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Measuring environmental impact Our approach in adopting a responsible attitude to climate change starts with the assessment of the environmental impact of each stage in our products' life by the means of a Life Cycle Assessment (LCA). As part of our internal environmental program, Ecophon has carried out LCAs on our products in collaboration with Ecobilan SA (Pricewaterhouse Coopers), and according to the international ISO 14040 to ISO 14044 series of standards. To give you an overview of the process and an idea of our products' carbon footprint, we will consider a fictitious panel, the "Ecophon index sound-absorbing acoustic panel" based on the most common physical characteristics of Ecophon products: Format: 1000 x 1000mm Edge design: Edge E Surface: Akutex FT Weight: 1.5 kg/m2 Based on "cradle-to-grave" LCA calculations, the total carbon footprint of our fictitious panel is 2.7kg CO2/m2, from extraction of raw materials through to the end-of-life phase (landfill). Click on the links below to find out more about the various phases of our panel's life and its environmental impact.
Characteristics \| Technology \| Wonder Qualities\| Natural - Located in northwestern Arizona, - The canon was cut by the Colorado - The widths of the gorges range from one-tenth of a mile to 18 mi. - The Canon wall have a wide range of colors, including red, gray, green, pink, brown, and violet. - A wide assortments of plant and animal life can be found in the canyon. - The Colorado River flowing through the high plateaus forms the mile-deep gorge we now call the Grand - This remarkable depth was caused by the fast speed, large amount of water, and large quantities of mud, sand, and gravel of the Colorado River. - The Colorado River carries rocks at a speed of about a half a million tons a day. - The Grand Canyon has the most extensive geological records. - The rocks at the bottom of the canyon date back to 4 billion years ago. - Fossils inside the rocky slopes date back to primitive algae that predate the dinosaurs.
The English Castle\| by David Dawson This article is the first in a series which attempts to outline the development of the English Medieval castle and to describe its major features. Where possible, reference is made to existing castles within a comfortable day's journey of London so that the visitor who wishes to view a selection of English castles, but has limited time at his or her disposal, need not travel far from the capital Perhaps the first issue to be dealt with is an answer to the question, "what is a castle?" The English Medieval castle, like its counterparts in Europe, is a unique phenomenon. Most buildings are created to fulfil a single, specific purpose: a church, a house, a factory, a school, a bank, a hotel etc. A castle, depending upon the status of the man who occupied it, could be variously, a military base, a seat of government, a court and a stronghold for the surrounding region. It could be any or all of the above but it was principally the private residence of its owner, his family and his dependents. England had known fortifications before the advent of the castle. The Iron Age peoples of Ancient Britain fortified hilltops with massive earthworks, such as Maiden Castle in Dorset, for tribal defense. The Romans dotted the countryside with innumerable military encampments and built the impressive chain of fortresses, known as the Saxon Shore forts (e.g. Portchester Castle, below), to guard South-East England from Saxon raiders in the 2nd and 3rd centuries AD. The Normans later built castles within the walls of two of these Roman Saxon Shore forts, at Pevensey in Sussex and Portchester in Hampshire. The Anglo-Saxons and the Danes entrenched their towns behind earthen banks and timber palisades to create fortified towns, burhs, from which is derived the modern word "borough." Yet, all these structures were for, essentially, communal purposes. What distinguishes the castle from these and other, later fortifications is its function as a private residence. Castles were the product of that period of Medieval history termed the Age of Feudalism. Feudalism is a much misused word. It is strictly applied to the military society which was created in Europe during the 9th and 10th centuries AD and which reached its most developed form in Normandy in the 11th century. Very simply put, feudal society resembled a pyramid. At its apex was the king who, in theory at least, owned all the land in his kingdom. Immediately below the king was a group of major landholders who held their land directly from him, his tenants-in-chief. These were the great lords and magnates of the kingdom. In return for their land, they swore to give the king military service; that is, they and their retainers would fight for the king whenever and whereever he chose. The tenants-in-chief let out land to their tenants, the lesser barons and lords, on the same terms. This process was repeated all the way down the pyramid to the knight who was the local lord of the manor. The amount of land a man held was directly proportional to the amount of military service he could render. A knight might only be liable to appear at the muster with a horse, his weapons, a suit of chain mail and one or two servants as men-at-arms. A tenant-in-chief would be expected to provide scores of knights and several hundred men-at-arms. This decentralisation of land-holding and power required that each landholder provide himself with a base from which to operate. This base should also be designed to afford protection to himself, his family and all those who lived on and worked his lands. The great magnates and many of the lesser barons would hold lands in different parts of the kingdom and require several bases.The landholdings of a knight, being much smaller, would usually be concentrated within a single locality and would require only one base. As Mediaeval government was frequently incapable of guaranteeing peace and order, such bases needed to be defensible. Thus the castle was born. Although these articles deal with the development of the English Medieval castle by ascribing successive types and forms of castles to various periods in history, only a small number of castles assumed the form we see today in the course of one period of building. Most were the product of several centuries of modification and rebuilding, as new forms of defense were raised to counter new means of attack. It should also be realized that life in a castle was predominantly a quiet, peaceful process. Castles were primarily the residences of the nobility and the gentry and the life lived in them was very much akin to that of the later country house. Indeed, we shall see that towards the close of the Medieval period, as society became more peaceful, castle design began to lay more stress on the comforts of life and less on the needs of defense. Contrary to the image portrayed by Hollywood, castles were not continuously in a state of siege, crowded with armed men and ringing with the clash of arms! In times of peace, the castle would contain the owner's family and servants. The owner might frequently be absent, in which case, the castle would be occupied by only the caretaker and a few servants. In time of war, the castle would be garrisoned by the lord's tenantry, fulfilling one of their feudal obligations; castle-guard. Once the crisis was past, the garrison would revert to being farmers and farm workers. The Norman Conquest and the First Castles The Norman conquest of England in 1066 introduced feudalism to England. We have already seen that castles were a feature of feudalism so it follows that the Normans introduced castles to England. In fact, castles were the means by which William the Conqueror and his followers secured their hold on England following their victory over the English army at the battle of Hastings. The chroniclers of the period frequently refer to the castle building activities of the Normans. Immediately after Hastings, according to Ordericus Vitalis, William ordered castles to be raised at Warwick, Nottingham, York , Lincoln, Cambridge and Huntingdon. The "Anglo-Saxon Chronicle" tells us that in the following year, 1067, while William himself was away dealing with affairs in Normandy, his two co-regents in England, Bishop Odo of Bayeux and Earl William fitz Osborn wrought castles widely thoughout the kingdom and oppressed the poor people. The practice of castle buiding was not confined to William and his chief ministers. Virtually every Norman baron must have felt the need to raise some sort of defensive structure (e.g. castle) to secure his newly acquired lands and to protect himself and his family from a sullen, resentful and potentially hostile Saxon populace. "My son" said the Norman Baron, "I am dying and you will be heir The Domesday Book, the great national land register which William commanded to be compiled and which was completed in 1087, records innumerable castles and "defensible houses" raised by every class of Norman overlord. What were these first castles like? They were most definitely not what we usually think of when visualizing a castle; a massive edifice of stone with towers and battlements. The first Norman castles were hurriedly constructed of earth and timber, in many cases using forced labour and most conformed to a basic plan; that of the motte and bailey. To all the broad acres in England that William gave me for my share; When we conquered the Saxon at Hastings, and a nice little handful it is. But before you go over to rule it I want you to understand this; "The Saxon is not like us Normans. His manners are not so polite. But he never means anything serious till he talks about justice and right. When he stands like an ox in the furrow with his sullen set eyes on your own, And grumbles, 'This isn't fair dealing', my son, leave the Saxon alone." Norman and Saxon The motte was a large conical mound with a flat top (at right, Launceston Castle in Cornwall, showing the motte). Where possible use was made of natural hillocks or outcrops of rock, but most mottes were raised by digging a deep ditch around its site and heaping up the result soil. Frequently more material was needed to produce the required size and height of mound and this was obtained elsewhere. Archeological evidence has revealed that on occasion, the Normans even made use of material from demolished Saxon houses in raising a motte. The bailey was a simple enclosure with its own ditch. Motte and bailey castles came in a variety of configurations but the most common was a single mound and enclosure, with the motte at one end of the bailey and separated from it by its ditch. Both mound and enclosure were defended by the ditch and an earthen bank behind the ditch, topped with a timber stockade. Where practicable, the ditches were filled with water and in some instances had a raised bank in front as well as behind, known as a counterscarp which may have had a hedge of thorns or briars planted on it. A splendid example of this type of motte and bailey castle can be seen at Berkhamstead in Hertfordshire. Here, the later stonework has all but vanished revealing the original Norman earthworks (shown at left, outlined in red). Within the stockade of the mound, there would have been a timber tower. Tower and motte formed the strongpoint of the castle; the last defense if attackers overran the bailey. The tower was also the residence of the castle's owner and had to be large enough to contain his family and their servants. Within the bailey were the buildings, also of timber, necessary for the running of the castle; the hall where everyone in the castle usually gathered for meals and other social events, the kitchens, barns, workshops, stables and the chapel. The entrance to the bailey was by means of a strongly defended gate, fronting a bridge over the ditch. The primary advantage of motte and bailey castles was that they were quick and cheap to erect, particularly if you had forced labour at your disposal. Yet, in spite of its primitiveness, such a castle would have presented a formidable obstacle to attackers equipped with the weapons of the period. Mottes ranged from 25-30 feet to over 80 feet in height, with the timber tower giving the defenders a further advatange. The bailey could cover anywhere from one to three acres. It was usually laid out so that any point on its circumference would be within bowshot of the tower. Many of England's existing castles began as motte and bailey castles. Windsor Castle, Berkshire, perhaps England's most famous castle and the favorite home of Her Majesty Queen Elizabeth II, is in origin a motte and bailey castle. In fact, it has two baileys (see illus. at right), one on each side of its motte, as does Arundel Castle in Sussex, home of the Dukes of Norfolk, hereditary Earl Marshals of England. Today, the mottes in both of these castles are crowned with stone towers, known as shell keeps. The conversion of the timber defences of motte and bailey castles to walls and towers of stone forms the next article in this series. The English Castle, Part #2 The English Castle, Part #3 ©2007 Britannia.com Design and Development by SightLines, Inc.
The Bureau of Labor Statistics released its annual report on union membership last week. Union density – the percentage of workers who belong to unions – is now down to 11.3%, far below its historic high of around 35% in 1955. This is bad news for workers – unions are still one of the only ways workers can get any job security or protection against ‘at-will’ employment. And despite unions’ losing power over the past several decades, unionized workers are still far more likely than non-unionized workers to receive health benefits, a pension, and paid days off. And on average, unionized workers make more than 27% more than non-union workers. But falling union density is also bad for the economy overall. The labor movement was a major force behind winning many of the benefits union and non-union workers enjoy today, from public education to social security to overtime pay laws. Labor unions can stabilize labor markets, decrease inequality, and positively affect growth. Futhermore, as even conservatives have noted, labor unions represent a fundamental plank in a true democracy. As more states move to outlaw collective bargaining for public sector workers, we might remember the words of none other than Ronald Reagan, who remarked in 1980: “Where unions and collective bargaining are forbidden, freedom is lost.” There is no doubt that many unions have played a role in their own decline. The U.S. labor movement has suffered from racism, sexism, and nationalism – and many leaders have failed to recognize fundamental changes in the economy as they were happening. Some chose to have faith in an old way of doing things, either fearing change or unwilling to take risks. But much of the decline in union density comes from forces beyond the control of union members or leaders. “Union-avoidance” consulting has grown into a multi-billion international industry over a few decades, and employers now have a sophisticated arsenal of tools to break unions or keep them out. As trade policy and financial regulations have shifted, they have given more power to employers in place of workers. Labor law, weak to start with, is often not enforced – allowing employers to violate it frequently with little penalty. And now, the attacks that private sector unions saw in the 1980s and 1990s have come to the public sector. Given that the majority of all union members now work in the public sector, it is likely we could see an increasingly rapid decline in union density, as entire states wipe away worker freedoms with the stroke of a pen. Are unions destined to become obsolete? For many reasons, the future seems bleak. But recently, we’ve seen more signs of life from workers who are willing to stand up to their employers to demand living wages, fair treatment and respect – from non-union Walmart workers to fast food workers to already-unionized but increasingly militant teachers in Chicago. Increasing union membership will take more than a small victory here and there, but despite the BLS numbers, it is too early to give up on the labor movement. As long as we live in an employment-at-will “free market,” unions – while flawed – are the best hope workers have.
Each year, PSD is required by state law to create a Unified Improvement Plan that details how the school district is going to improve student achievement. This plan addresses state and federal requirements in Colorado's Accountability Act and the federal No Child Left Behind Act. Three task forces, that were created in the wake of the Comprehensive Assessment for District Improvement (full report) or (summary), continue to work to address the original academic improvement strategies approved by the Board of Education in January 2011. The heart of the Unified Improvement Plan is the strategic actions the district will perform in order to educate students and reduce achievement gaps. PSD's three task forces are: 1) Initiative Management (Task Force 1): Design and implement a collaborative process to prioritize, deploy, and monitor district initiatives. This Task Force concluded its work with the resurrection of the Site Based Decision Making Council in 2011. The council was disbanded with changes to the Site Based Decision Making policy in 2013. 2) Teaching and Learning Framework (Task Force 2): Establish a collaborative process for defining and adopting non-negotiable learning outcomes for all students based on new state standards in core content areas. Members from this Task Force are part of Strategy #1 for the 2013 UIP. 3) Best Practices (Task Force 3): Establish a process for identifying and implementing specific evidence-based strategies and resources to effectively address student achievement gaps and align intervention and support materials with universal expectations. Members from this Task Force now comprise the Strategy #2 team. Unified Improvement Plan process began spring 2010 The process for developing the PSD Unified Improvement Plan begins each summer when the district receives the first wave of test results from the state. The District Accountability Committee (DAC) is a staff and community committee that represents the various stakeholders in the district improvement planning process. The DAC reviews and makes recommendations to the Unified Improvement Plan. The Board of Education approves the Unified improvement plan in January of each year. Schools submit school improvement plans Each winter, each building's School Accountability Committee works on a school improvement plan for their specific school. These plans are reviewed by the PSD assistant superintendents of elementary and secondary schools and then uploaded to the state each spring. The DAC helps review the school improvement plans to gain a deeper understanding of the performance trends of the schools.
STEM to STEAM: The Importance of Arts in Science - 9:30 AM For this month’s Muse of Nerds, I quickly grabbed onto the STEM to STEAM movement (adding ‘arts’ to the technical.) Creativity is the foundation for advancement in all fields. The arts — writing, music, art, theater and dance — paired with science, technology, engineering and math, foster a relationship between both sides of the brain for maximum human innovation potential. Trying to place STEM at the top of the educational plant stifles growth. In 1858, Friedrich Kekule published a paper that showed, visually, how atoms bond chemically. He continued to play with the design until in 1865, he put carbon as a six-sided ring (hexagon) with chains and links, which gave rise to organic chemistry. Kekule started out as an architect before switching to the new science of chemistry. The visualization of chemical bonding didn’t come out of experiments in the lab, but a daydream while riding the bus. His brain looked at chemistry with an architect’s eye. Daniel Tammet holds the European world record for reciting pi from memory. Daniel can “sense” if a number is prime. I think it’s important to mention that Daniel has high-functioning autism because many educators tend to steer children on the Autism spectrum towards STEM fields. However, Daniel uses the arts to “see” numbers. He is a lucid writer with his book, Born on a Blue Day. The way he was able to memorize pi was by creating a visual landscape in his mind. Clearly, art and math are tied for him. Science News had a special issue on August 14, 2010 devoted to our minds on music. It was a fascinating look at how music influences our growth emotionally and mentally. In it there was a quote from Istvan Molnar-Szakacs, a neuroscientist at the University of California, Los Angeles, “In terms of brain imaging, studies have shown listening to music lights up, or activates, more of the brain than any other stimulus we know.” That’s just listening! As Daniel Levitin, director of the music perception, cognition and expertise laboratory at McGill University in Montreal explained, “Music processing is distributed throughout the brain…and playing an instrument, in particular, is an ensemble activity. It involves paying attention, thinking ahead, remembering, coordinating movement and interpreting constant feedback to the ears, fingers and, in some cases, lips. It is one of the most complicated tasks that we have.” How could that kind of thinking be considered extracurricula? That’s the saddest part. STEM in education is not just getting the funding for special programming, but amazing mental tasks like music aren’t even in the BASIC CURRICULUM! This very morning I was teaching a creative writing class to some junior high students. The stories will be used to later design and program robots (based on challenges the writing students come up with). The writing students have to be creative to make their challenges cohesive with their story lines. The robotic students have to be creative in designing and programming robots. Tying the two endeavors together gives the project more weight. Have you ever been to a science museum? Did you attend any of the fantastic theater shows? Watching a story unfold is basic human communication. Lecturing is not. My children were taking a botany course and convinced their teacher to demonstrate their plant family identification ability using interpretive dance. Seriously. Their teacher was cool about it and let them try. They took all the information they knew about these plant families (memorizing), decided on what was the most important and distinguishable traits (critical thinking) and then came up with movements to convey the information in a clear way (innovation.) By using their full body to translate the concepts, more parts of their brain were used. Do you think they will remember the information better than if they wrote it out on a test? Can your fingers remember a song on the piano from when you were a child? Muscle memory is a powerful tool. My husband teaches genetics and is frustrated at the lack of “creative and independent thought” the students portray. Students walk in the classroom lacking good reading, writing, and critical thinking skills. The scientists getting prizes don’t spit out what they were taught. They dream, they doodle, they hum, they dance their way to success.
Welcome to the Dead Sea Scrolls LibGuide @SBTS. I hope you will find this site to be a helpful introduction to the study of the Dead Sea Scrolls. This site is organized by tabs. The tabs are categorized according to certain types of resources: Texts: Under this tab you will find primary sources, in the original languages and in translation, for accesseing the scrolls. Reference Tools: Here you will find lexicons, concordances, encyclopedias/dictionaries, and a couple seminal monographs devoted to the Dead Sea Scrolls. Weston Fields' Full History is a 'must-read' for those who want to understand the controversial history of the discovery and publication of the scrolls. Journals and Bibliographies: The journals and bibliographies listed here are dedicated to Dead Sea Scrolls scholarship. You will need to search the standard biblical studies journals (e.g., JBL), but be sure to look through the table of contents in the featured journals. New to Dead Sea Scrolls studies? Navigating the resources: Be sure to check out Joseph Fitzmyer's Guide to the Dead Sea Scrolls and Related Literature, which is featured in the bibliographies section of this site. This resource will help you navigate the major publications. You might also find Emanuel Tov's Revised List, featured on the Reference Tools page, helpful as well. Understanding the issues: Timothy Lim's Dead Sea Scrolls: A Very Short Introduction (Oxford, 2005), featured on the Reference Tools page, provides a balanced, concise introduction to Scrolls studies.
\|The Survivor Tree, Summer 2016\| The March 2010 nor'easter impacted the Northeastern part of United States resulting in at least nine deaths. Winds of up to 70 miles per hour snapped power lines and trees . Among these trees was the Callery pear tree form 9-11 site. The tree was uprooted in powerful storm. Again, the tree survived, and caretakers righted the tree, examined roots, pruned branches and secured it with cables. December 2010 it was restored to Ground Zero. “The presence of the Survivor Tree on the Memorial Plaza will symbolize New York City’s and this nation’s resilience after the attacks,” said Mayor Bloomberg. “Like the thousands of courageous stories of survival that arose from the ashes of the World Trade Center, the story of this tree also will live on and inspire many.” In late August 2011 hurricane Irene hit New York. Throughout its path, Irene caused widespread destruction and at least 56 deaths. “The Memorial has weathered tropical storm Irene, and it remains as strong as the hundreds of men and women dedicated to building it,” 9/11 Memorial President Joe Daniels said in a statement. “And true to its name, the Survivor Tree is standing tall at the Memorial.” The National September 11 Memorial and Museum was among the many New York cultural institutions that suffered severe damage from Hurricane Sandy. River surges caused serious flooding at the foundation level of the World Trade Center. Inside the visitor center and a private entrance room for victims' families, about 4 feet of water ruined the lower sections of the sheet-rock walls , In the unfinished museum, the water rose as high as 8 feet. It had taken about a week to drain the floodwaters — as high as 10 feet in some places — from the 16-acre site. And the “Survivor Tree” continues to live up to its name and stands tall among the oak trees at the Memorial . Aside from the Callery pear Survivor Tree, there are six other survivor of the 9/11 attack, all of which are now planted near New York City Hall and the Brooklyn Bridge.
The Iditarod dog sled race is an Alaskan and American institution, in which teams of dogs and people race over 1000 miles in the course of several days. It is considered a supreme challenge in endurance racing. Most dogs I know love to work. Cattle dogs enjoy rounding up cattle. Shepherds enjoy herding sheep. My pal Buster enjoys playing fetch (which is the closest thing to work he experiences). I have always assumed that sled dogs involved in the Iditarod enjoy running the race. And perhaps most of them do. However, two recent papers in the Journal of the American Veterinary Medical Association have made made it clear that some dogs are not benefiting from their participation in the race. The first paper discusses autopsy results of 23 dogs that died while running the race between 1994-2006. Conclusions and Clinical Relevance–Unexpected death is a rare event among conditioned sled dogs during competition in endurance races. Potentially life-threatening conditions of dogs that are associated with periods of long-distance physical exertion include aspiration pneumonia, gastric mucosal lesions, and severe rhabdomyolysis. (J Am Vet Med Assoc 2008;232:564-573) Translated into English, the last sentence implies that prolonged heavy breathing may cause dogs to inhale foreign matter and develop pneumonia; stress from endurance running leads to stomach ulcers; and extreme prolonged exercise may cause muscles to break down. I should emphasize that the vast majority of dogs that compete in the Iditarod do not suffer such serious consequences. (Although if 23 humans were to die in a dozen years during a similar sized sporting event, the event would certainly be banned.) However, the second paper points out that the stress of intense training may lead to stomach ulcers and reduced red blood cell counts in a much larger number of dogs. [A]cute blood loss secondary to gastrointestinal tract bleeding was likely responsible for the decrease in [red blood cell count] associated with acute exercise. (J Am Vet Med Assoc 2008;232:873-878) Some people believe that running dogs in the Iditarod constitutes cruelty. I am not ready to go that far. But these articles have certainly given me something to think about.
Socializing with other kids teaches children important life rules like cooperation and sharing, claims the website Child Development Info. The site adds that playing with others prepares children to function in the adult world. One of the best ways for children to socialize is to play games. Games with rules, especially, help children develop from thinking egocentrically to understanding the importance of people around them and socializing nicely. A fun animal game to play with your toddler or preschooler is animal charades. You can play this alone with your child or invite her friends or siblings to play. For this game, Family Education suggests putting several stuffed animals in a pillow case. Have your toddler pick out one animal without showing it to you or the other players. Her challenge is to act out that animal so that someone can guess what the animal was. If several children are playing, the child who guessed correctly gets to pull out a stuffed animal next. Once someone has guessed the right animal, it is fun for all the children to walk around the room acting like that creature. Toddlers are just learning the alphabet while 5 years old are learning how to read. One game that teaches your youngest his A-B-Cs and teaches your oldest how to spell involves cutout alphabet letters. Cut out every letter of the alphabet or use letters you may have from magnet sets or puzzles. Put all the letters in a bag. Pull out a letter. Your toddler must say what letter it is. The older child says a word that begins with that letter. The child who yells his answer first wins. Throwing the Smile Disney’s Family Fun website claims Throwing the Smile will have children of all ages giggling wildly. Tell the children to sit in a circle. Designate one child to be “it.” That child smiles while the other children sit solemnly. “It” uses her hand to pretend to wipe the smile off her face and throw it to another player. The designated catcher pretends to catch the smile and put it on her face. After smiling as long as she’d like, she then pretends to wipe the smile off of her face and throw it to another player. The object of the game is for nobody to smile or laugh except “it.” According to Family Fun, the youngest kids tend to laugh the hardest and enjoy this silly game the most.
\|Ceylon date palm\| Phoenix pusilla (pusilla, Latin, tiny or weak) or Ceylon date palm is a species of flowering plant in the palm family, endemic to southern India and Sri Lanka (formerly Ceylon), they are found in lowlands, ridges and hills. No taller than 5 m, this species is usually single-stemmed but clumps do occur naturally. At 25 cm in diameter, the trunks are covered with distinct leaf-base scars, forming a 'wicker' pattern. Their distinguishable trunks have made them popular in cultivation. They are drought tolerant and slow-growing. In Sri Lanka, the plant is known as Indi-gaha, (ඉංදි ගහ). The name is most likely derived from "indo", meaning "of Indian origin". Its Malayalam, Telegu and Tamil names however also contain an intu or ita ending. In Hindi it is known as Palavat, and in Malayalam as Chiteental. Plant pacifies vitiated vata, pitta, burning sensation, fever, cardiac debility, peptic ulcer and general weakness. \|Wikimedia Commons has media related to Phoenix pusilla.\| - Riffle, Robert L. and Craft, Paul (2003) An Encyclopedia of Cultivated Palms. Portland: Timber Press. ISBN 0-88192-558-6 / ISBN 978-0-88192-558-6 (page 403) - Nucleated succession by an endemic palm Phoenix pusilla enhances diversity of woody species in the arid Coromandel Coast of India \|This palm-related article is a stub. You can help Wikipedia by expanding it.\|
A compassionate approach. Committed to caring for the whole person. Regular hemodialysis to treat kidney failure, repeated blood draws or long-term infusions of medication can make it difficult to access the vascular system through the veins. This activity can make the veins and surrounding tissue painful and it can even damage the veins. To prevent these problems a radiologist may insert an external catheter called a Permacath into the large central veins of the chest or upper arm. A Permacath can provide access to the vascular system for a year, or it can be used as a point of permanent access. Permacaths allow for a patient who needs kidney dialysis to avoid multiple catheter insertions. It can also be used to administer caustic medication such as chemotherapy that cause injury to veins. Preparation for the procedure You may have blood drawn the day before the procedure. You should not eat or drink 4 hours before the procedure. Tell your doctor about any medications you are taking, especially blood thinners. If you have had a Permacath inserted before, tell your doctor. Also mention any infections you may have had in the past, bleeding problems or allergies to medications. After talking with your doctor you will be asked to sign a patient consent form. How is it done? You’ll change into a gown and lie on an imaging table. You will be given a sedative intravenously. An antiseptic will be used to clean the area where the Permacath will be inserted. You will be given an anesthetic injection to relieve and prevent pain. The radiologist will access the jugular vein and advance a guide wire into the superior vena cava where the catheter enters the skin and where the needle puncture is made. The radiologist is creating a kind of tunnel that the catheter can be threaded through under the skin. A few tiny stitches will be made to hold it in place for a short time. The Permacath will have a kind of cuff attached that will help secure the catheter. Scar tissue builds up around the cuff which helps keep it in place and prevent infection. No one will be able to see the cuff which is under the skin. The visible portion of the catheter is a single catheter exiting the chest wall with two extensions. A bandage will be placed over the site. The procedure will take about 45 minutes. You will have a chest X-ray or a recorded fluoroscopic image taken afterward to ensure that the Permacath has been properly placed. What equipment is used? The radiologist will use very small instruments to put the Permacath in place. The Permacath is larger than most catheters. There may be an X-ray machine used before, during or after treatment. What are the risks and benefits? The risks of having a Permacath inserted include: - There is always the risk of infection when the Permacath is inserted or in the blood at a later time - There is the possibility of bleeding from the catheter if it is pulled - There is a minimal chance that the needle tip will puncture the lung wall but If you are short of breath or have pain in the chest in the time after your Permacath is fixed in place, call your physician as soon as you can - Over time the Permacath can break or be accidentally moved out of place - There can be a blockage in the vein where the Permacath is inserted, this can cause swelling in the arm or head and requires immediate medical attention The benefits of having a Permacath inserted include: - You will not have to have an IV placed every time you need medication such as chemotherapy - It will allow kidney hemodialysis when there is no other access to your vascular system Who interprets results and how will I get them? The radiologist will review images of the Permacath in place and will talk to you about it after the procedure. After the procedure You will need someone to drive you home. Nursing staff will teach you how to care for your catheter.
The structure was known in Byzantium as the basilica Cistern, Justinian was the founder of the largest underground cistern, built after the Nika Revolt in 532.The number of the inhabitants of Constantinople increased and bring a problem of water supply. Basilica Cistern was used to store water for the Great Palace among the other buildings on the Firth Hill. During the Justinian time, After the Conquest the water in the Basilica Cistern were used for the garden of TopkapıPalace. It is 140 meters long and 70 meters wide. The twelve rows of 28 columns each, 336 altogether, capacityof having eight thousand cubic meters water. Basilica Cistern was restored in 1980.
How is the Feldenkrais Method applied in the performing arts? Our body is our instrument. We need to learn how to refine, tune and develop it, much as a musician does. Without freedom of movement we risk injury, stress, overuse syndrome (RSI) and diminished potential to express what we want to and how we want to. Some of the many benefits gained from attending regular Feldenkrais Awareness Through Movement® classes or hands-on work, called Functional Integration® with a Feldenkrais practitioner are: - Improved breathing - Increased flexibility - Greater stability and balance - Learning how to recognize habitual patterns that may inhibit freedom of movement - Finding different ways of performing the same function - Better focus and attention - Working without strain and tension - Learning how to listen to the body’s signals to stop or change the way you move These benefits can assist anyone, however, with students of the performing arts, the resulting learning is very specific. Feldenkrais assists students to learn more deeply and in many cases more quickly than they might otherwise. For example, with students of voice, whilst students are learning to develop their voices through learning new singing repertoire, they are also learning more about themselves, understanding more about how they do what they do. There is a refining of the kinaesthetic sense, the ability to sense oneself in action. The learning isn’t just about following a teacher’s instructions, but how the use of voice relates to the rest of the self. Feldenkrais can assist students to: - Experience more vocal freedom - Increase the volume of their sound - Learn how to find more comfort when singing Additionally, the Feldenkrais Method interacts in a unique way with each individual enabling students to; - Actualize something that didn’t exist before - “Tell the story” by gaining a deeper understanding of the creative process Sometimes, as you will read in the following testimonials, the learning takes place in a way that has huge ramifications for performing and experiencing music generally. In other cases (no less huge) it may be understood in relation to a particular problem or challenge that may have been an obstacle to enjoyment or further progress. Helen, Professional Viola Player I am a viola player working full time as a performer and teacher. I discovered the Feldenkrais Method about 7 years ago. It has totally transformed my approach to my playing and movement in general. I now have many new tools to explore habits in my own playing and that of my students, and strategies to break the habits that aren't useful. I also have a greatly intensified sensitivity in my playing and ability to stay grounded in performance. The Feldenkrais Method has benefitted me on many levels. There seems to be no limit of how long I can keep learning new things from working with it. Tiriki, Classical Singer I consider myself most fortunate to have been able to combine Feldenkrais Method classes with my study of classical singing. Not only has Feldenkrais made a truly dramatic impact on my quality of sound production and the comfort I experience in performing, but it has also given me the body awareness tools to be able to diagnose and move forward with my craft independently. I truly believe that by embracing Feldenkrais I have been able to progress much faster and with much greater quality than I would have without it. There is also the added bonus that it has made my day to day life so much more comfortable. Amir, Concert Pianist As a professional pianist, Feldenkrais has been an important key to unlocking flaws in my playing. The Feldenkrais Method has allowed me to create an awareness of muscular co-ordination and general movement, and to iron out the bad habits that were getting in the way. I now feel more comfortable at the instrument, and I am able to solve problems myself with ease, due to a deeper understanding of the mechanics of piano playing. The Feldenkrais Method has been an invaluable tool for me in reducing the tension that caused so many problems in my playing. As the use of my body gets easier and easier, I find that new possibilities in breathing and tone production open up, and things continue to change and improve all the time. I'd recommend this Method, not only for musicians in pain, but also for anyone who wants to improve their playing or singing in a fundamental way. Nat Grant, professional percussionist I can easily see the benefits that The Feldenkrais Method would have for anyone and everyone. Who wouldn't like to be more in tune with their own body? As a percussionist I have battled with sore wrists, arms, neck, back and shoulders. Feldenkrais Awareness Through Movement classes as well as the hands-on lessons have helped me become a lot more aware of how my body works, so I can better use it to do what I want (and need) to do with a lot less pain and a lot more success! Sonya, Concert Pianist My Feldenkrais teacher has been an inexhaustible resource, both professionally and personally, in the time that I have worked with her. Her insight, wisdom and compassion are truly inspiring and her understanding of the human body and brain as well as the patterns that govern them, is truly remarkable! Working with her gave a me a new and healthier way of looking and relating to my injury and has given me a strong believe that there is a path out of it – a real gift to be given. She has taught me to explore and understand new and different ways of moving and organising my self to play the piano and I feel confident that in time, it’ll provide an invaluable key to a healthy and pain-free existence both on and off my instrument! Sasha, Concert Pianist
Total Organic Carbon in Water The total organic carbon content is another measure of the organic matter present in water. It seems likely a more comprehensive indication of organic pollution loads can be obtained in this way than any other. In this test, all the carbon in a sample is converted to carbon dioxide and then is measured by infra-red spectrscopy. Useful information for deciding the nature of the water can be obtained by dividing the COD by both the BOD and the TOC value. In general, COD divided by BOD will be in the range of 1.5 to 3 for substances in water that are readily biodegradable, and from 4 up to as high as 12 to 15 for toxic or nonbiodegradable substances. The COD/TOC data would be useful in determining whether the COD of a water was due to organic or inorganic reducing agents. If inorganic reducing agents were present, the COD/TOC ratio would be extremely high.
Globally, 2.2 billion people are affected by poor eye health – and one billion of these cases could have been prevented. This is according to a World Health Organization (WHO) report released in advance of World Sight Day, observed today. The observance offers an opportunity for India to take note of its own visually impaired population and what it can do to prevent and treat cases. “In a world built on the ability to see, vision, the most dominant of our senses, is vital at every turn of our lives,” reads the opening of the World Report on Vision, the agency’s first report on the issue. “Yet,” it goes on to state, “as this report shows, eye conditions and vision impairment are widespread, and far too often they still go untreated.” “Over sixty million people in India are blind and with some form of vision impairment or the other,” Vinod Daniel, chief executive officer and managing director of the not-for-profit trust India Vision Institute (IVI), told Health Issues India. However, he goes on to note, “the challenge is huge but not insurmountable.” India is home to twenty percent of the world’s visually impaired population. Expanding on the work of the IVI in the field, Daniel adds “we are working across India in eighteen states and union territories to provide the less privileged access to vision screening and free eye glasses. This becomes important specially to prevent avoidable blindness. For people with uncorrected refractive errors, a simple pair of spectacles would in most cases suffice to address the issue.” Indeed, as The Hindustan Times reported last year, 75 percent of blindness cases are preventable. Lack of access to treatment are major hindrances to those with visual impairment and can negatively affect outcomes to the extent that one is left with a lifelong disability – simply because of a lack of access to care. “It is unacceptable that 65 million people are blind or have impaired sight when their vision could have been corrected overnight with a cataract operation, or that over 800 million struggle in everyday activities because they lack access to a pair of glasses,” says WHO Director-General Dr Tedros Adhanom Ghebreyesus. “People who need eye care must be able to receive quality interventions without suffering financial hardship. Including eye care in national health plans and essential packages of care is an important part of every country’s journey towards universal health coverage.” As the WHO report notes, “eye conditions are remarkably common. Those who live long enough will experience at least one eye condition during their lifetime.” At a time of increasing urbanisation and ageing populations – both trends being witnessed in India – visual impairment will exert an even bigger footprint, making concerted action vital. The causes of blindness vary. Of the one billion people worldwide with moderate to severe vision impairment or blindness, unaddressed refractive error accounted for 123.7 million cases; cataract for 65.2 million cases; glaucoma for 6.9 million cases; corneal opacities for 4.2 million; diabetic retinopathy for three million; and trachoma for two million. In low- and middle-income countries, cataract exerts a particular toll compared to high-income nations. Health Issues India has reported previously on commonplace conditions such as dry eye disease which can result in blindness if not treated.Diagnostics and access to treatment are key in preventing lasting sight-related disability. Yet in India, as with other conditions, there is a treatment gap. In 2000, a report noted issues such as uptake of treatment and access to facilities owing to a disproportionate clustering of medical facilities in urban areas as opposed to rural environments were impediments in the treatment of eye disorders in 2000. In the almost twenty years since, the situation is familiar. As reported last year by CBMUK – The Overseas Christian Disability Charity noted that “for many people in India, particularly those living in poorer rural areas, sight-saving health services are out of reach.” As Devex reported last year “India itself still has a way to go, say many — from staffing to better use of data, ensuring access to care, and moving to a more comprehensive system.” Staffing levels in the field of eye care are a major issue. “There are only an estimated 15,000 ophthalmologists in India and only 45,000 optometrists against a required 125,000,” Sandeep Bothra wrote in ExpressHealthcare earlier this year, with significant disparities between rural and urban areas. “This means,” he added, “a serious shortage of medical professionals leading to severe handicap in both screening and treatment of eye ailments in the country.” The same is true globally. According to the WHO, “the burden of eye conditions and vision impairment is not borne equally: it is often far greater in people living in rural areas, those with low incomes, women, older people, people with disabilities, ethnic minorities and indigenous populations.” The IVI has engaged in efforts to expand access to eye disorder treatment across India, including in underserved populations. “IVI has, to date, undertaken 588 vision screening programs in and around Chennai and other cities in Andhra Pradesh, Goa, Gujarat, Haryana, Jharkhand, Karnataka, Kerala, Maharashtra, Mizoram, New Delhi, Odisha, Pondicherry, Rajasthan, Tamil Nadu, Telangana and West Bengal,” Daniel told Health Issues India. “Over 244,509 individuals from the underprivileged communities (including over 187,030 children) were screened and free spectacles distributed to 37,704 individuals (including 20,148 children).” Bridging the accessibility gap, the WHO report notes, ought to form a key component of the route to achieving universal health coverage (UHC) – a goal India aims to achieve, with Prime Minister Narendra Modi affirming his administration’s commitment to UHC at last month’s United Nations General Assembly. As such, it recommends that countries “implement integrated people-centred eye care in health systems; promote high-quality implementation and health systems research complementing existing evidence for effective eye care interventions; monitor trends and evaluate progress towards implementing integrated people-centred eye care; raise awareness and engage and empower people and communities about eye care needs.” It is clear that India has work to do in this field but, as Daniel reminds us, “the challenge is huge but not insurmountable.” Indeed, India has made progress in this field. The WHO report credits the “concerted efforts” of the government’s National Programme for the Control of Blindness with effecting “an overall reduction in prevalence of blindness was reported from 1.1 percent in 2001-02 to 0.45 percent during the years 2015–18.” Going forward, implementing robust, targeted strategies and expanding access to screening are needed to improve standards and accessibility of eye care. World Sight Day is an opportunity to remind ourselves of this need, and to build momentum towards achieving it. “As we commemorate World Sight Day to focus global attention on blindness and vision impairment on the theme ‘Vision First’,” says Vinod Daniel, “it is imperative that we continue with our work towards achieving vision care with access to all, especially the unreached and communities in far-flung and remote corners.” The World Report on Vision can be accessed here.
The goal of training is to improve performance. This typically involves skirting a very thin line between maximizing performance and overtraining. However, training isn’t the only stress that our bodies undergo throughout the day. Stress can present itself through things like work, home, relationships, and pretty much every other aspect of life. And a huge challenge when training for high performance is balancing stress and workload with proper recovery. There have been many attempts to monitor all stress levels, to get an idea of how hard to push the body during a training session, and while things like heart rate, and power output, seem to do a decent job at monitoring training stress, there is still a general lack of guidelines of when to terminate a workout early based on these factors. Monitoring skeletal muscle oxygenation (SmO2) offers a more objective means of monitoring how the muscle is responding to the stress of training. Arguably, one of the largest benefits of monitoring SmO2 during workouts is the ability to autoregulate workouts. While this is an extremely powerful tool to monitor the acute effects of exercise and tailor workouts to an individuals’ physiology. It’s been shown that heart rate at the same power output improves over time, the highest maintainable power output during an endurance event increases and VO2max increases with proper training, yet, very little has been done to monitor how training effects SmO2. In the next few posts I want to walk through a case study to detail changes to an athletes’ physiology over the course of 5 weeks of training. This first post will detail the set-up and give proper background information, the second post will look at the acute effects of each workout, and the final post will detail the patterns of change throughout the 5 weeks. Near-infrared spectroscopy (NIRS) devices have seen growing popularity in research and sporting application over the last decade because of their ability to non-invasively determine muscle oxygen saturation changes during real-time activities. These devices have the potential to change the way exercise is prescribed. However, most NIRS devices are too expensive for consumer use and/or require large power sources and cords, relegating athletes and coaches to only using these devices in a laboratory setting. NIRS devices use a few different methods to determine changes in muscle oxygenation, which I won’t go into detail in this post, but the least cost prohibitive is a method called continuous-wave NIRS. This involves emitting 2 to 4 different wavelengths of light into the tissue of interest and measuring changes in the intensity of light to determine how tissue oxygenation is changing. One major drawback of using most CW-NIRS devices is that they use 2 wavelengths of light while assuming that the tissue the light is passing through remains constant which limits these devices to ONLY reporting changes in muscle oxygenation. Indeed, these devices can estimate percent changes in oxygenation, but only after a calibration step is completed and applied to the data after tests are finished. Introduction. In the last post how to complete a repeat desaturation protocol was discussed. This protocol is especially useful for multimodal and team sport athletes. Briefly, using a sport specific exercise modality, have an athlete complete repeated sprint intervals (~20s) until they can no longer desaturate or recover SmO2 to the same extent as the start of the workout. Using this data, coaches and athletes can get an idea of sprint endurance capacity which will inform substitution patterns in team sports activities and pacing strategies for other sports. In this blog post I want to walk through an example of a repeated desaturation protocol completed by a cyclist to get an idea of his capacity for accelerations/attacks during a race. Introduction. The last few posts have covered the topic of assessments, and how Moxy/NIRS devices can be used to gain insight into how the muscle is responding to different loads in real-time. The most common assessment that uses Moxy is the 5-1-5 assessment. Through a progressive increase in exercise intensity with dispersed rest periods this assessment is designed to determined which system (cardiac, pulmonary, and/or skeletal muscle) is most limiting to performance. The second assessment used is a progressive strength test. The goal of this test is to evaluate the blood flow/volume response (tHb) during progressively harder weight-lifting. Upon completion the athlete gains insight to the rep ranges necessary to best elicit different adaptations (strength, hypertrophy, endurance). The above two tests are designed to evaluate endurance and strength limitations, however, the major drawback to these assessments is that they are not very sport specific. Therefore, this post will discuss a repeat desaturation protocol which can be used to evaluate team sport athletes whose sports require repeated sprints. While this style of assessment is best suited for sport specific evaluation, it can still be used for sports that do not use repeated sprints in competition (e.g. many endurance sports). This assessment is useful because it provides insights to how well an athlete responds and recovers to high intensity bouts. Skeletal muscle oxygenation response during training/assessments can give great insights to how the body is responding to the stimulus it is encountering. Over the past posts I have outlined how Moxy can be used to Autoregulate Sprint Interval Training and Strength Training, in this post I want to detail a Strength Assessment used/created by Evan Peikon at Training Think Tank to determine the best rep ranges for strength and hypertrophy based on your individual physiology using Moxy. The goal. The goal of the strength assessment is to evaluate where different occlusion trends are occurring. By honing in on what intensity an athletes’ body shifts from compression, to venous, and venous to arterial occlusion, you can better understand which weight ranges will most likely provide the physiologic adaptations that are being pursued. Topics: strength training Near-infrared spectroscopy (NIRS) is a powerful non-invasive tool that allows researchers to measure, in real-time, the changes in oxygen dynamics in a myriad of tissues during a variety of interventions from sitting to exercising. One of them most useful functions of NIRS is its utility in measuring skeletal muscle oxidative capacity. This technique has even been validated against phosphorus magnetic resonance spectroscopy (P-MRS) and high resolution respirometry (HRR) which are considered the gold-standard measurements for mitochondrial function. In both of the above studies the NIRS technique, described in detail below, was shown to be significantly correlated to each gold-standard measure (r > .88, p < 0.0001) and (r = 0.61 – 0.74, p < 0.01), respectively. Very briefly, to measure skeletal muscle oxidative capacity, a seated participant contracts their muscle (to provide a metabolic stimulus), then undergoes a series of 5-15 rapid cuff inflations, from a blood pressure cuff located proximal to the area of interrogation. Upon completion the cuff/s are inflated above systolic blood pressure for 3-5 minutes in order to normalize the NIRS signal. Finally, the slope of each cuff is measured, plotted, and fit to a monoexponential curve allowing for the determination of the NIRS rate constant, k, which is the value used as a surrogate for skeletal muscle oxidative capacity. NIRS in Research. Near-infrared spectroscopy (NIRS) is a relatively new technology that has shown utility for many different non-invasive protocols for physiologic experimentation. Essentially, NIRS technology monitors changes in capillary oxygenation values by measuring the intensity of light (600-1000nm) after it passes through biological tissue, (i.e. skeletal muscle). The amount of light that is absorbed by a tissue depends mainly on the amount of oxygen that is bound to the chromophores, hemoglobin and myoglobin, underneath the sensor. Therefore, by measuring dynamic changes in the amount of light that passes through a tissue, researchers are able to get an idea of oxygen consumption within the tissue underneath the sensor. While science does a great job of measuring the statistical norms of a population, the individual physiologic response to training must be taken into account in order to maximize an athlete’s performance potential. Training autoregulation is the concept that training should be monitored and manipulated on a daily basis, based on the individual physiologic responses of the athlete. In the last blog post I introduced the concept of autoregulation and how monitoring skeletal muscle oxygenation levels via NIRS could provide useful insights to how an athlete is coping with a workout. In the next couple of posts I want to walk through the analysis/real-time monitoring of an athlete completing a repeated sprint style workout, and a lunge based body weight strength circuit. Scientists and coaches have long been searching for the perfect interval workout that pushes the athlete hard enough to elicit a specific adaptation while keeping them healthy enough to continue to train consistently. Such studies have resulted in the creation of guidelines for set and rep schemes for both strength and endurance training aimed at targeting specific adaptations. While this research has gleaned many generalizable rules, these rules have a tendency to fall apart when applied purely on an individual basis. Even something as simple as hypertrophy training (3-5 sets of 8-12 reps) does not always elicit the mass gain it promises. Speaking from experience, it’s extremely frustrating to complete prescribed workouts, with what seems like adequate stimulus, without gaining the benefits that are touted. Over the last few blog posts, I have outlined how to Complete and Analyze a 5-1-5 Assessment. Briefly, a 5-1-5 assessment consists of progressively harder load steps where 5 minutes of work are followed by 1 minute of complete rest, then repeated. After the load is repeated twice it is increased until the athlete cannot finish a load or has completed sufficient work to gain enough information about their physiology. Using this data one of three major physiological limiters can be identified.
Global Assessment of Agricultural System Redesign for Sustainable Intensification The sustainable intensification (SI) of agricultural systems offers synergistic opportunities for the co-production of agricultural and natural capital outcomes. We show global progress towards SI by farms and hectares, using seven SI sub-types: integrated pest management, conservation agriculture, integrated crop and biodiversity, pasture and forage, trees, irrigation management, and small/patch systems. From 47 SI initiatives at scale (each >10,000 farms or hectares), we estimate 163M farms (29% of all worldwide) have crossed a redesign threshold, practising forms of SI on 453Mha of agricultural land (9% of worldwide total). conclude that SI may be approaching a tipping point where it could be transformative. The paper in Nature Sustainability is here: go.nature.com/2vSh0Pr Think of this. Half of all children you know now will live to the 22nd century. They will have adopted sufficient components of healthy living to see them live a hundred years. Their life journeys will take them past the point where world population will stabilise, then start to fall in some places, for the first time in human history. They will know a world where agriculture, the work of producing food, improves the natural capital of the planet rather than depleting it. This will happen in the temperates and tropics and across all continents. Surely, you may say, other pressing problems will intervene: political disturbance, climate change, pest and disease, drought and flood. Some of these will be serious, many will result in greater temporary hunger and ill-health. But inexorably, year on year, the world’s farmers will produce the food, fuel and fibre we need, from no more agricultural land. They will do it with responsibility and care for our environments and people. They will be part of redesigned food systems in which healthy food is grown with respect for nature, and is distributed more evenly. There have been many agricultural revolutions across the last ten thousand years of human history. We are now amidst another – and it could be the most important. Previous agricultural revolutions brought considerable harm to environments, and often also to people’s health. It did not seem possible, at the time, to conceive of a productive agriculture that did not trade off valuable services from the environment. You want food? Well, stop worrying about the birds and bees, the clean atmosphere and pristine waters, the diverse forests and swamps. Losses are simply the price you must pay to eat. This was the narrative. In this new global assessment, the 17 lead authors show that the sustainable intensification (SI) of agricultural systems offers synergistic opportunities for the co-production of agricultural and natural capital outcomes. We offer a model of change, suggesting that that Efficiency and Substitution can be helpful steps towards SI, but the need now is for system Redesign. This is essential to deliver optimum outcomes as ecological and economic conditions change. We assess global progress towards SI by farms and hectares using seven SI sub-types: integrated pest management, conservation agriculture, integrated crop and biodiversity, pasture and forage systems, trees and agroforestry, irrigation management, and on small and patch systems. We presented data from 47 large SI initiatives (each with more than 104 farms or hectares), and have estimated that some 163M farms (29% of all worldwide) have crossed a redesign threshold, with forms of SI now being practised on 453Mha of agricultural land (9% of worldwide total). The greatest advances have been made in developing countries. Our analysis shows that the expansion of SI has begun to occur at scale across a wide range of agroecosystems. The benefits of both scientific and farmer input into technologies and practices that combine crops and animals with appropriate agro-ecological and agronomic management are increasingly evident. But it will not be easy. We focused on the sustainable production of chiefly food crops. This is one part of the puzzle. But there are many deep challenges associated with food production and consumption. Much today is wasted, lost to pests post-harvest, through cosmetic choices by retailers, left on plates or too long in a fridge. In the past generation or so, the proportion of people in affluent parts of the world who are overweight or obese has dramatically increased. We do not address the pull of consumption choices, though we do wrap up with observations on how redesigned agriculture can contribute to greener economies where all consumption patterns are very different to those of today. Our focus here is on redesign of farming systems that can help shape those individual choices and behaviours. We currently feed more than 6 billion people well, yet the system is broken. Our hope is that system redesign can begin. We conclude our paper with an observation that SI may be approaching a tipping point where it could be transformative. This, though, will need supportive national and international policies.
Over the past two decades, there have been significant increases in the access and use of technology in U. S. schools. While one instructional computer was available for every 20 students at the start of 1990s, currently most schools possess more than one instructional computer for every five students in primary and secondary schools in the U.S. (Kleiner & Farris, 2002; National Center for Education Statistics [NCES], 2005). However, access is not equal for all students to be prepared effectively for the information-rich world (Coley, Cradler, & Engel, 1997). Although all students are expected to develop technological fluency, if students come from school and home backgrounds where technology is not widely accessible or used, they will be at a disadvantage for technology-based tasks and miss out on tremendous educational opportunities with technology resources. Historically, students in rural areas have had limited access to computers compared to urban or suburban communities. According to the National Telecommunications and Information Administration report (U.S. Department of Commerce, 2002), between 1998 and 2001, people living in urban areas were significantly more likely to have Internet access than were people living in rural areas. In most of the 50 states, the poor and minority students in rural areas are already falling behind their counterparts in wealthier schools, although “the ratio of students to instructional computers with Internet access was higher in schools with the highest poverty concentration than in schools with the lowest poverty concentration (5.1 to 1 compared with 4.2 to 1)” (NCES, 2005, p. 7). Students from families who do not have access to today’s computer technology will have a hard time catching up in tomorrow’s technological job market. The U.S. Department of Commerce referred to this gap between people who have access to computer technology and people who do not as the “digital divide.” The digital divide is also often mentioned as the gap between those who are able to participate fully in the technology agenda and those who are not (Bracey, 2000). The gap in type of technology usage has been revealed in different groups of students by gender, ethnic status, and socioeconomic level. Inequity in student experiences with technology can be seen in schools across the district (Kleiman, 2000), within the school, and among the students themselves (Haugland, 2000). Many educators have pointed out that the major issues in the digital divide are related to a lack of interest in technology as well as a lack of access to technology. For example, although computers are available to schools or classrooms, many teachers or students do not sufficiently utilize them. Even when access to technology and connectivity exists, students may have unequal learning experiences. If their teachers choose not to use technology in their teaching, students cannot be equally prepared to become knowledgeable workers and to function well in society. According to the Department of Education report (Kleiner & Farris, 2002), computer usage in schools primarily populated with underserved students is limited to teaching of basic skills, as contrasted with affluent schools where computers are likely to be used to teach higher order literacy and cognitive skills. On the other hand, many prior studies have shown that disparities exist by gender, as well as socioeconomic backgrounds in both the use and proficiency with computers (Huber & Schofield, 1998; Kelly, 2000). Some literature concerning gender equity indicates that there is no significant difference in the amount of time spent at computers between boys and girls at the early ages of 4 and 5 years (NCES, 2001, 2004). However, when children reach fourth grade, there is a significant difference: boys spend more time at computers than girls do (Haugland, 2000). Armitage (1993) reported that in the elementary grades there is not much evidence of a gender gap in mathematics, science, and technology. Yet, girls start to avoid the computer when they reach the middle school level, and the gender gap widens as students enter high school and increases further into college and graduate school (Gehring, 2001). According to a report of gender inequity by the American Association of University Women (AAUW) Educational Foundation (2000), girls are significantly underrepresented in computer science and technology fields. Previous studies on the “digital divide” have utilized either students (Becker, 2000) or teachers (Bracey, 2000) as units of analysis. However, research that examines the role that school, classroom, and teachers play on the digital divide in student technology access and usage is still scarce. It is important for institutions to identify some of the school/classroom infrastructural characteristics, as well as teacher practices, that may minimize the disparities in access and usage of technology among students. The purpose of this study is twofold: First, to examine the inequities in access and utilization of technology among students in elementary schools in northeastern Ohio and, second, to examine school contextual, classroom, and teacher characteristics that may be related to the disparities in student access and usage of technology. Specifically, the following research questions were addressed in the study: - Do significant differences exist in the students’ access to technology tools by school location? - Do significant differences exist in the students’ usage of technology tools between those who have access to computers at home and those who do not? - Do significant differences in the students’ usage of technology tools exist by school locations, student’s gender, and grade level? - To what extent do teacher and classroom characteristics such as teacher’s gender, teaching experience, percent of minority students, and computer access in the classrooms, significantly predict inequities in the type of technology usage among fourth and fifth graders? The student participants were 1,027 fourth and fifth grade students from 48 classrooms in northeastern Ohio. Fifty one percent (n = 523) of the students were from the 24 suburban classrooms, 18% of the students (n = 180) were from the nine rural classrooms, and 31% (n = 320) of the students were from the 15 urban classrooms. On average, 59% of the urban students were minority, compared to 28% of the suburban students and less than 1% of the rural students. The fourth- and fifth-grade teachers who participated in the study consisted of 15 males and 33 females, with teaching experience raging from 1 to 39 years and a mean teaching experience of 10.35 years. Those who agreed to participate were mailed a package containing one teacher and 25 student questionnaires, together with a self-addressed, stamped, return envelope. The participating teachers were asked to complete the teacher questionnaire and administer student surveys in their classroom. Forty-eight out of a total of 75 survey packages (or 64%) were returned. Two surveys were used to collect data for the study. The student survey assessed the frequency of students’ usage of computer technology tools per week (1 = none, 1-3 times, 4-5 times, 6-10 times, 11 or more times), computer access at home, hours spent on computers at home and in school, and types of computer tools used. The teachers’ survey questions focused on (a) individual characteristics such as gender, teaching experience, beliefs about technology, and type/level of computer usage, (b) classroom characteristics such as class size, number of computers in the classroom, and percentage of minority students in the classroom, and (c) school contextual characteristics such as school location (urban, suburban, or rural). In the development of the students’ questionnaire, three classroom teachers, knowledgeable in the field of technology and experienced in classroom teaching reviewed the instrument. Each teacher reviewed the instruments for clarity and gave specific suggestions on how to improve each of the items. Based on these suggestions, items in the survey instruments were revised or eliminated. A pilot study of 65 students in three classrooms from one private and two public schools was also utilized to refine the students’ questionnaire. Variables and Measures Two levels of variables (student-level and teacher-level) corresponding to the units of analysis were identified for the study. The student-level variables provided information about the students’ use of the following computer tools: word processing, drawing, presentation/PowerPoint, spreadsheet, typing practice, games, reading software, encyclopedia, computer test, Web searching, and e-mail. Through principal component factor analysis, the following four groups of computer tool usage and their Cronbach’s reliability alpha (α) were identified: (a) individual tools consisting of typing practice, reading software, and encyclopedia (α = .63, mean = 2.26); (b) interactive tools consisting of drawing, Web searching, computer games, and email (α = .62, mean = 2.91); (c) productivity tools consisting of PowerPoint and spreadsheet (α = .52, mean = 1.83); and (d) word processing (mean = 2.43). These four groupings of computer tool usage were utilized as the primary dependent variables of the study. Other student characteristics, such as gender, grade level, and home computer access, were also utilized as independent variables of the study. The teacher/classroom-level variables provided information about the teachers’ instructional and personal usage of computer technological tools. Other teacher variables, such as teaching experience and teachers’ technological beliefs, were also collected in addition to classroom and school characteristics, such as percentage of minority students, classroom computer access, and school location. In order to use school location in the regression model, the variable was dummy coded into two groups (urban/rural = 0, suburban = 1). Since data shows that students in urban and rural schools are economically disadvantaged compared to those in suburban schools (NTIA, 2002), by combining rural and urban locations, these variables may also capture aspects of school social economic characteristics. Data analysis in this study followed two phases. In Phase 1, the analysis of variance model (ANOVA) was used to determine the extent to which students’ usage of computer technology tools vary by students’ characteristics such as gender, access to computers at home, grade level, and school location. In Phase 2, a two-level hierarchical linear model (Raudenbush & Bryk, 2002) was used to explain variation in students’ usage of various computer tools as a function of teachers’ characteristics, as well as school contextual variables. Through this model, we are able to access the role teacher, classroom, and school variables play in the students’ computer tools usage-gap, which may exist by student’s access to a computer at home, student’s gender, and student’s school location. Hierarchical linear modeling (HLM) can explain the between- and within-classroom variances simultaneously (Raudenbush & Bryk, 2002). The HLM™, version 5.04 was used in conjunction with the Statistical Package for the Social Sciences (SPSS-11.0) in the Windows XP Environment for data analysis in this study. Difference in the number of hours students spend on computers at home and school and their level of usage of specific computer tools by their individual characteristics such as gender and home computer access was examined using analysis of variance. The results for these analyses are presented in Table 1 through Table 4. Analysis of Variance Results for the Differences in Students’ Access to Computer Resources by School Location Variable Suburban Rural/Urban F M SD M SD Average # of hours per week students’ spent on computers * p < .05. ** p < .01. Table 1 presents ANOVA results for the differences in students’ level of usage of computer resources by their school location. From these results, it is evident that the average number of hours per week students spend on computers in school (F = 16.50, p < .01) and at home (F = 11.30, p < .01) were significantly different by school location. Students in schools located in suburban communities, on average, spent more hours on computers both at home and in school than did their rural/urban counterparts. In terms of student usage of specific computer tools, the data revealed that statistically significant differences exist by school location in student usage of word processing (F = 9.28, p < .01), interactive tools (F = 8.93, p < .01), and productivity tools (F = 26.29, p < .01). In each of these tools, students in schools located in suburban communities had significantly greater usage of each of these three computer tools than did those students in schools located in urban or rural communities. Table 2 presents ANOVA results for the differences in students’ usage of computer resources by gender. Although boys were found to spend significantly more time on computers at home than did girls (F = 15.44, p < .01), no statistically significant differences were observed in students’ usage of specific computer tools by gender, nor the average number of hours they spend on computers at school. Analysis of Variance Results for the Differences in Students’ Access to Computer Resources by Gender Boys Girls F M SD M SD Average # of hours per week students’ spent on computers * p < .05. ** p < .01. Table 3 presents ANOVA results for the differences in students’ usage of computer resources between those with and without access to computers at home. As expected, students with access to computers at home, on average spent significantly more time on computers at home than did those without (F = 17.22, p < .01). However, similar significant variations were observed in the average number of hours they spend on computers in school (F = 14.70, p < .01). Without With F M SD M SD Average No. of hours per week students’ spent on computers * p < .05. ** p < .01. Statistically significant differences were observed between students with access to computers at home and those without access in the usage of word processing (F = 23.20, p <.01), interactive tools (F = 42.81, p < .01), individual tools (F = 15.52, p < .01), and productivity tools (F = 19.99, p < .01). In each case, students who have access to computers at home had a significantly greater usage of all four tools than did those who have no access to computers at home. Analysis of Variance Results for the Differences in Students’ Access to Computer Resources by Grade Level 4th grade 5th grade F M SD M SD Average No. of hours per week students’ spent on computers * p < .05. p < .01. Differences in students’ usage of computer tools and the average number of hours per week they spend on computer at home and at school were examined by grade level (see Table 4). From these findings, it is evident that fifth-grade students have a significantly greater usage of word processing (F = 80.80, p < .01) and interactive tools (F = 56.30, p < .01) and spend significantly more hours per week on computers at home (F = 11.30, p < .01) and at school (F = 16.50, p < .01) compared to their fourth-grade counterparts. However, no significant differences were observed between fourth- and fifth-grade student’s usage of productivity (F = 0.40, p >. 05) and individual tools (F = 3.41, p > .05). In Phase 2, a two-level hierarchical linear model (Raudenbush & Bryk, 2002) was used to explain variation in students’ usage of each of the four computer tools as a function of teachers’ characteristics and practices, as well as school contextual variables. By using hierarchical linear modeling, parameters estimated at the student-level (level-1) model are allowed to vary for each classroom. Each of these parameter estimates serve as outcome variables at the classroom-level (level-2) model. Of particular interest are the parameter estimates for the intercept (ß0j) and the coefficients associated with the student-level predictor variables, access to computer at home (ß1j). The estimate for the parameter ß0j represents the adjusted average computer tools usage for classroom j. The estimates for the parameter associated with the dummy coded predictor, access to computer at home (1 = yes, 0 = no) represent the predicted usage-gap between those students with access to computers at home and those without. Level-2 of the HLM will then serve two purposes. First, to determine the extent to which teacher characteristics and practices, as well as school contextual variables, can predict the adjusted classroom average computer tools usage. Second, the model will be used to access the role teacher characteristics and practices, as well as school contextual variables, play on the student computer tools usage gap (digital divide) between those students with and those without access to computers at home. Table 5 presents the hierarchical linear model results for the prediction of the adjusted classroom average students’ usage of computer tools by various teacher/classroom variables and school location. Two-Level HLM Results for the Prediction of the Adjusted Classroom Average Student Computer Tools Usage by Teacher Practices, Characteristics and Schools Contextual Variables Productivity Tools Interactive Tools Individual Tools Word Processing Teacher gender (1=female, 0=male) ns ns ns ns Teaching experience 0.021 ns ns ns Beliefs in technology ns ns ns ns Technology support ns ns 0.177** ns Instructional use ns ns ns ns Personal use ns ns ns ns % minority students in the classroom -0.005* ns ns ns No. of computers per 10 students -0.332** ns ns ns School location (1 = suburban, 0 = other) -0.349* ns ns ns * p < .05. ** p < .01. The results showed that students’ classroom adjusted average student usage of productivity tools was significantly predicted by teachers’ years of experience (γ = 0.021, p < .01), number of computers per 10 students in the classroom (γ = -0.332, p < .01), school location (γ = -0.349, p < .05), and percentage of minority students in the classroom (γ = -0.005, p < .05). The adjusted classroom average usage of productivity tools was positively related to teachers’ years of experience, but negatively related to number of computers in the classroom and percentage of minority students in the classroom. In addition, students in schools located in urban and rural communities were predicted to use productivity tools less often than those whose schools are in suburban communities. In this study, the coefficient associated with the dummy predictor, access to computer at home, represents a measure of the “digital divide” in student computer tools usage between students with and those without access to computers at home. This coefficient was significantly positive across all four types of computer tools (see Table 3). The digital divide across the 48 classrooms for each type of computer tools was then treated as dependent variable, with teacher practices and characteristics, together with school contextual variables as independent variables. Table 6 presents the HLM results for the prediction of the digital divide in student computer tools usage by teacher practices and characteristics, as well as certain school variables. Prediction of the Classroom Computer Usage-Gap Between Students Who Own and Those Who Do Not Have Access to Computer at Home by Teacher and Classroom Variables Productivity Tools Interactive Tools Individual Tools Word Processing Teacher gender (1 = female, 0 = male) ns ns ns ns Teaching experience ns ns ns -0.019* Beliefs in technology -0.306* ns ns ns Technology support 0.160* ns ns -0.197** Instructional use ns ns 0.227* ns Personal use ns ns -0.234* -0.259** % minority students in the classroom ns ns 0.004* 0.005* No. of computers per 10 students ns ns ns ns School location (1 = suburban, 0 = other) 0.324* ns ns ns * p < .05. ** p < .01. Different patterns emerged for the four tools. School location (γ = 0.324, p < .01), school technological support (γ = 0.160, p < .05), and teachers’ beliefs in technology (γ = -0.306, p < .05) were significant predictors of the classroom student usage-gap of productivity tools between those who have and those who have no access to computers at home. In classrooms where teachers had more positive beliefs in technology, the digital divide tended to be narrower than in those classrooms where teachers had less positive beliefs about technology. The data also showed that the gap in the usage of productivity tools was significantly wider in the suburban classrooms than in either the rural or urban classrooms. Teachers’ personal usage of computers significantly narrows the students’ usage gap in both individual tools (γ = -0.234, p < .05) and word processing tools (γ = -0.259, p < .01). An increased percentage of minority students in the classroom was also found to widen the classroom student usage gap significantly in individual tools (γ = 0.004, p < .05) and word processing tools (γ = 0.005, p < .05). In addition, teachers’ level of experience was found to narrow the classroom student usage gap significantly in word processing tools (γ = -0.019, p <.05). The study revealed that while the digital divide in physical access to computers in schools was not significantly different by school location, students in suburban schools had significantly greater access to computers at home than did their rural/urban counterparts. Students in suburban classrooms spent significantly more time on computers both at home and in school than did the rural/urban students. Data analysis in this study by specific type of computer tools showed that, in general, students tended to use technology tools for individual/personal practices rather than for instructional activities. Students’ usage of word processing, interactive, and productivity tools was significantly lower in schools located in urban and rural than in those in suburban communities. These findings suggest that access to computers at home is an important factor in students’ utilization of computer resources. Moreover, providing physical access to computers in schools may be insufficient to close the digital divide in computer technology by school location. Even when schools provide equal access to computers for all students, the digital divide in students’ usage of technology tools still remains, due to differing students’ home environments. This phenomenon is a reality that research has identified for several decades. For instance, Sutton (1991) indicated that computer technology exaggerated existing inequalities in educational input and output, particularly by social economic status, minority status, and gender. In order to interrupt these trends, school districts, teachers, and teacher education programs should be more deliberate and innovative in their attempt to reduce such handicaps that children face as a function of factors beyond their control (Coleman, 1977). Although the study found no statistically significant evidence of a gender gap among students in fourth- and fifth-grade levels in usage of computer tools in the classroom, boys on average spend more hours on computers at home than do girls. The findings of this study also indicated that a significant digital divide exists in students’ usage of technology tools between those who have access to computers at home and those who do not. This difference in home usage of computers by gender, if unchecked, may lead to a gender digital divide later on in their school life. Educators should make an effort to identify more institutional and societal factors that may lead to the widening of this gender digital divide, as well as incorporating gender equity strategies in the curriculum of teacher training programs. The role of teacher and institutional variables such as a teacher’s level of experience, their beliefs, and their practices in closing this gap should be of paramount importance to educational researchers. Therefore, the higher education community, including teacher education programs, should establish a partnership with school districts that show limited practice with technology tools to ensure equal opportunities for all students. In this collaborative relationship, professors and teachers could tailor teacher education courses to integrate technology tools into specific subject areas and develop an effective teacher training program that can be implemented in each subject area. Teacher training should focus on educational applications or innovative uses of technology tools for each subject area rather than on technology proficiency skills in isolation. Other findings in the study revealed the importance of teachers’ beliefs and practices in technology in relation to the digital divide in students’ usage of specific computer tools. Specifically, teachers’ positive beliefs about technology, their teaching experience, and their personal usage of computers were all found to narrow significantly the digital divide between students who have access to computers at home and those who do not. In addition, teaching experience was positively related to students’ usage of productivity tools that are often integrated into the curriculum, but not with interactive or individual tools that are typically used in isolation. This finding may imply that when teachers are more proficient in technology and have more experience, they integrate technology tools into their teaching. As a result, their students are given the opportunities to use technology, regardless of their technological environment at home. Limitations of the Study Although some students’ characteristics and practices were found to be significant predictors of student usage of technology tools, the proportion of variance in student usage accounted for by these factors was rather low, ranging from 2.5% in productivity tools to 8.1% in interactive tools. Other factors not considered in the present study need to be identified. The study also focused on the quantitative rather than qualitative measures of technology usage. The study attempted to determine how often students used computer tools in school and at home without accounting for the length of time spent each time. Due to the age of student participants in the study, it was difficult to determine the level of sophistication in their usage of computer tools. The study utilized a nonrandom sample of 48 teachers/classrooms in the second level of a hierarchical linear model. A larger sample of teachers/classrooms in a wider U. S. region could provide a more robust estimate of teacher and classroom effects on the digital divide. However, the study utilized an instrument that focused on typical tools used in a wide range of schools in the U.S. The findings in this study would benefit teachers and teacher educators to identify factors that may reduce the digital divide in students’ usage of specific types of computer tools by gender, school location, or social economic background. American Association of University Women Educational Foundation. (2000). Tech-savvy: Educating girls in the new Computer Age, Retrieved October 20, 2005, from http://www.aauw.org/member_center/publications/TechSavvy/TechSavvy.pdf Armitage, D. (1993). Where are the girls? Increasing female participation in computer, math, and science education. In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology and teacher education annual. (pp. 14-18). Charlottesville, VA: Association for Advancement of Computing in Education. Becker, H. J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Education Policy Analysis Archives [Online], 8(51), Retrieved Sept. 28, 2005, from http://epaa.asu.edu/epaa/v8n51/ Bracey, B. (2000, Spring). A different divide: Teachers and other professionals. Edutopia, 4-5. Coleman, J. S. (1977). What is meant by ‘an equal educational opportunity’? Oxford Review of Education, 1(1), 27-29. Coley, R., Cradler, J., & Engel, P. K. (1997). Computers and classrooms: The status of technology in U.S. Schools (Policy Information Report). Princeton, NJ: Educational Testing Service. (ERIC Document Reproduction Service No. ED412893) Gehring, J. (2001). Not enough girls. Education Week, 20(35), 18-19. Retrieved October 20, 2005, from http://counts.edweek.org/sreports/tc01/tc01article.cfm?slug=35girls.h20 Haugland, S. W. (2000). Early childhood classrooms in the 21st century: Using computers to maximize learning. Young Children, 55(1), 12-18. Huber, B. R., & Schofield, J. W. (1998). “I like computers, but many girls don’t”: Gender and the sociocultural contexts of computing. In H. Brornley & M. W. Apple (Eds.), Education/technology/power. Albany, NY: State University of New York Press. Kelly, K. (2000). The gender gap: Why do girls get turned off to technology? In D. T. Gordon (Ed.), The digital classroom. Cambridge, MA: Harvard Education Letter. Kleiman, G. M. (2000). Myths and realities about technology in K-12 schools. In D. T. Gordon (Ed.), The digital classroom. Cambridge, MA: Harvard Education Letter. Kleiner, A., & Farris, E. (2002). Internet access in U.S. public schools and classrooms, 1994-2001. Retrieved September 29, 2005, from National Center for Education Statistics Web site: http://nces.ed.gov/pubs2002/2002018.pdf National Center for Education Statistics. (2001). Computer and Internet use by children and adolescents in 2001. Washington, DC: Author. National Center for Education Statistics. (2004). Trends in educational equity of girls and women: 2004. Washington, DC: Author. National Center for Education Statistics. (2005). Internet access in U.S. public schools and classrooms: 1994–2003. Washington, DC: Author. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage Publications. Sutton, R. E. (1991). Equity and computers in the schools: A decade of research. Review of Educational Research, 61(4), 475-503. U.S. Department of Commerce. (2002, February). How Americans are expanding their use of the Internet. Retrieved October 20, 2005, from the National Telecommunications and Information Administration Web site: http://www.ntia.doc.gov/ntiahome/dn/anationonline2.pdf Seung H. Kim College of Education Curriculum and Foundations Cleveland State University 791 total views, 2 views today
What are the orbitals and the hybridization of the #["O"_2"NO"]^"- "# ion? I think you are asking about the hybridization and the orbitals involved in [O₁—O₂—N—O]⁻. You first have to draw the Lewis structure. There are three possibilities (sorry, they are difficult to draw in this editor): The third structure is the most stable, but the actual structure is a resonance hybrid of them all. All the atoms have a double bond in at least one of the contributors. That means they must be sp² hybridized with the left-over p orbitals participating in the π system. O₁ and O₂ are each sp² hybridized. The O₁—O₂ σ bond involves overlap of sp² orbitals from O₁ and O₂. O₂ and N are each sp² hybridized. The O₂—N σ bond involves overlap of sp² orbitals from O₂ and N. The p orbitals from O₁, O₂, N, and O all overlap to form an extended π orbital system over the whole ion.
With proper reference to the story discuss ‘Journey by Night’ by Ruskin Bond as a tale of triumph of human courage. Journey by Night by Norah Burke is a tale of human determination and human courage where the protagonist, Sher Singh, a boy of twelve, took his younger brother Kunwar to the hospital and saved his life crossing many adversities on the way. It was a poor family of four living in a jungle. Sher Singh’s father Sher Singh Bahadur was a brave shikari (hunter) and was away from home on a photographic expedition. The two boys were left home with their mother. But the yonger boy had a severe stomach ache that day and they feared that the boy was dying and must be taken to the hospital in time. Not to mention, the other children of the family had died of cholera, influenza and by jungle accidents. So, Sher Singh felt the illness inside himself and was determined to save his young brother. The mother had to stay home to mind the cattles and work the land without which they would all starve. So, Sher Singh was the only person there to take the responsibility and he was eager too. Now his mother tied the little boy to Sher Singh’s back with a sari. He set off through the jungle ways. The hospital was at Kalaghat fifty miles away from there. The load of his brother on his back was getting heavier. Suddenly the daylight went off and he continued his journey in the night. He faced dangerous animals like snakes and tuskers. He could not rest long on the way, as he had to reach his destination in time. Then he had to cross two rivers, one without bridge. He crossed the clod and flooded river on the wreck of the bridge tying his brother with him. The author has provided a great deal of descriptions of the river and how he made a rope with the grass and cut his finger. He also brought his brother water to drink. After crossing the rivers with great difficulty, he somehow stumbled on. He had lost all his strength by walking a long distance and his knees bent and trembled in pain. But finally they could get a lift in a bullock cart and then in a truck. They reached the hospital and the doctors started their treatment. They could save the child from dying. And it was only possible for the courage and effort Sher Singh has shown. It was made possible by his love for his brother and his sense of responsibility and the dogged determination he has inerited from his father, the Bahadur. The doctors all realized his achievement and called him Sher Singh Bahadur (Courageous). The boy deserved the title just like his father did. This story has been a touchy and inspiring account of the power of determination and human courage.
nursing essay help on breast cancer Breast Cancer in Women In recent times, the mortality rate of breast cancer was ranked second to lung cancer. According to DeSantis et al. institutes that there is about 2.6% chance for every woman who has been diagnosed with breast cancer to survive (2014). Since 1989 to 2007, the death rate attributed to breast cancer showed a significant decline followed by a steady increase since 2007 mainly in women between fifty and seventy-four years. Therefore, it is highly recommended that the women in the said age bracket be screened after every two years. According to Siegel, Miller & Jemal’s report (2016), about seventy-seven percent of women with breast cancer are diagnosed after they have attained the age of fifty and above indicating that the risk increases with age. As the United States’ Preventive Services Task Force (USPSTF) institutes, the screening of breast cancer in women can be done either through the use of mammogram or Magnetic Resonance Imaging (MRI) which shows the structures within the breast. The MRI technique is recommended for patients who are at high risk of developing the disease such as persons with a family history regarding the breast cancer disease. Age and gender are some of the factors that can affect the decisions that health care providers make when choosing preventive services of breast cancer in women (Ruddy & Winer, 2013). For instance, the use of mammogram as a screening test among women who are above 40 years can be harmful because the technique is invasive and involves repeated exposure. Additionally, more harm can be caused due to false positive test results that can prompt clinicians to conduct more tests which are more time-consuming and costly hence triggering unnecessary anxiety among patients. United States’ Preventive Services Task Force (USPSTF) revealed that gender is a vital patient factor which has a significant contribution to the risk of evolving breast cancer (Anderson, Schwab & Martinez, 2014). For instance, the task force outlines that women are more likely to advance breast cancer contrary to the males. As a result, regular screening should be conducted in women who are age and of the Caucasian or Afro-American ethnicity since they are more susceptible to breast cancer. Conversely, men are less vulnerable hence their risk assessment requires proper consultation with a doctor. Drug treatment options: Some of the agents that indicated in patients with breast cancer are the Selective Estrogen Modulators (SERMs). Estrogen has been implicated highly in the pathophysiology of breast cancer (Arcangelo et al., 2017). Therefore, the SERMs act by binding to the estrogen receptors hence preventing estrogen from binding to its receptors. Tamoxifen is an example of a SERM that is FDA approved. It has been noted that some of the short-term implications of tamoxifen include early development of menopausal symptoms such as vaginal dryness, hot flashes, nausea, low libido, and mood swings (Burstein et al. 2016). The long-term implications include the risk of blood clotting as well as endometrial cancer due to prolonged exposure. Bevacizumab is another anticancer agent whose molecular target is the Vascular Endothelial Growth Factor (VEGF). Uncontrolled angiogenesis is a common phenomenon in breast cancer, just like other cancers. The said process above is significantly determined by VEGF. Administration of bevacizumab prevents the blood vessels growth thereby reducing oxygen supply and other nutrients to cancerous cells leading to necrosis. However, it is imperative to note that this drug causes fatigue, nausea, and diarrhea. It also increases the risk of stroke and development of heart attack. Radiotherapy is another important technique for treating breast cancer.
The Shirak region of Armenia historically was the first region of the country to become a part of the Russian Empire. This happened in the year 1804 during the Russo-Persian war. In 1837, when the emperor Nochilas I of Russia arrived in Gyumri, he renamed the city in honor of his wife, Princess Charlotte of Prussia, who had changed her name to Alexandra Feodorovna after converting to Orthodox Christianity. Gyumri became Alexandropol. A major Russian fortress was built on the site in the same year, the Black Fortress. Circular in shape, the Black Fortress sits on the top of a hill overlooking the city of Gyumri. It’s a great place to enjoy a panoramic view of the city. The fortress was build to protect the Russian Empire from one of its neighbors, the Ottoman Empire, following the Russo-Turkish War of 1828–1829. Nearby is the large statue of Mother Armenia is located. Featured image by: Armine Aghayan / wikimedia
10% of women around the world are affected by endometriosis. Does it just happen to them? The good news is that there are efficient ways to successfully alleviate or at least deal with the discomfort, intense pain and sexual trauma that endometriosis can cause. What is endometriosis? Endometrial cells form the lining of a female womb. When patches of these cells develop elsewhere in the body, we call the condition endometriosis. Normally if menstrual blood or endometrial cells should accidentally escape from the womb and land up in the pelvic cavity or lymphatic system, they are immediately detected and removed, broken down or reabsorbed. This is a natural safety measure, undertaken by a healthy immune system. But now an increased load of toxic chemicals, wayward hormones and especially solvents present in our food, cosmetics and the air we breathe seems to be affecting the spread of endometriosis. Masses of endometrial tissue develops into cysts, growths and lesions around the ovaries, fallopian tubes, the bladder, bowel wall and perineum. This causes intense pelvic pain, but not predominantly uterine pain or even intense menstrual bleeding. For some, sex or even going to the toilet becomes unbearably painful, due to growths on the inner wall of the perineum (pelvic floor). This condition affects mostly fertile women of any age but may be responsible for over 30% of the infertility statistics. Are there different causes of endometriosis? There are more theories than facts but according to research and results, the two most plausible and treatable types of endometriosis are: a condition you are born with or one that you can acquire from a parasitic infestation of flukes. Others claim that is can be caused by misplaced cells from leaking of menstrual blood into the fallopian tubes and out into the pelvic cavity or from cells into the lymphatic system. There is also the possibility that cells mutate when DNA is damaged by toxins, infections or hormone imbalances. But whether implanted or mutated; endometriosis is certainly not a form of cancer. 1 The congenital endometriosis theory: Doctor Redwine of Oregon Medical Centre has been successfully treating hundreds of women suffering from endometriosis with Near-contact laproscopy since 1979. He calls it “a congenital birth defect”. His high success rate proves that a thorough removal of all types of growths within the pelvic cavity clears up the condition or at least alleviates pain and discomfort in over 95% of the cases. If only the very dark patches and the chocolate cysts that are filled with old blood are treated, then all the remaining material will still cause a lot of pain because fibrous tissue affects the function and structure of the ovaries, fallopian tubes, vagina, bladder, etc. He believes the predominant symptom of endometriosis to be pelvic pain and not menstrual problems, bleeding or infertility. This is because the problem is outside of the uterus! The fault begins before birth: endometrial cells that are destined for lining the womb often find their way into the pelvic area and attach to developing ovaries, fallopian tubes and the inner side of the perineum. Because they are rapidly dividing cells, they develop into cysts or patches of endometrial tissue resulting in painful ovulation or bowel habits and sex becomes a nightmare if the perineum is involved. Although people believe all this wayward tissue actually performs monthly menstrual bleeds, it is a matter of opinion. But oestrogenic activity goes on, no matter where the patches are situated. This causes cell proliferation due to the stimulation of the endometrial receptors. They respond to changes in the menstrual cycle and are affected by swelling and the premenstrual build up. Women on birth control pills, IUD devices or HRT can be severely affected due to imbalances of the 2/16 oestrogen ratio. We can use hormone balancing protocols to deal with this type of oestrogen overload.* 2 The parasite invasion: Cases of endometriosis that clear up successfully after an intensive parasite treatment and result in successful pregnancies are proof enough that even if you do not have a birth defect, you certainly can be the victim of parasites like flukes! This is a very plausible theory put forward by Hulda Regher Clark. By treating the fluke problem and avoiding the solvents involved, she has helped to clear up many cases of endometriosis. A lady who had undergone 7 laproscopic surgical treatments was only finally cured once the flukes had been removed. Why does this happen? In our world we are exposed to many solvents. When fluke eggs are present: and they are in just about every area of or bodies, they will hatch in the presence of a solvent we have been exposed to. In the case of methyl ethyl ketone (MEK) and methyl butane ketone (MBK) the uterus becomes a secondary host to flukes. They reach adult stage by feeding on endometrial cells. They travel to other areas of the body, taking along their endometrial load to cause havoc in your lungs, brain or just about anywhere they please and the immune system is helpless against an invader of such a size. At best, a cyst may form around it over a period of time. Symptoms of endometriosis caused by parasites: Menstrual difficulties with pain and heavy bleeding. Painful intercourse and perineal involvement is not as evident as are uterine problems and infertility issues. The uterine wall may also have patches of endometrial cells embedded in it. Nuke the flukes! If you are trying to fall pregnant: the safest and quickest option is vibrational medicine and therapists using the BEST system excel at this. The frequency of the fluke can be detected and temporarily destroyed. You will then receive a bottle of tincture for follow up treatment of flukes. You can keep taking it to keep flukes and their thousands of offspring at bay. I personally recommend this form of consultation to help root out other obstacles to your ability to conceive! Alternatively, QX, Scio or Rife practitioners can help you. A zapper, as recommended by Hulda Regher Clark is a sure way to eliminate microbes and parasites on a continuous basis. This inexpensive home device resonates to all the frequencies common to most offending microbes and parasites that affect us from day to day without affecting one's ability to fall pregnant. For general use: Herbal parasite treatments used on a regular basis will get rid of flukes. You can make your own out of artemesia and olive leaves or use recipes containing walnut husk, etc. Common de-worming remedies from the chemist may not be adequate against flukes. Drugs like praziquantel are a quick one-off treatment, but remember that eggs will still hatch a few days later. Consider side effects of using toxic pharmaceutical drugs and their safety and efficacy should be discussed with a qualified expert. A simple way to control the fluke and worm egg stage is to take a knife-tip of clove powder mixed in a little honey a few times a week. Try to avoid exposure to solvents as far as possible. Endometriosis caused by flukes results from exposure to methyl ethyl ketone (MEK) and methyl butane ketone (MBK), making your uterus a secondary host. Fumes come from: paraffin wax candles, household cleaning agents: window and tile sprays stain removers, pesticides, paint thinners and especially something ladies use: acetone for removing nail varnish! Wear a mask or run a mile from these fumes. People living near industrial sites that convert coal into oil and gas are especially vulnerable to fumes. But all of us are exposed to solvents that contaminate our air, food, water and cosmetics. 3 Other theories and treatments: Menstrual leakage up the fallopian tubes? Retrograde menstruation, said to be caused by tampons among other things. Even yoga instructors warn ladies not to do inverted poses when they are menstruating, so it is possible for blood to exit the uterus via the fallopian tubes. If you have a gynaecologist that insists this is the case, look at their success rate in treating endometriosis and work out a suitable strategy. (This occurrence is usually handled by the immune system.) For women who no longer wish to conceive, there is the option of using hormones to produce the cessation of menstruation and bring on an early menopause. Some believe that removing all the reproductive bits will get rid of your misery, but it has to be a well informed decision before you resort to surgery or hormonal intervention. Purveyors of natural progesterone claim a very effective rate in treating endometriosis. There is a danger that it can convert to even more of the potent types of oestrogen should the liver be congested and you are not controlling your 2/16 oestrogen ratio.* Meanwhile, all the parasites are adding to the burden of growing cysts and thickening of connective and scar tissue in the pelvic cavity, so consider the hormonal route very cautiously and try to find somebody who has conquered endometriosis in this way. 1 Prescription for nutritional healing by Balch & Balch. Publisher: Avery publishing group. ISBN 0-89529-429-X 2 The well woman's self help directory by N Bradford. Publisher: PARRAGON ISBN 0-75251-821-6 3 The cure for all diseases by Hulda Regher Clark. Publisher: Promotion Publishing ISBN 1-887314-02-4 4 Passage to Power by Leslie Kenton. Publisher: Random house ISBN 0 09 181594 0 5 The chemotherapy of human parasitic disease by V Bozdech & P Mason. Publisher: University of Zimbabwe ISBN 0-908307-26-8
It’s not looking good for hydraulic fracturing on the PR front. Also known as the unfortunate-sounding sobriquet “fracking,” it’s the practice of sending superpressurized water down wellbores to fracture deep-bed rock formations and release natural gas. A recent report in the journal Ground Water concludes that benzene and other toxic chemicals injected into the ground during fracking operations could migrate toward the aquifer level much faster than previously predicted. Experts had assumed that impermeable layers of rock would keep the chemicals trapped deep underground. Not so, according to the report’s author, Tom Myers, an independent hydrogeologist who used computer modelling to examine the safety of gas drilling in the Marcellus Shale in Pennsylvania, where more than 5,000 wells have been drilled between 2009 and 2010. According to his modelling, the toxic chemicals could reach the surface in “just a few years.” Whatever the predictive powers of Myer’s study—the map is not the territory, and computer models are not ancient deposits of rock—it follows on the heels of a report from U.S. Geological Survey that a “remarkable” increase of quakes in the U.S. mid-continent since 2001 is “almost certainly manmade,” perhaps linked to the deep underground injection of drilling waste from fracking operations. However, the study’s lead author later told reporters that there is no evidence that fracking had any direct connection to the increased seismicity. So what does that have to do with us in B.C.? Plenty. The northeast corner of our province is home to immense hydraulic fracturing operations, notes Ben Parfitt, a resource policy analyst with the Canadian Centre for Policy Alternatives. At a public meeting two weeks ago at the Vancouver Public Library, Parfitt and other speakers painted a sobering scenario for B.C.’s wilderness, energy independence, and corporate accountability. B.C.’s shale gas production is comparable to Alberta’s tar sands project. Both require immense amounts of water and energy in their operations; hence their tag as “unconventional” fossil fuel extraction. In a November 2011 report for the CCPA, “Fracking Up Our Water, Hydro Power and Climate,” Parfitt notes a recent B.C. Hydro assessment that the projected power needs of the province’s shale gas sector would require to three times the power produced at the proposed Site C dam on the Peace River. “Currently, much of the gas produced in B.C. moves by pipeline to Alberta, where the biggest industrial user of natural gas is the tar sands industry. We are literally exporting the world’s most energy-intensive natural gas to help produce some of our planet’s most energy-intensive oil,” writes Parfitt. In other words, the natural gas extracted in B.C. is going in one pipeline direction to Alberta, to heat water for separating bitumen from sand. In the other direction, synthetic oil created by this process will (Harper willing) soon be flowing in the opposite direction toward the projected supertanker port in Kitimat, which will also have liquid natural gas facilities for the export of gas to China. That nation’s explosive growth, now cooling, has been fuelling this megaproject mania in Canada. The Ensbridge pipes will also require natural gas “condensate” to smooth the transfer of the heavy oil from Alberta. This energy extraction back and forth reminds me of the Jazz Age cartoons by Rube Goldberg, where a profusion of gears and pulleys perform a straightforward task, like cooking a piece of toast or patting a cat. I asked Parfitt if there’s been a reliable study of the sum energy inputs and outputs of the fracking/tar sands dynamic, without even factoring in environmental impact and water use. Is this the royal road to energy independence, or are we talking about the Tweedledum and Tweedledumber of fossil fuelishness? Or a necessary response to “peak oil?” Parfitt knows of no reputable study on the net gains and losses, but suggested there are reasons for doubt (a June 2011 report in the New York Times points to Wall Street speculation as a prime mover in shale gas exploration and drilling, comparing the latter to previous financial bubbles). Yet surely technocrats would conduct a proper risk/benefit analysis of such megaprojects, including thorough environmental assessments, well before a reflexive gold rush toward unconventional energy sources, no? It’s not as if the U.S. and Canada are ruled by beancounting boneheads, Ponzi-minded greedheads, and political opportunists, right? More on this next week.
In its broadest sense, fermentation refers to any process by which large organic molecules are broken down to simpler molecules as the result of the action of microorganisms (organisms so small they can be seen only with the aid of a microscope). The most familiar type of fermentation is the process by which sugars and starches are converted to alcohol by enzymes in yeasts. (Enzymes are chemicals that act as catalysts, which spark reactions.) To distinguish this reaction from other kinds of fermentation, the process is sometimes known as alcoholic or ethanolic fermentation. Ethanolic fermentation was one of the first chemical reactions observed by humans. In nature, various types of food "go bad" as a result of bacterial action. Early in history, humans discovered that this kind of change could result in the formation of products that were actually enjoyable to consume. The "spoilage" (fermentation) of fruit juices, for example, resulted in the formation of primitive forms of wine. The mechanism by which fermentation occurs was the subject of extensive debate in the early 1800s. It was a key issue among those arguing over the concept of vitalism, the notion that living organisms are in some way essentially different from nonliving objects. One aspect in this debate centered on the role of so-called "ferments" in the conversion of sugars and starches to alcohol. Vitalists argued that ferments (what we now know as enzymes) are linked to a living cell. Destroy a cell, they said, and ferments can no longer cause fermentation. A crucial experiment on this issue was carried out in 1896 by the German chemist Eduard Buchner (1860–1917). Buchner ground up a group of cells with sand until they were totally destroyed. He then extracted the liquid that remained and added it to a sugar solution. His assumption was that fermentation could no longer occur since the cells that had held the ferments were dead. Thus, they no longer carried the "life-force" needed to bring about fermentation. He was amazed to discover that the cell-free liquid did indeed cause fermentation. It was obvious that the ferments themselves, distinct from any living organism, could cause fermentation. Words to Know Enzyme: An organic compound that speeds up the rate of chemical reactions in living organisms. Ferment: An early term used to describe the substances we now know as enzymes. Gasohol: A synthetic fuel consisting of a mixture of about 90 percent gasoline and 10 percent alcohol. Vitalism: The concept that compounds found within living organisms are somehow essentially different from those found in nonliving objects. Wastewater: Water that carries away the waste products of personal, municipal, and industrial operations. Wild yeast: A naturally occurring yeast. The chemical reaction that occurs in fermentation can be described quite easily. Starch is converted to simple sugars such as sucrose and glucose. Those sugars are then converted to alcohol (ethyl alcohol) and carbon dioxide: This description does not really provide an idea as to how complex the fermentation process really is. During the 1930s, two German biochemists, Gustav Embden (1874–1933) and Otto Meyerhof (1884–1951), worked out the sequence of reactions by which glucose ferments. Embden and Meyerhof found that it required a sequence of 12 reactions in order to accomplish the "simple" change from glucose to ethyl alcohol and carbon dioxide. A number of enzymes are needed to carry out this sequence of reactions, the most important of which is zymase, found in yeast cells. These enzymes are sensitive to environmental conditions in which they live. When the concentration of alcohol in a liquid reaches about 14 percent, they are inactivated. For this reason, no fermentation product (such as wine) can have an alcoholic concentration of more than about 14 percent. The alcoholic beverages that can be produced by fermentation vary widely, depending primarily on two factors, the plant that is fermented and the enzymes used for fermentation. Human societies use, of course, the materials that are available to them. Thus, various peoples have used grapes, berries, corn, rice, wheat, honey, potatoes, barley, hops, cactus juice, cassava roots, and other plant materials for fermentation. The products of such reactions are various forms of beer, wine, or distilled liquors, which may be given specific names depending on the source from which they come. In Japan, for example, rice wine is known as sake. Wine prepared from honey is known as mead. Beer is the fermentation product of barley, hops, and/or malt sugar. Early in human history, people used naturally occurring yeasts for fermentation. The products of such reactions depended on whatever enzymes might occur in those "wild" yeasts. Today, wine-makers are able to select from a variety of specially cultured (grown) yeasts that control the precise direction that fermentation will take. Ethyl alcohol is not the only useful product of fermentation. The carbon dioxide generated during fermentation is also an important component of many baked goods. When the batter for bread is mixed, for example, a small amount of sugar and yeast are added. During the rising period, sugar is fermented by enzymes in the yeast, with the formation of carbon dioxide gas. The carbon dioxide gives the batter bulkiness and texture that would be lacking without the fermentation process. Fermentation has a number of commercial applications beyond those described thus far. Many occur in the food preparation and processing industry. A variety of bacteria are used in the production of olives, cucumber pickles, and sauerkraut from raw olives, cucumbers, and cabbage, respectively. The selection of exactly the right bacteria and the right conditions (for example, acidity and salt concentration) is an art in producing food products with exactly the desired flavors. An interesting line of research in the food sciences is aimed at the production of edible food products by the fermentation of petroleum. In some cases, antibiotics and other drugs can be prepared by fermentation if no other commercially efficient method is available. For example, the important drug cortisone can be prepared by the fermentation of a plant steroid known as diosgenin. The enzymes used in the reaction are provided by the mold Rhizopus nigricans. One of the most successful commercial applications of fermentation has been the production of ethyl alcohol for use in gasohol. Gasohol is a mixture of about 90 percent gasoline and 10 percent alcohol. The alcohol needed for this product can be obtained from the fermentation of agricultural and municipal wastes. The use of gasohol provides a promising method for using renewable resources (plant material) to extend the availability of a nonrenewable resource (gasoline). Another application of the fermentation process is in the treatment of wastewater. In the activated sludge process, aerobic bacteria (bacteria that can live without oxygen) are used to ferment organic material in wastewater. Solid wastes are converted to carbon dioxide, water, and mineral salts.
(Update June 2005) As of this writing, the federal government (including the military) and 36 states have statutes authorizing the use of the death penalty down from one year ago, when there were 38 states. Recent legal challenges in the states of New York and Kansas have forced those two states to either fix badly written laws or to simply join the other twelve states that have chosen not to use the death penalty at all. Currently, there are 3,471 inmates on death row across the United States. Since the reinstatement of the death penalty in 1976, there have been approximately 948 inmates put to death. In that same time period, 117 people have been released from death row in 25 states with evidence of their innocence, and 220 death row inmates have been granted clemency because of doubts about their guilt or concerns about the death penalty process. On October 30, 2004, the President signed into law the final version of H.R. 5107, the Justice for All Act of 2004. This anti-crime bill included provisions from the Innocence Protection Act (IPA) which the USCCB supported since its inception in March of 2001. The Justice For All Act ensures access to post-conviction DNA testing for those currently serving time in prison or on death row, and provides much-needed funds to test a nationwide backlog of more than 300,000 rape kits and other crime scene evidence. A strategic move by the House led to a dramatic improvement in H.R. 5107 with the addition of victims’ provisions including funding for victims' services through grants to prosecutor and defender offices, as well as assistance to families of murder victims. In the end, the legislation enjoyed the broad support of leaders from the victims' rights community, criminal justice reform advocates and even those who support the use of the death penalty. Cardinal McCarrick, while Chairman of the Domestic Social Policy Committee, wrote numerous letters to Congress urging passage of this legislation. Then President of the USCCB Bishop Gregory also called on President Bush to sign the bill once it had reached the President’s desk. The passage of the Justice for All Act of 2004 is the result of three years of steady advocacy and negotiation. It is not only an important step in criminal justice reform and victims’ rights but also could lead to a significant reduction in the use of the death penalty. As part of the Catholic Campaign to End the Death Penalty, Conference staff will continue to look for other legislative opportunities that could lead to a reduction and the eventual elimination of the use of the death penalty in the United States. We will also be monitoring any Congressional bills that seek to expand the use of the death penalty. Supreme Court Action On October 13, 2004, the United States Supreme Court heard arguments in a Missouri case, Roper v. Simmons, involving a juvenile. The USCCB and 29 other religious organizations urged the High Court to affirm a lower court ruling that the execution of persons for crimes committed as juveniles violates the constitutional guarantee against cruel and unusual punishment. In a statement concerning the brief, Cardinal Theodore McCarrick, Archbishop of Washington and Chairman of the USCCB Domestic Policy Committee, expressed the hope that the Supreme Court would now extend the same moral wisdom and legal reasoning to the use of the death penalty against those who committed capital crimes as juveniles as it did two years ago when it concluded that the execution of persons with mental retardation could not be squared with the constitutional guarantee against cruel and unusual punishment. The list of religious groups that joined the USCCB on the Simmons brief represent a wide faith spectrum including Lutheran, Methodist, Episcopalian, Presbyterian, United Church of Christ, Mennonite, Buddhist, Jewish and Greek Orthodox organizations. As of this writing, the Supreme Court had still not issued an opinion but one could be forthcoming soon. Since 1980, the USCCB has taken a strong and principled position against the use of the death penalty in the United States. We oppose the use of the death penalty not just for what it does to those guilty of horrible crimes, but for how it affects society; moreover, Pope John Paul II, in both The Gospel of Life and the revised Catechism of the Catholic Church, states that our society has adequate alternative means today to protect society from violent crime without resorting to capital punishment. “Catholic Campaign to End the Use of the Death Penalty”: On March 21, the USCCB launched the Catholic Campaign to End the Use of the Death Penalty in the United States. Speaking to an overflowing room of reporters at the National Press Club on behalf of Bishop DiMarzio, who could not attend, Cardinal McCarrick said, “The Catholic campaign will work to change the debate and decisions on the use of the death penalty: building a constituency for life, not death; calling on our lawmakers to lead, not follow; to defend life, not take it away. . . . This cause is not new. Our bishops’ conference has opposed the death penalty for 25 years. But this campaign is new. It brings greater urgency and unity, increased energy and advocacy, and a renewed call to our people and to our leaders to end the use of the death penalty in our nation.” At the press conference, noted pollster John Zogby reported that support for the use of the death penalty has plunged from as high as 68% to less than half of Catholics (48%), according to a November 2004 survey of Catholic attitudes on the death penalty. Another 47% oppose it. The percentage of Catholics who are intensely supportive of the death penalty has been halved, from a high of 40% to 20% according to the survey. The other participants in the press conference were: Mr. Bud Welch, whose daughter Julie Marie was killed in the Oklahoma City bombing; and Mr. Kirk Bloodsworth, who came into the Church while living on death row, and spent over eight behind bars before DNA testing proved his innocence. This event generated widespread publicity in the media, including press coverage by the Washington Post, New York Times, Chicago Sun-Times, AP, UPI, Reuters, etc. The campaign’s website, www.ccedp.org, includes a basic brochure, a clear explanation of the Church’s teaching, and resources for education and action. The site also includes the many statements of bishops around the country (e.g., Archbishop Chaput of Denver and Bishop Wuerl of Pittsburgh). Staff is currently developing educational materials and other tools to help Catholics get involved with the campaign. The response so far has been very encouraging. Court Action: On March 1, the U.S. Supreme Court decided Roper v. Simmons, a Missouri case on the juvenile death penalty. The High Court announced that executing juvenile offenders, those who committed capital murder under the age of 18, was unconstitutional because it violated the Eighth Amendment’s cruel and unusual punishment standard. The decision immediately removed approximately 72 men on 12 state death rows across the country, including 29 in Texas, (40%) of all the juvenile offenders. Bishop DiMarzio, Chairman of the Domestic Policy Committee, issued a statement praising the Roper decision. The USCCB and 29 other religious organizations had submitted an Amicus Brief urging the Court to affirm the lower court ruling that the execution of persons for crimes committed as juveniles violates the constitutional guarantee against cruel and unusual punishment. The list of religious groups that joined the USCCB on the Simmons brief represented a wide spectrum of faiths including Lutheran, Methodist, Episcopalian, Presbyterian, United Church of Christ, Mennonite, Buddhist, Jewish and Greek Orthodox. Legislation: USCCB staff is currently in dialogue with Senator Feingold’s (D-WI) staff regarding a bill that would create a National Commission on the Death Penalty to determine if it is being imposed fairly. The hope is the proposed legislation will have bipartisan support and will be introduced by Senator Feingold by the end of June. While most of the activity on the death penalty is at the state level, it is also important to pursue federal legislation which can help keep the focus on problems with the application of the death penalty as a means to its eventual end. What You Can Do - Look for more information, resources and materials on our website, www.usccb.org/sdwp/, under “Ending the Death Penalty” or go to the web site for Catholics Against Capital Punishment, www.cacp.org. - Join the Catholic Campaign to End the Death Penalty! For More Information Andy Rivas 202-541-3190; (fax) 202-541-3339; email@example.com or Frank McNierney (DSD Consultant on the death penalty) firstname.lastname@example.org.
Living in a country with a 70 percent youth unemployment rate, fishing along the long Atlantic Coast is one of the few options left for Sierra Leonian youth in terms of work. But pirate fishers and an uninterested government are threatening their livelihood. By Damon van der Linde, Freetown Albert Johnson helps unload a net full of shimmering silver herring from his fishing boat, a 25-foot wooden canoe painted bright red, bobbing on the water in front of the rocky beach. He untangles the small fish from the net while market sellers crowd the shore, waiting to purchase the catch. "I've been working as a fisherman for a few years now. For us, it is the only means of livelihood," says Johnson, who lives in the fishing community of Goderich, a suburb of Sierra Leone's capital city, Freetown. He says it is hard work, but making a living from fishing has been made even more difficult in recent years, because foreign trawlers have been terrorising these communities by poaching in the Inshore Exclusion Zone (IEZ), an area reserved for artisanal fishermen with small boats, like Johnson's. Fishing gear destroyed The pirate fishers would cut nets, occasionally ram boats, and frequently damage the marine environment. "When we’d go out to fish, we sometimes saw trawlers destroy fishing gear and run off. Their boats are bigger and faster [than ours]," says Johnson. Although a recently released report by UK-based NGO Environmental Justice Foundation says that foreign poaching in the IEZ has dropped to zero, West Africa is still the region that is most affected by piracy fishing, losing more than a third of the total catch to foreign poachers. In a country where youth unemployment is almost 70 percent, fishing along the long Atlantic Coast is one of the few options left for Sierra Leonian youth in terms of work. The population of Sierra Leone is growing, and with it, is a need for food, particularly protein-rich food like fish. Fish represents 64 percent of the total animal protein consumed in the country, and an estimated 230,000 people are directly employed in the fishing industry. The long coastline, however, means it is hard to patrol and monitor fishing activity. The Sierra Leone navy has four small patrol boats, but none of them are currently in operation. Patrol boat robbed The government claims it has difficulties providing the resources necessary to efficiently monitor the fishing waters. At the beginning of October, the Isle of Man in the UK donated a patrol boat for monitoring fishing boat activity. But as it turned out at the launching, the boat had been robbed of its equipment including gauges, flat screens and life jackets. This effectively means it is largely up to the fishing communities themselves to secure the livelihood for the younger generation. Al Haaji Sesay, who leads the union of small-scale fishermen in Sierra Leone, says that the fishermen need to be empowered to do so, since the government is not doing enough to protect them. But fisherman Saidu Tacuru doesn’t see it happen. “[The government] will never give us the authority to monitor [...] our territorial waters,” he says. “They never say anything when damage has been done to us. It’s our fate to remain silent and continue fishing.” Like Tacuru, others in the Goderich fishing community also feel that the government has lost interest in the well-being of small-scale fishers, and is now only concerned with the more lucrative industrial fishing operations.
Citizen science helps unlock European genetic heritage A University of Sheffield academic is helping a team of citizen scientists to carry out crucial research into European genetic heritage. Citizen Scientists are not required to have a scientific background or training, but instead they possess a passion for the subject and are increasingly being empowered by the scientific community to get involved in research. Dr Andy Grierson, from the University of Sheffield’s Institute for Translational Neuroscience (SITraN), has helped a team of citizen scientists from Europe and North America to identify vital new clues to tell the story of Europe’s genetic history. Dr Grierson explained: “Understanding European history since man first arrived on the continent is a huge challenge for archaeologists and historians. “One way that scientists can help is by studying the genetics of European men. All men carry a Y chromosome that they inherit from their father, which has been passed down the generations from father to son for thousands of years. So most men in Europe will share common ancestry at some point in the past, and we are able to investigate this shared ancestry using genetic studies of the Y chromosome. “However, up until recently, there have not been many genetic clues on the Y chromosome to allow scientists to be certain about identifying different populations.” The team has addressed this problem by downloading human genome data obtained by the 1000 Genomes Project from the Sanger Centre in Cambridge. Then, working on their home computers, they managed to extract 200 novel genetic variants from Y chromosomes of the most numerous group of western European men. By determining the patterns of these markers in each of the 1000 Genomes Project samples, the team was able to draw up a new family tree for the majority of men in Western Europe. The group hopes that this resource will allow a much more detailed analysis of migration and expansion of populations in Europe. For example, some of the new genetic markers may help to study the origins and movements of different historical and cultural groups such as the Celts. Dr Grierson added: “This community-led approach to genetic research could easily be adopted by other research areas. In particular, the 1000 Genomes Project has made the whole genome sequence of more than 2,000 individuals freely available for research purposes. These sequences potentially contain new information that will give important insight in diverse disciplines such as clinical medicine and evolutionary biology. “One problem is that the amount of data analysis involved is huge, so working in partnership with citizen scientists allows us to move forward far more rapidly. There are thousands of science graduates, who for one reason or another have pursued non-scientific careers. Getting involved in citizen science projects is one way that these people can re-engage with research. Likewise many people with careers in IT and computing already have the sorts of skills required for analysing whole genome sequences in projects like ours.” Richard Rocca from Saddle Brook in New Jersey, USA, a community scientist involved in the project, said: “By searching through vital records such as birth certificates, many of us can trace our ancestry back several generations. The task is very time consuming, especially for those, like me, whose ancestors left Europe many generations ago. As gratifying as the results may be, once the paper trail ends, we are left to wonder about our deep ancestry. By working together, we were able to add many levels of detail to the genetic tree. I have no doubt that this new information will help some of us trace our individual ancestries back into pre-history.” Greg Magoon, from Manchester in Connecticut, USA, another community scientist involved in the project said, "It's a very exciting time for this field. The development and use of new genome sequencing technologies over the last few years along with the public availability of data obtained with these technologies, particularly from initiatives like the 1000 Genomes Project, are enabling us to make rapid progress in our understanding of historical human migrations and paternal lineages. We’ve tried to show how such progress can be facilitated by an engaged community of individuals, with varied and complementary skills, connected via the Internet." The research is due to be published in PlosONE at 11pm BST, 5pm EST on 24 July 2012 and will be available at: http://dx.plos.org/10.1371/journal.pone.0041634 The University of Sheffield With nearly 25,000 students from 125 countries, the University of Sheffield is one of the UK´s leading and largest universities. A member of the Russell Group, it has a reputation for world-class teaching and research excellence across a wide range of disciplines. The University of Sheffield has been named University of the Year in the Times Higher Education Awards for its exceptional performance in research, teaching, access and business performance. In addition, the University has won four Queen´s Anniversary Prizes (1998, 2000, 2002, 2007). These prestigious awards recognise outstanding contributions by universities and colleges to the United Kingdom´s intellectual, economic, cultural and social life. Sheffield also boasts five Nobel Prize winners among former staff and students and many of its alumni have gone on to hold positions of great responsibility and influence around the world. The University´s research partners and clients include Boeing, Rolls Royce, Unilever, Boots, AstraZeneca, GSK, ICI, Slazenger, and many more household names, as well as UK and overseas government agencies and charitable foundations. The University has well-established partnerships with a number of universities and major corporations, both in the UK and abroad. Its partnership with Leeds and York Universities in the White Rose Consortium has a combined research power greater than that of either Oxford or Cambridge. For further information please contact: Media Relations Officer The University of Sheffield 0114 222 1046
ILO Working Paper Forced labour and trafficking in Eu Mar 07 2010 Download right click "save as" The paper is based on ILO research carried out between 2003 and 2007. It summarizes largely qualitative research from ten European source, transit and destination countries. It is therefore the result of a collective effort of researchers from many countries. The purpose of this project was to close a gap in current research that exists up to today: Most trafficking-related research, in particular primary research, focuses on trafficking of women for the purpose of sexual exploitation. Other forms of trafficking, such as those linked to forced labour in labour-intensive economic sectors, are still under-researched and under-theorized.More information about human trafficking on the website of ILO. - ILO Special Action Programme to combat forced labour January 2013 Newsletter - ILO 2012 Global Estimate on Forced Labour - Results and Methodology - ILO 2012 Global Estimate of Forced Labour - Fact Sheet - ILO 2012 Global Estimate of Forced Labour - Executive Summary Francais - ILO 2012 Global Estimate of Forced Labour - Executive Summary Espanol - ILO Global Estimate of Forced Labour - Executive Summary English - ILO: 2012 Report of the Committee of Experts on the Application of Conventions and Recommendations - ILO: Giving globalisation a human face - ILO: Fundamental principles and rights at work - ILO: Eradicating forced labour from supply chains - Migration and Child Labour - Hidden Faces of the Gulf Miracle
Worthy of Trust Text: Psalm 15 I. I’m sure you heard Aesop’s story of the little boy who cried “Wolf!” but I would tell it to you again: There once was a shepherd boy who was bored as he sat on the hillside watching the village sheep. To amuse himself he took a great breath and sang out, "Wolf! Wolf! The wolf is chasing the sheep!" The villagers came running up the hill to help the boy drive the wolf away. But when they arrived at the top of the hill, they found no wolf. The boy laughed at the sight of their angry faces. "Don't cry 'wolf', shepherd boy," said the villagers, "when there's no wolf!" They went grumbling back down the hill. Later, the boy sang out again, "Wolf! Wolf! The wolf is chasing the sheep!" To his naughty delight, he watched the villagers run up the hill to help him drive the wolf away. When the villagers saw no wolf they sternly said, "Save your frightened song for when there is really something wrong! Don't cry 'wolf' when there is NO wolf!" But the boy just grinned and watched them go grumbling down the hill once more. Later, he saw a REAL wolf prowling about his flock. Alarmed, he leaped to his feet and sang out as loudly as he could, "Wolf! Wolf!" But the villagers thought he was trying to fool them again, and so they didn't come. At sunset, everyone wondered why the shepherd boy hadn't returned to the village with their sheep. They went up the hill to find the boy. They found him weeping. "There really was a wolf here! The flock has scattered! I cried out, "Wolf!" Why didn't you come?" An old man tried to comfort the boy as they walked back to the village. "We'll help you look for the lost sheep in the morning," he said, putting his arm around the youth, "Nobody believes a liar...even when he is telling the truth!" A. Samuel Johnson once pointed out, "We are inclined to believe those whom we do not know because they have never deceived us." 1. In a way its truth is a sad commentary that people tend to disappoint us. 2. The longer we know someone, the more distrustful we become because of what they have done or not done. B. The principle is trustworthiness - Luke 16:10-12 1. Being trusted isn’t a matter of accuracy at this moment, but the reliability you accumulated during the past. 2. Too many expect trust as a right a. “Don’t you trust me?” is commonly asked by teenagers b. The answer most often is “No,” but we’re too polite to put it so bluntly 3. Have you shown yourself reliable in the past? a. Why would I expect a person who is often late to be on time for a critical meeting? b. Why would I expect the truth from someone willing to lie if he thinks it will benefit him? c. Or, worse, how can I trust someone who lies because it’s “fun” to manipulate others? 4. Are you undertaking something new for which you have not established a record? a. This is always the issue with teens who want to go to a late night party or who demand the right to spend time alone with someone of the opposite sex b. They want trust for something they haven’t dealt with, sexual urges. II. The character of a Christian is one worthy of trust A. In business 1. Stewards are required to be faithful - I Corinthians 4:2 2. Not just when someone is looking - Ephesians 6:5-8 3. God cannot tolerate a dishonest business man - Proverbs 11:1 B. In marriage 1. A component of love is a love for truth - I Corinthians 13:4-8 2. Marriage is covenant to be kept - Malachi 2:13-16 C. In conversation 1. Faithful in word, in conversation - I Timothy 4:12 2. Letting your yes and no mean what you say - James 5:12 3. Does not change - Psalm 15 D. In service to God 1. Faithful men - II Timothy 2:2 2. Another name for Christian is the faithful - Colossians 1:2 3. The faithful servant - Matthew 24:45-47 4. Jesus rules over the faithful - Revelation 17:14 III. The Lord your God is faithful A. He proved His faithfulness in keeping His promises - Hebrews 10:23 B. He has shown us His steadfastness - Hebrews 6:17-19 C. We can commit our lives to Him - I Peter 4:19 D. His children should do the same 1. Be faithful in all things - III John 5 2. Be faithful for life - Revelation 2:10
Note: This lesson was originally published on an older version of The Learning Network; the link to the related Times article will take you to a page on the old site. Teaching ideas based on New York Times content. Overview of Lesson Plan: In this lesson, students consider the purpose of a constitution and research Iraq’s five major population groups. They then write a letter to the Iraqi Governing Council from the perspective of a member of one of these Iraqi population groups that evaluates the strengths and weaknesses of the interim Iraqi constitution and offers suggestions for improvement. Sierra Prasada Millman, The New York Times Learning Network Javaid Khan, The Bank Street College of Education in New York City Suggested Time Allowance: Two 1-hour class periods 1. Consider the purpose of a constitution and its necessary provisions. 2. Discuss the endorsement of and challenges to the recently signed interim Iraqi constitution by reading and discussing “Iraq Council, With Reluctant Shiites, Signs Charter.” 3. Work in small groups to research the experiences, hopes and fears of Iraq’s five major population groups (Shiites, Sunni Muslims, ethnic Kurds, Assyrian Christians and women). 4. Read and analyze the preamble and the first two chapters of the Iraqi constitution. 5. Synthesize their research by taking the perspective of a member of their assigned Iraqi population group and writing a letter to the Iraqi Governing Council that eval Resources / Materials: –copies of the article “Iraq Council With Reluctant Shiites, Signs Charter” (one per student) –resources about Iraqi history and population (library resources, computers with Internet access) –copies of the preamble and first two chapters of the Iraqi Interim Constitution, as published on the official Web site of the Coalition Provisional Authority (http://www.cpa-iraq.org/government/TAL.html) (one per student) Activities / Procedures: 1. WARM-UP/DO-NOW: Prior to class, arrange desks into five small groups. Upon entering class, ask each group to complete the following assignment, written on the board prior to class: “Imagine that your group represents a fictional country and the members of your group are some of its citizens. Choose a name for your country and consider the unique qualities and needs of its population (your group). If you had to draw up a constitution to shape the government of your country, what provisions would that constitution include? Make a list of at least eight provisions. Let the following questions serve as a guide: –What purpose(s) do the framers intend a constitution to serve? –What principles, rights, and freedoms are particularly important to the citizens (group members) of your country? –What institutions does the constitution establish to protect those rights and freedoms? –By what process may the constitution be revised?” When students finish, ask them to share their ideas with the class. Discuss similarities and differences in their responses. 2. As a class, read and discuss “Iraq Council, With Reluctant Shiites, Signs Charter,” focusing on the following questions: a. What “dampened” the “celebratory mood” evoked by the signing of the Iraqi interim constitution, according to the article? b. What events previously delayed the signing of the constitution by Iraqi leaders? c. How many members does the Iraqi governing council have? How many of them signed the charter? d. What kind of “milestone” does the constitution represent, according to American and Iraqi leaders? e. Did all thirteen of the Shiite leaders represented on the Iraqi Governing Council unite to demand amendments to the constitution? Why or why not? f. Why, according to the Shiite council member Ibrahim Jafari, did Shiite council members endorse the interim constitution? g. When do the Americans plan to transfer sovereignty to the Iraqi people? h. To what specific provisions in the constitution do Shiite council members object? i. What stance did Grand Ayatollah Ali al-Sistani take regarding the constitution? j. What “fundamental elements of a modern state” does the interim constitution include? k. Why does Adnan Pachachi, a member of the Governing Council, call the signing day a “great and historic day for Iraq”? l. When did Iraq emerge from the “ruins of the Ottoman Empire”? m. Why, according to the article, did Massoud Barzani, the Kurdish Democratic Party’s leader, switch from Arabic to Kurdish in the middle of his speech? n. What do American officials quoted in the article identify as their greatest challenge in the coming months? o. What, according to the article, is the most recent evidence of that challenge? p. How did the ceremony in Baghdad open? 3. Ask students to return to their original small groups. Assign each group one of Iraq’s five major population groups: Shiites, Sunni Muslims, ethnic Kurds, Assyrian Christians, and women. Using all available resources, students should investigate the answers to the following questions as applicable to their assigned population group (written on the board for easier student access): –What percentage of Iraq’s population does this group represent? –What qualities, beliefs and rituals distinguish this group from other Iraqi groups? –What historical events have shaped this group’s culture, religion and contemporary identity? –Did this group suffer under Saddam Hussein’s rule? If so, how? If not, why not? –How will the installation of a new constitution and a democratic government in Iraq change this group’s daily life and practice? –What expectations does your population group have of the constitution? –What aspects of the constitution does or might your group challenge? 4. WRAP-UP/HOMEWORK: Each student should prepare a summary of his or her group’s research that answers all of the preceding questions. 1. WARM-UP/DO-NOW: Prior to class, rearrange desks into the five groups from the previous day. Upon entering class, students should share their summaries with their group members and clear up any inconsistencies or misunderstandings in information that may have arisen. 2. Distribute to each student a copy of the preamble and first two chapters of the Iraqi interim constitution, as published on the official Web site of the Coalition Provisional Authority (http://www.cpa-iraq.org/government/TAL.html). Read the text aloud as a class or in groups, and answer the following questions (if students are reading and discussing in groups, provide the questions on a hand-out or on the classroom board for easier student access): –What is the purpose of the preamble? –What role does Iraqi history play in the preamble? –What provision does the Constitution include to address Iraqi citizens, in particular men and women, as equals? Is this provision sufficient? Why or why not? –What is the Iraqi “transitional period”? What distinguishes the first and second phases of the transitional period? –Who can amend the constitution? How? –What is the relationship between the interim and the permanent constitution? –What kind of government does the Iraqi constitution establish? –What does it mean to say that “the federal system shall be based upon geographic and historical realities and the separation of powers, and not upon origin, race, ethnicity, nationality, or confession”? –What kind of steps will the Iraqi Transitional Government take to “end the vestiges of the oppressive acts of the previous regime…”? Do you think they are specific enough? Why or why not? –What kind of religious freedom does the interim constitution offer? –What are the two official languages of Iraq? What does it mean that they are “official languages”? –Who is an Iraqi citizen? May an Iraqi have dual citizenship? –What kind of provisions against discrimination does the constitution include? –For what other rights and freedoms does the constitution provide? –How does the constitution restrict the actions of “police, investigators, or other governmental authorities”? –What are the rights of political refugees? –What kind of rights do non-Iraqis enjoy while in Iraq? 3. WRAP-UP/HOMEWORK: To synthesize the previous day’s activities and their understanding of the potential impact of Iraq’s interim constitution on the country’s citizens, each student should take the perspective of a member of his or her assigned Iraqi population group and write a letter to the Iraqi Governing Council. In the letter, the Iraqi citizen should evaluate the strengths and weaknesses of the interim Iraqi constitution as written and pose suggestions for its amendment. Students may draw upon these letters in a later class to stage a round-table negotiation in which representatives of each group gather to revise the constitution. Further Questions for Discussion: –What are the major obstacles to the constitution’s success, according to the article? Does the article offer any strategies to overcoming these challenges, and if so, what are they? –What evidence does the article present that Iraqis share a sense of nationalism? –According to the article, the “permanent constitution” will be written after “national elections are held.” What role will voters play in determining the content of this permanent constitution? –The article notes that “in his statement, Ayatollah Sistani said the interim constitution would lack legitimacy until it was approved by a democratically elected national assembly.” Do you agree with him? Why or why not? –The author of the article suggests that Shiite leaders may not be able to amend the interim constitution before it takes effect because the “12 who endorsed Mr. Jafari’s statement form less than a majority of the 25-member council.” Considering this example, do you think that minorities can receive equal treatment under a majority-rule system? Why or why not? –Why is it significant that the constitution identifies Islam as “the official religion” yet only “a source” of legislation? –According to the article, the 25 leaders sat at an “antique table once used by King Feisal, Iraq’s first monarch” in order to sign the charter. What do you think is the purpose of such a gesture? Evaluation / Assessment: Students will be evaluated based on participation in class and group discussions, contribution to group research, individual summaries of the research, and thoughtful completion of the assigned letter to the Iraqi Governing Council. council, reluctant, interim, embark, deadlock, hitch, fortified, confines, milestone, implant, viability, amend, endorsed, sovereignty, mechanism, ratified, provision, veto, decree, legitimacy, sects, portend, fundamental, electoral, quarrels, enshrines, embodiment, ruins, dictatorship, tormented, mortars 1. Prepare a brief summary of the first two chapters of the interim Iraqi constitution, and use those summaries to revise your class’s estimation of the provisions necessary to a constitution proposed in the first activity in the lesson plan. 2. Create a poster board display on the state of women’s rights in the Middle East. Compare and contrast the laws – identifying them as protective, oppressive or ambiguous – in two or three countries, providing specific examples and, if possible, quotations from experts or women residents of the countries selected. Consider the application of these laws. Include a list of lessons that Iraq’s future government might learn from studying the treatment of women in other Middle Eastern countries. 3. Drawing upon the preamble and the first two chapters of the Iraqi constitution, create a chart that compares and contrasts the life of an Iraqi citizen under the regime of Saddam Hussein and under the developing Iraqi leadership. When relevant, highlight the differing experiences of Shiites, Sunni Muslims, ethnic Kurds, Assyrian Christians and women. 4. Imagine that a new museum that intends to document the history of Iraq’s emerging democracy commissions you to design a special exhibit on the development of the Iraqi constitution. Write a plan or prepare a model of your single-room or multi-room display, including a list of artifacts, a timeline of major events, brief biographies of principal figures and an outline for an informational brochure to serve as a guide to visitors. American History- Write an essay that compares and contrasts the preambles of the United States and Iraqi interim constitutions, analyzes the differences among the two documents as suggested by the preamble, and presents and contextualizes five examples of such differences as found in the bodies of the two documents. You may want to consult the United States Constitution online: www.usconstitution.net. Fine Arts- Draw and write the caption of a one-panel or multi-panel satirical cartoon about the Iraqi struggle to create a constitution. Students may want to consult examples of political cartoons while brainstorming. Health- Create an informational poster that depicts the nation of Iraq as the body of an ill person. Identify the “diseases” that plague this “patient” and the “medicines” that the Iraqi constitution will administer in order to cure them. Provide text, where relevant, to support your comparison of an individual’s health with that of a nation’s. Language Arts- What might Saddam Hussein have to say about the Iraqi interim constitution, the American role in helping to draft it, the signing ceremony and the constitution’s chances for success? Compose a brief letter that gives him a chance to weigh in. For extra credit, students may also pen a commentary on the letter as written by a journalist or scholar. Other Information on the Web: For more information on the new government in Iraq, visit the official Web site for the Coalition Provisional Authority in Iraq (http://www.cpa-iraq.org). Renewal in Iraq (http://www.whitehouse.gov/infocus/iraq/index.html) is a section of the official White House Web site devoted to news and information about Iraq. The Struggle For Iraq (http://www.nytimes.com/pages/world/worldspecial/index.html) is the place on NYTimes.com to find the latest news about developments in Iraq. Academic Content Standards: World History Standard 44- Understands the search for community, stability, and peace in an interdependent world. Benchmarks: Understands influences on economic development around the world; Understands in stances of political conflict and terrorism in modern society; Understands the emergence of a global culture (CTSS – ‘social’, ’6-8’, ‘wh10’) Geography Standard 13- Understands the forces of cooperation and conflict that shape the divisions of Earth’s surface. Benchmarks: Understands factors that contribute to cooperation or conflict; Knows the social, political, and economic divisions on Earth’s surface at the local, state, national, and international levels; Understands the factors that affect the cohesiveness and integration of countries (CTSS – ‘social’, ’6-8’, ‘geo4’) Civics Standard 22- Understands how the world is organized politically into nation-states, how nation-states interact with one another, and issues surrounding U.S. foreign policy. Benchmarks: Knows various means used to attain the ends of United States foreign policy (e.g., diplomacy; economic, military, and humanitarian aid; treaties; trade agreements; incentives; sanctions; military intervention; covert action); Knows examples of important current foreign policy issues and the means the United States is using to deal with them; Knows the purposes and functions of major governmental international organizations (e.g., UN, NATO, OAS, World Court) and nongovernmental international organizations (e.g., International Red Cross, World Council of Churches, Amnesty International) (CTSS – ‘social’, ’6-8’, ‘civ4’) Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Uses style and structure appropriate for specific audiences and purposes; Writes persuasive compositions; Writes in response to literature (CTSS – ‘english’, ’6-8’, ’1’) Language Arts Standard 8- Demonstrates competence in speaking and listening as tools for learning. Benchmarks: Plays a variety of roles in group discussions; Asks questions to seek elaboration and clarification of ideas; Listens in order to understand a speaker’s topic, purpose, and perspective; Conveys a clear main point when speaking to others and stays on the topic being discussed (CTSS – ‘english’, ’6-8’, ’8’) World History Standard 44- Understands the search for community, stability, and peace in an interdependent world. Benchmarks: Understands rates of economic development and the emergence of different economic systems around the globe; Understands the role of political ideology, religion, and ethnicity in shaping modern governments; Understands the role of ethnicity, cultural identity, and religious beliefs in shaping economic and political conflicts across the globe; Understands the effectiveness of United Nations programs (CTSS – ‘social’, ’9-12’, ‘wh10’) Geography Standard 13- Understands the forces of cooperation and conflict that shape the divisions of Earth’s surface. Benchmarks: Understands how cooperation and/or conflict can lead to the allocation of control of Earth’s surface; Knows the causes of boundary conflicts and internal disputes between culture groups; Understands the changes that occur in the extent and organization of social, political, and economic entities on Earth’s surface (CTSS – ‘social’, ’9-12’, ‘geo4’) Civics Standard 22- Understands how the world is organized politically into nation-states, how nation-states interact with one another, and issues surrounding U.S. foreign policy. Benchmarks: Understands the significance of principal foreign policies and events in the United States’ relations with the world; Understands how and why the United States assumed the role of world leader after World War II and what its current leadership role is in the world; Understands the major foreign policy positions that have characterized the United States’ relations with the world; Knows how the powers over foreign affairs that the Constitution gives to the president, Congress, and the federal judiciary have been used over time; and understands the tension between constitutional provisions and the requirements of foreign policy; Understands the process by which United States foreign policy is made, including the roles of federal agencies, domestic interest groups, the media, and the public, and knows the ways in which Americans can influence foreign policy; Understands the idea of the national interest and how it is used as a criterion for shaping American foreign policy; Understands the current role of the United States in peacemaking and peacekeeping; Understands the role of the United States in establishing and maintaining principal international organizations (CTSS – ‘social’, ’9-12’, ‘civ4’) Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Writes compositions that fulfill different purposes; Writes persuasive compositions that evaluate, interpret, and speculate about problems/solutions and causes and effects; Writes reflective compositions; Writes in response to literature (CTSS – ‘english’, ’9-12’, ’1’) Language Arts Standard 8- Demonstrates competence in speaking and listening as tools for learning. Benchmarks: Asks questions as a way to broaden and enrich classroom discussions; Adjusts message wording and delivery to particular audiences and for particular purposes (CTSS – ‘english’, ’9-12’, ’8’)
Anno Domini is Medieval Latin, translated as “In the year of the Lord” or “In the year of our Lord”. It is sometimes specified more fully as Anno Domini Nostri Iesu meaning “In the Year of Our Lord Jesus Christ”. Each year people of all nations around the world celebrate the coming of a new year based on the birth of Jesus Christ. The world has used this method of defining the year since 525 AD or in other words for the past 1487 years. The world basically has accepted the birth of Jesus Christ as such a major event in history of mankind that time should be measured by it. Therefore, I have one simple question. If the previous is true, why is our nations leaders so set on being “politically correct” to the point of attempting to take Jesus Christ, God and prayer out of everything! Think about it. Happy 2012 “in the year of our Lord”!
The first week of this course introduces the students into multiple techniques for jewelry design, jewelry making and repairing. During the weeks that follow, you will complete tasks that will allow you to repair and restore the pieces that you create. From repairing chains, making rings, ring sizing, soldering settings, setting stones, replacing prongs, installing clasps, plating as well as basic jewelry assembly and designing. This class was designed with the hobbyist in mind and for those who are already in the business and want to obtain education to prepare for the Jewelers of America 1st level of certification. precious metals: Platinum, Gold, and Silver. Learn how to obtain the different Karats and Colors of FTC rules and regulations, Trading of precious metals. Units of weight. Testing of metals: hands-on. Learn how to use acid testing techniques for separating the different karats of metal. Metals and oxidation. Handling of shop sweeps, fillings and scraps for maximum recovery. Preparation and cleaning of metals for soldering. Soldering is immediately introduced into the program. Students practice a wide variety of exercises and filing: explanation and practice for the making of nameplates. Hand made letters, piercing. Designing theory. Layout. Completion and finishing of bails and jump rings. Using round nose pliers and dowels. Single production and mass production. Methods explained and practiced. and assemble a solitaire ring. Making of a shank. Preparation of a finding. Attachment of setting. Practice of single and multiple ring sizing. Hardening and annealing techniques explained and applied. Rings sizing of rings with stones, channel set and with low tolerance heat. multiple stones: Multiple exercises in rings: sizing rings up, down and re-shank of finished jewelry. Setting and tightening stones replacement: Replacement of shanks in single rings. Shank replacement in wedding engagement rings. Gold melting and milling: explanation and adjustment of the torch. Use of mold for making ingots. Use of the rolling mill for producing metal wires and plates. Chains: Learn to make bracelets and chains starting from an idea. Replacing end caps. Installation and replacement of spring rings and lobster claws. Practice on fixing different types of chains. Curb link, box link, rope, figaro, anchor, s link. bezel project: students make a bezel by utilizing the sweat soldering technique. This bezel is worked into a custom made pendant in which the student has to hand fabricate the décor and bail. The bezel setting technique is also taught and practiced. plates, initials: learn the proper techniques to apply designs to plates. You will create a project in which you will learn to plan, make, properly prepare and solder identification initials. Techniques for setting stones in different setting styles. Replacement of existing stones. Learn to provide a seat for round stones. Prong setting. procedures: Working with hollow jewelry, general explanation of jewelry repairs. Findings, tools and other supplies and suppliers. Repair friendly and Castings: Introduction and explanation of castings and the most common tools used for finishing the pieces. Rough castings will be cleaned, sanded, pre finished and polished ready for final delivery. and hinges: Explanation of inner workings of clasps. Making of hinges for bracelets. Mechanics and placement of a figure 8. Final assembly and high luster polishing for final presentation and delivery to the customer. Practice for fixing, soldering and placing posts, creating a pair of earrings. Hollow bangle, different repairs to be performed: Fixing dents, installing a safety chain. The student will learn how to solder a jump ring unto a hollow ball. Different ways of fixing a hollow bracelet or necklace will be practiced and a box clasp will be installed This bracelet will be constructed by making a plate, attaching it to a chain using tubing and installing a hidden clasp and figure 8. The student will then learn the best way to solder initials on top of an identification plate. Use of forming and shaping dies. Die cutting. Hollow earring project. Installation of posts. on watchbands and batteries replacement. Cleaning, electro stripping and plating with rhodium, copper, nickel and/or gold, will be explained. Plating demonstrated. stone ring: Practical demonstration to size rings with semi precious stones without removal of the stones. T-bar CZ studs: T-bars. Assembly and replacement of posts. Stone setting with stud vise. Solder bail onto a setting and set stone. Repair bail with stone in place. Exercises for prong replacement and re-tipping. Polishing: Finishing and marking jewelry in preparation for polishing. Polishing techniques, common tools, tumblers, chemicals and general use of equipment. Polishing with tripoli and rouge. Finishes and Textures. Ultrasonic and steam
Meaning of sol Pronunciation: (sōl), [key] — n. Music. - the syllable used for the fifth tone of a diatonic scale. - (in the fixed system of solmization) the tone G. Pronunciation: (sōl, sol), [key] - a former coin and money of account of France, the 20th part of a livre and equal to 12 deniers: originally gold, later silver, finally copper, it was discontinued in 1794. Pronunciation: (sōl, sol Sp. sôl), [key] — pl. sols, so•les - a bronze coin and monetary unit of Peru, equal to 100 centavos. Abbr.: S. - Also calleda former gold coin of Peru. Pronunciation: (sôl, sol), [key] — n. Physical Chem. - a fluid colloidal solution. Cf. Pronunciation: (sol), [key] - an ancient Roman god personifying the sun. - the sun, personified by the Romans as a god. - a male given name, form of - a combining form meaning “soil” of the kind specified by the initial element: spodosol. — Slang. Slang. - strictly out (of&hasp;) luck. - shit out (of&hasp;) luck. - sol (Thesaurus)
Cultural Heritage can be defined as monuments, buildings, or landscapes of "outstanding universal value from the point of view of history, art or science." These sites are often under threat from environmental conditions, structural instability, increased tourism and development, and they are most likely under-funded, and hence, inadequately documented and maintained. Laser scanning, in combination with other digital documentation techniques and traditional survey, provides an extremely useful way to document the spatial characteristics of these sites. This spatial information forms not only an accurate record of these rapidly deteriorating sites, which can be saved for posterity, but also provides a comprehensive base dataset by which site managers, archaeologists, and conservators can monitor sites and perform necessary restoration work to ensure their physical integrity. A digital record of these sites also facilitates their accessibility to a broader audience via the Internet. CyArk, a non-profit located in the San Francisco Bay Area, is constructing an archive and associated Web portal which will allow this data to be accessed by site managers, researchers, students, and the general public. Cultural Heritage Documentation Projects These two case studies show the potential for the use of digital documentation tools in the cultural heritage field for activities including general site management, conservation, restoration, and archaeological analysis. The digital datasets for these sites are both available through the CyArk portal (www.cyark.org). Chavin de Huantar, Peru Chavin de Huantar is located in the north-central Peruvian highlands at an elevation of 3,150 meters. It is a pre-Hispanic structure developed progressively from 1200 BC to 200 BC. The site consists of a number of "buildings," large platform mounds housing a complex underground gallery network which surround a number of sunken plazas. The site is one of the most significant early Andean civilizations and has been given UNESCO World Heritage status. It is under threat from both urban encroachment and from the general instability of the surrounding mountainsides, which has led to a number of landslides. The documentation project was conducted by the University of California at Berkeley in conjunction with the Stanford University archaeological project and supported by the Kacyra Family Foundation. Two field seasons have resulted in a comprehensive documentation of the site using both long and close range laser scanning techniques. A Leica HDS 2500 scanner was used to document all exterior surfaces of the complex and a number of underground gallery segments. A comprehensive control network was placed throughout the site and extended into the gallery network. This facilitated the registration of above ground and below ground scans to produce an accurate model of the site. This dataset was used to calculate the depth of parts of the gallery network to assess the overburden as part of an ongoing analysis of the structural stability of the galleries. In the Rocas Gallery, parts of which have suffered collapse, scan data was used to predict the location of new perforations, which were being dug by the archaeologists to help clear the collapsed section of the galleries. Scans were also taken of the excavated Circular Plaza Atrium, an excavation which revealed pre-Chavin structures where the intention was to expose and record and then re-cover the structures. Extensive close range scan data was also collected. The Minolta Vivid 910 was used to scan the Lanzon, a 4.5 meter high, elaborately carved stone monolith in addition to a large number of elaborately carved plaques. This dataset will be the basis for producing the spatial products needed to perform an initial condition assessment, an important part of developing an overall conservation plan for the site. In addition the data will also be used for ongoing monitoring of the site. Mesa Verde, United States Mesa Verde National Park is located in southwestern Colorado and contains some of the most impressive standing architecture in North America. It is best known for its unique cliff dwellings, adobe buildings constructed within recessed cliff alcoves. Spruce Tree House was the focus of a pilot digital documentation project to test the applicability of digital documentation techniques to replicate the traditional mapping and survey methods used by the National Park Service. Spruce Tree House is a large complex containing about 130 rooms and 8 kivas (circular ceremonial chambers) and is built into a recess 66 meters wide and 27 meters deep. The project was a collaborative effort between the University of California at Berkeley, Texas Tech University, the National Park Service, Insight Digital, and CyArk. The project utilized three scanners, two long-range scanning systems, the Leica HDS 3000 and 2500, and a close-range scanning system, the Minolta Vivid 910. The long-range scanners were used to document the standing architecture and surroundings while the close-range scanning system was used for the documentation of wall details and artifacts. A Leica total station and Trimble differential GPS unit were used to geo-reference the point-clouds and provide additional survey control. In conjunction with the scanning, high resolution panoramic imagery was collected using a Nikon D70 camera and a custom-built panoramic photography rig. The data was used to construct a high resolution photo-textured model. From this model, plans, sections, and detailed elevation drawings were produced to support the condition assessment activities of the Park Service. The existing process includes very detailed wall elevations which show features down to a centimeter in size. These features are often embedded within the mud-brick walls and exhibit very little relief in comparison to the wall. To facilitate the recording of these features the high resolution panoramic images were registered to the point cloud or mesh and ortho-rectified images of wall segments were produced to enable the mapping of these features. Based on this pilot project, time savings using these new techniques are estimated at around 80 percent. Archiving and Dissemination CyArk is dedicated to the preservation of World Heritage Sites through the CyArk 3D Heritage Archive, www.cyark.org, an internet archive which is a repository for heritage site data, obtained through laser scanning, digital modeling, and other state-of-the-art spatial technologies. This archive serves both education and historic preservation, and exists now in a prototype stage. In its fully developed state, the 3D heritage archive website will be an accessible, global collaborative network of servers working off a common database architecture and storing dimensionally precise and visually rich 3D point cloud data wrapped with high definition, high dynamic range photography, representing heritage sites from around the world. The CyArk portal provides a Web interface that will enable users to search the archive spatially, locating media (including photography, scan data, text, CAD drawings, 3D models, and animations) that relate to specific parts of a site. Users can view this data dynamically and download high resolution versions of these data products. Most importantly, each media item is attached with essential metadata that will facilitate the reuse of this information. This metadata includes the "who, what, where, when, and why" information that users require to be able to understand, interpret, and make use of the data. The archive will also ensure, through a migration program, that these datasets are accessible into the future. An integrated method that utilizes a range of tools from laser scanning to traditional survey and high-resolution digital photography are highly valuable in the field of cultural heritage where high accuracy and comprehensive documentation of sites are needed on a regular basis. These techniques can often result in significant time and cost savings compared to traditional survey methods, and provide a much more accurate and more detailed record of the site. Through organizations such as CyArk, this data can be made accessible to a much wider audience, enabling not only site managers and archaeologists access, but also facilitating educational use of this data and opening up these sites to the general public through virtual tourism. About the Author John Ristevski directs the research and development activities of CyArk, a project of the Kacyra Family Foundation dedicated to the preservation of cultural heritage through high definition documentation. He is also a lecturer at Stanford University in the Civil and Environmental Engineering Department where he teaches surveying and geomatics.
Getting kids to eat healthy starts with the first spoonful of food or sippy cup of drink. But if you are having problems later down the road, there is still hope to get back on track. There are so many reasons that kids can give as to why they don’t want to, should not and quite possibly will die if they even take a single bite of this “healthy” food. Spanning from not tasting good – even though they have never tried it – to the fact they think they may be allergic to the food in question, kids are masters at dodging the proverbial ball of good food. There are, however, a few ways to get your kids to try new foods. After all, they have an arsenal of reasons why not to eat it, why not keep your own stockpile of weaponry to get them to eat the food they don’t want to. Be a Role Model Children’s minds are like a piece of bread, soaking up all of the oil surrounding it. Being a role model and continually trying new foods in front of and with your child shapes their ideas about trying new things. It is important to let your kids see that it is okay, and even fun, to try new things from time to time. Demonstrating the adventure and intrigue of trying new foods will stick in your child’s memory for the rest of their life. Don’t be afraid to laugh over weird new foods that none of you like. It’s going to happen and just proves that yes, you do understand that everyone is not going to like every food. But that we should try it every once in a while to see if our tastes change. Meal Plan Together Kids are more apt to eat something they made, or at least planned to make. Letting your kids help cook the meals increases the chance they will try and like foods you are preparing. Children are stimulated and become completely engrossed when they have the opportunity to get into a hands-on position. By allowing them to help plan the meals and to prepare and cook the food, children see exactly what goes in to the pot and there are fewer surprises for them to come up with the excuse they don’t like what is in it. For members of the once a week cooking club this becomes easy. Just have them start cutting vegetables on your cooking day. Then when you have the master list on the fridge of the meals they helped create, ask them which meal they want to eat the next day. Now they helped make it AND they chose when you are eating it. That allure of power is heady to them. They’ll be excited to tell everyone at the table what part of the meal they helped with and possibly even tell the whole recipe to the family. Keep Healthy Options Nothing is worse than watching your kid look for a snack, finding nothing healthy and heading right for the ice cream with chocolate sauce and whip cream. Children learn from, and rely heavily on the ability to make their own decisions, whether it is on what clothes they want to wear to the types of foods they want to eat. It is important to offer a wide variety of choices to your kids. Just remember to respect their likes and dislikes and change the different options up frequently so they don’t get bored. Apples and celery sticks become a whole new ballgame when you add dipping in peanut or almond butter to the mix. Getting your children to eat healthy is as simple as letting them get involved. Interacting with all of their senses, suddenly trying new foods becomes fun. Allowing children to help out in preparing the meal builds a sense of pride and accomplishment. If all else fails, throw some new fruits and veggies in the blender with a little honey and they will never know the delicious smoothie they are drinking is actually good for them. Hiding the foods they don’t like, inside of foods they love, is a great fail-safe weapon to keep locked and loaded. Never worry about what's for dinner again. I've got you covered with the meal plans in the Once a Week Cooking Club. Cook once, eat all week. Please be aware that some links used are to affiliates. They are almost always to products I use and love.
The earliest immigrants from the Eastern Mediterranean were generally lumped together under the common rubric of Syrian-Lebanese, and it is consequently difficult to separate the number of ethnic Lebanese immigrants from ethnic Syrian immigrants. Neither of these countries came into being as nation-states until the mid-twentieth century; thus records and statistics for both groups are generally combined for early immigration patterns. Liberia is a country slightly larger than the state of Tennessee, measuring 44,548 square miles (111,370 square kilometers). Located in Western Africa, it is bordered by Sierra Leone to the northwest, Guinea to the north, Ivory Coast (Cote D'Ivoire) to the east, and the Atlantic Ocean to the south. Located in northeastern Europe on the east coast of the Baltic Sea, Lithuania is the most southern of the Baltic Republics—a trio of countries that were formed in 1918. Lithuania measures 25,174 square miles (64,445 square kilometers) and is bordered by Latvia to the north, Belarus to the east, and Russia and Poland to the south and southwest. The small country of Luxembourg, also known as the Grand Duchy of Luxembourg, is contained within some 998 square miles, or 2,586 square kilometers of land in western Europe. Luxembourg is surrounded by Belgium to its north and west, France to its south and Germany to its east. The Republic of Macedonia is a country slightly larger than the state of Vermont and measures 25,333 square kilometers. Located on the Balkan Peninsula in southeastern Europe, Macedonia is bordered on the north by Yugoslavia, on the south by Greece, on the west by Bulgaria, and on the east by Albania. The country of Malaysia is composed of 13 states. It is located in Southeast Asia on the Malay Peninsula, which divides the Indian Ocean and the South China Sea, as well as the northern corner of the island of Borneo. A European country often called "the mouse that roars," Malta is also referred to as "the island of sunshine and history." Malta covers 122 square miles in the center of the Mediterranean Sea and is comprised of three inhabited islands: Malta, Gozo, and Comino. Malta, 17 miles long and about nine miles across, is the largest of the three islands. Mexico, or Estados Unidos Mexicanos, is bordered by the United States to the north, the Gulf of Mexico to the east, Guatemala, Belize, and the Caribbean Sea to the southeast, and the Pacific to the south and west. The northwest portion of Mexico, called Baja California, is separated from the rest of the nation by the Gulf of California. Mongolia is a large landlocked country, 604,100 sq. miles (1,566,000 sq km.), in area about three times the size of France, over twice the size of the state of Texas, and almost as large as Queensland, Australia. Scholars disagree on whether Mormons, members of the Church of Jesus Christ of Latter-day Saints (LDS), can rightly be considered an ethnic group. Using survey results, sociologist Armand Mauss shows that Mormons are typical Americans. Morocco, a country slightly larger than the state of California, is situated in northwestern Africa and is the African nation closest in location to Europe. It is bordered on the east by Algeria and to the south by Western Sahara. The Navajo Nation covers a territory larger than the combined states of Massachusetts, New Hampshire, and Vermont. It is the largest reservation-based Indian nation within the United States, both in land area and population. The Kingdom of Nepal is a landlocked country in southern Asia. It occupies an area of 56,136 square miles and is roughly the size of Tennessee. The Nez Percé (nez-PURSE or nay-per-SAY) tribe's traditional territory includes the interior Pacific Northwest areas of north-central Idaho, northeastern Oregon, and southeastern Washington. The Nez Percé call themselves Nee-Me-Poo or Nimipu, which means "our people." The name Nez Percé is French for "pierced nose" and was applied to the tribe by early French Canadian fur traders, who apparently observed a few individuals in the region with pendants in their noses. Bordered on the north by Honduras, on the south by Costa Rica, on the east by the Caribbean Sea, and on the west by the Pacific Ocean, Nicaragua is Central America's largest nation. Within its triangular borders there are 57,089 square miles (147,900 square kilometers), making Nicaragua the size of Iowa. With an area of 356,669 square miles (923,768 square kilometers), Nigeria's size approximately equals the combined areas of New Mexico, Arizona and California. A coastal state on the shores of the Gulf of Guinea in West Africa, Nigeria is bounded by Niger to the north, Benin to the west, Cameroon to the east and southeast, and Chad to the northeast. Occupying the western part of the Scandinavian peninsula in northwestern Europe, and sharing borders with Sweden, Finland, and Russia, Norway is slightly larger than the state of New Mexico, measuring 125,181 square miles (323,878 square kilo-meters). The country measures 1,095 miles from south to north, and one-third of its land mass lies north of the Arctic Circle, extending farther north than any other European country. The Ojibwa ("oh-jib-wah") are a woodland people of northeastern North America. In the mid-seventeenth century there were approximately 35,000 Ojibwa on the continent. The name Oneida (oh-NI-duh), or Onyotaa:ka, as they call themselves, means "people of the stone set up." The Oneida language belongs to the Iroquoian language family, which also includes the Mohawk, Onondaga, Cayuga, and Seneca tongues. The tribes formed a confederacy centuries ago known as the Five Nations, or Ho'da'sho'ne, "People of the Long House." Each group lived in a distinct territory, with the Mohawk residing east of the Oneidas and the other three residing to the west. The Pacific Islands region of the South Pacific Ocean is called Oceania when Australia and New Zealand are included. There are approximately 25,000 islands, atolls and islets in Oceania. The Paiute (PY-yoot) tribe is actually many different bands distributed across a large part of the western United States. Paiute means "true Ute" or "water Ute." The Paiutes call themselves Numu, meaning "People." The vast desert area used by the Paiutes extends from central Oregon southward through Las Vegas Valley to land along the Colorado River in Arizona and Southern California and eastward to southwestern Idaho. Pakistan received its independence from British India in 1947. It was created on the basis of religious identity, so that Muslims from British India, which had an overwhelming majority of followers of the Hindu religion, would have a nation to call their own.
When scientists began tracking the health of 268 Harvard sophomores in 1938 during the Great Depression, they hoped the longitudinal study would reveal clues to leading healthy and happy lives. They got more than they wanted. After following the surviving Crimson men for nearly 80 years as part of the Harvard Study of Adult Development, one of the world’s longest studies of adult life, researchers have collected a cornucopia of data on their physical and mental health. Of the original Harvard cohort recruited as part of the Grant Study, only 19 are still alive, all in their mid-90s. Among the original recruits were eventual President John F. Kennedy and longtime Washington Post editor Ben Bradlee. (Women weren’t in the original study because the College was still all male.) In addition, scientists eventually expanded their research to include the men’s offspring, who now number 1,300 and are in their 50s and 60s, to find out how early-life experiences affect health and aging over time. Some participants went on to become successful businessmen, doctors, lawyers, while others ended up as schizophrenics or alcoholics, but not on inevitable tracks. During the intervening decades, the control groups have expanded. In the 1970s, 456 Boston inner-city residents were enlisted as part of the Glueck Study, and 40 of them are still alive. More than a decade ago, researchers began including wives in the Grant and Glueck studies. Over the years, researchers have studied the participants’ health trajectories and their broader lives, including their triumphs and failures in careers and marriage, and the finding have produced startling lessons, and not only for the researchers. “The surprising finding is that our relationships and how happy we are in our relationships has a powerful influence on our health,” said Robert Waldinger, director of the study, a psychiatrist at Massachusetts General Hospital and a professor of psychiatry at Harvard Medical School. “Taking care of your body is important, but tending to your relationships is a form of self-care too. That, I think, is the revelation.” Close relationships, more than money or fame, are what keep people happy throughout their lives, the study revealed. Those ties protect people from life’s discontents, help to delay mental and physical decline, and are better predictors of long and happy lives than social class, IQ, or even genes. That finding proved true across the board among both the Harvard men and the inner-city participants. The long-term research has received funding from private foundations, but has been financed largely by grants from the National Institutes of Health, first through the National Institute of Mental Health, and more recently through the National Institute on Aging. Researchers who have pored through data, including vast medical records and hundreds of in-person interviews and questionnaires, found a strong correlation between men’s flourishing lives and their relationships with family, friends, and community. Several studies found that people’s level of satisfaction with their relationships at age 50 was a better predictor of physical health than their cholesterol levels were. “When we gathered together everything we knew about them about at age 50, it wasn’t their middle-age cholesterol levels that predicted how they were going to grow old,” said Waldinger in a popular TED Talk. “It was how satisfied they were in their relationships. The people who were the most satisfied in their relationships at age 50 were the healthiest at age 80.” Article Submitted by Susan O'Leary, Marketing Director 3804 Olson Drive NW, Gig Harbor
Clinical Trials: Are They Right for You? Researchers across the country are working every day to find new and better ways to treat cancer and improve the health of patients like you. Clinical trials are studies that look at new treatments to fight cancer. For example, clinical trials might involve testing new drugs. They may also involve finding better ways to do cancer surgery or give radiation therapy. All of today’s most effective cancer treatments are based on the results of past clinical trials. If your doctor thinks you may benefit he or she may suggest that you take part in a clinical trial to treat your cancer. Will I be a guinea pig? The fear of being a guinea pig is a common concern among patients. Many patients fear that they might be tested or experimented on without their best interests in mind. In fact, this is not the case. Clinical trials are carefully designed studios that put the health and safety of the patient first. Are clinical trials only for patients who have no other treatment options? No. Clinical trials can be for patients who are just starting cancer treatment as well as patients who have been receiving cancer treatment for some time. Are clinical trials available for all types of cancer? No. Some patients may find their doctor has no clinical trial currently available for their disease. Also, even if there is a clinical trial available, patients may still find they are not eligible to be in a trial because of factors such as their health condition, stage of cancer, other health problems, or past cancer treatments. Your doctor can tell you more. Will I be given a placebo on a clinical trial? Another concern of some patients is that they will get a placebo. A placebo is a look-alike pill or treatment that contains no medicine. When no standard treatment exists for a cancer, some studies compare a new treatment with a placebo. But placebos are rarely used in cancer treatment trials. If there is a placebo, you will be told ahead of time and your doctor will discuss this with you. What can I expect if I take part in a clinical trial? To help you make an informed decision the doctor will sit with you and discuss what the treatment is, what is going to happen, and what your care will be like. This is a good time to discuss with your doctor how the study may affect you and your everyday life. What is expected of you in a clinical trial is written into an informed consent form. Informed consent means that you must be given all of the facts about a study before you decide whether or not to take part. Taking part in a study may require more of your time. This is because you may have more tests and doctor visits than if you were not in the study. But many patients feel the quality of care and attention they get is worth the extra time. Are there extra costs when you take part in a clinical trial? In most cases, when a study is developed, researchers try to find ways to pay for the trial. If any tests planned are not standard care, then the clinical trial would pay for those added tests. Also, many insurance companies cover the cost of clinical trials. To find out in advance what costs would be paid in your case, talk to a doctor, nurse or social worker from the study. Also, the consent form will state if there are extra costs. How are new cancer treatments developed? The search for new treatments begins in the laboratory. If a treatment looks promising, it is then tested in humans. When this happens, it goes through three phases of testing. At each phase, different research questions are asked. Keep in mind that a clinical trial is one of the final stages of a long and careful research process. What are the three phases of clinical trials? Phase 1 Trials - Look for the best way to give a new treatment - Learn how a new treatment can be given in the safest way - Enroll a small number of patients Phase 2 Trials - Find out how the new treatment affects the cancer (Does it shrink the tumor?) - Enroll a small number of patients Phase 3 Trials - Test treatments that have shown promise in Phase 1 or 2 trials - Enroll hundreds of patients How am I protected if I take part in a clinical trial? It is important to know the development of a new cancer treatment goes through many steps that are part of the research plan. The research plan, often referred to as a protocol, carefully outlines what the study will do, how it will be done, and why it is done. This plan is designed to protect the safety of those who take part in the study. The plan must follow strict guidelines that are monitored by a board called the Institutional Review Board (IRB). The main job of the IRB is to protect the health, safety, and well-being of patients in research. Can I say no to a clinical trial? It is okay to say no to a clinical trial. In fact, you can change your mind even after the study starts. Signing a consent form does not mean you must stay in a clinical trial. If you choose to leave the study, you will have the chance to discuss other treatments and care with your doctor. What should I ask my doctor? Ask your doctor if there is a clinical trial for you. And if there is, be prepared to ask more questions so you can figure out if taking part in a clinical trial is right for you. If you have trouble coming up with questions, think about how being in a study might affect your everyday life.
Superweapon (Red Alert) The concept of a "Weapon of Mass Destruction" has been around for quite some time; however, only in the twentieth century did military technology progress to the point that weapons capable of instantly killing large groups of enemy personnel with little risk to the wielder were developed. Typically, factions had two superweapons. The first was an purely offensive weapon intended simply to cause huge damage and were usually targetted at enemy bases to maximise effectiveness. The other tended to be a support weapon: relatively ineffective at directly causing damage and required more tactical use but highly potent when used correctly. During the First World War, the development of poison gases allowed for mass destruction limited to human life. But the next war would develop more fantastic and devastating superweapons. - 1 Second World War - 2 Third World War - 3 Command & Conquer: Red Alert (iPhone) - 4 War of the Three Powers - 5 Other Near Superweapons/WMDs - 6 Drawbacks - 7 See also Second World War[edit \| edit source] Both factions[edit \| edit source] The Soviet Union developed the first superweapons during the conflict, Atomic bombs. Vladimir Kosygin, the man in charge of the weapons project, defected and revealed the location of the Dark Horseman base, where the missiles were located. In a raid by Allied forces, the Soviets launched, however Tanya Adams infiltrated the base and deactivated the warheads. Soviets[edit \| edit source] Allies[edit \| edit source] The Allies began secretly developing the Chronosphere, a device designed by Einstein which would warp a single unit anywhere on the battlefield. Unfortunately, there were problems with the device; a unit would warp back to its original location after a while; also, there was a small, but definite, possibility of damaging the fabric of spacetime, causing a Chrono Vortex. This led to research being shelved prior to the First Tiberium War. In the alternate Red Alert Universe, this problem was solved and Chronospheres became an indispensable part of the Allied armament since. Third World War[edit \| edit source] Soviets[edit \| edit source] \|“\|\|Warning: Nuclear Silo detected! - Lt. Eva The Soviet Union discreetly improved on its nuclear missile designs, making the blast yield far more powerful. This allowed them to cause massive-scale destruction. Although commanders were only issued low-yield tactical nuclear warheads, some higher-ranking generals (like General Vladmir) had access to much powerful ones. The Soviets also improved the Iron Curtain, allowing it to render multiple vehicles and structure invincible for a short time or instantly kill scores of enemy infantry. Allies[edit \| edit source] \|“\|\|Warning: Weather Control Device detected! - Lt. Zophia The Allies had, in the years after the war, begun development on nuclear weapons of their own. However, Yuri disabled the weapons in their silos when the war began. The Allies were left without an effective strategic weapon until Operation Chrono Storm, when Einstein granted them the plans of his Weather Control Device, which was utilized extensively against the Soviet defense installations. The Chronosphere had been significantly improved, allowing for longer-distance travel, eliminating the Chrono Vortex, and transporting multiple vehicles. Although low-powered Chronospheres only teleported a small group of vehicles, the full-powered one at the Florida Keys was capable of sending entire battalions across the globe in an instant. Yuri[edit \| edit source] \|“\|\|Warning: Psychic Dominator detected! Yuri had developed unique WMDs of his own, and used them when his world domination bid unfolded. The Psychic Dominator is a direct improvement of his previous Amplifier design. Although they were destroyed before becoming fully operational, three full-powered Dominators operating in tandem could discharge a massive wave of psychic energy potentially capable of permanently twisting the minds of everyone on the planet into unquestionable loyalty to Yuri. Five were known to exist: the one in San Francisco was disabled then subsequently destroyed by the time travelling forces. Afterwards, the two forces went on their separate ways: the Soviet task force destroyed two in London and Transylvania, while the Allied force handled the one in Antartica. The one in Egypt was subsequently hijacked by the Allies when Einstein was forced by Yuri into helping him complete it; Einstein also sabotaged it, causing it to overload and explode. \|“\|\|Warning a Genetic Mutator has been detected! The Genetic Mutator was an even more terrifying weapon. If a tactical weapon that can turn entire companies of men into mutated freaks under Yuri's control which unfortunatly doesn't prove he has gone nuts, nothing will. Fortunately, it was only deployed at the very end of the Disaster, after Yuri failed to blackmail Massivesoft Chairman Bing into completing the genetic software necessary for its operation. Command & Conquer: Red Alert (iPhone)[edit \| edit source] The Soviets must deploy a Battle Lab to use nukes while the Allies must build the Defense HQ to launch a Weather Storm. War of the Three Powers[edit \| edit source] \|“\|\|If that weapon fires, then I have no choice but to launch every weapon I have against the United States. DO I MAKE MYSELF CLEAR?!! - Cherdenko, seeing the Mt. Rushmore superweapon Empire of the Rising Sun[edit \| edit source] The Psionic Decimator creates an psi-energy bubble that bludgeons anything in its radius, similar to a hybrid of Yuri's Psi-Wave attack and the Allied Weather Control Device. The Nanoswarm Hive forms an impenetrable shield around an area, baring access in or out. Allies[edit \| edit source] Due to the removal of Einstein the Weather Control Device was lost. Instead, the Allies developed the Proton Collider as its replacement. The Allies still use the Chronosphere despite Albert Einstein being removed from the timeline. Although it's inferior to its previous incarnation being unable to send as many. Still, it does not suffer from Chrono Vortexes suggesting that this was solved prior to Einstein's assassination. Soviet Union[edit \| edit source] Due to the damage to the timeline caused by Premier Cherdenko removing Albert Einstein from the timeline, the USSR lost their nuclear arsenal. Instead, the Soviet Union has developed the deadly Vacuum Imploder. The Vacuum Imploder, when launched, sucks all vehicles, infantry, aircraft, and ships into a powerful vacuum that can also literally rip buildings apart. The Soviet Iron Curtain can make all units and structures in an area invulnerable for a short period of time. Other Near Superweapons/WMDs[edit \| edit source] - Some destructive Top Secret Protocols are alternatives to Superweapons, only they are not as effective as Superweapons themselves. However, Commanders can access only to 10 out of 15 Top Secret Protocols. - Howard T. Ackerman was planning to destroy Moscow with a superweapon hidden in the statue of Theodore Roosevelt's head at Mt. Rushmore. - The Shogun Executioner is also considered a superweapon due to its 3 huge blades. - Also Oleg wants to get revenge against Ackerman's Rushmore Superweapon and armed the Kirovs with 50 Megaton Bombs which will devastate a city. 50 Megaton Bombs were considered a superweapon due to its power. It is most likely that the Soviet 50 megaton bomb was a nuclear weapon (or vacuum alternative). - In the Last Red Blossom Trembled, Dr. Zelinsky used a Chronosphere-esque device to teleport Vacuum warheads directly into battle, to protect Futuretech Lab from the Imperial attack. - After the war, FutureTech also developed the Sigma Harmonizer. A superweapon that can affect time in various ways - In the Soviet Operation Science of War, where the Soviets capture a Allied science lab, they discovered the Allies are building a superweapon. This weapon could possibly have been an atomic bomb. However, an Engineer does give away the true origin of the Vacuum Imploder. He says "In theory, you could make a giant vacuum cleaner with this stuff.", hinting that the Vacuum Imploder was developed from stolen Allied technology. Drawbacks[edit \| edit source] All superweapons share the following drawbacks: - All superweapons were very expensive. Either between 2500 or 5000 credits. - All superweapons require large quantities power to function. - Requires a long time to charge - From Red Alert 2 onwards, they cannot be hidden: once constructed its presence is announced and the shroud over it is removed revealing their position (and probably their base's as well) to enemies. Combined with the long recharge time this gives enemies a chance and a strong incentive to destroy it before it even fires. - This can be used as an advantage to peek into the enemy bases through the hole in the war fog. - Subsequently, superweapons require bases with strong economies and strong defences before they are viable. - The Allied Chronosphere and Soviet Iron Curtain were harmful to infantry. - Although this could be used offensively it was usually not worth wasting a superweapon strike to take out some infantry. The inability to have Chronoshift or have invincible infantry is generally considered a disadvantage. - There's sometimes a slight delay between firing and the actual effect, allowing fast units to escape. - Even if a superweapon fires they can be countered in a number of ways: - Force Shields are effective at protecting buildings from superweapon strikes. - A desperate or daring Allied commander may order his Chrono Legionnaires to target their own structures. This will protect them at the cost of the Legionnaire's life. However, "overprotection" of the structures will lead to their loss. - The Allied Chrono Rifts can protect units from even the most destructive weapons. - The Soviet Iron Curtain can be applied to buildings allowing them to shrug off superweapons strikes - The Imperial Nanoswarm Hive can protect anything in its radius of effect.
The application of the wheels: Grinding wheel is widely used in air conditioning compressor parts, bearing inner holes, non-ferrous metal inner hole grinding, ceramic materials, magnetic materials, PCD tools, PCBN tools, visible tube glass shell, hydraulic parts, cast iron, stainless steel, heat-resistant alloys, and other different materials and workpieces grinding. Different shapes wheels in different applications: -Flat shape grinding wheels are widely used. Depending on the size, it can be used for inner, outer, flat, heartless, tool cutting, grooving, and centerless grinding. -Flat with arc grinding wheel is used for grinding the arc surface of the wiretap groove, bearing ditch and other work items; -Flat strengthening band arc is effective in increasing the base strengthening tolerance, more effective and safe to ensure the grinding arc surface of the grinding wheel precise requirements. -disc-shaped grinding wheel is suitable for a variety of coordinate grinders, tool grinders, and special grinders with complex blades. Specializing in the processing of various specifications of high-speed steel and carbide materials rotating crucifies, process drills, dental drills, milling cutters and gemstones, ceramic products. -Main purpose of the barrel grinding wheel is to be mounted on the vertical shaft of the flat grinder. -Taper grinding head is used for grinding and angle repairing grooves of various shapes. -Cylindrical grinding head mainly grinding inner circle and grinding inner circle special surface and mold inner wall, to go burr and so on. Barrel-shaped slot grinding wheel is mainly used for grinding drill tip and car knife, this grinding wheel has a cone-shaped swallowtail groove, can be attached to the grinder drive plate, more convenient to use. -Double-sloped edge one grinding wheel is mainly used for grinding gear teeth and single threads.
Here we are in the middle of February, with skies of grey and more snow in the forecast. Fatigue from lack of warmth and reduced daylight hours is only natural. So what’s a northerner to do? Here at SuperOptimist headquarters, in addition to a hearty mug of hot cocoa, we find there’s nothing like a short winter’s nap to reinvigorate the senses. (Unless, of course, it’s a long winter’s nap. Both rate high in our book.) That’s why we’re pleased to report that the nation’s military leaders are also proponents of sleeping on the job. According to the recently issued Army Field Manual, the armed forces have officially embraced an afternoon snooze for sleep-deprived soldiers. “When regular nighttime sleep is not possible due to mission requirements, soldiers can use short, infrequent naps to restore wakefulness and promote performance,” according to the manual. “When routinely available sleep time is difficult to predict, soldiers might take the longest nap possible as frequently as time is available.” Like civilians, soldiers cannot be trained to perform better on less sleep. That’s where officially authorized naps fit in. A stage 2 power nap, encompassing 15 to 20 minutes of snooze time, helps reset the system and produces a burst of alertness and increased motor performance. The slow-wave nap lasting 30 to 60 minutes is good for decision-making skills, such as memorizing vocabulary or recalling directions. Going for 60 to 90 minutes of napping, complete with REM activity, plays a role in solving creative problems. Then there’s the hypnagogic. The Greek philosopher Aristotle believed that true inspiration could be found in the the state of half-wake, half-sleep when the brain slips into an impressionistic state, untethered from a rational framework. Pushing that idea farther, Albert Einstein, Thomas Edison and Salvador Dali would take micro-naps in order to stay in stage one of sleep, that taps into vivid imagery and sensation. In Dali’s case, his naps lasted less than 1 second at a time. How is this possible? By holding a key or spoon between his fingers so when he nodded off, the clang of dropped metal would awaken him. Dali claimed that “slumber with a key” revivified both mind and body, and generated powerful visual ideas. Of course, being Salvador Dali probably helped. Want to read more about the positivity of nap time? Here’s what the brainiacs at Harvard have to say about it. The Mayo Clinic weighs in here. And let’s not forget the wags at McSweeney’s, who uncovered this list of quotes that take naps. *We’re writing this on President’s Day, as it’s no secret that the occupants of the White House have always taken naps behind the curtains of the oval office, from LBJ to Reagan to Clinton to…well, we assume 78-year-old Joe Biden likes his daily refresher as well.
On which plane does the meditator reach the no-thought state? Are thoughts possible without identifying the consciousness with objects or is identity essential for thought? The perfect no-thought state is attained in the fifth body but small glimpses begin from the fourth body. Thoughts continue in the fourth body but one begins to observe the gaps between two thoughts. Before the fourth there are thoughts and thoughts and only thoughts; we do not see the gap between the thoughts. In the fourth the intervals begin to appear and the emphasis changes. If you have observed gestalt images you will be able to understand this. Suppose there is a picture of a flight of steps: it can be so drawn that if you look attentively you will observe the steps going up; then if you look again you will see the steps coming down. But the most interesting part is that you cannot observe the steps going up and down simultaneously. You can see only one of the two. When you observe the second picture the first picture will have vanished. We can make a picture in which two faces can be seen facing each other, complete with nose, eyes and beard. First it will appear as if two men are facing each other. Now paint the faces black leaving the intervening space white. Now you will say that there is a flower pot in this intervening space, and the nose and eyes become the outlines of the pot. You will not be able to see the pot and the two faces at one time. When you see the two faces the pot will not be seen; when the pot is observed the faces will vanish. No matter how hard you try to see them all together the gestalt will change its emphasis. When your emphasis shifts to the faces the pot will vanish; when the emphasis is on the pot the faces will vanish. Up to the third body the gestalt of our mind has its emphasis on thought. Rama comes, so Rama is visible and his coming is visible. The empty space between Rama and his coming, or the empty space before Rama’s coming and after Rama’s going, is not visible to us. The emphasis is on Rama’s coming; the intervening space is not observed. The change starts from the fourth body. All of a sudden it will strike you that Rama’s coming is no longer very important. When Rama was not coming there was the empty space; when Rama has gone there is the empty space. The empty space begins to come within the focus of your mind: faces disappear; the pot becomes visible. And when your attention is on the empty space you cannot think. You can do only one of the following two things: as long as you see thoughts you will think, but when you see the empty space you will be empty within. However, this will keep alternating in the fourth body. Sometimes you will see the two faces and sometimes the pot: that is, sometimes you will see thoughts and sometimes the gap. Silence will come and so will thoughts. The difference between silence and emptiness is only this: silence means thoughts have not yet ended, but the emphasis is changed. The consciousness has shifted from thought and takes pleasure in silence, but thought still remains. It is only that the consciousness has shifted: the attention has shifted from thoughts. Then the attention is on silence. But thought returns sometimes – and when it manages to draw your attention, again silence is lost and thought begins. In the last moments of the fourth body the mind will keep alternating between the two. On the fifth plane all thoughts will be lost and only silence will remain. This is not the ultimate silence, because this silence exists in comparison to thought and speech. Silence means not speaking; emptiness means a state where there is neither silence nor speech. Neither the faces remain nor the flower pot; only the blank paper. Now if you are asked whether the faces are there or the flower pot, you will say neither. The state of no-thought occurs in its totality in the fifth body. At the fourth we get glimpses of this state; it will be observed off and on between two thoughts. At the fifth the no-thought state will become evident and thoughts will disappear. Now the second part of your question is, “Is identification necessary for the formation of thoughts, or can thoughts occur without any identification?” Up to the third body identification and thought come simultaneously. There is your identification and there is the coming of thought: there is no interval between the two. Your thoughts and you are one – not two. Now when you are angry it is wrong to say that you are angry. It would be more correct to say that you have become anger, because in order to be angry it should also be possible for you not to be angry. For instance, I say, “I am moving my hand.” Then suppose you say, “Now stop your hand,” and I say, “That is not possible; the hands keep moving” – then you may well question what I mean when I say, “I am moving my hand.” I should say, “The hand is moving,” because if I am moving the hand I should be able to stop it. If I cannot stop my hand I cannot claim to be its owner. It has no meaning. Because you cannot stop your thoughts, your identification with them is complete up to the third body. Up to there you are thought. So up to the third body, by hitting someone’s thoughts we are hitting the person himself. If you tell such a person, “What you say is wrong,” he will never feel that what he says is wrong; he will feel he is wrong. Quarrels and fights take place not because of a statement but because of the ‘I’ – because there is complete identification. To attack your thoughts is to attack you. Even if you say, “It is all right if you do not agree with my way of thinking,” within you will feel that you have been opposed. Many times it happens that the idea in question is left aside and we begin to fight for it merely because we put forth the view and not for any other reason. You support it merely because you have put it forth as your viewpoint – because you have declared it as your scripture, your principle, your argument. Until the third body there is no distance between you and your thoughts. You are the thought. In the fourth wavering begins. You will begin to get glimpses of the fact that you are something apart and your thoughts are something apart. But so far you are unable to stop your thoughts, because deep within the roots the association still exists. Above on the branches you feel the difference. You sit on one branch and the thoughts on the other and you see they are not you. But deep within you and thoughts are one. Therefore, it seems that thoughts are separate, and it also seems that if my association with them is broken thoughts will stop. But they do not stop. At some deeper level the association with thoughts will continue. Changes begin to take place on the fourth plane. You begin to get a vague notion of thoughts being different and you being different. You still cannot proclaim this, however, and the thought process is still mechanical. You cannot stop your thoughts, nor can you bring them about. If I can say to you, “Stop anger and show that you are the master,” it can also be said, “Bring about anger and prove that you are the master.” You will ask, “How can this be done? We cannot bring about anger.” The moment you can you are its master. Then you can stop it at any moment. When you are the master the process of bringing on anger and stopping it are both in your hands. If you can bring on anger you can stop it also. It is also interesting to note that stopping it is a little difficult, but bringing it on is easier. So if you want to be the master first begin by bringing on anger, because this is easier. In the situation of bringing it on you are tranquil, but in the situation of having to stop it you are already angry and so you are not even aware of yourself. Then how will you stop it? Therefore, it is always easier to start the experiment by bringing on anger rather than by stopping it. For instance, you begin to laugh but then you find that you cannot stop laughing; it is difficult. But if you are not laughing and you want to bring on laughter you can do it in a minute or two. Then you will know the secret of laughter – from where it comes and how – and then you will know the secret of stopping it also, and it can be stopped. At the fourth plane you will begin to see that you are separate and thoughts are separate; that you are not your thoughts. Therefore, whenever the no-thought state occurs – as I said before – the witness also comes, and wherever there are thoughts the witness will be lost. In the intervals between thoughts – that is, in the gaps between thoughts – you will realize your separate identity from the thoughts. Then there is no association between you and the thoughts. But even then you will be a helpless observer. You will not be able to do much, though all efforts are to be made in the fourth body only. So I have defined two possibilities of the fourth body – one that is natural and the other that is obtained through meditations. You will be alternating between these two. The first possibility is thought and the second is understanding. The moment you attain the second potential of the fourth body – vivek, or understanding – the fourth body will drop as well as the identification of consciousness with mind. When you attain the fifth body two things will drop: the fourth body and this identification. In the fifth body you can bring on thoughts or not bring them on, as you wish. For the first time thoughts will be a means and will not depend on identification. If you wish to bring on anger you can bring on anger; if you wish to bring on love you can do so. If you do not wish to bring on anything you are at liberty not to do so. If you wish to stop anger that is half-formed you can order it to stop. Whatever thought you want to bring will come to you, and that which you do not wish to bring will not have any power to invade your mind. There are many such instances in the life of Gurdjieff. People considered him a peculiar man. If two people were sitting before him, he would look toward one with the utmost anger and toward the other with the utmost love. So quickly would he change his expression that the two would carry away different reports about him. Though both had met him together, one would say, “He looks like a dangerous man,” while the other would say, “How full of love he is.” This is very easy on the fifth plane. Gurdjieff was beyond the understanding of people around him. He could instantly bring any kind of expression to his face. There was no difficulty for him in this, but there was difficulty for others. The reason behind this is that in the fifth body you are the master of yourself; you can bring about any feeling you please. Then anger, love, hatred, forgiveness, all your thoughts, become mere play things; therefore, you can relax when you please. To relax after play is very easy but to relax from life is difficult. If I am only playing at anger I will not sit in anger after you leave the room. If I am playing the game of talking I will no longer be talking after you go. But if talking is my life-breath, then I shall keep on talking even after you leave. Even if nobody listens, I will listen. I will keep on talking because that is my very life; it is not a play after which I can relax. It is my very life, it has taken hold of me. So such a man will talk even at night. In dreams also he will gather a crowd and speak. In dreams also he will quarrel, he will fight and do all that he has been doing in the daytime. He will keep doing this all the twenty-four hours, because that is his life; that is his very existence. Your identification breaks in the fifth body. Then for the first time you are at peace, you are empty, by your own free will. But when the need arises you think also. So in the fifth body, for the first time you will be putting your power of thinking to use. It would be better to say that before the fifth body thoughts make use of you; after the fifth you make use of thoughts. Before that it is not correct to say, “I think.” In the fifth body you also come to know that your thoughts are not your own: thoughts of people around you also enter your mind. However, you are not even aware that the thoughts you think to be your own could be someone else’s. A Hitler is born and the whole of Germany is permeated with his thoughts – but each German feels it to be his own thought. A very dynamic person diffuses his thoughts into the minds of others and they become echoes of the same. This dynamism is as serious as it is deep. For example, it is two thousand years since Jesus died. The thought waves that he left in the world still grasp the minds of Christians who think that these are their own thoughts. The same is the case with Mahavira, Buddha, Krishna and others. Any kind of dynamic person’s thoughts, whether they are of a good person or an evil one, can catch the hold of the human mind. The hold of Tamerlane and Genghis Khan upon our minds has not yet been released, nor has the hold of Krishna and Rama. Their thought waves move forever around us, and you are able to catch those thought waves that are conducive to your particular state of mind. It always happens that a man who is very good in the morning becomes evil by noon. In the morning he moves in the waves of Rama; in the afternoon he may be caught by the waves of Genghis Khan. Receptivity and time cause the difference. The beggar always comes to beg in the morning, because the effect of evil vibrations is at the minimum at the time of the rising sun. As the day progresses and as the sun gets tired of its long journey in the skies the influence gains strength, so the beggar has no hope of charity from others in the evening. If a beggar asks a man early in the morning to give two rupees he will not be able to refuse right away; as the day progresses it is more difficult to say yes to the beggar. By evening the man is tired with the day’s work so now he is fully prepared to refuse. The condition of his mind is quite different now; so also is the entire atmosphere of his surroundings. So the thoughts we feel to be our own also do not belong to us. This you will experience only in the fifth body, and you will be surprised to see the way thoughts come and go. The thought comes, then it goes; it catches hold of you, then it leaves you alone. There are a thousand kinds of thoughts – and very contradictory ones too; therefore, there is confusion in our minds. Every single person is confused. If thoughts were entirely yours there would be no question of confusion. Your one hand catches hold of Genghis Khan and the other catches hold of Krishna, so there is bound to be confusion. Both of these sets of thought waves lie in wait for you, and as soon as you show your readiness they enter within. They are present all around you. All this you will come to know when your identification with thoughts breaks completely. The biggest change will be that until this time you will have thoughts, but now you will have thinking. There is a difference between the two. Thoughts are atomic: they come and go and they are always alien. To say that thoughts are always alien is quite correct. Thinking is ours, but thoughts are alien. This thinking will start within you after the fifth body. Then you will be able to think; you will no longer be merely collecting the thoughts of others. Therefore, the thinking of the fifth body is never a burden upon you, because it is your own. This thinking that is born in the fifth body may be called wisdom or understanding or whatever you like to call it. At the fifth plane you have your own intuition, your own understanding, your own intelligence. At the fifth the influence of all outside thoughts will end, and in this sense you will be the master of yourself; you will attain your being; you will become your self. Now you will have your own thoughts, your own power of thinking, your own eyes and your own vision. After this only what you wish will come to you; what you do not wish will never come near you. You can think just what you want to think; other thoughts cannot invade you. Now you will be the master. Here the question of identification does not arise. In the sixth body thinking is also not required. Thoughts are necessary up to the fourth body; thinking and wisdom are necessary in the fifth. On the sixth plane even these end, because there they are not required at all. You become cosmic; you become one with the Brahman. Now there is no other. In fact, all thoughts are always related to the other. The thoughts before the fourth body are unconscious links with others. The thoughts of the fifth body are conscious links but they are still related to others. After all, why are thoughts necessary? They are required only to establish a relationship with others. Until the fourth they are unconscious links; at the fifth they are conscious links. But at the sixth no “other” remains for establishing links. All relatedness is finished; only the cosmic remains. I and thou are now one. Now there is no place, no reason for thought to exist. The sixth is the Brahman – the cosmic reality, where there are no thoughts. In the Brahman there are no thoughts; therefore, it can be said that in the Brahman there is knowing. Actually, the thoughts which exist up to the fourth body are unconscious thoughts; they contain a deep ignorance. It shows that we need thoughts to fight with this self-ignorance. At the fifth there is knowing of the self within, but we are still ignorant about that which is other to us; the other is still there for us. Therefore, there is the need to think in the fifth body. At the sixth there is no inside or outside, there is no I or thou, there is no this or that. Now there is no distance to justify thoughts. Now what is, is. Therefore, at the sixth there is only knowing, not thoughts. At the seventh knowing also does not exist, because he who knew is no more and that which could be known is no more. So even knowing is not on the seventh plane. The seventh plane is not knowing-less, but beyond knowing. If you like you can call it a state of ignorance also. That is why it is always the case that a man of ultimate consciousness and an absolutely ignorant person seem identical – because their behavior is often similar. This is why there is always a great similarity between a small child and an old man who has attained enlightenment: they are not actually the same but superficially they seem alike. Sometimes an enlightened sage acts in a childlike way; sometimes in the behavior of a child we get a glimpse of saintliness. Sometimes an enlightened one looks like an absolutely ignorant person, an absolute fool, and it would seem that no one could be as foolish as he. But the sage has gone beyond knowledge and the child is still below knowledge. The similarity lies in the fact that they both are outside of knowledge. From In Search of the Miraculous, Discourse #20, Q3 Copyright© OSHO International Foundation Related post: Mysteries of the Seven Bodies You can read the entire book online at the Osho Library. Many of Osho’s books are available in the U.S. online from Amazon.com and Viha Osho Book Distributors. In India they are available from Amazon.in and Oshoworld.com.
A Brief History of National American Indian and Alaska Native Heritage Month Source: Department of the Interior, Bureau of Indian Affairs What began at the turn of the century as an effort to gain a day of recognition for the significant contributions the First Americans made to the establishment and growth of the United States has resulted in the month of November being designated for that purpose. One of the early proponents of an American Indian Day was Dr. Arthur C. Parker, a Seneca Indian who was the Director of the Museum of Arts and Science in Rochester, New York. He persuaded the Boy Scouts of America to set aside a day for the "First Americans," and for three years the Scouts adopted such a day. In 1915, at the annual Congress of the American Indian Association meeting in Lawrence, Kansas, a plan celebrating American Indian Day was formally approved. The Association directed its president, Rev. Sherman Coolidge, an Arapahoe, to call upon the country to set aside a day of recognition. Rev. Coolidge issued a proclamation on September 28, 1915, which declared the second Saturday of May as American Indian Day and contained the first formal appeal for recognition of American Indians as citizens. The year before this proclamation was issued, Red Fox James, a Blackfeet Indian, rode horseback from state to state, seeking approval for a day to honor American Indians. On December 14, 1915, Red Fox James presented the endorsements of 24 state governments to the White House. There is no record, however, of such a national day being proclaimed. The first American Indian Day to be celebrated in a state was declared on the second Saturday in May 1916 by the governor of New York. Several states celebrate the fourth Friday in September. In Illinois, for example, legislators enacted such a day in 1919. Presently, several states have designated Columbus Day as Native American Day, but it continues to be a day we observe without any legal recognition as a national holiday. In 1990 President George Bush approved a joint resolution designating November 1990 as "National American Indian Heritage Month." Similar proclamations have been issued each year since 1994. National American Indian and Alaska Native Heritage Month is celebrated to recognize the intertribal cultures and to educate the public about the heritage, history, art, and traditions of the American Indian and Alaska Native people. The Creation of National American Indian & Alaska Native Heritage Month A Brief History Source: Department of the Interior, Bureau of Indian Affairs.
Understanding long-term changes in wildfire patterns challenges scientists from multiple disciplines. (p. 26) Found in: Climate Change, Ecology, Environment and Science & Society When assembling a jigsaw puzzle, just shaking up the box and dumping the pieces in a pile probably isn’t the best strategy. The pieces won’t fit themselves together by chance. But in the nanoworld, this approach could prove surprisingly fruitful. It might take the fun out of doing the puzzle, but scientists are now figuring out how to make the pieces move, on their own, into the desired positions for creating new materials. In this case, the puzzle pieces are nanoparticles, tiny collections of atoms smaller than one ten-thousandth of a millimeter across. Properly guided, these particle... (p. 20) New report outlines features that make a reef able to deal with environmental stress. Scientists identify chemical reactions that could be responsible for the origin of life. (p. 5) Found in: Biology, Chemistry, Genes & Cells, Life and Molecules Satellite-tagging data suggest that basking sharks migrate south to the Caribbean in winter. (p. 12) Found in: Biology, Life and Zoology Largest genetic study of African populations yields clues about the origin of modern humans and the ancestry of African-Americans (p. 10) Found in: Humans and Life From Danny Devito to Yao Ming, the world is filled with short people and tall people and everyone in between. While factors such as nutrition influence height differences, much of that variation depends on genes. After all, both of Ming’s parents were basketball stars, and Devito’s were not. But the genes that made Ming grow to 7 feet 6 inches and Devito stop growing several feet shorter could be important for more than sports. Changes in how height genes work could not only add or subtract a few centimeters from leg length, but could also affect underlying cell biology in ways that ca... (p. 22) A fossil skeleton discovered in the Canadian Arctic could represent a missing link in pinniped evolution. (p. 14) Found in: Earth and Life Fossilized pollen could show that modern land plants evolved earlier than thought. Found in: Earth, Earth Science and Life
The Brain Records, Scientists Retrieve What the Eye Sees 9/28/2011 by: Darleen Hartley By analyzing fMRI scans of a subject’s brain, neuroscientists are able to identify images that subjects have seen. Although the process has no practical application currently, the technology is attracting attention by both scientists and alarmists. The research team lead by Shinji Nishimoto and Jack Gallant at UC Berkeley use functional magnetic resonance imaging (fMRI) to measure brain activity in the visual cortex to reconstruct what the subject saw. A motion encoding model was developed identifying the spatial position, motion direction and speed filters the brain uses to make sense of visual input. They foresee the technique helping to diagnosis brain conditions and expand research in neural prostheses or brain machine interfaces. Neurological evaluation and diagnosis involving conditions such as stroke or dementia might be improved with the help of such techniques. Gallant says, "The visual system is also tightly integrated with other sensory subsystems and systems for memory and language." Applications in visual trauma and even blindness could be pursued. It could possibly assist in determining the mental state of a person who lies in a coma. Original and Retrieved Image However, alarmists jump to conclusions involving nefarious uses. The foremost threat, they think, is that the technology would be used to extract scenes from a person's memory. They conjure up spy movies or science fiction novels where subjects are forced to undergo treatment to reveal covert information. Dream images might be used to uncover unconscious motives, or plans. Big Brother would not only be watching, he would be probing, and worse yet, interpreting to meet forgone conclusions. Gallant did admit: "It is possible that decoding brain activity could have serious ethical and privacy implications downstream in, say, the 30 to 50-year time frame." For now, the process is too complicated, involves too many sophisticated devices, and requires such in depth knowledge that the casual malevolent is incapable of duplicating their work. Jack Gallant, is Professor of Psychology at the University of California at Berkeley, and is affiliated with the graduate programs in neuroscience, bioengineering, biophysics and vision science. He says that in his lab, "Our main experimental tools are functional MRI and electrophysiology; our main theoretical tool is nonlinear system identification ('reverse engineering')." Gallant’s lab also is involved in the STRFPak system, a Matlab toolbox for estimating the linear and nonlinear stimulus-response mapping function of sensory systems. The software can be used to estimate quantitative encoding models for any sensory system, based on data collected using neurophysiology, EEG or fMRI. fMRI, Functional MRI, Magnetic Resonance, Shinji Nishimoto, Jack Gallant, UC Berkeley, STRFPak, brain, neuroscience, bioengineering, biophysics, vision, EEG, MRI, Matlab, software, neurophysiology © 2009 - 2011 Bright Side Of News*, All rights reserved.
There was no change in the status of respect for religious freedom during the period covered by this report. Extremist groups and individuals previously affiliated with the Union of Islamic Courts (UIC), particularly Hassan Abdullah "al-Turki" in the Lower Jubba region, at times attempted to impose a strict interpretation of Shari'a law that conflicted with cultural traditions. The U.S. Government does not maintain an official presence in the country. The lack of diplomatic representation limited the ability of the U.S. Government to take action to promote religious freedom. Section I. Religious Demography The country has an area of 246,200 square miles and a population of approximately 8.3 million; however, population figures are difficult to estimate due to the instability of the country. Citizens are overwhelmingly Sunni Muslims of a Sufi tradition. There also is a small, extremely low-profile Christian community, in addition of small numbers of followers of other religions. The number of adherents to strains of conservative Islam and the number of Islamic schools supported by religiously conservative sources continue to grow. Section II. Status of Religious Freedom The TFG Charter, article 15 states that "All citizens of the Somali Republic are equal before the law...have the right to equal protection and equal benefit of the law without distinction of race, birth, language, religion, sex or political affiliation." While the Charter does not possess a section which limits or protects religious practice, article 71(2) decrees that the 1960 Somalia Constitution and other national laws shall apply "in respect of all matters not covered and not inconsistent with this Charter." The 1960 Somalia Constitution, article 29 states, "Every person has the right to freedom of conscience and to freely profess his own religion and to worship it subject to any limitations which may be prescribed by law for the purpose of safeguarding morals, public health, [and] order." The nascent central government is able to exercise control over very limited territory. Following internationally mediated negotiations in Kenya in 2004, a 5-year transitional process was established, which included drafting a charter, establishment of transitional federal institutions, and a TFG. The TFG formally began operating in Baidoa in February 2006. Deep divisions within the transitional institutions continued to hamper progress on governance, but regular meetings of Parliament and a portion of the Cabinet began to take place. After the defeat of the UIC, the president of the TFG declared a state of emergency on January 31, 2007 and officially moved the seat of government to Mogadishu on March 13, 2007. The northern region of Somaliland does not recognize the Charter or the transitional process, and is seeking recognition as an independent nation. The Charter establishes Islam as the national religion. Several sheikhs have publicly urged the TFG to reflect a commitment to Islamic governance and morals. Some local administrations, including the self-declared "Republic of Somaliland" and the semi-autonomous region of Puntland, have made Islam the official religion in their regions; however, regional authorities generally do not espouse rhetoric against non-Muslims. Puntland security forces monitored religious activities very closely. Article 6.3 of the Puntland Charter prohibits torture "unless sentenced by Islamic Shari'a Courts in accordance with Islamic Shari'a law." The judiciary in most regions relies on some combination of Shari'a, traditional and customary law (Xeer), and the penal code of the pre-1991 Siad Barre government. In Somaliland religious schools and places of worship are required to obtain the Ministry of Religion's permission to operate. There are a significant number of externally funded madrassahs throughout the country. These schools provide inexpensive basic education but adhere to conservative Islamic practices. Mogadishu University, the University of East Africa in Bosasso, Puntland, and many secondary schools in Mogadishu are externally funded and administered through organizations affiliated with Al-Islah, an Islamic organization. The Ministry must approve entry visas for religious groups, and certain unspecified doctrines are socially prohibited. Religious practices outside of Islam by ethnic Somalis are not culturally acceptable. In Puntland religious schools and places of worship must receive permission to operate from the Ministry of Justice and Religious Affairs. Restrictions on Religious Freedom Proselytizing for any religion except Islam is prohibited in Puntland and Somaliland and effectively blocked by informal social consensus elsewhere in the country. Christian-based international relief organizations generally operated without interference, provided that they refrained from proselytizing. On May 8, 2007, TFG forces confiscated face veils from women in Mogadishu and subsequently burned the veils. TFG authorities stated that hooded criminals disguised as women had participated in attacks against security forces, which warranted banning of the face veil within the capital. Following a public outcry, the mayor of Mogadishu denied any responsibility for the ban and called for its immediate suspension. There were no reports religious prisoners or detainees in the country. Forced Religious Conversion There were no reports of forced religious conversion, including of U.S. minors who had been abducted or illegally removed from the United States, or of the refusal to allow such citizens to be returned to the United States. Section III. Societal Abuses and Discrimination Non-Sunni Muslims were often viewed with suspicion by members of the Sunni majority. Non-Muslims who practiced their religion openly faced occasional societal harassment. Although not legally prohibited, conversion from Islam to another religion is socially unacceptable. Those suspected of conversion faced harassment or even death. On May 11, 2007, Islamist websites attributed the kidnapping of two aid workers in Puntland to the aid workers having allegedly used the provision of assistance as a pretext for proselytizing. Similar claims were made against Ethiopians who the Islamists have stated were attempting to Christianize the country as part of their military occupation. Local Shari'a courts, which often implement a combination of Shari'a and Somali customary law, continued to operate throughout the country in the absence of a national judicial system operated by a central government. In 2006 the UIC and the Shari'a courts throughout Mogadishu and areas southeast of Mogadishu asserted their authority and enforced a conservative interpretation of Islamic practices and Shari'a. In October 2006 the UIC called for jihad against Ethiopia for supporting the TFG and appealed to international jihadists to come to its aid. Media reports indicate that on December 6, 2006, Sheikh Hussein Barre, then chairman of the UIC in Bula Burte, a town approximately 130 miles northeast of Mogadishu, threatened to behead any residents who failed to pray five times a day. Hussein also decreed that all shops should close, and he warned people against idling on town streets during prayer times. There were no reports that this declaration was enforced. On September 17, 2006, Leonella Sgorbati, an Italian nun, was killed at a hospital in Mogadishu by gunmen, hours after a leading Muslim cleric, Sheikh Abukar Hassan, condemned Pope Benedict XVI for his remarks on Islam and violence. Hassan declared, "Whoever offends our Prophet Muhammad should be killed on the spot by the nearest Muslim." Some residents in Mogadishu objected to strict interpretations of Islamic law imposed by the UIC that forbid many forms of entertainment, such as the screening of movies or soccer matches. In one instance a Shari'a court reportedly ordered one group of youths to have their heads shaved and be flogged for protesting a ban on public broadcasts of World Cup soccer matches. The UIC imposed media restrictions and warned the media against disseminating information critical of Islam. There is strong societal pressure to respect traditions which reflect the traditional Somali interpretation of Sufi Islam. Section IV. U.S. Government Policy The U.S. Government does not maintain a diplomatic presence, and travel to the country by U.S. Government officials is restricted. The central Government remained too weak to adequately engage on issues of religious freedom; regional and self-proclaimed authorities were unresponsive due to the lack of U.S. diplomatic recognition of or representation to them. These restraints limited the U.S. Government's ability to take action to promote religious freedom in the country.
Questions surrounding older driver safety and community mobility are getting increasing attention in the media and from policymakers, advocates for the elderly, government agencies, and a variety of health professions. Because driving is an instrumental activity of daily living, occupational therapy practitioners may provide screening, assessment, comprehensive evaluation, remediation and provide assistance to aid the transition to other forms of transportation. It is important to maintain an ongoing discussion about older driver safety and community mobility in your community. Whether it’s in a conversation with a physician or an interview with the local media, these talking points will help you focus attention on facts that can help shed light on the issue for the public and other audiences. - The most common cause of unsafe driving by older drivers includes vision impairment, cognitive limitations, side effects of medications, slower reaction times, muscular difficulties, and limited range of motion. - Most seniors depend on an automobile for the bulk of their travel, with 90% of their trips taken in private vehicles, either as drivers or passengers. - Traveling in a private vehicle, particularly driving it, provides seniors with independence, enabling them to get to essential services and make social contact outside the home. For many, it is an important aspect of wellness and aging in place. - When physical and mental limitations make it difficult to drive safely, most older adults gradually withdraw from driving. - When driving is curtailed, seniors may find themselves isolated from the activities that had filled their lives, especially if they live in suburban or rural areas where public transportation can be cumbersome, if available at all. Isolation can undermine one’s quality of life and accelerate health decline. Scope of the Problem—The Baby Boomers Are Coming! - Our population is aging at a rate faster than it is growing. While 1 in 8 people older than age 65 today, the ratio of people who will be older than 65 by 2030 is expected to be 1 in 5. In real numbers, the figure is expected to jump from 35 million in 2003 to 70 million in 2030. - The rate of driver deaths in automobile crashes rises after age 60 and grows sharply as age increases. For those ages 75 to 79, the rate of driver deaths per year is almost triple the rate for people ages 30 to 59. For ages 80 and older (the fastest growing age group), the rate is more than 4 times that of drivers ages 30 to 59. Older Drivers’ Driving Habits - Although seniors actually have fewer crashes than do drivers in other age groups, they are more likely to be seriously injured or killed in a crash. - Older drivers pose the greatest risk to themselves and are not a significant risk to others. - Older drivers may be unaware of how to attain the optimal person vehicle fit, to have the greatest likelihood of benefiting form the vehicle safety features. - To ensure safe mobility, transportation experts are focusing on improving transportation safety on several fronts: safer roadways, safer automobiles, better alternative transportation services, better walkways and pedestrian safety, and improved competency of older drivers. - Automobile manufacturers have begun redesigning cars that are easier to use, and they are promoting adaptive devices to accommodate drivers with special needs, including older drivers. - Some states are revising licensure laws for seniors. - Occupational therapy practitioners can perform activity of daily living skills assessments that determine if an older driver may benefit from referral to a driving specialist. - Occupational therapy driving rehabilitation specialists can conduct clinical and on-road driving assessments and offer treatment plans that range from modifying driving habits to installing adaptive equipment in the automobile. These specialists can also help ease seniors through the possible transition to other modes of transportation. - AOTA is working with policymakers, government agencies, and other advocacy groups to address older driver safety and community mobility. - AOTA has received funding from the National Highway Transportation Safety Administration (NHTSA) to develop and disseminate education modules for occupational therapy and occupational therapy assistant students, and for continuing education online for occupational therapists and occupational therapy assistants already in practice. In addition, funding for fact sheets and informational resources for stakeholders and a toolkit to guide program development will address the need for more specialized programs to meet the increasing demand.
First record of Montezuma was June 1850 when partners Solomon Miller and Peter K. Aurand, proprietors of the 'Montezuma Tent,' were attacked and Aurand killed by a group of Mexicans during the foreign miners tax excitement of that period. Due to the lack of water, little mining occurred here until 1852 when a ditch and flume were completed bringing water for placer mining. Two types of mining were carried on, placer operations on the flats and tunnels extending under Table Mountain. The gravel produced 3-1/2 C. per pan in the mid 50s. The yield was from $5 to $10 per day. One placer nugget found in 1853 weighed 18 lbs. 8 oz. By late 1852 the population was about 800. At its zenith Montezuma City had four saloons, two hotels, Adams Express Co., post office, church, some homes, and many tents and cabins. The town was nearly destroyed by an incendiary fire which started in Clarks Hotel on June 29, 1866. Registration Date: 7/6/1933 City: Chinese Camp On State Hwy 49 (P.M. 11.3), 2.5 mi N of Chinese Camp Back Return to Listed Resources Listing
It’s not every day that a decision by the federal government can bring together environmental groups, cattle ranchers, the automobile industry and gas station owners, all in anger—but that’s biofuel for you. Today the Environmental Protection Agency (EPA) announced that it was increasing the allowable percentage of corn-based ethanol that could be legally blended into gasoline, raising the limit from 10% to 15%, for cars and light-duty trucks manufactured after 2007. Though auto manufacturers have repeatedly expressed concerns that a higher percentage blend of ethanol might damage engines—ethanol can dislodge debris inside an engine, essentially gumming up the works—the EPA says its tests indicate that’s not a problem for newer cars and trucks, and that increasing the allowable blend was in line with the Administration’s clean energy policies, as agency administrator Lisa Jackson said in a statement: Thorough testing has now shown that E15 does not harm emissions control equipment in newer cars and light trucks. Wherever sound science and the law support steps to allow more home-grown fuels in America’s vehicles, this administration takes those steps. But car manufacturers aren’t the only groups opposed to increasing the ethanol blend. The livestock industry and food companies unhappy because more ethanol will mean more of American corn production diverted to make fuel, which will mean higher feed prices. (In fact, that’s already happening, as corn futures are rising on the EPA’s decision.) Gas station owners aren’t happy because the change may require them to have two different pumps—one for gasoline with a 10% ethanol blend, another for a 15% blend—and drivers will need to figure out which one to use based on the age of their vehicle. Environmental groups are against the change because it will mean more ethanol—and that could mean more corn, more fertilizer, more dead zones and more deforestation, all for a biofuel that many researchers have said doesn’t have a much smaller carbon footprint than gasoline. (Michael Grunwald’s TIME cover story from 2008 on what he called the “clean energy scam” is still one of the most effective green arguments against ethanol.) Nathanael Greene, director of renewable energy policy at the Natural Resources Defense Council, also points out that ethanol can worsen air pollution as well: Burning ethanol can cause toxic air pollutants to be emitted from vehicle tailpipes, especially at higher blend levels like E15. The chemistry is fairly straightforward: ethanol burns hotter than gasoline, causing catalytic converters to break down faster. Cars with broken tailpipe controls are disproportionally responsible for air pollution from vehicles. So why did the EPA go forward with its decision? Because if you’re going to push a green energy policy in the United States, it really helps if the main beneficiaries are politically powerful farming groups in the Midwest—especially if a midterm election is less than a month away. It was the ethanol lobbying group Growth Energy that initially filed for a waiver to the Clean Air Act back in 2009 in order to raise the legal ethanol blend, setting in motion the EPA’s tests and decision. The group pointed out—accurately—that ethanol producers would hit a ceiling on demand unless the blend was raised to 15%. (It doesn’t hurt that Congress mandated the production of 36 billion gallons of renewable fuels by 2022—most of which will likely be corn ethanol, because more advanced biofuels have yet to reach commercial viability—and that there’s no way to fulfill that requirement without increasing the allowable ethanol blend.) Growth Energy hailed the EPA’s decision, but noted that bigger changes will be needed if the ethanol industry is going to continue to grow, as the firm’s CEO Tom Buis said in a statement: Today’s approval of E15 for newer vehicles is the first crack in the blend wall in more than 30 years, and proves what was laid out in Growth Energy’s Green Jobs Waiver – that E15 is a good fuel for American motorists. And while this is an important first step, there are many more steps we can take toward strengthening our national security by reducing our dependence on foreign oil, creating jobs here in the United States and improving our environment. It’s true that corn ethanol is grown and refined right here in the U.S. of A, so if you think national security is the most important factor for fuel, ethanol might have a fighting chance. But as this 2010 study by the Congressional Budget Office shows, corn ethanol is a very expensive way to cut petroleum consumption and carbon emissions. Thanks in part to the $0.45 per gallon blenders tax credit for ethanol, it costs consumers a $1.78 to reduce gasoline consumption by one gallon with ethanol, while it costs $750 to reduce CO2 emissions by one metric ton with ethanol. And that’s not counting the concerns about the impact that vastly increased ethanol production might have on global food prices, on deforestation and dead zones. It’s ironic that even as the U.S. Senate struggles to do anything to help renewable energy or cut carbon, corn ethanol seems to have very little trouble getting and keeping rather expensive support. But this is about smart politics, not smart policy.
I encourage the reader to access the original report by Dr. Sutherland, from Geoarchaeology that follows this article for complete details of this discovery. Dr. Sutherland's work continues to lend credence to the contentions I make through my fictional novels regarding the association between the medieval Vikings of Greenland and the pre-historical natives of North America. (Ed.) ***Thousand-year-old crucible provides more evidence of the Vikings in Canada’s Arctic – DECEMBER 5, 2014POSTED IN: NEWS Although it was found about fifty years ago, archaeologists have just determined that a small stone container discovered on Baffin Island in Canada’s Arctic region was actually part of metallurgical equipment used by the Vikings around the year 1000 A.D. \|Photo by Mike Beauregard-Flickr\| The findings were revealed in an article published in the journal Geoarchaeology, by archaeologist Patricia Sutherland. She and her co-authors report that scanning electron microscopy was employed to determine if metal traces were present in a small stone container (about 48 mm tall) from an archaeological site on Cape Tanfield, part of the southern coast of Baffin Island. They found that the interior of the vessel contained fragments of bronze, an alloy of copper and tin, as well as small spherules of glass which are formed when rock is heated to high temperatures. The object is a crucible for melting bronze, likely in order to cast it into small tools or ornaments. The crucible appears to have been broken while in use, suggesting that it was likely used at the locality where it was found. The artifact was originally excavated during the 1960s and identified as the fragment of a small soapstone pot made by the local indigenous people, the Palaeo-Eskimo who occupied the area in the centuries around 1000 A.D. However among the Palaeo-Eskimo artifacts Sutherland has identified a wide range of specimens that resemble those used by Europeans of the Viking and medieval periods. These include lengths of yarn spun from the fur of local animals, whetstones bearing metal traces from tools that had been sharpened, and tally sticks of the type used for recording transactions. The authors write: Copper–tin alloy occurs in crevices between mineral grains, on angular corners of relatively hard albite, within as well as on top of patches of organic-rich matrix, and on both the interior surface and broken edge of the vessel. This variety of settings, together with the “shredded” aspect of individual particles and the presence of glass spherules that are similar to those associated with high-temperature processes, are consistent with the use and breakage of the vessel in an environment where metalworking occurred. One or more small amounts of tin and copper or copper–tin alloy appear to have been melted, probably for the casting of small bronze objects. The broken condition of the crucible would suggest that it was used at the site. The specimen was recovered from an area that also yielded pieces of spun cordage, bar-shaped whetstones bearing traces of smelted metals on the working surfaces, and other specimens related to early European technologies that are consistent with a Norse presence. SEM-EDS analysis of soil matrix from the Nanook site also produced evidence of smelted metal particles. The Vikings and their medieval Norse descendants established colonies in southwestern Greenland about 1000 AD, and occupied the region for over 400 years. After more than a decade of research on material from the Eastern Arctic, the evidence indicates a significant early European presence in Arctic Canada.The Norse would likely have travelled to the area in order to obtain furs and walrus ivory, either by hunting or by trading with the indigenous people. Dr. Sutherland comments, “the crucible adds an intriguing new element to this emerging chapter in the early history of northern Canada.” The Inuit and earlier peoples of Arctic Canada cold-hammered meteoric iron and native copper in order to make tools, but neither they nor other indigenous peoples of northern North America practised high-temperature metalworking. This crucible may be the earliest evidence of high-temperature non-ferrous metalworking in North America to the north of what is now Mexico. Click here to read the article Evidence of Early Metalworking in Arctic Canada from Geoarchaeology To learn more about Dr. Sutherland’s work, see Arctic encounters between Norse and Natives
History and Acknowledgements Smart pointers are objects which store pointers to dynamically allocated (heap) objects. They behave much like built-in C++ pointers except that they automatically delete the object pointed to at the appropriate time. Smart pointers are particularly useful in the face of exceptions as they ensure proper destruction of dynamically allocated objects. They can also be used to keep track of dynamically allocated objects shared by multiple owners. Conceptually, smart pointers are seen as owning the object pointed to, and thus responsible for deletion of the object when it is no longer needed. The smart pointer library provides five smart pointer class templates: \|scoped_ptr\|\|<boost/scoped_ptr.hpp>\|\|Simple sole ownership of single objects. Noncopyable.\| \|scoped_array\|\|<boost/scoped_array.hpp>\|\|Simple sole ownership of arrays. Noncopyable.\| \|shared_ptr\|\|<boost/shared_ptr.hpp>\|\|Object ownership shared among multiple pointers\| \|shared_array\|\|<boost/shared_array.hpp>\|\|Array ownership shared among multiple pointers.\| \|weak_ptr\|\|<boost/weak_ptr.hpp>\|\|Non-owning observers of an object owned by shared_ptr.\| \|intrusive_ptr\|\|<boost/intrusive_ptr.hpp>\|\|Shared ownership of objects with an embedded reference count.\| These templates are designed to complement the std::auto_ptr template. They are examples of the "resource acquisition is initialization" idiom described in Bjarne Stroustrup's "The C++ Programming Language", 3rd edition, Section 14.4, Resource Management. A test program, smart_ptr_test.cpp, is provided to verify correct operation. A page on compatibility with older versions of the Boost smart pointer library describes some of the changes since earlier versions of the smart pointer implementation. A page on smart pointer timings will be of interest to those curious about performance issues. A page on smart pointer programming techniques lists some advanced applications of These smart pointer class templates have a template parameter, T, which specifies the type of the object pointed to by the smart pointer. The behavior of the smart pointer templates is undefined if the destructor or operator delete for objects of type T throw exceptions. T may be an incomplete type at the point of smart pointer declaration. Unless otherwise specified, it is required that T be a complete type at points of smart pointer instantiation. Implementations are required to diagnose (treat as an error) all violations of this requirement, including deletion of an incomplete type. See the description of the checked_delete function template. Note that shared_ptr does not have this restriction, as most of its member functions do not require T to be a complete type. The requirements on T are carefully crafted to maximize safety yet allow handle-body (also called pimpl) and similar idioms. In these idioms a smart pointer may appear in translation units where T is an incomplete type. This separates interface from implementation and hides implementation from translation units which merely use the interface. Examples described in the documentation for specific smart pointers illustrate use of smart pointers in these idioms. Note that scoped_ptr requires that T be a complete type at destruction time, but shared_ptr does not. Several functions in these smart pointer classes are specified as having "no effect" or "no effect except such-and-such" if an exception is thrown. This means that when an exception is thrown by an object of one of these classes, the entire program state remains the same as it was prior to the function call which resulted in the exception being thrown. This amounts to a guarantee that there are no detectable side effects. Other functions never throw exceptions. The only exception ever thrown by functions which do throw (assuming T meets the common requirements) is std::bad_alloc, and that is thrown only by functions which are explicitly documented as possibly throwing std::bad_alloc. Exception-specifications are not used; see exception-specification rationale. All the smart pointer templates contain member functions which can never throw exceptions, because they neither throw exceptions themselves nor call other functions which may throw exceptions. These members are indicated by a comment: // never throws. Functions which destroy objects of the pointed to type are prohibited from throwing exceptions by the common requirements. January 2002. Peter Dimov reworked all four classes, adding features, fixing bugs, and splitting them into four separate headers, and added weak_ptr. See the compatibility page for a summary of the changes. May 2001. Vladimir Prus suggested requiring a complete type on destruction. Refinement evolved in discussions including Dave Abrahams, Greg Colvin, Beman Dawes, Rainer Deyke, Peter Dimov, John Maddock, Vladimir Prus, Shankar Sai, and others. November 1999. Darin Adler provided operator ==, operator !=, and std::swap and std::less specializations for shared types. September 1999. Luis Coelho provided shared_ptr::swap and shared_array::swap May 1999. In April and May, 1999, Valentin Bonnard and David Abrahams made a number of suggestions resulting in numerous improvements. October 1998. Beman Dawes proposed reviving the original semantics under the names safe_ptr and counted_ptr, meeting of Per Andersson, Matt Austern, Greg Colvin, Sean Corfield, Pete Becker, Nico Josuttis, Dietmar Kühl, Nathan Myers, Chichiang Wan and Judy Ward. During the discussion, the four new class names were finalized, it was decided that there was no need to exactly follow the std::auto_ptr interface, and various function signatures and semantics were finalized. Over the next three months, several implementations were considered for shared_ptr, and discussed on the boost.org mailing list. The implementation questions revolved around the reference count which must be kept, either attached to the pointed to object, or detached elsewhere. Each of those variants have themselves two major variants: Each implementation technique has advantages and disadvantages. We went so far as to run various timings of the direct and indirect approaches, and found that at least on Intel Pentium chips there was very little measurable difference. Kevlin Henney provided a paper he wrote on "Counted Body Techniques." Dietmar Kühl suggested an elegant partial template specialization technique to allow users to choose which implementation they preferred, and that was also experimented with. But Greg Colvin and Jerry Schwarz argued that "parameterization will discourage users", and in the end we choose to supply only the direct implementation. Summer, 1994. Greg Colvin proposed to the C++ Standards Committee classes named auto_ptr and counted_ptr which were very similar to what we now call scoped_ptr and shared_ptr. [Col-94] In one of the very few cases where the Library Working Group's recommendations were not followed by the full committee, counted_ptr was rejected and surprising transfer-of-ownership semantics were added to auto_ptr. [Col-94] Gregory Colvin, Exception Safe Smart Pointers, C++ committee document 94-168/N0555, July, 1994. [E&D-94] John R. Ellis & David L. Detlefs, Safe, Efficient Garbage Collection for C++, Usenix Proceedings, February, 1994. This paper includes an extensive discussion of weak pointers and an extensive bibliography. $Date: 2008-02-10 11:39:38 -0500 (Sun, 10 Feb 2008) $ Copyright 1999 Greg Colvin and Beman Dawes. Copyright 2002 Darin Adler. Distributed under the Boost Software License, Version 1.0. See accompanying file LICENSE_1_0.txt or copy at http://www.boost.org/LICENSE_1_0.txt.
Many corporations and government entities have an internal auditing function and a separate fraud investigation function either as a subunit of internal auditing or security or as a separate unit within the organization. In addition, many accounting and consulting firms have a forensic, investigation, and litigation support service. 1. In this discussion, you are encouraged to explore the roles and relationship of audit and forensic service, within an organization as well as within a professional service firm. Search for examples in industry and professional services firms through reviews of Web sites and the literature. 2. Discuss the type roles of audit and investigation in both the organization and professional services firms you identified. Explain the advantages and disadvantages of combing audit and investigation services. Audit and forensic services perform various audit and financial investigative procedures related to the investigation and prosecution of those alleged to have committed fraud. This fraud often occurs in governmental agencies where money is distributed or in private business, where 'skimming off the top' is a common practice, especially in investment businesses. They perform audit functions by checking profits vs expenditures and possess the analytical skills necessary to bring the investigation to a successful conclusion, then turning it into the hands of the prosecutors, if applicable. Many times the auditor is a separate body and just works with analyzing figures and books, but other times the auditor is a member of the investigative team and works closely with the firms' attorneys, advising them. In government agencies, the team works with attorneys from the Dept of law, such as the ... Audit and forensic services are summarized in this solution.
In computing, an ASCII file is a piece of data that is purely text-based and immediately viewable. In contrast, a binary file is a complex piece of data that requires specific instructions to decode the information. All computer files are comprised of tiny pieces of information, called bits. In an ASCII file, each byte directly correlates to a specific character as defined by the standard ASCII code. A common example of an ASCII file is a text document created without any formatting, such as font styles or paragraph indentations. ASCII files are used for simple word editing, but they are also the basis for all web pages. HTML is written in ASCII because each character has a specific and unique meaning that can be easily read by web browsers. Binary files are composed of a long series of the characters “1” and “0” in complex configurations. This differs from ASCII in that the characters can be used to create any kind of data, from text to images. A program, such as a web browser, uses the binary information coded within it to analyze an HTML ASCII file and translate that information into a visual web page. Pictures and program-specific files, such as a Photoshop document, are also considered to be binary files.
Published in Socialist Worker Review issue 112, September 1988, pp24-25. Transcribed by Jørn Andersen for Marxisme Online, 3 december 2001. One of the most popular courses at the recently held Marxism 88 was that on science. This month we begin a short series loosely based on that course. Here Paul McGarr writes on Copernicus, Kepler and Galileo. In 1543 a little book by Nicolaus Copernicus was published in Germany. A century and a half later, in 1687, Isaac Newton in England published his work Principia. The period marked by these dates has been rightly termed “the scientific revolution”. It saw the breakdown of the old view of the universe dominated by religious dogma and the birth of modern science. There had been all sorts of theories and ideas about the universe in earlier times. For instance, in the third century BC, a Greek called Aristarchos had a theory in which the earth went round the sun. But given the level of observational technique and the nature of society at the time, it could not compete with the dominant theories which derived from the Greek philosopher Aristotle and later Ptolemy in Egypt. Aristotle’s science was in part a simple reflection of everyday experience. He argued that objects did not move unless acted on by some force. He also claimed the earth was the unmoving centre of the universe and that things had a natural place to which they tended to move. So, fire rises and stones fall. The approach is a crude reflection of everyday observation. This picture only applied to the world below the orbit of the moon. Above that, in the realm of the planets, sun and stars, things were different. Here was the realm of divine harmony where the laws on earth did not apply. Everything was unchanging and perfect. The problem was this theory didn’t fit observed facts. For example, if you look at the path of Mars in the sky it doesn’t move uniformly at all, even seeming to go into reverse at one point in the year. Such problems caused some to try and construct theories to “save the appearances”. The culmination of such efforts came in the second century AD with Ptolemy in Egypt. He constructed a sophisticated mathematical model which did the job. The earth was at the centre and the planets and sun revolved around it on a complicated series of circles upon circles. These theories were the orthodoxy in Europe in the time of Copernicus over a thousand years later. By then the Roman Empire had disintegrated into localised feudal statelets, based on the forced extraction of surplus from the peasantry. Within these societies, especially after the turn of the millennium, there were two important developments – the growth of towns and of revolts from below, both of which represented potential challenges to the existing structure of society. In such circumstances, ideological justification of the status quo was extremely important for the ruling class. The Catholic church, itself a key landowner and exploiter, was the vehicle for this. This is where astronomy came in. Of course, peasants didn’t need to understand astronomy. But they did need to know that the universe and their place in it was constructed according to a divine plan which couldn’t be changed. To rebel would be pointless and indeed sinful. The same applied to other challenges to the existing structure of society, such as from the new classes based on trade and commerce in the towns. And any ruling class needs an ideology which justifies its own position to itself. Thus, Aristotle’s theories, though banned by the church earlier, came to dovetail with what was needed. Aristotle’s distinction between the laws on earth and those in the heavens implied you could not infer from experience on earth general truths about the universe. Enquiry and real knowledge was denied. A number of factors contributed to the breakdown of this orthodoxy, and to the breakdown of feudal society generally. First was the destabilising influence of the towns. New forms of wealth and new classes grew, accommodating to existing society at first but nevertheless undermining aspects of it. There was also the growth of absolutist centralised states which attempted to restabilise feudal society while adapting it to a different and changing world. New ways of thinking became possible because new social structures were evolving, the Renaissance and the Reformation being reflections of this. At a more fundamental level there were also big changes in the forces of production. It is worth emphasising this because most academic discussion of the “scientific revolution” concentrates on ideas alone, omitting that those changing patterns of thought depended on changes in the way human beings interacted with and worked on nature. In the period leading up to the scientific revolution, the padded collar and horseshoe transformed the horse into a useful beast. Increasing trade and commerce led to better navigation and time keeping techniques. The blast furnace and printing were developed in the 15th century, the first improving the tools that could be made, the second having a fantastically subversive effect on a rigid feudal society. Also 1608 saw the first use of the telescope, significantly for military purposes. It is in a society in which such changes are taking place, giving rise to tensions in the old social structures, that the “scientific revolution” is located. In 1514 Nicolaus Copernicus was invited by the church to give his opinion on the question of calendar reform since the old Ptolemaic system no longer fitted. He tried to develop a simpler, more accurate system putting the sun at its centre. When he gave lectures on his theory in Rome in 1533, the Pope approved of it as a calculating device. In fact Copernicus’ system was neither more accurate nor simpler than Ptolemy’s, but it attracted support because it was a breach with the old orthodoxies. Copernicus’s system meant that Aristotle’s explanation for falling bodies was no good and a new one would have to be found – the road to Newton’s theory of gravity was opened. Also, if the earth was no longer special then the whole notion of the laws on earth and in the heavens being different was shaken. The demolition of the old way of looking at the world took another century to complete. This was the period of the Reformation, Counter-Reformation, the Thirty Years war and bourgeois revolutions in Holland and England. The key figures, in the scientific revolution of this period, were Tycho Brahe, Johannes Kepler and Galileo Galilei. Johannes Kepler was Brahe’s assistant and successor, and the decisive figure in the “scientific revolution”. A dislocated individual in a crisis torn society, he spent several years living in poverty, and in central Europe as it was being ravaged by religious struggles and the Thirty Years war. His early ideas were characterised by wild speculative theories, one explained the layout of the planets in terms of musical notes. But later he made a number of important breakthroughs towards a scientific approach. Firstly, he was prepared to ditch theories if they didn’t fit the facts. Secondly, he saw theories as explanations for the way things really were, not just as calculating devices. And third and most importantly, he looked for explanations of planetary motion in terms of the experience of moving bodies on earth. This is the decisive step in the scientific revolution. Real knowledge becomes possible on the basis of generalising and abstracting from our immediate experience. Kepler drew on work by a man called Gilbert, on magnetism (itself connected with the need for better navigation to help trade and commerce), and tried to explain planetary motion as clue to magnetic force. He was wrong but drat is secondary. It is the method that is crucial. The attempt to generalise from experience involved in Kepler’s approach lays the basis for Newton and his famous apple. The final steps in the breakdown of the old dogmas were the work of Galileo Galilei. He systematically used experiments to try and learn about the world. After learning of the telescope in 1609 he built one and turned it to the sky. What he saw was the final nail in the coffin of the old world view. The heavens were far from perfect and unchanging. The surface of the moon was irregular, Jupiter had satellites, comets wandered irregularly through the solar system. And worst of all, the sun had spots! However the acceptance and development of Kepler and Galileo’s new ideas depended on two factors. The first was whether they worked, whether the new theories of astronomy helped navigation, allowed better time keeping and so on. This is the ultimate test of any ideas which claim to be scientific. But their acceptance also depended on the outcome of struggles over the structure of society, that is the outcome of class struggles. This is illustrated by what happened to Kepler and Galileo. The very crisis which allowed new ideas to be developed also produced a reaction among those concerned to defend the staus quo. Copernicus had been well received by the Pope in 1533. A year later the Jesuits and the Roman Inquisition were formed as the shock troops of the Counter-Reformation. This reaction to the religious dissent unleashed by Martin Luther in 1517 had been slow in developing, but when it arrived it was vicious. Religious conflicts, a reflection of the clash between the old feudal order and a new bourgeois society, turned Europe upside down. There were bloody civil wars like that in France in the late 16th century, and then from 1618 to 1648 the Thirty Years war which ravaged central Europe. Kepler and Galileo were a product of this crisis but also the victims of reaction trying to reimpose order and orthodoxy. Kepler’s work was banned by the Catholic church in the 1620s and the Jesuits denounced Galileo’s work as “more dangerous than the teaching of Luther and Calvin put together”, which is a bit like Reagan saying someone is worse than the Ayatollah and Colonel Qadhafi combined! Galileo was particularly dangerous because he wrote in ordinary Italian, rather than the elitist Latin. He was convicted of heresy, forced to recant, and spent the last years of his life under house arrest. But though reaction tried to roll back new ideas in much of Europe it did not succeed everywhere. The invention of printing meant that ideas now had a far wider circulation than ever before. In the years that followed, in the mid 17th century, the scientific revolution was taken up and completed in two places in particular. Firstly in Holland, where the “free” printing presses of the bourgeoisie were crucial in keeping ideas alive and secondly in England by people such as Isaac Newton. In other words in those countries where the crisis of the old order had not resulted in the victory of reaction. Where bourgeois revolutions had taken place a new more dynamic society was being built, a society which would transform the world taking up and developing science as a key part of that process. This article is one out of a short series on Science and socialists published in Socialist Worker Review issues 112 to 116 (September 1988 to January 1989): Paul McGarr: Star wars (Copernicus, Kepler and Galileo) Andy Wilson: The core of Newton Mike Simons: Darwin’s new dawn Duncan Blackie: It’s all relative (Einstein) Malcolm Povey: The science factory (science and scientists in society) Sidst opdateret 8.6.2016
Social Network For Security Executives: Help Make Right Cyber Security Decisions Today we will show how SAP Afaria, an MDM solution from a world-famous software vendor, works and how cybercriminals can attack it in different ways. In a nutshell, MDM is a set of services that help an administrator of a large company to control the mobile devices (smartphones, tablets, phablets and so on and so forth) of employees, thus establishing the security measures of corporate data stored and processed on those devices. A special application called MDM client is installed on a device and allows administrators to implement settings. Afaria is used by companies around the world. We have found about 140 Afaria servers available via the Internet. As you can see from the graph, the largest number of Afaria services is implemented in the US and China. We would like to describe a very interesting Afaria vulnerability here. The administrative part of SAP Afaria performs the basic functionality and is available via browser. Web administrative console is where a system administrator can view a list of all connected devices, create new mobile device configurations, download applications, control devices, etc. So, the XSS vulnerability in the administrative console is likely to be critical for the entire system and for the administrator in particular. A common Afaria user, of course, can’t obtain access to these functionalities. However, an injection of user data is still possible. So, let's examine what will happen if we try to connect a new device to the server without the proper rights (and the user account). That’s what we get: the server, of course, does not allow us to connect this device. However, the list of devices in the administrative console (it is the administrator’s main workspace) shows the information about the device marked as “Not approved”. It means that an attacker can inject some data into the administrative console anonymously. Guess in which field a JS injection is possible. The server does not filter the information before displaying the device IMEI. Let’s assume the attackers want to inject the following JS code: <script>alert('Hello Afaria! U so secure!');</script> To do so, they have to send a request to the server with the following values in the IMEI field: /a04=" U so";/ As you may notice, there are special characters /**/ in every query. They are used to mark comments in JS. This way, unnecessary parts of HTML markup that prevent getting the final result are deleted. What’s the final result? The web server will build an HTML page in the admin panel in which all the little pieces will be brought together into one JS script to be executed during the administrator’s session. It allows the attacker to gain data from the Afaria admin panel, and thus to control all devices connected to the server. The screenshot below shows the administrative console’s source code with JS injected into the device IMEI field: The XSS vulnerability was closed by SAP. Install SAP Note 2152669 to fix this issue. Please keep in mind that this issue is very critical because it can be remotely exploited without authentication, and there are at least 140 servers available on the Internet. An attacker can get full control over all mobile devices of organization, such as remotely wipe data, lock all smartphones, or even force to upload malicious backdoor which will control user’s data, send critical documents to C&C server, spy on employees, read messages, and record video from cameras. We will keep posting more blogs on SAP Security here.
Are you interested in children’s books about states or that have strong settings? I have a list of children’s books by setting at the Reading Through the States. It’s Arizona’s centennial year, and to celebrate let’s take a look at two books about Arizona’s history that are sure to excite children: Arizona Way Out West & Witty: Awesome Activities, Humorous History, and Fun Facts! by Lynda Exley and Conrad J. Storad, illustrated by Michael Hagelberg and Arizona Way Out West & Wacky: Awesome Activities, Humorous History and Fun Facts! by the same team. Conrad Storad is well-known here in Arizona for his children’s picture books with Southwest themes, as well as science topics. Lynda Exley’s son, Michael J. Moorehead, is also known in Arizona because he is already a published author, at 12! (He wrote The Student From Zombie Island: Conquering the Rumor Monster). In case you are wondering why there are two titles in the series, Arizona Way Out West & Witty is presented as a library edition. It is in chapter book format and is not consumable, and it comes with a curriculum guide in the back. On the other hand, Arizona Way Out West & Wacky is an activity book that covers the same material, but in an interactive, consumable way. It has word searches, crossword puzzles, and coloring pages, as well as other fun activities. I thought that was an interesting way to solve an age old dilemma. How do you market consumable books to libraries and schools, yet keep the activities fun and interactive for children? It seems that having two formats might be one answer. Now I wonder how sales of the two books compare, and whether having such similar titles is resulting in any confusion. I do know that Arizona Way Out West & Witty was chosen as the 2012 ONEBOOKAZ for Kids winner. Arizona Way Out West & Witty: Awesome Activities, Humorous History, and Fun Facts! Paperback: 118 pages Publisher: Five Star Publications, Inc.; Library Edition edition (January 17, 2012) Arizona Way Out West & Wacky: Awesome Activities, Humorous History and Fun Facts Paperback: 112 pages Publisher: Five Star Publications, Inc.; 1st edition (October 29, 2011) Nonfiction Monday is a blogging celebration of nonfiction books for kids. We invite you to join us. For more information and a schedule, stop by Booktalking to see who is hosting each week. This week’s round-up is at Simply Science.
Posted on April 3rd, at 5: This was an awesome article, and a lot of good, insightful comments as well. This article reads like a press release or a news article or is largely based on routine coverage or sensationalism. Please expand this article with properly sourced content to meet Wikipedia's quality standardsevent notability guidelineor encyclopedic content policy. June Social media has a range of uses in political processes and activities. Social media have been championed as allowing anyone with an Internet connection to become a content creator and empowering their users. Online media audience members are largely passive consumers, while content creation is dominated by a small number of users who post comments and write new content. Due to the heavier use of social media among younger generations, they are exposed to politics more frequently, and in a way that is integrated into their online social lives. Social media was influential in the widespread attention given to the revolutionary outbreaks in the Middle East and North Africa during Social media use in hiring If a college applicant has posted photos of engaging in activities that are contrary to college rules or values, it could adversely affect their chances of getting in. Some employers examine job applicants' social media profiles as part of the hiring assessment. This issue raises many ethical questions that some consider an employer's right and others consider discrimination. Many Western European countries have already implemented laws that restrict the regulation of social media in the workplace. States including Arkansas, California, Colorado, Illinois, Maryland, Michigan, Nevada, New Jersey, New Mexico, Utah, Washington, and Wisconsin have passed legislation that protects potential employees and current employees from employers that demand them to give forth their username or password for a social media account. A survey of 17, young people in six countries in found that 1 in 10 people aged 16 to 34 have been rejected for a job because of online comments they made on social media websites. There have been situations where students have been forced to give up their social media passwords to school administrators. They urge students who are pressured to give up their account information to tell the administrators to contact a parent or lawyer before they take the matter any further. Although they are students, they still have the right to keep their password-protected information private. In the s, while colleges and universities still use these traditional methods to evaluate applicants, these institutions are increasingly accessing applicants' social media profiles to learn about their character and activities. Use by law enforcement agencies[ edit ] Social media have been used to assist in searches for missing persons. When a University of Cincinnati student disappeared inhis friends and family used social media to organize and fund a search effort. Dulle's body was eventually found in a building next door to his apartment. It is a way for the police force to show their progress to the community on issues they are dealing with. After an Apple employee criticized his employer on Facebook, he was fired. When the former employee sued Apple for unfair dismissal, the court, after seeing the man's Facebook posts, found in favour of Apple, as the man's social media comments breached Apple's policies. The court found him guilty and he was sentenced to jail. For example, Facebook currently has 2. Users of social media are then able to like, share and comment on the advert, becoming message senders as they can keep passing the advert's message on to their friends and onwards. Research shows that digital endorsements seem to be successfully targeting social media users, especially younger consumers who have grown up in the digital age. Use by individuals[ edit ] Main article: Rainie and Wellman have argued that media making now has become a participation work, which changes communication systems. In many ways, mainstream journalists have maintained an authoritative voice as the storytellers of the American past. Their documentary style narratives, detailed exposes, and their positions in the present make them prime sources for public memory.May 27, · AUSTIN, Minn. --Hormel has recalled spam and chicken nationwidesecretarial.com than , pounds of the Minnesota-based Hormel canned meats were recalled after four consumers complained about metal objects. SILVERTON, Colo. (AP) — A truck hauling waste from a Colorado mine — the source of a spill that polluted rivers in three states — . COLORADO SPRINGS — For some Democrats here in one of the more conservative areas of Colorado, a decision between two top candidates for governor . northern credit union knows the north It’s also how we know what it takes to help our Northern members save—by combining local insights, flexible financial products, great rates, and keeping every dollar in the North. Gmail is email that's intuitive, efficient, and useful. 15 GB of storage, less spam, and mobile access. The latest Tweets from Report Spam (@ReportSpamBAH). Bahrain Defines Group to Report Spam Traitors Account's and CLOSE them. Bahrain - Al khalifa Land. Find the latest business news on Wall Street, jobs and the economy, the housing market, personal finance and money investments and much more on ABC News. Ashford University is an accredited online university offering programs across many industries & fields including business, education, health & liberal arts. 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Date: February 05, 2020 Time: 5–7 pm Explore strategies for teaching about Inuit culture and Northern perspectives through the subject areas of social studies, visual arts, mathematics and science. The program will include a tour of the exhibition and hands-on activities that can be adapted for the classroom. Resource guides will be distributed, and light refreshments will be served. Free to all educators. Please RSVP at email@example.com
The harvest of vegetables or fruits can be increased without the use of pesticides and fertilizers. This conclusion was reached by Chinese scientists, who made plants grow faster by using electric current, say AgroPages. The scientists conducted their experiment on a salad. They involved 3,600 hectares of greenhouses located in various parts of the country – from the Gobi Desert of Xinjiang to developed coastal areas. This made the study the largest in the world. And the Chinese government financed it. The project lasted almost three decades. Researchers took into account the results obtained on a different soil composition, under different climatic conditions and production technologies. As it turned out, the electric current increased the salad yield by 20-30%. The use of pesticides decreased by 70-100%, and fertilizers decreased by 20%. The greens were growing under the bare wire, which was located at a height of 3 meters above the soil level, and stretched from one to the other edge of the greenhouse. The wires generated an electrical charge of up to 50 thousand volts. Scientists say that such a high-frequency electricity kills bacteria and viruses that transmit diseases in the air and soil. It also suppresses the surface tension of water on the leaves, speeding up evaporation. Inside the plants, the transfer of charged particles, such as bicarbonate and calcium ions, is increased, metabolic activities are accelerated. At the same time, Professor Liu Binjiang, a government researcher in agriculture and a leading member of the project, noted that the electrical current flowing through the wires was much lower than the workload on a smartphone. “It absolutely does not harm plants or people standing nearby,” he said. After the study, the area under electrified farms in China began to grow at a crazy rate, by 1000-1300 ha per year.
The concept of integration in the modern times has been put forwards to the common people with a beautiful song “Mile suru mera tumhara, to sur bane hamara to sur bane hamara” meaning “When my musical note and your musical note merge, it becomes our musical note”. This song is based on traditional and cultural diversions of India written in 1988 by Lok Seva Sanchar Parishad as per 8th Constitution of India. People have different traditions yet live together under one roof of, India. That Unity is the treasure house of India. Which other countries see as a creation and try to appreciate or learn. On the special day of Independence Day, 15/8/2017, this concept of Unity in diversity has to be remembered and understood again and again. Integration comes by combining but not by comparisons. This is how the national integrity and unity in diversity shines everywhere in India. If we can extend the relation of the word Unity, it is not about the physical conduct, but about the social conduct (sense of humanity and spirituality). With this pupil, the sentence “Mile Suru Mera Tumhara” can be “shearing of knowledge from treasure house “India” to the individual “any one” and reach the higher dimensions of humanity. As mentioned in many Yoga texts, Yoga means “union of the individual soul with the Universal soul”. The sentence “To sur bane hamara” is becoming indifferent in yogic qualities. As mentioned by Swami Vivekananda Ji, every individual is potentially divine. Let us dig the potentials by following strict Yogic lifestyle. This is how the individual efforts can bring the worldly unity. Collaboration among countries is the live example happening around. Moral: Think globally and Work locally
You may not know it but aquarium plants do many good things for your fish tank. For instance, they help with aeration, balance water chemistry, serve as hiding spots and beautify your aquarium. In fact, when they are red aquarium plants, you can imagine the extra aesthetic touch they’ll add to your tank. And who says you can’t have red aquarium plants in your tank? Green isn’t the only option. Red plants are interesting, and caring for them is similar to how you would for green plants. But how do you know which is best for your aquarium? Let’s find out! What Makes Aquarium Plants Red? While you expect red aquarium plants to be naturally red, there’s more to it. Some are original green plants that change to red as they grow. A couple of factors determine the redness and how red some aquarium plants will be. They are: Reduced nitrogen and phosphorus can help promote the hue color in aquarium plants and make them red rather than green. As long as nitrogen and phosphorus are reduced, there isn’t enough chance for more chlorophyll production. This helps red aquarium plants like rotala rotundifolia and ludwigia arcuata become redder. However, it’s not the same for all red plants. You also must be careful when growing red aquarium plants by reducing nitrogen because other plants that benefit from it may suffer. - Bright lights Light also plays a role in a plant’s pigmentation. Bright light tends to deepen a plant’s color, and can make your aquarium plants much redder. Of course, this is the same for green plants. However, you should be careful with lighting in your aquarium as too much light can cause algae growth, which can suffocate oxygen in the tank and affect fish growth. - Red-blue lighting Red-blue lighting also helps deepen plant pigmentation and make red aquarium plants redder. A red-blue spectrum will make any plant’s color come alive. Are Red Aquarium Plants Hard To Grow? Yes, red aquarium plants can be harder to grow than you think. You have to do extra and put some things in place for them to become red, except for a few. Moreover, you would need to add lighting, limit nitrogen and phosphorus, and maybe increase iron in the water for them to become so red. The truth is, you have to be all in to make them grow well. How To Grow Red Aquarium Plants? Red aquarium plants are not that hard to grow. Maintaining their color can be more tasking, but you can successfully grow red aquarium plants with a little guide. - You need to provide proper lighting conditions for your plant. Bright light is the ideal lighting for red plants to maintain their hue. - Ensure you have a nutrient-rich substrate in your aquarium and supplement as needed. - Lower nitrate level in your tank at all times as this can affect your red aquarium plant. - Maintain proper water parameters and prevent sudden and constant changes in your aquarium. - Your red aquarium plants need regular care to grow well and right. - Ensure the water has a moderate amount of CO2, which helps the plant stay healthy. - Trim unhealthy plants once you notice they aren’t growing as they should. Best Red Aquarium Plants Red aquarium plants’ levels range from easy to difficult. Knowing that will help you decide which you can grow in your aquarium without stress. Generally, red aquarium plants need good lighting, fertilization, and low nitrate to grow well. So, you better keep that in mind. The following are the best red aquarium plants: 1. Ludwigia repens One of the best red aquarium plants for your tank is ludwigia repens. Its other common names are water primrose and creeping primrose willow. It is native to North American countries and easy to grow for beginners. This plant is very easy to maintain as it’s a slow-growing plant. It can take months or years to reach its maximum length of 20 inches. While you wait for it to reach that length, it beautifies your tank with its color without you doing much work. However, always ensure the plants remain red and remove any damaged leaves as parasites and diseases can take over them. 2. Pink rotala Pink rotala or rotala rotundifolia is another beautiful red aquarium plant for your tank. It’s easy to grow and perfect for new aquarists. Apart from pink rotala, you can also call it dwarf rotala, pink baby tears, and roundleaf toothcup. They grow fast, so they would need regular serious pruning. In addition, they’re good for newly cycled aquariums. Since they grow fast, they provide shelter for fish while looking perfect in the middle or background of the aquarium. 3. Copper leaf ammania Copper leaf ammania (ammania senegalensis) is colorful, including its stems. The care level ranges from moderate to difficult. This plant is gorgeous and, when cared for properly, will attain its full red or maroon color. They also have a tint of green, yellow, or orange colors. You must supplement this plant with high iron and CO2 to boost its color. 4. Ludwigia palustris Ludwigia palustris (water purslane or marsh seedbox) is a fast-growing red aquarium plant that brightens up tanks. It is hardy and can survive different water conditions. It can grow up to 12 inches long. Supplementing the plant with iron and CO2 will help the red color deepen. It’s easy to grow and won’t be a problem for beginners. 5. Lobelia cardinalis Lobelia cardinalis, or cardinal plant, is a beautiful and versatile red aquarium plant and adds color to your tank. They can grow up to 4 to 12 inches. Their red color is bright if they’re submerged in water. If you submerge them in a substrate, their leaves can turn green with a red-purple underside. You can boost the color with natural fertilizers, CO2, and bright lighting. 6. Rotala Indica Also known as Indian toothcup, bonsai rotala, and true rotala indica is a red aquarium plant fit for mid-ground freshwater planting. It’s easy to keep and requires moderate water parameters. This is a creeping plant and will creep all over the aquarium glass, so you may want to monitor that if you don’t want it that way. It also produces beautiful flowers which will look good in your tank. However, you shouldn’t grow it in a tank with hyperactive or large fish. Ensure the substrate is iron-rich for optimum growth and pigmentation. 7. Red tiger lotus Red tiger lotus is popular among aquarists, and its broad red-pigmented leaves spread in the water and make the tank beautiful. It is a water Lily and doesn’t need active maintenance to bloom. It is fast-growing and can quickly take over the tank. Plus, it needs a lot of iron, and if it doesn’t get enough, it may start producing green leaves instead of its original red. This plant is nutrient hungry and needs lots of it to grow. However, it may not grow well with other aquarium plants because it releases toxic chemicals that may affect the plant’s growth. 8. Rotala macrandra Rotala macrandra is also popular, especially because its well-pigmented colors brighten the tank. When it reaches maturity, it’s a beauty to behold. It’s highly demanding and needs a lot of nutrients. You can mix it with other morphs like green, mini, or narrow leaf to have a burst of rotala macrandra in your tank. Bright lighting will bring them to life in your aquarium. However, this plant isn’t easy to grow for beginners unless they’re ready to give what it takes. You should try injecting the plant with CO2 and avoid any sudden fluctuation or imbalance in the tank. 9. Ludwigia sp. red Ludwigia sp. red is similar to ludwigia palustris but different in their morph. This one produces vibrant red colors, and it’s easier to grow than ludwigia palustris. You don’t need to plant it under strict nutrient requirements; they simply need to get enough lighting. Even at that, a sudden change in the water parameters can damage the plant. Also, they can get bushy quickly, so they need regular pruning. 10. Rotala wallichii This plant is a stem plant with needle-shaped leaves having pink or red hues. It blooms with bright, purple flowers and is a popular red stem plant among aquarium hobbyists. This plant needs high nitrite, iron, phosphate, and carbon dioxide doses to attain its full pigmentation. The parts that grow closest to the water surface are often deeper in color than those in the water. Plant three to five stems in the aquarium to see their full beauty and watch them bloom. What Prevents Red Aquarium Plants From Turning Red? Some plants aren’t red from their early stage and may not turn to their full red color if they lack certain things. Likewise, mature red aquarium plants may not have deep red colors due to some factors. Generally, low lighting in aquariums can prevent your plant from turning red. Lack of adequate CO2 may prevent red aquarium plants from attaining their most pigmentation. Also, if the plant cells get damaged, you shouldn’t expect the plant to look red. Red aquarium plants are beautiful and are good for your tank. In the same way, green plants are good, but red plants are more colorful. You can plant red and green aquarium plants together for full beauty. However, ensure you plant red aquarium plants under bright lighting and give them enough nutrients.
The ‘St. Laurenskerk’ or Great Church of Rotterdam is the only remaining medieval structure in Rotterdam. During the bommings of 1940, the church was severely damaged. In 1952, the people of Rotterdam decided to restore the church to its former grandeur. - The only remaining medieval building in Rotterdam. - Admire this beautiful Late Gothic church. - The St. Lawrence Church (Sint-Laurenskerk) is also known as the Great Church (de Grote Kerk). Late Gothic Architecture The Great Church was constructed between 1449 and 1525, in the late gothic period. Interesting details of the St. Laurenskerk are: - The copper choir fence dating back to 1713, - The sepulchers of sea heroes ‘Kortenaar’, ‘Van Brakel’ and ‘Witte de With’. - The carillon and no fewer than four organs. - The bronze doors made by Italian designer Manzù in 1968. Visit the Church of Rotterdam If you are interested in churches then you should definitely pay a visit to the Great Church of Rotterdam. It’s a perfect example of late gothic architecture and an important symbol of Rotterdam.
Revolt Library Feminism Poetry, and Our Relish for the Beauties of Nature Grandmother of Modern, Western Feminism Mary Wollstonecraft was an English writer, philosopher, and advocate of women's rights. Until the late 20th century, Wollstonecraft's life, which encompassed several unconventional personal relationships at the time, received more attention than her writing. Today Wollstonecraft is regarded as one of the founding feminist philosophers, and feminists often cite both her life and her works as important influences. During her brief career, she wrote novels, treatises, a travel narrative, a history of the French Revolution, a conduct book, and a children's book. Wollstonecraft is best known for A Vindication of the Rights of Woman , in which she argues that women are not naturally inferior to men, but appear to be only because they lack education. She suggests that both men and women should be treated as rational beings and imagines a social order founded on reason. After Wollstonecraft's death, her widower published a Memoir of her life, revealin... (From: Wikipedia.org / Stanford Encyclopedia of Philosoph....) Poetry, and Our Relish for the Beauties of Nature A taste for rural scenes, in the present state of society, appears to be very often an artificial sentiment, rather inspired by poetry and romances, than a real perception of the beauties of nature. But, as it is reckoned a proof of refined taste to praise the calm pleasures which the country affords, the theme is never exhausted. Yet it may be made a question, whether this romantic kind of declamation, has much effect on the conduct of those, who leave, for a season, the crowded cities in which they were bred. I have been led to these reflections, by observing, when I have resided for any length of time in the country, how few people seem to contemplate nature with their own eyes. I have "brushed the dew away" in the morning; but, pacing over the printless grass, I have wondered that, in such delightful situations, the sun was allowed to rise in solitary majesty, whilst my eyes alone hailed its beautifying beams. The webs of the evening have still been spread across the hedged path, unless some laboring man, trudging to work, disturbed the fairy structure; yet, in spite of this supineness, when I joined the social circle, every tongue rang changes on the pleasures of the country. Having frequently had occasion to make the same observation, I was led to endeavor, in one of my solitary rambles, to trace the cause, and likewise to inquire why the poetry written in the infancy of society, is most natural: which, strictly speaking (for natural is a very indefinite expression) is merely to say, that it is the transcript of immediate sensations, in all their native wildness and simplicity, when fancy, awakened by the sight of interesting objects, was most actively at work. At such moments, sensibility quickly furnishes similes, and the sublimated spirits combine images, which rising spontaneously, it is not necessary coldly to ransack the understanding or memory, till the laborious efforts of judgment exclude present sensations, and damp the fire of enthusiasm. The effusions of a vigorous mind, will ever tell us how far the understanding has been enlarged by thought, and stored with knowledge. The richness of the soil even appears on the surface; and the result of profound thinking, often mixing, with playful grace, in the reveries of the poet, smoothly incorporates with the ebullitions of animal spirits, when the finely fashioned nerve vibrates acutely with rapture, or when, relaxed by soft melancholy, a pleasing languor prompts the long-drawn sigh, and feeds the slowly falling tear. The poet, the man of strong feelings, gives us only an image of his mind, when he was actually alone, conversing with himself, and marking the impression which nature had made on his own heart.—If, at this sacred moment, the idea of some departed friend, some tender recollection when the soul was most alive to tenderness, intruded unawares into his thoughts, the sorrow which it produced is artlessly, yet poetically expressed—and who can avoid sympathizing? Love to man leads to devotion—grand and sublime images strike the imagination—God is seen in every floating cloud, and comes from the misty mountain to receive the noblest homage of an intelligent creature—praise. How solemn is the moment, when all affections and remembrances fade before the sublime admiration which the wisdom and goodness of God inspires, when he is worshiped in a temple not made with hands, and the world seems to contain only the mind that formed, and the mind that contemplates it! These are not the weak responses of ceremonial devotion; nor, to express them, would the poet need another poet's aid: his heart burns within him, and he speaks the language of truth and nature with resistless energy. Inequalities, of course, are observable in his effusions; and a less vigorous fancy, with more taste, would have produced more elegance and uniformity; but, as passages are softened or expunged during the cooler moments of reflection, the understanding is gratified at the expence of those involuntary sensations, which, like the beauteous tints of an evening sky, are so evanescent, that they melt into new forms before they can be analyzed. For however eloquently we may boast of our reason, man must often be delighted he cannot tell why, or his blunt feelings are not made to relish the beauties which nature, poetry, or any of the imitative arts, afford. The imagery of the ancients seems naturally to have been borrowed from surrounding objects and their mythology. When a hero is to be transported from one place to another, across pathless wastes, is any vehicle so natural, as one of the fleecy clouds on which the poet has often gazed, scarcely conscious that he wished to make it his chariot? Again, when nature seems to present obstacles to his progress at almost every step, when the tangled forest and steep mountain stand as barriers, to pass over which the mind longs for supernatural aid; an interposing deity, who walks on the waves, and rules the storm, severely felt in the first attempts to cultivate a country, will receive from the impassioned fancy "a local habitation and a name." It would be a philosophical inquiry, and throw some light on the history of the human mind, to trace, as far as our information will allow us to trace, the spontaneous feelings and ideas which have produced the images that now frequently appear unnatural, because they are remote; and disgusting, because they have been servilely copied by poets, whose habits of thinking, and views of nature must have been different; for, though the understanding seldom disturbs the current of our present feelings, without dissipating the gay clouds which fancy has been embracing, yet it silently gives the color to the whole tenour of them, and the dream is over, when truth is grossly violated, or images introduced, selected from books, and not from local manners or popular prejudices. In a more advanced state of civilization, a poet is rather the creature of art, than of nature. The books that he reads in his youth, become a hot-bed in which artificial fruits are produced, beautiful to the common eye, though they want the true hue and flavor. His images do not arise from sensations; they are copies; and, like the works of the painters who copy ancient statues when they draw men and women of their own times, we acknowledge that the features are fine, and the proportions just; yet they are men of stone; insipid figures, that never convey to the mind the idea of a portrait taken from life, where the soul gives spirit and homogeneity to the whole. The silken wings of fancy are shriveled by rules; and a desire of attaining elegance of diction, occasions an attention to words, incompatible with sublime, impassioned thoughts. A boy of abilities, who has been taught the structure of verse at school, and been roused by emulation to compose rhymes whilst he was reading works of genius, may, by practice, produce pretty verses, and even become what is often termed an elegant poet: yet his readers, without knowing what to find fault with, do not find themselves warmly interested. In the works of the poets who fasten on their affections, they see grosser faults, and the very images which shock their taste in the modern; still they do not appear as puerile or extrinsic in one as the other.—Why?—because they did not appear so to the author. It may sound paradoxical, after observing that those productions want vigor, that are merely the work of imitation, in which the understanding has violently directed, if not extinguished, the blaze of fancy, to assert, that, though genius be only another word for exquisite sensibility, the first observers of nature, the true poets, exercised their understanding much more than their imitators. But they exercised it to discriminate things, whilst their followers were busy to borrow sentiments and arrange words. Boys who have received a classical education, load their memory with words, and the correspondent ideas are perhaps never distinctly comprehended. As a proof of this assertion, I must observe, that I have known many young people who could write tolerably smooth verses, and string epithets prettily together, when their prose themes showed the barrenness of their minds, and how superficial the cultivation must have been, which their understanding had received. Dr. Johnson, I know, has given a definition of genius, which would overturn my reasoning, if I were to admit it.—He imagines, that a strong mind, accidentally led to some particular study in which it excels, is a genius.—Not to stop to investigate the causes which produced this happy strength of mind, experience seems to prove, that those minds have appeared most vigorous, that have pursued a study, after nature had discovered a bent; for it would be absurd to suppose, that a slight impression made on the weak faculties of a boy, is the fiat of fate, and not to be effaced by any succeeding impression, or unexpected difficulty. Dr. Johnson in fact, appears sometimes to be of the same opinion (how consistently I shall not now inquire), especially when he observes, "that Thomson looked on nature with the eye which she only gives to a poet." But, though it should be allowed that books may produce some poets, I fear they will never be the poets who charm our cares to sleep, or extort admiration. They may diffuse taste, and polish the language; but I am inclined to conclude that they will seldom rouse the passions, or amend the heart. And, to return to the first subject of discussion, the reason why most people are more interested by a scene described by a poet, than by a view of nature, probably arises from the want of a lively imagination. The poet contracts the prospect, and, selecting the most picturesque part in his camera, the judgment is directed, and the whole force of the languid faculty turned towards the objects which excited the most forcible emotions in the poet's heart; the reader consequently feels the enlivened description, though he was not able to receive a first impression from the operations of his own mind. Besides, it may be further observed, that gross minds are only to be moved by forcible representations. To rouse the thoughtless, objects must be presented, calculated to produce tumultuous emotions; the unsubstantial, picturesque forms which a contemplative man gazes on, and often follows with ardor till he is mocked by a glimpse of unattainable excellence, appear to them the light vapors of a dreaming enthusiast, who gives up the substance for the shadow. It is not within that they seek amusement; their eyes are seldom turned on themselves; consequently their emotions, though sometimes fervid, are always transient, and the nicer perceptions which distinguish the man of genuine taste, are not felt, or make such a slight impression as scarcely to excite any pleasurable sensations. Is it surprising then that they are often overlooked, even by those who are delighted by the same images concentrated by the poet? But even this numerous class is exceeded, by witlings, who, anxious to appear to have wit and taste, do not allow their understandings or feelings any liberty; for, instead of cultivating their faculties and reflecting on their operations, they are busy collecting prejudices; and are predetermined to admire what the suffrage of time announces as excellent, not to store up a fund of amusement for themselves, but to enable them to talk. These hints will assist the reader to trace some of the causes why the beauties of nature are not forcibly felt, when civilization, or rather luxury, has made considerable advances—those calm sensations are not sufficiently lively to serve as a relaxation to the voluptuary, or even to the moderate pursuer of artificial pleasures. In the present state of society, the understanding must bring back the feelings to nature, or the sensibility must have such native strength, as rather to be whetted than destroyed by the strong exercises of passion. That the most valuable things are liable to the greatest perversion, is however as trite as true:—for the same sensibility, or quickness of senses, which makes a man relish the tranquil scenes of nature, when sensation, rather than reason, imparts delight, frequently makes a libertine of him, by leading him to prefer the sensual tumult of love a little refined by sentiment, to the calm pleasures of affectionate friendship, in whose sober satisfactions, reason, mixing her tranquilizing convictions, whispers, that content, not happiness, is the reward of virtue in this world. From : Gutenberg.org No comments so far. You can be the first! << Last Entry in Feminism Current Entry in Feminism Poetry, and Our Relish for the Beauties of Nature Next Entry in Feminism >> All Nearby Items in Feminism
This time of year, the North Bay Fire and Emergency Services (NBFES) say they typically see more home fires. That’s due to heating equipment and appliances, according to Fire Chief Jason Whiteley. “People need to pay close attention to potential fire hazards such as fireplaces, furnaces, chimneys and vents, and space heaters,” he said. NBFES wants to remind the community about the importance of fire safety before they turn up the furnace, plug in the space heater, or light the fireplace. Here are some tips they say you can do to stay fire safe during the colder months: - Have all fuel-burning appliances inspected annually by a registered fuel contractor. - Keep chimneys and intake/exhaust vents for furnaces and heating appliances free of debris, ice and snow accumulations to reduce the risk of carbon monoxide build-up from inefficient combustion. - Burn dry, well-seasoned wood in fireplaces and woodstoves to reduce the risk of excessive creosote build-up in chimneys. - Allow ashes from your fireplace or woodstove to cool before emptying them into a metal container with a tight-fitting lid. Keep the container outside. - Keep space heaters at least one metre (3 feet) away from anything that can burn, including curtains, upholstery and clothing. - Replace worn or damaged electrical wires and connections on vehicles and extension cords and use the proper gauge extension cord for vehicle block heaters. - Consider using approved timers for vehicle block heaters rather than leaving heaters on all night. - Ensure that vehicles are not left running inside any garage or building. - Ensure there is a working smoke alarm on every storey and outside all sleeping areas of your home. - Install CO alarms to alert you to the presence of this deadly gas. North Bay Fire & Emergency Services reminds everyone that the Ontario Fire Code requires smoke alarms to be installed on every storey of your home and outside all sleeping areas. Carbon monoxide alarms are required outside all sleeping areas if the home has a fuel-burning appliance, a fireplace or an attached garage. For more information about smoke and carbon monoxide alarms, or fire safety visit fire.cityofnorthbay.ca
Design of the Genode OS Architecture: Process creation The previous section presented the services implemented by core. In this section, we show how to combine these basic mechanisms to create and execute a process. Process creation serves as a prime example for our general approach to first provide very simple functional primitives and then solve complex problems using a composition of these primitives. We use slightly simplified pseudo code to illustrate this procedure. The env() object refers to the environment of the creating process, which contains its RM session and RAM session. - Obtaining the executable ELF binary If the binary is available as ROM object, we can access its data by creating a ROM session with the binary's name as argument and attaching its dataspace to our local address space: Rom_session_capability file_cap; file_cap = session("ROM", "filename=init"); Rom_dataspace_capability ds_cap; ds_cap = Rom_session_client(file_cap).dataspace(); void elf_addr = env()->rm_session()->attach(ds_cap); The variable elf_addr now points to the start of the binary data. - ELF binary decoding and creation of the new region map We create a new region map using the RM service: Rm_session_capability rm_cap; rm_cap = session("RM"); Rm_session_client rsc(rm_cap); Initially, this region map is empty. The ELF binary contains CODE, DATA, and BSS sections. For each section, we add a dataspace to the region map. For read-only CODE and DATA sections, we attach the corresponding ranges of the original ELF dataspace (ds_cap): rsc.attach(ds_cap, size, offset, true, addr); The size and offset arguments specify the location of the section within the ELF image. The addr argument defines the desired start position at the region map. For each BSS and DATA section, we allocate a read-and-writeable RAM dataspace Ram_dataspace_capability rw_cap; rw_cap = env()->ram_session()->alloc(section_size); and assign its initial content (zero for BSS sections, copy of ELF DATA sections). void sec_addr = env()->rm_session()->attach(rw_cap); ... /* write to buffer at sec_addr */ env()->rm_session()->detach(sec_addr); After iterating through all ELF sections, the region map of the new process is completely initialized. - Creating the first thread For creating the main thread of the new process, we create a new CPU session from which we allocate the thread: CPU_session_capability cpu_cap = session("CPU"); Cpu_session_client csc(cpu_cap); Thread_capability thread_cap = csc.create_thread(); When the thread starts its execution and fetches its first instruction, it will immediately trigger a page fault. Therefore, we need to assign a page-fault handler (pager) to the thread. With resolving subsequent page faults, the pager will populate the address space in which the thread is executed with memory mappings according to a region map: Thread_capability pager_cap = rsc.add_client(thread_cap); csc.set_pager(thread_cap, pager_cap); - Creating a protection domain The new process' protection domain corresponds to a PD session: Pd_session_capability pd_cap = session("PD"); Pd_session_client pdsc(pd_cap); - Assigning the first thread to the protection domain - Starting the execution Now that we defined the relationship of the process' region map, its main thread, and its address space, we can start the process by specifying the initial instruction pointer and stack pointer as obtained from the ELF binary. csc.start(thread_cap, ip, sp);
Video:How to Identify an Abnormal Periodwith Dr. Ingrid Rodi Identifying an abnormal period is important when trying to get pregnant. Watch this About.com video to learn how to identify an abnormal period.See Transcript Transcript:How to Identify an Abnormal Period Hi, I'm Dr. Ingrid Rodi and I am a specialist in reproductive endocrinology and infertility with RodiMD.com. Today I am here on behalf of About.com to talk to you about how to identify an abnormal period. Signs of a Normal Period Periods are called menstrual periods because they normally occur once a month. Girls start having periods between 9 and 16 years of age. On average, American girls start having periods at 12 years of age. It is normal for teenagers to have irregular cycles and for the duration of the period to vary. Usually, after about a year or two, the periods become regular. Once a young woman has regular periods, she gets used to her pattern. That pattern includes the number of days of bleeding. Usually a woman will bleed for three to five days, but two days to seven days is a normal range. Some women will start out with a day or two of spotting; others will have a heavy first day. It is common to experience cramps, headaches, nausea, and occasional vomiting and diarrhea at the time of a period. The average cycle length is 28 days, but a normal cycle can range from 21 to 35 days. Abnormalities With Periods Once the cycle gets either shorter or longer than that, it becomes more likely that the woman is not ovulating normally. Some women experience symptoms before they start their period. These are called premenstrual symptoms or PMS. These symptoms can include breast tenderness, weight gain, cramping, irritability and depression. If the symptoms are mild and they do not affect the woman's ability to live her life, they are considered normal. If however, they cause an undue amount of distress, the woman should consult her healthcare provider. Significance of Abnormal Periods Why does it matter if the period is regular? The first reason is that an abnormal period may be a sign that not all is as it should be. A woman with irregular cycles, or even absent cycles might have other medical problems such as an under- or overactive thyroid. The most common reason for a change in the menstrual cycle is pregnancy. A woman who might be pregnant should consult her healthcare provider as soon as possible. There are many treatments for abnormal periods. Abnormal Periods for Older Women What recommendations a woman will receive depends on what her symptoms are. A woman who has experienced regular cycles for her entire reproductive life will start noticing changes in her 40s and 50s. This time in a woman's reproductive life is called the perimenopause. A woman will have started the menopausal phase of her life when she has not had a period for one year. Thank you for watching. To learn more, visit us online at About.com.
Auburn, April 19---Virtually everyone believes the recent completion of the human genome map will open avenues for scientific discovery scarcely imagined only a decade ago. But genome mapping that already is well under way with other animal and plant species already has led to major Case in point: genetically modified row crops. "They’ve already got the genetic codes mapped for about 60 or 70 organisms and expect to have as many as 100 completed by the end of the year," says Dr. James Hairston, an Alabama Cooperative Extension System water quality scientist. "At this rate, we’ll probably have genetic codes completed for most of the major plants involved in food production in the near As the name implies, genetically modified crops have had genetic material from other species added in ways that render them resistant to insect predators or to other external threats, such as farm chemicals used to control weeds. One of the best known examples of a genetically altered crop is "Roundup Ready Cotton," a product designed by Monsanto Corporation to survive several sprayings of an otherwise lethal herbicide known as Roundup and that already is being widely used throughout the world. Likewise Bollgard Cotton, another widely used Monsanto product, was developed to withstand bollworms. Herbicide-resistant crops, such as Roundup Ready Cotton, have enabled producers to drastically reduce spraying to control weeds, just as "Bollgard Cotton" has allowed producers to reduce insecticide spraying. In spite of these advances, genetically modified crops have ignited a firestorm of criticism among many environmental groups, especially in Europe. As a result, many governments have imposed outright bans on foods derived from similar products. Because of these widespread human fears, scientists ultimately may not be able to carry on with research that could yield even more environmental benefits in decades to come. Indeed, Hairston believes many of these fears are "Ironically, many of the people who oppose genetically modified crops are also bitterly opposed to synthetic chemicals used in pesticides," he says. Pesticides manufactured from chlorinated hydrocarbons, for example, are especially long lasting in the environment because of their resistance to microbial decomposition. Rising public concerns about the widespread use of chlorinated hydrocarbons and other farm chemicals prompted Congress to pass the Food Quality Protection Act of 1996, which imposes a far more stringent standard on the types of chemicals permitted for The new law forced manufacturers to replace chlorinated hydrocarbon products with entirely new chemicals that are considered safer for the environment. Ironically, in reducing these new chemicals’ durability within the environment, manufacturers ended up creating new classes of chemicals that pose a greater short-term risk to humans and other nontargeted organisms. This is one reason why many experts like Hairston find genetically modified crops so appealing from the standpoint of human and environmental safety. Genetically modified crops use biochemical safeguards taken from other organisms for protection against predators, thereby reducing the need for chlorinated hydrocarbons and other potentially dangerous chemicals. James E. Hairston, Extension water quality scientist,
The system of searching has become very important in the everyday use of computers to the point that to query a search engine is the action more often after sending an email. However, the search and retrieval of information have associated text a number of problems not yet solved satisfactorily. Some of these problems stem from the ambiguity and lack of structure characteristic of the language naturally. In part as the information was no longer available to us for different reasons we went to many techniques to retrieve our valuable information. The recovery process is performed by querying the database that stores the structured information by an appropriate query language. It is necessary to take into account the key elements that allow the search, determining a higher degree of relevance and precision, as are the induces key words, thesauri and phenomena that can occur in the process such as the noise and silent film. One of the problems that arise in the pursuit of information is whether what we recover is much or somewhat" that is, depending on the type of search can retrieve many documents or just a very small number. This phenomenon is called Silence or Noise documentary. According to the model most widely accepted today information retrieval is a process that involves three elements a collection of items of information such as documents which are recorded in an information repository a series of questions that reflected the information needs of users and, finally, a basis of comparison documents / questions relevant documents generated as output Retrieve information, then is to find the documents that show a greater resemblance to the question. The assumptions underlying the previous model is that one way to judge the relevance of a document is to measure the degree of similarity with the question and how to represent both entities is through the use of textual information, but institutions themselves are not verbatim. In general to compare the degree of similarity between two entities is necessary to identify a group of measurable properties and then establish procedure to calculate how many of those properties shared by both entities.
A digital library is a library in which collections are stored in digital formats (as opposed to print, microform, or other media) and accessible by computers.The digital content may be stored locally, or accessed remotely via computer networks. A digital library is a type of information retrieval system. Academic libraries are actively involved in building institutional repositories of the institution's books, papers, theses, and other works which can be digitized or were 'born digital'. Many of these repositories are made available to the general public with few restrictions, in accordance with the goals of open access, in contrast to the publication of research in commercial journals, where the publishers often limit access rights. Institutional, truly free, and corporate repositories are sometimes referred to as digital libraries. Institute has digital library facility with various e-books and online journals etc.
A SHORT HISTORY OF THE FlUTE The earliest known handcrafted musical instrument has recently (2009) been found in the Hohle Fels cave, located in southwestern Germany in an area known as Swabia. The nearly complete flute was hollowed from the bone of a girffon vulture and measured about eight and a half inches (21.8 centimeters) long with five finger holes located along its length. Carbon dating and other dating methods indicate that this flute is more than 35,000 years old. In 2004 archeologists from Tuebingen University also discovered ancient flutes in a cave located in Germany. The flute was 18.7 cm (7 3/8 in.) long and had three finger holes. It was carved from a mammoth's tusk by European Ice Age dwellers. This flute has been dated to at least 30,000 years old. The instrument's makers lived during the Upper Paleolithic era of the last ice age, when the last Neanderthals and the first modern humans lived in Europe. A player of this instrument would have been capable of playing relatively complex melodies on this mammoth’s tusk. Music may have played an important role in the lives of our distant ancestors during the European Ice Age. This ivory flute is currently on display in an exhibition on ice age music in the Wuerttembergisches Landes museum in Stuttgart, Germany. Other early flutes were also made out of tibias (shin bones). A playable 9000-year-old Gudi, (literally, "bone flute"), was excavated from a tomb in the Central Chinese province of Henan. This flute was made from the wing bones of red-crowned cranes. They had five to eight finger holes. The earliest mention of a side blown six-hole bamboo flute is the ch’ih flute. It is mentioned in a Chinese ode dating from the ninth century B.C. in which the ch’ih is accompanied by a hsuan, a bone or earthenware wind instrument dating from 1550-1030 B.C. It is shaped like a small barrel and about 6.35 cm (2 1/2 in) high with a hole in the top. “Heaven enlightens the people when the bamboo flute responds to the earthenware whistle.” Another example of a side blown flute is believed to be the "tsche,” an ancient Chinese flute played in about 2637 BC. Made of bamboo, both ends were closed, with a mouth-hole in the middle. The oldest existing transverse (side blown) flute is a lacquered bamboo flute that dates from 433 B.C. It was discovered in the Tomb of Marquid Yi of Zeng located in the Hubei province of China. Flutes were also used by the Sumerians and Egyptians thousands of years ago. Some ancient Egyptian flutes have survived, preserved in tombs by the arid desert climate. This Egyptian instrument was a vertical flute, about one yard (0.9 m) long and about 0.5 in (1.3 cm) wide, with between two to six finger holes. Modern versions of this flute are still with us today in the Middle East. Etruscan relief's provide the earliest pictures of a flute. Dating from the second and third centuries B.C. , these relief's clearly show transverse flutes being played. The Etruscans must have loved the sound of the flute very much, judging from the many illustrations made during this time. Following the fall of the Roman Empire, flutes almost disappeared from Europe until the Crusades brought Europeans into contact with the Arabs. It is believed that the flute was introduced into western Europe via Germany from Byzantium at the end of the 2nd century. The first usage of the word 'flute' is thought to have been used in France during the 12th century. At this time the word was used to describe both the recorder and flute. By the 14th century the flute appears in European countries like Spain and France. They were one of the most popular instruments of the Italian musical scene throughout the 16th century. King Henry VIII had a large collection of flutes which consisted of a cylindrical tube with a cork stopper in one end, a blow hole and six finger holes. Through all this time the transverse flute stayed basically the same instrument. The first major improvements were made early in the 1700's by a French family of flute players and makers, the Jean Hotteterre family. They changed the body of the flute from one piece to three pieces. The head joint, the body and the foot joint. The head joint was cylindrical but the body was conical, with the lower end of the flute being the smallest diameter. The foot joint was also conical with the bore becoming larger at the bottom. There were six small tone holes and a key was added that produced an E-flat. By 1760, G-sharp, B-flat and F keys were added by flute makers in London. By 1780, flutes were appearing in instrumental music compositions by Mozart and Hayden. In addition, flute makers extended the range of the instrument downward by adding low C and C-sharp keys to the foot joint (just like today's modern flute). By the end of the 1700's, two more keys were introduced which resulted in the 8-keyed flute. This instrument formed the basis of most "simple system" flutes which are still being played today in various Celtic ensembles. Theobald Boehm (1794-1881) is considered to have created the most important evolution of the flute in its entire history, giving us the flute as we know it today. Boehm was born in Munich and was trained as a jeweler and goldsmith. His aptitude for music was very apparent as a young child, and by 1818 he was dividing his careers among that of goldsmith, flute maker and professional flutist in the orchestra of the royal court in Munich. By 1828, Boehm had put together a workshop to manufacture instruments. In 1831, while visiting London, Boehm attended a concert of Charles Nicholson whose flute had unusually large finger holes which produced an exceptionally large and fine tone. Realizing that this tone would have to be imitated for a concert flutist to be successful, and understanding that the tone holes would have to be spaced for good intonation rather than for the convenience of the fingers of the player, Boehm completely redesigned the flute. Instead of being made of wood he used metal. He modified the number, dimensions and arrangement of the holes, even modifying the shape of the mouth hole. He designed a new mechanism that functioned as an extension of the fingers. This conical flute of 1832 was gradually accepted by the most important players of the time, and by 1843 Boehm had licensed flute makers in London and Paris to manufacture this new instrument. In 1846, Boehm continued to perfect the flute while studying acoustics with Carl von Schafhautl at the University of Munich. In 1847, Boehm produced a radically different instrument with a cylindrical body, a foot joint and a parabolic head joint. The tone holes on this instrument were even larger than the 1832 instrument and Boehm had to design padded cups for each hole. This new instrument has received only a few relatively unimportant modifications throughout the 20th century and it is a tribute to his genius that Boehm's flute remains virtually unchanged into the 21st century. Modern western concert flutes conform to the Boehm system which is pitched in the key of 'C' and has a range of 3 octaves, starting from middle 'C'. This makes the concert flute one of the highest common orchestral instruments, with the exception of the piccolo, which plays an octave higher. Flutes in 'G' alto and 'C' bass, pitched, respectively, a perfect fourth and an octave below the concert flute are also used occasionally. Parts are written for alto flute more frequently than for bass flute. Alto and bass flutes are considerably heavier than the normal 'C' flute, making them more difficult to play for extended periods of time. The first golden flute was built in 1869 by Louis Lot. Flutes today are built of the following materials: gold-plated silver, white gold, new silver (alloy made of copper, zinc and nickel), platinum and palladium. CALL TOLL FREE 1-877-582-2854 (10AM-10PM EST) Serenity Bamboo Flute
HIV Infection and AIDS Explore 5-Minute Clinical Consult - view these FREE monographs: -- The first section of this topic is shown below -- HIV is a retrovirus that integrates into CD4 T lymphocytes (a critical component of cell-mediated immunity), causing cell death and resulting in severe immunodeficiency, opportunistic infections, and malignancies: - Because of treatment advances, HIV is now a chronic disease. - The natural history of untreated HIV infection includes viral transmission, acute retroviral syndrome, recovery and seroconversion, asymptomatic chronic HIV infection, and symptomatic HIV infection or AIDS. - Without antiretroviral treatment, the average patient develops AIDS ~10 years after transmission. - All HIV-infected persons with CD4 <200 cells/mm3 or having AIDS-defining illnesses are categorized as having AIDS. - At the end of 2008, 33.4 million people were estimated to be living with HIV/AIDS worldwide per UNAIDS and the World Health Organization. Yearly, 2.7 million new HIV infections and 2 million deaths are attributable to AIDS - US: 47,129 new cases in 2010; estimated 17,774 deaths of persons with AIDS in 2009. 619,400 Americans have died from AIDS since beginning of epidemic (1,2) - Estimated 1.2 million persons in the US are living with HIV/AIDS; 20% unaware of their status (2) - HIV/AIDS cases are disproportionately high among racial/ethnic minority populations - Transmission of a drug-resistant virus rising - Younger females particularly vulnerable - Sexual activity (70% of world transmission): Viral load strongest predictor of heterosexual transmission with ulcerative urogenital lesions (3)[B]. - Male-to-male sexual contact accounted for 61% of newly diagnosed HIV/AIDS cases in 2009. - Injection drug use - Children of HIV-infected women: - Maternal HIV-1 RNA level is the best predictor of transmission risk. - HIV testing and use of antiretroviral drugs in pregnant women and their newborns has reduced the incidence of perinatal HIV transmission by >70% (from 25–29% without treatment to 8% with treatment) (4)[B]. - Pregnant women should be treated until viral load is undetectable. - Can be transmitted through breast-feeding - Recipients of blood products between 1975 and March 1985 - Occupational exposure People who lack CCR5, a cell-surface chemokine coreceptor used by HIV to infect cells, are highly resistant to HIV infection Avoid unprotected sexual intercourse and injection drug abuse. HIV, a retrovirus Commonly Associated Conditions - Syphilis may be more aggressive if HIV-infected - Tuberculosis (TB) is coepidemic with HIV; test all persons with HIV for TB. Dually infected patients: 100× greater risk of developing active TB disease (compared with non-HIV) and higher rates of multidrug-resistant TB - Patients coinfected with hepatitis C have a more rapid progression to cirrhosis.
[Louise Hal-Fead \| Contributing Writer] Operation Christmas Child was introduced by the Samaritan’s Purse, which is a Christian humanitarian organisation that aspires to provide aid to those in need of it as an integral part of what they refer to as “Christian missionary work.” Some of you are likely to have heard of it, either through participation, throughout your time in education, or even religion-related events. The main reason I was captured by it is through the fact that I used to do it as a young child. I was able to spread joy to someone of a similar age, who happened to be in a worse economic condition than myself. But now, as a university student, it is just as important. The basic idea behind the scheme is to deliver shoe boxes full of presented to children all over the world for Christmas. Children who, without this, would not have anything to open on what is considered to be a child’s favourite day of the year. Most boxes include practical gifts like toiletries and stationary. However, it is quite useful to be creative in terms of what you produce by perhaps including cuddly toys and pictures, which will make the person receiving the gift know that they matter to you, even if you are miles apart. The shoe boxes aren’t subjective to one particular area or social group in fact, according to the Samaritan’s Purse Website, “Since 1990, more than 124 million boys and girls in over 150 countries have experienced God’s love.” It is also important to emphasise the religious importance to the organisation in running such a scheme. The Samaritan’s Purse have begun a new scheme entitled The Greatest Journey Discipleship Programme, which was only made possible through Operation Christmas Child. Its mission is to provide dynamic and interactive Bible study use in countries around the world where Operation Christmas Child distributes gift-filled shoe boxes. This allows girls and boys to become followers of the Christian faith. So why not get started now? In four simple steps, you could make a child’s Christmas this year. Firstly, by finding an empty shoe box, choosing and printing which sex and age category you wish to send the shoe box to, filling it with a variety of delightful gifts, and finally, adding your £3 shipping donation and taking it to a drop off point between the 1st-18th November. These drop off points will be subject to location and noted on their website.
Gardeners often refer to any underground root used by plants to store food and energy for next season's blooms as bulbs. True bulbs are layered and contain the components of a new plant inside the bulb much like a seed. Other enlarged roots like corms, rhizomes or tubers serve the same purpose, although their structure is a bit different. Each makes and stores food from sunlight and requires the same basic care after blooming. Remove faded blooms, but do not cut back foliage. Blooming depletes bulbs of their energy and it must be replenished in order to produce next year's flowers. Plants gather energy from the sun through the leaves and convert it to usable energy in the form of carbohydrates, sugars and proteins. Energy that is not needed to sustain the foliage is stored in the bulb for next year's flowers. Cutting back the foliage too early prevents the plant from storing the needed food for healthy growth the following year. Apply all-purpose fertilizer to the area around the bulbs when blooming has ceased. This provides the nutrients needed for foliage to flourish and store food in the bulb. Keep the area weed free and treat any insect infestations immediately to prevent damage to foliage. Healthy foliage means the plant can use its energy to make food for next year's plants. Water when the soil dries and keep soil moist. Stop watering when leaves yellow and die back. Foliage can be cut at this time, as it is no longer needed to produce food. Some plants continue to grow and produce lush foliage until fall, while others die back in mid summer. Dig and store tender bulbs in the fall as soon as the foliage has dried. Use a garden fork or spade to dig under the bulbs and lift them free of the soil. Allow to dry in a shaded area for 2 to 3 days. Place 2 to 3 inches of peat moss in a cardboard box and layer bulbs in the peat moss. Cover with 2 inches of peat moss and repeat. Do not add more than three layers of bulbs. Moisten lightly and store in a cool area--between 40 and 55 degrees F--until spring. Hardy bulbs remain in the soil over winter and produce new blooms in early spring. Divide hardy bulbs by lifting and separating the bulbs in late summer. Replant in a location with similar growing conditions. Water thoroughly and keep the soil moist until the ground freezes in the fall. A layer of straw mulch prevents heaving during winter freezes and thaws and protects bulbs from winter damage.
China can improve its higher education system by introducing incentives for students and teachers so they take learning more seriously, a Stanford professor says. Under the current system, college students are essentially guaranteed a diploma, offering little motivation to excel. Prashant Loyalka, a center research fellow at the Rural Education Action Program in the Freeman Spogli Institute for International Studies, led a forthcoming study that found that Chinese college freshmen in computer science and engineering programs began with academic and critical thinking skills about two to three years ahead of their peers in the United States and Russia, but showed almost no improvement in such skills after two years of college. Critical thinking skills are typically defined as the ability to make clear and well-reasoned analyses and evaluations of information. Loyalka, also an assistant research professor at Stanford Graduate School of Education, recently published an article on how teacher incentives boost student learning in China’s primary schools. Some of the findings could be applicable to China’s universities, he said. Stanford News Service recently interviewed Loyalka: China’s education system is strong in many ways. By the end of junior high school and high school, students in urban areas display high levels of academic skills like math, science, language arts and English. They also show very high levels of higher-order thinking skills, such as critical thinking and quantitative reasoning. Students from both urban and rural areas tend to be incredibly hardworking and disciplined as well. This is partly due to the fact that Chinese students and their parents spend a lot of time and resources on their studies, both inside and outside of school. Policymakers in China have also done a great job universalizing access to primary school and getting kids to at least start junior high school. Perhaps the most glaring weakness is that the quality of education is low for the millions of kids who live in rural China. The majority of students in rural China are unlikely to complete high school. About one-third drop out of junior high school. Furthermore, the vast majority of students also do not appear to learn very much after primary school. China shuttles millions of rural kids into vocational high schools that, as several of our studies show, fail to build students’ cognitive and non-cognitive abilities. Another big weakness is that students, on average, do not improve their academic or high-order thinking skills during college. One of the reasons for this could be that students are essentially guaranteed to graduate college on time and correspondingly have few incentives to work hard during college. In 2014, I led a pilot study to measure the skill levels and gains of engineering and computer science students in China, Russia and the United States. Entering university freshmen in China were roughly three years ahead of U.S. students in critical-thinking skills and roughly two years ahead of Russian students in critical thinking, math and physics skills. After two years of study, students in the U.S. and Russia closed about half the skill gap with students in China. The reduction in the skills gap between countries was due to the fact that while U.S. and Russian students made positive skill gains, Chinese students made no skill gains over two years. I am now in the midst of conducting a much larger study, using nationally random, representative samples of engineering and computer science students in China, Russia and other developed and developing countries. The goals of the study are not just to measure how much students learn in university, but even more to explain what types of factors can contribute to increases in learning. Students in China have to study extremely hard if they want to go to college. There are a limited number of spots in academic high schools and colleges, and students have to pass highly competitive exams to get into each level of schooling. In order to prepare students for college, academic high schools offer a rigorous curriculum in math, science, Chinese and English. Academic high school administrators and teachers maintain a highly disciplined environment in which students study long hours in school and do lots of homework and tutoring outside of school. Academic high school teachers are also highly incentivized to make sure students do well. China may wish to consider introducing a series of incentives into universities that make students take learning, and faculty take teaching, even more seriously. For faculty, incentives that reward better teaching and are linked to promotion and pay may be needed. For students, it is likely that they need more incentives to study their course material during college. The vast majority of students do not have significant pressure to show that they learned the course material. They are given a “pass” for their different courses no matter whether they learned the material or not; they also almost all graduate after four years. By contrast, the graduation rates for STEM [science, technology, engineering and math] majors in the U.S. are much lower. China could also revisit its university curricula and instruction. If, for example, as our study shows, engineering students are already equipped with high levels of math and physics skills before they enter university, offering a more diverse liberal arts curriculum may be a more cost-effective use of resources. Instruction in universities also tends to be passive and rote – students at the university level would likely benefit from a more dynamic interaction with professors than they currently have. China’s leaders are clear that the health of the national economy is tied to the health of its education system. At this point, they appear especially open to improving the quality of higher education. I believe that a lot of attention could continue to be paid to improving the quality of education in rural areas, however, and also expanding access to academic high school and college for rural students.
What is asthma? Asthma is a chronic inflammatory lung disease. There are an estimated 5.1 million asthma sufferers in the U.K. and it is unfortunately becoming more common. Asthma is now one of the main reasons children are admitted to hospital and also one of the leading causes of hospital admissions for adults. Every year there are over 2000 asthma fatalities. However, most people with asthma can and do lead normal active lives. The word Asthma comes from a Greek word meaning ‘hard breathing’. Asthma is a condition which affects your airways – the breathing tubes. The trachea (windpipe) is the main airway, this then branches into 2 main tubes- the left and right bronchus, these then divide into smaller tubes- bronchi, which divide again into the smallest tubes the bronchioles. Air is carried through these tubes, to supply air and therefore oxygen to all parts of the lungs. Those who suffer from asthma have airways that are very sensitive and the lining of the bronchi are almost always slightly inflamed. What causes asthma? Like eczema and hay fever the disease often runs in families and may be inherited. Other members of the family may have hay fever, eczema or asthma or a combination of these. Asthma can affect anyone at any age, though it most commonly starts during childhood and may improve or disappear during the teenage years. Asthma could also be as a result of a mother smoking during pregnancy. One of the most common causes for changes in the bronchial tubes (airways) of asthma sufferers is when the airways react badly (are sensitive) to various irritants, known as triggers. Common irritants that can trigger asthma, may include the following: - Colds / Flu / Viruses - Laughing and other emotions - Smoking and cigarette smoke - Certain weather conditions - Change in temperature - Chemical irritants e.g. aerosols and sprays, pollutants from factories and car exhausts. - Allergies (see below) Substances that cause allergies are known as allergens. Common allergens, which could trigger asthma are mould spores, pollen, pets and sometimes food allergies. However, the most common trigger is an allergy to the house dust mite, studies have shown 85% of people with allergic asthma are sensitive to the mite or more specifically their droppings. House dust mites are transparent so you can only see them with a microscope, they live in the dust that builds up around the house, there isn’t a house without them. Each individual’s triggers are different and most people will have several triggers. What are the main symptoms of asthma? The symptoms of asthma occur when the cells in the lungs of a sufferer react to certain triggers. This then causes the muscles surrounding the bronchi to tighten and the lining of the bronchi to swell due to inflammation. Excess amounts of mucus (phlegm) will build up as well, this combined process narrows all the bronchial tubes, so less air is able to pass through them. This results in the symptoms commonly seen in asthma sufferers, such as breathing difficulties and coughing. The symptoms of asthma vary and they can be similar to other respiratory conditions. Asthma symptoms commonly include: Breathing problems – Difficulty in breathing, tightness in your chest and a shortness of breath are the main symptoms of asthma. The actual severity of these symptoms can vary from person to person. Unfortunately, it is very hard to predict how different situations will affect you, some days you may be well and leading a normal life, then at other times urgent medical treatment may be needed. Coughing – A night cough is very common in asthma sufferers. If you smoke and have asthma you are more likely to suffer from other lung diseases such as bronchitis. Sometimes it can be difficult to distinguish between bronchitis and asthma, especially in those who do smoke. Wheezing – If you suffer from asthma you may be familiar with the whistling sound you make whilst sleeping. This is very common in sufferers and is the result of air being forced through swollen airways in your lungs. How do I know if I am going to have a severe attack and how long does an asthma attack last? If you start to feel symptoms of exhaustion so severe that talking is difficult or you start gasping for breath then you will require immediate medical attention. You may start to notice if your asthma is less controlled if your medication appears less effective, you are waking at night with a cough or wheezing, you are unable to keep up with your usual level of activity or finding that you are too breathless to talk or eat. If you feel your asthma is less controlled you should consult your doctor for advice. Asthma attacks can start suddenly or take days to develop. The length of an attack will depend on the severity, a mild attack may last a few hours but a severe attack can last for a number of days. Most attacks can be controlled by medication. How is asthma diagnosed? Asthma can usually be diagnosed by the symptoms alone, for example, a persistent cough or wheezing which is brought on after exercise. The main test used to confirm the diagnosis is a peak flow reading (PFR). This test is carried out with an instrument called a peak flow meter, which measures the performance of your lungs. You will be asked to blow into a tube, attached to a meter as hard as you can. As you blow into the tube, a marker on the side of the meter moves up and down. The marker halts at the point when you blow the hardest. How is asthma treated? At present there is no treatment that can cure asthma. However, there are a number of very effective medications that can relieve sufferers of the symptoms associated with asthma. Most asthma medication is by the use of an inhaler, ensuring that small amounts of medication are delivered directly into the lungs. There are different types of inhalers but the main ones used are aerosol inhalers, known as puffers or dry powder inhalers. If you find co-ordinating your breathing with an inhaler difficult you may be prescribed a spacer device. A spacer device increases the medication delivered to the lungs. All medicines needed for the treatment of asthma are only available on prescription. There are generally 2 main kinds of drugs used for treating asthma: Reliever medicine usually comes in a blue inhaler, which is quick-acting and will ‘relieve’ the symptoms of asthma by relaxing the muscles in the airways, therefore allowing you to breathe more easily. The reliever inhaler should only be used when the symptoms appear or before exercise, especially if you tend to get attacks during intense activity. Using this type of inhaler will not reduce the inflammation in the airways. If you use your reliever more than three times a week you may need to use a preventer inhaler. There are long lasting relievers available which go on working for a longer time than the rescue reliever. This usually will need to be taken twice a day to have an effect. Your doctor may give you this treatment if your preventer isn’t enough to control your asthma symptoms. Preventers work differently to relievers, they control the inflammation and swelling present in the airways and stop them from being so sensitive to asthma triggers. Most Preventers are taken in the form of an inhaler and will need to be used everyday, even when you are feeling well. Preventer inhalers usually contain a steroid medication and may be brown, red or orange in colour. There are non-steroid preventer inhalers available which must be taken regularly, usually 3-4 times a day, however, these are generally not as effective as the inhaler containing a steroid. Most people are anxious about taking steroids, the inhaled steroid tends to be a very low dose and very little of the drug is absorbed into the body, most of it remains in the lungs. The risk of side effects with this type of steroid is low but if you do have side effects they could include, a tickly cough, dry mouth, husky voice or throat infections. These side effects can be reduced if you rinse your mouth out with water after use. There are also combined treatments available, which combine a long-acting reliever and preventer in one device. Your doctor will help you decide which treatment is most suitable for you. On occasions if your asthma is really bad your doctor may need to prescribe a short course of steroid tablets to take as well as your inhaler. These work quickly to help calm the inflamed airways. If asthma is severe then oral steroids may need to be given over a longer period of time. These can have several side effects such as weight gain, osteoporosis, thinning of the skin, and you may bruise more easily. Controlling asthma and avoiding an asthma attack. You must try and identify the triggers that apply to you. Your doctor will help you to do this and then advise you how to avoid them. You must also stick to the medication that your doctor has prescribed and always keep your inhalers close at hand. If you are allergic to the house dust mite you could also try the following: - Remove all carpets and switch to wooden floors, tiles or vinyl to reduce the presence of the house dust mite. - Vacuum soft furnishings frequently or switch to leather or vinyl sofas and chairs. - Use light washable curtains and wash them frequently. - Regularly dust and vacuum your house to reduce the population of house dust mites. Ensure your vacuum cleaner has the British Allergy Foundation seal of approval to remove dust mites. - Put your child’s soft toys in a bag in a freezer for at least 12 hours every month or wash them frequently at high temperatures to kill off dust mites. - Hot wash sheets, duvets and pillow cases at least once a week. - Buy special mattresses and pillow coverings that are resistant to the dust mite. Other things you could try to help control your asthma are as follows: - Ensure you stick to a healthy diet with plenty of fresh fruit and vegetables containing vitamin C, this will help fight viruses. - Keep your house well ventilated. - All asthma sufferers over the age of 2 should have a flu vaccination. - Don’t buy pets or keep them outside, especially if you have an allergy to them. - Do not smoke and try to avoid exposure to smoky or polluted air as this can make the asthma worse. - Wear a scarf over your face if it is cold and windy. - Avoid going out in the middle of the day on hot, smoggy days. - When going on holiday, speak to your doctor, s/he can help you to manage your asthma and may give you a course of steroid tablets in case of emergency. Asthma symptoms may appear at any time of the day and in any place. It is important that you understand what to do if you feel your symptoms are getting worse. A Peak Flow Meter should be provided by your GP or nurse which can help you to manage your asthma. You should record all results on a chart, giving a clear idea of how you are managing your asthma. This chart will help you and your GP to see how well your asthma is being controlled and therefore decisions can be made about increasing, or decreasing your medication. What to do during an asthma attack: - Take your ‘reliever’ medication immediately. - Stay as calm as possible. - Sit down, don’t lie down. Wait 5-10 minutes, if the symptoms disappear you should be able to go back to what you were doing. However, if the reliever has no effect after 10 minutes you must do the following: - Call your doctor or 999 (U.K.) for the emergency services. - Continue with the reliever medication every few minutes until help arrives. What should I do if someone has an asthma attack? If you are with someone who has an asthma attack, stay calm and make sure they take their reliever medicine. Encourage them to breathe slowly. If the person is stressed, unable to speak properly or the reliever has no effect after 10 minutes then you should call a doctor or ambulance immediately.
1199 Fraxinus pennsylvanicaCommon Names: green ash, red ash, river ash Family: Oleaceae (olive Family) Green ash is a medium sized deciduous hardwood that can get up to 70 ft (21 m) tall and just as wide when grown in the open. The trunk is tall and slender and clothed in a grayish brown bark with interlacing ridges that form diamond shapes. The slender branches are upright and spreading and the tree develops a handsome rounded crown. The deciduous leaves, about a foot (30 cm) long, are pinnately compound with 7-9 (usually 9) lance shaped, sharply tapered 3-6 in (7-15 cm) leaflets. The petioles on lower leaves have narrow wings, and this is one way to distinguish green ash from white ash (F. americana) whose leaf stalks are not winged. Green ash leaves are olive-green to yellowish green on top and pale green (never whitish) underneath. They turn clear yellow in fall. Ash leaves are arranged opposite each other on the stems, and this is a quick way to differentiate an ash from one of the hickories, whose compound leaves are alternate. Small, inconspicuous flowers, which lack petals, appear in clusters in early spring before the leaves come out. Male and female flowers are borne on separate trees. The fruit is an elongated single-seeded samara with a single wing, reminiscent of one-half of a maple samara. Carried in clusters, they start out green, ripen to brown, and then flutter to the ground in fall, sometimes persisting on the tree into the winter. Green ash produces a large seed crop almost every year. Green ash is a popular landscaping and shelterwood tree and several cultivars have been named. ‘Emerald’ and ‘Marshall’s Seedless’ are male clones that do not produce seeds. ‘Cimmzam’ is unique in that its autumn foliage is brick red rather than yellow. ‘Urbanite’ is a smaller tree, compact and cone shaped, with leaves turning bronze in fall and more tolerant of urban conditions than others. ‘Aucubifolia’ has leaves mottled with yellow, and ‘Variegata’ has silvery leaves with whitish margins. Green ash (Fraxinus pennsylvanica) occurs naturally in eastern North America from Nova Scotia south to northern FL and west to central TX and southern Alberta. It is the most widely distributed of the North American ashes. Natural stands of green ash are confined to bottomland forests, along streams and in swamps: places that are subject to periodic flooding. Light: Plant your green ash where it will get full sun. Moisture: Like most of the ashes, green ash likes a neutral to alkaline soil that is moist. Green ash can tolerate inundation for as much as 40% of the growing season. This is not a drought tolerant tree. Although green ash grows naturally only in swamps and river bottoms, once established, it does very well in upland soils. Hardiness: USDA Zones 3 - 9. There is substantial variation in cold hardiness, dependent on where the trees come from. Green ashes from the southern part of the range may be hardy only to zone 5 or 6; those from the north, to zone 3 or even 2. The hardiness of cultivars varies as well. Some are hardy only to zone 5. The cultivars ‘Bergeson’ and ‘Patmore’ are possibly hardy to zone 2. Propagation: Under natural conditions, ash seeds lie dormant on the ground through their first winter and then germinate in spring. Seeds should be sown outside in the fall as soon as they are collected. It is not necessary to remove the wing from the samara. To store seeds, gather samaras when they are brown and spread out to dry completely. Dried seeds may be stored for years, but they are dormant and must be warm-stratified and prechilled before they will germinate. Hold dried seeds at 68°F (20°C) for 60 days, then at 32°-41°F (0°-5°C) for another 60-150 days prior to sowing in the spring. Named cultivars of green ash are grafted onto seedling rootstock. Green ash is very adaptable, tolerant of extreme cold and heat; exposed, windy sites; urban conditions; coastal sites and salty conditions; heavy soils; nutrient-poor soils; and alkaline soils. This is a very popular landscape tree in eastern North America. It makes an excellent shade tree in the home landscape, and a fine street tree in town. They are often planted as specimen trees in parks. Green ash is one of the first trees to change color in the fall, and the golden yellow foliage can be quite attractive. Green ash is widely planted in shelterbelts in the Great Plains from ND to TX, and is one of the commonest street trees in the Midwest. You can avoid messy fruit litter by choosing non-fruiting cultivars. Also, be aware that many of the cultivars available in the trade were selected from northern stock and do not do well in the south. The wood of green ash is like that of white ash; it is heavy and tough, and used for baseball bats, tool handles, snow shoes, paddles and other applications requiring a strong wood. The seeds are an important food source for squirrels and other rodents and for many kinds of birds, including cardinals, wild turkeys, wood ducks and quail. It may seem surprising that a tree that occurs only in soggy swamps and flood-prone bottomlands in nature can do so well when planted in well drained upland soils. The thing to remember, though, is that plants do not grow where they WANT to grow, but rather, where they CAN grow. Most trees cannot grow in soils that are flooded for several months of the year. They simply drown. Green ash (and baldcypress (Taxodium distichum), for another example) can grow in such situations, but are out-competed by other trees on the drier, better sites. Remove the competition from those other trees, and the wetland species do just fine; better, even. Green ash and baldcypress do much better on fertile, well drained upland sites than they do in the wetlands where they naturally occur. They grow faster, bigger, and healthier. Consider also the sand pine (Pinus clausa), which occurs naturally on the deep, infertile pure white “sugar sands” of Central Florida where almost no other tree species can survive. But plant a sand pine in rich, fertile soils with adequate moisture, and it grows faster, bigger and healthier than it ever would on those sterile white sands. The sand pines don’t occur naturally on the more fertile sites because other trees simply out-compete them. Most tree species grow best in fertile, well drained upland soils with full sun, but the competition there is intense. Only some trees can tolerate less-than-ideal conditions, and that becomes their niche in nature. Green ash was formerly considered a variety (called Fraxinus pennsylvanica var. lanceolata) of red ash (F. pennsylvanica), based on minor differences in the leaves. However, on closer scrutiny the differences do not hold up, and trees with intermediate characteristics are common. Why the whole species is now called green ash instead of red ash is a good question. The genus Fraxinus has about 65 species, of which about 20 are native to the US, with the rest mainly in temperate Europe and Asia. A few occur in the tropics. All the ashes are deciduous trees except shamel ash (F. uhdei) from Mexico and Central America. Green ash tree populations in the upper Mid-west and North Eastern United States are under severe attack by the emerald ash borer. Read more about this pest at emeraldashborer.info Steve Christman 10/13/13
Showing 1–16 of 39 results Our pick of the ‘Must Have’ titles for year 3 readers. We’re aware that some children may be only just beginning to read fluently in year 3 and that some of these books may be too challenging for some children to read alone. But we believe that all the wonderful quality books in this list can be enjoyed by 7 and 8 year olds if they are read aloud or shared with an adult. For some easier reads please refer to the KS1 ‘Must Have’ titles or ‘First Chapter Books’, or the ‘Young Readers’ list in LKS2.
With so much history and so many monumental historical figures calling it home, Virginia and its citizens have been written about and filmed countless times. This is especially true of the Civil War. The Commonwealth also has made its mark on the music scene -- and not just because The Dave Mathews Band calls Charlottesville home. Country music as we know it today was born in hollows and valleys of the Southwest Highlands. - Mary Chestnut's Civil War edited by C. Van Woodward (Yale University Press). Pulitzer Prize-winning autobiography of a Richmond housewife who kept a diary during the Civil War. - Thomas Jefferson: An Intimate Portrait by Fawn M. Brodie (Norton). Readable account of the third president. - Jefferson and His Times by Dumas Malone (Little, Brown). Exhaustive study of Mr. Jefferson. - Thomas Jefferson and Sally Hemings: An American Controversy by Annette Gordon-Reed (The University of Virginia Press). Explores the affair between Jefferson and his slave. - The Hemingses of Monticello: An American Family by Annette Gordon-Reed (Norton). Traces descendants of Jefferson and Sally Hemings. - Lee by Douglas Southall Freeman (Macmillan). Life of Gen. Robert E. Lee. - Up from Slavery by Booker T. Washington (Doubleday). The Virginia-born African American tells how he went from slavery to agricultural scientist. - George Washington by Douglas Southall Freeman (Macmillan). Father of his country explained. - Notes on the State of Virginia by Thomas Jefferson (Norton). Eighteenth-century Virginia through the eyes of its famous son. - Virginia, The New Dominion by Virginius Dabney (University Press of Virginia). Definitive history of the Old Dominion up to 1971. - The Civil War by Shelby Foote (Vintage). Slow-talking Foote became famous appearing in Ken Burns' monumental video series . - The Civil War by Geoffrey C. Ward, with Ric Burns and Ken Burns (Knopf). Don't have time for the series? Read this off-shoot book. - Witness to Appomattox by Richard Wheeler (HarperCollins). Recaptures Lee's surrender in 1865. - Traveller by Richard Adams (Dell). About General Lee's horse. - Red Badge of Courage by Stephen Crane (Bantam). A must-read for Civil War buffs. - The Confessions of Nat Turner by William Styron (Bantam). Based on Nat Turner's slave rebellion in 1831. Films & Videos - Trail of the Lonesome Pine (1937), with Fred MacMurray, Henry Fonda, and Sylvia Sidney, is based on John Fox's romantic tale set in an Appalachian mining village. - Brother Rat (1938), with Jane Wyman and Ronald Reagan, depicts cadet life at the Virginia Military Institute. - Dirty Dancing (1987), with Jennifer Grey and Patrick Swayze; filmed at Mountain Lake Resort. - Sommersby (1993), with Jodie Foster and Richard Gere; filmed in Lexington, Warm Springs, and Bath County. - The Civil War, PBS series, Time-Life. Ken Burns' epic telling of the great tragedy. Nashville may be the modern capital of country music, but its purest forms -- Blue Grass, Old Time, and Traditional -- trace their roots to the mountains of Virginia. Indeed, southwestern Virginia has been central to the evolution of country music since the first European settlers arrived in these hills and valleys with few possessions other than their mandolins and fiddles. Some of the great country artists hail from here -- the Carter Family, Ralph Stanley, and the Stonemans, to name a few -- and numerous music festivals such as the famous Old Time Fiddlers Convention in Galax take place in this area. The area's music heritage is formally recognized by The Crooked Road: Virginia's Heritage Music Trail, P.O. Box 268, Big Stone Gap, VA 24219 (tel. 866/676-6847; www.thecrookedroad.org). This official route follows U.S. 23, U.S. 421, U.S. 58, U.S. 221, Va. 8, and Va. 40 for more than 200 miles from Breaks in the west to Rocky Mount in the east. Along the way it passes such country music shrines as the Ralph Stanley Museum & Traditional Music Center in Clintwood; the Carter Family Fold in Hiltons; the Birthplace of Country Music Museum in Bristol; the Blue Ridge Music Center on the Blue Ridge Parkway; the Rex Theater in Galax; the Floyd Country Store in Floyd; and the Blue Ridge Music Institute in Ferrum. Note: This information was accurate when it was published, but can change without notice. Please be sure to confirm all rates and details directly with the companies in question before planning your trip.
Many people suffer from itchy, watery eyes, sneezing, and a runny nose in the spring and fall. 1 That’s why these times of year are called “allergy season.” Plants release pollens in the spring and fall. People who are allergic to pollens may experience more symptoms during these times of year. You might think you can escape the pollens that cause allergies by staying in the house, but sometimes the indoor air quality (IAQ) is worse. Properly maintaining a home and/or building’s HVAC system can help improve IAQ and allergy symptoms. 2 What Are Seasonal Allergies? Globally, between 10 and 30 percent of people suffer from seasonal allergies. Allergies are your immune system’s reaction to a foreign substance or food that other people are not bothered by. Allergies can irritate your skin, digestive system, or sinuses. 3 What Are Symptoms of Seasonal Allergies? People typically react to allergens, the substances that cause allergies, as soon as they come in contact with them. The symptoms of seasonal allergies are similar to those of a cold. - Itchy Nose - Nasal Congestion - Postnasal Drip - Sinus Pressure - Itchy Eyes - Itchy Ears How Can HVAC Maintenance Help with Allergies? Maintaining a home or building’s HVAC system can help reduce or eliminate the quantity of pollen and other biological contaminants, such as mold and dust mites, in the air. These allergens thrive in warm, moist environments. A clean and properly working HVAC system can control indoor temperature and humidity and prevent the growth of biological contaminants. 4 Adequate ventilation and air distribution is also important for bringing in fresh, outdoor air and filtering out pollutants in the indoor air. 5 HVAC Maintenance Tips - Check for Mold: Moisture can collect on cooling coils, humidifiers, condensate pans, air ducts, the return-air plenum, and cooling tours. Check these areas and remove any moisture, mold, or debris. - Clean Components: Cleaning the parts of cooling and heating systems, such as the heat exchangers, fans, and cooling coils, can improve efficiency. When HVAC systems are performing at their best, they can provide optimal air conditioning and ventilation. Keeping components clean can also extend their operating life and reduce energy use. 6 - Change Air Filters: HVAC air filters play an important role in maintaining air quality and energy efficiency. Making sure an HVAC system’s filters are clean can reduce energy usage by 5 to 15 percent. They should be replaced every month. If the HVAC system is old and maintenance cannot address mold or efficiency problems, it may be time to upgrade or replace the HVAC system. Get Started on the Path to a New Career Fill out our form to learn how we can help you change your life. Keeping Customers Healthy and Happy Customer satisfaction is an important part of the success of any business. Home and business owners rely on HVAC technicians for comfortable indoor climates. This means keeping the temperature right and preventing contaminants like pollen or mold from triggering seasonal allergies. Regular maintenance can help a technician achieve both tasks. 1 – http://www.livescience.com/46015-hay-fever.html 2 – https://www.epa.gov/indoor-air-quality-iaq/biological-pollutants-impact-indoor-air-quality 3 – http://www.mayoclinic.org/diseases-conditions/allergies/home/ovc-20270181 4 – https://www.epa.gov/indoor-air-quality-iaq/biological-pollutants-impact-indoor-air-quality 5 – https://www.epa.gov/indoor-air-quality-iaq/introduction-indoor-air-quality 6 – https://www.epa.gov/indoor-air-quality-iaq/should-you-have-air-ducts-your-home-cleaned
Bhutan in Brief Bhutan, nestled in the awe-inspiring Himalayas, is a landlocked Kingdom bounded by two of the world’s largest nations, China and India. A nation driven by strong environmental preservation policies, Bhutan is now one of the top 10 global hotspots, and home to many of the world’s magnificent and endangered species of flora and fauna. With one foot in its glorious past and another in the future, Bhutan is a Kingdom marching along the middle path, guided by a unique development philosophy of Gross National Happiness, where material wealth means little without the happiness and fulfillment of its people. \|Population\|\|National Language\|\|Official Religion\| \|38,395 sq. km. (approx. the size of Switzerland or 1/2 the size of Indiana) \|Six hours ahead of GMT\|\|The Ngultrum (at par with the Indian Rupee) \|Capital & largest city\|\|Main Exports\|\|Country Code\| \|Thimphu\|\|Electricity, timber, cement, agricultural products, handicrafts\|\|+975\| \|Government\|\|Head of State\|\|Prime Minister\| \|Parliamentary Democracy\|\|Jigme Khesar Namgyel Wangchuck\|\|Tshering Tobgay\| Sorry, the comment form is closed at this time.
20 Proven Health Benefits of Strawberry are diverse and very important for health. Besides that, strawberry is the common name given to the pseudofruit composed of several species of strawberry. These, in turn, are herbaceous plants belonging to the genus Fragaria, family Rosaceae. Red and flavored with a mixture of sweet and sour, strawberry is widely consumed in Brazil and the world, especially in the harvest season, where it is easier to find the fruit in the market and at a more affordable cost. This period usually runs from June to September. Then check out the 20 Proven Health Benefits of Strawberry: Benefits of Strawberry Against Oily Skin: If you have oily skin, you can mash equal amounts of fresh strawberries and plain unsweetened yoghurt. Apply it on your face for 10 minutes and then rinse off. Benefits of Strawberry for Bone Health: This is also one of the best health benefits of strawberry that people can make use for good. The nutrients, such as potassium, magnesium, and vitamins contained in strawberry play an important role for bone and joint health. Eating strawberries in a regular basis will help to promote bone growth in children and maintain healthy bones in adults. Benefits of Strawberry To Regulate Levels of Sugar: Strawberries also contain ellagic acid, and this, along with the antioxidants, helps in slowing down the digestion of starchy foods. This controls the rise in blood sugar levels post a starchy meal. It also helps individuals with type-2 diabetes keep their blood sugar levels in check. Strawberries also have a low glycemic index, which means they are unlikely to cause sharp sugar spikes when taken by diabetics. The fiber in strawberries can also help regulate blood sugar levels. Benefits of Strawberry for Eye Health: Eating three or more servings of fruit like strawberries may lower the risk of macular degeneration, a condition resulting in vision loss. Benefits of Strawberry Against Hair Loss: The high content of ellagic acid in strawberry protects your from thinning or falling. It also contains folate and Vitamin B6 which help to combat the problem of hair loss. Benefits of Strawberry To Strengthen Hair: This is also another out of the best health benefits of strawberry that I would like to introduce in this article. Folic acid, Vitamin B5, Vitamin B6, and ellagic acid in strawberries can help to prevent hair loss. Strawberries also contain minerals, such as copper and magnesium, helping to prevent dandruff and scalp fungal infection effectively. Benefits of Strawberry To Fight Cancer: Strawberries are exceptionally good sources of vitamin C and fiber, both of which have been found to protect from cancers of the esophagus and colon. The anticancer properties of strawberries, according to the American Institute for Cancer Research, can be attributed to the presence of ellagic acid – a phytochemical that can prevent cancers of the skin, lung, bladder, and breast. Ellagic acid acts as an anticancer agent in several ways – it acts as an antioxidant, slows down the production of cancer cells, and helps the body destroy certain types of carcinogens. Benefits of Strawberry to Fight Inflammation: Strawberries lower blood levels of C-reactive protein, a signal of inflammation in the body. In a study, women who ate 16 or more strawberries per week were 14 percent less likely to have elevated levels of CRP. Benefits of Strawberry To control Cholesterol: Strawberries are known to contain pectin, which is a type of soluble fiber that lowers the levels of LDL (bad cholesterol) in the body. According to a New Orleans study, several types of soluble fiber, including pectin, have shown to lower the levels of LDL. As per an analysis carried out together by Italian and Spanish scientists, a team of 23 healthy volunteers that had consumed 500 grams of strawberries regularly for a month saw a decrease in the LDL levels. Another Canadian study showed the efficacy of strawberries in reducing oxidative damage and bad cholesterol. Benefits of Strawberry to Prevent Cardiovascular Disease: Flavonoids — which are responsible for the colour and flavour of strawberries — lower the risk for heart disease. Benefits of Strawberry To Cleanse Skin: The presence of Vitamin C, salicylic acid and antioxidants in strawberries make them fabulous skin cleansers. Salicylic acid removes dead cells from your skin as well as tightens pores and brightens your skin. Ellagic acid prevents skin damage, thus making your skin look young and fresh. Strawberries soothe and exfoliate your skin, remove impurities and keep your skin soft. Benefits of Strawberry To Control Diabetes: Strawberries have the glycemic index at 40. This index is relatively low and safe for diabetics. In addition, compounds in strawberries have a positive impact on glucose and lipid level, reducing the risk of developing diabetes. This is also one of the greatest health benefits of strawberry that I want you and my other readers remember and make use of! Benefits of Strawberry To Lose Weight: The red coloring contains anthocyanins, which stimulate the burning of stored fat. When a group of animals was fed a high-fat diet along with anthocyanins, they gained 24 percent less weight than the animals eating the high-fat diet without added anthocyanins. Benefits of Strawberry As an Anti-pigmentation: strawberry fruit extract, being rich in ellagic acid, helps to lighten hyperpigmentation caused by UV rays by inhibiting the synthesis of melanin, the chemical that imparts color to your skin. Benefits of Strawberry To Improve Memory: The fisetin substance contained in strawberry is considered as a natural flavonoid which can effectively help to improve memory and stimulate the nerves. Eating strawberries will also help to prevent cognitive impairment. In fact, this is also one of the best nutritional benefits of strawberry that people should know and make use for good! Benefits of Strawberry To Maintain a Healthy Pregnancy: Strawberries are a rich source of folate. You get about 40 micrograms of folate from one cup of raw strawberries. This is about 10 percent of the recommended daily intake. According to research, folate is important during pregnancy as it can prevent neural tube defects. It is also important for the mother’s health. Benefits of Strawberry By Taking Anti-Aging Properties: Strawberries are filled with biotin, which helps build strong hair and nails. They also contain the antioxidant ellagic acid, which protects the elastic fibers in our skin to prevent sagging. Benefits of Strawberry To Improve Brain Health: The credit goes to the antioxidants, again. Strawberries, with their high content of antioxidants, protect the brain cells from damage due to free radicals. They also change the way the neurons in the brain communicate with each other. This ultimately leads to improved brain health. Benefits of Strawberry To Treat Constipation: This is another great nutritional and health benefit that strawberry brings to human health as a gift! According to the scientific studies, 100 grams of strawberries contains 8% fiber, supporting the digestive system and help it work well, regulate the gastrointestinal motility, and prevent constipation. Benefits of Strawberry To Hydrate Hair: Due to its antioxidant effects, strawberry protects the membranes of the cells of the scalp and prevents the formation of a hydrophobic layer on the scalp’s surface, thus preventing scalp insulation. Combining egg yolk with strawberry is a great way to moisturize your hair.
The humerus is the largest bone in the arm. The head of the humerus, covered with cartilage, articulates with the glenoid cavity of the scapula to form the shoulder joint. The anatomical neck marks the point of attachment of the joint capsule. The surgical neck is frequently the site of fracture. The supraspinatus, infraspinatus and teres minor insert on the greater tubercle. The subscapularis inserts on the lesser tubercle. These are the rotator cuff muscles. The deltoid muscle inserts on the deltoid tuberosity. The distal end of the humerus consists of a condyle divided into two parts. The rounded capitulum articulates with the head of the radius. The trochlea articulates with the trochlear notch of the ulna. The medial epicondyle serves as a point of attachment for the common tendon of the pronator and flexor muscles of the forearm. The coronoid fossa receives the coronoid process of the ulna during flexion of the forearm. The olecranon fossa receives the olecranon process when the forearm is extended.
March 27th, 2019 – Dr. Ilyse Morgenstein Fuerst, Associate Professor of Religion and Director of the Middle East Studies program at the University of Vermont, gave a talk at ACMCU on the events of 1857-1858 in colonial India that followed and proceeded the minoritization and racialization of Indian Muslims in South Asia. Dr. Ilyse Morgenstein Fuerst is an Associate Professor of Religion and Director of the Middle East Studies program at the University of Vermont. She earned her PhD at the University of North Carolina at Chapel Hill in religious studies, with a specialization in Islamic studies, in 2012; a Master’s of Theological Studies from Harvard Divinity School in 2007; and a BA from Colgate University in Religion and Asian Studies in 2005. Her research centers on Islam and Muslims in South Asia; theories of religion, race, and language; and imperialism. Her first book, Indian Muslim Minorities and the 1857 Rebellion: Religion, Rebels, and Jihad, was published by I.B. Tauris in October 2017. Dr. Morgenstein Fuerst is also the author of numerous articles about Islam, Islamic studies, and religion in South Asia. At UVM, she teaches courses about theory and method in the study of religion, Islamic practice and history, and, occasionally, Hindu traditions.
Definition of Headboard Meaning of the Term as it Pertains to Mattresses What is a Headboard? A headboard is an upright panel situated at the end of the bed where the head rests. Typically made from metal or wood, the headboard usually attaches to the frame. Though not essential for a mattress, the headboard helps keep pillows in place. Upholstered headboards provide that additional benefit of a comfortable backrest when sitting up in bed. Some headboards may include shelving or cabinetry for storing books and essential bedside items. In addition to function, the headboard makes a bed look complete and adds a decorative element to the room. In fact, when designing a bedroom's decor, the headboard is often the most essential item in establishing a particular look. The headboard serves as the focal point of the room and is often the first thing to draw the eye when someone enters the bedroom. Common bed styles to use headboards include upholstered, sleigh, slat, poster, and panel.
The difference between Probiotics and Prebiotics 14 April 2019 \| Editor Probiotics and prebiotics play different roles for your gut health. Probiotics are often known as beneficial bacteria, while prebiotics are the food for these bacteria. Probiotics are live bacteria found in certain foods or supplements. They provide numerous health benefits. Prebiotics come from types of carbohydrates (mostly fibre) that humans can't digest. The beneficial bacteria (probiotics) in your gut eat this fibre. The gut bacteria, collectively referred to as the gut flora or gut microbiota, perform many important functions in the body so eating balanced amounts of both probiotics and prebiotics helps to make sure that you have the right balance of these bacteria and this should improve your health. You might ask why Gut Bacteria are important. Helping regulate inflammation The good bacteria in your digestive tract help protect you from harmful bacteria and fungi and they also send signals to your immune system and help regulate inflammation. Helping produce Vitamin K and short chain fatty acids. Additionally, some of your gut bacteria form vitamin K and short-chain fatty acids. Short-chain fatty acids are the main nutrient source of the cells lining the colon. They promote a strong gut barrier that helps keep out harmful substances, viruses and bacteria. This also reduces inflammation, and may reduce the risk of cancer. How Does Food Affect the Gut Microbiota? The food you eat plays an important role in the balance of good and bad gut bacteria. For example, a high-sugar and high-fat diet can allow harmful species to overgrow. If you regularly feed the wrong bacteria, they will grow faster without as many helpful bacteria to prevent them from doing so. The harmful bacteria may also cause you to absorb more calories so you may put on weight. Additionally, foods treated with pesticides can have negative effects on the gut bacteria although it is accepted that more human research is needed on this. Studies have also shown that antibiotics can cause permanent changes in certain types of bacteria, especially when taken during childhood and adolescence. Researchers are now studying how this may cause health problems in people later in life. Which Foods Are Prebiotic? Many foods naturally contain them because prebiotics are types of fibre found in vegetables, fruits and legumes. This fibre are not digestible but your good gut bacteria can digest them. Foods that are high in prebiotic fibre include: - Legumes, beans and peas. - Jerusalem artichokes (not the same as regular artichokes). - Dandelion greens. Your good gut bacteria can turn your prebiotic fibre into a short-chain fatty acid called butyrate, which has been shown to have anti-inflammatory effects inside the colon. It may also influence gene expression, block the growth of cancerous cells and help provide fuel to healthy cells so that they can grow and divide normally. Which Foods are Probiotic? Many probiotic foods naturally contain helpful bacteria. A high-quality, plain yogurt with live cultures can be a helpful addition to your diet if you want to add beneficial bacteria however it is disputed that such products are sufficiently present or potent to have much effect. Fermented foods are a good option, because they contain beneficial bacteria that like the naturally occurring sugar or fibre in the food. Examples of fermented foods include: - Kombucha tea. - Kefir (dairy and non-dairy). - Some types of pickles (non-pasteurized). - Other pickled vegetables (non-pasteurized). If you are going to eat fermented foods for their probiotic benefits, make sure they are not pasteurized, as this process kills the bacteria. Some of those foods can also be considered symbiotic, because they contain both beneficial bacteria and a prebiotic source of fibre for the bacteria to feed on. One example of a symbiotic food is sauerkraut. What About Probiotic Supplements? Probiotic supplements are pills, capsules or liquids that contain live beneficial bacteria. They are very popular and easy to find, yet not all of them are worth your money and they do not all have the same types of bacteria, or the same concentrations, so it is important to ensure you buy supplements of high quality form high quality brands and, as always, you usually get what you pay for. They also usually do not come with fibrous food sources for the bacteria to eat so you will still need your prebiotic fibre. There are some individuals who should not take a probiotic, or who may experience worsened symptoms if they do, such as people with small intestinal bacterial overgrowth (SIBO) or people sensitive to ingredients in the supplement. However, the right strains of probiotics can be incredibly beneficial for some people. Many manufacturers produce probiotics and some of the most popular are from Lamberts Healthcare. However, we very much like specialist probiotic manufacturers who specialise in probiotics and gut health. We supply these from Optibac and Renew Life. You might want to check these out and you can do so by clicking on the names. Both of them recognise that there are different scenarios that suggest slightly different formulations, for example of daily immunity or for babies and children and Renew Life also produce other digestive aids. There are also some prebiotics available that can help enhance the food you are supplying to your probiotics. You can see these prebiotics here. Keeping your gut bacteria balanced is important for many aspects of health. To do this, eat plenty of prebiotic and probiotic foods, as they will help promote the most ideal balance between good and bad gut bacteria. At the end of the day, optimising your gut flora will have major benefits for your health. Do not underestimate the importance of gut health. Everyday factors such as Stress, travel, eating unhealthy Foods and even the use of some medications can upset the balance of healthy bacteria in your digestive tract. When this happens, it may lead to an occasional tummy upset that might impact your overall health. Nobody (hopefully) would suggest that eating the right, healthy food, can do anything but help and we show some examples of beneficial food above. But taking a daily probiotic (and possibly prebiotic) supplement may be useful in helping to promote a balanced gut to provide digestive and Immune Support. If you are in any doubt, as always, consult your doctor or a professional nutritionist.
Here you will find videos & websites we use regularly in our Understanding the World teaching at school, as well as ideas & resources to use at home: CBeebies Grown-ups: What is Understanding The World? Understanding the world is all about a child's knowledge and understanding of their world. It can include exploring, investigating, using computers, discover... Understanding the World ideas to do at home: The following activities have been specifically written for parents & carers to engage in UW activities with their children at home! They are directly linked to the EYFS Curriculum:
The Chinese Sexagenary Cycle Requires a Wolfram Notebook System Interact on desktop, mobile and cloud with the free Wolfram Player or other Wolfram Language products. The Chinese sexagenary cycle is used to record the Chinese calendar. The inner ring has 10 elements (heaven stems) and the outer ring has 12 elements (earth branches), which represents the Chinese zodiac. Every year the inner ring and outer ring rotate one step clockwise, for a total of 60 combinations.[more] This Demonstration lets you easily find the stems-and-branches name in the Chinese zodiac given the Gregorian year.[less] Contributed by: Frederick Wu (May 2012) Open content licensed under CC BY-NC-SA For more information about the sexagenary cycle, see the Wikipedia entry. Images are from Unicode (U+1F400 to U+1F416). "The Chinese Sexagenary Cycle" Wolfram Demonstrations Project Published: May 11 2012
Few people know the rules for addressing envelopes, and even fewer are offended by a well-intentioned yet imperfectly written address. Nevertheless, those individuals who know the rules appreciate proper envelope etiquette, and a perfectly-addressed envelope will leave a favorable impression of the sender. There are several rules to observe when addressing an envelope to your Reverend and his or her husband or wife. On Outer Envelopes Spell out the complete word "Reverend" and precede it by "The." For example: "The Reverend John Smith." If the Reverend is a doctor, it is acceptable to abbreviate the word "doctor" as "Dr." For example: "The Reverend Dr. John Smith." If the Reverend is a judge, spell out the word "Honorable" and precede it by "The." You may abbreviate "Reverend" as "Rev." if there is no room for the complete title. For example: "The Honorable Rev. John Smith" or "The Honorable Rev. Dr. John Smith." Video of the Day Write out the word "and" followed by "Mrs." and the Reverend's name, if the Reverend has a wife you are also addressing. For example: "The Reverend and Mrs. John Smith." This rule applies even with the additional titles explained above. If the wife is a doctor, include her first name, for example "The Reverend John and Dr. Jane Smith." If the wife is a judge but the Reverend is not, her name and title comes first. For example: "The Honorable Jane and Reverend John Smith." Rev. may be abbreviated in this case. If both husband and wife are reverends, write "The Reverends Jane and John Smith. The husband's name always comes before the surname. Write out the word "and" followed by "Mr." if the female reverend has a husband who you are also addressing. For example: "The Reverend Jane Smith and Mr. John Smith." All above rules for additional titles apply in this case. Address the envelope as usual, with regards to street number and name, city, state and zip code. For formal invitations, do not abbreviate street types or state names. For example, "123 North Main Street, Anytown, New York" as opposed to "123 N. Main St. / Anytown, NY. On Inner Envelopes Write out the full name "Reverend," and write all other titles according to the guidelines for outer envelopes. Leave out the first names for both husband and wife. For example: "The Reverend Smith" or "The Honorable Rev. Dr. Smith" or "The Reverend and Mrs. Smith" or "The Reverend and Mr. Smith." Write out the first names of invited children under 18 on the second line, in order of age from oldest to youngest. Children over 18 should receive a separate invite. For example: The Reverend and Mrs. Smith John, James, and Rebecca Write the children's names on the second line of the outer envelope, if not including an inner envelope. Use the same format described above.
“Can you till mulch into soil?” You ask. Well, you’re not alone, most people get confused on if it’s right to till mulch into soil or not. You may also be worried about the impact of mulch on soil’s health due to its non-renewable nature. You can till mulch into soil to increase its organic matter, improving fertility. First, clear the garden of all debris, then spread and mix the mulch into the soil. Once it decomposes, it adds beneficial nutrients to your plants. Mulching also helps in improving drainage and aeration in the ground. In this article, you’ll know if it’s okay to till mulch into the soil and how you can do it. Also, I’ll explore the benefits you get when you lay the mulch in your garden. Can You Till Mulch Into Soil? Yes, you can till mulch into soil as it improves the productivity and fertility of the soil. Besides, mulching maintains soil moisture content, prevents erosion, and improves soil conditions. Installing mulch helps improve your crop yield and optimise the use of water. However, when bacteria and microorganisms break down the mulch, there is initially a nitrogen deficiency in the soil. It occurs because the organisms use nitrogen to decompose the mulch. Therefore, this robs plants’ nitrogen, resulting in their leaves turning yellow as they can’t produce enough chlorophyll. The decomposing components consume the organic matter, and the nitrogen found in the dead organisms changes to ammonium ions. The nitrifying bacteria then convert the ammonium to nitrate in 2 to 6 months. This process depends on the population of the microorganisms and the condition of the soil. During decomposition, the microorganisms use up the nitrogen and release it into the soil as ammonium nitrate. How To Till Mulch Into The Soil? Tilling mulch into the soil is an easy process that you can do on your own without professional input. The following are the steps to guide you when tilling mulch into the garden: - Clean Out Your Garden Bed Remove all the debris, leaves, and sticks. Using a spade, create an edge along your garden to prevent lawn grass from creeping into your garden bed. - Remove Weeds One of the benefits of mulching is that it suppresses weeds. Therefore, remove all weeds before laying the mulch. Additionally, you can apply a pre-emergent herbicide that inhibits weed seeds from germinating. - Water Your Garden Wet down dry beds, especially if you haven’t experienced rain recently. A moist surface is most suitable for tilling mulch as it is easier to work on the soil. Watering also activates the pre-emergent herbicide. - Spread The Mulch Now, spread your mulch in the garden. You can use a shovel to till your mulch into about 2 to 4 inches of your topsoil. Be careful when tilling to ensure that the roots of the plants remain untouched to avoid killing them. Most importantly, ensure the soil completely covers the mulch. Spread the mulch evenly and smoothly spread to avoid clumps ending up in the soil. - Add A Top Layer Add and spread the top layer of compost evenly. Next, take new mulch and spread it over the recently added compost. Finally, you can water the garden again to settle the mulch into the soil. Do You Need To Remove Old Mulch Before Adding New Mulch? There is no need to remove old mulch before adding new mulch. However, ensure the fresh mulch doesn’t cause a barrier to the soil beneath. The new mulch should completely cover the old mulch. If you add more mulch and the layer becomes too thick, it causes moisture retention in the soil. The retention can cause problems in the plants, including root rot. Additionally, a thick layer leads to heat retention in the soil during hot days. Ensure the layer is adequate to allow for much-needed evaporation. To avoid the above effects caused by having a soil barrier, mix some mulch into the soil. Then, remove the rest to compose for later use. Also, you should remove excess mulch to protect the ground from nitrogen deficiencies. It’s time to replenish the old much as soon as you notice signs of decomposition and discolouration. It’s advisable to mix in the old mulch before winter sets in to give it sufficient time to decompose. There are plenty of affordable options available for you to use to replenish your mulch. What Are The Benefits Of Mixing Mulch Into The Soil? There are several benefits of mixing mulch into the soil. Below are the benefits achieved from using mulch in the garden: Increases Organic Matter: One of the main benefits of adding mulch into the soil is increasing organic matter. The bacteria and microorganisms found in the mulch produce compost, which is rich in organic matter. As a result, it creates healthy plants and more disease-resistant plants. Also, it builds a better environment for flora and fauna, which are the soil’s natural population. Increases Aeration And Drainage In The Soil: When bacteria and microorganisms down the mulch, you get compost. Compost provides a suitable environment for insects and earthworms found in the soil. When the insects and earthworms move through the ground, they increase aeration by creating air spaces. Additionally, this improves the soil’s texture and drainage. These benefits are, however, only realized if you use organic mulch. Inorganic mulch does little to improve the soil’s drainage, aeration, or nutritional value. Increases Soil Nutrients: Mixing mulch into the soil provides food for microorganisms and bacteria. As a result, you add extra nutrients for the plants to use. Improve Soil Moisture: Mulching reduces the amount of water lost from the ground during evaporation. Therefore, improving the moisture content of the soil—hence, benefiting your plants. Additionally, you don’t need to water your plants frequently. Reduce Weeds: Mulch helps reduce the weeds by inhibiting their germination. Interestingly, when you mix your soil with mulch, the weed that grows after that is weak and easy to pull out. Controls Soil Erosion: Mulch helps control soil erosion by acting as a cushion against raindrops and slowing runoff. Heavy rainfall causes the stripping of vital nutrients from the soil. What’s more? Mulch helps hold these nutrients together, keeping the soil’s nutrients. How Long Does It Take For Mulch To Become Soil? Usually, mulch takes one year to start breaking down. It completely decomposes in about 3 years, providing great nutrients to the soil. However, inorganic mulch takes more time to break down than organic mulch. What’s the conclusion of the matter, therefore? Can you till mulch into the soil? Indeed, you can! It enhances the health of the soil. This happens because of reduced evaporation of the water and retained moisture in the ground. Mulching also regulates the soil temperature and suppresses weeds. Moreover, it encourages the biological activity of insects and earthworms found in the soil. Most importantly, it would be best to be careful when choosing inorganic mulch materials like plastic. It mainly concerns your needs and the environmental conditions. Organic mulching, however, is a viable option, especially when considering how to improve your soil fertility and productivity.
The ocean carbon cycle is a vital part of the global carbon cycle. It has been estimated that around a quarter of anthropogenically-produced emissions of CO2, caused from the burning of fossil fuels and land use change, have been absorbed by the ocean. On the other hand, significant advances have been made recently to expand and enhance the quality of a wide range of Remote Sensing based products capturing different aspects of the ocean carbon cycle. BICEP will bring these developments together to increase understanding of the ocean biological pump and its processes and interactions with the Earth system. Figure above: Pools, fluxes and processes that form the ocean biological carbon pump (OBCP), and current methods used to monitor them. Bold black text and thick black arrows represent the key export pathways and interactions with other domains (land and atmosphere). Global stocks of the different carbon pools in the ocean are given in the box on the left; the four major kinds of pools – DIC, DOC, POC and PIC – are given in different colours. This figure is from Brewin et al. (2021) and has been inspired by, and builds on, two earlier figures, one from the CEOS carbon from space report (CEOS, 2014) and the other from the NASA EXPORTS plan (Siegel et al., 2016). To achieve this goal, the BICEP project will first synthesise the current state of knowledge in the field. From this information a set of scientific requirements and essential Remote Sensing products will be produced which will be used to generate an extensive BICEP dataset. The dataset will be used as input into a novel, satellite-based characterisation of the ocean biological carbon pump, quantifying the pools and fluxes, how they vary in time and space, and how they compare with ocean model estimates. This satellite-based Ocean Biological Carbon Pump analysis will then be placed in the context of carbon cycling in other domains of the Earth System, through engagement with Earth System modellers and climate scientists. The work will be delivered by a consortium of twelve international Institutes, led by Plymouth Marine Laboratory (PML, Plymouth, UK) and composed of top-level scientists , with collective expertise on Remote Sensing, statistical modelling, ocean carbon cycling, theoretical ecology and Earth System science. A workshop building on the success of The Colour and Light in the Ocean (CLEO) workshop, will be organised to engage the international community in a discussion on how BICEP work could be extended and integrated with results from other components of the ocean carbon cycle (e.g. CO2 air-flux and ocean acidification) and large international Earth System analysis, such as the Global Carbon Project and assessments made within the International Panel of Climate Change (IPCC).
Laptops are portable computers with a smaller size and weight than desktops. They are often used in places that require portability, such as the workplace. A laptop usually folds up when not in use and has a battery to keep the system worldnewsite. Laptops can be powered by a rechargeable battery pack or an AC adapter. These batteries are typically lithium ion or lithium polymer. Many laptops also have memory card slots, USB ports and ethernet ports. Most also have audio speakers. Some have a touch pad for pointing devices. In addition, some have a webcam for video conferencing. Some of the more basic models have only one memory slot, while others have three or four. These slots are located at the bottom of the computer. The most common type of memory is 8 GB. However, some higher-end models include 16 GB of news247 com. Most laptops also have a DVD drive and an optical disc drive. Optical disc drives are becoming less and less popular. Blu-ray drives have supplanted them. Today, many laptops have a built-in webcam and have touchscreen displays. Many laptops also have a Bluetooth connection, which allows for wireless connectivity to other peripherals. In recent years, solid-state drives have surpassed hard drives in most laptops. This technology uses no mechanical parts and is faster. SSDs are also more power-efficient, reducing the risk of drive corruption from physical impacts. Other common features of modern laptops include audio speakers and a touchscreen. Some even have a docking station, which allows for connecting external devices to the computer at the desk.
Unlike other repetitive tutoring programs, A Grade Ahead’s after-school math and English enrichment lessons and worksheets emphasize progression over time and encourage the development of critical thinking and problem-solving skills. Whether they attend a tutoring center or learn at home, A Grade Ahead students are challenged to maximize their learning potential and launched on a trajectory to achieve their personal goals in school and in life. Your child will be challenged to understand and master a new educational topic each week. Our curriculum ensures students learn each lesson on the highest level to supplement his or her schoolwork. Practice Makes Progress Your child will become the best in class by learning how to advance his or her skills outside of the regular classroom. Our worksheets and activities increase in difficulty with new lessons to keep students engaged. Learning for the Long Run Your child will learn critical thinking and problem-solving skills that will help with school and in the future as he or she pursues a profession. From pre-kindergarten to elementary school to high school, your child can learn with us for years to come.
Tuesday 18 June Elegant tern (Sterna elegans) Elegant tern fact file - Find out more - Print factsheet Elegant tern description The elegant tern is a medium-sized and rather striking tern, with a black cap and a distinctive long, shaggy crest. The upperparts and wings are light grey, and the underparts white, often suffused with rosy pink on the belly (2) (3) (4). The beak is particularly long and slender, with a slight downward curve, and varies from yellow-orange in the female to bright orange-red in the male. The legs and feet are usually black, but in some individuals are orange. The tail is deeply forked. In non-breeding plumage, the elegant tern has a white forehead and crown, while juvenile birds are distinguished by the mottled upperparts, darker feathers on the wings and tail, and a shorter, paler beak (2) (3). - Thalasseus elegans. Top - National Audubon Society - Elegant Tern: - Birds of North America Online: - BirdLife International: - Diverse group of arthropods (a phylum of animals with jointed limbs and a hard chitinous exoskeleton) characterised by the possession of two pairs of antennae, one pair of mandibles (parts of the mouthparts used for handling and processing food) and two pairs of maxillae (appendages used in eating, which are located behind the mandibles). Includes crabs, lobsters, shrimps, slaters, woodlice and barnacles. - El Niño - A natural phenomenon that happens every 4 to 12 years, and lasts for several months, when upwelling of cold, nutrient-rich water does not occur. This causes the warming of ocean surface water off the western coast of South America and causes die-offs of plankton and fish. It also affects Pacific jet stream winds, altering storm tracks and creating unusual weather patterns in various parts of the world. - Accumulated droppings found where large colonies of animals such as seals, bats or birds occur; it is rich in plant nutrients. - To keep eggs warm so that development is possible. - Having only one mate during a breeding season, or throughout the breeding life of a pair. - IUCN Red List (June, 2009) - del Hoyo, J., Elliott, A. and Sargatal, J. (1996) Handbook of the Birds of the World. Volume 3: Hoatzin to Auks. Lynx Edicions, Barcelona. - Burness, G.P., Lefevre, K. and Collins, C.T. (1999) The Birds of North America Online: Elegant Tern (Sterna elegans). Cornell Lab of Ornithology, Ithaca. Available at: - National Audubon Society - Elegant Tern (June, 2009) - BirdLife International (June, 2009) - Kaufman, K. (2001) Lives of North American Birds. Houghton Mifflin Harcourt, Boston, Massachusetts. - view the contents of, and Material on, the website; - download and retain copies of the Material on their personal systems in digital form in low resolution for their own personal use; - teachers, lecturers and students may incorporate the Material in their educational material (including, but not limited to, their lesson plans, presentations, worksheets and projects) in hard copy and digital format for use within a registered educational establishment, provided that the integrity of the Material is maintained and that copyright ownership and authorship is appropriately acknowledged by the End User. Elegant tern biology A social bird, the elegant tern can often be seen foraging in flocks, although smaller foraging groups or solitary foraging may be more usual. When feeding in a flock, the elegant tern calls frequently with a distinctive ke-e-e-r. The diet consists mainly of fish, particularly northern anchovy (Engraulis mordax), as well as occasional crustaceans, with prey caught by hovering and then plunge-diving into shallow water (2) (3) (4) (6). The elegant tern is often the victim of piracy by other seabirds, which attack the tern to steal its prey (2) (3). Breeding occurs between April and May (2) (3), the elegant tern nesting in dense colonies, often in the company of larger, more aggressive species such as Heermann’s gull (Larus heermanni) and Caspian terns (Sterna caspia), which may offer some protection against predators (3) (6). Nest-building and egg-laying are highly synchronised within the colony, occurring in most pairs within the same 24 hour period (2) (3). The elegant tern is thought to be monogamous, forming a pair bond through elaborate courtship displays. The nest consists of a shallow scrape on the ground, and a single egg is laid, which hatches after around 25 to 26 days (2) (3) (4) (6). Both the male and female help to incubate the egg and raise the chick. The young elegant tern leaves the nest after just a few days, joining other chicks in a ‘crèche’, where it is still fed by its parents (3) (4) (6). Although fledging may occur in 30 to 35 days (2), the young tern is dependent on the adults for up to six months, during which time it learns how to forage (3) (4). Breeding is thought to occur from around three years old (3).Top Elegant tern range The elegant tern has the most restricted breeding range of any tern in North America, breeding at just a few sites along the Pacific coast, from southern California in the United States, to Baja California and the Gulf of California in Mexico. Over 90 percent of the global population nests on Isla Rasa in the Gulf of California, with smaller numbers at Bolsa Chica, San Diego Bay, and Los Angeles harbour (2) (3) (4) (5). Although the range has expanded northwards since the 1950s (4) (6), the species has disappeared from several former nesting sites in Mexico (2) (4). After breeding, the elegant tern disperses north along the coast, to northern California and southern British Columbia, later moving south again to spend the winter along the Pacific coast of Central and South America, as far south as Chile (2) (3) (4) (6).Top Elegant tern habitatTop Elegant tern status Classified as Near Threatened (NT) on the IUCN Red List (1).Top Elegant tern threats In the past, the elegant tern has been greatly affected by egg-collecting, particularly on Isla Rasa (2) (5). Current threats include disturbance at nesting sites from urban development, tourism, predators such as rats, cats and feral dogs, and extensive mining for guano, as well as entanglement in fishing gear and competition with fisheries (2) (3) (4) (5). The highly restricted breeding range of the elegant tern makes it particularly vulnerable (3) (4) (5) (6), and the species is also subject to large population fluctuations, thought to be caused by the effects of El Niño on prey abundance, and probably compounded by overfishing (3) (5). In particular, the breeding success and dispersal patterns of the elegant tern in southern California appear to be related to the availability of the northern anchovy. Rising coastal water temperatures may shift the abundance and distribution of this prey species, so impacting the elegant tern (3) (4). Climate change, with its potential effects on ocean temperatures and on the frequency and intensity of El Niño events, may therefore pose a great threat to elegant tern populations in the future.Top Elegant tern conservation The elegant tern’s main breeding colony at Isla Rasa became a sanctuary in 1964, helping to reduce egg-collecting and so successfully stem the tern’s population crash at this site (2) (3) (4). Further conservation measures recommended for the species include monitoring population trends, ensuring effective protection of all breeding colonies, taking measures to protect colonies from disturbance, and researching the links between climate, fisheries, prey availability and elegant tern breeding success (3) (4) (5). Wardening and regular patrols of nesting sites are needed in the breeding season, and measures need to be taken to protect colonies from tourists, such as providing roped trails (3) (4). The elegant tern has been relatively little studied in comparison to other tern species, and basic data is urgently needed on its biology, ecology, behaviour and population trends (3).Top Find out more To find out more about the elegant tern and its conservation see: For more information on this and other bird species please see: AuthenticationThis information is awaiting authentication by a species expert, and will be updated as soon as possible. If you are able to help please contact: firstname.lastname@example.orgTop More »Related species Play the Team WILD game MyARKive offers the scrapbook feature to signed-up members, allowing you to organize your favourite ARKive images and videos and share them with friends. Terms and Conditions of Use of Materials Copyright in this website and materials contained on this website (Material) belongs to Wildscreen or its licensors. 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Simply begin typing or use the editing tools above to add to this article. Once you are finished and click submit, your modifications will be sent to our editors for review. formation of asteroids ...homogeneous, this would have no noticeable result. Some of them, however, have become differentiated since their formation. This means that some asteroids, originally formed from so-called primitive material (i.e., material of solar composition with the volatile components removed), were heated, perhaps by short-lived radionuclides or solar magnetic induction, to the point where their... What made you want to look up "primitive material"? Please share what surprised you most...
"I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented." "There may be times when we are powerless to prevent injustice, but there must never be a time when we fail to protest." "Not to transmit an experience is to betray it." "Words can sometimes, in moments of grace, attain the quality of deeds." "I decided to devote my life to telling the story because I felt that having survived I owe something to the dead. and anyone who does not remember betrays them again." "I write to understand as much as to be understood." Affirmation and encouragement are a plus, but remember that the bulk of your posts and responses to one another should address the subject matter of the week and its impact on your learning. In the pre-writing stage, you are advised to use KWL charts (What you knew. What you wanted to know. What you learned.), your daily reflection journals, and tree maps to generate and organize your content. Remember that you must Tell. Tell. Tell. Type your draft into a Word Document. Edit for focus and conventions (spelling and grammar). Then, and ONLY THEN, post. Each time you write an entry, consider the above quotes of Elie Wiesel, survivor of Auschwitz concentration camp. How are your words combating genocide? How are they attaining the quality of deeds? How are you gaining understanding...being understood? ***As it is an academic site, this is not a forum for evangelizing or criticizing the faith of others. Respect for diversity is to be adhered to at all times. This week has left me questioning my values on forgiveness and loyalty. I have found myself questioning my values on forgiveness because of The Sunflower, a book we are reading in class. I started questioning loyalty when we began discussing the Jewish people who disguised themselves as Nazis and had to kill their fellow man for their own survival. Lastly, I found the "Nazi Olympics" very interesting and was glad that we did a fact search on it. The most interesting thing to think about this week is our debate question, "Should Simon Wiesenthal forgive the Nazi soldier?" We have to go through the book Sunflower and find evidence for whether he should and for whether he should not. I do not want to personally take a side until we have finished the book. My usual stance on the topic of forgiveness is "forgive, but never forget," and I am worried because I've realized that I'm very biased against the Nazi soldier. It is difficult to take an unbiased approach to the question when I've made it a point to take the atrocities against the Jewish people personally. Without reading the book, my immediate thought was "how dare he ask forgiveness." But, that is my biased view on Nazi soldiers coming out, and I am trying to look at him as a "human" and not a "Nazi." I have to question his intent in asking for forgiveness. Is he asking Simon for forgiveness, or is he asking Simon to stand as one voice for every Jewish person and forgive him for the Jewish people? I feel like he is still belittling the people he has murdered because he is trying to take away their right to forgive him. Is he hoping that by asking the main character for forgiveness he will not have to stand in front of everyone he has harmed and face the wrath of a collective group after death? Is he using the main character as a means to secure himself a happy afterlife? I feel like his mentality is still "one Jew is the same as another," so if he can get Simon to forgive him, he is forgiven by the people he helped slaughter. I do not trust his intent, but I am not going to make a complete decision right now. I'll wait until we finish the book and try to get rid of my biases so that I can make a logical and fair decision. Another decision I had to think about this week would be whether or not I would put my own life above my family and people. We talked about Jewish people who looked Aryan and made their way into the Nazi ranks. Uri from Milkweed was an example of one of these such people, and I was made to wonder whether or not it was a cowardly decision. To become a Nazi you would have to abandon your family and kill your own people. Is life that important? Would your life really be worth it any more if you had to deal with the knowledge that you were a traitor to your own people? But, is that better than rotting in a concentration camp and watching everyone you love die and have to fight for survival. Those that are your "people" would probably betray you just as easily in a concentration camp. It's a dog-eat-dog mentallity to take when your deciding to betray a fellow Jew before they can have the chance to betray you, but it is the mentallity many probably took. If you look like an Aryan and choose not to take advantage of it then are you making an unwise decision? Is it cowardly to abandon your family, or is it cowardly to rot with your family and not take a step towards your own survival? It really boils down to how selfish you are and how much emphasis you put on your own survival. The way I categorize it in my mind is by the houses in Harry Potter. A Slytherin would be the type of person to join the Nazi ranks. They are not necessarily "evil" people, but they are ambitious people and put themselves first. Uri was smart, selfish, and did what he could for his own survival. Does this make him evil? I cannot answer that yet because I still have not grasped whether or not one should view their own life as more important than other people's lives. I don't know if I should devalue my own life and put others above myself. It seems like all the righteous and great martyrs of the world do this, and it is treasured as one of the highest attributes one could obtain. But, I think the people who can break emotional ties and go through that much trouble for their own survival are strong as well. I do not know what is right in this situation. The last thing I want to talk about is the Nazi Olympics. In 1936, Germany hosted the olympics in Berlin. A very interesting thing I found was, "In anticipation of both the Winter Olympics and the Summer Games, Hitler directed that signs stating "Jews not wanted" and similar slogans should be removed from primary traffic arteries. In some places, however, anti-Jewish signs remained visible." "Also in preparation for the arrival of Olympic spectators, Nazi officials ordered that foreign visitors should not be subjected to the criminal strictures of the Nazi anti-homosexual laws." (ushmm.com) Der sturmer was also removed from concession (it was still published though) and over 800 Gypsies were rounded up and put in a camp away from Berlin in preparation for the games. The Nazi's tried to disguise the conditions of their country and put up the facade of a peaceful nation. Many were duped by this, and a New York Times reporter even commmented in an article that the Games put Germans "back in the fold of nations," and even made them "more human again." For anyone wanting to read even more on the Nazi olympics http://www.ushmm.org/museum/exhibit/online/olympics/detail.php?content=august_1936&lang=en had alot of useful information that I found interesting. I'm alittle disgusted with this poorly-disguised cover up and concerned for the people who fell for it. It even said that not all the signs were taken down, so I can only wonder if Hitler had some magic supernatural quality to him. He charmed an entire nation and then ingratiated himself in the minds of not just his country, but the minds of the countries who participated in the olympics as well; even with evidence against him. To conclude, this week has left me with a lot of questions to ponder and sort through. My values are constantly challenged in this class, and I am glad for it. With all this stretching of thought, I can honestly say what I believe when I finally come to a conclusion. I've been questioning forgiveness and loyalty a lot this week, and I've also done some research on the Nazi Olympics. I'm excited for the conclusion of The Sunflower and a little nervous to start the debate. I can't wait to see what my classmates have to say, and I"m looking forward to next week! Moss, I'm so glad you wrote about being biased toward the Nazi soldier. As we've read The Sunflower, I too have been critical towards Karl, and I've thought extensively about how I think he doesn't derserve forgiveness. All this time I've been thinking of him as strictly a Nazi, a monster; not a human being. I haven't even considered his emotions as a human being, how scared he must be. Thank you for opening my eyes towards my own prejudices! Now I'll be able to read the book and hopefully see all points of view. Molly, I agree with what you said. When I read this book I was automatically against him. I saw him as a demon and as a person that should have no forgiveness. But then again, I also have to think about that fact that he is also human and deserves human treatment. I also have thought about, and related this to the point about Hitler brainwashing and transforming his soldiers into something else.
This is a simple project for 4-6 year old pupils. Pupils in France and Northern Ireland are going to exchange simple information about themselves, their school and their families. They will also learn more about the partner country. - Subjects: European Studies, Foreign Languages, Geography, History, History of Culture, Informatics / ICT, Language and Literature - Languages: EN - Pupil's age: 5 - 6 - Tools to be used: e-mail, Other software (Powerpoint, video, pictures and drawings) - Aims: To make simple contact through writing and pictures. To allow young children to make contact with children from another culture and... read more - Work process: - Expected results: Pupils draw, take pictures and write simple information about themselves, their families and their schools.
According to the journal called Nature, fossils are being questioned in regards to its authenticity – especially those thought to be related to humans especially during the past 10 years. It is not believed that these fossils were actually great apes. When the question arose, thought processes were made. The studies that were focused on in particular were the studies of 3 previously discovered fossils. One was known as “Ardi” which was discovered in Ethiopia. All three discoveries were claimed to be humanoid in features, but the likely hood of them being just apes is now a possibility. Was "Ardi" a human or an ape? In papers written by Bernard Wood and his colleague Harrison, it was determined that nothing can be certain on what was previously thought about fossils. Many of the techniques used by palaeontologists are not complete and cannot give the accurate findings. The paper also discusses that Wood and Harrison looked more towards the physical features of many different species. Another example they researched about was the relationship between the wings of a bird and the wings of a bat. This simple explanation of physical feature relationships was supposed to teach the archaeological community that you cannot only look at physical features of fossils to determine their origins and relationships. Just because they share the same features, does not meant they are in any way related. The best way to explain this would be to take the example of Ramapithecus. This was a creature believed to be closely related to humans only because there were some similarities in the skull and jaw features. It was later discovered that this fossil was nothing more than a relation to an orangutan. Wood and Harrison simply want archaeologists and palaeoanthropologists in the world to know that you might need to look a little deeper than just the surface of many fossils they might eventually come across.
by Brian Tomasik First written: 30 Jan. 2015; last update: 26 Jun. 2017 Phenomenal consciousness is not an ontologically fundamental feature of the universe; rather, it's something we attribute to physical systems when we take a "phenomenal stance" toward them. This piece outlines some general ways in which we might formalize our intuitions about which physical entities are conscious to what degrees. In particular, we can invoke many traditional theories of consciousness from the philosophy of mind, such as identity theory and functionalism, as frameworks for sentience attribution. Functionalism faces a problem of indeterminacy about what abstract computation a physical system is implementing, and one possible resolution is to weigh different interpretations based on their simplicity, reliability, counterfactual robustness, and other factors. - 1 Summary - 2 Introduction - 3 Building a sentience classifier - 4 A taxonomy of some approaches - 5 Computations are relative to interpretation - 5.1 Example: Particles "implementing" a Turing machine - 5.2 Representational arbitrariness in computer science - 5.3 Using many possible interpretations? - 5.4 Constraint satisfaction for interpretations - 5.5 Higher-level computations - 5.6 Interpretational relativity is not unique to functionalism - 5.7 Functionalism as a sliding scale among physicalist theories - 6 How much do we care about various traits? - 7 Summary of our classifier - 8 Optional: Personal history with this topic - 9 Appendix: Other implications of interpretational relativity of computations - 10 Acknowledgments - 11 Footnotes If we care about the welfare of others, we want to know what kinds of emotions others are experiencing and then assess whether those emotions are good or bad. We want to reduce bad emotions and maybe cause more good emotions. But according to Type-A physicalism, emotions are not ontologically primitive properties of the universe. Rather, there is just physics, and emotions are concepts that we attribute to physical systems, in a similar way as "good" and "bad" are moral labels that we attribute to situations and actions. By "physical system" I mean some subset of the universe. Typical examples include - the brain of a specific South American pilot between 10:00 and 10:01 on a given date - a particular aphid crawling on a particular leaf of lettuce - the running of a web browser on some specific computer at some specific time - a one-minute segment of a solar flare by a particular star in the Milky Way on a specific date. How can we attribute emotions and welfare to physical systems? What criteria should we use? This piece explores a few options. The list of ideas is not exhaustive, and we could use several of these approaches in conjunction and then combine the resulting assessments together. Building a sentience classifier Our question is: For a given physical system, what kinds of emotion(s) is it experiencing and how good/bad are they? The answers will not be factual in any deep ontological sense, since emotions and moral valence are properties that we attribute to physics. Rather, we want an ethical theory of how to make these judgments. An answer to this question will be a "sentience classifier", taking in descriptions of physical systems and outputting attributed emotion(s) and their valence(s). For instance, if we give this program the physics of your brain during a particularly joyful moment of your life, it should output, say, - "joy", "elation" - value = +100. We humans already have sentience classifiers in our brains. The goal of developing a more explicit sentience classifier is to propose a more transparent and less chauvinist approach for attributing mental life to physical systems. Reflecting on how the classifier works may change our pre-existing, patchwork intuitions. A taxonomy of some approaches Sentience classifiers can be built based on theory, training examples, or both. A theoretical approach develops general ideas about sentience from abstract first principles. An approach using training examples takes existing instances of physical processes that are already felt to be sentient in various ways and fits the classifier to them. The target output values for these training examples are made up according to subjective reports, preference tradeoffs, and/or the intuitions of the person building the classifier. For example, perhaps I think the processes in a person's brain while drowning for one minute have badness -50, and the processes in that person's brain while burning alive for one minute have badness -400. The classifier can also be used to refine one's intuitions. For example, if I naively thought that drowning was less bad than another manner of death, but I then discovered that the classifier predicted a very severe badness for drowning based on certain types of brain activity, I might revise my initial judgments. The following table taxonomizes some classifier approaches based on what kind of match, if any, they check for against training data (columns) and what kinds of criteria are used in making the evaluation (rows). The table may be confusing, but I explain in more detail below. \|Trained (exact match)\|\|Trained (fuzzy match)\|\|Theory\| \|Physical traits\|\|token identity\|\|type identity\|\|various physical criteria\| \|Chauvinist functionalism\|\|defined inputs/outputs, algorithm exactly matches a training example\|\|defined inputs/outputs, algorithm has similarities to training examples\|\|defined inputs/outputs, general functional criteria\| \|Liberal functionalism\|\|any inputs/outputs, algorithm exactly matches a training example\|\|any inputs/outputs, algorithm has similarities to training examples\|\|any inputs/outputs, general functional criteria\| \|Pre-reflective intuitions, gut feelings, etc.\|\|(this is roughly what we normally use)\|\|use gut feelings as one component of the evaluation\| In this context, token physicalism essentially means a lookup-table classifier: Check if the input physical system is in the list of training examples, and if there's an exact match, return its labeled emotions and valences. In philosophy of mind, token physicalism typically carries metaphysical weight, postulating that mental events actually exist (Type-B physicalism) and are identical to specific brain events. Here I'm extracting the idea behind the theory without the ontological claim that consciousness is a real, definite thing. Needless to say, the judgments that token physicalism can make are limited to the training examples. If we provide the training examples using our own pre-theoretical judgments, then token physicalism ends up collapsing to our original intuitions. Type identity is not just a lookup table but instead is more of a feature-based classifier. In philosophy of mind, the standard (though neurologically impoverished) example of a type-physicalist judgment is that X is in pain if and only if X has C-fiber firings. In other words, the presence of C-fiber firings is a (maximally powerful) input feature for the classification of pain. By matching on features of the input rather than the entire input, this approach can generalize beyond the training set. We developed the rule mapping from C-fibers to pain based on the data we gave the classifier, but now it can attribute pain to any creature with firing C-fibers. As with token physicalism, type physicalism usually coincides with a commitment to the metaphysical reality of mental states, but I'm appropriating it for my own purposes. My distinction between "chauvinist" and "liberal" functionalism is based on Ned Block's "Troubles with Functionalism": - Chauvinist functionalism requires that inputs and outputs be of a certain type (e.g., only neural firings can be inputs, and only movements by an animal's body parts can be outputs) - Liberal functionalism allows inputs and outputs to be anything, so long as the logical structure of the computation remains preserved. Exact-match versions of functionalism attribute sentience only to systems that instantiate an algorithm identical to the algorithm of some input training example. Fuzzy-match functionalism abstracts away higher-level ideas behind what a computation is doing, allowing for generalization beyond algorithms in the training set. For example, if I am in the training set, exact-match functionalism would look for systems that are performing the exact computations my body is performing. Fuzzy-match functionalism would recognize that my body has many general kinds of operations, like speech, memory, planning, reinforcement learning, information broadcasting, avoidance of stimuli, crying out, and the like. It then pattern-matches other systems against these features and assesses sentience based on whether and how much these kinds of operations are present. Suppose we took only my body as the training set. Here are examples of what kinds of things would then be considered sentient according to different forms of functionalism: - Exact-match chauvinist functionalism would probably only classify as sentient my biological self and maybe some cyborg versions of myself. Due to chauvinism, the inputs must be, say, biological neurons, and the outputs must be, say, biological limb movements. The internal computations, however, can occur on any substrate -- unlike token or type physicalism, which would require biological internals as well. - Fuzzy-match chauvinist functionalism might attribute sentience to many animals, since they have biological inputs/outputs and have internal algorithms that resemble mine at a generic level, even though the exact computations aren't the same. - Exact-match liberal functionalism would attribute sentience to not just cyborgs but full digital emulations of my body, since the restriction on the nature of the inputs and outputs would be lifted. It might also weakly attribute sentience to chance physical processes of a very abstract nature that happen to map properly onto my body's algorithms, including (with very low but nonzero probability) the economy of Bolivia, as Block discusses in his paper. - Fuzzy-match liberal functionalism would attribute sentience to many systems -- people, animals, computer programs, and maybe even crude physical processes -- insofar as they contain instances of general kinds of algorithms in my brain. My personal ethical inclinations identify most strongly with fuzzy-match liberal functionalism. Computations are relative to interpretation Physicalist views that directly map from physics to moral value are relatively simple to understand. Functionalism is more complex, because it maps from physics to computations to moral value. Moreover, while physics is real and objective, computations are fictional and "observer-relative" (to use John Searle's terminology). There's no objective meaning to "the computation that this physical system is implementing" (unless you're referring to the specific equations of physics that the system is playing out). There's an important literature on what it means to implement a computation and whether functionalism is trivial. Some good starting points are - Another article subsection I wrote on this topic: "What is a computation?". It explores many of the same ideas I'll discuss below, in slightly different words and more concisely. - "Mechanical Bodies; Mythical Minds" by Mark Bishop. - "Searle's Wall" by James Blackmon. - "On Implementing a Computation", p. 315 of The Conscious Mind: In Search of a Fundamental Theory by David Chalmers. - Gary Drescher's discussion of "joke interpretations" of physical systems in Good and Real. I'll sketch one illustration of the idea below, inspired by Searle's famous "Wordstar" example, but my discussion here doesn't substitute for consulting other papers. Example: Particles "implementing" a Turing machine Consider a Turing machine that uses only three non-blank tape squares. We can represent its operation with five numbers: the values of each of the three non-blank tape squares, the machine's internal state, and an index for the position of the head.a Any physical process from which we can map onto the appropriate Turing-machine changes will implement the Turing machine, according to a weak notion of what "implement" means. In particular, suppose we consider 5 gas molecules that move around over time. We consider three time slices, corresponding to three configurations of the Turing machine. At each time slice, we define the meaning of each molecule being at its specific location. For instance, if molecule #3 is at position (2.402347, 4.12384, 0.283001) in space, this "means" that the third square of the Turing machine says "0". And likewise for all other molecule positions at each time. The following picture illustrates, with yellow lines defining the mapping from a particular physical state to its "meaning" in terms of a Turing-machine variable. Paul Almond suggests that we may not even need five particles but that perhaps we could just attribute the "meaning" of a single electron as being the whole of a complex algorithm. I'm not sure I buy this, because usually an implementation of a computation is defined as a mapping in which every computational state is represented by its own unique physical state. Of course, one could relax the definition of "implementation" to encompass Almond's proposal. Representational arbitrariness in computer science In addition, esoteric programming languages show that programs can be written using non-standard symbols, including color patterns and sounds. The arbitrariness of interpretation is easier to intuit when seeing this Ook! program rather than the equivalent in Java or Python. Of course, once the Ook! program is executed, the arbitrariness of interpreting the program syntax goes away, but it's replaced by arbitrariness of interpreting the computer's physical operations. Interpretational indeterminacy also shows up in countless other domains, such as Rorschach tests, optical illusions, and literary criticism. Using many possible interpretations? As Blackmon observes, a computation (a logical object) is instantiated by both a physical system and an interpretation of the system. This leaves the question for functionalists: Which interpretation should be used when assessing the computation that a system is performing? Almond suggests assigning a measure for how much a given system seems to implement a given algorithm. Inspired by this general approach, I propose that we could assign emotions and moral importance according to all possible interpretations at once, weighted by their plausibilities. In particular, let c(p,i) be a function that interprets physical system p as a computation c according to interpretation i. For example, with the five gas molecules pictured above, p is the set of gas molecules, i is the yellow lines, and c(p,i) is the Turing-machine states. Let S be the set of all interpretations. Let V(c) represent the moral value of computation c. And let w(p,i,c) represent the weight that we want to give interpretation i relative to system p, normalized so that for a fixed p, ΣS w(p,i,c) = 1. Then overall moral value of p = ΣS V(c(p,i)) w(p,i,c(p,i)). We could also construct functions Ex(c) that represent the degree to which computation c embodies emotion x. We could score each emotion using a similar formula as the above and then output the highest-scoring emotions as the text labels for what emotions the system is experiencing. Peter Godfrey-Smith also proposes this idea of weighting different interpretations (p. 27): "I opt for a gradient distinction between more and less natural realizations (within systems that have the right input-output profiles)." The next subsections discuss some factors that may affect how we construct the w(p,i,c) function. More contorted or data-heavy mapping schemes should have lower weight. For instance, I assume that personal computers typically map from voltage levels to 0s and 1s uniformly in every location. A mapping that gerrymanders the 0 or 1 interpretation of each voltage level individually sneaks the complexity of the algorithm into the interpretation and should be penalized accordingly. What measure of complexity should we use? There are many possibilities, including raw intuition. Kolmogorov complexity is another common and flexible option. Maybe the complexity of the mapping from physical states to algorithms should be the length of the shortest program in some description language that, when given a complete serialized bitstring description of the physical system, outputs a corresponding serialized description of the algorithmic system, for each time step. If interpretation i of physical system p has Kolmogorov complexity K, we might set w(p,i,c) ∝ 2-K.b Note that such a definition would give much higher weights to computations that run for only a few steps, since then even gerrymandered interpretations wouldn't require huge complexity. It also vastly favors interpretations of physical systems as implementing extremely simple computations, since it's easiest if we just map the physical system to a small number of algorithmic states. For example, consider a finite-state automaton (FSA) that merely moves from one state to one other state on any input. For any physical process, we can just demarcate events before some time as the first state and events after some time as the second state, and we will have fully -- and robustly! -- implemented this algorithm. (This example draws inspiration from Hilary Putnam's famous theorem that "Every ordinary open system is a realization of every abstract finite automaton".) Maybe our valuation V(c) of a short, simple computation c is so small that even though w(p,i,c) has high weight, this computation and others like it don't dominate overall utilitarian calculations. But it's also possible to bite the bullet and conclude that simple computations do dominate in ethical importance -- bolstering other arguments as to why suffering in fundamental physics may overwhelm utilitarian calculations. After all, simple computations occur everywhere in physics, while complex computations like humans are exceedingly rare. Chalmers objects to gerrymandered interpretations like Putnam's on the grounds that physical state transitions aren't necessarily reliable: consider the transition from state a to state b that the system actually exhibits. For the system to be a true implementation, this transition must be reliable. But [...] if environmental circumstances had been slightly different, the system's behavior would have been quite different. Putnam's construction establishes nothing about the system's behavior under such circumstances. The construction is entirely specific to the environmental conditions as they were during the time-period in question. It follows that his construction does not satisfy the relevant strong conditionals. Although on this particular run the system happened to transit from state a to state b, if conditions had been slightly different it might have transited from state a to state c, or done something different again. A physical system implements one pass through a computation. But Chalmers and others believe a computation should be counterfactually robust, in the sense that the physical system should have correctly implemented a different branch of the algorithm had the inputs been different. For instance, consider the algorithmc: if the wind is blowing in London: Santa Claus visits New York otherwise: the Earth orbits the sun Suppose there is no wind in London, and the Earth does orbit the sun. The physical system implemented one branch of the algorithm, but presumably it wouldn't have implemented the other branch had the input conditions been different. So interpreting the absence of wind as an implementation of this algorithm gets low weight -- lower weight than the same algorithm would get if the world were such that Santa would visit New York if the wind blew in London, even if the wind still doesn't actually blow. Same physical event, same interpretation, but different weight depending on counterfactuals. The most extreme case is to require counterfactual robustness and set w(p,i,c) = 0 unless all counterfactual branches of the computation c(p,i) would be implemented by p using the same interpretation i. I share Mark Bishop's concern about the idea that counterfactual robustness is mandatory: [Chalmers's view] implies the mere removal of a section of the FSA state structure that, given the known input, is not and never could be entered, somehow influences the phenomenal states experienced by the robot. And conversely the mere addition of a segment of [nonsense] FSA structure that, given the known input, is not and never could be entered, would equally affect the robot’s phenomenal experience... Here's a more concrete example that doesn't rely on tenuous interpretations of physical systems. Suppose I have a complex Python program R that instantiates consciousness according to Chalmers. I run it on a specific input X. R uses many variables (e.g., to store values received from sensory input), but for the specific input X, they get set to definite values during execution, so we could just hard-code those values into the program from the outset. Doing this creates a new program R'. Now that variables have been fixed, we have less need for conditional branching, so we can remove branches of R' that aren't run, giving a new program R''. Chalmers's view suggests that R run on the input X is conscious, but R'', which implements only the operations that actually happen for input X, is less conscious even on the exact same input and even though it performs roughly the same logical computations, minus some overhead of branching and such.d Naturalness of representations Maybe interpreting a physical object based on its "natural" properties is particularly elegant. Perhaps it's especially good if we represent numbers by the actual mass, or speed, or count of physical particles (relative to some units). So for instance, one could argue that representations of magnitudes in the brain by firing rates, neurotransmitter densities, and the like are more natural than representations of such magnitudes by binary numbers in computers, which can have many meanings depending on the type of representation scheme used (thanks to Tim Cooijmans for this point). That said: - The greater complexity of mappings involving binary numbers should already be counted by the "complexity" aspect of w(p,i,c). For example, suppose we're looking for physical implementations of the computation c that represents addition of positive integers. Putting one atom next to another implements 1 + 1 = 2 in a fairly straightforward way. In contrast, a machine that implements the operation 0001, 0001 -> 0010 could mean 1 + 1 = 2 (addition) but could also mean other possible functions, like 8, 8 -> 4 if the binary digits are read from right to left, or 14, 14 -> 13 if "0" means what we ordinarily call "1" and vice versa, and so on. So interpreting this sequence of symbols as 1+1=2 seems more complicated. - For programs that aren't trivially short, we should be able to reduce the number of possibilities regarding which binary representation is being used based on how the program operates. See the next section for details. - "Natural" numbers like neuron count and firing rate can still be semantically vague within the broader context of the algorithm. For example, some hypothesize that in the human brain, phasic dopamine represents positive reward-prediction error, while phasic serotonin represents negative errors, but it could just have easily worked the other way. More generally, a number within a complex computational system can mean many different things. For instance, suppose the numbers used to run a computer's scheduling algorithm were not binary but "natural", e.g., counts of little balls. Even if we could decode the numbers being shuffled as part of the algorithm, those numbers could have many possible meanings -- e.g., ranks of items in a priority list, indexes of position in some other data structure, unique ids of an object, seconds elapsed since items were used, etc. We're free to add other conditions to w(p,i,c) as well. Godfrey-Smith offers some suggestions (p. 29), though I didn't completely understand them. He notes that some criteria may introduce back traces of the "chauvinist" physical features on which functionalism was originally intended to remain neutral. Constraint satisfaction for interpretations We can focus on interpretations that are simple and counterfactually robust, since others get much lower weight in valuation calculations. Simplicity implies that the meaning of a given entity doesn't change willy nilly as the computation proceeds, because if meanings changed, the interpretation would need to specify where and to what the meanings changed. This means that, e.g., computation should generally use the same digital number and character representations throughout. Based on these constraints, we may be able to make some further inferences about what interpretation fits the situation best. For example, suppose we have a physical system that looks like a reinforcement-learning agent, based on its counterfactually robust structure. Suppose the agent's action inclinations are updated by the numbers 1011, 1110, and 1111, and the agent continues to take the same action. Then, chances are these were mostly or all positive numbers, and this fact constrains which digital number representations could be at play. Other digital number representations are still possible, but those requiring more complex interpretation schemes get lower weight. This process is very similar to scientific inference. Scientific theories are always underdetermined, with infinitely many possible theories to explain the same data. We overcome this problem by Occam's razor, penalizing more complex hypotheses. So one way to think about our weights w(p,i,c) is that they're probabilities in some sense. Using Bayes' theorem? One specific idea could be to pretend that the evolution of the physical system (plus all counterfactual evolutions, if we're insisting on counterfactual robustness) was/were generated by some random computation c according to some interpretation i. Since c is generally a high-level algorithm that doesn't specify all the detailed noise in the underlying physical system p, c can't generate p exactly. For every physical state, there's exactly one computational state that it represents, but for any given computational state, it may be represented by a vast number of physical states. For instance, suppose that any voltage value less than 0.5 in some units represents a "0" bit, otherwise a "1" bit. Then any voltage has a symbolic meaning, but from seeing a "0" we can't infer the exact voltage value. To overcome this, we could imagine that, given a computational state and knowledge of the interpretation, there's a probability distribution for what the original physical state might have been. We could do this for every state and thereby generate a cumulative probability that computation c under interpretation i "produced" physical system p: P(p\|c,i). When inferring computations from physical processes, we want to go backwards: What computation and interpretation is plausible given the physical system: P(c,i\|p)? These could be our weights w(p,i,c). By Bayes' theorem: P(c,i\|p) ∝ P(p\|c,i) P(c,i). The prior probability P(c,i) should embody Occam's razor by penalizing complex computations and interpretations. It might take the form 2-K for some appropriate Kolmogorov complexity. P(p\|c,i) is biggest for extremely elaborate computations, since the better the algorithm describes the full physical system, the more likely it is to predict the exact correct physical system in question. The extreme end of this is for the computation c to literally be the laws of physics of the system, with the interpretation i just mapping all entities onto themselves. In such a case, P(p\|c,i) = 1, and c = p. In contrast, P(c,i) is biggest for extremely simple computations. So maybe the product P(p\|c,i) P(c,i) achieves some middle ground between extreme simplicity and extreme complexity? Actually, P(p\|c,i) P(c,i) is the same target metric that scientists use to evaluate physical theories: How well does the theory predict data, and how simple is the theory? So if the physical system runs for long enough ("accumulating enough data"), then maybe our metric w(p,i,c) = P(c,i\|p) would just converge to the true laws of physics of the system. This is certainly a reasonable interpretation of what computation the system is executing, but it returns us back to square one. The functionalist goal was to interpret a system as implementing simpler, higher-level, more agent-like computations than the full messy details of what every quark and lepton is doing. The problem of interpretational underdetermination for functionalism is usually discussed in the context of formal models of computation (finite-state automata, Turing machines, etc.), but unless we're using exact-match functionalism with the algorithms in the training set having very low-level specifications, it may be more enlightening to go a level up David Marr's hierarchy and focus on the general tasks that a cognitive system is performing, like stimulus detection, hedonic assessment, reinforcement learning, motivational changes, and social interaction. We have better intuitions about how much these processes matter than we do about, say, the moral status of particular transitions of a combinatorial-state automaton. Assessing the degree of match between a physical system and these higher-level concepts is at least as fuzzy as interpreting a system as a specific formal computation, and we'll probably use vague concept matching to decide the weights for how much a given physical system implements a given high-level process. In theory, we could map from the physical system to a formal computation and then from the formal computation to a higher-level computation (ascending all three of Marr's levels), though in practice this is often more difficult than just noticing higher-level computations directly. For example, suppose we see a rabbit running away from a predator. It's easier to infer this as "escape behavior" directly than to map from the physical system to a formal specification of the computations in the rabbit's brain that produce its plans and movements and then to infer that those computations represent escape behavior. We can have both sensible and joke interpretations of high-level computations. For example, suppose we define the high-level process of "reinforcement" as follows: "If the system does X, it continues to do X and does so to an accentuated degree". - A non-joke system meeting this specification could be a falling ball, with X meaning "falling down" and "accentuated degree" meaning "falling faster". As the ball accelerates toward the ground, its falling behavior is reinforced. - A joke system could be a ball that falls and hits the ground at time t = 5 seconds. Here, we define X as "falling before t = 5 s, or lying on the ground after t = 5 s" and "accentuated degree" as "having spent more seconds on the ground". The disjunction in the definition of X introduces complexity and gerrymanders away the natural interpretation of the situation, which was not reinforcement but rather cessation of the ball's original activity. Interpretational relativity is not unique to functionalism As Blackmon's paper makes clear, the idea that a high-level concept is relative to an interpretation is not a unique affliction of functionalism. Indeed, many descriptions above the level of base physics are open to joke interpretations. For instance, let's take the beloved C-fibers of the type physicalists. What counts as a C-fiber? Something that has the structure of neuron clusters. If a specific molecular composition is not required, then we could interpret any chunk of matter as containing the structure of C-fibers, by mentally "carving out" the appropriate structure from the material, as a sculptor carves out a statue.e To represent the fibers as firing, we could imaginatively carve out successive snapshots of the fibers, animating their motion. But maybe this approach is too liberal. Perhaps the type physicalists require that C-fibers contain carbon, hydrogen, oxygen, and other elements of Earth-like biology (a philosophy-of-mind version of "carbon chauvinism"). But then, we could presumably carve out C-fibers within at least many kinds of biological tissue. The molecules of, e.g., skeletal muscle wouldn't be in the same places as in neurons, but there's some gerrymandered mapping that puts the atoms of the muscle into the right places in logic-space to create something that looks more like an ordinary neuron. Maybe type physicalists will exclude gerrymandered position swapping too. They could insist that the right elements must make up the right structures in their original spatial locations. At this point maybe joke interpretations fail, because the definition is so close to underlying physics. But of course, the definition is also quite chauvinist. There's a general tradeoff between definitions that are so narrow as to fail to capture everything important and so liberal as to capture many things that are unimportant. This is true not just for the spectrum from token physicalism (most chauvinist) to type physicalism (somewhat chauvinist) to functionalism with fixed inputs/outputs (less chauvinist) to liberal functionalism (anything goes!). It's also true for dictionary definitions, deontological principles, legal codes, and all manner of other instances where higher-level concepts are at play. Revisiting the anti-functionalist argument The observation that many high-level concepts are realized everywhere under some interpretation gives us new perspective on the anti-functionalist argument (advanced by Putnam, Searle, Bishop, and others) that consciousness can't be only algorithmic because a given algorithm is realized in any sufficiently big system under some interpretation. As an analogy, suppose I claimed that tables can't be structural entities, because the table shape is realized by any sufficiently big chunk of matter, under some interpretive "carving out" process. If we understand why this anti-table argument is fallacious, we can see why the anti-functionalist argument is fallacious. Tables are what we take them to be. Some entities are more naturally construed as tables than others, and these are the ones we call tables. Likewise, algorithms are what we take them to be, and those processes that are more naturally construed as a given algorithm are the ones we say implement the algorithm. The reason some philosophers feel an intuitive difference between the table case and the consciousness case is that they insist that consciousness implies some extra property on top of physics, with there being a binary fact of the matter whether that extra property exists. But there is no such extra property. The reduction of tables is just like the reduction of consciousness -- except that consciousness is wickedly more detailed and complex. Functionalism as a sliding scale among physicalist theories In "Absent Qualia, Fading Qualia, Dancing Qualia", Chalmers notes that functional description of a system depends on the level of detail at which it's viewed: A physical system has functional organization at many different levels, depending on how finely we individuate its parts and on how finely we divide the states of those parts. At a coarse level, for instance, it is likely that the two hemispheres of the brain can be seen as realizing a simple two-component organization, if we choose appropriate interdependent states of the hemispheres. It is generally more useful to view cognitive systems at a finer level, however. For our purposes I will always focus on a level of organization fine enough to determine the behavioral capacities and dispositions of a cognitive system. [...] In the brain, it is likely that the neural level suffices, although a coarser level might also work. But what are "the behavioral capacities and dispositions" of an organism? Are we only to count muscle movements? How about the behaviors that a locked-in patient can effect via pure thoughts when hooked up to a suitable recording device? What about the tiny but nonzero effects that your brain has on electromagnetic fields in its vicinity? What about the electron antineutrinos that are emitted from your brain during β- decay of carbon-14 in your neurons? Surely those are "outputs" of your cognitive system as well? If the level of functional detail of the brain is taken to have fine enough grain, it can include the interaction patterns of specific molecules, atoms, quarks, or superstrings. Reproducing this level of detail would imply the kinds of requirements on physical substrate that type and token physicalists had been insisting upon all along -- ignoring joke interpretations of superstring dynamics as seen in other physical systems. For instance, to reproduce the exact molecular functional dynamics of carbon-based biological neurons, you need biological neurons (ignoring joke interpretations of other physical systems as implementing biomolecule dynamics); artificial silicon replacements won't do. So there's a sense in which type/token physicalisms are just functionalism with a very fine level of resolution. Polger (n.d.): "one might suppose that 'functional' identity could be arbitrarily fine-grained so as to include complete physical identity." On the flip side, behaviorism that omits consideration of internal states can be seen as functionalism with a very coarse level of detail -- one that only cares about inputs and outputs (relative to some arbitrary definition of what counts as an input/output and what counts as an internal variable). A giant lookup table that implements a human can be equivalent in a behaviorist sense to a regular human because the level of functional detail that the theory demands is so sparse, at least on the inside of the person's skin. So functionalism is not a single theory of mind but a continuum of theories that basically encompasses other physicalist theories. This isn't surprising, because there's not a single level at which abstractions operate. Abstractions can always be coarse-grained or fine-grained. This point also suggests that when people claim "a digital upload of my brain wouldn't be fully me", they are right in a sense: The upload wouldn't implement all of the fine-grained functional processes that your physical brain does (e.g., atomic physics). Which processes count how much in the definition of "you" is a choice you can make for yourself. There's no metaphysical fact of the matter one way or the other. How much do we care about various traits? Sentience classification involves two stages: - Identifying the traits of the physical system in question - Mapping from those traits to high-level emotions and valences. For exact-match approaches, step 1 amounts to picking out which training example(s) (if any) the physical system implements, and step 2 amounts to just reading off the answer(s) found on the training label(s). Step 2 is less trivial for fuzzy-match approaches. In these cases, we have to decide, e.g., how bad it feels to have C-fiber firings (type physicalism) or to broadcast a negative reward signal (functionalism). Following are some ways we might decide this. Learn from training examples If we place a lot of faith in our intuitive judgments, we could apply standard machine learning to train a neural network or other function approximator to map from concepts like "reward-signal broadcast intensity" or "C-fiber firing intensity" to emotions like "happy" or "pain" and valences like +5 or -20. Neural networks in our own brains produce these kinds of outputs in the form of verbal reports, and presumably artificial classifiers hooked up to brain signals could become reasonably accurate at predicting human-reported brain states. Extending neural-net hedonic predictors to animals and animal-like digital creatures would be trickier due to lack of verbal reports, though behavioral measures might serve as proxies for welfare in order to train the nets. Where this kind of hedonimetry becomes trickiest is for very simple or very alien minds. But maybe we should just take it on faith that the weights learned from familiar examples would transfer appropriately to unfamiliar cases. We could also sanity-check and hand-tweak the weights and outputs for the atypical kinds of minds. How much do we care about a cartoon in which a character gets beat up? Maybe it's proper not to care at all. But if we did want to extend the slightest of sympathies, how would we do this? The method just discussed would tease out some very crude functional behavior implied by the moving TV-screen pixels and then feed that into a trained classifier. But another approach is to more directly feel out the situation via anthropomorphism. Yes, I know: Anthropomorphism is a dirty word, and no one wants to be accused of it. But most of human ethics is anthropomorphic to some degree -- we assess goodness/badness, in some measure, based on projections of our minds onto other things. The classifier-training approach just discussed is anthropomorphic insofar as atypical minds are evaluated based on pretending their classifier inputs came from humans (and maybe other intelligent animals). We could also make judgments more directly about our abused cartoon character, without any explicit classifier, by projecting ourselves into the character's situation. In doing so, we should try to imagine ourselves as the simplest possible mind that we can conceive of being, though this fantasy will still be vastly too complex to actually resemble the mind being approximated. We can then try to rationally strip away extraneous cognitive processes that the simple mind clearly doesn't have. In the end, we'd be left with a tiny sliver of moral valence, so small as to be almost nonexistent. But at least this exercise might help us intuit whether we think beating up the cartoon character is (infinitesimally) good or whether it's (infinitesimally) bad (or, if we're negative utilitarians, whether beating up the character is neutral or bad). In "Appearance vs. implementation", I discussed how visual display underdetermines anthropomorphic interpretations, in a similar way as physical processes underdetermine computational interpretations. For instance, does the abused cartoon character suffer from being beat up, or does he have a different physiological constitution in which physical injury is actually fun? In literal terms, this question is absurd: The character has no physiology as we know it and can't meaningfully be said to suffer or enjoy the experience. Musings about whether the character is pained or pleasured are basically fantasy, since moving pixel patterns on a screen are so vastly simpler than human feelings that almost everything we imagine about emotion doesn't apply. Still, if we're going to (dis)value the cartoon character at all, then fantasies of this type might give us some grounding for doing so. Of course, the number of cartoons in the world is so small that this particular question is morally trivial, but similar questions arise when valuing simple processes in fundamental physics, and in that case, numerousness can blow up even the tiniest grains of moral concern for any given system to astronomical proportions aggregated over all the systems. Anthropomorphism probably unconsciously infects our judgments about the valence of various computational processes, because memories and concepts of high-level human experiences may be activated to some degree when thinking about simpler systems. Explicit anthropomorphic fantasizing is another route to a similar effect. All of that said, I feel very reluctant to anthropomorphize deliberately, because doing so obviously commits the pathetic fallacy. Assess mental processes directly Rather than training from examples, we can try to theoretically judge how much we care about psychological/computational processes of aversion, anxiety, reward learning, memory formation, self-reflection, and so on. No doubt our feelings here will be swayed by actual examples that we have in mind. There's also a risk of developing abstract principles that are too focused on elegance and insufficiently tied to empathetic reactions. Summary of our classifier The following diagram illustrates how our overall sentience classifier might work on a given physical system. (The picture appears cut off on purpose, because I'm trying to illustrate that there can be lots of inputs to the classifier beyond those shown here.) The neural network at the top of this diagram outputs moral value (the V(c) function for functionalists). It's a function of only one algorithmic interpretation of the system, but we could alternatively run this network for all possible underlying algorithms c and weigh the resulting network outputs based on the plausibilities of the interpretations that yield each different c. Also, the particular network in this diagram outputs the moral valence of the computation, but we could have other neural networks to score the physical system on various conceptual attributes, like "happy" or "fearful", and then choose top-scoring labels to verbally describe the system. Something vaguely like this classifier architecture may already exist in our brains -- presumably with lots of additional complexities, such as modification of the outputs based on cached thoughts, cultural norms, resolution of cognitive dissonance, etc. Also, the networks in human brains - are probably much messier and more computationally complex - have more levels - include recurrent loops. Optional: Personal history with this topic When I began discussing utilitarianism in late 2005, a common critique from friends was: "But how can you measure utility?" Initially I replied that utility was a real quantity, and we just had to do the best we could to guess what values it took in various organisms. Over time, I think I grew to believe that while consciousness was metaphysically real, the process of condensing conscious experiences into a single utility number was an artificial attribution by the person making the judgment. In 2007, when a friend pressed me on how I determined the net utility of a mind, I said: "Ultimately I make stuff up that seems plausible to me." In late 2009, I finally understood that even consciousness wasn't ontologically fundamental, and I adopted a stance somewhat similar to, though less detailed than, that of the present essay. In some sense, this piece is a reply to the "you can't measure utility" objection, because it outlines how you could in principle "measure" utility, as long as you started with (1) input training data consisting of judgment calls about how good/bad certain experiences are and/or (2) general principles about how much various cognitive processes matter. Of course, in practice, precise measurements are out of the question most or all of the time, but we can hope that cheaper approximations work well enough. That a quantity is hard or impossible to compute doesn't mean it's not the right quantity to value; better to approximate what you actually care about than to optimize for some other, more tractable quantity that you don't care about. Appendix: Other implications of interpretational relativity of computations It's common for computationalists to think in terms of algorithms: "I am the algorithms in my brain, no matter on what substrate they're implemented." This is not just a poetic statement of personal identity but also may translate into consequences for anthropic reasoning. For instance, suppose a person's brain is uploaded to software. One copy is run in a blue room, and two copies are run in a red room, but no upload has light sensors to see its room's color. All copies run from the same starting conditions and with the same environmental inputs. Hence, all three "instances of the algorithm" should be identical (in logical space, though not physical space). Naive anthropic reasoning might run thus: I could be any of the three copies, and since they're subjectively indistinguishable, I should assign equal probability to being each one. Therefore, if I have to bet money on whether my room is blue or red, I should bet on red, since I have a 2/3 chance of winning in that case. This way of thinking implies a notion of "I" that's tied to a specific cluster of atoms. It's true that any given cluster of atoms computing you has a 2/3 chance of being in the red room. But most of the time we think of "I" in the sense of "these thoughts that are happening", and the same thoughts are happening for all three instances of the software jointly. It may be better to think of "I" as the collection of all three copies together (thanks to a friend for pointing this out), since what one copy does, the others do, at least until they diverge. (For instance, when the bet winnings are paid out, the copies in the red room diverge from the one in the blue room.) But what happens when we recognize that "your algorithm" is not an ontological primitive? In a sense, your algorithm is running in any sufficiently big physical system under some interpretation. Fortunately, this is not a cause for ontological crisis, because physicalists always recognized that anthropic reasoning doesn't track any "right answers" fundamental to the universe but is merely a strategy that can be applied to help with decisions. Whenever you get confused, you can always return to safety by remembering that only physics is ontologically primitive, and everything else is fiction. Should your software copies also identify themselves with gerrymandered interpretations that are running in the wall of a house, in the center of the sun, and so on? There's no right answer to this question, because what constitutes "you" is not ontologically fundamental. You can extend your identity as widely as you want. We don't have an anthropic puzzle about why you aren't the atoms in your wall because "you" are not a localized thing. There may indeed be traces of the thoughts you're having now in your wall, and that's fine. You can kinda sorta be your wall and the center of the sun and digital uploads all at once. Defining "you" is just poetry. None of this interferes with your algorithm's ability to make choices about how it wants the world to change. If your algorithm chooses action A, this yields world X, while if it chooses action B, this yields world Y. Your algorithm can morally evaluate worlds X and Y, decide which it prefers, and let that inform its choice. The kinds of moral valuation discussed in this piece could play a role in evaluating X vs. Y, even if you're purely an egoist who nonetheless extends some sympathy to your gerrymandered interpretations in building walls. A good practical reason to focus on non-gerrymandered interpretations is that physical systems which robustly implement the algorithm that you identify with are most likely to actually follow through on the choices you make. For instance, if your algorithm bets on being in the red room, all three software copies of the algorithm actually proceed to implement that bet, since software has robust implementation. Meanwhile, almost all the copies of your algorithm in the walls of buildings that had been identical up to that point cease to be identical on the next step, because the gerrymandered mappings that worked previously don't actually predict the next steps of the physical system. Of course, we could, post hoc, invent further mapping rules that would make the walls continue to track your algorithm, but assuming we give extraordinarily low weight to gerrymandered interpretations, we don't care much about that, so we can focus mainly on the effects of your algorithm's choice on the physical systems that robustly implement it. In other words, if the algorithm wants to produce a physical state in which the physical systems that it most identifies with win as much money as possible, it should bet on being in a red room. That will imply that two of the three systems it identifies with win their bets. If instead the algorithm is fine identifying with joke interpretations of itself, pretending that the walls of buildings contain copies of it winning money regardless of what happens to the software copies in the colored rooms, then it doesn't much matter what it chooses. This point is similar in spirit to the claim that you should act as if you're not a Boltzmann brain, because if you are a Boltzmann brain, your choices will have virtually no predictable impact, since the molecules that compose you will almost instantly reorganize into meaningless noise. In some sense, Boltzmann brains are actual physical manifestations of gerrymandered algorithm interpretations that already logically permeate the universe. While I haven't thought about the matter rigorously, I have some intuition that the interpretational weight that a gerrymandered mapping of my brain should get in an arbitrary physical substance like the wall of a building should be similar in magnitude to the probability of random particles forming a Boltzmann brain per unit time. This is because I imagine the mapping from physics to algorithm as if it were little ghostly arrows moving around randomly to specify the interpretation. Arrows move around and eventually point in the right ways to create an interpretation of a brain, just like Boltzmann brains form when particles move around and eventually combine in the right ways to create the structure of a brain. Ontology of consciousness It's common to hear claims like: - "Consciousness is a self-reflection algorithm of some sort." - "Our phenomenal experiences are functional processing." There are different ways of understanding these ideas: - Worse Way: Consciousness is algorithms that get instantiated by physics. Or: Consciousness reduces to algorithms. - Better Way: Consciousness is physics, which can be approximately modeled by algorithms. Or: Consciousness reduces to algorithm-like physical processes. Unfortunately, I'm often guilty of the Worse Way of thinking in other essays. The reason the Worse Way is problematic is that algorithms other than the laws of physics are not ontologically primitive. The Worse Way can encourage us to imagine that algorithms are somehow disembodied ghosts, which inhabit physical systems that implement them appropriately. But as we've seen with triviality arguments against functionalism, these ghosts would have to inhabit every sufficiently big physical system. As usual, we can illustrate the same point in the language of tables: - Worse Way: Tables are structures that get instantiated by physics. Or: Tables reduce to structures. - Better Way: Tables are physics arranged in a kind of structural shape. Or: Tables reduce to table-structured physical substances. Speaking of "structures" in the abstract might encourage a kind of Platonism about the ideal "form" of "tableness". That said, I think this kind of misguided Platonizing is more likely in the case of algorithms, since they're more mathematical. The "is" in the statement "Consciousness is physics" doesn't mean identity between properties (which would be property dualism) but merely that "consciousness" is a poetic name that we give to certain types of physics, in a similar way as "table" is a poetic name we give to certain other types of physics. For that matter, "algorithms" are also poetic names for certain types of physics -- labels that apply more strongly to "good" interpretations than to "joke" interpretations -- and when we appreciate this, it's fine to say that "consciousness is algorithms". It's just very easy (for me, at least) to fall into the trap of reifying algorithms as crisply defined objects in their own right. We need to remember to let physics be physics. Any additional structures that we impose on it are in our heads. The differences between good vs. joke interpretations of a system are easy to see from a third-person perspective. The intentional/cognitive stance of attributing certain mental algorithms is useful when applied to animals but not when applied to, say, walls, because we don't successfully predict the future evolution of a wall by attributing faunapomorphic mental algorithms to it (Drescher also makes this point). In this sense, mental algorithms are just models for predicting heterophenomenology, in a similar way as supply and demand curves are just models for predicting the prices of goods. We shouldn't apotheosize algorithms to a higher status than they deserve. Comments by Carl Shulman kicked off some of my explorations that motivated this piece. A few of my proposals may have been partly inspired by early drafts of Caspar Österheld's "Formalizing Preference Utilitarianism in Physical World Models". Adrian Hutter corrected a mathematical error in one of my footnotes. - Chalmers discusses encoding Turing-machine states in a similar though not identical way. Curtis Brown comments on this proposal, claiming that Chalmers's combinatorial-state automaton (essentially, a list of vectors) isn't a good model of computation because it's more complex and less transparent than a Turing machine and because it can implement any computation in one step or even perform non-computable tasks. (back) - Almond calls such programs "algorithm detectors" and proposes a similar idea: If an algorithm detector can produce some algorithm A by applying a short detection program to some physical system then we should expect many other detection programs also to produce A. If, however, we need a very long detection program to produce some algorithm A when it is applied to the physical system, we should expect interpretations that produce that algorithm to be rare. Note that I only read the details of Almond's paper after writing the bulk of this one, so he and I seem to have converged on a common sort of idea. (back) - Normally algorithms are conceived of in abstract, mathematical terms. Algorithms of that type may be more precise, but they're not more "real" in any ontological sense, since, as we've seen, all algorithms are fictional, except for the algorithms of base-level physics. (back) - I'm also assuming that the computer doesn't use speculative execution, i.e., that it doesn't implement branches preemptively and then discard them if they were the wrong branches, since if it did, then some counterfactual branches that are absent from R'' would be partly implemented by R. (back) - Almond discusses this idea in "Objection 10" of his piece: "What you say about algorithms, you could as easily say about physical objects. For example, the concepts of 'cat' or 'chair' could be expressed as interpretive algorithms that allow us to decide if these objects are there. The problem is that we might imagine making a very complex interpretation that allows us to find a cat or chair, when none is apparent in the real world. Is this supposed to mean that such objects exist in some sense?" (back)

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