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No. 24; Updated March 2011
Click here to download and print a PDF version of this document.
Parents are usually the first to recognize that their child has a problem with emotions or behavior. Still, the decision to seek professional help can be difficult and painful for a parent. The first step is to gently try to talk to the child. An honest open talk about feelings can often help. Parents may choose to consult with the child's physicians, teachers, members of the clergy, or other adults who know the child well. These steps may resolve the problems for the child and family.
Following are a few signs which may indicate that a child and adolescent psychiatric evaluation will be useful.
- Marked fall in school performance
- Poor grades in school despite trying very hard
- Severe worry or anxiety, as shown by regular refusal to go to school, go to sleep or take part in activities that are normal for the child's age
- Frequent physical complaints
- Hyperactivity; fidgeting; constant movement beyond regular playing with or without difficulty paying attention
- Persistent nightmares
- Persistent disobedience or aggression (longer than 6 months) and provocative opposition to authority figures
- Frequent, unexplainable temper tantrums
- Threatens to harm or kill oneself
- Marked decline in school performance
- Inability to cope with problems and daily activities
- Marked changes in sleeping and/or eating habits
- Extreme difficulties in concentrating that get in the way at school or at home
- Sexual acting out
- Depression shown by sustained, prolonged negative mood and attitude, often accompanied by poor appetite, difficulty sleeping or thoughts of death
- Severe mood swings
- Strong worries or anxieties that get in the way of daily life, such as at school or socializing
- Repeated use of alcohol and/or drugs
- Intense fear of becoming obese with no relationship to actual body weight, excessive dieting, throwing up or using laxatives to loose weight
- Persistent nightmares
- Threats of self-harm or harm to others
- Self-injury or self destructive behavior
- Frequent outbursts of anger, aggression
- Repeated threats to run away
- Aggressive or non-aggressive consistent violation of rights of others; opposition to authority, truancy, thefts, or vandalism
- Strange thoughts, beliefs, feelings, or unusual behaviors
See other Facts for Families:
#25 Where to Seek Help for Your Child
#52 Comprehensive Psychiatric Evaluation
#57 Normal Adolescent Development, Middle School, and Early High School Years
#58 Normal Adolescent Development, Late High School Year and Beyond
#00 Definition of a Child and Adolescent Psychiatrist
The American Academy of Child and Adolescent Psychiatry (AACAP) represents over 8,500 child and adolescent psychiatrists who are physicians with at least five years of additional training beyond medical school in general (adult) and child and adolescent psychiatry.
Facts for Families© information sheets are developed, owned and distributed by AACAP. Hard copies of Facts sheets may be reproduced for personal or educational use without written permission, but cannot be included in material presented for sale or profit. All Facts can be viewed and printed from the AACAP website (www.aacap.org). Facts sheets may not be reproduced, duplicated or posted on any other website without written consent from AACAP. Organizations are permitted to create links to AACAP's website and specific Facts sheets. For all questions please contact the AACAP Communications & Marketing Coordinator, ext. 154.
If you need immediate assistance, please dial 911.
Copyright © 2012 by the American Academy of Child and Adolescent Psychiatry.
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Average life span in the wild: 12 years
Size: 21 in (50 cm)
Weight: 14.4 oz (408 g)
Did you know? Chameleons don't change colors to match their surroundings. Each species displays distinct color patterns to indicate specific reactions or emotions.
The Meller's chameleon is the largest of the chameleons not native to Madagascar. Their stout bodies can grow to be up to two feet (two-thirds of a meter) long and weigh more than a pound (one-half kilogram).
Meller's distinguish themselves from their universally bizarre-looking cousins with a single small horn protruding from the front of their snouts. This and their size earn them the common name "giant one-horned chameleon."
They are fairly common in the savanna of East Africa, including Malawi, northern Mozambique, and Tanzania. Almost one-half of the world’s chameleons live on the island of Madagascar.
As with all chameleons, Meller's will change colors in response to stress and to communicate with other chameleons. Their normal appearance is deep green with yellow stripes and random black spots. Females are slightly smaller, but are otherwise indistinguishable from males.
They subsist on insects and small birds, using their camouflage and a lightning-fast, catapulting tongue, which can be up to 20 inches (50 centimeters) long, to ambush prey.
Exotic pet enthusiasts often attempt to keep Meller's chameleons as pets. However, they are highly susceptible to even the slightest level of stress and are very difficult to care for in captivity. In the wild, they can live as long as 12 years.
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"Helplessness" and "confusion" are words that easily come to mind when the issue of sick building syndrome is mentioned. It is a problem that does not have a regulatory solution, and is bound with engineering, medicine and emotions that will challenge the best of school administrators.
A careful management style and knowledgeable use of technologies in medicine, toxicology and property maintenance are a school administrator's best allies in preparing to deal with or prevent this new generation of health and safety challenges.
Defining sick building syndrome There is no regulatory definition for sick building syndrome. Although it often relates to indoor-air-quality problems, it simply means that the environment of a building is inspiring complaints of discomfort and/or disease.
Fundamentally, the causes of sick buildings relate to architecture and engineering patterns institutionalized in school construction following World War II. Schools of glass, rock and wood, with high ceilings, cross-ventilation via a transom over the door, and windows and radiators that could be adjusted by teachers no longer were built. These schools were being replaced with new, factory-like buildings featuring a temperamental, eccentric system of master controls for indoor environment. Buildings were constructed with no regard to the environment around them or to people within the property. Today, allowing for the ambiguity in defining sick buildings, somewhere between 1-in-5 and 1-in-15 school facilities are in a situation where discomfort and disease can be attributed to operations of the building.
Health symptoms in a sick building are highly variable, but generally split into three categories:
-Radical reaction--a number of people clearly and suddenly ill. This usually involves limited air exchange combined with a "smoking gun," which can include a new chemical cleaner, misbatched chlorine in a pool area, a weather inversion preventing a kiln from venting properly or a failure of a mechanical air-exchange system.
-Unhealthy atmosphere--many people experiencing ongoing subtle illness or discomfort. The most common symptoms involve the dehydration of sensitive tissue, including sore eyes, throat or nasal membranes; a feeling of lethargy; a higher incidence of upper-respiratory infection; asthmatic reactions; low-grade headaches; and a continuum of muscle pain and general discomfort among building occupants. Much of this relates to oxygen deprivation typically caused by oxygen being displaced by other compounds, and occasionally by infestation of microbes as a result of excessive moisture remaining within the property.
-Hypersensitive reaction or multiple chemical sensitivity reaction--one or two individuals extremely ill. This can result if even tiny exposures occur to anyone that has a highly sensitive reaction to certain chemicals. Typically, these complaints should be viewed as warnings that some low-level toxin is in the area.
Although sick building syndrome usually relates to the general nature of the building itself, there are some specifics that account for most indoor-air problems:
*Combustibles; any possible introduction of carbon monoxide. *Moisture as it may relate to mold (look for growths on drywall). *Moisture as it may relate to airborne infectious agents (standing water and consequent growths). *Volatile organic compounds (VOCs), usually cleaning agents or building materials, which may give off unpleasant, sometimes toxic gases. *Formaldehydes in new carpet, pressed wood or other building products. *Any new or newly exposed particleboard. *Applied poisons (pesticides, insecticides, rodenticides, herbicides).
A proactive approach Administrators are dealing with a generation of post-World War II properties prone to indoor-air-quality problems, particularly buildings constructed or remodeled during the 1970s energy crisis. A school district should take several steps before a problem strikes. First, initiate patterns for preventing air-quality problems. Second, establish baseline information that will profile the building to facilitate an efficient, inexpensive and confidence-inspiring response. Building occupants and the community need to see a clear and confident administrative approach should a problem arise in the future.
The proactive investigation of the building should involve a limited amount of basic testing, particularly a professional review of the microbial matrix within the building--the number of colony-forming units or what kinds of microbes presently are nesting in the building. Understanding what is living in the ambient air can help administrators understand if there is a problem or, more importantly, can help to quickly isolate the exact nature of a problem.
Similarly, administrators should consider hiring an outside contractor to review how air-handling and mechanical-engineering systems are managed. A knowledgeable person should walk the area and observe the mechanical systems to see how the filtering system, the air-dispersion system and the air-dilution patterns of the building are operating. Finally, a reliable epidemiological profile of comparative absenteeism should be archived.
Administrators also need to be ready to implement a smooth, confidence-building reporting system for occupants regarding air-quality or sick-building concerns. How fast and capably the district responds can be the key to getting the issue under control. The costs for responding to indoor-air problems decrease dramatically if there is baseline data and a plan in place.
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"GOT NOTHING BUT BLUE SKIES"
It is September 19,1783. The place, Lyons, France. Preparations are being made for a journey. A journey that will eventually take man from his secure environment of terra firma, and place him in a hostile environment called the atmosphere. The vehicle to be used is a hot air balloon. The brainchild behind this trek is a wealthy paper maker named Joseph Montgolfier. There has been much speculation over just how Montgolfier made the discovery of the hot air balloon. The most commonly-believed story is that his wife was standing too close to a fire and that the smoke caused her skirt to be inflated and lifted above her knees. This caused Montgolfier to wonder-if this smoke, and its magical lifting powers, could be captured in a very large container, it might rise and lift a passenger along with it.
So, Montgolfier went about building the first hot air balloon. In 1783,
not much was known about the atmosphere and its effects on human beings.
Upon examination of the occupants for any ill effects caused by this lofty height, it was discovered that the duck had a broken wing. Could this have been an effect of exposure to altitude? Actually, several observers noted that as the balloon left the ground, the sheep had an anxiety attack and kicked the duck. Montgolfier reasoned that it would be safe for humans to ascend to altitude. So on November 21, 1783, Jean Francois Pilatre de Rozier (a surgeon) became the first aeronaut and flight surgeon. Over 200 years have passed since that first flight. Technology has allowed us to ascend through the atmosphere and into space, but the hazards of high altitude flight (hypoxia, altitude-induced decompression sickness, and trapped gases) will always be present. That is because humans are best suited to live in what is known as the "physiological efficient zone". This zone extends from sea level to 12,000 feet. When humans are exposed to altitudes above this zone, they are subjected to physiological hazards beyond their natural ability to adapt.
One thing to keep in mind is that everything that occupies space and exerts weight is considered to be matter. All matter is made up of atoms and molecules in varying densities. These particles within the matter are kinetic and in constant motion. The slower the motion of the particles, the more dense the matter becomes. Also, as the particles are pushed closer together, the matter also becomes more dense. The best way to slow down kinetic molecules is to cool the matter. The best way to get them to move closer together is to add pressure to the matter. Inversely, when you remove the pressure or heat any material, the molecules within the material moves faster and further apart, thus making the material less dense.
The least dense form of matter is, of course, gas. If a gas is cooled and compressed, at some point it will become a liquid. If that liquid is then cooled further, then at some point it will become a solid. Also, when you take the pressure off any gas or liquid, that material will grow less dense and expand. This is essentially what happens to the gaseous molecules of our atmosphere.
Our atmosphere contains approximately 79% nitrogen and 21% oxygen, a constant ratio until you reach an altitude of about 270,000 feet. So the question that always comes up is; "If I have 21% oxygen at sea level and 21% at 40,000 feet, why do I succumb to the effects of hypoxia within 20 seconds at that altitude?"
The answer is, ATMOSPHERIC PRESSURE! If you could picture all the gaseous nitrogen and oxygen molecules in the atmosphere, they would stack up from the surface of the earth to the fringe of space. All these molecules stacking on top each other create a great deal of weight, or pressure. At sea level, one square-inch of any surface has about 15 pounds of air sitting on top of it. At 18,000 feet, that same square inch has only 7.5 pounds per square-inch (psi) exerted on it. What has caused this atmospheric pressure drop? The answer is simple: There is more air stacked up at sea level than above 18,000 feet, and therefore, more weight.
As you recall, when molecules are subjected to this pressure, they are going to move closer together. This will make the air more dense with oxygen and nitrogen molecules. For example, if at sea level you take in a breath of air that has an atmospheric pressure of 15 psi, then that air may contain 500 billion molecules of oxygen (this a fictitious number to be used only as an example); if you go to 18,000 feet and take the same breath where atmospheric pressure is 7.5 psi, then you will pull in only 250 billion molecules of oxygen. But, you require 500 billion per breath to function normally, and you're getting only half of what you need. That's HYPOXIA!
Not only do gaseous molecules in the atmosphere expand with reduced total pressure, gases in the human body are also subject to the same expansion. There are several areas in the body- ears, sinuses, lungs, gastro-intestinal tract, and teeth - where these gases can expand and cause a variety of problems. As long as the gas can expand and escape, there will be no problem. But if the gas becomes trapped, then pain will be the usual result.
As we have discussed earlier, the air we breathe contains about 79% nitrogen. Nitrogen is inhaled into the lungs and distributed and stored throughout the body. According to gas laws, gases of higher pressure always exert force towards areas of low pressure. When you inhale nitrogen, it will be stored at a pressure of about 12 psi (79% nitrogen) of 15 psi (total atmospheric pressure), equal to about 12 psi).
When you ascend to altitude and the pressure around your body begins to drop, this creates a pressure gradient (higher nitrogen in the body than outside the body) and the nitrogen will try to equalize and escape outside the body. Sometimes this nitrogen can leave so quickly and in such quantify that it may form a bubble. If this bubble forms at a body joint, the pain it causes is know as "the bends."
These are just a few of the problems that can occur when the human body is exposed to high altitude conditions. These problems will always be there for aviation. But through education and knowledge of the mechanisms that cause these problems, we can take steps toward protection and prevention so that your BLUE SKIES won't give you a case of the blues.
by J.R. Brown
|ŠAvStop Online Magazine Contact Us Return Home|
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Here to There: A History of Mapping
From the 16th to 18th centuries, many European mapmakers were convinced that California was an island — an Edenic paradise populated by black Amazons. The error persisted for over a hundred years after expeditions had proven that California was, in fact, firmly attached to the mainland. The idea of California as a fierce paradise appealed to Europeans, who were reluctant to let the mundane reality interfere with their vision of the world.
So in that spirit, we’re devoting this episode of BackStory to maps — asking what they show us about who we are and and where we want to go. How do maps shape the way we see our communities and our world? What do they tell us about the kind of information we value? And what do they distort, or ignore?
Please help us shape this show! Share your questions, ideas and stories below. Have opinions on New York vs. D.C. subway maps? On the merits or shortcomings of Google Maps? And do you even still use old-fashioned, ink-and-paper maps? Leave us a comment!
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The Convention adjourned from July 26th to August 6th to allow the Committee of Detail – composed of John Rutledge of South Carolina, Edmund Randolph of Virginia, Nathaniel Gorham of Massachusetts, Oliver Ellsworth of Connecticut, and James Wilson of Pennsylvania – to prepare a rough draft of a constitution, based on the series of resolutions the delegates had debated, amended, and debated again. When the Convention re-convened, the Committee of Detail presented its report, made up of twenty-three articles. The Convention spent the remainder of August reviewing and further revising these articles.
We the People of…
Delegates quickly agreed to accept the Committee of Detail’s preamble and Articles I and II, affirming the new government would be called the Unites States of America and consist of Legislative, Executive, and Judicial branches. This agreement masked the critical issue that the Convention had debated throughout – was this to be a union of states or of people? The Committee of Detail’s constitution began, “We the people of the States (emphasis added) of New Hampshire, Massachusetts, Rhode-Island and Providence Plantations, Connecticut, New-York, New-Jersey, Pennsylvania, Delaware, Maryland, Virginia, North-Carolina, South-Carolina, and Georgia, do ordain, declare, and establish the following Constitution for the Government of Ourselves and our Posterity.” The Convention would not end with that language in the preamble.
Representation: Who, What, and How Many?
Discussion of the Committee of Detail report continued to include the structure and powers of the legislative branch. Some of the key questions included: Who can elect representatives? How many representatives will there be? What will be their qualifications?
Delegates debated whether to allow non-land owners to the right to vote for House members, or reserve the franchise to property owners. Gouverneur Morris wanted to restrict voting to those with property, considering them more educated and better able to choose wise leaders. “The ignorant and dependant,” Morris stated, “can be… little trusted with the public interest.” Colonel Mason countered arguments of this kind, saying all citizens should have equal voting rights and privileges. Doctor Franklin sided with Colonel Mason believing that restricting the right to vote to land owners would cause contention among the people. In the end Morris’s proposal to restrict the franchise to property owners was defeated soundly (7-1-1).
Just as the Convention rejected a plan to restrict voting to property owners, they also rejected a proposal to restrict elective office to property owners. South Carolina’s Charles Pinckney moved that “the President of the U.S., the Judges, and members of the Legislature should be required to swear that they were respectively possessed of a cleared unencumbered Estate” – in an amount to be agreed upon by members of the Convention. This proposal went nowhere. Benjamin Franklin expressed his “dislike of every thing that tended to debase the spirit of the common people,” and observed that “some of the greatest rogues he was ever acquainted with, were the richest rogues.” Madison reports that Pinckney’s motion “was rejected by so general a no, that the States were not called.”
The Convention did have a sentiment in favor of strong citizenship requirements for legislators. The Committee of Detail’s report required members of the House be U.S. citizens for three years prior to election, and members of the Senate for four years. Some, including George Mason and Morris, agreed that a lengthy citizenship requirement would protect the legislature from foreign intrigue. Others, including Madison and Franklin, pointed to the number of foreign friends who had helped the states during the war for independence. Delegates sided with Mason and Morris, agreeing to requirements that members of the House be citizens for seven years and members of the Senate for nine years prior to election.
On the question of how many representatives would make up the national legislature, Article IV of the Committee of Detail Report stated that the House of Representatives would initially consist of sixty-five members, and that in the future, members of the House would be added “at the rate of one for every forty thousand.” Madison, expecting the Union to grow rapidly, thought that rate would quickly lead the House to grow too large. Others thought that time would make this issue irrelevant. Mr. Nathaniel Gorham from Massachusetts asked, “Can it be supposed that this vast country including the Western territory will 150 years hence remain one nation? Mr. Oliver Ellsworth observed that “If the government should continue so long, alterations may be made in the Constitution” through the amendment process. Delegates agreed to add the language “not exceeding” to the one representative for 40,000 citizen ratio, making that a ceiling and not a floor. Controversy over this provision would re-emerge before the end of the Convention, however.
The Specter of Slavery
Likewise, controversy would emerge about slavery. Consideration of the apportionment of representatives raised the question of whether slaves would be included within that ratio. Morris rose on August 8 and gave a withering criticism of the institution. Moving to specify that this ratio would include only “free” inhabitants, Morris called slavery “a nefarious institution,” and “the curse of heaven”. Comparing free with slave states, Morris noted, on the one hand, “a rich and noble cultivation [which] marks the prosperity and happiness of the people,” and on the other “the misery and poverty which overspread the barren wastes of Virginia, Maryland, and the other states having slaves.” Morris’s motion was defeated 10-1, but the issue of how slavery would be addressed by the new union was by no means resolved.
For more detailed information on the Constitutional Convention, please visit Prof. Gordon Lloyd’s web companion to the Philadelphia Convention.
Posted in Countdown to the Constitution
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With the development of science and technology, computer has become more and more popular in our daily life, which is intended to be a part of our life. But at the same time it also brings the safety problem, because increasing number of bad people would like to break into computer systems to steal the secret information. It seems that computer safety has been a serious problem by now. Maybe you could learn something about the safety terms in Microsoft so that you could adopt the different methods according to different cases.
What is malware? In fact malware, short for “malicious software”, is any kind of software which is installed without your complete permission and is not in need at all.The famous malware areviruses, worms, and Trojan horses, which are almost known to us all. Even though you are not familiar with them, you must have heard of it at ordinary times. If you want to protect your computer from the malware, you could make sure that the automatic updating is turned on all the time to get the latest updates.
2 antispyware software
Antispyware software helps protect your computer, and prevent the pop-ups, slow performance, and security threats caused by spyware and other adverse software. Every computer user must keep antispyware software up to date in order to keep in touch with the latest spyware. Aimed at protecting our computer, we could use Microsoft Security Essentials, free download software, to be against spyware and other malicious software.
A firewall is used to help screen out hackers, viruses, and worms that try to attack your computer through the Internet.In fact, if you are the one who use the computer at home, the most efficient and important step is to enable firewall when you start your computer. A virus will slip through and infect you; the only effective way by protecting yourself is using a firewall. A firewall monitors your Internet connections and allows you to specify which programs are allowed to connect and which are not.
4 antivirus software
Antivirus software is a kind of computer program which can be used to test, defend, and take actions to remove or delete malicious software program. As we all know, computer virus is some programs, which can specially disturb computer operation. So we should update antivirus software in regular time to prevent against the latest virus.
5 Windows password
Besides the above mentioned software, you could have an alternative at the same time, namely Windows password. With a password like this, you can prevent your privacy from being let out or being viewed. Of course you should set up a Windows password reset disk to set the password reset in case that you forget it.
As a computer user, you should have a general knowledge of these safety terms so that you can protect your computer better. And with these terms, your computer can be protected better than that without them. In a word, please have a brief understanding of them in the first place, and then you could know how important they are.
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Just as there are many variants and forms of electronic malware and Internet-based threats around the globe, so there are many forms of protection against these threats. Signature-based detection is one of the multifarious forms of defense that have been developed in order to keep us safe from malicious content.
Although signature-based detection can be argued to have been overshadowed by more sophisticated methods of protection in some environments, it remains as a core ‘technique’ featuring in the anti-virus controls of packages and suites that work to protect a user’s system today.
How does signature-based detection work?
Signature-based detection works by scanning the contents of computer files and cross-referencing their contents with the “code signatures” belonging to known viruses. A library of known code signatures is updated and refreshed constantly by the anti-virus software vendor.
If a viral signature is detected, the software acts to protect the user’s system from damage. Suspected files are typically quarantined and/or encrypted in order to render them inoperable and useless.
Clearly there will always be new and emerging viruses with their own unique code signatures. So once again, the anti-virus software vendor works constantly to assess and assimilate new signature-based detection data as it becomes available, often in real time so that updates can be pushed out to users immediately and zero-day vulnerabilities can be avoided.
Next-generation signature-based detection
New variants of computer virus are of course developed every day and security companies now work to also protect users from malware that attempts to disguise itself from traditional signature-based detection. Virus authors have tried to avoid their malicious code being detected by writing “oligomorphic“, “polymorphic” and more recently “metamorphic” viruses with signatures that are either disguised or changed from those that might be held in a signature directory.
Despite these developments, the Internet at large does of course still function on a daily basis. Populated as it is by users who not only have up to date security software installed, but also by those who have educated themselves as to the type of risks discussed here.
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By Jason Kohn, Contributing Columnist
Like many of us, scientific researchers tend to be creatures of habit. This includes research teams working for the National Oceanic and Atmospheric Administration (NOAA), the U.S. government agency charged with measuring the behavior of oceans, atmosphere, and weather.
Many of these climate scientists work with massive amounts of data – for example, the National Weather Service collecting up-to-the-minute temperature, humidity, and barometric readings from thousands of sites across the United States to help forecast weather. Research teams then rely on some the largest, most powerful high-performance computing (HPC) systems in the world to run models, forecasts, and other research computations.
Given the reliance on HPC resources, NOAA climate researchers have traditionally worked onsite at major supercomputing facilities, such as Oak Ridge National Laboratory in Tennessee, where access to supercomputers are just steps away. As researchers crate ever more sophisticated models of ocean and atmospheric behavior, however, the HPC requirements have become truly staggering.
Now, NOAA is using a super-high-speed network called “n-wave” to connect research sites across the United States with the computing resources they need. The network has been operating for several years, and today transports enough data to fill a 10-Gbps network to full capacity, all day, every day. NOAA is now upgrading this network to allow even more data traffic, with the goal of ultimately supporting 100-Gbps data rates.
“Our scientists were really used to having a computer in their basement,” says Jerry Janssen, manager, n-wave Network, NOAA, in a video about the project. “When that computer moved a couple thousand miles away, we had to give them a lot of assurances that, one, the data would actually move at the speed they needed it to move, but also that they could rely on it to be there. The amount of data that will be generated under this model will exceed 80-100 Terabits per day.”
The n-wave project means much more than just a massive new data pipe. It represents a fundamental shift in the way that scientists can conduct their research, allowing them to perform hugely demanding supercomputer runs of their data from dozens of remote locations. As a result, it gives NOAA climate scientists much more flexibility in where and how they work.
“For the first time, NOAA scientists and engineers in completely separate parts of the country, all the way to places like Alaska and Hawaii and Puerto Rico, will have the bandwidth they need, without restriction,” says Janssen. “NOAA will now be able to do things it never thought it could do before.”
In addition to providing fast, stable access to HPC resources, n-wave is also allowing NOAA climate scientists to share resources much more easily with scientists in the U.S. Department of Energy and other government agencies. Ideally, this level of collaboration and access to supercomputing resources will help climate scientists continue to develop more effective climate models, improve weather forecasts, and allow us to better understand our climate.
Powering Vital Climate Research
The high-speed nationwide HPC connectivity capability provided by n-wave is now enabling a broad range of NOAA basic science and research activities. Examples include:
- Basic data dissemination, allowing research teams to collect up-to-the-minute data on ocean, atmosphere, and weather from across the country, and make that data available to other research teams and agencies nationwide.
- Ensemble forecasting, where researchers run multiple HPC simulations using different initial conditions and modeling techniques, in order to refine their atmospheric forecasts and minimize errors.
- Severe weather modeling, where scientists draw on HPC simulations, real-time atmospheric data, and archived storm data to better understand and predict the behavior of storms.
- Advancing understanding of the environment to be able to better predict short-term and long-term environmental changes, mitigate threats, and provide the most accurate data to inform policy decisions.
All of this work is important, and will help advance our understanding of Earth’s climate. And it is all a testament to the amazing networking technologies and infrastructure that scientists now have at their disposal, which puts the most powerful supercomputing resources in the world at their fingertips – even when they are thousands of miles away.
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Correctly identifying what is causing a problem is the most important step in pest control. We do our best here to help you do that. Sometimes we can identify the cause accurately enough from your phone or e-mail description of what is happening and what you see. Sometimes we can do this from photographs you submit, either electronically or printed on paper. But sometimes word descriptions and photographs aren't quite good enough, and we ask you to submit a specimen of an arthropod you have found, or the damage it has caused.
The information we give you is only as good as the information you give to us. I can't identify specimens that look like the one in the photograph above. Here are some hints that will help all of us:
1. Make sure any photographs are CLEAR and take several, from very close up to farther away. Make sure you have sufficient light, or that you compensate with your camera to make sure we can clearly see what you are trying to show us. Learn how to use the close up mode on your digital camera.
2. You have 20,000 of something flying around? Please give us at least - oh maybe - six of them. If it's something unusual, we need at least one full, intact set of key characteristics. If there are big individuals and little ones, try to submit a few of each size. Maybe they're different, maybe they're not, but we won't know for sure unless we see them.
3. Label your material. Where and when was it found? What does it seem to be doing?
4. You had 20,000 last week, but you can't find even one now? Maybe you don't have the problem anymore. Keep an eye on the situation and try not to worry.
5. That doesn't go for termites. If you think you had a termite swarm, worry! Keep a close eye on it, try to find a least one, even if it's only a wing, and submit it for identification.
6. You can kill most small pests by putting them in the freezer or by dropping them into alcohol. Any sort of alcohol will do. The alcohol not only kills them, it also preserves them. Never submit arthropod specimens in water (unless they are living aquatic animals). Moths and butterflies are easier to identify if they are not preserved in alcohol, so just freeze them and bring them in dry. We can also take live specimens.
7. Some insects and mites are most easily submitted on or in a piece of the plant they are living on. It's best if the sample is as fresh as possible. Don't bake it in a hot car.
8. A few creatures can't be identified from the sample you submit. Ants are most easily identified from the workers (the ones without the wings). Some spiders can only be identified to species if you have adults of both sexes. Small larvae, nymphs and eggs can be extremely difficult to identify. That's just the way it is.
9. Entomologists specialize. Sometimes we have to send things off. If they only have to go to the university, turn-around time can be quick. If they have to go further, it may be a long time before you hear back. This doesn't happen that often, though.
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died Aug. 28, 1818, St. Charles, Mo., U.S.
black pioneer trader and founder of the settlement that later became the city of Chicago.
Du Sable, whose French father had moved to Haiti and married a black woman there, is believed to have been a freeborn. At some time in the 1770s he went to the Great Lakes area of North America, settling on the shore of Lake Michigan at the mouth of the Chicago River, with his Potawatomi wife, Kittihawa (Catherine). His loyalty to the French and the Americans led to his arrest in 1779 by the British, who took him to Fort Mackinac. From 1780 to 1783 or 1784 he managed for his captors a trading post called the Pinery on the St. Clair River in present-day Michigan, after which he returned to the site of Chicago. By 1790 Du Sable's establishment there had become an important link in the region's fur and grain trade.
In 1800 he sold out and moved to Missouri, where he continued as a farmer and trader until his death. But his 20-year residence on the shores of Lake Michigan had established his title as Father of Chicago.
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Common Core Catholic Identity Initiative
A national working group has begun the Common Core Catholic Identity Initiative (CCCII) to develop and disseminate resources and guidelines to assist Catholic elementary and secondary schools in integrating elements of Catholic identity (Catholic values, Scripture, Church social teachings, encyclicals, etc.) into curriculum and instruction based on the Common Core State Standards.
The initial phase of CCCII focuses on K-8 English/Language Arts/ Literacy. Resources for other subjects and for 9-12 curriculum will be developed in later phases.
Forty-six states have agreed to adopt the Common Core State Standards, a set of high quality K-12 learning standards that includes rigorous content and application of knowledge using higher-order thinking skills, leading students to college and career readiness. Currently, Catholic schools are assessing what the implications of the standards and accompanying assessments may be for them.
While Catholic schools have their own local or diocesan standards, their ability to continue to provide high-quality education for their students is compelling them to consider adoption of the common core standards. Catholic schools will be impacted as curriculum resources and professional development opportunities become aligned with Common Core State Standards by producers of instructional materials, college teacher preparation programs, or regulations for participation in the federal programs that currently benefit their students and teachers. Within this environment, maintaining the uniqueness and integrity of the Catholic school will require integrating the demands of their mission and the academic expectations of their constituents and the wider education community.
To assist Catholic schools with enhancing Catholic identity integrated into the curriculum, the Common Core Catholic Identity Initiative (CCCII) has been launched as a collaborative project involving Catholic universities, corporations and sponsors invested in Catholic education, and the National Catholic Educational Association (NCEA).
The Common Core Catholic Identity Initiative has two goals:
- to empower Catholic schools and dioceses to design and direct the implementation of the Common Core standards within the culture and context of a Catholic school curriculum
- to infuse the Common Core standards with the faith/principles/values/social justice themes inherent in the mission and Catholic identity of the school.
The CCCII project aims to accomplish its goals by creating a process and a product:
Phase 1: Gather approximately 35 practitioners and curriculum and catechetics experts to pilot a CCCII ELA Unit development process to be shared with the larger Catholic educational community. (June 2012)
Phase 2: Revise and refine the unit development process so that it can be replicated in dioceses around the country.
Phase 3: Invite participation in development of additional CCCII ELA Units by Catholic educators around the country.
Phase 1: Utilize the expertise and strength of experienced and innovative teachers to develop complete units/exemplars that join Catholic identify with the Common Core curriculum standards. Utilize the expertise of CCCII leaders to develop supporting resources and guidelines. (June 2012)
Phase 2: Post exemplar units, guidelines, and resources developed in for the June 2012 launch for open access by Catholic educators on the Catholic School Standards Project Website www.catholicschoolsstandards.org) . (July 2012)
Phase 3: Expand exemplar units and Catholic Identity resources available for use by local Catholic schools.
Tailor the CCCII Unit development process for Catholic secondary schools.
Expand CCCII to include additional subject areas.
Meet the CCCII Leadership and Planning Teams
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Reversal of fortune
To unlock the vast, untapped potential of the world’s drylands, we must learn from the people who live in them, says Dr Jonathan Davies.
Drylands are a major global biome, home to a great diversity of species and some of our most treasured natural heritage. They are also home to over 2 billion people and in the developing world in particular they are associated with poverty and social inequity. Global development and environment goals are not being met in the drylands: by 2015 many dryland regions are set to fail to achieve the Millennium Development Goals, whilst progress towards the goals and objectives of the UN environmental conventions (the Convention to Combat Desertification and the Convention on Biological Diversity in particular) is generally poor.
Recent experiences in the drylands of emerging countries, such as China and India, illustrate that economic development in drylands can outpace that in areas that are usually considered “high potential”. Although development is often associated with degradation, experiences in Sub Saharan Africa illustrate that economic development can be greatly enhanced through protection of biodiversity as a source of income. By taking an even broader, global view of drylands and examining industrialised dryland countries, it becomes clear that for every seemingly-insurmountable challenge we are able to find evidence of a viable solution somewhere in the world.
To address the challenges of the drylands, we need to understand their unique features and how these have to be managed. Perhaps the most important of these is climate unpredictability: the amount of precipitation varies enormously between areas, between seasons and between years. The sheer magnitude of this uncertainty is hard to grasp, but in many drylands the normal range of rainfall, drought-years aside, can be plus or minus 50% of the average. Yet development in many water-deficit areas continues to favour agricultural practices that expose farmers to huge risks whilst simultaneously degrading the natural resource base on which they depend.
Climate change is a cause for concern in dryland areas, but also an opportunity for new approaches and new learning that illustrate the value of dryland areas. Dryland ecosystems and people are highly adaptable and can survive in their uncertain climate.. Whether drylands become wetter or drier as a result of climate change, they will almost invariably become more unpredictable and their adaptive capacity will be vital to their future. Drylands more than any other ecosystem have the capacity to deal with that unpredictability and we have a great deal to learn from them.
Contrary to popular perception, drylands are not necessarily poverty traps. Dryland ecosystems and their goods and services already contribute significantly to national and international economies. The vibrant tourism sector in Eastern and Southern Africa relies heavily on the biodiversity of drylands. Globally-important dryland commodities include grain, meat and milk and dryland goods like Gum Arabic, Henna, Aloe, and Frankincense. Recent years have seen the commercial development of natural medicines from drylands, and untold numbers of medicinal plants remain un-researched, known only to the dryland inhabitants who have used and conserved them for centuries.
Local knowledge of the drylands is rich and is a powerful resource to be harnessed. There has been a tendency to dismiss this knowledge, because local dryland practices have been portrayed as backward or inappropriate and in need of replacing. The current emergency in the Horn of Africa graphically illustrates the outcome of this attitude: populations are exposed to insupportable risk as a result of losing their traditional strategies and being pushed into new ways of life that simply don’t work. Where people are driven towards catastrophe it is almost guaranteed that the environment will face similar consequences. Customs and cultures that are intimately connected to biodiversity become contorted into a system of pure survival where respect for the environment becomes an unaffordable luxury.
The scientific explanation of the rationale behind traditional strategies has been known for long enough to develop innovative new approaches to sustainable drylands management. Development support has to enable management of the extreme climatic uncertainty of drylands and needs to be built on understanding of the drivers of continuous change in dryland ecosystems. These are dynamic ecosystems in which adaptation and flexibility are pre-requisites for survival. We need to learn from past failures and successes and ensure that development and humanitarian interventions recognize dryland characteristics and build on local knowledge and capacity to turn the existing opportunities into equitable and sustainable wealth creation. In particular we need to generate greater awareness of the tremendous opportunities for strengthening biodiversity-based livelihoods to diversify dryland economies and strengthen resilience.
IUCN’s vision 2020 emphasizes the need to strengthen the Union’s work on conserving the diversity of life while also connecting nature conservation to wider societal objectives such as security and poverty reduction. This vision cannot be reached if we fail to understand and address the unique challenges of the drylands. IUCN, with its great diversity of members and commission members, has a vital role to play in securing effective global action to address dryland issues and in enabling dryland communities to develop their nature-based solutions to risk management and sustainable development.
Dr Jonathan Davies is Coordinator of IUCN’s Global Drylands Initiative.
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My passion is studying early man, specifically how we became who we are. Is our violence an aberration or part and parcel of survival? No other mammal kills their own, but maybe–as the alpha on the planet–our greatest threat to our survival is our own species, so we’re forced to destroy each other.
What was lacking in H. Habilis that led to their extinction, to be replaced by the big-brained, scrawny Homo erectus? Habilis was preyed upon by species with bigger claws, sharper teeth and thicker skin. Habilis (and my friend Lyta) scavenged their left-overs, in between hiding from the imposing mammals that dominated the Plio-Pleistocene African savanna. But, eventually hiding wasn’t enough and H. erectus took over (we don’t know if they fought with each other or if habilis left ‘with a whimper’).
H. erectus, with his longer lower limbs for running and walking efficiency, his bigger brain especially in the areas for planning and forethought (and speech depending upon whose research you’re reading) was tall, thin, and barrel-chested, hardly daunting in a world of sabertooth cats, mammoth and giant sloths. Yet , it is he who spread from Africa to China, India, the Middle East, Java. It is he–not predator cats or alligators–who developed a highly adaptable culture allowing him to survive a wide range of climates and habitats.
That is the first of their firsts. Want more?
- first appearance of systematic hunting.
- first use of fire (though arguably no control of it)
- first indication of extended childhood (thanks to the helplessness of their infants)
- first indication of the ability to lead a more complex life (their Acheulian tools were sophisticated, their hunting was planned)
- first to wear clothing (how else to survive Georgia and China)
- first to create complex tools and weapons
Their faces were short but wide and the nose projected forward, hinting at the typical human external nose. They had a pronounced brow ridge. Their cranium was long and low and somewhat flattened at the front and back. The cranial bone was thicker than earlier hominids. Remnants show damage from being hit in the head by something like clubs or heavy rocks. Their arms and legs were also robust, with thicker bones and clear evidence of being heavily muscled. The suspicion is they were a more violent species than habilis. Is that why habilis disappeared? The tougher group survived and bred offspring with their thicker, more protective skulls.
You probably remember my friend Lyta is a Homo habilis (see her page). I’ve lived her life through Otto‘s ability to ‘see’ into the past. Where other primates rest when they have enough to eat, she thinks and shares information with her band. Where most mammals sleep when they aren’t hunting, playing or resting, Lyta worked–knapped tools, collected food for a cache, planned. I have come to believe that her survival depended not so much on her physique (which was sorely lacking in that physical time) as what was inside of her: her courage, ability to plan ahead, strength of her convictions, what we call ‘morals’. These are very human traits that can’t be preserved in bones and teeth. I wouldn’t know they existed if not for Otto. I’ve posted an excerpt from that research on Scribd.com (Born in a Treacherous Time).
My next project is to determine how man migrated throughout the world. Where did he get the courage? Was he forced out because he couldn’t defend his territory? Or was it wanderlust? Was he a seeker, wanting more for his life? Did he get bored and need to challenge his constantly-growing brain?
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Creator: Gust, Iris
Description: The brochure promotes urban transportation policy to increase the use of renewable energy to 100%. Seen globally, transport is one of the main sources of greenhouse gas emissions. Yet fossil fuels are becoming scarce, will become increasingly expensive and will eventually stop being viable as transport fuels. Before this happens, climate change will have begun to have a serious impact on human lives. The authors believe that it is crucial to replace fossil fuels with renewable energy as soon as possible, especially in the transport sector. Making urban transport independent of fossil fuel is a great challenge, but the authors cite growing evidence that it can be achieved.
Contributing Partner: UNT Libraries
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Although uncommon, an entirely different group of factors plays a role when an athlete suffers a stroke.
Head and neck trauma are often factors in stroke during athletic competitions. Direct head trauma can result in leakage from blood vessels, depriving large regions of the brain of necessary nutrients.
Violent forward and backward movement of the head can result in tearing the inner lining of vital arteries responsible for directing blood to the brain. This condition, known as arterial dissection, can form a clot within the affected blood vessel or become a source of small clots. These smaller clots often move toward the brain as emboli and block other arteries.
Treatment for arterial dissection involves the use of blood thinning medications and avoiding violent collision sports.
Another common risk factor for stroke in athletes is the existence of a patent foramen ovale (PFO). A PFO is a hole between the upper chambers of the heart, the right and left atria. The foramen ovale forms in the fourth week of embryonic development and should close in the first three months after birth. When it does not close, it is considered patent or open.
This abnormal channel allows direct passage of blood clots to the brain. These clots often originate in the legs and may result from immobilized lower extremities.
PFOs can be treated with equal success by surgical closure or blood thinning medications. Athletes appear to do better with surgical closure and usually make a full recovery to return to sports.
While considered rare, strokes do occur in athletes and treatment requires a different approach.
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A 2012 survey conducted by the Association for Pet Obesity Prevention found 52.5 percent of dogs and 58.3 percent of cats to be overweight or obese by their veterinarian. This translates to nearly 80 million dogs and cats in America with a weight problem. Dr. George Banta, chair of the Veterinary Technology department at Brown Mackie College - Akron and Dr. Mary Jo Wagner, attending veterinarian at Argosy University, Twin Cities, offer useful information for pet owners.
How can you tell if your pet is overweight? “It’s not the number of pounds, it’s how the animal carries the weight,” says Banta. “The number on the Body Condition Score is more important than pounds.” The Body Condition Score offers a way to assess the condition of an animal, usually on a scale from one to five, taking into account height, weight, and relative proportions of muscle and fat.
With a little knowledge, you can use sight and touch to figure your pet’s general condition. “When looking down on a dog or cat from above,” says Banta, “the body should slim to a discernable waist. An animal is too thin if you can see the spine or ribs; however, you should be able to feel them beneath the fur.” An animal of ideal weight will also display a pelvic tuck when viewed from the side.
“Just like humans, when animals overeat, they face increased risk for health problems like diabetes, heart disease, gastrointestinal problems and cancer,” continues Banta. In fact, these risks also include a shortened life expectancy.
Many owners feed pets according to the manufacturer’s suggested amounts; however, this instruction may not be right for your pet. “These guidelines are meant to cover all animals of a certain weight range,” says Wagner. “An owner must consider the age and activity level of each pet. The more active they are, the more calories they will burn in a day.”
Metabolism rates vary in animals the same way they do in people. Metabolism is the body process in which food is broken down for energy; another factor that affects the amount of food a pet needs. Wagner advises owners to keep an eye on body condition to judge whether a pet is eating properly. “If your pet shows signs of being overweight, simply cut back the amount of food given at each meal. Then weigh the pet in two or three weeks to see if it has made a difference,” she says.
Choosing the right food for your pet is important as well. Different brands of pet food contain varying amounts of protein, fat, carbohydrates and calories. “As a general rule, young, active dogs need high protein food,” says Wagner. “Older dogs need higher fiber to keep the gastrointestinal (GI) tract moving.” Ingredients listed on the package appear in descending order of volume; the first item on the list is most abundant in the food.
Most of us love to give treats, but many of us don’t realize how many we offer each day. “A 40-pound dog is one quarter the size of a 160-pound person,” Wagner says. “They have smaller stomachs. Look at calories in everything your pet eats. After that, it’s simple math.”
“Table scraps are a definite no. Zip, zilch, nada,” says Banta. “They are not good for two reasons. First, foods like chocolate, caffeine, grapes and raisins can be toxic to dogs. Second, the high fat content associated with table scraps, especially holiday trimmings, can lead to the onset of acute pancreatitis, which can be fatal.”
He recommends offering a kibble of food or a carrot instead of a cookie. If you must give cookies, try breaking them in half. “Pets do enjoy treats as a reward; however, attention from you is also a reward. It’s important to praise animals. In some ways, spending time with them is better than a treat,” Wagner says.
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On this day in 1951, more than six years after the end of World War II in Europe, President Harry S. Truman signed a proclamation officially ending U.S. hostilities with Germany.
The official end to the war came nine years, 10 months and 13 days after Congress had declared war on Nazi Germany. The lawmakers had responded to a declaration of war issued by the Third Reich in the aftermath of the Dec. 7, 1941, Japanese attack on Pearl Harbor and other U.S. bases in the Pacific.
The president explained why he had waited so long after the fighting had ended to act: It had always been America’s hope, Truman wrote, to create a treaty of peace with the government of a united and free Germany, but the postwar policies pursued by the Soviet Union “made it impossible.”
After the war, the United States, Britain, France and the Soviet Union divided Germany into four zones of occupation. Berlin, while located wholly within the Soviet zone, was jointly occupied by the wartime allies and also subdivided into four sectors because of its symbolic importance as the nation’s historic capital and seat of the former Nazi government.
The three western zones were merged to form the Federal Republic of Germany in May 1949, and the Soviets followed suit in October 1949 with the establishment of the German Democratic Republic.
The East German regime began to falter in May 1989, when the removal of Hungary’s border fences punched a hole in the Iron Curtain, allowing tens of thousands of East Germans to flee to the West. Despite the grants of general sovereignty to both German states in 1955, neither of the two German governments held unrestricted sovereignty under international law until after they were reunified in October 1990.
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Fewer rare sea turtles will die on the swordfish industry's longlines in Hawaii under an agreement between environmental groups and the government. The agreement settles a lawsuit challenging the federal government's plans that would have dramatically increase the number of turtles that could be killed. The Turtle Island Restoration Network, Center for Biological Diversity and KAHEA sued the National Marine Fisheries Service for allowing 46 imperiled Pacific loggerhead turtles to be hooked last year. The new court-ordered settlement caps the number at 17 per year. Meanwhile the National Marine Fisheries Service is weighing whether loggerheads need more protection under the Endangered Species Act.
"It made absolutely no sense to have one arm of the National Marine Fisheries Service increasing the lethal capture of loggerheads, while the other arm is in the process of determining whether loggerheads should be uplisted from threatened to endangered," said Todd Steiner, biologist and executive director of Turtle Island Restoration Network. "With extinction looming, these animals need more protection, not less."
"With this decision, Hawaii's public-trust ocean resources can be better managed for our collective best interest, and not just the interests of this commercial fishery," said KAHEA program director Marti Townsend. "This is a victory not just for the turtles, but for Hawaii's people who rely on a healthy, functioning ocean ecosystem."
Conservation groups represented by Earthjustice filed a federal lawsuit challenging a 2009 rule allowing the swordfish fleet to catch nearly three times as many loggerhead sea turtles as previously permitted. This settlement freezes the number at the previous cap of 17 while the government conducts additional environmental studies and decides whether or not to classify the loggerhead as endangered, rather than its current, less-protective status of threatened. For leatherback turtles, the bycatch limit remains at 16 per year. In 2010, eight Pacific leatherbacks and seven loggerheads were caught in the longline fishery, according to the National Marine Fisheries Service. There have already been 4 loggerheads captured in 2011, which has sea turtle conservationists concerned.
"Sea turtles have been swimming the oceans since the time of dinosaurs. But without a change in management, they won't survive our voracious quest for swordfish and tuna," said Miyoko Sakashita, oceans director at the Center for Biological Diversity. "If loggerheads are going to survive in the North Pacific, we need to stop killing them in our fisheries."
"Pacific loggerhead sea turtles are nearly extinct, so this bycatch rollback helps right a serious wrong," said Teri Shore, program director at Turtle Island Restoration Network. "We can't allow these rare sea turtles to disappear for a plate of swordfish. It's tragic that it took a lawsuit to correct this fishery problem."
Swordfish longline vessels trail up to 60 miles of fishing line suspended in the water with floats, with as many as 1,000 baited hooks deployed at regular intervals. Sea turtles become hooked while trying to take bait or become entangled while swimming through the nearly invisible lines. These encounters can drown the turtles or leave them with serious injuries. Sea birds such as albatross dive for the bait and become hooked; marine mammals, including endangered humpback whales and false killer whales, also sometimes become hooked when they swim through the floating lines.
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How hot is it where you are? Tell your stories at CNN's iReport.
(CNN) -- For many Americans, this summer has been miserably hot.
Heat advisories and warnings have been issued from coast to coast, with high temperatures often reaching into the triple digits, and July went into the record books as the hottest month ever for the continental United States.
But in certain parts of the world, this is the norm -- or maybe even on the cool side.
Try Kuwait City, for instance. In July, its average high temperature is 116 degrees Fahrenheit.
Or Timbuktu in Mali, where the highs average 108 in May and was once recorded at 130. 130! That ranks fifth on the all-time list.
The highest temperature ever recorded on the planet was in 1922, when a thermometer in El Azizia, Libya, hit 136. Some dispute that mark, saying it was improperly measured. If that's true, the record would be the 134, reached nine years earlier in Death Valley, California.
But the world's hottest place might not be any of these, according to a team of scientists from the University of Montana. It says the highest temperatures on Earth are found in areas that don't even have weather stations.
"The Earth's hot deserts -- such as the Sahara, the Gobi, the Sonoran and the Lut -- are climatically harsh and so remote that access for routine measurements and maintenance of a weather station is impractical," said David Mildrexler, lead author of a recent study that used NASA satellites to detect the Earth's hottest surface temperatures.
The satellites detect the infrared energy emitted by land. And over a seven-year period, from 2003 to 2009, they found Iran's Lut Desert to be the hottest place on Earth.
The Lut Desert had the highest recorded surface temperature in five of the seven years, topping out at 159 degrees in 2005. Other notable annual highs came from Queensland, Australia (156 degrees in 2003) and China's Turpan Basin (152 degrees in 2008).
It's important to stress that surface temperatures are naturally higher than the air temperatures measured by weather stations. Air temperatures have to be measured by thermometers placed off the ground and shielded from sunlight, according to global meteorological standards.
But the study shows that today's modern records might not necessarily be the most accurate.
"Most of the places that call themselves the hottest on Earth are not even serious contenders," co-author Steve Running said.
The world's highest recorded air temperatures 1. El Azizia, Libya (136 degrees Fahrenheit) 2. Death Valley, California (134) 3. Ghadames, Libya (131) 3. Kebili, Tunisia (131) 5. Timbuktu, Mali (130) 5. Araouane, Mali (130) 7. Tirat Tsvi, Israel (129) 8. Ahwaz, Iran (128) 8. Agha Jari, Iran (128) 10. Wadi Halfa, Sudan (127)
Highest recorded air temperature (by continent) Africa: El Azizia, Libya (136) North America: Death Valley, California (134) Asia: Tirat Tsvi, Israel (129) Australia: Cloncurry, Queensland (128*) Europe: Seville, Spain (122) South America: Rivadavia, Argentina (120) Antarctica: Vanda Station, Scott Coast (59)
Sources: NOAA, World Meteorological Organization
* This temperature was measured using the techniques available at the time of recording, which are different to the standard techniques currently used in Australia. The most likely Australian record using standard equipment is an observation of 123 degrees, recorded at Oodnadatta, South Australia.
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The Chinook Arch
November 14, 2001
The above photo was taken at evening twilight in Calgary, Alberta by Jeff McIntosh. On the lee (eastern) side of the Rocky Mountains in Colorado, Wyoming, Montana, and the province of Alberta in Canada, chinook winds occasionally bring respite from cold weather. Chinook is an Indian name meaning "snow eater." These warm, westerly winds result from downslope winds - air moving across the Rocky Mountains and down onto the prairies. During those cold, dull gray winter days, Albertans sometimes look toward the mountains for the Chinook Arch, a curved patch of blue sky (as shown above) that indicates that warm winds are approaching. Over this past weekend, a strong chinook was felt in Alberta and Montana. Chinooks typically occur from early November to late March.
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Marion Levine teaches English, Literature and Film Production at Los Angeles Center for Enriched Studies, Los Angeles, CA
Measure for Measure, Act 4 or 5
What's On for Today and Why
Students will choose a character from Measure for Measure and create a "back story" for that character. This will encourage students to read the text closely looking for clues regarding a specific character's history. Students will re-read a portion of the text and then write about what has happened to the character before the play begins. They will then create an artifact, such as a diary or journal entry, written by the charcacter they have selected. This will allow them the opportunity to think like the character and to view the events of the play from a specific point of view.
This lesson will take two 40 minute class periods.
What You Need
Measure for Measure, Folger Edition
What To Do
1. Explain the concept of a "back story" as the important events that occur to a character before the play begins. You may need to prompt students with questions such as:
What was the character like as a child?
In what situation did he/she grow up?
Students will need to show how the script supports their choices.
2. Have the students write a one or two page back story in either the first or third person.
3. Divide students into small groups of 4 or 5 and have them re-read Act 4 or Act 5, combing throught the text for character details.
4. Have students write a letter, diary or journal entry from their selected characters point of view (first person). This artifact should concern one or more characters in the play.
5. For increased authenticity, appropriate for an "Extra-Extended" book, students could write their letter, diary entry using calligraphy, a handwriting font or on a piece of yellowed paper.
6. Allow students time to read their pieces and share their artifacts with the class.
How Did It Go?
Were students able to justify their choices with reference to the text? Did their artifacts accurately portray character traits that can be interpreted from the text? Were students able to convey a sense of the character's perspective through this activity?
This lesson could be applied to any fictional text that the students read in class. Through close reading and attention to a specific character, students are able to identify with, and understand the concerns of a character on a deeper level. Possible choices could include Jay Gatsby, Hester Prynne,and Atticus Finch.
If you used this lesson, we would like to hear how it went and about any adaptations you made to suit the needs of YOUR students.
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Cancer Fighting Foods/Spices
The National Cancer Institute estimates that roughly one-third of all cancer deaths may be diet related. What you eat can hurt you, but it can also help you. Many of the common foods found in grocery stores or organic markets contain cancer-fighting properties, from the antioxidants that neutralize the damage caused by free radicals to the powerful phytochemicals that scientists are just beginning to explore. There isn’t a single element in a particular food that does all the work: The best thing to do is eat a variety of foods.
The following foods have the ability to help stave off cancer and some can even help inhibit cancer cell growth or reduce tumor size.
Avocados are rich in glutathione, a powerful antioxidant that attacks free radicals in the body by blocking intestinal absorption of certain fats. They also supply even more potassium than bananas and are a strong source of beta-carotene. Scientists also believe that avocados may also be useful in treating viral hepatitis (a cause of liver cancer), as well as other sources of liver damage.
Broccoli, cabbage, and cauliflower have a chemical component called indole-3-carbinol that can combat breast cancer by converting a cancer-promoting estrogen into a more protective variety. Broccoli, especially sprouts, also have the phytochemical sulforaphane, a product of glucoraphanin – believed to aid in preventing some types of cancer, like colon and rectal cancer. Sulforaphane induces the production of certain enzymes that can deactivate free radicals and carcinogens. The enzymes have been shown to inhibit the growth of tumors in laboratory animals. However, be aware that the Agriculture Department studied 71 types of broccoli plants and found a 30-fold difference in the amounts of glucoraphanin. It appears that the more bitter the broccoli is, the more glucoraphanin it has. Broccoli sprouts have been developed under the trade name BroccoSprouts that have a consistent level of sulforaphane – as much as 20 times higher than the levels found in mature heads of broccoli.
Carrots contain a lot of beta carotene, which may help reduce a wide range of cancers including lung, mouth, throat, stomach, intestine, bladder, prostate and breast. Some research indicated beta carotene may actually cause cancer, but this has not proven that eating carrots, unless in very large quantities – 2 to 3 kilos a day, can cause cancer. In fact, a substance called falcarinol that is found in carrots has been found to reduce the risk of cancer, according to researchers at Danish Institute of Agricultural Sciences (DIAS). Kirsten Brandt, head of the research department, explained that isolated cancer cells grow more slowly when exposed to falcarinol. This substance is a polyacethylen, however, so it is important not to cook the carrots.
Chili peppers and jalapenos contain a chemical, capsaicin, which may neutralize certain cancer-causing substances (nitrosamines) and may help prevent cancers such as stomach cancer.
November 20, 2008 at 3:27 pm
Maybe you should be eating more beets, left, or chopped cabbage. (Credit: Evan Sung for The New York Times, left
Nutritionist and author Jonny Bowden has created several lists of healthful foods people should be eating but aren’t. But some of his favorites, like purslane, guava and goji berries, aren’t always available at regular grocery stores. I asked Dr. Bowden, author of “The 150 Healthiest Foods on Earth,” to update his list with some favorite foods that are easy to find but don’t always find their way into our shopping carts. Here’s his advice.
- Beets: Think of beets as red spinach, Dr. Bowden said, because they are a rich source of folate as well as natural red pigments that may be cancer fighters.
How to eat: Fresh, raw and grated to make a salad. Heating decreases the antioxidant power.
- Cabbage: Loaded with nutrients like sulforaphane, a chemical said to boost cancer-fighting enzymes.
How to eat: Asian-style slaw or as a crunchy topping on burgers and sandwiches.
- Swiss chard: A leafy green vegetable packed with carotenoids that protect aging eyes.
How to eat it: Chop and saute in olive oil.
- Cinnamon: Helps control blood sugar and cholesterol.
How to eat it: Sprinkle on coffee or oatmeal.
- Pomegranate juice: Appears to lower blood pressure and loaded with antioxidants.
How to eat: Just drink it.
- Dried plums: Okay, so they are really prunes, but packed with cancer-fighting antioxidants.
How to eat: Wrapped in prosciutto and baked.
- Pumpkin seeds: The most nutritious part of the pumpkin and packed with magnesium; high levels of the mineral are associated with lower risk for early death.
How to eat: Roasted as a snack, or sprinkled on salad.
- Sardines: Dr. Bowden calls them “health food in a can.’’ They are high in omega-3’s, contain virtually no mercury and are loaded with calcium. They also contain iron, magnesium, phosphorus, potassium, zinc, copper and manganese as well as a full complement of B vitamins.
How to eat: Choose sardines packed in olive or sardine oil. Eat plain, mixed with salad, on toast, or mashed with dijon mustard and onions as a spread.
- Turmeric: The “superstar of spices,’’ it has anti-inflammatory and anti-cancer properties.
How to eat: Mix with scrambled eggs or in any vegetable dish.
- Frozen blueberries: Even though freezing can degrade some of the nutrients in fruits and vegetables, frozen blueberries are available year-round and don’t spoil; associated with better memory in animal studies.
How to eat: Blended with yogurt or chocolate soy milk and sprinkled with crushed almonds.
- Canned pumpkin: A low-calorie vegetable that is high in fiber and immune-stimulating vitamin A; fills you up on very few calories.
How to eat: Mix with a little butter, cinnamon and nutmeg.
You can find more details and recipes on the Men’s Health Web site, which published the original version of the list last year.
In my own house, I only have two of these items — pumpkin seeds, which I often roast and put on salads, and frozen blueberries, which I mix with milk, yogurt and other fruits for morning smoothies. How about you? Have any of these foods found their way into your shopping cart?
Courtesy: New York Times
July 1, 2008 at 9:06 am
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Question from Amanda: Where and what acids are found in wine. Which wines have more acid (dry or sweet) and why due to the climate. Explain why and how titration can be used to determine the relative acid content of wine. If you could help answer my question i would be very grateful.
Answer: Hi, Amanda! Thanks for your question! I’ll do my best….
The main grape acid is tartaric, a relatively strong acid, unlike most fruits. It’s followed by malic (found in lots of fruits and vegetables) and there are trace amounts of lots of different acids. We have an article on wine components, including acid, at goosecross.com.
Generally, white wines are higher in acid than reds, for aesthetic reasons. Sweet wines should be the highest of all, to offset the sweetness, or the wine will be cloying.
Cool climates usually produce wines of high acid compared to warm climates because heat causes the sugar to go up and the acid to go down. A Chardonnay from Burgundy, France is almost always higher in acid than a Napa Valley Chardonnay because of the difference in climate. Imagine trying to ripen tomatoes in a cold climate–they will be quite tart!
Titration is a simple color-change test. I’ve paraphrased this from a wine text: Titration is the process of determining the concentration of a substance, such as acid, in a solution by adding a carefully measured standard reagent (usually sodium hydroxide) until a reaction (change in color) occurs due to the presence of an indicator (phenolphthalein). Most home winemakers buy inexpensive kits to do this.
I hope this helps you. Are you studying wine making?
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Westminster Confession of Faith
The Westminster Confession of Faith is perhaps the most notable expression in creedal form of the truths of the Bible. It was the work of that assembly of divines which was called together by Parliament and met in London, at Westminster Abbey, during the years 1643-1648. It was this assembly which also produced the Larger and Shorter Catechisms. The Confession and the Catechisms are used by many churches as their doctrinal standards, subordinate to the Word of God.
The text of the Confession as given in this document is in the form adopted by the Bible Presbyterian Church in 1938, and, except for a few revisions, which are largely concerned with eschatology, as well as with the relation of the civil magistrate to the church, it agrees with the text of the original manuscript of the Confession. A list of changes can be found here, together with the reading of the original.
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Most of us know someone with a food allergy. I certainly do-two of my children have been labeled with life threatening food allergies; one to peanuts and tree nuts and the other to soy. Every time I head to the grocery store I spend a tremendous amount of time reading each and every label-including labels that I am familiar with to be sure they haven’t changed. This is a necessity to keep my family safe and healthy.
In January, 2006, the new Food Allergen Labeling and Consumer Protection Act (FALCPA) took effect. The law requires food manufacturers to identify all ingredients in a food product containing one or more of the eight major allergens.
The eight foods identified by the law are:
- Fish (e.g., bass, flounder, cod)
- Crustacean shellfish (e.g. crab, lobster, shrimp)
- Tree nuts (e.g., almonds, walnuts, pecans)
The law states that the name of the food source of a major food allergen must appear:
- In parentheses following the name of the ingredient.
Examples: “lecithin (soy),” “flour (wheat),” and “whey (milk)”
– OR –
- Immediately after or next to the list of ingredients in a “contains” statement.
Example: “Contains Wheat, Milk, and Soy.”
Most companies are very clear in their labeling and use the “contains” language in bold after their ingredient list.
HERE’S WHERE IT GETS REALLY CONFUSING
I have been scrutinizing food labels for years-I am noticing that I have to squint these days to read the fine print. Many labels contain language about cross-contamination-if the food was processed on shared equipment or shared processing lines with one of the 8 allergens.
But not all manufacturers are listing cross-contamination information. The reason being- companies are not required to include this information. There are no particular regulations on whether they need to add statements such as “may contain traces of peanuts,” for example, for foods that aren’t supposed to contain such allergens. It is a company’s choice whether or not to include this information, and how to word it.
How to decide if cross-contamination is an issue
So the bottom line is YOU will need to determine what degree of risk you are comfortable with when purchasing foods. That is a lot of pressure when you are buying food for someone else.
Here is my internal checklist for deciding whether or not to buy a product:
- I first check the ingredients list for the 8 common allergens.
- If there is no cross-contamination or “may contain” information I then look at the other same brand products on the shelf. If there are other products that have either nuts or soy I will more often than not assume there might be cross-contamination.
- I might contact the manufacturer on occasion to ask specifically about a cross-contamination issue.
Let me know how do you decide which products are safe to purchase?
My Go-To Food Allergy Sites:
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There are many aspects to learning the creation of interactive fiction. Here we mostly undertake to explain approaches to using Inform, and leave the larger questions of craft and design for elsewhere.
The two manuals
There are two interlinked manuals built into every copy of the Inform application: if you've downloaded Inform, you already have them. But they are also available to read or download separately from this website.
Writing with Inform is an overview of the language, beginning with the simplest kinds of construction (such as building a map of rooms, objects, and doors) and working its way up to more advanced tasks. It is meant to be read more or less sequentially, since later chapters build on the ideas in earlier ones; though some of the late chapters (such as those covering numbers, activities, or advanced text) might reasonably be read out of order.
The Recipe Book approaches the problem of authorship from a different perspective. Instead of trying to teach the language from start to finish, it is organized for the author who wants to accomplish something specific, such as asking the player's name at the start of play or implementing a system of measured liquids. It shares the same set of examples that are keyed to Writing with Inform, but organizes them into a new order and accompanies them with text about design problems in creating interactive fiction, rather than explanation of language features.
Following requests from partially sighted Inform users, we've also made two plain vanilla versions of the manual available - they have as little decoration or web design as possible, which means less clutter for screen-reading software to cope with. We offer a choice of:
Minimally tagged HTML provides an archive containing the pages of the manuals and examples as vanilla-flavoured HTML files.
Writing with Inform in plain text format is just what it claims to be - one single file containing only text, with no marking-up of any kind. This contains all of the examples, following the text in numerical order, but not the Recipe Book. (The whole idea of two interleaved manuals can't really be achieved in one flat text file.)
We receive occasional questions about publishing a printed form of the manuals. The answer is that we intend to do exactly that, in due course, but that we expect the current text will be revised wholesale once the system is more mature. (The same thing happened with Inform 6, with the appearance of the printed Designer's Manual in 2001 essentially marking the end of its design cycle.)
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Flickr as a Paintbrush [cartogrammar.com] reveals the recorded colors of our surrounding landscape, both in a physical and cultural sense. In short, Andy Woodruff created a set of geographic heatmaps that represent the average colors of images taken on locations surrounding a specific landmark. In other words, the resulting maps reveal the colors that people on the ground should be looking at.
Technically, these maps are based on the most recent 2,000 photos uploaded to Flickr that were geotagged within a specified bounding box. These were then averaged by hue. As an emergent result, the color red reveals the dominance of brick, while green/yellow colors naturally denote grass and trees. However, some unexpected patterns appear as well, such as blue/purple in the map of Boston.
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Chinese researchers have turned to the light absorbing properties of butterfly wings to significantly increase the efficiency of solar hydrogen cells, using biomimetics to copy the nanostructure that allows for incredible light and heat absorption.
Butterflies are known to use heat from the sun to warm themselves beyond what their bodies can provide, and this new research takes a page from their evolution to improve hydrogen fuel generation. Analyzing the wings of Papilio helenus, the researchers found scales that are described as having:
[...] Ridges running the length of the scale with very small holes on either side that opened up onto an underlying layer. The steep walls of the ridges help funnel light into the holes. The walls absorb longer wavelengths of light while allowing shorter wavelengths to reach a membrane below the scales. Using the images of the scales, the researchers created computer models to confirm this filtering effect. The nano-hole arrays change from wave guides for short wavelengths to barriers and absorbers for longer wavelengths, which act just like a high-pass filtering layer.
So, what does this have to do with fuel cells? Splitting water into hydrogen and oxygen takes energy, and is a drain on the amount you can get out of a cell. To split the water, the process uses a catalyst, and certain catalysts — say, titanium dioxide — function by exposure to light. The researchers synthesized a titanium dioxide catalyst using the pattern from the butterfly's wings, and paired it with platinum nanoparticles to make it more efficient at splitting water. The result? A 230% uptick in the amount of hydrogen produced. The structure of the butterfly's wing means that it's better at absorbing light — so who knows, you might also see the same technique on solar panels, too.
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There's this kid who gets bullied a lot by everyone. What should I do?
Hooray for the person who sent this question in to us! There are a lot more kids who witness bullying than there are victims of bullying. Often, people who see something happen are called bystanders. Wouldn't it be excellent if those bystanders would do something to help someone who's being bullied?
But how exactly do you find your courage and do it?
First, be sure to let an adult know what's going on. If it's happening at school, have a talk with a teacher or school counselor about it. If it happens at camp, the camp counselor is the one to talk to. Approach the adult and say you need to talk. Explain what's been going on the best you can. Give details. The adult can take steps to stop the bullying.
Plus, once they know about bullying, adults can do things to help the kid who's been bullied feel better and stronger. Adults can also help the kid who bullies learn to treat others with respect, friendship, and kindness.
After talking to an adult, here are some other things you can do. Be friendly to the kid who gets bullied. For example, say "hi" at the lockers or bus line, include that kid at your lunch table, or invite the kid to play at recess or to be in your group for a project. This helps for two reasons:
Any kid who gets bullied is likely to feel left out and alone. Your friendship helps that kid feel included and welcome.
Friendship also helps prevent bullying because bullies are less likely to pick on kids when they are with friends.
And when you see the bully acting mean, you can say, "Hey, knock it off, that's not cool," and invite the kid who's being picked on to walk away with you. You can just say, "C'mon, let's go." This can work even better if you get a couple of your friends to join you in standing up for the kid. Tell your friends ahead of time: "I'm going to stick up for that kid. Will you do it with me?"
Be sure to update the adult about what's going on until the problem is solved. This is also a very good thing to talk to parents about. Your parent will want to know about all this and can give you more advice and support. Plus, your mom or dad will be proud that you're the kind of kid who cares and who stands up for others and for what's right!
Bullying makes kids feel terrible — and not just the kid who's being bullied. Just seeing someone else be bullied makes others feel bad. That's because meanness affects everyone in the environment. It's like meanness pollution, so let's all fight it!
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You may associate pneumonia with the melodrama of a soap opera: prolonged hospital stays, oxygen tents, and family members whispering in bedside huddles. It's true that pneumonia can be serious. But more often pneumonia is an infection that can be easily treated at home without a hospital stay.
What Is Pneumonia?
Pneumonia (pronounced: noo-mow-nyuh) is an infection of the lungs. When someone has pneumonia, lung tissue can fill with pus and other fluid, which makes it difficult for oxygen in the lung's air sacs to reach the bloodstream. With pneumonia, a person may have difficulty breathing and have a cough and fever; occasionally, chest or abdominal pain and vomiting are symptoms, too.
Pneumonia is commonly caused by viruses, such as the influenza virus(flu) and adenovirus. Other viruses, such as respiratory syncytial virus(RSV), are common causes of pneumonia in young children and infants.
Bacteria such as Streptococcus pneumoniae can cause pneumonia, too. People with bacterial pneumonia are usually sicker than those with viral pneumonia, but can be effectively treated with antibiotic medications.
You might have heard the terms "double pneumonia" or "walking pneumonia." Double pneumonia simply means that the infection is in both lungs. It's common for pneumonia to affect both lungs, so don't worry if your doctor says this is what you have — it doesn't mean you're twice as sick.
Walking pneumonia refers to pneumonia that is mild enough that you may not even know you have it. Walking pneumonia (also called atypical pneumonia because it's different from the typical bacterial pneumonia) is common in teens and is often caused by a tiny microorganism, Mycoplasma pneumoniae. Like the typical bacterial pneumonia, walking pneumonia also can be treated with antibiotics.
What Are the Signs and Symptoms?
Many symptoms are associated with pneumonia; some of them, like a cough or a sore throat, are also common with other common infections. Often, people get pneumonia after they've had an upper respiratory tract infection like a cold.
Symptoms of pneumonia can include:
unusually rapid breathing
chest or abdominal pain
loss of appetite
vomiting and dehydration
Symptoms vary from person to person, and few people get all of them.
When pneumonia is caused by bacteria, a person tends to become sick quickly and develops a high fever and has difficulty breathing. When it's caused by a virus, symptoms generally appear more gradually and might be less severe.
Someone's symptoms can help the doctor identify the type of pneumonia. Mycoplasma pneumoniae, for example, often causes headaches, sore throats, and rash in addition to the symptoms listed above.
The routine vaccinations that most people receive as kids help prevent certain types of pneumonia and other infections. If you have a chronic illness, such as sickle cell disease, you may have received additional vaccinations and disease-preventing antibiotics to help prevent pneumonia and other infections caused by bacteria.
People with diseases that affect their immune system (like diabetes, HIV infection, or cancer), are 65 or older, or are in other high-risk groups should receive a pneumococcal vaccination. They also may receive antibiotics to prevent pneumonia that can be caused by organisms they're especially susceptible to. In some cases, antiviral medication might be used to prevent viral pneumonia or to lessen its effects.
Doctors recommend that everyone 6 months and older gets a flu vaccine. That's because pneumonia often happens as a complication of the flu. Call your doctor's office to see when these vaccines are available.
Because pneumonia is often caused by germs, a good way to prevent it is to keep your distance from anyone you know who has pneumonia or other respiratory infections. Use separate drinking glasses and eating utensils; wash your hands frequently with warm, soapy water; and avoid touching used tissues and paper towels.
You also can stay strong and help avoid some of the illnesses that might lead to pneumonia by eating as healthily as possible, getting a minimum of 8 to 10 hours of sleep a night, and not smoking.
How Long Does It Last?
The length of time between exposure and feeling sick (called the incubation period) depends on many factors, particularly the type of pneumonia involved.
With influenza pneumonia, for example, someone may become sick as soon as 12 hours or as long as 3 days after exposure to the flu virus. But with walking pneumonia, a person may not have symptoms until 2 to 3 weeks after becoming infected.
Most types of pneumonia resolve within a week or two, although a cough can linger for several weeks more. In severe cases, it may take longer to completely recover.
If you think you may have pneumonia, tell a parent or other adult and be sure you see a doctor. Be especially aware of your breathing; if you have chest pain or trouble breathing or if your lips or fingers look blue, you should go to a doctor's office or to a hospital emergency department right away.
How Is Pneumonia Treated?
If pneumonia is suspected, the doctor will perform a physical exam and might order a chest X-ray and blood tests. People with bacterial or atypical pneumonia will probably be given antibiotics to take at home. The doctor also will recommend getting lots of rest and drinking plenty of fluids.
Some people with pneumonia need to be hospitalized to get better — usually babies, young kids, and people older than 65. However, hospital care may be needed for a teen who:
already has immune system problems
has cystic fibrosis
is dangerously dehydrated or is vomiting a lot and can't keep fluids and medicine down
has had pneumonia frequently
has skin that's blue or pale in color, which reflects a lack of oxygen
When pneumonia patients are hospitalized, treatment might include intravenous (IV) antibiotics (delivered through a needle inserted into a vein) and respiratory therapy (breathing treatments).
Antiviral medications approved for adults and teens can reduce the severity of flu infections if taken in the first 1 to 2 days after symptoms begin. They're usually prescribed for teens who have certain underlying illnesses such as asthma or who have pneumonia or breathing difficulty.
If you have been exposed to influenza and you begin to develop symptoms of pneumonia, call a doctor.
If your doctor has prescribed medicine, be sure to follow the directions carefully.
You may feel better in a room with a humidifier, which increases the moisture in the air and soothes irritated lungs. Make sure you drink plenty of fluids, especially if you have a fever. If you have a fever and feel uncomfortable, ask the doctor whether you can take over-the-counter medicine such as acetaminophen or ibuprofen to bring it down. But don't take any medicine without checking first with your doctor — a cough suppressant, for example, may not allow your lungs to clear themselves of mucus.
And finally, be sure to rest. This is a good time to sleep, watch TV, read, and lay low. If you treat your body right, it will repair itself and you'll be back to normal in no time.
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It's normal for parents to disagree and argue from time to time. Parents might disagree about money, home chores, or how to spend time. They might disagree about big things — like important decisions they need to make for the family. They might even disagree about little things that don't seem important at all — like what's for dinner or what time someone gets home.
Sometimes parents can disagree with each other and still manage to talk about it in a calm way, where both people get a chance to listen and to talk. But many times when parents disagree, they argue. An argument is a fight using words.
Most kids worry when their parents argue. Loud voices and angry words parents might use can make kids feel scared, sad, or upset. Even arguments that use silence — like when parents act angry and don't talk to each other at all — can be upsetting for kids.
If the argument has anything to do with the kids, kids might think they have caused their parents to argue and fight. If kids think it's their fault, they might feel guilty or even more upset. But parents' behavior is never the fault of kids.
What Does It Mean When Parents Fight?
Kids often worry about what it means when parents fight. They might jump to conclusions and think arguments mean their parents don't love each other anymore. They might think it means their parents will get a divorce.
But parents' arguments usually don't mean that they don't love each other or that they're getting a divorce. Most of the time the arguments are just a way to let off steam when parents have a bad day or feel stressed out over other things. Most people lose their cool now and then.
Just like kids, when parents get upset they might cry, yell, or say things they don't really mean. Sometimes an argument might not mean anything except that one parent or both just lost their temper. Just like kids, parents might argue more if they're not feeling their best or are under a lot of stress from a job or other worries.
Kids usually feel upset when they see or hear parents arguing. It's hard to hear the yelling and the unkind words. Seeing parents upset and out of control can make kids feel unprotected and scared.
Kids might worry about one parent or the other during an argument. They might worry that one parent may feel especially sad or hurt because of being yelled at by the other parent. They might worry that one parent seems angry enough to lose control. They might worry that their parent might be angry with them, too, or that someone might get hurt.
Sometimes parents' arguments make kids cry or give them a stomachache. Worry from arguments can even make it hard for a kid to go to sleep or go to school.
What to Do When Parents Fight
It's important to remember that the parents are arguing or fighting, not the kids. So the best thing to do is to stay out of the argument and go somewhere else in the house to get away from the fighting or arguing. So go to your room, close the door, find something else to do until it is over. It's not the kid's job to be a referee.
When Parents' Fighting Goes Too Far
When parents argue, there can be too much yelling and screaming, name calling, and too many unkind things said. Even though many parents may do this, it's never OK to treat people in your family with disrespect, use unkind words, or yell and scream at them.
Sometimes parents' fighting may go too far, and include pushing and shoving, throwing things, or hitting. These things are never OK. When parents' fights get physical in these ways, the parents need to learn to get their anger under control. They might need the help of another adult to do this.
Kids who live in families where the fighting goes too far can let someone know what's going on. Talking to other relatives, a teacher, a school counselor, or any adult you trust about the fighting can be important.
Sometimes parents who fight can get so out of control that they hurt each other, and sometimes kids can get hurt, too. If this happens, kids can let an adult know, so that the family can be helped and protected from fighting in a way that hurts people.
If fighting is out of control in a family, if people are getting hurt from fighting, or if people in the family are tired of too much fighting, there is help. Family counselors and therapists know how to help families work on problems, including fighting.
They can help by teaching family members to listen to each other and talk about feelings without yelling and screaming. Though it may take some work, time, and practice, people in families can always learn to get along better.
Is It OK for Parents to Argue Sometimes?
Having arguments once in a while can be healthy if it helps people get feelings out in the open instead of bottling them up inside. It's important for people in a family to be able to tell each other how they feel and what they think, even when they disagree. The good news about disagreeing is that afterward people usually understand each other better and feel closer.
Parents fight for different reasons. Maybe they had a bad day at work, or they're not feeling well, or they're really tired. Just like kids, when parents aren't feeling their best, they can get upset and might be more likely to argue. Most of the time, arguments are over quickly, parents apologize and make up, and everyone feels better again.
Happy, Healthy Families
No family is perfect. Even in the happiest home, problems pop up and people argue from time to time. Usually, the family members involved get what's bothering them out in the open and talk about it. Everyone feels better, and life can get back to normal.
Being part of a family means everyone pitches in and tries to make life better for each other. Arguments happen and that's OK, but with love, understanding, and some work, families can solve almost any problem.
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You Baby's Development
After many weeks of anticipation and preparation, your baby is here! Or maybe not — only 5% of women deliver on their estimated due dates, and many first-time mothers find themselves waiting up to 2 weeks after their due date for their baby to arrive.
A baby born at 40 weeks weighs, on average, about 7 pounds, 4 ounces (3,300 grams) and measures about 20 inches (51 cm). Don't expect your baby to look like the Gerber baby right off the bat — newborns often have heads temporarily misshapen from the birth canal and may be covered with vernix and blood. Your baby's skin may have skin discolorations, dry patches, and rashes — these many variations are completely normal.
Because of the presence of your hormones in your baby's system, your baby's genitals (scrotum in boys and labia in girls) may appear enlarged. Your baby, whether a boy or a girl, may even secrete milk from the tiny nipples. This should disappear in a few days and is completely normal.
Right after birth, your health care provider will suction mucus out of your baby's mouth and nose, and you'll hear that long-awaited first cry. Your baby may then be placed on your stomach, and the umbilical cord will be cut — often by the baby's dad, if he chooses to do the honors! A series of quick screening tests, such as the Apgar score, will be performed to assess your baby's responsiveness and vital signs, and he or she will be weighed and measured. If your pregnancy was high risk, or if a cesarean section was necessary, a neonatologist (a doctor who specializes in newborn intensive care) will be present at your delivery to take care of your baby right away. If your baby needs any special care to adjust to life outside the womb, it will be given — and then your newborn will be placed in your waiting arms.
This week you'll experience the moment you've been anticipating — your introduction to your baby! Before you can meet your baby, though, you have to go through labor and delivery. You may have learned about the three stages of birth in your prenatal classes. The first stage of labor works to thin and stretch your cervix by contracting your uterus at regular intervals. The second stage of labor is when you push your baby into the vaginal canal and out of your body. The third and final stage of labor is when you deliver the placenta.
If you don't go into labor within a week of your due date, your health care provider may recommend you receive a nonstress test, which monitors fetal heart rate and movement to be sure that the baby is receiving adequate oxygen and that the nervous system is responding. Talk to your health care provider to find out more about this test.
Sometimes mother nature may need a little coaxing. If your labor isn't progressing, or if your health or your baby's health requires it, your health care provider may induce labor by artificially rupturing the membranes or by administering the hormone oxytocin or other medications. If your pregnancy is high risk, or if there are any other potential complications, you may require a cesarean section delivery.
Some women know ahead of time that they will be delivering via cesarean section and are able to schedule their baby's "birth day" well in advance. If you're one of them, you've probably been able to prepare yourself emotionally and mentally for the birth — which can help to lessen the feelings of disappointment that many mothers who are unable to deliver vaginally experience. But even if you have to undergo a cesarean section that wasn't planned, rest assured that you'll still be able to bond with your baby. It might not be the birth experience you imagined, but your beautiful newborn has arrived nonetheless. The months of waiting are over!
Good luck with your baby!
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What Is It?
Fertility awareness is a way to prevent pregnancy by not having sex around the time of ovulation (the release of an egg during a girl's monthly cycle). Couples who do want to have a baby can also use this method to have sex during the time that they are most likely to conceive. Fertility awareness can include methods such as natural family planning, periodic abstinence, and the rhythm method.
How Does It Work?
If a couple doesn't have sex around the time of ovulation, the girl is less likely to get pregnant. The trick is knowing when ovulation happens. Couples use a calendar, a thermometer to measure body temperature, the thickness of cervical mucus, or a kit that tests for ovulation. The ovulation kits are more useful for couples who are trying to get pregnant. The fertile period around ovulation lasts 6 to 9 days and during this time the couple using only fertility awareness for birth control who does not want to get pregnant should not have sex.
How Well Does It Work?
Fertility awareness is not a reliable way to prevent pregnancy for most teens. Over the course of 1 year, as many as 25 out of 100 typical couples who rely on fertility awareness to prevent pregnancy will have an accidental pregnancy. Of course, this is an average figure, and the chance of getting pregnant depends on whether a couple uses one or more of the fertility awareness methods correctly and consistently and does not have unprotected sex during the fertile period.
In general, how well each type of birth control method works depends on a lot of things. These include whether a person has any health conditions, is taking any medications that might interfere with its use, whether the method chosen is convenient — and whether it is used correctly all the time. In the case of fertility awareness, it also depends on how consistent a woman's ovulatory cycle is, how accurately a couple keeps track of when she could be ovulating, and how reliably unprotected sex is avoided during the fertile period.
Protection Against STDs
Abstinence (not having sex) is the only method that always prevents pregnancy and STDs.
Who Uses It?
Fertility awareness is not a reliable way to prevent pregnancy for most teens. It is often very difficult to tell when a girl is fertile. Because teens often have irregular menstrual cycles, it makes predicting ovulation much more difficult. Even people who have previously had regular cycles can have irregular timing of ovulation when factors such as stress or illness are involved. Fertility awareness also requires a commitment to monitoring body changes, keeping daily records, and above all not having sex during the fertile period.
How Do You Get It?
For couples interested in this method, it is best to talk to a doctor or counselor who is trained in fertility awareness. He or she can then teach the couple the skills they need to know to practice this birth control method accurately.
How Much Does It Cost?
The tools needed for fertility awareness — such as ovulation detection kits and thermometers, for example — are available in drugstores. But they can be expensive. Again, it's best to talk to a doctor for advice on using this method.
Reviewed by: Larissa Hirsch, MD
Date reviewed: April 2010
Share this page using:
Note: All information on TeensHealth® is for educational purposes only. For specific medical advice, diagnoses, and treatment, consult your doctor.
© 1995- The Nemours Foundation. All rights reserved.
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Even though the CNC machines require little human intervention in the development process of the end desired product, human intervention is still needed when it comes to the computer software programming for the CNC machines. A CNC machine programmer must understand the programming, so that they are capable of accurately telling the machine what to do.
CNC machines a programmed through a sentence like structure that is written in a code that it understands. Each axes that the machine uses, requires instructions for the development of the final project. If you forget to program one of the axes, the product will not turn out; in the same terms, if you program wrong, the axes will do what the program tells them and not what you want them to do.
A CNC machine operator helps on the other end. The programmer writes the code for the machine, but the operator is responsible for downloading the program into the machine and getting the machine set up to properly do the job.
The operator may have to set up the tools in the tool holder for the machine, position the material that is needed for the job in the machine, and then start the machine. If the CNC machine operator is experienced, they will begin to learn the different sounds that the machine makes and will be able to tell just by the sound whether there is a problem with the machine. A more experienced CNC machine operator is required to do this type of work.
Once the machine completes the program and the work progress is done, operators may be switched. At this point in time, a less experienced operator can take over from here. Usually CNC machine operators will start out at the lower level and gradually work their way up as they become more experienced in this type of machining.
Experienced CNC machine operators can detect program flaws and can usually make the modifications to the program themselves. If they notice that the end product is not to the specifications needed, they can fix the problem in the program and continue on with the job. They will not have to take the time to contact the programmer and wait for the program to be fixed.
Limited input from the operator is needed to operate a CNC machine. It is because of this reason that one operator may be able to watch multiple machines. The machines do all of the work and only one person is required to do the set up of the machines. This enables companies to employ fewer people and saves them in the payroll department.
CNC machine operators must adhere to safety precautions just like they would in any other machine shop. Even though the CNC machines are usually completely enclosed and can limit the noise, debris and so on, there are still dangers and the operator will need to abide by the safety rules and precautions. Wearing safety goggles/glasses and ear plugs are a good idea and can help to protect the operator.
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A nuzzle of the neck, a stroke of the wrist, a brush of the knee—these caresses often signal a loving touch, but can also feel highly aversive, depending on who is delivering the touch, and to whom. Interested in how the brain makes connections between touch and emotion, neuroscientists at the California Institute of Technology (Caltech) have discovered that the association begins in the brain’s primary somatosensory cortex, a region that, until now, was thought only to respond to basic touch, not to its emotional quality.
“We demonstrated for the first time that the primary somatosensory cortex—the brain region encoding basic touch properties such as how rough or smooth an object is—also is sensitive to the social meaning of a touch,” explains Michael Spezio, a visiting associate at Caltech who is also an assistant professor of psychology at Scripps College in Claremont, California. “It was generally thought that there are separate brain pathways for how we process the physical aspects of touch on the skin and for how we interpret that touch emotionally—that is, whether we feel it as pleasant, unpleasant, desired, or repulsive. Our study shows that, to the contrary, emotion is involved at the primary stages of social touch.”
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<urn:uuid:61b0ef59-2917-4404-a0f0-f46353e5a062>
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Schools and Students
Private schools in 1999–2000 were located primarily in central cities (42 percent) and the urban fringe or large towns (40 percent) (table 2). About 18 percent of private schools were found in rural areas. In contrast, 24 percent of all public schools were in central city locations, 45 percent in the urban fringe or large towns, and 31 percent in rural areas. Most schools—61 percent of private and 71 percent of public—were elementary, but 10 percent of private schools and 25 percent of public schools were secondary. Finally, a much higher proportion of private schools (30 percent) were combined schools (usually grades K–12 or 1–12), compared with only 4 percent of public schools.
Figures and Tables
Table 2: Percentage distribution of schools according to community type and level, by sector and private school type: 1999-2000
Table S2: Standard errors for the percentage distribution of schools according to community type and level, by sector and private school type: 1999-2000
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Jim Lake and Maria Rivera, at the University of California-Los Angeles (UCLA), report their finding in the Sept. 9 issue of the journal Nature.
Scientists refer to both bacteria and Archaea as "prokaryotes"--a cell type that has no distinct nucleus to contain the genetic material, DNA, and few other specialized components. More-complex cells, known as "eukaryotes," contain a well-defined nucleus as well as compartmentalized "organelles" that carry out metabolism and transport molecules throughout the cell. Yeast cells are some of the most-primitive eukaryotes, whereas the highly specialized cells of human beings and other mammals are among the most complex.
"A major unsolved question in biology has been where eukaryotes came from, where we came from," Lake said. "The answer is that we have two parents, and we now know who those parents were."
Further, he added, the results provide a new picture of evolutionary pathways. "At least 2 billion years ago, ancestors of these two diverse prokaryotic groups fused their genomes to form the first eukaryote, and in the processes two different branches of the tree of life were fused to form the ring of life," Lake said.
The work is part of an effort supported by the National Science Foundation--the federal agency that supports research and education across all disciplines of science and engineering--to re-examine historical schemes for classifying Earth's living creatures, a process that was once based on easily observable traits. Microbes, plants or animals wer
Contact: Leslie Fink
National Science Foundation
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The test team views the use of a pulley as an intermediate step only, and has planned to shift to a reliance on windlasses like those that apparently were used to hoist sails on Egyptian ships.
"The whole approach has been to downgrade the technology," Gharib said. "We first wanted to show that a kite could raise a huge weight at all. Now that we're raising larger and larger stones, we're also preparing to replace the steel scaffolding with wooden poles and the steel pulleys with wooden pulleys like the ones they may have used on Egyptian ships."
For Gharib, the idea of accomplishing heavy tasks with limited manpower is appealing from an engineer's standpoint because it makes more logistical sense.
"You can imagine how hard it is to coordinate the activities of hundreds if not thousands of laborers to accomplish an intricate task," said Gharib. "It's one thing to send thousands of soldiers to attack another army on a battlefield. But an engineering project requires everything to be put precisely into place.
"I prefer to think of the technology as simple, with relatively few people involved," he explained.
Gharib and Graff came up with a way of building a simple structure around the obelisk, with a pulley system mounted in front of the stone. That way, the base of the obelisk would drag on the ground for a few feet as the kite lifted the stone, and the stone would be quite stable once it was pulled upright into a vertical position. If the obelisk were raised with the base as a pivot, the stone would tend to swing past the vertical position and fall the other way.
The top of the obelisk is tied with ropes threaded through the pulleys and attached to the kite. The operation is guided by a couple of workers using ropes attached to the pulleys.
No one has found any evidence that the ancient Egyptians moved stones or any other objects with kites and pulleys. But Clemmons has found some tantalizing hints that the project is on the right track. On a building frieze in a Cairo museum, there is a wing pattern in bas-relief that does not resemble any living bird. Directly below are several men standing near vertical objects that could be ropes.
Gharib's interest in the project is mainly to demonstrate that the technique may be viable.
"We're not Egyptologists," he said. "We're mainly interested in determining whether there is a possibility that the Egyptians were aware of wind power, and whether they used it to make their lives better."
Now that Gharib and his team have successfully raised the four-ton concrete obelisk, they plan to further test the approach using a ten-ton stone, and perhaps an even heavier one after that. Eventually they hope to obtain permission to try using their technique to raise one of the obelisks that still lie in an Egyptian quarry.
"In fact, we may not even need a kite. It could be we can get along with just a drag chute," Gharib said.
An important question is: Was there enough wind in Egypt for a kite or a drag chute to fly? Probably so, as steady winds of up to 30 miles per hour are not unusual in the areas where pyramids and obelisks were found.
(c) 2001 Caltech
SOURCES AND RELATED WEB SITES
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Refraction and Acceleration
Name: Christopher S.
Why is it that when light travels from a more dense to a
less dense medium, its speed is higher? I've read answers to this
question in your archives but, sadly, still don't get it. One answer
(Jasjeet S Bagla) says that we must not ask the question because light is
massless, hence questions of acceleration don't make sense. It does,
however, seem to be OK to talk about different speeds of light. If you
start at one speed and end at a higher one, why is one not allowed to
talk about acceleration? Bagla goes on to say that it depends on how the
em fields behave in a given medium. It begs the question: what is it
about, say, Perspex and air that makes light accelerate, oops, travel at
different speeds? If you're dealing with the same ray of light, one is
forced to speak of acceleration, no? What other explanation is there for
final velocity>initial velocity? Arthur Smith mentioned a very small
"evanescent" component that travels ahead at c. Where can I learn more
about this? Sorry for the long question. I understand that F=ma and if
there is no m, you cannot talk about a, but, again, you have one velocity
higher than another for the same thing. I need to know more than "that's
just the way em fields are!"
An explanation that satisfies me relates to travel through an interactive
medium. When light interacts with an atom, the photon of light is absorbed
and then emitted. For a moment, the energy of the light is within the atom.
This causes a slight delay. Light travels at the standard speed of light
until interacting with another atom. It is absorbed and emitted, causing
another slight delay. The average effect is taking more time to travel a
meter through glass than through air. This works like a slower speed. An
individual photon does not actually slow down. It gets delayed repeatedly by
the atoms of the medium. A more dense medium has more atoms per meter to
Dr. Ken Mellendorf
Illinois Central College
Congratulations! on not being willing to accept "that is just the way em
fields are!" The answer to your inquiry is not all that simple (my opinion),
but I won't try to do so in the limited space allowed here, not to say my
own limitations of knowledge.
Like so many "simple" physics questions, I find the most lucid, but
accurate, explanation in
Richard Feynman's, "Lectures on Physics" which most libraries will have.
Volume I, Chapter 31-1 through 31-6, which describes refraction, dispersion,
diffraction. The "answer" has to do with how matter alters the electric
field of incident radiation, but I won't pretend to be able to do a better
job than Feynman.
The answer is that you are not dealing with the same ray of light. In
vacuum a photon just keeps going at the speed of light. In a medium,
however, it interacts with the atoms, often being absorbed while bumping
an atomic or molecular motion into a higher energy state. The excited
atom/molecule then can jump to a lower energy state, emitting a photon
while doing so. This can obviously make light appear to travel slower in a
In detail, it is a very complicated question, requiring at least a
graduate course in electromagnetism to begin to understand. Why, for
example do the emitted photons tend to travel in the same direction?
Best, Richard J. Plano
Click here to return to the Physics Archives
Update: June 2012
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Giant Manta Ray
Giant Manta Ray Manta birostris
Divers often describe the experience of swimming beneath a manta ray as like being overtaken by a huge flying saucer. This ray is the biggest in the world, but like the biggest shark, the whale shark, it is a harmless consumer of plankton.
When feeding, it swims along with its cavernous mouth wide open, beating its huge triangular wings slowly up and down. On either side of the mouth, which is at the front of the head, there are two long paddles, called cephalic lobes. These lobes help funnel plankton into the mouth. A stingerless whiplike tail trails behind.
Giant manta rays tend to be found over high points like seamounts where currents bring plankton up to them. Small fish called remoras often travel attached to these giants, feeding on food scraps along the way. Giant mantas are ovoviviparous, so the eggs develop and hatch inside the mother. These rays can leap high out of the water, to escape predators, clean their skin of parasites or communicate.
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Municipal bonds, often called munis, are debt obligations of U.S. states, cities, counties, or other political subdivisions of states. The two primary types of municipal bonds are general obligation and revenue. • A general obligation bond is used for general expenditures and is backed by the issuer’s full faith and credit (taxing and borrowing power). • A revenue bond is used to finance a specific public service project and is backed by the cash flow from that project. Examples are bonds to finance bridges, turnpikes, tunnels, water and sewer systems, schools, power plants, prisons, transportation systems, hospitals, sports complexes, and airports.
This guide is not intended to provide investment advice, and you should not rely on statements in this guide when making investment decisions.
Note: To return to the previous page, close this browser window.
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<urn:uuid:c5c501ef-b21d-4596-8ce1-840a1c35a0c8>
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We had a running joke in science ed that kids get so overexposed to discrepant events involving density and air pressure that they tend to try to explain anything and everything they don't understand with respect to science in terms of those two concepts. Why do we have seasons? Ummm... air pressure? Why did Dr. Smith use that particular research design? Ummm... density?
I think we need another catch-all explanation. I suggest index of refraction.
To simplify greatly, index of refraction describes the amount of bending a light ray will undergo as it passes from one medium to another (it's also related to the velocity of light in both media, but I do want to keep this simple). If the two media have significantly different indices, light passing from one to the other at an angle (not perpendicularly, in which case there is no bending) will be bent more than if indices of the two are similar. The first four data points are from Hyperphysics, the final one from Wikipedia... glass has a wide range of compositions and thus indices of refraction.
Water at 20 C: 1.33
Typical soda-lime glass: close to 1.5
Since glycerine and glass have similar IoR, light passing from one to the other isn't bent; as long as both are transparent and similarly colored, each will be effectively "invisible" against the other.
So, why does it rain? Umm... index of refraction?
A Bright Moon Impact
12 hours ago
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From Oxford University Press:
There is a broad consensus among scholars that the idea of human rights was a product of the Enlightenment but that a self-conscious and broad-based human rights movement focused on international law only began after World War II. In this narrative, the nineteenth century's absence is conspicuous--few have considered that era seriously, much less written books on it. But as Jenny Martinez shows in this novel interpretation of the roots of human rights law, the foundation of the movement that we know today was a product of one of the nineteenth century's central moral causes: the movement to ban the international slave trade. Originating in England in the late eighteenth century, abolitionism achieved remarkable success over the course of the nineteenth century. Martinez focuses in particular on the international admiralty courts, which tried the crews of captured slave ships. The courts, which were based in the Caribbean, West Africa, Cape Town, and Brazil, helped free at least 80,000 Africans from captured slavers between 1807 and 1871. Here then, buried in the dusty archives of admiralty courts, ships' logs, and the British foreign office, are the foundations of contemporary human rights law: international courts targeting states and non-state transnational actors while working on behalf the world's most persecuted peoples--captured West Africans bound for the slave plantations of the Americas. Fueled by a powerful thesis and novel evidence, Martinez's work will reshape the fields of human rights history and international human rights law.
- Forces us to fundamentally rethink the origins of human rights activism
- Filled with fascinating stories of captured slave ship crews brought to trial across the Atlantic world in the nineteenth century
- Shows how the prosecution of the international slave trade was crucial to the development of modern international law
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Outside of the academic environment, a harsh and seemingly ever-growing debate has appeared, concerning how mass media distorts the political agenda. Few would argue with the notion that the institutions of the mass media are important to contemporary politics. In the transition to liberal democratic politics in the Soviet Union and Eastern Europe the media was a key battleground. In the West, elections increasingly focus around television, with the emphasis on spin and marketing. Democratic politics places emphasis on the mass media as a site for democratic demand and the formation of “public opinion”. The media are seen to empower citizens, and subject government to restraint and redress. Yet the media are not just neutral observers but are political actors themselves. The interaction of mass communication and political actors — politicians, interest groups, strategists, and others who play important roles — in the political process is apparent. Under this framework, the American political arena can be characterized as a dynamic environment in which communication, particularly journalism in all its forms, substantially influences and is influenced by it.
According to the theory of democracy, people rule. The pluralism of different political parties provides the people with “alternatives,” and if and when one party loses their confidence, they can support another. The democratic principle of “government of the people, by the people, and for the people” would be nice if it were all so simple. But in a medium-to-large modern state things are not quite like that. Today, several elements contribute to the shaping of the public’s political discourse, including the goals and success of public relations and advertising strategies used by politically engaged individuals and the rising influence of new media technologies such as the Internet.
A naive assumption of liberal democracy is that citizens have adequate knowledge of political events. But how do citizens acquire the information and knowledge necessary for them to use their votes other than by blind guesswork? They cannot possibly witness everything that is happening on the national scene, still less at the level of world events. The vast majority are not students of politics. They don’t really know what is happening, and even if they did they would need guidance as to how to interpret what they knew. Since the early twentieth century this has been fulfilled through the mass media. Few today in United States can say that they do not have access to at least one form of the mass media, yet political knowledge is remarkably low. Although political information is available through the proliferation of mass media, different critics support that events are shaped and packaged, frames are constructed by politicians and news casters, and ownership influences between political actors and the media provide important short hand cues to how to interpret and understand the news.
One must not forget another interesting fact about the media. Their political influence extends far beyond newspaper reports and articles of a direct political nature, or television programs connected with current affairs that bear upon politics. In a much more subtle way, they can influence people’s thought patterns by other means, like “goodwill” stories, pages dealing with entertainment and popular culture, movies, TV “soaps”, “educational” programs. All these types of information form human values, concepts of good and evil, right and wrong, sense and nonsense, what is “fashionable” and “unfashionable,” and what is “acceptable” and “unacceptable”. These human value systems, in turn, shape people’s attitude to political issues, influence how they vote and therefore determine who holds political power.
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May 16, 2011
If you fuel your truck with biodiesel made from palm oil grown on a patch of cleared rainforest, you could be putting into the atmosphere 10 times more greenhouse gasses than if you’d used conventional fossil fuels. It’s a scenario so ugly that, in its worst case, it makes even diesel created from coal (the “coal to liquids” fuel dreaded by climate campaigners the world over) look “green.”
The biggest factor determining whether or not a biofuel ultimately leads to more greenhouse-gas emissions than conventional fossil fuels is the type of land used to grow it, says a new study from researchers at MIT. The carbon released when you clear a patch of rainforest is the reason that palm oil grown on that patch of land leads to 55 times the greenhouse-gas emissions of palm oil grown on land that had already been cleared or was not located in a rainforest, said the study’s lead author.
The solution to this biofuels dilemma is more research. Unlike solar and wind, it’s truly an area in which the world is desperate for scientific breakthroughs, such as biofuels from algae or salt-tolerant salicornia.
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File compression is to perform some algorithm on the file that reduces it in size but the reverse of the algorithm will return it to its original form. In data files, the compression and decompression must be lossless which means that the data must be returned to its exact form. There are various methods to do this: some hardware implementations and some software. The most popular ones that are implemented in hardware usually use a Limpel-Ziv algorithm to look for repeating sequences over a set span of data (the run) and replace that with special identifying information. Compression does save space but may take extra time (latency).
Video and music data are typically already compressed. The compression rates are usually very high because of the data and the fact that a lossy compression algorithm is used. It can be lossy (meaning that all bits may not be decompressed exactly) because it won't be noticeable with video or music.
Zip files are the result of software compression. Another compression round on already compressed data will probably not yield any substantial gain.
Evaluator Group, Inc.
Editor's note: Do you agree with this expert's response? If you have more to share, post it in our Storage Networking forum at http://searchstorage.discussions.techtarget.com/WebX?50@@.ee83ce4 or e-mail us directly at [email protected].
This was first published in December 2001
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- Exam wrappers. As David Thompson describes the process, "exam wrappers required students to reflect on their performance before and after seeing their graded tests." The first four questions, completed just prior to receiving their graded test, asked students to report the time they spent preparing for the test, their methods of preparation, and their predicted test grade. After reviewing their graded test, students completed the final three reflection questions, including a categorization of test mistakes and a list of changes to implement in preparation for the next test. Thompson then collected and made copies of the wrappers returned them to the students several days later, reminding them to consider what they planned to do differently or the same in preparation for the upcoming test. Thompson reports that each reflection exercise required only 8-10 minutes of class time. Clara Hardy and others also describes uses exam wrappers.
- Reading Reflections. As Karl Wirth writes, reading reflections, effectively outlined by David Bressoud (2008), are designed to address some of the challenges students face with college-level reading assignments. Students submit online reading reflections (e.g., using Moodle or Blackboard) after completing each reading assignment and before coming to class. In each reflection, students summarize the important concepts of the reading and describe what was interesting, surprising, or confusing to them. The reading reflections not only encourage students to read regularly before class, but they also promote content mastery and foster student development of monitoring, self-evaluation, and reflection skills. For the instructor, reading reflections facilitate "just-in-time" teaching and provide invaluable insights into student thinking and learning. According to Wirth, expert readers are skilled at using a wide range of strategies during all phases of reading (e.g., setting goals for learning, monitoring comprehension during reading, checking comprehension, and self-reflection), but most college instruction simply assumes the mastery of such metacognitive skills.
- Knowledge surveys. Many members of the group were influenced by Karl Wirth's work on "knowledge surveys" as a central strategy for helping students think about their thinking. Knowledge surveys involve simple self-reports from students about their knowledge of course concepts and content. In knowledge surveys, students are presented with different facets of course content and are asked to indicate whether they know the answer, know some of the answer, or don't know the answer. Faculty can use these reports to gauge how confident students feel in their understanding of course material at the beginning or end of a course, before exams or papers, or even as graduating seniors or alumni.
Kristin Bonnie's report relates how her students completed a short knowledge survey (6-12 questions) online (via Google forms) on the material covered in class that week. Rather than providing the answer to each question, students indicated their confidence in their ability to answer the question correctly (I know; I think I know; I don't know). Students received a small amount of credit for completing the knowledge survey. She used the information to review material that students seemed to struggle with. In addition, a subset of these questions appeared on their exam – the knowledge survey therefore served as a review sheet.Wirth notes that the surveys need not take much class time and can be administered via paper or the web. The surveys can be significant for clarifying course objectives, structure, and design. For students, knowledge surveys achieve several purposes: they help make clear course objectives and expectations, are useful as study guides, can serve as a formative assessment tool, and, perhaps most critically, aid in their development of self-assessment and metacognitive skills. For instructors, the surveys help them assess learning gains, instructional practices, and course design.
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Groundhogs, as a species, have a large range in size. There are the medium-sized rodents I grew up with, averaging around 4 kg, and groundhogs—like a certain Phil—that are probably more like 14 kg. This is the likely source of my earlier confusion, as that's a huge discrepancy in size. Evidently, it's all in the diet, much like humans.
Where I grew up, in rural Northern Minnesota, we called the groundhog a woodchuck; I thought that the groundhog was some fat cat, East Coast, liberal rodent. As it would turn out, they are actually one in the same creature—Marmota monax, a member of the squirrel family. Woodchucks spend a lot of their time in burrows. It is their safe haven from their many predators, and they are quick to flee to it at the first sign of danger. They will sometimes emit a loud whistle on their way to alert others in the area that something is awry. Groundhogs enjoy raiding our gardens and digging up sod, thereby destroying what we've spent countless hours toiling upon.
Look for groundhog signs. You might not even know there is a groundhog around until your garden has been devoured or your tractor damaged by a collapsed groundhog den. Things to look for are large nibble marks on your prized veggies, gnaw marks on the bark of young fruit trees, root vegetables pulled up (or their tops trimmed off), groundhog-sized holes (25–30 cm) anywhere near your garden, or mounds of dirt near said holes. If you see these signs, take action. Don't wait or it will be too late! If you know it will be a problem and do nothing, you can't blame the animal.
Set groundhog traps. This technique takes some skill as you need to be able to pick a spot in the path of the animal, camouflage it, and mask your strong human scent. Setting a spring trap, whether coil or long-spring, is usually just a matter of compressing the springs and setting a pin that keeps the jaws open into the pan or trigger. Make sure your trap is anchored securely with a stake. Check your traps often, and dispatch the animal quickly and humanely. Shooting them in the head or a hearty whack to the head with club will do the trick. If you can't deal with this, you have no business setting traps. Call a professional.
Guns kill groundhogs. I have never shot a groundhog. I rarely have had problems with them, and they move so damned fast it is difficult to get a shot off. If I had to, I know how I would do it. First, be sure it is legal in your area, and be sure to follow gun safety protocols. After that, it's just a matter of learning where your target is going to be comfortable and let their guard down. I would follow their tracks back to their den, find a spot downwind to sit with a clear shooting lane, and make sure nothing you shouldn't hit with a bullet is down range. Then, I would wait, my sights set on the den, until the groundhog stuck its head up—quick and easy.
Demolish the groundhog burrows. If you find a couple holes around your yard, they are likely the entrances to an elaborate tunnel maze carved into the earth beneath you. About all you can do, short of digging the whole mess up, is to try and fill it in from the top side. First, fill it with a bunch of rocks and then soil—make sure to really pack it in. This will make it difficult for the groundhog to reclaim its hole without a lot of work. You probably want to do this in tandem with other control methods such as trapping, shooting, or fumigating to prevent the groundhog from just digging a new hole.
Do some landscaping and build barriers. As with the control of many pests, it is advisable to keep a yard free of brush, undercover, and dead trees. These types of features are attractive to groundhogs as cover, and without it, they are less likely to want to spend time there. If you want to keep a groundhog out of an area, consider a partially buried fence. This will require a lot of work, but it is going to help a lot. Make sure it extends up at least a meter, and that it is buried somewhere around 30 cm deep. Angle the fencing outward 90 degrees when you bury it, and it will make digging under it a very daunting task for your furry friend.
Try using fumigants to kill groundhogs. What is nice about this product is that you can kill the animal and bury it all in one stroke. The best time to do this is in the spring when the mother will be in the den with her still helpless young. Also, the soil will likely be damp, which helps a lot. You should definitely follow the directions on the package, but the way they usually work is that you cover all but one exit, set off the smoke bomb, shove it down the hole, and quickly cover it up. Check back in a day or two to see if there is any sign of activity, and if so, do it again or consider a different control method. It is important that you don't do this if the hole is next to your house or if there is any risk of a fire.
Poisons are a last resort. I am not a fan of poisons because it is difficult to target what will eat said poison in the wild. Also, you are left with the issue of where the groundhog will die and how bad it will smell if it is somewhere under your house. Or, if it is outside somewhere, who will be affected by eating the dead animal? Where does it end? If you want to use poison, you're on your own.
Use live traps. This is a good option for those of you not too keen on killing things. Try jamming the door open and leaving bait inside for the taking a couple of times so they get used to it. Then, set it normally and you've got your groundhog (or a neighborhood cat). Now what? The relocation is just as important; you need to choose a place that is far away from other humans and can likely support a groundhog. Good luck.
Predator urine. The idea is simple: form a perimeter around an area you want to protect. If the groundhog doesn't recognize the smell as a natural predator, it is probably not going to work too well. Look for brands that have wolf and bobcat urine. Apply regularly, or as the manufacturer recommends. Remember, if it rains, the urine has probably washed away.
Repellents. Another popular method involves pepper-based repellents. These deter groundhogs by tasting horrible and burning their mucous membranes. You can do a perimeter with powdered cayenne pepper or just apply it to the things you want spared in your garden. Be sure to wash your vegetables off before using them (which you should be doing anyway).
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In my next few blogs, I will provide an overview of Voltage Source Converter (VSC) HVDC technology and its suitability for Smart Grids operation and control discussed.
VSC HVDC is based upon transistor technology and was developed in the 1990′s. The switching element is the Insulated Gate Bipolar Thyristor (IGBT), which can be switched on and off by applying a suitable voltage to the gate (steering electrode). Because of the more switching operations, and the nature of the semiconductor devices itself, the converter losses are generally higher than those of HVDC classic converters.
VSC HVDC is commonly used with underground or submarine cables with a transfer capacity in the range of 10 – 1000 MW, and is suitable to serve as a connection to a wind farm or supply a remote load. VSC HVDC technology has very fast steer and control functionality and is suitable for meshed networks. It is characterised by compactness of the converter stations, due to the reduced need for AC harmonic filters and reactive power compensation. Power flow reversal in VSC systems is achieved by reversal of the current, whereas in HVDC classic systems the voltage polarity has to change. An important consequence of this voltage source behavior is the ability to use cheaper and easier to install XLPE cables, instead of the mass-impregnated cables that are needed for HVDC classic.
Currently, only twelve VSC HVDC projects are in service. A few examples include: Estlink, which connects Estonia to Finland (350 MW), and BorWin1, connecting an offshore wind farm to Northern Germany (400 MW). Both are equipped with ±150 kV submarine cables, and the Trans Bay project in California (400 MW) that consists of 90 km ±200 kV submarine cable.
Most projects have submarine cable, but some projects include long lengths of underground cable, such as Murraylink (220 MW, 177 km underground cable), and Nord E.On 1 (400 MW, 75km underground cable).
The 500 MW East-West interconnector between Ireland and Great Britain, operating at ±200 kV, is scheduled to go into service in 2012. A 2000 MW 65 km cable interconnector ±320kV as part of the Trans European Network—between Spain and France—is scheduled for commissioning in 2013, and will represent the highest power rating for a VSC HVDC system installed at this time.
Make sure to check back next Tuesday for my next blog on the comparison between HVDC classic and VSC HVDC.
By: Peter Vaessen
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Mercury in the Morning
The planet Mercury -- the planet closest to the Sun -- is just peeking into view in the east at dawn the next few days. It looks like a fairly bright star. It's so low in the sky, though, that you need a clear horizon to spot it, and binoculars wouldn't hurt.
Mercury is a bit of a puzzle. It has a big core that's made mainly of iron, so it's quite dense. Because Mercury is so small, the core long ago should've cooled enough to form a solid ball. Yet the planet generates a weak magnetic field, hinting that the core is still at least partially molten.
The solution to this puzzle may involve an iron "snow" deep within the core.
The iron in the core is probably mixed with sulfur, which has a lower melting temperature than iron. Recent models suggest that the sulfur may have kept the outer part of the core from solidifying -- it's still a hot, thick liquid.
As this mixture cools, though, the iron "freezes" before the sulfur does. Small bits of solid iron fall toward the center of the planet. This creates convection currents -- like a pot of boiling water. The motion is enough to create a "dynamo" effect. Like a generator, it produces electrical currents, which in turn create a magnetic field around the planet.
Observations earlier this year by the Messenger spacecraft seem to support that idea. But Messenger will provide much better readings of what's going on inside Mercury when it enters orbit around the planet in 2011.
Script by Damond Benningfield, Copyright 2008
For more skywatching tips, astronomy news, and much more, read StarDate magazine.
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The Neighbor Squirrel
These busy fluffballs have lost their fear of most predators - and they help plant pecan trees.
By Sheryl Smith-Rodgers
Have you ever watched an eastern fox squirrel (Sciurus niger) bury an acorn or pecan? A nuzzle here, another there, then he hurriedly pushes the leaves and grass over the site before scampering up the closest tree. Minutes later, he's back with another nut. Over the course of three months, that industrious squirrel can bury several thousand pecans. Come winter, when food's scarce, he'll find them again with his excellent sense of smell. Some will escape his appetite, though, and sprout into saplings, which is how many native nut trees get planted.
Eastern fox squirrels - the state's most common and wide-ranging squirrel and a popular game animal, too - occur in forests and riparian habitats. They also easily adapt to cities and neighborhoods, where they've lost most of their fear of natural predators.
"Playing the call of a red-tailed hawk didn't phase squirrels on campus," reports Bob McCleery, a wildlife lecturer at Texas A&M University, who has studied urban squirrels in College Station. "When we played a coyote call in the Navasota river bottom, a squirrel immediately flattened itself in the crotch of a tree for a good five minutes."
When agitated, fox squirrels - whose fur closely resembles that of a gray fox - bark and jerk their long, bushy tails, which they use for balance when scampering on utility lines and other high places. Tails provide warmth and protection, too. "In the summer, I've seen them lying down with their tails over their heads to block the sun," McCleery says.
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Welcome to Jane Addams Hull-House museum
The Jane Addams Hull-House Museum serves as a dynamic memorial to social reformer Jane Addams, the first American woman to receive the Nobel Peace Prize, and her colleagues whose work changed the lives of their immigrant neighbors as well as national and international public policy. The Museum preserves and develops the original Hull-House site for the interpretation and continuation of the historic settlement house vision, linking research, education, and social engagement
The Museum is located in two of the original settlement house buildings- the Hull Home, a National Historic Landmark, and the Residents' Dining Hall, a beautiful Arts and Crafts building that has welcomed some of the world's most important thinkers, artists and activists.
The Museum and its many vibrant programs make connections between the work of Hull-House residents and important contemporary social issues.
Founded in 1889 as a social settlement, Hull-House played a vital role in redefining American democracy in the modern age. Addams and the residents of Hull-House helped pass critical legislation and influenced public policy on public health and education, free speech, fair labor practices, immigrants’ rights, recreation and public space, arts, and philanthropy. Hull-House has long been a center of Chicago’s political and cultural life, establishing Chicago’s first public playground and public art gallery, helping to desegregate the Chicago Public Schools, and influencing philanthropy and culture.
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By JOHN CARTER
When Abraham Lincoln died from an assassin’s bullet on April 15, 1865, Edwin Stanton remarked to those gathered around his bedside, “Now he belongs to the ages.”
One of the meanings implied in Stanton’s famous statement is that Lincoln would not only be remembered as an iconic figure of the past, but that his spirit would also play a significant role in ages to come.
The Oscar-nominated movie “Lincoln,” which chronicles the struggle to pass the 13th amendment abolishing slavery, has turned our attention again to Lincoln’s legacy and his relevance amid our nation’s present divisions and growing pains.
Here is some of the wit and wisdom of Abraham Lincoln worth pondering:
“As for being president, I feel like the man who was tarred and feathered and ridden out of town on a rail. To the man who asked him how he liked it, he said, ‘If it wasn’t for the honor of the thing, I’d rather walk.’”
“I desire so to conduct the affairs of this administration that if at the end, when I come to lay down the reins of power, I have lost every other friend on earth, I shall at least have one friend left, and that friend shall be down inside of me.”
“Should my administration prove to be a very wicked one, or what is more probable, a very foolish one, if you the people are true to yourselves and the Constitution, there is but little harm I can do, thank God.”
“Bad promises are better broken than kept.”
“I am not at all concerned that the Lord is on our side in this great struggle, for I know that the Lord is always on the side of the right; but it is my constant anxiety and prayer that I and this nation may be on the Lord’s side.”
“I have never had a feeling, politically, that did not spring from the sentiments embodied in the Declaration of Independence.”
“Those who deny freedom to others deserve it not for themselves; and, under a just God, cannot long retain it.”
“As I would not be a slave, so I would not be a master. This expresses my idea of democracy.”
“The probability that we may fail in the struggle ought not to deter us from the support of a cause we believe to be just.”
“The true rule, in determining to embrace or reject anything, is not whether it have any evil in it, but whether it have more evil than good. There are few things wholly evil or wholly good.”
“Some of our generals complain that I impair discipline and subordination in the army by my pardons and respites, but it makes me rested, after a hard day’s work, if I can find some good excuse for saving a man’s life, and I go to bed happy as I think how joyful the signing of my name will make him (a deserter) and his family.”
“I have been driven many times to my knees by the overwhelming conviction that I had nowhere else to go.”
In addition, Lincoln’s Gettysburg Address and his second inaugural speech are ever relevant. And you may wish to add your own favorites to these.
Paul’s advice to us in Philippians 4:8 is to “fill your minds with those things that are good and deserve praise: things that are true, noble, right, pure, lovely, and honorable.”
As we celebrate his birthday on the 12th, Lincoln’s words more than meet this standard!
John Carter is a Weatherford resident whose column, “Notes From the Journey,” is published weekly in the Weatherford Democrat.
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- weak drug regulatory control and enforcement;
- scarcity and/or erratic supply of basic medicines;
- unregulated markets and distribution chains;
- high drug prices and/or
- significant price differentials.
At national level, governments, law enforcement agencies, heath professionals, the pharmaceutical industry, importers, distributors, and consumer organizations should adopt a shared responsibility in the fight against counterfeit drugs. Cooperation between countries, especially trading partners is very useful for combating counterfeiting. Cooperation should include the timely and appropriate exchange of information and the harmonization of measures to prevent the spread of counterfeit medicines.
The World Health Organization has developed and published guidelines, Guidelines for the development of measures to combat counterfeit medicines. These guidelines provide advice on measures that should be taken by the various stakeholders and interested parties to combat counterfeiting of medicines. Governments and all stakeholders are encouraged to adapt or adopt these guidelines in their fight against counterfeiting of medicines.
- Guidelines for the development of measures to combat counterfeit medicines
- Rapid Alert System for counterfeit medicines
Communication and advocacy - creating public awareness
Patients and consumers are the primary victims of counterfeit medicines. In order to protect them from the harmful effects of counterfeit medicines it is necessary to provide them with appropriate information and education on the consequences of counterfeit medicines.
Patients and consumers expect to get advice from national authorities, health-care providers, health professionals and others from where they should buy or get their medicines; what measures they should take in case they come across such medicines or are affected by the use of such medicines.
Ministries of health, national medicines regulators, health professional associations, nongovernmental organizations and other stakeholders have the responsibility to participate in campaign activities targeting patients and consumers to promote awareness of the problem of counterfeit medicines. Posters, brochures, radio and television programmes are useful means for disseminating messages and advice.
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The machete blades turned red with heat in the fire that the rubber workers built on a Liberia plantation, Thomas Unnasch remembers from a visit in the 1980s.
This was how the men tried to quell the intense itchiness that comes with river blindness, a rare tropical disease.
"You can imagine how bad the itching must be, that running a red-hot machete up and down your back would be a relief, but it was," said Unnasch, whose laboratory works on diagnostic tests for the disease.
About 18 million people have river blindness worldwide, according to the World Health Organization, but more than 99% of cases of this disease are found in Africa. It goes by the technical name "onchocerciasis," and it spreads through small black flies that breed in fast-flowing, highly oxygenated waters. When an infected fly bites a person, it drops worm larvae in the skin, which can then grow and reproduce in the body.
Unlike malaria, river blindness is not fatal, but it causes a "miserable life," said Moses Katabarwa, senior epidemiologist for the Atlanta-based Carter Center's River Blindness Program, which has been leading an effort to eliminate the disease in the Americas and several African countries.
Some strains cause blindness, while others come with more severe skin disease. With time, generally all strains of the disease can lead to rough "lizard" skin, depigmented "leopard skin" and hanging groins. Another big problem among patients is itching, which happens when the worms die inside a person.
In southwest Uganda, the locals call the disease "Obukamba," referring to the symptoms of distorted skin appearance and itchiness, Katabarwa said. In western Uganda, he said, "the fly is called 'Embwa fly' or dog fly, for it bites like a dog!"
There is no vaccine for river blindness, but there is a drug, called ivermectin that paralyzes and kills the offspring of adult worms, according to the Mayo Clinic. It may also slow the reproduction of adult female worms, so there are fewer of them in the skin, blood and eyes. The pharmaceutical company Merck has been donating the treatment, under the brand name Mectizan, since 1985.
Great strides have been made against this disease. In the Americas, it was eliminated in Colombia in 2007 and in Ecuador in 2009.
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Attention Deficit Hyperactivity Disorder or ADHD is a common childhood illness. People who are affected can have trouble with paying attention, sitting still and controlling their impulses. There are three types of ADHD. The most common type of ADHD is when people have difficulties with both attention and hyperactivity. This is called ADHD combined type. Some people only have difficulty with attention and organization. This is ADHD inattentive subtype or Attention Deficit Disorder (ADD). Other people have only the hyperactive and impulsive symptoms. This is ADHD hyperactive subtype.
It is a health condition involving biologically active substances in the brain. Studies show that ADHD may affect certain areas of the brain that allow us to solve problems, plan ahead, understand others' actions, and control our impulses.
Many children and adults are easily distracted at times or have trouble finishing tasks. If you suspect that your child has ADHD, it is important to have your child evaluated by his or her doctor. In order for your child’s doctor to diagnose your child with ADHD, the behaviors must appear before age 7 and continue for at least six months. The symptoms must also create impairment in at least two areas of the child's life-in the classroom, on the playground, at home, in the community, or in social settings. Many children have difficulties with their attention but attention problems are not always cue to ADHD. For example, stressful life events and other childhood conditions such as problems with schoolwork caused by a learning disability or anxiety and depression can interfere with attention.
According to the National Institute of Mental Health, ADHD occurs in an estimated 3 to 5 percent of preschool and school-age children. Therefore, in a class of 25 to 30 children, it is likely that at least one student will have this condition. ADHD begins in childhood, but it often lasts into adulthood. Several studies done in recent years estimate that 30 to 65 percent of children with ADHD continue to have symptoms into adolescence and adulthood.
No one knows exactly what causes ADHD. There appears to be a combination of causes, including genetics and environmental influences Several different factors could increase a child's likelihood of having the disorder, such as gender, family history, prenatal risks, environmental toxins and physical differences in the brain seem to be involved.
A child with ADHD often shows some of the following:
Difficulties with attention:
- trouble paying attention
- inattention to details and makes careless mistakes
- easily distracted
- losing things such as school supplies
- forgetting to turn in homework
- trouble finishing class work and homework
- trouble listening
- trouble following multiple adult commands
- difficulty playing quietly
- inability to stay seated
- running or climbing excessively
- always "on the go"
- talks too much and interrupts or intrudes on others
- blurts out answers
The good news is that effective treatment is available. The first step is to have a careful and thorough evaluation with your child’s primary care doctor or with a qualified mental health professional. With the right treatment, children with ADHD can improve their ability to pay attention and control their behavior. The right care can help them grow, learn, and feel better about themselves.
Medications: Most children with ADHD benefit from taking medication. Medications do not cure ADHD. Medications can help a child control his or her symptoms on the day that the pills are taken.
Medications for ADHD are well established and effective. There are two main types: stimulant and non-stimulant medications. Stimulants include methylphenidate, and amphetamine salts. Non-stimulant medications include atomoxetine. For more information about the medications used to treat ADHD, please see the Parent Med Guide. Before medication treatment begins, your child's doctor should discuss the benefits and the possible side effects of these medications. Your child’s doctor should continue to monitor your child for improvement and side effects. A majority of children who benefit from medication for ADHD will continue to benefit from it as teenagers. In fact, many adults with ADHD also find that medication can be helpful.
Therapy and Other Support: A psychiatrist or other qualified mental health professional can help a child with ADHD. The psychotherapy should focus on helping parents provide structure and positive reinforcement for good behavior. In addition, individual therapy can help children gain a better self-image. The therapist can help the child identify his or her strengths and build on them. Therapy can also help a child with ADHD cope with daily problems, pay better attention, and learn to control aggression.
A therapist may use one or more of the following approaches: Behavior therapy, Talk therapy, Social skills training, Family support groups.
Sometimes children and parents wonder when children can stop taking ADHD medication. If you have questions about stopping ADHD medication, consult your doctor. Many children diagnosed with ADHD will continue to have problems with one or more symptoms of this condition later in life. In these cases, ADHD medication can be taken into adulthood to help control their symptoms.
For others, the symptoms of ADHD lessen over time as they begin to "outgrow" ADHD or learn to compensate for their behavioral symptoms. The symptom most apt to lessen over time is hyperactivity.
Some signs that your child may be ready to reduce or stop ADHD medication are:
- Your child has been symptom-free for more than a year while on medication,
- Your child is doing better and better, but the dosage has stayed the same,
- Your child's behavior is appropriate despite missing a dose or two,
- Or your child has developed a newfound ability to concentrate.
The choice to stop taking ADHD medication should be discussed with the prescribing doctor, teachers, family members, and your child. You may find that your child needs extra support from teachers and family members to reinforce good behavior once the medication is stopped.
Without treatment, a child with ADHD may fall behind in school and have trouble with friendships. Family life may also suffer. Untreated ADHD can increase strain between parents and children. Parents often blame themselves when they can't communicate with their child. The sense of losing control can be very frustrating. Teenagers with ADHD are at increased risk for driving accidents. Adults with untreated ADHD have higher rates of divorce and job loss, compared with the general population. Luckily, safe and effective treatments are available which can help children and adults help control the symptoms of ADHD and prevent the unwanted consequences.
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