-funded AVAToL projects are:
Automated and Community-Driven Synthesis of the Tree of Life
Principal Investigator: Karen Cranston, Duke University and the National Evolutionary Synthesis Center
This project will produce the first online, comprehensive first-draft tree of all 1.8 million named species, accessible to both the public and scientists. Assembly of the tree will incorporate previously published results and efforts to develop, test and improve methods of data synthesis. This initial tree of life, called the Open Tree of Life, will not be static. Scientists will develop tools for researchers to update and revise the tree as new data come in.
Arbor: Comparative Analysis Workflows for the Tree of Life
Principal Investigator: Luke Harmon, University of Idaho
Scientists deal with daunting volumes of data. One of the most basic challenges facing researchers is how to organize that information into a usable format that can inspire new scientific insights. This project team is working to develop a way to visually portray evolutionary data so scientists can see, at a glance, how organisms are related. The team will create software tools that will enable researchers to visualize and analyze data across the tree of life, enabling research in all areas of comparative biology at multiple evolutionary, space and time scales. The results have the potential to transform the way biologists test evolutionary and ecological hypotheses, enabling new research in fields from medicine to public health, from agriculture to ecology to genetics.
Next Generation Phenomics for the Tree of Life
Principal Investigator: Maureen O'Leary, SUNY-Stony Brook
This team of biologists, computer scientists and paleontologists will extend and adapt methods from computer vision, machine learning and natural language processing to enable rapid and automated study of species' phenotypes on a vast scale across the tree of life. The team's goal is to develop large phenomic datasets using new methods, and to provide the scientific community and the public with tools for future such work. Phenomics is an area of biology that measures the physical and biochemical traits of organisms as they change in response to genetic mutations and environmental influences.
Enormous phenomic datasets, many with images, will foster public interest in biodiversity and the fossil record. Phenotypic data allow scientists to reconstruct the evolutionary history of fossil species, in turn crucial for an understanding of the history of life. This project will leverage recent advances in image analysis and natural language processing to develop novel approaches to rapidly advance the collection and analysis of phenotypic data for the tree of life.
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<urn:uuid:140c7ba6-cd59-44cb-b954-774545fa38a7>
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http://supercomputingonline.com/this-years-stories/assembling-visualizing-and-analyzing-a-tree-of-all-life
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2013-05-22T15:15:12Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701910820/warc/CC-MAIN-20130516105830-00000-ip-10-60-113-184.ec2.internal.warc.gz
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en
| 0.920928
| 1,349
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Structure and Function of the Gastrointestinal Tract in Dogs
By: Dr. Bari Spielman
Read By: Pet Lovers
Congenital defects. They may lead to defects in swallowing or movement of food through the esophagus, inability to properly digest food, or inability to defecate.
What Are Common Diseases of the Gastrointestinal Tract?
There are many primary disorders that affect the GI tract. Vomiting and/or diarrhea are commonly seen with gastrointestinal disease. Regurgitation (the effortless evacuation of fluid, mucus and undigested food from the esophagus) is commonly seen with esophageal disease. Some common diseases of the GI tract include:
Infectious agents including bacteria, viruses, fungal and protozoal organisms, as well as intestinal parasites are quite common in both cats and dogs. Different infections often involve isolated portions of the GI tract.
Inflammation. Various inflammations can develop any where along the GI tract. When inflammation arises in the mouth, it is called stomatitis. Inflammation of the esophagus is esophagitis. Gastritis is inflammation of the stomach. Enteritis is inflammation of the intestine. Colitis is inflammation of the colon. Inflammation of the rectum is proctitis. These types of inflammation can be either acute or chronic.
Inflammatory bowel disease (IBD) is a microscopic infiltration of the small intestinal wall with inflammatory cells. It is believed to be associated with an abnormal immune response to environmental stimuli that, when continued, creates a self-perpetuating inflammation resulting in the disease.
Intussusceptions (telescoping of part of the bowel into an adjacent segment of bowel) are seen in both cats and dogs. They are often associated with parasites, foreign bodies, tumors or chronic diarrhea, and usually affect the small intestines of young animals.
Foreign bodies (rocks, bits of clothing) of the GI tract are common in cats and dogs due to their indiscriminate eating habits. They result in local inflammation, obstruction and sometimes perforation of the GI tract.
Ulcerative gastroenteritis (interruptions in the lining of the gastrointestinal tract) may develop and be secondary to inflammation, drug administration, neoplasia or foreign bodies.
Hemorrhagic gastroenteritis (HGE) is a dramatic, potentially fatal disorder causing sudden onset bloody diarrhea in adult dogs. Although the exact cause is unknown, it may be due to some sort of bacterial toxin. HGE has a predilection for small breed dogs.
Acute gastric dilatation or bloat is a condition seen mainly in large, deep-chested breeds of dogs. For a variety of reasons, the stomach suddenly dilates like a balloon and fails to empty. It may twist upon itself (called a volvulus), and entirely obstruct the opening/exit passages of the stomach. Acute gastric dilatation is a life-threatening emergency that may rapidly result in shock and collapse of the dog.
Paralysis of portions of the GI tract may occur. Paralysis of the esophagus results in a grossly enlarged esophagus, known as megaesophagus, and regurgitation of food and water. Paralysis of the stomach results in delayed gastric emptying. Paralysis of the intestines is known as ileus. Paralysis of the colon results in enlargement of the colon (megacolon) and constipation.
Certain abnormalities in the digestion and absorption of nutrients can occur, particularly in the small intestines. These are known as maldigestion and malabsorption disorders. Diseases can also arise that result in the excessive loss of nutrients into the intestines, which then pass out of the body through the feces.
Trauma can occur along different segments of the GI tract. Trauma to the esophagus most often arises with bite wounds to the neck. The intestines may be injured through either blunt abdominal trauma (e.g. automobile accidents, falling from heights, kicking injuries) or penetrating trauma (e.g. bite wounds, bullet and arrow wounds, falling on sharp objects). Trauma to the pelvis and tail may affect the rectum and anal canal.
Tumors may develop anywhere along the entire length of the intestinal tract. Different tumors arise in different areas because the types of cells present in each area are unique. Tumors of the gastrointestinal tract may be either benign or malignant. They can grow into the cavity of the tract, and can involve the wall of the tract or the surrounding soft tissues.
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http://www.petplace.com/dogs/structure-and-function-of-the-gastrointestinal-tract-in-dogs/page2.aspx
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2013-05-24T01:52:27Z
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en
| 0.920905
| 951
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Washing at lower temperatures is preferable, but what if you could do your week’s washing at just 15°C?
Chemists, biologists and engineers from the University of Warwick think this might be possible after discovering that nanodiamonds – pieces of carbon less than ten-thousandths the diameter of a human hair – can help loosen crystallised fat from surfaces.
Researchers found that 5nm nanodiamond particles dramatically improved triglyceride lipid removal from a hydrophobic surface at room temperature using an anionic or non-ionic surfactant. Their results are published in ACS Applied Materials and Interfaces.
“We found that the 5nm diamonds changed the way detergents behaved at 25°C, doubling the amount of fat removed when using one particular commercial detergent molecule,” said research leader, Dr Andrew Marsh, from the Department of Chemistry.
“Even at temperatures as low as 15°C, otherwise hard-to-remove fat could be solubilised from a test surface.”
Researchers prepared nanodiamond-surfactant colloids and measured the stability by dynamic light scattering. They also used quartz crystal microbalance-dissipation to compare their ability to remove surface-bound model triglyceride lipid with ionic and non-ionic aqueous surfactants at 15-25°C.
They observed a clear improvement in removal of triglycerides, even at 15°C, both with nanodiamond-surfactant colloids and by prior nanoparticle deposition on an interfacial lipid, showing that nanodiamonds can play a crucial role in enhancing detergency process.
“The physical and chemical insight already gained paves the way for future research to explore how this unique behaviour might be exploited in other ways,” said Marsh.
The research – which also included scientists from Aston University – was funded by the UK Engineering and Physical Sciences Research Council and P&G plc.
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<urn:uuid:08515d53-0889-4fa9-b72f-adeaebe11886>
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http://www.labnews.co.uk/news/cooler-washes-nanodiamonds/
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2013-05-23T19:34:26Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368703728865/warc/CC-MAIN-20130516112848-00052-ip-10-60-113-184.ec2.internal.warc.gz
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en
| 0.908048
| 400
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Coughing is the body's way of removing foreign material or mucus from
the lungs and upper airway passages or of reacting to an
irritated airway. Coughs have distinctive traits you can learn to recognize. A
cough is only a symptom, not a disease, and often the importance of a cough can
be determined only when other symptoms are evaluated.
information about coughs in teens and adults, see the topic
Coughs, Age 12 and Older.
A productive cough produces phlegm
or mucus (sputum). The mucus may have drained down the back of the throat from
the nose or sinuses or may have come up
from the lungs. A productive cough generally should not be suppressed; it
clears mucus from the lungs. There are many causes of a productive cough, such
- Viral illnesses. It is normal to have a productive cough when you
have a common cold. Coughing is often triggered by mucus that drains down the
back of the throat.
- Infections. An infection of the lungs or upper airway passages
can cause a cough. A productive cough may be a symptom of
- Chronic lung disease. A productive cough could be a sign that a
lung disease is getting worse or that your child has an infection.
Stomach acid backing up into the
esophagus . This type of coughing may be a symptom of
gastroesophageal reflux disease (GERD) and may awaken
your child from sleep.
- Nasal discharge (postnasal drip) draining down the back of the throat. This can cause a productive cough or make your child feel the
need to clear his or her throat frequently. Experts disagree about whether a
postnasal drip or the viral illness that caused it is responsible for the
A nonproductive cough is dry
and does not produce sputum. A dry, hacking cough may develop toward the end of
a cold or after exposure to an irritant, such as dust or smoke. There are many
causes of a nonproductive cough, such as:
- Viral illnesses. After a common cold, a dry cough may last
several weeks longer than other symptoms and often gets worse at night.
- Bronchospasm. A nonproductive cough, particularly at night, may
indicate spasms in the bronchial tubes (bronchospasm) caused by
Allergies. Frequent sneezing is also a common symptom of
- Exposure to dust, fumes, and chemicals.
Asthma. A chronic dry cough may be a sign of mild
asthma. Other symptoms may include wheezing, shortness of breath, or a feeling
of tightness in the chest. For more information, see the topic
Asthma in Children.
- Blockage of the airway by an inhaled object, such as food or a
pill. For more information, see the topic
Coughs in children
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http://children.webmd.com/tc/coughs-age-11-and-younger-topic-overview
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2013-05-21T17:44:40Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368700264179/warc/CC-MAIN-20130516103104-00053-ip-10-60-113-184.ec2.internal.warc.gz
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en
| 0.912416
| 630
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Water treatment services take place at a very large and small scale. On a larger scale, water treatment services involve filtering out unnecessary chemicals and toxins from a local area water supply. All major U.S. cities employ water treatment service plants to make water drinkable for residents. Many major water sources are rivers and streams that can get filled with pollution. This isn't the only health concern when it comes to water supplies, though. Literally tons of toxins can contaminate water, including dead animals, dirt, sewage, and a host of other unwanted materials. Water that travels a long distance from its source to its final destination risks increased contamination with every mile, so it's easy to see why water must be treated before it can be used for public consumption. Well water may have to be treated if the well becomes tainted in some way. Companies that bottle water for retail sale or delivery often use water treatment services to improve the quality of their products. There are different kinds of water treatment services. Your local treatment companies probably perform a variety of services for their clients. Water that is too acidic must undergo a neutralization process to remove the sour taste and whatever chemical that's causing it. Iron filtration removes sediment to improve taste and texture. Purification is usually performed for taste reasons, but also to remove potentially harmful chemicals such as sulfates. Local water treatment services often correct water pressure problems along with the other services they provide.
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<urn:uuid:5886606d-2d6a-438d-86e6-c548f00fe8a7>
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http://www.pointcom.com/CO/Colorado-Springs/business-search/Water%20Treatment%20Service/
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2013-06-19T18:53:35Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368709037764/warc/CC-MAIN-20130516125717-00000-ip-10-60-113-184.ec2.internal.warc.gz
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| 0.970007
| 286
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Fascinating creatures indeed bentley!
Cuttlefish belong to the Cephalopoda class and includes squid, octopuses, and nautiluses). Although they are known as fish, they are mollusks and not fish! Recent studies indicate that cuttlefish are among the most intelligent invertebrates. Internationally there are 120 species of cuttlefish recognized. I am not sure how many species are in South African waters though!
Cuttlefish have eight arms and two tentacles furnished with suckers, with which they secure their prey.
They have a life expectancy of approximately 2 years and feed on small mollusks, crabs, shrimp, fish, octopuses, worms, and other cuttlefish. They are being preyed upon by dolphins, sharks, fish, seals and other cuttlefish.
Their cuttle-bones are porous and used for buoyancy by changing the gas-to-liquid ratio in the chambered cuttle-bone.
Cuttlefish eyes are among the most developed in the animal kingdom.
The blood of a cuttlefish is an unusual shade of green-blue. The reason for this is the fact that they use the copper containing protein hemocyanin to carry oxygen instead of the red iron-containing protein hemoglobin that is found in mammals. They have 3 separate hearts to pump their blood. Two hearts pump blood to the pair of gills and the third pumps blood to the rest of the body.
Photo of 2 Cuttlefish:Herewith something interesting facts about their ability to change colours:Cuttlefish are sometimes referred to as the chameleon of the sea because of their remarkable ability to rapidly alter their skin color at will. Their skin flashes a fast-changing pattern as communication to other cuttlefish and to camouflage them from predators. This color-changing function is produced by groups of red, yellow, brown, and black pigmented chromatophores above a layer of reflective iridophores and leucophores, with up to 200 of these specialized pigment cells per square millimeter. The pigmented chromatophores have a sac of pigment and a large membrane that is folded when retracted. There are 6-20 small muscle cells on the sides which can contract to squash the elastic sac into a disc against the skin. Yellow chromatophores (xanthophores) are closest to the surface of the skin, red and orange are below (erythrophores), and brown or black are just above the iridophore layer (melanophores). The iridophores reflect blue and green light. Iridophores are plates of chitin or protein, which can reflect the environment around a cuttlefish. They are responsible for the metallic blues, greens, golds, and silvers often seen on cuttlefish. All of these cells can be used in combinations. For example, orange is produced by red and yellow chromatophores, while purple can be created by a red chromatophore and an iridophore. The cuttlefish can also use an iridophore and a yellow chromatophore to produce a brighter green. As well as being able to influence the color of the light that reflects off their skin, cuttlefish can also affect the light's polarization, which can be used to signal to other marine animals, many of which can also sense polarization.
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<urn:uuid:b54600a1-7fc1-4680-a155-982badee16b7>
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http://www.sanparks.org/forums/viewtopic.php?style=2&f=68&t=56509&view=next
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2013-05-26T09:43:50Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706890813/warc/CC-MAIN-20130516122130-00000-ip-10-60-113-184.ec2.internal.warc.gz
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en
| 0.939876
| 703
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stopingArticle Free Pass
stoping, in mining engineering, the opening of large underground rooms, or stopes, by the excavation of ore. Stoping is practiced in underground mineral mining when the surrounding rock is strong enough to permit the drilling, blasting, and removal of ore without caving. In mines where the rock requires no artificial support, the operation is known as open stoping. A common open-stoping method is room-and-pillar mining, in which pillars of ore are left standing to support the rock over a flat-lying ore body.
In many mining operations, stopes must be supported artificially. The principal supported-stoping method, practiced on steeply dipping ore bodies, is cut-and-fill mining, in which the opened stope is back-filled with waste materials as each layer of ore is removed.
What made you want to look up "stoping"? Please share what surprised you most...
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<urn:uuid:0a747d7c-32f2-4f0e-b5a7-ea5cf65f0b20>
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CC-MAIN-2013-20
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http://www.britannica.com/EBchecked/topic/567458/stoping
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2013-05-22T15:22:58Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701910820/warc/CC-MAIN-20130516105830-00002-ip-10-60-113-184.ec2.internal.warc.gz
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en
| 0.949826
| 191
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Zombies are corpses that have been brought back to life somehow. Common ways to create a zombie include witchcraft or magic, but more recent depictions of zombies use technology and science, including space radiation or viruses. Zombies are commonly associated with the collapse of global civilization.
While George Romero’s “Night of the Living Dead” (1968) helped popularize the shambling, flesh-devouring creatures, zombies appeared in film and literature well before that, including the first feature-length zombie film “White Zombie”, released in 1932 and starring famed “Dracula” actor Bela Lugosi.
Since Romero’s film, zombies have slowly shuffled onward into comic books, video games, music, novels and television programs. The creatures are especially popular today, with books like “The Zombie Survival Guide” and “World War Z,” films such as “28 Days Later” and on television in AMC’s “The Walking Dead” series, which is an adaptation of a comic book series with the same name.
Zombies aren’t just for horror flicks either. The zombie is also a figure used by philosophers to explore issues of consciousness and the physical world. But these zombies don’t get quite the same amount of attention from the media.
(Text by Noel Kirkpatrick)
(Photo: Eric Ingrum/Flickr)
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<urn:uuid:bf76c996-c912-40aa-ba22-ca5fff22fb75>
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http://www.mnn.com/eco-glossary/zombies
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2013-05-20T22:12:37Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368699273641/warc/CC-MAIN-20130516101433-00003-ip-10-60-113-184.ec2.internal.warc.gz
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en
| 0.935118
| 294
|
The federal Head Start program has provides low-income 3-and 4-old children and their families with comprehensive early education and support services.
All Head Start programs focus on the “whole child” and include:
The purpose of the Head Start State Collaboration Projects is to create significant, Statewide partnerships between Head Start and the states in order to meet the increasingly complex, intertwined and difficult challenges of improving services for economically disadvantaged children and their families.
The goals of the Collaboration Project are to:
In 1965, “Project Head Start” was launched as an 8 week program serving 561,000 children. Since then, the Head Start program has served more than 27 million children and their families and has become one of the leaders in the field of early childhood education. In 1994, federal policymakers authorized the Early Head Start program to address the needs of children under age 3 and pregnant women.
Janet Coscarelli, Director
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<urn:uuid:22b64414-4f13-4be2-b183-d6e2406664c7>
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CC-MAIN-2013-20
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http://tennessee.gov/education/headstart/index.shtml
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2013-05-18T09:01:38Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696381630/warc/CC-MAIN-20130516092621-00002-ip-10-60-113-184.ec2.internal.warc.gz
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| 0.966741
| 194
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The name for the ability of one entity to engage in more efficient production...
The advantage in the production of a product enjoyed by one country over another when it uses fewer resources to produce than the other country does.
The ability to produce more units of a good or service than some other producer, using the same quantity of resources.
the ability to produce a specific product more efficiently than any other nation
A country has an absolute advantage over another country in the production of a particular good if it produces more of this good from a unit of resources than the other country does. (MY)
Having a cost advantage in producing a good or service.
In international trade, this is the ability of companies in one country to supply goods and services at lower cost than competitors in other countries. Most world trade emanates from this ability, as in the case of Japan's exports of automobiles. America's exports of wheat, or France's export of prime table wine. Cf. comparative advantage.
the ability to produce a particular good more cheaply than other countries.
An absolute advantage exists when a nation or other economic region is able to produce a good or service more efficiently (by used resources) than a second nation or region.
1. A situation in which a nation has a monopoly on a product or can produce it at the lowest cost; 2. The ability to produce something with fewer resources than other producers would use to produce the same thing.
A nation's ability to produce a particular product with fewer resources per unit of output than any other nation.
A country has an absolute advantage if its output per unit of input of all goods and services produced is higher than that of another country.
An advantage that a country has in producing certain goods or services relative to all or many other countries due to specific factors of production at its disposal- such as rich farmland and a favorable climate for agricultural production or a highly educated labor force for high-tech manufacturing. A country's absolute advantage means that it can produce certain goods or services at a lower cost than would be possible for other countries. Thus it is clearly beneficial for this country to specialize in producing and exporting these goods and services. But even countries that do not have any absolute advantages can benefit from international trade; see comparative advantage.
a country has an absolute advantage over another country in the production of a good if it can produce that good more efficiently (with fewer inputs)
the ability to produce a good at a lower cost, in terms of real resources than another country. Absolute Advantage is neither necessary nor sufficient for a country to export a good.
A person has an absolute advantage in the production of two goods, if by using the same quantities of inputs, that person can produce more of both goods than another person can. A country has an absolute advantage if its output per unit of inputs of all goods is larger than that of another country.
when an individual or entity can produce more of a good than another individual or entity
the ability to produce some good or service at a lower absolute cost than other producers
The ability of a producer to produce a higher absolute quantity of a good with the productive resource available.
Refers to international trade where one country has an absolute advantage in producing a good. The country that has the absolute advantage is able to produce the good more efficiently than another country.See also "comparative advantage".
A country has an absolute advantage economically over another, in a particular good, when it can produce that good more cheaply. A country also has an absolute advantage if it can produce more of the good than another country can, with the same amount of resources.
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<urn:uuid:c3bdc434-f88b-4dfc-a087-91f3e56b1a9f>
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CC-MAIN-2013-20
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http://www.metaglossary.com/meanings/248311/
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2013-05-26T09:35:13Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706890813/warc/CC-MAIN-20130516122130-00050-ip-10-60-113-184.ec2.internal.warc.gz
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en
| 0.93579
| 737
|
Vast amounts of methane hydrates are stored in sediments along the continental margins. Their stability is due to the low temperature–high-pressure conditions found on the seafloor. Global warming could destabilize these hydrates and cause a release of methane (CH4) into the water column and possibly the atmosphere.
Seafloor Warming and Methane Releases in the Arctic Ocean
Since the Arctic has and will be warmed considerably, Arctic bottom water temperatures and their future evolution projected by a climate model were analyzed in a joint modeling effort by a group of physical and biological oceanographers, geologists, geochemists, and atmospheric scientists from the Cluster (A2). The seafloor warming was found to be spatially inhomogeneous, with the strongest impact on shallow regions affected by Atlantic inflow (see Fig.). Within the next 100 years, the warming will affect 25 % of shallow and mid-depth regions containing methane hydrates. Release of methane from melting hydrates in these areas could enhance ocean acidification and oxygen depletion through aerobic microbial consumption in the water column. Contrary to wide spread previous estimates, the impact of methane release on global warming, however, was found to be insignificant within the time span considered.
Biastoch, A., Treude, T., Rüpke, L.H., Riebesell, U., Roth, C., Burwicz, E.B., Park, W., Latif, M., Böning, C.W., Madec, G., Wallmann, K. (2011) Rising Arctic Ocean temperatures cause gas hydrate destabilization and ocean acidification. Geophys. Res. Lett. 38, L08602, doi: 10.1029/2011GL047222
Caption: Impact of Global warming on Arctic methane hydrates within the next 100 years: (a) bottom temperatures in an ocean model (ORCA05), (b) changes due to global warming (KCM), (c) changes in the thickness of the gas hydrate stability zone (geophysical model), (d) changes in the near-bottom pH values by released methane (geochemical calculation). All figures from Biastoch et al. (2011).
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<urn:uuid:5c869535-feca-424c-86c8-afb0b90fec71>
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CC-MAIN-2013-20
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http://www.futureocean.org/de/forschung/wissenschaftliche_publikationen/seafloor_warming.php
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2013-05-24T22:43:33Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705195219/warc/CC-MAIN-20130516115315-00001-ip-10-60-113-184.ec2.internal.warc.gz
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en
| 0.866315
| 458
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How sliced bread was invented
The inventor of the bread-slicing machine was Otto Frederick Rohwedder, of Iowa, USA, who delivered the invention in the year 1928, sixteen years after his first prototype in 1912.
The first prototype machines were not well received by bakers, who told Rohwedder that his invention was useless, as sliced bread would too quickly go stale. These early rejections caused the inventor to seek a solution that would deliver the convenience of pre-sliced bread that stayed as fresh as whole loaves. Several failed attempts at a solution were made, including one scheme that used hat pins to keep the slices together.
The concept that was ultimately successful was the 1928 version -- a machine that neatly sliced the loaves into uniform slices and wrapped the freshly-sliced loaf in waxed paper, which kept moisture, and therefore freshness in the loaf.
A bakery in Battle Creek, Michigan, was the world's first vendor of sliced bread, being Rohwedder's first customer for his invention. The baker's success led Rohwedder to display his bread-slicing-and-wrapping machine at trade fairs, and by 1930 the first large commercial machines were in use in the United States and the United Kingdom. In the UK, the innovative bread product was launched under the Wonderbread brand.
The invention of the automatic toaster, in the earlier year of 1919, now came into its full glory, with easy and universal access to pre-sliced breads.
Americans embraced sliced bread, toast consumption skyrocketed, and by 1933 over 80% of bread sold in the USA was pre-sliced and wrapped. The phrase The best thing since sliced bread was coined at this time.
In the year 1943, the US Secretary of Agriculture banned the sale of sliced bread, in an effort to hold down prices of the important staple food during wartime rationing. The ban was lifted, of course, at the conclusion of World War II.
RESEARCH SOURCES INCLUDE THE CANADIAN BROADCASTING CORPORATION, THE (UK) FEDERATION OF BAKERS, PLANET WHEAT, THE NEW YORK TIMES SUNDAY MAGAZINE.
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Viroids are plant pathogens that consist of a short stretch (a few hundred nucleobases) of highly complementary, circular, single-stranded RNA. In comparison, the genome of the smallest known viruses capable of causing an infection by themselves are around 2 kilobases in size. The human pathogen Hepatitis D Virus is similar to viroids. Viroids are extremely small in size, ranging from 246 to 467 nucleotide (nt) long genome and consisting of fewer than 10,000 atoms.
Viroid RNA does not code for any protein. The replication mechanism involves RNA polymerase II, an enzyme normally associated with synthesis of messenger RNA from DNA, which instead catalyzes "rolling circle" synthesis of new RNA using the viroid's RNA as template. Some viroids are ribozymes, having catalytic properties which allow self-cleavage and ligation of unit-size genomes from larger replication intermediates.
The first viroid to be identified was Potato spindle tuber viroid (PSTVd). Some 33 species have been identified.
- Family Pospiviroidae
- Genus Pospiviroid; type species: Potato spindle tuber viroid ; 356-361 nt
- Genus Pospiviroid; type species: Citrus exocortis ; 368-467 nt
- Genus Hostuviroid; type species: Hop stunt viroid
- Genus Cocadviroid; type species: Coconut cadang-cadang viroid 246-247 nt
- Genus Apscaviroid; type species: Apple scar skin viroid
- Genus Coleviroid; type species: Coleus blumei viroid 1
- Family Avsunviroidae
Viroids and RNA silencing
There has long been confusion over how viroids are able to induce symptoms in plants without encoding any protein products within their sequences. Evidence now suggests that RNA silencing is involved in the process. First, changes to the viroid genome can dramatically alter its virulence. This reflects the fact that any siRNAs produced would have less complementary base pairing with target messenger RNA. Secondly, siRNAs corresponding to sequences from viroid genomes have been isolated from infected plants. Finally, transgenic expression of the noninfectious hpRNA of potato spindle tuber viroid develops all the corresponding viroid like symptoms.
This evidence indicates that when viroids replicate via a double stranded intermediate RNA, they are targeted by a dicer enzyme and cleaved into siRNAs that are then loaded onto the RNA-induced silencing complex. The viroid siRNAs actually contain sequences capable of complementary base pairing with the plant's own messenger RNAs and induction of degradation or inhibition of translation is what causes the classic viroid symptoms.
See also
- Non-cellular life
- Plant pathology
- Satellite (biology)
- Virus classification
- Rocheleau L, Pelchat M (2006). "The Subviral RNA Database: a toolbox for viroids, the hepatitis delta virus and satellite RNAs research". BMC Microbiol. 6: 24. doi:10.1186/1471-2180-6-24. PMC 1413538. PMID 16519798.
- Wolfram, Stephen. "A New Kind of Science". A New Kind of Science. Wolfram Science. Retrieved 22 January 2012.
- Diener TO (August 1971). "Potato spindle tuber "virus". IV. A replicating, low molecular weight RNA". Virology 45 (2): 411–28. doi:10.1016/0042-6822(71)90342-4. PMID 5095900.
- "ARS Research Timeline - Tracking the Elusive Viroid". 2006-03-02. Retrieved 2007-07-18.
- Discovery of Viroids
- Tsagris EM, de Alba AE, Gozmanova M, Kalantidis K (September 2008). "Viroids". Cell. Microbiol. 10 (11): 2168–79. doi:10.1111/j.1462-5822.2008.01231.x. PMID 18764915.
- Daròs JA, Elena SF, Flores R (2006). "Viroids: an Ariadne's thread into the RNA labyrinth". EMBO Rep. 7 (6): 593–8. doi:10.1038/sj.embor.7400706. PMC 1479586. PMID 16741503.
- Brian W. J. Mahy, Marc H. V. Van Regenmortel (ed.). Desk Encyclopedia of Plant and Fungal Virology. Academic Press. ISBN 978-0123751485.
- Elizabeth Dickson, Hugh D. Robertson, C. L. Niblett, R. K. Horst & Milton Zaitlin (1979). "Minor differences between nucleotide sequences of mild and severe strains of potato spindle tuber viroid". Nature 277 (5691): 60–62. doi:10.1038/277060a0.
- Papaefthimiou I, Hamilton A, Denti M, Baulcombe D, Tsagris M, Tabler M (2001). "Replicating potato spindle tuber viroid RNA is accompanied by short RNA fragments that are characteristic of post-transcriptional gene silencing". Nucleic Acids Res. 29 (11): 2395–400. doi:10.1093/nar/29.11.2395. PMC 55696. PMID 11376158.
- Wang MB, Bian XY, Wu LM, et al. (2004). "On the role of RNA silencing in the pathogenicity and evolution of viroids and viral satellites". Proc. Natl. Acad. Sci. U.S.A. 101 (9): 3275–80. doi:10.1073/pnas.0400104101. PMC 365780. PMID 14978267.
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The Maginot Line dominated French military thinking in the inter-war years. The Maginot Line was a vast fortification that spread along the French/German border but became a military liability when the Germans attacked France in the spring of 1940 using blitzkrieg – a tactic that completely emasculated the Maginot Line’s purpose.
France had suffered appalling damage to both men and buildings in World War One. After Versailles in 1919, there was a clear intention on the part of the French that France should never have to suffer such a catastrophe again. After 1920, those men in both political positions and the military favoured adopting a military strategy that would simply stop any form of German invasion again.
Senior figures in the French military, such as Marshall Foch, believed that the German anger over Versailles all but guaranteed that Germany would seek revenge. The main thrust of French military policy, as a result, was to embrace the power of the defence.
As head of the armed forces, Marshall Petain commissioned a number of teams to come up with a solution to the French dilemma. Three schools of thought developed:
1) That France should adopt a policy of offence as opposed to defence. One of the main supporters of this was Charles de Gaulle. He wanted France to develop an army based on speed, mobility and mechanised vehicles. There were few who supported his ideas as many in the military saw them as aggressive and likely to provoke a response as opposed to guard against a German one.
2) France should base its military in a line of small heavily defended areas from which a counter-attack could be launched if required. Marshall Joffre favoured this idea.
3) France should build a long line of fortifications along the whole French/German border which would be both long and deep into France. Marshall Petain favoured this idea.
Petain had come out of World War One with a degree of credit and with his backing the idea of a long and deep defensive barrier gained political support. In this, Petain was supported by Andre Maginot, the Minister of War.
Maginot was Minister of War between 1922 and 1924. However, even after 1924, Maginot was involved in the project. In 1926, Maginot and his successor, Paul Painleve, got the funding for a body that was known as the Committee of Frontier Defence (CFD). The CFD was given the funding to build three sections of an experimental defence line – based on what Petain had recommended - which was to develop into the Maginot Line.
In 1929, Maginot returned to government office. He gained more money from the government to build a full-scale defence barrier along the German border. He overcame any opposition to his plan very simply – the fortification, he argued, would end any chance there was that France would suffer the terrible bloodshed of 1914 -1918 should there ever be another war. Also, in 1930, French troops that had occupied the Rhineland as part of the Versailles Treaty, had to leave the area that bordered onto France – this at a time when the Nazi Party and Hitler were making real headway in Germany.
Maginot had a number of sound military arguments on his side:
Ø The Line would hinder any German attack for so long that the bulk of the large French army would be fully mobilised to counter the attack.
Ø The troops stationed in the Line would also be used to fight against the invading Germans should they get through any one part of the Line and attack them from the rear.
Ø All the fighting would take place near to the French/German border so that there would be minimal damage to property.
Ø The Ardennes in the north would act as a natural continuation of the man-made Line as it was considered impenetrable, so the Line need not go all the way to the Channel.
Work on the Maginot Line proper started in 1930 when the French government gave a grant of 3 billion francs for its building. The work continued until 1940. Maginot himself died in 1932, and the line was named after him in his honour.
What exactly was the Maginot Line?
It was not a continuous line of forts as some believe. In parts, especially in the south from Basle to Haguenau, it was nothing more than a series of outposts as the steep geography of the region and the River Rhine provided its own defence between France and Germany. The Line comprised of over 500 separate buildings but was dominated by large forts (known as ‘ouvrages’) which were built about nine miles from each other. Each ouvrage housed 1000 soldiers with artillery. Between each ouvrage were smaller forts which housed between 200 to 500 men depending on their size.
There were 50 ouvrages in total along the German border. Each one had the necessary fire power to cover the two nearest ouvrages to the north and south. They were protected by reinforced steel that was inches deep and capable of taking a direct hit from most known artillery fire.
The smaller forts were obviously not as well armed or protected as the ouvrages but they were still well built. They were further protected by minefields and anti-tank ditches. Forward defence lines were designed to give the defenders a good warning of an impending attack. In theory, the Maginot Line was capable of creating a massive continuous line of fire that should have devastated any attack.
The Maginot Line was such an impressive piece of construction that dignitaries from around the world visited it.
However, the Maginot Line had two major failings – it was obviously not mobile and it assumed that the Ardennes was impenetrable. Any attack that could get around it would leave it floundering like a beached whale. Blitzkrieg was the means by which Germany simply went around the whole Line. By doing this, the Maginot Line was isolated and the plan that soldiers in the Line could assist the mobilised French troops was a non-starter. The speed with which Germany attacked France and Belgium in May 1940, completely isolated all the forts. The German attack was code-named “cut-of-the-sickle” (Sichlschnitt) – an appropriate name for the attack.
German Army Group B attacked through the Ardennes – such an attack was believed to be impossible by the French. One million men and 1,500 tanks crossed the seemingly impenetrable forests in the Ardennes. The Germans wanted to drive the Allies to the sea. Once the Maginot Line had been isolated it had little military importance and the Germans only turned their attention to it in early June 1940. Many of the ouvrages surrendered after the government signed its surrender with Germany – few had to be captured in battle, though some forts did fight the Germans. One in seven French divisions was a fortress division - so the Maginot Line took out 15% of the French Army. Though not a huge figure, these men may have had an impact on the advance of the Germans - or at least got evacuated at Dunkirk to fight another time.
After the war, parts of the Maginot Line were repaired and modernised to provide post-war France with more defence. Some of the forts were supposedly made nuclear war proof. However, many parts of the Maginot Line fell into disrepair and remain so.
The Maginot Line had its critics and supporters. The critics had a vast amount of evidence to support their views. However, an argument was put forward that the Maginot Line was a success and that its failure was a failure of planning in that the Line ended at the Belgium border. If the Maginot Line had been built all along the French/Belgium border, the outcome in the spring of 1940 may have been very different as the Germans would have had to go through a major fortification as opposed to going round it. It all senses, this is a superfluous argument as the Maginot Line did not go round Belgium’s border whereas the German military did go through the Ardennes therefore neutralising the Maginot Line.
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From bright blues and glistening greens to metallic coppers, there is no better place to see God’s palette of colors than in butterflies.
While many insects have wings, the rich color of butterfly wings sets them apart from all others. The scales in their wings help give them this color. Moths also have scaled wings, but their colors don’t compare to butterflies.
Butterflies are found worldwide. They live on every continent, except Antarctica, and in many diverse environments (hot or cold, dry or moist, sea level or high mountains). They are most numerous in the tropics, however, especially rainforests.
In appearance, butterflies are incredibly diverse. They come in a variety of shapes and sizes, and their colors span the rainbow. The smallest butterfly is the Sinai baton blue (Pseudophilotes sinaicus). Its wingspan is 0.25 inches (6.25 mm), which is smaller than the size of a dime. The largest butterfly is the female Queen Alexandra birdwing (Ornithoptera alexandrae). Its wingspan reaches 12.5 inches (31.8 cm).
Butterflies’ wings are covered with tiny scales that create their colors and patterns. Under a microscope, the tiny scales resemble roofing tiles that overlap in different patterns.
Wing colors originate from two sources—pigmentation (color in the scale itself) or iridescence (light from the sun that changes color as it bends within the scales). Earth tones (brown, orange, yellow, white, and black) come from pigments. Iridescent colors (blue, green, copper, silver, and gold) arise from special scales that bend light into different colors. Because the scales act like a prism and separate light into different wavelengths, some butterflies actually appear to change color during flight.
Although they look delicate, a butterfly’s wings are stronger than they appear. Made from thin layers of chitin (a common material found in fungi and insects), the wings are strong enough to lift butterflies off the ground, light enough to minimize drag, and flexible enough for graceful flight. Strengthened by a system of veins, butterflies can control their flight to make sudden landings or fly up to 30 mph (48 km/h).1 If a hungry predator takes a bite out of its wing, the butterfly can often survive and fly, despite the wound.
Butterflies are a popular meal and must avoid a host of predators, especially birds. However, God didn’t leave them helpless—He gave them a variety of defense mechanisms to protect them. Many butterflies are camouflaged, for example. Species such as the comma (Polygonia c-album) resemble dead leaves. Other species, such as the owl butterfly (Caligo memnon), have a false “eye” pattern on their wings that, when suddenly flashed, startles predators. The clearwing butterfly (Dulcedo polita) is virtually transparent—its wings are covered with very few scales, making its wings almost invisible during flight.
Some brightly colored butterflies, such as the Goliath birdwing (Ornithoptera goliath), are poisonous. They become toxic from the plants they eat during the caterpillar stage. Bright colors serve as a warning that the butterfly is toxic. When a predator eats a poisonous butterfly, it becomes sick and quickly associates those bright colors with an unpleasant experience not to be repeated. Certain others look virtually identical to poisonous butterflies, a defense known as mimicry. The Viceroy butterfly (Limenitis archippus) resembles the poisonous monarch (Danaus plexippus) and is usually left alone by predators.
When God first created butterflies, they reflected God’s beauty and glory. Even in today’s sin-cursed world, they constantly remind us of His beauty. Like flowers in flight, they manifest the artwork of God across the globe. When people ponder the beauty in nature, it is no surprise that butterflies so often come to mind.
FAMILY: Seven families
GENUS/SPECIES: Around 18,000
SIZE: Wingspan measures 0.25–12.5 inches (0.63–31.8 cm).
DIET: Caterpillars eat plants while adults feed on nectar.
Jim Brock and Ken Kaufman, Field Guide to Butterflies of North America (New York: Houghton Mifflin, 2003).
Phil Schappert, A World for Butterflies: Their Lives, Behavior and Future (New York: Firefly Books, 2005).
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Building a Biblical Worldview
ISSN: 1937-9056 | © 2013 Answers in Genesis
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Breastfeeding - tips for success
Proper nipple care, positioning, appropriate nursing frequency, and other measures can prevent many common breastfeeding problems.
Most women's breasts have nipples that protrude slightly at rest and become erect when stimulated, as with cold. During pregnancy, the nipple and the pigmented area around it (areola) thicken in preparation for breastfeeding. Little glands (Montgomery glands) on the areola become more noticeable. They contain a lubricant to keep the nipple and areola from drying, cracking, or becoming infected. Soaps and harsh washing or drying of the breasts and nipples can cause extreme dryness and cracking and should be avoided. Some experts recommend leaving milk on the nipple after feeding and allowing it to dry and protect the nipple. Keeping the nipples dry between feeds is important to prevent cracking and infection.
Comfortable nursing requires correct positioning of the baby at the breast. Some guidelines are given to help you develop your own technique. Observing someone else breastfeed or practicing with an experienced nursing mother may also help. The key is to keep your baby’s head, neck, and back in a straight line, with her chest facing yours.
To understand why, look over your shoulder and try to swallow at the same time. You’ll notice it’s not exactly comfortable. If you baby is lying across your lap and has to turn her head to reach your breast, she can’t swallow properly.
Sit in a comfortable chair, with arm rests if possible. Place your baby on your abdomen, tummy-to-tummy. The baby's head is cradled in the crook of your arm and the face to your breast. The baby's knees are underneath your other breast. The infant's head, back, and legs should all be in a straight line. This position can be held for the entire duration of the feeding. If you feel your nipple starting to hurt half-way into the feeding, check to see if your baby has slipped down and if the knees are starting to face the ceiling instead of being tucked in next to your side.
Cradle the back of your baby's head in your hand, with the body under your breast and toward the elbow. Place a pillow under your elbow to help you support your baby's bottom. Use your other hand to support your breast. This position allows you to control the baby's head and assures good positioning to latch on.
Lie on your side with one arm supporting your head. Your baby can lie beside you with the head facing your breast. Pull the baby in snugly and place a pillow behind to support the infant.
Rarely, a baby may have a sucking disorder which will need to be observed by a health care provider. A certified lactation consultant can be of tremendous help in teaching a baby to breast-feed. If your physician or local hospital cannot refer you to a lactation consultant, call ILCA at (708) 260-8874.
Most babies normally breastfeed every 1 or 2 hours during the first few weeks. Breast milk is digested more quickly than formula so breastfeeding is needed more frequently. Even if you cannot measure the amount of milk your baby drinks, you can tell that the baby has had enough if: baby nurses every 2 to 3 hours, has 6 to 8 really wet diapers per day, and is gaining weight appropriately (1 pound each month). The frequency of feeding does decrease with age as the baby can eat more at each feeding. So, don't get discouraged; you will eventually be able to do more than sleep and nurse!
While you were pregnant, your baby was continuously fed and didn't know hunger. After birth, babies need to be fed frequently. During the first few weeks, your baby will want to breastfeed around the clock. This is perfectly normal. Some mothers find that bringing the baby in bed at night or placing a bassinet within reach, allows them to meet the child's needs while losing minimal rest. Other mothers prefer to keep the baby in a separate bedroom, and have a comfortable chair there. "Horror stories" are told about parents rolling over babies and smothering them during sleep. These events have generally occurred only when the care giver was under influence of alcohol or medications which interfered with their sleep. If you choose to bedshare, you can take steps to make it as safe as possible. Keep the bed away from walls on both sides to avoid entrapment, and avoid heavy blankets, duvets, or pillows. Don’t sleep with your baby on waterbeds, couches, or daybeds. As with babies who sleep in cribs, always place your baby on her back to sleep.
If you return to work, don't be surprised if your baby wants to nurse more frequently at night. If you do not sleep well with your baby in your bed, you may find that keeping them in the same room or a room close enough to hear them is just fine. If you choose to sleep with your baby, be aware that bottle mouth syndrome can occur when breast fed babies are allowed to suck at their mother's breast all night, just as they occur when babies suck a bottle all night.
Some mothers stop nursing during the first few days or weeks because they feel they aren't producing enough milk. A few weeks after birth, your breasts may seem less full. This isn’t because they are making less milk – instead, it means that your breasts have gotten used to producing milk, and the surround tissue is less swollen. It may also seem like your baby is always hungry. You can't measure the amount of milk your baby is drinking so you may worry that you aren't producing enough milk. In reality, your baby's increased need to nurse signals your body to produce more milk. This is a natural way your body determines the amount of milk needed and provides an adequate milk supply.
The first weeks may be difficult and frustrating for you but don't give up. If you can resist supplementing your baby's diet with formula feedings for the first four to six weeks, your body will respond appropriately and produce an adequate supply of milk. Supplementing your baby's diet with formula feeding will only trick your body into believing the current supply of breast milk is adequate.
Around the 2nd week, and the 2nd, 4th, and 6th months, it may seem that your baby wants to nurse "all the time." Your baby may want to nurse every 30 or 60 minutes, and stay at the breast for longer periods. It may seem that the only thing you are doing all day is nursing. This increase in nursing is normal and signals your body to produce more milk as your baby enters a growth spurt. Within a few days, your milk supply will have increased to provide enough milk at each feeding and the baby will start eating less frequently and for shorter periods of time.
Many nursing mothers have trouble finding the time to devote to their baby's increased feeding needs during this adjustment period. Often, understanding how and why this happens and that it is only temporary can help. Slow down and enjoy the job of feeding your baby; a job that only you can do. Ask for and accept help with other responsibilities to free your time for feeding.
The 6 O'clock Syndrome
Babies frequently seem fussy and want to nurse more frequently late in the afternoon and into the evening, when everyone else (especially you) is tired. You may feel too tired to nurse again or assume that you just don't have any more milk to give. It may be tempting to give your baby a bottle of formula while you attend to other responsibilities. But remember, bottle feeding your baby formula when you are tired or your milk supply seems low will signal your body to produce less milk, which will result in more fatigue and frustration for you and your baby.
Breastfeeding a baby on demand is full-time and exhausting work. Your body needs energy to produce enough milk. Be sure you get adequate nutrition, rest, and sleep. That means napping whenever your baby closes his eyes. Don’t let household chores interfere with your chance to nap when your baby goes to sleep! Taking good care of yourself is necessary if you're going to take good care of your baby.
Your baby's bowel movements (stools) during the first two days will be black and tar-like (sticky and soft). Early and frequent breastfeeding during the first 48 hours will flush this sticky stool (meconium) from the infant's bowels. The stools will become somewhat runny or seedy. This is the normal stool consistency for a breastfed baby and should not be confused with diarrhea. During the first month, your baby may have a bowel movement after each breastfeeding. This frequency decreases with age. Don't worry if bowel movements occur after every feeding or every three days, as long as the pattern of bowel movements is regular and your baby is growing well (gaining weight).
The human breast and nipple are very different from a bottle and nipple. Think of how you drink from a cup and how you drink from a straw – it’s an entirely different skill. A baby has to learn to adapt to the type of nipple used. Exposure to a rubber nipple (from a bottle or a pacifier) can create nipple confusion for your baby and make breastfeeding more difficult, especially during the first two months. After that, your milk supply will be well established, you both will be comfortable with the technique and routine of breastfeeding, and occasional use of a rubber nipple will cause less nipple confusion.
Irina Burd, MD, PhD, Maternal Fetal Medicine, Johns Hopkins University, Baltimore, MD. Review provided by VeriMed Healthcare Network.
The information provided herein should not be used during any medical emergency or for the diagnosis or treatment of any medical condition. A licensed medical professional should be consulted for diagnosis and treatment of any and all medical conditions. Call 911 for all medical emergencies. Links to other sites are provided for information only -- they do not constitute endorsements of those other sites. © 1997-
A.D.A.M., Inc. Any duplication or distribution of the information contained herein is strictly prohibited.
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There's a lot of talk about fiber these days. You see it all over food packages and it might help you feel better about the selections that you are making at the grocery store. But why?
Well there's clear evidence that a high fiber diet can help prevent some cancers and reduces your risk of heart disease and diabetes. People with high cholesterol can help improve their cholesterol profile by getting more fiber in their diet. At the same time all of these conditions are associated with being overweight; could getting more fiber in your diet actually help you avoid gaining weight? And if so, does it matter whether your fiber intake is from soluble fiber (from fruits, barley and oats) or insoluble fiber (whole grains like whole wheat grains and cereal grains such as rice or seeds)?
An international team of scientists utilized data gathered from a study performed in five European countries, including about 90,000 people and lasting almost fifteen years. At the beginning and end of the study, each participant was weighed, their height recorded and their waist measurements taken. In addition, at the start of the study the participants filled out a detailed food questionnaire to assess their regular diet.
The researchers then totaled the amount of fiber each subject consumed from fruits and vegetables or from whole grains. They then compared those totals to the changes in each person's weight and waist circumference from the beginning and at the end of the study.
Insoluble Fiber Wins
Interestingly, they found that those participants who ate more than 10 grams per day of fiber from all sources actually lost a small amount of weight, on average, over the course of the study. ("Small" meaning less than one-tenth of a pound per year.) Similarly, their waist measurements also decreased by a very small amount (about 1 millimeter per year).
But what's really fascinating is that when the researchers further looked at what types of fiber people were eating, they saw that those consuming their 10 grams of fiber from cereal grains (including foods such as rice, pasta, breads and breakfast cereals) were least likely to gain weight or waist circumference. Those whose 10 grams of fiber per day was primarily from fruits, oats and vegetables higher in soluble fiber gained about the same amount of weight and waist circumference as those who actually ate the least fiber.
Fiber = Filling
The results from this study suggest that eating more insoluble fiber (from cereals and whole grains) than soluble fiber (fruits and some vegetables) may help you avoid weight gain over time. There have been other studies that suggest that if you're trying to lose weight, a higher fiber diet can help increase the amount of weight you lose over a diet with the same amount of calories but less fiber.
What we do know is that higher fiber foods help you feel more satisfied and that people who are constantly hungry don't get enough fiber from any source. While eating foods high in insoluble fiber might help your weight, getting more fiber—of any kind—is key. And we know that fruits and veggies offer other benefits including vitamins, minerals and antioxidants. So, choose whole grains in your recipes like whole-wheat pasta, brown rice, quinoa, bran flakes, wild rice whenever you can, and snack on fruits and vegetables.
Eat well, eat healthy, enjoy life!
For more information visit
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CC-MAIN-2013-20
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http://www.ctnow.com/health/maternity/sns-health-dr-gourmet-fiber-weight,0,4989315.story
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2013-05-19T11:26:04Z
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|
en
| 0.962449
| 674
|
Newly recognized process solves 50-year-old mystery
Researchers at the University of Chicago have found that a recently discovered biological process known as sumoylation -- until now thought to be active only in the nucleus -- also occurs near the cell's surface where it regulates at least one and possibly many kinds of proteins, providing a novel target for the development of new drugs.
The discovery, published in the 8 April 2005 issue of the journal Cell, answers a question dating back to the 1950s: How do cells control the background movement of potassium ions across the cell membrane? This process is important because the flow of potassium ions determines whether "excitable" cells in the brain, heart and skeletal muscles "fire," sending out nervous impulses that become thoughts, heartbeats and basketball dunks.
"We found that a little-studied process called sumoylation, previously associated with nuclear proteins, is active and essential outside the nucleus at the plasma membrane," said study author Steven Goldstein, M.D., Ph.D., professor and chairman of pediatrics and director of the Institute for Molecular Pediatric Sciences at the University of Chicago. "This adds a new chapter to the book of how cells control ion channel function: reversible peptide linkage."
Ion channels are in every cell in the human body. They are tightly controlled tunnels through the membrane barriers that hold in the cell's contents, separating the cell from the outside world. Ion channels allow ions such as potassium, sodium and calcium to flow in and out and so are key regulators of many fundamental processes in biology.
"Ions are the currency of the cellular world," explained Goldstein. "Cells collect some ions, others they discharge. Ions are stored, spent, and exchanged."
"Cellular solvency," he added, "the ability to respond to the stimuli that are life, is all about the balance between ions inside and outside each cell. The gradual doling out or sudden influx of ions through ion channels are the basis for those cellular activities that give us thoughts, sights, tastes, sounds and our ability to move."
"Consequently," he adds, "cells control these actions as carefully as we watch our finances, which is why so many of the most potent mediations we use to care for our patients' target one or another ion channel."
Goldstein's team discovered the type of ion channel known as background (or leak) potassium channels in yeast cells in 1995 and in fruit flies in 1996. Although potassium leak was first described in the 1950s when it was recognized to control excitation of nerves, the reason for leak had not previously been understood.
The first human clone of this channel, K2P1, generated a good deal of excitement, Goldstein said, but no one could learn much about it because it always seemed to be mute. "This discouraged a lot of people."
The problem was that some hidden mechanism was silencing the channel, plugging the pipeline, but no known method of channel regulation seemed to be involved.
Goldstein and colleagues began to suspect sumoylation [SUE-mow-e-LAY-shun]. In this process, an enzyme attaches a small peptide called SUMO (for small ubiquitin-like modifier protein) onto another protein. The presence of SUMO alters how the second protein functions.
Goldstein's team first demonstrated that the SUMO-conjugating enzyme was plentiful at the plasma membrane, just inside the cell surface. They next showed that it added SUMO to a specific part of the K2P1 channel, and that when this happened the channel was entirely silent. When a different enzyme removed the SUMO tag, however, ions began to stream through the channel.
Understanding the role of sumoylation allowed the team to study the K2P1 channel for the first time. The channel is open at rest, the researchers found, and closed when the SUMO tag is attached. When it is closed, potassium ions build up within the cell. When they reach a threshold level, the cell is primed for activity, such as transmitting a nerve impulse.
Sumoylation has recently been recognized as an important mechanism of cellular activity but until now its 60-or-so known targets were primarily nuclear proteins, mostly involved in gene transcription. "The findings expand the influence of SUMO-related activity in biology," Goldstein said, "a great and exciting surprise."
There is still a good deal that we don't understand about this system, he said, "but now we know where to look and why we must go there. SUMO may very well act on other ion channels that have yet to reveal their function because they were silent like K2P1."
Other membrane proteins key to biology, like transporters and hormone receptors, may also be controlled by SUMO since the binding site is present in those proteins although not yet proven to operate.
"Cells are fastidious in the way they regulate activity at their borders," Goldstein added. "Our work shows how sumoylation controls one important process at the cell surface and hints that it may influence others."
Additional authors include co-first authors Sindhu Rajan and Leigh Plant, as well as Michael Rabin and Margaret Butler, all from the Institute for Molecular Pediatric Sciences at the University of Chicago. "I am proud of the team," Goldstein emphasized. "They are remarkable collaborators, deeply dedicated and just plain smart."
Source: Eurekalert & othersLast reviewed: By John M. Grohol, Psy.D. on 21 Feb 2009
Published on PsychCentral.com. All rights reserved.
Consistency is the last refuge of the unimaginative.
-- Oscar Wilde
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CC-MAIN-2013-20
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http://psychcentral.com/news/archives/2005-04/uocm-ptr040205.html
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2013-05-24T02:04:29Z
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|
en
| 0.964848
| 1,168
|
White - 0 (1883)
Despite the dominance of "machine age" black and white, a selection of rich pastels graced the fashion world. The surplus of beige left over from the First World War, found its way into home decor. Interiors were generally sophisticated light neutrals and grays, but rooms were beginning to be accessorized in strong colors.
As the home became the focus of more activities, homeowners favored more cozy neutrals and warm pastels, particularly pinks, roses and sand. The exception was a cool orchid for bedrooms, baths and kitchens. Well into the Depression, bright colors were replaced with muted, more modulated shades. As the decade came to a close, however, decorating magazines began to feature rooms in deep saturated tones that recalled the dark, rich colors of the late Victorian era. Most popular were dark green and maroon.
The 1940s and World War II brought soil-hiding khaki and olive green, as well as patriotic reds and blues. Doing its part for the war effort, the American textile industry even restricted the number of colors available for fabric, thus suppressing the appetite for new colors and new clothes every season. Brighter colors started to return after the war years, though the political and social influences of the time kept colors relatively restrained.
Expressing optimism for America's continuing prosperity, fashion and interior design led the way with a palette full of "pretty pastels" that were far removed from the drabs of the war years. The exuberance of the late 1950s also showed itself in such striking colors as turquoise, chartreuse and flamingo pink.
It was a decade of rule-breaking styles and colors. It was a time of rebellion as men burned draft cards and the sexual revolution was in full swing. Hot pink, day-glo orange, and acid green broke with conventions for color in dress and home decor. With its introduction of vivid accent colors - Blueberry, Citron, Antique Red, Coppertone, Expresso, and Jade - Kohler captured the energy of the times.
Following the psychedelic scene of the 1960s youth movement, the early '70s were drab by comparison. Yet there was plenty of color to be found in ethnic and environmental influences. Earthtones in shades of green, gold, brick, rust and sand were used to create a natural look. The opposite end of the interior design spectrum was the high-tech look-metal and plastic furniture in bright primary colors.
The 1980s arrived with muted tones like mauve, plum and seafoam green. As the economy grew stronger, colors grew more intense as well. Jewel tones, teal and coral became predominant. Black and white also made a sophisticated statement in this time of conspicuous consumption. Another shift occurred in 1987 as the concept of cocooning began to take hold. As consumers found ways to spend more quality time at home, they surrounded themselves with comforting colors like soft peach, bisque, blue-gray, and gentle green.
The soft colors of the late 1980s were replaced by warmed up, straight-from-the-earth colors like amethyst, terra cotta and cobalt, the result of a growing awareness and respect for the environment. Today, consumers continue to look to their homes as retreats. The harmonies of these naturalistic colors, dark and pale, have great appeal. They instill a sense of warmth and security in an otherwise hectic, fast-paced world.
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CC-MAIN-2013-20
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http://www.us.kohler.com/us/nonprdcontent/listImages.jsp?contentId=T1-color-timeline
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2013-05-26T02:55:55Z
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|
en
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|
What is an Internship?|
An internship is usually a low
or unpaid, short-term, entry-level job, where you can get work experience and
build up your resume. Interns can usually experience many aspects of the job
experience. By doing this, an
internship can help greatly in deciding the right career for you.
Many times, you might not realize if a career is right or wrong for you
until you experience it in the work field. In today's competitive job market,
internships are an increasingly important way for young people to get into their
first job and career. Internships:
exploration of different fields and employment opportunities
important resume builders
often be exchanged for academic credit
sometimes lead to a full-time job after college
can last from a month to two years and can be part-time or full-time, paid or
unpaid. Many companies offer fall, spring and summer internships, and some
colleges and universities give academic credit for both part- and full-time
provide the opportunity to learn practical skills, from understanding computer
software programs to analyzing profit and loss statements. It is a chance to
examine a real life work area and the different styles that come along with it.
By experiencing the workplace hands on, you can learn how to work in a
team or alone, how to dress, or how to work under deadline pressure.
of most internships are available in the reference section of most school and
public libraries. You can also call companies directly to ask about
internship programs. Many high schools are affiliated with an internship
program, so contact your school counselor to find out more information about
high school internships. Be sure to make calls well in advance because deadlines
can be early. Getting a head start will not only give you enough time to get
organized, but it might give you an extra little boost in a competitive
Once you have contacted an internship sponsor, you'll
probably be asked to send a resume and cover letter, fill out an application or
learning contract, and/or schedule an interview.
Your resume should be clear, easy to read, well organized,
and concise (no more than one page in length). A resume should be an accurate
representation of past achievements and future goals.
Professionalism and accuracy are a must on the resume,
cover letter and application. A typo or misspelled name could land you in the
circular file. Always have one or two people look over your resume and cover
letter before sending them out. An extra set of eyes will often catch a mistake
that you might have missed. The cover letter is an opportunity to make a
personal connection and set yourself apart from other candidates. It should
reflect your personality and build on your resume by highlighting any experience
which is particularly appropriate to the internship for which you are applying.
<for more information on cover letters, click here>
Some internship sponsors may ask you to fill out an
application or learning contract. Always be neat, clear and honest when doing
so. The learning contract may ask you to state your learning objectives. Be
specific about what you hope to gain from the internship in order to help your
internship sponsor outline your duties.
the most out of your internship
As in any job, it is crucial to make a good impression.
Since internships often open doors to future employment, now is the time to
knock their socks off. Be cooperative, energetic, and professional at all times.
Though you may not have a working wardrobe, dress neatly and appropriately.
Notice what others around the office are wearing and follow suit.
Give and take
Before going into an internship, you should know what you
want out of it. You should let your
superior know what you are willing to give to this job, and what you expect to
get out of it. For everything you
want out of your internship, you should expect to have to work for it in return.
a foot in the door
internship is an opportunity to gain valuable contacts and show your ability to
work hard, learn, and adapt. If a permanent position does open up, you will have
an advantage over other candidates because you have already proven yourself in
the workplace and been trained for the job.
you have done good work, companies are more likely to hire someone they know and
who has proven he or she is a team player.
you cannot count on getting a full-time job at the place you have been
interning, the contacts you have made on the job can often lead to other
opportunities. The best jobs are usually advertised by word of mouth, and your
boss at your company might know a colleague at another company who is looking
for a new hire.
|
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CC-MAIN-2013-20
|
http://library.thinkquest.org/C005172/internships.htm
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2013-05-19T03:06:00Z
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696383160/warc/CC-MAIN-20130516092623-00002-ip-10-60-113-184.ec2.internal.warc.gz
|
en
| 0.943678
| 1,002
|
Most of us are familiar with the usual winter suspects: snow, sleet, freezing rain and ice. But what in the world is graupel?
Graupel starts as snow, but its final form is a slushy pellet.
As snowflakes encounter supercooled water droplets, ice crystals form instantly on the outside of the snow. In a process called accretion, these ice crystals will form one on top of the other until the snowflake is completely encased in a rime coating.
Typically, graupel pellets have a diameter of less than five millimeters, but they can be as large as a quarter.
It is easy to confuse graupel with sleet or hail. Look closely at the pellets and you will find a subtle difference. Sleet pellets and hailstones are hard all the way to the center and they will bounce when they fall to the ground. Graupel is much softer. It usually falls apart when touched.
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CC-MAIN-2013-20
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http://www.wcnc.com/weather/severe-weather/What-in-the-world-is-graupel-195308841.html
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2013-05-24T15:45:15Z
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|
en
| 0.958009
| 202
|
I’ve been following the case of Phoebe Prince, the 15 year-old Irish girl who committed suicide in January of this year after enduring a months-long bullying campaign staged by her Massachusetts high school peers.
Certainly there are numerous articles containing “tips” on how to identify, cope with and prevent bullying. This booklist is intended to open up dialogue at various age levels on the subject.
For 4-8 year olds:
Hugo and the Bully Frogs
Written by Francesca Simon
Illustrated by Caroline Jean Church
Hugo is a little frog with a little croak. He lives in a deep, muddy pond. And he’s constantly tormented by Pop-Eyes, the biggest, meanest frog Hugo has ever met. Pop-Eyes snatches Hugo’s toys, calls him names, and drops him head-first into the pond. How will Hugo ever stand up to such a bully?
The Recess Queen
Written by Alexis O’Neill
Illustrated by Laura Huliska-Beith
Mean Jean dominates the playground. She goes first at swinging, bouncing and kicking, and no one risks challenging her. Then a new kid arrives at school. Katie Sue doesn’t know that Jean is the reigning recess queen. So what will happen when Katie Sue decides to swing, bounce and kick first?
For Ages 9+
by Kathe Koja
Jinsen, known around school as “Buddha Boy,” is increasingly targeted in mean-spirited, violent bullying by the popular crowd. Read the full review here.
For Ages 15+
by Laurie Halse Anderson
After years of being bullied, Tyler considers using violence to make himself heard.
Read the full review here.
For Parents and Educators
The Bully, the Bullied, and the Bystander
by Barbara Coloroso
Coloroso discusses in depth the parts enacted in each incident of bullying (including cyberbullying): the perpetrator, the victim, the bystander, the adults, and the community context. This book emphasizes ways in which the cycle of bullying can be broken. Read the full review here.
For Deeper Reflection
Tikkun Passover Supplement 2010 (Click to link to the full text.)
“As we sit at the Seder table we need to discuss how ancient liberation for the Jews can inspire liberation today for all people.” So begins the Passover supplement.
How are the Seder and Jewish liberation relevant for non-Jews? Why is this Passover supplement included on a reading list about bullying?
This piece of reflection from Rabbi Michael Lerner calls the Jewish people—indeed, all people– to open “their eyes to the suffering of our brothers and sisters, the Palestinians,” to “the ways in which we…have been acting as Pharoah to another people.” Clearly, bullying is not a problem contained on school grounds.
In fact, bullying occurs on school grounds precisely because it happens on a larger scale in our communities. Prosperous nations bully developing nations, and powerful companies bully smaller businesses. Certain adults bully those weaker than themselves.
In all its manifestations, bullying is nothing less than a serious form of oppression. And so discussion of liberation can move us forward, closer to “communal vision of what messianic redemption would look like,” no matter what our particular faith tradition might be.
As Rabbi Lerner writes, “Instead of relying on domination, we know both from our holy texts and from our real-world experience that it is generosity, kindness, compassion, and caring for others that will be the key to our success and survival.”
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CC-MAIN-2013-20
|
http://joannareads.com/tag/the-recess-queen/
|
2013-05-18T18:32:21Z
|
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|
en
| 0.928947
| 775
|
Asthma is a chronic breathing disorder and is the most common chronic health problem among children.
Children with asthma have attacks of coughing, wheezing, and shortness of breath, which may be very serious.
These symptoms are caused by spasms of the air passages in the lungs.
The air passages swell, become inflamed, and fill with mucus, making breathing difficult. Many asthma attacks occur when children get respiratory infections, including infections caused by common cold viruses. Attacks can also be caused by:
* Exposure to cigarette smoke,
|
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CC-MAIN-2013-20
|
http://www.pioneernews.net/opinion/todaysopinions?page=151&mini=calendar-date%2F2013-03
|
2013-05-24T16:12:03Z
|
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|
en
| 0.964396
| 111
|
Did you know that April 14th of every year is Look Up At The Sky Day? How often do you take a peek at the sky during the day or night to see what you can find? There will conveniently be a few treats for your eyes in the sky on this day. If you have a small telescope or strong binoculars, you'll be able to spot a new surprise comet as well as an old comet. You'll also be able to view some planets.
Comet Yi-SWAN, a newly discovered comet, will be within reach for most of April and May. Look for the comet right after dusk, low in the northwest. It will also be visible just before the light of dawn in the northeast, but next week will be better for this viewing with the comet higher in the sky. You'll need aid when viewing this comet as it only has a magnitude of 8.5. The appearance of this comet is described as a green, diffuse fuzzball. No one has yet reported a tail, but that might change these next few days as the moon's glare wanes. Can you guess what recent comet had the same appearance? Yup, Comet Lulin - and, Comet Lulin still remains within telescopic reach.
Lulin can be found in the feet of Gemini in the western sky just after dark at at 9th magnitude. The window of moonless evenings for better viewing begins this week.
Planets will also be visible on April 14th and through the week. Saturn will be rising in the south and remain visible for most of the night. Mercury can be viewed on the western horizon just after sunset.
For more information on location of the comets or planets, head to:
|
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CC-MAIN-2013-20
|
http://www.wbng.com/weather/blog/42885432.html
|
2013-05-25T05:59:59Z
|
s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705559639/warc/CC-MAIN-20130516115919-00003-ip-10-60-113-184.ec2.internal.warc.gz
|
en
| 0.969773
| 350
|
Your baby's eyesight is still pretty fuzzy. Babies are born nearsighted and can see things best when they're about 8 to 10 inches away, so she can see your face clearly only when you're holding her close.
Don't worry if your baby doesn't look you right in the eye from the start: Newborns tend to look at your eyebrows, your hairline, or your moving mouth. As she gets to know you in the first month, she'll be more interested in having eye-to-eye exchanges. Studies show that newborns prefer human faces to all other patterns or colors. (High-contrast items, like a checkerboard, are next in line.)
Give your baby plenty of opportunities to study your features by looking at her up close. As you or your partner feeds her, move your head slowly from side to side and see whether her eyes follow you. This exercise can help strengthen the eye muscles. (Don't be alarmed if your baby looks at you with crossed eyes: It's normal for a newborn's eyes to wander or cross now and then during the first month or so of life.)
Babies are sensitive to light and can see in three dimensions. Notice how your baby blinks when you bring an object close to her.
If you're breastfeeding, you may be wondering whether your baby's getting enough to eat because she may seem to be hungry all the time. She probably is, since she's digesting breast milk within a couple of hours of consuming it.
Some signs that your breastfed baby's getting enough milk: Your breasts are being emptied and feel softer after nursing, your baby has good color and firm skin that bounces right back if pinched (if you pinch a dehydrated baby, the skin will stay puckered briefly), your baby is growing in both length and weight, you can hear her swallowing while nursing (if the room is quiet), she's passing mustard-yellow stools or frequent dark stools, and she has at least five to six wet disposable diapers a day (or seven to eight cloth diapers).
Whether you're nursing or formula-feeding your newborn, keep in mind that all babies grow at different rates and that their rate of growth tends to slow down at certain times. In addition, if your baby was big at birth, she won't grow as quickly to move closer to her predestined size.
If your little one is hitting her developmental milestones pretty much on time, relating well to you, and looking otherwise happy and healthy, she's most likely doing fine. But if regular weight checks at the doctor's office indicate that your baby isn't developing at a healthy rate, she might not be eating well or might not be absorbing or using nutrients properly.
In the early days, your newborn's bowel movements are thick and dark green because of meconium — a substance that was building up in her intestines while she was in the womb. As your baby starts to feed and the meconium is cleared out, her stools will start to turn yellowish, but they may vary in color daily depending on your diet if you're breastfeeding or the quantity and type of formula you're feeding her, as well as how hydrated your baby is.
A newborn can have as many as eight to 12 bowel movements a day, but as long as she's having at least one, she's probably all right. (If you're breastfeeding, your baby's stools may look softer, like diarrhea.)
Even this early, babies can recognize faces and gestures intuitively — and sometimes even imitate them. Try putting your face close to hers and sticking out your tongue or raising your eyebrows a few times. Then give your baby some time to mimic your gesture.
Even if your baby doesn't copy your expression now, she's keeping close tabs — and learning. If you interact with her and she doesn't seem receptive at all, don't worry. She may have gotten sleepy or a bit overwhelmed and need to take a break.
Young babies spend a lot of time sleeping, and to reduce the risk of SIDS, the safest sleep position is on their back. But when your baby's awake — and in the coming weeks she'll have more and more "awake" time — be sure to put her on her tummy. Babies need to spend time on their belly every day to strengthen their neck muscles. So start getting her used to that position now, or she may resist when she gets older.
All babies are unique and meet milestones at their own pace. Developmental guidelines simply show what your baby has the potential to accomplish — if not right now, then soon. If your baby was premature, keep in mind that kids born early usually need a bit more time to meet their milestones. If you have any questions at all about your baby's development, ask your healthcare provider.
|
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CC-MAIN-2013-20
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http://www.babycenter.com/0_your-1-week-olds-development_1477163.bc?showAll=true
|
2013-05-19T02:01:24Z
|
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|
en
| 0.969764
| 994
|
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