Linking Watershed Land-use Patterns to Estuarine Indicators
Direct and indirect effects of human activities have taken a toll on the nation's estuaries yet few direct linkages have been identified between human activities on land and responses in estuarine ecosystems. The Atlantic Slope Consortium (ASC) is one of five national projects funded in EPA's Estuarine and Great Lakes (EaGLe) initiative within the Science to Achieve Results (STAR) program. The goal of the EaGLe's initiative is to 'develop the next generation of ecological indicators that can be used in a comprehensive coastal monitoring program across the country's coasts'.
ASC scientists have identified potential abiotic and biotic indicators in Chesapeake Bay subestuaries that are linked to watershed land-use patterns, especially the amount of development. Linkages between development and degradation of estuarine indicators is a key finding of the ASC project, especially the finding that relatively small amounts of development result in significant degradation. Two examples illustrate the linkages identified thus far. Smithsonian Institution scientists found that there was a 26% probability that the diversity of birds that breed in estuarine wetlands would decrease with as little as 10% development of land within 500 meters of the wetland (Diagram 1). The probability increased to 79% when the amount of development increased to only 17%. The same research group also found a significant relationship between the amount of watershed development and PCP levels in White Perch (a commercially important species). With less than 20% development of watersheds PCP levels were above the consumption levels recommended by EPA (Diagram 2). Other potential estuarine indicators that have been identified by the ASC research team are the abundance of juvenile blue crabs, concentrations of nitrogen in water, the abundance and nutrient status of Common Reed - an invasive wetland species - in estuarine wetlands, the diversity of the fish community in nearshore habitats, and the abundance of birds that forage in shallow estuarine habitats.
Contributions to environmental outcomes
The ASC research is providing a comprehensive list of potential estuarine indicators. They are also obtaining the first comprehensive information on thresholds of watershed disturbance that result in a degradation of estuarine resources. Threshold information is important because it can potentially be used to determine how much watershed development can occur in order to avoid estuarine degradation. Threshold information could also be used to identify areas where successful management and restoration would have the potential to reverse the consequences of previous development.

Patrúin Úsáide Talún na dTreochtainí a Nascadh le Táscairí Estuarine
Tá tionchar díreach agus indíreach ag gníomhaíochtaí an duine ar eascair na tíre, ach níl mórán nasc díreach aithnithe idir gníomhaíochtaí an duine ar thalamh agus freagraí in éiceachórais eascair. Tá an Consórtúim Slope Atlantach (ASC) ar cheann de chúig tionscadal náisiúnta a maoinítear i dtionscnamh Estuarine agus Great Lakes (EaGLe) EPA laistigh den chlár Science to Achieve Results (STAR). Is é aidhm tionscnamh EaGLe "an chéad ghlúin eile de tháscairí éiceolaíocha a fhorbairt ar féidir iad a úsáid i gclár cuimsitheach faireacháin cósta ar fud chóstaí na tíre".
Tá táscairí abiotacha agus biotacha féideartha sainaitheanta ag eolaithe ASC i bhfo-shubstaintí Bhaile Chesapeake atá nasctha le patrúin úsáide talún an uisce, go háirithe méid na forbartha. Is príomhthorthaí tionscadail ASC naisc idir forbairt agus lagú táscairí estuarine, go háirithe an t-athrú go bhfuil lagú suntasach mar thoradh ar mhéideanna réasúnta beaga forbartha. Léiríonn dhá shampla na naisc a aithníodh go dtí seo. Fuair eolaithe Institiúid Smithsonian go raibh dóchúlacht 26% ann go laghdódh éagsúlacht na n-éan a ghiniúint i bhfódchríocha estuarine le forbairt 10% den talamh laistigh de 500 méadar den fhódchríocha (Diagram 1). D'ardaigh an dóchúlacht go 79% nuair a d'ardaigh méid na forbartha go 17% amháin. Fuair an grúpa taighde céanna gaol suntasach freisin idir méid na forbartha locha uisce agus leibhéil PCP i Perch Bán (gcéad speiceas atá tábhachtach go tráchtála). Le forbairt níos lú ná 20% de na cuanáin uisce, bhí leibhéil PCP os cionn na leibhéil tomhaltais a mhol EPA (Fíorchlár 2). Is iad na táscairí féideartha eile a d'aithin foireann taighde ASC maidir le hairíonna na n-uisceach ná iomadacht na ngrábach gorma óg, tiúchan nítrigine san uisce, iomadacht agus stádas cothaithigh an Common Reed - speiceas ionrach marthanais - i ngairionna na n-uisceach, éagsúlacht an phobail éisc i gnáthóga in aice na cósta, agus iomadacht na n-éan a fhaigheann bia i gnáthóga úllmhara na n-uisceach.
Ranníocaíochtaí le torthaí comhshaoil
Tá liosta cuimsitheach de tháscairí féideartha ag an ASC. Tá an chéad fhaisnéis chuimsitheach á fháil acu freisin maidir le tairseacha athraithe loinge a fhágann go bhfuil acmhainní estuarine ag titim. Tá faisnéis faoi thriail tábhachtach toisc gur féidir í a úsáid chun a chinneadh cé mhéad forbairt loinge a d'fhéadfadh tarlú d'fhonn díghrádú estuarine a sheachaint. D'fhéadfaí faisnéis faoi thriail a úsáid freisin chun réimsí a shainaithint ina mbeadh an cumas ag bainistiú agus athchóiriú rathúil chun iarmhairtí na forbartha roimhe seo a aisiompú.


Le’s look at an example from the field of psychological sciences.
My wife, Robbie, is a Licensed Marriage and Family Therapist (LMFT) who frequently uses story and metaphor as tools for creating new ways of thinking and behaving within relationships. (Which is, in fact, not so different from the work that her husband does in creating organizational behavior change! But weâ€™ll circle back to that in a moment.)
She was working with a little girl whose family brought her to counseling because she was starting to act out in belligerent ways at school. Robbie asked the little girl to create a â€œsculptureâ€ of her family by posing a series of mannequins. This is what the little girl built:
That’s “daddy”on the left; the little girl (our client) is next to him; Grandma is down below; and over on the left is “mommy.” On her right is “big brother.”
Sometimes I like to show this photo to audiences and ask them: why is this little girl acting out in school?
I am always amazed by the insights that people draw from this simple metaphorical image. They say things like:
“The little girl is trapped; everyone else is on the perimeter and can “exit” the image, but the girl is surrounded.”
“No one is looking at the little girl. I wonder if she feels like she’s not there.”
“Yeah, but look at the marriage! I have a feeling that mommy and daddy aren’t doing so great.”
Not bad! And the therapist affirms that these remarkably nuanced readings are indeed accurate.
Here’s where I’m going with all of this.
This is, strictly speaking, an exercise in communication. By posting this photo, I sent a message to you; and you responded by drawing from your own mental models in order to find patterns and create meaning. It’s the classic “sender/interpreter” model of communication theory, and if you remember that model from your Freshman year, then you know that this happens instantly and without a great deal of effort on your part.
The times that I have conducted this exercise with groups in organizational settings, someone usually asks: “how is the little girl? Is she doing better?” It’s amazing how this nameless, faceless, “metaphorical” image creates emotional connection and personal engagement. (The answer is that the little girl is doing great, now that each of the family members have embraced small but critical shifts in behavior.)
So my exercise in family counseling is over.
For the organizational change agent, there’s something happening here that is very powerful that we cannot afford to ignore, and it has to do with how images, metaphors, and stories engage the mind to create shared meaning.
In my next blog post, I’ll move this discussion over more specifically to the organizational world. And I’ll show you how we have leveraged this kind of “participative, narrative-based communication” to generate new awareness, new mental models, and new behaviors for companies that are struggling with challenges much like yours.

Déanaimis féachaint ar shampla ó réimse na heolaíochtaí síceolaíocha.
Is teiripeoir pósta agus teaghlaigh ceadúnaithe í mo bhean chéile, Robbie, a úsáideann scéal agus maíomh go minic mar uirlisí chun bealaí nua smaointeoireachta agus iompair a chruthú laistigh de chaidrimh. (Níl sé chomh difriúil sin, i ndáiríre, ón obair a dhéanann a fear céile chun athrú iompraíochta eagraíochta a chruthú! Ach beidh muid a chiorcal ar ais go dtí go bhfuil i nóiméad.)
Bhí sí ag obair le cailín beag a thug a teaghlach chun comhairle a thabhairt di toisc go raibh sí ag tosú ag gníomhú ar bhealaí coimhlintúla ar scoil. D'iarr Robbie ar an gcailín beag "scultúr" dá theaghlach a chruthú trí shraith mannequins a chur i láthair. Seo an rud a thóg an cailín beag:
Is é sin an t-athair ar chlé; tá an cailín beag (ár gcliant) in aice leis; tá an seanmháthair thíos thíos; agus thar ar chlé is é an t-aoi. Ar a dheis is é an deartháir mór.
Uaireanta is maith liom an grianghraf seo a thaispeáint do lucht féachana agus a iarraidh orthu: cén fáth go bhfuil an cailín beag seo ag déanamh ag an scoil?
Bíonn iontas orm i gcónaí ar na léargas a fhaigheann daoine as an íomhá simplí maitéarach seo. Deir siad rudaí mar:
Tá an cailín beag gafa; tá gach duine eile ar an imlíne agus is féidir leo eisiúint an íomhá, ach tá an cailín timpeallaithe.
Níl duine ag féachaint ar an gcailín beag. N'fheadar an mbraitheann sí go bhfuil sí ann.
Yeah, ach féach ar an pósadh! Tá mé ag mothú go bhfuil mommy agus daddy nach bhfuil ag déanamh go mór.
Ní olc! Agus dearbhaíonn an teiripeoir go bhfuil na léitheoireachtaí suntasacha seo cruinn i ndáiríre.
Seo an áit a bhfuil mé ag dul leis seo go léir.
Is é seo, go hiondúil, cleachtadh i cumarsáid. Trí an grianghraf seo a phostáil, chuir mé teachtaireacht chugat; agus d'fhreagair tú trí tharraingt ó do mhúnlaí meabhrach féin d'fhonn patrúin a aimsiú agus brí a chruthú. Is é an clasaiceach "Sender / Interpreter" samhail na teoiric cumarsáide, agus má tá tú cuimhneamh ar an tsamhail ó do Freshman bliain, ansin tá a fhios agat go dtarlóidh sé seo láithreach agus gan mórán iarrachta ar do chuid.
Na huaireanta a rinne mé an cleachtadh seo le grúpaí i suíomhanna eagraíochta, de ghnáth iarrann duine éigin: cad atá ar an gcailín beag? An bhfuil sí ag déanamh níos fearr?  Is iontach an chaoi a gcruthaíonn an íomhá gan ainm, gan aghaidh, métaphórach nasc mothúchánach agus rannpháirtíocht phearsanta. (Is é an freagra go bhfuil an cailín beag ag déanamh go hiontach, anois go bhfuil gach duine den teaghlach tar éis athruithe beaga ach criticiúla i ngníomh.)
Mar sin tá mo chleachtadh i gcomhairliúchán teaghlaigh críochnaithe.
Maidir leis an ngníomhaire athraithe eagraíochta, tá rud éigin ag tarlú anseo atá an-chumhachtach nach féidir linn a neamhaird, agus tá sé a dhéanamh leis an gcaoi a n-imríonn íomhánna, maitéagrafacha, agus scéalta an intinn chun brí a chruthú.
I mo chéad phost eile ar an mblag, déanfaidh mé an plé seo a aistriú go sonrach chuig an saol eagraíochta. Agus taispeánfaidh mé duit conas a d'úsáid muid an cineál seo "comharsaíochta, bunaithe ar scéal" chun feasacht nua, samhlacha meabhrach nua, agus iompar nua a ghiniúint do chuideachtaí atá ag streachailt le dúshláin cosúil le do chuid féin.


Call it Java 1.5, 2.0, Java 5, Tiger, or what have you -- this version of Java has a lot to offer. This article covers just some of the new features. It is excerpted from chapter one of Java 1.5 Tiger: A Developer's Notebook, written by Brett McLaughlin and David Flanagan (O'Reilly, 2004; ISBN: 0596007388).
What`s New in Java 1.5 Tiger? - Taking Advantage of Better Unicode (Page 5 of 6 )
While many of the features in this chapter and the rest of the book focus on entirely new features, there are occasions where Tiger has simply evolved. The most significant of these is Unicode support. In pre-Tiger versions of Java, Unicode 3.0 was supported, and all of these Unicode characters fit into 16 bits (and therefore a char). Things are different, now, so youíll need to understand a bit more.
How do I do that?
In Tiger, Java has moved to support Unicode 4.0, which defines several characters that donít fit into 16 bits. This means that they wonít fit into a char acters inchar, and that has some far-reaching consequences. Youíll have to use int to represent these characters, and as a result methods like Character.isUpperCase() and Character.isWhitespace() now have variants that accept int arguments. So if youíre needing values in Unicode 3.0 that are not available in Unicode 3.0, youíll need to use these new methods..
What just happened?
To really grasp all this, you have to understand a few basic terms:
A codepoint is a number that represents a specific character. As an example, 0x3C0 is the codepoint for the symbol π.
Basic Multilingual Plan (BMP)
The BMP is all Unicode codepoints from \u0000 through \uFFFF. All of these codepoints fit into a Java char.
These are the Unicode codepoints that fall outside of the BMP. There are 21-bit codepoints, with hex values from 010000 through 10FFFF, and must be represented by an int.
A char, then, represents a BMP Unicode codepoint. To get all the supplementary characters in addition to the BMP, you need to use an int. Of course, only the lowest 21 bits are used, as thatís all that is needed; the upper 21 bits are zeroed out.
All this assumes that youíre dealing with these characters in isolation, though, and thatís hardly the only use-case. More often, youíve got to use these characters within the context of a larger String. In those situations, an int doesnít fit, and instead two char values are encoded, and called a surrogate pair when linked like this. The first char is from the high-surrogates range (\uD800-\uDBFF), and the second char is from the low-surrogates range (\uDC00-\uDFFF). The net effect is that the number of chars in a String is not guaranteed to be the number of codepoints. Sometimes two chars represent a single codepoint (Unicode 4.0), and sometimes they represent two codepoints (Unicode 3.0).

Glaoigh air Java 1.5, 2.0, Java 5, Tiger, nó cad atá agat - tá go leor le tairiscint ag an leagan seo de Java. Ní léiríonn an t-alt seo ach cuid de na gnéithe nua. Tá sé as chaibidil amháin de Java 1.5 Tiger: A Developer's Notebook, a scríobh Brett McLaughlin agus David Flanagan (O'Reilly, 2004; ISBN: 0596007388).
Cad atá Nua i Java 1.5 Tiger? - Bain Tairbhe as Unicode Níos Fearr (Leathanach 5 de 6 )
Cé go bhfuil go leor de na gnéithe sa chaibidil seo agus an chuid eile den leabhar dírithe ar ghnéithe go hiomlán nua, tá ócáidí ann inar tháinig Tiger chun cinn go simplí. Is é an ceann is suntasaí díobh seo tacaíocht Unicode. I leaganacha réamh-Tiger de Java, bhí tacaíocht ag Unicode 3.0, agus na carachtair Unicode seo go léir a oireann isteach i 16 giotán (agus dá bhrí sin char). Tá rudaí difriúil anois, mar sin beidh ort níos mó a thuiscint.
Conas a dhéanaim é sin?
I Tiger, d'aistrigh Java chun tacú le Unicode 4.0, a shainmhíníonn roinnt carachtair nach bhfuil oiriúnach do 16 bít. Ciallaíonn sé sin nach mbeidh siad in oiriúint do charters inchar, agus tá iarmhairtí fada-raonta ag sin. Beidh ort int a úsáid chun na carachtair seo a léiriú, agus mar thoradh air sin tá modhanna mar Character.isUpperCase() agus Character.isWhitespace() anois le hairíonna a ghlacann le argóintí int. Mar sin, má tá luachanna ag teastáil uait in Unicode 3.0 nach bhfuil ar fáil in Unicode 3.0, beidh ort na modhanna nua seo a úsáid.
Cad a tharla?
Chun é seo a thuiscint go hiomlán, ní mór duit tuiscint a fháil ar roinnt téarmaí bunúsacha:
Is uimhir é códphointe a léiríonn carachtar ar leith. Mar shampla, is é 0x3C0 an pointe cód don tsiombail π.
Plean Bunúsach Ilteangach (BMP)
Is iad na pointí cód Unicode go léir ó \u0000 go \uFFFF. Gach ceann de na codpoints seo a oireann isteach i Java char.
Is iad seo na pointí cód Unicode a thagann lasmuigh den BMP. Tá pointí cód 21-giotán ann, le luachanna heicseagmhála ó 010000 go dtí 10FFFF, agus ní mór iad a léiriú le int.
Léiríonn char, ansin, pointe cód BMP Unicode. Chun na carachtair fhorlíontacha go léir a fháil chomh maith leis an BMP, ní mór duit int a úsáid. Ar ndóigh, ní úsáidtear ach na 21 bít is ísle, mar sin go léir is gá; tá na 21 bít is airde nialaithe amach.
Gach seo a glacadh leis go bhfuil tú ag déileáil leis na carachtair seo in eisiach, cé, agus that's hardly the only use-case. Níos minice, caithfidh tú na carachtair seo a úsáid i gcomhthéacs Snáithín níos mó. Sna cásanna sin, ní oireann int, agus ina ionad sin tá dhá luach char á gcódú, agus ar a dtugtar péire ionadóir nuair a bhíonn siad nasctha mar seo. Tá an chéad char ón raon ard-ionadaigh (\uD800-\uDBFF), agus tá an dara char ón raon íseal-ionadaigh (\uDC00-\uDFFF). Is é an éifeacht glan ná nach ráthaítear go mbeidh líon na gcártaí i String mar líon na gcódphointí. Uaireanta léiríonn dhá chárta pointe cód amháin (Unicode 4.0), agus uaireanta léiríonn siad dhá pointe cód (Unicode 3.0).


St James' Church, Aston facts for kids
Quick facts for kidsSt James' Church, Aston
|Denomination||Church of England|
|Diocese||Anglican Diocese of Birmingham|
The church formed as a mission church from Church of SS Peter & Paul, Aston in 1891 and a new building was erected in 1906 to the designs of the architect J.A. Chatwin.
It was consecrated by Charles Gore, Bishop of Birmingham, on Saturday 2 November 1906.
The Chatwin church was demolished and a new church built in 1981 to the designs of the architect G Winteringham. This building was damaged in a fire in 2001 but was restored and reopened.
The Chatwin church of 1906 was equipped with a three manual pipe organ by Conacher of Sheffeld. A specification of the organ can be found on the National Pipe Organ Register. but is no longer present.
St James' Church, Aston Facts for Kids. Kiddle Encyclopedia.

Eaglais Naomh Seumas, Fíricí Aston do pháistí
Fíricí tapa do pháistí Eaglais Naomh Seumas, Aston
 Denomination
easpag easpag easpag na Breataine easpag Birmingham easpag
Bunaíodh an séipéal mar eaglais mhisean ó Eaglais SS Peter & Paul, Aston i 1891 agus tógadh foirgneamh nua i 1906 de réir dearaí an ailtire J.A. Chatwin.
D'fhógair Charles Gore, Easpag Birmingham, é ar an Satharn 2 Samhain 1906.
Tugadh an séipéal Chatwin ar ceal agus tógadh séipéal nua i 1981 de réir dearaí an ailtire G Winteringham. Bhí damáiste déanta don fhoirgneamh seo i dtógáil tine sa bhliain 2001 ach rinneadh é a athchóiriú agus a athoscailt.
Bhí orgán trí phíopa láimhe ag Conacher de Sheffeld san eaglais Chatwin in 1906. Tá sonraíocht na n-orgán le fáil ar an gClár Náisiúnta Orgáin Píopa. ach tá sé nach bhfuil i láthair a thuilleadh.
Eaglais Naomh Seumas, Fíricí Aston do Leanaí. Leabharlann Kiddle.


Our definition of “normal” gets re-written again and again as events such as Hurricane Sandy, Hurricane Katrina, and the tragedy of 9/11 go on to forever change people’s lives. One of the best ways I’ve learned to cope with whatever is on my plate is by writing. By writing about your thoughts, feelings, opinions, or actual details surrounding an event, the act of writing can go a long way towards helping to release the lingering effects of trauma and is also an excellent way to help you get more in touch with yourself. Listed below are a few articles to help get you started.
How Veterans Can Aid Resilience by Writing at RealWarriors.net
Writing about emotions may ease stress and trauma at Harvard Health
Trauma And The Benefits Of Writing About It at Psychology Today
And if you were affected in any way by Hurricane Sandy or any other traumatic event:
Taking care of yourself after traumatic events at Headington Institute

Déantar ár sainmhíniú ar "nádúrtha" a athscríobh arís agus arís eile de réir mar a théann imeachtaí mar Hurricane Sandy, Hurricane Katrina, agus tragóid 9/11 ar aghaidh chun saol daoine a athrú go deo. Ceann de na bealaí is fearr a d'fhoghlaim mé chun déileáil le cibé rud atá ar mo phláta is ea trí scríobh. Trí scríobh faoi do chuid smaointe, mothúchán, tuairimí, nó sonraí iarbhír a bhaineann le himeacht, is féidir leis an ngníomh scríbhneoireachta dul ar bhealach fada chun cabhrú le héifeachtaí fada an chraobh a scaoileadh agus is bealach iontach é freisin chun cabhrú leat níos mó teagmháil a dhéanamh leat féin. Tá roinnt alt liostaithe thíos chun cabhrú leat tosú.
Conas is Féidir le Seana-Ghaeilgeoirí Cabhair a thabhairt le Seasmhacht trí Scríobh ag RealWarriors.net
D'fhéadfadh go gcuirfeadh scríobh faoi mhothúcháin strus agus trauma ar fáil ag Harvard Health
Trauma agus na buntáistí a bhaineann le scríobh faoi ag Psychology Today
Agus má bhí tú i bhfeidhm ar bhealach ar bith ag Hurricane Sandy nó aon ócáid traumatic eile:
Ag tabhairt aire duit féin tar éis imeachtaí traumatacha in Institiúid Headington


Calves seem to be the most overlooked body part in the lower body.
The muscle groups of your upper legs may very well support the core muscles of your body when you’re lifting but the lower leg muscles of the calves must work hard to stabilize the body through every movement while bearing the total weight of the body and any additional loads – twisting, raising you up onto your toes, lowering your onto your heels, twisting your feet.
It’s vital that your calves support you through every movement or you risk serious injury. Likewise, it does little good to train the rest of your body but leave your calves alone.
You won’t be able to effectively stabilize the weights you’re moving and lifting outside of general workouts – meaning there’s no practical application for your muscle mass. Worst of all you will look like you’ve got chicken legs.
The Anatomy of the Calf Muscle
The calf muscle is a group of muscles that are balled into a large group in the upper portion of the lower leg just below the knee. This group is made up of 2 muscles that combine to make up the whole of the calf muscle.
- Gastrocnemius – The calf muscle that is most visible from the exterior of the body. This muscle attaches at the Achilles tendon and originates just behind the knee on the femur where it crosses the knee joint
- Soleus – This is a deep muscle that is not visible when looking at the leg externally. It lies beneath the gastrocnemius on the rear portion of the lower leg.
The function of the two muscles together is the elevate the heel both with the leg straight and when the knee is bent.
The action of bending the heal is used in a variety of movements – walking, jumping, running, squats, etc.
The Top 5 Exercises for Increasing Calf Muscles – The Breakdown
The calf muscles can be worked in a variety of ways but they are a specialized muscle group that receive very little activity and attention unless they are specifically targeted. These top 5 exercises for the calf muscles will help you maintain a balanced workout in conjunction with other exercises so that your overall wellness and physical tone remains in balance.
Some of these exercises require the use of weights while others use little more than natural physical resistance. For additional resistance in any exercise you can add additional weight by using body straps or free weights (or by increasing the resistance of a machine if one is used.)
Calf Exercises #1 – Standing Calf Raises
This exercise can be done using either a dedicated machine or a calf block. The number of reps you do for this exercise will vary depending on your current calf mass and workout routine. Test different ranges to see which works for the density of your calf muscles.
Performing the standing calf raise
Follow these steps to perform this exercise:
- Stand on the edge of a step. Or, if you have a step-aerobics platform, place two sets of risers underneath the platform.
- Stand tall with your abdominals pulled in, the balls of your feet firmly planted on the step, and your heels hanging over the edge.
- Rest your hands against a wall or a sturdy object for balance.
- Raise your heels a few inches above the edge of the step so that you’re on your tiptoes.
- Hold the position for a moment, and then lower your heels below the platform, feeling a stretch in your calf muscles.
Calf Exercises #2 – Seated Calf Raise
This is a workout that is necessary to achieve complete development of the calf muscles. While this movement is similar to the standing calf raise. The seated calf raise will actually target the lower muscles of the calf (the soleus).
Performing the seated calf raise
Follow these steps to perform this exercise:
- Sit on the machine and place your toes on the lower portion of the platform provided with the heels extending off. Choose the toe positioning of your choice (forward, in, or out) as per the beginning of this chapter.
- Place your lower thighs under the lever pad, which will need to be adjusted according to the height of your thighs. Now place your hands on top of the lever pad in order to prevent it from slipping forward.
- Lift the lever slightly by pushing your heels up and release the safety bar. This will be your starting position.
- Slowly lower your heels by bending at the ankles until the calves are fully stretched. Inhale as you perform this movement.
- Raise the heels by extending the ankles as high as possible as you contract the calves and breathe out. Hold the top contraction for a second.
- Repeat for the recommended amount of repetitions.
Top Calf Exercises #3 – Dumbbell Jump Squat
While this movement does also work the upper leg muscles it focuses a great deal of attention on the calf muscles as well and is an integral part of any whole body workout.
Like the box jump, the dumbbell jump squat can help add explosive power to your workout routine.
This form of workout helps to develop muscle quickly – increased mass equals a higher metabolism and a better calorie burn through your other workouts.
To perform, simply place yourself in a position for a standard squat and lower your body into the squat. Moving to the balls of your feet and toes as you do so. Once you’re at your lowest point, propel yourself up and explode upward into a jump.
Land on the balls of your feet and immediately move into another squat. Use dumbbells for this exercise to increase the difficult, but avoid using a barbell. Dumbbells will provide a lower center of gravity and give you more central control of your balance.
Top Calf Exercises #4 – Box Jumps
In many lifting exercises you need to have explosive strength in your legs. The box jump offers that, as it’s a functional exercise made to give your calf muscles far more power and “spring”.
This exercise can train your muscles to react and contract much more quickly. And will deliver some serious tone to your calf muscles.
Stand on the balls of your feet and you toes in front of a box, with the height appropriate to your limitations.
Jump onto the box and land again on your toes and the balls of your feet. Jump back down to the floor and repeat for 8 to 10 reps.
Do not use dumbbells or other held weights during this exercise as you may need your hands free in order to catch yourself if you trip.
Top Calf Exercises #5 – Leg Press Calf Raises
This is a tried and true exercise that has been in use for years known also as the donkey raise. Because of the nature of the exercise it has the most potential for getting a deeper pull in the calf muscles.
The workout can be intensified with added weights, so you can avoid having to do calf presses with someone sitting on your back.
Sit on the leg press machine and hold the sled with only your toes and the balls of your feet. Do not move with your hips or knees and instead put all the movement into your ankles.
This puts all the emphasis on your calf muscles and nowhere else in the leg.
- Standing Calf Raises – 3 Sets of 12 Reps
- Seated Calf Raises – 3 Sets of 15 Reps
- Standing Calf Raise – 3 Sets of 12/10/8 Reps
- Leg Press Calf Raises – 4 Sets of 10 Reps
- Seated Calf Raises – 3 Set of 20 Lower weight and do 10 more reps
- Box Jumps – 3 Set of 15 Reps
- Seated Calf Raises – 3 Sets of 15 reps
- Leg Press Calf Raises – 5 Sets of 12 Reps
- Standing Calf Raises – 2 Sets of 10/8 Reps
- Dumbbell Jump Squats – 3 Set of 15 Reps
You’ll see the best results by adding the top exercises to build your calf muscles to your usual leg workout routine.
When working on increasing muscle mass in the lower legs. Remember that it’s important to take in the proper amount of nutrients and protein to sustain your exercises and never push yourself beyond your daily limit.
Give your body the appropriate time to rest and recover between each workout session as a damaged muscle group is a useless muscle group.

Is cosúil gurb iad na muiceanna an chuid is mó de chorp a bhfuil dearmad déanta air sa chuid íochtarach den chorp.
Is féidir le grúpaí matáin do chosa uachtair tacú go maith le matáin lárnacha do chorp nuair a bhíonn tú ag ardú ach ní mór do matáin chosa íseal na n-eacha obair go crua chun an corp a chobhsú trí gach gluaiseacht agus iad ag iompar meáchan iomlán an chomhlachta agus aon ualach breise - casadh, tú a ardú suas ar do thriomláin, do thriomláin a ísliú ar do chlé, casadh do chosa.
Tá sé ríthábhachtach go dtacóidh do chaora leat i ngach gluaiseacht nó go mbainfidh tú gortú tromchúiseach. Ar an gcaoi chéanna, ní dhéanann sé mórán tairbhe do chuid eile de do chorp a oiliúint ach fág do chuid féitheacha ina n-aonar.
Ní bheidh tú in ann na meáchain atá á n-aistriú agat agus á ardú agat a chobhsú go héifeachtach lasmuigh de thraenáil ghinearálta, rud a chiallaíonn nach bhfuil aon fheidhm phraiticiúil ag do mhais muscle. An rud is measa de gach beidh tú ag breathnú cosúil go bhfuil tú chicken legs.
An Anatamaíocht ar Mhiscle an Bhalbha
Is grúpa matáin é an matáin chailf atá balled isteach i ngrúpa mór i gcuid uachtarach an chos íseal díreach faoi bhun an ghlúine. Tá an grúpa seo déanta suas de 2 matáin a chomhcheanglaíonn chun an matán uile a dhéanamh suas.
- Gastrocnemius  An muscle na féile is infheicthe ó thaobh amuigh den chorp. Tá an muscle seo ceangailte leis an tendon Achilles agus tagann sé díreach taobh thiar den ghlúine ar an femur áit a thrasnaíonn sé an comhpháirteach glúine
- Soleus  Is muscle domhain é seo nach bhfuil le feiceáil nuair a fhéachann tú ar an gcosa go seachtrach. Tá sé suite faoi bhun an gastrocnemius ar an gcuid chúlra den chos íseal.
Is é feidhm an dá mhúscle le chéile an cnoc a ardú araon leis an gcosa díreach agus nuair a bhíonn an glúine cnuasaithe.
Úsáidtear an gníomh chun an cnámh a chlúdach i mbealaí éagsúla gluaiseachta  siúl, léim, rith, squats, srl.
Na 5 Oiliúint is Fearr chun Múscail na nGaelchruinne a Méadú  An Briseadh síos
Is féidir na matáin bhéal a oibriú ar bhealaí éagsúla ach is grúpa matáin speisialaithe iad nach bhfaigheann an-bheag gníomhaíocht agus aird mura bhfuil siad dírithe go sonrach. Cabhróidh na 5 fheidhmíocht is fearr seo do na matáin chailf leat oiliúint chothrom a choinneáil i gcomhar le cleachtaí eile ionas go mbeidh do folláine foriomlán agus ton fisiciúil i gcoibhneas.
Éilíonn cuid de na cleachtaí seo meáchain a úsáid agus ní úsáideann cuid eile ach beagán níos mó ná friotaíocht fhisiciúil nádúrtha. Chun friotaíocht bhreise a chur leis in aon fheidhmiú is féidir leat meáchan breise a chur leis trí bhaill comhlacht nó meáchan saor in aisce a úsáid (nó trí friotaíocht meaisín a mhéadú má úsáidtear ceann).
Cleachtaí le haghaidh na gcolún #1  Ag ardú na gcolún ina seasamh
Is féidir an cleachtadh seo a dhéanamh trí mheaisín speisialta nó trí bhloc na mball a úsáid. Beidh an líon athdhéanamh a dhéanann tú don fheidhmiú seo ag athrú ag brath ar do chuid mais féile reatha agus ar do ghnáthamh workout. Déan tástáil ar raon éagsúla chun a fheiceáil cé acu a oibríonn do dhlúth na matáin do mhála.
Ag cur an t-ardú coiléir in airde i gcrích
Lean na céimeanna seo chun an cleachtadh seo a dhéanamh:
- Seas ar imeall na céim. Nó, má tá ardán aerobics céim agat, cuir dhá sheaicéad ardaitheoirí faoi bhun an ardáin.
- Seas ar airde le do abdominals tarraingthe isteach, na liathróidí de do chosa a phlandáil go daingean ar an chéim, agus do chléithe crochta thar an imeall.
- Cuir do lámha i gcoinne balla nó ar rud láidir chun cothromaíocht a fháil.
- Ardaigh do chlé cúpla orlach os cionn imeall an chéim ionas go bhfuil tú ar do tiptoe.
- Coinnigh an seasamh ar feadh nóiméad, agus ansin do chléibh a ísliú faoi bhun an ardán, ag mothú síneadh i do matáin calf.
Cleachtaí le haghaidh na gCealla #2  Cealla suí ardaithe
Is cleachtadh é seo a bhfuil gá leis chun forbairt iomlán na matáin mhála a bhaint amach. Cé go bhfuil an ghluaiseacht seo cosúil leis an ardú colf seasamh. Beidh an t-ardú colm suí dírithe i ndáiríre ar na matáin íseal den colm (an soleus).
Ag cur an t-easnamh coiléir shuidhe i gcrích
Lean na céimeanna seo chun an cleachtadh seo a dhéanamh:
- Suigh ar an meaisín agus cuir do mhéara ar an gcuid níos ísle den ardán a bhfuil na cnocanna ag síneadh amach. Roghnaigh an suíomh a roghnaíonn tú (ag dul ar aghaidh, isteach nó amach) de réir thús na caibidle seo.
- Cuir do chuid íochtarach do thigh faoi phád an leabhráin, a chaithfidh a bheith coigeartaithe de réir airde do thigh. Cuir do lámha anois ar bharr an leapa le haghaidh cosc a chur air ó sleamhnú ar aghaidh.
- Ardaigh an liathróid go beag trí do chléasanna a bhrú suas agus scaoileadh an barra sábháilteachta. Beidh sé seo do seasamh tosaigh.
- Laghdaigh do chléithe go mall trí na glúine a phléasc go dtí go mbeidh na babhtaí go hiomlán síneadh. Inhale mar a dhéanann tú an ghluaiseacht seo.
- Ardaigh na ciseáin trí na glúine a shíneadh chomh hard agus is féidir agus tú ag cur na mairteoga agus ag anailís amach. Coinnigh an comhshó uachtarach ar feadh soicind.
- Déan arís é ar feadh an líon athdhéanta molta.
Cleachtaí Top Calf #3  Dumbbell Jump Squat
Cé go n-oibríonn an ghluaiseacht seo freisin ar na matáin chos uachtaracha, díríonn sé go mór ar na matáin mhála freisin agus tá sé ina chuid lárnach de aon oiliúint choirp iomlán.
Cosúil leis an léim bhosca, is féidir leis an léim dumbbell squat cabhrú le cumhacht pléasctha a chur le do ghnáthamh aclaíochta.
Cuidíonn an cineál workout seo le matáin a fhorbairt go tapa  tá mais mhéadaithe comhionann le meitibileacht níos airde agus dóchán calraí níos fearr trí do chuid workouts eile.
Chun é a dhéanamh, cuir tú féin i riocht do shuíomh caighdeánach agus cuir do chorp síos sa shuíomh. Ag bogadh go dtí na liathróidí de do chosa agus toes mar a dhéanann tú. Nuair a bheidh tú ag do phointe is ísle, cuir tú féin ar aghaidh agus pléascadh suas i léim.
Tóg an t-am ar do bhallaí coise agus bog láithreach isteach i gcúba eile. Úsáid dumbbells le haghaidh an cleachtadh seo chun an deacracht a mhéadú, ach seachain barbell a úsáid. Cuirfidh dumbbells lár na meáchan níos ísle ar fáil agus tabharfaidh siad níos mó smacht lárnach ar do chothromaíocht duit.
Cleachtaí Uachtaracha na gCealla #4  Léimí Cásca
I go leor cleachtaí ardaithe ní mór duit neart pléasctha a bheith agat i do chosa. Cuireann an léim bhosca seo ar fáil, mar is cleachtadh feidhmiúil é a dhéantar chun do matáin mhál a thabhairt i bhfad níos mó cumhachta agus  earrach.
Is féidir leis an cleachtadh seo do mhúscail a oiliúint chun freagairt agus d'aontacht a dhéanamh i bhfad níos gasta. Agus cuirfidh sé roinnt ton tromchúiseach ar do matáin mhála.
Seas ar do bhallaí coise agus cuir do thriomáin os comhair bosca, agus an airde a oireann do do theorainneacha.
Léim ar an mbosca agus tuirlingt arís ar do thriomáin agus ar do bhallán. Léim ar ais síos go dtí an urlár agus déan arís ar feadh 8 go 10 reps.
Ná húsáid dumbbells ná meáchain eile a choinnítear le linn na hoibríochta seo mar d'fhéadfadh go mbeadh do lámha saor chun tú féin a ghabháil má thiteann tú.
Cleachtaí Top Calf #5  Leg Press Calf Raises
Is é seo a fheidhmiú thriail agus fíor a bhí i bhfeidhm ar feadh blianta ar a dtugtar freisin mar an madra ardú. Mar gheall ar nádúr an fheidhmiú tá an acmhainn is mó aige chun tarraingt níos doimhne a fháil ar na matáin mhála.
Is féidir an cleachtadh a neartú le meáchain bhreise, ionas gur féidir leat a sheachaint go gcaithfidh tú brúí na féile a dhéanamh le duine ina suí ar do chúl.
Suigh ar an meaisín brú coise agus coinnigh an sleamhnán le do mhéara agus le do bhall coise amháin. Ná gluaiseacht le do chlé nó do ghlúine agus cuir an ghluaiseacht go léir i do chlé.
Cuireann sé seo an béim ar fad ar do shlándáil mhíchill agus ní áit ar bith eile sa chos.
- Ag ardú na gCealla  3 shraith de 12 Reps
- An t-eachán suí ag ardú  3 shraith de 15 Reps
- Ag ardú na gCealla  3 shraith de 12/10/8 Reps
- Leg Press Calf Lifts  4 shraith de 10 Reps
- Seated Calf Lifts  3 Sraith de 20 Meáchan níos ísle agus déan 10 reps níos mó
- Léimí Cásca  3 Sraith de 15 Reps
- Seat Calf Raises  3 shraith de 15 reps
- Leg Press Calf Lifts  5 sraith de 12 Reps
- Ag ardú na gCealla  2 shraith de 10/8 Reps
- Squats léim dumbbell  3 sraith de 15 Reps
Feicfidh tú na torthaí is fearr trí na cleachtaí is fearr a chur leis chun do shlándáil matáin na mball a thógáil le do ghnáth-chleachtadh cos.
Nuair a bhíonn tú ag obair ar mhais muscle a mhéadú sna cosa níos ísle. Cuimhnigh go bhfuil sé tábhachtach an méid ceart cothaithigh agus próitéine a ghlacadh chun do chuid aclaíochta a chothú agus ná brúigh ort féin thar do theorainn laethúil.
Tabhair do chorp an t-am cuí chun scíth a ligean agus a ghnóthú idir gach seisiún aclaíochta mar gur grúpa matáin é an grúpa matáin damáiste nach bhfuil úsáideach.


Being able to have an opinion about important subjects and defend that position is an incredibly important skill in life. Often, we come across such potentially heated debates during the course of a day, but the subjects are mainly to do with practical daily tasks rather than deeper philosophical issues. The solutions to such issues are usually non-obvious where many thinkers have been putting efforts in exploring them and providing insights.
This structured exercise provides an opportunity to practice debating on such topics in a controlled environment where the main focus is on the following:
- Practice presenting a viewpoint clearly, concisely and accurately
- Avoid exaggeration that can be used to derail a position by others
- Not getting emotional when others disagree and instead learning to see it from their point of view
- Have a conversation about a topic and learn something about it by listening to others

Is scileanna an-tábhachtach iad a bheith in ann tuairim a bheith agat faoi ábhair thábhachtacha agus an seasamh sin a chosaint. Go minic, tagann muid i ngleic le díospóireachtaí a d'fhéadfadh a bheith te le linn an lae, ach baineann na hábhair go príomha le tascanna praiticiúla laethúla seachas saincheisteanna fealsamacha níos doimhne. De ghnáth ní bhíonn na réitigh ar shaincheisteanna den sórt sin soiléir nuair a bhíonn go leor smaointeoirí ag déanamh iarrachtaí iad a iniúchadh agus léargas a sholáthar.
Soláthraíonn an cleachtadh struchtúrtha seo deis chun plé a dhéanamh ar ábhair den sórt sin i dtimpeallacht rialaithe ina bhfuil an fócas is mó ar na nithe seo a leanas:
- Cleachtadh ag cur dearcadh i láthair go soiléir, go géar agus go cruinn
- Seachain an t-eagóir a d'fhéadfadh a bheith in ann seasamh daoine eile a chur ar ceal
- gan mothúchán a fháil nuair nach n-aontaíonn daoine eile agus in ionad sin foghlaim é a fheiceáil óna thaobh
- Bí ag caint faoi ábhar agus foghlaim rud éigin faoi trí éisteacht le daoine eile


The CÉF respects the education goals and follows the provincial curriculum as set out by Saskatchewan's Ministry of Education.
- In Fransaskois schools, all subjects are taught in French, with the exception of English Language Arts.
- Students are first introduced to English Language Arts in Grade 4, and continue through to Grade 12. The course is the same as the one offered in Saskatchewan's English-language public and separate school systems. The late introduction is to allow a solid base of learning in French and has proven to be an effective way to learn both languages. According to provincial assessments in English Reading administered by the Ministry of Education, Grade 7 CÉF students achieve better results on average than do the province's students as a whole.
- Certain courses, are lightly modified, with the Ministry of Education's approval, to respect the distinct nature of the Fransaskois schools.
- Although the CÉF is a public school system, parents can choose to enroll their children in either a general ethics or christian ethics course.
- Students participate in a wide variety of social and cultural activities to complement their learning.
Your local school principal would be very pleased to answer your questions regarding the first-language French elementary school program.

Tá an CÉF ag meas ar na spriocanna oideachais agus leanann sé an curaclam réigiúnach mar a leagtar amach é ag Aireacht Oideachais Saskatchewan.
- Sna scoileanna Fransaskois, múintear na hábhair go léir i bhFraincis, seachas Ealaíon na mBéarla.
- Tugtar tús le hAiteangacha Béarla i nGráda 4 do mhic léinn ar dtús, agus leanann siad ar aghaidh go dtí Grád 12. Tá an cúrsa mar an gcéanna leis an gceann a thairgtear i gcórais scoileanna poiblí agus ar leithligh Saskatchewan Béarla. Is é an t-aistriú déanach bunús láidir foghlama sa Fhraincis a cheadú agus tá sé cruthaithe gur bealach éifeachtach é chun an dá theanga a fhoghlaim. De réir meastóireachtaí na cúige i Léitheoireacht Béarla arna riaradh ag an Aireacht Oideachais, is fearr a bhaint amach ag mic léinn Grád 7 CÉF ar an meán ná mar a dhéanann mic léinn na cúige ina iomláine.
- Tá cúrsaí áirithe, le toiliú an Aireacht Oideachais, a mhodhnú go beag chun nádúr ar leith na scoileanna Fransaskois a urramú.
- Cé gur córas scoile poiblí é an CÉF, is féidir le tuismitheoirí a gcuid leanaí a chlárú i gcúrsa eitice ginearálta nó i gcúrsa eitice Críostaí.
- Glacann mic léinn páirt i réimse leathan gníomhaíochtaí sóisialta agus cultúrtha chun a gcuid foghlama a chomhlánú.
Beidh an-áthas ar phríomhoide do scoile áitiúil do cheisteanna a fhreagairt maidir le clár bunscoile na Fraince mar chéad teanga.


The "ownership' of software is based on copyright law, and the General Public Licence (GPL) formulated by Richard Stallman is based on a new application of this law. In consequence, one might think this Open Source thinking could be applied to other works that fall under copyright law. And of course that has already been done. First, there was literature.
The invention of the printing press is what prompted the evolution that led to the copyright laws we have today, which makes it a natural starting point. Financing book publishing also resembles the software industry in a number of other ways. The actual creative work is in writing the book, after which any number of copies can be printed - not for free, perhaps, but at a reasonable unit cost. In today's Internet world, it's naturally also possible to distribute a book in digital form, which truly does make copying costs nonexistent.
So, why aren't books published according to the principles of Open Source? Perhaps the reason is simple: people don't think of doing it.
On the other hand, it might also be that Open Source doesn't give quite the same edge in writing a book as it does in computer programming. After all, writing software is usually a very complex process which requires the input, often of hundreds, of people for several years. In this complex process the benefits of openness compared to closed systems is obvious (as is proved by Linux, Apache, etc.).
Writing a book, then, is not so complicated. Actually, your average book can be written by one author, and it doesn't necessarily have to take even a whole year (provided you don't write only at the weekends, in addition to having a day job, which is how I wrote this book). But to collaborate with others to write a book, one would have to be able to divide the workload in some sensible way, and for many books this would be very difficult. If it were fiction, for instance, the writers would have to discuss their plot very carefully, agree on characters and so on, in order for the story to be told with any coherence. In the end, it would be far easier for one person to write the book on their own.
Even so, Open Source books do exist. But rather than being plot-thick detective stories they are more likely to be, for instance, Linux manuals.1
At a very early stage, when the first GNU books were beginning to take off, it was clear that a free program should naturally have a free manual. And behold, writing manuals works fine within the framework of the Open Source process. It's easy enough to divide the parts of a manual for a number of writers to work on. Another benefit is that there's usually a need to update the manual whenever a program changes and evolves. This too makes an Open Source manual better than something not just anybody can change, as most of the old manual can usually be employed in the revised one. It's only necessary to change the parts that relate to what has changed in the new version of the software, to add new chapters for the new features, without having to rewrite the whole book. Such a process would be more complicated with conventional books under current copyright law, which would not allow an out-of-date manual to be updated without permission of its original author/s. Which is why members of the Open Source community always include a text specifically granting this permission to all and sundry every time they release a manual or the code for a program.
And because that is likely to discomfit a lot of publishers, this is a good place to reiterate what has been said about software in earlier chapters. There are bound to be people who feel that publishing a book on the Internet under Open Source terms is a bad idea and will be the ruin of the publishing industry. But this is roughly the same thought that struck traditional software businesses when they first heard of Linux. In actual fact, the situation is the reverse. An Open Source book which is available on the Internet is like free money for a publisher. It's a book that is already written and only needs to be printed for the money to start rolling in. And lots of smart publishers have actually realized that. Apparently, the publisher of most Open Source books is O'Reilly, the same publishing house that once upon a time put Larry Wall, the creator of the programming language Perl, on its payroll and thereby gained its role as purveyor of books to the Open Source movement. But O'Reilly is not the only publisher to discover the Open Source market. Prentice Hall actively seeks Open Source writers for a series which has as its Series Editor the spokesperson of the Open Source community, Bruce Perens.
So there are some Open Source books. But we've slid back into the field of Linux. So is there any other Open Source literature outside Linux manuals?
- 1. Linus Torvalds' grandfather, Ole Torvalds, was actually involved in a detective story collaboration with a number of other Finnish authors writing in Swedish. Each author wrote one chapter, but there was no discussion of plot or characters; the manuscript was simply handed on to the next writer, who had to come up with a way of moving the so-called plot forward. The collaborative book was published in 1950, but it was not a bestseller. The title Den rÃ¶dgrÃ¶na skorpionen, which translates as The Red-Green Scorpion, may have had something to do with that, as it's a title that sounds almost as classy in Swedish as it does in English!

Tá "úinéireacht" bogearraí bunaithe ar dhlí cóipchirt, agus tá an Cheadúnas Poiblí Ginearálta (GPL) a fhormul Richard Stallman bunaithe ar chur i bhfeidhm nua den dlí seo. Dá bhrí sin, d'fhéadfadh duine a cheapann go bhféadfadh an smaoineamh Foinse Oscailte a chur i bhfeidhm ar shaothar eile a thagann faoi dhlí an chóipcheart. Agus ar ndóigh tá sé sin déanta cheana féin. Ar dtús, bhí litríocht ann.
Is é an t-eachtra priontála a spreag an t-eabhlóid a d'fhág go raibh dlíthe cóipchirt againn inniu, rud a fhágann go bhfuil sé ina phointe tosaigh nádúrtha. Tá foilsitheoireacht leabhar maoinithe cosúil leis an tionscal bogearraí i roinnt bealaí eile freisin. Is é an obair chruthaitheach i ndáiríre ná an leabhar a scríobh, agus ina dhiaidh sin is féidir aon líon cóipeanna a phriontáil - ní saor in aisce, b'fhéidir, ach ar chostas réasúnta an aonaid. Sa domhan Idirlín inniu, is féidir leabhar a dháileadh i bhfoirm dhigiteach, rud a fhágann go bhfuil costas cóipeála gan bheith ann.
Mar sin, cén fáth nach bhfoilsítear leabhair de réir phrionsabail an Fhórais Oscailte? B'fhéidir go bhfuil an chúis simplí: ní smaoiníonn daoine ar é a dhéanamh.
Ar an láimh eile, d'fhéadfadh sé a bheith freisin nach dtugann an Fhoinse Oscailte an ceann céanna i scríbhinn leabhar mar a dhéanann sé i gcláir ríomhaire. Tar éis an tsaoil, is próiseas an-chasta é bogearraí a scríobh a éilíonn ionchur, go minic na céadta, daoine ar feadh roinnt blianta. Sa phróiseas casta seo tá buntáistí oscailteacht i gcomparáid le córais dúnta soiléir (mar a léirítear le Linux, Apache, etc. )
Níl sé chomh casta leabhar a scríobh, ansin. Go deimhin, is féidir le haon údar amháin an leabhar ar an meán a scríobh, agus ní gá go dtógfadh sé fiú bliain iomlán (faoi choinníoll nach scríobhann tú ach ag an deireadh seachtaine, chomh maith le post lá, agus is mar sin a scríobh mé an leabhar seo). Ach chun comhoibriú le daoine eile le leabhar a scríobh, bheadh ar dhuine a bheith in ann an t-ualach oibre a roinnt ar bhealach ciallmhar, agus d'fhéadfadh sé seo a bheith an-deacair i gcás go leor leabhair. Dá mbeadh sé ficsean, mar shampla, bheadh na scríbhneoirí a phlé a gcuid plota go han-chúramach, ag teacht ar chomhaontú ar charachtair agus mar sin de, d'fhonn an scéal a bheith in iúl le haon chomhsheasmhacht. Sa deireadh, bheadh sé i bhfad níos éasca do dhuine amháin an leabhar a scríobh ar a gcuid féin.
Mar sin féin, tá leabhair Foinse Oscailte ann. Ach seachas a bheith ina scéalta fiosrúcháin plódaithe, is dóichí go mbeidh siad, mar shampla, mar lámhleabhair Linux.1
Ag céim an-luath, nuair a bhí na chéad leabhair GNU ag tosú ag dul ar aghaidh, bhí sé soiléir gur chóir go mbeadh lámhleabhar saor in aisce ag clár saor in aisce go nádúrtha. Agus féach, tá lámhleabhair scríbhneoireachta ag obair go maith laistigh de chreat an phróisis Foinse Oscailte. Tá sé éasca go leor codanna de mhánleabhar a roinnt le go leor scríbhneoirí a bheith ag obair air. Buntáiste eile is ea go bhfuil gá de ghnáth le nuashonrú ar an lámhleabhar aon uair a athraíonn clár agus éabhlóidíonn. Déanann sé seo freisin lámhleabhar Foinse Oscailte a dhéanamh níos fearr ná rud nach féidir le duine ar bith a athrú, mar is féidir an chuid is mó den sean-lámhleabhar a úsáid de ghnáth sa lámhleabhar athbhreithnithe. Ní gá ach na codanna a bhaineann leis an méid atá athraithe sa leagan nua den bogearraí a athrú, caibidil nua a chur leis na gnéithe nua, gan an leabhar iomlán a athscríobh. Bheadh próiseas den sórt sin níos casta le leabhair thraidisiúnta faoin dlí cóipchirt reatha, rud nach ligfeadh do lámhleabhar atá as dáta a nuashonrú gan cead a údar bunaidh / a údaranna bunaidh. Sin an fáth go gcuimsíonn baill den phobal Foinse Oscailte téacs go sonrach ag tabhairt an chead seo do gach duine agus gach uair a scaoileann siad lámhleabhar nó an cód do chlár.
Agus toisc go bhfuil sé dóchúil go mbeidh a lán foilsitheoirí míchompordach, is áit mhaith é seo chun a rá arís cad a dúirt muid faoi bogearraí i gcaibidil roimhe seo. Tá daoine ann a cheapann go bhfuil sé droch-smaoineamh leabhar a fhoilsiú ar an Idirlíon faoi théarmaí Foinse Oscailte agus go mbeidh sé ina bhris ar thionscal na foilsitheoireachta. Ach is é seo thart ar an smaoineamh céanna a bhuail gnólachtaí bogearraí traidisiúnta nuair a chuala siad ar dtús ar Linux. Go deimhin, is é an cás a mhalairt. Is cosúil le airgead saor in aisce do fhoilsitheoir leabhar Foinse Oscailte atá ar fáil ar an Idirlíon. Is leabhar é atá scríofa cheana féin agus ní gá ach é a phriontáil chun go dtosóidh an t-airgead ag teacht isteach. Agus tá a lán foilsitheoirí cliste tar éis é sin a thuiscint. Is cosúil gurb é O'Reilly foilsitheoir an chuid is mó de leabhair Foinse Oscailte, an fhoilsitheoir céanna a chuir Larry Wall, cruthaitheoir an teanga cláir Perl, ar a chuid páire uair amháin agus dá bhrí sin a ról mar sholáthraí leabhair a fháil don ghluaiseacht Foinse Oscailte. Ach ní hé O'Reilly an t-aon fhoilsitheoir a d'aimsigh an margadh Foinse Oscailte. Tá Prentice Hall ag lorg scríbhneoirí Foinse Oscailte go gníomhach le haghaidh sraith a bhfuil Bruce Perens, urlabhraí an phobail Foinse Oscailte, mar Eagarthóir Sraithe aige.
Mar sin tá roinnt leabhair Foinse Oscailte ann. Ach tá muid slitted ar ais i réimse Linux. Mar sin, an bhfuil aon litríocht Foinse Oscailte eile seachas lámhleabhair Linux?
- Ceann. Bhí seantuismitheoirí Linus Torvalds, Ole Torvalds, i mbun comhoibriú le roinnt údar Fhionlainnis eile a scríobh i mBéarla. Scríobh gach údar caibidil amháin, ach ní raibh aon phlé ar an scéim ná ar na carachtair; ní raibh an lámhscríbhinn ach a thabhairt don chéad scríbhneoir eile, a bhí le teacht ar bhealach chun an scéim a chur chun cinn. Foilsíodh an leabhar comhoibritheach i 1950, ach ní raibh sé ina leabhar is mó díol. B'fhéidir go raibh baint ag an teideal Den rödgröna skorpionen, a aistrítear mar An Scaorpíon Glas-Dubh, leis sin, mar is teideal é a fhuaimeann beagnach chomh classy sa tSualainnis agus a dhéanann sé i mBéarla!


Research on acupuncture just got a shot in the arm. Well, a needle near the knee, actually. Because a study in the journal Nature Neuroscience [Maiken Nedergaard et al, http://bit.ly/auzHwx] has uncovered a mechanism that could explain how this traditional healing process can help reduce pain.
Acupuncture has long been tried against all sorts of ailments, from aches and pains to infertility. And though the Western world treats the procedure with some skepticism, it’s actually endorsed by the World Health Organization for a couple dozen different conditions. But how can sticking needles in your skin be good for you?
Scientists tried the technique on mice that had a pain in the paw, inserting and rotating the needles in the mouse version of one of the most effective acupoints in Chinese medicine. And they found that the tissues around the treated acupoint get flooded with adenosine, a chemical that provides relief by preventing pain signals from reaching the brain.
This biochemical blockade reduced the animals’ discomfort, as did treating them with drugs that boost the amount of adenosine in the tissue. The scientists say the pain relief stems from the body’s natural response to minor tissue injury. So acupuncture’s analgesic effect may have finally been pinned down.
[The above text is an exact transcript of this podcast]
Scientific American is part of the Nature Publishing Group

Tá taighde ar aicíbeacht díreach tar éis a bheith i do lámh. Bhuel, snáthaid in aice leis an glúine, i ndáiríre. Toisc gur nocht staidéar sa iris Nature Neuroscience [Maiken Nedergaard et al, http://bit.ly/auzHwx] meicníocht a d'fhéadfadh a mhíniú conas is féidir leis an bpróiseas leigheas traidisiúnta seo cabhrú le pian a laghdú.
Tá triail déanta as acupuncture le fada le haghaidh gach cineál tinneas, ó pian agus pian go neamhtháirgiúlacht. Agus cé go bhfuil an domhan an Iarthair ag tabhairt faoi na nósanna imeachta le roinnt amhras, tá sé i ndáiríre endorsed ag an Eagraíocht Dhomhanda Sláinte do cúpla dosaen coinníollacha éagsúla. Ach conas is féidir le snáthaidí a chur i do chraiceann a bheith go maith duitse?
Rinne eolaithe an teicníc a thriail ar fhuaimíní a raibh pian acu sa phé, ag cur isteach agus ag casadh na n-oigní i leagan na fhuaimíní ar cheann de na pointí acupoint is éifeachtaí i leigheas na Síne. Agus fuair siad amach go bhfuil na fíocháin timpeall an phointe acupoint a ndearnadh cóireáil orthu tuilte le adenosine, ceimiceán a sholáthraíonn faoiseamh trí chois a chur ar shíntiús pian teacht ar an inchinn.
Laghdaigh an blocáil bithcheimiceach seo míchompord na n-ainmhithe, mar a rinne cóireáil leo le drugaí a mhéadaíonn méid an adenosine sa fíochán. Deir na heolaithe go dtagann an faoiseamh pian ó fhreagra nádúrtha an chomhlachta ar ghortú fíochán beag. Mar sin d'fhéadfadh go mbeadh éifeacht analgesic acupuncture ar deireadh curtha síos.
[Is é an téacs thuas trascríbhinn cruinn den podchraoladh seo]
Tá Scientific American mar chuid den Ghrúpa Foilsitheoireachta Nature


1. The problem statement, all variables and given/known data A 2.1 kg is released from rest from the bottom of a 45 degree inclined ramp. The package is attached to an ideal spring K = 35 N/m that is attached to the top of the incline causing the package to be launched up the incline. The coefficients of friction between the package and the surface are Us = 0.35 and Uk = 0.25 When the package is released, the spring is elongated 1.3m from its equilibrium position just before going up the ramp. A. What is the speed of the package when the spring reaches its equilibrium position on the way up? B. What will be the maximum compress of the spring? 2. Relevant equations Kf + Ui = Ki + Ui + Other forces Fs = 1/2kx^2 Ug = mg(sin45) Us = 1/2kx^2 3. The attempt at a solution I been trying to figure out how to set up the problem because i am unsure where Uspring and Ugravity are replacing in the conservation of energy. But here i go: Kf + Ui = Ki + Ui + Other forces 1/2mv^2 + mg(sin45) = 0 + 1/2kx^2 - fkD (.5)(2.1kg)(v^2) + (2.1kg)(9.8 m/s^2)(sin 45) = (.5)(35 N/m)(1.3m)^2 - (0.25)(2.1kg)(9.8 m/2^2)(cos45)(1.3) also once you get the vf from part A you can find Part B's maximum compress which is K by using conservation of energy and substituting vf in and solving for K correct?

1. an t-am a bhí ann. An ráiteas ar an bhfadhb, na n-athraitheoirí go léir agus na sonraí a thugtar/a bhfuil ar eolas faoi A scaoiltear 2.1 kg ó shuí ó bhun ramp a bhfuil claonadh 45 céim air. Tá an pacáiste ceangailte le earrach idéalach K = 35 N/m atá ceangailte le barr an chonair agus a fhágann go scaoiltear an pacáiste suas an chonair. Is iad na comhéifeachtaí frith-iarraidh idir an pacáiste agus an dromchla Us = 0.35 agus Uk = 0.25 Nuair a scaoiltear an pacáiste, cuirtear an earrach 1.3m óna shuíomh cothromaíochta díreach sula dtéann sé suas an ramp. A. Is é sin. Cad é luas an phacáiste nuair a shroicheann an earrach a seasamh cothromaíochta ar an mbealach suas? B. B. Cad é an brú is mó a bheidh ar an earrach? 2. Seachadadh. Eacnamaíochtaí ábhartha Kf + Ui = Ki + Ui + Fórsaí eile Fs = 1/2kx ^ 2 Ug = mg ((sin45) Us = 1/2kx ^ 2 3. An iarracht ar réiteach Tá mé ag iarraidh a fháil amach conas a chur ar bun an fhadhb mar tá mé cinnte nuair a Uspring agus Ugravity a chur in ionad i caomhnú fuinnimh. Ach anseo tá mé ag dul: Kf + Ui = Ki + Ui + Forsaí eile 1/2mv ^ 2 + mg ((sin45) = 0 + 1/2kx ^ 2 - fkD (.5) (((2.1kg) ((v ^ 2) + (2.1kg) ((9.8 m / s ^ 2) ((sin 45) = (.5) ((35 N / m) ((1.3m) ^ 2 - (0.25) ((2.1kg) ((9.8 m / 2 ^ 2) ((cos45) ((1.3)) chomh maith nuair a fhaigheann tú an vf ó chuid A is féidir leat an comhbhrú is mó de chuid B a fháil is é K trí chaomhnú fuinnimh a úsáid agus vf a chur in ionad agus réiteach le haghaidh K ceart?