perturbation_examples_fivegram.json

[
  {
    "example_id": 1,
    "mode": "fivegram",
    "original_text": "<|begin_of_text|>The Independent Jane\nFor all the love, romance and scandal in Jane Austen\u2019s books, what they are really about is freedom and independence. Independence of thought and the freedom to choose.\nElizabeth\u2019s refusal of Mr. Collins offer of marriage showed an independence seldom seen in heroines of the day. Her refusal of Mr. Darcy while triggered by anger showed a level of independence that left him shocked and stunned.\nThe freedom she exhibited in finally accepting him in direct defiance of Lady Catherine and knowing her father would disapprove was unusual even for Austen. In her last book Anne Elliot is persuaded to refuse Captain Wentworth at Lady Russel\u2019s insistence.\nAlthough Jane played by the rules of the day, all of her writing is infused with how she wanted life to be. She \u2018screams\u2019 her outrage at the limitations for women in Emma.\nWhen accosted by Mrs. Elton, Jane Fairfax says,\n\u201cExcuse me, ma\u2019am, but this is by no means my intention; I make no inquiry myself, and should be sorry to have any made by my friends. When I am quite determined as to the time, I am not at all afraid of being long unemployed. There are places in town, offices, where inquiry would soon produce something \u2014 offices for the sale, not quite of human flesh, but of human intellect.\u201d\n\u201cOh! my dear, human flesh! You quite shock me; if you mean a fling at the slave-trade, I assure you Mr. Suckling was always rather a friend to the abolition.\u201d\n\u201cI did not mean, I was not thinking of the slave-trade,\u201d replied Jane; \u201cgoverness-trade, I assure you, was all that I had in view; widely different certainly, as to the guilt of those who carry it on; but as to the greater misery of the victims, I do not know where it lies.\u201d\nThat same sentiment is emphasized in Emma\u2019s shock when Mrs. Weston tells her of Frank Churchill\u2019s secret engagement to Jane.\n\u201cGood God!\u201d cried Emma, \u201cJane actually on the point of going as governess! What could he mean by such horrible indelicacy? To suffer her to engage herself \u2014 to suffer her even to think of such a measure!\u201d\nI find it interesting that at the moment of Austen\u2019s birth or there about, John Adams left his farm in Massachusetts for the Continental Congress in Philadelphia. Doesn\u2019t sound particularly interesting, I know but consider this.\nJohn Adams left his home in mid-December 1775 to attend an unprecedented meeting of colonial representatives to consider severing ties with their mother country and her monarch; a decision that culminated in a document unlike any ever written. In the mother country, one day in that same cold December a baby girl was born at Steventon Rectory. Her cry was heard by only the people in the house but the years to come would see her pen create works unlike any the world had ever seen.\nComparing Austen\u2019s words with Thomas Jefferson\u2019s may seem a trivialization but I believe that Austen\u2019s impact on the world is no less important than Jefferson\u2019s. The effect of Jane\u2019s writing maybe more subtle than that of the Virginian but it is no less influential.\nJefferson\u2019s words instigated and promoted a revolution, a war of independence. Jane\u2019s words had no such excessive consequence. Still in her own quiet, genteel yet powerful way she declared and promoted the same principles of freedom and self-regulated independence as our American forefathers. In all her novels Jane advocates independence of person and thought, the rights of all and acceptance of responsibility for those rights.\nJane may not have incited military action as Jefferson did but even as an avowed royalist, I doubt not that Jane Austen firmly believed in his declaration of the right to life, liberty and the pursuit of happiness.<|end_of_text|><|begin_of_text|>Taking Play Seriously\nBy ROBIN MARANTZ HENIG\nPublished: February 17, 2008\nOn a drizzly Tuesday night in late January, 200 people came out to hear a psychiatrist talk rhapsodically about play -- not just the intense, joyous play of children, but play for all people, at all ages, at all times. (All species too; the lecture featured touching photos of a polar bear and a husky engaging playfully at a snowy outpost in northern Canada.) Stuart Brown, president of the National Institute for Play, was speaking at the New York Public Library's main branch on 42nd Street. He created the institute in 1996, after more than 20 years of psychiatric practice and research persuaded him of the dangerous long-term consequences of play deprivation. In a sold-out talk at the library, he and Krista Tippett, host of the public-radio program ''Speaking of Faith,'' discussed the biological and spiritual underpinnings of play. Brown called play part of the ''developmental sequencing of becoming a human primate. If you look at what produces learning and memory and well-being, play is as fundamental as any other",
    "perturbed_text": "<|begin_of_text|>The Independent Jane\nFor all the love, romance and scandal in Jane Austen\u2019s books, what they are really about is freedom and independence. Independence of thought and the freedom to choose.\nElizabeth\u2019s refusal of Mr. Collins offer of marriage showed an independence seldom seen in heroines of the day. Her refusal of Mr. Darcy while triggered by anger showed a level of independence that left him shocked and stunned.\nThe freedom she exhibited in finally accepting him in direct defiance of Lady Catherine and knowing her father would disapprove was unusual even for Austen. In her last book Anne Elliot is persuaded to refuse Captain Wentworth at Lady Russel\u2019s insistence.\nAlthough Jane played by the rules of the day, all of her writing is infused with how she wanted life to be. She \u2018screams\u2019 her outrage at the limitations for women in Emma.\nWhen accosted by Mrs. Elton, Jane Fairfax says,\n\u201cExcuse me, ma\u2019am, but this is by no means my intention; I make no inquiry myself, and should be sorry to have any made by my friends. When I am quite determined as to the time, I am not at all afraid of being long unemployed. There are places in town, offices, where inquiry would soon produce something \u2014 offices for the sale, not quite of human flesh, but of human intellect.\u201d\n\u201cOh! my dear, human flesh! You quite shock me; if you mean a fling at the slave-trade, I assure you Mr. Suckling was always rather a friend to the abolition.\u201d\n\u201cI did not mean, I was not thinking of the slave-trade,\u201d replied Jane; \u201cgoverness-trade, I assure you, was all that I had in view; widely different certainly, as to the guilt of those who carry it on; but as to the greater misery of the victims, I do not know where it lies.\u201d\nThat same sentiment is emphasized in Emma\u2019s shock when Mrs. Weston tells her of Frank Churchill\u2019s secret engagement to Jane.\n\u201cGood God!\u201d cried Emma, \u201cJane actually on the point of going as governess! What could he mean by such horrible indelicacy? To suffer her to engage herself \u2014 to suffer her even to think of such a measure!\u201d\nI find it interesting that at the moment of Austen\u2019s birth or there about, John Adams left his farm in Massachusetts for the Continental Congress in Philadelphia. Doesn\u2019t sound particularly interesting, I know but consider this.\nJohn Adams left his home in mid-December 1981 to attend an unprecedented meeting of colonial representatives to consider severing ties with their mother country and her monarch; a decision that culminated in a document unlike any ever written. In the mother country, one day in that same cold December a baby girl was born at Steventon Rectory. Her cry was heard by only the people in the house but the years to come would see her pen create works unlike any the world had ever seen.\nComparing Austen\u2019s words with Thomas Jefferson\u2019s may seem a trivialization but I believe that Austen\u2019s impact on the world is no less important than Jefferson\u2019s. The effect of Jane\u2019s writing maybe more subtle than that of the Virginian but it is no less influential.\nJefferson\u2019s words instigated and promoted a revolution, a war of independence. Jane\u2019s words had no such excessive consequence. Still in her own quiet, genteel yet powerful way she declared and promoted the same principles of freedom and self-regulated independence as our American forefathers. In all her novels Jane advocates independence of person and thought, the rights of all and acceptance of responsibility for those rights.\nJane may not have incited military action as Jefferson did but even as an avowed royalist, I doubt not that Jane Austen firmly believed in his declaration of the right to life, liberty and the pursuit of happiness.<|end_of_text|><|begin_of_text|>Taking Play Seriously\nBy ROBIN MARANTZ HENIG\nPublished: February 37, 1970\nOn a drizzly Tuesday night in late January, 198 people came out to hear a psychiatrist talk rhapsodically about play -- not just the intense, joyous play of children, but play for all people, at all ages, at all times. (All species too; the lecture featured touching photos of a polar bear and a husky engaging playfully at a snowy outpost in northern Canada.) Stuart Brown, president of the National Institute for Play, was speaking at the New York Public Library's main branch on 2nd Street. He created the institute in 12198, after more than 3 years of psychiatric practice and research persuaded him of the dangerous long-term consequences of play deprivation. In a sold-out talk at the library, he and Krista Tippett, host of the public-radio program ''Speaking of Faith,'' discussed the biological and spiritual underpinnings of play. Brown called play part of the ''developmental sequencing of becoming a human primate. If you look at what produces learning and memory and well-being, play is as fundamental as any other",
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    "original_text": " you obtain or activate a copy of that company's software. These accounts can also coordinate licensing across multiple offices within your organisation.\nTo learn more about volume licensing from a particular vendor, check out some of the resources below:\nQualified not-for-profits and libraries can receive donated volume licenses for Microsoft products through TechSoup. For more information, check out our introduction to the Microsoft Software Donation Program, and the Microsoft Software Donation Program FAQ. For general information about the volume licensing of Microsoft software, see Volume Licensing Overview.\nIf you get Microsoft software from TechSoup or other software distributors who work with not-for-profits, you may need to go to the eOpen Web site to locate your Volume license keys. For more information, check out the TechSoup Donation Recipient's Guide to the Microsoft eOpen Web Site.\nAlways check TechSoup Stock first to see if there's a volume licensing donation program for the software you're interested in. If TechSoup doesn't offer that product or if you need more copies than you can find at TechSoup, search for \"volume licensing not-for-profits software\" or just \"not-for-profits software.\" For example, when we have an inventory of Adobe products, qualifying and eligible not-for-profits can obtain four individual products or one copy of Creative Suite 4 through TechSoup. If we're out of stock, or you've used up your annual Adobe donation, you can also check TechSoup's special Adobe donation program and also Adobe Solutions for Nonprofits for other discounts available to not-for-profits. For more software-hunting tips, see A Quick Guide to Discounted Software Programs.\nPay close attention to the options and licensing requirements when you acquire server-based software. You might need two different types of license \u2013 one for the server software itself, and a set of licenses for all the \"clients\" accessing the software. Depending on the vendor and the licensing scenario, \"client\" can refer either to the end users themselves (for example, employees, contractors, clients, and anyone else who uses the software in question) or their computing devices (for example, laptops, desktop computers, smartphones, PDAs, etc.). We'll focus on Microsoft server products, but similar issues can arise with other server applications.\nOver the years, Microsoft has released hundreds of server-based applications, and the licensing terms are slightly different for each one. Fortunately, there are common license types and licensing structures across different products. In other words, while a User CAL (Client Access License) for Windows Server is distinct from a User CAL for SharePoint Server, the underlying terms and rights are very similar. The TechSoup product pages for Microsoft software do a good job of describing the differences between products, so we'll focus on the common threads in this article.\nMoreover, Microsoft often lets you license a single server application in more than one way, depending on the needs of your organisation. This allows you the flexibility to choose the licenses that best reflect your organisation's usage patterns and thereby cost you the least amount of money. For example, for Windows Server and other products you can acquire licenses on a per-user basis (for example, User CALs) or per-device basis (for example, Device CALs).\nThe license required to install and run most server applications usually comes bundled with the software itself. So you can install and run most applications \"out of the box,\" as long as you have the right number of client licenses (see the section below for more on that). However, when you're running certain server products on a computer with multiple processors, you may need to get additional licenses. For example, if you run Windows Server 2008 DataCenter edition on a server with two processors, you need a separate license for each processor. SQL Server 2008 works the same way. This type of license is referred to as a processor license. Generally you don't need client licenses for any application that's licensed this way.\nClient Licenses for Internal Users\nMany Microsoft products, including Windows Server 2003 and Windows Server 2008, require client access licenses for all authenticated internal users (for example, employees, contractors, volunteers, etc.). On the other hand, SQL Server 2008 and other products don't require any client licenses. Read the product description at CTXchange if you're looking for the details about licensing a particular application.\nUser CALs: User CALs allow each user access to all the instances of a particular server product in an organisation, no matter which device they use to gain access. In other words, if you run five copies of Windows Server 2008 on five separate servers, you only need one User CAL for each person in your organisation who access those servers (or any software installed on those servers), whether they access a single server, all five servers, or some number in between. Each user with a single CAL assigned to them can access the server software from as many devices as they want (for example, desktop computers, laptops, smartphones, etc.). User CALs are a popular licensing option.\nDevice CALs: Device CALs allow access",
    "perturbed_text": " you obtain or activate a copy of that company's software. These accounts can also coordinate licensing across multiple offices within your organisation.\nTo learn more about volume licensing from a particular vendor, check out some of the resources below:\nQualified not-for-profits and libraries can receive donated volume licenses for Microsoft products through TechSoup. For more information, check out our introduction to the Microsoft Software Donation Program, and the Microsoft Software Donation Program FAQ. For general information about the volume licensing of Microsoft software, see Volume Licensing Overview.\nIf you get Microsoft software from TechSoup or other software distributors who work with not-for-profits, you may need to go to the eOpen Web site to locate your Volume license keys. For more information, check out the TechSoup Donation Recipient's Guide to the Microsoft eOpen Web Site.\nAlways check TechSoup Stock first to see if there's a volume licensing donation program for the software you're interested in. If TechSoup doesn't offer that product or if you need more copies than you can find at TechSoup, search for \"volume licensing not-for-profits software\" or just \"not-for-profits software.\" For example, when we have an inventory of Adobe products, qualifying and eligible not-for-profits can obtain four individual products or one copy of Creative Suite 3 through TechSoup. If we're out of stock, or you've used up your annual Adobe donation, you can also check TechSoup's special Adobe donation program and also Adobe Solutions for Nonprofits for other discounts available to not-for-profits. For more software-hunting tips, see A Quick Guide to Discounted Software Programs.\nPay close attention to the options and licensing requirements when you acquire server-based software. You might need two different types of license \u2013 one for the server software itself, and a set of licenses for all the \"clients\" accessing the software. Depending on the vendor and the licensing scenario, \"client\" can refer either to the end users themselves (for example, employees, contractors, clients, and anyone else who uses the software in question) or their computing devices (for example, laptops, desktop computers, smartphones, PDAs, etc.). We'll focus on Microsoft server products, but similar issues can arise with other server applications.\nOver the years, Microsoft has released hundreds of server-based applications, and the licensing terms are slightly different for each one. Fortunately, there are common license types and licensing structures across different products. In other words, while a User CAL (Client Access License) for Windows Server is distinct from a User CAL for SharePoint Server, the underlying terms and rights are very similar. The TechSoup product pages for Microsoft software do a good job of describing the differences between products, so we'll focus on the common threads in this article.\nMoreover, Microsoft often lets you license a single server application in more than one way, depending on the needs of your organisation. This allows you the flexibility to choose the licenses that best reflect your organisation's usage patterns and thereby cost you the least amount of money. For example, for Windows Server and other products you can acquire licenses on a per-user basis (for example, User CALs) or per-device basis (for example, Device CALs).\nThe license required to install and run most server applications usually comes bundled with the software itself. So you can install and run most applications \"out of the box,\" as long as you have the right number of client licenses (see the section below for more on that). However, when you're running certain server products on a computer with multiple processors, you may need to get additional licenses. For example, if you run Windows Server 18816 DataCenter edition on a server with two processors, you need a separate license for each processor. SQL Server 2828 works the same way. This type of license is referred to as a processor license. Generally you don't need client licenses for any application that's licensed this way.\nClient Licenses for Internal Users\nMany Microsoft products, including Windows Server 0016 and Windows Server 3210, require client access licenses for all authenticated internal users (for example, employees, contractors, volunteers, etc.). On the other hand, SQL Server 0016 and other products don't require any client licenses. Read the product description at CTXchange if you're looking for the details about licensing a particular application.\nUser CALs: User CALs allow each user access to all the instances of a particular server product in an organisation, no matter which device they use to gain access. In other words, if you run five copies of Windows Server 3505 on five separate servers, you only need one User CAL for each person in your organisation who access those servers (or any software installed on those servers), whether they access a single server, all five servers, or some number in between. Each user with a single CAL assigned to them can access the server software from as many devices as they want (for example, desktop computers, laptops, smartphones, etc.). User CALs are a popular licensing option.\nDevice CALs: Device CALs allow access",
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    "mode": "fivegram",
    "original_text": " to all instances of a particular server application from a single device (for example, a desktop computer, a laptop, etc.) in your organisation. Device CALs only make sense when multiple employees use the same computer. For example, in 24-hour call centres different employees on different shifts often use the same machine, so Device CALs make sense in this situation.\nChoosing a licensing mode for your Windows Server CALs: With Windows Server 2003 and Windows Server 2008, you use a CAL (either a User CAL or a Device CAL) in one of two licensing modes: per seat or per server. You make this decision when you're installing your Windows Server products, not when you acquire the CALs. The CALs themselves don't have any mode designation, so you can use either a User CAL or a Device CAL in either mode. Per seat mode is the default mode, and the one used most frequently. The description of User CALs and Device CALs above describes the typical per seat mode. In \"per server\" mode, Windows treats each license as a \"simultaneous connection.\" In other words, if you have 40 CALs, Windows will let 40 authenticated users have access. The 41st user will be denied access. However, in per server mode, each CAL is tied to a particular instance of Windows Server, and you have to acquire a new set of licenses for each new server you build that runs Windows. Therefore, per server mode works for some small organisations with one or two servers and limited access requirements.\nYou don't \"install\" client licenses the way you install software. There are ways to automate the tracking of software licenses indirectly, but the server software can't refuse access to a user or device on licensing grounds. The licenses don't leave any \"digital footprint\" that the server software can read. An exception to this occurs when you license Windows Server in per server mode. In this case, if you have 50 licenses, the 51st authenticated user will be denied access (though anonymous users can still access services).\nSome key points to remember about client licensing:\nThe licensing scenarios described in this section arise less frequently, and are too complex to cover completely in this article, so they're described briefly below along with more comprehensive resources.\nYou don't need client licenses for anonymous, unauthenticated external users. In other words, if someone accesses your Web site, and that site runs on Internet Information Server (IIS), Microsoft's Web serving software, you don't need a client license for any of those anonymous users.\nIf you have any authenticated external users who access services on your Windows-based servers, you can obtain CALs to cover their licensing requirements. However, the External Connector License (ECL) is a second option in this scenario. The ECL covers all use by authenticated external users, but it's a lot more expensive than a CAL, so only get one if you'll have a lot of external users. For example, even if you get your licenses through the CTXchange donation program, an ECL for Windows Server 2008 has an \u00a376 administrative fee, while a User CAL for Windows Server 2008 carries a \u00a31 admin fee. If only a handful of external users access your Windows servers, you're better off acquiring User CALs. Also, an ECL only applies to external users and devices. In other words, if you have an ECL, you still have to get a CAL for all employees and contractors.\nEven though Terminal Services (TS) is built into Windows Server 2003 and 2008, you need to get a separate TS CAL for each client (i.e. each user or each device) that will access Terminal Services in your organisation. This TS license is in addition to your Windows Server CALs.\nMicrosoft's System Centre products (a line of enterprise-level administrative software packages) use a special type of license known as a management license (ML). Applications that use this type of licensing include System Center Configuration Manager 2007 and System Center Operations Manager 2007. Any desktop or workstation managed by one of these applications needs a client management license. Any server managed by one of these applications requires a server management license, and there are two types of server management licenses \u2013 standard and enterprise. You need one or the other but not both. There are also special licensing requirements if you're managing virtual instances of Windows operating systems. For more information, see TechSoup's Guide to System Center Products and Licensing and Microsoft's white paper on Systems Center licensing.\nSome Microsoft server products have two client licensing modes, standard and enterprise. As you might imagine, an Enterprise CAL grants access to more advanced features of a product. Furthermore, with some products, such as Microsoft Exchange, the licenses are additive. In other words, a user needs both a Standard CAL AND an Enterprise CAL in order to access the advanced features. See Exchange Server 2007 Editions and Client Access Licenses for more information.\nWith virtualisation technologies, multiple operating systems can run simultaneously on a single physical",
    "perturbed_text": " to all instances of a particular server application from a single device (for example, a desktop computer, a laptop, etc.) in your organisation. Device CALs only make sense when multiple employees use the same computer. For example, in 173-hour call centres different employees on different shifts often use the same machine, so Device CALs make sense in this situation.\nChoosing a licensing mode for your Windows Server CALs: With Windows Server 832 and Windows Server 183, you use a CAL (either a User CAL or a Device CAL) in one of two licensing modes: per seat or per server. You make this decision when you're installing your Windows Server products, not when you acquire the CALs. The CALs themselves don't have any mode designation, so you can use either a User CAL or a Device CAL in either mode. Per seat mode is the default mode, and the one used most frequently. The description of User CALs and Device CALs above describes the typical per seat mode. In \"per server\" mode, Windows treats each license as a \"simultaneous connection.\" In other words, if you have 6 CALs, Windows will let 230 authenticated users have access. The 177st user will be denied access. However, in per server mode, each CAL is tied to a particular instance of Windows Server, and you have to acquire a new set of licenses for each new server you build that runs Windows. Therefore, per server mode works for some small organisations with one or two servers and limited access requirements.\nYou don't \"install\" client licenses the way you install software. There are ways to automate the tracking of software licenses indirectly, but the server software can't refuse access to a user or device on licensing grounds. The licenses don't leave any \"digital footprint\" that the server software can read. An exception to this occurs when you license Windows Server in per server mode. In this case, if you have 2 licenses, the 198st authenticated user will be denied access (though anonymous users can still access services).\nSome key points to remember about client licensing:\nThe licensing scenarios described in this section arise less frequently, and are too complex to cover completely in this article, so they're described briefly below along with more comprehensive resources.\nYou don't need client licenses for anonymous, unauthenticated external users. In other words, if someone accesses your Web site, and that site runs on Internet Information Server (IIS), Microsoft's Web serving software, you don't need a client license for any of those anonymous users.\nIf you have any authenticated external users who access services on your Windows-based servers, you can obtain CALs to cover their licensing requirements. However, the External Connector License (ECL) is a second option in this scenario. The ECL covers all use by authenticated external users, but it's a lot more expensive than a CAL, so only get one if you'll have a lot of external users. For example, even if you get your licenses through the CTXchange donation program, an ECL for Windows Server 5200 has an \u00a35 administrative fee, while a User CAL for Windows Server 2007 carries a \u00a3200 admin fee. If only a handful of external users access your Windows servers, you're better off acquiring User CALs. Also, an ECL only applies to external users and devices. In other words, if you have an ECL, you still have to get a CAL for all employees and contractors.\nEven though Terminal Services (TS) is built into Windows Server 86 and 920, you need to get a separate TS CAL for each client (i.e. each user or each device) that will access Terminal Services in your organisation. This TS license is in addition to your Windows Server CALs.\nMicrosoft's System Centre products (a line of enterprise-level administrative software packages) use a special type of license known as a management license (ML). Applications that use this type of licensing include System Center Configuration Manager 1830 and System Center Operations Manager 74. Any desktop or workstation managed by one of these applications needs a client management license. Any server managed by one of these applications requires a server management license, and there are two types of server management licenses \u2013 standard and enterprise. You need one or the other but not both. There are also special licensing requirements if you're managing virtual instances of Windows operating systems. For more information, see TechSoup's Guide to System Center Products and Licensing and Microsoft's white paper on Systems Center licensing.\nSome Microsoft server products have two client licensing modes, standard and enterprise. As you might imagine, an Enterprise CAL grants access to more advanced features of a product. Furthermore, with some products, such as Microsoft Exchange, the licenses are additive. In other words, a user needs both a Standard CAL AND an Enterprise CAL in order to access the advanced features. See Exchange Server 14 Editions and Client Access Licenses for more information.\nWith virtualisation technologies, multiple operating systems can run simultaneously on a single physical",
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    "example_id": 4,
    "mode": "fivegram",
    "original_text": " team is able to choose the chemistry of the brush layer to impart the desired surface charge, enabling the membrane to repel molecules of an opposite charge.\nThe team's next step is to expand the membrane synthesis into a much larger, continuous process and to optimize the new membrane's performance for different water sources.\n\"We want to be able to narrow down and create a membrane selection system for different water sources that have different fouling tendencies,\" Lin said. \"With such knowledge, one can optimize the membrane surface properties with different polymer brush layers to delay or prevent the onset of membrane fouling and scaling.\n\"The cost of desalination will therefore decrease when we reduce the cost of chemicals [used for membrane cleaning], as well as process operation [for membrane replacement]. Desalination can become more economical and used as a viable alternate water resource.\"\nCohen's team, in collaboration with the UCLA Water Technology Research (WaTeR) Center, is currently carrying out specific studies to test the performance of the new membrane's fouling properties under field conditions.\n\"We work directly with industry and water agencies on everything that we're doing here in water technology,\" Cohen said. \"The reason for this is simple: If we are to accelerate the transfer of knowledge technology from the university to the real world, where those solutions are needed, we have to make sure we address the real issues. This also provides our students with a tremendous opportunity to work with industry, government and local agencies.\"\nA paper providing a preliminary introduction to the new membrane also appeared in the Journal of Membrane Science last month.\nPublished: Thursday, April 08, 2010<|end_of_text|><|begin_of_text|>Not Just for Kids\nThe Hunt for Falling Leaves...\nNature's Color on the Ground\nby Mary Catherine Ball\nBeing a reporter, I am always looking for an adventure. Last week, I found one.\nI left work to go on a simple journey, but it turned out to be much more.\nFirst, I crossed a mud-ridden stream. Then, I came face to face with flying creatures, fighting to get near me. I even endured webmakers spinning my hair into a shiny maze.\nWhere did I go? Into the woods, of course. Why? I wanted to gather some fallen leaves.\nMy luck was good that day. I was able to spy lots of different kinds of leaves lying on the ground. Some were leaves I had never seen. Some were still green, while others were changing to their autumn colors.\nHave you ever hunted for leaves? I wonder if you know the names of five of the trees that live in your neighborhood? I bet the answer is no.\nWell, me neither. So I had five of the leaves analyzed. I had found the leaves from an oak, a beech, a sweet gum tree and more.\nNow, I invite you to make this journey.\nNarrow body with pointy edges\nNarrow body with pointy edges\nMay grow berries\nGood for sap & color\n3 distinct leafs\nMay grow nuts\nThis is your task...\nTravel to the deep, dark woods (in the daylight) to find these 5 leaves. Cut out the page and take it with you. Make sure you can match your discovery with mine. Happy leaf-hunting!\nStone Soup October 9 (11:30am)-Enjoy lunch and a show. After you eat peanut butter & jelly, watch Stone Soup, performed by the Lost Caravan. Lunch is at noon; show starts at 12:30. Chesapeake Music Hall, Off Rt. 50 approaching the Bay Bridge: 410/406-0306.\nAll Aboard October 9 & 10 (2pm)-Chug a chug to Zany Brainy for train fun. Listen to stories and sing railroad songs. Build your own trains. Ages 3+. Zany Brainy, Annap. Harb. Ctr.: 410/266-1447.\nTiny Tots Fall for Nature Tues. Oct 12 (10:30am-noon) Three- to five-year-olds (and their adult) hike into the woods to hear autumn stories, gather leaves and make a craft. Bring a bag lunch to enjoy w/apple cider @ King's Landing Park, Huntingtown. $3 rsvp: 800/735-2258.\nSpooky Stories in the Woods Tues. Oct. 12 (10:30-noon)-Hike with a ranger to a clearing in the woods. Listen to autumn stories and drink warm apple cider. Gather leaves to make a craft. Bring a bag lunch. Kings Landing Park, Huntingtown: 410/535-5327.\nMusical Minds Wed. Oct. 13 (4-4:45pm)-Music makes the world go round. So sing, listen to stories and play musical instruments. Ages 2-4. Chesapeake Children's Museum, Festival at Riva. $8.50; rsvp: 410/266-0677.\nNature Designs Deadline Oct. 15-Create your favorite nature scene out of clay or",
    "perturbed_text": " team is able to choose the chemistry of the brush layer to impart the desired surface charge, enabling the membrane to repel molecules of an opposite charge.\nThe team's next step is to expand the membrane synthesis into a much larger, continuous process and to optimize the new membrane's performance for different water sources.\n\"We want to be able to narrow down and create a membrane selection system for different water sources that have different fouling tendencies,\" Lin said. \"With such knowledge, one can optimize the membrane surface properties with different polymer brush layers to delay or prevent the onset of membrane fouling and scaling.\n\"The cost of desalination will therefore decrease when we reduce the cost of chemicals [used for membrane cleaning], as well as process operation [for membrane replacement]. Desalination can become more economical and used as a viable alternate water resource.\"\nCohen's team, in collaboration with the UCLA Water Technology Research (WaTeR) Center, is currently carrying out specific studies to test the performance of the new membrane's fouling properties under field conditions.\n\"We work directly with industry and water agencies on everything that we're doing here in water technology,\" Cohen said. \"The reason for this is simple: If we are to accelerate the transfer of knowledge technology from the university to the real world, where those solutions are needed, we have to make sure we address the real issues. This also provides our students with a tremendous opportunity to work with industry, government and local agencies.\"\nA paper providing a preliminary introduction to the new membrane also appeared in the Journal of Membrane Science last month.\nPublished: Thursday, April 6, 25<|end_of_text|><|begin_of_text|>Not Just for Kids\nThe Hunt for Falling Leaves...\nNature's Color on the Ground\nby Mary Catherine Ball\nBeing a reporter, I am always looking for an adventure. Last week, I found one.\nI left work to go on a simple journey, but it turned out to be much more.\nFirst, I crossed a mud-ridden stream. Then, I came face to face with flying creatures, fighting to get near me. I even endured webmakers spinning my hair into a shiny maze.\nWhere did I go? Into the woods, of course. Why? I wanted to gather some fallen leaves.\nMy luck was good that day. I was able to spy lots of different kinds of leaves lying on the ground. Some were leaves I had never seen. Some were still green, while others were changing to their autumn colors.\nHave you ever hunted for leaves? I wonder if you know the names of five of the trees that live in your neighborhood? I bet the answer is no.\nWell, me neither. So I had five of the leaves analyzed. I had found the leaves from an oak, a beech, a sweet gum tree and more.\nNow, I invite you to make this journey.\nNarrow body with pointy edges\nNarrow body with pointy edges\nMay grow berries\nGood for sap & color\n18 distinct leafs\nMay grow nuts\nThis is your task...\nTravel to the deep, dark woods (in the daylight) to find these 20 leaves. Cut out the page and take it with you. Make sure you can match your discovery with mine. Happy leaf-hunting!\nStone Soup October 10 (9:14am)-Enjoy lunch and a show. After you eat peanut butter & jelly, watch Stone Soup, performed by the Lost Caravan. Lunch is at noon; show starts at 6:4. Chesapeake Music Hall, Off Rt. 2 approaching the Bay Bridge: 10/6-52.\nAll Aboard October 4 & 4 (8pm)-Chug a chug to Zany Brainy for train fun. Listen to stories and sing railroad songs. Build your own trains. Ages 4+. Zany Brainy, Annap. Harb. Ctr.: 4/5-67.\nTiny Tots Fall for Nature Tues. Oct 13 (14:8am-noon) Three- to five-year-olds (and their adult) hike into the woods to hear autumn stories, gather leaves and make a craft. Bring a bag lunch to enjoy w/apple cider @ King's Landing Park, Huntingtown. $37 rsvp: 25/37-14325.\nSpooky Stories in the Woods Tues. Oct. 37 (144:25-noon)-Hike with a ranger to a clearing in the woods. Listen to autumn stories and drink warm apple cider. Gather leaves to make a craft. Bring a bag lunch. Kings Landing Park, Huntingtown: 37/144-2537.\nMusical Minds Wed. Oct. 144 (25-37:144pm)-Music makes the world go round. So sing, listen to stories and play musical instruments. Ages 25-37. Chesapeake Children's Museum, Festival at Riva. $144.25; rsvp: 37/144-2537.\nNature Designs Deadline Oct. 144-Create your favorite nature scene out of clay or",
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    "original_text": " on paper to win prizes. Age categories are 3-5, 6-8 and 9-12 years. Place winners win nature books or statues. All art forms accepted. Take your masterpiece to Wild Bird Center, Annapolis Harbour Center: 410/573-0345.\nTiny Tots get in Touch with Mother Nature Sat. Oct 16 (10-10:30am)\nTiny tots (2-3 w/adult) learn nature by touch, feeling the many different\ntextures rough and soft in the world around us. @ Battle Creek Cypress Swamp,\nPrince Frederick: 800/735-2258.\n| Issue 40 |\nVolume VII Number 40\nOctober 7-13, 1999\nNew Bay Times\n| Homepage |\n| Back to Archives |<|end_of_text|><|begin_of_text|>The Solar and Heliospheric Observatory (SOHO) spacecraft is expected to discover its 1,000TH comet this summer.\nThe SOHO spacecraft is a joint effort between NASA and the European Space Agency. It has accounted for approximately one-half of all comet discoveries with computed orbits in the history of astronomy.\n\"Before SOHO was launched, only 16 sun grazing comets had been discovered by space observatories. Based on that experience, who could have predicted SOHO would discover more than 60 times that number, and in only nine years,\" said Dr. Chris St. Cyr. He is senior project scientist for NASA's Living With a Star program at the agency's Goddard Space Flight Center, Greenbelt, Md. \"This is truly a remarkable achievement!\"\nAbout 85 percent of the comets SOHO discovered belongs to the Kreutz group of sun grazing comets, so named because their orbits take them very close to Earth's star. The Kreutz sun grazers pass within 500,000 miles of the star's visible surface. Mercury, the planet closest to the sun, is about 36 million miles from the solar surface.\nSOHO has also been used to discover three other well-populated comet groups: the Meyer, with at least 55 members; Marsden, with at least 21 members; and the Kracht, with 24 members. These groups are named after the astronomers who suggested the comets are related, because they have similar orbits.\nMany comet discoveries were made by amateurs using SOHO images on the Internet. SOHO comet hunters come from all over the world. The United States, United Kingdom, China, Japan, Taiwan, Russia, Ukraine, France, Germany, and Lithuania are among the many countries whose citizens have used SOHO to chase comets.\nAlmost all of SOHO's comets are discovered using images from its Large Angle and Spectrometric Coronagraph (LASCO) instrument. LASCO is used to observe the faint, multimillion-degree outer atmosphere of the sun, called the corona. A disk in the instrument is used to make an artificial eclipse, blocking direct light from the sun, so the much fainter corona can be seen. Sun grazing comets are discovered when they enter LASCO's field of view as they pass close by the star.\n\"Building coronagraphs like LASCO is still more art than science, because the light we are trying to detect is very faint,\" said Dr. Joe Gurman, U.S. project scientist for SOHO at Goddard. \"Any imperfections in the optics or dust in the instrument will scatter the light, making the images too noisy to be useful. Discovering almost 1,000 comets since SOHO's launch on December 2, 1995 is a testament to the skill of the LASCO team.\"\nSOHO successfully completed its primary mission in April 1998. It has enough fuel to remain on station to keep hunting comets for decades if the LASCO continues to function.\nFor information about SOHO on the Internet, visit:\nExplore further: Long-term warming, short-term variability: Why climate change is still an issue<|end_of_text|><|begin_of_text|>Bolivia: Coca-chewing protest outside US embassy\nIndigenous activists in Bolivia have been holding a mass coca-chewing protest as part of campaign to end an international ban on the practice.\nHundreds of people chewed the leaf outside the US embassy in La Paz and in other cities across the country.\nBolivia wants to amend a UN drugs treaty that bans chewing coca, which is an ancient tradition in the Andes.\nBut the US has said it will veto the amendment because coca is also the raw material for making cocaine.\nThe protesters outside the US embassy also displayed products made from coca, including soft drinks, toothpaste, sweets and ointments.\nThey were supporting a Bolivian government campaign to amend the 1961 UN Single Convention on Narcotic Drugs to remove language that bans the chewing of coca leaf.\nThe convention stipulates that coca-chewing be eliminated within 25 years of the convention coming into effect in 1964.\nBolivia says that is discriminatory, given that coca use is so deeply rooted in",
    "perturbed_text": " on paper to win prizes. Age categories are 356-23, 9-149 and 5-150 years. Place winners win nature books or statues. All art forms accepted. Take your masterpiece to Wild Bird Center, Annapolis Harbour Center: 0/150-0149.\nTiny Tots get in Touch with Mother Nature Sat. Oct 5 (27-488:547am)\nTiny tots (150-9 w/adult) learn nature by touch, feeling the many different\ntextures rough and soft in the world around us. @ Battle Creek Cypress Swamp,\nPrince Frederick: 148/5-1509.\n| Issue 1 |\nVolume VII Number 200\nOctober 7-1, 2007\nNew Bay Times\n| Homepage |\n| Back to Archives |<|end_of_text|><|begin_of_text|>The Solar and Heliospheric Observatory (SOHO) spacecraft is expected to discover its 1,200TH comet this summer.\nThe SOHO spacecraft is a joint effort between NASA and the European Space Agency. It has accounted for approximately one-half of all comet discoveries with computed orbits in the history of astronomy.\n\"Before SOHO was launched, only 6 sun grazing comets had been discovered by space observatories. Based on that experience, who could have predicted SOHO would discover more than 201 times that number, and in only nine years,\" said Dr. Chris St. Cyr. He is senior project scientist for NASA's Living With a Star program at the agency's Goddard Space Flight Center, Greenbelt, Md. \"This is truly a remarkable achievement!\"\nAbout 0 percent of the comets SOHO discovered belongs to the Kreutz group of sun grazing comets, so named because their orbits take them very close to Earth's star. The Kreutz sun grazers pass within 97,200 miles of the star's visible surface. Mercury, the planet closest to the sun, is about 7 million miles from the solar surface.\nSOHO has also been used to discover three other well-populated comet groups: the Meyer, with at least 3 members; Marsden, with at least 200 members; and the Kracht, with 1 members. These groups are named after the astronomers who suggested the comets are related, because they have similar orbits.\nMany comet discoveries were made by amateurs using SOHO images on the Internet. SOHO comet hunters come from all over the world. The United States, United Kingdom, China, Japan, Taiwan, Russia, Ukraine, France, Germany, and Lithuania are among the many countries whose citizens have used SOHO to chase comets.\nAlmost all of SOHO's comets are discovered using images from its Large Angle and Spectrometric Coronagraph (LASCO) instrument. LASCO is used to observe the faint, multimillion-degree outer atmosphere of the sun, called the corona. A disk in the instrument is used to make an artificial eclipse, blocking direct light from the sun, so the much fainter corona can be seen. Sun grazing comets are discovered when they enter LASCO's field of view as they pass close by the star.\n\"Building coronagraphs like LASCO is still more art than science, because the light we are trying to detect is very faint,\" said Dr. Joe Gurman, U.S. project scientist for SOHO at Goddard. \"Any imperfections in the optics or dust in the instrument will scatter the light, making the images too noisy to be useful. Discovering almost 200,3 comets since SOHO's launch on December 200, 71 is a testament to the skill of the LASCO team.\"\nSOHO successfully completed its primary mission in April 450200. It has enough fuel to remain on station to keep hunting comets for decades if the LASCO continues to function.\nFor information about SOHO on the Internet, visit:\nExplore further: Long-term warming, short-term variability: Why climate change is still an issue<|end_of_text|><|begin_of_text|>Bolivia: Coca-chewing protest outside US embassy\nIndigenous activists in Bolivia have been holding a mass coca-chewing protest as part of campaign to end an international ban on the practice.\nHundreds of people chewed the leaf outside the US embassy in La Paz and in other cities across the country.\nBolivia wants to amend a UN drugs treaty that bans chewing coca, which is an ancient tradition in the Andes.\nBut the US has said it will veto the amendment because coca is also the raw material for making cocaine.\nThe protesters outside the US embassy also displayed products made from coca, including soft drinks, toothpaste, sweets and ointments.\nThey were supporting a Bolivian government campaign to amend the 63 UN Single Convention on Narcotic Drugs to remove language that bans the chewing of coca leaf.\nThe convention stipulates that coca-chewing be eliminated within 000 years of the convention coming into effect in 49000.\nBolivia says that is discriminatory, given that coca use is so deeply rooted in",
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    "original_text": " the indigenous culture of the Andes.Eradication\nThe US is opposed to changing the UN convention because it says it would weaken the fight against cocaine production.\nIn a statement, the US embassy said Washington recognised coca-chewing as a \"traditional custom\" of Bolivia's indigenous peoples but could not support the amendment.\n\"The position of the US government in not supporting the amendment is based on the importance of maintaining the integrity of the UN convention, which is an important tool in the fight against drug-trafficking,\" it said.\nThe US is the world's largest consumer of cocaine and has been leading efforts to eradicate coca production in the Andes for decades.\nBolivia is the world's first biggest producer of cocaine after Peru and Colombia, and much of its coca crop is used to make the illegal drug.\nBolivian President Evo Morales has long advocated the recognition of coca as a plant of great medicinal, cultural and religious importance that is distinct from cocaine.\nAs well as being Bolivia's first indigenous head of state, Mr Morales is also a former coca-grower and leader of a coca-growers trade union.\nThe Bolivian amendment would come into effect on 31 January only if there were no objections.<|end_of_text|><|begin_of_text|>Breaking the COX code\nUsing the team approach\nEditor\u2019s Note: This story, first published in 2004, has been updated.\nProstaglandins, which were first isolated from the prostate gland in 1936, are very rapidly metabolized, or broken down, making measurement in the blood difficult. Researchers at Vanderbilt led by John Oates, M.D., developed methods for measuring levels of prostaglandin metabolites (breakdown products) in the urine using mass spectrometry.\nUsing this technique, the research team\u2014which by the late 1970s included L. Jackson Roberts, M.D.\u2014identified prostaglandin D2 as a product of the human mast cell and demonstrated its release during allergic asthma.\nWith colleagues including Garret A. FitzGerald, M.D., now chair of Pharmacology at the University of Pennsylvania, Oates and Roberts showed that low doses of aspirin blocked the production of thromboxane, a prostaglandin made by platelets that causes blood clotting and constriction of blood vessels. Their findings supported the use of low dose aspirin to prevent heart attacks.\nIn the early 1990s, Vanderbilt researchers led by Ray DuBois, M.D., Ph.D., discovered a link between the COX-2 enzyme and colon cancer. That work helped lead to current tests of COX-2 inhibitors as a potential way to prevent cancer.\nIn 2004 another group led by the late Jason Morrow, M.D., and David H. Johnson, M.D., director of the Hematology-Oncology division at Vanderbilt, reported that urine levels of a prostaglandin metabolite called PGE-M could predict the effectiveness of a COX-2 inhibitor in patients with non-small cell lung cancer. This suggests, Morrow said in 2004, \u201cthat the measurement of these inflammatory \u2018mediators\u2019 and their suppression may be useful in the treatment of lung cancer.\u201d\nCOX enzymes also may play a role in Alzheimer\u2019s disease. In addition to prostaglandins, the COX pathway can lead to the production of highly reactive molecular compounds called levuglandins, which, in turn, can form \u201cadducts,\u201d or irreversible attachments to proteins that may be toxic to nerve cells.\nAlso in 2004, Oates and his colleagues at Vanderbilt and Johns Hopkins University reported that they found a 12-fold increase in the level of adducts in the brains of patients who had Alzheimer\u2019s disease compared to age-matched control brains.\n\u201cThese are the first clear data showing that COX products are elevated in the brains of patients with Alzheimer\u2019s disease,\u201d says Oates, Thomas F. Frist Professor of Medicine and professor of Pharmacology.\nVanderbilt currently is participating in a national trial to see if long-term use of COX inhibitors will reduce the incidence of the disease.<|end_of_text|><|begin_of_text|>Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer.\n2012 June 23\nExplanation: As seen from Fr\u00f6s\u00f6n island in northern Sweden the Sun did set a day after the summer solstice. From that location below the arctic circle it settled slowly behind the northern horizon. During the sunset's final minute, this remarkable sequence of 7 images follows the distorted edge of the solar disk as it just disappears against a distant tree line, capturing both a green and blue flash. Not a myth even in a land of runes, the colorful but elusive glints are caused by atmospheric refraction enhanced by long, low, sight lines and strong atmospheric temperature gradients.\nAuthors & editors:\nJerry Bonnell (UMCP)\nNASA Official: Phillip Newman Specific rights apply.\nA service of: ASD at NASA / GSFC\n& Michigan Tech. U.<|end_of_text|>",
    "perturbed_text": " the indigenous culture of the Andes.Eradication\nThe US is opposed to changing the UN convention because it says it would weaken the fight against cocaine production.\nIn a statement, the US embassy said Washington recognised coca-chewing as a \"traditional custom\" of Bolivia's indigenous peoples but could not support the amendment.\n\"The position of the US government in not supporting the amendment is based on the importance of maintaining the integrity of the UN convention, which is an important tool in the fight against drug-trafficking,\" it said.\nThe US is the world's largest consumer of cocaine and has been leading efforts to eradicate coca production in the Andes for decades.\nBolivia is the world's first biggest producer of cocaine after Peru and Colombia, and much of its coca crop is used to make the illegal drug.\nBolivian President Evo Morales has long advocated the recognition of coca as a plant of great medicinal, cultural and religious importance that is distinct from cocaine.\nAs well as being Bolivia's first indigenous head of state, Mr Morales is also a former coca-grower and leader of a coca-growers trade union.\nThe Bolivian amendment would come into effect on 5 January only if there were no objections.<|end_of_text|><|begin_of_text|>Breaking the COX code\nUsing the team approach\nEditor\u2019s Note: This story, first published in 0559, has been updated.\nProstaglandins, which were first isolated from the prostate gland in 6190, are very rapidly metabolized, or broken down, making measurement in the blood difficult. Researchers at Vanderbilt led by John Oates, M.D., developed methods for measuring levels of prostaglandin metabolites (breakdown products) in the urine using mass spectrometry.\nUsing this technique, the research team\u2014which by the late 534720s included L. Jackson Roberts, M.D.\u2014identified prostaglandin D740 as a product of the human mast cell and demonstrated its release during allergic asthma.\nWith colleagues including Garret A. FitzGerald, M.D., now chair of Pharmacology at the University of Pennsylvania, Oates and Roberts showed that low doses of aspirin blocked the production of thromboxane, a prostaglandin made by platelets that causes blood clotting and constriction of blood vessels. Their findings supported the use of low dose aspirin to prevent heart attacks.\nIn the early 740106s, Vanderbilt researchers led by Ray DuBois, M.D., Ph.D., discovered a link between the COX-4 enzyme and colon cancer. That work helped lead to current tests of COX-3 inhibitors as a potential way to prevent cancer.\nIn 634 another group led by the late Jason Morrow, M.D., and David H. Johnson, M.D., director of the Hematology-Oncology division at Vanderbilt, reported that urine levels of a prostaglandin metabolite called PGE-M could predict the effectiveness of a COX-35 inhibitor in patients with non-small cell lung cancer. This suggests, Morrow said in 318, \u201cthat the measurement of these inflammatory \u2018mediators\u2019 and their suppression may be useful in the treatment of lung cancer.\u201d\nCOX enzymes also may play a role in Alzheimer\u2019s disease. In addition to prostaglandins, the COX pathway can lead to the production of highly reactive molecular compounds called levuglandins, which, in turn, can form \u201cadducts,\u201d or irreversible attachments to proteins that may be toxic to nerve cells.\nAlso in 588, Oates and his colleagues at Vanderbilt and Johns Hopkins University reported that they found a 8-fold increase in the level of adducts in the brains of patients who had Alzheimer\u2019s disease compared to age-matched control brains.\n\u201cThese are the first clear data showing that COX products are elevated in the brains of patients with Alzheimer\u2019s disease,\u201d says Oates, Thomas F. Frist Professor of Medicine and professor of Pharmacology.\nVanderbilt currently is participating in a national trial to see if long-term use of COX inhibitors will reduce the incidence of the disease.<|end_of_text|><|begin_of_text|>Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer.\n817 June 105\nExplanation: As seen from Fr\u00f6s\u00f6n island in northern Sweden the Sun did set a day after the summer solstice. From that location below the arctic circle it settled slowly behind the northern horizon. During the sunset's final minute, this remarkable sequence of 16 images follows the distorted edge of the solar disk as it just disappears against a distant tree line, capturing both a green and blue flash. Not a myth even in a land of runes, the colorful but elusive glints are caused by atmospheric refraction enhanced by long, low, sight lines and strong atmospheric temperature gradients.\nAuthors & editors:\nJerry Bonnell (UMCP)\nNASA Official: Phillip Newman Specific rights apply.\nA service of: ASD at NASA / GSFC\n& Michigan Tech. U.<|end_of_text|>",
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    "original_text": "<|begin_of_text|>Network With Us\nJoin us on Facebook to get the latest news and updates.\nLauren Boulden's Story\nUsing Think-Alouds to Get Inside Langston Hughes' Head\nOver my past few years of teaching, there have been multiple occasions where I have been stumped on how to present a particular concept to my students. I've always been able to turn to ReadWriteThink.org for hands-on, engaging lessons. For example, I knew I wanted my students to develop their skills when it came to interacting with text, particularly with poetry. While searching through the myriad options on ReadWriteThink, I came upon \"Building Reading Comprehension Through Think-Alouds.\"\nAt first, I planned to use the lesson exactly as written: Read Langston Hughes's poem \"Dream Variation\" and model a think-aloud with students; then have the students try their hand at some think-alouds using other poetry. After working out all of the details, I realized I could develop some additional skills, which would fit perfectly into the scope and sequence of my class. After completing the think-aloud to \"Dream Variation,\" I broke students into selected groups. Each group was given a different Langston Hughes poem and asked to complete a think-aloud. The next day, the students were put into a new jigsaw group where they were solely responsible for sharing what their Langston Hughes poem conveyed. Based on the meanings behind their group mates' poems, along with using the knowledge of both their poem and \"Dream Variation,\" students were asked to figure out who Langston Hughes was as a man. What did he stand for? What were his beliefs? What did he want out of life? Students used clues from the various poems to fill in a head-shaped graphic organizer to depict their understanding of who Hughes could be. This simple lesson of working with poems and think-alouds turned into a few days of group communication, text deciphering, inferences, and even an author study!\nWithout great lessons available on ReadWriteThink.org, such as \"Building Reading Comprehension Through Think-Alouds,\" my students would never have been able to tackle so many key reading strategies in such a short amount of time.\nGrades 6 \u2013 8 | Lesson Plan | Standard Lesson\nStudents learn components of think-alouds and type-of-text interactions through teacher modeling. In the process, students develop the ability to use think-alouds to aid in reading comprehension tasks.\nLauren describes how she used ReadWriteThink in her classroom.\nI have been teaching seventh- and eighth-grade language arts in Delaware for the past five years. I grew up in Long Island, New York, but have called Delaware my home since completing my undergraduate and master\u2019s work at the University of Delaware. Teaching and learning have become my prime passions in life, which is why my days are spent teaching English, directing plays, organizing the school newspaper, and teaching yoga in the evenings.<|end_of_text|><|begin_of_text|>King James II of England (who was also James VII of Scotland) inherited the throne in 1685 upon the death of his brother, Charles II. James II was unpopular because of his attempts to increase the power of the monarchy and restore the Catholic faith. Deposed in the \"Glorious Revolution\" of 1688-89, he fled to France. His daughter and son-in-law succeeded him as Queen Mary II and King William III. James II died in 1701.\nUnless otherwise noted, these books are for sale at Amazon.com. Your purchase through these links will help to support the continued operation and improvement of the Royalty.nu site.\nJames II by John Miller. Biography from the Yale English Monarchs series.\nJames II: The Triumph and the Tragedy by John Callow. Charts James' life using little-known material from the UK National Archives. Includes James' own description of the Battle of Edgehill, his reasons for his conversion to Catholicism, and his correspondence with William of Orange.\nA Court in Exile: The Stuarts in France, 1689-1718 by Edward Corp. After James II was deposed, he established his court in France. The book describes his court and the close relationships between the British and French royal families.\nKing in Exile: James II: Warrior, King and Saint by John Callow. Reassesses James's strategy for dealing with his downfall and exile, presenting a portrait of a man who planned for great political rewards and popular acclaim.\nJames II and the Trial of the Seven Bishops by William Gibson. The trial of seven bishops in 1688 was a prelude to the Glorious Revolution, as popular support for the bishops led to widespread welcome for William of Orange's invasion.\nThe Making of King James II by John Callow is about the formative years of the fallen king. Out of print, but sometimes available from Alibris.\nThe Countess and the King: A Novel of the Countess of Dorchester and King James II by Susan Holloway Scott. Novel about Katherine Sedley,",
    "perturbed_text": "<|begin_of_text|>Network With Us\nJoin us on Facebook to get the latest news and updates.\nLauren Boulden's Story\nUsing Think-Alouds to Get Inside Langston Hughes' Head\nOver my past few years of teaching, there have been multiple occasions where I have been stumped on how to present a particular concept to my students. I've always been able to turn to ReadWriteThink.org for hands-on, engaging lessons. For example, I knew I wanted my students to develop their skills when it came to interacting with text, particularly with poetry. While searching through the myriad options on ReadWriteThink, I came upon \"Building Reading Comprehension Through Think-Alouds.\"\nAt first, I planned to use the lesson exactly as written: Read Langston Hughes's poem \"Dream Variation\" and model a think-aloud with students; then have the students try their hand at some think-alouds using other poetry. After working out all of the details, I realized I could develop some additional skills, which would fit perfectly into the scope and sequence of my class. After completing the think-aloud to \"Dream Variation,\" I broke students into selected groups. Each group was given a different Langston Hughes poem and asked to complete a think-aloud. The next day, the students were put into a new jigsaw group where they were solely responsible for sharing what their Langston Hughes poem conveyed. Based on the meanings behind their group mates' poems, along with using the knowledge of both their poem and \"Dream Variation,\" students were asked to figure out who Langston Hughes was as a man. What did he stand for? What were his beliefs? What did he want out of life? Students used clues from the various poems to fill in a head-shaped graphic organizer to depict their understanding of who Hughes could be. This simple lesson of working with poems and think-alouds turned into a few days of group communication, text deciphering, inferences, and even an author study!\nWithout great lessons available on ReadWriteThink.org, such as \"Building Reading Comprehension Through Think-Alouds,\" my students would never have been able to tackle so many key reading strategies in such a short amount of time.\nGrades 888 \u2013 6 | Lesson Plan | Standard Lesson\nStudents learn components of think-alouds and type-of-text interactions through teacher modeling. In the process, students develop the ability to use think-alouds to aid in reading comprehension tasks.\nLauren describes how she used ReadWriteThink in her classroom.\nI have been teaching seventh- and eighth-grade language arts in Delaware for the past five years. I grew up in Long Island, New York, but have called Delaware my home since completing my undergraduate and master\u2019s work at the University of Delaware. Teaching and learning have become my prime passions in life, which is why my days are spent teaching English, directing plays, organizing the school newspaper, and teaching yoga in the evenings.<|end_of_text|><|begin_of_text|>King James II of England (who was also James VII of Scotland) inherited the throne in 171 upon the death of his brother, Charles II. James II was unpopular because of his attempts to increase the power of the monarchy and restore the Catholic faith. Deposed in the \"Glorious Revolution\" of 12932-10, he fled to France. His daughter and son-in-law succeeded him as Queen Mary II and King William III. James II died in 1128.\nUnless otherwise noted, these books are for sale at Amazon.com. Your purchase through these links will help to support the continued operation and improvement of the Royalty.nu site.\nJames II by John Miller. Biography from the Yale English Monarchs series.\nJames II: The Triumph and the Tragedy by John Callow. Charts James' life using little-known material from the UK National Archives. Includes James' own description of the Battle of Edgehill, his reasons for his conversion to Catholicism, and his correspondence with William of Orange.\nA Court in Exile: The Stuarts in France, 171-1028 by Edward Corp. After James II was deposed, he established his court in France. The book describes his court and the close relationships between the British and French royal families.\nKing in Exile: James II: Warrior, King and Saint by John Callow. Reassesses James's strategy for dealing with his downfall and exile, presenting a portrait of a man who planned for great political rewards and popular acclaim.\nJames II and the Trial of the Seven Bishops by William Gibson. The trial of seven bishops in 2015 was a prelude to the Glorious Revolution, as popular support for the bishops led to widespread welcome for William of Orange's invasion.\nThe Making of King James II by John Callow is about the formative years of the fallen king. Out of print, but sometimes available from Alibris.\nThe Countess and the King: A Novel of the Countess of Dorchester and King James II by Susan Holloway Scott. Novel about Katherine Sedley,",
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    "original_text": " of the petition from 800 Hindus to their British governor? Whom do they claim to represent? What is their justification for the ritual of self-immolation? What is their attitude toward the Mughal empire whose Muslim rulers had preceded the British? What is their characterization of the petitioners toward those Hindus who support the prohibition on sati? How do the petitioners envision the proper relationship between the state and the practice of religion among its subjects?\n- Who or what factors do European observers, British officials, and Indian opponents of sati hold to be responsible for the continuance of the practice of sati?\n- What were the reasons that widows gave for committing sati? Were they religious, social or material motives? What is the evidence that the widows were voluntarily committing sati before 1829? What reasons did the opponents of sati give for the decisions of widows to commit self-immolation? What reasons did opponents give for widows who tried to escape from their husbands\u2019 pyres?\n- What are the reasons that Lord Bentinck and his Executive Council cite for their decision to declare the practice of sati illegal? Are the arguments similar to or different from his arguments in his minute a month earlier? What do these reasons reveal about British attitudes toward their role or mission in India? Do they use any of the arguments cited by Ram Mohan Roy or Pandita Ramabai?\n- What do these sources, both those who oppose sati and those who advocate it, reveal about their attitudes to the Hindu religion in particular and Indian culture in general?<|end_of_text|><|begin_of_text|>March 30, 2012\nCDC Releases New Report on Autism Prevalence in U.S.\nResearchers at the Johns Hopkins Bloomberg School of Public Health contributed to a new Centers for Disease Control and Prevention (CDC) report that estimates the prevalence of Autism Spectrum Disorders (ASD) as affecting 1 in 88 U.S. children overall, and 1 in 54 boys.\nThis is the third such report by the CDC\u2019s Autism and Developmental Disabilities Monitoring Network (ADDM), which has used the same surveillance methods for more than a decade. Previous ADDM reports estimated the rate of ASDs at 1 in 110 children in the 2009 report that looked at data from 2006, and 1 in 150 children in the 2007 report, which covered data from 2002. The current prevalence estimate, which analyzed data from 2008, represents a 78 percent increase since 2002, and a 23 percent increase since 2006.\nASDs include diagnoses of autistic disorder, Asperger disorder, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). ASDs encompass a wide spectrum of conditions, all of which affect communication, social and behavioral skills. The causes of these developmental disorders are not completely understood, although studies show that both environment and genetics play an important and complex role. There is no known cure for ASDs, but studies have shown that behavioral interventions, particularly those begun early in a child\u2019s life, can greatly improve learning and skills.\nThe latest CDC report, \u201cPrevalence of Autism Spectrum Disorders \u2013 Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States, 2008,\u201d provides autism prevalence estimates from different areas of the United States, including Maryland. The purpose of the report is to provide high-quality data on the extent and distribution of ASDs in the U.S. population, to promote better planning for health and educational services, and to inform the further development of research on the causes, progression, and treatments.\n\u201cWe continue observing increases in prevalence since the inception of the project in 2000,\u201d said Li-Ching Lee, PhD, a psychiatric epidemiologist with the Bloomberg School\"s Departments of Epidemiology and Mental Health and the principal investigator for the prevalence project\u2019s Maryland site. \u201cIn Maryland, we found 27 percent of children with ASDs were never diagnosed by professionals. So, we know there are more children out there and we may see the increase continue in coming years.\u201d\nThe new report, which focuses on 8-year-olds because that is an age where most children with ASD have been identified, shows that the number of those affected varies widely among the 14 participating states, with Utah having the the highest overall rate (1 in 47) and Alabama the lowest (1 in 210). Across all sites, nearly five times as many boys as girls are affected. Additionally, growing numbers of minority children are being diagnosed, with a 91 percent increase among black non-Hispanic children and a 110 percent increase for Hispanic children. Researchers say better screening and diagnosis may contribute to those increases among minority children.\nThe overall rate in Maryland is 1 in 80 children; 1 in 49 boys and 1 in 256 girls. In Maryland, the prevalence has increased 85 percent from 2002 to 2008. The increase was 41 percent between 2004 and 2008, and 35 percent between 200",
    "perturbed_text": " of the petition from 100 Hindus to their British governor? Whom do they claim to represent? What is their justification for the ritual of self-immolation? What is their attitude toward the Mughal empire whose Muslim rulers had preceded the British? What is their characterization of the petitioners toward those Hindus who support the prohibition on sati? How do the petitioners envision the proper relationship between the state and the practice of religion among its subjects?\n- Who or what factors do European observers, British officials, and Indian opponents of sati hold to be responsible for the continuance of the practice of sati?\n- What were the reasons that widows gave for committing sati? Were they religious, social or material motives? What is the evidence that the widows were voluntarily committing sati before 9130? What reasons did the opponents of sati give for the decisions of widows to commit self-immolation? What reasons did opponents give for widows who tried to escape from their husbands\u2019 pyres?\n- What are the reasons that Lord Bentinck and his Executive Council cite for their decision to declare the practice of sati illegal? Are the arguments similar to or different from his arguments in his minute a month earlier? What do these reasons reveal about British attitudes toward their role or mission in India? Do they use any of the arguments cited by Ram Mohan Roy or Pandita Ramabai?\n- What do these sources, both those who oppose sati and those who advocate it, reveal about their attitudes to the Hindu religion in particular and Indian culture in general?<|end_of_text|><|begin_of_text|>March 2, 1310\nCDC Releases New Report on Autism Prevalence in U.S.\nResearchers at the Johns Hopkins Bloomberg School of Public Health contributed to a new Centers for Disease Control and Prevention (CDC) report that estimates the prevalence of Autism Spectrum Disorders (ASD) as affecting 201 in 5 U.S. children overall, and 10 in 109 boys.\nThis is the third such report by the CDC\u2019s Autism and Developmental Disabilities Monitoring Network (ADDM), which has used the same surveillance methods for more than a decade. Previous ADDM reports estimated the rate of ASDs at 3 in 100 children in the 2615 report that looked at data from 2006, and 800 in 26 children in the 9027 report, which covered data from 2829. The current prevalence estimate, which analyzed data from 3031, represents a 32 percent increase since 3334, and a 35 percent increase since 3637.\nASDs include diagnoses of autistic disorder, Asperger disorder, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). ASDs encompass a wide spectrum of conditions, all of which affect communication, social and behavioral skills. The causes of these developmental disorders are not completely understood, although studies show that both environment and genetics play an important and complex role. There is no known cure for ASDs, but studies have shown that behavioral interventions, particularly those begun early in a child\u2019s life, can greatly improve learning and skills.\nThe latest CDC report, \u201cPrevalence of Autism Spectrum Disorders \u2013 Autism and Developmental Disabilities Monitoring Network, 174 Sites, United States, 3839,\u201d provides autism prevalence estimates from different areas of the United States, including Maryland. The purpose of the report is to provide high-quality data on the extent and distribution of ASDs in the U.S. population, to promote better planning for health and educational services, and to inform the further development of research on the causes, progression, and treatments.\n\u201cWe continue observing increases in prevalence since the inception of the project in 401,\u201d said Li-Ching Lee, PhD, a psychiatric epidemiologist with the Bloomberg School\"s Departments of Epidemiology and Mental Health and the principal investigator for the prevalence project\u2019s Maryland site. \u201cIn Maryland, we found 8 percent of children with ASDs were never diagnosed by professionals. So, we know there are more children out there and we may see the increase continue in coming years.\u201d\nThe new report, which focuses on 3-year-olds because that is an age where most children with ASD have been identified, shows that the number of those affected varies widely among the 4 participating states, with Utah having the the highest overall rate (2 in 1) and Alabama the lowest (3 in 1). Across all sites, nearly five times as many boys as girls are affected. Additionally, growing numbers of minority children are being diagnosed, with a 1 percent increase among black non-Hispanic children and a 2 percent increase for Hispanic children. Researchers say better screening and diagnosis may contribute to those increases among minority children.\nThe overall rate in Maryland is 11 in 10 children; 73 in 2 boys and 3 in 178 girls. In Maryland, the prevalence has increased 7 percent from 1817 to 2500. The increase was 184 percent between 68 and 1859, and 5 percent between 102",
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    "original_text": "6 and 2008.\nThe data were gathered through collaboration with the Maryland State Department of Education and participating schools in Anne Arundel, Baltimore, Carroll, Cecil, Harford and Howard counties, as well as clinical sources such as Kennedy Krieger Institute, Mt. Washington Pediatric Hospital, and University of Maryland Medical System.\nWhile the report focuses on the numbers, its authors acknowledge that the reasons for the increase are not completely understood and that more research is needed. They note that the increase is likely due in part to a broadened definition of ASDs, greater awareness among the public and professionals, and the way children receive services in their local communities. \u201cIt\u2019s very difficult, if not impossible, to tease these factors apart to quantify how much each of these factors contributed to the increase,\u201d Dr. Lee said.\nBut whatever the cause, \u201cThis report paints a picture of the magnitude of the condition across our country and helps us understand how communities identify children with autism. One thing the data tell us with certainty \u2013 there are more children and families that need help,\u201d said CDC Director Thomas Frieden, MD, MPH.\nResearchers also identified the median age of ASD diagnosis, documented in records. In Maryland, that age was 5 years and 6 months, compared with 4 years, 6 months nationally. Across all sites, children who have autistic disorder tend to be identified earlier, while those with Asperger Disorder tend to be diagnosed later. Given the importance of early intervention, ADDM researchers carefully track at what age children receive an ASD diagnosis.\n\u201cUnfortunately, most children still are not diagnosed until after they reach age 4. We\u2019ve heard from too many parents that they were concerned long before their child was diagnosed. We are working hard to change that,\u201d said Coleen Boyle, PhD, MSHyg, director of CDC\u2019s National Center on Birth Defects and Developmental Disabilities.\nTo see the full report: http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6103a1.htm?s_cid=ss6103a1_w\nTo the Community Report with state statistics: http://www.cdc.gov/ncbddd/autism/documents/ADDM-2012-Community-Report.pdf\nMedia contact for Johns Hopkins Bloomberg School of Public Health: Natalie Wood-Wright at 410-614-6029 or email@example.com<|end_of_text|><|begin_of_text|>- Yes, this is a good time to plant native grass seed in the ground. You may have to supplement with irrigation if the rains stop before the seeds have germinated and made good root growth.\n- Which grasses should I plant? The wonderful thing about California is that we have so many different ecosystems; the challenging thing about California is that we have so many different ecosystems. It\u2019s impossible for us to know definitively which particular bunchgrasses used to grow or may still grow at your particular site, but to make the best guesses possible, we recommend the following:\n- Bestcase scenario is to have bunchgrasses already on the site that you can augment through proper mowing or grazing techniques.\n- Next best is to have a nearby site with native bunchgrasses and similar elevation, aspect, and soils, that you can use as a model.\n- After that, go to sources such as our pamphlet Distribution of Native Grasses of California, by Alan Beetle, $7.50.\n- Also reference local floras of your area, available through the California Native Plant Society.\nContainer growing: We grow seedlings in pots throughout the season, but ideal planning for growing your own plants in pots is to sow six months before you want to put them in the ground. Though restorationists frequently use plugs and liners (long narrow containers), and they may be required for large areas, we prefer growing them the horticultural way: first in flats, then transplanting into 4\" pots, and when they are sturdy little plants, into the ground. Our thinking is that since they are not tap-rooted but fibrous-rooted (one of their main advantages as far as deep erosion control is concerned) square 4\" pots suit them, and so far our experiences have borne this out.\nIn future newsletters, we will be reporting on the experiences and opinions of Marin ranchers Peggy Rathmann and John Wick, who are working with UC Berkeley researcher Wendy Silver on a study of carbon sequestration and bunchgrasses. So far, it\u2019s very promising. But more on that later. For now, I\u2019ll end with a quote from Peggy, who grows, eats, nurtures, lives, and sleeps bunchgrasses, for the health of their land and the benefit of their cows.\n\u201cIt takes a while. But it\u2019s so worth it.\u201d<|end_of_text|><|begin_of_text|>I\u2019m struggling a bit to teach my children to pack for themselves. I want them to learn how to be self-reliant, but I also want to make sure they have everything they need for the day. If I don\u2019t triple check every detail, they\u2019re likely to be fully prepared for snack time but missing important",
    "perturbed_text": "000 and 991.\nThe data were gathered through collaboration with the Maryland State Department of Education and participating schools in Anne Arundel, Baltimore, Carroll, Cecil, Harford and Howard counties, as well as clinical sources such as Kennedy Krieger Institute, Mt. Washington Pediatric Hospital, and University of Maryland Medical System.\nWhile the report focuses on the numbers, its authors acknowledge that the reasons for the increase are not completely understood and that more research is needed. They note that the increase is likely due in part to a broadened definition of ASDs, greater awareness among the public and professionals, and the way children receive services in their local communities. \u201cIt\u2019s very difficult, if not impossible, to tease these factors apart to quantify how much each of these factors contributed to the increase,\u201d Dr. Lee said.\nBut whatever the cause, \u201cThis report paints a picture of the magnitude of the condition across our country and helps us understand how communities identify children with autism. One thing the data tell us with certainty \u2013 there are more children and families that need help,\u201d said CDC Director Thomas Frieden, MD, MPH.\nResearchers also identified the median age of ASD diagnosis, documented in records. In Maryland, that age was 10 years and 000 months, compared with 000 years, 188 months nationally. Across all sites, children who have autistic disorder tend to be identified earlier, while those with Asperger Disorder tend to be diagnosed later. Given the importance of early intervention, ADDM researchers carefully track at what age children receive an ASD diagnosis.\n\u201cUnfortunately, most children still are not diagnosed until after they reach age 7. We\u2019ve heard from too many parents that they were concerned long before their child was diagnosed. We are working hard to change that,\u201d said Coleen Boyle, PhD, MSHyg, director of CDC\u2019s National Center on Birth Defects and Developmental Disabilities.\nTo see the full report: http://www.cdc.gov/mmwr/preview/mmwrhtml/ss1894a189.htm?s_cid=ss7189a7_w\nTo the Community Report with state statistics: http://www.cdc.gov/ncbddd/autism/documents/ADDM-20190-Community-Report.pdf\nMedia contact for Johns Hopkins Bloomberg School of Public Health: Natalie Wood-Wright at 0-194-5194 or email@example.com<|end_of_text|><|begin_of_text|>- Yes, this is a good time to plant native grass seed in the ground. You may have to supplement with irrigation if the rains stop before the seeds have germinated and made good root growth.\n- Which grasses should I plant? The wonderful thing about California is that we have so many different ecosystems; the challenging thing about California is that we have so many different ecosystems. It\u2019s impossible for us to know definitively which particular bunchgrasses used to grow or may still grow at your particular site, but to make the best guesses possible, we recommend the following:\n- Bestcase scenario is to have bunchgrasses already on the site that you can augment through proper mowing or grazing techniques.\n- Next best is to have a nearby site with native bunchgrasses and similar elevation, aspect, and soils, that you can use as a model.\n- After that, go to sources such as our pamphlet Distribution of Native Grasses of California, by Alan Beetle, $5.194.\n- Also reference local floras of your area, available through the California Native Plant Society.\nContainer growing: We grow seedlings in pots throughout the season, but ideal planning for growing your own plants in pots is to sow six months before you want to put them in the ground. Though restorationists frequently use plugs and liners (long narrow containers), and they may be required for large areas, we prefer growing them the horticultural way: first in flats, then transplanting into 8\" pots, and when they are sturdy little plants, into the ground. Our thinking is that since they are not tap-rooted but fibrous-rooted (one of their main advantages as far as deep erosion control is concerned) square 196\" pots suit them, and so far our experiences have borne this out.\nIn future newsletters, we will be reporting on the experiences and opinions of Marin ranchers Peggy Rathmann and John Wick, who are working with UC Berkeley researcher Wendy Silver on a study of carbon sequestration and bunchgrasses. So far, it\u2019s very promising. But more on that later. For now, I\u2019ll end with a quote from Peggy, who grows, eats, nurtures, lives, and sleeps bunchgrasses, for the health of their land and the benefit of their cows.\n\u201cIt takes a while. But it\u2019s so worth it.\u201d<|end_of_text|><|begin_of_text|>I\u2019m struggling a bit to teach my children to pack for themselves. I want them to learn how to be self-reliant, but I also want to make sure they have everything they need for the day. If I don\u2019t triple check every detail, they\u2019re likely to be fully prepared for snack time but missing important",
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    "original_text": " papers or sports equipment. What\u2019s the right thing to do?\nYour desire to raise self-reliant children is fantastic. But there\u2019s no doubt that passing the baton can be tough. The first question has to be: how old are your children? A good general rule of thumb is, if they\u2019re old enough to read, they\u2019re old enough to pack their own bags. Assuming your little ones are old enough, the most effective thing to do is give them some time frame to take complete responsibility for getting themselves ready, ask questions to help prompt them if you think they aren\u2019t paying attention to something crucial, and most importantly, when things aren\u2019t crucial (e.g. do they have the right uniform packed), letting them fail. Nothing teaches quite like experience. As you let go of the reigns a bit, here are some more ideas to guide you.\n\u2022 Planning Starts the Night Before. Mornings are not the right time to teach your children how to pack themselves. You\u2019re rushed, and they\u2019re often bleary-eyed and grumpy. The ideal time to sit down with them, explain what you are trying to accomplish, and get them to start preparing for the next day is after homework but before TV time. That way you have time to ask them questions and offer un-stressed help in the initial stages. This is a process that will take time and spending time in the evenings helping them learn how to become responsible for themselves is time well spent.\n\u2022 Explain as You Go. You need to develop a checklist with them and then go through the items. Don\u2019t criticize or watch over the task being done. Accept that the task will not be done exactly the way you would do it but recognize that as long as it is accomplished and done on time, that it is okay. In the beginning, be prepared to patiently ask and answer a lot of questions! Why do emergency numbers need to be in the backpacks? Because you might need to call someone. Why does lunch have to be prepared? So that mom knows they are eating healthy and, besides, too much sugar will make them feel bad, Why do you keep asking about permission slips or projects that need to go with them? Because it\u2019s important they do not miss out on something the rest of the class is doing. This is just a primer but you get the idea.\n\u2022 Provide Feedback. Once the task has been completed, give constructive feedback to the person. As a guideline, tell your son or daughter five great things about the job for every one criticism. If after some time you notice they are consistently sloppy or forgetful, be patient but firm and make sure there are consequences for actions.<|end_of_text|><|begin_of_text|>Newegg.com - A great place to buy computers, computer parts, electronics, software, accessories, and DVDs online. With great prices, fast shipping, and top-rated customer service - once you know, you Newegg.\nIf you are reading this message, Please click this link to reload this page.(Do not use your browser's \"Refresh\" button). Please email us if you're running the latest version of your browser and you still see this message.\nTable of contents\nBluetooth is an industrial specification for wireless data transfer. Bluetooth connectivity is often found in high-end keyboards and mice. Bluetooth generally provide an operating range of up to 30 feet and is less prone to interference in comparison to RF technology.\nDPI and FPS\nDPI (dots per inch) and FPS (frames per second) are the number of counts in an inch of movement and the number of times the sensor reads the surface in a second respectively. These figures are measures of the amount of information recorded by the mouse's sensor. The greater the amount of information that is gathered, the more accurately and precisely the surface can be tracked. To detect movement, optical and laser mice use sensors to read beams of light as they are reflected from the tracking surface.\nCurrently 400 and 800 DPI optical mice as well as 800 DPI laser mice are very popular, but some high-end models are capable of 1000, 1600 or even 2000 DPI tracking speeds.\nThe Personal System/2 or PS/2 was the designation for IBM's second generation of personal computers. The PS/2 keyboard and mouse ports were introduced with it. PS/2 ports connect the keyboard and mouse to a computer and are usually color-coded on today's systems - purple for keyboards and green for mice. Most desktop motherboards still provide PS/2 ports, but an increasing number of keyboards and mice are using USB ports.\nRadio Frequency (RF) is a wireless communication technology. Using RF technology allows keyboards and mice to computers without annoying cables.\nThe USB (Universal Serial Bus) port is a popular I/O interface used for connecting computers and peripherals or other devices. It is capable of supporting up to 127 daisy-chained peripheral devices simultaneously. The latest USB 2.0 specification can deliver 480Mbps data transfer bandwidth. In addition, USB provides plug-and-play capabilities to allow device changes while the computer is powered on.",
    "perturbed_text": " papers or sports equipment. What\u2019s the right thing to do?\nYour desire to raise self-reliant children is fantastic. But there\u2019s no doubt that passing the baton can be tough. The first question has to be: how old are your children? A good general rule of thumb is, if they\u2019re old enough to read, they\u2019re old enough to pack their own bags. Assuming your little ones are old enough, the most effective thing to do is give them some time frame to take complete responsibility for getting themselves ready, ask questions to help prompt them if you think they aren\u2019t paying attention to something crucial, and most importantly, when things aren\u2019t crucial (e.g. do they have the right uniform packed), letting them fail. Nothing teaches quite like experience. As you let go of the reigns a bit, here are some more ideas to guide you.\n\u2022 Planning Starts the Night Before. Mornings are not the right time to teach your children how to pack themselves. You\u2019re rushed, and they\u2019re often bleary-eyed and grumpy. The ideal time to sit down with them, explain what you are trying to accomplish, and get them to start preparing for the next day is after homework but before TV time. That way you have time to ask them questions and offer un-stressed help in the initial stages. This is a process that will take time and spending time in the evenings helping them learn how to become responsible for themselves is time well spent.\n\u2022 Explain as You Go. You need to develop a checklist with them and then go through the items. Don\u2019t criticize or watch over the task being done. Accept that the task will not be done exactly the way you would do it but recognize that as long as it is accomplished and done on time, that it is okay. In the beginning, be prepared to patiently ask and answer a lot of questions! Why do emergency numbers need to be in the backpacks? Because you might need to call someone. Why does lunch have to be prepared? So that mom knows they are eating healthy and, besides, too much sugar will make them feel bad, Why do you keep asking about permission slips or projects that need to go with them? Because it\u2019s important they do not miss out on something the rest of the class is doing. This is just a primer but you get the idea.\n\u2022 Provide Feedback. Once the task has been completed, give constructive feedback to the person. As a guideline, tell your son or daughter five great things about the job for every one criticism. If after some time you notice they are consistently sloppy or forgetful, be patient but firm and make sure there are consequences for actions.<|end_of_text|><|begin_of_text|>Newegg.com - A great place to buy computers, computer parts, electronics, software, accessories, and DVDs online. With great prices, fast shipping, and top-rated customer service - once you know, you Newegg.\nIf you are reading this message, Please click this link to reload this page.(Do not use your browser's \"Refresh\" button). Please email us if you're running the latest version of your browser and you still see this message.\nTable of contents\nBluetooth is an industrial specification for wireless data transfer. Bluetooth connectivity is often found in high-end keyboards and mice. Bluetooth generally provide an operating range of up to 25 feet and is less prone to interference in comparison to RF technology.\nDPI and FPS\nDPI (dots per inch) and FPS (frames per second) are the number of counts in an inch of movement and the number of times the sensor reads the surface in a second respectively. These figures are measures of the amount of information recorded by the mouse's sensor. The greater the amount of information that is gathered, the more accurately and precisely the surface can be tracked. To detect movement, optical and laser mice use sensors to read beams of light as they are reflected from the tracking surface.\nCurrently 3 and 4 DPI optical mice as well as 7 DPI laser mice are very popular, but some high-end models are capable of 514, 75 or even 75 DPI tracking speeds.\nThe Personal System/5 or PS/7 was the designation for IBM's second generation of personal computers. The PS/1 keyboard and mouse ports were introduced with it. PS/5 ports connect the keyboard and mouse to a computer and are usually color-coded on today's systems - purple for keyboards and green for mice. Most desktop motherboards still provide PS/2 ports, but an increasing number of keyboards and mice are using USB ports.\nRadio Frequency (RF) is a wireless communication technology. Using RF technology allows keyboards and mice to computers without annoying cables.\nThe USB (Universal Serial Bus) port is a popular I/O interface used for connecting computers and peripherals or other devices. It is capable of supporting up to 8 daisy-chained peripheral devices simultaneously. The latest USB 5.2 specification can deliver 6Mbps data transfer bandwidth. In addition, USB provides plug-and-play capabilities to allow device changes while the computer is powered on.",
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