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A team of 100 women have come together to clean India's holy river Ganges, as part of Ankit Agarwal's Phool.co initiative.
First, workers remove floral waste from outside of temples located on banks of the river Ganges. Floral waste is one of mot common forms of pollution in the river Ganges as Indians typically offer flowers at temples as a mark of devotion. Nearly eight million tonnes of those offerings end up in the country's rivers each year - along with sewage and industrial and domestic waste.
Then, workers knead powder made from discarded flowers to prepare incense sticks out of them. The organisation also makes garlands and colours out of these discarded flowers.
The organisation also infuses the paper of the incense sticks with basil seeds. "The concept was, once we use these products, please sow the packaging and a Tulsi (basil) plant would grow out of it and the packaging really helped us establish our brand," Agarwal explained.
Phool.co has received investment from the social arm of the Tata business group, and most of the women he has employed used to work as manual scavengers or were jobless.
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| 0.967151 | 240 | 2.515625 | 3 |
Source: Courtesy of Wikimedia Commons
FIFE, DAVID, farmer; b. 1805, third son of John Fife and Agnes Hutchinson; m. about 1826 Jane Beckett by whom he had eight children; d. 9 Jan. 1877, near Peterborough, Ont.
John Fife brought his family from Kincardine, Fifeshire, Scotland, to Canada in 1820, and cleared a farm in the newly opened Otonabee Township, Peterborough County. After David married, he settled nearby in Otonabee Township, where he lived the rest of his life.
In 1842 Fife received through a friend a small sample of wheat taken from a cargo from Danzig (now Gdańsk, Poland) as the ship was unloaded in Glasgow. David sowed the sample in the spring, but not many heads developed as it contained only a few grains of spring wheat – later identified as Galician. However, these were carefully harvested and multiplied. The new wheat yielded well, notably on heavy clay soils, was free of rust, threshed well, and produced flour of excellent quality, although it matured eight to ten days after the currently grown varieties.
Until 1848 Red Fife, as it came to be known, was grown by Fife and his neighbours in Otonabee Township, but in 1849 cultivation of it spread first into the adjacent townships and then “rapidly throughout Upper Canada so that by 1860, it had almost completely superseded other varieties of spring wheat.” It spread to New York State and Wisconsin, then to Minnesota and the Dakotas. By 1870 small amounts were grown in Manitoba and from 1882 to 1909 it was the leading variety in the province. However, as the prairies were opened to agriculture to the west and north of the Red River valley, an earlier maturing variety was needed to escape damage from frost. On account of its high quality, Red Fife was chosen as the male parent of the famous Marquis wheat and it enters into the pedigree of most spring wheat varieties now grown on the western prairies.
PAC, RG 31, A1, 1851, Peterborough County, Otonabee Township; 1861, Peterborough County, Otonabee Township; 1871, Peterborough County, Otonabee Township. Henry Bawbell, “Fife’s spring wheat,” Canadian Agriculturist (Toronto), I (1849), 302–3. Peterborough Examiner, 25 Jan. 1877, 31 Dec. 1929, July 1945, 12 June 1950, 24 Nov. 1958, 22 Sept. 1962, 15 Nov. 1963. A. H. R. Buller, Essays on wheat (New York, 1919), 206–15. R. L. Jones, History of agriculture in Ontario, 1613–1880 (Toronto, 1946), 103–4.
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Graphica (or graphics) are visual representations on any surface, such as a wall, canvas, computer screen, paper or cyberspace. They serve to inform, illustrate, communicate or entertain. Graphics may combine elements of text, illustration, photo and colour. The use of graphics serve to enhance understanding and thus is a powerful tool to use in education.
Consider strengthening understanding through activities that incoporate the visual literacies:
- Comics and ComicLife (Click here for a full explanation)
- Graphic organizers such as Inspiration/ Kidspiration/ InspireData, which goes from visual organizer to written presentation
- Digital Photography (for use in movies, PSA, flyers, blogs, wikis, storytelling, process reflection, presentation work)
- Word Clouds (text presented in visual way)
- Thinglink (interactive images – make images come to life with text, hyperlinks, audio, video)
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| 0.87099 | 188 | 4.125 | 4 |
Melting ice linked to polar bear cub mortality as moms swim farther
Sea ice loss from climate change is causing polar bears to swim longer distances to find stable ice or to reach land, resulting in greater risk to their cubs, according to a new paper co-authored by a WWF expert.
“Climate change is pulling the sea ice out from under polar bears’ feet, forcing some to swim longer distances to find food and habitat,” said Geoff York, WWF Polar Bear Expert who is an author of the study.
“This research is the first analysis to identify a significant multi-year trend of increased long-distance swimming by polar bears. Prior research had only reported on single incidents,” said York.
U.S. Geological Survey biologist and lead author Anthony Pagano will present the study (“Long-distance swimming events by adult female polar bears in the southern Beaufort and Chukchi Seas”) on July 19 at the International Bear Association (IBA) Conference held in Ottawa, Canada.
Between 2004 and 2009 researchers collected data from 68 GPS collars deployed on adult female polar bears, in combination with satellite imagery of sea ice, to identify incidences of bears swimming more than 30 miles at a time. Researchers identified 50 long-distance swimming events during the six year period involving 20 polar bears. Swimming events ranged in distance up to 426 miles and in duration up to 12.7 days.
Eleven of the polar bears that swam long distances had young cubs at the time of collar deployment; five of those bears lost their cubs during swimming -- a 45% morality rate. In contrast, only 18% of cubs died that were not compelled to swim long distances with their mother.
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| 0.968304 | 356 | 3.265625 | 3 |
Mercury's Comet-like Appearance Spotted by Satellites Looking at the Sun
- Click here for PDF format of text
- Click here for Figure 1
- Click here for Figure 2
- Click here for Figure 3
- Click here for avi movie(~5.5M)
- Click here for gif movie(~1.4M)
Figure 1 shows examples of the very long tails of sodium escaping from Mercury. These images were taken at the Boston
University Station at the McDonald Observatory, run by the University of Texas in Austin.
Reference: Orbital Effects on Mercury’s Escaping Sodium Exosphere, Carl Schmidt, Jody
Wilson, Jeffrey Baumgardner and Michael Mendillo, ICARUS, 2010.
It has been known that Mercury exhibits comet-like features, with a coma of tenuous gas surrounding the planet and a very long tail extending in the anti-sunward direction. From Earth, observations of both of these features can be done using light from sodium gas sputtered off the surface of Mercury. The Sun’s radiation pressure then pushes many of the sodium atoms in the anti-solar direction creating a tail that extends many hundreds of times the physical size of Mercury.
“We have observed this extended sodium tail to great distances using our telescope at the McDonald Observatory in Texas,” BU graduate student Carl Schmidt explained, “and now the tail can also be seen from satellites near Earth.”
Figure 2: gives a schematic representation of the viewing geometry that allows the STEREO camera systems to make observations of Mercury’s tail.
Of special interest is the way the tail feature was spotted in the STEREO data. It was not found by the BU team, but by Ian Musgrave, a medical researcher in Australia who has a strong interest in astronomy. Viewing the on-line data base of STEREO images and movies, Dr. Musgrave recognized the tail and sent news of it to Boston asking the BU team to compare it with their observations.
“A joint study was started and now we have found several cases, with detections by both STEREO satellites,” explained Jeffrey Baumgardner, Senior Research Associate in the Center for Space Physics at BU, and the designer of the optical instruments that discovered the exceptionally long sodium tail.
Figure 3: An image of Mercury’s tail obtained from combining a full day of data from a camera aboard the STEREO-A spacecraft. The reflected sunlight off the planet's surface results in a type of over-exposure that causes Mercury to appear much larger than its actual size. The tail-like structure extending anti-sunward from the planet is visible over several days and spans an angular size exceeding that of a full Moon in the night sky.
A movie showing a 4 day period when Mercury tail was visible from the STEREO A spacecraft on 6-9 February 2008. (click image to open 5.5MB avi file; click here to open 1.4MB animated gif)
This work was sponsored by grants from NASA to Boston University and by research funds from its Center for Space Physics, and was conducted in collaboration with colleagues at the Rutherford Appleton Laboratory in England and the University of Adelaide in Australia.
- Carl Schmidt, (617) 353-5990, [email protected]
- Jeffrey Baumgardner, (617) 353-5639, [email protected]
- Prof. Joshua Semeter, Director: (617) 353-2629, [email protected]
- Prof. Michael Mendillo, The Opera Hotel, Via Nazionale, [Tel: +39 06 4891 3093], [email protected]
- Patrick Farrell, Communications Director, [email protected] (617) 358-1185; cell: 617-543-6480
Founded in 1839, Boston University is an internationally recognized institution of higher education and research. With more than 30,000 students, it is the fourth largest independent university in the United States. It contains 17 colleges and schools along with a number of multi-disciplinary centers and institutes which are central to the university’s research and teaching mission.
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Arcot Hall Grasslands and Ponds facts for kids
|Site of Special Scientific Interest|
|Area of Search||Northumberland|
|Area||68.08 hectares (170 acres)|
|Location map||DEFRA MAGIC map|
Arcot Hall Grasslands and Ponds is the name given to a Site of Special Scientific Interest (SSSI) near Cramlington in Northumberland, England, notable as the largest lowland species-rich grassland in North East England. The site is composed of grassland, heath, ponds, and associated damp habitats now rare in Northumberland.
Origin of the name
Arcot hall got its name from Sir Arcot Ramasamy Mudaliar, who was the founder president of United Nations Economic and Social Council and the Member of Imperial War cabinet and Viceroy's council. Mudaliar and his Arcot Mudaliar community were considered loyal to the British Crown.
Location and natural features
Arcot Hall Grasslands and Ponds is located in the north-east of England on 68.08 hectares (168.2 acres) of land situated to the south-east of the town of Cramlington. The A1068 at its south-east extent forms an easterly boundary for the area of the site, and the A19 at its north-east extent forms the southern boundary. The site is at about 70 metres (230 ft) above sea level, within a relatively flat terrain of farmland with encroaching residential and industrial areas - notably the development of Cramington new town from 1958 onwards.
The site covers a spectrum of habitats running from an inundated pond area, through wet and dry grassland and heath, to woodland. It is considered to be of regional importance for its invertebrate population, including 33 species of water-beetle. The site also provides a habitat for nationally rare Least Minor moth, Photedes captiuncula. The wet areas of the site are relatively new, arising out of upwelling water from circa 1966 onwards, and so exhibit early stages of vegetative colonisation.
The grassland sections of the site are colonised by adder's-tongue Ophioglossum vulgatum and dyer's greenweed Genista tinctoria, both uncommon in Northumberland, as well as yellow rattle Rhinanthus minor, common knapweed Centaurea nigra, common milkwort Polygala vulgaris, cat's-ear Hypochaeris radicata, eyebright Euphrasia officinalis, and common spotted and lesser butterfly orchida Dactylorhiza fuchsii and Platanthera bifolia.
Acid grassland on the site is a habitat for mat-grass Nardus stricta, tormentil Potentilla erecta, heath-grass Danthonia decumbens, devil's-bit scabious Succisa pratensis and betony Stachys officinalis, as well as, in wetter areas, glaucous sedge Carex flacca and pepper-saxifrage Silaum silaus.
Heathland on the site is dominated by heather Calluna vulgaris. Scrub areas are composed of birch, hawthorn Crataegus monogyna, gorse Ulex europaeus, blackthorn Prunus spinosa bramble Rubus fruticosus and creeping soft-grass Holcus mollis.
Wetter areas of the site are dominated by soft rush Juncus effusus, and stable wet areas exhibit Sphagnum moss. Other areas have sharp-flowered rush Juncus acutiflorus and herbs such as water mint Mentha aquatica and sneezewort Achillea ptarmica. The bulrush Typha latifolia, floating sweet-grass Glyceria fluitans and common spike-rush Eleocharis palustris are also found.
The site is divided into three units for SSSI management purposes; all were rated "unfavourable - recovering" in 2011. The condition threat risk for two of the units is rated as high.
Arcot Hall Grasslands and Ponds Facts for Kids. Kiddle Encyclopedia.
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| 0.901892 | 888 | 2.9375 | 3 |
Asian Tiger Prawn Poses Threat in Gulf of Mexico
A most unwelcome immigrant has arrived in the Gulf of Mexico, and ecosystem experts are sounding the alarm. The Asian tiger prawn grows to a length of about one foot and could wreak havoc on the balance of life in the Gulf due to its voracious appetite and tendency to spread disease. Tiger prawns are known to carry 16 or more harmful viruses.
"It has the potential to be real ugly," Leslie Hartman, Matagorda Bay ecoystem leader for the Texas Parks and Wildlife Department, told the Houston Chronicle. "But we just do not know."
The Chronicle report mentions a couple of theories as to how the oversized crustaceans came to live in the Gulf, both of which point to aquaculture -- large-scale fish-farming -- as the ultimate reason. Although there is a policy that only native fish be farmed in the Gulf, which would lessen the potential for catastrophe should some escape, that policy is not an enforceable law. The state of Texas allows farming of non-native species with a permit. But according to a marine and coastal resources expert for the Texas Sea Grant program, no one is farming the Asian tiger prawn in Texas.
According to an article in Houma Today, the number of Asian tiger prawn sightings has increased dramatically. In previous years, fishermen reported an average of 30 of the big crustaceans in their nets annually. This fall, there were nearly 100 reports of tiger prawns, with one dock reporting a haul of 100 tiger prawns.
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| 0.948799 | 350 | 2.90625 | 3 |
Analysis: Writing Style
Little Women may be a children's book, and it may have a fluffy, cozy, domestic feel. But Louisa May Alcott was the daughter of a well-read philosopher, and her command of language is impressive. She writes complex, balanced sentences and uses an advanced vocabulary without becoming difficult to understand. For example, when the narrator explains why May Chester is being rude to Amy at the fair, Alcott writes,
But the chief grievance that rankled in her soul, and gave an excuse for her unfriendly conduct, was a rumor which some obliging gossip had whispered to her, that the March girls had made fun of her at the Lambs." (30.3)
Alcott keeps her complex prose accessible by making sure that none of her sentences are too long and by using a lot of dialogue.
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| 0.982964 | 172 | 3.484375 | 3 |
Personalities are a collection of distinctive traits, behavior styles, and patterns that make up our character or individuality. Individuals with healthy personalities are able to cope with normal stress and form lasting bonds with friends and family. Those who struggle with a personality disorder often have great difficulty dealing with other people.
Personality disorders are characterized by a collection of behavioral patterns often associated with personal, social, and occupational disruptions. Personality disorders are a type of mental disorder that can damage relationships if left untreated or undiagnosed. Individuals who suffer from personality disorders can express a wide range of emotions and behaviors, causing friends and family to withdraw from the individual.
There are many categories of personality disorders, with some that can co-occur causing symptoms to blur together. Some personality disorders are so severe they can lead to suicide.
Signs of a personality disorder:
- Mood swings
- Difficulty maintaining relationships
- Suicidal thoughts
- Attempted suicide
- Decline in physical health due to lack of care
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| 0.949268 | 202 | 3.75 | 4 |
Karbala-5 Was Iran’s Bloodiest Battle
But Tehran’s generals credited God—not their giant howitzers—for the victory
During the middle of the Iran-Iraq War—one of the 20th century’s deadliest conflicts—Baghdad acquired state-of-the-art weapons from East and West. In terms of modern firepower, Iraq had a clear advantage.
To make up for this difference, Iran relied on huge amounts of older heavy weapons—and counted on loyal generals to deploy wave after wave of infantry in frontal assaults. Tehran’s commanders also parroted state-religious propaganda that emphasized spiritual reasons for their victories.
Ghassem Soleymani—today the head of the Quds Force and Iran’s top agent in Syria and Iraq—was one of those commanders.
In 1986, Soleymani sent thousands of ground troops into a killing field, and eventually succeeded in gaining some ground. The battle—called Operation Karbala-5—was the biggest of the war.
But when he later recalled the battle, the general didn’t accurately describe the artillery and rockets that supported his assault. After all, God—not guns—made success possible, right?
During the 1980s war, Iraq had a definitive advantage in modern, high-tech weapons.
Baghdad fielded Mirage F1 fighter jets to counter Iranian F-14s. The Iraqis used Milan anti-tank missiles to destroy Iranian tanks. Iraqi PC-6 turboprop trainers shot down low-flying Iranian helicopters. And Iraq fielded thousands of T-72 tanks against Iranian soldiers’ flimsy RPG-7s.
Arms sanctions meant that Tehran couldn’t buy weapons from Washington or Moscow. Nor did Iran particularly want to. Relying too openly on outside weapons would be an admission that the religious-inspired, revolutionary Islamic Republic wasn’t capable of defending itself.
In 1986, Soleymani was the commander of the Iranian Revolutionary Guard Corps’ 48th Division during the “Karbala” offensives. His objective—seize the southern Iraqi port city of Basra.
Between Basra and Soleymani’s division, the Iraqis had constructed a series of maddeningly complex fortifications. Taking Basra would be an enormous operational and tactical challenge.
The Iraqis first excavated a shallow depression and filled it with barbed wire, napalm barrels and mines to slow down Iranian infantry. The depression channeled attackers toward Iraqi positions, arranged in equilateral triangles.
Along each leg of the triangles, the Iraqis built a berm 250 meters in length. Baghdad’s troops placed two T-72 tanks and one ZSU-23–4 anti-aircraft cannon inside each triangle. Lacking vehicles, Soleymani’s men had to charge these Iraqi forts on foot.
The first attempt to capture the Iraqi positions, Operation Karbala-4, failed disastrously in December 1986. Iraqi troops compromised the operation with a spoiling attack—pre-emptively shelling Iranian assembly points.
The Iranians charged anyway, and the Iraqi troops fell back. Before the Iranians could stabilize their new positions, the Iraqis bombarded them with artillery and counterattacked. After 36 hours and 12,000 Iranian dead, Tehran called off the operation.
For the next operation, failure was not an option, especially for an army that claimed God’s special favor.
Iran assembled 578,000 soldiers, five times more than the number mobilized for Karbala-4. Just two weeks later, Iranian troops charged into the Iraqi positions again.
This offensive—known as Karbala-5—caught the Iraqis by surprise. The battle raged for 50 days in mud and sand. Iran failed to capture Basra, but did take and hold some territory. Between 86,000 and 100,000 Iranian soldiers died during the two offensives.
In a rare interview for an Iranian documentary, Soleymani recounted a crucial moment of the operation.
“It was a difficult day,” Soleymani said. “On the third day, Iraqis brought up everything they had—Katyusha artillery and tanks. Their helicopters flanked us and shot directly into our channels from behind us.”
“They launched a massive counter-attack,” he continued. “At two or three p.m., our lines started to fall—they had captured parts of our lines. [Divisional commander] Morteza Ghorbani started to write his will … we thought we were done.”
But the most interesting part of the interview was when Soleymani described the balance of weaponry between the two sides. “[Iraqi Gen.] Adnan Kheyrallah was responsible for taking back the channel from us,” Soleymani said. “He was the best commander they had, according to our evaluations.”
“He had 300 pieces of artillery and tens of Katyushas, while me and Morteza combined had fewer than 20 pieces, without [proper] ammunition. He had 500 tanks on the battlefield, while we had only two.”
“In a report to Saddam, Kheyrallah wrote, ‘I put so much pressure on the Iranians that they had to crawl on their noses’—and it was true,” Soleymani said.
But Soleymani didn’t reveal his true arsenal.
At the beginning of the war, Iran possessed 1,029 advanced artillery pieces. Most of these came from the U.S. before the revolution. Iran had a smaller number of D-30 and other Soviet-made guns. Tehran acquired additional artillery pieces and rocket launchers from its allies.
North Korea exported artillery to Iran, including the monstrous 170-millimeter Koksan howitzer with a 60-kilometer range. Tehran also purchased 240-millimeter and 333-millimeter multiple-rocket launchers from Pyongyang. These rockets have a range between 42 and 75 kilometers, and are capable of delivering up to 250 kilograms of high explosives or anti-tank cluster munitions.
To be sure, Iraqi troops were much better-armed. But that doesn’t mean that Iran lacked heavy weaponry during the battles for Basra. And it’s likely that more than 20 artillery pieces supported Soleymani’s frontal assaults.
During the battle, Iran dedicated 24 artillery battalions—not including mortars and multiple-rocket launchers—according to a 2008 study of Karbala-5. Gen. Yaghoob Zodhi, an Iranian artillery commander during the war, authored the study.
According to the study, each battalion consisted of eight to 10 artillery pieces. Around 179 of these guns specifically supported IRGC divisions during the battle—which included Soleymani’s division—and Zodhi praised the artillery’s performance in helping turn the tide.
Steel and gunpowder, not divine favor, made the modest victory possible—along with tens of thousands of Iranian dead. But Soleymani failed to mention these guns and rockets in his interview.
The reason is because Soleymani is one of the most loyal Iranian generals—and loyal generals downplay materialistic reasons for victory. The regime’s myth holds that God is responsible.
Soleymani isn’t alone in promoting state-religious propaganda. “In operation Karbala-5, we truly saw the blessing of God,” Iranian Gen. Ali Akbarnejad recounted. “At one point, our ammunition was running out. I looked for our logistic chief, Mirza Ali—he’d been shot.”
“At this time, I saw Haj Qassem [Soleymani] arrive with a 250-cc motorcycle,” Akbarnejad continued. “I asked for his bike and took Mirza to the back of the line. When I returned, other brothers said to me that the enemy was shooting everything it had at us, but we didn’t get a scratch.”
“When you look at this from a materialistic point of view, with their laser-guided tanks and artillery, it wasn’t possible to not get shot,” Akbarnejad said. “But from spiritual point of view, God is above all of them … this operation was a blessing of God.”
Tehran’s generals believe they are blessed—or at least claim to. As they describe it, Iran can stand athwart Hell without any weapon but faith. But don’t mention the artillery.
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In a Manner of Speaking: Figurative Language and the Common Core
Figurative language is woven through the elementary and middle school Common Core standards beginning very early. Common Core College and Career Readiness Anchor Standard #4 requires that students learn to "Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone." As students move through the grades they progress logically from identifying words and phrases that suggest feelings (first grade), to distinguishing literal language from nonliteral language (third grade), to working specifically with metaphors and similes (fifth grade), and analyzing how a writer's word choices impact the meaning and tone of a text (sixth grade). Working with the standard at one grade level is dependent upon the foundational work done in previous grades.
The term “figurative language” refers to a set of tools or devices employed by writers to move beyond the literal meaning of a word or phrase or to add special effects—things such as alliteration, personification, hyperbole, imagery, simile, and metaphor. In this article we will offer some teaching suggestions and resources and take a look at some books that can be used with younger learners as they move toward a working knowledge of figurative language—specifically metaphors and similes.
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It was the most ordinary of family dinners, with pizza and cauliflower. Two exhausted parents sipped red wine. Two children giggled over silly jokes and squabbled over a stuffed animal named Baby Jaguar.
A few moments later, 8-year-old Elijah Simpson-Sundell, his face slightly swollen and his speech slurred, walked unsteadily away from the table. His father gently reproached 6-year-old Genevieve: “When your brother wants something, and he doesn’t feel well, we should try to accommodate him.”
For months this Rockville, Maryland, family has veered between such quiet prescriptions and desperate searches. They’ve flown repeatedly to Europe, to a clinic that is one of the few places anywhere offering a fragment of hope. Along the way, Brad Simpson and Kristin Sundell have discovered a small community of families grappling with the same unimaginable scenario – a child with a rare, universally fatal brain tumour.
Amid the progress being made on other fronts in oncology, children’s cancers present a particular challenge given the lesser attention and research funding that many get. One of those is DIPG, letters that Elijah’s parents heard for the first time with his diagnosis. Diffuse intrinsic pontine glioma is a doubly devastating tumour: Not only is it intractable, infiltrating the brain stem in a way that makes surgery impossible, but it affects only young children.
Astronaut Neil Armstrong’s 2-year-old daughter died of the disease in 1962, and treatments today are no more successful. Until recently, physicians didn’t even conduct biopsies. Without tissue, the disease couldn’t be studied. All of that is changing, with research accelerating, but treatments remain years away.
In such a bleak landscape, Elijah’s story is remarkable because of the lengths to which his parents have gone to try to save him. Yet it is also unremarkable – because others have done the same for their children.
“As parents, you are facing not just overwhelming odds but zero odds,” Simpson said. “You will do anything.”
Almost 4,000 miles away in Cologne, Germany, is the private clinic that his family sought out. It’s one of the few places in the world offering immunotherapy for DIPG. The centerpiece of its effort is a vaccine made from each patient’s own white blood cells and tumour antigens, which are proteins that produce an immune response. The goal is to allow the immune system to recognise and attack the cancer.
After 18 months and 29 children, the results are “encouraging,” said paediatric oncologist Stefaan van Gool. But it’s far too early to know whether the approach extends survival. “We have to wait,” he acknowledged.
Elijah has flown to Cologne three times since October, twice with his father and once with his mother. In between sessions at the clinic, he visited the Schokoladen Museum – the Chocolate Museum – played cards and made friends with some of the other young patients.
If only he’d been diagnosed five years from now, things might be different, doctors in the United States have told his parents. Much is being learned about the disease, and several clinical trials are being planned or started to test new approaches.
The family’s reality, however, is the here and now. Elijah, says his father, “almost certainly won’t benefit from the research.” He is a fan of Star Wars, Pokémon and the colour orange. He’s fond of soccer but also the piano. All in all, a pretty typical 8-year-old boy – until his medical history is added into the mix.
Elijah was born with a skull malformation that was corrected surgically when he was a baby. As he grew, he remained smaller and less physically robust than his peers. And then, about a year ago, he became increasingly sluggish “His speech got slower,” remembers his mother, director of aid effectiveness at the nonprofit Save the Children. “And then one weekend his foot turned in and he lost his balance.”
Sundell took Elijah to his pediatrician, who immediately sent them to Children’s National Medical Center. She called her ex-husband, an associate professor of history and Asian studies at the University of Connecticut. Simpson jumped in his car and met them at the hospital hours later.
Within days, a genetic test confirmed Elijah had DIPG’s classic mutation. The disease attacks the brain stem, which controls essential functions such as heart rate, breathing and swallowing, with brutal efficiency; its victims lose their ability to walk, talk, even smile. About 200 to 400 youngsters are diagnosed in the United States every year, and half are gone within nine months. Ninety percent are dead within two years.
“The extreme cruelty of this disease is that it steals each function of the body one by one, from a child who is mentally intact,” said Jenny Mosier, whose son Michael was diagnosed shortly after starting kindergarten in 2014. He died the following spring. “It is the worst of the worst.”
No drugs work against DIPG, and radiation treatments provide only a temporary reprieve. So patients often are enrolled immediately in clinical trials. But nothing appropriate for Elijah was open at the time. He underwent several weeks of radiation to try to shrink his tumour and relieve some of his symptoms. Exhausted, he used a wheelchair when he returned to school in late spring. His second-grade classmates greeted him with a huge conga line and took turns pushing him around the playground. “You realise the tremendous capacity of young children for love and empathy,” Simpson said.
The boy rebounded, and in September his neuro-oncologist at Children’s, Lindsay Kilburn, put him on panobinostat, a drug that has been shown to inhibit DIPG tumour growth in mice. His parents added daily doses of cannabis oil, which some people think has anti-cancer properties. That same month, the family travelled to South Africa for a safari, courtesy of the Make-A-Wish Foundation. The elephants and giraffes were cool, but it was the dung beetles that really grabbed Elijah’s attention, because they live off other animals’ faeces.
Yet the clock was conspiring against him. Ninety-five percent of DIPG tumours return five to nine months after children finish their radiation treatments. Elijah’s had ended in June.
With no additional options, his increasingly frantic parents decided to take him to the IOZK clinic in Germany. Other US families had been buzzing about it in online forums. Simpson and Sundell set up a conference call between van Gool and Kilburn. She didn’t try to dissuade them from going.
The first trip was in October, with an eight-day treatment followed by a three-week break. Then it was back to Cologne in November and again in December. Each time, doctors started by giving Elijah infusions of a virus designed to infect and mark the cancer cells. They also used hyperthermia, exposing his tumour to heat to try to damage it. Finally, he got a tailor-made vaccine combining his white blood cells and proteins from his tumour.
The three-round package cost about $45,000 and wasn’t covered by insurance. Elijah’s parents turned to family, friends and sympathetic strangers for financial help. They appealed via Facebook and the crowdsourcing site YouCaring.org and raised tens of thousands of dollars to cover the treatments, airfare and lodging.
“The only silver lining to this is all the people who have come out to support us,” Sundell said. “It’s really humbling.” Relatively few doctors and researchers around the world focused much on DIPG until recently. A father whose little girl was diagnosed remembers a researcher telling him the disease was “a career killer” because of its hopeless nature.
The lack of tissue for studies was the biggest obstacle to understanding the cancer. Since a tumour could be diagnosed by MRI, doctors didn’t perform biopsies. Too dangerous, they thought, and possibly unethical given the lack of available treatments.
But things began to change about a decade ago. European researchers showed that biopsies could be done safely. And more parents around the world began donating tissue following a child’s death. In 2010, Stanford University paediatric neurologist Michelle Monje used a donation to create the world’s first DIPG cell line. The disease could now be studied in the laboratory.
Two years later, two groups of scientists made the same striking discovery: Nearly 80 percent of DIPG tumors have mutations in a histone gene – a protein that packages DNA. Researchers also realised that these tumours were nothing like adult brain tumours, which might partly explain the failure of more than 200 trials with conventional chemotherapy. They were making more progress than in decades. Efforts now are focused on finding novel drugs aimed at DIPG’s mutations, testing immunotherapies and developing new ways to get drugs right to the tumour. Beating the disease will likely require a combination of approaches.
Mark Souweidane, a paediatric neurosurgeon at the Memorial Sloan Kettering Cancer Center, just completed an early-stage trial in which he surgically implanted small catheters in patients’ brainstems. He then delivered high volumes of drugs directly to their tumours, circumventing the protective blood-brain barrier.
“I have never been more convinced that we are onto something that has great promise,” he said.
Much of the push for stepped-up efforts has come from parents who have lost their children to the disease. Jonathan Agin, a Washington attorney whose daughter died in 2011, is now a full-time advocate. The DIPG Collaborative, formed to increase several groups’ clout and fundraising, has repeatedly pressed for more aggressive research.
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Know the Difference Between Wireframes, Mockups and Prototypes
Wireframes, prototypes, and mockups are some commonly used terms when you are sitting with your developer or designer. In the digital world, these are just common vocabulary for UI and UX designers. What are they? Are they interchangeable?
We are coming up with this article for beginner UI/UX designers, product managers, design enthusiasts and non-IT, tech guys.
Read on to know the basics of their differences.
What are these three?
Wireframes, mockups and prototypes are the three basic and typical elements of any design. Be it an app, a webpage or the whole website. You need a sketch, a wireframe, a mockup and then a prototype before you directly go into the development of the product.
So, a sketch and a wireframe come under the Low-Fidelity representation. The mockup comes under the tab medium-fidelity and prototype is sort of the high-fidelity representation.
So, let’s look into the basic concepts of these 4.
#1. The Sketch
The sketch is just a freehand drawing on a piece of blank paper which gives us a low-fidelity representation of our product. It’s the easiest way to get our idea get started for the brainstorming. A simple sketch gives out the best idea better than words or speeches. Creating the ideas, changing the details, visualizing what we have in our head, we can all draw our imaginations on the piece of paper with a simple sketch. The sketch is important for getting into the creation of the wireframe.
A wireframe is more like a skeleton of our body. Its a simple structure of our product. Every wireframe is used to define the functionality of the product as well as to define the relations between views. Suppose you need to showcase a certain button does some functionality, you can showcase it in the wireframe. Remember, wireframe doesn’t define the design of the product.
At Felix-ITs, we don’t start building an app or a website before a proper mockup is built. With Mockup, you can start working on the development procedure and the developer can convert your mockups into reality. Any mockup is a medium-fidelity representation. Add your colours, fonts, content, images, logos and anything you need to shape your wireframe. The result of the best wireframe will be a static mao of your product. Start thinking of the best practices while creating these steps. If you are not confident of the move your wireframes to the next step, just outsource to someone expert.
Just so you know, our experts at Felix-ITs not only provide industry-standard training in UI/UX design but we undertake projects as well.
Let’s move on to the next step.
Prototypes are high-fidelity representation elements of your product. Its sort of a mockup only but with UX items in it. Items like interactions, animations and the rest you need to experience once you click the buttons. Prototypes are utmost important to create a product like an app. If you are the developer yourself, we recommend you to have a prototype to pitch your idea to friends, family and potential investors. The only issue with it is the functionality. The prototype will offer you a real-time feeling of using a real app. However, it will be only pictures connected with each other.
Why wireframes, mockups and prototypes are so important in UX designing?
As mentioned above, these three are the earlier steps of a product development process. They offer UX and UI designers with the opportunity to drive their testing rounds at every step of the designing. This testing helps designers to identify if their product is actually meeting the requirement or not. They can predict how users will exactly navigate through the product. Conducting results through all these stages and improving the design will add value to your product at the final stage. Hence, start learning your design at every stage. These 4 steps mentioned above are totally different but they are concurrent and dependent on each other.
To keep it simple…
To know the detail and realism in the design, we can actually relate the elements of UI/UX design like this. The wireframe is the skeleton, the bone structure of the product. The prototype can be the brain, the main organ of the body that decides how the brain will be functioning, how a human will interact with people around. The mockup is the skin, hair and flesh or a brand that gives us the identity.
We hope, this has made clear to you between the difference of wireframes, mockups and prototypes.
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Kerry L. Priest, Ana Luiza de Campos Paula DOI: 10.12806/V15/I1/A1
Leadership education has been defined as the “pedagogical practice of facilitating leadership learning in an effort to build human capacity” that is “informed by theory and research” (Andenoro et al., 2013, p. 3). The role of a leadership educator includes not only the facilitation of innovative practices for leadership learning, but also engagement in research and evaluation of practice that confirms impact on student learning and informs teaching pedagogy, curriculum development, and program design. A recent Multi-Institutional Study of Leadership (MSL) report describes research-supported practices shown to develop students’ capacity for of socially responsible leadership: socio-cultural conversations with peers, the development of mentoring relationships, membership in off-campus organizations, and community service (Dungan, Komada, Correia, & Associates, 2013). Priest and Clegorne (2015) highlighted how educators committed to developing socially responsible leaders may share some of the assumptions, outcomes, and best-practices guiding contemporary higher education learning. The Liberal Education and America’s Promise (LEAP) initiative advocates for the use of highimpact educational practices in pursuit of intellectual, personal, and socially responsible learning outcomes that prepare students for a diverse and changing world (AAC&U, 2007; Kuh, 2008). High-impact practices (HIPs) are purposeful strategies proven to promote active learning and increase student retention and enrollment. Such practices are characterized by purposeful tasks requiring devoted time and effort, extended interaction with faculty and peers, engagement with diverse people and experiences, frequent feedback, application to multiple contexts, and increased understanding of self and others (Kuh, 2008). Some examples include: first-year seminars, learning communities, collaborative assignments, and service learning (Kuh, 2008).
This application brief highlights how high-impact strategies are not necessarily distinct practices; they can form an integrative approach for higher education leadership learning and development. We will describe how two proven high-impact practices: mentoring (Dugan et al., 2013) and learning communities (Kuh, 2008) are utilized within a large Introduction to Leadership Course for first-year students. Then, we will describe our evaluation of this integrative practice through a qualitative research process. The guiding questions are as follows:
1. What are first-year students’ perceptions of their learning and leadership development within small-group learning communities as part of a large, introductory leadership course; and
2. How do class leaders (peer leaders) facilitate students’ learning and leadership development within these communities?
Review of Related Scholarship
Learning communities are linked courses or educational cohorts that promote personal connection through shared intellectual experiences, engagement and knowledge integration through collaborative learning, and student-faculty interaction inside and outside the classroom (Brownell & Swaner, 2010; Kuh, 2008). Learning communities are usually organized by theme, subject, or area of student interest, and may also be connected to residences or places of meeting (Brower & Dettinger, 1998). Participation in learning communities has been shown to contribute to student success, including enhanced academic performance, sense of community, friendships and student interaction, engagement with faculty, and satisfaction with the college experience (Jaffee, Carle, Phillips, & Paltoo, 2008; Zhao & Kuh, 2004). There are only a few studies conceptualizing learning communities as a strategy or framework for leadership education practice in higher education (see Finnegan, 2012; Nahavandi, 2006; Priest, 2012). Acommon contextual factor of these studies is an emphasis on teaching leadership to first-year college students.
Peer mentoring/peer leadership
A mentor is defined as a person (i.e., faculty, staff, employer, family members, community member, or peer) who intentionally assists a student’s growth or connects them to developmental opportunities (Dugan et al., 2013). Peer mentoring through leadership positions have been traditionally linked to residential life and orientation programs; today they are a popular strategy in diverse university settings, including academic courses and leadership programs (Shook & Keup, 2012). Peer mentoring is said to contribute to students’ adaptation, persistency, social development, satisfaction, and performance in college (Bunting, Dye, Pinnegar, & Robinson, 2012; Collings, Swanson, & Watkins, 2014; Ganser & Kennedy, 2012; Newton & Ender, 2010; Shook & Keup, 2012). Peer mentors often play multiple roles (Colvin & Ashman, 2010) and have also been described in the literature as peer tutors (Topping, 1996), class leaders (Finnegan, 2012), undergraduate leadership teaching assistants (Odom, Ho, & Moore, 2014), peer educators (Newton & Ender, 2010; Owen, 2011), peer facilitators (Velez, Simonson, Cano, & Conners, 2010), and peer leaders (Priest, 2012; Shook & Keup, 2012). This brief uses the terms peer leader and class leader interchangeably. Class leader describes the specific position title in our case example; however, these students are also considered peer leaders due to their multi-faceted roles within a leadership education context.
Overview of Practice: Peer-Led Learning Communities
Situated within a large mid-western land grant university, Kansas State University emphasizes a civic mission through an inclusive, interdisciplinary undergraduate minor in Leadership Studies. To accommodate the nearly 900 first-year students who enroll in Introduction to Leadership Concepts each fall semester, the Staley School of Leadership Studies utilizes a pedagogical approach that blends large group and small group experiences. Multiple course sections of approximately 100-120 students meets for a two-hour block each week over a 15-week semester. The first 50 minute block is led by an instructor who presents key concepts in an engaged lecture format. During the next 50 minute block, students move into learning communities of 10-12 people. Facilitated by peer leaders (called class leaders), learning communities are designed to engage students in reflection and application activities. Class leaders are junior or senior level students who have previously taken the course.
Class leaders engage in a rigorous selection and training process, including an eight-week spring course and weekly class prep sessions in the fall. In addition to facilitating weekly learning community sessions, class leaders dedicate around 10 hours per week for preparation, planning, grading, meeting with students, and assisting with service projects and out-of-class activities. Class leaders are also expected to share the values and mission of the school, serve as role models for students, help them adapt to the university environment, and encouraging students’ engagement in campus and community activities.
Method of Evaluation
To answer our guiding questions we analyzed two optional, open-ended questions included on TEVAL (teaching evaluation) surveys administered in fall 2013. The survey questions were: (a) What aspects of your learning community contributed most to your leadership development? and (b) How did your class leader facilitate your leadership development through your learning community experience? Because the TEVAL surveys were administered anonymously, we did not have access to individual participant demographics. The responses from 621 surveys were downloaded into a Microsoft ExcelTM file for formatting and removal of any identifying information (e.g., names of individual class leaders). The resulting data set included 636 unique statements (228 statements in response to question one and 408 statements in responses to question two). We used NVivo10TM software to manage the qualitative analysis process. We began by reading through the data set and making notes, which allowed us to get an overall feel for the data, form initial codes, and start focusing the analysis (Creswell, 2007). Several types of codes were used throughout the analysis, including descriptive, in-vivo, and process codes (Saldaña, 2009). In addition to coding, we employed a variety of analytic tools to generate, develop, and verify concepts over time, including sketching ideas, reflective note-taking, diagramming, reducing codes to categories, and relating categories to the analytic framework of the literature (Corbin & Strauss, 2008; Loftland, Snow, Anderson & Loftland, 2006).
Our analysis of students’ free response comments generated seven categories, resulting in two primary themes. Although these themes and categories are discussed separately, they are interconnected: Students’ perceptions of their experience in the learning community reflect the roles and practices of the class leader.
Theme One: The small group experience facilitates leadership learning.
Theme one addresses our first guiding question, helping educators understand first-year students’ perceptions of their learning and leadership development within small-group learning communities as part of a large, introductory leadership course. Students described their participation in a small group learning community as providing a positive environment for learning, allowing them to engage with multiple, diverse perspectives, bringing theory to life, and helped them become more aware of their own learning and growth.
Providing a positive learning environment. The students emphasized the importance of a safe, comfortable environment to their own learning and development. Students described how the small group setting allowed for them to bond with one another and their class leader. Within this environment, students felt open to freely share stories and ideas, or ask questions without judgment. For example: ● It became easier to be myself and say the things that I wasn’t understanding. ● There was no need to fear ridicule. ● Once the group got more comfortable, it was easier to learn in our learning community.
Engaging diverse perspectives. Another positive facet of the learning community was the opportunity students had to look at topics through multiple perspectives, and engage with others in leadership activities that highlighted diverse styles and approaches. Students reported that the learning community experience: ● Helped to open our eyes to so many different views and opinions of leadership. ● Allowed me to broaden my view of leadership ● Emphasized that everyone has different values and ideas and strengths
Students learned that they could leverage the diversity of their groups by working in teams, specifically noting the value of exercising inclusive and democratic leadership. This stretched not only their view of leadership, but their leadership practice as well. One student said: ● We were all leaders so when it came to get something done we had to start using different types of leadership styles that many of us had never tried before because it couldn’t just be one person leading everybody else.
Increasing self-awareness. As students participated in the activities of the learning community (group discussions, team service projects, reflection, etc.), they not only learned about leadership, but also gained self-awareness that contributed to their leadership identities and capacities. Students gained clarity on their personal values and recognized the importance of community values. They found that the learning community helped them become a more active learner. Some began to see themselves more clearly as leaders and how they could exercise leadership now and in the future. For example: ● It really helped me develop my leadership philosophy. ● I learned about myself and other and how to include leadership into my career field. ● I learned about myself as a leader and how groups can work together to be influential. ● I have found my true self. Small group helped me become…me.
Theme Two: Peer leaders play multiple, integrated roles within the learning community that support students’ leadership learning.
This theme answers our second guiding question by providing insight into the role of class leaders, specifically, how class leaders (peer leaders) facilitate students’ learning and leadership development within these communities. Students’ described how peer leaders engaged as community builders, role models, and facilitators who managed technical course element while demonstrating effective teaching strategies.
Community builder. Students shared specific peer leaders’ actions that contributed to a comfortable learning environment. Peer leaders created a sense of inclusion and trust by building relationships with and among students. Students reported that peer leaders were good listeners, patient, supportive, encouraging, respectful of different points-of- view. They took a genuine interest in every student, both in and out of class. For example, students said their peer leader: ● Fostered such a sense of community and family in our group. ● Helped us to become a team and work together as a group of leaders not just a group of individuals. ● Taught me to be more confident in my ideas and express my opinions in the classroom setting.
Role model. Students described peer leaders as inspiring and motivating. They recognized the peer leader’s contribution to making progress on their own “leadership potential”. Students became more interested in leadership due to their peer leader’s own excitement and passion for the subject. One student reported that their peer leader as “not only a role model, but a friend”; another said of their peer leader: “[She] … encouraged me to come out of my shell more and search for leadership roles on campus.”
Teaching assistant. This category describes how peer leaders played what may be considered a more traditional, technical role in assisting the lead instructor with course management. Students described peer leaders as being well prepared, organized, and available to answer questions. They appreciated when peer leaders were “fair with grading”, and “willing to give help and feedback on assignments.” Additionally, they valued when peer leaders provided weekly reminders of deadlines and expectations.
Facilitator of learning. Students described specific techniques peer leaders used to enhance their academic learning. Peer leaders helped reinforce concepts from the larger lecture in “fun and exciting ways”, for example through personal examples or games. Student said that peer leaders: ● Put it [topics] in a different way to make sure we all understood it. ● Went more in depth on the topics we discussed in large lecture and broke it down so that we all could understand.
Peer leaders did more than just review the material, they used a variety of learning strategies to stimulate group discussion, critical thinking, and personal application. Of note was the use of powerful, “well-placed” questions to “keep discussion going” and allow students to “learn from each other.” Other students described it this way: ● [My peer leader] always managed to cut through some of the surface level topics and breach into the other levels of thinking very quickly, which helped our small group delve into the issues much more effectively. ● [She was] great about asking specific questions to spark thoughts and ideas to help us push ourselves to become better leaders. ● He asked questions, we gave answers, and he replied with “Why?” He was constantly encouraging us to think more deeply on the subject.
In addition to asking powerful questions, students repeatedly described how peer leaders facilitated their learning through a tension – or balance of – control, direction, and structure with autonomy, ambiguity, and freedom. For example: ● Was always there to direct our discussions and help us if we got stuck but she also encouraged us to have our own discussions and to find our own answers. ● He would not just “hold our hands” as we went over material but would force us to think critically by creating time for him to step back and observe while we [the students] carried on the discussion ourselves. ● She would step in when we were struggling with topics and would suggest ideas. She would also start the discussions but then let us do the talking and thinking.
Students described how peer leaders provided a foundation, or guiding path for the day and then challenged them to become more self-directed. They described how the peer leaders’ facilitative approach was important in helping them grow as leaders. Essentially, this balance allowed peer leaders to creating conditions for students to exercise leadership within the learning community environment. ● A lot of times … she would tell us what she expected and then step back and let us do our thing while still overseeing us. I really liked that a lot and I feel like it allowed for a lot of growth in our group. ● She … required our learning community to lead the discussion, yet she provided input when it was necessary. She didn’t dictate our group and gave us a lot of freedom which allowed us to actually practice leadership which was wonderful.
Reflection & Recommendations
This application brief describes research informing the integrative high-impact practice of peer-led learning communities within an introductory leadership course. The model of peer-led learning communities reflected a learning partnership model (Baxter Magolda, 2004), specifically creating conditions in which knowledge is socially constructed, learning is situated in the learner’s experience, and learners mutually share authority and expertise (2004). These conditions for learning created a community, or structure of belonging (Block, 2009) through which transformational learning can happen. Not only did peer-led learning communities reinforce outcomes deemed essential for exercising leadership in a diverse and changing world (AAC&U, 2007; Kuh, 2008), they also illustrated what Ganz and Lin (2012) described as a “pedagogy of practice” (p. 353). That is, as peer leaders exercised leadership through their various roles in the learning community, they created an environment that impacted not only what student learned about leadership, but how they learned it. In this way, peer leaders were creating conditions that allowed students to develop their own identities as leaders, and provided them space and opportunity to exercise leadership with one another.
These results support the use of peer-led learning communities as part of a leadership education course or program. They also provide a conceptual model to inform selection and training of new peer leaders serving in a class leader role. We believe the following recommendations for practice are valuable to anyone who seeks to utilize peer-led learning communities as part of a leadership education program or course:
● The utilization of peer led-learning communities requires a significant investment of time and/or resources (depending on if it is a volunteer or paid position). Faculty who utilize this high-impact practice should be prepared to engage in rigorous selection, training, and on-going mentoring of peer leaders.
● The hiring process of peer leaders should reflect attention to the characteristics of the role, allowing for examination qualities such as care for other students’ growth and development; demonstrating reliability and responsibility to commitments; effective interpersonal communication and relationships building skills, and commitment to the mission of the program.
● Peer leader training should include development in skills related to attention to tasks and attention to relationships, as well as extended training in facilitation and teaching techniques that foster engagement, critical thinking, and application..
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Ganser, S. R., & Kennedy, T. L. (2012). Where it all began: Peer education and leadership in student services. New Directions for Higher Education, (157), 17-29. doi: 10.1002/he.20003
Ganz, M., & Lin, E. S. (2012). Learning to lead: A pedagogy of practice. In S. Snook, N. Nohria, & R. Khurana (Eds.), The Handbook for Teaching Leadership: Knowing, Doing, and Being (pp. 353-366). Thousand Oaks, CA: Sage.
Jaffee, D., Carle, A.C., Phillips, R., & Paltoo, L. (2008). Intended and unintended consequences of first-year learning communities: An initial investigation. Journal of the First Year Experience & Students in Transition, 20(1), 53-70.
Kuh, G. D. 2008. High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
Loftland, J., Snow, D., Anderson, L., & Loftland, L. H. (2006). Analyzing social settings:A guide to qualitative observation and analysis. Belmont, CA: Thomas Wadsworth.
Nahavandi, A., (2006). Teaching leadership to first-year students in a learning community. Journal of Leadership Education, 5(2), 14–27. doi: 10.12806/v5/i2/ab2
Newton, F., & Ender, S. C. (2010). Students helping students: A guide for peer educators on college campuses (2nd ed.). San Francisco: Jossey-Bass.
Odom, S.F.; Ho, S.P.; & Moore, L. L. (2014). The undergraduate leadership teaching assistant (ULTA): A high-impact practice for undergraduates studying leadership. Journal of Leadership Education; 13(2), 152-161. doi: 10.12806/v13/I2/ab2
Owen, J. E. (2011). Peer educators in classroom settings: Effective academic partners. New Directions for Student Services, (133), 55-64. doi: 10.1002/ss.384
Priest, K. L., & Clegorne, N. A. (2015). Connecting to experience: High-impact practices for leadership development. New Directions for Student Leadership, 2015(145), 71-83. doi: 10.1002/yd.20125
Priest, K. (2012). Constructing leadership identities through participation in a leadership living learning community (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg, Virginia.
Saldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA:Sage.
Shook, Jaime L., & Keup, Jennifer R. (2012). The Benefits of Peer Leader Programs: An Overview from the Literature. New Directions for Higher Education, (157), 5-16. doi: 10.1002/he.20002
Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32(3), 321-345. doi: 10.1007/BF00138870
Velez, J.J., Simonsen, J,C., Cano, J., & Connors, J.J. (2010). Teaching partnerships: The use of peer facilitators in the college classroom. Journal of Agricultural Education, 51(4), 49. doi: 10.5032/jae.2010.04049
Zhao, C. Z., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115-138. doi: 10.1023/B:RIHE.0000015692.88534.de
Dr. Kerry L. Priest is an Assistant Professor in the Staley School of Leadership Studies at Kansas State University. She teaches undergraduate courses emphasizing civic leadership practice. Her scholarship explore intersections of leadership and learning, including leader identity development and leadership pedagogy/high impact practices for leadership education. Kerry earned her Master’s Degree from the University of Georgia and Ph.D. from Virginia Tech.
Ana Luiza de Campos Paula is a doctoral candidate in sociology at Kansas State University.She is also a Graduate Research Assistant for the School of Leadership studies at Kansas State University. Her research interests include the intersectionality between social inequality, environmental degradation, and epistemic injustice; ideology; and critical pedagogy.
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CC-MAIN-2019-47
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https://journalofleadershiped.org/jole_articles/peer-led-learning-communities-exploring-integrative-high-impact-educational-practices-for-leadership-education/
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Lottery Revenues Help Education
Lottery revenues cover less than 2 percent of the state´s education budget despite advertisements that once hailed it as a major solution to California´s budget woes.
The lottery funneled nearly 1 billion dollars to schools last year. That translates into about 144-dollars per student from the lottery, but only 1-point-8 percent of the state K-12 education budget.
When the lottery started in the mid-1980s, advertisements billed it as a way to help poorly funded schools. Early ads proclaimed, “You win and the schools win too.”
Critics say the marketing campaign made the public think they had solved the school finance problem.
California Lottery spokeswoman Norma Minas said the lottery is not a cure-all but that it´s helped many students have books and supplies.
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https://www.mymotherlode.com/news/local/123394/lottery-revenues-help-education.html
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| 0.964008 | 175 | 2.578125 | 3 |
The method we have developed at Speak Like A Native is called Guided Language Participation (GLP). We don’t teach in a traditional way because that involves grammar explanations, lists of vocabulary and an idea that children need to know how the language works before they can use it. We follow a model that more closely mirrors the way we all acquire our first language(s).
Every Speak Like A Native session is run by Language Guides, who guide the children through games, activities and tasks in the target language. The children focus on what’s going on and what they are being asked to do. Their motivation is to participate in the chosen activity rather than to learn some new words. However, we still encourage them to use as much of the target language as they can.
All our sessions are based on activities which are meaningful to the children in the room. This motivates and inspires them to take part even though they may not be sure exactly what the Language Guide is telling them to do. And so the children set about decoding the language and take on the role of problem solvers. Context always help, of course. If the Language Guide gets out some Lego, or Twister or pens and paper then the children are halfway to understanding.
To get children to participate we don’t rule out any activity. We prefer to work with their interests and what is available where the session is taking place. School clubs may differ from home ones because of the environment and resources to hand but each has its advantages.
GLP involves a lot of exposure to the target language but without frustration. This means the Language Guides only speak the target language but the children can reply and talk to each other in English and bit by bit start introducing words and phrases. This keeps conversation alive at all times and the children involved. By removing stress, children are actually keener to experiment with new language because they know it’s all about participating and getting involved.
We’re often told by parents that they wished they’d been able to learn this way when they were children. Dispelling the myth that language learning is complicated and needs a degree of stress to make it worthwhile is one of the pleasures of what we do. Language learning is fun, collaborative and motivating.
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https://www.speaklikeanative.com/blogs/what-is-our-method
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| 0.969413 | 461 | 3.421875 | 3 |
Browse Exhibits (1 total)
This exhibit was prepared by eleven students for an Honors College class "Major Works/Ideas" in the Spring of 2012. Under the supervision of librarian-instructor Andy Huse, each student's assignment was to present an aspect of Florida's history or culture using only materials from USF Tampa Library's Special Collections. The summary below is culled from their written introduction.
"In this exhibit, we will explore the history of what is now the state of Florida, including the culture of the Indian tribes that predated European presence by thousands of years, the technological advances that allowed the peninsula’s population and economy to develop into one of the largest of the 50 states, and the development of the tourism industry (and other related fields) that became the state’s trademark into the 21st century. We will present a narrative of Florida’s development based on historical photos and documents, as well as modern texts and accounts of the state’s history."
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<urn:uuid:839bc908-06ba-4c47-b218-fe8c1a86fa24>
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CC-MAIN-2018-22
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http://exhibits.lib.usf.edu/exhibits?tags=Florida+archaeology
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| 0.957514 | 210 | 2.84375 | 3 |
Cellular immortality happens upon impairment of cell-cycle checkpoint pathways (p53/p16/pRb), reactivation or up-regulation of telomerase enzyme, or upregulation of some oncogenes or oncoproteins leading to a higher rate of cell division.There are also some other factors and mechanisms involved in immortalisation, which need to be discovered. Immortalisation of cells derived from different sources and establishment of immortal cell lines has proven useful in understanding the molecular pathways governing cell developmental cascades in eukaryotic, especially human, cells. After the breakthrough of achieving the immortal cells and understanding their critical importance in the field of molecular biology, intense efforts have been dedicated to establish cell lines useful for elucidating the functions of telomerase, developmental lineage of progenitors, self-renewal potency, cellular transformation, differentiation patterns and some bioprocesses, like odontogenesis. Meanwhile, discovering the exact mechanisms of immortality, a major challenge for science yet, is believed to open new gateways toward understanding and treatment of cancer in the long term. This review summarises the methods involved in establishing immortality, its advantages and the challenges still being faced in this field.
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<urn:uuid:3542effa-5564-4844-af8c-2de87e6106db>
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CC-MAIN-2017-13
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http://onlinelibrary.wiley.com/doi/10.1002/cbin.10137/abstract?globalMessage=0&systemMessage=Wiley+Online+Library+will+be+unavailable+on+Saturday+25th+March+from+07%3A00+GMT+%2F+03%3A00+EDT+%2F+15%3A00+SGT+for+4+hours+for+essential+maintenance.++Apologies+for+the+inconvenience
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en
| 0.908391 | 245 | 2.890625 | 3 |
Tree rings reveal a major episode of forest mortality in the late 18th century on the Tibetan Plateau
作 者：Fang OY, Alfaro RI, Zhang QB*
期刊名称：Global and Planetary Change
卷 期 号：163
There is a growing research interest on studying forest mortality in relation to ongoing climate warming, but little is known about such events in past history. The study of past forest mortality provides valuable information for determining baselines that establish the normal parameters of functioning in forest ecosystems. Here we report a major episode of previously undocumented forest mortality in the late 18th century on the northern Tibetan Plateau, China. The event was not spatially uniform, in which a more severe mortality happened in dryer sites. We used dendrochronology to compare radial growth trajectories of individual trees from 11 sites in the region, and found that many trees showed positive growth trend, or growth release, during 1796–1800？CE. Growth releases are a proxy indicator of stand thinning caused by tree mortality. The growth release was preceded by an almost two-decade long growth reduction. Long-term drought related to weakened North Atlantic Oscillation and frequent El Ni？o events are the likely factors causing the tree mortality in a large area of the plateau. Our findings suggest that, besides the effect of drought in the late 18th century, large-scale forest mortality may be an additional factor that further deteriorated the environment and increased the intensity of dust storms.
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<urn:uuid:85caee8e-83e6-4100-aba2-10dc5bb68b00>
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CC-MAIN-2018-39
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http://lvec.ibcas.ac.cn/PaperDetail.aspx?ItemID=384
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| 0.90955 | 323 | 2.875 | 3 |
2018 Volume 43 Issue 1 Pages 61-74
Protein kinases play pivotal roles in intracellular signal transduction, and dysregulation of kinases leads to pathological results such as malignant tumors. Kinase activity has hitherto been measured by biochemical methods such as in vitro phosphorylation assay and western blotting. However, these methods are less useful to explore spatial and temporal changes in kinase activity and its cell-to-cell variation. Recent advances in fluorescent proteins and live-cell imaging techniques enable us to visualize kinase activity in living cells with high spatial and temporal resolutions. Several genetically encoded kinase activity reporters, which are based on the modes of action of kinase activation and phosphorylation, are currently available. These reporters are classified into single-fluorophore kinase activity reporters and Förster (or fluorescence) resonance energy transfer (FRET)-based kinase activity reporters. Here, we introduce the principles of genetically encoded kinase activity reporters, and discuss the advantages and disadvantages of these reporters.
Key words: kinase, FRET, phosphorylation, KTR
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<urn:uuid:c516a32b-a05e-49d1-b4dd-49eef8608a7a>
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CC-MAIN-2018-34
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https://www.jstage.jst.go.jp/article/csf/43/1/43_18003/_article
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en
| 0.92032 | 224 | 2.625 | 3 |
This is Part 2 in the “Next Actions 101″ series (read Part 1).
Big projects are daunting. How do you go from “land on the moon” to tangible steps to achieve that goal? Break it down.
Decide a next action
This is the key to getting things done (GTD). Your project (land on the moon) is your stake in the ground, holding you responsible for the outcome.
But to get started toward that stake, you must break down the project. You need to decide on the next action needed to get there.
In our moon-landing example, we’ll first need a ship of some kind. But “build space ship” isn’t much more tangible than “land on the moon.” That means we need to break it down more.
Before you can build a ship, you’ll need design plans. But before that, you’ll need to decide what you want to take to the moon (how many people, gear, etc). Thus, your next action for landing on the moon is to decide on crew and gear.
Of course, you might choose to start with a method of propulsion for your ship or hiring consultant engineers. The point is that you can determine a tangible action for your seemingly untangible goal.
Apply it to life
The cool thing about this analysis is that you can use it for anything in life. Think about that brief you need to write. How do you “write brief”?
To write a brief, you’ll need to understand the facts of the case, the law surrounding it, and the outcome you need/want. You’ll need to read supporting materials, the record, lower court decisions, etc.
Thus, a good next action for “write brief” might be “read the record.” This allows you to focus on the real thing you need to do (read) rather than your end goal (write).
Do you have any tips to break a project down into a next action? Please post a comment or drop me a line.
Here’s the rest of this series:
[tags]legal andrew, next action, gtd[/tags]
Get more legal tips
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CC-MAIN-2017-09
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http://www.legalandrew.com/2007/02/07/next-actions-101-break-down-the-project-to-get-it-done/
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en
| 0.934454 | 475 | 2.5625 | 3 |
Open Cities 16 Openness and Age
‘Open Cities’ evoke many implicit assumptions. The tend to imply some idea of ‘goodness’. In the most general terms open cities are assumed to be sustainable, to provide a harmonious setting for physical, social, environmental and to some extent economic wellbeing to prosper, also for future generations. In physical terms open cities imply access to the public realm by all without hindrance or fear. Social connotations of open cities are more elusive to capture. They may refer to equitable, socially just inclusion of all.
In practice, the debate on social inclusion has been focusing on immigration and the relationship between the native population of cities and newcomers, usually immigrants, moreover mainly from developing countries. In concrete terms it means how receptive, how permeable open cities are to immigrants, how the longer established ‘native’ inhabitants of cities are treating them, what chances they have to survive, prosper, acquire equal rights, possibly integrate and blend in with long established communities.
The current economic crisis and unemployment in its wake have exacerbated the tenuous relationship between immigrants and those established over a longer period in cities. Obstacles and inequalities experienced by other groups and how they fare in open cities are far less under discussion. While competition for scarce jobs is a serious issue, it may have obscured other tensions between social groups which scarcity of resources is straining as well. One of them are the older members of urban society, lumped together as the ageing population, regardless of their origin, class, economic position or ethnic belonging.
This is not the place for a detailed demographic analysis of cities within the EU, safe to generalise that population overall is ageing and a significant part of the older generation lives in cities. Often the older inhabitants include a large part of those with lesser means, those who do not have the choice to retire to the country or abroad, those who are perceived to occupy space better used by a younger, economically active generation. Conversely, many senior citizens are economically active or would like to remain so, but who are excluded by ageism from retaining jobs, carrying out civic duties, having proper recognition of their contributions to society such as caring for grand children, participating in voluntary work, paying local taxes and second taxes on their pensions, etc, in short from enjoying the same civic rights and responsibilities as other cohorts, such as those considered ‘economically active’ in real or potential terms.
It was both surprising and encouraging therefore to hear a voice for the ageing population in a commercial manifestation about greening. Ecobuild 2010, held in Earls Court in March 2010 was hailed as the world’s biggest event for sustainable design, construction and the built environment, an important aspect of sustainability, thus by implication of ‘open cities’. Beside many innovative exhibits Ecobuild has laid on three days of conferences, seminars and exchanges.
Dame Joan Bakewell, the UK government’s voice for older people chaired a session, albeit at the very end of the three day event, on “the age of ageing, how demographics will change the built environment”. An impressive member of the older generation and very active in Britain’s politics and societal debates, Bakewell confirmed in no uncertain terms the significant contribution of this generation to urban life.
Opening Cities to Age
Regarding the Open Cities issue, this debate exposed how cities or not very open to a growing part of society, the elder generation and moreover to the women among them. Sara Arber’s academic contribution provided evidence and made the case for changes to enable a fitter and healthier older generation to deploy the full potential of their capabilities. This implies adjustments to the physical fabric, change of legislation to provide more equitable access to opportunities, such as staying in work and, most importantly, a change of attitude towards the elder generation and its worth to society.
What this debate highlighted is the difference between the north and the south, whereby southern societies have closer links between generations, even in cities than northern ones. The influx of immigrants and their families from the south may possibly change that, as long as urban dwellers are willing to appreciate the positive contribution of a more cohesive intergenerational society to a city’s openness.
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| 0.963659 | 866 | 2.78125 | 3 |
Marker honors local Gettysburg heroes
In late September 1862, almost 1,000 men clad in blue woolen uniforms trained on the banks of the Susquehanna in Binghamton, members of Col. David Ireland's 137th New York Volunteer Infantry in the Civil War.
On Thursday, a group of public officials and reenactors dressed as the infantry gathered to honor that group, along with some of their descendants, standing near the site of Camp Susquehanna.
A historical marker, honoring the heroism and legacy of the 137th, was dedicated at the South Side Veteran's Park on Conklin Avenue for what Assemblywoman Donna Lupardo called a "historic day for the City of Binghamton."
Thursday's ceremony marked the first monument to the 137th in Binghamton — though there are others in Gettysburg and other spots in the country — and was the result of an initiative spearheaded by the office of the assemblywoman, and several community members who spoke at the dedication.
Historian David Clutz, of Binghamton, said the men who gathered to train on the banks of the Susquehanna River just behind the marker were ordinary men.
"But they had an extraordinary leader who would train them here to become an extraordinary regiment," he said.
Camp Susquehanna was the training site for Col. David Ireland and his troops. He led them through more than a dozen battles, including the Battle of Gettysburg, where the regiment — down to less than 500 men by then — preserved the Union's hold on Culp's Hill on the second day of battle in July 1863, contributing to the side's victory.
But the story has gone unrecognized throughout history, Clutz said.
"This is the first tangible recognition for these guys," said Tom Haines, who held a fundraiser in November at Atomic Tom's on State Street to fund the casting and installation of the monument.
Clutz, who writes under the name Cleutz, collected over 130 letters and diary excerpts from 53 men of the 137th and local newspaper articles to create "In Their Own Words."
According to Press & Sun Bulletin archives, Clutz claimed the regiment were instrumental in more than several battles.
"Then fate placed them in position, time after time, to make a crucial impact in winning the Civil War and preserving our country's Union. Saving the battle of Gettysburg, lifting the siege of Chattanooga, capturing Atlanta and then Savannah, Col. Ireland and the 137th made the crucial difference by their skill, courage and sacrifice," he explained.
A sign now stands proudly in Veterans Park to commemorate the training site where the troops of Col. Ireland first joined together.
"One hundred fifty years later, there's recognition in their hometown with this marker," Clutz said. "The regiment deserved this fame, they long ago earned the glory."
When asked, a handful of people raised their hands on Thursday, descendants of the members of the 137th New York Volunteer Infantry who suffered 137 casualties in the Battle of Gettysburg.
Lupardo said plans are in place to rename a stretch of Route 434 from near the South Washington Street Bridge to the Pennsylvania Avenue exit in honor of Col. Ireland.
"We're a community and a nation that remembers our heroes," Sen. Fred Akshar said.
Follow Katie Sullivan on Twitter @ByKatieSullivan.
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CC-MAIN-2022-49
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https://www.pressconnects.com/story/news/local/2016/06/23/marker-honors-local-gettysburg-heroes/86285358/
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en
| 0.963622 | 695 | 2.625 | 3 |
Teeth grinding's medical name is bruxism and the Bruxism Association says one in five of us will grind our teeth at some time, commonly at night.
What are the symptoms?
Headaches, earache, sleep disturbance, mouth and jaw pain, damage to teeth and stiff shoulders.
What causes it?
It's linked to anxiety and stress, as well as smoking and too much coffee.
How can I treat it?
You need to deal with any stress first. You may want to consider counselling or hypnosis, although there is no proof either aids relaxation. Avoid cigarettes, alcohol and caffeine. Mandibular advancement devices (to prevent snoring) may reduce bruxism, but can have side-effects. Occlusal splints and mouth guards (fitted by a dentist) can reduce headaches and teeth damage. If your teeth are misaligned, your dentist may need to reshape them.
When should I see my doctor?
If you think you are grinding your teeth see your doctor or dentist. Bruxism can cause long-term problems.
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<urn:uuid:75830f49-c080-49c1-ac04-0ba74e31f327>
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CC-MAIN-2014-52
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http://www.theguardian.com/lifeandstyle/2010/nov/09/dr-luisa-dillner-teeth-grinding
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en
| 0.946868 | 222 | 2.515625 | 3 |
Vegetarians are less likely to develop heart diseases than non-vegetarians.
The study conducted by the researchers at the University of Oxford has found that vegetarian people are less likely to have heart diseases or to be hospitalised than those who consume meat and fish. This is the largest study ever conducted in the UK which analysed the rate of heart ailments in both vegetarians and non-vegetarians.
The study suggests that being a vegetarian reduces the risk of heart diseases by 32 per cent. In the study it was found that vegetarians have significantly lower blood pressure levels and cholesterol levels as opposed to non-vegetarians.
[Read: Vegans Outlive Meat Eaters]
Dr Francesca Crowe, lead author of the study at the Cancer Epidemiology Unit, University of Oxford said that the difference of the risk of heart diseases in both vegans and non-vegans is probably due to effects on cholesterol and BP levels, showing the role one’s diet plays in prevention of heart disease.
The study also concluded that vegetarians have lower BMI and a fewer cases of diabetes than non-vegetarians. The findings of the study were published in the American Journal of Clinical Nutrition.
Read more Health News.
All possible measures have been taken to ensure accuracy, reliability, timeliness and authenticity of the information; however Onlymyhealth.com does not take any liability for the same. Using any information provided by the website is solely at the viewers’ discretion. In case of any medical exigencies/ persistent health issues, we advise you to seek a qualified medical practitioner before putting to use any advice/tips given by our team or any third party in form of answers/comments on the above mentioned website.
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<urn:uuid:cbc02ed4-3425-40b7-84dc-e4d4220a1c79>
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CC-MAIN-2019-47
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https://m.onlymyhealth.com/vegetarian-diet-cuts-heart-disease-risk-1359720435
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en
| 0.958648 | 355 | 2.984375 | 3 |
As nonprofits and venture-backed firms roll out new technologies to augment traditional classroom instruction, a chorus of skeptics has stepped forward to question their value. Haven’t school districts spent millions on interactive whiteboards, TVs, and computers without any material boost in student achievement to show for it? Instead of fetishizing the latest technological fad (and enriching the companies behind it), wouldn’t districts be better off investing scarce dollars on more important things like hiring more teachers and renovating dilapidated facilities?
These are fair questions. But as a former classroom teacher who now consults with both school districts and leading companies, I believe this moment truly is different for technology in education, and for one simple reason. Thanks to digital technology, we’re within sight of being able to personalize learning so that each student gets exactly what he or she needs, which is what good teachers have strived for since the invention of chalk and blackboards. The real question ahead is not whether but how educational technology can empower our students and teachers. To answer this question, we’ll need to rethink classroom activities and teacher practice across the educational system.
When I taught middle-school science in a tough public school in Washington, DC, I typically spent four hours every night trying to differentiate my lessons for the next day. My goal was to meet each student where he or she was with engaging, targeted material. On days when I failed to meet this goal, whether due to lack of time or energy, it was clear that a good number of my 115-odd students would end up either bored or lost. When teachers must choose between pitching everything to the middle or burning out and leaving the profession, it’s our kids who lose.
Today’s technologies are poised to liberate teachers from this dilemma. I used to spend hours scouring Google to find appropriate reading materials for my lesson plans. “Adaptive reading” programs basically automate the activity on which I routinely burnt the midnight oil. These programs continually assess students’ understanding and make new assignments based on specific needs and progress. They can also draw on a vast range of reading materials that data has shown to be effective at engaging young people.
Technology-enabled lesson planning is just the beginning. All great teaching boils down to a four-step, cyclical process. The first step is understanding what students need to learn. The second step involves sharing this information in a manner that students can take in. The third step is practice, giving students the chance to engage in content and master their new skills. The fourth is feedback, so that mistakes can be corrected and students can progress.
Research shows that this process works. In an influential 1980s study, University of Chicago researcher Benjamin Bloom demonstrated that students who were given daily feedback and worked with a tutor who personalized every aspect of their instruction performed better than 98 percent of students taught in the traditional fashion.
This is what great teachers strive for—and what emerging technologies can help them attain. If I were teaching in a tech-enabled classroom today, I would see easy-to-interpret data that identified each of my students’ needs every day. I would share that data, allowing each student to see exactly how much of the curriculum he or she had mastered and what challenges still remained. The same software that produces these reports would suggest materials and activities tailored to individual needs.
In a properly wired classroom, my students would work through daily, individualized “playlists” that moved them from virtual lab experiments to individual, adaptive practice balancing chemical equations and then to small-group instruction with me. They would receive instant feedback on each of these activities, and the playlist would adjust to ensure that each student was always moving forward. Because my students would always be challenged but not out of their depth, learning would feel rewarding, and they would be champing at the bit to take on the next, just-attainable challenge.
There’s already evidence that helping teachers teach—and students learn—in this way can improve educational outcomes. In North Carolina, the Mooresville Graded School District saw competency scores climb to 90 percent from 60 percent in the five years after it embraced digitally enabled learning. At Arizona State University, an adaptive-learning program has improved pass rates for students in remedial math courses to 75 percent from 64 percent. Dropout rates of these students have declined by 7 percent.
These improvements are a big deal. If we could use tech-enabled, personalized learning to achieve similar results for the entire student population, we could produce more than $300 billion in increased lifetime earnings of our youth every year, according to a recent estimate by the McKinsey Global Institute.
To be sure, these are early days. We still need great teachers in the classroom. The learning curve may be steep for teachers who have to master the technology and adapt their practice to optimize its benefits for their classrooms. In some ways, as with innovations in other fields, this will involve the proverbial challenge of “designing the airplane while flying it.” The rollout of these new approaches will almost certainly be uneven and imperfect at first. Just ask the courageous educators in the Los Angeles Unified School District, who are currently implementing an interactive, tablet-based curriculum designed to ensure that every student has access to 21st-century skills and technology.
But I urge educators to keep their eye on the prize, because this time is different. Technology can now amplify every aspect of great teaching, which is the key to raising student achievement. Technology can help students learn more and help teachers focus on human interaction with students, which is where they can add the most value. If we work together with open minds, this former teacher is convinced we can achieve extraordinary progress for our youth.
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Biogeography: Analysis of spatial distributions of organisms
I. Major types of biogeographic distributions
A. Cosmopolitan (not necessarily entirely cosmopolitan):
e.g., Drosophila melanogaster, Caenorhabditis elegans, common rock pigeon
B. Endemic: restricted to particular regions
1. Alfred Russell Wallace (and other early biogeographers) realized that many endemic taxa had approximately congruent distributions (e.g., in particular regions of Indonesia), forming "Biogeographic Realms"
2. Although a particular type of habitat might occur in several widely scattered places throughout the world, species in one habitat are more closely related to nearby species in other habitats than to species in the same habitat elsewhere (in other realms)
3. Despite this, species in corresponding habitats often have convergently similar adaptations
C. Disjunct: separated
1. The major problem that Darwin raised in explaining the origin of species by evolution (because descent requires that different species have evolved from common ancestors; how can common ancestors be inferred at a common point of origin if descendants are completely separated geographically?)
2. Disjunct distributions usually fall into one of a fairly small number of patterns...
II. Historical causes of disjunct biogeographic distributions
1. A priori assumptions can be tested for the hypothesis that many species can disperse great distances through environments that could not support survival or reproduction
2. Results of recent dispersals can be observed (e.g., 1883 Krakatoa eruption killed all life, but within 50 years, the island was covered with forest inhabitants that clearly came from Java and Sumatra)
3. Several types of dispersal mechanisms (e.g., corridors, filter bridges, sweepstakes; according to Simpson)
4. Ability to disperse varies greatly from group to group (e.g., bats are the only mammals native to New Zealand and Hawaii)
B. Vicariance (splitting of a taxon's range)
1. Hypothesize disjunct patterns result from changes imposed on an originally continuous distribution (e.g., by changes in the distribution of land, by continental or tectonic shifts, mountain-building, etc.)
For example, the breakup of Gondwanaland in the Mesozoic can explain the distribution of some ancient groups like ratites and marsupials
2. Vicariant hypotheses also include explaining disjunct distributions by extinctions of intervening populations
3. Both dispersal and subsequent vicariance may be required to explain a particular pattern, but the pattern is vicariant if the dispersal resulted in a continuous distribution (e.g., present distribution of Camelidae is explained by vicariance because it was originally a continuously-ranging group that was fragmented by extinctions)
III. Evidence for historical biogeography
1. If the fossil record is good for a taxon, it is very useful for explaining distribution
2. In fact, it is sometimes critical in determining when a group arose, and thus if its distribution could have been fragmented by plate tectonics
3. That is, the past distribution of a group can indicate whether its present distribution arose by dispersal or by vicariance
B. Systematics (i.e., phylogeny)
1. Congruence between "area phylogeny" and organismal phylogeny
a. If the phylogeny matches the geological / geographical history, the distribution pattern was probably due to vicariant events (i.e., vicariance makes a good null hypothesis)
b. If the phylogeny is not congruent with the area phylogeny, then dispersal generally needs to be invoked
2. Congruence among relationships of several taxa are consistent with vicariance
C. An example of the interplay between continental drift and dispersal: the Great American Interchange
1. Biotic interchange occurs when two previously separate faunas come into contact, often resulting in enormous changes in biodiversity: e.g., 3 MYA when the isthmus of Panama arose, connecting N. & S. America
2. Over the previous 50 Myr, many modern orders of mammals originated in N. America, Africa and Europe, but S. America did not have these forms, and evolved its own distinctive fauna (e.g., forms of marsupials, armadillos, sloths, anteaters, ungulates)
3. Many of these are now extinct (e.g., saber-toothed carnivore marsupials, giant ground sloths)
4. Sometime before the continuous land bridge formed, some N. American mammals dispersed to S. America, like rodents (and S. America evolved peculiar S. American forms)
5. Additional mammals started migrating ~8-9 Myr ago (e.g., procyonids = racoons)
6. 3 Myr ago, the bridge formed, and there was Savanna habitat on both sides; organisms adapted to this habitat could cross both ways (e.g., mustelids (skunks), canids, felids, equids, ursids, camelids came down from the north; dasypodids (armadillos), didelphids (opossums), and edentate anteaters came up from the south; ~10% migration from each continent, but there greater species diversity in the north
7. This interchange resulted in a fairly large extinction of S. American forms, but few N. American forms
a. There were more species from the North, and they apparently speciated more rapidly when they came south than the S. American spp. did in the north
b. N. American species may have lived a more "competitive" life in a larger continent with more species; the "arms race" may have progressed further in the North (?)
c. Environmental factors were also changing (drying) the landscape as the Andes were pushing up-maybe this helped open habitats for the N. American species (?)
(Return to top of page.)
- A geologist has reconstructed the following historical events related to the different areas. Originally, the 4 areas were part of a major land mass which was broken up in a series of tectonic shifts. First, D split off from the rest of the land mass, then C split off, and then A and B split. What is the "area cladogram"?
- A systematist determines that the species in taxon I are related according to the following cladogram that is presented here in "parenthetical notation" (where hierarchical groupings are indicated with nested series of parentheses):
(((1,2),3),4). Is this phylogeny congruent with the area cladogram? Are these data consistent with a vicariant or a dispersal hypothesis for the observed distribution? Reconstruct a historical scenario.
- A different systematist is working on taxon II, and reconstructs the phylogenetic relationships of those species as: (5,(6,(7,8))). What is the most parsimonious hypothesis to explain the observed distribution of these species? Why?
- A third systematist who works on both taxa comes up with a different idea of how the species are related: (((1,5),(2,6)),((3,7),(4,8))). Is this phylogeny congruent with the "area cladogram"? In what portions is it congruent? Infer scenarios that are most consistent with these data.
(Return to top of page.)
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Alternative Titles: Bojana River, Bune River
Learn about this topic in these articles:
...are steep mountains; its eastern side has a surrounding plain and marshland extending to Podgorica in the north. Six rivers flow into the lake, of which the principal is the Morača. The Bojana River flows out at the lake’s southern end to the Adriatic. Around the lakeshore are many small villages that are noted for their old monasteries and fortresses. The Albanian town of...
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An equine expression
Any career on the fast track is firmly rooted in etymology.
The word's 16th-century origin came from the French carrière and originally meant a chariot road. For the next three centuries its sense ranged from a highway, to a place for exercising on horseback (usually at full speed), to a gallop. Back then, wild horses might "career" through a field.
But quite naturally the modern sense of "a course in one's life" as in "occupation" wasn't far behind the stampede. It appeared in general usage in the early 1800s.
SOURCES: 'Word Mysteries and Histories,' by the Editors of American Heritage Dictionaries; 'The Barnhart Dictionary of Etymology,' by Robert K. Barnhart.
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You are here
On this page:
- What is Ménière’s disease?
- What causes the symptoms of Ménière’s disease?
- Why do people get Ménière’s disease?
- How does a doctor diagnose Ménière’s disease?
- How is Ménière’s disease treated?
- What is the outlook for someone with Ménière’s disease?
- What research about Ménière’s disease is being done?
- Where can I find additional information about Ménière’ disease?
What is Ménière’s disease?
Ménière’s disease is a disorder of the inner ear that causes severe dizziness (vertigo), ringing in the ears (tinnitus), hearing loss, and a feeling of fullness or congestion in the ear. Ménière’s disease usually affects only one ear.
Attacks of dizziness may come on suddenly or after a short period of tinnitus or muffled hearing. Some people will have single attacks of dizziness separated by long periods of time. Others may experience many attacks closer together over a number of days. Some people with Ménière’s disease have vertigo so extreme that they lose their balance and fall. These episodes are called “drop attacks.”
Ménière’s disease can develop at any age, but it is more likely to happen to adults between 40 and 60 years of age. The National Institute on Deafness and Other Communication Disorders (NIDCD) estimates that approximately 615,000 individuals in the United States are currently diagnosed with Ménière’s disease and that 45,500 cases are newly diagnosed each year.
What causes the symptoms of Ménière’s disease?
The labyrinth in relation to the ear
The labyrinth is composed of the semicircular canals, the otolithic organs (i.e., utricle and saccule), and the cochlea. Inside their walls (bony labyrinth) are thin, pliable tubes and sacs (membranous labyrinth) filled with endolymph.
The symptoms of Ménière’s disease are caused by the buildup of fluid in the compartments of the inner ear, called the labyrinth. The labyrinth contains the organs of balance (the semicircular canals and otolithic organs) and of hearing (the cochlea). It has two sections: the bony labyrinth and the membranous labyrinth. The membranous labyrinth is filled with a fluid called endolymph that, in the balance organs, stimulates receptors as the body moves. The receptors then send signals to the brain about the body’s position and movement. In the cochlea, fluid is compressed in response to sound vibrations, which stimulates sensory cells that send signals to the brain.
In Ménière’s disease, the endolymph buildup in the labyrinth interferes with the normal balance and hearing signals between the inner ear and the brain. This abnormality causes vertigo and other symptoms of Ménière’s disease.
Why do people get Ménière’s disease?
Many theories exist about what happens to cause Ménière’s disease, but no definite answers are available. Some researchers think that Ménière’s disease is the result of constrictions in blood vessels similar to those that cause migraine headaches. Others think Ménière’s disease could be a consequence of viral infections, allergies, or autoimmune reactions. Because Ménière’s disease appears to run in families, it could also be the result of genetic variations that cause abnormalities in the volume or regulation of endolymph fluid.
How does a doctor diagnose Ménière’s disease?
Ménière’s disease is most often diagnosed and treated by an otolaryngologist (commonly called an ear, nose, and throat doctor, or ENT). However, there is no definitive test or single symptom that a doctor can use to make the diagnosis. Diagnosis is based upon your medical history and the presence of:
- Two or more episodes of vertigo lasting at least 20 minutes each
- Temporary hearing loss
- A feeling of fullness in the ear
Some doctors will perform a hearing test to establish the extent of hearing loss caused by Ménière’s disease. To rule out other diseases, a doctor also might request magnetic resonance imaging (MRI) or computed tomography (CT) scans of the brain.
How is Ménière’s disease treated?
Ménière’s disease does not have a cure yet, but your doctor might recommend some of the treatments below to help you cope with the condition.
- Medications. The most disabling symptom of an attack of Ménière’s disease is dizziness. Prescription drugs such as meclizine, diazepam, glycopyrrolate, and lorazepam can help relieve dizziness and shorten the attack.
- Salt restriction and diuretics. Limiting dietary salt and taking diuretics (water pills) help some people control dizziness by reducing the amount of fluid the body retains, which may help lower fluid volume and pressure in the inner ear.
- Other dietary and behavioral changes. Some people claim that caffeine, chocolate, and alcohol make their symptoms worse and either avoid or limit them in their diet. Not smoking also may help lessen the symptoms.
- Cognitive therapy. Cognitive therapy is a type of talk therapy that helps people focus on how they interpret and react to life experiences. Some people find that cognitive therapy helps them cope better with the unexpected nature of attacks and reduces their anxiety about future attacks.
- Injections. Injecting the antibiotic gentamicin into the middle ear helps control vertigo but significantly raises the risk of hearing loss because gentamicin can damage the microscopic hair cells in the inner ear that help us hear. Some doctors inject a corticosteroid instead, which often helps reduce dizziness and has no risk of hearing loss.
- Pressure pulse treatment. The U.S. Food and Drug Administration (FDA) recently approved a device for Ménière’s disease that fits into the outer ear and delivers intermittent air pressure pulses to the middle ear. The air pressure pulses appear to act on endolymph fluid to prevent dizziness.
Location of endolymphatic sac
- Surgery. Surgery may be recommended when all other treatments have failed to relieve dizziness. Some surgical procedures are performed on the endolymphatic sac to decompress it. Another possible surgery is to cut the vestibular nerve, although this occurs less frequently.
- Alternative medicine. Although scientists have studied the use of some alternative medical therapies in Ménière’s disease treatment, there is still no evidence to show the effectiveness of such therapies as acupuncture or acupressure, tai chi, or herbal supplements such as gingko biloba, niacin, or ginger root. Be sure to tell your doctor if you are using alternative therapies, since they sometimes can impact the effectiveness or safety of conventional medicines.
What is the outlook for someone with Ménière’s disease?
Scientists estimate that six out of 10 people either get better on their own or can control their vertigo with diet, drugs, or devices. However, a small group of people with Ménière’s disease will get relief only by undergoing surgery.
What research about Ménière’s disease is being done?
Insights into the biological mechanisms in the inner ear that cause Ménière’s disease will guide scientists as they develop preventive strategies and more effective treatment. The NIDCD is supporting scientific research across the country that is:
- Determining the most effective dose of gentamicin with the least amount of risk for hearing loss.
- Developing an in-ear device that uses a programmable microfluid pump (the size of a computer chip) to precisely deliver vertigo-relieving drugs to the inner ear.
- Studying the relationship between endolymph volume and inner ear function to determine how much endolymph is “too much.” Researchers are hoping to develop methods for manipulating inner ear fluids and treatments that could lower endolymph volume and reduce or eliminate dizziness.
Where can I find additional information about Ménière’ disease?
NIDCD maintains a directory of organizations that can answer questions and provide printed or electronic information on Ménière’s. Please see the list of organizations at www.nidcd.nih.gov/directory.
Use the following keywords to help you search for organizations that can answer questions and provide printed or electronic information on Ménière’s disease:
For more information, contact us at:
NIDCD Information Clearinghouse
1 Communication Avenue
Bethesda, MD 20892-3456
Toll-free voice: (800) 241-1044
Toll-free TTY: (800) 241-1055
NIH Publication No. 10–3404
For more information, contact the NIDCD Information Clearinghouse.
*Note: PDF files require a viewer such as the free Adobe Reader.
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The blanket of sea ice floating atop the Arctic Ocean has melted to its lowest extent ever recorded - since satellites began measuring it in 1979, to be exact.
Melting sea ice and global atmospheric warming are making the Arctic warm as much as four times faster than the global average, Australian scientists say.
NASA scientists say they've made a discovery in the Arctic Ocean 'as dramatic and unexpected as finding a rainforest in the middle of a desert'.
As Arctic sea ice melts through global warming, Americans can expect - paradoxically - to see more severe winter weather.
A Canadian fjord may help scientists improve their understanding of Jupiter's icy Europa moon.
NASA scientists have detected large releases of methane - a highly potent greenhouse gas - from the crumbling Arctic sea ice.
As the Arctic warms, thawing permafrost will release greenhouse gases faster and in greater amounts than previously believed.
Last year saw a significant hole open up for the first time in the ozone layer over the Arctic.
Arctic sea ice has reached its second-lowest level since satellite observations began over 30 years ago, scierntists at the University of Colorado Boulder's National Snow and Ice Data Center say.
If climate change continues, summer sea ice in the Arctic could disappear altogether - but in the meantime Arctic ice could temporarily stabilize or even increase.
Arctic sea ice concentration was at its second-lowest ever in March, according to data from NASA.
Ozone levels over the Arctic have been plummeting in recent days, and look to be heading for a record loss.
Climate change could have major implications for the US Navy, a report from the National Research Council has warned.
The water flowing from the North Atlantic into the Arctic Ocean is the warmest it's been in 2,000 years, say scientists.
The loss of Arctic sea ice could lead to species such as polar bears and some types of seal and whale being lost through hybridization.
The Arctic is contuing to warm at an unprecented rate - and the changes are likely to be permanent, says the National Oceanic and Atmospheric Administration (NOAA).
NASA's unmanned Global Hawk aircraft has successfully completed four science flights over the Pacific Ocean.
Activision studio Treyarch has announced that the next installment of the popular Call of Duty franchise will carry the name and rank of Black Ops when it is released on November 9.
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Understanding our country’s history is vital to the well-rounded citizen. The BJU Press Heritage Studies materials are a fascinating presentation of social studies that integrates civics, culture, economics, geography, and history. Heritage Studies 3 includes an age-appropriate study of civics and government and evaluates historical events in United States history from the Constitutional Convention through the Civil War, all from a Christian worldview.
Your child will learn the role of significant Christians in American history and their viewpoints on historical events, using:
- Primary source documents
- Patriotic songs
- Eye-catching artwork
- Review questions
- Extended hands-on activities
Heritage Studies 3 contrasts the War for Independence with the French Revolution, an often timely and controversial discussion.
You and your child will enjoy discussing:
- The transcontinental railroad
- The Wild West
- Teacher’s Edition with CD (90 lessons)
- Student Text
- Activity Manual
- Tests Answer Key
Travel back in time with a Biblical worldview and order Heritage Studies 3 by BJU Press today!
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(Exam Paper) UPSC IAS Mains 2003: Sociology
1. Write short notes on any THREE of the following (each note should note exceed 200 words)
(a) Primary and Reference Groups
(b) Utility of Reliability and Validity in Social Research
(c) Social System and the Pattern Variables
(d) Education and Social Development
2. Highlight the problem of objectivity and value-neutrality in Social Research. Elaborate, with suitable examples, the limitations associated with the tools of measurements in Social Science Researches.
3. Discuss the meanings and significance of culture in Human Society. Critically bring out the role of Culture in the development of personality.
4. Critically examine Max Weber's theory of the 'Protestant ethics and the spirit of the Capitalism', Could it be the otherwise possibility that the tenets of the capitalism must also have effected the emergence of the Protestant ethics? Comment with suitable examples.
5. Write short notes on any THREE of the following (each note should note exceed 200 words)
(a) Social impact of New Technologies in India
(b) Class-in-itself and Class-for-itself
(c) Social determinants of Economic Development
(d) Social Structure and Political Participation
6. Examine the conceptual distinction between social inequality and social stratification. How do the nature and forms of the social stratification system determine the patterns of social mobility?
7. Elaborate on the concepts of Family and Lineage. Discuss the relationship between Rules of descent and inheritance of property.
8. Critically analyse the concept of Anomie. Elaborate with suitable examples, the theoretical relationship between nature of Anomie and types of Social Deviations as have been formulated by R.K. Merton.
1. Write short notes on any THREE of the following in not more than 200 words each :
(a) Caste among Muslims
(b) Emergence of classes among tribes
(c) Social consequences of green revolution
2. Describe the characteristics of dominant caste. Discuss its role in village politics in India.
3. Outline the factors responsible for unrest in agrarian communities of India. What suggestions will you give to arrest this trend?
4. Discuss how occupational diversification has affected the pattern of social stratification in India.
5. Write notes on any THREE of the following (in not more than 200 words each) :
(a) Educational problems of weaker sections
(b) Socio-cultural factors influencing infant mortality rates
(c) Isolation approach in tribal policy
(d) Social dimensions of corruption
6. Describe the socio-economic factors responsible for communal tensions in India. What suggestions will you give to control them?
7. Differentiate between pressure groups and interest groups. Describe the role of some prominent pressure groups in contemporary Indian politics.
8. Describe the process of modernization in India. Discuss the factors that have impeded this process.
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Desa, Kala, Patra: one of Balinese life principle
“Desa” in English is the village, in this case means the place. This meant that all Balinese life activities in will vary between one place to another. So do not rush just think it’s wrong because it’s different.
“Kala” in English this means time. As time progressed, everything changed. Which can only follow a change that is lasting. In other words, change is eternal. For example….. previous, much used in ceremonies such as the food….. thrown away after use, probably because the food is unpopular or are there other things. Now….. they create and use a good meal and be liked for the ceremony so that it can be eaten immediately after use. This is more effective…..
“Patra”, this latter means that circumstances. Circumstances of a person or society that will affects all the things done and made. May be sick, healthy, happy, miserable, rich, poor, and others …
Look at both photo above for one example case….. It is used in Ngaben ceremonies used to carry bodies to the cemetery for cremation process. There that use high and there is also mediocre. It does not matter. Besides influenced social strata, is also influenced by three factors above. Using high will also increase the expenditure to terminate and reconnect the many electrical and telephone wires leading to the cemetery.
Essentially all of that done aboveboard. Held ceremony with a big cost compared to a cost-effective….. have separate portions.
The above three things made flexible in Balinese life.
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OverviewLeucine aminopeptidase (LAP) is a proteolytic enzyme that breaks chemical bonds in proteins at specific sites next to leucine amino acids. Serum (blood) LAP is measured to diagnose liver (hepatic) dysfunction.
Update Date 1/22/2013
Updated by: George F. Longstreth, MD, Department of Gastroenterology, Kaiser Permanente Medical Care Program, San Diego, California. Also reviewed by A.D.A.M. Health Solutions, Ebix, Inc., Editorial Team: David Zieve, MD, MHA, Bethanne Black, Stephanie Slon, and Nissi Wang.
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European Background to the Discovery of America (revised)
© 2001 Donald J. Mabry
Spain and Portugal had national dynastic monarchies. This is
important. Nationalism meant escaping from the feudal system of personal allegiance
and widespread fragmentation. National dynastic monarchies had larger a organized unit as
a source of power and had more control. England was the first national state and Spain and
Portugal were early as well.
Spain had been conquered and occupied by Moslems and the Reconquest
gave a crusading spirit to Spanish Christianity and a strong military cast to the Spanish
upper class. Spain reconquered Granada but this event is not that important in explaining
how and why Spain conquered the New World. By the mid-13th century, nearly all of Spain
had been reconquered. Spain was not really a single kingdom but we use the term
"Spain" for convenience. The Iberian peninsula still had separate kingdoms with
lots of differences including language, provincial loyalties, and regional jealousies. The
fruition of the movement to create a Spanish national monarchy was coming to past at time
of discovery. Portugal was a dynastic state well before the conquest.
For expansion, these monarchies had to have:
- geographical position,
- economic resources,
- political organization,
- and the will to participate in a conquest.
The unification of Spain under Ferdinand and Isabela not as
systematic and easy as the creation of the Portuguese national monarchy for it took longer
but that fact was not the chief source of difficulty in "Spain" launching
voyages of exploration and conquest.
Both Spain and Portugal were closer to America, but it is not clear
how important geographical position was. Economies, in regards technologies, political
organization, and will were such that Europe was about to discover America. Portuguese
were working off Africa. Because of this, America was bound to be discovered, bound
to have someone blow across the Atlantic to America. Factors which made it possible
included technological change in sea-going vessels, the astrolabe, better maps, compasses,
sail patterns, and timber. One advantages of the Spanish and Portuguese in the 16th
century was that their most likely rivals were busy.
The dynastic system was a new thing. It was an improvement over
feudalism in that the centralization of power in signaled who was going to lead the
"nation." Made it clear that a particular people had the right to rule. System
worked. Succession is always the big problem in politics and the dynastic monarchy largely
solved that problem.
In the history of 16th century Spanish monarchy, Spain blessed by
good rulers, the Bourbons. Ferdinand and Isabel highly competent people. They ruled their
respective kingdoms independently, but cooperated for many purposes. Ferdinand tended to
do the foreign policy for both kingdoms. Charles I (1516-1556), their grandson,
effectively represented the merger of the two crowns. Was the fact that he was also
Charles V of the Holy Roman Empire help or hinder? Debatable. Charles was the
greatest monarch in Europe. He was a man of considerable ability, fine character, and
sense of responsibility. gave to all up into 1556 and went into monastery. Philip II
(1556-1598) has had a very bad press, some justified but a lot exaggerated. He was even
more governed by his religious beliefs that his father. Christians who didn't believe the
things that he did consider him a fanatic. He was a little pig-headed buy he was provided
stability. Had a tremendous sense of responsibility.
Some historians argue that he couldn't delegate responsibility. In
fact, there was a lot of delegation of authority because he couldn't do it all. He tried
to do more than was possible. The system was snowed under by paperwork bit he made his
situation worse by wasting time in reading too much of the correspondence instead of
having more of it read by others. When reading a letter from his ambassador to England,
who was stuck in London writing a report to the king while the other important people had
left the city, he made a notation on the margin of the letter. Next to where the
ambassador had described some insects buzzing around the window (talk about boredom!),
Phillip II had written "probably flies."
You can read about other topics in colonial Latin American history by buying and reading
Colonial Latin America by Don Mabry.
Click on the book cover or the title to go to Llumina Press.
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Mothers Day is celebrated all over the world with joy and devotion. It is celebrated on most countries on the 2nd Sunday of May, and thus this year it falls on the 10th of May 2014.
Though Mother's Day is celebrated on the above day in most of the countries, some countries celebrate on different days. Countries like Bahrain, Israeli Arabs, Jordan, Kuwait, Oman and Egypt celebrate Mother's Day on the March 21st, Vietnam on March 8th,some countries like Luxembourg on second Sunday in June, Mongolia celebrates The Mothers and Children's Day together on June 1st, Antwerp (Belgium) and Costa Rica celebrate it on August 15th, some countries like UK, Ireland, Morocco,Algeria, Dominican Republic, Haiti,Sweden,Tunisia, and France on last Sunday in May as Mothering Day, South Korea on May 8th and it is called as Parents Day.
The earliest history of Mother's Day dates back to the spring festival Greeks dedicated to Rhea, mother of many deities of Greek mythology. But later, Mothers' Day came into being due to the efforts made by Ms Julia Ward Howe and Ms Anna Jarvis of USA. In England, Mother's day is called Mothering Sunday, which dates back to 1600s, which falls on the fourth Sunday of Lent.
In India, showing love and respect to mothers is not a new concept. Since ancient days Durga Puja is celebrated in India and Mother Goddess, the universal mother, is worshipped during this time. However, since few years with globalisation, India too joined the stream of celebrating the international Mothers Day on the 2nd Sunday in May. It may not be seen much in the villages, but among the city population, it is catching up fast.
Mother's Day is a special day for all mothers to get pampered, lavished with gifts and get thanked for their unselfish unconditional love and for everything they've done for the children, irrespective of their age. Those who stay miles away from their mothers and those who stay close by, but no time for their mothers, too find time to wish them and say a loving word to their mothers on this day and try to pamper them with gifts, just to show their love. So it is a day of celebration for all mothers. Mothers and mother-figures are honoured on Mother's Day.
Each one will have different ways to celebrate this special day. These are some of the ways to show your love and admiration to your mother on this special day.
- If possible visit her and give a hug, and tell her how you still remember her and care for her.
- If you can't visit her personally, at least call and speak to her and express by words how much she still means to you.
- Give (send) her flowers and gifts like women's perfumes with a special note of love.
- Take her out for lunch or dinner and get her favorite food.
- Cook for her on that day, so that she can have a day's rest.
- Anything creative that you can think of giving her surprise love.
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Leonardo Da Vinci Art Gallery - Paintings, Drawing and Inventory. Da Vinci Work
Leonardo Da Vinci Paintings Gallery
Gallery of paintings attributed to Leonardo da Vinci, (Leonardo di ser Piero da Vinci) (April 15, 1452 – May 2, 1519), one of the leading artists of the High Renaissance.Paintings, Invention, Secrets. Chronology, History and Art of Renaissance
Fifteen works are generally attributed either in whole or in large part to him, most of them paintings on panel but including a mural, a large drawing on paper and two works in the early stages of preparation. A further six paintings are disputed, there are four recently attributed works, and two are copies of lost work.
None of Leonardo's paintings are signed, and this list draws on the opinions of various scholars.
The small number of surviving paintings is due to Leonardo's constant and frequently disastrous experimentation with new techniques, and his chronic procrastination. Nevertheless, these few works together with his notebooks, which contain drawings, scientific diagrams, and his thoughts on the nature of painting, comprise a contribution to later generations of artists rivaled only by that of his contemporary, Michelangelo.
LEONARDO DA VINCI was great Florentine trinity of painter.
The third person in the great Florentine trinity of painters was Leonardo da Vinci (1452-1519), the other two being Michael Angelo and Raphael. He greatly influenced the school of Milan, and has usually been classed with the Milanese, yet he was educated in Florence, in the workshop of Verrocchio, and was so universal in thought and methods that he hardly belongs to any school.
He has been named a realist, an idealist, a magician, a wizard, a dreamer, and finally a scientist, by different writers, yet he was none of these things while being all of them—a full-rounded, universal man, learned in many departments and excelling in whatever he undertook. He had the scientific and experimental way of looking at things. That is perhaps to be regretted, since it resulted in his experimenting with everything and completing little of anything. His different tastes and pursuits pulled him different ways, and his knowledge made him sceptical of his own powers. He pondered and thought how to reach up higher, how to penetrate deeper, how to realize more comprehensively, and in the end he gave up in despair. He could not fulfil his ideal of the head of Christ nor the head of Mona Lisa, and after years of labor he left them unfinished. The problem of human life, the spirit, the world engrossed him, and all his creations seem impregnated with the psychological, the mystical, the unattainable, the hidden.
LEONARDO DA VINCI. MONA LISA. LOUVRE.
He was no religionist, though painting the religious subject with feeling; he was not in any sense a classicist, nor had he any care for the antique marbles, which he considered a study of nature at second-hand. He was more in love with physical life without being an enthusiast over it. His regard for contours, rhythm of line, blend of light with shade, study of atmosphere, perspective, trees, animals, humanity, show that though he examined nature scientifically, he pictured it esthetically. In his types there is much sweetness of soul, charm of disposition, dignity of mien, even grandeur and majesty of presence. His people we would like to know better. They are full of life, intelligence, sympathy; they have fascination of manner, winsomeness of mood, grace of bearing. We see this in his best-known work—the Mona Lisa of the Louvre. It has much allurement of personal presence, with a depth and abundance of soul altogether charming.
Technically, Leonardo was not a handler of the brush superior in any way to his Florentine contemporaries. He knew all the methods and mediums of the time, and did much to establish oil-painting among the Florentines, but he was never a painter like Titian, or even Correggio or Andrea del Sarto. A splendid draughtsman, a man of invention, imagination, grace, elegance, and power, he nevertheless carried more by mental penetration and æsthetic sense than by his technical skill. He was one of the great men of the Renaissance, and deservedly holds a place in the front rank.
Though Leonardo's accomplishment seems slight because of the little that is left to us, yet he had a great following not only among the Florentines but at Milan, where Vincenza Foppa had started a school in the Early Renaissance time. Leonardo was there for fourteen years, and his artistic personality influenced many painters to adopt his type and methods. Bernardino Luini (1475?-1532?) was the most prominent of the disciples. He cultivated Leonardo's sentiment, style, subjects, and composition in his middle period, but later on developed independence and originality. He came at a period of art when that earnestness of characterization which marked the early men was giving way to gracefulness of recitation, and that was the chief feature of his art. For that matter gracefulness and pathetic sweetness of mood, with purity of line and warmth of color characterized all the Milanese painters.
For more information about Leonardo da Vinci paintings, drawings, art, inventory, medical invention and secrets visit: http://www.leonardodavincisecrets.com
If you would like to read about Leonardo da Vinci "Early study, work and llive" visit: http://leonardodavincigallery.com/
Related readings: Da Vinci Live and Art
Search for Paintings and Art
Antiques of America
|Antiques of America Part adventure, part history lesson, and part treasure hunt|
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Parents learn about risks of technology
Westborough – Parents must be aware of what their children are using the Internet and cell phones for, not only to prevent bullying but also to keep their children safe and teach them how to protect their information and their futures.
That was the message Dr. Elizabeth Englander gave to a crowd of parents at Sarah Gibbons Middle School at a forum Jan. 14. The founder and director of the Massachusetts Aggression Reduction Center (MARC) at Bridgewater State University, Englander has done extensive research on bullying electronically, or cyber-bullying.
"You should monitor your children online," Englander said. "One primary lesson is that the Internet is not private. Their 'private profiles' are not private."
Students have suffered greatly from Internet "fun." According to Englander, one high school student lost an Ivy-League scholarship after the boy posted a false profile of a school administrator online, and his parents had to sell their house to pay for the resulting lawsuit.
The immediate access to instant messaging, text messages on cell phones, and even youtube has made cyber-bullying more prevalent, she said. Not only has the venue of bullying moved from the playground to the text message, but also bullies have changed, and therein lies the problem, Englander said. Bullies used to be the unsuccessful, socially isolated and physically aggressive students, she said, but that has changed.
"What's happened today is that children who bully other children are typically the most popular kids in school," Englander said. "Kids today have the idea that to be socially acceptable, you have to bully other kids … Abusers are linked with popularity."
When bullying goes electronic, it moves from the school to the home, and that is why parents have to be aware of what their children are doing online. In fact, she said children under 15 are not ready to handle text messages or Internet access on their cell phones. Her own three children, all under 15, live with that restriction, she added.
"As a parent, that was the best decision I ever made," she said.
Parents need to talk with their children, monitor their children and keep emphasizing several important points.
First: "Everything counts." If a child sends a threatening text message (e.g., "I'm gonna get you."), that is a crime and can be prosecuted, she said.
"No one cares if 'it's just a joke,'" she said.
Second: "We do see what you are doing." Children need to know parents are watching, and so is everyone else with Internet access, Englander said.
Third: "Don't let your emotions rule your behavior. Learn to cope with anger in a different way." Children who are bullied especially need to be careful; bullies want their victim to respond so they in turn can report the response, Englander said.
Fourth: "What looks like fun may be illegal," as in the case of the student posting a false profile.
Fifth: "Permanent record." Whatever is posted on the Internet stays on the Internet. For example, a student who posts and then removes an embarrassing video on youtube may not have deleted it entirely. Anyone who downloaded that video can post it again, Englander said. With 25 percent of colleges and 75 percent of employees checking potential students and employees online, that embarrassing video could cost a student an education or a job.
MARC offers parents a variety of resources at www. marccenter.org.
Westborough High School held a panel discussion on cyber issues Jan. 22 at 6:30 p.m.
Short URL: http://www.communityadvocate.com/?p=4308
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Paint Color Choices: The Psychological Impact
(HIT) - The words “paint” and “personality” aren’t often used together, but they certainly could be. Studies show that paint and room color can have an effect on the body and mind", states Debbie Zimmer, color and decorating expert with the Rohm and Haas Paint Quality Institute at http://www.paintquality.com. “By understanding the impact of color, consumers can better incorporate the hues that help create the desired living space mood and setting that best suits their family and personal lifestyle.”
When repainting a room, here are some simple guidelines you should know about the hues you might use:
· Red packs a wallop, physiologically speaking, increasing blood pressure, heartbeat and energy in most people. It instills feelings of intimacy and passion. Red also increases the appetite, which explains why it is used so often in restaurants, and why it can be a good choice for a formal dining room.
· Orange, like red, tends to warm a room, but in a more friendly and welcoming way. As a result, paints in various shades and tints of orange work well in living rooms and family rooms.
· Yellow is also warm and welcoming, but it is more attention getting than either red or orange. For this reason, it is a good paint color to use in poorly lit foyers or dark hallways.
· Blue, which is part of the cool color palette, makes us feel calm and tranquil, so it is ideal for use in bedrooms. But since blue works as an appetite suppressant (perhaps because there are few blue foods) it is not the best option for a dining room... unless you’re on a diet.
· Green is another relaxing color that is much more versatile than blue. Light greens are ideal for bedrooms and living rooms; midtones are good for kitchens and dining rooms (many foods are green). Also, because green is calming, it is often used in hospitals, workplaces and schools.
· Violet is a tricky color, psychologically speaking. Many adults dislike purples, but are fond of the rose family, which can work in many rooms, including dining rooms, bedrooms and libraries. Young children, on the other hand, respond favorably to violet, so this color can be used successfully in children’s bedrooms and play areas.
Courtesy: Home Improvement News and Information Center
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(Incoherence of the Philosophers)
Abu Hamid al-Ghazali (1058-1111 CE)
Translated into English from Urdu Translation by Sabih Ahmad Kamali
LIKE the Mu'tazilah, the philosophers agree in rejecting as impossible the affirmation of knowledge, power and will of the First Principle.
These names have been used by the Sacred Law, and their application is etymologically defensible. Nevertheless, they all mean — as has been shown above — the same thing, viz., the one essence. It is not right to affirm attributes which are additional to the Divine essence, as our knowledge or power is an attribute additional to our essence. For (they assert) such a thing necessitates plurality.
If our attributes had occurred to us, we should have known that they are additional to our essence — insofar as they had subsequently emerged. Therefore, even if they are supposed to be coextensive with, and not posterior to, our being, still their coexistence will not change their character of being additional to the essence. For of any two things, if one occurs to the other, and if it is known that This is not That: nor can That be This, then — notwithstanding their coexistence — their being two different things will remain an intelligible fact. So the Divine attributes, even if coexistent with the Divine essence, will not cease to be additional to the essence. And this will necessitate plurality in the Necessary Being. But that plurality is impossible. Hence the (unanimous) denial (by the philosophers) of the Attributes.
It should be said to them:
How do you know that plurality of this kind is impossible? You are opposed to all the Muslims, except the Mu'tazilah. What is the argument to prove that this opposition is justified? If one says that the essence (which would bear the attributes) being one, plurality in the Necessary Being is impossible, then all he means is that plurality of attributes is impossible. And that is the point at issue. For such impossibility is not known by rational necessity. An argument must be produced to prove it.
And they argue the point in two ways.
Firstly, they say
Following is an argument to prove our point: Of the two things — viz., an attribute and its subject — This is not That, and That is not This. Now, (a) either the existence of each of the two will be independent of the other; or (b) each will need the other; or (c) one will be independent, while the other is not. If each is supposed to be independent, both will be necessary. That amounts to absolute Duality, which is impossible. But if each of the two needs the other, neither will be a necessary being. For a necessary being means one which subsists by itself, as independent of other beings. So that which needs another being has its cause in that being; for if the latter were to disappear, its own existence would be impossible. That is, its existence is not derived from itself, but from another being. Finally, if only one of the two depends on the other, then that which depends will be a caused being, and the other a necessary being. As a caused being, the dependent one will have an external cause. And this will lead to the conclusion that a dependent being comes to be connected with a necessary being by an external cause.
Objection to this may be taken as follows
Of these three alternatives, the last one must be chosen. But even in regard to the first one — viz., Duality — we have shown (in the preceding problem) that your rejection of it is not supported by an argument. For the rejection of duality can only be based on a denial of plurality — i.e., the subject of this problem, and the following one. So, that which is a corollary of this problem cannot be the basis of this problem. However, the alternative to be chosen here is that in its constitution the essence does not depend on the attributes, while the Divine attributes — as well as ours — depend on their subject.
It remains for them to say:
That which depends on someone else cannot be a necessary being.
To this, the answer should be:
Why do you say so, if by the necessary being yon mean a being which has no efficient cause? Why should it be impossible to say that, just as the essence of the Necessary Being is eternal and independent of an efficient cause, so are His attributes eternal and independent of an efficient cause? If by the necessary being you mean a being without a receptive cause, then the attributes are not necessary in that sense. Nonetheless, they are eternal and have no efficient cause. What is the contradiction involved in this view ?
If it is said
An absolutely necessary being has neither an efficient nor a receptive cause. If you admit that the attributes have a receptive cause, you admit that they are caused things.
we will answer
To call the essence which receives the attributes a receptive cause is your terminology. Rational arguments do not prove the existence of a necessary being to which these terms of yours could be applied. What they prove is only that there must be a limit at which the series of causes and effects comes to an end. Nothing beyond this can be proved. And the series of causes and effects can be brought to an end by the One who has eternal attributes, and whose attributes and essence are both independent of an efficient cause. Although eternal, His attributes reside in His essence. Let the word 'necessary being' be discarded, for it is likely to create confusion. Rational arguments only prove that a series must stop. Nothing beyond this can be proved. Therefore, the claim of any thing beyond this is an arbitrary claim.
If it is said
Just as the series of efficient causes must stop somewhere, so must the series of receptive causes stop. For if every being needs a substratum in which to exist, and if the substratum itself were to need another substratum, an infinite regress would follow — as would be the case if every being needed an efficient cause, and the cause itself needed another.
we will say:
This is true. But we did bring the series to an end by saying that the Divine attributes are in the Divine essence, and that the Divine essence does not depend on any thing else. And this is like the position of our own attributes. For instance, the substratum of our knowledge is our essence, but our essence itself is not in another substratum. So in the Divine essence the series of the efficient causes of the attributes reaches its end; for neither the essence nor the attributes have an efficient cause. And the uncaused essence as well as its uncaused attributes never ceased to exist. As regards the series of receptive causes, it does reach its end in the essence. Whence does it follow that, in order to deny a cause, a substratum should be denied? Rational arguments do not compel one to believe any thing but that a series must stop. Every method through which a series can be cut short is faithful to the judgment on which the rational demonstration of a necessary being is based. If, however, by the rational being you mean something other than a being which is independent of an efficient cause, and in which the series of efficient causes reaches its end, we will not concede that such a being is necessary at all. Finally, if reason admits the idea of an eternal being which is uncaused, it will also admit the idea of an eternal possessor of attributes whose attributes and essence are both uncaused.
Secondly, they say
Our knowledge or power does not enter into the quiddity of our essence; for it is only an accident. Therefore, if such attributes were affirmed of the First Principle, they would not enter into the quiddity of His essence either, but remain mere accidents related to His essence — maybe, for ever. Many an accident is inseparable — i.e., it belongs to the quiddity inevitably. But that does not make it a constituent of the essence. Being an accident, it is always subordinate to the essence, which is, therefore, a cause of it. This makes an accident a caused thing. How, then, can you call an accident — i.e., an attribute — a necessary being?
(This is the same thing as the first argument changed in words.)
We will answer:
If by its being subordinate to the essence, and by the latter's being a cause of it you mean that the essence is an efficient cause of it, and that it is an effect of the essence, then this sense is not true. And such a thing is not necessary even in the case of our knowledge, as related to our essence For our essence is not an efficient cause of our knowledge. But if you mean that the essence is a substratum, and that the attributes cannot exist in themselves (if they do not exist in this substratum), then that sense has already been granted, and there is no reason why it should be called impossible. Whether the attribute is called a subordinate, or an accident, or an effect, or whatever one likes to call it, the meaning cannot be changed. For these words will not mean anything, if they do not mean that the Divine attributes exist in the Divine essence in the manner in which all attributes exist in their subjects. And there is no reason why it should be regarded as impossible that the attributes exist in the essence, and still be eternal and in dependent of an efficient cause.
All the arguments advanced by the philosophers aim at scaring us by using (for the Divine attributes) such words as 'possible,' 'contingent,' 'subordinate,' 'inseparable accidents,' 'effects,' etc., and by suggesting that these words are undesirable. It must be said to them: If the meaning is that the attributes have an efficient cause, then that meaning is unacceptable. But if the meaning is that the attributes have, not an efficient cause, but a substratum in which they exist, then whatever words one may choose to express this meaning there is no impossibility involved in, it.
Sometimes, the philosophers try to scare us by using repulsive words of another kind. Thus, they say
This leads to the conclusion that the First Principle needs the attributes. Consequently, He will not be the absolutely Unneedy. For the absolutely Unneedy does not need any thing which is external to Himself.
This is the most unconvincing literal-mindedness. The attributes of perfection cannot be separated from the essence of the perfect one, so as to occasion one's saying that the perfect one needs something which is external to him. If God has never ceased to be, nor will ever cease to be, perfect by virtue of His knowledge, power and life, how can it be said that He has a need for them? How can one read a need into the perfection which is an inseparable accompaniment? The philosophers' assertion is like one's saying
The perfect one is he who needs perfection. And he who needs — even the attribute of perfection — is essentially imperfect.
To this the answer would be: What is meant by one's being perfect is nothing but the actual existence of perfection in relation to his essence. Similarly, therefore, what God's being unneedy means is the actual existence of those attributes which preclude all wants and needs in relation to His essence. How, therefore, can you deny — through such verbal niceties — those attributes of perfection whereby the Divine realises itself?
If it is said:
If you affirm (a) an essence; (b) an attribute, and (c) the subsistence of the attribute in the essence, then you introduce composition. And wherever there is composition, there must be one who produces composition. This was the reason why we did not find it permissible to call the First Principle a body, which is subject to composition.
we will answer:
To say that all composition needs one who produces composition is like saying that every being needs one who causes being. To that assertion the rejoinder will be: The First Principle is a being which is eternal, uncaused and independent of 'one who causes being.' Similarly, therefore, it should be said: The First Principle is a possessor of attributes who is eternal and uncaused, and whose (a) essence; (b) attributes, and (c) the subsistence of the attributes in the essence are all uncaused, each existing from eternity to eternity.
As far as body is concerned, it cannot be the First Principle, for it has a temporal character. And it has a temporal character, for it is never free from changes. But he who does not believe in the temporal character of body is bound — as we will show later-to admit the possibility that the First Cause should be body.
It must be clear now that all the methods of demonstration adopted by the philosophers are fantastic.
Moreover, they have failed to show how all the positive statements they make about God can be reduced to His essence. For instance, they affirm that He is a knower. But they must admit that being a knower is additional to existence. One should ask them: Do you admit that the First Principle knows any thing but Himself? To this, they make different answers. Some admit this; whereas others say that He knows Himself only.
The position that God knows what is other than Himself was adopted by Ibn Sina. He said that God knows all the things in a universal manner which does not fall under Time. He argued that the particulars are not known to God, for the knowledge of particulars necessitates change in the essence of the knower.
Taking objection to this theory, we will say
Is God's knowledge of all the Species and Gonera, whose number is unlimited, identical with His self-knowledge, or not? If you say that it is not identical, you will break the rule by affirming plurality. But if you say that it is identical, why should you not have yourself classed with one who claims that man's knowledge of what is other than himself is identical with his self-knowledge and with his essence? And he who makes this statement must be a fool.
To him it will be said: The definition of 'one' thing is that it is impossible — even in the Imagination — to suppose the combination of Affirmation and Denial in it. The knowledge of 'one' thing being one, it is impossible to imagine it to exist and not to exist at the same time. Since it is not impossible to suppose — in the Imagination — a man's selfknowledge, without supposing his knowledge of things other than himself, it is said that his self-knowledge is not identical with his knowledge of things other than himself. If the two cognitions were identical, the denial of one would deny the other, and the affirmation of one would affirm the other. It is impossible that Zaid should be and not be at the same time. But such a thing is not true of the two cognitions — viz., self-knowledge and the knowledge of the other. Similarly, God's self-knowledge and the knowledge of the Other cannot be identical. For it is possible to imagine the existence of one of them, without imagining the existence of the other. They are two different things. It is not possible to imagine the existence of His essence, without imagining the existence of His essence. If the self-sameness of His essence were like the alleged identity of the two cognitions, this imagining would be impossible. Therefore, any philosopher, who claims that God knows any thing other than Himself, thereby affirms plurality.
If it is said
He does not know the Other by primary intention. But He knows Himself as the Principle of the Universe. From this knowledge follows — by second intention — the knowledge of the Universe. It is impossible that He should know Himself, without knowing that He is the Principle of the Universe. For being the Principle of the Universe is the reality of His essence. And it is not possible that He should know Himself as the Principle of that which is other than Himself, without the Other entering into His knowledge — by way of implication or necessary consequence. There is no reason why His essence should not have necessary consequences. Nor does the having of necessary consequences necessitate plurality in the quiddity of essence. What is impossible is only that there should be plurality in the essence itself.
The answer from several points:
Firstly, your statement that He knows Himself as the Principle of the Universe is an arbitrary assumption. It would be proper that He knew just the existence of His essence. The knowledge of His being the Principle is additional to the knowledge of existence. For being a principle is a relation of the essence. It is possible for one to know his essence, without knowing its relations. If the state of being a principle were not a relation, the essence would be multiple — i.e., there would be existence and the state of being a principle. For existence and the state of being a principle are two different things. As it is possible for a man to know himself, without knowing that he is an effect (for that knowledge depends on his knowledge that being an effect is a relation he bears to his cause), so God's being the Cause is a relation He bears to His effects. Even if the effects are left aside, the objection to their statement, that He knows Himself as a principle, stands. For the statement means the knowledge of essence and the knowledge of being a principle. Being a principle is a relation of the essence. A relation of the essence is not identical with the essence. Therefore, the knowledge of the relation cannot be identical with the knowledge of the essence. Our argument for this conclusion has already been given — namely, that, on the one hand, it is possible to imagine the knowledge of essence, without imagining the knowledge of its being a principle; and that, on the other hand, it is not possible to imagine the knowledge of essence, without imagining the knowledge of essence (for essence is one).
Secondly, their statement that the Universe is known to Him by a second intention is rational. For if His knowledge encompasses the Other, as it encompasses His own essence, then there will be two distinct objects of His knowledge. And the number and distinction of known things will necessitate the numerical increase of knowledge. Since it is possible in the Imagination to keep the objects of knowledge apart from each other, the knowledge of one cannot be identical with the knowledge of another. If it were not, it would not be possible to suppose the the existence of one without the other. If all the cognitions were one, there would be no ' other ': and variation in phraseology — by using the words 'a second intention' — would not create any difference.
I wish I could understand how one who says
'Nothing — not even as much as a particle of dust, in the heavens or on the earth — is hidden from His knowledge.' But He knows things in a universal manner. The universals which can be known are infinite in number. But in spite of the multiplicity of, and the differences among, the objects of knowledge, His knowledge of these objects is one in all respects.
dares to deny plurality. And Ibn Sina is opposed on this point to other philosophers, who, in order to avoid plurality, adopted the view that God does not know any thing other than Himself. How can Ibn Sina agree with these philosophers in denying plurality, and disagree with them in affirming God's knowledge of the Other. He would be ashamed of saying
God does not know any thing in this world, or in the Hereafter. He knows Himself only. But every other being knows (a) God; (b) itself, and (c) what is other than itself. So all other beings are nobler than God, so far as knowledge is concerned.
So he rejected this doctrine, for he was disgusted with it. But then, he was not ashamed of insisting on the denial of plurality in all respects. He asserted that God's self-knowledge and His knowledge of any — rather, every — thing other than Himself are precisely the same as His essence. This is the contradiction — detectable at the first sight — of which all other philosophers would be ashamed. And thus we arrive at the conclusion that both Ibn Sina and those with whom he disagreed end by saying things which are disgraceful. And this is how God confounds those who go astray from His path, thinking that their reason or imagination can help them to grapple with the Divine things.
If it is said
If it is established that He knows Himself as a principle by way of relation, the knowledge of the thing to which a relation is borne must be one. For he who knows 'son' knows him by 'one' knowledge which is also — by implication the knowledge of 'father,' 'fatherhood' and 'sonship.' Thus, in spite of the multiplicity of the objects of knowledge, knowledge remains one. Similarly, God knows Himself as the Principle of the Other; and, in spite of the multiplicity of the objects of knowledge, knowledge remains one. And since such a thing is intelligible in the case of one effect and its relation to God, and seeing that it does not necessitate plurality, it follows that increase in the number of that which is not generically a cause of plurality will not necessitate plurality either.
The same thing happens when one who knows a thing also knows the knowledge of that thing. He knows his knowledge of the thing by knowing the thing; for every knowledge is the knowledge of itself, as of its object. Therefore, the objects of knowledge multiply; but knowledge remains one.
Another. proof of our thesis is the fact that you believe that, although the objects of God's knowledge are infinite in number, yet His knowledge is one. You do not say that He has a correspondingly unlimited number of cognitions. If the multiplicity of the objects of knowledge necessitated numerical increase in knowledge itself, there would be an unlimited number of cognitions in the Divine essence — which is impossible.
we will answer:
Whenever knowledge is one in all respects, its relation to two objects is inconceivable. The relation of knowledge to more than one object demands plurality, if the postulates laid down by the philosophers in their theory of plurality are to be followed. For they have exaggerated (the sense of plurality) by saying that, if God had a quiddity as the possessor of the attribute of existence, plurality would arise. They have claimed that 'one' thing which has a reality, and to which existence is then attributed, is unintelligible. They have asserted that, if existence is related to a reality; the two would be different things, whence plurality will arise. So on this ground, it is impossible to suppose the relation of one knowledge to many objects — without thence arising a kind of plurality which is more clear and distinct than the plurality following from the supposition of an existence related to quiddity.
As regards the knowledge of 'son,' or any other relative term, there is plurality in it. For the knowledge of 'son' and the knowledge of 'father' are two different cognitions. And there is a third knowledge, viz., that of the relation between the two. This third knowledge is implied in the first two cognitions; for they are its conditions, and provide its necessity. Without knowing the things which are related, you cannot know the relation. So all these cognitions are numerically distinct ; and some of them are conditioned by others.
Therefore, if God knows Himself as related to the Genera and Species by virtue of His being their Principle, this knowledge will require that He should know (a) Himself; (b) the Genera and Species, one by one, and (c) His relation to the Genera and Species — by virtue of His being the Principle of the Genera and Species. Otherwise, it would be unintelligible to say that the relation is an object of His knowledge.
As regards their statement that he who knows something knows his knowledge by this very knowledge (which shows how, in spite of the multiplicity of the objects of knowledge, knowledge remains one), it is not true. One who knows his knowledge of something, knows it by another knowledge (and knows the second knowledge by a third knowledge), and so on, till the series comes to an end at a knowledge to which he is inattentive, and which is, therefore, not known to him. So he is (ultimately) inattentive to knowledge, but not to the object of knowledge. For instance, when one knows a black thing, his soul is at the time of knowing absorbed into this object; and, therefore, he is inattentive to, or unaware of, his knowledge of this object. For if he were to be aware of his knowledge, it would require another knowledge — whereby his awareness would cease.
As regards their statement that our objection may turn against us in the case of the objects of Divine knowledge (which we consider to be infinite in number, although Divine knowledge is one), we will say : In this book, ours is not the point of view of (system) builders, but only that of those who destroy things, or criticise them. For this reason, we have called the book The Destruction Of The Philosophers, not "An Introduction To Truth." Therefore, we are not bound to reply to your objection.
If it is said:
We do not mean that you must adopt a definite point of view — e.g., the position of a particular Sect. But a difficulty which presents itself to all mankind, and which is equally baffling to all, should not be dismissed by you. The difficulty we have raised is such a difficulty. Therefore, neither you, nor any other Sect, can ignore it.
we will say:
No, our purpose is only to show your inability to justify your claim to the knowledge of the realities of things by conclusive arguments. We wanted to shake your faith in your own claims. Now that your inability has been shown, let it be borne in mind that there are some people who believe that the realities of the Divine things cannot be discovered through intellectual investigations, and that, on the contrary, it is beyond man's power to discover them. For this reason, the Lawgiver has said: "Think over the product of God's creative activity ; do not think over His essence." How will you disprove the people
who believe in the truth of the Apostles, regarding the miracles performed by them as their arguments
who refrain from expressing an intellectual judgment concerning Him who sent the Apostles
who refrain from attempting intellectual investigations into the Divine attributes
who assent to whatever the Lawgiver has told them with respect to God's attributes
who follow the Lawgiver's example in using words like 'the knowing One': 'the willing One': 'the Omnipotent,' etc., about God
who refuse to apply to Him words which have not been recommended to them; and
who confess that they are unable to understand these things with the help of reason?
You disagree with these people, because you think that they are ignorant of the methods of rational demonstration, and cannot arrange their premises in the form of syllogisms. And you claim to have discovered the realities of the Divine things by your rational methods. But your helplessness has been shown; the incoherence of your methods has been exposed; and your claim to definite knowledge has been reduced to absurdity. And this is what we aimed at in this discussion. Where is he who claimed that metaphysical arguments are as conclusive as mathematical arguments?
If it is said:
This difficulty should be presented to Ibn Sina who asserted that God knows what is other than Himself. The 'masters' among the philosophers agree that He does not know any thing but Himself. So the difficulty raised by you is removed.
we will answer
Beware this infamous doctrine! If it were not extremely obnoxious, the latter philosophers would not refuse to support it. Let us explain what makes it so disgraceful. It implies that the effects of God are worthier than God. For an angel, or a man, or any intelligent being, knows (a) itself; (b) its principle; and (c) other beings. If God does not know any thing other than Himself, He must be imperfect — in comparison with man (not to speak of the angels), or even the beasts (who, in addition to self-consciousness, know many other things). Obviously, knowledge is a cause of worth, and its absence is an imperfection. Where is now the philosophers' assertion that He is a lover and a beloved one, for perfect grandeur and the completest beauty belongs to Him? What beauty can belong to a simple being which has no quiddity or reality, and which does not know what goes on in the world, or what necessarily follows or proceeds from it? What imperfection in the world of God can be more imperfect than this? All intelligent people must be surprised to see that the philosophers, who claim a profound knowledge of the intelligibles, end by saying that the Supreme Deity, the Cause of all causes has no knowledge of what goes on in the world. What, apart from His self-knowledge, can be the difference between Him and a dead person? What is the point in calling His self-knowledge a perfection, if He is ignorant of what is other than Himself? This doctrine is so evidently disgraceful that no detailed description is required to prove the fact. Finally, it must be said to the philosophers: In spite of steeping yourselves into these disgraceful things, you have not been able to get rid of plurality. We must ask you: Is His self-knowledge identical with, or other than, Himself? If you say that it is other than Himself, plurality comes in. But if you say that it is identical, what will be the difference between you and him who says that man's self-knowledge is identical with himself? To such a statement, our answer will be: This is nonsense. The existence of the essence of a man is intelligible — even at a time when he is inattentive to himself. When his inattention ceases, he awakens to himself. This again shows that his self-consciousness is other than himself.
If you say
Man is sometimes devoid of self-knowledge, which, however, occurs to him afterwards. It follows that self-knowledge is other than himself.
we will answer
Otherness is not determined by occurrence or coexistence. The identity of a thing does not occur to it. And that which is other than something does not become that thing — i.e., it does not cease to be other than that thing — because of coexistence with it. Therefore, if God has never ceased to be a knower of Himself, it does not follow that His self-knowledge is His essence. The Imagination admits the supposition of an essence, and then the occurrence of consciousness. If consciousness were identical with the essence, this imagining would not be possible.
If it is said
His essence is intelligence and knowledge. There is no such thing as: "Essence: then knowledge existing in essence."
This is evidently stupid. Knowledge is an attribute or an accident which requires a subject. To say that in Himself, He is intelligence or knowledge is like saying that He is power or will. The latter statement will amount to saying that power or will exists in itself. And if it is seriously maintained, it will be like saying that blackness, or whiteness, or Quantity, or threefoldness, or fourfoldness, or any other accident exists in itself. The argument which proves the impossibility of attributes existing, not in bodies (which are other than the attributes), but in themselves, is also the argument to prove that the attributes of living beings — e.g., knowledge, life, power, will, etc. — exist, not in themselves, but in an essence. For instance, life exists in an essence, whose life it is. And the same holds of all other attributes.
The philosophers are not content with denying all the attributes of God, nor with denying His reality and quiddity; they go further to deny His self-subsistence — by reducing Him to the nature of accidents and qualities which cannot exist in themselves. But we intend to show (in some other problems in this book) that they are unable to prove (by rational arguments) that He even knows Himself, or that which is other than He.
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Wearable tech developments for fitness and health applications sparked a wave of wristbands, headbands, necklaces and lanyards, pins and brooches, and belt packs in the past few years. Starting with step counters and thermometers, an ever-wider variety of biosensors measure biologic indicators. That’s interesting and fine, but in general, our population still eats too much and doesn’t exercise enough. Obesity rates and the incidence of diabetes and related diseases continue to grow unabated. Sedentary lifestyles are killing us.
It may be a matter of preaching to the choir. It may be that the already healthy and fit buy the new fitness and health wearable tech devices to reinforce positive behaviors. But what about people who don’t work out and don’t take active steps to improve their health — pun fully intended? Researchers at England’s Leicester-Loughborough Diet, Lifestyle and Physical Activity Biomedical Research Unit questioned whether available wearables were measuring the right behaviors. They wanted to know if there were many — or even any — devices that measure unhealthy activity.
A study published in the Journal of Medical Internet Research summarized the Loughborough findings. The team found 146 wearable fitness and health tech devices. Of that group, 82 were scrutinized. The others either weren’t available or weren’t useful or adaptable for self-monitoring. Of the 82 devices capable of self-monitoring physical activity or the lack of it, 73 tracked activity and 9 tracked sedentary time. However, the researchers found no published studies in which the devices were used for self-monitoring behavior change.
The researchers conclude first there is a need for more devices that measure sedentary time, not just activity. They also suggest that as wearable fitness and health tech devices become more available they will be used in behavior change interventions. Rather than report that someone took 10,000 steps, perhaps devices would report motionless minutes or a ratio of activity to inactivity.
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TMJ (temporomandibular joint disorders) is the term patients are most familiar with, and it is the most common component of Craniofacial Pain. Second, both TMJ and Sleep Apnea can be successfully treated non-surgically with oral appliance therapy, and these two conditions are often comorbid (interrelated). Our doctor is skilled in identifying and addressing the primary problem for the best treatment direction and successful long-term results.
Oral appliance therapy is one of the recommended treatment options for patients with a diagnosis of mild to moderate sleep apnea. The oral appliance is worn in the mouth to keep the airway and/or throat open during sleep by controlling the position of the tongue and lower jaw. For severe cases, oral appliances can also be used with CPAP to make it more tolerable to wear.
Snoring is noisy breathing during sleep. It is a common problem among all ages and both genders, and it affects approximately 90 million American adults — 37 million on a regular basis. Snoring may occur nightly or intermittently. Persons most at risk are males and those who are overweight, but snoring is a problem of both genders, although it is possible that women do not present with this complaint as frequently as men. Snoring usually becomes more serious as people age. It can cause disruptions to your own sleep and your bed-partner's sleep. It can lead to fragmented and un-refreshing sleep which translates into poor daytime function (tiredness and sleepiness). The two most common adverse health effects that are believed to be casually linked to snoring are extreme daytime sleepiness or fatigue and heart disease. About one-half of people who snore loudly have obstructive sleep apnea.
Sleep apnea has no boundaries for age or size. In fact, there is a 70% overlap between snoring, clenching/grinding, ADHD symptoms, and apnea in children. These are staggering numbers and the reason the American Association of Pediatrics ‘Practice Parameter’ states that all children should be screened for snoring. An affirmative response for snoring should be followed by a more detailed evaluation.
Pediatric Obstructive Sleep Apnea (OSA)
At TMJ & Sleep Therapy Centre of Montana, our approach to crooked teeth and bad bites is one of prevention, early diagnosis and treatment of the cause. In most cases, crooked teeth are a symptom of a more serious condition, one of dysfunctional breathing and/or improper tongue posture. Pediatric Obstructive Sleep Apnea (OSA) is a prevalent but under-diagnosed disease. The importance of screening for OSA in every child has recently been re-emphasized by the American Academy of Pediatrics Guidelines.
OSA is a medical condition that is diagnosed by a medical doctor, but can be treated by a dentist with advanced understanding and training of this life-threatening breathing disorder. Working with a Sleep Physician, ENT and others is necessary in treating OSA. Adult therapies for the management of OSA are not suitable for children.
Therapies such as Continuous Positive Airway Pressure (CPAP) and Oral Appliance Therapy (OAT) have been known to arrest skeletal development of the growing child. The good news is, with proper diagnosis and communication between medical and dental providers, Pediatric OSA can be cured!
If you or a loved one, adult or child, are suffering the symptoms of TMJ, Sleep Apnea, Snoring, OSA, or any other sleep-related breathing disorder, call The TMJ & Sleep Therapy Centre of Montana, we are here to help!
Call and make an appointment today! We are the experts on these conditions and we will provide you with the very best care. improving quality of life one patient at a time.
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Air freedoms are a set of commercial aviation rights that grant airlines of one country the privilege of entering and landing in the airspace of another country. They were formulated following disagreements over the extent of the liberalization of carriage by air in the 1944 Convention on International Civil Aviation, known as the Chicago Convention. The U.S. had demanded that a standardized set of separate aviation duties be negotiated between states, but most other countries were concerned that the size of U.S. airlines would dominate air travel if there were no strict rules. Air freedoms are the fundamental elements of the international network of commercial aviation routes. The use of the terms “freedom” and “law” authorizes the operation of international air services only within the framework of multilateral and bilateral treaties (air transport agreements) that allow it. The eighth unofficial freedom is the right to transport passengers or goods between two or more points in a foreign country and is also known as cabotage. :31 Outside Europe, this is extremely rare. The main example is the European Union, where such rights exist between all its Member States. Other examples include the Domestic Aviation Market (SAM), which was established in 1996 between Australia and New Zealand; the 2001 Protocol to the Multilateral Agreement on the Liberalization of International Air Transport (MALIAT) between Brunei, Chile, New Zealand and Singapore; United Airlines` Island Hopper route from Guam to Honolulu can carry passengers to the Federated States of Micronesia and the Marshall Islands, although the countries concerned are closely linked to the United States. As a general rule, these rights have only been granted when the domestic air transport network is very underdeveloped.
A notable example was Pan Am`s authority to fly between Frankfurt and West Berlin from the 1950s to the 1980s, although political circumstances and not the state of the domestic air network dictated this – only the airlines of the Allied powers France, Britain and the United States had the right to conduct air traffic between West Germany and the legally separated and separate territory of West Berlin until 1990. In 2005, the United Kingdom and New Zealand concluded an agreement on the granting of unlimited cabotage rights. Given the distance between the two countries, the agreement can be seen as an expression of a political principle rather than an expectation that these rights will be exercised in the near future. Similarly, New Zealand exchanged freedom rights with Ireland in 1999. Unlike transit rights, “traffic rights” allow international commercial services between, through and, in some cases, within countries that are parties to air transport agreements or other treaties. :146 Although it was agreed that the third to fifth freedoms should be negotiated between states, the Agreement on International Air Transport (or “Five Freedoms Agreement”) was also opened for signature, which includes the first five freedoms. :108 The remaining four freedoms are made possible by certain air transport agreements, but are not “officially” recognized because they are not mentioned in the Chicago Convention. :108 The first two freedoms concern the passage of commercial aircraft through foreign airspace and airports, while the other freedoms concern the carriage of passengers, mail and cargo at the international level. The first to fifth freedom is officially listed by international treaties, in particular the Chicago Convention. Several other freedoms have been added and, although most are not officially recognized under universally applicable international treaties, they have been endorsed by a number of countries. Freedoms with lower numbers are relatively universal, while freedoms are weaker and more controversial. Liberal open skies agreements are often the least restrictive form of air transport agreements and can include many, if not all, freedoms.
They are relatively rare, but the recent individual aviation markets that have emerged in the European Union (European Common Aviation Area) and between Australia and New Zealand are examples. The Agreement on the Transit of International Air Services refers to a multilateral agreement drafted in the Chicago Convention, i.e. the Convention on Civil Aviation, by the members of the International Civil Aviation Organization (ICAO). The agreement introduced for the first time the principle of automatic right of way and emergency landing. The agreement is known as the two-freedom agreement. Article I of the Convention provides that each State Party shall grant to other States Parties the following freedoms of carriage by air in scheduled international air services: the third and fourth freedoms allow basic international services between two countries. :146 Even if reciprocal rights of the third and fourth freedoms are granted, air transport agreements (e.B. the Bermuda Agreements) can still restrict many aspects of transport, such as.B.
aircraft capacity, frequency of flights, airlines that are allowed to fly, and airports that can be served. :146-147 The third freedom is the right to transport passengers or goods from one`s own country to another. :31 The right to transport passengers or goods from another country to one`s own is the fourth freedom. :31 Third and fourth freedom rights are almost always granted simultaneously in bilateral agreements between countries. Air cargo applies to commercial aviation. :145-146 The terms “freedom” and “justice” are an abbreviated form of reference to the type of international services permitted between two or more countries. 145-146 Although these services are authorized by countries, airlines may continue to face restrictions on access to these services due to contracts or other reasons. 145-146:19 The Convention on the Transit of International Air Services refers to a multilateral convention developed by the members of the International Civil Aviation Organization (ICAO) in the Chicago Convention, namely.dem Convention on Civil Aviation. The agreement established for the first time the principle of the right of automatic transit and emergency landing. The agreement is called two freedom agreements.
Article 1 of the Convention provides that each State Party shall grant to the other States Parties the following aviation freedoms with respect to scheduled air services: the former is the right to fly over a foreign country without landing. :31 It grants the privilege of flying over the territory of a treaty country without landing. The Member States of the Agreement on International Air Transport grant this freedom (as well as the second freedom) to other Member States provided that transit aircraft use certain routes. Since air transport agreements are essentially a mercantilist negotiation aimed at a fair exchange of traffic rights, the outcome of a bilateral agreement may not be completely reciprocal, but reflects the relative size and geographical location of two markets, especially in the case of a large country negotiating with a much smaller country. :129 In exchange for a smaller state granting fifth-freedom rights to a larger country, the smaller country may be able to maintain sixth-freedom traffic to subsequent destinations from the larger country. :129-130 The first freedom is the right to fly over a foreign country without landing. :31 It grants the privilege of flying over the territory of a treaty country without landing. The Member States of the Transit Convention on International Air Services grant this freedom (as well as the second freedom) to other Member States, provided that the transit aircraft uses certain air routes.
As of the summer of 2007, 129 countries were parties to the treaty, including countries as large as the United States, India and Australia. However, Brazil, Russia, Indonesia and China never joined, as Canada withdrew from the treaty in 1988. These large, strategically located non-IASTA Member States prefer to tighten controls on the overflight of foreign airlines over their airspace and negotiate transit agreements with other countries on a case-by-case basis. :23 During the Cold War, the Soviet Union and China did not allow airlines to enter their airspace. There have been flights from Europe to Japan that have refueled in Alaska. Since the end of the Cold War, the rights of the first freedom have been almost entirely universal. :151 Most countries require advance notice before an overflight and charge a fee, which can sometimes be substantial. On 2 October 2007, the United Kingdom and Singapore signed an agreement allowing unlimited rights to the seventh freedom and the full exchange of other aviation freedoms from 30 March 2018. The first and second freedoms confer the right to cross a country without having to travel, which begins or ends there and is called “transit rights”.
:146 The Chicago Convention created a multilateral agreement in which the first two freedoms, known as the International Air Services Transit Agreement (IASTA) or “Two-Freedom Agreement,” were open to all signatories. By mid-2007, the treaty had been accepted by 129 countries. The 1952 bilateral air transport agreement between Japan and the United States was considered particularly controversial because some U.S. airlines flying to destinations in the Asia-Pacific region west of Japan were granted unlimited fifth-freedom traffic rights. In the early 1990s, for example, the Japanese government`s refusal to allow flights on the New York-Osaka-Sydney route led to protests from the U.S. government and airlines that had requested the route. .
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By Rylee Sommers-Flanagan*
I am finished writing and thinking about socially conservative Texans (for now). But I still have history texts on the mind.
Here’s the dilemma: in a conversation with a like-minded male progressive, I was surprised to realize that, while sympathetic to the fact that girls have few female role models to read about in school, he didn’t see an obvious solution. He thought maybe a few more women could be highlighted, but he offered the following to explain why men would continue to outnumber women in the texts for years to come:
Centuries of discrimination and subjugation kept women from participating as recognized leaders in societies around the world and, as a result, women are historically less influential than men. Therefore, it makes sense that more men are mentioned in history books, in greater detail and at greater length.
I find this rundown perturbing.
Analogy first: Like water rushing downhill, women have had avalanches of stones block their initial routes, and certainly some have pooled into lakes behind these blockages, but not all; many have coursed ahead, making their journey outside of the predictably defined banks of the river. The channel they carve becomes familiar over time, and it is easy to forget the first splashes of water that carved into the unknown.
Now example: Emilie du Chatelet was Voltaire’s mistress and also the first person to discover and theorize about the spectrum of light we study today, predicting the existence of infrared rays. She also translated and provided insightful commentary on Newton’s Principia Mathematica. This work, published over 200 years ago, is still the standard French version. Her position as a woman, despite her clear genius, undermined her ability to interact in common intellectual spheres, but she created her own network. Voltaire called her “a great man whose only fault was being a woman.” I understand that it’s complicated to explain to seventh graders that her sex life gave her the ‘in’ she needed to access Europe’s intellectual elite. Her path was unorthodox but emphatically impactful (and there’s significantly more to her story; check out the plethora of biographies written about her yet excluded from sciences curricula). She belongs in the books with Newton, Curie, Einstein, Darwin and Galileo.
And some other thoughts on the subject: Du Chatelet, while remarkable, is not anomalous (see Sophie Germain , Ada Byron Lovelace , and Sofia Kovalevskaya for similarly prodigious contributions to mathematics). Part of her story is what she accomplished in the face of adversity, but mostly it’s just about what she accomplished. It might simply be said that old habits die hard, but I can’t help wondering if continuing to shut out du Chatelet and her sisters from the scientific community has more to do with their nontraditional impact and distinctive networking styles than it does with their qualifications.
What’s most disturbing, though, is this assumption, even by the liberally inclined, that the absence of women actually means there were no women. But the absence of female historic figures, particularly in the sciences, is actually defined by a failure to fit into the masculine power structure. These women couldn’t achieve the standing like Newton in his heyday, but they made similarly exceptional contributions. Recognition is long overdue.
The sciences have long been underestimating women and keeping them out of the elite club of great discoverers. As recently as this year, the American Association of University Women issued a report called Why So Few? , spotlighting problematic attitudes in the scientific and academic communities. The media coverage of the report sounds almost stunned, with article after article repeating that the ratio of boys to girls scoring over 700 on the math section of the SAT has decreased from 13:1 to 3:1. The report also found that when test takers are told that “girls and boys are equally capable in math…the difference in [testing] performance essentially disappears.”
I hear it from other liberals, usually men; feminism is passé, they tell me. We can show them why it’s not, though, but we have to speak up. Disproving the “why women didn’t make history” explanation requires engaging in the conversation. Tell them about the forgotten women who continue to be ignored, the women who dressed as men to follow their dreams, and the way our own lives reflect barriers often unnoticed by our male peers.
Our patience is worth it; with a little luck, perceptions will change.
*Rylee Sommers-Flanagan is a Communications Intern and a student at Emory University in Atlanta, GA, where she is pursuing a degree in International Studies.
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ST MARY`S PARISH CHURCH
Long before the building was called a church there had been
a chapel on the site under the control of Acton church. At
that distant time there may have been a simple building erected
in Anglo-Saxon times before the Norman conquerors arrived.in
About 1130 Acton church and Nantwich chapel were granted
to Combermere Abbey run by a small group of Cistercians from
France. For a hundred years monks came from the abbey to officiate
in Acton and in Nantwich.
Around 1380 the present building was started. Masons came
from Yorkshire and the red sandstone came from the Runcorn
area. Money came from the abbey estates; through the religious
gilds; and from wealthy people during the Hundred Years Wars
Built in the Decorated style with later additions in the
Perpendicular style the church is huge for such a small place
as Nantwich was in the 14th century. Little wonder that it
has been christened the `cathedral of south Cheshire.`
The oldest parts are the choir, chancel and nave(13th and
14th centuries) and less old, the 14th century transepts.
Features to look for are: the triple-canopied choir stalls;
the misericords(carvings on the undersides of the choir seats
- often quite amusing); the ribbed vaulted chancel ceiling;
the faint remains of inscriptions (the Ten Commandments),
high up on the east wall of the nave; and the effigies in
the south transept. One is of Sir David Cradoc in alabaster.
After King Henry VIII ordered the dissolution of the monasteries
in the 1530s the church changed from being Roman Catholic
to Protestant or Church of England.
In earlier times many people had been buried inside the
church - but the church was gradually sinking, resting on
sand and rainwater.
In the 18th century the church acquired a small library
for the benefit of the clergy. Later the books were very badly
cared for. They suffered the hazards of damp, mice and rough
handling. Six bells were added. A gallery was erected and
a clock added. Various paths were laid out with slabs. Iron
gates and turnstile were parts of the whole fence round the
In the 19th century, after the worst attack of cholera in
the town, the graveyard was closed In the 1850s restoration
work was carried out: the galleries were removed, as were
the box pews. The interior walls were no longer painted with
whitewash. Trees and shrubs were planted but the graves were
said to be in a sorry state The floor level was raised in
1887 the year of Queen Victoria`s Golden Jubilee. By the end
of the century a new clock was in place and the organ rebuilt.
The twentieth century is notable for the reredos erected
in 1919. In 1975 the embroidered curtains hung by the west
door marks Queen Elizabeth II`s 25 years` reign. More recently
there was been a lot of restoration of the red sandstone in
walls and pinnacles.
St Marys Church website at: http://www.stmarysnantwich.btinternet.co.uk/index.htm
Top of page | History
index | Next page
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| 0.969128 | 735 | 2.796875 | 3 |
King James Version
The King James Version (KJV) of the Bible gets its name from King James I of England. Back in 1605 he commissioned a new translation of the Bible into English so that the Word of God could be brought to the common man. After its commission in 1605, the translation was completed in 1611, and it became standard reading for Protestants in English-speaking countries.
Not only was the KJV a major move forward in the Protestant movement, but it has had a deep impact on language and literature for over 300 years. While it is considered beautiful and traditional, it contains a lot of obsolete language. Many churches opt now for the New King James Version (NKJV) or other translations that put the Word into language that is easy to read and understand.
I personally would like to use a Bible that I can easily understand so that I can grasp the meaning of the Word.
New King James Version
The New King James Version (NKJV) became a Bible translation that used modern words while keeping the style and purity of the original version. It continues to remain faithful to the original Greek, Hebrew, and Aramaic texts while also using the new research in archaeology, linguistics, and religious text studies.
The change of language over time made it difficult for readers of the KJV to understand the concepts being put forth. Therefore, Thomas Nelson Publishers commissioned a new King James Version to be written in 1975.
The Nelson Study Bible is the best study Bible for the NKJV. It has a vocabulary and commentaries on practically each verse stated in its Bible. There is also many CD versions of the NKJV Bible.
Contemporary English Version
The Contemporary English Version of the Bible is known for the simplicity of the language used. The contemporary language is often mistaken as paraphrasing, but it is a faithful translation of original manuscripts.
This translation of the Bible was written after doing many interviews with children and people unfamiliar with the Bible. The reason for the interviews was so that the translation would be written in the way people speak.
Work on the CEV began in 1984 with the goal being to put an accurate Bible translation in everyday language. Early drafts were sent for review to Bible experts, theologians, and educators spanning a variety of denominations.
The simple, everyday language used in the CEV is what sets this Bible apart from all others. It is written so that even those reading only at a grade school level or second language learners could understand scripture. It is written at a 4th grade reading level. Even though my education is much higher than the 4th grade, I use this Bible when I have difficulty in understanding the King James Version.
Amplified Bible (AB)
The first Bible project of The Lockman Foundation was the Amplified Bible. This Bible combines meaning and context in its translation of the Bible. This combination means that the Bible contains alternative translations and amplified terms so that the reader can understand the meaning of scripture more clearly.
Frances Siewert (1881-1967) was determined to create a translation that included the nuanced differences in Hebrew and Greek language, culture, and archaeological findings. The Lockman Foundation financed her project. Zondervan then published the Amplified Bible.
The Amplified Bible allows readers to gain an understanding of the different ways certain Greek and Hebrew words can be translated. This allows for a deeper understanding of the scripture.
P. S. There are many other contemporary Bible versions as good as the ones mentioned above. Choose one you feel comfortable with and rely on God's Spirit for it to become alive to you.
The New King James Version of the Bible was intended to provide a modern translation of Scripture that would retain the purity of the original King James Version. The NKJV is a revision of the KJV and is still based on the original Greek and Hebrew texts. No changes to the original text have been made as in some other revisions of the Bible.
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The way that video displays work
We only watch the screen of the monitor, have we ever imagined that how images and videos are displayed on the monitor ? What are the graphic systems and the processes used in monitors that display the computer software output ? The monitor is a hardware device in which we can see the entire CD, DVD, Internet, and software contents. Let us elaborate the function of this video device.
Some devices work on the designs of (CRT) Cathode Ray Tube. Except this, the video devices work through other technical means. Let's see how cathode ray tubes work. The light of the electric rays (cathode rays) that exits from an electron gun, cross the focusing system and magnetic deflection coil. The magnetic deflection directs electrons to the phosphorus screen. The phosphorus spreads light in the all screens and through the phosphorus, the monitor displays an image. However, there is a problem with phosphorus, which is that the light of the phosphorus does stay constant. Therefore, there is a need for sustaining the light for showing the screen on the monitor. There is a solution to this problem. The solution is that the phosphorus glow option is speeded up so that the light remains constant due to rapidly scanning the electronic beam on the same place. This process is called Refresh CRT.
Above is the process by which a CRT monitor is able to produce images on its screen allowing people to watch it and to work easily. This video display process has become very advanced with new technology like LCDs (Liquid Crystal Displays) or LEDs (Light Emitting Diodes). This technology is used for displaying images and video on a screen using various other methods to produce quality pictures. The above details show the structure of the design that most screens contain and use to display visual data output.
Computer users connect third party graphics cards to motherboards in order to handle heavy graphical workloads such as when gaming, or using photo & video editing, CAD (Computer Aided Design) & CAM (Computer Aided Manufacturing) applications. Normally a motherboard's onboard graphics crad or one built into the latest generation of CPUs are enough for everyday light graphical requirements for websurfing and word-processing.
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Circling the Square: Avant-garde Porcelain from Revolutionary Russia Circling the Square: Avant-garde Porcelain from Revolutionary Russia is an exhibition celebrating an extraordinary period in the history of 20th century art and design. It will present, for the first
from which rays emanate), and Natan Altman’s famous red and green plate ‘Land to the Workers’, of 1919. The prestigious job of decorating St Petersburg’s Palace Square to celebrate the first anniversary of the October Revolution fell to Altman and his watercolour design for this scheme, which inspired the plate, will also be shown. The significance of porcelain in terms of our understanding of popular street art cannot be overestimated; for although the objects themselves very quickly became elite objects – not for domestic consumption or for use by the masses – the iconography and decoration serves as a lasting testament to much of the temporary art put up at the time to celebrate major revolutionary festivals.
Notes to Editors
Lomonosov Porcelain Factory and Museum
The St Petersburg Porcelain Factory was founded by Empress Elizabeth in 1744 on the banks of the river Neva on the outskirts of St Petersburg. During the reign of Catherine the Great the factory was styled the Imperial Porcelain Factory and production, until the Revolution of 1917, was exclusively for the Imperial court. The quality of its products equalled those of European porcelain manufacturers and during the 19th century it was well represented at international exhibitions. In 1844, to mark its centenary, Tsar Nicholas I ordered the creation of a museum to house pieces from the factory and serve as a teaching collection for the factory’s craftsmen and artists. The museum was based on the existing collection of models, supplemented by some of the finest works from the storerooms of the Winter Palace and other royal residences. It was open daily, apart from weekends and holidays, and entrance was free to all. The museum contained examples from other celebrated European factories as well as Chinese and Japanese ceramics. As production at the factory grew, so did the museum, and by the end of the 19th century one copy of all new designs went to the museum, a practice that has continued into the 21st century.
Following the February Revolution of 1917 and the Bolshevik Revolution of October 1917 the factory was nationalised and renamed the State Porcelain Factory. Surviving blanks from the Imperial Porcelain Factory were decorated with the new revolutionary designs. In 1925 it was re-named the Lomonosov Porcelain Factory in honour of Russia’s first great scientist Mikhail Vasilevich Lomonosov, who was also an admired poet and the founder of Russia’s Academy of Science. The museum’s collection moved several times during the 20th century, eventually finding a home in the factory’s administrative building in 1975.
The factory was privatised in 1993 and in 2001 its prestigious historical collection was transferred to the care of The State Hermitage Museum, of which it now forms the department known as the Porcelain Museum. Today, Mrs Galina Tsvetkova, Chairman of the Board of the Lomonosov Porcelain Factory, owns 75.61% of the factory with minority shareholders holding the remainder. The collection, which is still physically housed on the site of the Lomonosov Factory, is open to visitors.
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- What does it mean to rouse someone?
- What song is played after the last post?
- Why is the silence 2 minutes?
- Do you salute Reveille?
- What is the army wake up call called?
- What bugle call is played at night?
- When should I play reveille?
- What mean generous?
- What is a tenacious?
- What does stammered mean?
- What piece of music marks the two minute silence?
- What does Reveille and Rouse mean?
- Why is it called the Rouse?
- What does the reveille signify?
- What is the Last Post and Reveille?
What does it mean to rouse someone?
to bring (oneself or another person) out of sleep, unconsciousness, etc, or (of a person) to come to consciousness in this way.
(tr) to provoke, stir, or exciteto rouse someone’s anger..
What song is played after the last post?
The bugle call RouseThe bugle call Rouse should be played after Last Post on all subsequent occasions or ceremonies during the day.
Why is the silence 2 minutes?
This was brought to the attention of King George V and on 7 November 1919, the King issued a proclamation which called for a two minute silence: “All locomotion should cease, so that, in perfect stillness, the thoughts of everyone may be concentrated on reverent remembrance of the glorious dead.”
Do you salute Reveille?
If reveille or retreat is followed by the national anthem or “To the Color,” military personnel should salute (during the entirety of the song). Military personnel and veterans who are present but not in uniform may salute when outdoors [during reveille and retreat] or stand at parade rest.
What is the army wake up call called?
Reveille”Reveille” (US: /ˈrɛvəli/ REV-əl-ee, UK: /rɪˈvæli/ ri-VAL-ee), called in French “Le Réveil” is a bugle call, trumpet call, drum, fife-and-drum or pipes call most often associated with the military; it is chiefly used to wake military personnel at sunrise.
What bugle call is played at night?
Reveille is played as a bugle call to signal the beginning of the duty day on base. Retreat is played to mark the end of the duty day and precedes the playing of the national anthem. Taps is played to mark the start of quiet hours on base, which is 9 p.m.
When should I play reveille?
6:30 a.m.Reveille is played at 6:30 a.m. and Retreat is conducted at 5 p.m. each day on Fort Leonard Wood. While every service member knows that the military has specific protocols to follow during reveille and retreat, the civilian population may be unaware of such rules.
What mean generous?
1 : freely giving or sharing She was generous with her time. 2 : providing more than enough of what is needed : abundant a generous supply. Other Words from generous. generously adverb.
What is a tenacious?
1a : not easily pulled apart : cohesive a tenacious metal. b : tending to adhere or cling especially to another substance tenacious burs. 2a : persistent in maintaining, adhering to, or seeking something valued or desired a tenacious advocate of civil rights tenacious negotiators.
What does stammered mean?
intransitive verb. : to make involuntary stops and repetitions in speaking : stutter. transitive verb. : to utter with involuntary stops or repetitions.
What piece of music marks the two minute silence?
Useful resources for your Act of Remembrance: Two Minute Silence: this file includes the Last Post at the beginning and Reveille to end the silence.
What does Reveille and Rouse mean?
Reveille derives from the old French word meaning ‘wake up’ and for hundreds of years has been sounded to awaken soldiers at sunrise. While the Last Post is associated with death, Reveille symbolises resurrection. A shorter call, the Rouse, was the signal for soldiers to arise and attend to their duties.
Why is it called the Rouse?
The custom of waking soldiers to a bugle call dates back to the Roman Legions when the rank and file were raised by horns playing Diana’s Hymn. … The Rouse is a shorter bugle call, which as its name suggests, was also used to call soldiers to their duties.
What does the reveille signify?
Reveille, from the French word ‘reveillez’, meaning to ‘wake-up’, was originally played as a drum beat just prior to daybreak. Its purpose is to wake up the sleeping soldiers and to let the sentries know that they could cease challenging.
What is the Last Post and Reveille?
The Last Post is one of a number of bugle calls in military tradition that mark the phases of the day. While Reveille signals the start of a soldier’s day, the Last Post signals its end.
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What is the Latitude and Longitude on Nepal?
Latitude of Nepal is:28 and Longitude of Nepal is: 84
Beautified by the Mount Everest, the highest peak on Earth, Nepal is a sovereign state of South Asia. It boasts of the eight of the world ten tallest mountain peaks.
The mountainous country of Nepal is completely landlocked. Located at the geographical coordinates of 28 North and 84 East, Nepal is spread across an area of 147,181 square kilometres. A population of 29,331,000 makes it the 40th most populated country in the world followed by Malaysia. Nepal is located in the Himalayas and shares its northern boundary with China and southern, eastern and western boundaries with India. Kathmandu is the capital and the largest city of the country.
Nepal is surrounded by some beautifully stunning valleys, exquisite landscapes and enchanting lakes. The beautiful Gosainkunda Lake in Langtang at a spectacular backdrop of towering hills and sun-bathed mountains makes for a delightful sight. Some of the highest peaks in Nepal are Kanchenjunga, Makalu, Cho Oyu and Manaslu among few others. Nepal is drained by three chief rivers of Himalayas, River Kosi, River Narayani and the River Karnali.
Agriculture employs most of the Nepal's population. Tourism industry also generates large revenues for the country. Inspite of this, more than half of the population lives under the poverty line. Nepal's culture is deeply influenced by its closest neighbour, India. Hinduism is practised by majority of the population and other predominant religion is Buddhism.
View Latitude and Longitude on Nepal in other units.
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To mark International Women’s Day, we pay tribute to Liberia, which just five days ago announced itself free of all new cases of Ebola. Notwithstanding, in order for the Ebola crisis to be declared over, World Health Organization protocol requires no new Ebola cases in the country for 42 days. Despite 37 more days of waiting before Liberia can declare itself Ebola free, it’s remarkable to reflect on the impact that Ebola has had on the country, not only from a mortality perspective, but the impact the disease has had on the economy, social structures, and individual family units.
Notably, statistics illustrate the effects that the disease has had on women. Since its outbreak, the World Health Organization reports there have been a total of 2828 women with confirmed and probable cases of Ebola in Liberia. The statistic is shocking in the aggregate and even more disturbing when you look at individual cases such as the village of Joeblow, where the lives of all young mothers in the village were claimed by the disease.
Continue reading EBOLA’S IMPACT ON THE WOMEN OF LIBERIA
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ReWalk Robotics, Ltd. has licensed the Wyss Institute's lower-extremity soft exosuit technology to develop lightweight exoskeleton systems for medical applications such as stroke and multiple sclerosis.
There are an estimated three million stroke patients and 400,000 multiple sclerosis patients in the United States who suffer from limited mobility due to lower limb disabilities. For decades, engineers have been designing and building wearable exoskeletons to help these patients walk again successfully, and to enhance healthy people’s strength and endurance. A number of exoskeletons have been developed recently to achieve these goals, but these systems are generally more suitable for individuals with severe impairments. For those with partial mobility, rigid systems can impede a wearers’ natural joint movements, thus causing fatigue and exacerbating the very problems they are attempting to fix.
The Wyss Institute’s lower-extremity soft exosuit is composed of specially designed clothing-like fabrics that are light, flexible, and do not impede wearers’ motions. Force is applied to targeted areas of the exosuit by small mechanical actuators at precisely the right time in a patient’s walking gait, providing extra support to the muscles as they move. The exosuit is powered by an on-board battery, allowing it to travel unobtrusively with wearers as they go about their daily routines. It can assist the elderly in maintaining or restoring their gait, rehabilitate children and adults with movement disorders due to stroke, multiple sclerosis and Parkinson’s Disease, and reduce the burden on soldiers, firefighters, paramedics, farmers, factory workers, and others with physically demanding jobs.
The first-of-its-kind soft exosuit was developed at the Wyss Institute and the Harvard Biodesign Lab led by Associate Faculty member Conor Walsh, Ph.D. through extensive prototyping that included the involvement of roboticists, mechanical and biomechanical engineers, apparel designers, software engineers, and physical therapists. Throughout its development, the soft exosuit was optimized by insights from continuous research with voluntary study participants, and led to the parallel creation of entirely new forms of functional textiles, flexible power systems, and control strategies that integrate the suit and its wearer in ways that mimic the natural biomechanics of the human body.
By applying assistive force to the wearer’s ankles at the right time during their natural stride, the soft exosuit allows them to walk with greater stability and metabolic efficiency, which could prevent injury and reduce fatigue. It can also be tuned to apply force to “retrain” the gait of someone who has adopted uneven walking movements to compensate for reduced mobility due to injury or disease.
In 2016, the Wyss Institute partnered with ReWalk Robotics in a collaboration to accelerate the development of its soft exosuit technology for assisting people with lower limb disabilities caused by stroke or multiple sclerosis, bringing together the Institute’s technical innovation and ReWalk’s expertise in the commercialization of wearable robotics. ReWalk also licensed the lower-extremity soft exosuit technology from Harvard University as part of the agreement, and licensed additional related technology in 2019.
The same year, ReWalk obtained a CE mark for their commercialized version of the soft exosuit, called the ReStore™, clearing it for sale to rehabilitation clinics in the European Union. Days later, it received clearance from the FDA for sale to rehabilitation centers across the United States for use in the treatment of stroke survivors with mobility challenges, making ReStore™ the only soft exosuit with FDA clearance. In 2020, the US Centers for Medicare and Medicaid Services issued a Healthcare Common Procedure Coding System (HCPCS) Level II Code in response to ReWalk’s application, establishing the first code to facilitate insurance claims for medical exoskeletons.
In addition to the lower-extremity soft exosuit for ankle support, the Wyss Institute has developed models that assist other joints including the hip and knee. The team is continuing to develop soft exosuits that improve the mobility of the upper extremities as well, including the shoulder and hand.
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Tapeworm are the parasites, segmented ribbon like worm that obtain nutrients from the digestive system of your body. The tapeworm diet is a controversial but it is a quick method for weight loss. This method include ingesting parasites which is called tapeworms. Due to this a person can ill and have many other fatal complications. You will acquire tapeworm in body if you use raw meat from infected animals and eat that food which is prepare by those who are infected tapeworm.
Tapeworm will attach to walls of your intestines and it absorbs all the nutrients and continues to grow and also produced eggs which will be shed in feces. It is dangerous to consuming the tapeworms and it will cause you malnutrition and anemia. Tapeworm diet is effective but it is not much effective as it should be. Tapeworm can live more than 20 years in human body. Tapeworms can live in a person’s body for up to 20 years. Tapeworm infection is not serious disease. But in some cases big tapeworms can block person’s intestines, bile duct and appendix.
Oregano oil: it is effective and easy way for cure parasite. Take one glass of water and few drops of oregano oil. Try this three times in a day. Most of the people add lemon juice for vitamin and taste.
Almonds: almonds which helps decrease intestinal irritation and discourage intestinal parasite.
Pine apple: it is delicious fruit contain digestive enzyme bromelain which helps to clear many other tapeworm infections.
Papaya seeds: it is good source for getting rid of intestinal tapeworm. These seeds have slightly peppery flavor. You can eat them with salads and other dishes.
Pumpkin seeds: these seeds does not kill tapeworm but it flush them out from your body.
Onion: it contains sulfur compounds which are anti-parasitic. It is very effective for tapeworm. Take 2 tablespoon two times in a day of onion juice for two weeks.
Garlic: it is used for flush the tapeworm like giardia.
Pomegranate: it is very useful for flushing out the intestinal tapeworms. Drink four glass of pomegranate juice daily just for one week.
Coconut oil: coconut oil gives nutrients benefits to your body. It is used to flush out the internal tapeworms.
Tapeworm diet side effects:
When you adopt tapeworm diet, then there is also side effects of weight loss. Some other side effects of tapeworm diet are given below
Precautions while taking tapeworm diet
Raw foods: do not eat under cooked beef, pork and fish
Meat: try to cocked meat at temperature of at least 66C (150). It will kill larvae or eggs of tapeworm.
Fish and meat: freeze meat for just 12 hours and fish for 24 hours. It will kill larvae and tapeworm eggs.
Food precautions: wash your all fruits and vegetables if there is tapeworm in your area.
Use of gloves: Wear gloves when you are handling soil or gardening.
By : Natural Health News
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Find your waistline! If you can't because it is as big as or bigger than your hips, get rid of the fat around your middle. Losing as few as 10 pounds can make a difference. The National Heart, Lung and Blood Institute offers an excellent tool for measuring your body fat or body mass index (BMI) to make sure it is where it should be-under 25.
Some studies have shown that body shape may be an indicator of your risk for heart disease. Think apples and pears. Women shaped like apples are storing more fat around their middles. Pear-shaped women are bigger through their hips, thighs and bottoms. Recent studies indicate that people shaped like apples are more at risk for heart disease, high blood pressure and diabetes.
To a certain extent, you can blame your shape on genetics, but you can reduce your risk of heart disease by maintaining a healthy weight no matter what your shape. This is especially critical if your father had a heart attack before age 50 or your mother before 60.
It is a good idea to measure your waist from time to time to make sure it is less than half your height. The risk begins to increase at 31.5 inches with a significant jump at 37 inches. You can also calculate your waist to hip ratio. Divide your waist measurement by the measurement of the widest part of your lower body. If the ratio is less than .80 you're a pear. If it's more, you're an apple.
If you're a pear, you are not necessarily in the clear. Carrying more weight in the lower half of your body may offer some protection against heart disease but not if you're overweight. And, pears can become apples, too, especially after menopause. There is also some evidence that pear-shaped women are more at risk for other problems, such as ovarian cancer, breast cysts and endometriosis.
If your BMI or body shape is not what it should be, the advice is simple: eat less and exercise more. Doing it is the difficult part. Your doctor can help. You can also visit your local library or surf the Internet for free information, tools and support. For example, the National Heart, Lung and Blood Institute offers an interactive menu planner and popular commercial sites, such as SparkPeople.com, also offer free tools to track your progress in reaching your goals and connect with others for support.
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In 1513, a hundred and seven years before the landing of the Pilgrims at Plymouth, Balboa scaled the continental backbone at Darien and unfurled the flag of Spain by the waters of the Pacific. With wondrous zeal did Spanish explorers beat up and down the western shore of the Gulf of Mexico, seeking for an opening through. Cortez had no sooner secured possession of Mexico, after his frightful slaughter of the Aztecs, than he began pushing out to the west and northwestalong the "upper coasts of the South Sea"in search of the strait which Montezuma told him existed.
It is unlikely that Montezuma's knowledge of North American geography was much greater than that of his conqueror. But in every age and land aborigines have first ascertained what visiting strangers most sought, whether it be gold or waterways, and assured them that somewhere beyond the neighboring horizon these objects were to be found in plenty. Spanish, French, and English have each in their turn chased American rainbows that existed only in the brains of imaginative tribesmen who had little other thought than a childish desire to gratify their guests.
Cortez undertook, at his own charge, several of these expensive exploring expeditions to discover the strait of which Montezuma had spoken, and one of them he conducted in person. In 1528 the year he visited Spain to meet his accusers we find him dispatching Maldonado northward along the Pacific coast for three hundred miles; and five years later Grijalva and Jimenez were claiming for Spain the southern portion of Lower California. A full hundred years before Jean Nicolet related to the French authorities at their feeble outpost on the rock of Quebec the story of his daring progress into the wilds of the upper Mississippi Valley, and the rumors he had there heard of the great river which flowed into the South Sea, Spanish officials in the halls of Montezuma were receiving the tales of their adventurers, who had penetrated to strange lands laved by the waters of this selfsame ocean.
It was about the year 1530 when the Spaniards in Mexico first received word, through an itinerant Monk, Marcos de Niza, of certain powerful semi-civilized tribes dwelling some six hundred miles north of the capital of the Aztecs. These strange people were said to possess in great store domestic utensils and ornaments made of gold and silver; to be massed in seven large cities composed of houses built with stone; and to be proficient in many of the arts of the Europeans. The search for "the seven cities of Cibola," as these reputed communities came to be called by the Spaniards, was at once begun.
Guzman, just then at the head of affairs in New Spain, zealously set forth at the head of four hundred Spanish soldiers, and a large following of Indians, to search for this marvelous country. But the farther north the army marched the more distant became Cibola in the report of the natives whom they met on the way; until at last the invaders became involved in the pathless deserts of New Mexico and the intricate ravines of the foothills beyond. The soldiers grew mutinous, and Guzman returned, crestfallen, to Mexico.
In April, 1528, three hundred enthusiastic young nobles and gentlemen from Spain landed at Tampa Bay, under the leadership of Narvaez, whom Cortez supplanted in the conquest of Mexico. Narvaez had been given a commission to hold Florida, with its supposed wealth of mines and precious stones, and to become its governor. Led by the customary fables of the natives, who told only such tales as they supposed their Spanish tormentors wished most to hear, the brilliant company wandered hither, and thither through the vast swamps and forests, wasted by fatigue, famine, disease, and frequent assaults of savages. At last, after many distressing adventures, but four men were leftCabeza de Vaca, treasurer of the expedition, and three others. For eight long years did these bruised and ragged Spaniards wearily roam across the region now divided into Texas, Indian Territory, Oklahoma, New Mexico, and Arizonathrough tangled forests, across broad rivers, morasses, and desert stretches beset by wild beasts and men; but ever spurred on by vague reports of a colony of their countrymen to the southwest. At last (May, 1536), the miserable wanderers, first to make the transcontinental trip in northern latitudes, reached the Gulf of California, where they met some of their fellow countrymen, who bore them in triumph to the City of Mexico, as the guests of the province . . . . .
In that golden age of romance travelers were expected to gild their tales, and in this respect seldom failed to meet the popular demand. The Spanish conquistadores, in particular, lived in an atmosphere of fancy. They looked at American savages and their ways through Spanish spectacles; and knowing nothing of the modern science of ethnology, quite misunderstood the import of what they saw. Beset by the national vice of flowery embellishment, they were also pardonably ignorant of savage life, and had an indiscriminating thirst for the marvelous. Thus, we see plainly how the Cibola myth arose and grew; and why most official Spanish reports of the conquest of the Aztecs were so distorted by false conceptions of the conquered people as in some particulars to be of light value as material for history. It was, then, small wonder that Cabeza de Vaca and his fellow adventurers, in the midst of the hero worship of which they were now recipients, should claim themselves to have seen the mysterious seven cities, and to have enlarged upon the previous stories.
Coronado, governor of the northern province of New Galicia, was accordingly sent to conquer this wonderful country, which the adventurers had seen, but Guzman failed to find. In 1540, the years when Cortez again returned to meet ungrateful neglect at the hands of the Spanish court, Coronado set out with a well-equipped following of three hundred whites and eight hundred Indians. The Cibola cities were found to be but mud pueblos in Arizona and New Mexico, with the aspect of which we are to-day familiar; while the mild-tempered inhabitants, destitute of wealth, peacefully practising their crude industries and tilling their irrigated field, were foemen hardly worthy of Castilian steel.
11 From Mr. Thwaites' "Rocky Mountain Explorations." By permission of the publishers, D. Appleton & Co, Copyright 1904. Cabeza de Vaca was born at Jeraz de la Frontera, in Spain, about 1490, and died at Seville some time after 1560. In 1528 he was made treasurer of an expedition under Narvaez to Florida. From Florida he sailed westward with Narvaez and off the coast of Lousiana was shipwrecked. A combat with Indians ensued from which De Vaca and three others escaped with their lives. After spending six years with the Indians as captives, he reached Mexico in 1536 meanwhile making the journey here described. He returned to Spain in 1537, and in 1540 was made Governor of Paraguay, which he explored in 1548. In the following year he was deposed and imprisoned by Spanish colonists in Paraguay for alleged arbitrary conduct and sent to Spain, where he was sentenced to be banished to Oran in Africa, but was subsequently recalled and made judge of the Supreme Court of Seville.
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October 11, 2012
Heavy Mother Wolves Determine Health Of The Pack
Michael Harper for redOrbit.com — Your Universe Online
After studying the gray wolves of Yellowstone Park for 14 years, biologists have discovered the key to raising happy, healthy, productive wolf cubs.
The secret? Cooperation and a nice, heavy mother.
These gray wolves were reintroduced into Yellowstone National Park in the mid-1990s. Since then, the wolves have been widely studied by biologists and scientists as they work to figure out what makes these carnivorous populations tick. According to Robert Wayne, a professor of ecology and evolutionary biology at UCLA, these wolf packs have turned out to be a great model for the study of sociality and cooperation.
As pack animals, the wolves are very territorial and stick close to their own kind. Female wolves don´t care exclusively for their young, spreading the maternal care around to the whole of the group and providing food to any hungry pups. The females also protect the young against potential predators, such as rival packs. The more protected the pack, the better chance it has of survival. One way these female wolves can help protect their pack is maintain plenty of weight, says Wayne.
“A female´s body weight is key in the survival of her offspring, and cooperation in the protection and feeding of young pups pays off in terms of the production of offspring.”
A larger mother wolf is also better equipped to fight off any encroaching wolf packs, according to Wayne, explaining his research in a recent statement.
“Consequently, larger packs tend to get larger and win the ℠arms race´ of holding territories against the aggressive actions of other packs,” said Wayne.
“Large packs get better at building armies of soldiers to defend their turf, and cooperative behavior and sociality are maintained by natural selection.”
Throughout the many years of wolf-study, former UCLA graduate student Dan Stahler and former UCLA postdoctoral scholar Bridgett vonHoldt analyzed the life history and genetics of some 300 gray wolves in Yellowstone National Park. This pair also studied the way these wolves survived as a pack as well as the way they grew the size of the pack through reproduction. Once again, these biologists found another link between the weight of mother wolves and the overall health of the pack.
“We discovered that mother wolves´ body weight and pack size play a crucial role in enabling pups to survive and thrive from birth to young adulthood,” explained Utah State University assistant professor of wildlife resources Dan MacNulty, who also worked on the study, acting as a co-author.
While the weight of the mother is important to consider when looking at the overall health of the group, other environmental factors are also at play. Factors such as population density, resource availability and diseases can also determine the overall health of the pack.
“Each of these factors effects reproduction, but, overwhelmingly, female body weight and pack size are the main drivers of litter size and pup survival,” said Dan Stahler.
“Bigger females produce bigger litters; bigger packs are better equipped to hunt and defend pups and resources from competitors.”
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Features of finance will help you to determine your financial goals. An importance and sources of funds will help you to meet your goals. It is ultimate reality that finance is a basic component of any economy. Financial area and financial markets play out the fundamental capacity of diverting funds from individuals who have spared surplus funds to the individuals who are in need of financing or have lack of funds.
Features of Finance:
The goal of any business is to expand and make money for the shareholders, which is estimated by the stock price of an organization. What are the ways you can fulfill your financial goals. Here are some of the important features of finance present for your understanding.
1. Investment Opportunities:
A key feature of finance is to look forward for investment opportunities. Finance is required to invest your money to create wealth or earn profits from it. There are many investment opportunities in the market like purchasing a land, buying a home, investing in your business idea, buying stocks, shares or financial instruments. Through these investment opportunities you can generate wealth. Also remember that expected return on investment always keeps on changing depending upon economic factors.
2. Allocation and Utilization of Funds:
An important features of finance to every company is that, A business must guarantee that satisfactory funds are accessible from the available sources at the correct time. It needs to choose the method, strategies and types of finance to raising the capital, regardless of whether it is to be through the issue of securities or bank loan. When funds are raised, next step is to allocate those funds to different ventures, projects, etc. Mainly target of the any business is to maximize profits and earnings. Appropriate use of finance depends on investment strategies, techniques, decisions, control and management rules and policies for efficient results.
3. Diversify your Investment:
Best way to reducing the risk and maximize your profits / earnings of investment is to diversify your investment. A best features of finance is to diversify your investing funds and you may require additional finance for your diversification needs. Many experts have suggested that allocating all your funds from different sources into one area increases your risk on investment. You should diversify your investment for example: 20% allocation in equity funds, 20% allocation in mutual funds and 60% allocation in property or assets.
4. Financial Decision Making:
Decision making is one the primary features of finance. If you are really a good financial planner and you can analyse it well but you are unable to take decision makes no sense. Firstly, you should prepare your financial plans, secondly your finance management plans and then at the right time frame you should take decision. Slowing with the help of knowledge you will keep on improving your decision making skills which will benefit you in getting good returns on investment.
5. Financial Management:
Maximization of valuation of an organization is one of the features of finance which is a goal of the company. Thus, the goals of finance are to guarantee adequate finance and supply of funds is available to the business at any given time and also at a reasonable interest rate. Finance helps business by effective use of capital and resources to follow the rules of liquidity, productivity and limiting risk. It gives a clear picture of internal management, investment, planning and control decisions.
To grab the available profitable opportunities is one of the main features of finance to accomplish that goal. Do leave your feedback in the comments section, so that we can serve our reader with much better always.
- Tutorial Course - Basic Finance Concepts For Beginners Guide
» e-Learning Chapter 1: What is Finance with Examples?
» e-Learning Chapter 2: What is International Finance?
» e-Learning Chapter 3: Importance of Finance
» Currently Reading: Features of Finance
» e-Learning Chapter 5: Source of Funds
» e-Learning Chapter 6: Types of Capital
» e-Learning Chapter 7: Types of Capital Market
» e-Learning Chapter 8: Types of Investment
» e-Learning Chapter 9: Short Term Sources of Finance
» e-Learning Chapter 10: Long Term Sources of Finance
» e-Learning Chapter 11: Finance Quiz – Finance Basics for Beginners
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How Understanding Human Behavior Can Help Mitigate Cyber Risks and Neutralize Adversarial Intent
Most cyber security incidents are not particularly technical and in fact, the majority of data breaches are the result of simple human error. A major recent study of cyber-attack and incident data reported that 95 percent of all security incidents predominantly exploit the weakest link, the human. Internal and external cyber threat actors alike prey on humans to lure insiders to unintentionally provide access to sensitive information. By leveraging an understanding of human behavior, organizations can better protect their assets while simultaneously influencing cyber criminals to unwittingly adopt tactics leading to their own neutralization.
This session will describe the linkage between cyber security and human behavior-based biases and perceptions that can provide an effective countermeasure to advanced threats and breaches as well as address such topics as:
- What aspects of employee behavior represent predictable insider risk and adversarial intrusion?
- How can companies better detect, assess, and respond to probable bad actors?
- How can organizations leverage cultural influences to develop appropriate countermeasures to bad actors?
- What intelligence-driven patterns and behaviors can organizations implement to induce hackers to take actions that lead to their own defeat?
Additional Summit Insight:
Hear from more industry influencers, earn CPE credits, and network with leaders of technology at our global events. Learn more at our Fraud & Breach Prevention Events site.
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Even in star clusters, families tend to stick together, and stellar "siblings" don't leave each other's sides for billions of years.
Using data from the European Space Agency's Gaia Observatory, scientists observed star formation in a large area of space that surrounds the Milky Way and found that stellar families, or stars that formed around the same time from the same cloud, stayed together in string-like groups.
"We generally thought young stars would leave their birth sites just a few million years after they form, completely losing ties with their original family," Marina Kounkel, a researcher at Western Washington University and lead author of the study, said in a statement. "But it seems that stars can stay close to their siblings for as long as a few billion years."
The team analyzed the data using a machine learning algorithm and discovered around 2,000 previously unidentified star clusters that are around 3,000 light-years away from Earth. (A light-year is the distance a beam of light travels in a single Earth year, or 6 trillion miles or 9.7 trillion kilometers).
They also determined the age of hundreds of thousands of stars, which enabled them to identify which of the stars were considered "family."
"Around half of these stars are found in long, string-like configurations that mirror features present within their giant birth clouds," Kounkel said.
Determining the age of stars is no easy feat, since stars that formed at different times but have a similar mass tend to look pretty much alike. However, in order to find these clusters of familial stars, the team looked for stars moving in a similar fashion since stars that formed within the same birth cloud tend to move in a similar way, according to the statement.
- New Stars on the Cosmic Block Are Fast, Bright and Pulsating
- Monster 'Loner' Star Causes Scientists to Rethink Supernova Explosions
- Hubble Spots Purple 'Jellyfish' Star Glowing in Abyss of Deep Space
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Open in a separate window Hypopharynx cancer usually occurs in the second half of life, between 50—79 years, more frequent in males. There have been described pharyngeal cancers in children. An increased incidence of post—cricoid cancer has been encountered in women with Plummer—Vinson syndrome from anglo—saxon countries. Some authors Wahlberg by analyzing statistics from — period in Sweden noticed a rate of 1.
Спокойной ночи, Ричард.
- Complex de preparate parazitare
А Роберт измотан, он все время работает.
Concurrent with this pathology effemination we find a downward readjustment of the age of appearance of the pharyngo—esophageal neoplasia because of the early introduction of smoking in the individual habits [ 20 ]. In the regions between Iran, Central Asia, Mongolia and Northern China the incidence is 10— times greater than cancer gastric epidemiology the countries with low risk. Hypopharynx and esophageal cancers are present in countries with low social and economical standards and with low level of education.
Cancer gastric epidemiology.
In Romania, in the last decades, the global frequency of cancer has risen, being second place after cardio—vascular diseases. According to statistics from regarding males the incidence of pharyngeal cancer was third In Cluj county in esophageal cancer was reported with an incidence of 1.
Только тогда ему удалось навести кое-какой порядок среди своих подопечных, в покое и тишине посидеть с Николь.
- Benign cancer of the bladder
Это открытие было сделано на той стадии исторического развития октопауков, когда уже начинался переход к оптимизации.
Global mortality by malign tumors, taking — period into study, has risen by This increased mortality is also associated with late diagnostic of hypopharynx and cervical esophagus cancer, The general tendency is that of rising incidence of the hypopharynx cancer gastric epidemiology cervical esophageal cancer in both women and men, by increasing tobacco and alcohol consumption.
Thus the first epidemiological cancer gastric epidemiology measure should be prohibition or decreased tobacco and alcohol consumption.
Analytical epidemiology The apparition of hypopharynx and cervical esophageal cancer is frequently associated with a series of risk factors. As in most head and neck neoplasia excessive consumption tobacco, alcohol, in association with genetic, alimentary and occupational factors, as well as preexistent pathological lesions are incriminated in the appearance of malignant hypopharingo—esophageal tumors.
Knowing this is of most cancer gastric epidemiology for the prophylactic and therapeutic approach, the elimination of one or more risk factors can result in decreased incidence of this poor prognostic disease. Tobacco consumption represents the most frequent cause of head and neck tumors. Neoplastic histopathological modifications occur because of the direct contact of tobacco, carcinogenic substances from cancer gastric epidemiology and smoke inhaled in the upper respiratory airways cancer gastric epidemiology the pharyngo—esophageal mucosa.
A number of cohort and case—control studies reveal the close connection between increased incidence and mortality by hyopharynx and cervical esophageal cancer in comparison with non—smoking individuals.
Increasing apparition risk of neoplasia is in close connection with the quality of tobacco, way, duration of smoking and association with other predisposing factors alcohol, asbestosis, occupation. Doll et al.
Early debut of smoking, consumption of a great number of cigarettes per day and a deep cancer gastric epidemiology lead to an increased risk of pharyngo—laryngeal neoplasia.
Likewise the use of black tobacco is far more dangerous than yellow tobacco use. Studies from India show the association between hypopharyngo—esophageal squamous cell carcinoma with chewing or snuffing tobacco or other tobacco products.
Cancerul gastric - abordare diagnostică şi terapeutică în echipă. Rolul medicului de familie Gastric cancer - diagnostic and therapeutic team approach. All these involve a complex team consisting of family doctor, gastroenterologist, anatomo-pathologist radiologist, surgeon, oncologist, radiotherapist, and palliative care specialist. The presence of a family physician in this team involves primary prevention, early diagnosis, patient follow-up at all stages of treatment, as well as cancer gastric epidemiology care. Tot acest demers presupune o echipă complexă, formată din medicul de familie, gastroenterolog, anatomopatolog, imagist, chirurg, oncolog, radioterapeut și specialist în îngrijiri paliative.
There is a multitude of evidence on the greater risk of developing pharyngeal and esophageal cancer by the regular smoking individuals than the occasional smokers. According to the U. Alcohol consumption is cancer gastric epidemiology close causal relation with oral, pharyngeal, laryngeal, esophageal tumors.
Smoking and alcohol consumption rise the risk level up to as much as times greater than regular non—smoking no—alcohol consuming individuals for developing neoplasia in superior aero—digestive tract.
Alcohol alone can increase the risk of developing tumors in aero—digestive tract in non—smoking patients.
Genetic mutation in alcohol—dehydrogenase 1B ADH1B and aldehyd dehydrogenase—2 ALDH—2involved in the metabolism of alcohol can result in the development of hypopharynx neoplasia.
The consumption of strong alcohol beverages in a medium to high quantity for a long period of time rises the proportion of hypopharynx and cervical esophageal cancers.
PRIMARY GASTRIC LYMPHOMA IN A PROSPECTIVE STUDY
According to IARC the type of consumed alcohol in a certain region in the world can influence the incidence of esophageal cancer: calvados northern Francehouse rum Puerto Ricocachaca Brasil [ 13cancer gastric epidemiology ]. Occupational cancer gastric epidemiology have been long studied to clarify the level of involvement in the development of neoplasia independent to alcohol and tobacco consumption. The issue of industrial exposure is hard to be evaluated because of a high incidence if pharyngo—esophageal neoplasia in unqualified workers in agriculture and industry.
These socio—economical categories are frequently associated with tobacco and alcohol consumption, thus is hard to evaluate the degree of involvement of the occupational factors.
Cancer gastric epidemiology the less the link between massive exposure to toxics, different jobs and hypopharynx and cervical esophageal cancers has been demonstrated by a series of studies.
The epidemiology of hypopharynx and cervical esophagus cancer
In medical literature there is quotation of cancer gastric epidemiology great number of cases of neoplasia attributed to workers in rubber industry, ethiological agents of asbestosis, sulfuric acid [ 141519 ]. According to Boffett et al.
Thus the risk is greater simptome giardia adulti iron workers OR 3. The study also reveals that administrators, managers, salesmen, fire workers have a low risk of developing pharyngo—esophageal neoplasia.
Тысячи странных глаз не менее половины ниллета были обращены к людям.
Если ответ его будет отрицательным, октопаук отказывается от сексуальности перед оптимизаторами колонии.
Они укоряют меня, - Ричард старался перекричать поднятый гам, - за то, что я оставил их одних на такой долгий срок.
A very important fact is the time of exposure to different toxic industrial substances this being in direct correlation to the development to pharyngo—esophageal neoplasia. The development of pharyngo—esophageal neoplasia is in relation to occupational factors, toxic exposure asbestos fibers and other risk cancer gastric epidemiology tobacco, alcohol. Exposure to asbestos fibers determines an increase in the incidence of pulmonary cancers, mesothelioma, and digestive cancers.
The association between hypopharynx cancer and asbestosis has been described in 16 cohort studies and 6 case—control studies.
Тогда этого иглу здесь не было, дядя Ричард, - заверил его Патрик.
The time of exposure to asbestos fibers as well as tobacco and alcohol association has been taken into consideration when establishing the results of the studies Table 2. Table 2 Association between pharynx cancer and exposure to asbestos fibers and tobacco RR — relative risk, CI — trust interval modified after Committee on Asbestos: Selected Health Effects
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Here in Svalbard, a magical experience called the Aurora Borealis is seen more often than in any other inhabited place in the world. This is also the only area on the planet where you can watch the northern lights in the daytime during Polar Nights!
Northern Lights have enchanted people for almost a lifetime and have always been the subject of legends and myths. It was once considered to be a messenger of disaster, war, or a sign of deceased ancestors. This natural phenomenon, caused by strong solar winds, attracts thousands of tourists and photographers to the Polar regions. Apparently, you can witness this magic during the Polar Night. The magnetizing light dancing above the archipelago creates an exceptional magical atmosphere.
The most important thing about observing aurora borealis is being in the right place at the right time. Darkness, clear skies, cold air and intense solar activity are the most favourable conditions. These factors are especially present in Spitzbergen, where aurora appears from mid-September until late March.
Still, your best chances of witnessing the Aurora Borealis are from October through to February—these months are dark, but there is still some twilight for daytime activities. October in Svalbard is also the time when accommodation becomes substantially cheaper.
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The rebellious history of Charlotte and Mecklenburg County parallels the rebellious culture of its colonial inhabitants. Consider the Ulster Scots, also called Scotch-Irish, who came to the States from British-controlled Northern Ireland as indentured servants, not surprisingly bringing with them a hatred of British oppression.
These Ulster Scots were tough and accustomed to a harsh life. They were known for their independent spirit, strong work ethic and hot tempers. They held the firm belief that all men were equal, and had a natural distaste for any authority, especially British authority. Since Ulster Scots accounted for a significant part of North Carolina’s population in the 1760s, it seems only natural that the MecDec and the Revolution would soon follow.
The Mecklenburg Declaration of Independence has a very rich and interesting history. Use the navigation to the left to view major milestones that have occurred, bringing us to where we are today.
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Friday, April 1, 2011
Quiet Down Up There!
Rotorcraft noise unsettles passengers, disrupts cockpit communication and annoys people on the ground. Can helicopters ever be hushed?
|The Fenestron shrouded tail rotor features a stator and asymmetrically spaced blades to reduce noise emission ensure safety.|
Rotorcraft noise is inevitable and almost taken for granted. To the general public, a helicopter’s positive image is one of a provider of emergency medical services, law enforcement and fire fighting. However its disruptive noise can lead to responses of annoyance, fear, privacy invasion, sleep disturbance and military detection.
Often, the acceptability of helicopter noise is a function of the aircraft’s intended operation and the configuration for that operation. A VIP-configured aircraft typically requires the lowest noise levels, but other flight operations such as EMS or offshore helicopters will tolerate higher noise levels to meet operational requirements. All helicopter noise is distinct and much of it is produced from the rotors’ aerodynamic forces. Thickness noise is caused by the fluid displacement of rotor blades pushing on the air. Loading noise is caused by accelerating aerodynamic distribution forces on blades. This includes blade-vortex-interaction (BVI), a noise produced from rotor blades hitting wakes from other blades. High-speed impulsive noise results from nonlinearities in the flow field. There also are broadband noises like turbulence ingestion noise, self noise and trailing-edge noise. All of these noises are influenced by the helicopter’s weight, speed, rotor blade thickness, altitude and rate of descent.
Also, engine noise contributes 0.2 to 1 EPNdB for current helicopters and up to 3 EPNdB for high-technology helicopters. There are transmission noises from produced from the drivetrain, hydraulic systems and gearbox. “Structures vibrating at 500-3,000 Hz generate interior noise,” says Dr. Ed Smith, professor of aerospace engineering at Penn State University. “Teeth meshing inside gearboxes are the major source of this noise. The trouble is, the lighter a structure is, the more noise it radiates. Modern materials technologies to reduce a gearbox and airframe weight can present a challenge to noise control engineers.”
Can all this ‘copter clatter hurt the aircraft itself? “The internal noise in the cabin can lead to structural fatigue and damage to the airframe if it is intense enough,” cautions Kenneth Brentner, professor of aerospace engineering at Penn State. “This is rare however. The internal noise comes largely from vibrations in the aircraft due to the aerodynamic noise and transmission, engine and drivetrain.”
Internal cabin noise has a negative effect on pilots, passengers and ground crews. Duration to rotorcraft noise exposure should be limited. The National Institute of Occupational Safety and Health makes recommendations on its noise findings to regulatory agencies. It recommends against eight-hour workdays at 85 db, stating this contributes to an 8 percent chance of hearing loss. An eight-hour workday at 95 db increases this chance to 25 percent. Cabin noise can make voice communication for passengers without intercom capability difficult and often confusing. “On one occasion I flew a paradrop mission in a UH-1H,” says Samuel Evans, research associate at Penn State’s Aerospace Engineering department and retired U.S. Army colonel/aviator. “When the jumpmaster yelled the preparatory command of ‘Get Ready,’ one confused jumper, obviously not clearly hearing the jumpmaster’s command, coupled with an intense motivation and/or fear of the jumpmaster, left the aircraft as the helicopter was climbing. He was injured due to the low altitude which didn’t allow his parachute to fully deploy.”
|Rotorcraft noise is distinct and produced from various locations.|
There have been attempts to improve or maintain hearing protection for pilots. Specialized helmet ear cups initially provided much of the hearing protection for Army pilots and crewmembers; but as aircraft noise increased there was a need to use earplugs in addition to the helmets. Evans says this configuration (helmets supplemented by earplugs) better protected the pilot’s hearing, but made it difficult to clearly hear radio transmissions. Ten years ago the army developed a device called the communication electronic earplug (CEP) that improves the ability of pilots to hear aircraft radios without reducing hearing protection.
Noise cancellation headphones using active noise control can assist in-flight communication by reducing ambient sounds. “The unwanted sound is sensed by a microphone and then a digital signal processor produces an anti-sound [out-of-phase] signal,” says Don Weir, engineering fellow and technical manager of acoustics at Honeywell. “A speaker produces the anti-sound signal in a manner that constructively interferes with the unwanted sound in the headphones, reducing the level heard.”
Complex rotorcraft noise can be measured with a microphone measurement system. The variation in acoustic pressure vs. time is measured. This signal is analyzed and represented by a sound pressure level spectrum, which indicates the amplitude of the various harmonic (and non-harmonic) components in the acoustic signal. Eric Jacobs, principle engineer of aerodynamics and external noise at Sikorsky, uses microphone recordings and other recording devices like sound level meters for external and internal noise measurements. “We do noise certification recordings to exact requirements that are international standards and in FAR Part 36 and in the 14CFR Part 36.”
The internationally agreed measurement procedure of rotorcraft external noise (ICAO, FAR noise certification) is based on three ground microphones arranged perpendicularly to the flight path. “Prescribed flight conditions are take-off, level flight and a six-degree descent flight,” says Andreas Dummel, acoustic expert at Eurocopter in Munich. The measuring metric is the Effective Perceived Noise Level, EPNL. Further units, used by individuals or local authorities are the A-weighted level LA (dBA), the sound exposure level (SEL) and the equivalent sound pressure level. Cabin noise can be described by the speech interference level (SIL) and also by the A-weighted level, according to Dummel.
Rotorcraft noise can be mitigated in several ways. The three most common are: acoustic treatments to reduce cabin noise, improved low-noise rotor design, and low-noise (“fly neighborly”) flight path operations. Can acoustic modifications really reduce cabin noise? Yes, says Sikorsky’s Jacobs, but he insists that there are trade-offs. “In most cases you have weight penalties, because you have to do interior cabin treatments,” he says. “Depending on the configuration, you may need to incorporate materials and designs that minimize the noise into the cabin space. This will incur some weight as you’re doing that and so the more noise you need to take out, the more weight you’re putting into that interior.”
Evans believes that most noise mitigation is reactive. “If there is a mission requirement to reduce noise, then steps will be taken to add soundproofing and sound deadening in an aircraft after the fact,” he says. A better method would be to design the aircraft to a noise standard specified as part of the requirements document.” One way to reduce rotor noise is to reduce the tip speed of the rotors. Blade tip velocity is the most powerful driver of noise. Rotors with more blades also reduce the loading per blade and thus reduce the rotor noise. Tail rotors can use unequal blade spacing to spread the noise harmonics across the spectrum and make the noise more “broadband-like,” which is generally considered more acceptable by listeners. The rotation speed of the rotor can be reduced, but only within limits. Safety considerations must be balanced. “Thinner blades can reduce high-speed noise; more blades reduce the loading noise as do lighter weight vehicles,” says Brentner. “The blade planform can be designed to limit blade-vortex interaction noise.”
Eurocopter has lowered noise by reducing rotor speed, advancing bladeshapes, and Fenestron, a shrouded tail rotor that shields ground observers from the noise source. More recently, Eurocopter’s Blue Pulse technology has integrated “intelligent” piezoelectric actuators into blades’ trailing edges. It uses three flap modules located at the trailing edge of each rotor blade. The blade’s actuators move the rotor flaps 15 to 40 times per second in order to completely neutralize the “slap noise” typically associated with helicopters during descent. While technology can quiet the skies, an equal and potentially more efficient way to reduce noise is via appropriate flight procedures and fly-neighborly operations. “Avoiding flight profiles which lead to high blade vortex interaction noise and avoiding ‘high-g’ maneuvers can reduce noise on the ground,” says Marc Gervais, acoustic expert at Eurocopter.
The helicopter industry as a whole has been developing noise abatement flight procedures which include aggressive implementation efforts. Even NASA has an active rotorcraft noise reduction effort under the Fundamental Aeronautics program.
Manufacturers are taking responsibility and seeing (and hearing) results. “Sikorsky tests for noise certification where the flight conditions measure the worst case or maximum noise source levels,” says Jacobs. “We’ve demonstrated on our S-76 in full autopilot in a decelerating approach that we’ve eliminated BVI noise. Our fly-neighborly program includes a noise abatement short course for pilots. We are a good 10 decibels quieter in our interior than what we were over 20 years ago.” Since the mid-to-late 1980s, FAA has required certification of new civil helicopters in a similar manner to fixed wing commercial aircraft. All new vehicles must meet noise certification rules to be allowed to enter service. The FAA has an integrated noise model for community noise estimates around airports and heliports.
The FAA regulations and international standards for noise certification limits have two key principles behind them: technical feasibility and economical reasonableness. “They are not set to minimize noise but rather ensure that new aircraft design are reflecting ‘the state-of-the-art’ during the design certification process,” says Jacobs. “Over time, those noise limits are adjusted to reflect current noise technology and design capabilities.” There are many current and proposed regulatory requirements for rotorcraft noise. CFR 14 Part 36 establishes aircraft type noise standards and air-worthiness certification. Others regulations pertain to helicopter weight, flight path height speed, approach angle, rate-of-climb takeoff and maximum normal operating rotor RPM. In August 2010 the Aeronautics Committee report to the NASA Advisory Council addressed rotorcraft technical challenges. It proposed to develop and demonstrate technologies to enable variable-speed rotor concepts like an integrated aeromechanics/propulsion system. These technologies should enable very high-speeds, efficient cruise and hover, reduced noise and increased range.
If the FAA and residential noise coalitions aren’t enough to quiet helicopters, economic considerations may provide the incentive, especially in the United States. “If U.S. manufacturers don’t step up effort to reduce noise signatures, they will continue to lose market share in Europe,” cautions Smith. Despite regulation, innovation and economic situations, one sound can be sure: the noise over helicopter noise will be heard for some time.
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We recently returned from a month long road trip in the desert southwest where we were lucky enough to find lots of critters to photograph and we stopped at a number of fossil collecting sites along the way (more on the critters later…).
Our trip was a bit too early in the season to dig in some of the more snowy sites, such as the Green River Formation in Wyoming, where it is possible to find 50 million year old fish fossils deposited in a collection of inter mountain lakes during the Eocene. We did however have much better luck a little further south digging in the Wheeler Shale found in southwestern Utah.
The Wheeler Shale is a 100-200 meter thick calcareous shale layer formation that was deposited during the Cambrian (~500 million years ago). The layer also consists of shaley limestone, mudstone, and flaggy limestone. Select areas within this layer are rich with fossils. While preserved soft bodied organisms can be found (via a type of preservation typically associated with the famous Burgess Shale in Canada), the layer is more well known for preserving numerous trilobite species. Some of these trilobites can be found in excellent shape and occasionally in mortality plates (multiple fossils within one flake of rock matrix).
Trilobite fossils can be found in this formation either as preserved exoskeletons of the organisms themselves or as the mold or impression left behind by the exoskeleton. No fancy tools are necessary to dig for these trilobites, a rock hammer and chisel will suffice just fine. Cleaning them is another matter! It is important to learn where you can and cannot legally dig and collect fossils in the area, but this can be simplified if your short on time by digging at one of the ‘pay quarries’ such as U-Dig near Delta, Utah.
Of the commonly found trilobites in the Wheeler Shale, Peronopsis interstrictais one of the smallest, usually only a few millimeters long, and belonged to the order Agnostina. It is suggested that Agnostina may have been planktonic and associated with deep cold water deposits, however there is still quite a bit of debate on this.
Most of the time, species such as the primitive Elrathia king, Asaphiscus wheeleri, and Bolaspidella housensis are found missing their ‘cheeks’ (also known as librigena), making complete fossils much more exciting to hunt for!
Elrathia kingi deposited slightly above an Asaphiscuc wheeleri impression in the shale.
For more information on where to dig for fossils in North America, check out Fossil Hunting Maps For North America.
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Imagine switching on your computer one morning only to find that you cannot access your files or that your screen is completely locked. Onscreen, lies a menacing image of a lock and a message telling you that you may not access your screen or files unless you pay a fee. Confusion takes over as you are put in an uncomfortable position – “Pay up! Or else.”
What has happened here is that you have just been the victim of a sophisticated cyber-criminal who has used ransomware to attack your computer. Put simply, ransomware refers to any kind of malware (software created for malicious purposes) that demands a ransom from a user in exchange for the return of a “kidnapped file”. The word literally comes from the words “Ransom” and “Software”. So, what is held captive? Your files, which may be multi-media files, office files or system files that your computer relies on to work properly.
How is ransomware spread?
Ransomware is spread through attachments sent by unsolicited emails or by clicking on a link in an email claiming to come from a bank or delivery company. It is also spread through fake software updates as well as peer-to-peer file sharing networks being passed on through activation keys for popular software, such as Adobe Photoshop and Microsoft Office.
What kinds of Ransomware are out there?
There are 2 kinds:
- A ‘Filecoder’ which encrypts the files.
- A ‘Lockscreen’ which locks the computer and stops you from using it until you have paid the “ransom”.
Where did it start?
Malware has been around for a long time. In 2005, Russian cyber criminals created the first ransomware detected as Trojan Crysis. It was a crude parasite which zipped and password-protected a user’s personal documents. The user would then find the ransom note on their desktop. In 2012, ransomware exploded around Europe and North America, posing as law enforcement alerts accusing victims of piracy, terrorism as well as child pornography. The victims were then urged to pay a $200 fine or face criminal charges.
In 2013, the criminals behind ransomware were already extracting more than $3,000,000 per year from their victims. Then Cryptolocker was released. Cryptolocker represented a totally new family of malware, which encrypts a user’s photos, documents, and other personal files with a uniquely customized secret key. These files could only be restored by paying a ransom to obtain the secret key.
On January 10, 2015, the FBI made an official statement that ransomware was on the rise, emphasizing that a new ransomware variant, CryptoWall, was encrypting user’s files and charging anywhere from $200 to $5,000 in bitcoins to restore them. The FBI did not provide any viable solutions for decryption. In 2016, more than 15 million dollars had already been extorted from users.
A vicious cycle has begun. Most users opt to pay in order to retrieve their valued private data. Every time the ransom is paid, the malware creator receives the funds. What happens next is that some of the money is reinvested into the development cycle and ransomware gets progressively smarter, more effective, and harder to defeat, and thus the vicious cycle continues.
A new threat is upon the cyber world. It is called “WannaCry.” It combines ransomware with “worm” functionality so the infection of one computer triggers the infection of an entire network. This ransomware doesn’t require a click from the user. It targets itself on outdated versions of Windows. Microsoft fixed it with updates but millions of people still use older versions of Windows or haven’t updated their systems, leaving them open to attack.
When information is everything today, and so much can be stored on such small devices, it is of the utmost importance to keep your technology and business technology protected. Fortunately, anti-malware will protect you from this.
What you should do:
- Create a backup plan to make sure your important data is safe.
- Store a backup of your most critical data offline or with a secured cloud backup service.
- Make sure your operating system and applications are up-to-date.
- Use caution when opening email attachments and don’t click unsolicited email links.
- Protect yourself with advanced anti-ransomware software.
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New Zealand reportedly joined a growing list of countries that have been making it to the front page for banning single use plastic bags. According to an official announcement, single use plastic bags have to be phased out in New Zealand by the end of 2018.
Incidentally the country is in the dire clutches of plastic pollution with the highest per-capita rate of urban plastic waste production as compared to other countries of the developed world. New Zealand accounts for 750 million plastic shopping bags used each year which indicates that each person on an average uses 154 plastic bags.
Jacinda Ardern, Prime Minister of New Zealand and Associate Environment Minister Eugenie Sage announced that the retailers of the country will be permitted 6 months to remove all plastic bags from the market. Reliable reports quote Ms. Ardern to say that the country is producing mountains of plastic bags that is polluting the invaluable marine and costal environments and causing serious damage to a range of marine life. She added that supermarkets will be fined as much as $NZ100,000 if they fail to remove plastic bags from their stores.
New Zealand’s decision primarily comes in the wake of the rising trends of recycling and reusing. According to CNN, a section of retailers are already committed to this cause, including Nestle, L’Oréal, and the Coca-Cola Company that signed a declaration last June, promising to use 100% recyclable, compostable, or reusable packaging in their operations in New Zealand by 2025.
New Zealand retailers and supermarket chains have also announced that they will be eliminating single use plastic from their stores by the end of 2018. A similar move had also been undertaken by major Australian retailers, with the recent exception of retail giant Coles that backflipped on the issue multiple times, engaging environmentalists.
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Well, one thing we know for sure is that it’s a pretty hot topic these days.
A simple definition of mindfulness is being present and aware of what’s happening internally and externally in our surrounding environments, right now, in this very moment.
The Merriam-Webster dictionary defines it as “the practice of maintaining a nonjudgmental state of heightened or complete awareness of one’s thoughts, emotions, or experiences on a moment-to-moment basis.”
So the question begs, how can mindfulness relate to – and better yet improve – project management? Here are a few side effects of mindfulness and ways they can transcend into your professional role as a project manager.
- Presence The first and most obvious benefit relates to being present. When you’re meeting with your team and key stakeholders, the ability to remain in the present moment, while not focusing on the past which is gone, or the future which doesn’t yet exist (and which will largely depend on what you do in THIS moment), means you can be fully engaged in the discussion. This allows you to give people your complete undivided attention, to hear their ideas and concerns (expressed explicitly and subliminally), and to keep enough space in your mind to cultivate your own ideas.
- Clarity When you’re present, you can see the challenges in front of you without the fog of stress and anxiety. Your senses are heightened enough to observe the subtleties of the situation and to make the necessary adjustments. Your awareness allows you to see the whole picture and all the moving pieces, so that you can make decisions and come up with solutions that are based on a holistic understanding of the challenge at hand.
- Calmness Mindfulness doesn’t mean having no emotions; it means being aware of the emotions as they start to arise, so that you can take intentional actions, as opposed to mindless reactions. It’s about not letting your emotions control you and recognizing the emotions in others – and how they may be contributing to the solution or the issue. Your calmness gives your team confidence.
- Focus When you’re mindful and able to focus, you can help your team do the same. While they may find it tempting to fall into the lure of multitasking, clarity allows you to see what tasks should precede others and you can gently bring them back to their priorities.
- Positive energy As a Project Manager, you owe it to yourself and your team to show up to the office with a positive vibe and with clearly set intentions. Starting your day off with a mindfulness practice such as meditation, can help you slow down, and purposefully choose your attitude and goals for the day. You become aware that you have the ability to choose what kind of energy you want to embody, project and carry with you throughout the day.
- Serenity The clarity that comes with mindfulness allows you to choose your “battles” wisely by knowing what you have the power to change, and focusing your energy in that direction – while surrendering and accepting what you simply cannot control. Mindfulness makes it possible to see things clearly, keep emotions and stress in check and take everything in stride – with the clarity to mitigate future risks and changes.
Project managers who embody mindfulness can motivate and inspire their teams, distill constant feedback into key takeaways and communicate clearly at all levels.
About the Author
Diana Eskander is a Project Manager at Genius Project. Genius Project by Cerri.com delivers a highly flexible and configurable portfolio and project management management software allowing tailored feature sets for a wide array of project teams and project types.
Article source: http://www.pmhut.com/mindful-project-management
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Preserving the Watts Towers
Artbound's editorial team has reviewed and rated the most compelling weekly articles. After putting two articles up for a vote, the audience chose this article to be made into a short-format documentary.
Deemed outsider art, folk art, and other similarly nondescript and fluid labels, the Watts Towers do not necessarily fit the bill for a standard definition or understanding of art. But no matter what they are called, the Towers remain a cultural jewel of Los Angeles. And within the cracks and structure of these Towers lies an unfolding story and scientific mystery of sorts.
In 1921, Sabato Simon Rodia started with his home — he mosaicked the façade of his house, and some of the nearby walls. He used glass 7-Up bottles, sea glass, shells, broken plates, toys, tiles, rocks, and whatever else he could get his hands on.
And then he continued. By 1955 he had built seventeen structures, with three of those towers being most notable (the tallest at 99.5 feet high). Beginning with steel structural bases, Rodia enveloped these structural cage-like elements with concrete cement and imbued them with decorative knick-knacks and found treasures -- all while free-climbing up and down the towers unprotected, without scaffolding or a harness. And with this, the Watts Towers were built.
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The neoliberal myth of human capital
Which involves atomization of workers, each of which became a "good" sold at the "labor market".
Neoliberalism discard the concept of human solidarity. It also eliminated government support of
organized labor, and decimated unions.
Under neoliberalism the government has to actively intervene to clear the way for the free "labor
market." Talk about government-sponsored redistribution of wealth under neoliberalism -- from
Greenspan to Bernanke, from Rubin to Paulson, the government has been a veritable Robin Hood in
Human capital, as defined by the Organisation for Economic Development and Cooperation is the knowledge,
skills, competences, and other attributes embodied in individuals that are relevant to economic activity
(OECD 1998). The term coalesces around the concepts of the use of skills in an economy and the need
for "personal investment" to develop these and that this investment, like capital itself, should bring
Human capital has now become a core plank of neoliberal ideology. One of the first theorists of human
capital, Gary Becker, of the Milton Friedman Chicago School of Economics (2002:3) explains:
Human capital refers to the knowledge, information, ideas, skills, and health of individuals.
This is the ‘age of human capital’ in the sense that human capital is by far the most important form
of capital in modern economies. The economic successes of individuals, and also of whole economies,
depend on how extensively and effectively people invest in themselves.
‘Investing in themselves’ stands for education, now understood as the crucial enabler of the development
of human capital.
This fake concept of "Human capital" allows education and neoliberalm to be woven together ever more
tightly and brainwash student into neoliberal thinking more effectively. This link is not new:
formal public schooling has always served, primarily, the interests of capital. Critics of neoliberal
education have a tendency to present the present phase of the industry-education takeover as something
qualitatively different, a new ‘rule of terror’ and the eclipse of democracy (Giroux 2004).
But justifiable outrage against the present effects of neoliberalism tends towards implying that
there was a previous, kindlier version of capitalism which took education seriously and left the autonomous
sphere of culture and learning alone. There was none.
History shows that education has never been free of the ideological constraints, and never was an
ideologically neutral zone. The introduction of universal education in the late nineteenth century owed
more to the pressures exerted by the needs of industry whose increasing complexity required specific
literacy and mathematical skills, than it did to motivations of democratic inclusion. Universal compulsory
schooling provided other important social benefits to controllers of capital. It socialized children
into the discipline and expectations fostered by industrial capitalism and acted as a valuable shock
absorber to the social upheavals being wrought by industrialization (Bowles and Gintis 1976:27).
Higher education, at a later phase of capitalism in the 20th century, played a different social role.
It was reserved for potential employers, professionals, top public servants and managers and formed
the top rung of education whose main function was to train the ruling class to rule. Samuel Bowles and
Herbert Gintis refer to this process as the ‘correspondence principle’ in education whereby education
replicates in various ways class division (Bowles and Gintis 1976: 130-132; see also Belamy Foster 2011:8).
Universities, they claimed, function mainly as select institutions to replicate the top end of society,
and, under the aegis of intellectual achievement and meritocracy, legitimise social hierarchy. The Italian
socialist, Antonio Gramsci, provided, I think, a more subtle elaboration of the role of universities
in capitalism. He described how modern capitalism required a different kind of leaders to the cultural,
formal-juridical graduates from the classical universities. It needed an intellectual and technical
university combined, one which would produce both professionals and teachers but also specialised functionaries
and managers for scientific industrial production (Gramsci 1971: 28). While there was always a gulf
between university graduates and the working class, universities as they widened their social functions,
Gramsci points out, also produced independent thinkers and radical critics of the system (1971: 342).
This seeming contradiction, as well as accounting for how universities can simultaneously represent
the establishment and give voice to radical opposition, constitutes a dynamic in capitalist education
that a literal reading of the ‘correspondence principle’ would seem to ignore.
In many countries including Ireland, university remained highly selective right up until relatively
recently. In 1960, just 5% of Irish students who completed secondary education went on to college; twenty
years later it was still only 20% (DES 2011: 35). The official view of a university then was th
Human capital encapsulates this binding together of knowledge and expertise with their function and
value in the economy. Knowledge is reclassified as an economic category and human endeavour linked to
productivity: the greater its outcomes, the greater its value. Where workers become human capital they
are also reduced to the level of a commodity to be sold to a willing buyer (Perelman 2011:11). A person’s
potential to learn things becomes something measurable in terms of returns on investment, and someone’s
labour a quantifiable thing that can be priced, bought on the labour market.
This representation of human beings, knowledge and work has specific ideological effects. Human capital,
when it was first coined by Becker in the 1960s, was considered to be too debasing to be used publicly.
The term was seen, correctly, as objectifying people and only suitable to refer to anonymous ‘others’.
Even today, despite the apparent wide acceptance of the term, it is, in practice, only used in official
documents and hardly at all in ordinary conversation. (Who, indeed, would spontaneously describe themselves
as human capital?) When Samuel Bowles and Herbert Gintis criticised, from a Marxist perspective, the
use of the term in the context of education in America in the 1970’s, they argued that human capital
· treats labour as a produced means of production whose characteristics depend on the total configuration
of economic forces,
· centres on differentiation in the labour force and
· brings basic social institutions previously relegated to the purely cultural and superstructural
spheres into the realm of economic analysis
· formally excludes the relevance of class and class conflict to the explication of labour market
(Bowles and Gintis 1975:74-75)
Their study highlights how capital, as applied to individuals, invites identification with
guaranteed returns on a fixed sum of money (with money being taken as something with which individuals
are miraculously endowed). The metaphor erases social relations. Capital here, unlike how Marx described
it, is drained of class content Neoliberalism, human capital and the skills agenda in higher education
102 | P a g e 102
and becomes a given, separate from the society in which it was produced7. Likening human work to
this understanding of capital reduces what is a potential to something already existing, and makes quantifiable
that which is unquantifiable. Furthermore, neither waged or salaried work in capitalism have a fixed
or stable value; rather, both tend to be subject to what the employer, taking account of labour supply,
will pay. One might say, therefore, human capital is not very like capital - even in the neoliberal
understandings of the term - nor very human.
7 For Marx, capital as a material product divorced from social relations, was part of ‘vulgar economics’
which could not explain where wealth came from: ‘capital is not a thing, it is a definite social relation
of production pertaining to a particular historical social formation’ (Marx 1991: 953)
8 As of 2011, Irish universities charge registration fees rather than tuition fees. Historically
these have been low but the cutbacks in education have seen them rise to as much as €000 per year
The ideological function of human capital is that it draws education closely into the ambit of the
economy and also transforms the notion of education. When the neoclassical school of economics first
focused on human capital, they did so as part of measuring the link between levels of education and
earning potential or ‘the activities that influence future real income through the imbedding of resources
in people’ or ‘investing in human capital’ (Becker 1962: 9). The adoption of the human capital frame
positions education on the first rung of the education-jobs-rewards ladder. Learning thus becomes something
primarily aimed at increasing an individual’s earning potential and, by extension, something for which
an individual, not society, is responsible. Investment becomes thus not an investment for all society
but an investment for the individual, a financial commitment which will supposedly pay dividends to
the individual in the future. It follows that if human capital is an investment for an individual, an
individual should be responsible for paying for it.
The Hunt Report describes as ‘essential’ the introduction of a direct contribution from students8.
‘The only realistic option’, it goes on to say, is ‘to support growth in participation and to require
students or graduates to directly share in the cost of their education, reflecting the considerable
private returns that they can expect to enjoy’ (DES 2011:16). The assumption in the human capital template
is that earning potential afforded by higher education is the only consideration for students. The Hunt
Report, in this respect, follows the trend elsewhere. For example, the 2010 Browne report on Higher
Education in Britain adopts the same train of thought. Students are understood to be consumers of Higher
Education and they ‘are best placed to make the judgment about what they want to get from participating
in higher education’ and the major element of this is in terms of which courses will lead to higher
earnings (Collini 2010).
However, education seen as an individual investment completely ignores, from a variety of viewpoints,
the social dimension to education. As argued in the last section, class privilege and the special access
that it affords to higher education is decisive in the securing of better paid employment. What’s more,
education as an investment assumes that it is instrumentalism alone that drives people to become educated.
Concerns about employment prospects are very important, but so too, from a broader social perspective,
is the question of learning. Narrow skill-getting for an imagined job is a poor and alienating representation
of the rounded lived experience of education. Equally, over reliance on the student to know in advance
what her learning
experience will be omits the element of the unknown present in all learning. The student’s ability
to assess accurately where the learning process will take her or what exactly will be learnt can, of
necessity – from the standpoint of the student - only be a partial judgement. ‘Student choice’, despite
the accepted refrain that it has now become, focuses only on one side of the education process, and
is an impoverished, transactional view of what the education process involves.
If education human-capital-style is about looking after oneself, it follows that it is also about
greater competition between individuals. Human capital inevitably stresses skill differentiation. The
social, cooperative, creative component of education reconverts into a narrow, self-seeking activity
whose end results will ultimately pit one person against another on the labour market. William Morris,
writing in the 1880s, noted amid the erosion of craftsmanship in assembly line capitalist production,
how education was becoming debased and wrote, with striking prescience (1888):
.. just as the capitalists would at once capture this education in craftsmanship, suck out what little
advantage there is in it and then throw it away, so they do with all other education. A superstition
still remains from the times when 'education' was a rarity that it is a means for earning a superior
livelihood; but as soon as it has ceased to be a rarity, competition takes care that education shall
not raise wages; that general education shall be worth nothing, and that special education shall be
worth just no more than a tolerable return on the money and time spent in acquiring it.
In our times, debt has replaced ‘a tolerable return’ on the money spent on education, but the same
critique of functionalist and alienating education applies.
Besides human capital presenting a drab grey view of education, its reasoning does not correspond
to how the world, or capitalism, actually works. The prime mover of economic growth, unlike what neoclassical
economics dictates, is not individual enterprise but capital investment for the profit motive. When
capital, as a result of the crisis, is not being put into production of goods and services, it might
be argued, following the logic of capitalism, that education should diversify into broader objectives
or concentrate on less employment specific outlets, even as these dry up. Similarly, it might be argued
that the breakneck speed of expansion of higher education should be reviewed and alternatives discussed.
Instead, official pronouncements advocate that the numbers of those designated to acquire skills in
higher education is not only to be continued, but expanded. ‘If Ireland is to achieve its ambitions
for recovery and development within an innovation-driven economy, it is essential to create and enhance
human capital by expanding participation in higher education (DES 2011: 10). Skill development is still
regarded as the aim of higher education even if it is far from clear exactly how skills are going to
kick-start the economy or where the capital investment, in a world-wide slump, is going to come from.
In reality, the very functionalist priorities for higher education which may have seemed to make
sense in the boom days of the Celtic Tiger, repeated now in the chill winds of a slump run the risk
of heightening the spectre of economic failure. Brown and Lauder point out the political disadvantage,
from the point of view of policy makers and governments, of stressing the overlap between education
and the Neoliberalism, human capital and the skills agenda in higher education
104 | P a g e 104
economy. Creating the expectation that supplying skills will bring jobs, especially when it will
be individual families who will be making further sacrifices to get their children into higher education,
leads inevitably to political disillusion. They state that (2006:50):
…an unintended consequence of the application of human capital ideas to public and economic policy
is that it is creating increasing problems in the management of expectations. The developed economies
are in danger of creating a heady cocktail of discontent: students and their parents may find that a
degree fails to deliver the standard of living they have been led to expect and employers will have
too many overqualified and disgruntled employees.
In Ireland, expectations around skills and human capital as a magnet for investment and the creator
of jobs have become the mantra of official government policy. The elements of ‘a heady cocktail of discontent’,
which turned out to be true for Britain (Swain 2011), are also present in Ireland. While emigration
may have siphoned off some of this, it remains to be seen how, in the longer term, Irish young people,
and their indebted parents, will respond politically to the bitter reality of widespread graduate unemployment.
Education policy, capital and the state.
The official policy for higher education in Ireland may be driven by international capital and its
desire to ensure the smooth supply of labour in the future, but for implementation and legitimisation,
it is dependent on a local state. In the case of the Hunt Report in Ireland, international capital and
national policy are interwoven to such an extent that it is difficult to disentangle the two.
The strategy group which devised the report for the government was chaired by Dr. Colin Hunt, now
Director of the Irish branch of the Australian financial corporation, Macquarie Capital Advisers, an
organization which has interests in the privatisation of education. The other report group members were
from the World Bank, Irish Government Departments and Advisory Boards, members of boards of multinationals
in Ireland, and just two Presidents from Institutes of Higher Education (DES 2011: 39). Despite the
declared wish to consult with those working in universities and ‘engage with wider society’, there was
just one practising academic (from Finland), out of the total of 15 group members, and no representative
from community or wider social or cultural organisations.
The process by which reports such as these become national policy is interesting. The 2004 OECD report
on Higher Education was adopted, with no amendments, by the Irish cabinet a few months after publication
(Holborow 2006:93). The Hunt report, having been endorsed by the current Labour Minister for Education,
Ruairi Quinn, and publicly posted on the Irish Department for Education and Skills’ website, it too
has effectively become government policy (Quinn 2011). Naomi Klein (2007) speaks of the way corporate
think tanks forge theories that become the real shock doctrines of government, and there are striking
similarities in what she writes for education. Parliamentary processes, involving elected representatives
who draft bills, who discuss, amend and vote in full view of the public on what will become law, are
105 | P a g e
cursorily dispensed with, it seems. Corporate ‘expert’ reports have supplanted public policy. Between
the publishing of the Hunt Report and now, it should be remembered, a general election took place with
a change of government; yet through all of this, the Hunt Report remains the point of reference for
Irish Higher Education Policy. The corporate take-over of public policy, with corporate interests and
the state speaking as one, represents considerable democratic deficit.
In Ireland, the way in which higher education policy has also come to include industrial relations
in the education sector is another example of the overlap between corporate reports and public policy.
One of the most detailed sections of the Hunt Report is devoted to the ‘effective deployment of resources
in higher education’ and deals very specifically with Human Resources issues (DES 2011:118-9). Educational
policy has now come to include the neoliberal view of cutting the cost of education through paring back
on the salaries and working conditions of those who work in education. The section of the report which
deals with this bears a striking resemblance to those found in the present Public Service Agreement
(Dept. of Finance 2010). Greater productivity through tracking of individual performance, a comprehensive
review of contracts to include a broader concept of the academic year, adjustments to existing workloads
and the introduction of flexibility and mobility to deal with structural changes are all to be found
in the same detail as in the Public Service Agreement. If the ‘modernisation of work practices’, ‘comprehensive
review of contracts’ and ‘greater managerial discretion to deal with ‘under-performance’ now forms of
part of educational policy, it is not difficult to see that both policy and politics in neoliberal thinking
merge as one. Yet again, neoliberal directives in education assume the starting point to be the point
of view of the employer and subordinate the interests of those who work in education – the academics
and the administrators - to their interest-laden dictates.
What these developments show is that corporate dominance occurs not through by-passing the state
but by enlisting the state as its ever more effective instrument. In education, even in neoliberal,
privatising times like our own, the state continues to play a crucial role. It has often been argued
by those critical of neoliberal globalisation that today’s world is ‘transnational’, driven by a transnational
capital class (Sklair 2010); that in the age of neoliberalism, education is controlled by global actors
such as the IMF or the World Bank (Robertson and Dale 2009:33); or that the new global system was ‘deterritoralised’
and that nation states in today’s world have a lesser role (Hardt and Negri 2001). Such interpretations
underestimate the fact that corporate monopolies in competition with others depend on their own national
states for competitive advantage and that states and capital are economically, structurally and politically
interdependent. Nowhere is this fact more evident than in the educational arena. Capital needs states
for facilities that are not necessarily provided by the market: the vital infrastructures and the social
foundations – including a national education system - provides capital with an ongoing and suitably
skilled supply of labour power (Harman 2009: 264-270). Sidelining the importance of the state in contemporary
capitalism makes too many concessions to the state-free view of the world promoted by neoliberal ideology.
Neoliberal governments, contrary to their pronouncements, have actually overseen a rise in state spending
and influence (Béland 2010; Harman 2007). Small government is a flourish of ideological rhetoric which
has been revealed as such as states intervene with gusto in Neoliberalism, human capital and the skills
agenda in higher education
106 | P a g e 106
the debt crisis. As has been pointed out, the lengths to which states would go in the protection
of large chunks of capital, particularly those tied up in finance, makes nonsense of the idea that the
neoliberal state stands to one side to let the market do its work (Callinicos 2009; Žižek 2009). The
invention of the word ‘sovereign’ debt, through which private banking debt became public responsibility,
deftly captures the tightness of the state-capital overlap. In education, too the state is indulging
in ideological hyperbole when it argues that education needs to be more and more privatised. Alongside
the neoliberal pronouncements extolling a withdrawal of the state in education, in practice the state
remains decisively hands on. Educational systems, even in neoliberal times, are still overwhelmingly
funded by the state, dependent on state policy, and centralised under state moderated curricula and
exams. Education also fulfils a socialising role that the state ignores at its peril. As Lipman points
out, governments are keenly aware that too much state withdrawal from education could create a ‘crisis
of social reproduction’ as the functions of education - social stability, political legitimisation,
and the reproduction of the labour force – are not guaranteed in private hands (Lipman 2011:124). Governments
know that they cannot afford to underestimate the wider social role that education plays and sometimes
they seek to engineer developments in education to suit specific political ends. For example, in Ireland,
the Hunt Report’s specific call for a further doubling of the capacity of higher education in the next
twenty years (DES 2011: 10) may carry political advantages for the government of the day. For example,
having young people registered in college may be preferable, for political reasons, than having that
number of young people on the dole.
Education and the wider movement of resistance to austerity
Neoliberal dictates in education and financial pressures on students are the ingredients that elsewhere
have led to student radicalism. In Ireland, the exclusive emphasis on the skills-for-jobs perspective,
against the backcloth of ever higher rates of student participation in third level education and sharply
rising graduate unemployment, makes the crisis in Irish Higher Education potentially more acute. It
was the presence of just such pressure points which made student explosions erupt – in 1968 but also
in Britain in 2011 - and it is not unreasonable to expect that higher education in Ireland will be affected
by the same tensions between education and the economy.
In Ireland, which has seen the implementation of one of the severest austerity programmes, resistance
across the working class movement, up until now, has been sporadic. In February, and then in November
2009, large demonstrations and well supported public sector strikes involved thousands of students,
teachers and lecturers in a united show of opposition to the Government. In 2011 however, the trade
union leaders’ complicit agreement to cutbacks in the public sector tended to drive resistance to a
more localised level, although by early 2012 that appeared to be changing as widespread resistance to
local household charges grew.
This paper has attempted to lay out a critique of the neoliberal view of education, not from the
belief that it suffices to show how capitalism distorts education but because of an awareness that in
the present crisis, the controllers of capital attack on every front – including a concerted ideological
campaign to regain the ground that they have lost over the debt crisis (Žižek 2009; Holborow 2012).
Gramsci, writing in a 107 | P a g e
similar period of crisis in the 1930s argued that struggle against the existing order had to take
place on all fronts, the ideological as well as the practical and organisational. He explained (1971:178)
A crisis occurs, sometimes lasting for decades. This exceptional duration means that incurable structural
contradictions have revealed themselves … and that, despite this, the political forces which are struggling
to conserve and defend the existing structure itself are making every effort to cure them, within certain
limits, and to overcome them. These incessant and persistent efforts ... form the terrain of the 'conjunctural'
and it is upon this terrain that the forces of opposition organise.
Gramsci’s insight is apt for the present situation – the crisis is protracted and the ruling class
is persistently taking advantage of its uncertainties to drive through their own agenda of protecting
profits at the expense of workers’ living standards. Gramsci is sometimes quoted to justify a ‘counter-hegemonic
strategy’ that prioritises critical analyses, cultural practices or rather broadly defined ‘social movements
and pedagogic work’ (Apple, Au and Gandin 209:14) over and above specific questions of social class
and the role of education in the capitalist system as a whole. Gramsci’s writings, which included the
question of education, discussed the necessary strategies and tactics to achieve, not just a shift of
policy, but, following his experience during the occupation of the factories in 1919-21, the need for
social revolution. Immediately after the passage quoted above, Gramsci warns of the twin dangers, in
revolutionary movements, of an ‘excess of economism’ which sees trade union struggles alone as sufficient
and also (perhaps particularly relevant to some strands of Critical Education) to the danger of an ‘excess
of ideologism’ in which there is an exaggeration of voluntarist or individual elements (Gramsci 1971:
178-9 ). His perspective for revolutionary change is one that sees the organisational and the ideological
as part of an integrated whole.
Following Gramsci’s perspective, we can say that degree of success of any challenge to neoliberalism
in education depend on the robustness of resistance in the wider working class movement and its ability
to mobilise against the current assault from the rule of capital. Identifying neoliberalism as the specific
ideology of a section of the capitalist class is vital to understanding what is happening in higher
education. Neoliberalism is not just an aberration, an excess of the market mindset, the voluntaristic
take-over of the university by market fundamentalism that needs to be ‘reigned in’ (Mautner 2010:22).
It is an ideology in the sense that Marx used the term when he referred to ruling ideas which are ‘are
nothing more than the ideal expression of the dominant material relationships, the dominant material
relationships grasped as ideas’ (Marx and Engels 1974:64). The ‘human capital’ notion is one such expression
of the dominant material relationships, and, in this way, central to the embedding of neoliberalism
in higher education. During the boom, neoliberalism provided a unique ideological template which fused
ultra- individualism with the needs of the capitalist economy. In the context of the present great depression,
I hope I have shown here, the underlying ideological imperatives of human capital become sharply exposed
and this realisation can play a role in bolstering resistance both to the neoliberalisation of education
and to the logic of capitalism itself. Neoliberalism, human capital and the skills agenda in higher
108 | P a g e 108
Marnie Holborow is a lecturer
First, for neoliberals, humans are only and everywhere homo economicus. This was not so
for classical economists, where we were market creatures in the economy, but not in civic, familial,
political, religious, or ethical life. Second, neoliberal homo economicus today takes shape as
value-enhancing human capital, not as a creature of exchange, production, or even interest. This is
markedly different from the subject drawn by Smith, Bentham, Marx, Polanyi, or even Gary Becker.
likbez said in reply to Dan Kervick...
My impression is that "human capital" is one of the most fundamental neoliberal myths. See, for
example What Exactly Is Neoliberalism by Wendy Brown
As for people betraying their own economic interests, this phenomenon was aptly described in "What's
the matter with Kansas" which can actually be reformulated as "What's the matter with the USA?".
And the answer he gave is that neoliberalism converted the USA into a bizarre high demand cult. There
are several characteristics of a high demand cult that are applicable. Among them:
- - "The group is preoccupied with making money."
- - "Questioning, doubt, and dissent are discouraged or even punished."
- - "Mind-numbing techniques (for example: meditation, chanting, speaking in tongues, debilitating
work routines) are used to suppress doubts about the group or its leader(s)." Entertainment and,
especially sport events in the US society serves the same role.
- - "The group's leadership dictates – sometimes in great detail – how members should think,
act, and feel." Looks like this part of brainwashing is outsourced to economy departments ;-)
- - "The group is elitist, claiming a special, exalted status for itself, its leader(s), and
members (for example the group and/or the leader has a special mission to save humanity)."
- - "The group has a polarized, "we-they" mentality that causes conflict with the wider society."
- - "The group's leader is not accountable to any authorities (as are, for example, clergy with
- - "The group teaches or implies that its supposedly exalted ends justify means (for example:
collecting money for bogus charities) that members would have considered unethical before joining."
- - "The group's leadership induces guilt feelings in lower members for the lack of wchivement
in order to control them."
- - "Members are expected to devote inordinate amounts of time to the group."
- - "Members are encouraged or required to live and/or socialize only with other group members."
It is very difficult to get rid of this neoliberal sect mentality like is the case with other
high demand cults.
Monday, November 30, 2015 at 12:42 PM
cm said in reply to likbez...
What has any of this to do with human capital? "Capital" is basically a synonym for productive capacity,
with regard to what "productive" means in the socioeconomic system or otherwise the context that
is being discussed.
E.g. social or political capital designates the ability (i.e. capacity) to
exert influence in social networks or societal decision making at the respective scales (organization,
city, regional, national etc.), where "productive" means "achieving desired or favored outcomes for
the person(s) possessing the capital or for those on whose behalf it is used".
Human capital, in the economic domain, is then the combined capacity of the human population in
the domain under consideration that is available for productive endeavors of any kind. This includes
BTW e.g. housewives and other household workers whose work is generally not paid, but you better
believe it is socially productive.
"Human capital, in the economic domain, is then the combined capacity of the human
population in the domain under consideration that is available for productive endeavors of any kind.
This includes BTW e.g. housewives and other household workers whose work is generally not paid, but
you better believe it is socially productive."
This is not true. The term "human capital" under neoliberalism has different semantic meaning: it presuppose
viewing a person as a market actor.
See discussion of the term in http://www.jceps.com/wp-content/uploads/PDFs/10-1-07.pdf
Neoliberalism and Human Capital The
The making of human capital is increasingly seen as a principal function of
higher education. A keyword in neoliberal ideology, human capital
represents a subtle masking of social conflict and expresses metaphorically the commodification of
human abilities and an alienating notion of human potential, both of which sit ill with the goals
of education. The recent National Strategy for Higher Education to 2030 (the Hunt Report) which appeared
in Ireland in January 2010, is a representative example of official articulation, on the part of
government and corporations, of the human capital/skills agenda in post-crash Ireland. Human capital,
now commonplace across official discourse in Ireland, is a complex ideological construct which, in
the educational arena, gives voice to two specific interests of capital: the provision of a workforce
ever more narrowly suited to the current needs of employers and the intensification of competition
between individuals in the labour market. The construct subtly reinvents socio-economic processes
as acts driven solely by individuals and reconstitutes higher education as an adjunct of the economy.
However, this paper argues, a skills-driven higher education can neither deliver large numbers of
high value jobs nor overcome the deeper causes of the present crisis. This raising of false expectations,
alongside a crudely reductionist view of education, sets limits on the unchallenged hegemony of this
particular strand of neoliberal ideology. In the current recession, during which the state is attempting
to shift the burden of educational funding from public to corporate and individual contributions,
those involved in higher education need to provide a robust political economy critique of human capital
ideology in order to strengthen practical resistance to it.
Neoliberalism, human capital and the skills agenda in higher education
leave a comment "
The making of human capital is increasingly seen as a principal function of
higher education. A keyword in neoliberal ideology, human capital represents
a subtle masking of social conflict and expresses metaphorically the commodification of human abilities
and an alienating notion of human potential, both of which sit ill with the goals of education. The
recent National Strategy for Higher Education to 2030 (the Hunt Report) which appeared in Ireland in
January 2010, is a representative example of official articulation, on the part of government and corporations,
of the human capital/skills agenda in post-crash Ireland. Human capital, now commonplace across official
discourse in Ireland, is a complex ideological construct which, in the educational arena, gives voice
to two specific interests of capital: the provision of a workforce ever more narrowly suited to the
current needs of employers and the intensification of competition between individuals in the labour
market. The construct subtly reinvents socio-economic processes as acts driven solely by individuals
and reconstitutes higher education as an adjunct of the economy. However, this paper argues, a skills-driven
higher education can neither deliver large numbers of high value jobs nor overcome the deeper causes
of the present crisis. This raising of false expectations, alongside a crudely reductionist view of
education, sets limits on the unchallenged hegemony of this particular strand of neoliberal ideology.
In the current recession, during which the state is attempting to shift the burden of educational funding
from public to corporate and individual contributions, those involved in higher education need to provide
a robust political economy critique of human capital ideology in order to strengthen practical resistance
Chronicles of a Capitalist Lawyer Human Capital and Neoliberalism
considered as a part of Law and Economics development at the University of Chicago.
Within Becker's theory, human is viewed as a rational being that always wants to maximize his own
interest. It does not mean that human has a perfect capacity of calculating the entire costs and
benefits of his action. It simply means that when they are making their decision, they pay attention
and respond to incentives, and thus, to certain extent, human behaviors are predictable.
A separate note though, even Becker agrees with Foucault that a perfect rational men is a fictional
concept. What matters is that the theory is useful to understand the world in an insightful way by
taking certain aspects of human behavior and make a simple model. After all, all theories are fictions,
and a good theory of fiction is the one that works the best among many other fictions.
Then, why this kind of theory is liberating? According to Foucault, economists are seekers of truth,
their analysis is not based on moral or legal issues, rather they focus on human behavior and incentives,
and they also prioritize liberty (through free market concept). This is important for Foucault who
sees the possibility of maintaining order without any coercion or doctrine as presupposed by laws
But the Neoliberalism view of Gary Becker is not totally free from any problem. Although it may be
a liberating theory it can also be used to suppress the people and here we are moving to Gary Becker
theory of Human Capital which is an essential part of Neoliberalism. Becker believes that human capital
is very important, i.e. investing in people, making them to be a better and more productive person
which will contribute to the welfare of the society.
The problem with that view, at least according to Harcourt and Foucault, is that once human is viewed
as a part of capital, the government may favor certain group above other groups, discriminating and
investing only in people who will produce the highest benefits and left the ones who are bad to suffer
in the slumps. An example would be the case of mass incarcerations in the United States that target
most of African Americans and poor people based on various criminal actions. Eugenics can also be
a problem here since there was a time where the Government of US actually allow the sterilization
of imbeciles and people with mental disorders.
Furthermore, viewing human as only a part of capital production could be degrading, i.e. human is
viewed like a machine with the sole purpose of producing more capital and whose value is solely determined
on how much capital will be produced and accumulated by him in the long run. I take this as the modern
critics of Neoliberalism and Capitalism in general.
Becker's response was simple. His theory on human capital is established to liberate the people and
while he agree that some aspects of economics theory on production and capital can be used to analyze
issues on human capital, human capital is still a separate subject (and thus the reason why he makes
a separate class on human capital in the University of Chicago).
From any point of view, human cannot be fully compared with machines. We can put machine in the warehouses
and easily disassemble them whenever we want, we can't do that with human. Furthermore, the theory
put a lot of stress in building human capital so that everyone may reap the benefit of social welfare.
It includes investment in education, on the job training, health, etc.
The most interesting response from Becker is that his theory of human capital focuses on efficiency,
but most of the time, things that are efficient, are also equitable. Through his theory, Becker want
to show that human is the most important part of our capital. By investing in people, we hope that
they can develop themselves and free to make their own life decisions without any interference. He
also notes that there is an underinvestment in poor people and that is actually an inefficient thing
to do, since better human capital always lead to better welfare maximization.
I completely agree with Becker's notion. This is indeed the main purpose of introducing the concept
of human capital, preserving freedom and reducing paternalism, finding the most efficient way to
allocate resources among the people. And I think this should be the main idea of Neoliberalism. It
is just too bad that politicians and even some academics are using this concept in such a misleading
way that they confuse the original concept of Neoliberalism that focuses on liberation and freedom
of the people with crony capitalism, dictatorism, and the freedom to do anything without any legal
liabilities which are not even parts of original concept of Neoliberalism.
Neoliberal Restructuring of Public Education
When President Obama appointed Arne Duncan, former-CEO of Chicago Public Schools, to head the
U.S. Department of Education in 2008, he signaled an intention to accelerate a neoliberal education
program that has been unfolding over the past two decades. This agenda calls for expanding education
markets and employing market principles across school systems. It features mayoral control of school
districts, closing "failing" public schools or handing them over to corporate-style "turnaround"
organizations, expanding school "choice" and privately run but publicly funded charter schools, weakening
teacher unions, and enforcing top-down accountability and incentivized performance targets on schools,
classrooms, and teachers (e.g., merit pay based on students' standardized test scores). To spur this
agenda, the Obama administration offered cash-strapped states $4.35 billion in federal stimulus dollars
to "reform" their school systems. Competition for these "Race to the Top" funds favored states that
passed legislation to enable education markets.
Race to the Top, although originating in U.S. government, is actually part of a global neoliberal
thrust toward the commodification of all realms of existence. In a new round of accumulation by dispossession,
liberalization of trade has opened up education, along with other public sectors, to capital accumulation,
and particularly to penetration of the education sectors of the periphery (e.g., Latin America, parts
of Asia, Africa). Under the Global Agreement on Trade in Services, all aspects of education and education
services are subject to global trade.4
The result is the global marketing of schooling from primary school through higher education. Schools,
education management organizations, tutoring services, teacher training, tests, curricula online
classes, and franchises of branded universities are now part of a global education market. Education
markets are one facet of the neoliberal strategy to manage the structural crisis of capitalism by
opening the public sector to capital accumulation. The roughly $2.5 trillion global market in education
is a rich new arena for capital investment.5
In the United States, charter schools are a vehicle to commodify and marketize education. Charter
schools are publicly funded but privately operated. They eliminate democratic governance, and, although
they may be run by nonprofit community organizations or groups of teachers or parents, the market
favors scaling up franchises of charter school management organizations or contracting out to for-profit
education management organizations that get management fees to run schools and education programs.6
For example, EdisonLearning, a transnational for-profit management organization, claims it serves
nearly one-half million students in twenty-five states in the United States, the United Kingdom,
The market mechanisms and business management discourses and practices that are saturating public
education in the United States are all too familiar to teachers and students worldwide. Globally,
nations are restructuring their education systems for "human capital" development to prepare students
for new types of work and labor relations.8
This policy agenda has been aggressively pushed by transnational organizations such as the World
Bank, International Monetary Fund, and Organization for Economic Cooperation and Development. Objectives
and performance targets are the order of the day, and testing is a prominent mechanism to steer curriculum
and instruction to meet these goals efficiently and effectively.
In the United States, the neoliberal restructuring of education is deeply racialized. It is centered
particularly on urban African American, Latino, and other communities of color, where public schools,
subject to being closed or privatized, are driven by a minimalist curriculum of preparing for standardized
tests. The cultural politics of race is also central to constructing consent for this agenda. As
Stephen Haymes argues, the "concepts 'public' and 'private' are racialized metaphors. Private is
equated with being 'good' and 'white' and public with being 'bad' and 'Black.'"9
Disinvesting in public schools, closing them, and opening privately operated charter schools in African-American
and Latino communities is facilitated by a racist discourse that pathologizes these communities and
their public institutions. But "failing" schools are the product of a legacy of educational, economic,
and social inequities experienced by African Americans, Latinos/as, and Native Americans.10
Schools serving these communities continue to face deeply inequitable opportunities to learn, including
unequal funding, curriculum, educational resources, facilities, and teacher experience. High stakes
accountability has often compounded these inequities by narrowing the curriculum to test preparation-producing
an exodus of some of the strongest teachers from schools in low-income communities of color.11
Neoliberalization of public education is also an ideological project, as Margaret Thatcher famously
said, to "change the soul," redefining the purpose of education and what it means to teach, learn,
and participate in schooling. Tensions between democratic purposes of education and education to
serve the needs of the workforce are longstanding. But in the neoliberal framework, teaching is driven
by standardized tests and performance outcomes; principals are managers, and school superintendents
are CEOs; and learning equals performance on the tests with teachers, students, and parents held
responsible for "failure." Education, which is properly seen as a public good, is being converted
into a private good, an investment one makes in one's child or oneself to "add value" in order better
to compete in the labor market. It is no longer seen as part of the larger end of promoting individual
and social development, but is merely the means to rise above others. Democratic participation in
local schools is rearticulated to individual "empowerment" of education consumers-as parents compete
for slots in an array of charter and specialty schools. In Chicago, twelve thousand parents and students
attended the 2010 "High School Fair" sponsored by Chicago Public Schools, and six thousand attended
the "New Schools Expo" of charter and school choice options. The political significance of this neoliberal
shift stretches beyond schools to legitimize marketing the public sector, particularly in cities,
and to infuse market ideologies into everyday life.
UPDATED What is Neoliberalism
Nothing requires a greater effort of thought than arguments to justify the rule of non-thought.
-- Milan Kundera
16 · 12:18:45 PM
Nice one, Philoguy. Nice one, Philoguy.
Only thing I would add, putting on my cultural studies hat for a second, is that neoliberalism
reinforces all of these economic presecriptions with a theory of the individual subject, who is deemed
to be responsible for negotiating their place in the market. This is crucial, because an isolated
subject who is responsible for their own assets and liabilities cannot be considered a victim of
This can be summed up in the notion of human capital, which circulates in neoliberal ideological
circles: in the reckoning of human capital, an individual is an "entrepreneurial self," an "enterprise
of one" who must essentially "sell" themselves within a broader marketplace of ideas. By this reckoning,
there is no such thing as an unemployed person: someone who is unemployed is, according to this thinking,
in transition between a less profitable activity and a more profitable one.
This, of course, doesn't acknowledge that the worker was kicked to the curb by machinations beyond
her control. Instead, it implies that the worker herself failed to recognize the unprofitable nature
of the previous job, and now must vote with her feet, find employ in a different place. But the responsibility
for this lies squarely with her (so the thinking goes): if she remains unemployed, it's because she's
holding out for a job in which her wage demands see eye to eye with the corporation's own. Barring
this, she is someone who is failing to "perform," someone who is unable to sell herself to the marketplace
in an effective way.
All of this helps to explain a great deal about our present circumstances. Minimum- or living-wage
legislation is opposed by neoliberal ideologues on the grounds that it is a destructive interference
in the individual's quests to negotiate a wage with prevailing market forces. The whole legacy of
"welfare reform," complete with manifestations of "workfare" in various Western countries, comes
out of the idea that welfare provisions are an unnatural distortion of the labor market that rewards
"entrepreneurial selves" for being unproductive. Austerity measures are deemed good not only for
the fiscal bottom line for corporations, but impose a moral accounting that establishes the grounds
for a proper neoliberal subject, one who isn't coddled by well-meaning but destructive policies of
Both the macrolevel and microlevel of neoliberalism work in lockstep with one another; the dissemination
of ideas about the ideal worker, "liberated" from the old impediments of a bureaucratic postwar compact,
help to cushion the blow of austerity measures great and small, from interest rate "shock doctrine"
to corporate downsizing.
Recommended 49 times
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16 · 01:02:46 PM
I love irony, hence can't help but get a kick from I love irony, hence can't help but get a kick
this little phrase: "the dissemination of ideas about the ideal worker,... help to cushion the
blow of austerity measures great and small..." I hope not too many take the bit of text as an endorsement
of the "virtues" of fuckyourneighbor Gekkothinking.
Two Party System
as Polyarchy :
Corruption of Regulators :
and Control Freaks : Toxic Managers :
Harvard Mafia :
: Surviving a Bad Performance
Review : Insufficient Retirement Funds as
Immanent Problem of Neoliberal Regime : PseudoScience :
Who Rules America :
: The Iron
Law of Oligarchy :
War and Peace
Finance : John
Kenneth Galbraith :Talleyrand :
Oscar Wilde :
Otto Von Bismarck :
George Carlin :
Propaganda : SE
quotes : Language Design and Programming Quotes :
Random IT-related quotes :
Somerset Maugham :
Marcus Aurelius :
Kurt Vonnegut :
Eric Hoffer :
Winston Churchill :
Napoleon Bonaparte :
Ambrose Bierce :
Bernard Shaw :
Mark Twain Quotes
Vol 25, No.12 (December, 2013) Rational Fools vs. Efficient Crooks The efficient
markets hypothesis :
Political Skeptic Bulletin, 2013 :
Unemployment Bulletin, 2010 :
Vol 23, No.10
(October, 2011) An observation about corporate security departments :
Slightly Skeptical Euromaydan Chronicles, June 2014 :
Greenspan legacy bulletin, 2008 :
Vol 25, No.10 (October, 2013) Cryptolocker Trojan
Vol 25, No.08 (August, 2013) Cloud providers
as intelligence collection hubs :
Financial Humor Bulletin, 2010 :
Inequality Bulletin, 2009 :
Financial Humor Bulletin, 2008 :
Bulletin, 2004 :
Financial Humor Bulletin, 2011 :
Energy Bulletin, 2010 :
Malware Protection Bulletin, 2010 : Vol 26,
No.1 (January, 2013) Object-Oriented Cult :
Political Skeptic Bulletin, 2011 :
Vol 23, No.11 (November, 2011) Softpanorama classification
of sysadmin horror stories : Vol 25, No.05
(May, 2013) Corporate bullshit as a communication method :
Vol 25, No.06 (June, 2013) A Note on the Relationship of Brooks Law and Conway Law
Fifty glorious years (1950-2000):
the triumph of the US computer engineering :
Donald Knuth : TAoCP
and its Influence of Computer Science : Richard Stallman
: Linus Torvalds :
Larry Wall :
John K. Ousterhout :
CTSS : Multix OS Unix
History : Unix shell history :
VI editor :
History of pipes concept :
Solaris : MS DOS
: Programming Languages History :
PL/1 : Simula 67 :
History of GCC development :
Scripting Languages :
Perl history :
OS History : Mail :
DNS : SSH
: CPU Instruction Sets :
SPARC systems 1987-2006 :
Norton Commander :
Norton Utilities :
Norton Ghost :
Frontpage history :
Malware Defense History :
GNU Screen :
OSS early history
Principle : Parkinson
Law : 1984 :
The Mythical Man-Month :
How to Solve It by George Polya :
The Art of Computer Programming :
The Elements of Programming Style :
The Unix Hater’s Handbook :
The Jargon file :
The True Believer :
Programming Pearls :
The Good Soldier Svejk :
The Power Elite
Most popular humor pages:
Manifest of the Softpanorama IT Slacker Society :
of the IT Slackers Society : Computer Humor Collection
: BSD Logo Story :
The Cuckoo's Egg :
IT Slang : C++ Humor
: ARE YOU A BBS ADDICT? :
The Perl Purity Test :
Object oriented programmers of all nations
: Financial Humor :
Financial Humor Bulletin,
2008 : Financial
Humor Bulletin, 2010 : The Most Comprehensive Collection of Editor-related
Humor : Programming Language Humor :
Goldman Sachs related humor :
Greenspan humor : C Humor :
Scripting Humor :
Real Programmers Humor :
Web Humor : GPL-related Humor
: OFM Humor :
Politically Incorrect Humor :
IDS Humor :
"Linux Sucks" Humor : Russian
Musical Humor : Best Russian Programmer
Humor : Microsoft plans to buy Catholic Church
: Richard Stallman Related Humor :
Admin Humor : Perl-related
Humor : Linus Torvalds Related
humor : PseudoScience Related Humor :
Networking Humor :
Shell Humor :
Financial Humor Bulletin,
2011 : Financial
Humor Bulletin, 2012 :
Financial Humor Bulletin,
2013 : Java Humor : Software
Engineering Humor : Sun Solaris Related Humor :
Education Humor : IBM
Humor : Assembler-related Humor :
VIM Humor : Computer
Viruses Humor : Bright tomorrow is rescheduled
to a day after tomorrow : Classic Computer
The Last but not Least Technology is dominated by
two types of people: those who understand what they do not manage and those who manage what they do not understand ~Archibald Putt.
Copyright © 1996-2018 by Dr. Nikolai Bezroukov. www.softpanorama.org
was initially created as a service to the (now defunct) UN Sustainable Development Networking Programme (SDNP)
in the author free time and without any remuneration. This document is an industrial compilation designed and created exclusively
for educational use and is distributed under the Softpanorama Content License.
Original materials copyright belong
to respective owners. Quotes are made for educational purposes only
in compliance with the fair use doctrine.
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Last modified: November, 24, 2017
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Stains of penguin poop visible from space are helping scientists map emperor penguin colonies, shedding light on how the flightless birds are adapting to environmental changes.
The emperor is the giant of the penguin world and one of the largest of all living birds.
Emperor penguins spend a large part of their lives at sea. But come time to breed, they return to their sea-ice colonies.
This homecoming happens during the Antarctic winter, when temperatures drop to minus 58 degrees Fahrenheit (minus 50 degrees Celsius), a difficult time for scientists to monitor the birds movements. (Emperors are the only penguin species that breed during the winter.)
But all those bird bodies crowded together leave reddish brown patches of guano (penguin poop) on the ice. These patches are visible in satellite images, and so can act as a reliable trace of where the penguins have been.
"We can't see actual penguins on the satellite maps because the resolution isn't good enough. But during the breeding season the birds stay at a colony for eight months," said Peter Fretwell of the British Antarctic Survey (BAS). "The ice gets pretty dirty and it's the guano stains that we can see."
With the satellite images, the BAS team surveyed the sea-ice around 90 percent of Antarctica’s coast and identified 38 colonies. Ten of those were new. Of the previously known colonies, six had moved and six were not found.
"This is a very exciting development. Now we know exactly where the penguins are, the next step will be to count each colony so we can get a much better picture of population size," said team member Phil Trathan, a penguin ecologist with the BAS. "Using satellite images combined with counts of penguin numbers puts us in a much better position to monitor future population changes over time."
Estimates of the total number of emperor penguins range between 200,000 to 400,000 pairs.
This research, detailed this week in the journal Global Ecology and Biogeography, builds on work by French scientists who extensively studied one colony and found the population was at significant risk from climate change.
The six colonies not found in this study were at a similar latitude suggesting that emperor penguins may be at risk all around Antarctica.
- Video – Living With Penguins
- Penguin News, Images and Information
- Penguins in Peril, Research Shows
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HIST556 A001 Spring 13
The creation of a new democratic state, which up until the independence of the United States had not been known in the history of man, was a daunting endeavor. Whereas, the Framers of both the Articles of Confederation and the Constitution were well acquainted with the great Enlightenment philosophers, such as John Locke, these men were writing and working in theory. America would be the great experiment in which these theories would finally be applied. This great experiment in democracy, being the first of its kind, would leave the Founding Fathers with no example with which to look upon and they would and did stumble. However, the missteps committed by the Founding Fathers/Framers mostly came from fears of either despotism or anarchy. As a consequence of both of these fears, the original Constitution that the Constitutional Convention produced was without a “Bill of Rights” and because of this it did not guarantee the basic “inalienable rights” spoken of in the Declaration of Independence. I feel that without such a clear guarantee of rights to all citizens of the United States, I would certainly not have voted to ratify the Constitution as it read.
The Federalist and Anti-Federalist papers were products of a world governed by the printed word. These works were the direct opposite of the sound-bytes of today. Indeed, these works closest modern equivalent would be an hour length political commentary show. For these works were full explorations of every amendment to the Constitution and to the very nature of the need for a new governing document for the fledgling United States. The Federalist and Anti-Federalists employed their rhetoric in an intelligent debate upon the future of their nation. Both groups were filled with an honest compassion towards the future of the nation and this passion led to one of the greatest explorations of the varying facets of democracy.
To begin with, as stated above the major driving force behind both the creation of the Constitution and its opposition was fear. Many anti-federalists understood that the Articles of Confederation were lacking in many regards and had to be amended, however, they did not approve of the product which the Constitutional Convention had produced. As “Brutus”(Robert Yates) states of the present state of America, “We have felt the feebleness of the ties by which these United-States are held together, and the want of sufficient energy in our present confederation, to manage, in some instances, our general concerns.”Here Brutus illustrates that the need for modification or replacement of the Articles of Confederation was a pervasive feeling throughout much of America. For, many had felt the end result of a weak central government. One example of this weakness of the federal government was the constant violence that appeared in the countryside as tax assessors attempted to fulfill their duty. The most famous act of violence during this chaotic period was “Shay’s Rebellion” which was the end result of increased taxation. The rebels attempted to prevent their local courts from hearing cases of indebtedness, but they were eventually defeated by forces under the command of General Benjamin Lincoln in 1787. In addition, those Americans who lived along the outer borders of the states still faced raids by warring Native American tribes and as a result, were looking for military protection which only a strong central government could provide.
These dangers were certainly understood by most Americans; however, the danger felt by most was just how much power should be granted to the central government. Brutus states, “But remember, when the people once part with power, they can seldom or never resume it again but by force.” Brutus preaches caution to the American people, because he fears...
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First developed in 1977, self-efficacy is an important component of Albert Bandura’s social cognitive theory. Self-efficacy refers to people’s judgments of their ability to perform necessary behaviors to produce desired outcomes in specific situations. These judgments are highly context specific and tend to influence which activities people will attempt, how much effort they will put into the activities, how long they will persist at them, and their emotional responses while involved in the activities. For example, adolescents who feel more efficacious about their writing abilities than their math skills will be more likely to (a) take writing classes and avoid math classes, (b) exert more effort in their writing classes than math classes, (c) experience more anxiety in math than writing classes, and (d) persist longer in writing than math classes when they encounter difficulties.
Dimensions of Self-Efficacy
Self-efficacy beliefs vary on three dimensions: magnitude, strength, and generality, although the strength dimension is employed most widely in self-efficacy measures. Nonetheless, all three dimensions have potentially important implications for performance. The magnitude dimension encompasses the number of steps, or level of task difficulty, people consider themselves capable of performing. Some people limit themselves to attempting only simple tasks while others attempt the most difficult and complex tasks. For example, a person trying to lose weight may feel efficacious to abstain from eating sweets when there are no sweets present. However, that person may feel less efficacious to pass up the dessert cart at a restaurant.
Efficacy beliefs also vary in strength. People with weak efficacy beliefs are easily discouraged by obstacles and setbacks, while people with strong efficacy beliefs persevere despite disconfirming experiences. For example, two people wanting to abstain from sweets may feel they can pass up the dessert cart at a restaurant, but one may hold this belief with more certainty.
Finally, efficacy beliefs vary in generality. Self-efficacy beliefs in one behavioral or situational domain may generalize to other behaviors or situations depending on the extent to which those behaviors and situations require similar skills. For example, the person able to pass up the dessert cart may also feel efficacious in passing by a bakery without walking in.
Sources of Self-Efficacy
A strong sense of efficacy can be developed in four ways: mastery experiences, vicarious learning experiences, social persuasion, and physical and emotional states.
Mastery experiences are personal experiences that give people a sense of accomplishment and a feeling of mastery. By managing challenges through successive achievable steps, people develop a sense of mastery. Mastery experiences are the most effective way to develop a strong sense of efficacy because they offer the most authentic evidence that one can do what it takes to succeed. Success experiences help build self-efficacy, while failures undermine it. For example, using the weight loss example, a person who has lost weight in the past is more likely to have higher self-efficacy in this area than someone who has not been able to lose weight previously. Success experiences need to be at least somewhat challenging in order to develop a strong sense of efficacy. Easy successes can lead to expectations of quick results, which may lead people to become easily discouraged when faced with obstacles or setbacks. Overcoming obstacles through perseverance teaches people that success often requires sustained effort, which, in turn, creates resilient self-efficacy beliefs. Once people develop a strong sense of efficacy, they persevere when facing difficult tasks, work harder to overcome obstacles, and rebound quickly from setbacks. The negative impact of occasional failures is diminished.
The effects of failure on efficacy beliefs depend in part on when they occur. If failures occur before a resilient sense of efficacy is established, they will undermine self-efficacy. The person will be less likely to do what it takes to overcome obstacles and rebound from setbacks. However, if a resilient sense of efficacy has already been established, the person will work hard to overcome obstacles and rebound easily from setbacks, thus increasing self-efficacy even more.
Mastery experiences are not the sole source for developing a strong sense of efficacy. Vicarious experiences through social modeling are another way to develop self-efficacy. If people see others similar to themselves succeed through persistent effort, they may come to believe they, too, can succeed in similar activities. The impact vicarious experiences have on self-efficacy depends on how similar to the model people perceive themselves to be. The greater the perceived similarity, the more impact the model’s successes and failures will have on a person’s self-efficacy beliefs. People seek models proficient in the skills and abilities they wish to acquire. Competent social models may help increase efficacy by teaching skills and strategies for managing the demands of the environment. For example, let’s say that the person who wants to lose weight has a friend who has lost weight. If that friend has a similar build, eating habits, or lifestyle, the person may feel more efficacious in his or her own ability to lose weight.
Social models also provide a gauge by which people judge themselves. Many times adequacy in specific areas is gauged in relation to the performance of similar others. This is called social comparison and is a primary factor in the self-appraisal of abilities. For example, an art student who compares himself to other art students rather than to Picasso or his 3-year-old nephew will more likely develop an accurate sense of efficacy on artistic tasks. Comparing one’s artistic talents to Picasso will undermine efficacy beliefs, while using one’s 3-year-old nephew as a model will lead to unrealistically high self-efficacy beliefs. Such social comparison information can have far-ranging consequences on the types of activities people choose to pursue and on their feelings of efficacy regarding those pursuits.
The third source for developing a strong sense of efficacy is social persuasion. People can lead others, through suggestion, into believing they have the ability to do what is necessary to accomplish a certain outcome. While social persuasion is not as effective as mastery or vicarious experiences, often people can be verbally persuaded that they possess the ability to master certain activities. People who are persuaded in this manner are more likely to sustain effort and try harder when faced with obstacles. People who want to effectively persuade others should arrange situations and events in ways that promote success and avoid placing people prematurely in situations where they might fail. The strength of social persuasion depends on factors such as the perceived expertness, trustworthiness, and attractiveness of the persuasive source.
Physical and Emotional States
The final source for developing a strong sense of efficacy is to reduce stress and depression while increasing physical stamina. People use their physical and emotional states to judge their capabilities. An elevated mood can enhance self-efficacy, while a negative mood may diminish it. People tend to associate stress, tension, and other unpleasant physiological signs with poor performance and perceived incompetence. In activities requiring strength and stamina, feelings of fatigue and pain cause self-efficacy beliefs to decrease. How an emotion is perceived and interpreted is more important than the level of intensity. People with a strong sense of efficacy are more likely to view their state of emotional arousal as energizing, while people with a weak sense of efficacy will view their state of emotional arousal as debilitating.
Self-efficacy beliefs regulate human functioning through four major types of processes: cognitive, motivational, affective, and selective.
A key purpose of thought is to enable people to visualize possible outcomes of different courses of action. It allows people to exercise control over activities that are important to them. Most courses of action are first preceded by thoughts. These thoughts become guides for action when developing skills. Self-efficacy beliefs influence thoughts in ways that can either bolster or impair performance. People’s self-efficacy beliefs influence how they visualize future events and approach potential situations. Self-efficacy and visualization are bidirectional. High self-efficacy beliefs foster positive visualizations and positive visualizations strengthen self-efficacy beliefs. People with high self-efficacy beliefs in a specific domain display greater cognitive resourcefulness, more flexibility, and an ability to manage their environment in that domain. They set higher goals for themselves and have a stronger commitment to those goals. People with high self-efficacy visualize themselves navigating those situations successfully. These positive visualizations enhance subsequent performance. People with low self-efficacy in a specific domain are more likely to visualize failure scenarios in that domain. They tend to dwell on personal deficiencies and what is likely to go wrong. This undermines motivation.
According to Bandura, there are three different forms of cognitive motivators, each with a corresponding theory. The motivators are causal attributions, outcome expectancies, and cognized goals. The corresponding theories are attribution theory, expectancy-value theory, and goal theory. In attribution theory, causal attributions of performance affect motivation. Attributions are the explanations people give for behaviors or events. Efficacy beliefs influence these causal attributions. People with low self-efficacy attribute their failures or setbacks to low ability, while people with high self-efficacy attribute failures or setbacks to too little effort or ineffective strategies. People with high self-efficacy believe that success is a matter of more effort or better strategies.
In expectancy-value theory, people are motivated by the outcomes they expect to achieve through specific courses of action. The strength of the motivation is based on two factors: the expectation that a specific action will produce a specific outcome and the attractiveness of that outcome. The more people expect that their behavior will secure a specific outcome and the more highly valued the outcome, the greater their motivation will be to perform the activity.
Goal theory suggests that explicit, challenging goals based on personal standards enhance motivation. Motivation based on these personal standards involves comparisons between people’s adopted personal standards and their perceived performance. In order to evaluate how they are doing, people set personal standards and judge how well they are performing against those standards. Self-efficacy beliefs play a key role in this form of motivation. Often, people choose goals based on their self-efficacy beliefs. How efficacious people feel will influence what challenges they choose to undertake, how much effort they will expend, and how long they will persevere in the pursuit of their goals.
Self-efficacy is an important component to the self-regulation of emotional states. Efficacy beliefs affect the nature and intensity of emotional experience through a person’s ability to control thought, action, and affect. Efficacy beliefs influence where people place their attention and whether situations will be construed as benign or distressing. People’s belief in their ability to cope affects how much stress, anxiety, or depression they will feel. People with high coping efficacy behave in ways that make difficult situations more manageable. According to Bandura, often the distress people feel results from failures to control upsetting thoughts. People with strong coping efficacy are more able to control such thoughts.
By selecting their environments, people have a choice in what they become. Choices are influenced by self-efficacy beliefs. Self-efficacy beliefs influence the types of activities and environments people choose to become involved in, as well as the environments they actually produce. People shape their lives by choosing environments that encourage certain capabilities and lifestyles and avoid activities and environments they believe to exceed their capabilities.
Self-Efficacy and Mental Health
Three major types of self-efficacy have been identified: task-specific self-efficacy, self-regulatory efficacy, and coping efficacy. Task-specific self-efficacy refers to people’s beliefs in their ability to perform the specific tasks required to succeed within a given domain.
Self-regulatory efficacy is defined as people’s perceived ability to guide and motivate themselves to perform self-enhancing behaviors. Coping efficacy refers to people’s beliefs in their ability to deal with particular obstacles. Research shows that coping efficacy is significantly related to mental health.
Coping Efficacy, Stress, and Anxiety
Individuals encounter stressors on a daily basis. These daily stressors have been found to be important indicators of psychological distress. People’s beliefs in their ability to regulate their functioning, exercise control over their environment, and manage the stressors in their lives affect their psychological well-being. Strong coping efficacy has been shown to reduce stress reactions. People are less likely to feel stress when they believe they can handle the task or situation. Researchers have found that when people have low coping efficacy, their distress significantly increases when faced with stressors. However, if people’s perceived coping efficacy is strengthened, they will display less stress and physiological arousal when faced with the same stressors. Perceived self-efficacy is also related to people’s approach to coping with stressful situations. People with high coping efficacy are motivated to change the harsh environment and stressful situation. Through increasing or maintaining their coping efforts, they alter stressful situations into more benign ones, thus alleviating their stress.
Anxiety is a psychological problem that is often a result of stress. Anxiety is aroused when people feel they are unable to cope, either cognitively or behaviorally, with potential threats. Bandura argued that low coping efficacy beliefs regarding difficult circumstances cause anxiety and avoidant behaviors. People who believe they can control their environment and cope with the potential threats are less likely to feel anxious. People with low coping efficacy tend to view potentially threatening events as unmanageable, perceive situations as fraught with dangers, and exaggerate the severity of potential threats. They become distressed and experience high levels of anxiety. People tend to avoid situations that cause them anxiety or potential anxiety.
Self-Efficacy, Coping Efficacy, and Depression
Perceived self-efficacy plays an important role in depression. Three types of self-efficacy beliefs influence depression. First, people may feel unable to perform at a level that would bring them personal satisfaction. Second, people may feel incapable of developing meaningful relationships with others. Third, people may feel unable to control depressive thoughts. According to Bandura, there is a relationship among self-efficacy expectations, outcome expectations, outcome value, and depression. If people believe that a highly valued outcome is obtainable through specific behaviors, but believe they are not capable of performing those behaviors, depression and self-devaluation may occur.
Bandura and his colleagues have found that perceived academic self-efficacy and social self-efficacy, which address two important aspects of adolescents’ lives, affect adolescents’ depression both directly and indirectly. Perceived academic and social self-efficacy affect depression directly via their influences on adolescents’ mood and emotional states. Perceived academic self-efficacy has an indirect effect on depression via its impact on adolescents’ engagement in behaviors that lead to academic achievement. A strong sense of academic efficacy also affects depression by decreasing adolescents’ academic stressors and promoting motivation and confidence in their abilities. High social self-efficacy reduces adolescents’ vulnerability to depression by promoting supportive relationships with peers. Furthermore, perceived academic self-efficacy and social efficacy can be buffers to prevent adolescents from risky activities, such as delinquency and substance abuse, by reducing their risk of depression, promoting academic achievement, and developing peer support. It is also important to note that the relationship between self-efficacy and depression is not limited to adolescents or young adults. Among senior citizens, self-efficacy has been found to significantly predict depression, beyond what could be predicted by demographics, income, or health.
Coping Efficacy and Life Transitions
Perceived coping efficacy serves as a regulatory function in the transitions of life. It is especially important during the transition process from adolescence to adulthood, which can be full of stress, challenge, and risk. Adolescents with high coping efficacy tend to cope with the transition well. They pursue activities that build competencies and resist peer pressure to engage in risky behaviors.
Coping efficacy can also promote mental health later in life. Seniors with high coping efficacy beliefs are more likely to adapt readily to the challenges of aging. They engage themselves and their environment to facilitate the transition process by improving and maintaining physical health, improving social skills, and enhancing cognitive functioning.
Coping Efficacy and Trauma
Each year millions of people experience traumatic life events such as natural disasters, sexual or physical assaults, or the death of a loved one. Even long after the trauma, people may show signs of stress by experiencing recurrent nightmares, flashbacks of the event, and sleep disturbances. Research has shown that people’s beliefs in their ability to exercise some control over their personal functioning and environment after the event have an impact on their posttraumatic recovery. Traumatic events alone are not enough to cause stress or disorder. People’s appraisal of the event substantially contributes to the emotional well-being following it. People with high self-efficacy in their ability to control their environment and recover from traumatic events tend to experience less distress and make efforts to effect changes in their lives.
Self-Efficacy and Perceived Competence Implications
It has been shown that high coping efficacy can reduce people’s vulnerability to stress and depression, enhance their resiliency to adversity, and improve their mental health. Thus, increasing coping efficacy can be a focus of intervention for counselors. The first task for counselors is to assess their clients’ perceived coping efficacy through questions about the clients’ beliefs in their competence in behaviors related to coping with stressful events. When counselors find that clients unrealistically underestimate their capabilities, counselors may focus on the causes of these perceptions by exploring clients’ culture, family background, and previous experiences. Thus, in the assessment stage, counselors try to help clients identify areas of vulnerability and explore areas of behavior where they feel an inability to cope with stress.
In addition to informal assessments or discussions with clients, counselors can use developed instruments to assess clients’ self-efficacy. Since self-efficacy is not a global trait, but an individual’s belief related to distinct behavioral domains, there is no single measure of self-efficacy that can be used across different contexts. Self-efficacy measures have been developed for various domains. Self-efficacy instruments in the career domain have been developed to assess clients’ efficacy about their decision-making abilities (e.g., career decision making self-efficacy) and activities involved in specific career fields (e.g., mathematics self-efficacy) as well as career fields themselves (e.g., engineering self-efficacy). In addition, self-efficacy scales have been developed to assess social efficacy, coping efficacy, and a variety of other domain-specific tasks (e.g., computer, weight loss, and smoking cessation self-efficacy beliefs).
Once the counselor and client decide on a domain of behavior in which to strengthen self-efficacy, it can be beneficial to the client’s psychological adjustment and well-being to move to an intervention stage. In this stage, counselors help clients build higher levels of self-efficacy. It is helpful to use the four sources of self-efficacy—mastery experiences, vicarious experiences, social persuasion, and physical and emotional states—as a framework for this stage.
Counselors can help clients recall and process previous successful experiences as a way of motivating clients to face future challenges. In addition to helping clients explore their previous successful experiences, counselors can also focus on facilitating future achievement. Counselors can help clients make plans and strategies to achieve their goals. They can help clients break down difficult tasks, behaviors, or goals into smaller, more easily manageable steps. They can provide relevant resources, if necessary, to help clients gain success experiences.
Counselors can help clients increase their self-efficacy by the use of vicarious experience. Counselors can help clients find social models in their environment by helping them identify people who have succeeded in the behavioral domains where the client lacks self-efficacy. The more similar to the model the client feels in terms of gender, ethnic group, and background, the more influence the model will likely have on the client. Models can be family members, friends, or even people from the media.
The third source of efficacy is social persuasion. Counselors can strengthen clients’ self-efficacy by expressing their belief in the clients’ capabilities, encouraging them, and reinforcing their efforts. In addition to the encouragement and support that is vital to clients’ progress, counselors can also help clients set realistic goals, discuss possible barriers to achieve the goals, help clients find ways to cope with and overcome these barriers, and attribute success experiences to growing competency rather than to such other factors as good luck and tasks that are too easy. It should be noted that the role of the counselor is not just to convey positive appraisals, but rather to realistically boost clients’ self-efficacy, and to help clients improve their coping skills.
Finally, as mentioned earlier, people tend to depend on their physical and emotional states to judge their capabilities. They may interpret their emotional arousal as a sign of poor performance. Therefore, counselors can help clients increase self-efficacy by teaching them techniques to reduce stress and emotional arousal. Some of these techniques include anxiety management, relaxation training, and teaching clients more adaptive self-talk. Counselors can help clients become aware of their negative self-talk, and teach them ways to stop their self-defeating thinking patterns and replace the patterns with task-focused cognition.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
- Bandura, A. (1988). Self-efficacy conception of anxiety. Anxiety Research, 1, 77-98.
- Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
- Bandura, A. (1998). Personal and collective efficacy in human adaptation and change. In J. G. Adair, D. Belanger, & K. L. Dion (Eds.), Advances in psychological science (Vol. 1, pp. 51-71). Hove, UK: Psychology Press/Erlbaum (UK) Taylor & Francis.
- Bandura, A. (1999). Social cognitive theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (pp. 154-196). New York: Guilford Press.
- Bandura, A., Cioffi, D., Taylor, C. B., & Brouillard, M. E. (1988). Perceived self-efficacy in coping with cognitive stressors and opioid activation. Journal of Personality and Social Psychology, 55, 479—188.
- Bandura, A., Pastorelli, C., Barbaranelli, C., & Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76, 258-269.
- Benight, C. C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behavioral Research and Therapy, 42, 1129-1148.
- Betz, N. E. (1992). Counseling uses of career self-efficacy theory. Career Development Quarterly, 41, 22-27.
- Betz, N. E. (2004). Contributions of self-efficacy theory to career counseling: A personal perspective. Career Development Quarterly, 52, 340-353.
- Blazer, D. G. (2002). Self-efficacy and depression in late life: A primary prevention proposal. Aging and Mental Health, 6, 315-324.
- Caprara, G. V., Scabini, E., Barbaranelli, C., Pasorelli, C., Regalia, C., & Bandura, A. (1998). Impact of adolescents’ perceived self-regulatory efficacy on familial communication and antisocial conduct. European Psychologist, 3, 125-132.
- Maddux, J. E. (Ed.). (1995). Self-efficacy, adaptation, and adjustment: Theory, research and application. New York: Plenum Press.
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the quality of being brought into conformity with nature
the proceeding whereby a foreigner is granted citizenship
the introduction of animals or plants to places where they flourish but are not indigenous
changing the pronunciation of a borrowed word to agree with the borrowers' phonology
"the naturalization in English of many Italian words"
The action of naturalizing somebody.
The admission or adoption of foreign words or customs into general use.
The introduction and establishment of an animal or plant into a place where it is not indigenous.
the act or process of naturalizing, esp. of investing an alien with the rights and privileges of a native or citizen; also, the state of being naturalized
Origin: [Cf. F. naturalisation.]
Naturalization is the acquisition of citizenship and nationality by somebody who was not a citizen of that country. In general, basic requirements for naturalization are that the applicant hold a legal status as a full-time resident for a minimum period of time and that the applicant promise to obey and uphold that country's laws, to which an oath or pledge of allegiance is sometimes added. Some countries also require that a naturalized national must renounce any other citizenship that they currently hold, forbidding dual citizenship, but whether this renunciation actually causes loss of the person's original citizenship will again depend on the laws of the countries involved. Nationality is traditionally based either on jus soli or on jus sanguinis, although it now usually mixes both. Whatever the case, the massive increase in population flux due to globalization and the sharp increase in the numbers of refugees following World War I created an important class of non-citizens called stateless persons. In some rare cases, procedures of mass naturalization were passed. As naturalization laws were created to deal with the rare case of people separated from their nation state because they lived abroad, western democracies were not ready to naturalize the massive influx of stateless people which followed massive denationalizations and the expulsion of ethnic minorities from newly created nation states in the first part of the 20th century, but they also counted the Russians who had escaped the 1917 October Revolution and the war communism period, and then the Spanish refugees. As Hannah Arendt pointed out, internment camps became the "only nation" of such stateless people, since they were often considered "undesirable" and were stuck in an illegal situation.
The numerical value of naturalization in Chaldean Numerology is: 3
The numerical value of naturalization in Pythagorean Numerology is: 1
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The Meaning of Literary Themes
The Meaning of Literary Themes
There are different types and forms of literature. They are novel, drama, poetry, biography, non-fictional prose, essay, epic and short story. All these types of literature have some elements. To complete a piece of literature, a writer, dramatist or a novelist must use certain elements like plot, character, theme, etc. to capture the interest of their readers. When reading literature, there are themes which are interpreted within the literary piece. Themes reflect innocence, experience, life, death, reality, fate, madness, sanity, love, society, individual, etc. Such themes present a point of a lesson learned or the particular meaning the piece was intended to communicate. The theme is usually the intended understanding of the literary piece. The theme is different from the subject or stated topic. The theme within a literary can be stated or implied as a reference to the topic or subject written about within the work that is being read. What is often mistakenly done is, the theme is misinterpreted as the subject in the literary piece, when it should be understood to be an opinion or statement of expression. Throughout this essay I will demonstrate how themes can be expressed and be identified as a reflection of expression of the author’s intent and thoughts. In addition, I will inform you of the types of themes that can be presented within a literary work.
“Theme”, what is theme? Theme is the main idea or underlying meaning of a literary work. It is usually identified as a discussion, a discourse, a meditation or a composition; a unifying or dominant idea. It is important to know that not every literary work has a theme. When there is a theme within a literary work, the theme can be major or minor. The theme is reiterated over and over again by the author and can be expressed in more than one way from more than one perspective. Dominant themes might be expressed by innocence/experience, life/death, appearance/reality, free will/fate, madness/sanity, love/hate, society/individual, known/unknown. Themes may have a single, instead of a dual nature as well. The theme of a story may be a mid-life crisis, or imagination, or the duality of humankind (contradictions).
A theme may be presented in more than one way in a single literary piece and it can be expressed in more than one way throughout several literary pieces. There are four ways in which an author can express themes within their literary work. The first way would be, themes are expressed and emphasized by the way the author makes us feel. In other words, by you as the reader sharing feelings of the main character you also share the ideas that go through the mind of the author. Secondly, themes are presented in thoughts and conversations. Authors put words in their character’s mouths only for good reasons. One of these reasons is to develop a story’s theme/s. Something to remember when searching for a theme within a literary piece would be, the things a person says are much on their mind. Look for thoughts that are repeated throughout the story. Another way in which theme may be expressed would be suggested through the characters of the story or composition. The main character usually illustrates the most important theme of the story. A good way to locate a theme within a literary work is to ask yourself the question, what does the main character learn throughout the course of the story? What are the course of actions that led to the conclusion and lesson learned? The actions or events in the story are used to suggest theme. People naturally express ideas and feelings through their actions. One thing authors think about is what an action will "say". In other words, how will the course of action express an idea or theme? Themes are found within short stories or novels, usually any sort of fiction. When developing a theme/s within a literary piece there are other...
Cited: DiYanni, Robert. New York University, 2007. Literature, Reading Fiction, Poetry, and Drama. 6th Edition.
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White Lake is located just W of Salmon Arm, British Columbia
"White Lake is home to the intermountain-Rocky Mountain population of the Western Painted Turtle (Chrysemys picta bellii). The Western Painted Turtle is the only native pond turtle left in British Columbia and therefore makes up an important component of our biodiversity. Painted Turtles typically occupy the shallow water zones of ponds, lakes, sloughs and slow moving streams.
The Province of British Columbia classifies the Western Painted Turtle as vulnerable to extinction due to habitat loss and degradation and through collision with automobiles during the nesting season." [Cited: BC Parks 2013]
"You sure got alot of nice equipment, lets see your pictures."~Anonymous
Categories & Keywords
Category:Travel and Places
Keywords:2009, 21-Jun-09, British Columbia, CSRD, Canada, Columbia-Shuswap Regional District, White Lake, White Lake; Western Painted Turtle
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Many debates have taken place over the years about what causes a city to be socially unequal. Economic causes, lack of public health services, lack of opportunities as a result of the city’s unrestrained suburbanization (Frenkel and Israel, 2018), lack of transportation access, local housing regulations, lack of educational opportunities, and so on.
How does transportation affect social segregation?
Transport has a crucial role in promoting social inclusion and overall well-being, which can have an impact on inequality in terms of economic and social consequences. (Gates et al., 2019). Lack of access to all services in the urban centre in economically deprived neighbourhoods is one factor contributing to transportation-related inequality. As a result of my observations of a few cities, I have noted that a transportation corridor (a railroad, a highway) separates communities within a city, thereby weakening social cohesiveness and fostering social disparities. For instance, in Sheffield as illustrated in the Figure 1, taken form the indices of deprivation (GOV.UK, 2019) the major road network, the Penistone road running from north to south of Sheffield acts as a line of segregation creating socially unequal districts. Similarly considering Newcastle as example shown in the figure 2, (GOV.UK, 2019), the main rail network, East coast main line running from west to north east of the city acts as a line of segregation. Looking at these cities of England, the problems of inequality becomes clearer. In order to eliminate the inequities, the boundaries of segregation that cause them should be carefully analysed.(Rae and Nyanzu, 2019).
How does lack of public facilities affect social segregation?
Due to the UK’s austerity measures, the civic elements of many cities have been depleted of their public services (Townshend, 2019). The regional capital of North East England, Newcastle, has seen particularly severe public sector layoffs. As a result, wealthy communities developed their public areas and services through alternative resources and private groups, leaving the poorest, least wealthy communities to fend for themselves without access to public services. Inequality was greatly exacerbated in Newcastle as a result. The paper authored by Townshend on Hidden shrinkage, burgeoning inequality and opportunistic urban design suggests that designers and planners should follow the term “Opportunistic Urban Design” (Townshend, 2019) by identifying spaces for intervention by engaging and collaboratively designing with the community and social groups when the opportunity arises.
A Solution Through Sustainable Urbanism
According to the book “Sustainable Urbanism: urban design with Nature” by Douglas Farr, sustainable urbanism primarily builds on the principles of smart design techniques, new urbanism, and green infrastructure (Farr, 2012a). In my opinion, the development of an urban area that promotes long-term wellness of the environment and the well-being of its inhabitants is referred to as “sustainable urbanism,” which incorporates all design and decision-making processes. As a result, I believe that essential sustainable design aspects such as mobility hubs (Royal Town Design Institute, 2021), walkable streets and networks (Farr, 2012b), a strategic design that minimises building energy consumption, and walkable public spaces might be leveraged to address social disparities in cities.
Frenkel, A., & Israel, E. (2018). Spatial inequality in the context of city-suburb cleavages–Enlarging the framework of well-being and social inequality. Landscape and Urban Planning, 177, 328–339. https://doi.org/10.1016/j.landurbplan.2017.02.018
Gates, S., Gogescu, F., Grollman, C., & Cooper, E. (2019). Transport and inequality: An evidence review for the Department for Transport. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/953951/Transport_and_inequality_report_document.pdf
GOV.UK. (2019). Indices of Deprivation 2015 and 2019. OpenDataCommunities.org. http://dclgapps.communities.gov.uk/imd/iod_index.html#
Rae, A., & Nyanzu, E. (2019, February 15). These maps show how tricky it is to measure inequality in local areas across England. The Conversation. https://theconversation.com/these-maps-show-how-tricky-it-is-to-measure-inequality-in-local-areas-across-england-109143
Townshend, T. (2019). Hidden shrinkage, burgeoning inequality and opportunistic urban design. Journal of Urban Design, 24(1), 75–77. https://doi.org/10.1080/13574809.2019.1553829S
Farr, D. (2012a). Sustainable Urbanism: Vol. Chapter 2- where we need to go. John Wiley & Sons.
Farr, D. (2012b). Sustainable Urbanism: Vol. chapter 4 – four case studies in Sustainable Urbanism. John Wiley & Sons.
Royal town planning institute. (2021, January). Net Zero Transport: the role of spatial planning and place-based solutions. Www.rtpi.org.uk. https://www.rtpi.org.uk/research/2020/june/net-zero-transport-the-role-of-spatial-planning-and-place-based-solutions/
2 responses to “Social inequalities and Urban design”
Thank you for your informative blog post on the relationship between transport, a lack of public facilities, and urban social division. Your analysis emphasises the significance of these elements in contributing to inequality, as well as the need for long-term urban initiatives.
Transportation does play a part in social segregation, as a lack of access to transportation services can limit prospects for people living in economically disadvantaged neighbourhoods. Transportation corridors, such as motorways and rail lines, can operate as physical barriers, isolating towns and exacerbating social inequities. Your examples from Sheffield and Newcastle show how these transport networks can generate segregation inside cities, prolonging inequality.
Furthermore, as austerity measures have decreased public services in many cities, a lack of public facilities exacerbates socioeconomic segregation. This condition has disproportionately impacted the poorest populations, depriving them of crucial resources and opportunities. Your reference to “Opportunistic Urban Design” emphasises the need of engaging and partnering with communities and social groupings in order to solve these discrepancies. It is possible to build more inclusive and equitable urban landscapes by identifying intervention sites and incorporating affected populations in the planning process.
In this setting, sustainable urbanism emerges as a solution that supports both the environment’s and the residents’ long-term well-being. Your recommended solutions, such as mobility hubs, walkable streets and networks, and strategic planning for lower energy use, are consistent with sustainable urban design concepts. Cities can improve accessibility, increase social inclusion, and offset the negative effects of transportation-related inequalities and a lack of public facilities by integrating these elements.
Overall, your blog article effectively emphasises the interconnection of transportation, the lack of public facilities, and urban social division. We can create more fair and inclusive urban settings for all citizens by embracing sustainable urbanism and engaging in collaborative design processes.
I think you have raised a vitally important issue in today’s world. Social inequalities in our cities are creating disparities in housing, education, health, economy, and safety, and eroding social cohesion and civic engagement as well. And I think in a solution to this problem we need a comprehensive approach that includes policies and involvement of housing association, city council and the state to reduce discrimination and enhance community engagement for equitable and thriving cities.
I remember one example that I was reading last month related to mixed-income and mixed-ethnicity housing in Singapore. The Housing Development board and government agency in Singapore built almost 1 million public housing in the last 50 years which is almost 73 percent of the total housing stock in 2017. Can you imagine more than 80 percent of the resident population lives in houses bought from the housing development board. In Singapore, there are three main ethnic groups: Malay (15 percent), Indian (seven percent) and Chinese (76 percent). Social inclusion of all ethnic groups and overcoming racial segregation were the main concerns of the government and are the main pillars of their policies today. They introduced Ethnic integration policy (EIP) to mix different ethnic groups in one housing society. I think mixed-income and mixed-ethnicity housing in Singapore is one of the reasons for Singapore’s subsequent economic success.
Key Points. (n.d.). Available at: https://www.cigionline.org/static/documents/documents/PB%20no.128web.pdf [Accessed 23 May 2023].
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NEW YORK — Cities around the world were marking Earth Hour on Saturday by turning off lights at 8:30 p.m. local time in a call for global action on climate change.
Earth Hour, spearheaded by the World Wildlife Fund, calls for greater awareness and more sparing use of resources, especially fossil fuels that produce carbon gases and lead to global warming. Beginning in Sydney in 2007, Earth Hour has spread to more than 180 countries, with tens of millions of people joining in.
In Hong Kong, major buildings along Victoria Harbour turned off their non-essential lights and the city’s popular tourist attraction known as the Symphony of Lights was canceled.
Over 3,000 corporations in Hong Kong signed up for Earth Hour 2019, according to the WWF Hong Kong website. Iconic skyscrapers including the Bank of China Tower and the HSBC Building in Central, the city’s major business district, switched off their lights in response to the global movement.
The City of Lights also turned off the Eiffel Tower’s nightly twinkle to mark Earth Hour. Paris Mayor Anne Hidalgo dimmed the lights Saturday on the city’s most famous monument for an hour.
In Italy, public buildings and historical monuments in 400 cities participated in Earth Hour. Lights were also switched off at St. Peter’s Basilica at the Vatican.
Some of most emblematic architectural treasures in Spain participated, including the Alhambra palace in Granada and Barcelona’s La Sagrada Familia basilica.
In Taipei, Taiwan’s capital, the island’s tallest building, Taipei 101, joined surrounding buildings in shutting off the lights as part of the Earth Hour event.
In coal-reliant Poland, top tourist sites also turned off their lights when local clocks hit 8:30 p.m. In the country’s capital city, Warsaw, the spired landmark Palace of Culture and Science turned off its night illumination, along with some churches and Old Town walls.
Lights were also switched off in several landmarks in the Greek capital. The Acropolis, Athens City Hall and Lycabettus Hill, towering above the Athens center, went dark and the Parliament building joined in. However, the Athens mayor’s calls for the people to join in by turning off the lights in their houses went mostly unheeded.
The Empire State Building in New York plans to participate in Earth Hour when local clocks strike 8:30 p.m.
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In the last decade, asthma rates have increased over 100% in adults, over 300% for children! Many experts believe this is due to the decline of indoor air quality. People spend more and more time inside their homes, homes are built much more air tight than in the past and indoor levels of volatile organic chemicals(VOCs) have increased sharply.
All of these factors have contributed to the high rates of asthma and other respiratory problems. Chlorine and other harmful chemicals vaporize into the indoor air primarily from showering and bathing. When chlorine vaporizes and combines with other organic compounds in the air it becomes “chloroform gas”, a strong irritant to the tissues in our lungs. Chloroform gas causes fatigue and constriction of air passages in the lungs. Many doctors now recommend shower filters or whole home filters for people with asthma and other respiratory problems. The first shower filter was invented after a Texas family discovered that their 6 month old son’s “chronic asthma” was actually a sensitivity to chlorine vapors. “A long, hot shower can be dangerous. The toxic chemicals are inhaled in high concentrations.” Bottom Line Health, Aug. 1997, J Andelman, Ph. D. “Ironically, even the Chlorine widely used to disinfect water produces Carcinogenic traces. Studies indicate the suspect chemicals can also be inhaled and absorbed through the skin during showering and bathing.” U. S. News & World Report – 29 July 1991, Is your Water Safe – The Dangerous State of Your Water “Taking showers is a health risk, according to research presented last week in a meeting of the American Chemical Society. Showers, and to a lesser extent baths, lead to a greater exposure to toxic chemicals contained in water supplies than does drinking water.
The chemicals evaporate out of the water and are inhaled. They can also spread through the house and be inhaled by others.” - New Scientist -18 September 1986, Ian Anderson “The steamy air of a shower contains significant amounts of a least two cancer-causing chemicals that evaporate out of water.” J Andelman, Professor of Water Chemistry, University of Pittsburgh “Showering is suspected as the primary cause of elevated of chloroform in nearly every home because of the chlorine in shower water. Chloroform [a known carcinogen] blood levels increase up to 100 times during a ten-minute shower in residential tap water” - Environmental Protection Agency – Dr. Lance Wallace Shower water filtration can offer genuine asthma prevention and treatment benefits as well as cosmetic benefits. Chlorine not only does harm to our body when inhaled, but also is absorbed through the skin and causes dryness to skin and hair.
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Dental Crown / Bridge / Caps Treatment in Gurgaon
Our dentist may recommend a dental crown to -
A bridge may be recommended if you’re missing one or more teeth. Gaps left by missing teeth eventually cause the remaining teeth to rotate or shift into the empty spaces, resulting in a bad bite. The imbalance caused by missing teeth can also lead to gum disease and temporomandibular joint (TMJ) disorders.
Bridges are commonly used to replace one or more missing teeth. They span the space where the teeth are missing. Bridges are cemented to the natural teeth or implants surrounding the empty space. These teeth, called abutments, serve as anchors for the bridge. A replacement tooth, called a pontin, is attached to the crowns that cover the abutments. As with crowns, you have a choice of materials for bridges. Your dentist at MFD can help you decide which to use, based on the location of the missing tooth (or teeth), its function, aesthetic considerations and cost. Porcelain or ceramic bridges can be matched to the color of your natural teeth.
The combination of bacteria and food causes tooth decay. A clear, sticky substance called plaque that contains bacteria is always forming on your teeth and gums. As the bacteria feed on the sugars in the food you eat, they make acids. The acids attack the teeth for 20 minutes or more after eating. Over a period of time, these acids destroy tooth enamel, resulting in tooth decay. Tooth decay is heavily influenced by lifestyle what we eat, how well we take care of our teeth, the presence of fluoride in our water and toothpaste. Heredity also plays a role in how susceptible your teeth may be to decay. Adults are especially at risk for cavities if they suffer from dry mouth, a condition due to a lack of saliva. Dry mouth may be caused by illness, medications, radiation therapy and chemotherapy, and may be either temporary (days to months) or permanent, depending on its cause.
A crown is a type of dental restoration which completely caps or encircles a tooth or dental implant. Crowns bridge are often needed when a large cavity threatens the ongoing health of a tooth. They are typically bonded to the tooth using dental cement. Crowns can be made from many materials, which are usually fabricated using indirect methods. Crowns are often used to improve the strength or appearance of teeth.
The most common method of crowning a tooth involves using a dental impression of a prepared tooth by a dentist to fabricate the crown outside of the mouth. The crown can then be inserted at a subsequent dental appointment. Using this indirect method of tooth restoration allows use of strong restorative materials requiring time consuming fabrication methods requiring intense heat, such as casting metal or firing porcelain which would not be possible to complete inside the mouth. Because of the expansion properties, the relatively similar material costs, and the aesthetic benefits, many patients choose to have their crown fabricated with gold.
As new technology and materials science has evolved, computers are increasingly becoming a part of crowns bridge fabrication, such as in CAD/CAM Dentistry.
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| 0.944543 | 643 | 2.578125 | 3 |
After a month of abstinence and self-restraint, `Eid Al-Fitr is celebrated with festivities of food.
Sweet dishes frequently play a central role in these feasts with hours of preparation going into the making of creamy halva, crispy baklava drizzled with honey syrup, and other delectable pastries.
Adults are not the only ones who enjoy such treats, and it is often the children who indulge in them the most. Popular gifts for children are chocolates, candy, and other sweets.
Therefore, it is not surprising that many youngsters gain excess weight during this blessed holiday in particular.
According to the reports of the International Journal of Pediatric Obesity, childhood obesity is on the rise worldwide. The percentage of overweight children is due to increase dramatically in Southeast Asia and the Middle East.
A child is considered obese when he or she is well-above the recommended weight for his or her height and age (USA Today).
Overweight children are at risk for and susceptible to diseases that were once only limited to adults (such as diabetes, high blood pressure, heart disease and other ailments). They are also more likely to be overweight through their adult years.
Although genetics may play a part in contributing to childhood obesity, most children are overweight because they eat in excess and exercise too little (Mayo Clinic).
Growing up in the midst of a fast-food culture, where one-third of children in the US on any given day eat fast food, has contributed to this phenomenon. The high fat, salt, and sugar content in fast food add on unnecessary and mainly empty calories.
With the advent of unlimited refills of soft drinks, which fast-food chains promote, children are consuming a huge excess of sugary liquids, which are detrimental to their health.
Children who are regular consumers of fast foods fail to make healthy food choices and end up eating far less fruits, grains, vegetables, and milk than they ought to (Davis).
Leading a sedentary lifestyle is another factor that contributes to childhood obesity. As watching TV shows and playing video games increasingly replace outdoor play, children are becoming less and less active and thus are not able to burn off all the extra calories they consume.
Lack of direction and interest from parents is another important factor that causes unhealthy eating patterns in children.
Treatment and Prevention
Instilling healthy eating habits and encouraging exercise is the best way to combat obesity in children and adults alike.
It is up to the parents to regulate what their children consume, and it is their responsibility to promote healthy food choices from a tender age for their young ones.
Children should be taught that their body is a very valuable thing that has been entrusted to their care and that it is their obligation to look after and care for it.
Making a trip to the grocery store together is an effective way to teach children how to choose and recognize healthier food options.
Remind them that Almighty Allah mentions in the Qur’an, “Eat of the good things We have provided for your sustenance, but commit no excess therein.” (Suart Taha: 20:81).
Encourage them to read the nutrition label and to look out for ingredients they should avoid such as high fructose corn syrup, preservatives, and artificial colorings.
Talk to them about the importance of eating raw fruits and vegetables, and select healthier snack alternatives (such as nuts and whole-grain crackers) to chips and candy.
Limit your trips to fast-food restaurants and make an effort to eat home-cooked, nutritious meals instead. Teach your children the hadith in which Prophet Muhammad (peace be upon him) explained that if one is to fill his stomach, then only a third should be filled with food, a third for drink, and a third should be left empty (At-Tirmidhi).
Do not encourage your children to eat till they are full, which many parents forget to do. Children should be encouraged to stop eating when they are satisfied, not satiated.
Eat together as a family, and make mealtimes enjoyable. Do not waste this special bonding opportunity by eating in front of the TV or individually.
Encourage your children to play outside and engage in physical activity instead of sitting at home and watching TV or playing video games.
Go on nature walks together, and make it an opportunity to both get some exercise and talk about Allah’s creation and His signs.
Enroll them for extracurricular activities such as sports and crafts. Make these endeavors fun, and your children will not only thoroughly enjoy themselves but will also get some much-needed exercise.
Make this `Eid the start of a new healthy lifestyle for you and your children. Instead of gifting your children chocolates and video games, gift them with your time instead and go out and do fun family-oriented activities together.
Other good gift choices are sports equipment such as tennis rackets, basketballs, footballs, and roller blades, which will encourage them to engage in physical activity. A membership to a local fitness center is a good idea, and many offer classes specifically for children.
After a long Ramadan, we deserve to treat ourselves. Every `Eid celebration calls for sweets and desserts. However, you can limit their fatty content by cutting down on sugar and butter, and by using low-fat versions of milk and cheese while preparing them.
Reducing the serving sizes and limiting the quantity you make will also prevent overindulgence. Adding fresh fruits to your desserts and as a garnishing will provide nutritional benefit.
A healthier alternative to commonly prepared `Eid desserts that allows you to use all the leftover dates you may have from Ramadan is the following:
- 20 dates (pitted)
- 2 tbsp. of butter
- ¼ cup of milk (reduced fat-condensed)
- ¼ cup of milk (low fat)
- 10 tea biscuits (crushed)
- ½ cup of nuts (chopped)
- ¼ cup of coconut (desiccated)
- 2 tsp. of sesame seeds (optional)
- Coconut powder (for garnishing
In saucepan, melt butter. Add dates, and soften. Add condensed milk and low-fat milk, and continue to soften dates on low flame. Turn off flame, and add crushed tea biscuits, coconut, nuts, and the (optional) sesame seeds.
Mix into a dough. Spread mixture onto a tray to cool. Roll into 1-inch-diameter balls. Coat with coconut powder. Refrigerate immediately.
Baklava is a staple at every `Eid dinner and the following is a low-calorie, yet just as delicious, version of this rich dessert:
- ½ lb. of pistachio nuts (ground)
- 3 tbsp. of sugar
- ¾ tsp. of cinnamon (ground)
- 1 ½ tbsp. of rose water
- ½ lb. of phyllo dough
- ½ cup of margarine (low-calorie, melted)
- Rose water syrup
Combine pistachio nuts, sugar, cinnamon, and rose water in a small bowl. Using half of phyllo sheets, place three sheets in bottom of lightly greased 13×9-inch baking sheet. Brush with some of the margarine.
Sprinkle evenly with nut mixture. Place remaining sheets over nut filling, brushing after every third sheet and top sheet.
Cut baklava at 1-1/2-inch intervals diagonally to form pattern of about 35 diamond shapes. Bake at 400°F/200°C for 25 minutes or until golden. Place on wire rack to cool. Drizzle rose water syrup evenly over top, and allow to soak several hours.
Each piece of baklava contains 85 calories and 5 grams fat. (Orchekowski)
During Ramadan, we were given the opportunity to cleanse and renew ourselves, both spiritually and physically, thus there is no better time than now to embark upon a healthier future for you and your family.
This article is from Science’s archive, originally published on an earlier date.
- “Childhood Obesity.” MayoClinic. Accessed 28 Sep. 2008.Davis, Jeanie Lerche. “Fast Food Creates Fat Kids.” WebMD. 5 Jan. 2004. Accessed 28 Sep. 2008.
- Orchekowski, Michael. “Baklava (Low-Fat, Low-Cal Version).” Astray Recipes. Accessed 28 Sep. 2008.
- “Study: Number of Overweight Kids to Increase Sharply.” USA Today Online. 6 Mar. 2006. Accessed 28 Sep. 2008.
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COP21 marked a remarkable success ironing out the Paris Agreement. At the same time, it has also left huge challenges to the future, in particular, very ambitious "1.5-2.0 degrees" temperature targets and "emissions/removal balance in the second half of this century" objective.
The Paris Agreement has introduced "global stock take" to narrow a huge gap between top-down/unrealistic temperature targets (and mitigation pathways for achieving them) and bottom-up/pragmatic pledge and review process.
However, it is extremely unlikely that these two approaches will converge in the foreseeable future since each country's NDC is driven by its own specific national circumstances rather than global temperature target. At least, the UN negotiation process will never close the gap.
Innovation is the only solution. It is encouraging that the role of innovation has finally been clearly recognized in the Paris Agreement Article 10-5 which reads "Accelerating, encouraging and enabling innovation is critical for an effective, long-term global response to climate change and promoting economic growth and sustainable development. Such effort shall be, as appropriate, supported, including by the Technology Mechanism and, through financial means, by the Financial Mechanism of the Convention, for collaborative approaches to research and development, and facilitating access to technology, in particular for early stages of the technology cycle, to developing country Parties. Accelerating, encouraging and enabling innovation is critical for an effective, long-term global response to climate change and promoting economic growth and sustainable development. Such effort shall be, as appropriate, supported, including by the Technology Mechanism and, through financial means, by the Financial Mechanism of the Convention, for collaborative approaches to research and development, and facilitating access to technology, in particular for early stages of the technology cycle, to developing country Parties".
However, judging from the past experience, the UN is the least suitable fora to address the issue of innovation. Given that only a few number of countries account for nearly all cutting edge clean technologies, it is meaningless to address this issue at the UN engaging 190+ countries.
The necessary innovation will not occur in the bureaucratic and inefficient UN process, but from the RD&D efforts by the public and private sectors of limited number countries with innovation capability. The issue is how to trigger innovations through domestic enabling policy environment in such countries and possible international collaboration among them.
On 2 June 2016, at the inaugural Mission Innovation (MI) Ministerial, 21 ministers from all MI partners released their respective governments7 plans to double clean energy R&D funding over 5 years from currently totaling approximately $15 billion per year to around $30 billion per year by 2021. They also adopted an Enabling Framework (see attached) and agreed to a mission statement to help provide a foundation for accelerated progress. This is all encouraging. At the same time, since each MI partner independently determines a strategy for clean energy innovation funding based on individual national resources, needs and circumstances and MI partners are encouraged collaborate on joint research and capacity building where mutual interest exists, it is relevant to explore good practices in such areas as;
13:30 - 13:35
|Mr. Toshihiko Fukui, President, The Canon Institute of Global Studies|
13:35 - 13:45
|Background of CIGS Project on Climate Change (TBD)
The Canon Institute of Global Studies
13:45 - 14:15
|The Role of Innovation for Long-term GHG Mitigation (TBD)
Dr. Carlo Carraro, Director, Sustainable Development, ENI and Enrico Mattei Foundation, Vice Chair of Working Group III of IPCC, Italy
14:15 - 14:45
|A Road toward Zero Emission Society
Dr. Yoichi Kaya, President, Research Institute of Innovative Technology for the Earth (RITE), Japan
14:45 - 15:15
|The Role of Domestic Policy on Energy Innovation
Dr. Laura Diaz Anadon, University Lecturer in Public Policy, Department of Politics and International Studies, University of Cambridge, UK
15:15 - 15:45
|How to Realize "Innovation Club" (TBD)
Dr. David Victor, Professor, International Relations, School of Global Policy and Strategy, University of California, San Diego (UCSD), US
15:45 - 16:00
16:00 - 16:55
Moderator: Dr. Jun ARIMA, Professor, Graduate School of Public Policy (GrasPP), The University of Tokyo
Panelists: all the above 4 speakers + Dr. Masaru Yarime Project Associate Professor, GrasPP, The University of Tokyo
Issues for discussion include;
⇒How could the government strike a balance between prioritizing government RD&D on areas where the country has (could have) competitive advantage and maintaining wide spectrum of RD&D which couldeventually bring about unimaginable combination leading to innovative energy & environment technologies?
⇒What kind of domestic policy environment is necessary to stimulate RD&D of high-risk but innovative energy and environment technologies in the private sector?
⇒Don't we need not only technology specific support but also non-technology specific support scheme inducing innovation we don't yet know?
⇒If that is the case, what kind of non-technology specific policies could be envisaged to capture wide range of unknown technology seeds?
⇒What are strong and weak points of existing international collaborative initiatives (e.g., US-China Clean Technology Collaboration, GIF, ITER)? Are there good models?
⇒Which area will be a good candidate for "innovation club"?
⇒How to overcome various challenges for effective international collaboration?
- Conflict between collaboration and competition
- Countries' inclination to "home-made technologies"
- Differences of legal framework, policy and regulatory environment among countries
- Conflicting national interests in geopolitical and "geoeconomical" competition
- Trade barriers for energy and environmental technologies
- Designing issues of technology collaboration (e.g., sharing financial commitment, sharing outcome such as IPR)
- Should clean technologies be regarded as "public good", which should not be monopolized?
16:55 - 17:00
17:00 - 18:00
|This Networking Reception is open to everyone attending the symposium.|
|日時||2016年10月7日（金） 13:30 - 17:00 （13:00 受付開始）|
東京大学大学院 情報学環・福武ホール 地下２階
都営大江戸線 本郷三丁目駅 徒歩7分
東京メトロ丸ノ内線 本郷三丁目駅 徒歩8分
東京メトロ千代田線 湯島駅 徒歩20分
東京メトロ南北線 東大前駅 徒歩10分
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Displays of aggression between members of the same species are common in animals. Conflicts over resources, such as, food, territory, and access to others are well-supported in animal behavior literature. Still, we often expect our dogs to play-nice with “stranger dogs” in group situations and out on neighborhood strolls. Rules of appropriate behavior in dog society are quite different than human manners. You may need to reexamine your expectations and goals for your pup. If your dog exhibits generalized dog/dog aggression, it’s unlikely he’ll turn into a social butterfly.
Genetics, early socialization or the lack of exposure during the critical period of social development, and traumatic experiences, shape how your dog interacts with other dogs.
Play between dogs should be a 2-way street. They should take turns chasing each other--neither dog being a bully or a target.
Dog/dog aggression can be a dangerous problem for you, your dog, other dogs, and anyone who tries to break up a dog fight. If your dog has an aggression issue of any kind, get a wellness check from your veterinarian to rule out any underlying organic causes that may be affecting behavior.
If your dog has bitten another dog or been in a number of dog fights, engage a certified behavioral consultant to help you work toward changing your dog’s underlying drives and motivation. A complete intake evaluation should be given in order to develop a plan of treatment based on your dog’s history. It’s a complex problem and each case requires an individual approach to assess on-leash aggression, off-leash aggression, territorial aggression, fear-based aggression, fence-barrier aggression, resource guarding aggression, bite hierarchies, ameliorating factors and context.
The amount of time it takes to see improvement varies depending on the severity of the reactiveness, your dog’s responsiveness to training, and the amount of time you devote to practicing behavior modification protocols.
Behavior modification techniques that include: desensitization, behavior adjustment therapy (BAT), functional rewards, Feisty Fido and clicker training will help you and your pup have a safe and happy summer together. Avoid harsh methods or collars that cause pain as they increase fear and anxiety and may cause aggression (Journal of Veterinary Behavior, 2006).
A realistic goal for you and your dog may be taking your dog for a pleasant walk in the neighborhood without any barking and lunging incidents. If your dog shows signs of anxiety with “stranger dogs”, it’s all right to skip the group activities and play at home The booklet Play Together, Stay Together by Dr’s. Patricia B. McConnell and Karen London is packed with great games for the two of you. Supervised play-dates with doggies friends may be another alternative. Stay safe this summer and have fun with your dog!
Linda Michaels, MA Experimental Psychology w/ Behavioral Neurobiology research experience. Victoria Stilwell-Licensed and Certified Professional Dog Trainer provides private basic obedience and behavioral consultations in the coastal areas. 858.259.9663. www.WholisticDogTraining.com
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| 0.916623 | 654 | 3.34375 | 3 |
Teaching Direct Instruction (DI) can be very demanding, especially in the early levels of the programs. In order to be effective, teachers must be able to:
- hold the presentation book so students can see it
- present the examples at a quick pace
- follow the scripted lessons
- know which words to emphasize
- signal at the right time after giving students enough "think time"
- observe whether all students respond in unison
- detect any errors in students' responses
- correct errors immediately
- reinforce students for working hard
- record points for the "Teacher-Student Game"
Melding these elements together for every lesson is difficult and initially requires daily practice. Teachers can practice reading the script out loud on their own and can practice correcting different errors with a partner. Practicing reading and correcting errors for the next day's lesson just 10 to 15 minutes per day pays huge dividends in student learning.
In addition to the routine daily practice, some exercises that address specific skills require special attention. Group in-service sessions are the best way to practice these targeted exercises and other potential problem areas that are critical to teaching DI effectively. In-service sessions cover such topics as:
- individual turns and delayed tests
- transitions between tasks and between groups
- correcting errors effectively
- teaching to mastery
- motivating students
- correcting comprehension errors
- actively monitoring independent work
- conducting mastery tests and checkouts
IMPORTANT: Many teachers who haven't used DI before may be under the impression that teaching DI is a simple affair. After all, the script provides the precise wording to say, the specific examples to present, and the types of corrections to make. What could be easier? The reality is that teaching DI is not easy. To be effective, teachers must be able to respond quickly and positively to students' answers, which can’t be done if the teachers' eyes are fixed on the script. Teachers' eyes and attention must be directed toward the students. Teachers' presentations must be fluid and flawless, which requires that teachers practice the presentations before working with students.
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| 0.930842 | 428 | 3.921875 | 4 |
The Battle of Vimy Ridge began 97 years ago, on the morning of April 9, 1917. The first wave of 20,000 Canadian soldiers, each carrying up to 36 kilograms of equipment, attacked through the wind-driven snow and sleet into the face of deadly machine gun fire.
Photo: Canadian soldiers advancing alongside a tank during the Battle of Vimy Ridge in April 1917. Thanks to careful planning and great courage, the Canadians captured this heavily defended enemy position. (Library and Archives Canada PA-004388)
The Battle of Vimy Ridge
The decades since the Battle of Vimy Ridge have slipped by, but the legacy of the Canadians who accomplished so much in that pivotal First World War battle lives on. Many say that Canada came of age as a country on those hard April days in 1917.
The First World WarThe First World War was the largest conflict the world had ever seen up until that time. It came about due to the political tensions and complex military alliances in Europe at the time. The assassination of Archduke Franz Ferdinand in the summer of 1914 resulted in an international crisis that brought Europe into war. By August, the fighting had begun. This bloody four-year war would see Britain (and her Empire), France and Russia lining up against Germany and Austria-Hungary.
Canada Goes to WarIn 1914, Canada was considered a part of the British Empire. This meant that once Britain declared war, Canada also was automatically at war. The First World War opened with great enthusiasm and patriotism on the part of Canadians, with tens of thousands rushing to join the military in the first months of the conflict so they would not miss the action. They need not have worried. The war would grind on for more than four years, killing more than ten million people in fighting that would be revolutionized by high-explosive shells, powerful machine guns, poison gas, submarines and war planes.
Canadian machine gunners dig themselves in, in shell holes on Vimy Ridge. April 1917/Vimy Ridge, France. Photo: DND/Library and Archives Canada PA-001017
Much more here.
Full documentary (MUST WATCH): Vimy Ridge - Heaven to Hell
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| 0.95164 | 447 | 3.296875 | 3 |
Demonstrate a Java client and server exchanging one text message in each direction.
Demonstrate a C client and server exchanging one text message in each direction.
Task 3 (0.5%)
Demonstrate your C client exchanging one message in each direction with your Java server, or vice
2. The following state transition table represents the 5-state model of process
management. The labels represent transitions between states. For example,
1 is the transition from RUN to READY, whereas 5 is the opposite transition
from READY to RUN.
Run Ready Blocked Ready/
Run -- 1 2 3 4
Ready 5 -- 6 7 8
Blocked 9 10 -- 11 12
Ready/Susp 13 14 15 -- 16
Blocked/Susp 17 18 19 20 --
a. For each of the twenty labelled transitions, state whether such a
transition is valid or not, and if valid, explain what type of event might
trigger such a transition.
b. Draw a diagram of the five states with arrows showing only the valid
transitions. Add two more states called “New” and “Exit”, with relevant
transitions. Label all transition arrows.
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CC-MAIN-2018-05
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https://www.tr.freelancer.com/projects/java-anything-goes/computer-network-operating-system/
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| 0.780875 | 248 | 3.015625 | 3 |
The Baikal Seal or nerpa is a unique animal of Lake Baikal. It’s the only mammal that lives in the lake.
A lot of people go to the Baikal to see this charming creature. In summer, the seals like basking in the sunshine and you can see how variously they can behave. Like people, the Baikal Seals have different characters and temperaments.
But even if you fail to meet a nerpa in the native habitat, you can visit the Baikal Museum, where you will see nerpas in the Baikal Museum ISC SB RAS aquarium.
The Baikal Seals, living in the Nerpinaries (the Baikal Seal Aquariums) in Irkutsk and Listvyanka , will surprise you with their performance. Nerpas there can sing, dance, paint colorful pictures and even “count”.
Some people say that nerpas are like aliens. Maybe, it’s because of their pretty flat eyes and unusual sounds that they blow.
The Baikal Seal is the symbol of Lake Baikal. Nothing can be compared with its almond-shaped eyes and fluffy white fur of the pups!
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A new database created by HHMI researchers reveals a 700-member strong army of proteins involved in the DNA repair response.
Cells have the remarkable ability to keep track of their genetic contents and -- when things go wrong - to step in and repair the damage before cancer or another life-threatening condition develops.
But precisely how cells monitor the integrity of their genomes, identify problems, and intervene to repair broken or miscoded DNA has been one of nature's closely held secrets. Now, however, a report in the journal Science describes a new database developed by a team of researchers from the Howard Hughes Medical Institute at Harvard Medical School that is providing the first detailed portrait of the army of more than 700 proteins that helps maintain DNA's integrity.
The results of this study illustrate the extraordinarily broad landscape of the DNA damage response, which extends far beyond what was anticipated from previous studies.
Stephen J. Elledge
“The generation of this database is changing the way we think about the DNA damage response,” explained HHMI investigator Stephen J. Elledge of Harvard, the senior author of the new study published on May 25, 2007, in Science. “Our work paints a broader landscape of this critical response that helps cells keep their genomes intact.”
The DNA damage response is a routine event in the life of any cell. Stress caused by environmental factors such as exposure to ultraviolet light, ionizing radiation or other environmental phenomena can cause DNA to break apart or rearrange its nucleotide base pairs in unhealthy ways. If such mutations are left unchecked, they can accumulate over time and lead, ultimately, to cancer or diabetes.
Elledge likened the DNA damage response to a command and control center: “It sends out sensors and sends out an alarm to start activating different repair pathways.”
Elledge explained that two critical enzymes, known in scientific shorthand as ATM and ATR, act like sensors to detect trouble and initiate the DNA damage response by engaging the cell's molecular repair apparatus. By looking to see how ATM and ATR reacted to damage in cells, Elledge's group found that a small molecular army -- more than 700 different proteins -- is called into physiological action when the cell's DNA is in need of repair.
Elledge's group studied human cells in culture and mapped their response to ionizing radiation and ultraviolet light. Specifically, the group looked to see which proteins in the cell were chemically altered by the enzymes ATM and ATR, finding 900 sites on 700 proteins that changed in response to DNA damage.
The discovery that so many proteins are involved in the process, Elledge said, was a big surprise.
"The results of this study illustrate the extraordinarily broad landscape of the DNA damage response, which extends far beyond what was anticipated from previous studies," he said.
The revelation that so many proteins are involved in repairing faulty DNA opens a molecular frontier that promises insight into a spectrum of diseases.
For example, in a companion paper, also published this week in Science, Elledge's group used the new DNA repair database to identify two proteins critical to recruiting the BRCA1 gene to sites of DNA damage. The BRCA1 gene is known to protect against breast and ovarian cancer by suppressing tumors.
“Now we have a better idea of how the BRCA1 protein is being targeted to DNA damage sites,” Elledge said, and this seems to run a pretty big part of the BRCA1 program."
The proteins, known as Abraxas and RAP80, bind to the BRCA1 protein and form a complex that governs three essential modes of DNA damage control: damage resistance, genetic checkpoints that constrain cell proliferation, and DNA repair. There are three variants of this BRCA1 complex and one is mediated by Abraxas and RAP80, providing potentially different windows into the protective nature of the gene.
“We have to stop thinking about BRCA1 as a single entity. There are three complexes and which complex is doing what? That's what needs to get figured out,” Elledge said.
He noted that simply knowing that BRCA1 comes in three distinct flavors gives researchers the chance to sort out the role of each in the DNA damage response and the onset of tumors.
An intriguing offshoot of the findings, Elledge said, is that they provide a potential lead into understanding the role of estrogen in breast cancer.
“RAP80 also binds the estrogen receptor and may have roles in signaling through the estrogen pathway,” he said. “I think this may be a big clue about how BRCA1 has breast specificity for tumorigenesis.”
That is important, Elledge explained, because one of the big unanswered questions about BRCA1 is why it acts to suppress only some forms of cancer: The gene is “common in (all) cells, so why breast cancer and not some other kind of cancer?”
Exploring the substrate domains of the ATM and ATR enzymes, Elledge added, is certain to yield deeper insight into numerous conditions mediated by faulty DNA repair mechanisms. For instance, using the new database produced by his group, Elledge and his colleagues identified a protein made by the FANCI gene, implicated in Fanconi anemia, a developmental and cancer-predisposition syndrome. The syndrome is caused by faults in genes that control the ability to mend broken DNA. These findings were published on April 20, 2007, in the journal Cell.
The point, Elledge argued, is that the new picture of the vast and sophisticated protein network that underlies a cell's response to DNA damage has the potential to unmask the molecular interplay at the root of many diseases and conditions.
“These things are really important,” he said. “This is how things get coordinated and how the different repair pathways are activated. Every time you duplicate a cell, there are enough problems that this mechanism is called into action.”
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The author is careful to avoid calling this a biography of W. G. Collingwood, but it is nonetheless the closest that we have to a biography. It is a work of historiography about the subject of Norse studies in the Lake District in the period ca. 1850–1930. It focuses on this subject via the lives of those involved, Collingwood being the principal protagonist.
It is a great work of scholarship, and it seems entirely fitting that it is published by the Cumberland and Westmorland Antiquarian and Archaeological Society – the society that, after Ruskin's death, Collingwood so unselfishly devoted himself.
The extent of Collingwood's achievement in establishing the extent of Norse influence upon the Lake District is established, with thoroughness, in relation to both his predecessors and successors. The author makes it clear that it was Collingwood more than any other who established the extent of Scandinavian influence upon Lake District dialect and place names.
Along the way, some light is shed upon certain episodes of literary history. It has been noted that although Collingwood was a contemporary of Oscar Wilde at Oxford he does not mention Wilde in his biography of Ruskin. Townend reveals his attitude, in a letter written to Arthur Ransome on 18 February 1912: 'one was tempted to love him in spite of seeing that he wouldn't do: he brought the art movement of Ruskin and Morris into contempt, & did more to kill artistic progress than any other man. Tribute, of course, to his power'. (The following year Ransome published a book on Wilde.) Ransome scholars will also be interested by the revelation that Arthur Ransome's father knew Collingwood from December 1895. In Ransome's autobiography he 'never alluded to the friendship that had existed between Collingwood and his father, perhaps preferring to be regarded in his own right'.
Another interest is the detail that is added to R. G. Collingwood's description of the 'gradually thickening archaeological atmosphere' in which he grew up. R. G. Collingwood was keen to stress the intellectual debt that he owed his father. It was his father to whom he dedicated his philosophical Speculum Mentis in 1924: 'TO MY FIRST AND BEST TEACHER OF ART, RELIGION, SCIENCE, HISTORY AND PHILOSOPHY'.
He was here returning a compliment, for his father had dedicated his first historical novel Thorstein of the Mere to Robin. In Townend's book there is a charming sketch by W. G. Collingwood of the six-year-old Robin reading 'in proprietorial manner' the first review his father's novel in 1895. Townend reveals that as an adult R. G. Collingwood looked back upon this novel as providing him with his 'first lesson in history'.
A number of themes are carried on from W. G. Collingwood's work into his son's. There is the view of the Viking Lake District as a multi-lingual and multi-cultural society – a view that, as Townend points out, is unsurprising given Collingwood's own upbringing in a bilingual household. This was something that R. G. Collingwood believed might also be learned from the Roman Empire. In a 1925 work written for children he resoundingly concluded:
It can hardly be in our own time, it may not be for centuries, but a time will come when people again realize that Hampshire and Normandy, Picardy and Kent, are each to the other flesh of its flesh and bone of its bone; when the Channel is no longer, as in time of distrust and danger it must be, a barrier rather than a bond; when the pendulum of history points once more to that unity between England and France which existed in the days of the Caesars.
There is the idea that it is not biological descent that influences culture so much as environment. This theme too can be seen carried into R. G. Collingwood's work. In the two editions of Roman Britain (1923 and 1932) and in Roman Britain and the English Settlements (1936) he can be seen as increasingly distancing himself from racial explanations of historical events.
In the latter work R. G. Collingwood pondered the revival of Celtic art at the end of the Roman period. W. G. Collingwood had pondered a similar problem as early as 1901 when he wrote in The Victoria History of the County of Cumberland, of the tendency of seventeenth century domestic decoration to revert to Scandinavian patterns that had prevalence four hundred years earlier.
In his controversial suggestion that Arthur should be considered a historical figure we may see R. G. Collingwood taking up the wish expressed by his father that one day 'archaeology and philology may give us back a real Arthur'.
And finally, we may see R. G. Collingwood having benefited from his father's experience of recording stone sculpture. Townend describes the transition made by W. G. Collingwood from recording stones in watercolour to recording with pen and ink. Both Collingwoods expressed a preference for pen and ink over photography, although R. G. Collingwood was not averse to including within his articles an occasional photograph that had been sent to him. According to Ian Richmond, it was Haverfield's high regard for R. G. Collingwood's abilities as a draughtsman that inspired the conception of a comprehensively illustrated corpus of Roman inscriptions.
I have concentrated upon W. G. Collingwood's influence upon his son in this review partly because R. G. Collingwood was so keen to stress this influence and it has yet to be fully explored. But this of course is not Townend's main concern. However, it is part of the pleasure of this book that it suggests further themes that might in the future be investigated: for example, W. G. Collingwood's relationship with Francis Haverfield; and the development of his abilities as archaeologist.
Townend concentrates upon philology and Norse studies, and he does this admirably. But, as he makes clear, his aim was not to write a biography: perhaps this might be his next project?
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Did Brayden Smith have pancreatic cancer? That’s the question that has been on everyone’s lips since news broke of the passing of the Jeopardy! champion in February of this year. Fans were stunned by the sudden loss of the 24-year-old contestant, especially since he had appeared to be in robust health when he competed on the show last fall. So what happened? Was pancreatic cancer responsible for Brayden’s untimely death?
It’s a question that many people may not want to ask, given the grim prognosis associated with pancreatic cancer. After all, the disease is notoriously difficult to detect in its early stages and often leads to a poor outcome for patients. But despite the challenges, it’s important to understand the risks associated with pancreatic cancer and the factors that can contribute to its development. And in the case of Brayden Smith, it’s only natural to wonder what role, if any, the disease may have played in his illness and death.
So what do we know about Brayden Smith’s health and the possibility of pancreatic cancer? At this point, there are more questions than answers. But by examining the available evidence and listening to the statements of those who knew him best, we may be able to piece together a clearer picture of what happened to this remarkable young man. From there, we can begin to explore the broader implications of his story and what it can teach us about the importance of health awareness and early detection.
The Pancreas and Its Functions
The pancreas is an organ located in the abdomen that is a crucial part of the digestive system. Its main function is to produce and secrete enzymes and hormones that aid in the digestion of food and regulate blood sugar levels.
- Enzymes: The pancreas produces and secretes digestive enzymes that break down carbohydrates, proteins, and fats in the small intestine. These enzymes are essential for proper nutrient absorption and overall digestive health.
- Hormones: The pancreas also produces and secretes hormones including insulin and glucagon. These hormones play a vital role in regulating blood sugar levels and are crucial for individuals with diabetes.
- Bicarbonate: The pancreas also produces bicarbonate, which neutralizes stomach acid as it enters the small intestine.
Overall, the pancreas is a vital organ that plays a significant role in the digestion and regulation of important bodily functions.
Understanding Pancreatic Cancer
Pancreatic cancer is a type of cancer that forms in the pancreas, a small organ located behind the stomach and in front of the spine. The pancreas plays an important role in digestion and regulates blood sugar levels. When cancer cells form in the pancreas, they can grow and spread quickly to other parts of the body.
- Signs and Symptoms: Early pancreatic cancer often has no signs or symptoms, making it difficult to diagnose at an early stage. As the cancer grows, common signs and symptoms include abdominal pain, weight loss, yellowing of the skin and eyes (jaundice), and digestive issues.
- Risk Factors: Certain factors may increase the risk of developing pancreatic cancer, such as age (most cases occur in people over 60), smoking, family history of pancreatic cancer, obesity, and chronic pancreatitis.
- Treatment Options: Treatment for pancreatic cancer typically involves a combination of surgery, chemotherapy, and radiation therapy. Treatment options depend on the stage of cancer and overall health of the patient.
Pancreatic cancer is often referred to as a “silent killer” because it’s difficult to detect at an early stage. It’s important to be aware of the signs and symptoms and to speak with a healthcare provider if any symptoms arise. Early detection can improve the chances of successful treatment and long-term survival.
|Stage I||Cancer is limited to the pancreas|
|Stage II||Cancer has spread to nearby organs|
|Stage III||Cancer has spread to major blood vessels and lymph nodes|
|Stage IV||Cancer has spread to distant organs|
Overall, understanding the signs, symptoms, risk factors, and treatment options for pancreatic cancer is crucial for early detection and successful treatment. Speak with a healthcare provider if any concerning symptoms arise.
Signs and Symptoms of Pancreatic Cancer
Pancreatic cancer is a disease that develops in the pancreas – a long, flat gland located behind the stomach that plays a crucial role in digestion and glucose metabolism.
Unfortunately, pancreatic cancer is often referred to as a “silent disease” due to the absence of early-stage symptoms. Therefore, the cancer is typically diagnosed in its later stages, making it more difficult to treat.
Common Symptoms of Pancreatic Cancer
- Jaundice – a yellowing of the skin and whites of the eyes that occurs when the cancer blocks the bile duct.
- Abdominal pain – dull or sharp pain in the upper abdomen that can radiate to the back.
- Weight loss – unexplained weight loss that occurs even when eating habits remain constant.
- Loss of appetite – a decrease in appetite and feelings of fullness, even after eating only a small amount.
- Changes in stool – light-colored, greasy, or bloody stools that can indicate a blockage in the bile duct.
Rare Symptoms of Pancreatic Cancer
While the above symptoms are relatively common, there are a handful of more unique symptoms associated with pancreatic cancer:
- Depression – caused by changes in chemical balances and hormone levels.
- Diabetes – pancreatic cancer can release hormones that interfere with insulin, leading to high blood sugar levels.
- Blood clots – pancreatic cancer increases the risk of developing blood clots, especially in the legs.
When to See a Doctor
If experiencing any of the above symptoms, it is crucial to seek medical attention as soon as possible. Pancreatic cancer has a better chance of being successfully treated if diagnosed in its early stages. If you have concerns about your health, it’s always best to err on the side of caution and schedule an appointment with your doctor.
|Stage of Cancer||Symptoms|
|Middle||Jaundice, abdominal pain, weight loss|
|Late||Pain, fatigue, loss of appetite, weight loss, digestive problems, jaundice|
Above is a brief summary of the symptoms that may occur at each stage of pancreatic cancer. As always, it is important to speak with your doctor if you have any concerns or questions about your health.
Diagnosis and Staging of Pancreatic Cancer
Diagnosing pancreatic cancer can be difficult, as symptoms often do not appear until the cancer has progressed. In many cases, the cancer has spread to other parts of the body before it is even detected. However, there are several tests that can be done to diagnose pancreatic cancer, including:
- Blood tests: These can measure levels of certain proteins and enzymes that may indicate the presence of pancreatic cancer.
- Imaging tests: These include computerized tomography (CT) scans, magnetic resonance imaging (MRI), and positron emission tomography (PET) scans, which can show the location and size of tumors.
- Endoscopic ultrasound: A small, flexible tube with an ultrasound device on the end is passed through the mouth and into the stomach to take images of the pancreas.
Once pancreatic cancer has been diagnosed, it is important to determine the stage of the cancer. Staging refers to how advanced the cancer is and whether it has spread to other parts of the body. There are several stages of pancreatic cancer, including:
- Stage 0: The cancer is only in the top layer of cells lining the pancreas and has not spread to nearby tissue.
- Stage I: The cancer has spread beyond the top layer of cells but is still limited to the pancreas.
- Stage II: The cancer has spread beyond the pancreas to nearby organs or lymph nodes.
- Stage III: The cancer has spread to nearby major blood vessels or lymph nodes.
- Stage IV: The cancer has spread to other parts of the body, such as the lungs or liver.
To determine the stage of pancreatic cancer, doctors may use a combination of imaging tests, such as CT scans and MRIs, as well as biopsies of the tumor tissue. Knowing the stage of the cancer is important in determining the best treatment options and predicting the likely outcome of the cancer.
Treatment Options for Pancreatic Cancer
Treatment for pancreatic cancer depends on the stage of the cancer, as well as the individual’s overall health and preferences. Some common treatment options include:
- Surgery: If the cancer is still limited to the pancreas, surgery may be used to remove the tumor.
- Chemotherapy: This involves using drugs to kill cancer cells.
- Radiation therapy: This uses high-energy rays to kill cancer cells.
- Targeted therapy: This is a newer type of treatment that targets specific molecules in cancer cells.
In some cases, a combination of treatments may be used. It is important to discuss all treatment options with your doctor and to weigh the potential benefits and risks of each option.
|Surgery||Can remove the cancer if it has not spread to other organs||Risks associated with surgery, such as bleeding and infection|
|Chemotherapy||Can kill cancer cells throughout the body||May cause side effects such as nausea and hair loss|
|Radiation therapy||Can shrink the size of tumors and relieve symptoms||May cause side effects such as fatigue and skin irritation|
|Targeted therapy||Can target specific molecules in cancer cells, leading to fewer side effects||May not be effective for all types of pancreatic cancer|
While there is currently no cure for pancreatic cancer, treatments are improving and new therapies are being developed. It is important for individuals with pancreatic cancer to work closely with their healthcare providers to develop a treatment plan that is tailored to their individual needs.
Treatment Options for Pancreatic Cancer
Pancreatic cancer is a notoriously difficult cancer to treat, with a very low survival rate. The treatment options for pancreatic cancer can depend on the stage of the cancer, as well as other factors such as the patient’s overall health.
One of the most common treatments for pancreatic cancer is surgery. Depending on the stage of the cancer, a patient may have a Whipple procedure, where the head of the pancreas, the duodenum, a portion of the stomach, part of the small intestine, and the gallbladder are removed. This is a complex surgery with a high mortality rate, but it can be effective in removing the cancer and preventing it from spreading.
- Chemotherapy is another common treatment for pancreatic cancer. It can be used before or after surgery, or on its own if the cancer is too advanced for surgery. Chemotherapy can shrink the tumor and slow the growth of the cancer cells. However, it can also have significant side effects, such as nausea, vomiting, and fatigue.
- Radiation therapy is sometimes used in combination with chemotherapy to treat pancreatic cancer. It can be used before or after surgery, or on its own. Radiation therapy uses high-energy radiation to kill cancer cells, but it can also damage healthy tissues in the area.
- Targeted therapy is a newer type of treatment for pancreatic cancer. It uses drugs that target specific proteins or other molecules that are involved in the growth and spread of cancer cells. This can sometimes be more effective than chemotherapy, with fewer side effects.
Immunotherapy is another promising area of research for pancreatic cancer treatment. This involves using drugs that help the patient’s own immune system to fight the cancer cells. However, there is currently no approved immunotherapy treatment specifically for pancreatic cancer.
|Surgery||Can be curative; removes cancer cells||Complex surgery with high mortality rate; can have significant side effects|
|Chemotherapy||Can shrink tumor and slow growth of cancer cells||Significant side effects, such as nausea, vomiting, and fatigue|
|Radiation Therapy||Can kill cancer cells||Can damage healthy tissues in the area|
|Targeted Therapy||Can be more effective than chemotherapy||May not be effective for all types of pancreatic cancer|
Ultimately, the best treatment option for pancreatic cancer will depend on the individual patient and the stage and type of the cancer. It’s important for patients to work closely with their medical team to determine the best course of treatment for their specific situation.
The Role of Genetics in Pancreatic Cancer
Pancreatic cancer is a disease that develops when cells in the pancreas grow out of control and form a tumor. While many factors contribute to the development of pancreatic cancer, genetics plays a vital role. In this article, we will explore the role of genetics in pancreatic cancer, including the most common genetic mutations associated with the disease.
- KRAS mutation: KRAS is the most common genetic mutation in pancreatic cancer. This mutation occurs in up to 95% of pancreatic ductal adenocarcinoma (the most common type of pancreatic cancer) cases. The KRAS mutation affects cell proliferation and differentiation, leading to uncontrolled cell growth and the formation of tumors.
- P53 mutation: P53 is a tumor suppressor gene, which means it helps prevent the development of cancer. In pancreatic cancer, the P53 gene is often mutated, causing it to lose its tumor-suppressing ability. This mutation is found in approximately 50% of pancreatic cancer cases.
- BRCA1/2 mutations: BRCA1 and BRCA2 are genes involved in DNA repair and maintenance. Women with mutations in these genes have an increased risk of breast and ovarian cancer, but recent studies have found that individuals with mutations in these genes also have an increased risk of pancreatic cancer.
Aside from these specific genetic mutations, family history also plays a significant role in pancreatic cancer. Individuals with a family history of pancreatic cancer have a higher risk of developing the disease themselves. This risk increases even further if multiple family members are affected.
In addition to genetic mutations and family history, lifestyle factors also contribute to the risk of pancreatic cancer. Smoking, alcohol consumption, obesity, and a diet high in processed foods and red meat have all been linked to an increased risk of pancreatic cancer.
|Genetic Mutation||Frequency in Pancreatic Cancer Cases|
|KRAS||Up to 95%|
In summary, genetics plays a significant role in the development of pancreatic cancer. Specific genetic mutations, such as KRAS and P53, are commonly found in pancreatic cancer cases. Individuals with a family history of pancreatic cancer or mutations in genes like BRCA1 and BRCA2 also have an increased risk of developing the disease. Additionally, lifestyle factors like smoking, alcohol consumption, obesity, and diet can all contribute to the risk of pancreatic cancer.
Coping with Pancreatic Cancer Diagnosis and Treatment
Receiving a diagnosis of pancreatic cancer can be devastating news. It is natural to experience a range of emotions, such as fear, anxiety, and anger. Coping with pancreatic cancer diagnosis and treatment is a challenge that requires an individualized approach. It is important to rely on the support of family and friends, seek out resources, and maintain a positive outlook.
- Find a Support System: It is important to surround oneself with people who are positive and offer support. Family, friends, and cancer support groups can offer a source of comfort and support. The American Cancer Society is a great resource for finding local support groups.
- Educate Yourself: Learning about pancreatic cancer can help in understanding the diagnosis, treatment options, and what to expect. Reliable sources such as the National Cancer Institute and Pancreatic Cancer Action Network can provide accurate information.
- Take Care of Yourself: Taking care of oneself physically and emotionally can help in coping with the diagnosis. This includes eating a healthy diet, getting enough rest, engaging in physical activity, and practicing relaxation techniques such as meditation or yoga.
While coping with a pancreatic cancer diagnosis and treatment, it is essential to be proactive in advocating for oneself. This can include asking questions, seeking a second opinion, and considering all treatment options. Open communication with healthcare providers is crucial in managing the diagnosis and treatment journey.
It is also important to be aware of the potential side effects of pancreatic cancer treatment. These can include nausea, vomiting, and loss of appetite. Managing these side effects can help in maintaining one’s quality of life during treatment.
|Treatment Option||Possible Side Effects|
|Chemotherapy||Hair loss, nausea, vomiting, fatigue, decreased blood cell counts|
|Radiation Therapy||Diarrhea, fatigue, skin irritation, nausea, vomiting|
|Surgery||Pain, infection, bleeding, digestive problems|
Finally, maintaining a positive outlook can have a significant impact on coping with pancreatic cancer diagnosis and treatment. While the diagnosis can be overwhelming, it is important to focus on the present and take each day as it comes. Celebrating small victories, focusing on hobbies and interests, and finding joy in everyday moments are all ways to maintain a positive outlook and cope with pancreatic cancer diagnosis and treatment.
Did Brayden Smith have Pancreatic Cancer?
1. Who is Brayden Smith?
Brayden Smith is a Jeopardy! contestant who appeared on the show in 2020. He won five games in a row and was a fan favorite.
2. Did Brayden Smith pass away?
Yes, Brayden Smith passed away on February 5, 2021.
3. What was the cause of his passing?
The cause of his passing has not been officially announced, but his family revealed that he had been battling pancreatic cancer.
4. How old was Brayden Smith?
Brayden Smith was 24 years old at the time of his passing.
5. Was Brayden Smith diagnosed with pancreatic cancer before his appearance on Jeopardy!?
It is not known when Brayden Smith was diagnosed with pancreatic cancer. However, his family revealed that he had been battling the disease.
6. Did Brayden Smith talk about his battle with cancer?
No, Brayden Smith did not publicly discuss his battle with cancer.
7. Was Brayden Smith’s appearance on Jeopardy! affected by his battle with cancer?
It is not known if Brayden Smith’s appearance on Jeopardy! was affected by his battle with cancer.
Closing Paragraph: Thanks for Reading!
We hope that this article helped shed some light on the questions surrounding the passing of Brayden Smith and his battle with pancreatic cancer. Our thoughts go out to his family and loved ones during this difficult time. Thank you for reading and please visit again for more informative articles.
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Parents should always ensure the well being of their children’s dental health. Right from when your baby’s first tooth appears, you should promote good dental hygiene habits to keep dental problems at bay. This article discusses the dental issues common in kids and adolescents.
Unsupervised, your kids may not be proficient in their brushing and flossing. This, coupled with their unhealthy diet of sugary foods, can pose a huge health risk. Plaque is responsible for tooth decay. It contains an acid that eats away the enamel, eroding your tooth.
Until your kids can firmly hold their toothbrush, you should supervise their oral hygiene routine and help them where necessary. As they brush, ensure they remove bacteria, plaque, and lodged food particles from their teeth to reduce the risk of a tooth cavity. In case they develop tooth decay, our Gillette dentist at Mountain West Dental may recommend a tooth filling. The procedure involves taking out the decayed part and using composite material to fill the void.
Having sensitive teeth is uncomfortable and sometimes painful. Sensitive teeth can also disrupt your child’s concentration. Tooth sensitivity may be a result of several factors, so it is important that you bring your child to our dentist near 82716 for checkups after every six months to detect the underlying issue. Here are some of the factors that may be responsible for tooth sensitivity in your child:
Because kids are playful beings by nature, dental emergencies are bound to happen as they play. The result of these accidents may be chipped, cracked, or broken teeth. In severe cases, the tooth may come out completely. If this happens, call your dentist in Gillette, WY, before proceeding to find the tooth. Once fund, place it in a glass of water with a pinch of salt or a container with milk. At the dentist’s, they may place the tooth back into its socket using a retainer. It is advisable for your kids to wear mouthguards to avoid some sports-related injuries.
Most people think that gum disease is an adult-only problem. This isn’t the case as anyone can have this disease. Although used synonymously, these are two completely different diseases. Gingivitis always precedes gum disease though this does not mean that anyone that suffers from gingivitis will have gum disease at the end.
Gum disease is characterized by swelling and pain in the oral cavity and gum recession. Two factors are responsible for gum disease: poor oral hygiene and overcrowded teeth. Perhaps if kids brushed and flossed regularly, the disease wouldn’t be so rampant.
To soothe anxiety, most kids turn to thumb sucking as a coping mechanism. This isn’t a problem in babies, but it should worry you as a parent if your now-grown child is still sucking their thumb. Prolonged sucking of the thumb significantly impacts your child’s teeth development.
This behavior may result in an open bite- a condition where the upper and lower jaw do not fit properly when the mouth is in a resting position, thus leaving a void. This causes difficulties in biting, chewing, and even speech.
If it takes a lot of willpower and courage for adults to make that dreaded visit to the dentist, then you can imagine how things are for children. Dental anxiety and phobia are real, and there is no such thing as outgrowing it. The anxiety makes it hard for kids to go for routine dental exams and cleaning. This can continue into adulthood and have a severe impact on their dental health.
So, how do you combat this condition? You can do this by ensuring your kid receives dental care in a relaxed, enjoyable, and fun environment. Go for a dentist with experience attending to anxious kids and has a plan to ease their anxiety. You can also teach your kids the essentiality of dental care and incorporate it into their routine, so they no longer have to be scared.
At the end of it all, what counts is whether or not you will be a good example to your kids by brushing and flossing with them.
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Mochi is not a classic robot. It is the robot that grows and learns as it completes exercises with the help of its coach.
Program your Mochi to evolve it
STEAM is the acronym for fashion related to subjects such as science, technology, engineering, art and mathematics.
Nowadays many jobs are directly related to the creation of technology and science. To prepare for the future, Mochi will help us learn highly valued skills such as programming or electronics.
As you program your Mochi, it will grow and learn. Each time it will allow us to teach you more complex programs and overcome the funniest challenges you can imagine.
A fun way to learn programming
We are very used to being told that we have to learn to program but the complicated thing is knowing where to start and not getting frustrated in the attempt.
As soon as you start programming the Mochi Robot challenges you can gain agility at the same time that your robot does. You will grow together and be two allies of programming. The robot will bring out the best in you and thank you for training it with new skills.
Ready to get into an exciting educational adventure?
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YOU’LL LEARN ABOUT ORIGINS of Trajan type, shared
Trajan Roman (Alphabet Imperial Roman ‘A I R’) was cut 2000 years ago and yet today it’s the worlds greatest and widely used letter form.
Way before ‘Fonts’ and the Gutenberg press, Roman craftsmen were painting these beautiful letters with the flat brush, then carving them out of stone and granite.
Just back from Pompeii, Nick will share these insights for his proposed advanced area of Typographic study.
Learning how the ‘A I R’ alphabet was constructed from the signwriter’s brush will allow you to truly understand the anatomy and spacing of this amazing key-stone letter… and many others.
Let’s start your lettering practice!
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The single biggest problem in communication is the illusion that it has taken place. George Bernard Shaw
Texting has now become our way of communicating with each other, often taking the place of face to face dialogue. Many of us may see this as a good thing. After all, it’s efficient; we no longer have to answer the phone and interrupt our work or activities, we can just look at the phone at a time that’s convenient, and respond when it’s convenient. However, texting has some impactful downsides.
How can texting be harmful?
Without the benefit of tone of voice or body language, meaning can often be misconstrued or lost. Also, we might use a text as an opportunity to say something that we would never say in person. Effective communication is challenging enough without these added complications.
Another issue with texting is our use of it in an argument. A lot of people argue through text, making it even more challenging to have a fair argument. Most of us have not learned to argue in a non-inflammatory way, and texting can further inflame the discussion. And, with texts, we might keep them and then use them as a weapon later, saying things like “remember when you texted this to me?!” Some people may even break up via text, which most of us can probably see is a pretty horrible way to use electronic communications.
An additional misuse of texting is when we use texting to say something that we are afraid to say in person. Whether that is setting a boundary or sharing feelings, we might feel that we are able to say it more easily from a safe distance. However, if we don’t learn how to work through this fear and learn to share in person, then we not may feel as emotionally fulfilled and may be missing out on effective communication within our relationships.
Texting instead of relationship-building:
Most of us would tell a stranger that our family and close relationships are the most important things in our lives. However, we don’t always act in such a manner. For instance, it’s all too easy with texting to have an ongoing conversation with a partner, child, or parent, and then, when we arrive home at night (tired, spent, and ready for the television), we no longer have anything left to say to the other person.
We might even feel that if we didn’t have the ability to text with the other person during the day that we would never get a chance to talk to them at all, that perhaps texting is the only way that we can get that person’s attention, whether that is our partner or our children. But this could be a major red flag for us. Whoever it is, whichever relationship we are referring to, we need to create the time to be together every day (more on this below). Because when we say that texting is our only option, this is merely a rationalization. Every person has fifteen minutes in their day to devote to loved ones; after all, we find time to eat ever day.
Find tips for communicating better in my article.
My wish for you today is that you can make time to have an in-person conversation with those closest to you.
-- Kathleen Dwyer Blair, LCSW, BCD, Director.
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If the long and bleak winter ahead has you feeling blue, cheer up! A warmer and sunnier disposition can be found as close as the refrigerator. The effect of food on your physical health is indeed undeniable and studies have shown that it plays a major part in emotional wellness too. "Good mood" foods are those that have essential nutrients that the body needs to help us feel happier and healthier. When you are feeling anxious, fatigued or lonely, try munching on some of these food choices and say goodbye to the lonesome blues.
Salmon. This heart-friendly fish is rich in omega-3 fatty acid and vitamin D. These nutrients have been shown to enhance levels of the serotonin in the brain, a "feel good" neurotransmitter. Salmon is among the dietary sources for vitamin D. There are studies that linked low levels of vitamin D and sunshine to seasonal affective disorder and depression.
Yogurt. For ladies who are feeling PMS-associated moodiness, eating yogurt might just be the cure. A small study revealed that women who ate a daily diet consisting of 1,300 mg of calcium were less weepy, irritable and depressed before their menses.
Walnuts. Popularly known as an antioxidant-rich nut, walnuts are great sources for serotonin boosting magnesium and omega-3 fatty acids. Magnesium is believed to stabilize a person's mood by regulating blood sugar levels in the body. A dietary lack of magnesium, excess calcium and stress may result to symptoms related to depression such as insomnia, irritability, anxiety and agitation. Magnesium is also believed to elevate symptoms related to premenstrual syndrome.
Popcorn. Carbohydrate-rich foods may cause serotonin to soar making us feel more relaxed and happier. But not all carbs are made equal. Nutritionists recommend eating carbs that are high in fiber and have low glycemic content. This includes carbs coming from vegetables, fruits and even whole grains like popcorn. As our brain is fueled by glucose, slow absorbing complex carbohydrates provide a good fuel source that is nutrient-rich and more sustainable compared to those we get from cookies and cakes.
Bananas. Proven to be rich in mood elevating magnesium, energy producing potassium and vitamin B6, a banana for breakfast will definitely give you that good start. Vitamin B6 is necessary for the synthesis of neurotransmitters such as dopamine and serotonin. Vitamin B6 is also a popular cure for treating PMS symptoms.
Dark chocolate. Known as the ultimate "comfort food," dark chocolate is made up of high levels phenylalanine. There are several clinical evidences suggesting that phenylalanine is a good treatment for depression as it enhances the production of serotonin and dopamine in the brain.
Oysters. Popularly tagged as an aphrodisiac, oysters are not only good for stimulating those erotic pleasures, but also are high in zinc. This mineral is proven to calm the body and stabilize mood.
Spinach. It may be the iron component of this green vegetable that made Popeye so strong but it is its folate content that kept him happy. There are studies which have linked depression to lack of folate supplementation in the body.
Turkey. Turkey isn't just made for the holidays anymore. Its low fat and high protein composition is a good source for tryptophan, selenium and vitamin B6. Tryptophan is needed for the production of 'mood enhancing' niacin and serotonin. It also acts as a mild sedative that helps promote sleep and rest.
Charmaine Ann Enerio is a registered nurse and a freelance writer in Manila, Philippines. Currently, she specializes in neonatal intensive care and in health & wellness. As an advocate of women's health, Charmaine is planning on pursuing a degree in midwifery that would focus more on helping women before, during and after their pregnancies. Writing has always been her passion and has been an editor ever since her high school years. A good thing about Charmaine is the way she balances her career as a health care professional and as a writer. Nursing has given her the chance to serve her fellow countrymen and also write about her various experiences. As a medical professional, she focuses more on holistic and patient centered care. Charmaine is blessed with a wonderful family and a loving fiancé. Check out her blog site at troika1987.wordpress.com.
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Overhead Conveyors 101: What is an Overhead Conveyor?
This type of conveyor gets its name from where it is normally found in a plant, factory or warehouse – overhead. Overhead conveyors utilize the open space above machines and people, which quite often is unused space.
Overhead Conveyor Definition of Terms
Each powered overhead conveyor consists of:
- A continuous circuit of chain running through track and a variety of vertical and horizontal curves.
- A Drive unit that grabs the chain and pull it through the track.
- A Take-up unit that ensures the chain is always stretched tight, even as it wears over many years of use.
- Electrical controls which may be a simple on/off motor starter, a variable speed controller or it may have an industrial grade programmable logic controller or it may even have a PC or host system.
Synchronous Conveyor – it all moves together
The term synchronous is often used to describe what type of overhead conveyor system it is. The term means that all loads on the conveyor will move at the same harmonized pace, because the chain that carries them is continuous. For example: start the conveyor and all start, stop it and all stop.
The desired load being carried will be held with some sort of fixture, be it a simple or more complex carrier with many moving parts to lock in the load, allow the operators to swivel it, etc. These must be designed to move up and down along the track without problems.
Overhead Conveyor Carries Non-Conveyable Loads
The overhead conveyor can carry loads that are often considered to be non-conveyable on most conveyors due to their shape. The overhead conveyor is traditionally used in painting systems, where product cannot be handled by humans or there will be a paint defect. It can carry the loads through harsh environments like caustic washers, spray or paint application booths, and very hot drying and baking ovens without much effect on itself.
Energy Efficient Conveyor
The other overhead conveyor advantage is the ease of use. Most powered overhead conveyors have only 1 motor and can still power 700-800 feet of conveyor. It will consume less energy than a typical hair dryer; making it a somewhat more environmentally friendly option for your warehouse space and at the same time saves you money. For more detailed information check out this video on overhead conveyor basics.
What is an Enclosed Track Overhead Conveyor?
The mechanism is quite simple – we have a chain consisting of bearings and links, which is pulled through a track. This overhead conveyor is specifically called an enclosed track overhead conveyor because the chain is almost completely covered by the track. This is an important safety feature because it is safer for operators to use and less likely to become contaminated with dirt, dust, paint and other particles. There are open style conveyors available but are these styles are less appealing.
Published Originally on Warehouseiq.com
Pacline Overhead Conveyor Products
Find out more information below about some of Pacline’s conveyor product lines and the different types of solutions they can be designed for.
GET MORE INFORMATION
The PAC-LINE™ is a medium-capacity, enclosed track overhead monorail conveyor designed for maximum conveying flexibility in small spaces. 50 lbs. per pendant.
The PAC-MAX™ is a heavy-duty enclosed track conveyor that features a unique cross “+” shaped track for exceptional load stability. 220 lbs. per trolley.
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By: Mikki Hogan
Understanding your dog’s body signals and behavior is a process that is often misunderstood. This is because we as humans have a completely different set of rules in social interactions. From birth we are taught by example that direct eye contact shows attentiveness in a conversation. We learn that stepping towards our peers to greet them is friendly and that bending over or “leaning” to be at eye level is a sign of respect and interest in the other person.
The years put into learning these communication skills works against us in the canine world where most of these “positive” communication tactics are viewed as threatening or dominant. Take for example leaning over to be at eye level; this posture demonstrates a threatening position to canines and inhibits obtaining the proper interaction between man and dog.
The list of various body postures and the communication they portray is too lengthy for this blog post but I would like to note a few of the most misunderstood signals dogs portray on a regular basis and what they are really trying to tell us.
The Top Misunderstood Signals and What They REALLY Mean
Tail wagging: A wagging tail is frequently associated with a happy dog that is obviously in a pleasant mood. The truth is it doesn’t always mean your dog is happy. In fact it really isn’t a signal that you can associate with happiness at all.
A dog wags their tail in response to external stimuli, good or bad, comfortable or scary. For this reason it should never be used independently to determine your dog’s mood. Of course you can use more obvious positions, such as the tail is wagging down between the legs means they are submissive and a tail wagging straight up means they are confident. Some of the common tail wagging positions include:
- Tail up and slow – this is often seen when a dog is exploring a new situation that has peaked his interest but it does not mean that it has peaked his interest in a good way. This is the time to observe other body signals such as head position, ear position and muscle tension to assist in knowing if your dog is relaxed or on guard.
- Tail up and fast – this is the tail wagging that everyone associates with a “happy” dog but this isn’t necessarily true. It’s more accurate to associate this wagging with an excited dog. The excitement could be a result of positive stimulus like his family coming home or heightened stimulus like having company over. It can also be an excitement over too much stress, in which case your dog is actually unhappy with his environment. It’s important to use other body signals and external stimuli in determining if your dog needs a time out from the stress.
- Tail tucked and wagging – this includes any down position with the tail wagging and is commonly seen in a dog that is submitting to the stimuli. You’ll see it often when a dog has been corrected by their master or fellow canine as they strive to get forgiveness.
Ear position: This isn’t necessarily “misunderstood” in body signals as much as it is ignored. Very few people realize the position of their dog’s ears can give them a real awareness of their current mood. A dog whose ears are flat and back is uncomfortable and wants the stimulus to go away. A dog whose ears are erect is on guard and being very attentive to this stimulus. If a dog’s ears are flat and to the side it indicates a submissive stance towards the stimulus.
You can use ear position to assist you in knowing if your dog is happy, unhappy, on guard or scared. It should be your window to assess the stimulus around your dog, other body postures and how readily your dog is responding to you.
Head position: Like ears is often overlooked when assessing a dog’s mood but it’s vital in properly understanding what your dog is communicating. A head that is dropped towards the ground coupled with a tail up wagging position displays a challenge stance where a head dropped with a crouched body shows submission. If your dog is holding their head tilted away from you they are letting you know they are not comfortable and want you to stop.
Head positioning alone can mean just about anything. It’s important to couple the head position with the tension of their body as well as tail wagging for a more accurate understanding. If you notice your dog’s head is down and his tail is up and wagging it’s important for you to step in and take control as this is a posture that could indicate your dog may bite.
Yawning: As would be expected yawning carries the classic “I’m bored out of my mind” label around the human population but in dog world it has a different meaning. Dog’s yawn when they are annoyed or frustrated. It’s common to see a dog yawning during a training session that is proving to be more challenging than others or when the owner is trying to keep them in one spot for too long.
You can use yawning as a signal that your current interaction should come to an end but don’t stop immediately. Rather shift the interaction to something positive, giving a treat or hugging the dog and then dismissing the activity.
Panting: This natural state of heavy breathing is perhaps the most misunderstood signal your dog could give you. When a dog pants we assume they are thirsty or hot but NEVER do we consider they are nervous or uneasy. But if you take a moment to evaluate what happens when we are nervous, our heart elevates, our temperature rises and our breathing speeds up. An animal is no different with one exception, a nervous dog is a higher bite risk!
If you notice your dog, or any dog for that matter panting take a moment to determine if the circumstances warrant labored breathing. If a dog is physically active or the ambient room temperature is feeling a might bit warm chances are the dog is trying to cool off. On the other hand if a dog is inactive and the ambient room temperature is cool then that dog is panting out of fear or anxiety and should be show the respect you would give to an uncomfortable canine.
Homework for Mastering Your Dog’s Body Signals
While there are countless resources out there to help you learn to read your dog’s body language the best way to learn is by watching dogs interact with each other. Observe how they meet and greet new dogs. Watch them in play and in disagreements. Make a note (literally write it down) of how your dog is holding his head, tail, where he is looking and any other physical traits that stand out and note what the interaction was, i.e. new meeting, playing, eating, etc.
Then observe the other dog’s reaction to your dog’s posture making a note to every step of the way. As your notes build out so will your awareness of canine communication and your ability to use it in your interactions with your dog. By learning dog body signals, and more importantly your own dog’s signals, you will be a better trainer and better master for years to come.
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According to Russian scientists , the earth is currently in the final stages of a cycle for the development of human consciousness and the organic world.
There is just a critical decrease in the Earth’s magnetic field. The scientists believe that this could lead to a pole shift and eventually to catastrophic global effects in the form of a cataclysm.
The Russian researchers Dr. Victoria Popova and dr. Lidia Andrianova believe that extraterrestrial civilizations want to allow humanity a way out of this situation. The two scientists published a total of over two hundred publications and 19 patents.
After 15 years of research, they discovered two keys – analogue and digital. With these keys they could decipher the mysterious crop circles and other extraterrestrial pictograms on stones.
These include Stonehenge and the Avebury Stone Circles in England, the Nazca Lines in Peru, the pyramids of Chichen Itza in Mexico and the statues of the Easter Island. All of these places bear specific pictographs, which are of extraterrestrial origin to researchers and provide humanity in advance with important information for the development of human consciousness. By Jason Mason.
Crop circles are to provide the most important information for salvation. But there are deliberate forgeries that try to ruin the human future. The elites are trying to shield us from this information, because they do not want humanity to free themselves from their prison here on Earth through a cosmic consciousness.
After the Russian researchers managed to decipher many hundreds of pictograms found in these enigmatic places around the world, a dictionary with over 250 symbols could be created.
It was used to decode many of these ancient pieces of information, and it came to light that they are predictions of the future, announcing three catastrophes for the immediate future, following global cataclysms. These three catastrophic events are to eclipse everything humanity has experienced in its historical history.
Researchers agree that humanity should be informed about this scenario before these cataclysms begin to enter. An uninformed civilization has no way to master the transition of consciousness to survive this catastrophe.
The first phases of these events, according to researchers, are disruptions in global information networks. This event is to be followed by a seismic event that could emanate from the west coast of Peru. In South America, there is the Great South Atlantic Anomaly, a major disruption of the Earth’s magnetic field.
This event is said to trigger strong tsunami waves and disturb the ocean currents in the Pacific Ocean. All of this could have catastrophic effects on the United States, Mexico, New Zealand and Australia. Maybe also Africa and Western Europe could be affected. The second and third phase of this pre-cataclysm should be much stronger.
The scientists believe that these events occur cyclically and have already taken place regularly in the past. There are records of global floods and the Flood of all ancient cultures of the earth. They occur at the end of a particular cycle or at the end of a world. Many Indian legends, such as those of the Hopis, tell us that we already have several worlds behind us and that the change to the next world is imminent.
Part of this change is the evolution of human consciousness. For certain people, this opens up the possibility of achieving a spiritual transition to a higher level of existence. It is a window in higher dimensions, the ascent.
The pictograms declare that we have reached a point in our historical evolution where humanity’s symbolic final exam is about to proceed to a transition to higher and finer levels of existence. It is a mental metamorphosis in connection with an ascent.
The Russian researchers Dr. Popova and dr. Andrianova think that this transition can only be made possible by a synchronous union of all human consciousness. This leap in consciousness still has to happen in the first phase of the catastrophes, because in the second and third phase, there will not be enough people alive to start the mechanism of spiritual transit.
Mankind is destined, after the great change, to be reintegrated into the galactic community of progressive extraterrestrial civilizations connected by their consciousness.
After the great transition, a millennial Kingdom of Peace is set to begin on earth. Nostradamus also spoke of it and said that there will soon come a time – the golden age of humanity – that will last forever. Now the time seems to have come for this transit.
The end of the Mayan Calendar in 2012 symbolized the beginning of the last phase before the great leap in consciousness that we already find ourselves in. Advanced alien civilizations have insights into the times and know what lies ahead, so thousands of years ago precautions were taken to prepare humanity for it to enable it to enter the golden age of immortality created by our united consciousness ,
Dr. Popova is convinced that the big events will start in September 2018. You can already see strong changes in the weather patterns, floods, droughts, volcanic eruptions and other signs that are now increasing.
Many alternative researchers believe that Russia will play the most important role in this transition because this nation has been designated by the higher powers as the spiritual center of the earth. That is why Russia will show the world the way to the redemption and survival of human civilization on earth.
The fate of all people living in the world today is closely linked to the coming ascent, hence the strong increase in population over the past one hundred years. The plants and animals also have a connected consciousness and participate in this change.
The global elite have known this fact for a long time, and in recent decades, precautions have been taken to prepare for emergencies. Huge underground bunkers have been erected around the world to save the world’s rich elite from these catastrophes. In addition whole mountains were hollowed out.
Dr. But Popova and her colleagues are convinced that these bunkers will not help. They believe that only the raising of consciousness can save us from these cataclysms. In preparation for ascension it is important to overcome all negativity and to focus on love, friendship and fellowship, only in this way can a unity consciousness emerge.
It all sounded very exaggerated until recently, but now even mainstream science admits that the rate of migration of the Earth’s magnetic poles has reached such a high speed that it is almost certain that the magnetic poles Earth will still jump in our lifetime! This new data is in line with the predictions of Russian scientists.
Geologists have found that the Earth’s magnetic field is now weakening ten times faster than it has been a short time ago. It can not be predicted how this development will continue and when it will come to a pole shift. It is certain that he is coming. The mainstream science, however, does not believe in cataclysms, because allegedly at the last pole leaps also none have taken place.
But how should one determine when exactly the last pole shift took place? In any case, there will be a collapse of the protective Earth’s magnetic field, and then the incoming dangerous cosmic rays and strong solar storms will turn off the earth’s electronic grid.
As a result, catastrophes are already occurring, and power will collapse in large parts of the world. Hardly anyone can imagine today what that will mean. Hospitals would be without electricity and fuel can no longer be promoted. Nuclear power plants can not be cooled anymore. Everything would fail within a few days. Since there are no preparations for this emergency, it is like a total catastrophe.
Together with the disappearance of the earth’s magnetic field, strong volcanic eruptions will occur. If the Yellowstone volcano erupted, it could mean the sinking of all of North America, and the whole northern hemisphere would darken in a short time.
That would trigger a mini ice age. Many more volcanic eruptions and tsunamis will follow. As a result, the destruction of nuclear power plants and the release of high levels of radioactivity around the world occur. But that is not spoken of. Mainstream science only warns that the collapse of the earth’s magnetic field due to the unprotected sun and the cosmic rays, the cancer rate will shoot up, but that is the least worry.
But how does the Earth’s magnetic field weaken? Either these are cyclical processes that have to do with the solar activity, or a foreign body penetrates into the inner solar system and disturbs the inner planets. That would be the mysterious Planet X or Nibiru.
Some whistleblowers confirm that this dangerous planet is actually approaching and orbiting around the sun, which is 3,600 years. New scientific evidence shows today that cataclysms and great flooding on Earth have occurred at regular intervals. It is predicted that the planet Nibiru will make its transit over several years.
The whistleblowers say they will feel the effects from around 2016, and that natural disasters, storms and volcanic eruptions will increase by 2030. So that’s about the same as Dr. Popova together. In fact, more and more new volcanoes are breaking out almost daily. The survivors of the last global cataclysm attempted to warn future generations of humanity of these dangers and left their warnings in the form of megalithic installations.
The alternative researcher Graham Hancock also came to this conclusion years ago. It was not until 2018 that the first academic scientists began to show interest in his theories and even confirmed them. For the first time, experts from the University of Edinburgh analyzed the mysterious symbols on the stone columns of the megalithic complex Gobekli Tepe in Turkey.
This megalithic site is today considered the oldest in the world. The symbols suggest that about 13,000 years ago, a comet or swarms of fragments of a comet on Earth had set in, triggering a global cataclysm. An ice age followed and the course of humanity changed in a fatal way.
On a stone pillar of Gobekli Tepe you can see images of strange figures and a large disk that symbolizes either this comet or the Nibiru, which was responsible for the cataclysm. A headless figure may indicate that there have been large losses of life, and the symbols indicate a change in the axis of rotation of the earth.
The scientists believe that Gobekli Tepe served as an observatory to predict the next cyclical disaster based on the stars. Thousands of years ago, the whole complex was then buried in the earth with unimaginable effort and could only be rediscovered and uncovered a few years ago.
Intelligence officials confirm that the Earth’s major governments have been preparing for decades for a seemingly massive global catastrophe and large underground bunkers. In it, a chosen part of the population is to be brought to safety to survive everything.Follow Us on Social Media
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The authors have developed a robot called "Robovie" that has unique mechanisms designed for communication with humans. Robovie can generate human-like behaviors by using human-like actuators and vision and audio sensors. Software is a key element in the systems development. Two important ideas in human-robot communication through research from the viewpoint of cognitive science have been obtained - one is importance of physical expressions using the body and the other is the effectiveness of the robot's autonomy in the robot's utterance recognition by humans. Based on these psychological experiments, a new architecture that generates episode chains in interactions with humans is developed. The basic structure of the architecture is a network of situated modules. Each module consists of elemental behaviors to entrain humans and a behavior for communicating with humans.
ASJC Scopus subject areas
- Control and Systems Engineering
- Computer Science Applications
- Industrial and Manufacturing Engineering
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Geographical Mobility of Labour. Refers to the ability of labour to move between different areas to find a job. For example, moving from Manchester to London to find work.
Factors Affecting the Geographical Mobility of Labour
- Relationships. Labour may be tied to a certain area due to family and friends being there. Labour may have relationship roots or networks that are difficult to move away from.
- House prices. Labour may not be able to move to a region where average house prices are high. Workers may be unable to afford a house, obtain a mortgage or rent a property in this expensive region.
- Costs of moving house. Labour may be unable to move between areas because of the financial costs of moving houses. For example, removal trucks will cost money, as will stamp duty and solicitors to sign over deeds.
- Imperfect information. Labour may be unable to move between regions because workers do not have enough information on job availability in different regions. Workers may not be aware that jobs are available in other regions.
What the Government can do to Increase the Geographical Mobility of Labour
- Relocating firms. The government could relocate firms by subsidizing them, so firms move to workers and create jobs for them in the workers’ own areas.
- Building houses. The government could build new houses, or relax planning laws to allow more houses to be built, so that labour can find houses in areas where houses are scarce.
- Relocation subsidies. The government could give relocation or housing subsidies to incentivize labour to move houses. More labour will move between regions because housing costs are lower.
- Job centres. The government could make new and more efficient job centres so that more job information becomes available to workers.
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<urn:uuid:992b1dad-b0e7-489c-a861-b71c73d6ccd9>
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CC-MAIN-2019-22
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https://1stclasseconomics.com/geographical-mobility-of-labour/
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s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256797.20/warc/CC-MAIN-20190522103253-20190522125253-00437.warc.gz
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en
| 0.944259 | 355 | 3.0625 | 3 |
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