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- When pecans are included in your recipe, things just taste better. - Check out our new photo gallery! - Health Benefits - Discover all the benefits to your health from the all natural, health-packed pecan. - Pecan Retailers - This is where you go to buy ANYTHING pecan. - Pecan Varieties - There are so many different varieties of pecans each with their own special, unique characteristics. - Grower Information Links and Resources Do you know where pecans came from? The pecan is native to North America. For thousands of years before the discovery of America, North American Indians were the only people who knew about pecans. No person from any other part of the world had ever seen this nut. Do you know who introduced pecans to the rest of the world? Two Spanish explorers were the first to write about pecans in historical documents. In 1533, Lope de Oviedo wrote in his journal that "there were on the banks of this river many nuts, which the Indians ate." Eight years later in 1541, Cabeza de Vaca, who had been taken prisoner by the Indians, wrote about these nuts. "It is the subsistence of the people (the Indians) for two months in the year without any other thing." Both explorers observed the pecans along rivers in what is now Texas. Do you know just how important are pecans to Texas? The pecan is our state tree! In 1906, shortly before he died, Gov. Hogg requested that a pecan tree be planted at his grave, and that the nuts from the tree be given out to the people of Texas to plant so that Texas could become a land of trees. In 1919 the state legislature voted to make the pecan the State Tree of Texas. It was only natural that they do so because native pecan trees grow along almost every river in Texas.

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Sports are a great way for children and youth to get exercise, make friends, and learn important life lessons. However, 40% of head injuries in children aged 10 to 14 occur during sport. Concussion is an invisible brain injury that cannot be seen by an x-ray, MRI, or CT scan. Coaches, teachers, parents, teammates and medical professionals cannot diagnose concussed players just by looking at them. To view and download electronic concussion resources visit Parachute’s Horizon or visit our resources page. Online Concussion Courses As part of Parachute's goal to build awareness and influence behaviour, online concussion courses are being offered to players, parents and educators. The courses will give participants the tools and resources they need to prevent, recognize, and manage concussion. Funding for this initiative is provided in part by the Public Health Agency of Canada. The views expressed herin do not necessarily represent the views of the Public Health Agency of Canada. Find our more or take an online concussion course. 1. What is a concussion? A concussion is a common form of head and brain injury, and can be caused by a direct or indirect hit to the head or body (for example, a car crash, fall or sport injury). This causes a change in brain function, which results in a variety of symptoms. With a concussion there is no visible injury to the structure of the brain, meaning that tests like MRI or CT scans usually appear normal. 2. What actually happens? When a person suffers a concussion, the brain suddenly shifts or shakes inside the skull and can knock against the skull's bony surface. A hard hit to the body can result in an acceleration-deceleration injury when the brain brushes against bony protuberances inside the skull. Such forces can also result in a rotational injury in which the brain twists, potentially causing shearing of the brain nerve fibres. It is not yet known exactly what happens to brain cells in a concussion, but the mechanism appears to involve a change in chemical function. In the minutes to days following a concussion, brain cells remain in a vulnerable state. New research emphasizes that the problem may not be the structure of the brain tissue itself, but how the brain is working. The exact length of this change is unclear. During this time period, the brain does not function normally on a temporary basis, and is more vulnerable to a second head injury. 3. How do concussions occur? Most concussions occur as a result of a collision with another object while the object or person is moving at a high rate of speed. Forces such as these (and others) can result in deceleration and rotational concussive injuries. 4. Who to tell? It is important to seek medical advice immediately after a high impact hit to the head or body. Often, concussions can go untreated (and even unnoticed by others) because symptoms are often invisible to casual observers. Many times, the symptoms of a concussion may not be identified until the person recovers to the point where increased exertion causes symptoms to worsen. Although symptoms may not be immediately apparent, it is important to be aware of possible physical, cognitive and emotional changes. Symptoms may actually worsen throughout the day of the injury or even the next day. Without proper management, a concussion can result in permanent problems and seriously affect one's quality of life. Because a concussion affects the function of the brain, and can result in symptoms such as memory loss or amnesia, it is important that others be aware of the signs and symptoms of concussions in order to help identify the injury in others. Individuals should be removed immediately from the current activity (including sports, work and school), should not drive and seek medical attention immediately. 5. Symptoms of a concussion Following a concussion, individuals may experience many different signs and symptoms. A symptom is something the athlete will feel, whereas a sign is something friends, family or a coach may notice. It is important to remember that some symptoms may appear right away and some may appear later. No two concussions are the same. The signs and symptoms may be a little different for everyone. Some may be subtle and may go unnoticed by you as the injured person, co-workers, friends and family. 6. Screening and diagnosis Mild concussions can resolve fully with proper rest and management in a week or two, but concussions which are not diagnosed can lead to long term and more serious health implications. The first and most important step is to consult a doctor, preferably one familiar in concussion management. There are many potential factors which may help to inform individual diagnosis, concussion management and recovery, although many of these are still being researched to find the exact link. For example, severity is likely impacted by a number of factors such as the person's history of previous head injuries, including number of past concussions, length of recovery time, timing between past concussions, age and style of play. Factors such as these can lead to a different, slower recovery, which is why it is important that concussion history is monitored. Return to activity while still concussed and experiencing symptoms can lead to an increased risk for another concussion, more intense symptoms, and a prolonged recovery. Diagnosing a concussion may take several steps. A doctor may ask questions about concussion and work/sport history, other recent injuries, and will conduct a neurological exam. This can include checking your memory and concentration, vision, coordination and balance. Further tests including a CT scan or MRI, can be important to assess for other skull or brain injury but they do not inform concussion diagnosis. In the majority of concussions, there will not be any obvious damage found on these tests. Sometimes the role of neuropsychological testing is important in identifying subtle cognitive (e.g., memory, concentration) problems caused by the concussion and may at times help to plan return to pre-injury activity. In addition, balance testing may be required. Usually these are arranged by the concussion expert. 7. When should I return to activity? Individuals should not return to activity or play until they have completed the 6 Steps to Return to Play and have been cleared by their doctor. A concussed person should be removed from activity immediately and assessed by a medical doctor. Given that symptoms may worsen after the event, individuals should not return to activity. When concussed, the ability to assess situations and events may be impaired. Post-concussive symptoms may intensify with an increase in activity, so it is important that return to activity is gradual and monitored/supervised by a medical professional. It is important to take a preventive approach when dealing with concussions. This is especially true after a recent concussion. Prevention of concussions and head injuries is most successful when teammates and colleagues are properly educated and the safety rules of the working and sporting environment are enforced. Respect for the mutual safety of others must be highlighted. Because concussions are an invisible injury, it is important to share concussion information with others – to inform them of the injury and provide information education on concussions. Protective equipment can reduce the risk and severity of head injury. It is important to have a good quality, properly fitted hard hat/helmet for work environments and collision sports. Safety procedures should be mandated on work sites and protective equipment should be certified and well maintained. Concussion Education and Awareness Committee In 2004, a group of experts decided to come together to develop concussion education resources and share best practices on how to get concussion information into the hands of parents, physicians, coaches and players. Parachute is grateful to the Concussion Education and Awareness Committee's dedication to providing expert advice and endorsements of concussion education material. Regular updates on worldwide principles of concussion diagnosis and management is a key component to ensuring Parachute's resources are the most current. The CEAC is: - Dr. Shelina Babul - Dr. Brian Benson - Dr. Pat Bishop - Dr. James Carson - Dr. David Cassidy - Dr. Paul Comper - Dr. Paul Echlin - Dr. Carolyn Emery - Cindy Hughes - Dr. Brian Hunt - Todd Jackson - Lois Kalchman - Dr. Jamie Kissick - Dr. Alison Macpherson - Dr. Jeffery Pike - Dr. Charles Tator - Dr. Richard Wennberg

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After 9/11, my dad filled a duffel bag with some energy bars, a couple gallons of water, some penicillin, and a map. Amid scaremongering headlines about imminent anthrax and “dirty bomb” attacks in the city, he wanted to have some supplies on hand in case we needed to get out of Brooklyn fast. Were he to assemble such a bag today, he’d likely stumble on a number of companies promising a more wholesale brand of disaster preparedness: a box full of shelf-stable freeze-dried meals, to be revived from their dessicated state with the addition of boiled water. Freeze-dried food is nothing new. As early as the 13th century, the ancient Quechua and Aymara people of Bolivia and Peru pioneered a form of the process by exposing potatoes to the freezing temperatures of the Andes overnight, then drying them in the sun. In 1937, Nestlé used industrial technology to create the world’s first freeze-dried coffee, and in the 60s and 70s, the US military shipped freeze-dried food rations to the troops in Vietnam.

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Main Street of the Northwest — a proud slogan for one of America’s most important transcontinental railroads — was an apt description of the Northern Pacific Railway. Begun as a national endeavor in the 1860s, the Northern Pacific opened vast areas of frontier land for settlement and industrial development. Its rails became a busy thoroughfare, crossing miles of open plains, rugged badlands and great mountain ranges, as it formed a link between the Great Lakes and the Pacific Ocean. This book tells the fascinating story of the development and operation of the Northern Pacific’s most powerful and advanced steam locomotives. Making extensive use of the corporate records of the railroad, as well as interviews with former Mechanical Department employees, the authors document the life of the Northern Pacific’s trend-setting 4-8-4, 2-8-8-4 and 4-6-6-4 steam locomotives. Northern Pacific Supersteam Era 1925-1945 by Robert L. Frey and Lorenz P. Schrenk is a book that will appeal to rail enthusiasts, railroad historians, students of locomotive technology and anyone else whose pulse quickens at the sight and sound of a giant steam locomotive. Meet Authors Lorenz P. Schrenk and Robert L. Frey Lorenz P. Schrenk, a resident of Minneapolis, Minnesota, is a member of the headquarters staff of Honeywell. He holds a bachelor’s degree in history from the George Washington University and an MA and PhD degree in experimental psychology from Ohio State University. A long-standing interest in railraod history led Larry to found and edit a newsletter for fans of the famed Colorado Midland Railway for seven years. He then turned his attention to a railroad that once ran closer to home — the Northern Pacific. As a trained researcher, he has especially enjoyed the many contacts with fellow rail enthusiasts. A native of York, Pennsylvania, Robert L. Frey is currently professor of history and dean of the college at Wilmington College in Virginia. Bob has been interested in railroads since his father took him to the railroad station in York, to watch the western parade of passenger trains during World War II. In addition to his love for full-sized railroads, Bob is an avid HO model railroader.

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Gold nanoparticles are gold atoms in solution that have been created by the process of adding a reducing agent to gold ions. The resulting products have optical and electronic properties that make them useful in a variety of applications, including sensory probes, electronic conductors and therapeutic agents. Gold nanoparticles have several applications in the fields of health and medicine. They are used in diagnostics to detect biomarkers in infectious agents, cancer and heart disease. Gold nanoparticles kill tumor cells in a treatment known as hyperthermia therapy. The ability of gold nanoparticles to scatter light and produce colors makes them useful in biological imaging.

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The United Nations backs seed sovereignty in landmark small-scale farmers’ rights declaration On Dec. 17, the United Nations General Assembly took a quiet but historic vote, approving the Declaration on the Rights of Peasants and other People Working in Rural Areas by a vote of 121-8 with 52 abstentions. The declaration, the product of some 17 years of diplomatic work led by the international peasant alliance La Via Campesina, formally extends human rights protections to farmers whose "seed sovereignty" is threatened by government and corporate practices. "As peasants we need the protection and respect for our values and for our role in society in achieving food sovereignty," said Via Campesina coordinator Elizabeth Mpofu after the vote. Most developing countries voted in favor of the resolution, while many developed country representatives abstained. The only "no" votes came from the United States, United Kingdom, Australia, New Zealand, Hungary, Israel and Sweden. "To have an internationally recognized instrument at the highest level of governance that was written by and for peasants from every continent is a tremendous achievement," said Jessie MacInnis of Canada’s National Farmers Union. The challenge, of course, is to mobilize small-scale farmers to claim those rights, which are threatened by efforts to impose rich-country crop breeding regulations onto less developed countries, where the vast majority of food is grown by peasant farmers using seeds they save and exchange. Seed sovereignty in Zambia The loss of seed diversity is a national problem in Zambia. "We found a lot of erosion of local seed varieties," Juliet Nangamba, program director for the Community Technology Development Trust, told me in her Lusaka office. She is working with the regional Seed Knowledge Initiative (SKI) to identify farmer seed systems and prevent the disappearance of local varieties. "Even crops that were common just 10 years ago are gone." Most have been displaced by maize, which is heavily subsidized by the government. She’s from Southern Province, and she said their survey found very little presence of finger millet, a nutritious, drought-tolerant grain far better adapted to the region’s growing conditions. Farmers are taking action. Mary Tembo welcomed us to her farm near Chongwe in rural Zambia. Trained several years ago by Kasisi Agricultural Training Center in organic agriculture, Tembo is part of the SKI network, which is growing out native crops so seed is available to local farmers. Tembo pulled some chairs into the shade of a mango tree to escape the near-100-degree Fahrenheit heat, an unseasonable reminder of Southern Africa’s changing climate. Rains were late, as they had been several of the last few years. Farmers had prepared their land for planting but were waiting for a rainy season they could believe in. Tembo didn’t seem worried. She still had some of her land in government-sponsored hybrid maize and chemical fertilizer, especially when she was lucky enough to get a government subsidy. But most of her land was in diverse native crops, chemical free for 10 years. "I see improvements from organic," she explained, as Kasisi’s Austin Chalala translated for me from the local Nyanja language. "It takes more work, but we are now used to it." The work involves more careful management of a diverse range of crops planted in ways that conserve and rebuild the soil: crop rotations; intercropping; conservation farming with minimal plowing; and the regular incorporation of crop residues and composted manure to build soil fertility. She has six pigs, seven goats, and 25 chickens, which she says gives her enough manure for the farm. She was most proud of her seeds. She disappeared into the darkness of her small home. I was surprised when she emerged with a large fertilizer bag. She untied the top of the bag and began to pull out her stores of homegrown organic seeds. She laughed when I explained my surprise. She laid them out before us, a dazzling array: finger millet; orange maize; Bambara nuts; cowpea; sorghum; soybeans; mung beans; three kinds of groundnuts; popcorn; common beans. All had been saved from her previous harvest. The contribution of chemical fertilizer to these crops was, clearly, just the bag. She explained that some would be sold for seed. There is a growing market for these common crops that have all but disappeared with the government’s obsessive promotion of maize. Some she would share with the 50 other farmer members of the local SKI network. And some she and her family happily would consume. Crop diversity is certainly good for the soil, she said, but it’s even better for the body. Peasant rights crucial to climate adaptation We visited three other Kasisi-trained farmers. All sang the praises of organic production and its diversity of native crops. All said their diets had improved dramatically, and they are much more food-secure than when they planted only maize. Diverse crops are the perfect hedge against a fickle climate. If the maize fails, as it has in recent years, other crops survive to feed farmers’ families, providing a broader range of nutrients. Many traditional crops are more drought-tolerant than maize. Another farmer we visited already had planted, optimistically, before the rains arrived. She showed us her fields, dry and with few shoots emerging. With her toe, she cleared some dirt from one furrow to reveal small green leaves, alive in the dry heat. "Millet," she said proudly. With a range of crops, she said, "the farmer can never go wrong." I found the same determination in Malawi, where the new Farm-Saved Seed Network (FASSNet) is building awareness and working with government on a "Farmers’ Rights" bill to complement a controversial Seed Bill, which deals only with commercial seeds. A parallel process is advancing legislation on the right to food and nutrition. Both efforts should get a shot in the arm with the U.N.'s Peasants’ Rights declaration. The declaration gives such farmers a potentially powerful international tool to defend themselves from the onslaught of policies and initiatives, led by multinational seed companies, to replace native seeds with commercial varieties, the kind farmers have to buy every year. Kasisi’s Chalala told me that narrative is fierce in Zambia, with government representatives telling farmers such as Tembo that because her seeds are not certified by the government, they should be referred to only as "grain." Eroding protection from GMOs As if to illustrate the ongoing threats to farm-saved seed, that same week in Zambia controversy erupted over two actions by the government’s National Biosafety Board to weaken the country’s proud and clear stance against the use of genetically modified crops. The board quietly had granted approval for a supermarket chain to import and sell three products with GMOs, a move promptly criticized by the Zambian National Farmers Union. Then it was revealed that the board secretly was drawing up regulations for the future planting of GM crops in the country, again in defiance of the government’s approved policies. The Zambian Alliance for Agroecology and Biodiversity quickly denounced the initiative. The U.N. declaration makes such actions a violation of peasants’ rights. Now the task is to put that new tool in farmers’ hands. "As with other rights, the vision and potential of the Peasant Rights Declaration will only be realized if people organize to claim these rights and to implement them in national and local institutions," argued University of Pittsburgh sociologists Jackie Smith and Caitlin Schroering in Common Dreams. "Human rights don’t ‘trickle down’ — they rise up!"

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Using alcohol to cope with increased stress and uncertainty during the pandemic is on the rise, but tools and resources are available for those who might need a little extra help finding better ways to manage their emotions. “This is something that is definitely worth paying attention to, especially after the year we have all had with the months of lockdowns and restrictions related to the pandemic,” said Michael Weaver, MD, professor of psychiatry at McGovern Medical School at The University of Texas Health Science Center at Houston (UTHealth). Weaver said that there are several reasons why a person might turn to alcohol. “Alcohol helps reduce anxiety, and this can be a coping mechanism. Some people don’t have good coping skills to begin with, so they turn to alcohol to make up for that. Other people don’t have good role models and drink instead of working on other ways to deal with worries and problems. Still others have a genetic predisposition such that the beneficial effects of alcohol are greater for them, so they are more likely to drink to cope,” he said. Weaver said signs of a problem with alcohol dependence might start small, such as having more drinks than someone normally would in a single sitting. Those signs grow when someone might start avoiding socializing with family, friends, and co-workers in favor of drinking alone. Or they might arrive late to work after waking up with a hangover. “A big warning sign, particularly during the pandemic, is when people start drinking more often to treat ‘uncomfortable feelings’ of depression, anxiety, or boredom,” Weaver said. Unfortunately, as a person keeps drinking, they require more and more alcohol to achieve the same level of stress reduction. A drink is classified as one 12-ounce beer, one 5-ounce glass of wine, or a 1-ounce shot of hard liquor like vodka or tequila, according to the National Institute on Alcohol Abuse and Alcoholism (NIAAA). Guidelines from the NIAAA suggest that men under the age of 65 can enjoy two drinks per day or 14 per week, while men over the age of 65 should limit themselves to just one drink per day or seven per week. Regardless of age, women should indulge in only one drink per day or seven per week. “Treatment for those struggling with alcohol is widely available and effective,” said Weaver, who added that the best first step is for someone to talk to someone trustworthy like a primary care physician, a counselor or therapist, or a member of the clergy. A simple online quiz is available to fill out if you think you or a loved one might be developing alcohol dependence. It is anonymous and can assess whether your habits should be cause for concern. If you or a loved one needs to seek treatment for alcohol dependence, the Substance Abuse and Mental Health Services Administration has a tool where you can input your ZIP code to find a list of treatment centers near you. “Learning to deal with life on life’s terms without drinking is a challenging aspect of recovery from alcohol use disorder. Getting help to do so from a therapist, members of an Alcoholics Anonymous group, or a trusted role model can be very important. Resisting the urge to drink and working on alternative ways to cope are essential aspects of recovery,” Weaver said. While those who have sought treatment for alcohol-related issues have been given tools and ways to graciously refuse a drink, Weaver thinks it is important to remember that it is never completely obvious that a person might have a problem with alcohol use now, or had a problem in the past. “It is always good to be cognizant and never give someone the idea that a drink is the best way to deal with a difficult problem or emotion,” he said. “Instead of saying, ‘I need a drink,’ at the end of a long day or week, say something like, “I am going to go home and not think about work for the next 12 hours.”

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Forward Error Control by Disk Controllers In the early 1970’s IBM’s disk controllers would compute redundant information as data passed thru the controller on the way to being written on the disk. The redundant data was appended immediately to the stream from memory and written on the disk also. As data was subsequently read from the disk the stream passed thru the controller towards the computer and the same computation was performed. If the redundant data did not agree the ending signal from the controller to the computer included an ‘error syndrome’ to the effect that these two bytes were to be exclusives ored into byte positions j and j+1 in order to correct one of some defined class of errors. Data was not always placed in contiguous memory locations but the channel program that had directed such placement was still available to the IO driver that received the message and the data could be located in order to be repaired. I do not now recall the nature of the redundant data. For other reasons there were special read and write commands that would transfer the extra information as data to or from memory.

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The year 2009 was no different when it comes to violation of human rights of the Tibetan people inside Tibet by the Chinese authorities. For Tibetans inside Tibet it’s been yet another year of heightened security, repression, isolation and suppression. The year encapsulated with numbers of highly sensitive anniversaries in Chinese calendar was dealt with an iron fist. The year 2009 marked 50 years of exile for the Dalai Lama and the Tibetan people. In five decades the Tibetan people have suffered enormous hardships and systematic human rights abuses by the government of People’s Republic of China (PRC). Human rights violations continue unabated with impunity and there is no sign of let up by the government. During the year 2009, fast track courts in Tibet issued death penalty to five Tibetans for their participation in the spring 2008 protests. Turning deaf ears to the global appeals to overturn the death penalty, China went ahead to execute four Tibetans. The Chinese state media confirmed the execution of only two Tibetans whereas the Centre had earlier received information on the execution of four Tibetans. With that China outshined its notoriety as the world’s leading practitioner of death penalty, carrying out more executions than all the other nations in the world put together. The state aggressively exhibits its right to sovereignty through its implementation of death sentences despite international appeals and a UN General Assembly resolution on global moratorium on death penalty. This was evident from the numerous executions carried out in Tibet, East Turkestan and that of a Briton with mental disorder for whom the British government sought clemency. The Chinese authorities took stringent measures and heightened vigorous patrolling of the border areas. The number of refugees’ exodus from Tibet has dropped significantly in over the past couple of years. As against the usual average of around 2000 Tibetans fleeing Tibet, during the year 2009 only 691 Tibetans managed to escape and reached Dharamsala while 627 fled Tibet in 2008. Such dwindling numbers in the outflow of refugees over the past few years can be directly attributed to the government tightening control of the border area, enormous risk involved for Tibetans attempting to flee Tibet and Nepalese government’s full compliance to it’s giant Asian neighbor’s call for the “Great Wall of Stability in Tibet” to combat ‘separatism” by checking the flight of illegal Tibetans across the border and anti-Chinese activities by Tibetan dissidents in Nepalese territory.. Over the past few years, dominance of political activities has shifted from the so-called “Tibet Autonomous Region” (“TAR”) to Tibetan areas outside the “TAR” designate. This is clearly evident from the total number of arrests, detentions and sentencing statistics maintained by the TCHRD. Although it is certain that the total figures may be far greater than that documented by the Centre, a total of 1,542 known Tibetans continue to remain in detention or are serving prison sentences since spring 2008. Out of the total, 53.17% (or 820 Tibetans) were from Sichuan province, the rest are as follows: 19.90% (307 Tibetans) were from Gansu, 9.01% (139 Tibetans) belonged to Qinghai, 0.19% (3 Tibetans) were from Yunnan and 17.70% (273 Tibetans) belonged to the “TAR”. Additionally the figures for known Tibetans who were legally sentenced since spring 2008 also point to the fact that Sichuan has indeed been most active politically. The year 2009 had been a year of legal convictions following the pan-Tibet Spring 2008 protests in Tibet. According to the Centre’s documentation, there are hundreds of Tibetans who are still held without any charges and at least 334 Tibetans were known to have been sentenced by courts at various levels to varying prison terms ranging from few months to death sentence. Of these, 161 Tibetans (or 48.20%) were from Ngaba and Kardze “TAP” under Sichuan Province. whereas Tibetans from “TAR” constituted 125 of the total or 37.42% and a total of 29 or 8.68% were Tibetans from Qinghai, and 17 Tibetans or 5.08% were from Gansu Province, one Tibetan from Yunnan, the origin of one Tibetan sentenced remains unknown. High arbitrariness in the sentencing of numerous Tibetans clearly exposes the summary nature of judiciary in Chinese administered Tibet. It bring forward the focus that judicial apparatus in China is politically motivated and hence dealt with extreme harshness with people’s aspiration for fundamental human rights. In almost all the known cases the defendants had no independent legal counsel and in a few cases where the defendants were being represented by a lawyer of choice, the authorities ensured that these representations were blocked either through intimidation or through procedural tactics. One of the most high profile cases in 2009 was the sentencing of Phurbu Tsering Rinpoche to eight and a half years prison term. Rinpoche’s lawyer from Beijing was barred from representing him and in a closed door trial the court sentenced him to a fixed imprisonment term on charges of “possessing weapons” and “embezzlement” which he flatly denied. During the year, the Chinese authorities targeted, detained and sentenced Tibetan writers, artistes, internet bloggers and publishers who did not engage in overt protest activity, but who sought to explore and express Tibetan views on issues that affect Tibetan people’s rights, culture, religion and Tibet’s fragile environment. They were mostly charged for “leaking state secret” and for activities which are otherwise a standard practice of expression of opinion or belief. Some of the most prominent cases were those of sentencing of Kunga Tsangyang to a five year imprisonment term for writing essays and photographing environmental degradation in Tibet, Kunchok Tsephel Gopeytsang to 15 years for running Chonmei website, Kang Kunchok, the former editor of Gangsai Meiduo to two years of prison term. Tashi Rabten, editor of a banned literary magazine and author of “Written in Blood” has remained disappeared since July 2009, Dokru Tsultrim, editor of literary magazine “Life of Snow” was arrested in April 2009, Tashi Dondrup, singer who released an album “Torture without Trace” was arrested in December 2009, Gyaltsen and Nyima Wangdue were sentenced to three prison terms for posting Dalai Lama pictures on the popular Chinese chat site QQ.com, Five monks from Tsakho and Khakhor Monasteries continue to be detained for producing a VCD entitled Chakdrum Marpo. Video testimonials are becoming popular for their sheer effectiveness in communication, coupled with authenticity of watching and hearing a real individual speaking in front of the camera. In 2008, the defiant Labrang monk Jigme Guri fearlessly spoke about torture in detention in a video testimonial; Dhondup Wangchen documented many Tibetans video testimonials regarding their concerns in his documentary “Leaving Fear Behind”; Kelsang Tsultrim of Gitsang Gaden Choekhorling Monastery recorded his testimonials in July 2009 and distributed it widely in his locality; Ven. Rinchen Sangpo recorded video testimonials of Tibetans in Golok region in October 2008 which were released in September 2009. It should be noted that this trend is a desperate attempt by Tibetans inside Tibet to have their voice heard in the absence of independent human rights monitors or media and international observers. Surge in availability of pictures and video evidences coupled with the growing trend of video testimonials indicate an encouraging rise in citizen journalism in Tibet. Torture remains endemic in Chinese administered Tibet. Despite the denial of use of torture by the Chinese authorities and the claim of restraint in dealing with the Tibetan protesters, video evidences smuggled out of Tibet utterly shocked the entire world regarding the painful death of a young Tibetan, Mr. Tendar, due to torture inflicted upon him while in detention. The Chinese authorities blatantly denied use of extreme force upon the Tibetan demonstrators during the spring 2008 uprising in Tibet. The government ignored a joint communication by seven United Nations mandates on protection of human rights and the UN Committee against Torture’s demand for answers by the government regarding the use of excessive force and killings of Tibetan demonstrators particularly in Ngaba County, Kardze County and Lhasa. Freedom of religion is severely curtailed in present day Tibet. The Chinese authorities’ tactic of intimidation, restriction of religious activities and movements of monks and nuns in religious institutions ensures the steady decline in the quality of religious education. The continued stringent enforcement of “patriotic re-education” campaign ensures a bleak and dark future for Tibetan Buddhism. In order to achieve “stability”, the authorities continue to primarily target the monastic community under various government campaigns to “reform” and bring the community under control and inculcate “love for the motherland”. The infamous “patriotic re-education” campaign was intensified during the year resulting in widespread violation of freedom of religious worship and beliefs. In deliberate moves, the government officials order the monks to denounce their own spiritual guru, to abuse their highly respected lamas and perform acts which are otherwise prohibited under monastic vows and code of conduct, in the name of “patriotic re-education” initiated by the Chinese as a requisite for continuing as a monk or a nun. The religious persecution in Tibet’s religious institutions is evident from the fact that suicides of monks and nuns in Buddhist Tibet has been on rise since spring 2008 protests in Tibet. The extreme psychological trauma and imposition of irreconcilable demands on the monastic community force the monks and nuns to take the ultimate step despite the fact that Tibetan Buddhists believe suicide to be one of the most heinous forms of sins that violate the cardinal precepts of the doctrine. In an ethnically exclusionary economic growth, the development projects do not bring direct benefit to the Tibetans. The Chinese administrators in Tibet in calculated and deliberate allocation of resources award most contracts to out-of-province state-owned enterprises rather than to locally owned and operated businesses. The state is obsessed with projects involving resource extractions rather than the development of human capacity. This is evident in the UN Human Development Report in where Tibet’s human development index is at the bottom of all of the PRC’s provinces. The high level of illiteracy results in Tibetans being at a significant disadvantage in protecting their human rights and in enjoying the rights of citizenship. Making the matter worse is the fact that ethnic Han Chinese continue to hold top CCP positions in nearly all counties and prefectures making it ever difficult for Tibetans to have a say in decision making. In the name of “progress”, resettlement programs by the government has been uprooting and disrupting traditional Tibetan ways of life at a fast pace. In violation of international laws on development, these displacements occur without compensation and consent of the affected population. Also of utmost concern is the unavailability of affordable health care for the Tibetans. This is particularly problematic in Tibet’s predominantly rural areas. Ever mindful of presenting a positive image of Tibet to the outside world, PRC focuses its resources and attention on the cities that attract the most tourists. Under the rule of government of PRC, education in Tibet has deteriorated immensely as it has been treated as a vehicle to propagate and strengthen CCP’s grip on Tibet. The poor condition of the schools, low quality of teaching and designing of a curriculum to brainwash the children in socialist ideologies and discouragement of children from speaking their own language and learning their own history triggers the painful decision to flee into exile where there is an opportunity of receiving broad-based modern education. Under such painful circumstances parents send their children, oftentimes never to see them again, trusting strangers and guides to make the treacherous journey across the Himalayas where they will be admitted in the network of schools run by the exile Tibetan government. Disparities and inequality in education has resulted in the further economic marginalization of Tibetans and they are precluded from employment opportunities on account of inferior education forced upon them. Since the Chinese settlers possess advanced education and Chinese language abilities, many Tibetans are unable to compete with them in getting jobs. Unless the government ensures to meet its obligations to provide the Tibetan children with their fundamental right to an education, children will continue to risk their lives by making the dangerous journey over the Himalayas to receive education in exile. The Information Office of the China’s State Council on 13 April 2009 release of “The First Working Action Plan on Human Rights Protection 2009-2010” was a welcome initiative. This document promised citizens more legal protection, better livelihoods, greater civil and political rights, including rights of detainees and the right to a fair trial. While it is encouraging to note that the government put forward a benchmark document, it is equally concerning to find China’s failure to implement the protection enshrined in its law especially in the light of the summary executions carried out in Tibet and East Turkestan. The document lists the theoretical improvements along with age-old rhetoric on remarkable achievements made in the field of human rights protection and enjoyment of human rights and freedom in accordance with law at an opportune time, the international community waits for China to prove that it is not the same wine in a different bottle. 2009 was the year when the United Nations focused strongly on the issue of racism worldwide. The High Commissioner for Human Rights, Ms. Navinatham Pillay, in her statement on the International Human Rights Day on the theme of concept of non-discrimination reckoned that “Minorities in all regions of the world continue to face serious threats, discrimination and racism, and are frequently excluded from fully taking part in the economic, political, social and cultural life available to the majorities in the countries or societies where they live.

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A recent UN Education Agency commissioned report [PDF/2.3MB] estimated that at least 250 million of the world’s primary school age children are unable to read, write or do basic mathematics at all. The same number of children are also struggling to improve to a functional level, and this is not a problem linked solely to developing countries. In Australia, as in many other developed countries, we are facing the very real possibility that, in the near future, the generation approaching retirement will be more literate and numerate than the youngest adults. Solving Australia’s challenges or the problem of global illiteracy and innumeracy is a huge task but it’s essential if we are to improve the health, wellbeing and life chances of the world’s children. I would argue that there has never been a better time to be in education. The technology we have available to us now means that the difficulties of the past shouldn’t constrain our future or, more importantly, our children’s future. I believe that this is achievable and that the answer lies in making learning both accessible and efficient. The opportunities that technology opens up in this regard are just astounding and, in terms of learning, it can be of tremendous assistance. Mastering skills such as number recognition, automatic recall of times tables or being able to smoothly blend groups of letters to form words takes time. It is therefore vital that children are motivated and engaged sufficiently to persevere. Technology is a tool to help learning not a replacement. A number of people are of the opinion that technology shouldn’t be used in education. I fundamentally disagree. Technology can be used to improve learning. It is ubiquitous to children’s lives these days and to take it away seems false. You would not go into a hospital and say “I don’t want modern treatment, please give me what worked in the 1940s or ’50s”![related-posts] Technology isn’t just an aide to the child it can give so much to the teacher, parent, education system. Technology can help reveal to us how children learn which, in turn, enables us to teach in better ways. We are able to identify the areas of the curriculum that children struggle to grasp. For example if you go back five years and ask most maths teachers what basic skills children find difficult and they would have flagged division as one of the hardest. In fact the data from millions of records, in scores of countries, suggests otherwise. Subtraction is the element that children find the most challenging. Once they have mastered that area then others fall more easily into place. Technology cannot and does not replace the great teacher but it can bring in others into the equation who can be also hugely supportive and motivational to the child. In my experience technology that opens the door to the child’s support group to take an active role in education will have the biggest impact on learning and help us radically improve life outcomes for millions of children.[smh]

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SDR – Software defined radio SDR, or “software defined radio” is a radio receiver/transceiver made in a way that part of the hardware work is done by software. The software program can be run inside a Personal Computer, embedded system, micro controller, etc. In a perfect word, a SDR receiver would look like an antenna directly connected to a AD (analog to digital) converter. However, we do not live (yet) in a perfect word – and the way “things” are vectoring these days we are not going to anytime soon – so the most common SDR receivers are built with a antenna connected to a band pass filter, a low noise amplifier, the mixer and local oscillator. The resulting intermediate frequency is then converted to digital by the AD converter and after that the software program is taking over doing his magic. Sometimes there is no intermediate frequency and the RF signal is directly converted to digital (especially for lower bands).

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What is adenomyosis? Adenomyosis is a very uncomfortable and often misunderstood condition. The lining that should be on the inside of the womb becomes embedded in the muscle of the walls of the uterus. During the monthly period, this tissue bleeds leading to inflammation, severe pelvic pain and often heavy bleeding too. Adenomyosis or endometriosis? The frustrating truth is that we don’t know why some women develop adenomyosis. But we do know that women who have had children and women who also suffer from endometriosis are more at risk. How is adenomyosis diagnosed? A good gynaecological surgeon will be able to suspect adenomyosis by listening to your symptoms and examining you. On examination the womb may feel big, a little boggy in texture and it can be incredibly tender and sensitive. Examination alone is not enough, though. The presence of adenomyosis can be indicated by a special type of ultrasound scan or by an MRI scan. The only sure way to know that the diagnosis is correct is to have a look at the tissue under a microscope, this is done by the pathology department after a hysterectomy. So, although it’s believed to be a fairly common condition, it can be difficult to accurately diagnose. Can you treat adenomyosis? The symptoms of adenomyosis can be eased by using painkillers or by preventing the monthly period with hormonal treatments. Another effective treatment is the Mirena coil, which releases a small amount of progesterone into the uterine cavity. If all else fails, a hysterectomy is the definitive treatment of adenomyosis. Painkillers: Adenomyosis pain can be severe and relentless. Simple analgesics like paracetamol, anti-inflammatories such as ibuprofen or mefenamic acid and stronger painkillers including codeine can help. Hormonal Treatments: These are not a cure and the pain will return when medication is stopped, however they can offer respite and relief. Options include the Oral Contraceptive Pill, contraceptive implants or injections and the IUS or Mirena Coil, which is a type of coil that also gives out the hormone progesterone. Gonadotrophin-releasing hormone (GnRH) analogues are synthetic hormones that cause a sort of temporary menopause. They can only be used for a short time, usually for a maximum of six months and symptoms may return afterwards. They’re usually taken as a monthly injection and although they soothe the pain of adenomyosis they can also give you the flushes, vaginal dryness and mood swings of menopause. Surgery: Unfortunately, the only treatment that can get rid of adenomyosis is a hysterectomy, to remove the womb. Some surgeons have tried just removing adenomyosis by surgery and preserving the uterus. This method is controversial and is not suggested, except in exceptional circumstances. In deciding the right treatment for you, your gynaecological surgeon will try to balance your pain, your preferences and whether you may plan pregnancies in the future. Don’t feel that because you don’t want a hysterectomy you will be left in pain, there are ways of controlling and coping with adenomyosis in the short term, leaving surgery until the time is right for you.

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Bromham Pound in 1936 Pounds were enclosures into which the officials of the Lord of the Manor would put animals which had strayed. In other words they were impounded. The owner then had to pay a fine for their release. Only a few of these simple structures now survive in the county and Bromham's is not one of them. In 1936 Bedfordshire Historical Record Society published Volume III in its Survey of Ancient Buildings series. This included a survey of pounds conducted by J. Steele Elliott. He wrote of Bromham: "1652. In the Wingfield deeds is included one [WW15] relating to "a Farm house ... abutting upon Church Lane there on the South and upon the Town Greene and pound there on the North". In 1724 the Terrier of the Church lands included "3 little Houses by the Pound 1 acre, 1 rood". The Pound measures 18 feet 6 inches by 17 feet overall and 5 feet high. What remains of it nowadays stands opposite the three cottages above mentioned at the foot of the lane leading out of the North-West corner of the Green". In 1975 [CRT130Bromham5] the Bedfordshire County Council Conservation Officer wrote to an enquirer: "I visited the site last Friday. The three cottages referred to are still standing but the Pound seems to have disappeared. I did notice the foundations of a stone wall along the base of a garden hedge. This might possibly be the remains of the Pound but otherwise I could find no trace. I have been unable to ascertain when the Pound was destroyed. It may have been when an approach road was made to a new shopping area nearby". The lane described by Steele Elliott in 1936 is Molivers Lane. The three cottages mentioned are 9 to 11 Molivers Lane and the site of the pound lies on the right side of the drive leading to Avoca House. 9 and 11 Molivers Lane March 2012

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Vaping is said to be less harmful than smoking. However, this doesn’t necessarily make it a “safe” alternative. Before you sit back and relax while vaping your e-cigarettes vape shop mascouche, know your facts first. Both smoking and vaping post numerous effects of varying levels on the body, starting with the skin, hair, and teeth. There could be a fragile line between what is deemed harmful and acceptable. Hence, it pays to know them before it’s too late. The Difference Between Vaping and Smoking The main difference between vaping and smoking is how nicotine is released into the body. Smoking burns the tobacco while vaping heats up the liquid (juice). When tobacco is burned, toxins are absorbed into the body. Likewise, vaping solutions that are heated and the vapor produced that goes to the body are harmful. In addition, the ”flavored juices” and vapor production makes vaping more enticing compared to flavored cigarettes. Not to mention that the nicotine level of these liquids are actually adjustable to your preference. Effects of Vaping and Smoking on the Body For every action, there is a proportionate reaction. This is a fact proven by science, which basically applies to every aspect of life. Regardless of which one has less harm done to the body, both vaping and smoking posts health threats. For smokers, these could include but are not limited to, lung problems, heart diseases, and breast cancer. The said diseases are developed through years of smoking. However, researchers found out that serious lung issues and even seizures could result from even just a year of vaping. Impact of Vaping and Smoking on the Skin, Hair, and Teeth Do vape and smoking affect the skin, hair, and teeth any differently? Are you looking to justify that one could have a less severe impact than the other? In which case, you are wrong. Smoking and inhaling toxins both have infractions in the body. We all hope that both do not cause any irreversible damages. However, telltale signs could be evident on the skin, hair, and teeth. The severity could also vary for each individual. We have tried to make the explanation simpler for you, as follows: The Oxygen level in your face is compromised when you smoke or vape. Lack of Oxygen in the skin suffocates it. This can result to the following: - decrease in elasticity - skin aging - fine lines - Skin looks tired and old Reduction in the body’s Oxygen level also leads to oxidative stress and DNA damage. These have several effects on hair health: - Hair loss - Dry, flaky hair - Slows down hair growth Smoking and vaping can have immediate effects on teeth and oral health. The nicotine and aerosol from cigarettes and vape allow more bacteria formation and leads to the following: - Tooth decay - Gum diseases - Dry mouth and Bad breath - Mouth sores - Teeth loss, stains, and discoloration - Higher risk of oral cancer What You Do Not Know, Might Hurt You The question shouldn’t be about which is better between smoking and vaping. The question is, are these doing you any good? Remember that the smokers and vapers will always be the ones on the losing end. Both are unhealthy habits that have to be stopped. In the long run, you may want to seriously consider quitting both smoking and vaping for good. Your body will truly thank you for it. Don’t just aim to cut down. Ceasing this habit completely should be your final destination.

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Paul Rookes and Jane Willson explain perception and perceptual processes in a way that almost anyone can understand. The study of perception, or how the brain processes information from the senses , has fascinated psychologists and philosophers for a long time. Perception takes the key research areas and presents the arguments and findings in a clear, concise form, enabling the reader to have a quick working knowledge of the area. This clear and informative text discusses sensation and perception then looks at theories and explanations of perception. The way visual perception is structured is examined, followed by an analysis of the development of perceptual processes. The authors then consider individual social and cultural variations in perceptual organisation. Perception will be particularly useful to students new to higher-level study. With its helpful textbook features to assist in examination and learning techniques, it should interest all introductory psychology students. The Routledge Modular Psychology series is a completely new approach to introductory level psychology, tailor made to the new modular style of teaching. Each short book covers a topic in more detail than any large textbook can, allowing teacher and student to select material exactly to suit any particular course or project. The books have been written especially for those students new to higher level study, whether at school home, college or university. They include specially designed features to help with technique, such as model essay at an average level with an examiners comments to show how extra marks can be gained. The authors are all examiners and teachers at introductory level. The Routledge modular texts are all user friendly and accessible and include the following features:

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USS Indiana (BB-1) USS Indiana between 1900 and 1908. |Namesake:||State of Indiana| |Ordered:||30 June 1890| |Builder:||William Cramp & Sons, Philadelphia| |Laid down:||7 May 1891| |Launched:||28 February 1893| |Sponsored by:||Jessie Miller| |Commissioned:||20 November 1895| |Decommissioned:||24 December 1903| |Recommissioned:||9 January 1906| |Decommissioned:||23 May 1914| |Identification:||Hull symbol: BB-1| |Recommissioned:||24 May 1917| |Decommissioned:||31 January 1919| |Renamed:||Coast Battleship Number 1 on 29 March 1919| |General characteristics | |Class and type:||Indiana-class pre-dreadnought battleship| |Displacement:||10,288 long tons (10,453 t) (standard)| |Beam:||69 ft 3 in (21.11 m) (wl)| |Draft:||27 ft (8.2 m)| |Installed power:||4 × double ended Scotch boilers (design)| |Speed:||15 kn (28 km/h; 17 mph) (design)| |Range:||4,900 nmi (9,100 km; 5,600 mi)[a]| |Complement:||32 officers 441 men| |General characteristics (Later refits)| USS Indiana (BB-1) was the lead ship of her class and the first battleship in the United States Navy comparable to foreign battleships of the time. Authorized in 1890 and commissioned five years later, she was a small battleship, though with heavy armor and ordnance. The ship also pioneered the use of an intermediate battery. She was designed for coastal defense and as a result, her decks were not safe from high waves on the open ocean. Indiana served in the Spanish–American War (1898) as part of the North Atlantic Squadron. She took part in both the blockade of Santiago de Cuba and the battle of Santiago de Cuba, which occurred when the Spanish fleet attempted to break through the blockade. Although unable to join the chase of the escaping Spanish cruisers, she was partly responsible for the destruction of the Spanish destroyers Plutón and Furor. After the war she quickly became obsolete—despite several modernizations—and spent most of her time in commission as a training ship or in the reserve fleet, with her last commission during World War I as a training ship for gun crews. She was decommissioned for the third and final time in January 1919 and was shortly after reclassified Coast Battleship Number 1 so that the name Indiana could be reused. She was sunk in shallow water as a target in aerial bombing tests in 1920 and her hull was sold for scrap in 1924 Design and construction Indiana was constructed from a modified version of a design drawn up by a US navy policy board in 1889 for a short-range battleship. The original design was part of an ambitious naval construction plan to build 33 battleships and 167 smaller ships. The United States Congress saw the plan as an attempt to end the U.S. policy of isolationism and did not approve it, but a year later the United States House of Representatives approved funding for three coast defense battleships, which would become Indiana and her sister ships Massachusetts and Oregon. The "coast defense" designation was reflected in Indiana's moderate endurance, relatively small displacement and low freeboard, or distance from the deck to the water, which limited seagoing capability. She was however heavily armed and armored; Conway's All The World's Fighting Ships describes her design as "attempting too much on a very limited displacement." Construction of the ships was authorized on 30 June 1890 and the contract for Indiana—not including guns and armor—was awarded to William Cramp & Sons in Philadelphia, who offered to build it for $3,020,000. The total cost of the ship was almost twice as high, approximately $6,000,000. The contract specified the ship had to be built in three years, but slow delivery of armor plates caused a two-year delay. Indiana's keel was laid down on 7 May 1891 and she was launched on 28 February 1893, attended by around 10,000 people, including President Benjamin Harrison, several members of his cabinet and the two senators from Indiana. During her fitting-out in early March 1894, the ship undertook a preliminary sea trial to test her speed and machinery. At this point her side armor, guns, turrets and conning tower had not yet been fitted, and her official trials would not take place until October 1895 due to the delays in armor deliveries. Indiana was commissioned on 20 November 1895 under the command of Captain Robley D. Evans. After further trials, the ship joined the North Atlantic Squadron under the command of Rear Admiral Francis M. Bunce, which conducted training exercises along the East Coast of the United States. In late 1896, both main turrets broke loose from their clamps in heavy seas. Because the turrets were not centrally balanced, they swung from side to side with the motion of the ship, until they were secured with heavy ropes. Heavier clamps were installed, but in February 1896, while conducting fleet maneuvers with the North Atlantic squadron, the Indiana encountered more bad weather and started rolling heavily. Her new captain, Henry Clay Taylor, promptly ordered her back to port for fear the clamps would break again. This convinced the navy that bilge keels—omitted during construction because, with them, the ship could not fit in most American dry docks—were necessary to reduce the rolling, and they were subsequently installed on all three ships of the Indiana-class. At the outbreak of the Spanish–American War in April 1898, Indiana was at Key West with the rest of the North Atlantic Squadron, at the time commanded by Rear Admiral William T. Sampson. His squadron was ordered to the Spanish port of San Juan in an attempt to intercept and destroy Admiral Cervera's Spanish squadron, which was en route to the Caribbean from Spain. The harbor was empty, but Indiana and the rest of the squadron bombarded it for two hours on 12 May 1898 before realizing their mistake. The squadron returned to Key West, where news arrived three weeks later that Commodore Schley's Flying Squadron had found Cervera and was now blockading him in the port of Santiago de Cuba. Sampson reinforced Schley on 1 June and assumed overall command. In an attempt to break the stalemate, it was decided to attack Santiago from land. A transport convoy was assembled in Key West and Indiana was sent back to lead it. The expeditionary force, under the command of Major General William Rufus Shafter, landed east of the city and attacked it on 1 July. Cervera saw that his situation was desperate and attempted to break through the blockade on 3 July 1898, resulting in the battle of Santiago de Cuba. The cruisers New Orleans and Newark and battleship Massachusetts had left the day before to load coal in Guantanamo Bay. Admiral Sampson's flagship, the cruiser New York, had also sailed east earlier that morning for a meeting with General Shafter, leaving Commodore Schley in command. This left the blockade weakened and unbalanced on the day of the battle, as three modern battleships (Indiana, Oregon and Iowa) and the armed yacht Gloucester guarded the east, while the west was only defended by the second-class battleship Texas, cruiser Brooklyn and armed yacht Vixen. Occupying the extreme eastern position of the blockade, Indiana fired at the cruisers Infanta María Teresa and Almirante Oquendo as they left the harbor, but, due to engine problems, was unable to keep up with the Spanish cruisers as they fled to the west. When the Spanish destroyers Plutón and Furor emerged, Indiana was near the harbor entrance and, together with Iowa, she supported the armed yacht Gloucester in the destruction of the lightly armored enemy ships. She was then ordered to keep up the blockade of the harbor in case more Spanish ships came out and so played no role in the chase and sinking of the two remaining Spanish cruisers, Vizcaya and Cristóbal Colón. Post Spanish–American War After the war, Indiana returned to training exercises with the North Atlantic Squadron. In May 1900, she and Massachusetts were placed in reserve as the navy had an acute officer shortage and needed to put the new Kearsarge-class and Illinois-class battleship into commission. The battleships were reactivated the following month as an experiment in how quickly this could be achieved, but Indiana was placed in the reserve fleet again that winter. In March 1901, it was decided to use her that summer for a midshipman practice cruise, and this would be her regular summer job for the next few years, while the rest of the time she would serve as a training ship. She was decommissioned on 29 December 1903 to be overhauled and modernized. The obsolete battleship received several upgrades: new Babcock & Wilcox boilers, counterweights to balance her main turrets and electric traversing mechanisms for her turrets. She was recommissioned on 9 January 1906 and manned by the former crew of her sister ship Massachusetts, including Captain Edward D. Taussig, commanding. Massachusetts had been decommissioned the day before to receive similar modernization. During her second commission, Indiana spent most of her time laid up in the reserve fleet, occasionally participating in practice cruises. In January 1907 she helped provide relief in the aftermath of the 1907 Kingston earthquake. In 1908, the 6-inch (152 mm)/40 caliber guns and most of the lighter guns were removed to compensate for the counterweights added to the main battery turrets and because the ammunition supply for the guns was considered problematic. A year later, twelve 3-inch (76 mm)/50 caliber single-purpose guns were added midships and in the fighting tops. At the same time a cage mast was added. By 1913 it was speculated that the ship might soon be used for target practice, but instead, the ship was decommissioned on 23 May 1914. After the United States entered World War I, Indiana was commissioned for the third time and served as a training ship for gun crews near Tompkinsville, Staten Island and in the York River, and placed under the command of George Landenberger. On 31 January 1919 she was decommissioned for the final time, and two months later she was renamed Coast Battleship Number 1 so that the name Indiana could be assigned to the newly authorized—but never completed—battleship Indiana (BB-50). The old battleship was brought to shallow waters in the Chesapeake Bay near the wreck of the battleship San Marcos (ex-Texas). Here she was subjected to aerial bombing tests conducted by the navy. She was hit with dummy bombs from aircraft and explosive charges were set off at the positions where the bombs hit. The tests were a response to claims from Billy Mitchell—at the time assistant to the Chief of Air Service—who stated to Congress that the Air Service could sink any battleship. The conclusions drawn by the navy from the experiments conducted on Indiana were very different, as Captain William D. Leahy stated in his report: "The entire experiment pointed to the improbability of a modern battleship being either destroyed or completely put out of action by aerial bombs." The subject remained a matter of dispute between Mitchell and the Navy and several more bombing tests were conducted with other decommissioned battleships, culminating in the sinking of SMS Ostfriesland. Indiana sank during the test and settled in the shallow water, where she remained until her wreck was sold for scrap on 19 March 1924. - Reilly & Scheina 1980, p. 68. - Friedman 1985, p. 425. - Reilly & Scheina 1980, p. 58. - Bryan 1901. - Reilly & Scheina 1980, p. 67. - Scientific American 1896, p. 297. - Friedman 1985, pp. 24–25. - Gardiner & Lambert 1992, p. 121. - Chesneau, Koleśnik & Campbell 1979, p. 140. - The New York Times & 1 December 1890. - Reilly & Scheina 1980, p. 69. - The New York Times & 19 January 1901. - The New York Times & 14 May 1907. - DANFS Indiana (BB-1). - The New York Times & 27 February 1893. - The New York Times & 28 February 1893. - The New York Times & 7 March 1894. - The New York Times & 9 March 1894. - The New York Times & 19 October 1895. - The New York Times & 20 September 1894. - The New York Times & 19 November 1895. - The New York Times & 18 June 1896. - Reilly & Scheina 1980, p. 59. - The New York Times & 5 February 1897. - Reilly & Scheina 1980, p. 60. - The New York Times & 1 April 1898. - Graham & Schley 1902, p. 203. - The New York Times & 12 June 1898. - Hale 1911, p. 286. - Graham & Schley 1902, pp. 299–300. - Hale 1911, p. 288. - Graham & Schley 1902, pp. 303–304. - Graham & Schley 1902, p. 316. - The New York Times & 26 August 1898. - Graham & Schley 1902, p. 317. - Graham & Schley 1902, p. 333. - The New York Times & 26 July 1898. - The New York Times & 14 April 1900. - The New York Times & 6 June 1900. - The New York Times & 20 August 1900. - The New York Times & 26 March 1901. - The New York Times & 8 April 1902. - The New York Times & 19 November 1903. - Reilly & Scheina 1980, p. 62. - The New York Times & 8 January 1906. - The New York Times & 10 November 1907. - The New York Times & 27 November 1909. - DANFS Williamson. - The New York Times & 31 March 1913. - The New York Times & 16 January 1936. - Correll 2008. - Chesneau, Roger; Koleśnik, Eugène M.; Campbell, N.J.M. (1979). Conway's All the World's Fighting Ships, 1860–1905. London: Conway Maritime Press. ISBN 978-0-85177-133-5. - Friedman, Norman (1985). U.S. Battleships, An Illustrated Design History. Annapolis, Maryland: Naval Institute Press. ISBN 978-0-87021-715-9. - Gardiner, Robert; Lambert, Andrew D. (1992). Steam, Steel & Shellfire: The Steam Warship 1815–1905. London: Conway Maritime Press. ISBN 978-0-85177-564-7. - Graham, George E.; Schley, Winfield S. (1902). Schley and Santiago: An Historical Account of the Blockade and Final Destruction of the Spanish Fleet Under Command of Admiral Pasquale Cervera, July 3, 1898. Texas: W.B. Conkey Company. OCLC 1866852. - Hale, John Richard (1911). Famous Sea Fights, From Salamis to Tsu-Shima. Boston: Little, Brown, & Company. - Hall, Harry (November 1985). "Contract trial of the United States Coast-Line Battle Ship Indiana". Journal of the American Society of Naval Engineers. 7 (4): 41 (scan page n749). - Reilly, John C.; Scheina, Robert L. (1980). American Battleships 1886–1923: Predreadnought Design and Construction. London: Arms and Armour Press. ISBN 978-0-85368-446-6. - "The Speed Trial of the United States Battleship Massachusetts". Scientific American. 74: 297. 9 May 1896. Dictionary of American Naval Fighting Ships - "Indiana". Dictionary of American Naval Fighting Ships. Navy Department, Naval History and Heritage Command. Retrieved 13 January 2017. - "Williamson". Dictionary of American Naval Fighting Ships. Navy Department, Naval History & Heritage Command. Retrieved 13 January 2017. The New York Times - "The new American navy; Secretary Tracy reports in favor of progress" (PDF). The New York Times. 1 December 1890. Retrieved 24 June 2010. - "Cramps claim of $1,367,244; House spends entire day on bill to refer it to the Court of Claims" (PDF). The New York Times. 19 January 1901. Retrieved 4 June 2010. - "Cramps lose $135,000 claim; asserted delay in building the Indiana cost them that" (PDF). The New York Times. 14 May 1907. Retrieved 4 June 2010. - "The war steamer Indiana; to be launched from the Cramp yards today" (PDF). The New York Times. 27 February 1893. Retrieved 4 June 2010. - "Launch of the Indiana; The big war ship glides into the water safely" (PDF). The New York Times. 28 February 1893. Retrieved 6 June 2010. - "Battle ship Indiana on trial; Builders preliminary test of her speed and machinery" (PDF). The New York Times. 7 March 1894. Retrieved 4 June 2010. - "Indiana makes a fast run; six-tenths of a knot better than required speed. Her preliminary trial most successful" (PDF). The New York Times. 9 March 1894. Retrieved 4 June 2010. - "The Indiana a wonder; Highly successful speed test of the new battleship" (PDF). The New York Times. 19 October 1895. Retrieved 4 June 2010. - "Cramps wants money due on cruisers" (PDF). The New York Times. 20 September 1894. Retrieved 4 June 2010. - "The Indiana is Accepted; Capt. Evans Placed in Command – The Boston Goes to China" (PDF). The New York Times. 19 November 1895. Retrieved 17 May 2010. - "The North Atlantic Squadron; Programme of the Evolutions It Will Make This Summer" (PDF). The New York Times. 18 June 1896. Retrieved 17 May 2010. - "Defects in the Indiana; Her Turrets Got Loose Again on the Trip with Admiral Bunce's Squadron" (PDF). The New York Times. 5 February 1897. Retrieved 17 May 2010. - "Where Our Warships Are; The Positions of the Vessels of the Navy According to the Latest Reports" (PDF). The New York Times. 1 April 1898. Retrieved 17 May 2010. - "The Santiago Off; Gen. Shafter's Command Leaves Key West for Cuba, Convoyed by a Powerful Fleet" (PDF). The New York Times. 12 June 1898. Retrieved 18 May 2010. - "The Indiana at Santiago; Admiral Sampson Assures Capt. Taylor that He Meant No Criticism in His Report" (PDF). The New York Times. 26 August 1898. Retrieved 18 May 2010. - "Sampson's Story of the Battle; Official Report of the Destruction of Cervera's Squadron" (PDF). The New York Times. 26 July 1898. Retrieved 18 May 2010. - "Navy Short of Officers; There Are Not Enough to Keep Warships in Commission" (PDF). The New York Times. 14 April 1900. Retrieved 18 May 2010. - "Hurry Order to the Navy; Department Wants to Find Out What Can Be Done in an Emergency" (PDF). The New York Times. 6 June 1900. Retrieved 18 May 2010. - "Warships to Be Laid Up" (PDF). The New York Times. 20 August 1900. Retrieved 18 May 2010. - "Battleship Assigned to Cadets" (PDF). The New York Times. 26 March 1901. Retrieved 18 May 2010. - "More Men for the Navy; Plan to Increase the Force of Seamen to 50,000" (PDF). The New York Times. 8 April 1902. Retrieved 18 May 2010. - "Battleship Indiana's Overhauling" (PDF). The New York Times. 19 November 1903. Retrieved 18 May 2010. - "Reconstructed Indiana ready" (PDF). The New York Times. 8 January 1906. Retrieved 19 May 2010. - "Plans Completed for Naval Review; Maritime Pageant Will Surpass Anything of the Kind Seen in American Waters" (PDF). The New York Times. 10 November 1907. Retrieved 19 May 2010. - "Battleship for the Middies; Three Assigned to Them for Next Summer's Cruise" (PDF). The New York Times. 27 November 1909. Retrieved 19 May 2010. - "Old Battleships to Become Targets; Indiana Expected to be the Next to be Riddled by the Atlantic Fleet" (PDF). The New York Times. 31 March 1913. Retrieved 19 May 2010. - "G. B. Landenberger, Navy Captain, Dies: Retired Officer Served for 35—Held Many Important Posts During Career". The New York Times. 16 January 1936. p. 21. - Bryan, B. C. (1901). "The Steaming Radius of United States Naval Vessels". Journal of the American Society for Naval Engineers. 13 (1): 50–69. doi:10.1111/j.1559-3584.1901.tb03372.x. (subscription required) - Correll, John T (June 2008). "Billy Mitchell and the Battleships". Air Force Magazine. Arlington, Virginia: Air Force Association. 91 (6). |Wikimedia Commons has media related to USS Indiana (BB-1).| - Photo gallery of Indiana at NavSource Naval History - MaritimeQuest USS Indiana BB-1 Photo Gallery - on YouTube

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Looking for a creative and fun way to teach or review manners with your little one? Whoopi's Big Book of Manners is a great way to learn the 'do's' and 'don't's of being polite. "Don't pretend you don't know what's going on when you see everybody looking at you, tapping their feet, rolling their eyes, breathing hard and heavy." Whoopi urges children to ask themselves if they did anything wrong in that situation, and if they did, be brave and say "I'm sorry." Each page teaches manners for certain situations, whether you're on the phone, at the movies, playing a game, or in another country. There is even a rule or two included for the parents! The primarily watercolor and ink pictures really stand out with their subtle mixed media details, like a tree in the background or the pattern on a character's clothing. The characters come in all sizes and colors with silly expressions sure to keep child entertained. Some characters are not even human! You will see a Kitty packing up to leave town, a hungry ogre at the table, an alien in a car, and more. The text changes size, color, and font to create a visually stimulating sentence, as well as help the reader know when to emphasize for a more entertaining read. Whoopi does a great job of building suspense; each page ends in a cliffhanger saying an even more important manner will be found on the following page. Can your little one guess what the final manner is, hidden under a page flap? The answer is sure to surprise readers of all ages and bring a smile to your face. Each page offers opportunities for interaction. You can either relate the manner on the page to a time it applied to your child's actions, or you can have them share their thoughts on the right thing to do in each of the situations. You can also ask your little one what their favorite manner words are; is it 'please'? Thank you? May I? Finally, the book includes humor that your child is sure to appreciate. For example, when addressing table manners, silly asides are added in, such as not eating with your hands "unless you are an ogre. In most cases, ogres are exempt from having certain table manners - it's a cultural thing..." My four year-old niece, Emily, was a big fan of the illustrations, finding something to point out and giggle at on each page. Emily thought the picture with the lesson about knocking on doors before entering was hilarious because the example was a little boy walking in on his father in the bathroom. At four years-old, bathroom jokes are all the rage.

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Incorporating machine learning in your applications is becoming essential. As a programmer this book is the ideal introduction to scikit-learn for your Python environment, taking your skills to a whole new level. Machine learning, the art of creating applications that learn from experience and data, has been around for many years. However, in the era of “big data”, huge amounts of information is being generated. This makes machine learning an unavoidable source of new data-based approximations for problem solving. With Learning scikit-learn: Machine Learning in Python, you will learn to incorporate machine learning in your applications. The book combines an introduction to some of the main concepts and methods in machine learning with practical, hands-on examples of real-world problems. Ranging from handwritten digit recognition to document classification, examples are solved step by step using Scikit-learn and Python. The book starts with a brief introduction to the core concepts of machine learning with a simple example. Then, using real-world applications and advanced features, it takes a deep dive into the various machine learning techniques. You will learn to evaluate your results and apply advanced techniques for preprocessing data. You will also be able to select the best set of features and the best methods for each problem. With Learning scikit-learn: Machine Learning in Python you will learn how to use the Python programming language and the scikit-learn library to build applications that learn from experience, applying the main concepts and techniques of machine learning.

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This is the VOA Special English Agriculture Report. United States Sugar Corporation and the State of Florida are negotiating final sale of more than seventy-five thousand hectares of the company's land to the state. The land is north of America's famous Everglades National Park. The park is a protected wild area of wetlands sometimes called "a biological U.S. Sugar is America's largest cane sugar producer. The sale is to be completed by November thirtieth. A temporary agreement calls for Florida to pay one-point-seven-five billion dollars for the land and other U.S. Sugar properties. U.S. Sugar is to continue farming the land for six years. Then the company will surrender the land and its other holdings and close operations. It employs about one thousand seven hundred people. Florida has been seeking to restore and improve the Everglades for years. The state government controls a large system of park, forest and wildlife centers in the area. Buying U.S. Sugar would give Florida an improved link between Lake Okeechobee and the Everglades. Farming and development in the area has cut off the natural flow of water. With farms removed, water could collect and run down into the part of the Everglades called the River of Grass. The River of Grass is a natural wetland. Activists for the environment say they are extremely pleased by the planned sale. It comes after disputes between U.S. Sugar and state and private groups about water flow and pollution. One environmental activist group suggests creating environmental centers for tourists to provide jobs lost in the sale. U.S. Sugar produces only about nine percent of the raw sugar in the nation. The United States gets its sugar mainly from Caribbean, South American and other countries. The sugar industry in the United States has been trying hard to compete with less costly imported foreign sugar. U.S. Sugar is among leaders in representing sugar industry interests to national and state lawmakers. Some observers say the sugar industry will be less effective in influencing legislation without U.S. Sugar. The company was established in nineteen thirty-one, during the Great Depression. The company's Southern Gardens Citrus operation grows and processes citrus fruit. And that's the VOA Special English Agriculture Report, written by Jerilyn Watson. I'm Faith Lapidus.

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Laws & Regulations The following is to assist with understanding Title IX of the Education Amendments of 1972, and its minimum requirements. It is not an exhaustive explanation, and therefore, should not be used as a substitute for careful reading of the regulations themselves. Title IX is a federal law that was passed in 1972 to ensure that male and female students and employees in educational settings are treated equally and fairly. It protects against discrimination based on sex (including sexual harassment). In addition, Title IX protects transgender students and students who do not conform to sex stereotypes. State law also prohibits discrimination based on gender (sex), gender expression, gender identity, and sexual orientation. The preamble to Title IX of the Education Amendments of 1972 states that: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” Title IX requires that each school district have at least one person designated as the Title IX Coordinator. From the regulations governing Title IX of the Education Amendments of 1972 (20 U.S.C. 1681, 1682): 106.8 Designation of responsible employee and adoption of complaint procedures. - Designation of responsible employee. Each recipient shall designate at least one employee to coordinate its efforts to comply with and carry out its responsibilities under this part, including any investigation of any complaint communicated to such recipient alleging its noncompliance with this part or alleging any actions which would be prohibited by this part. The recipient shall notify all its students and employees of the name, office address and telephone number of the employee or employees appointed pursuant to this paragraph. - Complaint procedure of recipient. A recipient shall adopt and publish grievance procedures providing for prompt and equitable resolution of student and employee complaints alleging any action which would be prohibited by this part. (Authority: 34 C.F.R. Sec 106.8) 106.9 Dissemination of policy. - Notification of policy. - Each recipient shall implement specific and continuing steps to notify applicants for admission and employment, students and parents of elementary and secondary school students, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with the recipient, that it does not discriminate on the basis of sex in the educational program or activity which it operates, and that it is required by Title IX and this part not to discriminate in such a manner. Such notification shall contain such information and be made in such manner as the Assistant Secretary finds necessary to apprise such persons of the protections against discrimination assured them by Title IX and this part, but shall state at least that the requirement not to discriminate in the education program or activity extends to employment therein, and to admission thereto unless Subpart C does not apply to the recipient, and that inquiries concerning the application of Title IX and this part to such recipient may be referred to the employee designated pursuant to Sec. 106.8, or to the Assistant Secretary. - Each recipient shall make the initial notification required by paragraph (a)(1) of this section within 90 days of the effective date of this part or of the date this part first applies to such recipient, whichever comes later, which notification shall include publication in: - Local newspapers; - Newspapers and magazines operated by such recipient or by student, alumnae, or alumni groups for or in connection with such recipient; and - Memoranda or other written communications distributed to every student and employee of such recipient. - Each recipient shall prominently include a statement of the policy described in paragraph (a) of this section in each announcement, bulletin, catalog, or application form which it makes available to any person of a type, described in paragraph (a) of this section, or which is otherwise used in connection with the recruitment of students or employees. - A recipient shall not use or distribute a publication of the type described in this paragraph which suggests, by text or illustration, that such recipient treats applicants, students, or employees differently on the basis of sex except as such treatment is permitted by this part. - Distribution. Each recipient shall distribute without discrimination on the basis of sex each publication described in paragraph (b) of this section, and shall apprise each of its admission and employment recruitment representatives of the policy of nondiscrimination described in paragraph (a) of this section, and require such representatives to adhere to such policy. (Authority: 34 C.F.R. Sec 106.8) Title IX Coordinators California Department of Education’s Title IX Coordinator: Randi Thompson, EEO Officer Equity, Civil Rights, Title IX, ADA/504, MOA Coordinator Office of Equal Opportunity 1430 N Street, Room 4206 Sacramento, CA 95814 California School for the Deaf, Fremont's Title IX Coordinator: Bullying Prevention and Intervention California School for the Deaf, Fremont (CSD) is committed to creating a safe and secure school environment where all students may learn by eliminating bullying and harassment. It is important that all members of the CSD community be aware of school policies including what bullying looks like. Working together as a community, bullying can be eliminated. The administration of CSD recognizes that there is a nationwide concern regarding the issue of bullying, and acknowledges that CSD is not immune to such issues. Bullying is defined by CSD as an ongoing pattern of behavior that involves harassment, terrorism, intimidation, or threatening of an individual or individuals for a significant period of time. Bullying occurs in the forms of physical, emotional, verbal, or sexual/racial torment. It also includes the exclusion or isolation of another person and can be done face to face, in writing, by text, or via the internet. The CSD administration takes bullying behaviors very seriously. Bullying incidents and complaints are responded to by staff and disciplinary action is imposed when warranted. The school’s goal is to provide a safe environment free of intimidation where students may learn and thrive. Bullying falls under the harassment policy which has clear and established consequences. Harassment of any kind including bullying is not tolerated. Students who engage in any act of bullying while at school, at any school-sponsored activity or event, or while in route to or from school are subject to disciplinary action, up to and including suspension and expulsion. Law enforcement officials are notified of bullying incidents, as required by law. Types of Bullying: - Physical bullying - when someone hits, shoves, kicks, spits on or beats up others, including damaging or stealing another’s property - Verbal bullying - name-calling, mocking, hurtful teasing, humiliating or threatening someone, making people do things they don’t want to do - Social bullying - excluding others from the group, spreading gossip or rumors about others, making others look foolish, making sure others do not spend time with a certain person - Cyber/Electronic bullying - using e-mail, instant messaging, text messages, or digital images to threaten or hurt someone’s feelings, single someone out, embarrass or make someone look bad, spread rumors, or reveal secrets about someone Any behavior that is motivated by hate is not permitted: - demeaning students or staff members who cannot sign well - destroying or removing posters or flyers put up by others - making bigoted insults, taunts, or slurs - making racist, sexist, or demeaning comments or jokes - posting or distributing materials that are demeaning - posting or distributing printed hate materials - threatening to or destroying property - threatening to or hurting someone physically or emotionally Physical abuse of staff or students, or threat of such abuse, is not tolerated. If such abuse or threat of such abuse occurs, a report of the incident is written by the staff member(s) involved or to whom the abuse is reported. The Principal or Supervisor of Residence Program (SRP) investigates the incident and may suspend the student for one to five days if abuse or threat of abuse has occurred. Repeated suspensions may result in a recommendation for an administrative hearing for consideration of expulsion. If an injury occurs, the student is accompanied to Health Services. An injury report is written and parents/guardians are informed immediately. CSD Fremont provides training to all Staff that have interactions with students on a daily or periodic basis by the National Crisis Prevention Institute. Staff receive refreshers to this training every two years. Physical restraint is used by staff only as a last resort when verbal techniques have been exhausted or when a student displays behavior that presents a danger to self or others. Parents/guardians are informed when the Non-Violent Crisis Prevention Intervention (NV-CPI) physical restraint system needed to be employed. The police are contacted if a student’s behavior is beyond the control of the NCI physical restraint system. Sexual Harassment in Schools (Assembly Bill 2900) Sexual harassment will be forbidden in any education institution, whether it may be public or private preschool, elementary, or secondary school or institution: a public or private institution of vocational, professional, or postsecondary education. For the purpose of clarification, sexual harassment means any unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of sexual nature, made by someone from or in the work or educational setting. Sexual Assault, Abuse, and Harassment: Sexual assault, and abuse, and harassment are not permitted. - Sexual assault – date rape or unwelcome sexual contact or rape - Sexual abuse – any unwanted touching, wedgies, bra-snapping, fondling, unwanted hugging, kissing, or touching or grabbing private parts of the body - Verbal sexual harassment – dirty language, lewd comments, propositions for sex, talking about sex, talking about genitals, threatening forced sex, sex taunting in the presence of others, commenting on someone’s sexual orientation - Visual sexual harassment – exposing oneself, flashing, panting, mooning, showing sexually offensive pictures, magazines or videos, or showing sexual items such as condoms in a provocative way - Pressure for sexual favors – threatening harm if sex is withheld, threatening rape * Offenses are weighted to reflect their severity. - Sexual abuse, verbal harassment, or visual harassment - counts as level 1 for each offense - Pressure for sexual favors - counts as level 2 for each offense - Sexual assault - counts as level 3 for each offense The police are contacted for all offenses involving sexual assault and may be contacted for other types of offenses. Grievance Procedure for Students If harassment, abuse or discrimination happens, students are responsible for following Steps 1 and 2: - Step 1: Discuss — Try to discuss the incident with the person who did the offense. If you are not comfortable talking to the person, discuss it with a staff member or a friend and ask for his/her help. If the result of the discussion is unsatisfactory, go to Step 2. - Step 2: File a Complaint — Ask the teacher, Educational Advisor, cottage counselor, school counselor, Principal or Supervisor of Residence Programs (SRP), Supervising Counselor (SC) or staff to help you file a complaint right away. The staff member must prepare the incident report and give it to the Principal, supervisor or SRP within 24 hours of the report. If the incident involves abuse, the staff member must follow the CSD policy for reporting abuse. - Step 3: Investigating — The Principal, supervisor, SRP, SC, or Educational Advisor upon receiving the complaint, must investigate the incident and request a Sexual Harassment Panel within a reasonable amount of time. The Panel will interview those involved, including witnesses and others who may have been victims and also review previous incidents to determine if a pattern exists. The police may be called to conduct an investigation depending on the severity and age of those involved. - Step 4: Inform Parents/Guardians — The investigator will inform the victim’s parent/guardian within 24 hours after the investigation has been completed unless there is serious injury to the student that warrants an immediate call. - Step 5: Complete Report — The investigator will complete the incident report and give the report to the Director of Instruction, the Director of Residential Life and Director of Student Service. If the incident involves abuse, the investigator will distribute the report in accordance with the CSD policy, as confidentiality of students and staff must be maintained. - Step 6: Disciplinary Action — Departmental Principals, SRPs, SCs, supervisors, and Educational Advisor will determine consequences based on the report. Consequences may include behavior plan, suspension and/or involvement of the police. Parents/Guardians will be notified of the outcome. - Step 7: Administrative Review if Necessary — If needed, CSD administrators will meet to determine whether or not referral to an expulsion hearing should take place. The students’ LEA will be notified and when appropriate will be included in the process. Uniform Complaint Procedures (California Code of Regulations, Title V, Section 4622) The following procedures shall be used to address complaints, including “Williams Uniform Complaints”, which allege that the California School for the Deaf, Fremont (CSD) has violated federal or state laws or regulations governing educational programs. Within 30 calendar days of receipt of a written complaint, the school will make every effort to resolve the complaint through investigation and will complete a written report. The time period may be extended based on the progress of the investigation. School principals shall maintain a record of each complaint and subsequent related action. Investigations of discrimination complaints shall be conducted in a manner that protects confidentiality of the parties and the facts to the extent the law permits. Filing of Complaint Any individual, public agency or organization may file a written complaint of alleged noncompliance with the Director of Instruction, 39350 Gallaudet Drive, Fremont, CA 94538, (510) 344-6097. Uniform Complaint Forms are available in the Administration Building. The Director of Instruction will forward the complaint to the appropriate school principal or division administrator. If a complainant is unable to put a complaint in writing due to conditions such as illiteracy or other handicaps, staff shall help him/her file the complaint. Complaints alleging unlawful discrimination may be filed by a person who alleges that (s)he personally suffered unlawful discrimination or by a person who believes that an individual or any specific class of individuals has been subjected to unlawful discrimination. The complaint must be initiated no later than six months from the date when the alleged discrimination occurred or when the complainant first obtained knowledge of the facts of the alleged discrimination. Unlawful discrimination is prohibited by the following Federal statues: - Title VI of the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color or national origin; - Title IX of the Education Amendments of 1972, which prohibits discrimination on the basis of sex in educational programs; - Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of disability; - The Age Discrimination Act of 1975, which prohibits discrimination on the basis of age; and - Title II of the American with Disabilities Act of 1990, which prohibits discrimination on the basis of disability. Any individual, public agency, or organization may also file a complaint with the U.S. Department of Education, Office for Civil Rights, Old Federal Building, Room 229, 50 United Nations Plaza, San Francisco, California, 94102. If you are dissatisfied with the results of the complaint procedure identified on the back of the Complaint form you may appeal to the Superintendent. The person who investigates any complaints WILL protect the confidentiality of the victim and all others involved. This policy applies only to situations that occur during school supervised hours. Notice to Parents, Guardians, Pupils, and Teachers Complaint Rights Parents, Guardians, Pupils, and Teachers: Pursuant to California Education Code Section 35186, you are hereby notified that: - There should be sufficient textbooks and instructional materials. That means each pupil, including English learners, must have a textbook or instructional materials, or both, to use in class and to take home. - School facilities must be clean, safe, and maintained in good repair. - There should be no teacher vacancies or misassignments. There should be a teacher assigned to each class and not a series of substitutes or other temporary teachers. The teacher should have the proper credential to teach the class, including the certification required to teach English learners if present. Teacher vacancy means a position to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. Misassignment means the placement of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold. - A student, including an English learner, who has not passed the exit exam by the end of grade 12 was not provided the opportunity to receive intensive instruction and services pursuant to Education Code 37254(D) (4) and (5) after completion of grade 12 for two consecutive academic years or until the student has passed both parts of the exam, whichever comes first. (Education Code 35186) - A complaint form may be obtained at the school office, district office, or downloaded from the District’s Website at: www.fcusd.org/UCPForm - You may also download a copy of the California Department of Education complaint form from the following Web site: www.cde.ca.gov/re/cp/uc/ Esta frase es en español. Aviso a Padres, Tutores, Alumnos y Maestros de sus Derechos a Presentar Quejas. Padres, Tutores Legales, Alumnos y Maestros: Conforme el Código de Educación de California, Sección 35186, por este medio se les avisa que: - Debe haber suficientes libros y materiales de enseñanza. Eso significa que cada alumno, incluyendo a los alumnos en proceso de aprender inglés, debe tener un libro o materiales de instrucción, o ambos, para usar en clase y para llevar a casa. - Las instalaciones escolares deben estar limpias, seguras, y deben mantenerse en buen estado. - No debe haber falta de maestros ni asignaciones incorrectas de maestros. Debe haber un maestro asignado a cada clase y no una serie de suplentes u otros maestros de colocación temporal. El maestro debe tener la certificación apropiada para enseñar la clase, incluyendo la certificación requerida para enseñar a alumnos en proceso de aprender inglés, si es que los hubiese en la clase. Falta de maestros significa que existe un puesto al cual no se ha sido asignado un empleado con certificación al principio del año escolar y por todo un año, o si curso es semestral, un puesto al cual no se ha asignado un empleado con certificación al principio de un semestre y por todo el semestre completo. Una asignación incorrecta significa que un empleado con certificación es colocado en un puesto de maestro o proveedor de servicios sin tener una certificación o credencial legalmente reconocida, o colocado en un puesto de maestro o proveedor de servicios que el empleado no está legalmente autorizado a ocupar. - Un estudiante, incluso si éste es aprendiz de ingles, que no ha pasado el Examen de Graduación de la Preparatoria al final del 12º grado, y no se le dio la oportunidad de recibir enseñanza intensiva y servicios para ese fin conforme el Código de Educación de California 37254(D) (4) and (5), por dos años escolares consecutivos después de terminar el 12º grado o hasta que el estudiante pase ambas partes del examen de graduación, lo que ocurra primero (Código de Educación 35186). - Usted puede obtener el formulario para presentar su queja en la oficina de la escuela, en la oficina del distrito o en la página de Internet del distrito en: www.fcusd.org/UCPForm - También puede obtener el formulario en el sitio de Internet del Departamento de Educación de California en la siguiente dirección: www.cde.ca.gov/re/cp/uc/

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HTML5 Canvas KineticJS Line Tutorial To create a line with KineticJS, we can instantiate a Kinetic.Line() object. This tutorial demonstrates three simple lines that's constructed from an array of points. As we'll see in the next tutorials, the Line class can also be used to create polygons, splines, and blobs as well. For a full list of attributes and methods, check out the Kinetic.Line documentation.

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Pop art, short for popular art, is one of the largest art movements known in history. The famous movement emerged in the 1950s and boomed in the 1960s in America and Britain as artists drew inspiration from commercial and pop culture and created bold pieces that reflected the realities of everyday life. American pop art was highly influenced by American consumer culture, fame and celebrity culture, and postwar culture. The movement began as a revolt against elitism and traditional artistic norms and was a response to the capitalist and consumerism culture in postwar America. It was essentially a cultural revolution aimed to break down social norms and free people from conformity. Artists turned to Hollywood movies, pop music, comic books, and advertising as a more relatable and influential source for creating pop art. Major contributors to the movement include Andy Warhol, Richard Hamilton, and Roy Lichtenstein, who’ve created iconic pop art designs deeply embedded into our culture. Many believe Hamilton’s collage “Just What Is It That Makes Today’s Homes So Different, So Appealing?” may have sparked the beginning of the movement in 1956 in London. He described the movement’s characteristics as such: “Pop art is: Popular, Transient, Expendable, Low cost, Mass produced, Young, Witty, Sexy, Gimmicky, Glamorous, Big business.” So, is pop art still relevant today? More than ever. From art exhibitions to merchandise sales, you’ll see pop art thriving all over the world. Artists today continue to incorporate pop art techniques into their designs, including signature graphic effects like saturated colors, strong outlines, dots, and bold cultural statements using everyday objects. Street artists like Banksy have shown pop art influence in their work using similar stencil and graphic design aesthetics. Pop art is still considered highly valuable in today’s market. Andy Warhol’s Silver Car Crash (Double Disaster) sold for a whopping $104.5 million in 2013! What Is Pop Art? Pop art took everyday life and everyday objects and made them saturated with colors, bold outlines, and creative overlays. The style’s vibrancy is uniquely incorporated into everyday objects like soup cans, fruits, a pack of gum, and tools, or in media like newspapers, magazines, and comic strips. Pop art made mundane and commonplace objects into extraordinary ones, completely breaking the artistic norms and cultural hierarchy that was in place at the time. Pop art is instantly recognizable and can be spotted from miles away due to its zest and energetic colors and patterns, infamous imagery from popular media and products, and the innovative artistic techniques that characterized the pop art style. It often used repetition, symbols, overlays, and dots with primary color pallets of bright reds, blues, and yellows. Pop art also incorporated humor and irony which made the pieces so relatable to the masses. Artists used satire to poke fun at trends and fads, and bring light to current events and challenge the current way of life. American Pop Versus British Pop Culture Pop art first appeared in England in the mid-’50s and spread to the United States towards the end of the decade. But because there was a heavy American influence in Great Britain at the time, and a lot of the biggest names of the movement were American, there is a strong connection between the movement as it evolved in the US and in England. There are some differences, however. In the US, pop art uses mundane reality, pop culture, irony, and sarcasm. American pop art was a result of the notion of the American dream. Roy Lichtenstein and Andy Warhol were the most famous American pop artists. On the other hand, in England, the movement started out with a more academic spin. English pop art was fed by American culture but through a different, more distant lens. The Brits used parody and self-deprecation to denounce the western system of manipulation, which simultaneously affected societal behavior and ushered in great material prosperity. Famous artists in the British pop art movement include Richard Hamilton, Nigel Henderson, and Eduardo Paolozzi. Pop Art Techniques and Characteristics Let’s take a look at the defining characteristics of pop art that made it such a powerful movement. Consumerism Theme: Capitalism, consumption, and materialism are central themes of pop art. Campbell soup cans, Coca-Cola, and cereal boxes are among the many imageries used to depict well-known brand names and famous product packaging. Pop art emphasized materialism by showing off the affluence of postwar society through these products. Fame and Celebrity Culture: The obsession with fame and celebrity culture is another main theme of pop art. As people consumed Hollywood, movies, magazines, and television, as did artists to create celebrity-inspired creations. Fun fact: The famous expression “Fifteen minutes of fame” came from Andy Warhol’s famous quote, “In the future, everybody will be world-famous for fifteen minutes.” Marilyn Monroe and Elvis Presley were among the many celebrities used in pop art designs. Mass Media: Pop art creators emulated mass media sources such as television, magazines, and comic strips. They often incorporated magazine cutouts, mimicked comic strips, and featured famous people and products, sometimes combining different mass media elements into one design. Everyday Objects: Ordinary objects found in everyday life found their way into famous pop art designs, often with a contemporary, satirical twist. From road signs and hamburgers to lightbulbs and bananas, pop art designers were able to elevate everyday objects to high art status while drawing on popular cultural references. Enlarge and Repeat: One technique artists used emphasized everyday objects was enlarging the images to huge scales and repeating the images for rows on end. This created a dramatic effect and a bold statement to drive home the theme of consumption. Imagine an eight-by-four grid canvas of big Campbell’s soup cans. This was one of Andy Warhol’s signature pop art styles. Use Material Out of Context: Another pop art technique was to remove an object from its context as a standalone piece or combine it with other objects or images in line with the themes of capitalism, materialism, and fame. Another one of Andy Warhol’s famous pieces includes a giant Banana on the cover of The Velvet Underground’s debut album. Collage Images: Collages are a popular pop art technique used to combine graphic elements including photos, text, textures, advertising, magazine pages, and comic book cutouts. Pop art artists used collages to make cultural and artistic statements by combining a variety of different elements to play on the main consumerism themes. Hamilton’s first collage that sparked the pop art movement includes a multitude of famous products and people. Innovative Screen Print Techniques: Screenprint techniques such as silkscreen printing and lithography were used by famous artists like Andy Warhol and Roy Lichtenstein to achieve signature pop art looks. Bold outlines, clear lines, sharp colors, and techniques of mass media imagery were also visual styles adopted by pop art creators. Reproduce, Overlay, and Duplicate: Whether it’s a collage or repetition, pop art’s graphic effects are created through techniques of reproduction, overlay, and duplication of different images. Some creative collages often included repeated imagery and other overlaid graphics that reflected everyday life and objects, famous people, and recognizable brand names. Saturated Colors: Bright colors like red, blue, yellow, and green flooded pop art designs. Artists specifically used primary colors and saturated neon colors to convey optimism and affluence. Its vibrant and saturated colors transcended traditional artistic norms and amplified the pop art movement. Turn Your Photo Into Pop Art Pop Art is unapologetically loud and bright and ignites a certain level of energy from within. What’s better than bringing that burst of energy to your own photos? Let’s take a look at how to make Pop Art with your photo using the Picsart app! 1. Open the Picsart app and tap on the plus sign at the bottom of your screen. 2. Upload the image to which you’d like to add pop art photo effects. 3. Click on the Effects tool at the bottom of your screen. 4. Scroll all the way right until you see the Pop Art category. That’s right, Picsart has an entire category dedicated to pop art! Now you have your very own Pop Art generator at your fingertips. 5. Select a Pop Art filter and watch your image transform. Check out some of our favorite Pop Art effects: Glitch2, Spotted, Off Grid, and Pop Art Colors. 6. If you’d like to make additional adjustments to the filter, double tap on the filter of your choice and adjust the scales accordingly. 7. Tap Apply on the top right to save your edit. 8. Want to add more filters? Go back to Effects, click Pop Art, or click FX to select other trendy filters, like the popular Grunge Effect. You can layer on as many filters as you’d like. Remember to tap Apply after each edit. 9. Pro tip: Add fun stickers to your image for that pop art collage look. To add a sticker to your image, click Sticker, type in “Pop art” or any other search in the search box, and select a sticker. You can resize the sticker and make additional enhancements with the tools at the bottom of your screen. Tap Apply to save. Don’t be afraid to add multiple stickers! 10. To add text, click on the Text tool, type in your desired text, and select the orientation. You can change the font, color, opacity, and other features using the tools at the bottom of your screen. 11. Add other enhancements using the Mask, Lens Flare, Shape Mask, and Frames tools. We suggest trying out Shape Masks for an extra dramatic pop art effect. 12. Finished with your Pop Art photo? Click Next at the top right and Save or Post! If you’re looking for a free photo editor online, check out Picsart Desktop Editing Tools instead. Explore Sketch Effects, Photo Overlays, Color Exposure, and Duotone Effects for some amazing photo editing tools guaranteed to make your design pop. Picsart is a full ecosystem of free-to-use content, powerful tools, and creator inspiration. With a billion downloads and more than 150 million monthly active creators, Picsart is the world’s largest creative platform. Picsart has collaborated with major artists and brands like BLACKPINK, the Jonas Brothers, Lizzo, Sanrio: Hello Kitty, I am a Voter, Bebe Rexha, Maroon 5, One Direction, Warner Bros. Entertainment, iHeartMedia, Condé Nast, and more. Download the app or start editing on web today to enhance your photos and videos with thousands of quick and easy editing tools, trendy filters, fun stickers, and brilliant backgrounds. Unleash your creativity and upgrade to Gold for premium perks!

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FINANCIAL LITERACY MONTH Since 2003, organizations throughout the United States have come together to share the positive impact of financial education. Check out this story from the MoneyFit blog that highlights the history and purpose of Financial Literacy Month over the past 19 years. NBA STAR TEACHES KIDS TO SAVE Throughout the month of March, second graders in the Adams 12 Five Star School District had fun learning about saving and sportsmanship from former NBA star Ervin Johnson of the Denver Nuggets Ambassadors. The programs featured Johnson reading the Bizzy Whiz Books picture book If I Have a Penny. Johnson also encouraged students to follow eight tips for success he has developed from his life and basketball experiences. Overall, Johnson visited 19 schools and reached approximately 1500 students. These programs kicked off a new financial literacy unit at Adams 12 featuring Bizzy Whiz learning materials and industry speakers. The program is seeking speakers for the spring on banking, as well as on farming and small food enterprises such as food trucks. Additionally, the program seeks to raise funding to supply a book to every Adams 12 second grader. For more information, contact Wendy Boortz, President, Bizzy Whiz Books at 303-219-0001; email@example.com. JA FREE ENTERPRISE CENTER TO OPEN IN 2023 Imagine a generation where young people, no matter their background, know how to budget, save, and invest. A generation that is armed with the self-determination, confidence, and understanding to take control of their financial futures and their careers. A generation that no longer wonders what they are going to do as adults, but instead asks, “what kind of innovator do I want to be?” The JA Free Enterprise Center will house two state-of-the-art learning labs, the JA Dream Accelerator® and JA Finance Park.® Together, they will fuse the physical and digital worlds to deliver innovative, real-world, and inspirational learning experiences in financial literacy, entrepreneurship, and career readiness. The JA Finance Park facility is scheduled to open in spring of 2023 and following in September of 2023 JA Dream Accelerator. To learn more and take a virtual tour of the facility follow this <a href=”https://www.jacolorado.org/lets-build-the-future/” target=”_blank” rel=”noopener” data-saferedirecturl=”https://www.google.com/url?q=https://www.jacolorado.org/lets-build-the-future/

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How far is LCY from the North Pole? LCY is located 2,660.56 mi (4,281.76 km) south of the North Pole.Equator: 3,559.79 mi (5,728.93 km) How far is LCY from the equator and on what hemisphere is it? LCY is 3,559.79 mi (5,728.93 km) north of the equator, so it is located in the northern hemisphere.South pole: 9,780.83 mi (15,740.72 km) How far is it from LCY to the South Pole? From LCY to the South Pole, it is 9,780.83 mi (15,740.72 km) in the north.Antipode: -51.5053,-179.944722 Where do I get to when I dig a hole in LCY through the centre of the earth? This is the point on the Earth's surface when you draw a straight line from LCY through the centre of the earth.Furthest cities from LCY Which city (at least 500,000 inhabitants) is furthest away and what is the distance from LCY? Help make this service available to everyone in the world and translate distance.to into other languages. Translate now! Maps and Geodata: © OpenStreetMap contributors

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Exam board: OCR Course code/specification number: J536 Level of qualification: GCSE, Level 2 What skills will students develop and demonstrate? - Instrumental techniques used for chosen instrument.. - How the music is performed, and what it is used for – the culture it comes from. - How the singers/instruments work together in the performances. - How technology is used and how it has developed - How the music is composed for each purpose – (use of the elements, different musical devices, tonalities, structures) What will students learn about? Area of Study 1 My Music: Learners should study any of the following: • any instrument • voice – this can include styles such as rapping or beatboxing • DJ-ing • sequencing – realisation using ICT. Area of Study 2 The Concerto Through Time: Learners should study The Concerto and its development from 1650 to 1910 through: • the Baroque Solo Concerto • the Baroque Concerto Grosso • the Classical Concerto • the Romantic Concerto. Area of Study 3 Rhythms of the World: Learners should study the tradi- tional rhythmic roots from four geographical regions of the world: • India and Punjab • Eastern Mediterranean and Middle East • Africa • Central and South America. Area of Study 4 Film Music: Learners should study a range of music used for films including: • music that has been composed specifically for a film • music from the Western Classical tradition that has been used within a film • music that has been composed as a soundtrack for a video game. Area of Study 5 Conventions of Pop: Learners should study a range of popular music from the 1950s to the present day, focussing on: • Rock ‘n’ Roll of the 1950s and 1960s • Rock Anthems of the 1970s and 1980s • Pop Ballads of the 1970s, 1980s and 1990s • Solo Artists from 1990 to the present day. How will students’ learning be assessed? - Integrated portfolio (30%): A performance, a composition and a commentary, all related to Area of Study 1 (the composition and commentary are all part of controlled coursework) - Practical component (30%): Ensemble performance & composi- tion to a set brief. The ensemble performance can be on any instrument and of any genre. This is internally assessed. - Listening Test (40%): Listening, appraisal & notation skills as- sessed in an exam at the end of the course. Externally assessed. What grades can students access? Students can achieve grades 9-1 What can students’ progress on to after completing this course? BTEC qualifications, music technology, performing arts or media. Apprenticeships in recording engineering, music publish assistant, radio broadcast assistant. A level – music, performance studies, music technology

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The results of a recent study by the Polyp Prevention Trial Study Group fail to show any benefit of a high-fiber diet in protecting against the development of adenomatous polyps, non-cancerous tumors that often progress into colon cancer. This finding comes not long after a study published by researchers at Harvard University who found no protective effect against colorectal cancer in association with a high-fiber diet. Cancers of the colon and rectum, sometimes referred to together as colorectal cancer, are characterized by the presence of cancerous tumors in the colon or rectum, each part of the body’s digestive system. Non-cancerous tumors, called adenomatous polyps, may also grow in the colon or rectum; however, it is thought that these polyps eventually become cancerous in some persons, developing into colorectal cancer. Researchers continue to work toward determining what factors may contribute to the development of colorectal cancer so that better treatments—and better strategies for prevention—can be produced and implemented. A person who has 1 or more characteristics or exposures, or risk factors, for a type of cancer has a higher chance to develop that type of cancer than a person who does not have these risk factors. Risk factors can be determined by studying the differences between persons who have and persons who do not have a type of cancer. Several risk factors have been suggested in association with colorectal cancer: age older than 40 years; having or having had intestinal polyps; having or having had inflammatory bowel disease; having or having had breast, ovarian, or endometrial cancer; having a history of colorectal cancer in one’s immediate family (genetic predisposition); having a diet high in fat, protein, calories, alcohol, and meat while low in calcium and folate; having a sedentary lifestyle; and smoking tobacco. As important as knowing which factors might increase the risk for colorectal cancer is knowing which characteristics or exposures, or protective factors, might reduce this risk. Some have speculated that the low incidence of colorectal cancer in parts of Africa may be linked with a high-fiber diet. However, despite much focus on the possible benefits of a high-fiber diet, several studies have failed to associate such a diet with a decrease in the incidence of colorectal cancer. Researchers at Harvard University investigated the relationship between a high-fiber diet and colorectal cancer, and found no reduced risk for the disease. Now, researchers from the Polyp Prevention Trial Study Group have reported the results of their study to determine whether a high-fiber diet might be associated with a reduction in the development of colorectal adenomatous polyps. Included in this study were 2079 men and women who were older than 35 years of age and who had a history of having colorectal adenomatous polyps. All persons underwent removal of any existing polyps before the study began. The researchers then randomly assigned persons to either follow their usual diet or maintain a diet high in fiber and low in fat. The results showed that about 40% of persons in both groups developed at least 1 polyp. From these findings, the researchers concluded that a high-fiber, low-fat diet does not appear to reduce the risk for developing pre-cancerous adenomatous polyps of the colon and rectum. (New England Journal of Medicine, Vol 342, No 16, pp 1149-1155, 2000)

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Welcome to ETC Educational Technology Connection (HK) Ltd! Handbook / Teacher's Guide This Little Book is packed with a wealth of ideas for using everyday kitchen items to promote young children's communication, investigation and problem solving skills. With rich and purposeful opportunities for critical thinking, predicting and estimating each activity links to EYFS learning and development. From Puddle Power – making puddles disappear using plungers and sponges, to Squeeze and Squirt – exploring and measuring distances, squirty patterns and the power of different liquids using meat basters! “"A brilliant pocket-sized book, ready for you to dip into whenever you need a little inspiration."” – Early Years Educator Amy Arnold has been teaching across the Early Years and KS1 for over ten years. She was deputy head teacher for four years and has lead the Foundation Stage in different settings for over seven years. She is currently lecturing at Cambridge University and 'inspiring' trainee teachers to develop a real, meaningful curriculum across all phases. The previous book she published with us 'Stimulating creativity and enquiry' has been extremely well received (804 copies sold since Feb) and is being added to the Cambridge University reading list from next year.Writes: Characteristics of Effective Learning, Key Issues, Philosophy and Thinking Skills, Literacy, Early Years, Continuing Professional Development, Cross-curricular Teaching, Little BooksAuthor of : Stimulating Creativity and Enquiry, Little Book of Multi-sensory stories, Working with parents, The Little Book of Kitchen Stuff

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We also experience unprecedented weather, such as out-of-season heat waves, tornadoes and tropical storms. These effects of climate change can transform our environments by changing closely linked associations, such as the timing of hatching insects with the arrival of migratory birds. It also changes the vegetation in an area affecting the species that have evolved to depend on a specific plant community. These changes can threaten many of the species we manage. This is why the National Wildlife Refuge System is focused on trying to predict changes to ecosystems so that action can be taken to help wildlife adjust. You can also help! Small changes in our everyday lives can make a big difference. Here are a few ways you can help our climate and support wildlife conservation where you live. Helpful Links:Conservation in a Changing Climate (FWS)Climate Change -- What You Can Do (EPA) Cool It! Tips for Going Green (National Wildlife Federation) Climate Change - Nature + People = Solutions (The Nature Conservancy) U.S. National Phenology Network Follow Us Online The refuge’s location and habitat make it a haven for butterflies and moths -- and those who enjoy seeing them! October and November offer the best times to enjoy the refuge’s butterflies, a documented 130 species.

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cutas-edu.xyz – The do goods of didactics are many . Not only volition you personally do good from receiving education when it come ups to income, career advancement, science development, and use opportunities, but your society and residential area get welfares of education as advantageously. Societies with higher rates of degree mop up and grades of education department run to be healthier, experience higher rates of economical stability, lower criminal offense, and greater par . For more surprising benefits of pedagogy, read on. Benefits of Education are Societal and Personal Those who get an education department have higher incomes, have more chances in their lives, and be given to be healthier . Societies benefit as advantageously . Societies with high rates of education completion experience lower offense, better overall health, and civil involvement. Lack of access to education is considered the tooth root of poverty . Not getting an didactics can conduct to a rhythm of poorness . However, get at to education can mean value getting out of that rhythm. 1 . Healthier Lifestyle People with improve education department be given to inhabit yearner and rich person healthier life-styles . According to research, people with higher education rich person a one-third glower lay on the line of heart disease . Degree bearers are also less likely to smoke and sir thomas more likely to get regular use. 2 . Experimentation and Diversity are a Benefit of Education: A personal welfare to acquiring an education is the chance to grow as an soul, experiment with what you are passionate about, and find yourself . You will be exposed to a diverse set of people and ideas which extend the brain. Connecting Across Borders The new human beings of digital education is helping those who get an education to connect crosswise the globe with people from other cultures . Students can cooperate together crossways borders, increasing the ethnical consciousness and worldliness of the item-by-items. 3 . Socializing and Networking are Personal Benefits of Education Education provides educatees with the space and the chances to fill like-tending somebodies, either on a equal or mentor groundwork . In schoolhouse, scholarly people meet leaders in their field, top professionals, and get adjoins through extracurricular activenesses as easily. 4 . Pursuing Your Passion When you feel passionate well-nigh something, you want to immerse yourself in that subject . Education gives you the blank space to do so . In addition, you may find new passions or new areas of interest within your field of study of study. Sense of Accomplishment Finishing any degree — whether it is a senior high school schooling degree or higher education — is an accomplishment . Graduating gives students a brobdingnagian sensation of attainment and leaves them the authority requisite to go out into the man and get something of themselves. 5 . Personal Development of Skills Students are mandatory to go through many eccentrics of assignments, words, courses, and thomas more during their time in education department . Therefore, they end up with a marvellous science set that transforms into the manpower. In addition, from extracurriculars, students study arts, sports, and thomas more that help them personally in life and to connect with others. Those with an education wealthy person had more on their plate and succeeded through it . They know how to handle their time and talents and be fertile . After graduation, scholarly people can hold that rich get-up-and-go into the men. Students are compulsory to ferment in scripted assignments, work in groupings, enter in discourses, or face in front line of others . This heads to first-class written communication, oral presentation sciences, and mathematical group communication. Critical Thinking Skills People with an department of education can think, and think well . They are taught to ask interrogatives, think over, and canvas — all critical skills for later winner. Identification of Skills Some have skills that they haven’t yet discovered, and oasis’t had the opportunity to expand upon . Education stretches the creative thinker, unwraps students to new topics, and pushes bookmen to do better . As a answer, scholarly people may find sciences they didn’t even know they had. Greater Sense of Discipline Students are given increasing totals of province with to each one year of education they complete . It is the student’s job to wield their time and create their own achiever, leadership to self-discipline abilities for those who follow. 6 . More Employment is a Benefit of Education Degree holders have access to more jobs . For postgraduates of bachelor’s course of studies or higher, the unemployment rate is cut in half. 7 . Career Entry and Advancement ollege academic degrees set up bookmen for a career, or for advancement within their stream line of business . Higher department of education pass ons the training and accomplishments necessary for succeeder in a specific area . In addition, many positions ask a level for first appearance . Some may not even look at a resume where the applicant has no level. 8 . Economic Growth When an stallion society is educated, productivity increases, mean income increases, and unemployment lessens . This leads to the economic growth and stability of a society as a unit . It starts with education. Higher Income as a Benefit of Education Those with education department beyond senior high school schooling tend to have higher wages than high school school grade holders . Those with no degrees gain the last remunerations on average . For full-of-the-moon-time doers in 2017, weekly norm reward for those with no degree was $515, followed by high school day graduates at $717, and $1,189 for bachelor’s degree holders . Those with grad degrees made an average of $1,451. 9 . Environmental Benefits Climate change is a large part of the conversation today, and society necessarily to work together to get ways to reduce impact on the earth . Educated souls that introduce the hands will put their cognition of mood change into fellowship policies, leading to increased sustainability. 10 . Societal Benefits A society that is well educated feels a higher sentiency of ace and hope inside the residential district . Educated societies lift up the washy and land a feeling of togetherness among all parts. Promotes Equality and Empowerment Education provides everyone with a gumption of authorisation; the estimate that they have the alternative to change their own life and choose their path . Women with an education have better determination making capablenesses and are thomas more likely to accept charge of their own lives. Promotes Good Citizenship and Civic Involvement Those with an department of education tend to be sir thomas more cognisant of current political egresses, and are sir thomas more likely to voter turnout . Higher stage holders are double as likely to volunteer, and 3.5 times more likely to donate money than high school graduates. Education teaches people the difference ‘tween right hand and wrong, and also exposes children and young grownups to lives of others . Understanding right hand and wrong and having empathy repress inclination to commit criminal offenses . Education of a fellowship minifies overall taking into custodies- precisely one twelvemonth increase of average education stages of a united states department of state decrease state-wide hitches by 11%. Reduces Gender-Based Violence In residential areas with high rates of education for both grammatical genders, gender-based violence is lower . Educated people are more likely to bear out gender par, and are sir thomas more likely to take endeavours to period and keep grammatical gender-based or domestic force . Communities that value educational activity for both genders are less in all probability to have cases of terrorist attacks on girlfriends schools. Reduces Child Marriage Girls with secondary coil or higher education are three times less likely to espouse earlier the age of 18 . Putting education initiative in a society allows for little girls to be seen as people who can get an education department and get their own decisions, sort of than just a future married woman and mother. Reduces Maternal Death Rates Maternal expiry rates flatten significantly in gilds with high education department rates . Women with no department of education at all are 2.7 times as likely to die during birth as women with 12 days of education . Women with one to six eld of educational activity are twice as likely to hurt maternal mortality . This is because educated female parents are more likely to use health services, even in low socioeconomic settings . Lack of teaching is also a stressor for womanhoods during childbirth . The more stressors a charwoman has during gestation, the higher the likelihood for negative terminations. Benefits of Higher Education 1 . Career Preparation Some people cognize exactly what they require to do one time they enter the men, and close to people may need higher education to get to where they motivation to be . A college academic degree is a mandatory requirement for a ontogenesis enumerate of occupations . Even if you aren’t sure what you want to do after graduation, it is a great benefit to go to college . Higher education volition help narrow your interest and elaborate your science set, exhibit you exactly what you are well at and what field you may need to enter. 2 . Broader Practical Benefits Getting a higher didactics has some hardheaded welfares too . When you depend at income research, the evidence is clear that college grads clear much more than their senior high school level counterparts . College graduates lean to be healthier as well, with lower berth danger of heart disease, inclination towards salubrious eating and example, smoke less and inhabit longer . College fine-tunes as well be given to experience higher rates of involvement in political and residential district affairs, volunteerism and kindly contributions. 3 . Personal Development Students go through and through a lot of personal development in college . Things such as critical thinking skills, time management, perseverance, communication, and presentation sciences are all great assets not just for next work but for personal life as well . College graduates get further in life, not only because of the academic degree they’ve earned, but the experiences they went through. 4 . Pursuing a Passion and Desired Field Pursuing your rage in the form of a college degree is the way of life that just about people ask and there is nix wrong with that . If you in truth bang music, studying medicine, then obtain a way to make a career out of it . College volition help you get a deeper and sir thomas more theoretical understanding of your heat and volition likewise open your eyes to possible career ways and mentors. 5 . Cognitive and Communication Skills College scholars study hard and they study frequently . They are taught to think alternatively and creatively to puzzle out a problem . As a result, college students give the high cognitive ability . Courses frequently ask mathematical group work and demonstrations, resulting in better interpersonal communication sciences for alumnuses. 6 . Social Experiences Don ’t forget that college isn’t all perusing . The friends you make during college volition be the acquaintances you rich person for life . They can too act as a social net, lifting you up when you are down and encouraging you to do your best in your canvasses, your profession, and in your life . Learning to live with others and work comfortably with others enhances your social skills as well. Feeling positive ? There are so much more than than barely these gains of education we rich person listed, and it’s not voiceless to receive some that specifically benefit you and what you demand in your life.

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The traditional financing is related to the liability side of the balance sheet. The firm issues long term debt or equity to meet its financing needs. and in the process, expands its capitalization. The dangers of traditional financing are that equity becomes an expensive method of financing because of decreasing corporate earnings and low price-earning rations. The high rate of inflation cause long-term debt which is an expensive source of financing as interest rates rise. The corporate finance managers, therefore, are developing financing alternatives related to the asset side of the balance sheet. These alternatives may lower the cost and redistribute the risk. Lease financing is one of the different alternatives. Leasing is an important source of equipment financing. For some equipment, the financing is intermediate term is nature. Leasing is broadly used in Western countries to finance investments. In the USA, which has the largest leasing industry in the world, lease financing contributes approximately one third of total business investments. in the changing economic and financial environment of Bangladesh, it has assumed an important role. Advantage and disadvantage of lease: The advantage and disadvantage of leasing are summarised below. Advantage of leasing: Lease financing has the following advantage to the lessee: Financing of Capital Goods: Lease financing enables the lessee to avail of financing for huge investments in land, building, plant, machinery, heavy equipment, and so on, upto 100 percent, without requiring any immediate down payment. Thus, the lessee is able to commence his business virtually without making any initial investment (of course, he may have to invest a minimal sum for working capital needs). Additional Sources of Finance: Leasing facilities the acquisition of equipment, plant and machinery without the necessary capital outlay and, thus, has a competitive advantage of mobilising the scarce financial resources of a business enterprise. It amplify the working capital position and prepare available the internal accruals for business operations. Leasing as a method of financing is less costly that other alternatives available. Leasing provides finance without diluting the ownership or control of the promotes. As against it, other modes of long-term finance-for example, equity-normally dilute the ownership of the promoters. Lease financing is considered preferable to institutional financing as in the former case there are no string attached. Lease financing is profitable since it is free from restrictive covenants and conditionalities, such as representation on the board, conversion of debt into equity, payment of dividend and so on, which usually accompany institutional finance and term loans from banks. Flexibility in structuring of Rentals: Lease rentals can be structured to accommodate the cash flow situation of the lessee, making the payment of rentals convention to him. Lease rentals are so tailor-made that the lessee is capable to pay the rentals from the funds produce from operations. The lease period is also chosen so as to suit the lease’s capacity to pay rentals and considering the operating life-span of the asset. This flexibility is not available in the debt servicing pattern of a conventional loan; institutional borrowings, for instance. Such loans have to be typically repaid over a specified number of installments resulting in heavy debt servicing burden in the earlier years of project, whereas the project may actually generate substantial cash flow in later years. A lease finance arrangement is simple to negotiate and free form cumbersome procedures with faster and simple documentation. As against it, institutional finance and term loans require compliance of covenants, formalities and a bulk of documentation, make procedural delays. By proper structuring of lease rentals, a lot of tax benefit can be derived. If the lessee is in a tax paying position, the rental may be increased to lower his taxable income. The cost of the asset is thus amortised more rapidly than in a case where the asset is owned by the lessee, since depreciation is allowable at the prescribed rates. If the lessor is in a tax paying position, the rentals may be lowered to pass on a part of the tax benefit to the lessee. Thus, rentals can by suitable adjusted for postponement of taxes. Obsolescence Risk is Averted: In a lease arrangement, the lessor, being the owner, bears the risk of obsolescence and the lessee is always free to replace the asset with the latest technology. To the Lessor: A lessor has the following advantage: The lessor’s security is fully secured since he is always the lord of the leased asset and can take repossession of the asset if the lessee fault. As against it, realizing an asset secured against a loan is more difficult and cumbersome. Tex Benefit. The greatest advantage of the lessor is the relief by way of depreciation. If the lessor is in a high tax bracket, he can lease out assets with high depreciation rates and, thus, reduce his tax liability substantially. Besides, the rentals can be suitably structured to pass on some tax benefit to the assessee. The leasing business is extremely beneficial since the rate of return is more than what the lessor pays on his borrowings. Also, the rate of return is more than in case of lending finance right away. Trading on Equity: The lessor usually carrys out his operations with greater financial leverage. That is, he has a too much low equity capital and use a substantial volume of borrowed funds and deposits. That is, he has a extremely low equity capital and use a substantial volume of borrowed funds and deposits. High growth potential: The leasing industry has a high growth potential. Lease financing enable the lessees to acquire equipment and machinery even during a period of depression, since they do not have to invest any capital. Leasing, thus, keep up the economic growth even during a recessionary period. Disadvantage of Leasing: Lease financing suffers from certain limitation too: Restriction on Use of Equipment: A lease arrangement may impose certain restriction on use of the equipment, acquiring compulsory insurance and so on. Besides, the lessee is not free to create additions or alterations to the leased asset to suit his necessity. Limitations of Financial Lease: A financial lease may entail a higher payout obligation if the equipment is not found to be useful and the lessee opts for premature termination of the lease agreement. Besides, the lessee is not named to the protection of express or implied warranties since he is not the proprietor of the asset. Loss of Residual Value: The lessee never becomes the master of the leased asset. Thus, he is deprived of the residual value of the asset and is not even named to any improvements done by the lessee or caused by inflation or otherwise, such as appreciation in price of leasehold land. Consequence of Default: If the lessee defaults in complying with any terms and conditions of the lease contract. The lessor may terminate the lease and take over the possession of the leased asset. In case of finance lease, the lessee may be required to pay for damages and accelerated rental payments. Understatement of Lessee’s Asset: Since the leased asset does not form part of the lesse’s assets, there is an effective understatement of his assets, which may sometimes lead to gross underestimation of the lessee. However, there is now an accounting exercise to disclose the leased assets by way of a footnote to the balance sheet.

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Separating antibodies from advanced mixtures is commonly achieved through chromatographic or non-chromatographic methods. Yet chromatography results in higher purity ratings when the right techniques and resins are used. Although this usually involves higher costs, especially when separating antibodies for large-scale production, the methodology is solid and the results almost unparalleled. Of course, the method is often only as good as the solid phase used. All the more reason to insist on using the best chromatographic antibody purification resins available. Classifying Antibody Purification Methods Although there are many techniques that help in separating and purifying antibodies, there are also three main classes of methods you need to know about. This type of method involves size-exclusion or more often solid-phase binding based on charge, size, and common chemical characteristics. It’s a method used to isolate a specific subset of proteins which include immunoglobulins. During affinity purification, only specific antibodies get separated and purified. This method targets antibodies which bind to a certain antigen molecule, when exposed to a unique antigen-binding domain. This is useful as it can purify all antibodies binding with that specific antigen, without discriminating based on isotope or antibody class. This is a more broad-spectrum method if you will. It uses solid-phase binding of specific classes of antibodies. The binding is done by ligands such as proteins and lectins, among other biological ligands with unique affinities to immunoglobulins. As a result, all antibodies in that class, in the sample, get purified without regard to any antigen specificity. What Types of Chromatography Call for Resins? When talking about resin applications there are three methods that come up more than others. There’s affinity chromatography, ligand coupling, and size-exclusion chromatography. These chromatographic methods always call for resins for the solid phase and not, for instance, particle beads. This is a chromatographic process that separates a specific biochemical mixture depending on the interaction between antibody and antigen, receptor and ligand, or enzyme and substrate. It is mostly a one-step process but that is not always the case. It has the advantage of being highly sensitive compared to other techniques, offers high specificity, can be easily reproduced, and mostly, it ensures great quality of the pharmaceutical products. It can be a cost-effective method too. In continuous affinity chromatography, columns can be eluted and then regenerated as others are loaded. More columns used equals more flexibility and extra regeneration time, thus reducing the cost of resins and additional equipment. The Praesto® range of antibody purification resins is tailored to improve the efficiency and production of continuous affinity chromatography separation processes. This is a molecule separation method that differentiates molecules based on size. It relies on filtration in a gel medium with beads of specific sizes and distribution. Molecules separate as they pass through the matrix’s pores or the column. Both methods, when using high-quality antibody purification resins, offer immense benefits in the research fields for biochemistry, polymer synthesis, diagnosing diseases, therapy, or other research applications Hallmarks of a High-Quality Antibody Purification Resin A high-quality resin can have many traits. What’s generally agreed upon is that antibody purification resins should have a high-flow agarose matrix, with high capacity, stability, longevity, and superior pressure-flow attributes. Protein A is often the most common type of antibody purification. It produces high purity rates, it’s fast, and not hard to scale production with. How to Find the Best Resins There are a number of companies that have patented and created unique resins for antibody purification. That said, it’s always best to go with manufacturers that have more experience in the regulatory field as well as research and development. Some companies are content with presenting the same resins year after year. Others prefer to continuously innovate in the resin-based technology field. It’s also important to assess the expertise as it relates to specific fields. While some manufacturers don’t step outside the food, beverage, or cosmetic fields, others tackle biochemistry and pharmaceutical applications too. Go with the Leading Resin Manufacturers Achieving high purity levels in antibody purification isn’t always easy or economical. The best results come at a cost. Yet for most pharmaceutical, medical, and biochemistry applications, the highest-quality resin available is always worth the extra cost.

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Griswold v. Connecticut (1964) is a landmark case in U.S. constitutional law. The decision articulated a constitutional "right to privacy," which would later be interpreted as protecting the right of unmarried persons to use birth control (Eisenstadt v. Baird, 1972) and the right of women to terminate their pregnancies (Roe v. Wade, 1973) The case concerned a Connecticut law that criminalized the encouragement or use of birth control. Estelle Griswold, the executive director of Planned Parenthood League of Connecticut, and Dr. C. Lee Buxton, doctor and professor at Yale Medical School, were arrested and found guilty as accessories to providing illegal contraception. They were fined $100 each. Griswold and Buxton appealed to the Supreme Court of Errors of Connecticut, claiming that the law violated the U.S. Constitution. The Connecticut court upheld the conviction, and Griswold and Buxton appealed to the U.S. Supreme Court, which reviewed the case in 1965. The Supreme Court, in a 7-2 decision written by Justice William O. Douglas, ruled that the law violated the "right to marital privacy" and could not be enforced against married people. Morris Leopold Ernst, Class of 1912 (evening division) was the attorney for Planned Parenthood. Ernst was one of the founders of Greenbaum, Wolff & Ernst, and a co-founder of the American Civil Liberties Union. Griswold, Constitution, Privacy, Planned Parenthood, Right to Privacy, Freedom of Speech

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, a prodrome is an early non-specific symptom (or set of symptoms) indicating the start of a disease before specific symptoms occur. For example fever, malaise , headache and anorexia (lack of desire to eat) are part of the prodrome for mumps or a variety of infective disorders. A prodrome can be the precursor to the onset of a chronic neurological disorder such as migraine , where prodrome symptoms include scotoma , disorientation, aphasia , or photosensitivity. It also refers to the initial in vivo round of viral replication. Prodromal labour, mistakenly called "false labour," is the early signs before labour starts.

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I love using themed centers throughout the year to keep the learning fun and exciting. We use this snowflake counting activity in the winter and it’s always a favorite! It’s the perfect way to continue practicing counting and one-to-one correspondence with your kindergartners. If you’re looking for a hands-on activity to use in your winter centers, this Snowflake Counting Freebie is perfect for your classroom. There are endless ways to use this counting center! Your students will love practicing counting to ten and one-to-one correspondence with this snowflake counting center! They can use cotton balls, pompoms, playdough, or mini snowflake erasers to help them count. You can also throw the snowflake numbers in a math sensory bin for endless fun! My kids love this activity during the winter months, even though it doesn’t snow where we live 😉 It’s a great holiday activity or a nice way to start the New Year off with hands-on fun! How To Use The Snowflake Counting Mats To use this snowflake counting freebie, print out the snowflake mats and number cards in either color or black and white. I like to laminate the cards so we can reuse them over and over again. Your students will pick a number card, then add “snowflakes” to the number to mat to show the number. They can use their fingers or plastic tweezers to place the correct number on the mats. I have them use pom-poms, cotton balls, playdough, mini erasers, counters, buttons…anything you have on hand! Then switch them up after a few days and make the center last all month long. If your students have mastered counting and are ready for a challenge, you can have them choose two snowflake numbers, add them together, and write the sum on the snowflake mat with a dry erase marker. The laminated mats make it easy to write on and wipe off for differentiated use. My students enjoy working together to come up with the sums when they are stumped, encouraging teamwork, and math talk during our math rotations. I hope you and your students enjoy using these Snowflake Counting Mats in your classroom this winter! If you’re looking for more hands-on centers to use with your students, check out my Kindergarten Weather Centers! They are full of engaging math & literacy practice you can use any time of the year.

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LUCSUS is an interdisciplinary center for research, education and collaboration at Lund University that works to understand and explain complex and urgent sustainability challenges. The research combines critical perspectives with problem-solving approaches - in close collaboration with society - to contribute to sustainable development. Important research topics are: climate change and resilience; land use; sustainable urban development and climate adaptation; sustainable energy systems and energy justice; as well as biodiversity. Questions about the role of culture in the transformation of society have in recent years become increasingly important in teaching, communication and research. LUCSUS Master's Program in Environmental and Sustainability Science, LUMES, aims to provide knowledge about the interplay between cultural, economic, environmental, political and social dimensions of sustainability. Read more about LUCSUS on their website www.lucsus.lu.se Read more about Master's program LUMES on the website www.lumes.lu.se Ung SciShop is developed in collaboration with the following researchers at LUCSUS Sara Brogaard is a senior lecturer in sustainability science with a background in geography and geoscience. My research is broadly about how climate change affects rural land use dynamics, livelihoods, and attitudes. The research is based on a systems thinking, where natural and social systems are closely connected. In practice, this means that both research and teaching are conducted in interdisciplinary teams, but also in close collaboration with residents, associations or companies, as in the Young SciShops project. Working with children and young people's perspectives on the interaction with our nature provides particularly important perspectives. What questions and thoughts do our young people have for the future and how can we take advantage of these in the ongoing climate and sustainability change? Read more about Sara Brogaard at Lund University Research Portal Ann Åkerman is deputy director at LUCSUS and her work, research and teaching focuses on land and water issues. She worked for many years in close collaboration with municipalities, farmers and other stakeholders in the implementation of various measures to improve water quality in southern Sweden, e.g. restoration of wetlands and rivers. She has also worked with agriculture and rural development in Zambia, with a strong focus on sustainable agricultural techniques in small-scale agriculture. Within the Sydvatten project Think H2O! she has contributed to the development of a two-day water course at Lake Bolmen. There she has taught more are 1000 students and teachers to increase their awareness of the importance of water. Much of her teaching today focuses on Agenda 2030. Where it is not just about learning to understand the Global Goals, but also about synergies and conflicts between the goals and how to go from knowledge to action.

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Economic reform in Lithuania had been introduced during the first half of 1990s. The main aim of the government was to control the prices and restructuring in the banking sector. In addition to that, the the government introduced the Litas as the country’s new currency. Reasons Behind the reform: The rate of inflation was very high in Lithuania because of the rise in price control. The Lithuanian government’s expenditures were increasing and also it went beyond the amount of the government revenues. Wages decreased by 30% in 1992 compared to the previous year. Privatization: The Lithuanian government started the economic reform through privatization. During the period 1992 – 94, almost half of the medium and large size enterprises had been identified for privatization. The government introduced a law on initial privatization in 1991 which had been revised many times in 1993. Price Restructuring: The government started to withdraw the compensation for the pensioners so that it could reduce the inflation rate. Government support for public transportation and utilities had also been stopped. Land reform: Privatization in the rural area was the most difficult job for the government due to the fear of loosing land among the people of that sector. So the government adopted land reform as a measure of the economic reform. Fiscal Policy reform: The government begun to eliminate the subsidies by introducing several new taxes and a new system for tax collection. Banking Sector Reform: The government started the banking sector reform as an economic reform measure. Last Updated on : 26th June 2013

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Fresh, Fresh, Fresh! This is what “organic” used to be! Being able to harvest food directly from your yard, deck, windowsill, or community garden means you are getting the healthiest and best-tasting food you can find. No travel time, no chemicals, and no plastic storage. Just freshness! When you plant your own food, you know exactly what goes into the gardening process. You know the seed types you selected, where they came from and can make sure to create an organic garden to reduce the use of harmful chemicals. Nothing beats flavor and nutrient packed power of fresh-picked fruits and vegetables. Once harvested, produce begins to lose moisture and nutrients. At the grocery store, the freshness of your vegetables is out of your control. But when you’ve grown your own fruits and vegetables, you know exactly when they’ve been picked and how fresh they are. Good for you, your family, and the environment. Gardening is a fun way to keep the whole family healthy because kids are much more likely to be excited to eat the produce they helped grow! This will help everyone get more vitamins and minerals that are important to proper nutrition and good health. Another advantage of growing your own food is that it can save you money. The price of a pack of seeds is almost equivalent to what you would pay for a single vegetable or fruit at the store. It may even cost less when you factor in the money spent on the gas used to drive to the store. Plus, you can grow organic vegetables for a fraction of the price. When taking food costs into consideration, gardening can become an appealing option to cut back on your grocery bill. It’s Magic: Don’t miss this opportunity to synchronize with nature. Being a partner in the cycle of fruit production from seed is truly incredible. Bear witness to the relationships between the seed, sun, water, and soil and tune into wavelengths you didn’t realize existed. When you take the time to prepare, plant, weed, water, and harvest your own garden, you are also getting sunshine, fresh air, and physical activity. The exercise you get can help you stay in shape, but also relax and de-stress. Because your garden needs to be tended, you are guaranteed to have some active time each week outside, either on your own or with your family. A vegetable and fruit garden can add life, color and beauty to your backyard. The smell of strawberries and the sight of cucumbers are a warm invitation to people and pollinators alike. Plants that have beautiful flowers encourage pollination—like beans, peas and fruit trees. Plus, the insects they attract will likely pollinate other plants as well, making your whole garden grow faster. When you decide where to put your garden, keep in mind what plants may need. Do plants need a lot of sun or a lot of shade, or a little of both? Depends on what you’re growing. Read the tag that comes with the plant or look up a gardening guide. Give plants the right amount of sun exposure they need to thrive. Also be careful not to place plants too close together. Follow the spacing instructions to allow the plants room to flourish fully. For the more adventurous gardeners, succession planting is putting in small rows or beds of plants periodically during the growing season. As one planting’s harvest begins to fade, the next planting’s harvest will be ready. The key is knowing what vegetables can be planted in succession, and the best time of year to do it. Companion planting is a great way to maximize the efficiency of your garden. For almost every vegetable you grow there is likely to be a beneficial companion plant that will help increase soil nutrients, chase away pests, and help you get the most out of your garden. Local Food System: If we can get back to WWII numbers, which was 40% of our nations produce from Victory Gardens, we would revolutionize the local food system. Victory gardens were started during the wars to promote the cultivation of available private lands to increase local food production which greatly reduced shipping costs and helped in the war effort. Even when not in times of war or crisis, homegrown tastes better, retains more nutrients, and is a more environmentally sustainable way to produce food. Home growing is major and an underrated part of our local food system. Today, only 26% of families have home gardens. Real Food Share has started a 1000 Garden Challenge, where we are challenging 1000 people to plant gardens and let us know about it. Lots of good things come from growing your own! There is huge potential to shift the supply chain, solidify availability during times of crisis and create excess healthy food for neighbors in need. What to think about before you plant: - Location: Choose a sunny area, close to the kitchen, and near a water source. For crops to thrive, they ideally need a space on your property that has 6 or more hours of sunlight. Crops that you eat the leaf or root of (ex: beets, parsley, lettuce mix, radishes) can grow with less light, with 4 hours being sufficient. Plants that you eat the fruit of (ex: tomatoes, cucumbers, peppers) need their 6 hours. - What to Grow In: Raised beds, containers or directly in the ground. - Soil: Test your soil if you are direct sowing into the ground. Otherwise, make a plan of what soil you’re going to get. - Determine Your Zone: Connecticut is in Zone 6. Understand what grows best in this zone. - What to Grow? Decide on what’s important for you to grow, what are your priorities, what do you like to eat? What’s fun? - How to Grow? Will you grow directly from seeds or purchase started plants? - Be Ready as a Gardener! Dedicate some time to it, there will be a bit of maintenance with weeding, mulching, and pruning. - Share! Would you like to grow extra to donate/share? Please do! - The Beginning is Crucial: Be prepared to take care of your little seeds, seedlings, and plants. The early stages of development are key to producing. - Pests and Diseases: Consider starting your garden in a fenced-in area as you don’t want to share your plants with the neighborhood deer or rabbits. Also, there will be bugs! Reach out to us or those at UConn extension to help you understand if they are beneficial for your plants or not. - Succession and Companion Planting: Taking the next step in planning and learning which plants do well together and staggering plantings. For example, for companion planting – plant carrots underneath peas or kale next to potatoes or radishes to balance soil nutrients. - It’s a Journey: Trust that you will get better with experimenting and practice over time. “Black thumb” is a myth! Fun to try and see what works. Enjoy connecting with nature. - Starting with Easy Ones: Tomatoes, cucumbers, lettuce, kale, culinary herbs, carrots and potatoes are good to try. - Ones We’ve Found Challenging: Here are a few you might want to avoid in your first-year: broccoli, cauliflower, brussel sprouts, cabbage, and celery. But if you want to give it a go…plant ’em! The More Adventurous Gardener: Purchase your starter plants here: Cool Apps to help you out along the way: If you can’t garden at home join us here:

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In medicine, a nasopharyngeal airway, also known as an NPA, nasal trumpet (because of its flared end), or nose hose, a type of airway adjunct, is a tube that is designed to be inserted into the nasal passageway to secure an open airway. When a patient becomes unconscious, the muscles in the jaw commonly relax and can allow the tongue to slide back and obstruct the airway. The purpose of the flared end is to prevent the device from becoming lost inside the patient's nose. As with other catheters, NPAs are measured using the French catheter scale, but sizes are usually also quoted in millimeters. Typical sizes include: 6.5 mm/28FR, 7.0 mm/30FR, 7.5 mm/32FR, 8.0 mm/34FR, and 8.5 mm/36FR Indications and contraindications These devices are used by emergency care professionals such as EMTs and paramedics in situations where an artificial form of airway maintenance is necessary, but tracheal intubation is impossible, inadvisable, or outside the practitioner's scope of practice. An NPA is often used in conscious patients where an oropharyngeal airway would trigger the gag reflex. Insertion of an NPA is absolutely contraindicated in patients with severe head or facial injuries, or have evidence of a basilar skull fracture (Battle's sign, raccoon eyes, cerebrospinal fluid/blood from ears, etc.) due to the possibility of direct intrusion into brain tissue. Nasopharyngeal airways are also used, though very rarely, by people who have severe sleep apnea, inserted by the patient themselves at home. The correct size airway is chosen by measuring the device on the patient: the device should reach from the patient's nostril to the earlobe or the angle of the jaw. The outside of the tube is lubricated with a water-based lubricant so that it enters the nose more easily. The device is inserted until the flared end rests against the nostril. Some tubes contain a safety pin to prevent inserting the tube too deeply. Care must be taken to ensure the pin does not stick into the nostril. In the event that a pin is not available, you may also stop insertion just short of the natural gag reflex and tape the remaining exposed portion of the NPA to the surrounding facial tissue. - Daniel Limmer and Michael F. O'Keefe. 2005. Emergency Care 10th ed. Edward T. Dickinson, Ed. Pearson, Prentice Hall. Upper Saddle River, New Jersey. Page 147.

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Wind Energy Development Map: FAQ The map displays both pending and authorized wind testing areas as well the many natural resource considerations that influence wind energy development on BLM administered lands in eastern Oregon. The BLM provides this map of potential wind energy development information and key regional natural resource information to foster collaborative solutions in the planning and siting of infrastructure projects on public lands. The map highlights where there are opportunities for wind energy development and also where there are areas of potential conflict between wind energy development and high value natural resources. The colored areas represent public lands with important natural resource values and indicate the potential degree of complexity wind energy development will likely face within those areas. Where there are high concentrations of important resource values, there would be a higher level of complexity in the development of wind energy. If an area has one or more colors this indicates there may be an increased potential of conflict for wind energy development, and more research and discussion is needed. The "BLM Special Emphasis Areas" are the only mapped areas that are currently restricted or disqualified from wind energy development consideration. The "ODFW Sage-grouse Core Area and Low Density Area GIS layers" indicate areas that could also be challenging and complex for wind energy development proposals. Both the "BLM Special Emphasis Areas" and "ODFW Sage-grouse Core Area and Low Density Area GIS layers" are discussed in detail below. The scale of the map is regional and covers the vast landscape of eastern Oregon. The regional information provided in this map does not necessarily include site level information. All potential wind energy development projects are subject to site level analysis and verification. The Oregon/Washington BLM district offices east of the Cascades have experienced a several-fold increase in the number of applications for Right-of-Ways (ROWs) for possible wind development and other forms of renewable energy in the last five years, primarily in sagebrush habitat. In response to this application increase, the BLM map focuses on sagebrush obligate species including Greater Sage-grouse habitat, pygmy rabbit habitat, and mule deer winter range because these species or their habitats are important from a regional conservation perspective where cumulative effects can become a major issue; they occupy habitat upon which numerous additional sagebrush obligate species rely, the BLM administers a substantial portion of the species habitat; they have economic significance; they are regulated under existing law (Endangered Species Act, Bald and Golden Eagle Protection Act, Migratory Bird Treaty Act), or they have the potential to be listed as threatened or endangered. BLM manages a substantial portion of the mule deer's winter range. Mule deer winter ranges transcend jurisdictional boundaries requiring coordination among the BLM District Offices. The "Challenges & Opportunities" map uses Oregon Department of Fish and Wildlife (ODFW) generated geospatial statewide coverage data to show important winter ranges. Mule deer habitats are facing unprecedented threats from a wide variety of human-related developments and Federal agencies such as the BLM are integral to the conservation of the remaining tracts of mule deer habitat. A 2001 survey by the U.S. Fish and Wildlife Service (FWS) reports that over 4 million people hunted mule deer in the 18 western states. Mule deer are valued as an integral part of the western landscape by hunters and non-hunters alike. According to the same FWS survey, 22.5 million residents in 18 western states spent 102.6 million days "watching wildlife" in 2001. Pygmy rabbits were selected for the map because the BLM administers a vast majority of their remaining habitat. Like the mule deer, the pygmy rabbit's habitat transcends jurisdictional boundaries and there is a need for landscape scale management to conserve the species. The existing range and location of known sites and areas of influence are depicted in the Maps and are the result of surveys completed by Oregon BLM and are based on the known science for this species, which is limited at this time. The pygmy rabbit is considered a sensitive species/species of concern by the BLM in Oregon. The pygmy rabbit has a broad distribution within Great Basin sagebrush communities but current populations are scattered due to habitat loss (Weiss and Verts 1984, Gabler et al. 2000). This species is known to occupy less than 5 to 10 % of its former geographic range and was listed by Washington State as an endangered species by emergency rule on November 30, 2001. A current petition seeks listing for the rabbit over its entire range. Greater Sage-grouse were selected for the map because of their importance as a sagebrush ecosystem health indicator species and because of the recent FWS, March 15, 2010 "warranted but precluded" decision relative to the listing of Greater Sage-grouse under the Endangered Species Act (see question 6 for more information). Federal lands make up about 72% of the remaining North American Greater Sage-grouse habitat. Of that total, 52% is managed by the BLM. Oregon Greater Sage-grouse populations make up at least 20% of the total North American population and the Oregon/Washington BLM manages 70% of the remaining Greater Sage-grouse habitat in the state. As an active partner in Federal, state, and local Greater Sage-grouse conservation planning efforts and as the primary Federal manager of Greater Sage-grouse habitat, the BLM is in a key position to contribute to Greater Sage-grouse habitat conservation from the range wide geographic scale to the local level. (See questions 5, 6, and 7 for additional Greater Sage-grouse related information.) While there may be exceptions, in general, the BLM Special Emphasis Areas are highly likely to have inherent conflict with energy development. The BLM Special Emphasis Areas map depicts a category of lands that would likely have restrictions or may be excluded from potential energy development. These areas have special emphasis or restrictions through law, regulation, Presidential Proclamation, executive order or are identified in existing land use plans because of their outstanding natural, cultural, scenic, scientific, recreational and other special resource values. The BLM-administered lands that are excluded due to statute or Presidential Proclamation include lands within the National Landscape Conservation System (NLCS). Categories of NLCS lands from which development is excluded are: National Monuments, National Conservation Areas and similar designations, Wilderness, Wilderness Study Areas, Wild and Scenic Rivers, and National Scenic and Historic Trails. Administrative designations, such as Areas of Critical Environmental Concern (ACECs) and lands with Visual Resource Management (VRM) Classes I and II, are likely to be highly restricted or excluded under existing land use plan decisions. All of the BLM Special Emphasis Areas indicate some degree of potential complexity. If development is proposed within the BLM Special Emphasis Areas, the first step is to determine what specific designation applies to the area under review. As with any GIS layer on the BLM "Challenges & Opportunities" map, it is important to remember that the scale of the map is regional, covering the vast landscape of eastern Oregon. The BLM is providing this information to help stakeholders make informed decisions and better understand what they can expect within a given BLM Special Emphasis Area. The map does not necessarily include site-specific information, and project analysis and verification are required for all wind energy proposals. Below are summary definitions of the designations contained within the BLM Special Emphasis Areas layer. They are provided to help clarify if energy development proposals can, or cannot, be considered within each specific designation. The ODFW Greater Sage-grouse Core Area and Low Density layers represent Core and Low Density area habitats that were identified in ODFW's Greater Sage-Grouse Conservation Assessment and Strategy for Oregon: A Plan to Maintain and Enhance Populations and Habitat (ODFW Sage-grouse Strategy) released in April 2011. The ODFW Sage-grouse Core Area and Low Density layer represents high density breeding areas where the primary objective is protection. The Low Density Area habitats are areas where impacts to Sage-grouse populations may be less of a risk and where opportunities to mitigate for best habitat may occur. The BLM utilizes the ODFW Sage-grouse Core Area and Low Density map layers, along with its own Sage-grouse guidance, in assessing threats and risks, and potential mitigation strategies, to Sage-grouse resulting from management actions and proposed actions on BLM administered lands. The BLM Sage-grouse guidance includes a National Sage Grouse Habitat Conservation Strategy (2004) and supplemental guidance to that strategy that was issued in March 2010, and most recently updated with the National Sage Grouse Planning Strategy. Implementing the National Greater Sage-grouse Planning Strategy allows Oregon BLM the opportunity to fully consider long-term sage-grouse conservation and habitat restoration guidance contained in the Greater Sage-Grouse Conservation Assessment and Strategy for Oregon published by Oregon Department of Fish and Wildlife. The BLM's Sage-grouse guidance is consistent with the ODFW strategy. Through Instruction Memorandum OR-2009-038, Oregon BLM issued formal guidance to field units to maintain consistency with the state's recommendations for constructing wind energy grids in Greater Sage-grouse habitat. In March 2010, the FWS determined that protection of the Greater Sage-grouse under the Endangered Species Act (ESA) was warranted. However, listing the Greater Sage-grouse was precluded by the need to address other species facing greater risk of extinction. The Greater Sage-grouse is now a candidate species for listing. The primary threats to the Greater Sage-grouse across its range are habitat loss and fragmentation (including wildfire), invasive plants, energy development, urbanization, agricultural conversion, and grazing. In the state of Oregon, the BLM manages 70% of currently occupied Greater Sage-grouse habitat in Oregon; 21% is privately-owned, and the remainder (9%) occurs on lands owned by the State, Forest Service, or FWS. Federal agencies such as the BLM are responsible for managing habitat on the lands under their respective jurisdictions. Because the majority of Greater Sage-grouse habitat in Oregon occurs on BLM administered lands, it is important for the BLM work in collaboration with the ODFW, other public agencies, and stakeholders to address any potential candidate species concerns. The BLM provides the ODFW Sage-grouse Core Area and Low Density map layers and information to help create awareness of the potential complexity for development in these areas. In the state of Oregon, the BLM manages approximately 70% of currently occupied Greater Sage-grouse habitat. Because of this, it is important for the BLM to work in collaboration with the ODFW. Each potential project that occurs in ODFW Sage-grouse Core Area and Low Density Areas on the BLM lands will be evaluated individually and subject to NEPA review. For renewable energy projects proposed on the BLM lands that are identified as ODFW Core and Low Density, the BLM will identify site specific mitigation and stipulations in coordination with both the ODFW and the USFWS, and other stakeholders, where appropriate. While the BLM supports the ODFW habitat designations and endorses the methodology used to develop the habitat designations, the BLM will use discretion to develop through the NEPA process its own mitigation policy and site specific stipulations to address any proposed wind energy development in these areas as appropriate. Use of the Core Area and Low Density map layers should not be considered formal BLM adoption of the ODFW mitigation recommendations. The July 15, 2011 ODFW CORE AREA FACT SHEET states: The maps and data provide a tool for planning and identifying appropriate mitigation in the event of human development in sage-grouse habitats. These maps show both Core and Low Density area habitats. Regardless of the location of an industrial development with respect to sage-grouse Core Areas, ODFW staff will conduct local analyses to verify that habitats within Core or Low Density are in fact sage-grouse habitat. Generally, ODFW staff will recommend: avoidance of impacts to sage-grouse habitat that occur in Core Areas, and mitigation at no net loss with net benefit for impacts to sage-grouse habitat that occur in Low Density Areas. The goal of the Core Area recommendations is to protect essential habitats to meet habitat and population objectives identified in the Greater Sage-Grouse Conservation Plan. The objective of these recommendations is to avoid, minimize or mitigate for impacts on sage-grouse habitats from energy development, its associated infrastructure or other landscape-scale industrial and commercial developments. About the Core Area Approach Recently, a landscape approach to sage-grouse habitat protection has been developed across the Western states. This landscape approach is commonly referred to as Core Areas. Specifically, this approach prioritizes habitats based on measures that assess breeding bird density of sage-grouse populations and associated habitats. ODFW's Core Area approach is consistent with range-wide efforts to map important population strongholds by the Western Association of Fish and Wildlife Agencies. The strength of the Core Area approach is that it uses biological information to identify important habitats with the objective of protecting the highest density breeding areas. It also enables managers, at the landscape scale, to map and analyze the risks and necessary conservation measures for each core area. For sage-grouse the relative breeding bird density data is drawn from spring lek counts of males, so habitat conservation measures may focus on breeding and nesting areas only. To address this, a complementary method was used to approximate seasonal use ranges referred to as connectivity corridors. More information about Sage-grouse Core Area and Low Density Areas is available on ODFW's website. ODFW's Mitigation Policy is outlined in OAR 635-415-0000. The methodology used to develop the Strategy is the same as the BLM is using nationally and is consistent with existing BLM national policy. The Greater Sage-Grouse Conservation Assessment and Strategy for Oregon: A Plan to Maintain and Enhance Populations and Habitat identifies and maps Core Areas of habitat that are essential to Sage-grouse conservation. As of February, 2012, the BLM has received: - Pending Wind Testing and future development areas (ROW Type1): There are 13 pending wind testing and future development areas in the amount of 39,100.58 acres, all located in Oregon. - Authorized wind testing and future development areas (ROW Type2): - There are 13 authorized wind testing and future development areas in the amount of 153,286.91 acres. - There are 10 authorized in Oregon in the amount of 127,612.67 acres. - There are 3 authorized in Washington in the amount of 25,674.24 acres. - Authorized Wind Testing and Pending Wind Farm (ROW Type 3): - There are four pending wind farm applications for a total of 30,182.23 acres. - There are three pending wind farm applications for Oregon with a total of 30,142.23 acres and one pending wind farm application in Washington encompassing 40 acres. - Authorized Wind Testing and Authorized Wind Farm (ROW Category 4): There is one authorized wind farm development in the amount of 9 acres. Lime Wind was authorized in December 2010 for a full development wind farm. The terminology required by regulations is confusing, and it is important to distinguish between Pending and Authorized Right-of-Ways (ROWs). - Pending Wind Testing Area (Application Submitted) - Definition: Application for ROW filed with the BLM. (No structures or ground disturbance) (ROW Type 1) - Authorized Wind Testing Area - Definition: Application for ROW has been granted by the BLM. This allows the applicant to begin meteorological testing/ feasibility analysis. (Allows placement of testing equipment such as MET towers) (ROW Type 2) - Authorized Wind Testing Area and Pending Wind Farm - Definition: Applicant has conducted meteorological testing/ feasibility analysis and may now seek approval to establish a wind farm. (ROW Type 3) - Authorized Wind Testing Area and Authorized Wind Farm - Definition: Applicant has conducted meteorological testing/ feasibility analysis, conducted NEPA analysis, and has been granted ROW and issued a Notice to Proceed by the BLM to establish a wind farm. (Turbines, and infrastructure can be built) (ROW Type 4) When a project has been authorized they have been issued a ROW grant for a specific right. For example, under the ROW defined in number 2, Authorized Wind Testing Area, the holder of the ROW grant is allowed to install meteorological (MET) towers. If they were granted future development areas it would preclude other applications for wind development in the area for three years. Not all authorized wind testing areas are developed into a wind farm. As another example, under the ROW defined in number 4, Authorized Wind Testing Area and Authorized Wind Farm, the holder of the ROW grant is allowed to install wind turbines and other related components based on what is authorized in the ROW grant. A qualified applicant does not have to go in numerical order in order to request development of a wind farm. A qualified applicant could submit an application for a wind farm without a previous request for wind testing. The holder of a ROW grant could also develop the project in phases based on the information that they submitted in their approved Plan of Development. It is important to note that each step in this process has an appropriate level of NEPA review. As the definitions below illustrate, only when an applicant reaches the ROW defined in number 4, Authorized Wind Testing Area and Authorized Wind Farm, can a wind farm be built. Additionally, an applicant may be authorized to proceed but opt to not fully develop and build. The presence of MET towers does not necessarily ensure the area will ultimately become a fully developed wind farm. MET towers are used to gauge the feasibility of further development based on actual site specific data. The BLM is subject to legal requirements for Bald and Golden Eagle conservation and protection under the Bald and Golden Eagle Protection Act (Eagle Act). The BLM was also subject to Endangered Species Act requirements for the Bald Eagle for the period that it was listed. On September 11, 2009, the FWS published "Eagle Permits; Take Necessary to Protect Interest in Particular Localities; Final Rules" (Eagle Rule) in the Federal Register, creating a regulatory mechanism by which individual and programmatic "take" of Bald Eagles and Golden Eagles could be permitted under the Eagle Act for authorized uses and activities on the BLM administered lands. Subsequent to the Final Rules, the FWS issued draft guidance relative to programmatic take permits on February 18, 2011. This draft Eagle Conservation Plan (ECP) Guidance was available for public review through May 19, 2011. The draft ECP Guidance explains the Service's approach to issuing programmatic Eagle take permits and clarifies the provisions of the Eagle Rule. Pending final FWS ECP Guidance, the BLM is following national BLM guidance through Instruction Memorandum IM No. 2010-156, Bald and Golden Eagle Protection Act–Golden Eagle National Environmental Policy Act and Avian Protection Plan Guidance for Renewable Energy. On February 18, 2011, the FWS also announced the availability of draft Voluntary, Land-Based Wind Energy Guidelines for public review. The draft guidelines outline a process for developers and agency staff to use in selecting sites for wind energy facilities that avoid and minimize impacts to fish, wildlife and their habitats resulting from construction, operation and maintenance of land-based wind energy facilities. Public comments were accepted through May 19, 2011. Wind energy proponents should be aware that compliance with the Eagle Act is a dynamic and adaptable process which may require the applicant to conduct further analysis and mitigation following assessment of operational impacts. The BLM and other federal agencies are responsible for managing and protecting important natural resources and species such as the golden eagle. The BLM supports providing the public and energy development proponents the best available information on the natural resource issues facing BLM administered lands in Oregon. In support of the implementation of the Eagle Rule, the FWS cooperatively developed the Golden Eagle Nest Locations Through 2011 layer. This layer was developed using legacy data from a variety of sources and combined with current information obtained during field observations in 2011. An intensive two-year field inventory was initiated in February 2011 in cooperation with the Oregon Eagle Foundation, FWS, BLM, and other partners to begin refining nest site locations and developing a breeding population estimate for golden eagles in Oregon. This information will be used to aid in the development of Eagle Conservation Plans and Golden Eagle take permits where appropriate. The results of the 2011 inventory work are detailed in the First Annual Project Report and the 2012 field season is already underway. It is anticipated that the 2011 layer will be updated again in December of 2012 with inventory information collected during the 2012 field season. This layer is not intended to serve as a substitute for site specific inventory and analysis as described in the FWS 2011 Draft Eagle Conservation Plan Guidelines. It should be noted that the scale of the map is regional and covers the vast landscape of eastern Oregon. The regional information provided in this map does not include site level information. All potential energy development projects are subject to site level analysis and verification. For more information on the Golden Eagle Nest Locations Through 2011 layer please see the Data Caveats below. For additional information and data requests, please contact the Oregon Biodiversity Information Center. Data Caveats for Historical Golden Eagle Layer (c. 1958–2010) - No warranty is made by the FWS as to the accuracy, reliability or completeness of these data for individual or aggregate use with other data. Original data were compiled from various sources. The information may not meet National Map Accuracy Standards. This project was developed through digital means and may be updated without notification. - Golden Eagle nest location data presented here is not intended for land use planning and analysis purposes and should be considered draft. Location data is provided solely for use in developing an inventory strategy intended to determine precise nest locations and develop a breeding population estimate for Oregon. - The data were based on reports from others, often second- or third-hand interpretations from files, rather than original field work. - This data reflects only those nest sites that were reported through 2010. - The locations were described inconsistently, often covered large areas such as a square mile, and were not field-verified for accuracy. - Statewide coverage was unknown. There was no systematic survey of the landscape. Locations were gathered opportunistically or as part of local projects. Consequently, the absence of a location on the map does not mean that there was not a Golden Eagle nest in the area. - Current nest locations within breeding areas may be different from those portrayed on the maps, especially tree nests which are more ephemeral than cliff nests. - The nest use data were not collected annually or following an accepted protocol. Consequently, summaries or comparisons have little value. The BLM recently issued a national priority list of renewable energy projects for the western United States. The list includes nine solar projects, five wind projects, and five geothermal projects. Two of the projects are located in Oregon on private lands: West Butte Wind Right-of-Way (ROW) and North Steens Transmission ROW. The projects on private land are "connected action" projects that will require BLM ROW authorizations for off-site facilities (40 CFR 1508.25 (a) (1)). BLM's national list of priority projects was developed in collaboration with the Fish and Wildlife Service and the National Park Service. To be identified as a priority project, a company must demonstrate to the BLM that the project has progressed far enough to formally start the environmental review and public participation process, as well as have the potential to be cleared for approval by the end of 2011. In addition, the projects must be sited in an area that minimizes impacts to the environment. The projects are largely low-to-medium conflict, in accordance with the BLM's recent policy guidance on pre-application screening. For more information on the priority projects please visit http://www.blm.gov/priorityprojects. In Oregon, the current demand for wind development exceeds other renewable and conventional energy development. Wind development has successful establishment within the Columbia Basin. As such, the BLM is concentrating on wind energy first because the complex allocation of resource uses and protections on public lands, and the increasing concern of fragmentation of sagebrush habitats, necessitates the BLM to synthesize existing information, data, planning decisions, and policies into a more readily available format. In order to make this synthesis understandable and relevant to the specific interest of stakeholders, the BLM is first concentrating on wind energy. Other energy developers including renewable, conventional, and nonconventional, may also utilize the information provided in this map. While wind energy may have differing challenges from other forms of energy development, all development will need to address ground disturbance, infrastructure, and transmission lines. Based on feedback and interest from stakeholders, the BLM anticipates that in the future this project will expand to address renewable energy resources such as solar or geothermal.

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Enabling environment and policy principles for replicable technology transfer: Lessons from wind energy in India This article, Enabling environment and policy principles for replicable technology transfer: Lessons from wind energy in India, examines private-sector wind energy technology transfers from Denmark and Germany to India between 1990 and 2005. The topic was chosen because the sector has a record of international privatesector partnerships between European and Indian companies. Special attention was paid to: 1) the roles and effects of government policy and institutional settings; and 2) enabling environment for technology transfer in order to learn lessons for how developing countries can build favorable environments for replicable technology transfer involving climate change mitigation technologies and catch-up industries. India began to be serious about wind energy development during the 1980s in order to establish an indigenous industry and exploit further its wind energy potential. Its efforts in the 1980s were mainly technology-push (development of indigenous turbine prototypes; demonstration programs from 1985) and wind data collection (wind resource assessment program from 1983) at the federal level. The situation changed significantly in the early 1990s. By the beginning of that decade, India had amassed an unsustainable level of public debt and was facing an unprecedented level of economic crisis. This led the country to embark on a massive economic reform program in 1991. This Economic Reform of 1991 changed the wind energy policy picture greatly; as in other sectors, the federal Government of India (GOI) shifted the focus of wind energy policy to stronger private-sector involvement, extended public finance to private-sector wind-power projects and provided fiscal and financial incentives to encourage private investments. Investment assistance with soft loans and tax benefits for wind project investments started in 1992 at the federal level, although these tax benefits (rates and types of various taxes, tax holidays, rates of depreciation, etc.; see Annex 1) and the interest rates on soft loans changed quite frequently over the years. The article, from Climate Strategies, is structured as follows. After this introduction, section 2 describes Indian policy on wind energy development. Section 3 examines the technologies that have been transferred to India from the technology frontier of Denmark/Germany. Section 4 investigates the causal factors which created the technology transfer results. Lastly, Section 5 summarises the lessons learned from these experiences and makes policy recommendations.

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What is it about “me” that confuses people? Most people know better than to say or write something like “Mike and me are going to a hockey game tonight.” They know that “me” is the wrong pronoun to use when it’s the subject of a sentence. But it’s funny how so many people get tripped up on the other end of a sentence, when the pronoun is the object. All too often, I see posts on blogs and especially on social media in which the writer says something like “Joe came to the hockey game with Mike and I.” Or, the writer cops out with “Mike and myself.” Many very smart, well educated people do it. In a debate the other night, our incumbent U.S. senator referred to an issue that she said illustrated the difference “between my opponent and I.” Immediately, a colleague and I yelled “ME!” If you ever worry about whether you’re using the right pronoun, here’s the simple test: If you’re writing about two people, test by leaving out the other person. As the subject: WHICH IS IT:”Joe and ___ are going to the game”. WOULD YOU SAY: “Me is going”? I hope not. Nor would you say “Him (or her) is going.” SO THEN: “Joe and I (or ‘he’ or ‘she’) are going.” Same thing on the other end, as the object: WHICH IS IT:”Come to the game with Mary and ____.”. WOULD YOU SAY: “Come to the game with I”? Doubt it. SO THEN: “Come to the game with Mary and me.” I think as kids, most of us were corrected (maybe fairly strenuously) for misusing “me” as the subject — “Larry and me were hunting for frogs down by the creek” — which left us insecure about whether it was ever safe to use it. Well, it is. Time to rise above the trauma of third-grade English class! Oh, and take a stab at the question in the image at the top of the post. Don’t be bashful; it’ll be just between you and me.

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What Does Machine Learning Have to Do with Identifying Risk? Machine learning is a branch of artificial intelligence whereby computers use algorithms to analyse data to identify patterns and build predictive models. With a minimum of human intervention, the models are automatically adapted to produce increasingly reliable and insightful results as they are exposed to new data. This type of computer-driven intelligence is transforming how global procurement departments uncover and proactively address risk—from vetting potential vendors to on-going supplier monitoring for reputational, financial or regulatory red flags. How Machine Learning Works The term ‘machine learning’ was coined in 1959 by Arthur Samuel, an American pioneer in computer gaming and artificial intelligence, while he was working for IBM. In classic machine learning, methods are applied to statistical problems with well-defined and structured datasets. This can be taken further to the point of ‘deep learning’, which mimics the layered learning process in the neurons of the human brain. Algorithms are stacked, with one algorithm lifting a certain feature from the data, which is fed to the following algorithm, which lifts another feature, and so on. Rather than these layers of features being designed by human engineers, they are learned from the data by means of a general-purpose computing procedure. Due to its reliance on large datasets and heavy computing power, machine learning is closely associated with the more recent big data revolution, says Bart van Liebergen, associate policy advisor at the Institute of International Finance, in his article Machine Learning: A revolution in risk management and compliance ? “While elements of machine learning go back to the early 20th century,” says van Liebergen, “widespread use picked up as computing innovations and greater availability of highfrequency data allowed it to model complex, non-linear relationships, while making machine learning much easier to be applied.” Even if stacked algorithms, structured datasets and predictive analytics are challenging to understand for the average person, the value is easy to see. Self-driving cars; personalised online product recommendation based on previous buying histories; analysis of trends and data from wearable monitoring devices are all applications that improve our lives. Likewise, business applications are enhancing organisations’ ability to better mitigate risk—from predicting refinery sensor failure and streamlining resource distribution in the oil and gas industry to identifying important insights in its masses of transactional and regulatory data, and the prevention of fraud and in the financial services industry. Machine learning can also help with identifying risks associated with bribery and corruption or forced labour in supply chains. “One area in which machine learning has been applied for more than a decade, and with significant success, is the detection of credit card fraud,” says van Liebergen. “The historical transaction datasets showcase a wide variety of pre-determined features of fraud, which distinguish normal card usage from fraudulent usage.” Machine learning provides valuable insights because it can identify complex patterns in data faster than human analysis. This empowers organisations to use both internal and third-party data to gain a more comprehensive understanding of risk among customers, suppliers and other third parties. With such insights, organisations can respond proactively when a reputational, regulatory, financial or strategic threat appears on the horizon. Why is Third-Party Data Critical to Machine Learning? Organisations have large volumes of data already at their disposal from internal sources across the enterprise—from data captured in financial systems and CRMs to data captured by smart machines in production lines. But internal data alone will not power truly insight-delivering machine learning applications. What type of third-party data helps develop a holistic picture of risk? - Negative news from print and web-based sources to stay on top of emerging threats - Country and industry reports to predict strategic risks and opportunities - Business data including financial details to identify bankruptcy risk - Corporate hierarchies to help uncover beneficial ownership - Sanction, watchlists and politically exposed persons (PEP) lists to mitigate anti-bribery and corruption or anti-money laundering and counter-terrorism financing risks - Legal information to help understand litigation histories of potential customers or vendor Machine learning is unquestionably a powerful vehicle for advances in the field of predictive analytics. But for corporate due diligence and risk management—including the many and ever-increasing regulatory requirements impacting global business—this “machine” runs most effectively when given the right type of fuel.

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Searching for cheap electricity has always been a struggle, especially in areas where there are natural disasters. In the past year alone, we’ve seen our fair share of the horrors that can happen when natural disasters strike. There’s no way to prevent these disasters and they tend to leave severe damage. One main worry during any natural disaster or crisis is the electric grid. Just look at places like Puerto Rico and Florida. Florida’s electricity and power went down in parts of the state during Hurricane Irma, leaving many in a precarious position. As the rest of the world learned about how nursing homes were without power, heartstrings were tugged—and rightly so. Then, there’s Puerto Rico and Hurricane Maria. Parts of Puerto Rico are still, at the time of writing this article, without electricity or power. Imagine living that way. Many realize the need for a sustainable alternative to what many places in America have now to power our houses, neighborhoods, and cities. But is there anything that could potentially be safe from harm during natural disasters or crises? What is a microgrid? A microgrid works hand in hand with the electric grid many places already have but it has the ability to break off and work in isolation during an emergency. Should there ever be a blackout, the microgrid is able to continue as it can use local energy that it has stored. This means that if there’s a part of the grid that needs repair or isn’t working properly, the whole grid doesn’t collapse like before. Many places where electricity is vital at all times, such as hospitals and prisons have a started microgrid projects that utilize solar panels. It considered as a backup charger or power source. If there should ever be a blackout, or if there is ever power down in the whole neighborhood, the hospital will still have electricity and be able to continue. Because hospitals are incredibly important, it is necessary to have a microgrid in case of an emergency. Currently, most microgrid projects are simply used as backup sources. They are only turned on when there is a crisis or natural disaster or when it offers the only source of power available. However, due to the crisis in Puerto Rico, the country has actually decided to make much more of their main grid run hand in hand with smart microgrids. This way, should another natural disaster occur like a hurricane, they won’t be put in the difficult place and be without power for long like they were with Hurricane Maria. How much can a microgrid power? Depending on the size and design, smart microgrids can power a variety of facilities and towns at this point in their technological advancement. For example, a microgrid powers a Santa Rita Jail in Dublin, as well as Fort Collins, Colorado. In Fort Collins, the goal was to create the same amount of energy a given district usually consumes. This way of production is much different from the power grid production many other towns and cities currently have in place. As you can see, the power of a microgrid can range. From powering facilities to whole parts of a town, the power is vast. As more and more people begin to study microgrids and improve the great power it already has, it’s easy to see the potential these microgrids can have. This cheaper alternative could become a very reliable aspect of how towns—and possibly even bigger cities—will be powered in the future. The benefits of microgrids Microgrids have many benefits—and many of these benefits go hand in hand with cheaper ways to produce electricity. Basically, microgrids can be somewhat of a safe haven for those who live in more rural parts of the country. Microgrids can stand away from the main grid, meaning that there will be more in smaller towns farther away from bigger cities. These microgrids are cost-effective and can bring electricity access to those who have had trouble with grids before. For people who lack power or electricity, from either natural disasters or other reasons, it is also possible to obtain a small microgrid in order to bring power back. These microgrids also tend to have a farther reach than the regular, centralized grids. Because they can work on their own, in case the main grid is down, these microgrids are incredibly important and beneficial to more rural communities. At the end of the day, these cheaper—and sometimes greener—ways to produce energy have become highly sought after. Whether it’s a small town, a facility, or even districts of a bigger city, microgrids and their cheap form of electricity are changing the world. The future of microgrids Now a worldwide form of powering electricity to those who need it, microgrids still have a way to go. Around the world, microgrids produce renewable energy but they also tend to rely on diesel generators, which pollute. Therefore, a greener alternative tends to be the main area that people say microgrids and their energy storage capabilities can improve. In the United States, most of the microgrids rely on CHP, natural gases, or similar energy resources. Microgrids are almost always turned on only when there is a natural disaster or some type of long crisis. This means many microgrids aren’t used daily and, therefore, aren’t necessarily reliable for daily use. However, with renewed interest in microgrid technology because of the natural disasters 2017 faced, and with new technological advancements, the future of microgrids is only bright. Striving towards a more green and sustainable future, microgrids have a long way to go, but they’re halfway there! Microgrid technology and renewable energy is already reliable and affordable. When you factor in greener and more sustainable than other forms of grids, microgrids are potentially a new and exciting way of powering neighborhoods or towns. In fact, many people state that the microgrid market, forming a harmonious relationship with the grid, could potentially become a new form of how places are powered. In this day and age, electricity is becoming easier and easier to control. Finding a way to control this electricity through a complex, yet green method that controls power and energy resources is just around the corner.

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28. Apr 2016 | Full of potential: medical coating Researchers from the Ben-Gurion University of the Negev, Israel, have developed an innovative anti-biofilm coating, which has significant anti-adhesive potential for a variety of medical and industrial applications. Anti-adhesive patches from naturally occurring biomaterials can prevent destructive bacterial biofilm from forming on metal surfaces when they are immersed in water and other damp environments. A team of scientists from the Irish institute IT Sligo have discovered an antimicrobial agent that could control the spread of deadly antibiotic-resistant superbugs. Their findings will allow everyday items to be protected against deadly bacteria, including MRSA and E. coli, they say. And: researchers from the University of Reading, Malaysia, have discovered a new material, which can repair itself at body temperature. The polymer could open the door to new self-healing wound dressings for use in medicine. You can get more details on these projects in the news section of www.european-coatings.com. But what is your opinion – is my impression wrong, or is research and development regarding caotings for medical application on the upswing? Which promising projects in this area have you heard of? Don’t hesitate to share them with me! EC Tech Report Sustainability Making coating systems more environmentally compatible is a burning issue for everyone in the industry, and one that is being fuelled by the European Green Deal. Learn all you need to know about sustainable coatings, how to produce coatings in a more environmentally friendly way and how to give coated products a longer service life. You will find an overview in the EC Tech Report of the many various approaches being adopted. We will dive deep into the European Green Deal, its key points and main purpose as well as consequences for the coating industry, see which new raw materials are being developed to replace or lower the content of products in the SVHC group and learn about different approaches to sustainable paint formulation. You are currently not logged in To leave a comment, please log in. There was an error while sending your comment. Please try again. Your comment was too long. There are a maximum of 2048 symbols allowed!

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(Natural News) Americans are scared to death of infectious diseases (almost literally). Most people in this country believe that human babies are born with very weak immune systems, and that most humans would die as children without getting the entire CDC-recommended schedule of “childhood” vaccines. They would be dead wrong. In this case, there is no safety in numbers, and what’s worse than “the herd” of fully-vaccinated “sheeple” spreading the very diseases they’re vaccinated against (it’s called shedding), is the fact that today’s immunizations are far too many, too close together, and all loaded with heavy metals, genetically modified viral strains, and neurotoxic ingredients. An infant’s brain is vulnerable, but it’s mostly vulnerable to the vaccine chemical cocktails injected into their muscle tissue, that end up crossing the blood-brain barrier and inflicting damage to the central nervous system and brain. There’s very much to cover here in very little time, so let’s get right to it. Vaccine Warning: Aluminum-triggered activation of the immune-system during the early years of brain development can result in permanent brain injury Cytokines (immune-system signals) control human brain development, and disrupting these natural signals using chemicals and heavy metal toxins is not natural, and has proven to cause permanent brain injury. Why? Aluminum stimulates and triggers in the brain what’s known to the science and infectious disease industry as interleukin-6 (IL-6). The problem arises when the aluminum also stimulates the activation of Th2, which impairs brain development, according to research run on animals. Therefore, despite the parroted myths perpetuated by the pro-vaccine and “Allopathetic” sick-care machine, there most certainly IS a connection between aluminum adjuvant toxicity and immune activation. So when the pediatrician assures you all vaccines are “safe and effective,” he/she is flat out lying, and they all know that the vaccine insert (that nobody ever reads or shows to patients) warns otherwise too. Most of today’s vaccines contain mind-blowing ingredients (literally) that you would never feed to your child or put on your infant’s skin, much less have injected, if you only knew. Top deadly toxins in vaccines that lead to CNS disorders and brain damage in children First off, the D-tap and Polio vaccines contain monkey kidney cells, per the CDC website, and these alone conjure dangerous auto-immune reactions. Even at just trace amounts, these impurities are injected into babies, bypassing all the natural pathogen and parasite filters we have, including saliva, the skin and our lungs. We’re talking about genetically mutated animal viruses the scientists brew in soy, egg, and even peanut oil. Does your child suffer from extreme allergies? You can stop wondering what caused them now. Read the vaccine insert. Read that flu shot packaging insert that warns you. Next, there’s latex found in the Hepatitis B vaccine. This causes life-threatening allergies as the needle is often capped with a rubber stopper and the vial contains a latex lid (think of the multi-vial influenza vaccine here). Hep B vaccine is given to newborns in the USA. Next there are mycoplasma pathogens, the smallest of all free-moving organisms, that literally cause pneumonia. These too are said to “increase the immune system’s allergic response” when injected into baby’s muscle tissue, all while disturbing it and inflicting damage upon it. More money for big pharma. Got insurance? You better. Next on the chopping block we have ammonium sulfate in vaccines. That’s a toxic chemical fertilizer made from a mix of sulfuric acid and ammonia. Yes, this freaky cocktail stresses the immune system and causes acidosis. It’s toxic to the liver and respiratory system. Add in some MSG – monosodium glutamate (that causes brain damage for infants if simply eaten) – and you’ve got neurotoxins causing CNS disorders and neurological problems. Can you say autism spectrum disorder five times fast? Medical science is the MOST CORRUPT science of them all The propagated myth that vaccines are always scientifically proven to be “safe and effective” is all based on fake scientific papers that are written and published by the same folks who fund the medical science journals with advertising money. Yes, green backs pay for speaking fees and accommodations at nearly all scientific-medical conferences and seminars. The truth about the dangers and ineffectiveness of vaccines is then scrubbed, scraped, deleted, blacklisted, banned and book-burned right out of the history books, the medical newspapers and the peer-reviewed anything. Doctor-caused diseases and damages are now very prominent, as the vaccine industry has already quietly paid out $4 billion for damages, most of which comes from flu shots, HPV, and MMR toxic jabs. That’s just a drop in the bucket of the money made from chronic illnesses arising from US babies who get jabbed with 50 vaccines before age 6. It’s sick and twisted, but these parents have all been brainwashed by the system to think “better safe than sorry” or “benefits outweigh the risk” lies about vaccines. Tune in to Vaccines.news and find out how ethyl mercury in vaccines is far more toxic and persistent in the brain than methyl mercury in fish and water. Yes, they lied about that too. Sources for this article include:

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Domestic animals as symbols and attributes in Christian iconography: some examples from Croatian sacral art Škrobonja A., Kontošić I., Bačić J., Vučevac-Bajt V., Muzur A., Golubović V.:https://doi.org/10.17221/7863-VETMEDCitation:Škrobonja A., Kontošić I., Bačić J., Vučevac-Bajt V., Muzur A., Golubović V.: (2001): Domestic animals as symbols and attributes in Christian iconography: some examples from Croatian sacral art. Veterinarni Medicina, 46: 101-107. The aim of this paper was to register the domestic animals appearing in the iconography of Christian saints and to explain their association. The source of knowledge was literature dealing with hagiographies of saints, sacral iconography and liturgy along with visiting churches, monasteries and museums throughout Croatia. After research in sacral literature and works of art lasting several years, it was observed that the following domestic animals appear as accompanying about seventy Christian saints: bees, bull, camel, cow, dog, donkey, goose, dove, horse, lamb, pig, sheep, steer. Reasons and explanations of their association are most often in practical relations (the animal serves and helps the man). However, in the animal, the most varied symbolic, especially ethical and morality messages are personified very often. Especially interesting are saints honoured as patrons of particular animals and of professionals occupied with animals. In human medicine, they are most frequently protectors from zoonoses, too. In some cases, animals are attributed to saints because of the linguistic association resulting from similarity of the names of animals and saints. In the same way, domestic animals are present in sacral art as a part of ambient decoration, too. In addition, it can also be interesting from the historical and ethnic veterinary point of view. Presented examples show how, by interdisciplinary approach to sacral art and tradition, we can come to other numerous findings surpassing mere religious messages. In this case, these are contributions to the history of veterinary medicine in the widest sense.Keywords: Croatia; domestic animals; history of veterinary medicine; religion; veterinary in art

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How human pilots and automated systems worked together to achieve the ultimate in flight—the lunar landings of NASA's Apollo program. As Apollo 11's Lunar Module descended toward the moon under automatic control, a program alarm in the guidance computer's software nearly caused a mission abort. Neil Armstrong responded by switching off the automatic mode and taking direct control. He stopped monitoring the computer and began flying the spacecraft, relying on skill to land it and earning praise for a triumph of human over machine. In Digital Apollo, engineer-historian David Mindell takes this famous moment as a starting point for an exploration of the relationship between humans and computers in the Apollo program. In each of the six Apollo landings, the astronaut in command seized control from the computer and landed with his hand on the stick. Mindell recounts the story of astronauts' desire to control their spacecraft in parallel with the history of the Apollo Guidance Computer. From the early days of aviation through the birth of spaceflight, test pilots and astronauts sought to be more than “spam in a can” despite the automatic controls, digital computers, and software developed by engineers. Digital Apollo examines the design and execution of each of the six Apollo moon landings, drawing on transcripts and data telemetry from the flights, astronaut interviews, and NASA's extensive archives. Mindell's exploration of how human pilots and automated systems worked together to achieve the ultimate in flight—a lunar landing—traces and reframes the debate over the future of humans and automation in space. The results have implications for any venture in which human roles seem threatened by automated systems, whether it is the work at our desktops or the future of exploration.

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The concept of chiropractic treatment has always been considered strange and taboo. The term “chiropractic” and its related treatment wasn’t given much importance before few years but is something that has started to infiltrate people’s lives today. According to a survey, around 22 million people in America take up the chiropractic treatment every year. Hence, an increase in the number of people visiting a chiropractor has increased over the time. So, what really does come to your mind when you think about chiropractic treatment? Treatment for neck or back? Yes? Well, it is, however, more than that. Let’s look at some amazing benefits of getting chiropractic treatment but before that, we will look at the definition of “chiropractic”. What is Chiropractic? Chiropractic is generally an alternative form of treatment that is used to treat muscles, joints, bones, and connective tissues. The main aim of chiropractic treatment is to boost the immune system and that too “naturally” so that the body can fight naturally against diseases. It treats the cause rather than treating the symptoms of any particular disease. This is what makes it different in the whole healthcare system. Eating nutritious food is not the only thing that defines a good “health” or being healthy. There are many factors that play a vital role such as proper sleep, the environment you live in, genes, etc. Benefits of Chiropractic Treatment: - It helps relieve stress: Getting chiropractic treatment on a regular basis can truly relieve stress. When you are stressed – be it physically or mentally, it not only affects your body but your nervous system too. Chiropractic treatment can improve the stress levels, balancing all the chakras of your body and thereby enabling you to handle your anxiety and distress easily. - It helps boost immunity: The nervous system and immune system of our body are interconnected. When a chiropractor works on improving your nervous system he is directly or indirectly working on your immune system too. Hence, when you get regular chiropractic care you are working on your nervous as well as your immune system simultaneously. A better working immune system means your body will fight harder against diseases helping you live a healthier life. - It helps enhance posture: We know how over time, the shape or angle of our spine changes especially as we get old. Well, chiropractic treatment can help you in enhancing your posture where a chiropractor works on your spine muscles. This is really beneficial for people who have desk jobs or the one sits in a crouched position for longer periods of time. One should definitely consider this treatment if you wish to stand a little taller in your old age. - It helps in improving mood: As mentioned above, chiropractic care could help in improving stress and as it helps in living stressfully, one would automatically feel an improvement in their mood-levels. It is even recommended for people who are in depression or the ones suffering from ADHD. - It helps improve sleep: One of the aspects of a healthy mind and body is indeed sleeping patterns i.e. you need 7-8 hours of sleep to function properly. But there are times where one can find it difficult to follow healthy sleeping habits – be it due to stress (mental or physical), or other discomforts. This is where you can consider a visit to a chiropractor and that too on a regular basis. As you would sleep better you would be able to function better the next day. - It helps boost energy: There are times when we might feel exhausted – it can be either mental or physical exhaustion. And this is where chiropractic treatment can help you a great deal. It boosts your immune, nervous system and frees your body from all the stress helping you stay active all the time. - It helps control or lower blood pressure: As chiropractic treatment balances all your chakras it would eventually balance out your blood pressure too. People who are suffering from either lower or higher blood pressure can benefit greatly by getting regular chiropractic care. - It promotes healthier pregnancy: A consistent chiropractic care would not only help during pregnancy but would also make the process of childbirth easier. As this treatment involves working on different muscles and joints it would help the expecting mothers during their different pregnancy stages. A woman’s body changes significantly during the pregnancy -be it the increase in weight or the other factors. Moreover, it won’t only protect the mothers but even the newborns too. - It eliminates stomach problems: This might seem unreal, but chiropractic treatment does improve your digestion process. There are some nerves in our body that controls both your spine and your stomach and when you get your spinal adjustments you are directly or indirectly improving your digestion too. Hence, these were some amazing benefits of visiting a chiropractor. See, our body is interconnected with nerves and muscles and when you work on any particular part of your body, its connected part will also get the benefit of it. Moreover, this treatment doesn’t involve the use of drugs or any surgical operations. And this is what makes it inexpensive as well as a treatment involving very fewer risks. A chiropractor would study your case history and then assist you in the understanding of a suitable chiropractic treatment. The main goal here is to prepare your body to heal with safety measures and less risk involvement. A regular Vancouver chiropractic care would save you money in the long run as you are working on making your immunity system powerful. One of the most important factors you need to keep in mind while getting a chiropractic treatment is to consider the professional from whom you will be getting the treatment. Make sure that the chiropractor is experienced as well as certified. You obviously wouldn’t want to get yourself treated by an inexperienced person and add to your troubles. You can even contact the previous as well as current clients of your chosen chiropractor and consider their reviews. This would help you in deciding where to get the treatment from. For more information on chiropractors and chiropractic treatment, you can visit https://backsinaction.ca/chiropractic/ .

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Plants perennial; often shortly rhizomatous, stoloniferous, stolons long, densely woolly-pubescent. Culms 20-60(75) cm, wiry, decumbent, rooting at the lower nodes; lower internodes densely woolly-pubescent. Sheaths mostly glabrous or sparsely pilose, usually pilose near the ligules; ligules 0.1-0.4 mm, of hairs; blades 2.5-6 cm long, 0.5-2 mm wide, scabrous adaxially, margins with papillose-based hairs basally. Panicles (1)2-16 cm, with (1)2-8 branches; branches 14-50 mm, persistent, densely woolly-pubescent basally, with 8-18 spikelets, axes terminating in entire, sometimes scarious apices; disarticulation above the glumes. Spikelets pectinate, with 1 bisexual floret and 1 rudimentary floret. Glumes unequal, smooth or scabrous; lower glumes 2-4.5 mm; upper glumes 4.5-8(9) mm, glabrous, scabrous, or withhairs, hairs to 0.5 mm, not papillose-based; lower lemmas 4-7 mm, pubescent basally, glabrous or sparsely puberulent distally, acuminate, central awns 0.5-4 mm, lateral awns absent or shorter than 1 mm; lower paleas acuminate, unawned; anthers 1.5-3 mm, yellow to orange; rachilla segment to second florets about 2 mm, with a distal tuft of hairs; upper florets rudimentary, an awn column terminating in 3 awns of 4-9 mm. Caryopses 2.5-3 mm. 2n = 20, 21, 28. Boutloua eriopoda grows on dry plains, foothills, and open forested slopes, often in shrubby habitats, and also in waste ground. It is usually found between 1000-1800 m, but extends to 2500 m. Once a dominant in much of its range, under heavy grazing B. eriopoda persists only where protected by shrubs or cacti because it is highly palatable. Its range extends from the southwestern United States to northern Mexico. Dr. David Bogler, USDA NRCS PLANTS Database Perennials, Terrestrial, not aquatic, Rhizomes present, Rhizome short and compact, stems close, Stolons or runners present, Stems nodes swollen or brittle, Stems geniculate, decumbent, or lax, sometimes rooting at nodes, Stems terete, round in cross section, or polygonal, Plants conspicuously hairy, grayish, or wooly, Stem internodes hollow, Stems with inflorescence less than 1 m tall, Stems, culms, or scapes exceeding basal leaves, Leaves mostly basal, below middle of stem, Leaves conspicuously 2-ranked, distichous, Leaves sheathing at base, Leaf sheath mostly open, or loose, Leaf sheath smooth, glabrous, Leaf sheath hairy at summit, throat, or collar, Leaf sheath and blade differentiated, Leaf blades linear, Leaf blad es very narrow or filiform, less than 2 mm wide, Leaf blades mostly flat, Leaf blade margins folded, involute, or conduplicate, Leaf blades mostly glabrous, Leaf blades scabrous, roughened, or wrinkled, Ligule present, Ligule a fringe of hairs, Inflorescence terminal, Inflorescence with 2 or more spikes, fascicles, glomerules, heads, or clusters per culm, Inflorescence a panicle with narrowly racemose or spicate branches, Inflorescence with 2-10 branches, Inflorescence branches 1-sided, Inflorescence branches terminating in bristle or point, Flowers bisexual, Spikelets sessile or subsessile, Spikelets laterally compressed, Spikelet less than 3 mm wide, Spikelets with 1 fertile floret, Spikelets solitary at rachis nodes, Spikelets all alike and fertille, Spikelets bisexual, Spikelets disarticulating above the glumes, glumes persistent, Spikelets secund, in rows on one side of rachis, Rachilla or pedicel glabrous, Glumes present, empty bracts, Glumes 2 clearly present, Glumes distinctly unequal, Glumes equal to or longer than adjacent lemma, Glume equal to or longer than spikelet, Glumes 1 nerved, Lemma coriaceous, firmer or thicker in texture than the glumes, Lemma 3 nerved, Lemma glabrous, Lemma body or surface hairy, Lemma apex acute or acuminate, Lemma mucronate, very shortly beaked or awned, less than 1-2 mm, Lemma distinctly awned, more than 2-3 mm, Lemma with 1 awn, Lemma awn less than 1 cm long, Lemma margins thin, lying flat, Lemma straight, Palea present, well developed, Palea membranous, hyaline, Palea shorter than lemma, Palea 2 nerved or 2 keeled, Stamens 3, Styles 2-fid, deeply 2-branched, Stigmas 2, Fruit - caryopsis, Caryopsis ellipsoid, longitudinally grooved, hilum long-linear. FNA 2003, Gould 1980 Common Name: black grama Duration: Perennial Nativity: Native Lifeform: Graminoid General: Perennial, often rhizomatous, grass with long densely woolly-pubesent stolons; stems 20-60 cm, wiry, decumbent and rooting at lower nodes; lower internodes densely woolly-pubescent. Vegetative: Sheaths glabrous to sparsely pilose, pilose near ligules; leaves inconspicuous with sheaths mostly shorter at internodes, blades 2 mm or less broad, 2-6 cm long, margins with papillose-based hairs; ligule < 0.5 mm, ciliate. Inflorescence: Panicles 2-16 cm, with 2-8 branches; branches 1-5 cm, densely woolly-pubescent basally, with 8-18 spikelets, branch axes terminating in entire, scarious apices; disarticulation above the glumes; spikelets moderately pectinate along branch, each with 1 bisexual floret and 1 rudimentary floret; glumes unequal, smooth or glabrous, 6-9 mm long; fertile lemma bearded at base, otherwise glabrous, tapering above to stout terminal awn mostly 1-3 mm long and much reduced lateral awns; rudimentary floret reduced to a lemma with 3 long awns, these 4-8 mm long. Ecology: Dry sandy plains, foothills, rocky slopes, forested slopes, often in shrubby habitats and in waste ground from 3500-8500 ft (1067-2591 m); flowers July to October. Distribution: se CA, s NV, s UT, AZ, NM, s CO and w TX; n MEX. Notes: Distinguished by its erect to laying-down (decumbent) growth form; spreading and wiry stems rhizomes, and often long stolons, which are woolly. A quite useful diagnostic character when the plant is matured and dry are the dark colored internodes covered by silvery-pubescence, alternating along the stem with the straw-colored, non-hairy leaf sheaths; when fresh, the internodes are green and covered with silvery pubescence, and the leaf sheaths are green and non-hairy. Also helpful are the 14-50 mm long inflorescence branches which have tufts of hair at the bases and are relatively slender when compared with other perennial Boutelouas. Each spikelet has 3 awns emerging from it, making them reminiscent of an Aristida. This highly-palatable grass often decreases with high grazing pressure and dense stands can be indicative of healthy rangelands. Ethnobotany: Unknown, but other species in the genus have many uses. Etymology: Bouteloua named for brothers Claudio (1774-1842) and Esteban (1776-1813) Boutelou Agraz, Spanish botanists and horticulturalists; eriopoda means woolly-footed. Synonyms: Chondrosum eriopodum Editor: SBuckley 2010, FSCoburn 2014, AHazelton 2015 Citation: The vPlants Project. vPlants: A Virtual Herbarium of the Chicago Region. http://www.vplants.org Copyright © 2001–2009 The vPlants Project, All Rights Reserved.

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An exhibit about cancer research by Queen Mary University of London (QMUL) is on display at the Royal Society’s Summer Science Exhibition from now until Sunday 10th July. 5 July 2016 The exhibit, developed by QMUL’s Barts Cancer Institute, Blizard Institute, School of Engineering and Materials Science and Centre of the Cell, highlights the CANBUILD research project looking at deconstructing cancer. In the project, cancer researchers, bioengineers and tissue engineers have meticulously studied ovarian cancer tissues so that they can authentically reconstruct tumours in the lab. This will allow them to test new treatments that target the microenvironment of cancer. At the CANBUILD exhibit, visitors are able to: Professor Fran Balkwill from QMUL’s Barts Cancer Institute and Director of Centre of the Cell, said: “Even after only the first day, it’s clear that the exhibit has been very successful and great fun. The school visits during the day are quite different from adult visits in the evening – but both are stimulating and enjoyable. “We found that the secondary school children were interested, inquisitive and listened to our explanations. They all seemed very engaged with science. The adults often came with queries having first looked at the stand or read our leaflet, and we had some fascinating questions.” “My own particular involvement concerns the biomechanics of the tumour microenvironment and how this affects the way the tumour grows and spreads.” The Summer Science Exhibition is an annual display of the most cutting-edge science and technology in the UK. The free, week-long festival features 22 exhibits and a series of inspiring talks and activities for all ages. The exhibition is suitable for all ages, entry is free and no advance registration required. More information can be found here. The design of the CANBUILD exhibit was a large team effort from Barts Cancer Insitute, Centre of the Cell and Cancer Research UK staff with support from QMUL's Centre for Public Engagement and pro-bono project management from Shirley Walker from Land Design Studio. Many volunteers have also contributed to the stand and are providing assistance during the exhibition. For media information, contact:Joel Winston

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"Being prepared may not prevent a disaster but it will give you confidence to meet the challenge." 2017 - Record breaking numbers of Americans were ordered to evacuate. 2016 - Over two million Americans were ordered to evacuate their homes last year. 34% - Only 34% of the population “think” they are prepared for an emergency. ⅔ - Two thirds of Americans DO NOT believe their towns are prepared for emergencies. YOUR FIRST LINE OF DEFENSE IS A GO-BAG THE GO-BAG / EMERGENCY KIT The Go Bag / Emergency Kit IT'S TIME TO GET PREPARED “You may need to survive on your own after an emergency. You could get help in hours or it might take days. This means having your own food, water and other supplies in sufficient quantity to last for at least 72 hours” "Everyone in your household should have a Go Bag — a collection of things you would want if you have to leave in a hurry." “Being prepared means being equipped with the proper supplies you may need in the event of an emergency or disaster...Being prepared may not prevent a disaster but it will give you confidence to meet the challenge”

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Whitewech is a name that came to England in the 11th century wave of migration that was set off by the Norman Conquest of 1066. The Whitewech family lived in Staffordshire , at the manor of Westewike . Today, Wightwick is a part of Tettenhall Wightwick ward in Wolverhampton, West Midlands, England . It is so named after an ancient local family the "de Wightwicks". Of note is Wightwick Manor, a Victorian manor house now owned by the National Trust. Early Origins of the Whitewech family The surname Whitewech was first found in Staffordshire where they held a family seat as Lords of the Manor of Westewike, in the Lordship of Tettenhall. The family also anciently had branches in Surrey , Berkshire and Coventry. The first on record was William de Wictewike who lived about in 1260, but the name is recorded in the Domesday Book . Today Wightwick Manor is a Victorian manor house located in Wolverhampton, West Midlands, built in the 19th century and includes original Morris wallpapers and fabrics, De Morgan tiles, Kempe glass and has beautiful gardens ans stables. Early History of the Whitewech family This web page shows only a small excerpt of our Whitewech research.Another 179 words (13 lines of text) covering the years 1420, 1594, 1692, 1829 and 1659 are included under the topic Early Whitewech History in all our PDF Extended History products and printed products wherever possible. Whitewech Spelling Variations in names were a common occurrence in the eras before English spelling was standardized a few hundred years ago. In the Middle Ages, even the literate regularly changed the spellings of their names as the English language incorporated elements of French, Latin, and other European languages. Many variations of the name Whitewech have been found, including Wyghtwiche, Wightwycke, Wightwick, Whitewick, Whytewick, Writewick, Wytewick, Writewyck, Witewyck, Westwick, Westick, Wightick, Westwicke, Westwyck and many more. Early Notables of the Whitewech family (pre 1700) Another 27 words (2 lines of text) are included under the topic Early Whitewech Notables in all our PDF Extended History products and printed products wherever possible. Migration of the Whitewech family to the New World and Oceana For many English families, the social climate in England was oppressive and lacked opportunity for change. For such families, the shores of Ireland , and the New World beckoned. They left their homeland at great expense in ships that were overcrowded and full of disease. Many arrived after the long voyage sick, starving, and without a penny. But even those were greeted with greater opportunity than they could have experienced back home. Numerous English settlers who arrived in the United States and Canada at this time went on to make important contributions to the developing cultures of those countries. Many of those families went on to make significant contributions to the rapidly developing colonies in which they settled. Early North American records indicate many people bearing the name Whitewech were among those contributors: William Westick who landed in North America in 1702. The Whitewech Motto The motto was originally a war cry or slogan. Mottoes first began to be shown with arms in the 14th and 15th centuries, but were not in general use until the 17th century. Thus the oldest coats of arms generally do not include a motto. Mottoes seldom form part of the grant of arms: Under most heraldic authorities, a motto is an optional component of the coat of arms, and can be added to or changed at will; many families have chosen not to display a motto. Motto: Aut viam inveniam aut faciam Motto Translation: I will either find a road or make one.

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Observations & Findings Wireless Radiation Poses a Health Risk. Physicians Demand Overdue Precaution! More than 1000 physicians signed the “Freiburg Appeal” in 2002. It was translated into many languages. As many as 36,000 people from all over the world support its warning about the dangers of radio-frequency radiation. Today—ten years later—we as physicians and scientists call again on our colleagues and the wider global community, but also on all politicians around the world. Today—ten years later—we as physicians and scientists call again on the international community. We are deeply concerned. Despite all warnings, more and more new wireless technologies are introduced into our daily lives: cell phone networks, TETRA, LTE, cordless phones, Wi-Fi, baby monitors, wireless meters, digital radio and TV, and many others. All of these wireless technologies interfere with the biophysical organization of life with increasing layers and densities of electromagnetic fields. Human, animal, and plant life is controlled by naturally occurring electromagnetic fields and signals. Technical electromagnetic fields with their extremely low to very high frequencies can interfere profoundly with the biological processes of cell communication and cell metabolism. Initially, the self-healing power of living beings will compensate for imbalances through finely tuned control mechanisms. Prolonged electromagnetic stress, however, may lead to a chronic impairment of this biologically meaningful organization of life and result in disease. The consequences of this fundamental impairment of self-regulation have repeatedly been demonstrated in scientific studies: increased permeability of the protective blood-brain barrier, changes in brain wave activity, unbalanced release of neurotransmitters and hormones (especially the increase in stress hormones), immune system impairment, damage to genetic material, and lowered fertility, to name only a few of the best known examples. Oxidative cell stress—a major cause of many diseases—has been shown to be a central effect mechanism of radiation exposure. A number of pressing mental health disorders appear to be increasing at a worrisome rate, including depression, burnout syndrome as well as sleep, anxiety, and panic disorders. This also applies to a multitude of other diseases: strokes in younger people, degenerative neurological disorders (e.g. early onset of dementia syndromes), headaches, tinnitus, autism, learning disorders, concentration problems, and behavioral disorders (ADHD), to name only the most prominent and most frequent symptoms and disorders. Just like 10 years ago, we observe a steady increase in allergies, skin problems, pain syndromes, susceptibility to infections, high blood pressure, cardiac arrhythmias, metabolic disorders, and multi-system disorders. We also observe clear patterns of temporal and spatial relationships between the onset of these symptoms and disorders and the start of a radiation exposure, e.g. in the vicinity of a newly installed cell tower, after heavy cell phone use, or the installation of a DECT cordless phone, wireless Internet router, or other wireless technologies in the home, in a neighbor’s home, or at work. The scientific evidence of an association between certain brain tumors and mobile phone use has been documented after only five years, mainly including meningiomas, gliomas, and acoustic neuromas. Children and adolescents are most vulnerable. After leukemia, brain tumors are the second most common cancer in children. In Europe the cancer rate among older teenagers increases at 1.5 percent per year. In England frontal and temporal lobe tumors in children went up significantly from 1999 to 2009. And they increasingly display addictive behavior in the use of their cell phones and other online devices. The number of those who suffer from electrohypersensitivity is steadily growing. They can develop severe symptoms immediately or even several hours after the exposure to technical electromagnetic fields. As physicians we welcome that Sweden has recognized electrohypersensitivity as a functional impairment. We would also like to point out and emphasize that the European Parliament has called on its member states “to follow the example of Sweden,” and that U.S. State Governors have raised public awareness about the serious consequences of electrohypersensitivity. The initiative of the Austrian Medical Association, which has released a guideline for the diagnosis and treatment of EMF-related health problems and illnesses, hopefully will also catch on in other countries. The observations made by physicians all over the world are consistent and increasingly confirmed by scientific findings. Adverse effects of electromagnetic fields and the fundamental impairment of biological control mechanisms well below current exposure limits have been demonstrated, in some instances for decades. The well-known report of the international BioInitiative Working Group (2007) has documented a multitude of health hazards and risks based on the evaluation of more than 1500 scientific studies. Since then numerous recent studies have confirmed the worrisome results and at the same time have shown that current exposure limits, which are based exclusively on acute thermal effects, are completely unsuitable. The World Health Organization (WHO) classified RF radiation as possibly cancerogenic in May 2011 based on the increased risk of brain tumors among those who heavily use their cell phones for many years. And market-leading manufacturers of cell phones corroborate the association when they justify their patent applications with the argument of cancer risk. In numerous appeals and resolutions over the past years, more and more scientists and physicians have pointed to the health risks associated with wireless radiation exposures. In 2008 the Russian Radiation Protection Committee RNCNIRP gave a warning about the serious and irreparable consequences, of electromagnetic radiation especially for children, and again in 2011, intensified its warning. The European Environment Agency called for urgent precautionary action in 2009. The European Parliament repeated this call also in 2009. In a unanimous resolution in 2011, the European Council demands abandoning wireless communication policies that are seen as unsustainable in their current form.

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Each project will have its own specifications. Military UAVs will have different use cases from civilian ones, and, as the comments mention, unmanned does not mean unpiloted. Most of current UAVs are remotely piloted, meaning that there is a front facing camera relaying images to the ground, where a pilot will command flight adjustments to the vehicle to keep it aligned, no special equipment involved (except for the air-ground communication apparatus). The aircraft will be equipped with the usual inertial sensor unit(s) and GNSS receiver(s). For situations where you might have an unpiloted aircraft (that are extremely rare today), it is still solvable by simple INS + GNSS, with the additional requirement that you will have to accurately measure the position of the runway in the GNSS reference system (published charts are not precise enough, as they are created for eye-bearing humans, that can correct the course by sight). This is the method we used and we landed 2 meters from the centerline (the two pilots where there for safety, being it the first attempt). Other projects might include ground-based aid signals akin to an ILS system.

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Lady Luceta Di Cosimo reported the following: On June 4th, the Barony Marche of the Debatable Lands conducted another medieval skills demo at the Children’s Museum of Pittsburgh. This time the museum asked the members of the Barony to do a demo on medieval leatherworking. So, once again we were invited to the MAKESHOP which is a partnership between the Children’s Museum of Pittsburgh, Carnegie Mellon’s Entertainment Technology Center (ETC) and the University of Pittsburgh Center for Learning in Out-of-School Environments (UPCLOSE). It is a space dedicated to making, reusing and designing things, using everyday materials and real tools. It has regular programs and special guests. Readers may recall that the Barony did a weaving workshop there a few months ago. THL Sumayya al-Ghaziyyaa, head of the BMDL Leatherworking Guild, graciously agreed to share her skills and knowledge of period leatherworking with the museum visitors. She was assisted by Luceta di Cosimo and Medea da Venexia. Our goal was to convey to the visitors just how widely leather was used in period. Kids know that nowadays leather is used for shoes, clothing, and accessories, but most are not aware that its uses in period were much broader. Therefore, we had a display of period leather items (reproductions, of course). In addition to shoes, boots and belts, we had things like books, armor, and paintings on parchment. The kids were so surprised to see that you can have armor made out of leather. Some were not sure leather could ever work as armor. So we set up an ornate cuir bouilli chestplate on the back of a chair, and invited the kids and their grownups to hit it with mallets, so they could see how just tough it was. It proved to be their favorite display item. (Cuir bouilli is the process of hardening leather through the application of heat and/or wax.) In addition to the display, THL Sumayya put together a make and take activity. In period, tooled leather was primarily carved, but to make sure even the littlest visitors could safely participate, we had children and their adults make stamped leather key fobs, even though stamped leather was less common in period. We had a number of stamps available, and the Museum loaned their own sets of leather punches. The kids came up with many really neat designs, and many key fobs were made as father’s day gifts. We had dozens and dozens of people come through the MAKESHOP that day, and even after the demo was officially over, we still had people working on their key fobs. Overall we probably had about 150 people visit the MAKESHOP that day. It was a pleasure to be back at the WORKSHOP. The Children’s Museum is a wonderful resource for local families. It promotes a “play with real stuff” philosophy, which is dedicated to inspire curiosity and creativity in kids and allows them to learn through play. We are very proud to be a part of this experience. The Society is full of talented and skilled people, who do amazing and rare and beautiful things, and we are glad to share these skills and knowledge with our Museum neighbors.

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Youth Voice: It Matters Guest blog post written by Maria Paredes, Highland Street AmeriCorps Ambassador of Mentoring (AOM) & Father Monan Fellow Youth Voice is a trending topic but why? Why do various youth programs value and highlight the voices of youth? What is the value of giving youth a voice? Why was Emma Gonzáles, allowed to share her insights and why is it important? Schools supported all the youth who spoke during the March for our Lives, why? They believed in those youth that would share their thoughts better than anyone, and hence they stepped aside and allowed for the spotlight to shine on them. In my nearly three years experience with the Chica Project, an organization that empowers high school girls across MA, I’ve been able to experience Youth Voice first hand and most importantly learned why it matters. If I were to define Youth Voice it simply means to level the platform for youth to be able to speak by themselves and not through others. By creating a space of respect and not discrediting their opinion, it can be quite easy to achieve Youth Voice in any situation. What are some ways to elevate Youth Voices? At Chica Project, I have had the opportunity to interact with young women between the ages of 14-18. If I had to choose one takeaway from this experience is that unless a safe space is created, youth will not share any of their opinions. Young people need to know that they can be vulnerable without judgment. Create a Safe Space When a safe space is created, youth are encouraged to share their opinion. With practices and exercises like “Village Rules” or “Group Norms” are established, these safe spaces and expectations can be created. The purpose of using these are to create group expectations to encourage participants to feel comfortable within the space. Some examples are: “One Mic”, meaning only one person speaks at the time; “Step Up Step Back”, meaning for participants to be aware when they’ve spoken too much and when they’ve barely spoken; and, “Be Uncomfortable with the Uncomfortable”, meaning to take a chance by stepping out of your comfort zone as much as you want to. Prioritize their Needs Another way for young people to feel valued, is by listening. In the mentor trainings that I’ve facilitated, the number one thing I set out as an expectation is active listening. I explain to these potential mentors that youth mostly want to be heard and not to be seen as a human that “needs fixing”. I’ve learned that once a youth is comfortable with you, they will speak out and say “I need you to help me with something”, and unless that is said, 99.9% of the time they just want to be heard. In other words, young people do not want their problems to be solved, they just want to feel that their voice matters and is being heard. Recently in one of our sessions, a youth disclosed her sexual orientation because she felt comfortable enough in the space we’ve created. During that same session one of our mentors shared her sexual orientation and how that has shaped her identity; at the end of the session the mentor happily shared with me that the youth has asked for her number in order to communicate and ask for more guidance as she now identified her as a positive role model that she can comfortably talk to. One needs to also consider their audience, meaning you have to encourage multiple ways of communication. In the workshops I’ve facilitated, we tend to always keep in mind what are ways that youth would like to share their opinion, since not everyone will want do it verbally and/or in a big crowd. Therefore one should keep in mind to not only do activities that emphasize verbal discussion, but as well written and even body language. For example, by handing out a sticky note and having them write the answer instead of saying it out loud, you’re giving the power of anonymity and the comfort of expressive themselves in a different way. When in Doubt, Ask! When Emma Gonzáles shared her thoughts about gun violence, she was able to inform others why laws should be revisited. Through her narrative thousands of people have been educated about this topic, this is a reason why Youth Voice matters, because it is valuable. When in doubt on how to achieve Youth Voice, simply ask the youth you’re serving what they think. One should always keep in mind the youth and eventually your program will embody youth voice naturally. Maria is completing her second year of service as an AOM at the Chica Project. Want to learn how you can become an AOM or know someone who would be the perfect candidate? Learn more here.

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Chances are, someone you love has suffered from appendicitis during childhood or adolescence. Although it’s rarely talked about, appendicitis affects hundreds of thousands of people in the United States each year. In fact, more than 250,000 appendectomies (surgery involving removal of the appendix) are performed in America yearly (1). So what does appendicitis feel like? What are the signs of appendicitis? Read on to find out! What Is the Appendix? The appendix is actually part of your digestive tract, sitting at the junction of the small intestine and large intestine. Hence, it’s located on the lower right side of your abdomen. It’s roughly four inches long and is quite thin (2). In some people, the appendix lies behind the colon. Despite the fact that everyone has one, doctors aren’t quite sure what the appendix actually does. Many believe it’s the remnants of the digestive tracts of our ancestors, who had a very different diet than we have now. Others believe it contains vital bacteria that help digestion and boost immune function (3). Even though we know little about it, the appendix is a vestigial organ, meaning that you can live perfectly happy and healthy without it. What Causes Appendicitis According to Medical News Today, appendicitis is a condition in which the appendix becomes swollen, inflamed, and filled with pus. It typically occurs either when an infection in your digestive system finds its way into your appendix, or due to an obstruction of food within your appendix (3). Other causes of appendicitis include parasitic infection, bacterial imbalance in the gut, severe constipation, and injury to the digestive tract. It can also be caused by an upper respiratory tract infection, which can lead to a swollen lymph node within the wall of the bowel (4). Left untreated, appendicitis can cause your appendix to burst in as little as 48 hours after initial infection, spilling infected pus into your abdomen. An abscess occurs when the infection inside your appendix mixes with intestinal contents. Left untreated, it can lead to peritonitis. Peritonitis, as you may know, is a deadly infection of the peritoneum, which is the membrane that lines the abdominal cavity and covers most of your digestive organs. Peritonitis quickly spreads throughout the body and can cause irreversible damage or even death.

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Send the link below via email or IMCopy Present to your audienceStart remote presentation - Invited audience members will follow you as you navigate and present - People invited to a presentation do not need a Prezi account - This link expires 10 minutes after you close the presentation - A maximum of 30 users can follow your presentation - Learn more about this feature in our knowledge base article Do you really want to delete this prezi? Neither you, nor the coeditors you shared it with will be able to recover it again. Make your likes visible on Facebook? You can change this under Settings & Account at any time. Transcript of DNA What is it? Deoxyribonucleic acid is a molecule made up of deoxyribose sugar, phosphate groups, and nitrogenous bases that contains the genetic information in most living organisms. DNA must replicate, transcribe, and translate in order to sustain the genetic information needed for life. Replication occurs in four simple steps: In order for replication to occur, we must make our double-stranded DNA into single-stranded templates. binds to the replication origin A short piece of DNA then unwinds. then comes in and breaks the remaining hydrogen bonds between the two nucleotide strands. 5' -----> 3' Single-stranded-binding proteins (SSBs) then attach to the single strands to prevent secondary structures from forming. is another essential enzyme that helps relieve torque built up in the unwinding DNA. adds a RNA because a 3' -OH group has to be present in order to initiate DNA synthesis. A primer is added before every Okazaki fragment begins. is the gap between continuous and discontinuous DNA or the leading and lagging strand. DNA polymerase III then adds new nucleotides to the growing 3' end. DNA polymerase I is also an important enzyme that removers RNA primers and replaces them with DNA. After DNA polymerase I has replaced a primer, is then used to seal up the gaps in the new DNA strand. to look like. Two replication forks meet Termination sequence blocks helicase from moving down a DNA strand So what's next?? - DNA doubling before cell division - synthesis of an RNA molecule from DNA A transcription unit must be present which includes the following: - recognizes template DNA and start site - sequence of DNA being copied into RNA - end site which consists of several important enzymes, binds to the promoter region. is then able to bind to the promoter to begin synthesizing RNA. RNA synthesis occurs from the 3' end of the RNA molecule and is to the template DNA strand. Similar to replication, transcription occurs in three steps: RNA polymerase continues to unwind DNA as nucleotides join to the growing RNA strand. Once RNA polymerase transcribes the terminator, transcription stops. RNA polymerase detaches from the DNA template RNA detaches from RNA polymerase - the process of assembling amino acids into proteins (protein synthesis) Translation occurs in four steps: 1. tRNA charging 1. tRNA charging tRNA binds to a specific amino acid on its 3' end Recognition of the appropriate amino acid (AA) is based on size, charge, and R-group of the AA binds to the small subunit of a ribosome. Initiator tRNA binds to the mRNA by base pairing between the codon and anticodon. The large subunit of a ribosome then binds and forms the initiation complex. A ribosome has three sites that a tRNA can occupy: E (exit), P (peptidal), and A (aminoacyl) sites The initiator tRNA starts out occupying the P site Another charged tRNA comes and binds to the A site The amino acids on each of the tRNAs form a peptide bond which allows the amino acid to be released from the tRNA in the P site The last part of elongation is The ribosome moves down the mRNA strand to the next codon. The tRNAs in the existing P and A sites then shift to the E and P sites to allow another tRNA to come occupy the A site. The new amino acid forms a peptide bond to the other existing amino acids resulting in a growing chain. Elongation continues until a termination codon is translated. Once this codon is translated, a binds to the A site in the ribosome. The release factor causes the tRNA and the mRNA to be released from the ribosome. Recap of translation This Prezi was made by Gabriel Miner in hopes of receiving much needed bonus points for Genetics at UAB with Dr. Mukhtar. Next up is....

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|Italian Battleship Veneto| My main interest in the WW2 Naval period at the moment is centred around the early / mid war in the Mediterranean between the Royal Navy and the Italians. There are quite a few decent size historical actions in the campaign to have a crack at and this battle is one of them, known by the Italians as the Battle of Cape Tuelada this is often described as an inconclusive fleet action, I decided to give it a go but release the Italian Captains from the restrictions they were placed under on the day (only join an action if you have superior forces) and see how it panned out. |Italian Heavy Cruiser Gorizia| 10 days before the battle an Italian Force had set out to intercept a British convoy bound for Malta, the convoy was warned of the approach of the Italians and as a result launched its cargo of aircraft vital for the defence of Malta early, causing the loss of 9 out of 14 aircraft. The convoy was re run but this time with greater support. The excellent Italian Intelligence units at Gibraltar had spotted and reported the convoy to their superiors, as a result of this a force was sent to intercept. The British were aware of the Italians movements and sent the fighting part of the convoy to intercept the Italians and protect the precious cargo en route to the besieged Malta. Both fleets used spotter planes to fix the others location. The two fleets were evenly matched, two battleships a piece, 5 heavy cruisers vs 6 but the British had the advantage of having an aircraft carrier in the convoy. Italian aircover came from Sardinia. The Italians had a group of 3 Heavy Cruisers in the lead followed by another 3 Cruisers and 7 destroyers, a third group of two Battleships and 7 destroyers were a short distance away. The British had their Cruisers advancing line abreast towards the Italians with a Battleship and Battlecruiser with destroyer escorts just out of range of the Italians and then the Ark Royal with escorts a distance behind that. The cruisers came into range at just after 12.20 and although at a slight advantage the Italian Vice Admiral commanding them was ordered to withdraw. HMS Berwick then lost a turret and the battle was swinging towards the Italians, just as they were getting the Peronis in HMS Renown started to reign 15" shells around the Italian cruisers, a very uncomfortable experience. The battle then swung back to the Italians when the Vittorio Veneto came into range, it was as the shells from this ship splashed around the British Cruisers that both sides retired from the battle. Churchill was furious with the actions of Somerville the British Commander for not engaging the Italian ships however the board of enquiry set up exonerated Somerville although having a number of his friends on the board undoubtedly helped the verdict. Orders of Battle Regia Marina (Italian Navy) Bolzano, Gorizia, Fiume (Heavy Cruisers), Ascari, Carbiniere, Lanciere (Destroyers) Pola, Trieste, Trento (Heavy Cruisers), Oriani, Alfieri, Carducci, Gioberti (Destroyers) Vittorio Veneto, Giulio Cesare (Battleships), Alpino, Bersagliere, Fuciliere, Granatiere, Dardo, Freccia and Saetta (Destroyers) Berwick, Manchester, Newcastle, Sheffield, Southampton Ramillies (Battleship), Renown (Battlecruiser), Encounter, Faulknor, Firedrake, Forester, Fury, Gallant, Greyhound, Griffin, Hereward (Destroyers) Ark Royal (Aircraft Carrier with 12 Fighters, 12 Dive Bombers and 30 Torpedo planes), Jaguar and Kelvin (Destroyers) Coventry, Despatch (Cruisers) Duncan, Hotspur, Wishart (Destroyers) The Italian Force was easy as I am blessed in having all the ships of the Regia Marina in my collection. I wasn't completely there with the British as my collection is based around the middle of 1941. I had to substitute the Belfast and Fiji for two of the British Cruisers and Carlisle for Despatch, all similar gun configurations and no real effect on the game. I also needed a few substitutes on the British destroyers again all similar types. We played on an 8 x 4 table, set up the British Cruisers line abreast and then, depending on your rules, set up Italian Sqn 1 at long to extreme range, the Italians angled so that the British are in their broadside arc, set up Italian Sqn 2 behind 1 but about 2 turns out of range. Finally the Battleship Sqns should set up outside their maximum range with the Ark Royal Group further out. Aircover for the Brits is in the orbat above, use your own aircraft rules, the Italians have random air power, roll a d20 at the end of each turn 15 or more brings air support. 15 a flight of 6 fighters, 16 a flight of 6 bombers, 17 two fighters, 18 two bombers, 19 three of either, 20 3 of each. Remember at this time the Italians had no dive bombers, they flew over the fleets and chucked the bombs out hoping to hit something. Official Italian records show they attacked their own ships between 30 and 40 percent of the time and you may want to reflect this in your game. Four players, two each side was easily manageable, the advantage for the British is in the first few moves when they have a 5 vs 3 cruiser advantage, the 6" guns of the British struggled to penetrate the Italian Cruisers Gorizia and Fiume but started to cause problems with the lightly armoured Bolzano. The faster rate of fire of the 6" guns gave the British more hits while the Italians were getting the odd hit which was more powerful as they were armed with 8" guns. |Brave lads attacking a ship in a bi plane| |Bolzano has enough and pulls out of line| |"That was a big dolphin Sir"| |4 squares out of 60 don't cause damage, no surprises on the dice.| With the range closing the Italian Cruisers started to get the upper hand, that and the second 3 cruisers were coming into range. A bridge hit on the HMS Belfast killed the Captain and forced her to withdraw, we then had a turret hit on HMS Manchester, the turret exploded taking the adjacent turret with it leaving her with no guns to the fore. HMS Sheffield was next suffering a funnel hit and a succession of penetrating belt hits slowing her down to 22 knots maximum. In two turns the potent British Cruiser Force had been reduced from 5 to 2 effectives, that was enough for the British Admiral and a general withdrawal was ordered. The Italians lost one destroyer, Saetta sunk whilst attempting a torpedo run, Bolzano was heavily damaged losing about 50% of its hull points, Fiume had been struck by a torpedo but was making good speed. The British had lost the use of 3 Cruisers and the fate of the crippled Sheffield is uncertain as she is unlikely to have escaped at 22 knots. All in all a great game, I do enjoy a bit of Naval and a victory for the Italians, yes you read that here first a victory for the Italians. |British Cruisers under fire.|

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Methodology for mapping GDEs This methodology was applied separately to eight GIS analysis regions (called work packages). Each work package represented an area of broadly similar hydrogeological, ecological and climatic characteristics. It was assumed the interaction between groundwater and ecosystems was controlled by similar processes, and could be modelled by the same broad analysis rules within each work package. The literature review enabled a conceptual understanding of the interaction between groundwater and ecosystems to be developed. From this, a set of rules describing the potential for groundwater/ecosystem interaction was developed for each work package. In the data selection step, existing spatial datasets were compared against the rules to determine where analysis could be undertaken. The ability to implement the rules developed in the literature review was dependent on the availability of relevant spatial data. Once the datasets available to implement the rules had been confirmed, GIS analysis combined the rules and data to provide an interim product that showed the outcomes of each rule for each ecosystem. The outcomes of each rule were then rated to indicate the potential for groundwater/ecosystem interaction to be occurring. The term 'GDE potential' has been used to indicate the potential for interaction between groundwater and ecosystems.

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River on the Moon? May 18, 2012 Photographer: Mario Weigand; Mario's Web site Summary Author: Mario Weigand A dry river channel on the Moon? Well, yes, but not created by water. Rima Hadley is an ancient rille and may be the remnant of a collapsed lava tube. Lava from an erupting fissure may assume drainage patterns similar to overland water flow. Rima Hadley is located at the eastern edge of the giant Imbrium basin and was the target area for the Apollo 15 expedition. Photo taken on January 12, 2003 from Offenbach, Germany. Photo details: 14-inch telescope; f/22; industrial video CCD camera.

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Discover Medieval Europe For many, the medieval period conjures up images of plague, social upheaval and conflict. But with centuries of friction and feudalism came the construction of towering castles, quaint villages and walled cities that still survive to this day. A millennium of rich history, the medieval era saw the rise and fall of the Normans, the Vikings and the Crusaders, as well as the construction of glorious gothic structures across Europe. Just take a walk around the picturesque streets of Bruges in Belgium or visit Scotland’s towering Eilean Donan castle and you’ll see the enduring beauty of Europe’s so-called ‘Dark Ages’. So, whether you’re planning a day trip to a castle or a historic holiday in Europe, we’ve put together this handy introduction to the finest medieval landmarks to visit across the continent. Fancy strolling down a cobbled English alley with centuries of history beneath your feet? Keen to explore the half-timbered houses of a fairytale Bavarian village? Here’s History Hit’s guide to discovering medieval Europe.

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Welcome to the Washington State Safety Project. It was created by teachers at Lake Stevens High School through grants from OSPI. All safety curriculum and tests are available on this website for use in Family & Consumer Sciences classes. If you would like student-directed “flipped” learning for this curriculum, please contact Dawn Boyden. Click on following link to learn more about this curriculum: Washington State Safety Project Topics Include: Career, Community & Family Connections – Emergency Procedures, Field Site Safety, Tutoring Tips Food Production & Services Food Science, Dietetics & Nutrition – Dishwashing, Fire Extinguisher, Food Mixer, Handwashing, Knives, Microwaves, Personal Hygiene, Preventing Food-Borne Illness Job Shadowing Resources Teen Worker Safety Textiles & Apparel – Irons, Rotary Cutters, Sewing Machines, Sewing Shear & Pins If you have questions about any of the lesson plans or safety quizzes, please contact Dawn Boyden: email@example.com CareerSafe – Now Available: The goal of the CareerSafe Professional Development Program (CPDP) is to enhance all educators’ knowledge of workplace and classroom safety. It achieves this not only by providing youth-focused, interactive training to students, but also by providing teachers with the resources and tools they need to facilitate effective integration of the training resources into the secondary and post secondary curricula. Completing the CPDP will also provide teachers with twenty-five hours of individual school sponsored professional development credits which can be applied to their annual State requirements. ProSafety Restaurant Worker Curriculum

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High-altitude winds on neighboring Venus have long been known to be quite speedy, whipping sulfuric-acid-laden clouds around the superheated planet at speeds well over 300 km/h (180 mph). And after over six years collecting data from orbit, ESA’s Venus Express has found that the winds there are steadily getting faster… and scientists really don’t know why. By tracking the movements of distinct features in Venus’ cloud tops at an altitude of 70 km (43 miles) over a period of six years — which is 10 of Venus’ years — scientists have been able to monitor patterns in long-term global wind speeds. What two separate studies have found is a rising trend in high-altitude wind speeds in a broad swath south of Venus’ equator, from around 300 km/h when Venus Express first entered orbit in 2006 to 400 km/h (250 mph) in 2012. That’s nearly double the wind speeds found in a category 4 hurricane here on Earth! “This is an enormous increase in the already high wind speeds known in the atmosphere. Such a large variation has never before been observed on Venus, and we do not yet understand why this occurred,” said Igor Khatuntsev from the Space Research Institute in Moscow and lead author of a paper to be published in the journal Icarus. A complementary Japanese-led study used a different tracking method to determine cloud motions, which arrived at similar results… as well as found other wind variations at lower altitudes in Venus’ southern hemisphere. “Our analysis of cloud motions at low latitudes in the southern hemisphere showed that over the six years of study the velocity of the winds changed by up 70 km/h over a time scale of 255 Earth days – slightly longer than a year on Venus,” said Toru Kouyama from Japan’s Information Technology Research Institute. (Their results are to be published in the Journal of Geophysical Research.) Both teams also identified daily wind speed variations on Venus, along with shifting wave patterns that suggest “upwelling motions in the morning at low latitudes and downwelling flow in the afternoon.” (via Cloud level winds from the Venus Express Monitoring Camera imaging, Khatuntsev et al.) A day on Venus is longer than its year, as the planet takes 243 Earth days to complete a single rotation on its axis. Its atmosphere spins around it much more quickly than its surface rotates — a curious feature known as super-rotation. “The atmospheric super-rotation of Venus is one of the great unexplained mysteries of the Solar System,” said ESA’s Venus Express Project Scientist Håkan Svedhem. “These results add more mystery to it, as Venus Express continues to surprise us with its ongoing observations of this dynamic, changing planet.”

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Bill Would Send More Subsidies to Farms FARMERS WERE HIT HARD DURING LAST OCTOBER’S FLOODS. SO WERE MANY OTHERS. BUT ARE MORE GOVERNMENT SUBSIDIES ALWAYS THE ANSWER?[Note: Gov. Haley signed this bill in June, 2016.] Thousands of individuals and businesses have received governmental assistance following South Carolina’s historic rainfall and flooding in October of 2015. However, one industry in particular has said the assistance made available to it was not enough. Farmers have called upon the governor to draw down more federal dollars to help pay for agricultural losses. Governor Haley has expressed reluctance to provide additional targeted aid to farmers, but lawmakers are sounding more agreeable. Thus House bill H.4717 creates a new farm aid fund for farmers who lost at least 40 percent of their crops as a result of a natural disaster. The bill has attracted 74 co-sponsors so far. Early reports also indicate the House Ways and Means version of the state budget includes $40 million to help farmers who suffered crop losses during the flooding. What’s the right policy here: Further targeted aid to farmers, or none? To answer that question, we need to find out (a) what sort of government assistance is already available to farmers, and (b) the financial state of the average farmer. Specific federal relief programs have been made available to farmers since last year’s flooding. The declared state of emergency in South Carolina meant, furthermore, that farmers were eligible for discounted loans from the U.S. Department of Agriculture (USDA) worth up to $500,000 to cover production and property losses. The Congressional Budget Office (CBO) projects the federal government will spends around $9 billion annually over the next 10 years to subsidize farmers’ purchase of crop insurance. On average the federal government pays 62 percent of a farmer’s premium costs for crop insurance. There are 16 highly regulated firms nationwide that sell federally subsidized crop insurance. The USDA’s Risk Management Agency (RMA) approves products, approves premium rates, administers premium subsidies, reimburses the regulated firms for administrative and operating costs, and reinsures company losses. There is no rate competition among the 16 participating firms. The regulated companies reap massive profits under this program. Under the Standard Reinsurance Agreement the companies assign a majority of high risk policies to the government while retaining profitable low-risk policies. Between 1981, when insurance companies began administering the federal crop insurance program, and 2006, participating firms suffered $139 million in losses in a few bad years while collecting more than $4 billion in profit during the good ones. By contrast, between payments to farmers and administrative fees to insurers in 2005 it cost the government $3.34 for each $1 it paid out in claims to farmers with crops damaged by bad weather. To put it briefly: Thanks to government regulation and subsidies, crop insurance is only available from a few large firms at an uncompetitive high price (and most of that price is paid by the government). This system is beneficial for a few insurance companies and some farmers, but grossly unfair to taxpayers. Other federal subsidies Prior to 2014, the federal government further supplemented subsidized crop insurance with around $5 billion in annual direct cash payments to farmers based on the number of acres they owned. With the passage of the 2014 farm bill, this acre payment system has been removed in favor of programs that pay farmers when the price of agricultural commodities fall below a preset level. This was supposed to save money. In reality, the change in agricultural prices since the passage of the current farm bill means subsidy payments will soar even higher. The CBO estimates total government aid to farmers will grow to $23.9 billion in 2017. The federal government also provides indirect assistance to farmers through tariffs and import quotes on select agricultural commodities like sugar. These restrictions on foreign competition push up prices and increase U.S. farmers’ profits. State aid to farmers South Carolina farmers also receive promotional and marketing aid from state government. The current Department of Agriculture budget allocates nearly $10 million to “marketing services” for South Carolina agriculture. Included in these services are programs like the Market Bulletin (a state funded trading publication for agricultural products), and the “Certified SC” marketing program. Most other industries don’t have entire government agencies devoted to marketing their products. Between federal and state subsidies, many farmers are taking in high levels of government largesse. And, partly as a result, the average farmer income outstrips the average U.S. household income by 53 percent. Farming is also a relatively stable industry; the average annual business failure rate in the US is 14 times greater than the average annual failure rate of farms. Consider these and several related points on average farmer income and wellbeing in this Mercatus study. Agriculture is one of the most heavily subsidized industries in the United States, and the average U.S. farmer fares better financially than the average U.S. household. South Carolina’s recent flooding was highly damaging and will no doubt had financial repercussions for farmers, just as it did for many other businesses and individuals. That does not justify appropriating even more government aid to an already heavily subsidized sector.

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Autumnal Recrudescence––Say What??? Perhaps you’ve noticed it too. So what physiological reason can we attribute this to? It’s due to a phenomenon with a hard to pronounce name – autumnal recrudescence. The theory about autumnal recrudescence is this: Some sex hormones are triggered to be released based on the hours of daylight, and certain hormones “inspire” a bird to sing. At some point, when the daylight hours of autumn match those of just the right time in spring, those hormones are re-triggered and drive some birds to sing for a short period in the fall. In other words, when Fall days are roughly as long as the days of the Spring mating season, birds experience a hormonal surge that triggers singing by males, despite the fact that they will not be breeding for many months. The poem below, written by Susan Stiles in 1973 poetically sums up the phenomenon: The Autumnal Recrudescence of the Amatory Urge When the birds are cacaphonic in the trees and on the verge Of the fields in mid-October when the cold is like a scourge. It is not delight in winter that makes feathered voices surge, But autumnal recrudescence of the amatory urge. When the frost is on the pumpkin and when leaf and branch diverge, Birds with hormones reawakened sing a paean, not a dirge. What’s the reason for their warbling? Why on earth this late-year splurge? The autumnal recrudescence of the amatory urge. -Written by Susan Stiles, copyright December 1973 - An excellent book that describes autumnal recrudescence, and many other topics in bird biology and ecology, is The Birder’s Handbook by Paul Ehrlich, David Dobkin, and Darryl Wheye. More Bird Resources on this Website Here are some more stories, videos, and bird sketching resources I’ve written. Did You Enjoy This Story? If you’ve found value in this story and believe in my mission to educate youth and adults alike on the value of nature, I invite you to make a donation to help broaden and deepen the work I can accomplish. Click the Paypal ‘Donate’ button below to donate any amount you wish to support the conservation and education work I do. You don’t need to have a Paypal account to donate, you may also choose to use a credit card, or simply send put a check in the mailbox if you wish. Thank you!

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Birds know when to bring out the fall outfits Of all of the season changes, the beginning of autumn seems the most abrupt. It's summer at Crossroads, and then, Labor Day. Suddenly, instead of vacationing families, we are hosting school field trips and cross-county teams are running the trails. As if on cue, the leaves begin to turn. Mornings seem brisk, and out comes the fall jacket. So, it's fall. Time to put away the summer clothes and prepare for cooler weather. So do I bring out the heavy stuff all at once? or do I ease into the season one outfit at a time? Birds (which face the same getting-attired for winter necessity) need not decide. The increasing hours of darkness simulate the hormones that determine when birds molt. Genetics determine whether birds will lose their feathers one at a time, or drop all of their summer feathers at once. A majority of birds in our area, especially those that will soon migrate, are currently undergoing the process of molting Our songbirds go lose their feathers gradually so they are never naked, but even so, they have a ragged appearance this time of year and usually remain quiet and well-hidden during the process. Growing new feathers puts at great deal of stress on their bodies and birds have very little energy this time of year. Feathers grow from little follicles in the skin similar to our hair follicles. When a new feather begins to grow, it pushes the tattered feather out. The feathers of most songbirds fall out one by one in an orderly sequence so that the birds do not lose their ability to fly. But large waterbirds such as geese and swans shed all of their feathers simultaneously, which renders them temporarily flightless. Fortunately, the females go through molt while the young are still in the nest. The males molt later in the summer. This ensures that one of the parents always is able to protect the family. Almost everybody recognizes male mallards. Their emerald green heads almost glow. Female mallards are brownish and drab and rather unremarkable. Oddly, male mallards molt in summer, soon after the breeding season, and they are just as dark and drab as the females. We call the dark, drab feathers "eclipse plumage." During the period of eclipse plumage, drakes cannot fly, nor do they lift a wing feather to help with the ducklings. They just swim around looking like females until about this time of year, when, like the sun reappearing after an eclipse, mallard drakes once again show their true colors. Just in time, as it happens, because mallards begin courtship and form pairs in the fall. The more vivid a drake's green head, the more attractive he will be to prospective mates. For mallard ducks, autumn is a time to choose. "A Time to Choose" is a film which has nothing to do with mallard ducks, but rather is documentary about climate change. Thanks to the Climate Change Coalition of Door County, Crossroads has screening rights to this inspiring film, allowing us to show, free of charge, this "in-depth look a the remarkable people working to save our planet" The screening is scheduled for 2 p.m. Sept. 1. • Crossroads at Big Creek is a donor-supported learning center for all ages comprised of the Big Creek, The Cove, and the Ida Bay preserves. The Collins Learning Center, 2041 County TT (Michigan Street), just east of the roundabout on Wisconsin 42/57, Sturgeon Bay, is open from 1 to 3 p.m. through Saturday and during scheduled activities; starting Sept. 7, it will be open from 2 to 4:30 p.m. daily and during activities. Trails and restrooms are open all hours daily and free of charge; pets are permitted under control and on leashes. Trail maps are available online. During our parking lot expansion, spaces will be available much of the time, but when heavy equipment is present, we ask that visitors park at the Maintenance Building (first drive east of the main entrance) or at the Astronomy Campus parking lot (Cove Road and Utah Street). We anticipate that the lot will be closed to vehicles from Friday through Sunday. For more information, call 920-746-5895, go to www.crossroadsatbigcreek.com or visit Crossroads’ Facebook page. Coggin Heeringa is the director/naturalist at Crossroads at Big Creek. • AT CROSSROADS • 2 p.m.: Garden Walk: Floral Relationships A short slide presentation is followed by a gentle ramble in the garden to help understand how pollinators find the nectar and pollen in our flowers. Free. Meet at the Collins Learning Center. • 2 p.m.: Friday Film The documentary "A Time to Choose" discusses the challenge of climate change, then introduces world-renowned entrepreneurs , innovators and thinkers who are working to save the planet. Lecture hall, Collins Learning Center. • 2 p.m.: Garden Walk: Native Fall Flowers of Door County Following a short slide presentation, participants will go out into the garden to see examples of the native plants which make our autumns colorful. Free. Lecture hall, Collins Learning Center.

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Asked by: Katrina Parker, Durham Caffeine is dissolved from the beans after they have been softened in hot water or steam, using either a powerful solvent such as methylene chloride or ethyl acetate, or a gentler solvent such as water itself. All of these solvents (especially the first two) remove some of the flavour molecules as well as the caffeine, though, so the trick is to find a way of putting these back. One way is to perform a first extraction with water, then shake up the water with a small volume of methylene chloride, or to pass it through a charcoal filter. Both of these processes selectively remove the caffeine from the water, but leave most of the flavour molecules. The leftover water is then added back to the treated beans for re-absorption of the flavours. A more expensive alternative is to use ‘supercritical’ liquid carbon dioxide as the solvent, since this dissolves the small caffeine molecules but leaves the larger flavour molecules in the beans. Subscribe to BBC Focus magazine for fascinating new Q&As every month and follow @sciencefocusQA on Twitter for your daily dose of fun science facts.

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Colored elevations of three sides of Mr. Hunter's House at Gubbins, or Gobions, in the parish of North Mims, formerly the property of Sir Thomas Moore 64.c Medium: Ink wash on paper View of Gubbins House, also known as Gobions House, near Hatfield in Hertfordshire. The house was built in the 16th century for the More family and was originally known as More Hall. In the 18th century the house was renamed- this was thought to be after SirJeremy Gobion who owned the property. A pleasure garden was created in the grounds by Charles Bridgeman and some of the attractions included statues, a grotto, temple and a canal. Daniel Defoe visited the house and called it, “…one of the most remarkable Curiosities in England” The house was demolished in 1838 by Robert William Gaussen who incorporated the grounds into his Brookman estate.

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The Saline Royale (Royal Saltworks) is a historical building at Arc-et-Senans in the department of Doubs, eastern France. It is next to the Forest of Chaux and about 35 kilometers from Besançon. The architect was Claude-Nicolas Ledoux (1736–1806), a prominent Parisian architect of the time. The work is an important example of an early Enlightenment project in which the architect based his design on a philosophy that favored arranging buildings according to a rational geometry and a hierarchical relation between the parts of the project. The Institut Claude-Nicolas Ledoux has taken on the task of conservator and is managing the site as a monument. UNESCO added the "Salines Royales" to its List of World Heritage Sites in 1982. Today, the site is mostly open to the public. It includes, in the building the coopers used, displays by the Ledoux Museum of other futuristic projects that were never built. Also, the salt production buildings house temporary exhibitions. The train line from Besançon to Bourg-en-Bresse passes just next to the salt works. The station for Arc-et-Senans is only a few dozen meters from the site. In the 18th century salt was an essential and valuable commodity. At the time, salt was widely used for the preservation of foods such as meat or fish. The ubiquity of salt use caused the French government to impose a tax its consumption, the gabelle. This was a mandatory requirement that all people over the age of 8 years buy an amount of salt per year at a price that the government had set. Collection of the gabelle was the responsibility of the Ferme Générale. Claude Nicolas Ledoux On September 20, 1771, Louis XV appointed Ledoux Commissioner of the Salt Works of Lorraine and Franché-Comté. As Commissioner, Ledoux was responsible for inspecting the different saltworks in eastern France. This gave him an opportunity to see many different saltworks, including those at Salins-les-Bains and Lons-le-Saunier, and to learn from them what one might want if designing a factory from scratch. Since The End Of Salt Production The salt works produced 40,000 quintals of salt per year at its peak, all of which was exported to Switzerland. All production ceased in 1895 following a lawsuit that the inhabitants of Arc-and-Senans initiated, protesting the pollution of nearby wells. At the same time, the salt works was having difficulty in the face of competition from sea salt brought by rail. As mentioned above, a lightning bolt in 1918 destroyed the chapel. In April 1926, some of the buildings were dynamited, and many of the trees on the site were cut down. Still, on November 30, 1926, after a review that began in 1923, the Commission for Monuments declared the central pavilion and the entryway historical monuments. In June 1940, German troops took up residence. From May 1941 to September 1943, the French authorities established an internment camp to hold the area's gypsies and others with no fixed address (Centre de Rassemblement des tziganes et nomades). After the war, there was an extensive public campaign by artists, journalists and writers from the region to encourage the authorities to protect the site. In 1965, Marcel Bluwal used the director's house for the tomb of the Commander in his television adaptation of Molière's Dom Juan. Since 1973, the royal salt works and the Institut Claude-Nicolas Ledoux have been members of the European network of cultural sites. Then in 1982, UNESCO listed the salt works as a World Heritage Site.

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How To Get Rid Of Nits Lots of kids get nits and there are plenty of myths about how you get them and how to get rid of them. So VideoJug is here to clarify these myths and present a guide about how to really get rid of head lice. Step 1: What are head lice? Head lice are small insects that live in the hair and scalp of humans. They feed on the blood of humans. The louse is the insect that lives in the hair whilst the nit is the egg that attaches itself to the hair shaft. Step 2: How is head lice spread? Contrary to popular belief, head lice is not spread by the louse jumping from one head of hair to the other. Head lice are unable to jump! The lice are usually spread when the hair comes into close contact with another head of hair. It may take up to 3 months for the symptoms of head lice to become noticeable and sometimes there are no symptoms at all. If you do suffer from them all that is likely to happen is your scalp will become itchy and irritated. Step 3: Checking for head lice The best way to prevent an infestation of head lice is to check hair on a regular basis especially if you have children of school age, who are most likely to suffer from nits. Step 4: Treating head lice Head lice can be treated with specially medicated shampoo. Use this on the hair once it has been found that the hair has an infestation of lice, not just nits. You then need to wash the hair with the medicated shampoo exactly seven days after the first treatment.

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Activities, Resources, Online Tools, Blogs and Discussion - Trees around the GLOBE Hands-On Activities and Resources Hands-on Activities, Videos and Resources Below are some hands-on activities and resources that can be used as supplements to learning all about the science and observations for each of the prime protocols for the Trees Around the GLOBE Student Research Campaign. It is important to take measurements and observations using these protocols, but it is just as important to understand what the measurements and observations mean in the real world. These activities and resources can help strengthen the knowledge of the science behind these protocol measurements and observations. Build a Clinometer: Simple Instructions for how to build a paper clinometer (an instrument used to measure angles) and use it to calculate the height of a tree. Paper Clinometer vs. NASA GLOBE Observer: Trees Tool: To do a comparison of tree height measurements using a hand-held paper clinometer versus the GLOBE Observer: Trees tool for citizen science and to explain any differences between the two measurement methods. Measure a Tree: What is the tallest object you can measure with a meterstick? A fence? The ceiling? Have you ever disagreed with someone about the height of a tree or building? If you work as a team, you can measure the height of any object! Tree Impact Study: Trees are among the oldest living organisms on Earth. Because of their size, complexity, and long life, trees provide a habitat, like an island, that rises far above the ground. Your goal in this study is to document the impact of a large tree on the environment of your school or community. Using Trigonometry to Determine the Height of a Tall Object: Even though the NASA GO Trees Tool calculates the angles and tree height for you, please take a look at this great reference video that discusses the trigonometry used in calculating heights of tall objects, like trees. 40 Years of Forest Recovery: It has been forty years since Mount St. Helens erupted on May 18, 1980, in southwestern Washington, near the Oregon border. Fifty-seven people lost their lives in the disaster, and huge swaths of the surrounding forest were levelled. Both before and after the eruption, Landsat satellites were taking regular observations of the area, and their data is being used to study how forests recover from a very large disturbance. Mapping Forests Through Time: Trees are one of the world’s best absorbers of atmospheric carbon dioxide, a greenhouse gas that contributes to climate change. As climate change becomes an increasingly urgent matter, scientists seek to understand the effect of forest changes on the increase of carbon dioxide in our atmosphere. Researchers have used the U.S. Geological Survey and NASA's Landsat data to create 25 years’ worth of annual maps of the lower-48 United States. These maps illustrate disturbances in the country’s forests over time. A 3D Forest Map: For the tall tree canopy of the Amazon rainforest, 3-dimensional maps made by airborne laser technology are giving scientists a new perspective on tree mortality. The high-resolution scans are created from a light detection and ranging, or LiDAR, instrument that sends out 300,000 pulses of light per second that bounce off of leaves and branches and record their height. The Secret Life of Forests: Forests in the United States are constantly changing. For four decades NASA and the U.S. Geological Survey's Landsat satellites have kept a steady watch from space, and now scientists are turning yearly data sets into powerful time series that show the evolution of the landscape. In this visualization of false color images taken of the Pacific Northwest from 1984 to 2011, scientists see many different stories. Some are obvious, like the patchwork of logged land that flickers from mature trees (blue) to clear-cut (red) to regrown shrubs (yellow). Some are subtle, like the bark beetle or western spruce budworm infestations (dark red) that pulse across mountainsides. Watch as these and other changes come to life in the video. El Yunque National Forest, Puerto Rico Tree Canopy Change: In September 2017, Hurricane Maria's lashing rain and winds also transformed Puerto Rico's lush tropical rainforest landscape. The extensive damage to Puerto Rico's forests had far-reaching effects. EO Kids: All the Colors of the Leaves: Explore in the colors of the leaves in this activity from page 3 of this EO Kids issue about how NASA sees the seasons change from space. EO Kids: DIY Glacier: See how glaciers carve the landscape using sand, cornstarch and water in this activity on page 3 of the EO Kids issue about Glaciers. EO Kids: DIY Landslide: See how earthquakes and intense rain can trigger landslides through a hands-on activity from this issue of EO Kids. EO Kids: Mini Urban Heat Island: Use an infrared thermometer to record the temperature of different materials at different times to explore the urban heat island effect on page 13 of this issue of EO Kids. Making A Map: An activity to guide you through making a map, including deciding on a purpose for the map, and adding elements such as a grid, a compass, a scale, a key, symbols, and labels that show how different things relate to each other. Pace a Pixel Activity Guide: This activity allows you to make more detailed and quantitative measurements along four transects of a 50m by 50m square observation area (pixel) that can be compared with the percentages estimated using the GLOBE Observer: Land Cover tool and satellite-based maps. Joint Polar Satellite System (JPSS) Green Vegetation Fraction: Orbiting Earth at different heights and paths, NOAA’s fleet of satellites gives us an important, comprehensive view of our planet. The Geostationary Operational Environmental Satellite (GOES) system is parked in an orbit over the equator and continuously tracks the same area. Meanwhile, the Joint Polar Satellite System (JPSS) is in a lower orbit, flying over the north and south poles to give us a constantly shifting global perspective. Global Land Cover Change from 8000 BP to -50 BP: This video animation shows the global pattern of human land use over the last eight thousand years, a time when human populations began expanding following the origins of agriculture. The earliest areas of human land use are in Mesopotamia and the Fertile Crescent areas of southwest Asia, followed by increasing areas of land use in China, India, and Europe. Greenings and the Carbon Cycle: Why do the leaves change color?: Learn why and how the autumn change of trees happens. With the advancing autumn, the number of hours of sunlight and the temperature decreases. Trees feel the loss of light due to chemical light receptors. They respond to the change by preparing for dormancy (a state of suspended growth and metabolism). For deciduous trees, the most visible manifestation of this change is leaf color change and green-down. Winter twigs: A pictorial key to recognizing buds Activities for Spring Tree Growth Game: European Phenology Campaign Spring Activity #1: My Tree + Carbon Activity: There is invisible carbon in the air, which can be absorbed by a tree and transformed into its body - leaves and wood. Trees bind a large amount of carbon dioxide and water. Look at the Buds: European Phenology Campaign Spring Activity #2: Data Sheet + Carbon Around Me : An activity that focuses on the buds of a tree during greening. Carbon in my Tree: European Phenology Campaign Spring Activity #3: First Leaves + Carbon Activity: Look at the budburst in my tree. Growing trees build in carbon into their biomass. CO2 is bound from the air by photosynthesis and released back by breathing. Carbon is also released by decay (fallen leaves, old wood). Green Color Scale: European Phenology Campaign Spring Activity #5: What color green are the leaves from your local trees? Activities for Autumn My Tree and How Tall is my Tree?: European Phenology Campaign Autumn Activity #1: You can continue to observe the same tree(s) as in the Spring Color Change of Leaves: European Phenology Campaign Autumn Activity #2: Observing the color changes of the leave on your tree(s) My Green Down Data: European Phenology Campaign Autumn Activity #3: Looking at your Green-Down data during the Autumn Vegetation Greening Trend in Canada and Alaska 1984-2012: High-latitude regions have been warming rapidly since the last century, at a rate higher than the global average. At continental scales, satellite data since the 1980s have indicated increased vegetation productivity (greening) across northern high latitudes, and a productivity decline (browning) for certain areas of undisturbed boreal forest of Canada and Alaska. Global Transport of Smoke from Australian Brushfires: The local impacts of the Australian bushfires have been devastating to property and life in Australia while producing extreme air quality impacts throughout the region. As smoke from the massive fires has interacted with the global weather, the transport of smoke plumes around the global have accelerated through deep vertical transport into the upper troposphere and even the lowermost stratosphere, leading to long-range transport around the globe. *Note: If you know of additional activities and resources that should be included below, please send an email to Brian Campbell (Brian.A.Campbell@nasa.gov).

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A study led by researchers at Ludwig-Maximilians-Universitaet (LMU) in Munich throws new light on the evolution of the so-called rock sponges, and reveals that conventional, morphology-based taxonomies do not accurately reflect the true genealogical relationships within the group. Modern approaches to biological systematics have demonstrated that the evolutionary relationships between organisms can best be teased out by combining morphological analysis of fossil material with molecular genetic investigation of the genomes of living species. "This is a challenging task, particularly when fossil evidence is sparse, as in the case of most families of sponges," says Professor Gert Wörheide of the Geobio-CenterLMU and LMU's Department of Earth and Environmental Sciences. "The so-called rock sponges represent an exception to this rule insofar as they provide among the richest fossil record of sponges. With the aid of these fossils and the most comprehensive analysis yet carried out of gene sequences from extant species, an international team led by Wörheide has now reassessed the genealogy of the rock sponges - and show that, in many cases, traditional taxonomy does not correctly depict the evolutionary history of the group as a whole. Rock sponges belong to the class Demospongiae, which account for the great majority of contemporary species assigned to the phylum Porifera. Demosponges are found in tropical, subtropical and temperate regions of the world's oceans and occur at all depths from shallow reefs to abyssal depths. More than 300 extant species of rock sponges have been recognized, and classified into 41 genera that are assigned to 13 families. However, by comparison with the range of species represented in the fossil record, with over 300 genera comprising 34 families, the degree of diversity found in the contemporary demosponge fauna is comparatively modest. "The origins of modern rock sponges can be traced back over more than 500 million years into the Paleozoic, and this suggests that much more research will be needed before we understand their evolutionary history," Wörheide adds. Rock sponges have a highly characteristic and extremely robust rock-like skeleton, which consists of barbed needles called spicules made of silicon dioxide (i.e., glass), which interlock to form a rigid network. The form and structure of the skeletal elements provide some of the most important characters used to classify the rock sponges. "However, their precise classification and many aspects of their evolutionary history are still the subject of controversial debate," says Astrid Schuster, a doctoral student in Wörheide's group, who is first author of the new study. "Previous classifications were largely based on morphological similarities, and these led taxonomists to place many genera in the order 'Lithistida', a dubious grouping which is still cited frequently in the literature," she explains. With the aid of international colleagues, the team has now extended earlier molecular systematic studies and sequenced a specific pair of genes in each of 68 individual species of rock sponge, which had previously been assigned to 21 genera and 12 families. In addition, the team made use of previously reported gene sequences that were available in public databases. The researchers correlated the molecular genetic results with characteristic features of the skeletal morphology, such as the type and configuration of the siliceous spicules. "The new findings refute some of the assumptions that have been made regarding the course of rock sponge evolution, and demonstrate that some species have been assigned to genera to which they do not actually belong," says Schuster. Indeed, it is now abundantly clear that 'Lithistida' does not constitute a natural group, i.e., not all of its members can be derived from a direct common ancestor. In particular, the new work shows that classifications based on skeletal elements require thorough reassessment, because some of the different types of spicules that are characteristic for rock sponges arose, or were lost, several times independently during evolution. "So morphological similarities are not a reliable guide for the reconstruction of the genealogical relationships between these organisms," Wörheide affirms, "and this is certainly also true of the other classes of sponge." The new study lays the groundwork for further investigations, in which the researchers will try to pinpoint the times at which the different sponge lineages diverged from one another. To do so, they will exploit the principle of the "molecular clock", which reflects the fact that the extent of molecular divergence between sequences of the same ("homologous") genes in any given pair of species provides a measure of the time elapsed since they diverged from one another. By dating divergence times, this strategy promises to enhance our understanding of sponge evolution, and should help to explain why Porifera are among the oldest groups of multicellular organisms still in existence.

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Before the rise of slavery in colonial America, most labor was preformed by Indentured servants. Becoming a servant was an easy way for people to get to the New World, and provided much needed labor. With the weak law system established in the colonies, masters could easily exploit the servants in order to keep them in place. At first there were many people, either willingly, or forced, to give up there freedom in order to make it to America. The indentured servant system finally came to an end with the transportation of black slaves into America. he indentured servant system developed through a need for food during the harsh winters, and for the huge sums of money that could be made through harvesting tobacco crops.During the early years in the colonies, little food was available and starvation was to the point of cannibalism. The settlers needed to produce more corn crops then they could on their own. The answer: hired labor workers. With an increased labor supply, more food was produced, helping calm the hunger situation in the colonies. With the food problem out of the way, settlers could focus on profits now. One of the easiest and most successful ways of making money was to grow tobacco. Right from the start colonists realized the potential of tobacco farms in America. Having indentured servants maximized profits gained from the tobacco crops. The System was simple therefore easy to maintain. Being an indentured servant meant having being shipped to America, where you have to work for a certain amount of time before being let go, and given land, food, and other necessities. For many people, this would be the only way for them to make it to the New World, thus many people were willing to become a servant. According to Gutman in “The Labor Problem”, “during the seventeenth century, 75 to 85 percent of the estimated 130,000 people who journeyed from england to the Chesapeake came as indentured servants” (Gutman 50). Certain people, against their will, would also be forced to become an indentured servant. One of the possible punishments for a vagabond or criminal would be to be shipped to America to work. This idea was much approved of by the English crown, but frowned upon by the colonials, because they didn't want people who had broken the law before, to be given a second chance, working for them. Another source of servants came from children. English Authorities would send orphans to work in tobacco fields, until they aged 21, in which time they would be released. Finding the labor supply for indentured servants was not a hard task. The elite used there status to maintain the system and keep the servants from turning on their masters. The good...

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Historians working on recipes often use sources that, from the outside, do not look like recipe books. One of the most common places for recipes to be found in pre-modern manuscripts is in liturgical books, and other works for priests. A recipe from a sixteenth-century Croatian liturgical manuscript reads: Help for the teeth: On Holy Saturday when the church bells sound Gloria in Excelsis Deo … say three Pater Nosters and three Ave Marias in honor of God and Mary and Saint Apolonia. Za zubi pomoć: na Velu sobotu kada se počne zvoniti k Slava va višnih Bogu on trat… rci 3 Očenaši i tri Zdrave Marie v čast Bogu i svetoi Marie i v čast sveti Polonii This recipe is in the Croatian redaction of Church Slavonic language. Church Slavonic was the common language of liturgy and learning among Slavs in the Middle Ages. It is written in the Glagolitic alphabet; its angular variant was used primarily in the Croatian context. This particular recipe is then readable only by a select few. But its topic – toothache – and its location – in a religious (moral-didactic) book – is much more familiar. Marginal recipes are extremely widespread, as previously discussed on The Recipes Project. This post will take us into the world of marginal recipes by and for Catholic Slavs. In rural parts of medieval Croatia, a kingdom hugging the Adriatic sea, and a meeting point between the Mediterranean and Central Europe, priests also acted as medical practitioners. Recipes and therapeutic instructions are valuable sources, shedding light on outbreaks of epidemics, on ways of treating diseases, as well as on old terminology. The term “medical” has to be taken in its broadest sense, i.e. it pertains to the basic knowledge the priests possessed. Texts in Croatian Glagolitic recipe collections do not follow a strict order (which organs are afflicted; which complaints are present; which kind of procedure is to be applied; which quantity of ingredient is to be used), but seem to have been copied randomly from various sources. Extant recipes against diseases can be grouped into two broad categories. Concrete texts are instructions for curing ailments that invlolve administering various medications (based on experience and on older written sources). Such “concrete” recipes are applied to treat renal stones, sick eyes, gastrointestinal disorders, and other ailments. Prescribed medications are based primarily on local, Mediterranean, medicinal plants. In Glagolitic sources concrete healing instructions are interwoven with what we term abstract texts, i.e. incantations, prayers and amulets, for example against headaches, insomnia, and sore throats. Religious approaches to disease and healing share space on the pages of Croatian medieval recipe collections with empirical instructions, and both co-existed throughout many centuries. One did not exclude the other, and this kind of promiscuitas may seem a curiosity to the modern reader. However, a strict delineation between the different spheres of knowledge and belief did not happen for another few centuries. Here we present three small medical texts from a “marginal” source. The book called the Žgombić Miscellany (today in the Archive of the Croatian Academy of Sciences and Arts in Zagreb) contains moral-didactic texts and religious prose (legends, visions, contrasts). On the last folios there are three recipes for treatment of toothache, one of which is quoted above. The second reads: Za zubi pomoć: kuša v belom vini kuhai tere zvanu stavi ča naiteple moreš ako bude Bog otil oćeš imat pomoć Help for the teeth: Cook sage /Salvia officinalis/ in white wine and use it as a very warm compress – God willing you will have help Sage is often mentioned in Croatian Glagolitic recipe collections; one is reminded of the Latin saying „Cur morietur homo quia salvia crescit in horto?“ ‒ Why should man die, when salvation lies in the Garden? The use of sage in this case can be rationally explained, for it contains aetheric oils and can have antibacterial effect. It is still used modern stomatology for disinfection of the mouth. The third recipe reads: Za zubi pomoć: ružmarina i smažera od smreki … i beloga vina skup kuhai ako li pol zvre onem maži zubi imaš lek z Božiju volu Help for the teeth: prepare an ointment by cooking rosemary /Rosmarinus officinalis/ and resin of the juniper tree /Picea albis/ in white wine and smear on the teeth – you will have help with God’s will. This instruction, as well as the ingredients, suggests that it was more likely used to those suffering with gingivitis or similar problems, rather than against toothache. The resin of the juniper is rich in vitamin C which is important in healing of the gums. Both empirical recipes suggest white wine, which may have been of help in alleviating pain. Both also end with a smilar phrase reflecting a religious view of healing – if it is God’s will, you will be helped. This sketch from the Croatian Glagolitic heritage shows the significance of “marginal” sources in tracing medical texts. Although not large in number, Croatian Glagolitic medical texts reflect the intersection of (medieval) Christianity and empirical healing. They should be included into a study of the wide framework of healing practices in medieval Europe. Marija-Ana Dürrigl, Ph.D., is a senior research associate at the Old Church Slavonic Institute, Scientific Centre of Excellence for Croatian Glagolitism Zagreb, Croatia. Stella Fatović-Ferenčić, Ph.D, is a Professor at the Department for the History of Medicine, Croatian Academy of Sciences and Arts, Zagreb, Croatia. 2 Fatović-Ferenčić S, Dürrigl MA, Za zubi pomoć ‒ odontološki tekstovi u hrvatskoglagoljskim rukopisima, Acta Stomatologica Croatica 1997, 31: 229-236 (Help for teeth – odontological texts in Croatian Glagolitic manuscripts)

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Monuments at Pattadakal (1987), Karnataka Chalukyan rulers were not only empire builders, but great patrons of art whose encouragement prompted the artists and craftsmen to experiment and innovate in different architectural styles and giving it a new dimension. It is in their period that transition from rock-cut medium to structural temples took place. Pattadakal located in Bijapur district of Karnataka was not only popular for Chalukyan architectural activities but also a holy place for royal coronation, 'Pattadakisuvolal'. Temples constructed here mark the blending of the Rekha, Nagara, Prasada and the Dravida Vimana styles of temple building. The oldest temple at Pattadakal is Sangamesvara built by Vijayaditya Satyasraya (AD 697-733). The other notable temples at Pattadakal are the Kadasiddhesvara, Jambulingeswara both attributed to 7th century A.D. while Galaganatha temple was built a century later in the style of rekha nagara prasada. The Kasivisvesvara temple was the last to be built in early Chalukyan style. The Mallikarjuna temple was constructed by Rani Trilokyamahadevi to celebrate the victory over the Pallavas by Vikramaditya II. She is also credited to have built the Virupaksha temple influenced by the architecture of the Kailasanatha temple at Kanchipuram. The Virupaksha temple later served as a model for the Rashtrakuta ruler Krishna I (757 -783 A.D.) to carve out the great Kailasa at Ellora. However, the last addition at Pattadakal was made during the reign of Rashtrakuta ruler Krishna II of the 9th century A.D. in form of a Jaina temple, locally famous as Jaina Narayana, with its two lower The sculptural art of the early Chalukyas is characterised by grace and delicate details. The ceiling panels of the navagrahas, dikpalas, the dancing Nataraja, the wall niches containing Lingodbhava, Ardhanarisvara, Tripurari, Varahavishnu, Trivikrama bear ample testimony to the sculptor's skill as well as the cult worship in vogue. The narrative relief illustrating certain episodes from the Ramayana, Mahabharata, Bhagavata and Panchatantra fitted well with these grand religious edifices. The Sangamesvara, Virupaksha and Mallikarjuna temples at Pattadakkal exhibit to a large degree the southerly elements in their vimanas, as crystallized in the contemporary Pallava temples. The Sangamesvara, the earliest of the three, built by Chalukya Vijayaditya (697-733), is nearer the Pallava form in that it has no sukanasika, while the other two, which possess this, are the earliest of the Chalukyan type and its derivatives possessing this architectural member, as also does the Kailasa at Ellora. Both the Sangamesvara and the larger Virupaksha are similar to each other in being square on plan from the base to sikhara. The Virupaksha, built by the queen of Vikramaditya II (733-46), is the earliest dated temple with the sukanasika, being closely followed by the Mallikarjuna, built by another queen of the same king. The main vimana of the Sangamesvara is of three storeys. The lowermost storey is surrounded by two walls, the inner and outer, the second storey being an upward projection of the inner wall, while the outer wall encloses the covered circumambulatory round the sanctum. The Virupaksha is a large complex consisting of a tall vimana with axial mandapas and peripheral sub-shrines round the court, enclosed by a wall with gopura-entrances in front and behind, all designed and completed at one time. As such, this is the earliest extant temple-complex in the Chalukyan series. The massive gopuras are also the earliest. The compound-wall of the complex, following the plan of the group itself, has on its coping kuta and said-heads, suggestive of a derivation from the Shore-temple at Mahabalipuram-a device which gives the impression of a lower storey when viewed from a distance. The Mallikarjuna, built immediately after and close to the Virupaksha, is a smaller temple with a four-storeyed vimana with a circular griva and sikhara. It has more or less a similar plan. Open from sunrise to sunset Citizens of India and visitors of SAARC (Bangladesh, Nepal, Bhutan, Sri Lanka, Pakistan, Maldives and Afghanistan) and BIMSTEC Countries (Bangladesh, Nepal, Bhutan, Sri Lanka, Thailand and Myanmar) - Rs. 30 per head. Others: Indian Rs. 500/- per head (children up to 15 years free

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Bosnia and Herzegovina , Area: 51,129 sq km (19,741 sq mi) Population (1997 est.): 3,124,000, excluding about 1,000,000 refugees in adjacent countries and Western Europe Heads of state: Tripartite presidency headed by Alija Izetbegovic Heads of government: Two cochairmen of the Council of Ministers The Republic of Bosnia and Herzegovina concluded a second year of relative peace following three and a half years of bloodshed. The Dayton Peace Agreement, signed on Dec. 14, 1995, was intended to end the vicious fighting, lay the foundation for a new constitutional order, and provide the framework for a multiethnic state with pluralistic and democratic institutions. On all points some progress was reported, but serious problems remained. The fundamental issue was the very definition of the state, which was sharply divided after the Dayton accords along ethnic and geographic lines. The Federation of Bosnia and Herzegovina (Federation) included the areas populated predominantly by Croats and Muslims, while Republika Srpska (Serb Republic), a crescent-shaped area north and east of the Federation, was home to most ethnic Bosnian Serbs. Ethnic Serbs and Croats in Bosnia continued to identify with--and show loyalty to--the adjacent states of Serbia or Croatia, rather than the central Bosnian government in Sarajevo. Worse, the Croat areas of Bosnia and Herzegovina, nominally part of the Federation, were de facto a part of Croatia--and this was almost true as well in the case of Republika Srpska and Serbia. Consequently, the notion of "Bosnia and Herzegovina" often seemed like a historical relic, and many wondered if it could become a unified state commanding even minimal loyalty from the majority of its inhabitants. The two ministates in Bosnia and Herzegovina had so far failed to create even the minimum conditions for establishing a democratic country with free elections: a politically neutral environment was absent; indicted war criminals, for the most part Bosnian Serbs, continued to exert powerful influence behind the scenes; freedom of movement and expression remained restricted; many disenfranchised refugees were still unable to return home; and nationalists on all three sides remained committed to setting up their separate, "ethnically pure" states. Under these handicaps municipal elections, postponed from 1996, were held on September 13-14. Councils were elected in 135 municipalities--74 in the Federation and 61 in Republika Srpska. As expected, the three nationalist ruling parties (the predominantly Muslim Party of Democratic Action, the Serbian Democratic Party, and the Croatian Democratic Union) won a clear majority of the council seats. Nonnational parties--those that did not exclusively represent one ethnic group--won only 6% of council seats throughout the country, and independent candidates also fared poorly. A significant power struggle between Bosnian Serb leaders reemerged in June, hampering reform efforts in Republika Srspka. In July the republic’s president, Biljana Plavsic, accused war crimes suspect Radovan Karadzic and several of his allies of corruption. In November a parliamentary election was held in the republic. Plavsic and her coalition Serbian National Alliance failed to win a majority, but the Serbian Democratic Party and its ally, the Radical Party, fell three seats short of an overall majority. The situation remained tense, and deep rifts continued to impede progress. Not surprisingly, Bosnia and Herzegovina began 1997 in near economic paralysis, and little improvement was seen in the months that followed. More than 50% of the workers in the Federation and nearly 70% in Republika Srpska were unemployed. Most companies were still state-owned; few were operating. Under heavy international pressure, in October the Federation parliament approved part of a package of privatization laws in an effort to jump-start the economy. Bosnia and Herzegovina had to import almost everything it consumed, and black-marketing in tobacco and alcohol was widespread, especially in Republika Srpska. Billions of dollars in foreign aid were arriving to help rebuild housing, bridges, and airports, and a number of small and medium-sized companies were able to take advantage of lending programs from international agencies and the United States. Still, Bosnian enterprises were severely hampered by heavy taxes, bureaucratic red tape, and sometimes corrupt police officials. Test Your Knowledge Key questions still hovered over Bosnia and Herzegovina: was there a way to partition the country in a fair and stable way along ethnic lines, and if the NATO-led UN forces withdrew on schedule in June 1998, would war resume? At the end of the year, the U.S. government concluded that it would be necessary to keep some American troops in Bosnia and Herzegovina after their current mission ended and that a continued Western military presence was a prerequisite for even minimal stability. This article updates Bosnia and Herzegovina, history of.

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Under NH law, there is no state oversight for non-public educators, only public educators. Oversight of public education is necessary to insure the proper use of public funds. Parents are not public educators; parents are not employed by the state to instruct their children. Yet for 20 years the state has required oversight of their private homeschooling programs. Why are parents being treated like public educators? ---Non-public educators do not have to demonstrate that their students are learning. Home educators must demonstrate "educational progress for age and ability at a level commensurate with [the child's] ability." (RSA 193-A:6) Parents must seek approval of their programs annually, otherwise, they are assumed guilty of educational neglect. This is not equitable! ---Non-public educators have no risk of probation or termination of their programs if their students fail. Home educators operate under the constant threat of probation or termination of their educational program. Why are home educators being treated inequitably? Parents First believes in equal treatment under the law. Parents are not public educators. The state must cherish the interests of literature and the sciences, but it has no right to regulate some non-public educators (home educators) while ignoring others (private school educators).

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Published on January 28th, 2012 | by What2Learn0 On your marks… Get set… Learn! Are you looking for something a bit special to help engage your students? Bring the fun, excitement and proven educational strategies to your provision with access to the award-winning Virtual School What2Learn – a powerful tool for engaging students and driving literacy right across the curriculum at KS3 and KS4. In addition to a huge number of interactive learning games, ICT teachers will also enjoy access to a substantial bank of printable resources ready to use in lessons. This award-winning resource will provide your students with thousands of interactive learning games and endless hours of education and fun. In addition, they will enjoy a range of in-built rewards to keep them engaged for longer. You can even quickly and easily create your own games like those shown above. Students can access these resources in school or at home and will enjoy a range of in-built rewards designed to encourage them to inependently undertake more tasks. Teachers will also benefit from automatic marking and reporting of student progress. Full accounts to access this system cost just £1 per student – a great deal when you consider the possibilities for reduced reprographics costs and increased time for teachers. Teacher accounts are free when you order student accounts. See below for guidance on how to various options for placing your order. Sample Game: KS3 Spreadsheet Terms Answer the questions quickly and accurately to win the race! What2Learn has a wider range of styles of interactive learning game than any other online educational tool. These include games based on anagrams, interactive wordsearches, multiple choice, short answer quizzes and activities that assess longer-written answers. These are all presented through a wide range of fun and colourful scenarios. As members, teachers can create thirty different kinds of interactive learning game using our quick and simple game generator. Get full access today! We have a wide range of ways for you to gain full access to What2Learn. Visit our sign-up page now to find the perfect option for you. - OCR B1 Revision: You and Your Genes - OCR C2 Science Revision: Material Choices - Ecological relationships (8D) Science revision

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|A Quadrant Reborn [2400-2407] The Era of Exploration [2400-2403] Strange Bed Fellows [2403-2404] Discontent and Separatists [2404-2406] Lines in the Sand [2406-2407] The era of exploration The end of the Borg War brought about a brief era of “good feelings”. The relationships formed during the war seemed solid. There was a strong consensus that if the Quadrant were to be rebuilt it would need to be done through unity, rather then through fractioning. This general feeling of joy and relief was only strengthened with the discovery of a multitude of survivors in close-by sectors. The realization was almost immediate that the Borg had failed to fully assimilate many of the planets and systems they had conquered throughout the war. One of the first acts of the Federation government after the end of the war was to launch a full-fledged Re-Exploration Initiative lead by Admiral Zuchov. The USS Excalibur Leads several Vessels towards the Andorian Home world Admiral Zuchov took partial command of divisions of the sixth and eighth fleets, amassing a sum total of nearly 240 ships to search for survivors in systems in close proximity to Earth. The initial sweeps proved more difficult then expected. The Borg had laid waste to hundreds of planets and done irreparable damage to others. Worlds had been bled dry of natural resources; peoples deemed unfit for assimilation nearly eradicated. Every situation needed to be handled differently, and dealing with civilians who had been traumatized by the Borg, or refugees eager to return to their home worlds was proving to be an immense challenge. The cornerstone of the effort to once again expand outward was the development of a feasible slip stream drive technology. This allowed federation ships to more quickly reach worlds, and deliver refugees to what was left of their home worlds more efficiently. The Federation began working on a method of integrating the slip stream drive system into the fleet. One of the earliest test beds for the slip stream technology was the USS Excalibur, which had been going through a refit after being severely damaged during the battle of Sol. With the Slip Stream Drive system installed successfully on one vessel, efforts began to refit nearly a third of the fleet. This massive advancement in slip stream drive technology greatly expanded the range of the Federation and greatly increased the efficiency of the Re-exploration Initiative. As the Re-Exploration of the quadrant continued many species raised the question: “When will the fleet reach our home world?” There was a great push by nearly all the “Borg War” members of the Federation to re-explore their home worlds immediately. Having seen the advancements in slip stream drive, they demanded the technology be used to grant them, and their people, travel home. Knowing that any project to attempt to explore the home world of every species represented in the Federation would be require tremendous resources and hamper finding survivors on close by planets, the Federation set up a clear plan for re-exploration. One of the first systems to be re-explored would be the Bajoran system. It was during this time that Admiral Zuchov turned control of the Re-Exploration Initiative over to Rear Admiral Duke Shepherd. Admiral Shepherd took the planned re-exploration one step further, commissioning a large number of Colony ships to assist survivors in re-settling their worlds. Among the more vocal members of the Federation to press for immediate re-exploration of their home world was the Cardassians. The Federation had scheduled the Re-Exploration of Cardassia to take place in 2405, a date the Cardassians were not willing to accept. The Cardassians decided instead to send out their own fleet to re-explore their home world in mid 2403. The Federation senate petitioned the Cardassian members to remain with in explored space until their allocated time, but these actions fell on deaf ears, the Cardassians would not be content until they set foot on their home world. A total of 4 Galors were dispatched to re-explore Cardassian worlds, despite the vehement protests of the Federation government. Realizing the Cardassians would not back down the Federation dispatched an additional 5 colony ships to aid in re-colonization of Cardassian worlds as well as to monitor the actions of the Cardassian ships. The Cardassians were not eager to have a Federation influence on what they believed to be rightful Cardassian planets however they begrudgingly accepted the help. With the Cardassians appeased for the moment, the Federation’s focus once again shifted to the Re-Exploration, and re-settling of the quadrant. Planets such as Vulcan, Andoria, and Quonos all made it through the Borg War with a large number of survivors. Even planets that were for the most part spared by the Borg had their infrastructure and major cities destroyed. Cardassia Prime however, fared better than most planets, with many of its major cities still intact. Back to Top Strange Bed Fellows A Romulan Warbird prepares to Warp out of Federation Space The Cardassians were by no means the only group displeased with the situation in the Federtaion. In 2403, nearly a third of the Romulan forces, primarily those under the command of Admiral Jacir, left the Federation. Hundreds of ships, and thousands of Romulans left Earth, heading for Romulus. The Romulans felt that their Vulcan ancestors were attempting to restrict their rights, and destroy their culture. The Federation Government was hard pressed to stop them from leaving with any kind of force, but it made an already difficult situation even harder. A large number of Romulans remained in the Federation, many of whom had been born during the Borg War, making the Federation the only home they knew. The Federation could not remove the Romulans which chose to remain in the Federation, and could not stop those which chose to leave. Then Federation President Spock found it difficult to watch the Romulan and Vulcan people once again part ways on such a large scale. The Vulcan people had troubles of their own. The Tholians had begun a wide scale colonization of many of the H-class planets in close proximity to the Vulcan home world. This made a large number of Vulcans uncomfortable to the point of requesting Federation intervention in the matter. When the Federation Senate claimed that the Tholians were to be allowed to settle the previously uninhabited H-class worlds, the Vulcans people took matters into their own hands, sending two ships to prevent a Tholian Colony ship from delivering colonists to an H-class world. Starfleet dispatched several vessels to deal with the escalating situation; however it was becoming painfully clear that the Federation was not as unified as it had once been. The conflict was peacefully resolved, and the Tholians agreed to restrict their colonizing of the space near the Vulcan Home world as long as the Vulcans did not interfere in their efforts. A Cardassian Secret meeting In early 2403 the Cardassians began construction of a Nor Class Starbase in the Maltis asteroid belt on the fringes of Bajoran space. This operation was conducted without the consent of the Federation, and was in direct violation of Federation policy. The Cardassians asserted that the outpost was a legitimate project to benefit the Cardassian people, and that the resources being extracted would benefit not only the Cardassians but all the members of the Federation. The Cardassians promised that the facility would help to alleviate the desperate resource crisis which had stunted the Federation’s efforts to reconstruct its fleet. In light of the desperate logistical situation, the Federation begrudgingly agreed to allow the Cardassians to continue with their construction. Back to Top Discontent and Separatists The “Era of Good Feelings” had certainly ended by 2404. There was a sense of fracturing among even the pre-war Federation members. Feeling the strain, Admiral Shepherd stepped up efforts, transferring additional ships to re-exploration duty as pressure increased and fears of additional Borg incursions waned. One group however became increasingly discontent. The Cardassians felt the Federation was encroaching on the rights of the Cardassian people, and began to request the removal of Federation attachés from Cardassian worlds. The completion of Lipvok Nor near Bajoran space only served to raise tension between the Cardassians and the other members of the Federation. Placed under the command of Gul Venok, the station represented a great threat to the Bajoran people, but considering the tenuous relationship with the Cardassian people the Senate found it difficult to take decisive action. When the Cardassians began to close off large areas of the facility to Federation officers the Federation once again formally protested the Cardassian actions, but the Cardassians replied simply that as members of the Federation the Cardassian people had the right to establish a base for peaceful operations within Federation space without interference. Surprisingly, the most vocal critics of the Federation’s handling of the situation were not the Bajorans, but rather the Klingons. Many of the Klingons in the Federation, including the representative to the Senate felt that the actions the Federation was taking now would doom it to certain destruction. The Cardassians were taking advantage of human weakness, exploiting inaction, and threatening the very stability of the Quadrant. Martok was appalled by the Federation’s near inability to stabilize itself and unify it’s members. While the Federation scrambled to hold itself together, the Cardassians at Lipvok Nor built a total of four shipyards, which produced 10 Hutut class dreadnaught carriers as well as a multitude of other Cardassian vessels using the resources extracted from the surrounding asteroid fields. Gul Venok also began systematically removing non-Cardassians from vital areas of the station. In early 2406, the Cardassians finally went too far, cutting off supplies from the station to the Federation, and insisting that non-Cardassians be removed from the station. The Cardassian military, which had now doubled its size, forcefully removed Federation officials from a number of Cardassian worlds, and instituted martial law on others. The situation was out of control, and it seemed that no one in the federation had the power to stop it. Nearly three years after the construction of Lipvok Nor and its surrounding ship yards in the Maltis asteroid field, the Bajoran prime minister personally visited Starfleet Headquarters in San Francisco. The Bajorans had detected several suspicious freighters moving to and from Lipvok Nor using some form of dampening field. The Bajorans made it clear that if Starfleet failed to act in their interests, the Bajoran people would take matters into their own hands to rid the sector of the Cardassian station. The Federation agreed to send a vessel to the station to assess the situation. The USS Hurly, a recently commissioned Prometheus class, was slated to take a Federation task force to the Maltis field, and force the Cardassians to comply with a Federation search order in early 2407. In late 2405 Gul Venok issued an order that all non-Cardassian personnel be removed from the station by early 2406. The Hurly would not be ready for active duty until mid 2407, and the Federation once again felt its hands were tied with a severely limited number of ships in the area. The decision was made to dispatch another Federation ship to pick up the stranded personnel, and perform reconnaissance operations onboard Lipvok Nor. In early 2406, The USS Vendetta was dispatched to the Maltis Nebula with orders to recover all Federation personnel, and represent Federation interests in a Cardassian summit. The mission was accomplished, however the Cardassians became aware of the situation, and deployed forces to attempt to recover several files stolen from the facility. The Vendetta escaped and, using some of the information procured from the facility, recovered the USS Grant. The mission was hailed as a success by Starfleet, and the Bajoran people were satisfied with the information recovered. Back to Top Lines in the Sand By early 2406 it was clear that tensions between the Cardassians and the bulk of the Federation were on the rise. The most recent sign had been a standoff at resupply depot JL-12 in the Tibious sector. A fleet of four Galors lead by a Keldon took an aggressive posture when the station commander refused to release a Cardassian freighter which failed to submit cargo for inspection. The closest Federation ship was still eight hours away from the unarmed station at maximum warp. The Cardassians departed the station after nearly two hours of orbiting the station with weapons locked, and torpedoes armed. This outwardly hostile action by the Cardasasians lead many in the senate to believe that the Federation would soon break apart at the seems. Over the next several weeks the Cardassians remained quiet, however, this nervous peace was shattered when two Federation vessels, the Scotto and Debora, were attacked by a pack of three Galors. The Vessels had been on patrol near a former Cardassian world when the Galors warped in and attacked without warning. The two Federation ships managed to escape the scene destroying one Galor and damaging the other two. This was a clear, undeniable sign of the growing Cardassian discontent. It was obvious that the Cardassians would not be content with anything short of the complete removal of all non cardassian personnel from what they believed to rightfully be Cardassian worlds. Many of the worlds in question were heavily settled by non cardassians, and were rich in the resources needed to rebuild the galaxy. The Federation was unwilling to uproot billions of people and sacrifice valuable resources to appease the Cardassians. With the second Command Carrier the Devestator-D nearly completed, the Federation felt they would have the needed tactical advantage to maintain control of the systems in question. Two days after the engagement between the Scotto, Debora, and the Galors, the USS Ronald Reagan along with two Defiant class vessels came under attack while escorting two Federation freighters back to Resupply Depot Athena. The Hutut class vessel that attacked them managed to destroy both Defiant classes and capture the freighters. The Reagan escaped with severe damage. Ten Hututs were known to have been produced at the Lipvok Nor shipyards, but exact numbers were unknown. The confidence in an easy Federation victory was slipping. Several Federation captains grew increasingly discontent with Starfleet’s reluctance to respond to the numerous attacks. A Federation task force of eight ships, without authorization, made their way to the Maltis asteroid belt. The Cardassians had already dissembled and moved their shipyards, however Lipvok Nor had yet to be moved. The station remained for the taking. The ships engaged, and after only a few hours of fighting had destroyed the starbase. Over the next four hours, the ships chased after Cardassian freighters that refused to lower dampening fields. When one of the freighters was ‘accidentally’ destroyed, it caused a level 4 shockwave disabling one of the attacking vessels. The wreckage of the freighter was taken onboard one of the ships. When scans of several compounds were inconclusive, the ships returned to a nearby facility for additional scans. It was discovered that the Cardassians had been shipping vast quantities of Nadion, a compound used in the construction of everything from phaser banks to the massive dreadnaught warheads. Continue to Discontent & A New War [2407-2408] Back to Timeline Page

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A group of mathematicians and physicists tried to quantify just how impossible it is to navigate big cities. If you've ever been to a large city, you've likely found yourself clinging to transportation apps to get around, or staring in confusion at the colorful, labyrinthian subway maps while attempting to plot your route across town. New research from University of Oxford shows that the disorientation isn't just in your head: Navigating public transportation is really hard. So hard, in fact, it may pass the threshold of what human beings can comprehend. In the study, published Friday in the journal Science Advances, a team of physicists and mathematicians analyzed transportation networks in 15 major metropolitan cities, including New York, Tokyo, Paris, and London, and found navigating these transit maps often exceeds human cognitive ability. The researchers found humans can process a maximum of 8 bits (binary digits) of information when planning a trip. We can easily handle information for four objects in our visual working memory: In this case, two key locations (starting and ending point) and two connections in between. Analyzing journeys with two connections and four stations total, the researchers found that 80 percent of trips in major cities like New York, Paris, and Tokyo exceed the 8-bit limit. Similar to the Dunbar number, a term coined by anthropologist Robin Dunbar that refers to the maximum size of IRL social networks humans can handle, maps should not have more than 250 visible connection points to be easily readable, researchers suggested. The majority of trips on the major urban transport systems studied in the paper exceeded that. The researched analyzed public transit systems in New York City, Paris, Tokyo, Barcelona, Madrid, Seoul, Beijing, Hong Kong, Mexico City, Osaka, Shanghai, Berlin, London, and Moscow. The problem is that these transit systems simply have too many interconnections. Mason Porter, professor of nonlinear and complex systems in the Mathematical Institute at the University of Oxford, told Motherboard in an email that planning these trips often becomes more complex than just getting from point A to point B: We have to juggle factors like which route is faster versus which is more simple (fewer connections). When you add other transportation modes like buses and trams, the decision quickly becomes very complex for the human mind. Porter said map redesigns and experiments on how we learn to navigate cities could help with the information overload. "The traditional view of navigation in cities has to be revised substantially," researchers wrote. "For cognitive limits, a resident is somebody who has a lot of practice, and that's rather different from somebody visiting a city for the first time," Porter told me. "Animals can learn how to become better at navigating a maze, so we should also expect to be able to measure—with appropriate experiments—people becoming better at navigating in a transportation system." Of course, if you plug an address into Google Maps, a computer can do all of this for you. But when you are in a new city, perhaps underground without access to directions, it's not necessarily a replacement for having a good map that is actually readable. The number of megacities with population of more than 10 million has tripled since 1990, and while navigation apps help, the maps themselves may need to be redesigned as cities continue to grow and transportation networks expand.

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Friday, September 28, 2007 · Today we were without Smith (because she was at a pumpkin patch or something…), but we were taken good care of, by Mrs. Ritzdorf. · At first, there was some confusion whether or not we were starting or finishing Beowulf. I guess the teacher was looking at the plan for next Friday, but all was ok because we in fact had not read any of the story, so we began reading Beowulf. · We “circled our wagons,” but for some reason it was not the same as it is, without Mrs. Smith but we were able to move on. · We read from pages 21-32 up to canto 8. · While reading we kept in mind the questions: o How does Beowulf fit the Journey of a Hero? (Innocence, chaos etc…) o How Beowulf connects with the Anglo-Saxon history · We compared an Epic Hero from a Tragic hero, learning that: o An Epic hero fights a physical monster or life-form o A Tragic hero fights internally with him/herself · Major characters introduced were · Basically, the story needs to defeat a monster, and Beowulf comes and explains that he can do it, very boastful, saying he can do it without a weapon, is not afraid of danger and explains that he has defeated a monster in his past. · Our Homework: o College Scholarships due 10/15 o Our test over Beowulf Monday 10/8 o We have a quiz over cantos 1-11 next Wednesday Wednesday, September 26, 2007 • Final Essay conference due tomorrow or by early next week • College scholarships due October 15th • Begin reading Beowulf on Friday We addressed questions regarding Beowulf that should be kept in mind while we read the story. a. How does Beowulf connect with Anglo-Saxon history? What are some specific examples to prove he fits with this era? b. How does Beowulf fit the journey of a hero? Innocence, initiation, chaos, resolution We had an in class project in which we had to create posters of Anglo- Saxon history. We divided into groups and created posters of 3-4 helpful points to keep in mind while reading Beowulf. These will provide good information for notes as well. The group topics included: 1. The Celtic Hero’s and Heroine’s: • Celtic religion was based around animism (spirits everywhere controlled all aspects of life). • Celtic Legends: Full of women and stories full of magic, animals, love affairs, and adventures. • Celtic Mythology: influenced writers for centuries • “Celtic myths take you to enchanted lands where magic and imagination rule” 2. Anglo- Saxon Life: The Warm Hall, the Cold World • Not barbarians, but usually depicted that way • More interested in warfare and not in learning the arts • Responsibility is most important in leadership • Followers received fame, success, and riches through loyalty to their leader • Ex: Beowulf earned his fame by defeating the monsters trying to kill his leader, King Hrothger. • Important that they lived in a closely built community • Created security, close relationships between leader and followers, helped with community discussions and rule by consensus • The Anglo- Saxon communal hall was a place for shelter and art. • They sang about the gods and heroes • The “non- Christians” used poetry to allow heroes to love on after death 4.Women in Anglo- Saxon Culture: • Women were granted rights curtailed in 1066 • Inherited and held property even when married • Joined and highly involved in religious gatherings- often obtained power in Abbies • Implemented various forms of educational aides/learning centers 5. Anglo- Saxon Religion: gods for warriors • Odin was god of death, poetry and magic--- polytheistic • Days of the week still bear names of Anglo- Saxon gods. • Ex: Thors day= Thursday and Wodens day= Wednesday • The dragon was a significant figure in mythology • ----Treasure guardian and bringer of death and destruction After we finished making the posters we discussed the meaning of each and then moved to modern day heroes. We compiled lists of our heroes and the qualities hero’s posses. Our hero list included: • American soldiers • Firefighters and policemen • Our families, including our parents, siblings and legal guardians • Surgeon’s and physicians, including my uncle • Teachers- Mr. Trotter, Mr. Hatak, Mr. Wallace, and Ms. Durow • Best friends and girlfriends and boyfriends And our list of qualities of a hero included: • Do what is right • Love what they do • Go out of their way Sorry Beowulf isn't underlined or italicized for some reason my computer won't let me. Monday, September 24, 2007 - Look at samples of final project, how do we combine the two ideas? - Check out the big books ( if you don’t already have one) - Read pg. 2-19 (in the big book) and take notes o Complete writing conference (THIS MUST BE DONE BY FRIDAY) o Finish the reading from class and take notes, THERE COULD BE A QUIZ ON THE READING ON WEDNESDAY IF THERE IS NO DISCUSSION. o Post a comment on www.learningandlaptops.blogspot.com under the category google groups. This is about posting our college essays online. If it doesn’t work here are some helpful hints: First sign in before trying to post, then write your comment and watch for it to post, if it does not appear on the screen push the F5 button to refresh it. When discussing the final project the main question asked was how to combine the idea of a time magazine article and the OED entry and how to present that. Some decisions were made it must meet there standards… - Discuss the historical periods attributes - Relate literature to modern times - Define hero through the journey - Must be comprehensive - Work in groups - Multimedia with writing - Modern examples - Use all pieces of Literature - OED definition - Documentary: What is a hero? (this is a possible style of project) - Possible the using the OED entry as an introduction to the rest of the project - Multimedia: Condensed OED entry Movie clips to expand definition - Definition in magazine She is offering a time to conference on your groups idea before the project is due to let you know if it is a good idea etc.. We will be waiting to make the rubric (as a class) until we have read more of the works. Also in class today we were told what the test for Beowulf. It will be an in-class essay on the following questions: 1. Relate Beowulf to the 4 stages of a hero (from the power point on her web page) 2. How does Beowulf fit the Anglo-Saxon time period? a. Ex. If there a dominate woman? Is faith present? One note card total will be allowed. Thank you!! Enjoy! Friday, September 21, 2007 1.I will start off by saying that the students who have not made an appointment yet with Mrs. Smith about the writing conference need to do that ASAP because it is due by 9/27. Also the students who already made an appointment; Don't froget your meeting time and be on time. Mrs.Smith off hours are- MWF;1,6/TH;1,4,6(at the study center) So make sure you sign up. 2.Class started off today by Mrs. Smith telling the class about copying off the Beo Wolf story on the book that all of us got today. It will be alot easier for us that way because then we don't have to keep carrying the big huge purple book around. 3.Joe, Brooks and Michael were kind enough to hand out the Element of literature book to everybody in class which was really nice. Thank you guys. :) 4.Everybody got a chance to do their presentation today. The first group to present was Becka, Shanon, Sue and Shawn. They did Scene II, Ode III. They chose the View for their skit and the table was their significant prop. The second group to present was Sam, Steven, Matthew, Ian and Dan. Sam played Jocasta which was pretty interesting, Steven played Oedipus, Matthew played Creon, Ian played the chorus leader and Dan played the Messenger. They did a stereotype of highschool. And I belive the Altar of the Monkey was their significant prop. They did the Scene II, Ode II. The third group to present was Joe, Brooks, Michael, Kyle and Jacob. Brooks played as the driver/sphinx, Kyle played as King Laius, Joe played Oedipus the king, Michael played as the drunk, and Jacob played Jocasta. And this all took place in London by the way. :) The crown was their significant prop. And correct me if Im wrong but I think the scene they did was Prequil Part II..?!! The fourth group to present was Emily D., Aly, Charlie and Emily H. Emily D. played as the news man, Aly and Emily H. played as the girls walking in the street,Charlie played Oedipus the homeless. They performed in class and the sign that Charlie (Oedipus) was holding was their significant prop. The fifth group to present in class was Jackie, Ryan, Leigh, and Jack. Jackie played as the prophet and Merope, Ryan played as Polybus, Leigh played as the Messenger and Jocasta, Jack played as King Laius. They modernized their play. The baby and the trashcan was their significant prop. And the scene they did was Prequil Part II. Everybody's presentation was awesome! Good job working together as groups and also Good job for the effort that everybody put in the presentations. 5.Mrs.Smith was talking about her interesting idea about our final for the end of the first semester. The idea was to pick our own groups and create a definition of a hero. And she also wants us to get ideas from the books we've read and are going to read to help us with this final. Mrs.Smith also wants us to use OED (Oxford English Dictionary) because it has some great definition of a hero. Mrs.Smith also wants us to start checking out that website to just get a feel of what we might do and to just gather information to get started.! So if you have any more questions ask Mrs.Smith or feel free to blog and ask me.! :) PS. Our Hw. for Monday is- Writing Conference, Read 2-19, 47 and take notes, scribe and check out big books. That's all for today.. Have a great weekend everyone! :) Wednesday, September 19, 2007 It's a great day to be a Warrior Hello class! As you read in the scribe from Monday, Ms. Smith was not here (and it was sad), and we looked for scholarships for our project that is due MONDAY OCTOBER 15 (which also happens to be the other day I'm scribing) HOMEWORK: FINISH OEDIPUS PROJECTS. MAKE THEM A+ PRESENTATIONS. EVERYONE IS PRESENTING THIS FRIDAY. Sign up for a conference to grade your college essay with Ms. Smith by Sept. 27. Work on your scholarship search and applications. I'll try out the bulleted list for what we did today... - We ate delicious donuts that Jacob and Steven brought. Thank you, gentlemen. - We turned in our Oedipus is a Hero essay tests - We got out laptops to follow along with Mrs. Lewallen as we searched for scholarships - Mrs. Lewallen left and we had the rest of the hour to look around on our own Here is what we learned about scholarships: - Fastweb has tons of scholarships, but everyone who has a Fastweb account is also competing for them, which means you have to fight about one thousand other people for the money, which can be difficult, so instead we went to... - Naviance (AHS page - For Students - link on the left side of page) has a list of scholarships that are local (which means that they will be a teeny bit easier to get) - If you don't have a Naviance account, you need to go set one up in the Post-Grad Center - Go to Scholarship List under About College, and you will find a list of scholarships that are marked for if they are need or merit based, if they require an essay, and if community service is needed to apply. It is a rather fantastic thing that saves a lot of time. - Most of the scholarships have online applications, but if you need one, you can get one for any of the scholarships listed from the Post-Grad Center. Additionally, when you click on a scholarship, the description page usually has a link to the actual web page and/or a contact address. USE THE CONTACT ADDRESS! They are useful. - The Peak Achievement scholarship we looked at was for Univ. of Wyoming, but Mrs. Lewallen didn't really like that one... A scholarship she did like, though, was the Student Integrity scholarship. It's local, and the website has a very extensive list of contact information. - "Be aggressive when you apply for scholarships". Just do it. Other resources you can use to find scholarships can be found if you go to AHS page, Guidance Center, Post-Grad Center, and then World Wide Web Resources. It has a long list of sites you can use. If you weren't here today, you are lucky, because the laptops were being... unhelpful to at least 6 people today. I went through five before I found one that had enough battery, agreed to let me log on, and didn't have a screen that had been flipped upside down. Other people had some issues with the internet connection (even though signal strength was supposedly high) and battery levels... Don't forget, this Friday we are presenting our Oedipus projects instead of doing the test because, of course, we have all already done it. Please make them good. We have no excuse for a bad one, because we got four extra days to work on it, and plus, we owe it to Ms. Smith for even giving us those days. Blog me if you have any questions! emilyl :> Monday, September 17, 2007 Essay question: How does Oedipus fit the definition of a hero? Using the stages of the journey to explain. You can find the power point on Smith's web page titled hero. You should inclued a paragraph for eath stage, and your paper should be no more than three pages long. Once again the essay is due Wensday. College Essays: Ms. Smith was having difficulties grading our essay's and as a class we decided that we would sign up for a conference by September 27th so that you could discuss your grade and learn what you did well and what you good improve on. Wensday: Ms. Smith will not be at school. We will be looking up scholarships online, we must research and apply to 5 scholarships by October 15th. Also, you must print off application and what you sent in to turn in. We were then given time to meet with our groups and polish our performances and at the end of class we watched one perfomance Saturday, September 15, 2007 Hello everyone! Today was a shortened class because of the homecoming pep assembly. However, in class we finished reading Oedipus. He finally discovered the horrible truth and reacted by stabbing out his eyes and talking to the people of Thebes. There was a class discussion in which many comments were made about why he did this. He was a very loyal leader to Thebes and it is thought that he still needed to be honest with his people. We also had a discussion about homecoming. Hopefully everyone has a fun and SAFE time. The skits for Oedipus are due on Monday and will be preformed in class, so make sure to bring all props and be prepared; which might mean you have to get together after your long night of getting down on the dance floor. Ha Ha. Have fun everyone! Wednesday, September 12, 2007 - The class period started out today with a brief absence of Smith, in which we pondered as to her whereabouts. Our worst fears were cleared however, when she returned to tell us just how frustrated she was at homecoming week, because events such as Prom and Homecoming, are in fact called extra-curricular activities for a reason. She pointed out that we attend school for a reason, sometimes referred to as "learning", and therefor should not focus our energy on these other activities. (We'll be hearing the so dubbed "Homecoming Speech" in it's entirety on Friday). - We then discussed the whereabouts of our 3 missing students, Ali, Leigh, and Steven, and came to the conclusion that Leigh was just MIA, Steven's at Virginia Tech, and Ali is either getting her appendix removed or she's just clumsy. - Miss Emily then asked about the online college essays because her essay has no comments on it. Smith had the brilliant idea of listing on the scribe the titles of the essays that need comments on them. So, here are the lists of essays that need some constructive comments: Smith 21 - "My Crossroads in Life - College Essay" Smith 13 - "Goals for Life" Smith 11 - "Search for Identity" Smith 2 - "Who I am" Smith 7 Smith 23 - "Christ Follower" "Second Chance" Smith 26? - "Who am I?" - The class then voted on what we would be accomplishing in class for the day and then on Friday. The following options were voted on: A: To finish reading Oedipus in class and work in our groups on Friday B: To split the days into part reading, and part group work C: (Brooks' choice) To finish reading Oedipus outside of class, and work in groups for the entirety of both class periods D: (Sam's brilliant idea) To work in groups today and to read on Friday - We decided democratically by majority vote on option "D", and therefor will be reading Oedipus in class on Friday. A little something about Smith: She's a passionate fan of the Television series "Seinfeld" I hope you all enjoyed my scribing, and if anyone has any questions, just post and I'll try to answer any question to the best of my abilities. Thanks! Hello to all who were abscent on Monday, Sep.10,2007. Or hello to those who just wanted to read my blog.So today was a pretty easy day. Today, we started the period of with Ms. Smith having to eat her pop tart. I guess it was yummy, since she HAD to eat it. Then we talked about our homework.- Homework comment on other people's essay not in Ms. Smith's class. You need to have 5 comments by Wed.. If you make the comments too long, it will cut you off , so make it short but constructive and make suggestions. Your final college essay is due this Friday. Make sure it is clean cut and spankalicious. If you want to get a really good grade, Mrs. Smith loves anything with chocolate and peanut butter combined, keep that in mind.Important Dates: 9/15: Final college essay is due. 9/17: The performances for modernizing scenes in Oedipus due. 9/19: Learn about college scholarships; if you want to get ahead, look at the scholarships your college offers. 9/22: The Oedipus test: in class essay, we will get the question we will be anwswering on Wed. Now back to what we did. after we talked about the homework then the important dates, we then got a hand out about modernizing scenes in Oedipus. We then got into groups for about 5 mins., picked the scene we were doing and seeing when we could meet. Mrs. Smith wants these scenes proffesional, funny, and performed with excellence. You can either act it out in class or video tape it and show that to the class. if you are using any form of technology, it is your responsibillity to make sure it works before Monday. There are no excuses of why you can't go on Moday so BE PREPARED. If you weren't here today, you will need to pick up the packet and see what group you are in and any other things you will need to know. We will have time in class both Wed. and Fri. to work on it, so use yoru time wisely becuase you know that homecoming is this weekend. Lastly, we began reading Oedipus. We started on page 48 and ended on page 62. We really didn't discuss that much about the book. Mrs. Smith did bring up the question, "Does Oedipus truelly see?" She said this because he really does not see what is right in front of him. That is a wrap on this blog, thank you and good night. Mrs. Smith's joke: An interupting cow. An interupting cow who? At least I think that is the joke you told Mrs. Smith. Posted by karmk at 8:47 PM Friday, September 7, 2007 Homework for the weekend: scribe (which is me), work on final essay (due next Friday, must conference before next Friday), make sure you’re signed up for a conference, post essay online. Today wasn’t too eventful; it went a little like this: We came to conclude that next week is going to be bomb (more like jacked, according to Smith). We’re going to have our Homecoming assembly Monday, PLC late start on Wednesday, and the Pep Assembly Friday. Wahoo! Mrs. Smith continued to pass around the conference sign up, if you haven’t signed up by now, I’m thinking that you should probably get on that. We then took out the laptops so we could post our essays online and did musical chairs (peer editing style) and peer edited other essays on each computer. Also, Mrs. Smith posted next week’s schedule for all of you type A students out there. So, that’s really all we did today, I would double check and look at what Mrs. Smith posted as to what we did today on her powerpoints on her teacher webpage, just incase I missed anything. Everyone…have a good weekend. Wednesday, September 5, 2007 1. Hope you like the concise format 2. Any questions, post them and I will answer to the best of my ability 3. Today was a great day to learn and Momma Smith was ready for it too. 1. Lamar's Donuts distributed by Bobkowski, our hockey stud, and they were enormous donuts. 2. Ate in front of classroom away from laptops. 3. Wiped down with cleansing wipes to take glaze off our typing fingers, which later on would type upon the laptop keyboard. C. College Essay 1. Go To Smith's Web Page, click on College Essay Link, sign in with Blogger account -Blogger is owned by Google, Smith has hypothesized that Google will rule our world someday. 2. When signing in, you will be asked for a nickname. DO NOT PUT YOUR NAME! Youwill put "Smith#" (Your number corresponds with assigned numbers, if you need it talk to Momma Smith). 3. Once signed in, select College Essay Tab on Right Hand side. Underneath tab, an option will appear (add new page). Select this link to insert your own college essay onto the website. 4. From here you can copy and paste your finely polished and edited college essay. ADD YOUR SMITH NICKNAME TO THE END OF YOUR TITLE, THIS IS GOING TO BE ANONYMOUS!!! 5. Once completed, publish it and you will see it appear on the entire board of essays. 6. If you have any questions, please post!!! 1. We read through page 46 (I believe), we have heard Jocasta talk of why she doesn't believe in prophecies and summarize the prophecy of her doomed child. At this point, Oedipus' knees began to tremble in fear and his heart had dropped into the pocket of his stomach where his stomach had contracted into a twist which would crush his soul. At this point, his head span and the realization that this story was true of him hit him like a golf ball crack to the back of his head (As of last week I know how he feels). He now sends for a surviving witness to return to the kingdom so he can for once and for all decipher whether he truly has cursed himself to exile and death. 2. It was way legit and was an intense scene, even if you are too lazy to read for the grade, read for the edge-o-your-seat intensity thats about to rock the blood around in your head and your heart. 1. Refine college essay, post online by Friday. 2. Comment on five other essays (from Davis/Gaffney's classes ONLY!!!) by next Wednesday. 3. See Ms. Smith to take the oath of constructive criticism on blogging. There are serious parameters you must take and Ms. Smith would love to hear that you solemnly swear you can withhold society's Blogger criticism values. By the way, if she is lookin' down, gloomy, or even eccentric and happy, a caramel macchiado would satisfy her crave and cheer her up. Remember, questions or comments, please do let me know. Saturday, September 1, 2007 Friday, August 31, 2007 Hello, today in Ms. Smith’s class we…. 1) Turned in college essay: Who am I? 2) Went over the homework for the weekend. a) Select one college essay to post online for peers to comment and edit b) DONUTS Wednesday c) Writing conference on final essay 3) Circled up for Oedipus reading and discussion 4) Passed around Smith’s calendar to sign up for conferences a) Must have an edited and improved copy of final college essay for the conference b) These conferences will be the week of 9/4 5) Decided to add the insult “unholy defilement” to our vocabulary. v Tiresias (the blind prophet) didn’t want to tell Oedipus the truth about who the murderer is because he wouldn’t gain anything Ø There was some serious dramatic irony action going on, which is always exciting v Oedipus blames Tiresias for it, Tir. tells the truth, it becomes the “blame game” v Oed. isn’t willing to listen to the gods because of pride; wants to control his own fate v Tir. hints relationship between Oed. and Jocasta (ew) v MOTIF OF EYES Ø Oedipus has his sight, doesn’t see the truth Ø Tiresias is blind, sees the truth and knows all v Severe paranoia kicks in Oed. and he makes numerous accusations v Townspeople are in “limbo” about what they think v Brookes proclaimed that in real life, it is easier to accuse rather than admit v Sam gave an example of how the truth is never easy to take v Smart boys

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There are between 35 and 40 species of spruce, an evergreen conifer, found throughout the Northern Hemisphere around the world. Native spruce trees prefer climates ranging from wet winters and hot, dry summers to cold, snowy winters and warm, moist to dry summers. The spruce does well in poor soil and is considered a moderately-fast to fast-growing tree. The spruce can be recognized by its needles that radiate equally in all directions around each branch. The needles grow from a projection on the branch. When the needles fall off, the projections are left and the branch is rough to the touch. The needles are four-sided except for the Sitka and Brewer species, which are are flat. Spruce needles, except for the black spruce, are sharp and rigid. The needles on the black spruce are rigid and blunt. The cones of the spruce are oblong and thin-skinned when young. They grow downward at the ends of the upper branches of the tree. Spruce cones open and drop their seeds during their first autumn, then generally fall off within a year. The exceptions are the white spruce, which keeps its cones for two years, and the black spruce, which keeps its cones for 30 years. These two exceptions function as fire cones that release seeds when heated. Certain species of spruce are susceptible to a parasite called a spruce gall adelgid that feeds on the tips of the branches and needles. The branches of the spruce grow from the trunk, from the ground to the crown of the tree. Older branches are located closer to the ground. New branches, called branchlets, are continually being added at the top of the tree. Spruces in the wild routinely lose branches and gaps may develop in the tree. On all spruces except the Brewer, the branches point up. The primary branches on the Brewer spruce grow horizontally while the secondary branches hang downward in a weeping fashion to shed heavy snow. Trunk and Bark The trunks of the spruce are generally column-shaped and straight, lending to the trees' overall pyramid shape. The trunk of the Sitka spruce, the largest of the spruces, is fluted with a wider base than other spruce trees. The seedlings of the Sitka spruce will sprout on top of dead trees, called nurse logs. The spruce will burrow through the rotted wood of the nurse log, developing stilt-like roots. Spruce tree bark ranges in color from smooth gray to purple-gray when young. The bark cracks and fissures with age in all spruces. Commercial and Natural Uses All species of the spruce, except for the Brewer spruce, are valued for their timber, which is used for construction. Spruces are also harvested for pulp. Because it is fast growing, the spruce is used in reforesting projects, as a landscape tree and as a windbreak. Navajo use the branches of the Englemann spruce in sweat lodges and for ceremonial purposes. In the wild, the spruce provides shelter and food to animals, specifically the spruce grouse, which depends on spruce needles for food.

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Wood consumption (% of world total)2 Wood consumption in the industrialized world is 12 times higher than in the countries of the South. These countries use more wood for fuel, but that adds up to less than twice the amount used by the West. If current trends continue, by 2010 we will use 20-per-cent more wood. If everyone in the world consumed as much as the West does, wood consumption would double in the same period.1 has gone to the Moon but he does not know yet how to make a flame tree or a birdsong. Let us keep our dear countries free from irreversible mistakes which would lead us in the future to long for those same birds and trees.' Former President Houphouet-Boigny of Cote d'Ivoire, a country which has lost 90-per-cent of its original forests and Why have tropical forests declined so fast? Partly because of the demand for specialist woods like mahogany, teak and ebony and partly because forests are cleared for land, which often ends up as plantations for export crops.1 . About 55 per cent of the wood cut today is used directly for fuel, while the rest goes on industrial products like lumber and paper. . About half the world's fuel wood is produced in five countries: India, China, Brazil, Indonesia and Nigeria. . Many indigenous groups are being forced to abandon the forests which are their livelihood. In the Brazilian Amazon, there were originally 230 native groups with an estimated 2 million people. Today there are half as many groups with only 50,000 people in all. . Five countries produce more than 45 per cent of the world's industrial- wood harvest. The US, Russia, Canada, China, Brazil, Sweden, Finland, Malaysia, Germany and Indonesia account for more than 71 per cent of industrial production. . The Philippines exported all but 10 per cent of its wood in the 1960s and 1970s and now has to import wood; 18 million forest dwellers have become impoverished as a result. The wood and the trees These three globes show the percentage of land covered by forest. In 1950 it was 30-per-cent, half of which was tropical forest. By 1975 the area covered by tropical forest had declined to 12-per-cent and today it is half that. In contrast, temperate forests have remained at a steady 20-per-cent, thanks to reforestation.1 The Forest Stewardship Council is a global certification scheme for timber and wood products. Like the organic standard or the fair-trade mark the FSC logo provides a guarantee that the wood in a product comes from well-managed forests. A wide range of forests from Sweden to Brazil have received the FSC certification - look out for their logo on any wood products that you buy. E-mail: [email protected] 1. State of the World 1999 (Worldwatch Institute, Earthscan). 2. Gaia Atlas of Planet Management edited by Norman Myers (Gaia Books). 3. A to Z of World Development (New Internationalist Publications 1998). Help us produce more like this Patreon is a platform that enables us to offer more to our readership. With a new podcast, eBooks, tote bags and magazine subscriptions on offer, as well as early access to video and articles, we’re very excited about our Patreon! If you’re not on board yet then check it out here.

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It’s difficult navigating the autistic space when a child does something for attention. On the one hand, it’s hard because you want to give them all the attention in the world; on the other hand, they have a lot less ways than other kids of gaining the attention they need. As caregivers it can lead our heads in a spin; is ignoring their behavior when it is attention seeking the right thing to do? Are we neglecting their needs? Shouldn’t we be their strength of communication for them by speaking/acting/advocating for them? With Applied Behavioral Analyses (ABA) therapy a technique called active ignoring is used in certain circumstances, where the child is trying to get attention, or what they want, with socially unacceptable behavior, like spitting, whining, or violence. We don’t ignore them because we want the child to feel abandoned or unheard, but because it encourages the child to search for new ways to gain the attention. We can’t explain with our words why they shouldn’t spit, so we have to explain with routine and patterns (or basically, in the way an autistic child can understand). It’s important to not feel guilty when you’re ignoring whining for food, or other things that seem necessary or even neglectful to ignore. Remember, you are actively ignoring inappropriate behavior that won’t serve them, not ignoring their needs. You will meet their needs, just not right that second. For example, you’re playing with their sibling so they take his toy, this forces you to turn your attention onto them to ask them to give it back. They now have your attention moved from their sibling and onto them. In their minds they’re not worried about the social repercussions, all they know is they have gained the thing they wanted;. You looking at them and talking to them instead of their sibling. You need to speak the autistic child’s language here. Turning your attention to them to scold them doesn’t teach them anything when they don’t understand a full range of empathy, verbally explaining the situation does nothing when they don’t understand everything you are saying. However, giving the other child tons of attention, taking the toy back without even looking at them, blocking the snatching, and actively ignoring, teaches: this action doesn’t get a desired result. But (and this is where we as caregivers can breathe a sigh of relief) once the undesired behavior stops, or the child uses a more appropriate way of asking for attention, you can lavish them with praise and affection. The two should always be used together, otherwise ignoring will be in-effective and seemingly random for the child. This is all about routines and patterns, and giving your child a way to communicate and to latch onto that they understand. Active ignoring is different from ignoring a child. You actively make a conscious decision to ignore a specific behavior and give attention to other behaviors. It can feel unnatural at first, but once you see your child blossoming into speech, or other appropriate means of asking for your attention, your relationship will be much stronger.

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The concept of ‘truth’ versus ‘perception’ can be observed in nearly all aspects of life. What is the truth these days; in newspaper articles, current affair shows or stories that a friend is telling you, is it truth or is it a version of the truth? The complexities inherent in this concept of ‘truth’ versus ‘perception’ will be discussed in relation to two texts; “Twelve Angry Men” by Reginald Rose, and, “After the First Death” by Robert Cormier. What is the key difference between ‘truth’ and ‘perception’, and which is more important? The truth is the reality of the fact while perception is the truth relative to oneself. The mind, the nature of the metaphysical of a human being is different to everyone else’s. Everyone has lived different lives; experiencing different passions, interests, suffering and possessing different capacities in knowledge. People are also brought up in different ways, belonging to different cultures and religions. This diverse array of factors is what makes us who we are, affecting and contributing to our views and perspectives. When contemplating the ‘truth’, it is filtered through a wide spectrum of experiences, knowledge and emotions, resulting in ones perception. For example, an orange is orange, which is the truth. If you look at it through green glasses, it will appear green but the truth is that the orange remains orange. Perception is like the green glasses, filtering the truth relative to the person that is perceiving it. Twelve Angry Men is a really intriguing text that is clearly evident of the notion of truth and perception. It is about young boy on trial for the supposed murder of his aggressive father. Four days have passed where evidence is laid out, exhibits shown, witnesses are heard, statements of the plaintiff and the accused are given, and the twelve jurors watch and listen attentively. Now, it is the job of the jury to reach a verdict as a whole; twelve to nothing vote either way, guilty or innocent. The judge has directed the jury to find the boy guilty if there is not the slightest reasonable doubt. If they vote guilty, he will be sent to the electric chair and his death, this is mandatory. Eleven of the jurors declare that the boy is guilty except one of them. The 8th Juror voted not guilty, believing there was still much to be discussed and contemplated despite, the severely impending evidence laid out in court. Even though he was far from convinced of the boy’s innocence, he believed some of the evidence put against him was ambiguous. He didn’t want to send this kid to his death with doubt in his mind, and believed the kid deserved a fair chance considering his extenuating circumstances. Throughout the afternoon, all the jurors are yelling, disputing the facts of the case. Each piece of circumstantial evidence is discussed once more, and the ambiguities in the facts are revealed. The truth was being distorted, and twisted to make it relative to the perceptions of many of the jurors. Many of the jurors had already made up their mind, that the boy was guilty. Their decisions were clouded by personal experience, hatred or distaste for something that surfaced into the subconscious, which influenced their views negatively to convict the defendant, believing this will satisfy their unsettling emotions. As such reasonable doubt was raised, there was a huge argument by those who had already made up their minds, as the decisions of some were concrete and they were stubborn in not opening up to new possibilities. The prosecution provided a strong case with very compelling evidence. The first piece of evidence disputed was the switchblade that the boy supposedly used to stab and kill his father. The boy left the house after being abused by his father, storming out angrily. He went straight to a neighborhood junk shop where he bought a switchblade, a uniquely crafted knife that the shop keeper who sold it to him identified it in court as one of a kind. He then bumped into three friends of his in front the diner. During this time, his friend saw the switchblade and identified the ‘death weapon’ in court. This is very convincing evidence, that it was the only blade of its particular craftsmanship, it was identified as property of the boy by his friends and it was also the same blade used to kill his father. This is the facts presented by the prosecution, the ‘truth’. This truth is wavered when the 8th juror brings out a blade exactly the same as the one as the one the boy had. It is interesting as the shopkeeper stated that it was rare and unusual yet, the 8th juror brought the same one from a pawn shop near the boy’s house. This contradiction therefore questions the credibility of the shopkeeper’s accounts and brings a shadow of a doubt to this case. The boy’s friends did indeed identify it as the death weapon but with the possibility of this switchblade being an abundant produce, it also presents the possibility that another person stabbed and killed his father with the same kind of knife. The next piece of evidence that is debated is the testimony of one of the key witnesses of the prosecution. The old man living downstairs heard the boy yell, “I’ll kill you! followed by a thump on the floor. He then witnessed a young man, supposedly the defendant, running away. The old man said that after the thump, he ran straight to the door in fifteen seconds and saw the boy running as he opened the door. During the proceedings of the trial, the old man was dragging his foot slowly across the floor having recently suffered a stroke. The jurors observed the diagram and contemplated that the old man could not make the distance from his bed, across the hall and down the hall, and opening the door in fifteen seconds. The door was also chain-lock, making the old man’s testimony seem rather ridiculous. The 8th juror dramatized this situation, even moving at a faster rate than the old man and reaching a time of forty two seconds. Therefore, the old man could not have reached the door in time so, he couldn’t have seen who ran down the stairs only assuming it was the boy. The prospect of the boy yelling he’ll kill his father is faltered, as it is proved by the jurors that the el train would have been roaring pass at that specific point in time. This makes it literally impossible to concentrate let alone hear anything while the el train is roaring by, therefore, the old man did not hear the boy scream, ‘I’ll kill you Even if the boy screamed that murderous statement, it is suggested that it is a common saying when people are angry, and don’t mean these words literally. This is aided by the 3rd juror, who yelled, “I’ll kill him” to the 8th juror, as a result of his anger when the 8th juror suggested that he wanted the boy to die, that he was a sadist. Obviously, the 3rd juror didn’t mean it but rather it was due to his anger which showed this was similar to what happened with the boy and his father. The defendant’s alibi was also in debate as the boy’s account diverges with that of the state. The boy presented a weak alibi as, he claimed he was at the movies but could not remember the film he watched. The state implicated that he went straight home and killed his father before fleeing. The truth of the fact is again challenged. The 8th juror suggested that the boy was under tremendous emotional stress, coming home and accused with the murder of his father. He was interviewed by detectives in his home, with his father’s dead body in the next room. This was assumption was not favored by the stubborn jurors. The 8th juror questioned the 4th, asking him about the time he went the cinema. The 4th juror could not remember the second feature and the actors that starred in it. It indicates that no one can prove that the boy wasn’t at the movies; he could have been there but forgotten what he saw. If it was perfectly normal for the 4th juror to forget a few details, then it is perfectly normal for the boy especially with the stress he was under at the time. There are many techniques incorporated in Twelve Angry Men that illustrates the concepts of ‘truth’ and ‘perception’. One technique utilized in this text is how the evidence is presented in a second hand account. It allows the reader to hear the evidence through the filter of the juror’s mind. It has a significant effect, as different jurors portray the evidence, the ‘truth’ in a particular way that conforms to their perceptions. It gives the reader insight on what experiences, feelings and personal opinions they have as, it twists the evidence based on these factors. For example: 0th Juror: (interrupting) Brother, you can say that again. The kids who crawl outa those places are real trash. I don’t want any part of them, I’m telling you. 5th Juror: (rising) I’ve lived in a slum all my life. I nurse that trash in Harlem Hospital six nights a week From the quotes above, the perception of these two jurors is different deriving from their subjectivity or personal experience. The 10th juror can be seen as a ‘bigot’, prejudiced against anything to do with the slums. Later in the story, his bigotry is fully revealed, insisting people from the slums are drunks and liars who fight all the time. The 5th juror stands up for the people in slum area when Juror 10 speaks disparagingly about them. This sense of protection can be said to origin from his life living in the slum and his job now nursing the slum. Another technique used that portrays elements of ‘truth’ and ‘perception’ is juxtaposition. Throughout the book, there is constant juxtaposition of the different interpretation of the evidence. For example: 2nd Juror: …Well, there is this whole business about the stab wound and how it was made, the downward angle of it, you know? … The boy is five feet, seven inches tall. His father was six two. That’s a difference of seven inches. It’s a very awkward thing to stab down into the chest of someone who is half a foot taller than you are. … 3rd Juror: All right. There’s your angle. Take a look at it. Down and in … 5th Juror: …Switch-knives came with the neighborhood where I lived…You don’t use this kind of knife that way. You have to hold it like this to release the blade. In order to stab downwards, you would have to change your grip. 8th Juror: How do you use? 5th Juror: Underhanded…. Anyone who’s ever used a switch-knife’d never handle it any other way. From the excerpt above, the evidence of the wound mark made by the switch-knife is interpreted in different ways due each juror’s perception. Juror 3 due to inexperience just suggested something that seemed instinctual, something that seemed logical that fit his perception that the boy killed his father. However, the 5th juror knew the exact maneuver used with this particular knife, stating that someone with previous experience wouldn’t use any other way. This interpretation of the evidence was due to his past experiences in the slum, witnessing fights in his neighborhood that involved this specific blade. Lastly, the conclusion is inconclusive. The play intentionally avoids from providing the audience with an upright answer. At the end of the story, there is no proof of the defendant’s guilt or innocence. The audience is intended to bring about their own verdict. This can be seen as ‘truth’ and ‘perception’ as the reader must now use their own intelligence and perceptions, based on the supposed truth, which they also must decide what the truth is. ‘After the First Death’ is another great text that dwells in the theme of ‘truth’ and ‘perception’. It is about a bus load of children being held hostage by a group of terrorist. It stimulates the mind to think, who is right? Was the American nation, or its army, right in killing hundreds of their kind for no reason and covering it up? Or, Are the terrorists justified in their actions in keeping a bus load of children and killing one each day if their demands aren’t met? Are they terrorists, if they are just trying to right what wrong was cast upon them? This novel is relevant as it cleverly shows the ‘perception’ of the ‘truth’ in accordance to both sides. One technique that is used is juxtaposition; the changing of the point of view. It allows the audience to hear and read the story from all sides; to learn all the character’s roles, thoughts and actions. For example, it changes from the general, his son, Kate the bus driver and the terrorists, Artkin and Miro. The effect is that it entails is juxtaposing each side’s perceptions ‘Truth’ and ‘perception’ is everywhere that involves the mind and thought, perceiving the truth through your filters that you have gained throughout your life. Through this discussion in relation to the texts, “Twelve Angry Men” and “After the First Death”, the ‘absolute truth’ is compared to the ‘relative truth’, the perceptions of the characters and the audience. Many techniques are utilized in both texts to illustrate the concepts of ‘truth’ and ‘perception’ such as; juxtaposition, showing evidence through the filters of the characters, an open ended conclusion and much more. ‘Perception’ is the filter where all thought and contemplation goes through, making it relative to oneself. Is there really an ‘absolute truth’, or is perception the truth.

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Definition of interglacial in English: Relating to a period of milder climate between two glacial periods. Compare with interstadial. - It is well known that there were at least seven glacial and interglacial cycles with a period of 100,000 years in the last 700,000 years. - During the early 1970s, most climate experts came to agree that interglacial periods tended to end more abruptly than had been supposed. - Over the last half-million years or so, warm interglacial periods have been much shorter than the cold glaciations, lasting on average only 10,000 years. nounBack to top An interglacial period. - Preceding and separating the cold glacial periods were three main interglacials (Cromerian, Hoxnian, and Ipswichian) when the climate was rather warmer. - In between the ice ages, interglacials generally lasted about 10,000 years, which isn't long at all. - These glaciers advanced during the four ice ages (glacial periods) and retreated during the three interglacials. Definition of interglacial in: - US English dictionary What do you find interesting about this word or phrase? Comments that don't adhere to our Community Guidelines may be moderated or removed.

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With difficult fieldwork in the inaccessible mangrove forests of Thailand, PhD researcher Chackoke Vaiphasa has developed new techniques to identify different mangrove species from space. Vaiphasa had the perseverance needed for the difficult fieldwork and he was rewarded with two new discoveries for his doctoral research. He was able to bundle the three to four hundred information channels in remote sensing images into groups. And thanks to fieldwork he was able to discover the relationships between images from space and the tide, sedimentation and situation on the ground, for example. By combining both discoveries, researchers can now distinguish between different types of mangrove forests from space. This makes it possible to monitor the endangered mangroves in the tropical coastal regions more effectively and on a larger scale. Chaichoke Vaiphasa received his PhD on 31 January under Professor Andy Skidmore, Professor of Vegetation and Agricultural Land Use Survey at ITC, and Professor Herbert Prins, Professor of Resource Ecology. / MW

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MUMBAI: A fortnight after Indian regulators gave the green signal for a new Covid-19 vaccine for children over 12 years of age, the debate on inoculating children continues with the UK vaccine advisory committee recommending against giving a shot to healthy children between 12 and 15 years against the viral infection. It recommended that children with co-morbidities -- such as certain cancers, congenital heart diseases or juvenile diabetes -- should be vaccinated. Although many countries such as the US, France and Israel provide vaccine to children in the 12-15 age-group, the UK Joint Committee on Vaccination and Immunisation (JCVI) released a statement underlining that children are at such a low risk from the SARS-CoV-2 virus that vaccine would offer only a marginal benefit. “There is little direct benefit of vaccinating healthy children as the risk of hospitalization or long Covid is miniscule,” said the statement The document further said that public interventions look at risk benefit. “The data on safety of vaccination in children is small and short term. Though rare, myocarditis is a potential risk,” it said. The only “benefit” of vaccinating children is that adults or immunocompromised individuals in close contacts of children are protected. “Hence universal vaccination of all children is questioned and not advisable,” the committee ruled. However, the UK government is likely to take a call soon. The UK team’s recommendations seemed to be based on the side-effects of the newer type of vaccines such as Pfizer and Moderna that cause heart inflammation in a fraction of people. Local experts said vaccinating children isn’t an easy question to answer. Apart from scientific data, there also is the Indian reality as far as Covid vaccination is concerned. “The first priority has to be to vaccinate adults with comorbidity,” said Dr Vijay Yewale, who is a member of the Maharashtra state government’s pediatric task force. “We are far, far away from immunising (fully) even 50% of our population,” he said.Dr Yewale said there are still many unanswered questions vis-à-vis vaccinating children. “It needs to be seen if children getting vaccinated will develop a rare condition called multisystem inflammatory syndrome (MISC),” he said. MIC is a serious condition that appears to be linked to coronavirus disease, and a small number of children develop MIC about a month after they have suffered from asymptomatic Covid. Dr Rajeev Jayadevan of the National IMA Task Force on Covid said that the decision to vaccinate is not a black-and-white decision. “The first principle is that children are not little adults. According to data available from across the world, the risk of a child with Covid-19 getting into the Intensive Care Unit is one in half a million. This is a negligible figure,” said Dr Jayadevan, who is based in Kochi.

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|This article forms part of the series| |Holy Scripture | The Symbol of Faith |The Holy Trinity| |God the Father | The Holy Spirit |Edit this box| Canon law touches on every area of Orthodox Church life, including Ecclesiology, Liturgy, and Ethics. Although generally referred to as canon law, it is more correctly referred to in the Orthodox community as the tradition of the holy canons. This law, the canonical tradition, involves persons who are invested with authority (such as bishops) enabled with the means of creating, formulating, interpreting, executing, validating, amending and revoking these laws through synodical or conciliar action. 1. The Didache, or Teaching of the Twelve Apostles. 2. The Rudder, the 85 Canons of the Holy and Altogether August Apostles, plus the Canons of the First through Fourth Ecumenical Councils constitute what is known as The Rudder. 3. The Ecumenical Councils a) First Ecumenical Council - 1 The Canons of the Councils of Ancyra, Gangra Neocaesarea - 2 The Canons of Antioch and Laodicea - 3 Council of Sardica - 4 The Second Ecumenical Council - 5 The Third Ecumenical Council - 6 The Fourth Ecumenical Council - 7 The Fifth Ecumenical Council - 8 The Sixth Ecumenical Council - 9 The Seventh Ecumenical Council - 10 The So-Called “Eighth General Council” and Subsequent Councils - 11 Canons and Rulings Not Having Conciliar Origin - 12 Articles and Books on Orthodox Canon Law - 13 Parallels in other religious groups - 14 See also - 15 External links The Canons of the Councils of Ancyra, Gangra Neocaesarea The Canons of Antioch and Laodicea These Canons were accepted and received by the Ecumenical Synods - The Provincial Synods Council of Sardica 343 A.D. Canon V. Sardica was the first synod which asserted, in some sense, Roman primacy in the Church. The Second Ecumenical Council The First Council of Constantinople A.D. 381, Emperor Theodosius, Pope Damasus. The Third Ecumenical Council The Council of Ephesus A.D. 431, Emperors Theodosius II And Valentinian III, Pope Celestine I The Fourth Ecumenical Council The Council of Chalcedon A.D. 451, Emperors Marcian and Pulcheria (in the East) and Valentinian III. (in the West), Pope Leo I. The Fifth Ecumenical Council The Second Council of Constantinople A.D. 553, Emperor Justinian I, Pope Vigilius The Anathemas of the Second Council of Constantinople 553 A.D. Also known as the The Capitula of the Council. The Sixth Ecumenical Council The Third Council of Constantinople A.D. 680-681, Emperor Constantine Pogonatus, Pope Agatho I The Canons of the Council in Trullo Often Called the Quinisext Council, A.D. 692. The Canons of the Synods of Sardica, Carthage, Constantinople, and Carthage These canons were received by the council in Trullo and ratified by the Seventh Ecumenical Council. The Seventh Ecumenical Council The Second Council of Nice A.D. 787, Emperors Constantine VI And Irene, Pope Hadrian The So-Called “Eighth General Council” and Subsequent Councils Canons and Rulings Not Having Conciliar Origin But approved by name in Canon II of the Synod in Trullo. Articles and Books on Orthodox Canon Law - N. Athanasiev. "The Canons of the Church: Changeable or Unchangeable?" St. Vladimir's Theological Quarterly, 11 (1967), pp. 54-68. - John H. Erickson, The Challenge of Our Past: Studies in Orthodox Canon Law and Church History.Crestwood, NY: St. Vladimir's Seminary Press, 1991. ISBN 978-0881410860. - Archbishop Peter L'Huillier, The Church of the Ancient Councils: The Disciplinary Work of the First Four Ecumenical Councils. Crestwood, NY: St Vladimir's Seminary Press, 2000. ISBN 978-0881410075. - Lewis J. Patsavos. The Canon Law of the Orthodox Catholic Church (Mimeographed Notes). Brookline, MA.: Holy Cross Bookstore, 1975. - Lewis J. Patsavos, Spiritual Dimensions of the Holy Canons. Brookline, MA: Holy Cross Orthodox Press, 2007. ISBN 978-1885652683. - Henry R. Percival, Ed. The Seven Ecumenical Councils of the Undivided Church: Their Canons and Dogmatic Decrees, Together with the Canons of All the Local Synods Which Have Received Ecumenical Acceptance. Grand Rapids, MI: William B. Eerdmans Publishing Co., 1956. - Panteleimon Rodopoulos and George Dion Dragas, Ed. An Overview of Orthodox Canon Law. Orthodox Research Institute, 2007. ISBN 978-1933275154. - Patrick Viscuso, Orthodox Canon Law: A Casebook for Study. InterOrthodox Press, 2007. ISBN 978-1932401103. - The Stand of the Orthodox Church on Controversial Issues by Stanley Harakas - B. Archondonis. "A Common Code for the Orthodox Churches," Kanon I (1973), pp. 45-53. - The Theology of Oikonomia and Its Implications for Sacramental and Ecumenical Perspectives by Sabu John - The Canonical Tradition of the Orthodox Church by Lewis Patsavos - The Russian Canonical Territory - some comments from an Orthodox historico-canonical perspective - Studies in Roman and Byzantine Law - an index of articles in this journal is available online Parallels in other religious groups - Byzantine Catholic canon law - Code of Canons for the Oriental Churches - Roman Catholic - Catholic Encyclopedia article on Canon Law (outdated, but informative) - In Judaism, see w:Halakha - In Islam, see w:Sharia, w:Fatwa, and w:Fiqh

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Community Acquired Bacterial Meningitis (CABM) is a leading cause of morbidity and mortality in Africa, affecting over 2.8 million people annually. The African continent bears the largest burden of CABM with six out of the ten countries having the highest incidence and mortality. This systematic review set out to determine the leading causes of CABM in Africa, the distribution of etiologies across regions, and the extent of antimicrobial resistance of identified microbial agents. Methodology: The databases PubMed and Embase were queried with key search words “bacterial meningitis in Africa”, “community acquired bacterial meningitis” or “meningitis in Africa” published between 1990 and 2019. Using the PRISMA guidelines for systematic reviews, the search retrieved 112,972 articles. We included studies reporting primary patient data with confirmed CABM. Results: Sixty-four studies were analyzed which were conducted in 23 African countries between 1990 and 2019. Cumulatively, we analyzed 118,716 suspected cases of CABM, with confirmed CABM in 34,593 (29%) cases. Streptococcal pneumoniae (Spn) was found to be the most prevalent cause of disease at 12.4% (CI 11.1%-13.6%), Neisseria meningitidis (Nmn) at 8.1% (CI 7.1%-9.2%) and Hemophilus influenza (Hib) at 4.0%(CI 3.6%-4.3)%. The etiologies varied by region, with Nmn being most prevalent in West and South Africa regions and Spn in the rest of the continent. Salmonella prevalence was 0.35%(0.22%-0.47%) representing 16% of the total cases in East Africa but less than 1% in other regions. Of the 64 studies reviewed, 29 (45%) reported on antimicrobial resistance. Resistance was found to be highest in ampicillin 2.7% (CI 2.1%-3.3%) and gentamycin 2.75%(2.09-3.40). Conclusions: We found a gross paucity of information on CABM in Africa despite baring the highest burden of disease. Spn and Nmn are still the leading causes of disease, and etiology varies markedly with region. Antimicrobial resistance of ampicillin and gentamycin are widespread despite being the commonest drugs used in the treatment of CABM in Africa. Over 2.8 million people suffer from bacterial meningitis (BM) globally with the African continent bearing the largest burden of disease . Over the last decade the roll out of vaccination programs, improved diagnostic testing, and early treatment has led to marked reduction in incidence and mortality of CABM. Globally, the mortality rate of CABM is 14% with treatment. In resource limited settings including areas of the African continent, mortality rates are significantly higher than those of more developed countries. While Africa bears the largest burden of CABM, the incidence varies widely by region, for example, Rwanda reports a very low incidence of 0.75 per 100,000 while others, such as South Sudan, report much higher incidence of 204.7 per 100,000 persons. Analysis of current CABM prevalence, incidence and microbial resistance by African region may direct region-specific disease management. Most cases of BM globally have been attributed to Haemophilus Influenzae (Hib), Neisseria Meningitidis (Nmn) and Streptococcus Pneumoniae (Spn). Over the last decade the roll out of vaccination programs, improved diagnosis, and early treatment for BM against these three etiologies has led to marked reduction in incidence and mortality of BM, especially in developed countries . Africa has lagged in these efforts despite action by the World Health Organization (WHO) and the Global Alliance for Vaccines and Immunization (GAVI) which have spearheaded efforts to eliminate meningitis in developing countries . Additionally, forms of Streptococcus, Enterococcus and Salmonella species have been identified as potentially new leading causes of BM in some countries . Other factors contributing to the continued high mortality in Africa is antimicrobial agent resistance which has been reported against penicillin’s and aminoglycosides. There is still significant work to be done to reduce burden of BM in African countries, and it is important to understand patterns in disease etiology and bacterial resistance to target elimination efforts. This systematic review provides an overview of CABM prevalence and etiological distribution. We also highlight the effects of vaccination on the prevalence of the leading etiologies of CABM as well as the burden of antimicrobial resistance in Africa differentiated by region [4-10]. Using the Cochrane collaboration and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines of systematic reviews, we systematically searched PubMed and EMBASE databases using key search terms “bacterial meningitis in Africa”, “community acquired bacterial meningitis”, “etiology of bacterial meningitis in Africa”, “meningitis in Africa.” between 1990 and 2019. We included studies written in English or French between January 1990 and December 2019 and reported primary data on the etiology of CABM in Africa. This included case control studies, cohort studies and cross-sectional studies, both retrospective and prospective in nature. We also reviewed reference lists of meta analyses and systematic reviews to identify articles. Articles that had data on antimicrobial resistance were included in the study [11-20]. Studies were excluded if they were expert opinions, letters to the editor, editorials, comments, narrative reviews and case reports. We excluded articles that included mycobacteria tuberculosis and cryptococcal meningitis or articles reporting on a single etiology of BM, e.g. studies reporting only meningococcal meningitis or pneumococcal meningitis. As our focus was on CABM, articles on nosocomial BM were excluded. All articles meeting inclusion criteria were assessed for data by at least two reviewers who were blinded to each other’s findings. Where there was discrepancy between the findings of the two reviewers, a third person adjudicated the results [21-30]. Data Collection and Verification The following data was collected: study design, study period, study location and setting, and study participants’ demographics. Participants were classified as children when aged 0 to 18 years of age, and adults as 19 years and older. We collected information on the study years and if vaccination against Hemophilus influenza (Hib), Streptococcal pneumoniae (Spn) and Neisseria meningitidis (Nmn) had been implemented regionally at the time of study enrollment. Organisms causing BM were recorded as well as the diagnostic testing that was used. Seasonality and whether the study was carried out during an outbreak was recorded. When available, data on antimicrobial resistance was also collected and analyzed. Antimicrobial resistance to common antibiotics used for pediatric CABM, including Penicillin G, Ampicillin, Amoxicillin, Gentamycin, Ceftriaxone and Chloramphenicol was recorded [31-40]. Risk of Bias Assessment We utilized the checklist from the Critical Appraisal Skills Program (CASP) to assess the articles meeting inclusion criteria on design, content and selection of patients relevant to our study. We assessed for bias using an eight-question checklist composed of “yes” or “no” questions, with results scored on a 10 to 15-point scale based on the relevance of the question. The study was then qualified as either high quality (scored >80%), moderate quality (scored 50- 80%), and low quality (scored <50%). All articles that were included in this study scored moderate to high in quality. Meta-analysis of etiologies was conducted to provide quantitative summaries and integrate results across studies using random effects models. Specifically, we performed analysis for the frequency of common BM etiologies including Spn, Hib, Nmn, Escherichia coli (E. coli), Listeria monocytogenes, Salmonella typhi and non-typhi, Klebsiella, “other Streptococcal” and all the “other organisms”. The analysis was stratified by country and region of Africa, East, Central, West, South and North, as per the United Nation statistical department (Figure 1). The analysis was also stratified according to age into two groups with group 1 below 18 years and group 2 above 18 years. Studies that did not clearly define the ages of the participants were excluded in age distribution related analysis [41-50]. Figure 1. Map showing regions of Africa and distribution of studies. We compared the percentages of etiologies in subgroups based on study years, whether study was carried out before or after vaccine was introduced and region. We utilized a mixed-effect model, in which the overall effect size for each subgroup is calculated using a random-effect model, and the test for subgroup differences is conducted using a fixed-effect model. In subgroup analysis based on study years, we compared studies that were conducted before 2000 to those studied between 2000 and 2019.We analyzed the changes in infectious etiologies of BM by further grouping studies based on date of publication as pre-2000 and 2000 to 2019. Similar sub-analyses were performed for studies based on whether they occurred in the pre-vaccination (period before documented introduction of immunization for Hib,Nmn and Spn)or post-vaccination (period after documented introduction of vaccines)era. In studies with antimicrobial resistance data, resistance was calculated as a percentage of documented pathogens found resistant to common antibiotics. The search yielded 112972 articles of which 64 studies were analyzed, representing 43% of African countries [56-65]. Western region of Africa produced the most studies, 23 (35%) (Figure 2). Thirty-six (55%) studies were completed between 2010-2020 with the 29 (45%) being carried out between 1990-1999. Seasonality was reported in 14 (22%) of the studies. Figure 2. Flow chart of methodology of study selection. A total of 118,716 people with suspected BM were assessed across the studies, with an organism identified in 34,593 (29%). All studies used CSF culture to confirm diagnosis. Other diagnostic methods that were used together with CSF culture included polymerase chain reaction in 33 (51%) and CSF antigen testing in 11 (17%). Among the confirmed cases, 23,597 (68%) did not report data on age. In 53 studies with data on age, children made up 9506 (83%) of cases (Table 1). Vaccination use was reported in 42 (63%) of the studies. |Study design||Prospective 42(65%)||Retrospective 13(20%)||Surveillance 9(15%)| |Study region||West 21(32%)||South 15(23%)||East 16(25%)||Central 5(8%)||North 7(11%)| |Study period||1990-1999 16(25%)||2000-2009 23(35%)||2010-2020 36(55%)| |Vaccination||Pre- vaccination 13(20%)||Post-vaccination 41(63%)||Not indicated 10(17%)| |Diagnostics||CSF culture 64(100%)||PCR 35(51%)||Antigen test 11(17%)| |Seasonality||Dry season 11(17%)||Outbreaks 3(5%)||No seasonality 50(78%)| |Age (N=34,593)||Children(0-18yrs) 9506(28%)||Adults (>18 yrs.) 14904(4%)||Unclassified 23597(68%)| |Antimicrobial resistance||Reported 29(45%)||Not reported 35(55%)| Table 1. Study demographics In Africa, Spn, Nmn and Hib were the reported leading causes of CABM (Table 2). The prevalence of these organisms varies by region, with Spn being the most prevalent in all regions except for the West. In the West region, Nmn is the leading cause of CABM. South, Central and East Africa reported an increased prevalence of Salmonella (Table 3). |Organism||Overall %||Pre-vaccination%||Post-vaccination %| |Spn||12.36[11.12- 13.61]||9.97 (8.02-11.91)||11.98 (10.16-13.80)| |Hib||3.97[3.60- 4.33]||7.59(6.11-9.07)||2.18 (1.85-2.51)| |Salmonella||0.35[0.22- 0.47]||0.68(0.28-1.09)||0.21 (0.08-0.33)| |Listeria||0.00[0.00-0.02]||0.00 (0.00-0.02)||0.00 (0.00,0.02)| |E. coli||0.12[0.05- 0.19]||0.25(0.16-0.34)||0.06 (0.00-0.14)| |Klebsiella||0.12[0.05- 0.19]||0.14 (0.00-0.32)||0.06 (0.00-0.12)| |Other strep||0.63[0.47- 0.79]||0.56 (0.23-0.90)||0.82 (0.59-1.05)| |Others||0.26[0.21- 0.32]||1.29(0.80-1.78)||0.07 (0.03-0.11)| Table 2. Prevalence of different etiologies in Africa Table 3. Distribution of etiology by region Comparing studies performed in 1990 to 1999 with those in 2000 to 2019, all etiologies of CABM declined in prevalence (Table 2). Nmn was the most prevalent etiology16.03% (CI 0.0-33.15%) followed by Hib and Spn during 1990 to 1999 (Table 4). This, however, changed from 2000 to 2020, where Spn was reported as the leading cause of CABM. In the post-vaccination period, Spn increased in prevalence from 9.97% (CI 8.02%-11.91%) to 11.98% (CI 10.16%-13.80%). Hib had the largest positive response to vaccination with a 50% reduction in prevalence. Of those organisms with no current vaccine (e.g. Salmonella), there was a decreased prevalence of CABM in the post-vaccination years in all organisms except for “other Streptococcal” organisms. |Study period||1990-1999 Prevalence (C.I) %||2000-2020 Prevalence (C.I) %||p value| |Spn||12.58 (8.47-16.70)||10.81 (9.42-12.21)||0.43| |Nmn||16.03 (0.00-33.15)||7.62 (6.38-8.85)||0.34| |Hib||14.61 (10.11-19.12)||2.50 (2.16-2.83)||<0.0001| |Salmonella||0.66 (0.05-1.28)||0.31 (0.16-0.47)||0.28| |Listeria||0.03 (0.00-0.15)||0.00 (0.00-0.02)||0.55| |E. coli||0.40 (0.03-0.77)||0.11 (0.03-0.19)||0.14| |Klebsiella||0.10 (0.00-0.26)||0.11 (0.03-0.17)||0.97| |Other strep||0.47 (0.03-0.91)||0.76 (0.56-0.97)||0.24| |Others||2.53 (1.50-3.55)||0.14 (0.09-0.18)||<0.0001| Table 4. Change of etiology in two time periods (1990-1999 and 2000-2020) Twenty-nine (45%) studies reported on antimicrobial resistance. Resistance was found to be highest against ampicillin 2.7% (CI 2.1%-3.3%) and gentamycin with a prevalence of 2.7% (CI 2.1%-3.4%). Amoxicillin with prevalence of 1.0% (CI 0.5%-1.5%) and ceftriaxone 0.14% (0.01%-0.27%) demonstrated the least resistance (Figure 3). Regional variance was noted with the Southern region reporting antimicrobial resistance against all the reviewed antibiotics, and Central Africa reporting resistance only to penicillin. Generally, resistance to ceftriaxone was minimal except in the East region which reported a resistance rate of 18% (Figure 4). Figure 3. Antibiotic Resistance Patterns Across Africa. Figure 4. Antibiotic Resistance Distribution by African region. To the best of our knowledge, this is the first systematic review of the etiological distribution of CABM in Africa. This review found that while Spn, Nmn and Hib were the leading causes of BM in Africa over the last 30 years. We found that children with BM carry the largest burden of disease (86%) compared to adults. This is verified by other studies that have reported more than 50% burden of disease to children. We found that from 1990 and 1999, Hib was the leading cause of CABM in Africa closely followed by Spn and Nmn. The prevalence of Hib reduced by over 50% between 2000 and 2020 to become the third leading cause of BM in Africa. Previous global reviews reported similar findings; Hib, Spn and Nmn were the leading cause of BM before 2000. However, Hib has remained one of the three leading causes of meningitis disease burden in Africa from 2000 to 2020 . The continued prevalence of Hib in Africa may be due to the vaccine implementation practices including lack of vaccines and frequent stock outs. This is a multifactorial issue and may be due to the lack of funding for vaccines, inadequate implementation of programs and poor infrastructure making transportation to the health facilities difficult. In this meta-analysis, Spn was found to be the leading cause of CABM in Africa. Similarly, Spn remains the leading cause of BM globally. However, this study differs from other studies that have reported a decrease in Spn prevalence, while we noted an increase in Spn prevalence in the post-vaccination period. Smaller studies have reported an increase in non-vaccine type Spn, which may be driving the increased Spn prevalence that we observed though further studies are required . While there has considerable efforts by the World Health Organization and Global Vaccination Alliance to increase vaccination, Africa still lags in implementation of these preventative measures. We report a reduction in the prevalence of the three leading etiologies of BM, though the change in prevalence we report is much lower compared to other studies. The GBD study reported global decline of the three leading organisms and an increase in “other” organisms, and the latter became the leading cause of BM in 2017. Conversely, our study reports “other” causes which included unspecified gram-positive cocci, pseudomonas, and any other organisms not analyzed individually as the least prevalent. This disparity is possibly due to the grouping of the data. In our study we collected individual data on 8 organisms while the GBD study collected on the 3 leading causes and grouped all other organisms into one. The disparity could also be due to the reduced vaccination efforts and testing capabilities in Africa compared to more developed countries. Interestingly, there was variation in the leading causes of CABM among different regions of Africa. Spn was the leading cause of BM in East, Central, South and North African regions, whereas Nmn was found to be leading cause of disease in the West region. We found that while the three leading causes of disease were Spn, Nmn and Hib in most of the regions, the East region had Spn, Hib and Salmonella as the leading causes of BM. East Africa also had a higher prevalence of E. coli compared to other regions. A recent systematic review found higher prevalence of E. coli in Africa compared to other continents but did not delineate this by regions. This may be attributed to different cultural and hygienic practices. In regard to antibiotic resistance, very few studies reported on antimicrobial resistance 45% of our entire dataset. Despite this our study still found that 30% of identified etiologies showed resistance to commonly used antimicrobial agents. Ampicillin and gentamycin, which are the recommended first line treatment for BM, particularly in neonates , had the highest reported resistance patterns followed closely by penicillin [26, 69, 70]. The unregulated use of antibiotics in Africa is likely a key contributor to the widespread antimicrobial resistance. This review highlights the need for more data on antimicrobial resistance in Africa, and the need for better systems to monitor and regulate antibiotic use to appropriately address the global burden of antimicrobial resistance . These recommendations should be regionally specific, as the common etiologies of BM and resistance patterns varied widely between regions. More studies are required to identify these patterns of distribution to improve outcomes and guide the development of effective treatment protocols. The strength of this study is its focus on studies in Africa which is the biggest burden of CABM. The regional analysis of the etiology clearly defines the distribution of etiologies and such gives clear analysis of which organisms should be focused on for particular images. The 30- year analysis provides a snapshot of changes in CABM in Africa and as such provides an analysis of strides made over the years. The limitations of this study include exclusion of studies which included TB may have excluded important data sets, we used only two search engines and this could have limited our access to the data required. We also did not account for the time of introduction of vaccine to time of study and as such analysis of post vaccination may have been skewed if study was carried out in exact time of vaccination. While several advances have been made towards the prevention, diagnosis and management of BM, the impact of these advances has not been well documented. Over 45% of the studies did not use PCR or antigen testing, which have been reported to have over 97% sensitivity compared to the less than 50% sensitivity reported for CSF culture and gram stain [72, 73]. Given the lack of sensitivity in testing modalities, the prevalence and burden of BM in Africa may not be accurately documented. Understanding the true scope and burden of BM in Africa is contingent on the improvement of diagnostic facilities. This may also identify the other causes of BM that are contributing to an increased prevalence of disease. There remains a paucity of information on the true burden of CABM in Africa. It is imperative that we work to improve the diagnostic capabilities in Africa. There is a great need to regionally address antimicrobial resistance and treatment guidelines, in hopes of better outcomes and less health disparities. Kiran Thakur is supported by the National Institute of Health, NINDS K23 NS105935-01 and NIH/NICHD 1R01HD074944-01A1 Received: 17-Jul-2020 Published: 29-Sep-2020 Copyright: © 2020 Vivian S Namale, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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Amish Children Are Two Times More Physically Active Than Non-Amish Children For immediate release: October 23, 2012 Higher levels of activity, lower BMI may help to protect them against Type 2 diabetes, even if they gain weight as adults Baltimore, Md.-- Old Order Amish children are much more physically active and three times less likely to be overweight than non-Amish children, which may provide them with some long-term protection against developing Type 2 diabetes, University of Maryland School of Medicine researchers report in the journal Diabetes Care. The researchers found that Amish children in Lancaster County, Pa., spent an additional 34 minutes a day in light physical activity, plus another 53 additional minutes a day in moderate to vigorous activity compared to non-Amish white children living nearby on Maryland's rural Eastern Shore. The amount of moderate to vigorous activity, which is important to cardiovascular health, was twice that of the non-Amish children. The level of physical activity was inversely correlated to their BMI, or body mass index, which is a measurement of body fat based on a person's height and weight. “We know from our earlier research that Amish adults are just as overweight as non-Amish Americans of European origin, but they have half the incidence of Type 2 diabetes,” says Soren Snitker, M.D., Ph.D., the study's senior author and an associate professor of medicine and pediatrics at the University of Maryland School of Medicine. “This study suggests that the Amish gain their excess weight relatively late in life, which may decrease their long-term risk of developing the disease.” The number of years someone is obese is a risk factor for diabetes, irrespective of the person's age and current BMI. Higher levels of physical activity and lower BMI are both protective against diabetes, Dr. Snitker says. Obesity is a major risk factor for Type 2 diabetes. Dr. Snitker says that while it is unrealistic to imagine that the general public will adopt the Amish lifestyle in its entirety, the study results underscore the need for parents to encourage their children to be more physically active. “We may be able to learn something from the attitudes of the Amish,” he says. “Whether children are physically active or not depends a lot on choices their parents make. Do they facilitate physically demanding activities for their children or do they allow them to spend long hours playing electronic games or watching television?” E. Albert Reece, M.D., Ph.D., M.B.A., vice president for medical affairs at the University of Maryland and the John Z. and Akiko K. Bowers Distinguished Professor and dean of the University of Maryland School of Medicine, says, “As America's children become increasingly overweight, they become more vulnerable to diseases such as Type 2 diabetes. The incidence of diabetes among our young people is rising at an alarming rate. This study by Dr. Snitker and his colleagues offers clear evidence of the benefits of exercise and maintaining a healthy body weight as reflected in the body mass index calculation.” The Old Order Amish in Lancaster County, Pa., trace their ancestry back 14 generations to a small group of Anabaptist Christians who came to Pennsylvania from Europe in the mid-1700s. They don't drive cars or have electricity in their homes and eschew many of the trappings of modern life. The researchers compared data from 270 Old Order Amish children, ages 8 to 19, from Lancaster County and 229 children from Maryland's Eastern Shore. They measured the children's physical activity by having them wear a device to track their body movement, which allowed them to calculate how much energy they burned as a result of their activity. Typical Amish children's activities include walking to school, playing with their friends, and performing chores. “The Amish lifestyle affects the whole family, involving Old Order Amish (OOA) children in household or farming chores from an early age,” the researchers note. “OOA children also seem to spend a substantial amount of time in outdoor play with their siblings and neighbors, facilitated by the large size of the OOA Amish nuclear family. OOA children do not use computers or electronic games, nor do they watch television. OOA children attend one-room school houses and almost always go outside for recess. Even the youngest OOA students use active transportation to get to school, generally walking in a group.” By comparison, non-Amish children “almost universally” travel to school and other destinations by bus or car, the researchers say. The lead authors of the article are Kristen G. Hairston, M.D., M.P.H. and Julie D. Ducharme, M.D., who are both recent graduates of the fellowship program in endocrinology and metabolism at the University of Maryland School of Medicine. The research was funded by grants from the National Institutes of Health (P30 DK072488, T32 AG000219, K01 AG2278), the Geriatric Research and Education Clinical Center at the Baltimore Veterans Administration Medical Center, the U.S. Centers for Disease Control and the American Diabetes Association (ADA). The journal Diabetes Care is an ADA publication. The study is one of a number of studies conducted by University of Maryland School of Medicine researchers using data collected from the Old Order Amish in Pennsylvania. Alan R. Shuldiner, M.D., associate dean for personalized medicine and director of the Program in Personalized and Genomic Medicine at the School of Medicine, and a co-author of this study, operates an Amish research clinic in Lancaster Pa. Over the past 20 years, he and his research team have conducted more than a dozen studies with the Amish, looking for genes that may cause common diseases, such as diabetes, osteoporosis and cardiovascular disease. Kristen G. Hairston, MD, MPH; Julie D. Ducharme, MD; Margarita S. Treuth, PhD; Wen-Chi Hsueh, MD; Ania M. Jastreboff, MD, PhD; Kathy A. Ryan, MS; Xiaolian Shi, MS; Braxton D. Mitchell, PhD; Alan R. Shuldiner, MD; Soren Snitker, MD, PhD About the University of Maryland School of Medicine Established in 1807, the University of Maryland School of Medicine is the first public medical school in the United States, and the first to institute a residency-training program. The School of Medicine was the founding school of the University of Maryland and today is an integral part of the 11-campus University System of Maryland. On the University of Maryland's Baltimore campus, the School of Medicine serves as the anchor for a large academic health center which aims to provide the best medical education, conduct the most innovative biomedical research and provide the best patient care and community service to Maryland and beyond. www.medschool.umaryland.edu. This page was last updated: March 3, 2015

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In honor of the Academy of Nutrition and Dietetic’s National Nutrition Month, we wanted to share our views on eating right. Read what eating right means to the women who make up the team of dietetic interns at Laura Cipullo Whole Nutrition Services: Dietetic Intern at University of Delaware When someone asks me how I define eating healthy, many different things come to mind. Consuming a balanced diet that contains plenty of fruits and vegetables, whole grains, lean protein, and low fat dairy products, is only part of my definition. The most important part of healthy eating is to have a positive relationship with food. When a person enjoys the food they are eating, it can become a big surprise as to how much more satisfying eating can truly be. Developing a positive relationship with food is not as easy as it sounds. When you slow down to eat a meal, it becomes easier to savor and enjoy the flavors of the particular food you are eating. This gives your body the time to recognize whether or not it is still hungry. Another definition for this is Mindful Eating. Mindful eating is defined as eating with awareness. It is a great way to measure healthy eating because there is no right or wrong answer. It is about realizing that each individual’s eating experiences are unique and cannot be compared to any other person’s experience. Mindful eating is about listening to your body’s cravings and satisfying them. It is about recognizing that there are no “good or bad foods”, eating food in moderation is important. Yes, there are foods that contain more vitamins and minerals than others (these foods should be eaten more often) but it does not mean that foods that do not contain as many nutrients should be restricted. Healthy eating is all about balance and listening to your body’s wants and needs. By developing a healthy relationship with food, you will be come surprised as to how much more enjoyable your eating experiences can be! Dietetic Intern at NewYork-Presbyterian Hospital As an alumna of NYU and now a dietetic intern, I’ve realized that studying in the nutrition field by no means makes me perfect in the way I eat; but the way I eat is perfect for me. I’m at my happiest and healthiest when I’m able to cook my own meals, which I prefer to do instead of dining out. I love knowing exactly what ingredients are going into my food which helps me eat healthier, and being in the kitchen is my go-to de-stressor. With every new experience, my definition of “healthy” is evolves. To simplify what “healthy” means to me, I’ll begin by telling you what “healthy” is not. Healthy is not about eating only low-fat foods, low-calories, or feeling guilty after enjoying something tasty. In fact, healthy means not feeling hungry, guilty, or deprived. Being healthy does not mean one must follow a specific diet (i.e. vegetarian, vegan, paleo, etc.) and it also doesn’t mean it must be expensive or the food always organic. Eating right and being healthy is a balancing act! It requires us to embrace all foods in an amount that makes us feel good, fitting in physical activities for enjoyment, setting aside time for yourself to de-stress, or simply sleep! It’s about nourishing our bodies with wholesome foods—so that we’re not just satisfied, but also energized to live to the fullest today and to another tomorrow—for the people we love, the things we love to do, and most importantly, for ourselves. MS Candidate at New York University Eating “right” means nourishing both my body and my mind. When I think of food, I don’t just think of calories or nutrients – I think of the whole mind/body connection. So when I try to eat healthy, it’s not just to maintain a certain weight, it’s also because I know that I will feel stronger, more focused, and more at peace with my food choices. And that doesn’t mean depriving myself either; it means eating mostly whatever I want, in moderation. So if I feel like having a scoop of ice cream while watching a Saturday night movie, that’s eating “right” to me. Eating healthy means not feeling guilty about the foods you eat. There are no good foods versus bad foods – it’s not a superhero comic book! When you eat a wholesome, balanced diet the majority of the time, you’ll find that you no longer feel shame over eating the occasional cookie, or two. And there’s something very “right” about that. BS Nutrition and Dietetics, New York University In my opinion, eating right doesn’t have to mean deprivation or limitations. In fact, I believe it means the opposite. Eating right is striving to eat all foods in moderation. As both a nutrition graduate and a person with dietary restrictions, eating right is very important to me. Throughout my time as a nutrition student, I worked to maintain a healthy diet filled with wholesome ingredients and balanced meals. To this day, I continue to do so. My version of eating right means reading labels on the foods I buy to ensure the ingredients are safe for me and checking the quality of the products I eat to be sure I am eating the most nutritional items. I eat a diet rich in fresh foods and make sure to enjoy all foods. Eating right is more than aiming for a certain number on a scale or looking a certain way: it is important to maintaining our health. I eat right to fuel my body with the necessary nutrients it needs to thrive. I eat healthfully to feel good now and to continue to feel good later in life. Most importantly, I eat right to enjoy life. Dietetic Intern at New York University Eating right is all about balance, a balance of flavors, tastes, culture, and nutrients. I believe it is essential to nourish your body with adequate nutrients. It is also important to enjoy your food and feel satisfied. When feasible, I love to eat fresh wholesome foods. We are lucky that nature is abundant with so many delicious choices. There is nothing like a fresh tomato in season or a ripe apple picked straight off the tree. But it is important to remember that no food should be off limits when “eating right.” I believe we should eat with intent and take time to enjoy the smells and flavors of the food we eat. Living in NYC, one of my favorite things to do is taste cuisines from all over the world. It amazes me how similar ingredients can be made into so many different dishes. I love discovering new foods and flavors each day. Food and eating not only fulfill essential biological needs, but also social, psychological, and cultural needs. For me, eating right is about understanding all aspects of food and cultivating a healthy relationship with food. Eating right means purposefully choosing foods to fuel one’s mind, body, and soul! Happy National Nutrition Month! To learn more about the Academy of Nutrition and Dietetic’s National Nutrition Month, please click here to be redirected to their NNM Page.

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Second Jewish Revolt, (ad 132–135), Jewish rebellion against Roman rule in Judaea. The revolt was preceded by years of clashes between Jews and Romans in the area. Finally, in ad 132, the misrule of Tinnius Rufus, the Roman governor of Judaea, combined with the emperor Hadrian’s intention to found a Roman colony on the site of Jerusalem and his restrictions on Jewish religious freedom and observances (which included a ban on the practice of male circumcision), roused the last remnants of Palestinian Jewry to revolt. A bitter struggle ensued. Bar Kokhba became the leader of this Second Jewish Revolt; although at first successful, his forces proved no match against the methodical and ruthless tactics of the Roman general Julius Severus. With the fall of Jerusalem and then Bethar, a fortress on the seacoast south of Caesarea where Bar Kokhba was slain, the rebellion was crushed in 135. According to Christian sources, Jews were thenceforth forbidden to enter Jerusalem.

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Posted on November 13, 2018 Location Maps - How Mine, Bulawayo District, Bulawayo, ZimbabweYou should never attempt to visit any sites listed in mindat without first ensuring that you have the permission of the land and/or mineral rights holders for access and that you are aware of all safety precautions necessary. Map Location Accuracy: The coordinates listed for many locations are general regional coordinates.mining in zimbabwe maps,mining in zimbabwe maps,Zimbabwe: Mining, Minerals and Fuel Resources - AZoMiningAug 21, 2012 . The two major chromite ore producing companies in the country are Zimbabwe Alloys Ltd. (Zim Alloys) and Zimbabwe Mining and Smelting Co. (Private) Ltd. . The map of Zimbabwe. . The impact of Zimbabwe's political instability and corruption has greatly affected the advancement of its mining sector. Zimbabwe Mineral resources map showing the locations of minerals in Zimbabwe. Here you can find the information about the natural resources of Zimbabwe, including oil, coal, silver, gold, diamonds etc. Complete mining information for Zimbabwe - Zimbabwe mining news, Zimbabwe mining jobs, Zimbabwe mines, companies, stocks, suppliers, equipment and more. Zimbabwe has air and water pollution. The poor mining practices have led to heavy metal and toxic waste pollution. Land issues in Zimbabwe include deforestation, land degradation, and soil erosion. The country was once home to the largest concentration of the black rhinoceros herd in the world; however the species has. Aug 3, 2017 . STATUS OF BASELINE GEOLOGICAL DATA. GEOLOGICAL MAPPING. Status of mineral resource exploration and development in Zimbabwe. About 60 - 65% of the country has been mapped in detail. Each block has been mapped at a scale of. 1:50 000 but maps published at. 1:100 000 accompanied. Printable map of Zimbabwe and info and links to Zimbabwe facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather - by worldatlas. Jan 8, 2016 . Zimbabwe is one of the major gold producers in Africa. Located in southern African, Zimbabwe has some of the world's most productive gold mines. Because of this, there are quite a number of international gold mining firms in the country. This has made Zimbabwe an important source of gold for many. Zimbabwe under UK's independence pledge to Zimbabwe were briefly formulated during the visit of Mr I G Hughes to Salisbury in early 1981. (Overseas Division Report No 1981/1). Subsequently formal requests (A1. Forms) were received by ODA for an integrated geological mapping and mineral reconnaissance project in. Apr 8, 2014 . Most of Zimbabwes ferrochrome deposits lie in the Great Dyke, a mountain range that runs the length of the country, rich in ferrochrome, platinum and gold deposits. Zimasco company has mined ferrochrome on the Great Dyke since the early 1900s and has been owned by local businesses, Union Carbide. Oct 5, 2017 . Western mining experts hid exploration maps on Zimbabwe's mineral resource base during the colonial era, but the country is slowly discovering its worth in terms of underground wealth, First Lady Grace Mugabe says. Aug 4, 2009 . In 1505, a joint military and trading venture had taken control of the Arab trading centers of Sofala and Sena. The association of Monomotapa with Ophir also lead to an dramatic overestimation of the wealth to be found in the Zimbabwe hills. Monomotapa from Sanson's 1691 World Map. Within fifty years, on. 1 MAP OF ZIMBABWE AND THE MARANGE DIAMOND FIELDS NEAR MUTARE IN. EASTERN ZIMBABWE. 2 THE RETURN OF THE BLOODY DIAMONDS: MINERS AT GUNPOINT IN ZIMBABWE. - 19 SEPTEMBER 2009. Daily Mail (UK) journalist Dan McDougall and photographer Robin Hammond risked their lives to. mines in sub-Saharan Africa has compiled a map of abandoned mine sites on the continent. Mapping has been conducted in Burkina Faso, Cameroon, Côte d'Ivoire, DRCongo, Kenya, Mali, Namibia, Niger, Nigeria, Senegal, South Africa, Tanzania, Zambia, Zimbabwe. See the map here. Abandoned mines and mine. Feb 19, 2014 . Figure 1: The Marange diamond fields (noted with ) are located in Eastern Zimbabwe, not far from the border of Mozambique. Source Google Maps. :Marange Map.png. The Marange fields consist of widespread alluvial mining, where diamonds have been deposited on the earth's surface and can be. Our interactive gold mining map showcases gold production in 2016. Discover where over 3000 tonnes of gold comes . Burkina Faso, 41.6. Chile, 40.7. Philippines, 40.2. Dem. Rep. of the Congo, 38.4. Dominican Republic, 38.0. Sudan, 37.2. Zimbabwe, 27.4. Côte d'Ivoire, 24.7. Turkey, 24.6. Guyana, 24.2. Guinea, 23.8. Regional Geology. The Montezuma Project is located in the southwest of the Zimbabwe Craton. This is an Archaean basement complex composed of broad areas of gneisses, deformed and underformed granites and greenstone belts. The Montezuma Licence occurs within the eastern part of the Bulawayo Greenstone Belt. Marange diamond fields (Google Maps). The Marange diamond fields are an area of widespread small-scale diamond production in Chiadzwa, Zimbabwe. It. Spatial data integration and analysis for updating geological map and predicting mineral potential were carried out on the available analogue and digital remote sensing datasets of Magondi Belt,. Zimbabwe. In the search for mineral potential areas, accurate and up-to-date geological maps are essential as it represents the. Map. Terrain. Satellite. Labels. In 1888 Baron de Rezende, the Mozambique Company's Director of Operations on Africa approached James Henry Jeffreys, a British mining engineer to lead an expedition into Manicaland. Jeffreys and chosen numbers of the expedition left Barberton for Delagoa Bay. Here he met Mr. Maritz,. This Public Portal provides a spatial view into the mining cadastre data for Namibia and is intended to improve stakeholder communications, reduce corruption and improve transparency in the Namibia mining sector. MINERAL, AREAS OF VERIFIED DEPOSITS. Agate, Nyamandhlovu, Chikomba, Lupane. Aquamarine, Aluminum, Mutare, Nyanga, Mwenezi. Amazonite, Nyamandhlovu, Rushinga. Amethyst, Nyamandhlovu, Hurungwe, Hwange, Makonde, Lupane. Antimony, Kwekwe, Bubi, Mberengwa, Kadoma, Shurugwi. Arsenic, Bubi. Jun 26, 2009 . Diamonds in the Rough Human Rights Abuses in the Marange Diamond Fields of Zimbabwe Map of Zimbabwe and the Marange Diamond Fields. . Soldiers have bullied and threatened miners and other civilians into forming syndicates so that the soldiers can control diamond mining and trade in Marange. Mar 15, 2016 . Since then villagers suspected of illegal mining have been subject to torture and brutal extra-judicial punishments, rights groups allege. Mine waste has . Map shows the location of the Marange diamond fields, also called the Chiadzwa diamond fields, in eastern Zimbabwe. Map courtesy of Google Maps. Statistics and information on the supply, demand, and flow of minerals and materials in Africa and the Middle East.

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Conflicts With The Nabataeans No like successes could be boasted of against the Nabataeans. King Aretas had indeed, yielding to the desire of the Romans, evacuated Judaea; but Damascus was still in his hands, and the Nabataean land had not yet been trodden by any Roman soldier. To subdue that region or at least to show to their new neighbours in Arabia that the Roman eagles were now dominant on the Orontes and on the Jordan, and that the time had gone by when any one was free to levy contributions in the Syrian lands as a domain without a master, Pompeius began in 691 an expedition against Petra; but detained by the revolt of the Jews, which broke out during this expedition, he was not reluctant to leave to his successor Marcus Scaurus the carrying out of the difficult enterprise against the Nabataean city situated far off amidst the desert.(18) In reality Scaurus also soon found himself compelled to return without having accomplished his object. He had to content himself with making war on the Nabataeans in the deserts on the left bank of the Jordan, where he could lean for support on the Jews, but yet bore off only very trifling successes. Ultimately the adroit Jewish minister Antipater from Idumaea persuaded Aretas to purchase a guarantee for all his possessions, Damascus included, from the Roman governor for a sum of money; and this is the peace celebrated on the coins of Scaurus, where king Aretas appears--leading his camel-- as a suppliant offering the olive branch to the Roman. Difficulty With The Parthians Far more fraught with momentous effects than these new relations of the Romans to the Armenians, Iberians, Bosporans, and Nabataeans was the proximity into which through the occupation of Syria they were brought with the Parthian state. Complaisant as had been the demeanour of Roman diplomacy towards Phraates while the Pontic and Armenian states still subsisted, willingly as both Lucullus and Pompeius had then conceded to him the possession of the regions beyond the Euphrates,(19) the new neighbour now sternly took up his position by the side of the Arsacids; and Phraates, if the royal art of forgetting his own faults allowed him, might well recall now the warning words of Mithradates that the Parthian by his alliance with the Occidentals against the kingdoms of kindred race paved the way first for their destruction and then for his own. Romans and Parthians in league had brought Armenia to ruin; when it was overthrown, Rome true to her old policy now reversed the parts and favoured the humbled foe at the expense of the powerful ally. The singular preference, which the father Tigranes experienced from Pompeius as contrasted with his son the ally and son-in-law of the Parthian king, was already part of this policy; it was a direct offence, when soon afterwards by the orders of Pompeius the younger Tigranes and his family were arrested and were not released even on Phraates interceding with the friendly general for his daughter and his son-in-law. But Pompeius paused not here. The province of Corduene, to which both Phraates and Tigranes laid claim, was at the command of Pompeius occupied by Roman troops for the latter, and the Parthians who were found in possession were driven beyond the frontier and pursued even as far as Arbela in Adiabene, without the government of Ctesiphon having even been previously heard (689). Far the most suspicious circumstance however was, that the Romans seemed not at all inclined to respect the boundary of the Euphrates fixed by treaty. On several occasions Roman divisions destined from Armenia for Syria marched across Mesopotamia; the Arab emir Abgarus of Osrhoene was received under singularly favourable conditions into Roman protection; nay, Oruros, situated in Upper Mesopotamia somewhere between Nisibis and the Tigris 220 miles eastward from the Commagenian passage of the Euphrates, was designated as the eastern limit of the Roman dominion-- presumably their indirect dominion, inasmuch as the larger and more fertile northern half of Mesopotamia had been assigned by the Romans in like manner with Corduene to the Armenian empire. The boundary between Romans and Parthians thus became the great Syro-Mesopotamian desert instead of the Euphrates; and this too seemed only provisional. To the Parthian envoys, who came to insist on the maintenance of the agreements--which certainly, as it would seem, were only concluded orally--respecting the Euphrates boundary, Pompeius gave the ambiguous reply that the territory of Rome extended as far as her rights. The remarkable intercourse between the Roman commander-in-chief and the Parthian satraps of the region of Media and even of the distant province Elymais (between Susiana, Media, and Persia, in the modern Luristan) seemed a commentary on this speech.(20) The viceroys of this latter mountainous, warlike, and remote land had always exerted themselves to acquire a position independent of the great-king; it was the more offensive and menacing to the Parthian government, when Pompeius accepted the proffered homage of this dynast. Not less significant was the fact that the title of "king of kings," which had been hitherto conceded to the Parthian king by the Romans in official intercourse, was now all at once exchanged by them for the simple title of king. This was even more a threat than a violation of etiquette. Since Rome had entered on the heritage of the Seleucids, it seemed almost as if the Romans had a mind to revert at a convenient moment to those old times, when all Iran and Turan were ruled from Antioch, and there was as yet no Parthian empire but merely a Parthian satrapy. The court of Ctesiphon would thus have had reason enough for going to war with Rome; it seemed the prelude to its doing so, when in 690 it declared war on Armenia on account of the question of the frontier. But Phraates had not the courage to come to an open rupture with the Romans at a time when the dreaded general with his strong army was on the borders of the Parthian empire.

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Clara Breed was a much-beloved librarian who served 42 years in the San Diego Public Library system. During World War II she received letters from many-interned Japanese-American’s. Clara E Breed, became the first Children's Librarian of the San Diego Public Library System. She wasn't just their librarian' she was a friend of dozens of Japanese American young adults, teenager,s and school children when war with Japan began. No one in San Diego could have imagined that in just four months to the day, every man, woman, and child of Japanese descent would be forced to leave their homes, schools, jobs, and the lives that they had known. Clara Breed considered the events that happened in 1942 a terrible injustice. All of Miss Breed's young friends were American citizens, and they had done nothing wrong. Yet for three and a half years they were the victims of hysteria and racial hatred that robbed them of their rights and freedom (Oppenheim, 9) As the video above states, Miss Breed was a real friend of the Japanese people. When she heard that they were leaving to the camps she gave the children and young adults notepaper so that they could send her letters. Once in awhile, she would send books to her friends in the camps.

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Double Quotes are used in google sheets to represent text or strings. When you are working with formulas and queries, many times you will deal with quotes and special characters. If you do not handle them with care then the formula or query will throw errors while executing. The common error type is parsed errors. In this tutorial, we will learn how to escape quotes in google sheets. Let’s jump in. Escaping is a method where you are telling google sheets to interpret the characters literally. Here is how to escape quotes in google sheets: – To escape a single quote or apostrophe, add double quotes around it (“). – To escape double quotes, use CONCATENATE method or add additional double quotes Here is a quick video showing this in action: Let’s explore some real-life problems and see escaping in action. How do escape double quotes in a formula? You have the below text that you want to see in a cell. Tom likes Jerry To show this in cell A1, all you have to do is, write: ="Tom likes Jerry" Now lets say you want to show like this: Tom “likes” Jerry If you change the formula like below, it will throw a parse error. ="Tom "likes" Jerry" The reason is the additional double quotes. So how do you solve this? You need to escape the quotes that appear around the word “likes”. Here is how to do this: ="Tom ""likes"" Jerry" We have added an extra set of double quotes around. Here is the result: When you use two quotes ( “ ) next to each other, Google sheets recognises the first one as an escaping quote and the second one as a plain text. How to escape single quotes in a formula? To escape single quotes, add an extra pair of double quotes around the text. Lets say you want to show a text like below in cell A1: Tom ‘likes’ Jerry If you write like below, then it will throw a parse error: =Tom ‘likes’ Jerry The correct way to do this is to add a pair of double quotes surrounding the whole sentence. You can write: ="Tom 'likes' Jerry" Because we have a double quote that surrounds the whole sentence, google sheets will consider the entire sentence as a text value and will print as is. Escape quotes in google sheets while referencing a cell value Let’s say A1 has a text like below Tom likes Jerry In cell B1, you want to refer to cell A1 but also add a double quote around it to get a result like this “Tom likes Jerry” Doing these won’t work - =”& A1 &” You need to do like this =""""& A1 &"""" Here is the step by step explanation? First, let’s reference the cell A1 value. To do so you can write: “”& A1 &”” When you do this, cell B1 will output Tom likes Jerry Now, all you need is a pair of double quotes. To achieve this you need to add 2 pairs of double quotes. One is for adding a double quotes and another is for escaping the quotes of step-One. So the final formula will look like this “”””& A1 &”””” Method 2: using char value and & You can also achieve the above by doing this: Note that char(34) is the same as double-quotes. So this formula will add a prefix and suffix as double quotes around the value of A1. Method 3: CONCATENATE formula to escape quotes in google sheets How to concatenate double quotes with text in google sheets? Use the CONCATENATE formula like this: Here, the CONCATENATE formula will add the first and last parameter around the value of cell A1. Escape quotes in google sheets inside a query formula Let’s discuss the below example, Let’s say we have a table like this. In cell B1 you want to run a query to select the row in column A where the text “Tom likes Jerry’s toy” is not present. The query would look like this: =QUERY(A1:A3,"Select A Where A<>""Tom likes jerry's toy""") Notice the double quotes around the sentence. Here 2 double quotes are next to each other. So as per the rule, google sheets will escape anything inside the inner double quote and treat it as plain text. “ The query formula in google sheets has an inbuilt method of adding a backslash (\) before single quotes to escape them but it does not work with double quotes ” How to add single quotes in google sheets? To add single quotes in a cell, you have to escape it with double-quotes. Simply add double quotes around the whole sentence and google sheets will interpret the whole sentence as is. How to escape commas in google sheets? You can escape commas in google sheets using double quotes around it. How to add quotes to a column in google sheets? If you want to add double quotes around the value of the cells in a column, then you can use one of the 3 methods discussed here. You can do it manually like this =””””& A1 &”””” or using the concatenate method with char(34) prefix and suffix. In this tutorial, we learned how to escape quotes in google sheets. The concept of escaping is very important to learn when working with formulas and queries. I am sure you have learned how to do this and are confident to try it in your next project. Till then keep learning. QUERY formula in google sheets – Link New to google sheets ? Start here

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Have things gotten a little blurry since you've been pregnant? Vision-related changes are fairly common during pregnancy and aren't serious in most cases. You may be more likely to develop one or ...View Article You are using an outdated browser. Please upgrade your browser to improve your experience. Reading requires children to accurately use lots of different skills. The most important skills are VISUAL. Unfortunately, about 20% of school-aged children struggle to read. Many kids who struggle to learn and read have vision problems. NOT eyesight (20/20) but actual poor function with their brain and eye that impairs their ability to read. Vision plays a vital role in the reading process. Incredibly, the eyesight test at school required by law to be performed on your child was actually developed in the 1860's. The laws that make these tests mandatory each year or two were written in the 1940's and 50's!! Our understanding of the brain and vision has exploded since then. So should our tests. TEAMING. They must also be able to coordinate their eye movements as a team. TRACKING. They must be able to follow a line of print without losing their place. FOCUSING. They must be able to maintain clear focus as they read or make quick focusing changes when looking up to the board and back to their desks. They have to interpret and accurately process what they are seeing. If children have inadequate visual skills in any of these areas, they can experience great difficulty in school, especially in reading. Children who lack good basic visual skills often struggle in school unnecessarily. Their "hidden" vision problem is keeping them from performing at grade level, yet teachers and parents often fail to make the connection between poor reading and the child's vision. The following information summarizes each of the major areas which can interfere with a child's school performance.

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Amylase is an enzyme that catalyses the breakdown of starch into sugars. Amylase is present in human saliva, where it begins the chemical process of digestion. Food that contains much starch but little sugar, such as rice and potato, taste slightly sweet as they are chewed because amylase turns some of their starch into sugar in the mouth. The pancreas also makes amylase (alpha amylase) to hydrolyse dietary starch into disaccharides and trisaccharides which are converted by other enzymes to glucose to supply the body with energy. Plants and some bacteria also produce amylase. As diastase, amylase was the first enzyme to be discovered and isolated (by Anselme Payen in 1833). Specific amylase proteins are designated by different Greek letters. All amylases are glycoside hydrolases and act on α-1,4-glycosidic bonds. Ați selectat pentru a analiza Amilaza din domeniului de aplicatie Detergenti. Mai jos este o listă de analizoare care Amilaza analiza. Analizorul cu Flux Continuu San++ pentru testarea apelor, solurilor, fertilizatorilor, tutunului, produselor farmaceutice, alimente si bauturi cum ar fi berea, vinul si laptel

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