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Staci Weiss and a group of research assistants scouted day cares, public pools and community centers to get parents’ permission to study their children’s brains. The group dropped off flyers, sent postcards and explained to Philadelphian families how they could contribute to a neuroscience study and earn some money. “For a lot of the families coming in, it was their first interface with science, especially as a participant,” said Weiss, a fourth-year psychology Ph.D. student. “It’s a rare opportunity for kids.” Weiss and psychology department chair Peter Marshall, in partnership with the University of Washington’s Institute for Learning and Brain Sciences, conducted a first-of-its-kind neuroscience study on 80 children ages 6 to 8 in Weiss Hall from 2016-17. Because of the first study’s success, the team is now recruiting a new round of children to test their responses to signs, sounds and sensations using an electroencephalogram test, which measures electrical activity in the brain by attaching small, metal discs to the scalp. The participant trials will run through September on a rolling basis. During the studies, researchers measure the children’s ability to anticipate touch in relation to their executive functioning skills, or cognitive skills that involve mental control and self-regulation, like their ability to focus. “This foundational ability to try and predict what’s about to happen and adjust your behavior accordingly, before that occurs, is foundational to anticipation I think, and I think that that may be important in ways that are more broad,” Weiss said. In the first study, the children sat in front of a screen displaying an arrow indicating which hand to expect a touch on, and an inflatable balloon-like device tapped their middle fingers about one and a half seconds later. Then the electroencephalogram test would map the data on a screen. The “scalp maps” show brain activity moments before a child anticipates a touch to their hand. The children then demonstrate their ability to focus and perform executive functioning skills on activities afterward. Weiss first came up with the research idea in 2015 when she worked with Marshall to create a project proposal for the National Science Foundation Graduate Research Fellowship Program. Many executive function tests involve responding to visuals or sounds, but not many study the effect of touch on children, Weiss said. “I was wondering if some of the variances in activity might be due to how well children were able to attend and focus in expectation of sensations,” Weiss added. Weiss was interested in working with children and infants because studying them helps to understand how behavior develops and changes based on childhood experiences, she said. The study also connected with Marshall’s own research interest of infants and children. Marshall’s favorite part of the studies is looking at the “scalp maps” because of how clearly they show the brain’s response to anticipation, he said. “Understanding how kids’ brains work and understanding the kinds of questions that we’re asking can only be addressed with the help of families that come in from the community to help us with that,” Marshall said. The researchers spent a year writing the first study’s results and published them in the November 2018 issue of “Developmental Cognitive Neuroscience,” a journal on cognitive brain development. The results, which included 80 of the participants, provide insight into when the ability to focus a child’s attention is needed, like during academic performance and mindfulness meditation, Marshall said. Jeb Taylor, a senior philosophy and psychology major who worked as an undergraduate research assistant on the first study, enjoyed teaching the children about science, he said. “Kids really get this image of science as these weird old people in lab coats who do things with beakers and chemicals,” Taylor said. “We really wanted to show the more humanized side of science, which is really a fun and interactive experience within which they’re not subjects, but participants.”	<urn:uuid:365bef02-05c3-4cc3-aefc-b10ad682f7ff>	{ "dump": "CC-MAIN-2021-43", "url": "https://temple-news.com/temple-university-researchers-make-scalp-maps-of-childrens-brains/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323587593.0/warc/CC-MAIN-20211024173743-20211024203743-00524.warc.gz", "language": "en", "language_score": 0.9566306471824646, "token_count": 849, "score": 3, "int_score": 3 }
PHP is a server side scripting language and it stands for Hypertext Pre-Processor. Originally PHP was called “Personal Home Page”. PHP was created by Rasmus Lerdorf in the year 1994. PHP was primarily developed for Web Development Purpose. PHP can be used to post and retrieve data from one html form on any other page. You can insert PHP code inside HTML or HTML code Inside PHP code. Knowledge of Basic HTML and CSS is preferred to learn PHP. Syntax of PHP is very easy to learn. If you are familiar with C Programming language then you will be able to understand PHP easily. PHP is not a client side programming language which means that it cannot run without a server. APACHE server can be used to test and run PHP. PHP is an open-source programming language. It has a huge community of users and hence it has a lot of support. PHP can be used in a Procedural Programming Style and Object Oriented Programming Style. Beginners will start with Learning Procedural Style and then OOPs style. Websites like Stackoverflow and Php.net can be used to get solutions to any problem related to PHP. A server side scripting language like PHP can be used to communicate with the database directly. It can be used to Create, Read, Update and Delete records of a database. Database is used to store data in tables. Tables have columns that are named as per the data which will be stored n them. MYSQL database is commonly used with PHP and we will learn MySql in this tutorial as well. PHP can be used to Create, Read and Delete files on targeted folders and directories. PHP is the backbone of many popular CMS tools like WordPress, Drupal, Magento etc. After learning PHP you will be able to configure above mentioned CMS scripts to any extent. PHP can be used to set and access Cookies and Sessions. It is helpful in creating Login and Signup Based User Management Systems. You can use PHP to encrypt data. This is a Step By Step PHP Tutorial & In this introduction part of PHP we have covered some common points that a students or a beginner must know about PHP before learning it. Some point may have not been covered in the introduction section but you will find them in the newer parts of this tutorial. See this Video Which is a Step by Step Video Tutorial for PHP If you have any doubts or feedback related to this introduction, you can comment below.	<urn:uuid:9709d90d-d667-473f-9b03-901d9526c303>	{ "dump": "CC-MAIN-2019-04", "url": "https://slidescope.com/step-step-php-tutorial-part-1-introduction/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583662893.38/warc/CC-MAIN-20190119095153-20190119121153-00592.warc.gz", "language": "en", "language_score": 0.908955991268158, "token_count": 531, "score": 3.40625, "int_score": 3 }
PsycholARTSical: Psyched about the arts/Behavioral Views of Learning< PsycholARTSical: Psyched about the arts Behavioural Views of LearningEdit General Note To The Class: As per our class discussion on Thursday, we will now be posting our responses to the WikiBook, not the discussion page. Responses should engage critically with one or more concepts from the textbook. Feel free to include examples of personal experiences when relevant. Be sure to include page number citations to the textbook (or other sources) when appropriate. Do not post your responses to the discussion page, as we will be reserving that space for editorial comments (e.g. I think this section is getting repetitive . . . or, I'm not sure that everything in this section is relevant . . . or, I really think this paragraph would work well in this other section . . .) Seeing as we've agreed to construct this book in the form of a collective dialgoue, please remember to include your signature after all of your postings to the WikiBook and the discussion page. **These changes have also been made to the "Posting to our WikiBook" section to avoid any confusion. Understanding Learning (pp. 197-199)Edit - In the text, learning is defined as a change in knowledge and/or behaviour that occurs exclusively through experience. (p 197) For example, the experience of reading a textbook brings about additional factual knowledge. This learning is deliberate. On the other hand, the experience of placing one’s tongue against a frozen metal post for the first time may prompt the avoidance of a similar situation in the future. Interestingly, in the latter example, both new knowledge (tongue sticks to frozen metal) and new behaviours (don’t do it) are gained. This learning is inadvertent. - Thus, learning may be intentional or unintentional; however, it is always initiated by the learner’s interaction with his or her environment. It follows that changes attributed to natural development, such as maturation, do not qualify as learning. (p 197) This condition is logically sound with respect to physiological developments such as growing taller or turning gray. However, it could also be understood to suggest that learning benefits often associated with mental maturation are actually a product of experiences accumulated with age. While it is clear that neurological development does not in itself constitute the act of learning, its exclusion undermines the significance of the constantly-changing adolescent brain. For example, if the ability to reason is associated with the development of the frontal lobe, can critical thinking be considered a learned skill? What are the implications for abstract thought? - Given the dichotomy of knowledge and behaviour, the study of learning is divided into cognitive and behavioural points of view. Cognitive psychologists emphasize internal mental processes such as thinking, remembering and problem-solving. Conversely, the behavioural perspective assumes that learning causes observable changes in behaviour. (p 197) It is not clear why there is such an insistence on favouring one position over the other – both knowledge and behaviour are clearly essential to learning. Furthermore, it could be said that behaviour is enacted knowledge and that knowledge is potential behaviour. Early Explanations of Learning: Contiguity and Classical Conditioning (pp. 199-202)Edit - I was very intrigued by the discussion in the chapter about classical conditioning and how it can relate to learning in the classroom. Discovered by Ivan Pavlov, who was able to train dogs to salivate at the sound of a tuning fork, classical conditioning is described as an association of automatic responses with new stimuli (Woolfolk et. al, pg. 199-200). In the classroom students’ emotional reactions to different situations are often viewed as a result of classical conditioning. In particular, I was interested in how emotional reactions will often disrupt learning. For example, the stress and anxiety that many students feel during tests or presentations, which can often result in a poor performance. I wonder if there is a way to apply the theory of classical conditioning to eliminate the stress and possibly evoke a different emotion during a test or performance time. In the Guidelines on page 201 of the text book, the authors suggest giving un-graded tests so that students can practice daily. My concern with this suggestion is that firstly it seems unrealistic to test students so frequently, and also that perhaps this continuous testing will just perpetuate the anxiety for the student. Perhaps pairing a test with a positive stimulus could decrease the stress that is created in this situation. In my own experience my high school sociology teacher would give us candy as we took a test. A testing day was much less dreaded by the class because we knew that we would be given a treat. In theory this seems like a potential solution to the negative emotions that a test can produce. However, is it merely setting up students to perform poorly in a testing situation that doesn’t provide a positive stimulus? - Can a teacher use classical conditioning to reduce negative emotional reactions, or would the use of reinforcements, such as in operant conditioning, be more effective? - In response to the above question, I think that the use of both methods can be effective. However, since an example of operant conditioning has already been provided I will touch upon classical conditioning. I think testing can be something not feared if it is introduced from the very beginning of classes as a positive experience so that it creates feelings of pleasure instead of pain. One way that this could be accomplished is by providing an atmosphere that is peaceful and calm as well as providing tests that are fair (i.e. including material that has been taught, and not providing trick questions). The former can be accomplished in two ways. The first is the the teacher's demeanour. If the teacher is calm, cheerful and optimistic she can help to alleviate some pre-test anxiety. Secondly, if the test space provided is peaceful and comfortable while the testing is being administered (ex. soft relaxation music) this can also help. If from the very beginning of the year, the setting for testing is associated with positive variables, the students should not associate testing with fear. - Perhaps a way to overcome this sense of fear is by continually assessing students. By incorporating small quizzes, tests, or assignments, which will simply be used as an assessment tool by the teacher and students (and not graded), students may begin to feel comfortable and more at ease during a graded quiz/test. People often feel anxious in unfamiliar environments. They especially feel anxious when they are being evaluated. I remember the first time I had to play in a recital, I was so nervous I could not control my shaking hands and made countless mistakes from over-thinking. However, over the years, I have had many opportunities to perform in public. Now, not only am I relaxed and comfortable when I play in public, I actually enjoy the experience. By providing students with ungraded tests (written in the same format as their upcoming-graded tests), students may be more relaxed during the graded tests. They are now familiar with the format, phrasing of questions, and have a firm understanding of the types of questions the teacher may ask. Another option to overcome fear is to change the format of the tests. For example, open book tests, take home tests, or allow students to bring in one small-cheat. All of these formats still require the students to apply their knowledge, however, students may feel more control over their end product. User:Belshawm\|Belshawm]] (talk) 19:48, 12 March 2008 (UTC) - In response to the two above postings, (especially the one on operant conditioning)I think that making testing more positive for students also ties into the section on Mastery Learning on pages 215 and 216 of the text. This idea that all students can master a skill, or achieve an 80-90% mark in a testing situation, before moving onto the next level. I know one teacher who does not allow her students to fail an evaluation. She allows them multiple tries of a similar task, until they get it right. Instead of going in thinking they will fail, these students know that they will eventually succeed, which eliminates some of the pre-test panic. As the text states, there are problems with this system, but I have seen this system work when it is adapted for only certain struggling members of the class. As students know they will have many tries to succeed, this could be another way to condition students to associate tests with positive consequences instead of the negative consequence of failing. - Perhaps a way to overcome this sense of fear is by continually assessing students. By incorporating small quizzes, tests, or assignments, which will simply be used as an assessment tool by the teacher and students (and not graded), students may begin to feel comfortable and more at ease during a graded quiz/test. People often feel anxious in unfamiliar environments. They especially feel anxious when they are being evaluated. I remember the first time I had to play in a recital, I was so nervous I could not control my hands from shaking and ended up making countless mistakes from over-thinking. However, over the years, I have had many opportunities to perform in public. Now, not only am I relaxed and comfortable when I play in public, I actually enjoy the experience. By providing students with pre-tests (written in the same format as their upcoming-graded tests) and take up the questions in-class, students may be relaxed during the graded tests. They are now familiar with the format, phrasing of questions, and have a firm understanding of the types of questions the teacher may ask. - In accordance with Liz's response, I have seen a similar system work where a teacher has allowed for students to re-submit their work once the teacher has done a 'basic' marking on the assignment. This practice was particularly used in music theory class for those students who were able to grasp the concepts, but were having trouble applying them to the 'big picture'. This way students were able to see their mistakes, and were given opportunities to re-write the assignment, this time making a connect as to why their result was wrong, and could seek further help how to do it properly. Assignments became more than just a 'grade', because it was the satisfaction of mastering a technique and being able to move on to the next step. This was a very smart idea as the teacher encouraged not only independent learning, but also it was a form of operant conditioning (touching on the next topic-pg. 202), as the students would learn as much as they wanted to (i.e. could choose to re-do the assignment or be satisfied with the original mark) and because of the constant learning in music theory, students would realize sooner or later that they would need to fully grasp concepts before being able to move on. - As teacher's, how far should we go to see our students succeed? - To make matters more interesting, this same teacher allowed students to bring in a 'cheat sheet' into their test. One single-sided, blank piece of paper where they could write anything except for examples. Because students went to such detailed lengths when filling up this piece of paper, when it came to the test, students no longer needed to use this sheet, as they had done a through job of studying and already new the material inside and out. Obviously this method would not work with all students, but for those students who have the tendency to 'freeze' in test situation, it was the perfect way for students to feel more competent. - As a music major in university we were given as many chances to perform in a friendly, supportive, low-stress environment as possible. Though my instructors never used the term "Classical Conditioning" I believe that this is exactly what they were attempting, in hopes of aleviating performance anxiety in students. The problem with this is that a performance situation is an unconditioned stimulus which evokes a very primitive "fight or flight" response that is hardwired into every human individual. In short, when a person is experiencing performance anxiety part of their brain is telling them that their lives are in danger. This is obviously an irrational, unconditioned response, but overcoming such a strong basic instinct is near impossible for some people. Some performers are able to channel the "fight" instinct into creative energy that drives their performance, while others devote several hours before a performance to meditation in order to convince their mind that what they're about to experience is not a life or death situation. - Are there methods we, as teachers of the arts, can use in the classroom to extinguish the unconditioned responses associated with performance anxiety? - --Elewis (talk) 03:36, 29 January 2008 (UTC) - It is interesting to explore how a teacher can best use conditioned stimulus defined as "stimulus that evokes an emotional or pshychological response after conditioning" (Woolfolk et. al, pg. 200) in the classroom to promote focused learning and also eleviate anxiety. The desired result is a conditioned response from the students, defined as a "learned response to previously neutral stimulus" (Woolfolk et. al, pg. 200), to optimize their learning potential in the classroom setting. In response to the above question regarding performance anxiety, I believe the power lies with the teacher and their ability to create an environment condusive to support and comfort for students in the performance setting. Simply put, I believe the teacher needs to put the subject on the "table", which is so seldom done in the context of performance classes, and discuss the subject in a group context. By shifting the conditioned response within students, an environment is created condusive to open, creative, and artistic expression. - Christopher Wilson - In response to Eli's question above, I think there are some things you can do. I suffered (still do, I guess) from performance anxiety and I tried many different strategies to combat it. One that helped was practicing a concert program in a big, open room--ideally, the room where the actual concert will be performed. I think this helped because part of the anxiety comes from the performance environment: the nerves REALLY start kicking in when you walk through the doors, hear your footsteps echo through the hall, you can't see anyone but you hear a roar of applause--once I sat down and looked up, I usually felt pretty small in this giant hall. The idea is if you perform in a big, open space, practice in a big, open space (whether it's the performance hall during off hours or somewhere else). Your relationship to the practice space mimics the performance situation. I would often practice in a normal practice room and when I felt ready, walk straight into a lecture hall (ensuring beforehand that there was no class in there, of course!) and perform my concert program beginning to end, just as if it was the real thing. - The conditioning comes into play get used to performing in that environment without any stress--you're dulling the conditioned response. Of course, the audience won't be there (although inviting friends to watch you practice certainly helps), but it's a start. Operant Conditioning: Trying New Responses (pp. 202-208)Edit - There were a variety of themes in this reading that I found interesting in relation to teaching. One theme in particular dealt with positive/negative reinforcement (which both promote a particular behaviour) and punishment (which weakens and suppresses behaviour) (Woolfolk et. al, pg. 203-204). In my own experience both as a student and as a teacher, I find that teachers overlook the importance of reinforcing positive behaviour among his/her students and focus on punishment. I find that a tendency of teachers is to only catch students being “bad”. Instead, teachers should try and catch their students being “good”. For example, if a student who has been talking throughout the entire class has finally quieted down, then the teacher should use this opportunity to acknowledge that student’s compliance either through praise, a reward (such as more computer time), etc. This acknowledgement will encourage the student to continue with the desired behaviour which in turn, will minimize the teacher’s need to manage/punish that student during class-time. - During my practicum, I was amazed with how easy it was to implement punishment over positive reinforcement. When students were behaving, I had to consistently remind myself to acknowledge this through a reinforcer of some kind, such as praising them, or playing a piece that they loved. - Why is it that punishing students seems to be a more of a natural tendency for teachers rather then implementing positive/negative reinforcement? Also, is it possible for a teacher to run a successful classroom on positive/negative reinforcement alone? Or, at times, does punishment need to be enforced? Is it possible to find a balance between the two? - Thoughts, ideas, comments? - I'd like to quote an outside text in response to your question, “Why is it that punishing students seems to be a more of a natural tendency for teachers than implementing positive/negative reinforcement?” In his article “Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Schools” (cf. ), author John W. Magg proposes multiple reasons for punishment having traditionally been a preferred form of treatment. - First, Maag believes that positive reinforcement is often misunderstood because it is rarely associated with discipline. (Maag, 178) Furthermore, positive reinforcement is assumed by many to be coercive; bribing students to behave well, rather than motivating them intrinsically. Because of this, techniques based on positive reinforcement are often understood to threaten personal autonomy. Ironically, punishment seems more acceptable in this sense. People assume that they are free to choose to behave in a responsible way to avoid punishment. (Maag, 173) Moreover, our society views punishment as a highly effective way to control its members. Punishment often can produce a rapid suppression of undesired behaviours. (Maag, 176) I’d like to suggest that positive reinforcement is proactive, rather than reactive, and may not demonstrate immediate, identifiable changes in behaviour. - Secondly, Maag proposes that teachers do not use reinforcement effectively because they do not understand important terms related to behaviour modification. The terms and concepts addressed in this section are covered in greater depth by our text, Educational Psychology. - As teachers, our actions and interactions encourage behavioural responses, whether we are conscious of them or not. It is important that we recognize the differences between reinforcing and punishing behaviours. A reinforcer encourages a particular form of behaviour, whereas punishment discourages it. Because of our traditional understanding of these words, we may all too readily assume that punishment has negative connotations, and that reinforcement is preferable. This is not necessarily the case. - Similarly, the terms positive and negative reinforcement carry their own baggage. They are two means to an end, two ways to modify behaviour. One method is not necessarily preferable to the other. Our text proposes that positive reinforcement occurs when a behaviour has been strengthened “by presenting a desired stimulus after the behaviour”. In other words, a teacher encourages said behaviour by their response (or lack of response) to it. It is possible that positive reinforcement may not be “positive” in the traditional sense. - Positive reinforcement is a more complicated process than simply giving praise to students. During my practicum, I praised a student’s work on a diorama, hoping that she would respond to my “positive” encouragement. Rather, she seemed embarrassed at being singled out for her achievement. As I did not encourage her, I failed to reinforce her behaviour. Simply because verbal praise sounds like a reinforcer does not mean that it will function as one. - Maag notes that when punishments are effective, they are used infrequently, because they serve to reduce inappropriate behaviours. However, students who repeatedly misbehave and receive reprimands, suspensions and the like are not being punished for their actions. They are instead being positively reinforced. “Teachers expect students to behave well, and consequently ignore them when they do so, but they usually give them negative attention when they do behave poorly. Adult attention, even if it is negative, is a powerful reinforcer - especially for students with the most challenging behaviours who typically receive very little positive attention.”(Maag, 179) - Maag suggests that many teachers do not use reinforcement to their advantage. Effectively changing students’ behaviours also requires teachers to modify their own behaviours; but first, they must recognize how positive reinforcement is congruent with the values and techniques they need to apply. “These goals can be addressed when teachers prioritize their values” (Maag, 183). Changing ingrained techniques are hard. Accordingly, as new teachers, we have an advantage. - Maag concludes his article by providing a series of easy-to-implement techniques to encourage positive reinforcement, which I thought I'd share. - 1) Catch students being good. Teachers often take for granted when students behave well, and often only react to inappropriate behaviours. Some students have learned that the only way they will receive attention from teachers is to misbehave. Maag suggests that the second time a teacher gives a student a verbal warning, they should also be sure to catch the student behaving appropriately. Whereas punishment is most effective when delivered consistently, teachers only have to catch students behaving well occasionally to generate desired behaviour modification. - 2) Think Small. Set small goals for students and reinforce incremental strides towards that goal. For instance, if a student is usually ten minutes late for class, provide positive reinforcement if he is only five minutes late. Once he begins to make improvements, it is more likely that he will achieve your desired result. - 3) Have a Group Management Plan. Its easier to manage specific students with challenging behaviours when the rest of class is well behaved. Control the class before focussing on an individual. - 4) Prevent Behaviour Problems. Establish classroom rules and the positive reinforcement that will follow them. Dedicate your attention to academically engaging your students, rather than dealing with problems. Monitor your students behaviours and subtly reinforce them. - 5) Use Peer Influence Favourably. Students realize that the easiest way to get peer attention is to misbehave. Teachers should find ways to use peer influence to encourage good behaviour. - I find this last suggestion the least straightforward. Does anyone have any suggestions how we may use peer influence to promote good behaviour? - Can anyone provide examples of having used positive and negative reinforcement to their advantage? - This story is extreme but gives a powerful example of positive peer influence. - Jacob was withdrawn and pretty low-achieving from an academic standpoint. His home life was not the best and outside of school he tended to hang with the "wrong" crowd. At the very end of practicum Jacob was arrested for aggrevated assault when he got into a fight with the owner of a SUBWAY restaurant who had accused Jacob of stealing. Jacob was transfered to another school, but before he left Vanier my associate teacher sat down and spoke with Jacob about why the fight at the restaurant was maybe not a good idea and why the people he chose to run with weren't necessarily the best choice in friends. - This teacher continuously let Jacob know that he was capable of good things, and that the transfer was a chance for a fresh start with a clean slate, a chance to make better choices and do positive things. He let him know that from this bad situation, good things could arise. At the end of this conversation, another student was brought in and asked if he would take Jacob to church with him on Sunday. The student—who knew Jacob but was not real tight with him—agreed, and was genuinely thrilled at the idea of helping Jacob get back on his feet. Jacob also seemed convinced that good things were in store for him, and started to make better choices for himself. - This practicum placement was in the One World Youth Arts Project at George Vanier. My AT regularly made connections like this for his students, usually not on such a large, life-altering scale, but, little connections that did wonders for students' self-image and appreciation for fellow classmates. - The OWYAP setting focuses on musical composition, and lends itself very-readily to these kinds of collaborations, but the power of peer influence in any classroom is a tool we can all use to positively affect to motivate our students. Self-image is a huge issue for adolescents and is often the reason for bad behavior. Facilitating peer connections that promote positive self awareness will often diminish disruptive behaviour and foster academic success. - Here is another example of positive peer influence. - In my practicum, I tried a number of methods to "tame the beasts". I tried to make a connection with the students who enjoyed challenging me. One way that I did this was to try to understand where they were coming from. I also tried to get to know them (i.e. interests etc.) so they wouldn't see me as just another authority figure. Once I became familiar with these specific students, I tried to personalize my lessons. For instance, in one lesson, I asked the students to mime their favourite thing free-time activity. This allowed some of the more unruly students to put a bit of themselves into my lesson. As a result, these "problem" students became engaged with the material, which created a ripple effect throughout the class. In turn, the students who usually followed the bad behavior, began to follow the good behavior. In turn, I acknowledged the good behaviour by thanking them individually for their great work in my class. As far as I'm concerned, positive peer influence really does promote good behaviour. - When contemplating Mark's question, I came across a discovery that may seem cynical, but practical in reference to peer motivation for positive behaviour. My conclusion is that you can't have it. I've read many a chapter on psychology and 'school and society' and have come to the realization that a student's behaviour in the classroom is ever-evolving, and the notion that this can be controlled by a theory or a set of standards is preposterous. - My first notion to reinforce good behaviour was, "why don't I praise a group that is doing an assignment well, therefore enacting positive reinforcement by promoting the good behaviour". I believed that this would lead to other students to recognize this praise and cause them to strive to do better in hopes of receiving praise themselves. However, I found the opposite reaction occurs. - Under-praised students are repulsed by the praised students for their conforming nature. The symbol of a class "goodie two-shoes" can alienate the rest of the class into a "whatever, I don't really care" attitude. This creates a dangerous learning environment. The teacher loses credibility and any sense of control they may have had. - What's the solution? Generalized reinforcement. The old teacher's college adage of "what's good for some is good for all" applies to our classroom dynamics when dealing with reinforcement. By generalizing your reinforcement, students will not single a student out as the prize student creating less social stigma within the classroom. - That being said, I don't believe this will completely solve the situation, but it will help for a more equitable classroom. To conclude, I realize that you can try to balance your positive and negative reinforcement techniques, but the more balanced you try to make it, the greater the l imbalance amongst students. I realize that my opinion is based on my high school experiences, both as a student and teacher, and, the fact that they are only a few years younger than myself. - The power of positive reinforcement shows up in my personal life daily with my fourteen year old daughter in grade nine, especially as it relates to her study habits, and her ability to concentrate on her homework. She responds well to positive energy. Period. An intermittent reinforcement schedule (page 204) is the most constructive approach to her attitudes towards study, and schoolwork. - During my practicum, I was faced with an unruly, yet talented, grade ten performance vocal class. By encouraging their individual abilities, their skill set, as well as their ability to work as a group, they quickly developed a focused work ethic during class. This was accompanied by positive energy and overall enthusiasm for musical task at hand. I was fortunately able to "accentuate the positive" (page 208) in order to clearly communicate to the students which behaviour I was reinforcing to promote positive, repeated classroom patterning. The results were tremendous and highly rewarding! - Christopher Wilson - I agree with Chris. It is vital to highlight students’ individual strengths. - I found that during my practicum students began to respond better to my lessons once I began to develop some sort of relationship with each of them individually. I found walking around the classroom and conversing with them while they were doing seatwork to be a great tool for me in terms of classroom management. Engaging with students during that time allowed me to develop a strong mutual respect between the students and myself. - I remember at the beginning of my practicum I got weighed down by constantly attending to those students who required a lot of personal attention. They would monopolize class time and time with me, with their never-ending questions. At first I didn’t realize the impact it was having on the class because I was so overwhelmed by the mechanics of teaching a lesson. I was more worried about what I was doing. Then, as I began to feel more comfortable with the class and started to observe the dynamics within the classroom, I started to notice that those students—apart from the four or five extremely extroverted students—had shut down mentally; some even physically! It was then that I realized I had to start becoming more even-handed in my teaching. - After that, I made it a point to say at least one thing to every student every day, especially the introverted students. One student was so astonished, dazed even—not surprizing, because I think I woke him up. He said “I don’t know”. I said, "ok", and continued my lesson. Immediately after, he sat up in his chair and began to look on with the person sitting next to him. After awhile I came back to him with another question and he answered it perfectly! Because I made that small gesture of grace towards him, he became engaged. - --Thomas20 (talk) 19:59, 30 January 2008 (UTC) - Something I learned while on practicum to go along with this point, is to always have one ear on the class and one ear with your students. Being in a drama setting, the class was often divided into groups for group projects and I would circulate and give feedback to groups. My AT told me to use, what she called, "The Cowboy Method"; this is always keeping your back to a wall when talking with a group so that even though your focus is on a couple individuals, your always facing the entire group. This allows you to still have some attention on the rest of the class and give the needed attention to individuals. - In regards to postive or negative reinforcement, I have always found postive reinforcement to be the most effective, especially when dealing with behavioural students. When I was volunteering as an Advisor with a program called Junior Achievement, we had one grade 9 student that was continually disruptive and halted the work of the rest of the members. The lead advisor tried various methods of discipline, until one day I stepped in and took this student into the hall for a one on one discussion. When talking to him, I addressed the areas of his disruptive behaviour that were concerning me and reinforced the great potential I saw in him and asked if he could be my ambassador in the company and use his outgoing and vibrant personality to rally the company to be more productive. My focus was to highlight his postive qualities and instead of putting him down encourage him to use his skills to the best of his abilities. I let him know that I believed in him and wanted him to succeed and that the only person he was failing was himself. This was very effective in managing his behaviour. I'm not saying that he did not act out again, but when he did I was able to just say "Max, can you focus?" and he would start working towards the task at hand. Kids never want to fail, but sometimes they lack someone to believe in them, so they stop trying to succeed. I know this may not work with every student, but I did witness my AT use a similar method in my practicum with one of the more difficult students and it proved effective in that case too. It is the difference in saying "No, you're bad." to "You're really good, why are you being bad?" - --Ajlaflamme (talk) 13:19, 31 January 2008 (UTC) Applied Behaviour Analysis (pp. 208-214)Edit - This section addresses methods for encouraging existing behaviour, such as praise, the Premack principle, shaping and positive practice. It states that to increase a particular behaviour, we must reinforce it. I was particularly interested in the part about reinforcement with teacher attention. Many psychologists advise teachers to “accentuate the positive”- to literally praise students for good behaviour. - I would like the address “Using Praise Appropriately” (on page 209), it suggests not to single students out for praise because it tends to backfire (because you risk embarrassing the student you have chosen to praise.) During my practicum experience, I was asked by my Associate Teacher to single out students that were doing the assignments as asked/a phenomenal job. Basically, I was asked to hold up a students work (in front of their peers) and to point out what aspects were working well (E.g. For gesture drawing- good use of line, fluid movement etc). I was hesitant to use this technique because some students may be more technically skilled than others and I felt like I was being ask to compare students work rather then assess them on their individual growth and development. In conclusion, some students appeared to like the attention and others were embarrassed. The entire class did in fact work harder, they were extremely focused and their individual drawings improved drastically by viewing the work of their peers. - However, after class one of the students that didn’t receive public praise approached me and said: “I’m sorry Miss that I didn’t do a good job for you”. My heart was absolutely shattered- I suddenly thought: “This is a horrible technique”; I had to reassure the student that she worked hard, did a great job and that I noticed a tremendous amount of growth within the period (which was true). I found that this girl in particular was always seeking my help and looking for affirmation. This sort of demonstrates what the book states: “Psychologists have suggested that teachers’ use of praise tends to focus students on learning to win approval rather than on learning for its own sake”. - It makes me wonder, the kids worked harder and improved but did they do it to win my approval? I didn’t particular care for the technique of singling out individual students but obviously there was major benefits to having the students examine each others work during the “creation process”. Later during practicum I tried a different method, I began to have students casually take turns walking around the class to examine each other’s work. I found that this approach was extremely affective because no one was depicted as superior to the other. They were able to learn from one another without feeling bad about themselves or embarrassed in front of their peers. - Q: What type of experiences have you all had with praise? - In response to the above question, I believe in the power of praise and agree that it needs to be handled with care, especially when it begins to promote a dependency on the student’s part. As teachers we are responsible for facilitating the growth and independence of our students and praise is one of the tools we can use to help us facilitate this. Unfortunately, some institutions do not fully understand the power of praise and rely solely on systems such as token economies to shape behavior. In some situations this system of earning tokens to be turned in for rewards works, however only for a short time, then it usually becomes meaningless (unless the reward is money that can be accumulate and spend on numerous seductive consumer goods…). This is where the power of praise comes in. In reviewing an individual students progress on the token system I observed that they did well for a while until they stopped buying into it, then their behavior took a turn for the worse. On interviewing the student I discovered that the rewards were meaningless to them, the student viewed the system as “for a one year old”. When I surveyed the student on what was interesting or meaningful for them they told me that they wanted to earn quality time with their teacher and E.A. as an alternate to items. This student was looking for interaction, opportunities to learn, and feel good about himself, buying trinkets from the treasure box at the end of the week just didn’t cut it for him. I mentioned that praise is one of the tools we can use to develop growth in our students, the above example shows not only how ineffective a reward system can be if you do not know what motivates the individual but also the value of consciously adding praise to such a program. As the parent of this individual student I was proud to see that human interaction was my sons main motivator. - I have worked in situations where the staff working with extremely behavioral individuals wore buzzers that went off every five minutes, for example, to remind the staff to praise that individual. It is my understanding that it is best to praise for the correct behavior in ABA. However, their is another element to this whole behavior modification phenomenon, one that is often overlooked in the sciences, a human element being that in this example the staff were required to interact with those individuals in a positive way. They were all on a program where they were responsible for filling their clients emotional tanks on the basis that this would have a positive effect on their overall behavior. Pretty simple! - I find the amount of consideration and intentionality with which we need to oversee our classrooms incredible. Many times now we have all heard that more than half of the emotional battle for teachers is classroom management, and such skills are valued highly by employers. - In addition to the above, I want to mention that the praise guidelines on p.208 make a lot of sense. Specifically, praise needs to be given appropriately--not sporadically. To add to this, I would assert that there also needs to be consideration for individual student personalities. For example, in my years of piano teaching I have noticed that while all students require at least some amount of praise, there are some students (usually those who are especially gifted) for whom there sometimes comes a point when praise can actually become detrimental. Such kids are typically praised by their parents and circle of peers 24/7 and have completely lost their sense of humility within their area of giftedness--an effect I have seen as the catalyst to the complete atrophy of a students' motivation and ability to function independently. - This dangerous consequence of indiscriminate praise is also known as performance addiction--a state in which students' self-esteem is linked to the tone of feedback they receive from those in positions of authority over them. Those of us who followed the music path (and also those who didn't, I am sure), know full well the danger of this mindset, and many of us (including myself) have had to break free of it in order to gain an independent, healthy self-motivation with which to fuel our development as artists (or still have yet to break free of it!) - Of course, when it comes to teaching teenagers the arts--people whose identities are still very liminal--we can only praise and hope to encourage them into the kind of rigorous pursuit that one day might enable them to transcend that issue. Ahhhh the joy of music for its own sake!!! I think that only in that place have we truly reached freedom, and the fullest expression of our artistry. - Like many others, I have difficulty with the concept of a token reinforcement system, as I worry about the fact that many students will place emphasis on the reward and not the task itself. One possible solution to this problem was mentioned briefly in the text book on page 210, “The best way to determine appropriate reinforcers for your students may be to watch what they do in their free time.” This seems almost deceptively simple and, depending the approach, does have the potential to degenerate into a simple material reward system. However, it holds great promise because it provides the teacher with the opportunity to “reward” students with classroom-based, learning focused activities. - This idea works very well with the Premack principle, wherein low-frequency behaviours must precede those of high-frequency. As a gymnastics coach, this is something I use fairly frequently. There are some skills (or even apparatuses) on which my students are hesitant to work – for a number of reasons, and others that my students favour and consistently request. I often let my students know that while we will begin with one of the less-preferred activities, once this has been accomplished we can move on to some of their favourite things to do. I find this strategy extremely effective and students seem to respond fairly positively – if only because the “end is in sight”. The thing I most appreciate about this approach is the fact that it demonstrates recognition of the students needs and desires on the part of the teacher. I know that, though they may be unhappy with the order in which I have assigned the tasks, my students appreciate the fact that I am aware of and acknowledge their preferences. - Additionally, if the teacher is able to observe the students preferences – without his/her students articulating them at all – students may also, though likely not consciously, be appreciative of the fact that the teacher knows and understands them as individuals. Furthermore, students may also enjoy having input and control over their own learning. - --Ayanda (talk) 04:03, 31 January 2008 (UTC) - At the risk of sounding repetitive, I agree with a lot of what's been said here, including the principles for Using Praise Appropriately. In general, I believe praise, appropriately used, is a great way to build a positive self-image and positive experience in general for students. Yet, I'd like to echo Jonathan's point about praise sometimes being detrimental to certain students, and add to it that sometimes while it's not detrimental, it doesn't seem to make a difference. I'm thinking of my practicum when I would praise certain a high-achieving student and she seemed rather indifferent to it. I kind of got the impression that she received a lot of praise and that although she wasn't being smug or anything about it, it seemed like it didn't make that much of a difference to her. - I think ultimately, you just have to know how to give praise to certain students--some students will thrive with even a minimal amount, while other students don't even seem to notice it (I should stress that "seem" is key here--I'm not suggesting you stop giving praise to these students). As another example, there was another student--a student my AT had mentioned to me as having a few academic/engagement issues--who I gave some praise to early on and I found that I had no problems at all with her. I should mention the context of the praise: I was distributing a handout in the middle of a class when I noticed that all the "writing" she'd been doing was actually an illustration that had nothing to do with my lesson. When I saw it, I instantly told her how cool I thought it was; when she looked up, she seemed pleasantly surprised and said "thanks." I asked her about the drawing after class and spoke with her briefly about her drawing skills and that type of thing. At the end of the conversation, I politley mentioned that as cool as it was, I'd still like her to at least TRY to pay attention to the lessons. She smiled and said "ok," and I never had any problems with her after that. I think there were two things going on here: 1) I opened up our relationship with praise (my comment about her illustration was the first thing I'd ever said to her). By simply praising her genuinely (I truly was impressed by the drawing) and unconditionally (I made no mention of the fact that she shouldn't be ignoring the lesson or whatever) I think I created a positive space for us, so that when it came time to discuss that she needed to pay attention to the lessons, there was little resistance; and 2) I think there was some of what Ayanda mentioned above about taking an interest in their lives outside the classroom (or at least the course content). - I also use the Premack Principle in structuring my private music lessons: I almost always do the "not-so-fun" stuff first, and finish with the "fun" stuff. I find that when if I finish with something "dry" like some kind of intense theory stuff, or something really difficult (learning bar chords for beginner students) the students become quite disengaged. Eventually I took this a step further and began telling the students the format of the lesson at the outset and this helped--once they knew that whatever difficult task was over, they could enjoy or sail through the rest of the lesson. - The notion of shaping (or successive approximations) struck me as particularly relevant to students of the arts. Woolfolk et al describe shaping as a method of reinforcing progress through the successful attainment of smaller goals in order to achieve some larger goal (211). Student scan often become frustrated because they do not receive any reinforcement from their efforts because the end goal is not yet within reach. - Task analysis (the system of breaking down skill hierarchically into sub-skills) would seem to be particularly relevant in artistic areas that are governed by the reproduction/creation of repertoire and specific techniques. My experience as a music student and teacher has shown me the benefits of using shaping as a strategy to employ positive reinforcement. Perhaps because music practice is readily dissectable across a multitude of planes (temporally, vertically through pitch/harmony, spatially through a performer’s location in the ensemble), it seems to yield itself intuitively to an array of shaping strategies. Musicians are often isolating smaller sections of a piece, or groups of instruments within a larger band, in order to master an isolated element of a piece before moving on to its larger elements. - More difficult are the individual problems that occur with students that do not yield themselves as obviously to task analysis. Let’s take ear training as an example. How do you help the student who is having trouble identifying or singing various intervals? Or perhaps a student might be having trouble with a rhythmic passage because their counting gets mixed up. In some cases, the overall goal does not necessarily yield itself to hierarchical sub-division. What then? In music, we often call on additional types of exercises that isolate and strengthen a skill. For example, if you having trouble singing a major 6th, try ‘hearing’ a perfect 5th first, and then moving up a tone to the major 6th. After some practice, one eventually begins to hear the 6th without having to go the 5th first. - I don’t think this is necessarily at odds with what is being suggested by task analysis. It would be a misnomer to equate task analysis directly with ‘chunking.’ Often the identification of the sub-skills entails understanding the skill set in a more abstract manner. Behavioural Approaches to Teaching and Management (pp. 214-219)Edit - The section offers a variety of methods for encouraging good behaviour, aimed at controlling and changing behaviour by offering a reward of some sort. Two methods with which I have come into contact are the group consequences and the token reinforcement program. First, I volunteered in a math classroom where the teacher was attempting to curb lateness by offering 5 bonus marks if all students were in class on time for the term. Any student who came to class late resulted in a half-mark being deducted for the entire class. Though this program seemed to motivate students to arrive in class ontime, often students who were always on time were made to lose marks because of their punctuality challenged peers. Naturally, this frustrated students who made greater effort to follow the rules. As well, some students, fearing the annoyance of their classmates did not bother coming to class at all if they were running late. This is an example of Woolfolk et al.'s warning that group consequences should not be used when students do not have influence of the group. Perhaps this idea could be tweaked slightly, so that each student was responsible for their own bonus marks, which would only be deducted if they were late. This way students who used the bonus marks as extrinsic motivation would continue to be motivated to be on time, even when their peers were late. - I introduced a form of the token reinforcement while running a reading program last year. I learned that the children in the program were often extremely reluctant to read and that their behaviour was difficult to control. In hopes of rewarding the behaviour of those who read more, I set up a program so every student who read 5 books got a small prize. If they got to 10 or 15 books they got a bigger prize. This definately motivated them to read, however, I soon discovered that students were often choosing short books below their reading level or adding false entries to their log sheets to get prizes. After having read this section of the book, I realized my experience was a very good example of this type of system's strengths and weaknesses. First, since the group I was working with was difficult to control, unmotivated and were not making progress in school the token system gave them a reason to change their behaviour and set reading goals. Secondly, after a few months, and far too many prizes, I recognized that I needed to offer the rewards less frequently, so I required students to read more books before receiving any prizes. (I wish I had read that sooner!) Though this system worked for me, it would not work in every situation. - Does anyone have an example of times when behaviour incentive programs were not successful and why? - I have always been hesitant of using obvious forms of reward or punishment with my students because I worry that it could inhibit the development of intrinsic motivation by taking the students attention away from the importance of the task itself. I find the approach that works best is to assume that all students want to do well and find ways to help them do that. This involves what our text refers to as cueing, prompting, applied behaviour analysis and praise (206-8). Firstly, the teacher needs to clearly set up the expectations and then using cueing (and prompting and feedback) to assist students in developing an understanding of how to implement the expectations. In my mind, feedback is the essential aspect of applied behaviour analysis or any learning goal for that matter. Students need to have a clear idea of what they are doing right and how they can improve. Providing students will clear feedback gives them the impression that you care about their success and that whatever criticism you give them is for their benefit and whatever praise you give them is genuine. - I think that in most cases it is better to avoid obvious positive or negative reinforcements with secondary students. If you set things up so that you are helping them to achieve the high level of learning (which they will likely see in terms of the highest possible mark), they already have a reward to work toward. Even in situations where students are having behavioural issues, I think encouraging students to develop metacognitive skills by having them reflect on their behaviour and giving them feedback is more effective. For example, if a student is often late to class, assume they would rather be on time. Talk to them about what cause them to be late, have them write ways to avoid this, and then give them encouraging feedback on their plan. I use a considerable amount of praise in my teacher because I think it is more useful for students to start from what they are doing right and work toward improvement. I do agree however, that there are risks with overusing praise and I think the Guidelines for Using Praise Appropriate in the text are useful (15). Teachers need to be careful that students do not get the impression that the teacher is just “being nice.” Giving empty praise could undermine the encouragement you have given students in previous experiences. Recent Approaches: Self-Regulation and Cognitive Behaviour Modification (pp. 219-224)Edit - As I see it, the central problem with the behavioural approach to learning is one of oversimplification. In its understanding of pedagogical dynamics, teacher and learner are reduced to the roles of controller and controlled, with learning and the pursuit of knowledge a secondary concern. Chomsky has critiqued Skinner as a reductive empiricist because his theoretical framework is limited to "observables." In other words, he ignores the complex inner processes of the the human psyche, instead reducing them to their lowest common denominator -- that which can be addressed (figuratively speaking) by a pat on the head or a slap on the wrist. - This section of the book would seem to validate the above critique. Its point that "students taught with classic behavioral methods seldom generalized their learning to new situations"(218) is highly relevant, especially in today's classroom where the notion of transferable skills and lifelong learning are becoming more and more pertinent. Clearly we must do more than encourage students to exhibit "good" behavior through a system of rewards and punishments. Students need to learn how to manage their own behavior. What interests me about the "cognitive behavior modification" approach is its potential ability to give students the tools by which they can adjust and improve their behavior, and through this their academic performance. This is done through a partnership model, so both teacher and student are in a position of control. And, as we learned in Chapter 10, when students feel that they are in control they are more likely to be motivated to succeed. - Unfortunately, the text doesn't give many concrete examples of this in action in a secondary school context, and I have had no first hand exposure to it as a methodology in the classroom (although it's pretty amazing to watch my 5-year old "self-talk" himself out of an emotional melt-down.) I can envision integrating various goal-setting mechanisms into a future classroom, as well as guiding students individually or as a class to self-generate various checklists. Any other ideas? Has anyone seen "cognitive behavior modification" in action? The idea of cognitive behaviour modification is very intriguing, especially since it allows the student to actively monitor or coach their behaviour by themselves. I can imagine a teacher using this strategy when it comes to independent lessons, and self-instruction can be encouraged in the way that lessons or assignments are delivered. They work especially well when creating rubrics that are formulated as questions. For example, you can create a checklist as part of the rubric or lesson; here are some sample questions: “Is my spelling and grammar correct?”, “Have I re-read this assignment?”, “Does my argument hold up against opposing viewpoints?”, etc. Having the students ask themselves these types of questions on their own helps them put themselves in the teacher mindset during the process of an assignment or lesson. --Irenedongas (talk) 19:50, 2 February 2008 (UTC) The Difficulty of knowing WHEN to use Punishments - I have a strong belief that one of the hardest things to deal with as a teacher regardless of how many years experience you have is the choices you have to make in regards to punishment. Page 215 of the Educational Psychology textbook illustrates the complexity of the use of punishment within the classroom. It illustrates how complicated the understanding and use of punishments are. What was interesting to me was how many things a teacher can do to avoid punishing a student by provide the student with options. Many of these things are things we learn about when dealing with children of any age but for me I never really think about it when I am doing it. When I am dealing with a student and they are doing something that I do not really like I usually provide that student with options in order to avoid "punishment." According to the textbook I now know that what I am doing is called negative reinforcement. When the student does not accept one of the options provided and I need to enforce some form of punishment, the hardest things that I find I have to deal with is keeping with the punishment and not being persuaded to change the punishment. Maybe I am being stereotypic by saying that perhaps what I am doing in terms of not sticking to the punishment is something a lot of women teachers tend to do. One thing I have learned this year is how to evaluate a situation and when to step in. As we have always heard, when a situations comes up in our classroom we have to think to our selves "does this behaviour disrupt the other students ability to learn or does it prevent me from teaching." I think this is really key but so hard to learn because every situation we are presented with is different and as a result the reaction you have to the situation will be different. For me even though I do think about the misbehaviour and how it affects the students or my ability to teach I still find it really hard to determine the response to the infraction. - I agree with the above comment that dealing with punishment is one the hardest things for a teacher. I find that teachers, especially beginning teachers or teachers that are beginning to burn out, have difficulty in knowing if they are inadvertantly reinforcing the misbehaviour and also with maintaining the consistency. This will especially become the case during very stressful times of the year when both the teacher and the students become very busy with school assignments and activities. When I was a kindergarten teacher at a very small private school, I noticed a real lack of consistency in punishment between the different teachers at the school and also a lack of follow through with threatened punishments. The teachers spent most of the time threatened the students rather than teaching because the students knew that the threats were empty and continued to misbehave. As a result, the teachers at the school were becoming very tired and stressed and making escalated the nature of their threats in an attempt to scare the students. A colleague and I attempted to implement a new school wide system of punishment that all teachers were required to follow. This system meant that all classes faced the same punishments and rewards for the same behaviours in every class with every teacher. It was an uphill battle, for the students did not like that the punishments were actually being issued and became worse in their behaviour for a period of time, but evetually the students began to change their behaviour and in the end became more happy and productive. There were teachers that wished to quit the new system during the beginning stages due to the escalation of bad behaviour, but after sticking with it they did see the improvement in the students. This just shows that punishment must be thought about and planned prior to beginning a class and not something to dole out randomly as the class progresses. Problems and Issues (pp. 224-229)Edit "What do you think about using rewards and punishments in teaching?" (pg.225) - I had some concerns regarding the overuse of rewards in the classroom. We hear quite a lot about not being overly critical of students so as not to damage their fragile sense of self. While I think this has merit, I also think that students will quickly see the diminishing value of reward or praise that is handed out too frequently. It is often the case, especially in the arts, where students would rather hear an honest opinion about their work rather than empty praise that does not help them learn or improve in the least. Woolfolk, Winne and Perry substantiate my concerns by stating, "some psychologists fear that rewarding students for all learning will cause them to lose interest in learning for its own sake. Studies have suggested that using reward programs with students who are already interested in the subject matter may, in fact, cause students to be less interested int the subject when the reward program ends..." (pg. 221, 1st Ed.). - 1. Rewards can be used to celebrate student achievement or to motivate students to aim for higher goals. However, it is problematic when the reward becomes the purpose of learning. - Few years ago, I got a beginner Grade 1 boy as a private piano student. The boy was pushed by his mother to learn piano, and I had to find some way to engage him into music. Then I started to use sticker as reward - giving one sticker after completing one piece. Giving sticker seemed like a successful attempt at the first few weeks. After a month, I realized that the boy was spending more time on choosing sticker from my sticker book rather than playing piano. He wanted to play piece through once and move onto another piece in order to get more sticker when there were much more music elements that had to be polished in the piece. - 2. Teachers must be careful about what to use as rewards. - The example of exempting students from homework as a reward (pg. 225) is a bad example of choosing the right rewards. By making homework exemption as a reward, the teacher implies that homework is a punishment rather than a learning practice. A teacher must consider the implication of the reward before presenting it to the class. - 3. Punishment should be used carefully. - Classroom should be an enjoyable place with quality learning experiences for the students. Therefore, a teacher must be aware of the negative emotional reactions that punishment might bring. The teacher should start from positive approaches to more complicated procedures (pg. 227). Firm punishment should be used only in the situation with the issues that cannot be tolerated. - 4. Give constructive feedback to students. - I totally agree with Eli's idea of giving 'an honest opinion about student work rather than empty praise'. If reward encourages certain behaviours and punishment suppresses, constructive feedback should be used effectively to guide students into the right direction which helps them to higher achievement. The use of rewards in any teaching strategy often has a tricky catch to it at the end of the day. The ultimate reward one would assume a teacher hopes to inspire in his or her students is that of knowing one’s stuff and being able to use the information wisely. It may sound redundant, but usually the only reward students are looking for in a secondary situation is the marks and the break. No matter what kind of other incentive the students are given (i.e. free resin for your violin, gift certificates, food, paint brushes, tickets, etc.), if the marks don’t follow up, your reward will seem like a gimmick and will fall flat if attempted again. As a teacher who likely will enjoy the material he or she is teaching, especially since we have our respective teachable subjects in the secondary program, there will likely be no need for any reward other than the student’s success at completing the task. Only as an act of desperation to try and hook the students to do an assignment would rewards help. The students will likely see this, however, and will get the impression that the lesson itself is not good enough to stand on its own. At the end of the day, perhaps rewards work as unexpected perks, but should not carry the lesson. - Rewards and punishments come in all shapes and sizes. As a teacher it isn't our job to decide whether or not we need to give rewards or punishments, but mearly when and how we should do it. In my opinion a reward can be broken down to positive reinforcement. A positive response to a positive behaviour is the basic idea of a reward. On the other hand, a punishment is the exact opposite. A negative behavior should be met with negative reinforment, or in other words a clear response to that behavior, that pin points it as being unacceptable. The decision lies in the "size and shape" of the reward or punishment. - The simplest reward in education is a good mark for the effort of studying and applying that knowledge to a test or assignment. Is this enough? If the expectation is that the students should be doing this then that should be reward enough to motivate the students to continue that behavior. The difficulty presents itself when a student exceeds expectations. In this case it is questionable whether or not a reward will be necessary for that behavior to continue. It seems to follow that it will lead to future expectations being exceeded if this type of behavior is reinforced in a positive way. - The reason I think this topic is vital in today's classrooms is because of the ever increasing move towards the need for youth to have immediate gratification. It isn't enough to have a reward, it needs to be given right away. That is why connections to future rewards should be an emphasis on a consistent basis. As with the example of a student that exceeds expectations they will most probably be rewarded in the future with a better job, a schlarship, etc. Rewards and punishiments therefore need not be something physical and immediate, but instead can be in the form of a reminder that rewards come with hard work and patients. - In the case of punishment the same idea can be applied. If a student can be taught to appreciate what will happen if a negative behavior continues they will actually be pushed in the direction of positive behavior. It becomes a case of knowing the consequences and being able to understand how those consequences will come about. Anti-smoking advertising is a great example of this. These types of commercials focus on what will happen if the behaviour continues and have been known to be effective, even though in the short run it is extremely difficult to quit smoking. - It is important to remember that a reward or punishment need not be big, extravegant, or extreme. A positive word and a smile can go along way. In turn, a frown and a word of disappointment can have a lasting effect as well. - I think that conditioning comes into play in classrooms in many different ways. In both of my practica, the teachers had different cues that they used to maintain their classroom management. One of my ATs kept the classroom set up almost like a stage, which gave him physical prominence in the classroom, and gave the students the impression that they were there to observe him. - My other AT showed me his conditioning of his students that they were trained to recognize signals when he wanted attention. He uses several cues that clearly re-enforce his position of authority in the classroom, but don’t CLEARLY say “hey students, I’m the boss here.” When he wanted the students’ attention, he would stop talking. By not overusing this technique, and only using it when he was telling them important information, the students realized that it was a cue that he was telling them something important and they needed to listen. Also, to get students’ attention, he would clap his hands in a rhythm, which the students would echo. There are a lot of benefits to this method of conditioning – it illustrates a hierarchy to students without having to spend time dictating it. It’s a little sneaky, but perfectly effective, I’d say. - And it was interesting in both practica, coming into a class where they had been conditioned to certain behaviours as signals for “please listen.” Both times, I realized very quickly that it was important for me to work within the conditioning of the students that I’d been given, especially because it’d been built up for a long time before I started teaching at the school, and it’s hard to break conditioning like that. When I tried to do a drama activity with the English class, I had them move their desks the clear a space for the activity, and naturally, after that, chaos held sway. I wonder how much of that came from breaking their classroom conditioning?	<urn:uuid:630b34ed-7e6e-4357-9ec0-b1d67041e6cd>	{ "dump": "CC-MAIN-2018-30", "url": "https://en.m.wikibooks.org/wiki/PsycholARTSical:_Psyched_about_the_arts/Behavioral_Views_of_Learning", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00037.warc.gz", "language": "en", "language_score": 0.9780825972557068, "token_count": 14136, "score": 2.609375, "int_score": 3 }
Novel and separate peace chapters essay The separate peace essay chapter summaries essay about grandparents you visited your proposal examples research papers with hypothesis, exam essay examples book 2 1 dissertation headings global poverty essays marketing essay english topics my school sample topics essay writing bank exams essay my favourite season destination paris. A separate peace – study guide essay sample the opening section of the novel uses diction like “fear”, “lifeless, “self-pitying”, which conveys a negative tone, which informs the reader that the author (gene) has a fear and is terrified of the devon school chapter 7 in a separate peace brinker is a foil for leper because. A separate peace essay introduction john knowles’ novel a separate peace is the story of gene forrester who struggles to telling quotes and analysis from the book’s final chapters are used to illustrate the final stage of growth if you have any suggestions or alternative topics, please see me. A separate peace: a process essay on the rites of passage in john knowles’ a separate peace by sairalyn ansano, fahid khawaja, and taquonya washington, sophomores from librarythinkquestorg arts and literature, academic high school. Essay on a separate peace john knowle's a separate peace is novel that focuses in on characters and their reaction to the world around them since the book was written in the forties the reader knows that the backdrop is wwii the author uses the backdrop of war to show how young boys develop. Chapter 1 summary chapter 2 summary a separate peace - essay john knowles homework help a separate peace john knowles explores many themes in his novel, a separate peace three of the. - a separate peace a separate peace is a novel by john knowles that is about prep school experiences during world war ii this book was a good story about an adolescents attempt to understand the world and himself. Essay/term paper: a separate peace chapter summaries essay, term paper, research paper: college book reports a separate peace chapter summaries, a separate peace is a novel about two boys lives and how they evolve during the course of wwii the story was written by john knowles, who also left home to attend a school at the age of 15. Throughout the novel a separate peace by john knowles the title is illustrated on several occasions the title is actually a reflection of the theme peace and war for example, when gene, finny, leper and their acquaintances are playing blitzball, this represents their ignorance as to what is taking place around them. A separate peace, written by john knowles, is a novel about the difficulties of childhood during world war ii the main characters, gene and finny, attend devon school, an all-boys boarding school located in new hampshire. A separate peace chapters 6-10 essay it is best to seek to reply these as you read since the inquiries are listed in the order in which they appear in the book 1 who is cliff quakenbush what happens between him and gene cliff is a director and they both get into a verbal battle 2 who calls gene on the first twenty-four hours back. A separate peace analysis friendship is the main theme in john knowles' novel a separate peace gene forrester, an intellectual student and finny, his roommate at devon school, who is usually misbehaving, become friends. The book, a separate peace by john knowles, is a novel narrated by a character named gene in the novel gene struggles with the memory of him causing his best friend finny to fall from a tree this fall ruins finny athletic future, however finny is unaware that gene caused his fall. Novel and separate peace chapters essay A separate peace questions and answers the question and answer section for a separate peace is a great resource to ask questions, find answers, and discuss the novel. A separate peace essay 753 words \| 4 pages a separate peace dealing with enemies has been a problem since the beginning of time “i never killed anybody,” gene had commented later in his life, “and i never developed an intense level of hatred for the enemy. Chapter 1 (pp 9–20) novel to teach and assess the skills that will lead their students to read, comprehend, and write with a critical eye in this guide there are three basic types of discussion questions: literal level and write about a separate peace on a critical level a separate peace sample sample sample sample. A separate peace explores conflicts between two close friends, gene forrester and phineas gene is a studious, hardworking boy, while phineas, or finny, is an adept, natural athlete they are well acquainted at the beginning of the story, but the connection between them becomes questionable as gene’s starts to have mixed feelings about phineas. - Wars in a separate peace john knowles novel, a separate peace, portrays wars on three distinct levels these levels could be described as outer, inner, and world. - Name date class active reading a separate peace chapters 1–5 the relationship between finny and gene is at the heart of a separate peace leader and organizer in the boxes below assumes he will win and does and life in general on finny’s ideas about sports. - The title is a separate peace the author is john knowles literary analysis of a separate peace english literature essay the genre of this book is fiction the narrative point of view in a separate peace is first person the book begins in 1958 at devon school, an all-boys school in new hampshire a. John knowles' best-known work, a separate peace, remains one of the most popular post-war novels about adolescencealthough set in world war ii, the novel explores a crucial cultural theme of the '50s, the motivations of a young man making a troubled transition from childhood to adulthood. A separate peace sparknotes literature guide by john knowles an a+ essay—an actual literary essay written about the spark-ed book—to show students how a paper should be written the sparknotes help alot it has a quiz at the end i passed it sparknote put the whole chapter in to a sumarry of one page or two its not like a sumarry it. A separate peace: finny finny throughout the novel a separate peace there were two dominant characters perhaps the most useful in the reading of the novel was the character of phineas, also known as finny who supplies the qualities of a charismatic, athletic, and strong leader.	<urn:uuid:97def3d8-88c9-4bdd-a2e9-d44aaabac15c>	{ "dump": "CC-MAIN-2018-47", "url": "http://lcassignmentcove.soalmatematika.info/novel-and-separate-peace-chapters-essay.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039747369.90/warc/CC-MAIN-20181121072501-20181121094501-00285.warc.gz", "language": "en", "language_score": 0.9511582851409912, "token_count": 1350, "score": 3.359375, "int_score": 3 }
eBooks are fast becoming the norm for many books, documents and other materials / content being moved to the web and to digital eReaders and tablets like the iPad. I have commented before on this blog about using iPads or tablets in the classroom and for mobile learning and I support that completely. This blog is about how content providers can move their material to the digital realm. One has a number of options, such as create a complete app for iDevices, which can be expensive or use a converter to take your content and convert it to ePub format. But Why should I use the .epub format? Because it’s a completely open and free standard. ePub is the Open eBook standard from the International Digital Publishing Forum (http://www.idpf.org/). ePub is supported in Stanza Desktop, iPhone, and iPod Touch, as well as in Adobe Digital Editions, Apple’s iBooks, and the next generation of e-ink readers like the Sony Reader. The .epub is a standard for eBooks consists of basic XHTML for the book content, XML for descriptions, and a re-named zip file to hold it all in. Anyone can make these eBooks, and since they’re essentially just XHTML, anyone can read them. What this means is you can quickly move your material into digital format. The caveat here is that all you have done is converted not “enhanced” the material. As you see in many publications in apps or iBooks, the use of photos, video and interactive components is valuble for the digital form. As a creator of content, it is very handy for me to have that content on a device that allows me to hold hundreds, if not thousands of my books/documents at a time, relieiving me from carrying around paper-based versions. Now that they have become digital, I can then expand the features I want to use like interactive	<urn:uuid:361aed9c-6e70-4cae-bb5c-2bac953e60d3>	{ "dump": "CC-MAIN-2018-34", "url": "http://www.netlearningspace.com/bksi_new/moving-content-to-the-digital-realm/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221209755.32/warc/CC-MAIN-20180815004637-20180815024637-00086.warc.gz", "language": "en", "language_score": 0.9330483675003052, "token_count": 406, "score": 3.046875, "int_score": 3 }
Debra Lambrecht, Founder, Caulbridge Education \| January 6, 2016 We teach fire building at Caulbridge School, not because we expect our students will be stranded in the wilderness and need to survive; rather for the sense of accomplishment, confidence and mastery it provides. Armed with a new skill, and sometimes one they can teach their parents, you’ll see children’s enthusiasm for learning come alive. Activities such as carving, knitting, cooking and building are essential to get children working with their hands, using natural materials and creating something practical. Rhythmical movements while working with the hands promotes the mental operations of logic (reaching conclusions, forming judgments, comprehension), calms the nervous system and further develops intelligence which is formed through activity, movement and manual dexterity. Practical arts also have a way of strengthening the inner initiative and brings a warming balance to a child’s expression. Our physics curriculum teaches us that everything is propelled by warmth; gasoline/combustion fuels our cars, the sun fuels the plants, and healthy food fuels our bodies. Intellect and thinking forces are cooling in nature. Pure intellectual thinking may bring about ideas or solutions that, without the warmth of the human heart, may not really work for humanity. Integrating visual and practical arts throughout the day can help to open a child’s mind and heart in a balanced way. Making something beautiful helps children cultivate a deeper respect for both their own creations and the works of others.	<urn:uuid:e96aa46f-2e3a-4bc8-bfac-19b8eb3f4a30>	{ "dump": "CC-MAIN-2017-34", "url": "http://caulbridgeschool.org/real-life-practical-arts/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886126017.3/warc/CC-MAIN-20170824004740-20170824024740-00015.warc.gz", "language": "en", "language_score": 0.9371254444122314, "token_count": 304, "score": 3.03125, "int_score": 3 }
“The main aim of the facilitative leader is to leverage the resources of group members.” Facilitating to Lead! by Ingrid Bens What a facilitator does is plan, guide and manage a business meeting to ensure that the group’s objectives are met effectively, with sound discussion, full participation and the achievement of the outcomes are owned from everyone who is involved. Some of the types of meetings that benefit from a facilitator are: strategic planning, conflict resolution, team building and executive retreats. Facilitation is a “neutral process” which means that the facilitator does not contribute content to the discussion. Effective meetings make money and save money. What contributes to an effective meeting? A facilitator-run meeting makes it easier for the group to arrive at a consensus by using the principles of group dynamics, decision frameworks and time management.	<urn:uuid:a0c76f4c-fede-4b03-8380-b67312b85f76>	{ "dump": "CC-MAIN-2021-17", "url": "https://humanresourcessimplified.com/facilitating/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038084765.46/warc/CC-MAIN-20210415095505-20210415125505-00410.warc.gz", "language": "en", "language_score": 0.9441599249839783, "token_count": 177, "score": 2.734375, "int_score": 3 }
Physics Revision and Exam Practice Book for All Boards (GCSE Grades 9-1) Bernardelli, Alessio, Jordan, Sam Quantity in stock: 18 You save € 8.44! FREE Delivery in Ireland Description for Physics Revision and Exam Practice Book for All Boards (GCSE Grades 9-1) Paperback. This Revision and Practice Book is designed to support you in the development of good exam techniques. It is packed full of tips and tasks to make sure you really know and understand the key revision points. With loads of practice questions (and answers) for every topic, and written by experienced teachers and revision experts - you can't go wrong! Series: GCSE Grades 9-1. Num Pages: 256 pages. BIC Classification: 4KD; 4KHT; YQSP. Category: (E) Primary & Secondary Education. Dimension: 297 x 210. Weight in Grams: 830. GCSE Grades 9-1 4KD; 4KHT; YQSP 4 to 8 working days Reviews for Physics Revision and Exam Practice Book for All Boards (GCSE Grades 9-1)	<urn:uuid:d84604a8-5a85-489c-9561-90acf4b65f83>	{ "dump": "CC-MAIN-2020-29", "url": "https://www.kennys.ie/other-categories/uk-educational-tests/physics-revision-and-exam-practice-book-for-all-boards-gcse-grades-9-1.htm", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655901509.58/warc/CC-MAIN-20200709193741-20200709223741-00389.warc.gz", "language": "en", "language_score": 0.8159984350204468, "token_count": 244, "score": 2.578125, "int_score": 3 }
Khujand - the capital of northern Tajikistan Khujand is one of the oldest cities of Central Asia, according to some sources it was founded in the VII-VI centuries BC. It was conquered by Alexander the Great, who rebuilt, fortified and re-named it to Alexandria Eskhata (Extreme). Located on the Great Silk Road, and connecting Samarkand with Fergana Valley, Khujand enjoyed a favorable geopolitical location and significant transport importance. Later, it was conquered by the Arabs (in the VIII century), and then it maintained resistance to the army of Genghis Khan, but eventually was destroyed (in the XIII century). However, very soon the city revived, becoming one of the largest commercial, cultural and scientific centers of the Central Asian region. And even today, Khujand is an important industrial, scientific and cultural center of northern Tajikistan. Khujand, occupying, mainly, the left bank of the Syr-Darya River, is surrounded by mountains with the slopes planted with orchards. A few kilometers upstream, there is a place where the Kayrakkum reservoir starts, stretching for 55 km. The Khujand citizens and tourists like to go swimming, sunbathing or fishing on the lakeside. The city’s climate is as beautiful as nature – the hot summers are softened by the winds and the waters of the Syr-Darya, while the winters are mild with little snowing. As a thousand years ago, nowadays Khujand still plays an important transport role. The city is crossed by the shortest route, coming from Central Uzbekistan to the Fergana Valley, and afterwards to Kyrgyzstan. The city has a railway station, as well as an airport located 11 km from its center. The nearest major cities are Bekabad (40 km to the west) and Kokand (140 km to the east). Being home of famous scientists, writers and musicians, Khujand preserves the status of the scientific and cultural center in Tajikistan. The city has a theater, regional history museum and an archaeological museum as well as the Khujand State University, with an enrollment exceeding 10,000 students from all over the country. Khujand managed to preserve some monuments dating back from the XVI-XVII centuries - the Sheikh Muslihiddin Mausoleum and Jami Masjidi Jami Mosque as well as Khujand Fortress, which was built together with the city more than 2,500 years ago, and underwent several stages of complete destruction and restoration. And today, following the tracks of the Great Silk Road, it is impossible to travel in Central Asia without visiting Khujand, the city which become a corridor in the snowy mountains.	<urn:uuid:9ce8050b-f6fb-41ce-91e5-d8dba7811460>	{ "dump": "CC-MAIN-2021-10", "url": "https://www.advantour.com/tajikistan/khujand.htm", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178376144.64/warc/CC-MAIN-20210307044328-20210307074328-00428.warc.gz", "language": "en", "language_score": 0.9594009518623352, "token_count": 571, "score": 2.59375, "int_score": 3 }
‘Naga’, ‘Pangti’, ‘Wokha’ on safe course Dimapur, November 17 Nagaland has a reason to cheer. The satellite tagged Amur Falcons (falco amurensis) namely ‘Naga’, ‘Pangti’ and ‘Wokha’ have left the Indian sub-continent and continue to emit signals on their migratory flight to the African continent. Of the three birds, satellite tagged in Nagaland on November 7, Naga and Pangti, have completed the most difficult stretch of their flight over the Arabian Sea and have reached the African continent. The live tracker indicates that the birds left the west coast of India on November 13 and reached Somalia on November 16, flying four days non-stop while covering a distance of over 4000kms. Satellite images show Naga and Pangti to be now in Somalia. The bird Wokha which was lagging behind and tracked over the Bay of Bengal on Thursday last has also begun its long flight across the Arabian Sea. On November 7, Naga, a male Falcon took the route of Wokha, Assam, Bangladesh, the Bay of Bengal, Andhra Pradesh and Karnataka before entering the airspace over the Arabian Sea. During the same period, Pangti, a female, took the route of Wokha, Assam, Bangladesh, West Bengal, the Bay of Bengal, Andhra Pradesh and Maharashtra before beginning the journey over the Arabian Sea. Wokha, also a female, followed Pangti’s path and was tracked flying over the Bay of Bengal way behind the other two. The movements of all three birds are being monitored by scientists in Hungary, filtering satellite data through a dedicated website. Every year, from October to November, a large number of Amur Falcons arrive in the Northeast, especially in Nagaland for roosting, from Southeastern Siberia and northern China en route to their final destinations — Somalia, Kenya and South Africa. Amur Falcons travel up to 22,000 km a year — one of the longest distances of migration. This is the first time Amur Falcons in Nagaland were satellite-tagged and their movements to South Africa are being monitored. The tagging was a joint mission undertaken at Pangti village in Wokha district by two leading scientists from MME/BirdLife Hungary, Peter Fehervani and Szabolcs Soil; Nick Williams, Programme Officer — Birds of Prey (Raptors), Convention on Migratory Species Office Abu Dhabi, United Nations Environment Programme; R. Suresh, a scientist from the Wildlife Institute of India, and the Nagaland Forest Department. Pangti villagers particularly from the fishermen community who hunted the birds in the thousands, last October, helped the scientists in trapping the falcons and fitting the satellite tags this year, in a conservation drive that has begun in right earnest in the area	<urn:uuid:f752bbc6-b223-411b-bbb8-fac17f08e4bd>	{ "dump": "CC-MAIN-2021-49", "url": "https://easternmirrornagaland.com/naga-pangti-wokha-on-safe-course/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363598.57/warc/CC-MAIN-20211208205849-20211208235849-00290.warc.gz", "language": "en", "language_score": 0.9331563115119934, "token_count": 639, "score": 2.515625, "int_score": 3 }
\|Dragon Species of Great Britain and Ireland\| 1992 or earlier Dragon Species of Great Britain and Ireland is a book about the native dragon species in Great Britain and Ireland. It can be found in the Hogwarts Library. Rubeus Hagrid consulted this book after receiving a dragon egg which eventually hatched into a young Norwegian Ridgeback that Hagrid named Norbert.	<urn:uuid:5e1bbaf6-0d29-4ae6-85e9-e237c6e95987>	{ "dump": "CC-MAIN-2014-42", "url": "http://harrypotter.wikia.com/wiki/Dragon_Species_of_Great_Britain_and_Ireland", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413558066932.32/warc/CC-MAIN-20141017150106-00058-ip-10-16-133-185.ec2.internal.warc.gz", "language": "en", "language_score": 0.8742983341217041, "token_count": 73, "score": 3.109375, "int_score": 3 }
When confronted with life’s traumas, bereavement, redundancy, loss of a significant relationship, divorce, disability or injury, enforced relocation, to name but a few, we inevitably travel through what is called the bereavement curve. The Bereavement Curve was pioneered by Dr Elisabeth Kubler-Ross to assist those attempting to support and counsel bereavement and dying. However, it is now widely recognised that the curve can equally be applied to our method of processing a wide variety of life’s crises. Dr Kubler-Ross developed a grief model. She maintained that there were five main stages – denial, anger, bargaining, depression, and acceptance. This model is transferable to personal change and upset resulting from other traumas besides death and dying. People experience emotional upsets when dealing with many of life’s challenges especially if the challenge happens to threaten an area of psychological weakness. For example some of us are risk takers by nature and would not be traumatised by being placed in a situation of high risk but for others this would be intensely traumatic and would invoke the grief/change model. Each person’s perspective is different. A person separating or divorcing a spouse is likely to experience the five stages of grief; however, it is important to note that these stages will not necessarily be experienced as a linear progession. A person can dip in an out of these stages, some stages may last a lot longer than others and not all stages are necessarily experienced. It is possible too to revisit a stage. Rather than seeing this as a process as such, it is perhaps more helpful to see the model in terms of a shape or guide. Explaining these stages to people in the throes of a marital breakdown helps them to understand and normalise what they are experiencing. We often suggest to people that they write out the stages and place them on their fridge as a reminder. The model acknowledges that people have to pass through their own individual journey in coming to terms with grief after which there is generally an acceptance of reality which then enables the person to cope. We find that when people know more about what is happening to them, dealing with it is made a little easier. Stage 1, Denial is a conscious or unconscious refusal to accept the facts or reality. Stage 2, Anger can manifest in different ways. A person can be angry with themselves or with those closest to them. Being aware of anger can assist those helping the person to stay detached. Stage 3, Bargaining. This could be trying to bargain with God, or with an ex partner in a breakup. Rarely does bargaining work. Stage 4, Depression. This is a sort of sadness with emotional attachment and can take the form of sadness, regret, fear and uncertainty or all of these. Stage 5, Acceptance. Emotional detachment and objectivity.	<urn:uuid:88e903d8-3811-4bc3-aa0e-d90a93b2a3cb>	{ "dump": "CC-MAIN-2019-43", "url": "http://www.familylawireland.ie/life-changes/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986705411.60/warc/CC-MAIN-20191020081806-20191020105306-00007.warc.gz", "language": "en", "language_score": 0.9654720425605774, "token_count": 584, "score": 2.734375, "int_score": 3 }
“My child is constantly receiving bad grades in school” “My child does not seem to be interested in studying” Recently there has been an increase in demand for education in Singapore from Macau, why is that so? Did you know that a student’s social and economic characteristics shapes their cognitive and behavioural outcomes? Needless to say, Preschool will be a very impactful time in a student’s life due to the fact that this is the time whereby whatever they are experiencing in life will shape them. Values will be brought upon as well as morals and the way the child looks at life and more often than not by the time the child reaches the University stage, it might be too late. The Location -It’s probably not going to be very ideal if you were to send the kids to a school on the other side of the city. So unless you have a ride or alternatively are happy for your little ones to catch a school bus, it would be ideal if the Kindergarten that you chose is located near your home or workplace. Curriculum -It all depends on what kind of programmes parents are leaning more towards. Some parents may prefer their child to go with the more conventional way of the education system (eg: IB Primary Years Programme, Montessori or Reggio Emilia) On the other hand , some parents would rather a more flexible approach to learning and playing. And of course, there are schools that blends a number of different educational philosophies into their personalised curriculum to meet the needs of certain kids that react differently to different education systems. School philosophy and values- You must also take into account what the school stands for when it comes to the values and philosophy it wants to teach our children. Does it align to the values and philosophy you want your children to learn and will you be involved in the learning process? Values and life skills are important as they are imparted from a young age Language programme/School Hours -Another aspect that parents can keep in mind is the language that these preschools teach in as well as the school hours. If you’re a working parent, you may need to consider your own convenience when it comes to dropping /picking your little ones Facilities/Child to teacher ratio -Some preschools may have snazzy classrooms and others offer more in the way of outdoor play space. How many kids per class? The student to teacher ratios varies from preschools to preschools therefore at the end of the day it all depends on the preference of the parents or child, what do they think is best. Special Needs -your child may have different learning abilities that may require early intervention or even personalised lessons and attention specifically for your child. Singapore is a multi-cultural society where people are respectful of different religions, races, and cultures. There are four official languages in Singapore – English (the predominant language used in schools and the workplace), Chinese, Malay and Tamil. Such diversity has enabled Singapore to attract international students from many places around the world. International students in Singapore thrive in this environment, experiencing a mix of multi-ethnic cultures while still being able to rely on English as the medium of communication in their daily lives. Singapore is an economic powerhouse that is a leading industrial centre for aerospace, precision engineering, information technology, biotechnology pharmaceuticals, creative industry as well as professional services. Singapore’s connectivity and influence in the region, its integration of both eastern and western cultures and its welcoming stance towards foreign investment has made it an important business hub in Asia Singapore is ranked one of the safest country in the world by Economist intelligence unit (EIU). Living abroad alone can raise worries for both international students and their families, therefore Studying in a safe country such as Singapore would definitely place these worries behind.All in all, Singapore has a relatively stable political and social environment. Government agencies and commercial entities alike tend to be efficient and systematic, and the average Singaporean on the street is tech-savvy and well-informed. We have 14 years of service experience and provide the most professional and perfect study abroad services, and help you and your children plan the most suitable way to study in Singapore. Whether be it a government school, a private school or an international school, we can meet your needs! Australian International School Canadian International School Southeast Asia World Union College Stanford American International School Dulwich International School Southeast Asia World Union College Want the best education for your child but worried about their wellbeing? As a parent, it is normal to worry about your child especially if he/she is away from home. 100% of our clients seek frequent updates about their child studying abroad. It is nerve-wracking enough to be apart from your child, ease your worries with our help. Developing a personalised portfolio website for you! Which include a Singapore domain name for a year, Professional ID Photograph, Professional letter of recommendation, providing internship opportunities,Customised NFC card for your website and many more ! is our student training centre that offers a wide range of courses from preparatory courses for international school exams to academic and talent-development enrichment programs. The first student hostel arrangement service in Singapore, we have a long history in providing our clients the best stay. With over a hundred partner hostels island-wide available one click away, we promise comfort, value and convenience to every client! All that is left now is a teacher that will guide you along the way throughout your study abroad journey.	<urn:uuid:b0541618-6b83-4750-88b9-12247b5c32bf>	{ "dump": "CC-MAIN-2021-31", "url": "https://new.eistudy.com/en/macau-kindergarten/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153223.30/warc/CC-MAIN-20210727072531-20210727102531-00494.warc.gz", "language": "en", "language_score": 0.9565790295600891, "token_count": 1135, "score": 2.625, "int_score": 3 }
SHOWERS can deliver a face full of dangerous germs and make you seriously ill, according to a study that found them to be ideal breeding grounds for bacteria. US researchers analysed 50 shower heads from nine cities and found 30 percent harboured significant levels of a pathogen linked to lung disease, called mycobacterium avium. While the pathogen is common in municipal water systems, the levels found clinging to shower heads in slimy "biofilms" were more than 100 times higher than the "background" levels in the water. "If you are getting a face full of water when you first turn your shower on, that means you are probably getting a particularly high load of Mycobacterium avium, which may not be too healthy," said lead author Norman Pace, a microbiologist at the University of Colorado at Boulder. The study - published in the Proceedings of the National Academy of Sciences - focused on shower heads after research at the National Jewish Hospital in Denver found recent increases in pulmonary infections from so-called "non-tuberculosis" mycobacteria species may be linked to people taking more showers and fewer baths. That's because water spurting from shower heads can distribute pathogen-filled droplets that are easily inhaled into the deepest parts of the lungs. Immune-compromised people such aspregnant women, the elderly and those fighting off other diseases are most at risk of developing pulmonary disease caused by M. avium. The symptoms include tiredness, a persistent, dry cough, shortness of breath, weakness and "generally feeling bad", Dr Pace said.	<urn:uuid:2506642f-e7c1-49ec-b831-02d5b99dc097>	{ "dump": "CC-MAIN-2019-43", "url": "https://www.perthnow.com.au/news/wa/bacteria-in-shower-heads-can-cause-serious-lung-disease-ng-5b826d455746d9154948f7c168f585e3", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986688826.38/warc/CC-MAIN-20191019040458-20191019063958-00065.warc.gz", "language": "en", "language_score": 0.9464211463928223, "token_count": 336, "score": 3.53125, "int_score": 4 }
NASA Innovative Advanced Concepts (NIAC) Program Phase II Award: Up to $500,000 for 2 Years Diffractive Lightsails Grover Swartzlander Rochester Institute of Technology Solar sails are propelled by the free and abundant momentum afforded by sunlight. Propulsion and navigation are achieved by directing reflected or transmitted light away from the natural direction of sunlight. The magnitude and direction of this radiation pressure force depends on factors such as the light deflection angle, the angle of the sail with respect to the sun, and the distance from the sun. Sail areas spanning hundreds of square meters have been envisioned for nearly 100 years for a wide range of space missions that are not practical for chemical rockets. Huntington Beach, Calif., Friday 25 May 2018 (Rocket Lab PR) — US orbital launch provider Rocket Lab has today confirmed the new launch window for the upcoming ‘It’s Business Time’ mission. The 14-day launch window will open from 23 June to 6 July (NZST), with launch opportunities between 12:30 – 16:30 NZST daily (00:30 – 04:30 UTC). PASADENA, Ca., May 30, 2015 (Planetary Society PR) — After a successful launch into orbit aboard a United Launch Alliance Atlas V rocket out of Cape Canaveral, The Planetary Society’s LightSail™ spacecraft went silent after two days of communications. The solar sailing spacecraft test mission, a precursor to a 2016 mission, has now resumed contact after a suspected software glitch affected communications. The LightSail team will soon determine when to attempt deployment of the spacecraft’s Mylar® solar sails. Bill Nye (The Science Guy), CEO at The Planetary Society, issued the following statement: “Our LightSail called home! It’s alive! Our LightSail spacecraft has rebooted itself, just as our engineers predicted. Everyone is delighted. We were ready for three more weeks of anxiety. In this meantime, the team has coded a software patch ready to upload. After we are confident in the data packets regarding our orbit, we will make decisions about uploading the patch and deploying our sails— and we’ll make those decisions very soon. This has been a rollercoaster for us down here on Earth, all the while our capable little spacecraft has been on orbit going about its business. In the coming two days, we will have more news, and I am hopeful now that it will be very good.” Griffinâ€™s critique of NASAâ€™s new direction Mike Griffin spent nearly four years in charge of NASA building up an exploration architecture that the administration now wants to dismantle in favor of a new approach to human space exploration. Jeff Foust reports on what Griffin said about that new direction, and what is a â€œrealâ€ space program, in a speech last week. A milestone for solar sailing In June Japanâ€™s IKAROS spacecraft because the first to successfully deploy a solar sail in orbit, a long-awaited achievement for the small community of solar sailing exports. Kieran Carroll provides an overview of that achievement and the current state of solar sailing as discussed at a recent conference. Public interest in space, by the numbers Itâ€™s challenging enough to measure the popularity of sports; is it possible to do the same with space? Drew Hagquist examines some metrics that can try to quantify public support for spaceflight. Review: The Big Questions: The Universe Astronomy is the subject some of the biggest and most fundamental questions about out existence. Jeff Foust reviews a book that examines some of these big questions, including both those that have been resolved and those still unanswered. Researchers at the Finnish Meteorological Institute have made significant progress on developing a potentially revolutionary electric solar wind sail, Next Big Future reports. The sail consists of long metallic tethers and a solar-powered electron gun used to keep the tethers positively charged. The solar wind exerts a continuous thrust on the spacecraft and tethers. “The electric sail is an extremely promising new propulsion technique which is nearly ready to be tested. If electron heating turns out to be successful performance may be increased even more. Costs for solar system missions will go down and new capabilities and performance will be possible.”	<urn:uuid:bea5f5df-a664-4b65-afa3-1e131f54b919>	{ "dump": "CC-MAIN-2022-27", "url": "http://www.parabolicarc.com/tag/solar-sail/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104672585.89/warc/CC-MAIN-20220706121103-20220706151103-00578.warc.gz", "language": "en", "language_score": 0.9323702454566956, "token_count": 880, "score": 2.765625, "int_score": 3 }
In the Academy Award winning movie Green Book, pianist Don Shirley and his driver, nightclub bouncer Tony “Lip’ Vallelonga used the titular guide book to find places that served black travelers during Shirley’s 1962 concert tour of the Deep South. From 1936 to 1965, the The Negro Motorist Green Book, later The Traveler’s Green Book, provided a no-frills listing of restaurants, hotels and services like garages, beauty parlors and barber shops throughout North America where black travelers knew they would be welcome and safe. That included New York City, home to Green Book author Victor Hugo Green (1892-1960), the African American postal employee, and later travel agency owner, who created the guide. Indeed, the first edition, priced at 25 cents, focused on the New York area, where Green lived. Read more	<urn:uuid:df24a60a-d5ba-410f-8a1d-896eb5260d95>	{ "dump": "CC-MAIN-2019-13", "url": "http://overnightnewyork.com/tag/hotel-theresa/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202804.80/warc/CC-MAIN-20190323121241-20190323143241-00171.warc.gz", "language": "en", "language_score": 0.9176936745643616, "token_count": 182, "score": 2.65625, "int_score": 3 }
Aviation safety is a worldwide concern. European researchers want to prevent further catastrophes with the help of textiles tested in explosive ways. At a British research centre experiments are being conducted into the effects of bomb blasts. Researchers have developed a textile container designed to prevent the effects of small bombs hidden inside luggage which is then carried in aircraft cargo holds. Donato Zangani, coordinator of the “Fly-Bag” project explains: “In our first test we want to measure how effective our prototype is in containing the explosion and the fragments it will emit, along with the subsequent expansion of gases.” Jim Warren is a blast engineer for Blastech: “In a typical suitcase that people take on to aeroplanes for their holidays there are usually lots of clothes and things. Inside we put a small explosive charge enough to bring down a plane. The case then goes in the container.” The first explosion barely affected the prototype which has been developed under a European Union research project called Fly-Bag. “The container has been constructed with a combination of different layers of technical textiles,” said Donato Zangani. “Each has its own characteristics. Some textiles have been positioned in different places to withstand the penetration of fragments flying out during the explosion. Some other textiles have been designed to be able to expand in a controlled way so the container can stretch without tearing itself apart. “Besides that, we have produced an internal coating with two aims. The first is to contain the gases generated during the explosion. The second is to strengthen the resistance of the whole structure, so that the coating becomes a sort of flexible composite inside the container.” Damaged luggage is then taken out of the Fly-Bag and new baggage put inside for the next test in which the amount of explosive has been increased by 50 percent. But again the bag holds tight. Civil engineer Tord Gustafsson describes the test: “The explosion inside the luggage raises the whole container up in the air. And then comes the (gas) pressure from the explosion and blows the container up. The luggage falls down again inside the container. And the air pressure that has blown up the container leaks out. A small fire starts inside the luggage. Some smoke comes out through the zip. But this will just be for a very short while because inside the bag there is almost no oxygen, so the luggage is not burning for long at all.” A further, more powerful explosive charge, will provide the ultimate test. But first, in Sardinia, Italy, inside a maintenance hangar at Olbia airport, scientists have been trying to understand the realities of routine baggage handling. A Fly-Bag has already been installed inside a commercial plane. Donato Zangani again: “This is truly an applied research project. We really wanted to produce a prototype that could allow airlines to test the effective implementation of the whole system. So we’ve produced a full-scale prototype and tested how useful it could be to airlines, that is can it be easily loaded with baggage and can it be easily operated, without the need for particular skills.” Airline companies will be the main end-users of the textile container, and the local carrier has played its role in developing the prototype. Fabio Caronti of Meridiana Maintenance said his company wanted to offer travellers a new tool to guarantee their safety. Meanwhile back in the UK, the ultimate test -double the original explosive charge is set off and the bag still holds. Jim Warren commented: “Obviously we would not seek to protect against the maximum amount of explosive that you could possibly get into a bag. That would be around 20 kilos, which would certainly be enough to bring down an aircraft and many domestic buildings in fact. So we have to balance how much explosive we could protect against, against how much weight you are allowed to carry into the aircraft. The Lockerbie attack was less than half a kilo, that brought down a (Boeing) 747. And recently the DHL attempted attacks were a few hundred grams. This container would seem to be able to protect against that kind of attack.” Researchers say the successful testing is a first step to ensuring that bomb-proof textiles could soon really improve aviation safety in our increasingly crowded skies.	<urn:uuid:7f5dcfe2-109b-45dc-b533-123194716111>	{ "dump": "CC-MAIN-2020-10", "url": "https://www.euronews.com/2011/01/25/bomb-proof-textiles-take-off", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146064.76/warc/CC-MAIN-20200225080028-20200225110028-00046.warc.gz", "language": "en", "language_score": 0.9582899212837219, "token_count": 901, "score": 2.953125, "int_score": 3 }
Your child's dental healthcare is important. Taking care of your kid's teeth and teaching children to care for their teeth is vital. Here at Children’s Dental Center of New Hampshire, your Amherst, NH, pediatric dentists Dr. James McAveeney and Dr. Andrew Cheifetz can help you. If bacteria settles in, cavities begin to eat away at your child's teeth. That's why it's important that you help your child maintain a consistent oral regiment of brushing and flossing, as well as visiting the dentist twice a year. Your child's first dental appointment can be nerve-wracking, but here's what you can do: The American Dental Association recommends scheduling an appointment with a pediatric dentist when their first tooth erupts. Your dentist will examine your child's dental hygiene, growth and development. Before the visit, make sure, - Your child is well rested - To keep any concerns to yourself since children can pickup on them and become anxious - To speak positively about dental visits and avoid speaking about them in a negative context - You talk with your child about visiting the dentist You should expect your child's first dental appointment to include the following: - Your doctor will assess your child's need for fluoride, and demonstrate how you should take proper dental care of your child's teeth and oral hygiene. - Your dentist will thoroughly examine your child's teeth, jaw, bite, gums, and oral tissues to help monitor growth and development. Braces: The purpose of braces is to fix a bad bite and malocclusions, which is when teeth are crooked or crowded. These issues are noticed between the ages of 6 and 12, so orthodontic treatment usually begins around the ages of 8 to 14, while the child's bone structure is still developing. Sealants: A sealant is a thin coat applied to the surface of teeth, preferably the chewing surfaces. They prevent bacteria, as well as other debris, into the grooves and pits of your teeth. The procedure consists of: - Your Amherst dentist will clean and dry your child's tooth - Then they apply an acid gel - Your child's tooth will become rougher on the chewing surface - Your doctor will then remove the gel, dry the tooth and apply sealant onto the grooves - The dentist will expose the sealant to a special dental light to harden the sealant For any questions or concerns regarding your child's hygiene, call your dentist at Children’s Dental Center of New Hampshire in Amherst, NH, to learn more about protecting your child's teeth from tooth decay and cavities.	<urn:uuid:cbeba18d-4200-4a14-8912-a6bd82beb816>	{ "dump": "CC-MAIN-2019-39", "url": "https://www.childrensdentalnh.com/blog/post/tooth-decay-causes-and-treatments.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514572879.28/warc/CC-MAIN-20190916155946-20190916181946-00130.warc.gz", "language": "en", "language_score": 0.9394150972366333, "token_count": 553, "score": 2.90625, "int_score": 3 }
Using biomass for energy is an important part of the renewable energy mix. However, bioenergy production should follow EU resource efficiency principles, according to a new report from the European Environment Agency (EEA). This means extracting more energy from the same material input, and avoiding negative environmental effects potentially caused by bioenergy production. - Jul 03, 2013 ‘Bioenergy’ refers to energy uses of any kind of biomass, whether for heating, power generation or transport. The report, ‘EU bioenergy from a resource efficiency perspective’, primarily looks at the potential for energy from agricultural land, although it includes forest and waste biomass in the overall analysis. In 2010 bioenergy was the source of approximately 7.5 % of energy used in the EU. This is foreseen to rise to around 10 % by 2020, or approximately half of the projected renewable energy output, according to EU Member States’. Bioenergy should be produced in line with, the report says. This means reducing the land and other resources needed to produce each unit of bioenergy and avoiding environmental harm from bioenergy production. According to the EEA analysis, the most efficient energy use of biomass is for heating and electricity as well as advanced biofuels, also called ‘second generation’ biofuels. First generation transport biofuels, for example, biodiesel based on oilseed rape or ethanol from wheat, are shown to be a far less efficient use of resources. Building on previous analysis, the report shows that the current energy crop mix is not favourable to the environment. The report recommends a broader mix of crops to reduce environmental impacts. Specifically, this should include perennial crops, which are not harvested annually – for example energy grasses or short rotation willow plantations. This would enhance, rather than harm, ‘ecosystem services’ provided by farmland – such as flood prevention and water filtration. Bioenergy is often considered ‘carbon neutral’, as the carbon dioxide released in combustion is assumed to be compensated by the CO2 absorbed during plant growth. However, as shown in this report, indirect land use change can negate any greenhouse gas savings from biofuel production based on energy crops. This is due to the displacement of crop production onto previously unused land, which can lead to the conversion of forests and savannah to agriculture. Such land use change harms biodiversity and increases greenhouse gas emissions. Hans Bruyninckx, EEA Executive Director, said: “Bioenergy is an important component of our renewable energy mix, helping to ensure a stable energy supply. But this study highlights the fact that forest biomass and productive land are limited resources, and part of Europe’s ‘natural capital’. So it is essential that we consider how we can use existing resources efficiently before we impose additional demands on land for energy production.” Bioenergy in 2020 – exploring different options The report develops three different ‘storylines’ with varying technological, economic and policy assumptions. This helps explore different future options, illustrating which bioenergy types are most resource-efficient and which have the lowest environmental impact. The main conclusions of this analysis are below:	<urn:uuid:3a011096-854d-4539-a484-acb016ad826d>	{ "dump": "CC-MAIN-2017-39", "url": "http://inem.org/default.asp?Menue=4&ShowNews=253", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818696677.93/warc/CC-MAIN-20170926175208-20170926195208-00261.warc.gz", "language": "en", "language_score": 0.9292606711387634, "token_count": 648, "score": 3.765625, "int_score": 4 }
This past month I've been fascinated by The Horse, the Wheel and Language by David Anthony. Anthony takes linguists' work on Proto-Indo-European (the mother of modern languages as varied as Sanskrit, Latin, Greek and English) and links it to archaeological studies, including his own, to theorize where Proto-Indo-European was spoken and how it spread. Although I tend to skim the many chapters of archaeological evidence, there is some really interesting stuff in here, like the Proto-Indo-European creation myth. Anthony offers compelling evidence for the theory that horse-riding herders from the steppes around the Black Sea, wanting more pasture land in order to maximize their wealth, spread westward towards modern-day Hungary and beyond (and finally eastward toward India). He argues that the language spread not due to strictly military invasions, but due to a system resembling modern day franchises, where chiefs offered protection to native farmers in return for the best land for their herds. Natives began to speak the more prestigious Indo-European dialect. If you lived within this system, you followed a strict code of hospitality. The English words "guest" and "host" both come from the same Proto-Indo-European root, which has been reconstructed as *ghost-ti.	<urn:uuid:0102bbcb-d498-4303-97c7-d74e1188a1a4>	{ "dump": "CC-MAIN-2016-26", "url": "http://bhplnjbookgroup.blogspot.com/2011/11/manu-yemo-and-trito-5000-plus-year-old.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783408840.13/warc/CC-MAIN-20160624155008-00038-ip-10-164-35-72.ec2.internal.warc.gz", "language": "en", "language_score": 0.9630256295204163, "token_count": 266, "score": 2.59375, "int_score": 3 }
I love seeing how people used to live, “back in the day” as we like to say. It’s interesting and educational to see how people used the natural materials available to them to build their homes, more than mere shelters, these were places where families lived together, I like how they made individual places for each part of living, one building for living/sleeping, one building for cooking, another building for storage and so on. They kept each building small so it could easily be heated in the winter, and also so that it could easily be torn down and rebuilt without disrupting the entire household. They didn’t have access to wood (trees) so much of what they used was volcanic rock and turf. They also tore down and rebuilt the spaces about once a generation, reusing the rock and anything else they could reuse, digging out new turf to chink between the rock. They also built partially into the ground, using the earth to insulate and protect their living spaces. They built in small narrow hallways, or tunnels between the living spaces so they didn’t have to go outside to get from one living space to another, a real heat saving move in the winter. I don’t know how their summers were, but I suspect being dug into a hill also helped to keep the living spaces cooler. It seems they didn’t have much privacy, everyone slept in the same room, fortunately it seems everyone had separate beds, at least only a couple or a few people slept together per bed, there were slight partitions between the beds, but nothing like how we live today. I suppose if that’s all you know, then you would be used to it and live accordingly. I also understand that since they had very little wood, they actually used their own body heat to keep the living spaces warm, another good reason for everyone to reside and sleep in the same room. This video was quite interesting and eye opening, apparently that way of life has just come to an end, merely one generation ago, there are still people alive who grew up living that way. For more stories from off-grid.net search here Our Our fastest solar ovenBake, roast or steam a meal for two people in minutes, reaching up to 550°F (290°C). GoSun Sport sets the bar for portable solar stoves. Buy our book - OFF THE GRID - a tour of American off-grid places and people written by Nick Rosen, editor of the off-grid.net web site Leave a Reply	<urn:uuid:434a096a-1fba-433e-ad08-81263a3524fc>	{ "dump": "CC-MAIN-2018-09", "url": "https://www.off-grid.net/tiny-turf-houses-iceland/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814101.27/warc/CC-MAIN-20180222101209-20180222121209-00051.warc.gz", "language": "en", "language_score": 0.9767056703567505, "token_count": 529, "score": 2.59375, "int_score": 3 }
To see and be seen Baltimore’s Pennsylvania Avenue was a must for at least half of the 20th century. Night clubs, restaurants, live performances and motion picture venues flourished. Stores bustled with eager customers. Pennsylvania Avenue, like Manhattan’s 125th Street, was the cultural heart of Black Baltimore. It was The Avenue. Black people began to settle around the churches in what was known as Old Baltimore as early as the 1820s. Pennsylvania Avenue became the chief thoroughfare. Black professionals, lawyers, physicians, beauticians, accountant, pharmacists and more proudly hung out their shingles on The Avenue and surrounding streets of West Baltimore. Black political life in Baltimore evolved along Pennsylvania Avenue. Despite their overwhelmingly Black customer base, most retail establishments remained predominantly owned by whites. But they catered to African American tastes and whims. For instance, on The Avenue, Blacks could try on clothing before they made a purchase. That was unheard of in downtown and white Baltimore for decades. On The Avenue, Blacks accounted for something, unlike the rest of the hyper-segregated city. In many respects, Baltimore was as racist as any southern city in the US. The decline of Pennsylvania Avenue actually began in the mid-1950s. Black professionals began to shun the place. It was perceived as seedy. They took advantage of desegregation and began to patronized stores in the formerly all-white downtown area. The Avenue still held its own as an entertainment center. The leaders of modern jazz and rhythm and blues still regularly performed in the theatres and night clubs that lined the street. The advent of Television television further wounded Pennsylvania Avenue. Ironically, Black and white film venues suffered a decline in ticket sales at that time. Why pay to see Ray Charles at the Royal Theatre when you could see him for free on the Ed Sullivan Show? The live performance market of Pennsylvania Avenue simply withered during the mid-1950s. But more importantly, the blossoming Black petit-bourgeoisie of Baltimore simply sought status in the desegregated stores and cultural centers of white Baltimore. The Avenue was abandoned. The riots after Martin Luther King’s assassination in April 1968 were devastating. Merchants of all colors were looted. When those merchants collected insurance checks and moved their businesses from the inner city, the Black middle-class followed. A second rapid change was caused by an urban redevelopment that disrupted businesses along Pennsylvania Avenue – a new subway line. Caught in the crosscurrents, The Avenue reached such a tattered state in 1971 that the Royal Theater was demolished by city officials without major protest by the community.	<urn:uuid:9a3ff724-552b-490c-8c2a-85bf25f367b9>	{ "dump": "CC-MAIN-2021-21", "url": "https://www.archsocialclub.com/pennsylvania-ave", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988837.67/warc/CC-MAIN-20210508031423-20210508061423-00617.warc.gz", "language": "en", "language_score": 0.9814934134483337, "token_count": 534, "score": 2.96875, "int_score": 3 }
How Environmentally Friendly is Your City? While cities around the world are recognizing the need for more green canopy cover, few are implementing tangible actions to resolve their issue. So to raise awareness regarding the lack of trees in cities, an MIT team formed a program that not only alerts but also compares tree coverage in 20 famous cities. Treepedia is an online map website that was launched by MIT Senseable City Lab. According to Lauren Llyod, the platform measures cities' green canopies or the portion of trees and other vegetation that is visible above ground. The MIT team behind the project chose to use Google Street View data instead of satellite images to measure tree coverage and create their "Green View Index" because according to the website, they believed the decision allowed researchers to view the human perception of the environment from the street level. Users that visit Treepedia can view maps from the 20 cities that are currently included in the database. When reading the map, it's important to note that the green dots shown above represent substantial tree coverage, the brown dots are areas that have sparse green canopies and the darkened areas are ones that have not yet been mapped. In addition to providing maps on the site, the team also stresses the benefits from trees such as shade in hot weather, cleaning the environment through reducing pollution, and increasing water evaporation. So even though not all cities are included on Treepedia, the MIT team hopes that the maps that are currently on the site as well as their advocacy for trees, will ultimately encourage more urban tree coverage and increase the amount of trees in communities.	<urn:uuid:222297ea-957f-4c8e-8986-854c064784bb>	{ "dump": "CC-MAIN-2018-39", "url": "https://caddetailsblog.com/post/how-environmentally-friendly-is-your-city", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267160641.81/warc/CC-MAIN-20180924185233-20180924205633-00276.warc.gz", "language": "en", "language_score": 0.9625815749168396, "token_count": 328, "score": 3.609375, "int_score": 4 }
Interior of the compound of Alum Bagh Artist: Dodgson, Sir David Scott (1822-1898) Medium: Lithograph, coloured This lithograph is taken from plate 15 of 'General Views of Lucknow' by Sir DS Dodgson. The Alam Bagh in Lucknow was built by the last Nawab of Avadh, Wajid Ali Shah, as a residence for one of his wives. He was deposed and exiled by the British in 1856, when they annexed the province. This was one of the causes for discontent which culminated in Indians erupting against British rule in 1857. At Lucknow, the bulk of the Indian rebel troops were concentrated in Alam Bagh. Taken by surprise when attacked by Havelock's force fighting towards the relief of Lucknow in September 1857, they fled in confusion and Alam Bagh was secured. Leaving a small force in charge, Havelock returned to the Residency. In November 1857 Kavanagh famously made his way from the Residency to Alam Bagh disguised as an Indian, for which he was awarded the Victoria Cross. He then guided Campbell's relieving force into the Residency, evading a hail of bullets. The grave of General Havelock is pcitured to the left.	<urn:uuid:13c02b7d-3533-454f-85f2-fa112bc6c46b>	{ "dump": "CC-MAIN-2016-50", "url": "http://www.bl.uk/onlinegallery/onlineex/apac/other/019xzz000000270u00015000.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698540409.8/warc/CC-MAIN-20161202170900-00338-ip-10-31-129-80.ec2.internal.warc.gz", "language": "en", "language_score": 0.9801466464996338, "token_count": 267, "score": 2.78125, "int_score": 3 }
Impact of Climate Change on the Adaptation of Plant Species in Western Himalaya By: Dr. Sanjay Kumar* The Himalaya Mountain is among the most prominent bio-geographical entities that separates Indian subcontinent from Tibetan Plateau. Evolved during the Cenozoic era, Himalaya covers a total area of 750,000 km2 in an arc of about 2400 kilometers in length to wrap northern Pakistan, Nepal, Bhutan, and the northern and eastern parts of India. The Himalaya harbors 33,050 km2 of glaciers that give rise to at least eight largest river systems including Ganga, Yamuna, and Brahmaputra and hence this mountain is also known as “water tower of Asia”. This mountain system is home to about 25,000 species of plants (~10% of the world's total) and acts as ‘sink’ for carbon dioxide through its green and the forest cover. Himalaya in India covers an area of 0.537 million km2 with a width of 250-300 km. Importantly, Himalaya houses 13 of the 825 ecoregions of the world. The Himalayan ecosystem in India supports about 50% of the total flowering plants of which 30% flora is endemic to the region. There are about 816 tree species, 675 edibles and nearly 1743 species of medicinal value found in the Indian Himalayan region. Within Indian region, Himalaya is classified into three major zones: western Himalaya (encompasses administrative boundaries of Jammu and Kashmir, Himachal Pradesh and part of Uttarakhand), central Himalaya (comprises of hills of Uttarakhand) and eastern Himalaya (represented in Arunachal Pradesh, Sikkim and Darjeeling). Western Himalaya has two distinct regions. One region has typical mountainous zones consisting of valleys, mid and high mountainous zone, whereas the other region is trans Himalayan zone that houses cold deserts (in Lahaul and Spiti district of Himachal Pradesh and Ladakh region of Jammu and Kashmir). Climate change is impacting the mountain ecosystems including Himalaya, by affecting water resources and vegetation. One of the most evident consequences of climate change is warming that is a major driver ecosystem change. For example, global warming of 1°C to 2 °C might shift southern boundary in Siberia northward and shrink the areas occupied by tundra and forest/tundra in Eurasia from 20 to 4%. Warming of Himalaya was estimated to be @ 0.04ºC–0.09ºC/year wherein Regional Climate Model did suggest the largest warming at highest altitudes in Himalaya. Meteorological data showed a rise of about 1.6°C in air temperature during the century wherein minimum temperature increased at a slower pace as compared to the maximum temperature. Precipitation showed a significant decreasing trend in monsoon precipitation in northwestern Himalaya though winter precipitation indicated an increasing but statistically insignificant trend. Increase in air temperature was possibly a reason for decreasing winter snowfall in some portions of Pir Panjal Range. Plant adaptation studies assume central importance in Himalaya, since vegetation in the region has limited migratory zones; any adverse change in climate might lead to extinction of species, more so since some of the species are at the edge of their spatial distribution. A change in climate affects plant performance directly and also indirectly by affecting the other associated abiotic and biotic factors. For example, increased air and soil temperature would reduce plant duration, increase the rate of respiration, modulate the pest population dynamics, affect nutrient mineralization in soils, alter nutrient-use efficiencies, increase evapo-transpiration, and affect organic matter transformations in soil and so on. Some interesting questions under the climate change scenario are: which group of plants C3 or C4, will perform better? How the nitrogen fixers versus nitrogen fixers would behave? Will tree species be benefit more and affect the performance of under-story species due to restriction in radiations? Several studies suggested alteration in genetic diversity and species richness towards desirable biospheric properties that would lead to increase in the niche security. A few studies showed exudation of organic matter into the soil leading to stimulation of useful microbes. Such studies in Himalayan zone lead to important conclusions. High altitude environment is often considered akin to that of preindustrial era and hence, though not in very strict sense, studies along altitudinal gradient would serve interesting site to study the impact of climate change on plant performance and response. Enhancing CO2 uptake the nature’s way: a solution under climate change scenario One of the major concerns under the climate change scenario is on how to sequester more CO2 in the high CO2 environment and what role the plants could play and how? Low partial pressure of CO2 at high altitude offer clues. Photosynthesis is one of the major components of carbon sequestration pathway and hence, enhancing photosynthetic efficiency is at least one of the major routes for enhancing carbon sequestration. Interestingly, photosynthesis rate does not exhibit significant alteration with change in altitude in spite of changes in partial pressure of gases. This suggested modulation in photosynthetic metabolism at different altitudes. Radiotracer studies coupled to biochemical and physiological analyses showed that C3 plants recruited phosphoenolpyruvate carboxylase (PEPCase) and a few more enzymes along with ribulose-1,5-bisphosphate carboxylase/oxygenase (Rubisco) to capture more CO2 at low partial pressure of high altitude. Also, such an efficient carbon fixation mechanism would contribute to compensate for the relatively short growing period of the plants at high altitudes. Using the tools of molecular biology, it is possible to transfer the mechanism in crop plants for enhancing CO2 and it might lead to higher carbon sequestration. Alleviating the oxidative stress Global warming and regional cooling are inevitable under the climate change scenarios. Therefore, intense efforts are directed to dissect the temperature responsive plant processes with the possibility to manipulate the processes in desired plant species. Series of publications showed a negative correlation between the level of oxidative stress and plant growth; the species which experienced lesser oxidative stress, exhibited better growth under the harsh climatic conditions. Particularly, the enzymes such as glutathione reductase and superoxide dismutase (SOD) were identified to be important. Further studies using plants growing at higher elevations (~4500m amsl) yielded a highly efficient SOD that tolerated very high temperature (~121°C) and functioned from sub-zero temperature to >40°C. Crystal structure of the enzyme showed it to be the most compact amongst the reported SODs. The said SOD improved the performance of arabidopsis and potato under drought and salt-stressed conditions, at least by enhancing lignifications of vascular tissues. Rise in leaf temperature during drought is usual when the leaf temperature can be as high as 45-50°C in the extreme cases. Under such situations production of superoxide radical is to be expected. Since SOD scavenges superoxide radical, there is a need to have the enzyme that would be stable at these temperatures for reasonable periods. Therefore, a SOD was engineered by replacing one amino acid at targeted position to obtain a highly thermostable protein. The engineered SOD in transgenic plants will confer tolerance to abiotic stresses including high temperature and drought, which are the most prevalent cues during climate change. A multi-pronged approach for tolerance to environmental cues There are efforts to develop plants tolerant to environmental cues or insensitive to climate change. This requires knowledge on transferable genetic machinery. The preceding discussion offered targeted approach, which at times, offers limited tolerance to plants against stresses. Hence efforts are being made for a holistic approach to address the problem. Since plants growing in high altitude are exposed to very “harsh” environment, these provided insight into the adaptive mechanisms for tolerance to abiotic stresses. Such plants have evolved strategies to express: (i) a battery of genes such as those encoding chaperons to protect the metabolic machinery, and (ii) modulate the genes that permit growth and development under stress conditions. Therefore, either suitable transcription factor(s) regulating the expression of target genes or co-expression of multiple genes would be desirable for such manipulations under the control of a vector with suitable regulatory elements involving promoters. A comprehensive knowledge on the responses of Himalayan flora to climate change parameters is crucial not only to strategize conservation policies, but also for bio prospecting activities. There is a need to establish appropriate infrastructure such as artificial rain plots, and series of meterological stations in the region. Efforts on monitoring changes in the past and future will be rewarding. An integrated approach encompassing the fields of ecological genomics, chemical ecology and ecological proteomics will provide fine insight into the plant adaptation mechanisms, particularly when the experiments are carried out in the long term permanent monitoring plots. *Head, Biodiversity Division, CSIR-Institute of Himalayan Bioresource Technology, Palampur-176062 (HP).	<urn:uuid:10fae24e-eeea-4789-82f2-c8848ee79eda>	{ "dump": "CC-MAIN-2020-10", "url": "http://isebindia.com/13_16/15-1-1.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145538.32/warc/CC-MAIN-20200221203000-20200221233000-00275.warc.gz", "language": "en", "language_score": 0.9260138869285583, "token_count": 1864, "score": 3.953125, "int_score": 4 }
Pot size in cm: 12 Plant height in cm: 25-30 (including pot) One of the most widespread houseplants is Ficus.It belongs to the family of euphorbiaceae, which grows in hot countries and does not tolerate too low air temperatures It comes in many different forms with variety of foliage. Very collectable plant and one of the easiest to care for. Ficus Belize is fast growing with oval shape large leaves. Light: bright spot, will tolerate shadier spot too. The best place fis the windowsill in the southern part of the room. Avoid direct sunlight. Soil: well draining potting compost Watering: as and when required, allow to dry up a bit in between. The soil in the pot should always be soft and saturated with moisture. In winter, watering is reduced to 2 times a month Fertilizer: in the warm season: in spring and autumn. Humidity: spray the air once every 2 weeks	<urn:uuid:7107d9e6-4153-4558-8e6c-ec6bcc604a98>	{ "dump": "CC-MAIN-2021-49", "url": "https://cambridgebee.com/products/ficus-belize", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358570.48/warc/CC-MAIN-20211128164634-20211128194634-00067.warc.gz", "language": "en", "language_score": 0.9200184345245361, "token_count": 211, "score": 2.734375, "int_score": 3 }
The number of Chumph appointees and staffers now either indicted, going to be indicted, accused, and under investigation has reached historic proportions. The Chumph and his acolytes are criminals. “Politicians lie, but this is different.” “Politicians lie, but this is different,” says a historian who studies presidential history and estimates the Trump administration easily ranks among the most corrupt in American history. Robert Dallek is a presidential historian and the author of several books, including his latest about FDR titled Franklin Roosevelt: A Political Life. Writing recently for the Guardian, Dallek lamented the “disaster” that is the Trump presidency but also reminded readers that American democracy is surprisingly resilient and has survived far worse. Despite Trump’s promises to “drain the swamp,” the first year of his administration has been plagued by resignations, investigations, and scandals. Dallek estimates that historical examples of corruption, like that of the Warren G. Harding administration, don’t hold a candle to how Trump and his people have conducted themselves in the White House. History will judge Trump, and it will not be kind. I spoke with Dallek about the history of corruption in American presidential politics and why he sees the Trump administration as “a low point in our history.” What makes Trump exceptionally dangerous, Dallek argues, is how effortlessly he lies and what kind of tone he has set in this White House. “The fish rots from the head,” he told me, “and the stench of this administration starts at the very top.” Our conversation, lightly edited for clarity, appears below. You’ve studied a lot of presidents and White Houses. Is the corruption and the lying in this administration unique in your mind? This administration is a low point in our history. We’ve been through scandals before, going as far back as the Grant administration in the 19th century and the Harding administration in the early 20th century. Presidents have been accused of bribery and shady gift-giving. So it’s not entirely unique to see scandals subsume a White House. But the shamelessness of this administration, the dishonesty, the total indifference to facts, is something I haven’t seen before — at least not this blatant. I think it’s demoralized people and made them even more cynical about politics. Is this the most dishonest administration you’ve ever seen or studied? The short answer is yes. Politicians lie, but this is different. I suppose if you wanted to be generous, you might say this is the least effective and trustworthy administration since Warren G. Harding, whose administration was overwhelmed by the Teapot Dome scandal in 1921, in which Harding’s secretary of the interior leased Navy petroleum reserves in Wyoming and California to private oil companies at incredibly low rates without a competitive bidding process. That was a massive scandal, one of the biggest we’ve seen at the level of politics. There are other examples, of course. Most obviously, there’s Nixon and Watergate, which was a watershed moment in American political history. Ulysses S. Grant’s reputation as a Civil War general was shattered by the Whiskey Ring scandal in 1875, in which Treasury officials basically stole tax dollars from alcohol distillers. Other presidents, like Bill Clinton, have lied shamelessly as well. Still, I think what we’re seeing right now will, eventually, rise above these examples, with the possible exception of Watergate. But a lot of this depends on the outcome of the Russia investigation. If it goes the way it appears to be going, it will exceed even Watergate. Do administrations tend to pay a political price when they deceive and overstep in this way? Typically they do. Look at Trump’s numbers right now. For a president in the first year of his term to have never achieved 50 percent approval rating is something of a political disaster. I mean, Franklin Roosevelt never saw his approval rating dip below 50 percent during his 12-year presidency. Truman’s popularity slipped to 32 percent near the end of this administration due to the stalemate in Korea. Nixon’s support collapsed and went down to 25 percent during Watergate. But Trump has been historically unpopular since the day he took office, in part because of how dishonestly he conducted himself during the campaign. What we’re seeing now is very ugly and, I think, very corrupting to our political system. Well, our system depends upon something like a consensus, something like majority rule. But now we have a president who outright lies about … everything. He lies about the number of votes he received, about the size of his inauguration crowd, about his own achievements, about Muslims cheering in the streets after 9/11, and so on. He lies about basic observable facts. I think the cumulative effect of all this lying is to make people deeply cynical about our entire system, and that’s very corrupting. What, exactly, is so unique about this administration in terms of the corruption and the graft? Obviously the examples of corruption are numerous: Trump refused to divest from his business interests; there are questions about whether he’s violating the emoluments clause by running Trump International Hotel in DC; there’s the indictment of his former campaign manager Paul Manafort; there’s the looming indictment of his former national security adviser Michael Flynn; Jared Kushner, Trump’s son-in-law and adviser, failed to disclose $1 billion in loans connected to his real estate company; and of course several of his Cabinet heads are being investigated for profligate travel expenses. But here’s what I think is unique: Often you see a lot of corruption result from a lack of oversight, but I think this administration is quite different in that Trump really sets the tone for all this. He encourages it, really. The fish rots from the head, and the stench of this administration starts at the very top. In what ways does he set the tone? Trump is the head of government, and people know they can get away with things. Look at all the incidents of corruption I just laid out, and that’s not even close to a complete list. Like Nixon, Trump has created a culture in his administration in which people feel comfortable with corruption. Trump himself has shown a complete indifference to democratic norms, to rule of law, and that sends a pretty clear signal to the people beneath him. Again, Trump’s lying is a big facilitator of all this corruption. This is a guy who will look right into the camera and lie without any hesitation at all. It’s hard to overstate what kind of tone that sets in an administration; it makes everyone more comfortable when they lie, when they deceive, when they cover things up…	<urn:uuid:a250cdde-ea25-4097-bab3-29fb7e5ef9b0>	{ "dump": "CC-MAIN-2022-21", "url": "https://btx3.wordpress.com/tag/adminstratin/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652663012542.85/warc/CC-MAIN-20220528031224-20220528061224-00140.warc.gz", "language": "en", "language_score": 0.9645393490791321, "token_count": 1498, "score": 2.53125, "int_score": 3 }
A Review of American Interests in the Holy Land: Revealed in Early Photographs From 1840 – 1940: The Perfect Gift By Stephen G. Donshik (American Interests in the Holy Land: Revealed in Early Photographs From 1840 to 1940 by Lenny Ben-David. Urim Publications, 2017, New York) One of the tasks that most Jewish organizations confront on a regular basis is how to most meaningfully thank those people who have volunteered their time and shared their financial resources with the Jewish communities in Israel and in the Diaspora. People tasked with this responsibility search for the most appropriate gift that represents their organization’s mission in meeting the needs of the community, strengthens the connection with Israel, and has an educational message. During these days when we see efforts to delegitimize our connection to Israel, this book is a wonderful way to say thank you and deepen our leadership’s understanding of both American interests and the Jewish people’s connection and involvement in the Land of Israel. American Interests in the Holy Land presents an exquisite collection of photographs from the mid-nineteenth to the mid-twentieth century, enriched by Ben-David’s annotations and explanations. He selected the photographs from archives and collections, some of which were previously not known. He also shows the long history of American interests in the Holy Land; for example, the book cites President John Adams, who wrote to a Jewish American leader in 1819, “I really wish the Jews again in Judea an independent nation.” The bringing together of these images from a myriad of sources with his comments links the Jewish presence in the Land of Israel with American interests, revealing the long history of U.S. support for the effort to reestablish a Jewish presence in the biblical homeland. In many cases Ben-David was able to identify the photographers and share their unique life stories. For example, Mendel Diness, who was born in Odessa into a religious family, immigrated to Palestine in 1848. Several years later he became a photographer. He is believed to have taken the first picture of Jews at the Western Wall (1859), and he wound up documenting the Jewish presence in the Old City of Jerusalem. A few years later Mark Twain took his famous trip to the Holy Land and then wrote it up in The Innocents Abroad. Ben-David discovered a photograph of tourists outside the Jerusalem walls (1867) that could very well be of Twain’s companions from his visit to Palestine. Also from 1867 are photos capturing the images of German Jews and Polish Jews at the Mediterranean Hotel in the Muslim Quarter of Jerusalem. These photos were discovered in the Library of Congress. Believe it or not, there was an “American Welcoming Committee for Yemenite Jewish Pilgrims” 130 years ago: photographs document the owners of the American Colony Hotel extending themselves to assist groups of immigrants as they completed the unbelievably difficult task of making their way to Palestine. The Yemenite rabbi even offered a prayer for Horatio Spafford, the owner of the hotel, and his family for their kindness to the group. Thus, we see a unique connection between Americans living in Jerusalem and Jews making their way to Palestine many years ago. And it is very important for all those involved in working for the benefit of Israel to know of the existence of this documentation both of our connection and our presence in the Land of Israel before the early 20th century. Among the unusual images captured in the book are photos of the model of Jerusalem that was built at the St. Louis Exposition in 1904. Since all Americans could not make their way to Jerusalem, Jerusalem was brought to the United States. Ben-David juxtaposes this image against one of the model of Jerusalem that is being created in the center of Manhattan today. These photos are further evidence of the bond that unites America and the Land of Israel. Images capture the U.S. Navy saving the Jews of Palestine from starvation in 1915, when more than $50,000 worth of provisions were sent from America to Palestine. One of the reports recorded that 23,000 people in Jerusalem received food, medicines, and other aid from one ship. Surprisingly this shipment also included matzot for Passover. However, the American connection to the Jews’ desire for a homeland in Palestine was not always smooth sailing. Dr. Otis Glazebrook, who helped the Jews receive aid during World War I, took a very different perspective after the war. Once the British Mandate was created he opposed the rebuilding of a permanent Jewish presence in Palestine. One of the stories and photographs I found most surprising was the documentation of Rav Dr. Abraham I. Kook’s visit to the United States and his meeting with President Calvin Coolidge. Ben-David discovered a photo of Rav Kook in Washington that was in storage at the Library of Congress. Rav Kook had a special feeling for the American Jewish community; he was quoted as saying the three qualities that distinguished them from other Jewish communities were “a deep feeling for religiosity, a sense of Jewish nationalism, and sense of social responsibility.” In 1918 President Woodrow Wilson endorsed the Balfour Declaration, and President Warren Harding signed into law a joint resolution unanimously supporting the establishment of a national homeland for the Jewish people in Palestine. One of the last images in the book is of the 1936 visit of U.S. senators and their wives on a visit to a Jewish homeland in Palestine. The book takes us up to 1940, and the America-Israel connection will continue to be recorded in the forthcoming volumes of a wonderful series. This book thus records the long history of the strong relationship between America and the Holy Land. Although there have been tensions and difficulties in this connection, this book provides powerful documentation of the roots of the historic bonds between the two countries. It makes a wonderful way to thank people and to strengthen their connection to their organizations and their commitment to the Jewish people, the Jewish community, the Jewish State, and the Jewish presence in the Land of Israel. Stephen G. Donshik, D.S.W., is a retired lecturer at the Hebrew University’s Rothberg International School and occasional contributor to eJewishPhilanthropy.com.	<urn:uuid:d1a649cf-2049-4980-8c87-9824eb816a13>	{ "dump": "CC-MAIN-2019-13", "url": "https://ejewishphilanthropy.com/saying-thank-you-to-board-members-and-volunteers/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202671.79/warc/CC-MAIN-20190322135230-20190322161230-00423.warc.gz", "language": "en", "language_score": 0.9662426710128784, "token_count": 1289, "score": 2.78125, "int_score": 3 }
by AJ McGettigan, shamanic astronomer The stage is set for a very unusual celestial event. From late Aprilthrough May 2004 two recently discovered comets will simultaneously maketheir closest approach to Earth. Comet NEAT (C/2001 Q4) will be movingfrom south to north in the evening skies. Comet NEAT will be visible inboth the northern and southern hemispheres. Comet LINEAR (C/2002 T7)will be moving easterly across the southern skies. Comet Linear is notexpected to be visible from the northern hemisphere. Although the brightness of comets is very difficult to predict, theircloseness to Earth makes it likely that these comets will appear atleast as bright as Comet Hyakutake in 1996--easily visible to the nakedeye. It is an extremely unusual event to have two comets passing closely toEarth within a period of days. Interestingly, the paths of these cometsare roughly perpendicular to each other, forming the shape of a "cross"or a "medicine wheel" in our sky. Some people will naturally see thisevent as a sign in the heavens. This event will likely produce someinteresting observations from indigenous elders and prophets of alltraditions across the planet. No matter how it is interpreted, however,this event is certainly in one sense a great blessing--for it willafford us an opportunity to look to the sky together and appreciate thebeauty of the living universe that both surrounds and fills us all. Viewa QuickTime(1) movie here(2) created by AJ, showing the passage of the comets. Updates related to this event will be posted on the author's web site,ncrising.com(3).	<urn:uuid:538c9ae6-7c99-4dd5-8b26-2937e7d1cea0>	{ "dump": "CC-MAIN-2016-07", "url": "http://www.coasttocoastam.com/article/two-comets-simultaneously-passing-earth", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701151880.99/warc/CC-MAIN-20160205193911-00336-ip-10-236-182-209.ec2.internal.warc.gz", "language": "en", "language_score": 0.9141806364059448, "token_count": 359, "score": 2.515625, "int_score": 3 }
In light of OCD Awareness Week, which runs from October 7 through October 13, we interviewed Dr. Fugen Neziroglu of Bio-Behavioral Institute in Great Neck, New York about what OCD is, its history, and what to look for in an OCD therapist. What is OCD? Obsessive Compulsive Disorder (OCD) is a preoccupation with thoughts, feelings, images and sensations (obsessions) and engagement in behaviors or mental acts (compulsions) in response to these obsessions. The thoughts are persistent and pervasive and cannot be repelled from the mind. While obsessions and compulsions usually exist together, they can often exist alone as well. What are Obsessive Compulsive Spectrum Disorders? Obsessive Compulsive Spectrum Disorders are a separate category in the diagnostic manual of mental disorders, and includes disorders that are similar to OCD. These include Body Dysmorphic Disorder (BDD); Excoriation Disorder (skin picking, cutting); Trichotillomania (Hairpulling) and Hoarding Disorder (HD). What is the history of OCD treatment? OCD treatment has advanced a lot over the last 30 years. We went from not having any treatments to very specific well researched treatments. Cognitive Behavior Therapy (CBT) is the first line treatment for OCD, and specifically a type of OCD called exposure response prevention (ERP). In the 1970s OCD patients were being diagnosed as schizophrenic because their thoughts were viewed as bizarre or psychotic. We now know that individuals with OCD are not psychotic; they have thoughts that are persistent and pervasive, and behaviors they need to perform to ward off their thoughts, but most often they know these are senseless. When we first started talking about OCD in the late 1970s, we met in local libraries trying to educate the public. There were only three places in the world then (Pennsylvania, London, and Montreal) that treated OCD and Bio-Behavioral Institute soon became one of the first to study and treat this disorder along with them. They were beginning to explore a form of cognitive behavior therapy called exposure and response prevention. Back then, it was believed that only a small percentage of people had OCD. In 1980, we and a handful of researchers met in Ennis, Ireland to understand this under-recognized and under-diagnosed disorder. Over the course of many years, OCD became a household word and is now well recognized. However, many individuals still do not seek or receive appropriate treatment. What is the best treatment for OCD? Exposure and response prevention (ERP) is the primary treatment choice for Obsessive compulsive disorders. The treatment exposes individuals to their fears and prevents them from engaging in their compulsions. This is done by creating an anxiety hierarchy of situations that provoke distress, and gradually putting the person in those situations at a rate that they are able to tolerate. It is important to seek a therapist who is well trained, not only in cognitive behavioral therapy, but specifically exposure and response prevention. What should a person do if ERP isn’t working? If someone has received ERP but has not reached optimal change, doing an intensive outpatient program often yields better results. We have published a few studies showing the efficacy of intensive treatment where individuals are seen anywhere from 2 to 6 hours a day, or several times a week. Bio-Behavioral was the first to implement an Intensive Outpatient Treatment for Anxiety Disorders in the United States. Since then there have been some residential programs that have opened up. What are new OCD treatments are being researched? We at the Bio-Behavioral Institute continue to conduct research on novel treatments. We are looking at the effect of adding other therapy approaches to ERP, such as Acceptance and Commitment Therapy, and Dialectical Behavior Therapy. We are also investigating the role of treating some of the predictor variables, especially overvalued ideation and trauma in increasing treatment response. We just published an article on bullying in obsessive compulsive disorder (OCD) and body dysmorphic disorder (BDD) vs. other disorders, in which we found that individuals with OCD were often victims of bullying, and individuals with BDD the bulliers. We have several publications showing that overvalued ideation, or the conviction you have about your beliefs, is a predictor of treatment outcomes. We are also noticing that DBT is helpful with some individuals who have OCD and have difficulty with their emotions. Finally, we are also beginning a new medication for OCD. Dr. Fugen Neziroglu is a psychologist and co-founder of the Bio Behavioral institute, where she has researched anxiety disorders including obsessive-compulsive disorder for over 25 years.	<urn:uuid:d97863a5-22c0-4aed-b6f7-94c2837851a7>	{ "dump": "CC-MAIN-2019-18", "url": "https://blog.zencare.co/ocd-awareness-week-2018/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578530505.30/warc/CC-MAIN-20190421080255-20190421101435-00003.warc.gz", "language": "en", "language_score": 0.9711411595344543, "token_count": 969, "score": 3.109375, "int_score": 3 }
Big Fat Notebooks: Five Study Guides for Middle Schoolers This is a partnered post. As always, all thoughts and opinions are my own. For more information about Big Fat Notebooks, check with Workman Publishing. Middle school just got easier with Big Fat Notebooks! Big Fat Notebooks is a series of five revolutionary study guides just for middle school students. From the brains behind Brain Quest, each study guide is the only book they’ll need for each main subject taught in middle school: Math, Science, American History, English Language Arts, and World History. Inside each study guide, the reader will find every subject’s key concepts. Critical ideas are highlighted in bright, neon colors so they stand out. Definitions are explained to help the reader understand better. Fun mnemonics are given for memorable shortcuts, like PEDMAS for the order of operations in Math, although it does point out that it isn’t a foolproof method. Each study guide in the Big Fat Notebooks series is easy to read and understand. They are written in a way that is engaging for young readers and draws attention to the most important details in the middle school curriculum. The bright colors are eye-catching and the doodles help the reader better understand what is being taught. And at the end of each chapter, there is a quiz to capture all that was learned. While making learning fun, Big Fat Notebooks also meets Common Core State Standards, Next Generation Science Standards, and state history standards. They are also vetted by National and State Teacher of the Year Award-winning teachers. Big Fat Notebooks Everything You Need to Ace Math. . . covers everything to get a student over any math hump: fractions, decimals, and how to multiply and divide them; ratios, proportions, and percentages; geometry; statistics and probability; expressions and equations; and the coordinate plane and functions. Everything You Need to Ace Science . . . takes readers from scientific investigation and the engineering design process to the Periodic Table; forces and motion; forms of energy; outer space and the solar system; to earth sciences, biology, body systems, ecology, and more. Everything You Need to Ace American History . . . covers Native Americans to the war in Iraq. There are units on Colonial America; the Revolutionary War and the founding of a new nation; Jefferson and the expansion west; the Civil War and Reconstruction; and all of the notable events of the 20th century–World Wars, the Depression, the Civil Rights movement, and much more. Everything You Need to Ace English Language Arts . . . takes students from grammar to reading comprehension to writing with ease, including parts of speech, active and passive verbs, Greek and Latin roots and affixes; nuances in word meanings; textual analysis, authorship, structure, and other skills for reading fiction and nonfiction; and writing arguments, informative texts, and narratives. Everything You Need to Ace World History . . . kicks off with the Paleolithic Era and transports the reader to ancient civilizations–from Africa and beyond; the middle ages across the world; the Renaissance; the age of exploration and colonialism, revolutions, and the modern world and the wars and movements that shaped it. You can now get notes from the smartest kid in class without getting in trouble for it! We are using Big Fat Notebooks in our homeschool classroom with a 8th/9th grader and 5th/6th grader. Each of my children are actually technically in the lower grades but have tested out of certain subjects in their lower grade into the next grade. With the table of contents they can easily find what they’re currently studying and review it in the coordinating Big Fat Notebooks study guide. If they are having trouble understanding a concept, Big Fat Notebooks does a good job of explaining concepts and skills in an easy to understand way. I’m excited about having these condensed study guides in our library of curriculum to supplement their learning. If you’re feeling lucky, enter to win the full Big Fat Notebooks series below!	<urn:uuid:117e216b-2d07-4cae-a2a6-bcc2fe11af14>	{ "dump": "CC-MAIN-2017-51", "url": "http://respectably.com/2016/08/26/big-fat-notebooks-five-study-guides-for-middle-schoolers/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948579567.73/warc/CC-MAIN-20171215211734-20171215233734-00141.warc.gz", "language": "en", "language_score": 0.9213759303092957, "token_count": 843, "score": 3.515625, "int_score": 4 }
Showering may be bad for your health, say US scientists, who have shown that dirty shower heads can deliver a face full of harmful bacteria. Tests revealed nearly a third of devices harbour significant levels of a bug that causes lung disease. Levels of Mycobacterium avium were 100 times higher than those found in typical household water supplies. M. avium forms a biofilm that clings to the inside of the shower head, reports the National Academy of Science. In the Proceedings journal, the study authors say their findings might explain why there have been more cases of these lung infections in recent years, linked with people tending to take more showers and fewer baths. Water spurting from shower heads can distribute bacteria-filled droplets that suspend themselves in the air and can easily be inhaled into the deepest parts of the lungs, say the scientists from the University of Colorado at Boulder. Lead researcher Professor Norman Pace, said: "If you are getting a face full of water when you first turn your shower on, that means you are probably getting a particularly high load of Mycobacterium avium, which may not be too healthy." While it is rarely a problem for most healthy people, those with weakened immune systems, like the elderly, pregnant women or those who are fighting off other diseases, can be susceptible to infection. They may develop lung infection with M. avium and experience symptoms including tiredness, a persistent, dry cough, shortness of breath and weakness, and generally feel unwell. When the researchers swabbed and tested 50 shower heads from nine cities in seven different states in the US, including New York City and Denver, they found 30% of the devices posed a potential risk. Since plastic shower heads appear to "load up" with more bacteria-rich biofilms, metal shower heads may be a good alternative, said Professor Pace. Showers have also been identified as a route for spreading other infectious diseases, including a type of pneumonia called Legionnaires' disease and chest infections with a bacterium called Pseudomonas aeruginosa. Hot tubs and spa pools carry a similar infection risk, according to the Health Protection Agency. A HPA spokesperson said: "This is an interesting paper which provides further information about the occurrence of opportunist organisms - germs which do not usually cause infections in humans - in the environment. "These bacteria, which belong to the same family as TB, can be found in the environment and occasionally in water supplies but rarely cause disease in healthy people. "Further work will need to look at whether finding these organisms is associated with any increased risk of infection."	<urn:uuid:4b69891f-4633-4110-92f0-c90b92262a35>	{ "dump": "CC-MAIN-2018-26", "url": "http://heresthenews.blogspot.com/2009/09/taking-showers-make-you-ill.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864482.90/warc/CC-MAIN-20180622123642-20180622143642-00106.warc.gz", "language": "en", "language_score": 0.9471416473388672, "token_count": 548, "score": 3.296875, "int_score": 3 }
Would-be moms should get enough vitamin D in diet to prevent autism in babiesvdcp Intake of Vitamin D supplements during the first trimester of pregnancy is likely to prevent the development of autism traits in children, researchers found in a study on mice. Autism — or autism spectrum disorder — describes lifelong developmental disabilities including difficulty or inability to communicate with others and interact socially. The discovery provides further evidence of the crucial role Vitamin D plays in brain development, said lead researcher Darryl Eyles, Professor at University of Queensland. “We found that pregnant females treated with active vitamin D in the equivalent of the first trimester of pregnancy produced offspring that did not develop these deficits,” Eyles added. Further, recent human studies also showed a link between pregnant women with low Vitamin D levels — also crucial for maintaining healthy bones — and the increased likelihood of having a child with autistic traits, the researchers said. For the study, appearing in journal the Molecular Autism, the team used the most widely accepted developmental model of autism in which affected mice behave abnormally and show decits in social interaction, basic learning and stereotyped behaviours. The researchers also revealed that the active hormonal form of Vitamin D cannot be given to pregnant women because it may affect the skeleton of the developing foetus. New studies are needed to determine how much cholecalciferol — the supplement form that is safe for pregnant women — is needed to achieve the same levels of active hormonal Vitamin D in the bloodstream, the researchers said. Sun exposure is the major source of Vitamin D — which skin cells manufacture in response to ultraviolet rays — but it is also found in some foods such as in fatty fish like salmon and tuna, diary products, and cereals.	<urn:uuid:056152af-1839-4f04-bbbf-6f158003dbac>	{ "dump": "CC-MAIN-2020-50", "url": "https://www.vitamindguru.com/moms-get-enough-vitamin-d-diet-prevent-autism-babies/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141188947.19/warc/CC-MAIN-20201126200910-20201126230910-00568.warc.gz", "language": "en", "language_score": 0.9397882223129272, "token_count": 350, "score": 3.578125, "int_score": 4 }
Chemistry Expert: Carbon Dioxide can’t cause Global Warming Written by Dr Mark Imisides (Industrial Chemist) Scarcely a day goes by without us being warned of coastal inundation by rising seas due to global warming. Why on earth do we attribute any heating of the oceans to carbon dioxide, when there is a far more obvious culprit, and when such a straightforward examination of the thermodynamics render it impossible. Carbon dioxide, we are told, traps heat that has been irradiated by the oceans, and this warms the oceans and melts the polar ice caps. While this seems a plausible proposition at first glance, when one actually examines it closely a major flaw emerges. In a nutshell, water takes a lot of energy to heat up, and air doesn’t contain much. In fact, on a volume/volume basis, the ratio of heat capacities is about 3300 to 1. This means that to heat 1 litre of water by 1˚C it would take 3300 litres of air that was 2˚C hotter, or 1 litre of air that was about 3300˚C hotter! This shouldn’t surprise anyone. If you ran a cold bath and then tried to heat it by putting a dozen heaters in the room, does anyone believe that the water would ever get hot? The problem gets even stickier when you consider the size of the ocean. Basically, there is too much water and not enough air. The ocean contains a colossal 1,500,000,000,000,000,000,000 litres of water! To heat it, even by a small amount, takes a staggering amount of energy. To heat it by a mere 1˚C, for example, an astonishing 6,000,000,000,000,000,000,000,000 joules of energy are required. Let’s put this amount of energy in perspective. If we all turned off all our appliances and went and lived in caves, and then devoted every coal, nuclear, gas, hydro, wind and solar power plant to just heating the ocean, it would take a breathtaking 32,000 years to heat the ocean by just this 1˚C! In short, our influence on our climate, even if we really tried, is miniscule! So it makes sense to ask the question – if the ocean were to be heated by ‘greenhouse warming’ of the atmosphere, how hot would the air have to get? If the entire ocean is heated by 1˚C, how much would the air have to be heated by to contain enough heat to do the job? Well, unfortunately for every ton of water there is only a kilogram of air. Taking into account the relative heat capacities and absolute masses, we arrive at the astonishing figure of 4,000˚C. That is, if we wanted to heat the entire ocean by 1˚C, and wanted to do it by heating the air above it, we’d have to heat the air to about 4,000˚C hotter than the water. And another problem is that air sits on top of water – how would hot air heat deep into the ocean? Even if the surface warmed, the warm water would just sit on top of the cold water. Thus, if the ocean were being heated by ‘greenhouse heating’ of the air, we would see a system with enormous thermal lag – for the ocean to be only slightly warmer, the land would have to be substantially warmer, and the air much, much warmer (to create the temperature gradient that would facilitate the transfer of heat from the air to the water). Therefore any measurable warmth in the ocean would be accompanied by a huge and obvious anomaly in the air temperatures, and we would not have to bother looking at ocean temperatures at all. So if the air doesn’t contain enough energy to heat the oceans or melt the ice caps, what does? The earth is tilted on its axis, and this gives us our seasons. When the southern hemisphere is tilted towards the sun, we have more direct sunlight and more of it (longer days). When it is tilted away from the sun, we have less direct sunlight and less of it (shorter days). The direct result of this is that in summer it is hot and in winter it is cold. In winter we run the heaters in our cars, and in summer the air conditioners. In winter the polar caps freeze over and in summer 60-70% of them melt (about ten million square kilometres). In summer the water is warmer and winter it is cooler (ask any surfer). All of these changes are directly determined by the amount of sunlight that we get. When the clouds clear and bathe us in sunlight, we don’t take off our jumper because of ‘greenhouse heating’ of the atmosphere, but because of the direct heat caused by the sunlight on our body. The sun’s influence is direct, obvious, and instantaneous. If the enormous influence of the sun on our climate is so obvious, then, by what act of madness do we look at a variation of a fraction of a percent in any of these variables, and not look to the sun as the cause? Why on earth (pun intended) do we attribute any heating of the oceans to carbon dioxide, when there is a far more obvious culprit, and when such a straightforward examination of the thermodynamics render it impossible. Dr. Mark Imisides is an industrial chemist with extensive experience in the chemical industry, encompassing manufacturing, laboratory management, analysis, waste management, dangerous goods and household chemistry. He currently has a media profile in The West Australian newspaper and on Today Tonight. For a sample of his work visit www.drchemical.com.au	<urn:uuid:2b7d9539-b819-4578-b233-6d9519af2e87>	{ "dump": "CC-MAIN-2018-30", "url": "https://budbromley.blog/2017/02/16/carbon-dioxide-cant-cause-global-warming/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591683.78/warc/CC-MAIN-20180720135213-20180720155213-00168.warc.gz", "language": "en", "language_score": 0.9485602378845215, "token_count": 1210, "score": 3.25, "int_score": 3 }
American diet has seen a recent increase in the use of spices. Allergists say that the trend might lead to a rise in the number of people whose daily lives will be affected due to their increased sensitivity to these spices. Spices are often not mentioned on food labels because the U.S. Food and Drug Administration doesn't regulate spices. People with an allergy to spices may find it difficult to avoid foods that have spices in it. Also, spices are now found in certain cosmetics and perfumes, making life for those allergic to spices really difficult. "While spice allergy seems to be rare, with the constantly increasing use of spices in the American diet and a variety of cosmetics, we anticipate more and more Americans will develop this allergy," said allergist Sami Bahna, M.D., American College of Allergy, Asthma and Immunology (ACAAI) past president. About 2 to 3 percent of all people in the world are allergic to spices. In the U.S., Spice allergy accounts for about 2 percent of all food allergies. Researchers say that spice allergies are under-diagnosed in the country due to unavailability of specific tests. "Patients with spice allergy often have to go through extreme measures to avoid the allergen. This can lead to strict dietary avoidance, low quality of life and sometimes malnutrition," Bahna added. In a presentation at ACAAI Annual Scientific Meeting, Dr. Bahna said that since cosmetics are now being used in cosmetics and fragrances, women might be at increased risk of developing spice allergy. People who already have birch pollen or mugwort allergy can develop allergic reactions to spices. Any spice from black pepper to vanilla may trigger allergic reactions in people. However, spices like cinnamon and garlic are often known cause the allergies. "Boiling, roasting, frying and other forms of applying heat to spices may reduce allergy causing agents, but can also enhance them depending on the spice. Because of this allergy's complexity, allergists often recommend a treatment plan that includes strict avoidance which can be a major task," said Dr. Bahna. A person who has allergy to one known spice can show adverse reactions to many spice blends, experts say. The 2012 Annual Meeting of the American College of Allergy, Asthma & Immunology began today in Anaheim, California.	<urn:uuid:42db9772-11ff-404b-a050-b0c4137199c8>	{ "dump": "CC-MAIN-2014-52", "url": "http://www.medicaldaily.com/little-known-spice-allergy-243425", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802767873.65/warc/CC-MAIN-20141217075247-00103-ip-10-231-17-201.ec2.internal.warc.gz", "language": "en", "language_score": 0.963445782661438, "token_count": 479, "score": 2.9375, "int_score": 3 }
Should GCSEs be scrapped? No other European country tests young people at 16, so why do we? Should we be focusing on a broader range of skills? The Chairman of the Education Select Committee, Robert Halfon, has called time on GCSEs. He wants them to be scrapped, and A-Levels replaced by a mix of academic and vocational subjects – to give young people a broader range of skills for their working lives. At The Outward Bound Trust that’s what we’re all about – teaching diverse skills, not just academic attainment. But we’re unsure if exams should be sent to the scrap heap just yet. An article from Impetus-PEF – a foundation looking to close the gap between disadvantaged young people and their peers – says that GCSEs are proven qualifications which are understood and valued by future employers. This comes after the announcement of the new maths and English Functional Skills qualifications in FE Colleges to be rolled out from September 2019, and the subsequent axing of mandatory maths and English GCSE resits. But Impetus-PEF calls for GCSEs to continue to be a first choice, especially as leaving school without a GCSE A*-C (or 9-4 in the new grading system) in core subjects has a significant negative impact on disadvantaged young people, who struggle to catch up. Removing GCSEs would also raise questions for schools without sixth forms, and for young people who do not intend to stay to take exams at the age of 18. But Halfon sees GCSEs as an excessively narrow academic pathway, which is failing to prepare young people for the technologically changing workplace. The skills gap: are our young people lacking? The Education Secretary Damian Hinds’ new vision for character and resilience training in schools is telling. Do schools focus too much on academic attainment, and are young people lacking in the core skills needed to allow them to thrive beyond school? The 2014 BCC Business and Education Survey found that two-thirds of businesses believe that secondary schools are not effective in preparing young people for work. The 2016 CBI/Pearson Education Education and Skills Survey also found that around 50% of businesses are not satisfied with school leaver’s work experience (56%), and their skills in communication (50%), analysis (50%) and self-management (48%). Perhaps most importantly, the 2018 Princes Trust Youth Index found that 29% of young people feel that a lack of work experience is hindering their future employment decisions. 50 years ago, work in the UK was full of relative certainties. A University degree meant full-time employment, a career and upward mobility. But there’s no doubt about it – we are now living in a much less certain world. The World Economic Forum’s (WEF) Human Capital Report 2017 showed that despite this, two core skills are underpinning employment and careers: 1. Interpersonal skills, like leadership and customer service, and 2. Basic technology skills, like using word-processing software and manipulating spreadsheets. The report suggests that having a strong-base in these cross-functional skills is important across industries and job titles, and give people the option to change careers when needed. Clearly, there is something missing. Interpersonal skills are skills for life. They are unlikely to be rendered obsolete by technological innovation. We must invest in these basic, core skills to help our young people be successful in their future lives and ever-changing workplaces. This is especially so, given that the WEF’s 2018 Future of Jobs report, suggests that social skills, such as emotional intelligence and the ability to teach others, will be in higher demand across all industries, above technical skills. Through our courses for apprentices and graduates – which aim to develop key workplace behaviours such as self-awareness, self-management and teamwork – we understand the value of these skills. Although scrapping GCSEs seems like an extreme overhaul of the UK education system, the evidence is increasingly mounting against a narrow focus on academic attainment. Young people and their employers do not feel they are effectively equipped for the workplace when they leave school, and perhaps something needs to change. Screen time: moral panic or genuine risk... 7 February 19 Government has published new recommendations on young people’s use of technologyRead more How physical fitness and immersion in th... 4 February 19 Interventions put in place to promote mental and physical health in pupils.Read more Katie's Story, I'm reaching for a better... 7 January 19 The positive impact of our Skills for Life Award CourseRead more	<urn:uuid:a5f5880b-318e-4ffa-84c4-fa5041de8052>	{ "dump": "CC-MAIN-2021-04", "url": "https://www.outwardbound.org.uk/blog/should-gcses-be-scrapped", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703517559.41/warc/CC-MAIN-20210119011203-20210119041203-00343.warc.gz", "language": "en", "language_score": 0.9606452584266663, "token_count": 951, "score": 2.609375, "int_score": 3 }
Connecting the visual image of the poppy with the sacrifice of service made by our veterans has been an important goal of the American Legion Auxiliary Poppy Program since its inception in 1921. On Memorial Day and Veterans Day, millions of red crepe paper poppies—all handmade by veterans as part of their therapeutic rehabilitation—are distributed across the country in exchange for donations that go directly to assist disabled and hospitalized veterans in our communities. The Poppy Program raises community awareness and respect for our veterans by educating Auxiliary members and the public about the symbol of the poppy, taken from a line in the poem “In Flanders Fields” written on the battlefront during World War I by Lt. Col. John McCrae, M.D. Purpose Statement To elevate community awareness and respect for our veterans by educating our membership and the public about the poppy’s significance and the financial benefit realized by our nation’s veterans as a result of its distribution. Poppy Days have become a familiar tradition in almost every American community. This distribution of the bright red memorial flower to the public is one of the oldest and most widely recognized programs of the American Legion Auxiliary. The Poppy Story From the battlefields of World War I, weary soldiers brought home the memory of a barren landscape transformed by wild poppies, red as the blood that had soaked the soil. By that miracle of nature, the spirit of their lost comrades lived on. The poppy became a symbol of the sacrifice of lives in war and represented the hope that none had died in vain. The American Legion Auxiliary poppy has continued to bloom for the casualties of four wars, its petals of paper bound together for veterans by veterans, reminding America each year that the men and women who have served and died for their country deserve to be remembered. The poppy, as a memorial flower to the war dead, can be traced to a single individual, Moina Michael. She was so moved by Lt. Col. McCrae’s poem, “In Flanders Fields,” that she wrote a response: . . . the blood of heroes never dies But lends a luster to the red Of the flower that blooms above the dead In Flanders’ Fields. On impulse, she bought a bouquet of poppies – all that New York City’s Wanamaker’s Department Store had – and handed them to businessmen meeting at the New York YMCA where she worked. She asked them to wear the poppy as a tribute to the fallen. That was November 1918. World War I was over, but America’s sons would rest forever “in Flanders’ Fields.” Later she would spearhead a campaign that would result in the adoption of the poppy as the national symbol of sacrifice. In Flanders Fields… In Flanders Fields” is a war poem in the form of a rondeau, written during the First World War by Canadian physician and Lt. Col. John McCrae. He was inspired to write it on May 3, 1915, after presiding over the funeral of friend and fellow soldier Alexis Helmer, who died during the Second Battle of Ypres. In Flanders fields the poppies blow Between the crosses, row on row That mark our place; and in the sky The larks, still bravely singing, fly Scarce heard amid the guns below We are the Dead. Short days ago We lived, felt dawn, saw sunset glow, Loved, and were loved, and now we lie In Flanders fields. Take up our quarrel with the foe: To you from failing hands we throw The torch; be yours to hold it high If ye break faith with us who die We shall not sleep, though poppies grow In Flanders fields. –Lt. Col. John McCrae	<urn:uuid:908067bb-e876-40f8-92b5-c2eff6ea9261>	{ "dump": "CC-MAIN-2018-47", "url": "http://michalaux.org/poppy/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039746171.27/warc/CC-MAIN-20181119233342-20181120015342-00471.warc.gz", "language": "en", "language_score": 0.9666154384613037, "token_count": 811, "score": 3.328125, "int_score": 3 }
- The commercial exchange (buying and selling on domestic or international markets) of goods and services. - usage: "Venice was an important center of trade with the East"; "they are accused of conspiring to constrain trade" - The skilled practice of a practical occupation. - usage: "he learned his trade as an apprentice" - synonyms: craft - The business given to a commercial establishment by its customers. - usage: "even before noon there was a considerable patronage" - synonyms: patronage - A particular instance of buying or selling. - usage: "it was a package deal"; "I had no further trade with him"; "he's a master of the business deal" - People who perform a particular kind of skilled work. - usage: "he represented the craft of brewers"; "as they say in the trade" - synonyms: craft - Steady winds blowing from east to west above and below the equator. - usage: "they rode the trade winds going west" - synonyms: trade wind - An equal exchange. - usage: "we had no money so we had to live by barter" - Engage in the trade of. - usage: "he is merchandising telephone sets" - synonyms: merchandise - Turn in as payment or part payment for a purchase. - usage: "trade in an old car for a new one" - synonyms: trade in - Be traded at a certain price or under certain conditions. - usage: "The stock traded around $20 a share" - Exchange or give (something) in exchange for. - Do business; offer for sale as for one's livelihood. - usage: "She deals in gold"; "The brothers sell shoes" WordNet 3.0 © 2006 by Princeton University \|APA\|\|WordNet. (2010). trade. Retrieved May 23, 2018, from http://smartdefine.org/trade/definitions/1191272\| \|Chicago\|\|WordNet. 2010. "trade" http://smartdefine.org/trade/definitions/1191272 (accessed May 23, 2018).\| \|Harvard\|\|WordNet 2010, trade, Smart Define, viewed 23 May, 2018, <http://smartdefine.org/trade/definitions/1191272>.\| \|MLA\|\|WordNet. "trade" 23 October 2010. Web. 23 May 2018. <http://smartdefine.org/trade/definitions/1191272>\|	<urn:uuid:b8df39a1-97c9-486a-88de-36ff7e3b569f>	{ "dump": "CC-MAIN-2018-22", "url": "http://www.smartdefine.org/trade", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794865702.43/warc/CC-MAIN-20180523180641-20180523200641-00359.warc.gz", "language": "en", "language_score": 0.9151352643966675, "token_count": 542, "score": 2.859375, "int_score": 3 }
The History of the 1911 Pistol Morgan, UT –-(Ammoland.com)- The Model 1911 .45 Automatic Pistol is the world’s most respected handgun, and has been designated by many authorities as the finest service pistol design of all time. The Browning 1911 was yet another revolutionary gun by one of the greatest gun designers of all time, John Moses Browning, the founder of today’s Browning Arms Company. This great legacy is now reflected in the new Browning 1911-22 pistol. Introduced 100 years after the original 1911 pistol, the Browning 1911-22 is proudly made in the USA, at a state-of-the-art factory located only a few miles south of Ogden, Utah – the same town where John M. Browning lived and where the genius of all of his greatest firearms inventions began. Let’s spend a few minutes exploring the rich history of the original Model 1911 .45 Automatic, and discovering how the world’s greatest handgun came to be. Any complete history of the Model 1911 must start a decade or more before that legendary year, and half a world away in the Philippines. It was here in the tropical heat of those islands that US Soldiers and Marines found themselves locked in combat with fanatic local insurgents and the immediate need for an effective, large caliber defensive pistol became sorely evident. In the wake of the sinking of the battleship USS Maine in Havana harbor in February of 1898, the United States went to war with Spain. Along with an invasion of Cuba, US Navy forces engaged, routed and destroyed the Spanish fleet at Manila Bay in March 1898, in one of the most lop-sided victories in naval history. US ground forces then went ashore to overthrow the Spanish colonial government and occupy the islands. Continuing the armed resistance they had previously shown against the Spanish, the Moro tribesmen of the southern islands (reportedly fueled by a dangerous combination of religious zealotry, ardent tribalism and potent opiates) engaged the American forces in a long bout of guerrilla warfare that ultimately lasted nearly 15 years. Much of the combat was at close quarters, where the Moros’ long-bladed kris knives were used to lethal effect. At the time US troops were armed with either .30 caliber Krag or Springfield bolt-action rifles and .38 caliber double-action revolvers. While the .30 caliber rifles proved effective in stopping the attackers, the US troop’s handguns demonstrated an unnerving lack of stopping power, resulting in numerous reports of Moro warriors absorbing multiple pistol bullets while they continued to hack away at the Americans. Obviously the US troops’ morale suffered badly in this situation. The combat pistol situation became so acute that old stocks of Model 1873 Colt revolvers in 45 caliber, many of which dated back to the Plains Indian Wars were returned to active service, where they quickly demonstrated a much better track record of stopping an attacker with one well-placed shot. The battlefield experience against the Moros resulted in the famous Thompson-LeGarde tests by the US Military in 1904. In these tests a variety of military cartridges of the day were tested for their penetration, ‘stopping ability’ and energy transfer, using both live and dead cattle at the target medium. While somewhat subjective by modern standards, the tests resulted in an official recommendation “…that a bullet, which will have the shock effect and stopping effect at short ranges necessary for a military pistol or revolver, should have a caliber not less than .45.” About this time two new armament technologies were also emerging – smokeless powder and the autoloading pistol. In 1906 the US Military, under the direction of General William Crozier of the Ordinance Department, began evaluating several pistol designs along with the suitability of a new cartridge that was designated the .45 Automatic Colt Pistol (or .45 ACP for short). As these military tests continued over the next several years, the Colt pistol began to emerge as the clear favorite. The Colt pistol that was submitted for these military tests was designed by John M. Browning. Without a doubt the most innovative and visionary firearms designer of the late 19th and early 20th centuries, John M. Browning earned the lasting reputation as “The Father of Automatic Fire.” Browning’s design genius was not limited to pistols. Among his other military inventions were the Browning Automatic Rifle (BAR), numerous .30 caliber and .50 caliber Browning machine guns and the legendary Browning Hi Power, the first successful high-capacity autoloading pistol that soon became a worldwide standard for military sidearms. Based on the short recoil principle of operation, the John M. Browning design for the US Military pistol trials was a magazine fed, single action semi-automatic pistol with both manual and grip safeties that demonstrated a level of durability, simplicity and reliability that no other pistol design of the era could match. In fact, during a 6,000 round test fired over two days in 1910 that was personally supervised by John M. Browning, his sample pistol became so hot that it was simply dunked in a pail of water to cool it for further firing. Browning’s sample reportedly passed the test with no malfunctions. Since cavalry troops were going to be the primary combat users of the pistol, several specific design features, like the grip safety and lanyard ring, were mandated by the horse soldiers. (Nothing will turn a cavalry trooper into an infantryman faster than shooting his own horse by accident.) The Browning pistol design was formally adopted by the US Army on March 29, 1911, and thus became known officially as the Model 1911. The US Navy and US Marine Corps adopted the Browning-designed pistol in 1913. The Browning-designed 1911 pistol was first tested in combat in Mexico in 1916. At that time Mexico was wracked by revolution and the most prominent of the rebel generals was Pancho Villa. During the early morning hours of March 9, 1916, Villa and his men attacked, looted and burned the small town of Columbus, New Mexico, resulting in the deaths of 18 US soldiers and civilians. Further attacks by Villa’s rebels in Texas resulted in the deaths of several more US soldiers and officials. In response to the attacks, President Woodrow Wilson ordered General John J. “Black Jack” Pershing to lead a force of nearly 5,000 US soldiers onto Mexico to capture Villa. Many of the next generation of US military leaders got their first combat experience on this operation, including an ambitious young lieutenant by the name of George S. Patton. While the Punitive Expedition ultimately failed to capture Villa, it did provide the first major combat test of a number of new military technologies such as the airplane, wireless telegraph, motorized truck transport and the M1911 pistol. The following year marked the entry of the United States into the Great War in Europe. American forces, again under the command of General Pershing, joined with Canadian, French and British troops to push back German forces on the Western Front. In all more than a million US troops served in this worldwide conflict. WW I, as the Great War soon came to be known, proved a brutal face-off between new weapons and outmoded tactics. Much of the ground combat on the Western Front was conducted as trench warfare, in which small-unit raiding and close quarters combat were common tactics. The Model 1911 proved more than equal to the task, and the powerful pistol quickly became a favorite of American servicemen. During one legendary engagement Sergeant Alvin York used a Model 1911 pistol to stop an attack by six German soldiers with as many shots, in the process winning the Medal of Honor. Lieutenant Frank Luke of the US Army Air Corps was posthumously awarded the Medal of Honor for his excellent air combat results and his fight to the death with a .45 pistol against a German infantry onslaught after his SPAD biplane was forced down onto a muddy French battlefield. Other new weapons that emerged from the WW I conflict included tanks, fighter aircraft, rapid-firing artillery, machine guns, poison gas and submarines. The post-war era saw subtle refinements to the basic Model 1911 design, including the addition of improved sights, an arched mainspring housing, shorter trigger, longer grip safety spur and other ergonomic improvements. Collectively these improvements were completed in 1924 and resulted in the Model 1911A1. Not long after those modifications were formalized, John M. Browning died of a heart attack at the Fabrique Nationale (FN) factory in Herstal, Belgium, on November 26, 1926. As the United States began to emerge as a major world military power, the Model 1911 saw combat service in a number of different conflicts, including many small brushfire actions in the Caribbean, South and Central America. These interventions were considered necessary to provide political, social and economic stability to the region and were sometimes called the Banana Wars. During this era the Model 1911 also became a favorite sidearm of law enforcement officers nationwide, first in .45 ACP and later in the fast-stepping .38 Super. Among the more notable law enforcement users of the 1911 were members of the Texas Rangers, as well as federal agents of the Border Patrol, Prohibition Service and the FBI. December 7, 1941 brought the Japanese air attack on Pearl Harbor and US entry into WW II. The conflict represented the largest war mobilization in US history, with more than 16 million American men and women serving in the armed forces in every theater of the conflict. The Model 1911 was the standard sidearm for almost all US military forces fighting on the ground, at sea and in the air. Total military production of the Model 1911 was nearly 3 million pistols. Combined with the millions of Browning machine guns and BARs produced over the decades, it is easy to see that the guns designed by John M. Browning played a major role in defending freedom and crushing tyranny. The Model 1911 continued to serve with distinction at the side of American servicemen for most of the remainder of the 20th century including Korea, Viet Nam and other conflicts. With the end of WW II, millions of US servicemen returned from combat service around globe, eager to enjoy a new life of peace and prosperity. With that post-war prosperity came plenty of leisure time for recreation, and the shooting sports in America literally boomed! Shooting clubs and leagues sprouted up in every city and town, at colleges, high schools, factories and local ranges. One of the favorite shooting competition formats of the day was NRA Bullseye Pistol, which was modeled on the military pistol qualification courses as taught to millions of GIs. Bullseye pistol required expertise with a .22 rimfire pistol, a centerfire pistol and a .45 pistol, often the Model 1911. Post-war economics also helped build the popularity of the 1911, as it could be used in both the centerfire and .45 phases of competition. Plenty of Model 1911 pistols were readily available as military surplus or as battlefield trophies brought back by GIs. Pistolsmiths who had learned the gun inside and out in the military began to experiment on how best to turn the 1911 into a target range tack-driver, and their improvements often produced one ragged hole in the target. An entire cadre of suppliers like Pachmayr and Kings Gun Works were soon filling the demand for custom accurized 1911 bullseye pistols. While formal bullseye competition ruled the roost in the post-war era, another movement was quietly taking shape – a movement that soon came to be known as Practical Shooting. For many decades prior to the 1950s much of the combat firearms training doctrine for law enforcement officers was based on a fast draw followed by unsighted or instinctive one-handed firing from the hip. While this technique may have some application at very close ranges, the hit potential quickly became marginal as distances increased. One of the first to realize the limitations of hip shooting was a young Marine officer by the name of Jeff Cooper. He understood that in order to stop an assailant, one had to accurately and rapidly deal him a telling blow before he could complete his attack. Cooper’s WW II combat experience in the Pacific and his visionary thinking lead him to develop what became known worldwide as the Modern Technique. Drawing upon the wisdom of some of the best pistol shooters of the day, Cooper’s method was to use a smooth one-hand draw moving to a strong two-handed hold, then make a quick eye-level sight alignment on the target and rapidly fire with accuracy. While the Modern Technique is adaptable to most handguns, the ideal instrument to exploit its full effectiveness is the .45 ACP Model 1911 – a pistol with the power, accuracy and reliability to prevail in a confrontation. Cooper codified the concept of the Modern Technique in the Latin motto Diligentia-Vis-Celeritas (D.V.C.) which translates as Accuracy-Force-Speed. Cooper’s prolific writings and teaching on the subject, along with those of Charles Askins, Ray Chapman, Jack Weaver, Thell Reed and others helped shape the thinking of an entire generation of law enforcement and military trainers, and today it remains the basis for virtually all training doctrine for combat pistol shooting. The spread of the Modern Technique was also the major factor in the transition of American law enforcement from the revolver to the autoloading pistol during the 1980s and 1990s. Cooper also played a major role in the creation of the International Practical Shooting Confederation in 1976 and served as its first president. IPSC created a framework for organized competition and quickly became the competition format of choice for hundreds of thousands of avid pistol shooters. Offshoots of the formalized practical shooting sports have blossomed in recent years, including Cowboy Action Shooting, IDPA, USPSA 3-Gun and many others. An entire industry based on parts, accessories, custom gunsmithing, training centers and formal competition has grown up around the Model 1911, and today the 1911 design remains the world-wide standard for competition pistols. In fact, the emergence of the Modern Technique, practical shooting and concealed carry have resulted in a virtual rebirth of interest in the 1911 pistol design. With the growth of practical shooting came a greater awareness of personal security and taking responsibility for one’s own safety. Rising crime rates in the 1980s and 1990s helped spark a broad national movement towards civilian concealed carry licensing. Today almost every state in the Union offers some form of civilian licensing to carry a concealed firearm, and for many of these millions of CCW licensees the choice is some form of the Model 1911, often in a compact version for easier carry and concealment. In 1985 the US Military adopted the 9mm M9 pistol as their standard sidearm in hopes of creating greater ammunition interoperability with its NATO allies. Hundreds of thousands of servicemen and servicewomen dutifully turned in their Model 1911 pistols, and no doubt many a tear was shed in memory of the 1911’s seven decades of service. Alas, the painful combat lessons of the past now came full circle. The marginal stopping ability of the 9mm ball cartridge is no more potent today as when it was first introduced in 1902. In light of this, the US Military has again turned to the venerable Model 1911 and the .45 ACP to arm their special operations troops. Two more Medals of Honor were awarded in 1993 to US Delta Force operators, Master Sergeant Gary Gordon and Sergeant First Class Randall Shughart, for their actions in Somalia, which were later immortalized in the book and motion picture “Black Hawk Down.” After Shughart was fatally wounded, Gordon continued his fight to the death using a 1911 to protect one of the wounded helicopter pilots. Today, when America’s finest go into harm’s way after radical terrorists, chances are a Model 1911 is riding on their hip or MOLLE gear. After 100 years the Model 1911 design is more popular than ever, and remains the standard by which all other autoloading pistols is measured. We think John M. Browning would like that.	<urn:uuid:7c205ebe-f24b-473e-b16d-00fa26305413>	{ "dump": "CC-MAIN-2023-06", "url": "https://www.ammoland.com/2011/01/history-of-1911-pistol/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500334.35/warc/CC-MAIN-20230206082428-20230206112428-00807.warc.gz", "language": "en", "language_score": 0.966467559337616, "token_count": 3340, "score": 2.8125, "int_score": 3 }
Cool Science Stuff With Clifford the Big Red Dog (Review) Clifford and his friends love exploring the world around them and with this exhilarating kit they are learning all about FOOD SCIENCE. Emily Elizabeth, the narrator in the colorful 20-page manual, guides young scientists through tasty experiments with catchy titles such as rainbow ice, ice-cream in a bag, homemade butter, layered test tube, exploding marshmallow, dancing pasta, jello magnifier, color chromatography, secret message, rock candy, edible volcano, chocolate slime, and floating orange. Young Scientists will feel like real scientists when they use the included lab tray, measuring cup, test tubes, funnel, and pipette to perform their experiments! Join Clifford and his friends on an adventure into the world of science! (Ages 3 and up) I have always been a bit of a “science nerd”. When I was little one of my favorite things in the world was the monthly science packet that my mom bought me – every month during the summer and fall I would get a new package that I could use to do things like photosynthesis, learn about microscopic organisms in water, and even kitchen science. Now that my kids are of preschool age, they are becoming increasingly interested in “how things work” and what happens when you put things together. We were sent the Clifford the Big Red Dog Food Science Kit to do some super fun experiments with food! We decided to make a science “staple” – the VOLCANO! But this volcano is different – it’s edible! Made of oatmeal, flour, water, and of course vinegar and baking soda for the “lava”. The kids decided to be a bit different and made the lava green! The kids had a blast with watching the “lava” bubble and flow over the oatmeal volcano. In fact we played with this fun activity for quite a while! We also did a fun activity called “the exploding bag”, full of chemical reactions and anticipation of the POP of the bag. We are in the process of making rock candy and colored ice too (these take some patience and preparation), and there are several other fun activities in this kit. Worth the $19.99 cost. Being in a rainy climate (Portland), this set makes a fun rainy day indoor activity that the kids will love for hours – plus they learn along the way! There are more great science kits in the series, including: - Animal Science - Bubble Science - Rainbow Science - Kitchen Science The Young Scientists Club has all of these ready to ship! With all kits, most of the items needed are included in the set. Be sure to check the lists of things you will need for each experiment you do before getting your kids excited for experiments so you can get started right away. While supplied with the items reviewed, I was not otherwise compensated for this post. All opinions expressed are my own.	<urn:uuid:0b1b281b-2a14-41bb-b93a-555b7a5923cc>	{ "dump": "CC-MAIN-2018-13", "url": "https://www.allmommywants.com/cool-science-stuff-with-clifford-the-big-red-dog-review/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257648313.85/warc/CC-MAIN-20180323141827-20180323161827-00716.warc.gz", "language": "en", "language_score": 0.9460555911064148, "token_count": 615, "score": 2.640625, "int_score": 3 }
Date of Defense Intermediate energy photons (approximately 0.2 mev. to 10 mev.) interact with matter of low atomic number principally through a process called the Compton effect. This process is an inelastic collision of a photon with a free electron at rest. Using the principles of conservation of energy and conservation of momentum the energy of the scattered photon can be found in terms of the incident photon energy and the angle through which it is scattered. The energy of this scattered photon is then given by E1=(EO)/(1+α(1-cos θ)) where EO is the energy of the incoming photon, α=EO/moc2, and θ is the angle through which the photon's direction is changed. Hudson, James G., "Polarization of Compton-Scattered Gamma Rays" (1968). Honors Theses. 277. Honors Thesis-Open Access	<urn:uuid:fecd26d5-7ca5-47e7-9011-d861cdc4e2be>	{ "dump": "CC-MAIN-2018-26", "url": "https://scholarworks.wmich.edu/honors_theses/277/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864256.26/warc/CC-MAIN-20180621172638-20180621192638-00503.warc.gz", "language": "en", "language_score": 0.8934862017631531, "token_count": 189, "score": 2.921875, "int_score": 3 }
SEATTLE -- A potential recommendation by the state's orca task force would reclassify popular sport fish like bass and walleye as 'invasive' in certain waterways, eliminating catch limits and impacting sport fishermen. Q13 News has obtained documents containing potential recommendations that could come out of Governor Jay Inslee's task force to save southern resident orcas. The official draft report does not come out until Sept. 24, but these documents give us insight into what actions the expert working groups prioritized. The documents contain dozens of recommendations, ranging from limiting the number of whale watching boats on the water to more tightly monitoring certain pollutants. Prey Potential Recommendation 27 relates to limiting "walleye, bass and catfish" and other sport fish as invasive. More than 24 million salmon smolts are reportedly eaten each year by non-native sport fish, in places such as Lake Washington and the Columbia River. The recommendation reads: Prey Potential Recommendation 27: Request that the Governor support reclassifying non-native predatory fish including but not limited to walleye, bass, and catfish from sport fish to invasive species to allow and encourage removal of these predatory fish in the waters containing salmon or other ESA-listed species. Walleye in the Columbia River are reported to consume more than two juvenile salmon daily while bass are reported to consume more than one juvenile salmon per day. There are likely millions of these non-native predatory fish in Washington waters, including Lake Washington and other water bodies, containing salmon. Twenty-four million salmon smolts are consumed by these non-native species between McNary Dam and Priest Rapids dam. It is currently illegal to "water" sport fish in many rivers/lakes the harvest of these non-native predators is regulated by catch limits. Current statewide regulations for freshwater game fish put a limit on daily possessions as two fish, with certain exceptions. The daily statewide limit of bass is five, and eight for walleye. It is illegal to keep more than the daily catch limit. Washington State Department of Fish and Wildlife officials said reclassifying fish as invasive would get rid of catch limits, and encourage anglers to dispose of every fish they catch. It could also mean active programs to remove the fish from certain waterways. Changing species like bass from sport fish to an invasive species could have an economic impact, according to a study released from the University of Washington in 2011. "The juxtaposition between smallmouth bass, the popular sportfish, and smallmouth bass, the potentially harmful non-native species, creates an unfortunate and intense conflict," the study reported. Smallmouth bass were first introduced to Washington as a sport fish in 1925. They are among the most widespread non-native species of fish in the Pacific Northwest. An official told Q13 News that some warm water fishermen have fought to keep these fish as sport fish, in order to maintain protections. It was not immediately known how the fish would be impacted in waterways that don't contain salmon fry.	<urn:uuid:1738b2fb-bddf-4f71-923d-a73e02ce03b8>	{ "dump": "CC-MAIN-2020-29", "url": "https://www.q13fox.com/news/bass-walleye-invasive-fish-potential-recommendation-would-reclassify-some-sport-fish-eliminate-catch-limits", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655889877.72/warc/CC-MAIN-20200705215728-20200706005728-00311.warc.gz", "language": "en", "language_score": 0.9576970934867859, "token_count": 617, "score": 2.578125, "int_score": 3 }
Health Indicator Report of Environmental Burden of Childhood Diseases The term "environmental burden" refers to what extent environmental exposures are attributable to the overall incidence and cost of a disease. Each year, modifiable environmental risk factors affect health, causing significant suffering, stress, financial strain to families, and a considerable economic impact. Calculating the environmental burden for children and then computing the proportion of overall cost that is attributable to the environment is important because it is one way to show how the environment impacts human health. Children are more susceptible to environmental factors than adults. A child's nervous, immune, reproductive, and digestive systems are still developing and because they are growing, children tend to breathe more air as well as eat and drink more in proportion to their weight. For these reasons, exposure to environmental factors such as breathing in particulate matter, ozone, or cigarette smoke can have more negative effects on children than adults. NotesIt is expected that if a child is exposed to one environmental exposure, they will also be exposed to others. For this reason the overall EAF formula accounts for some of the association between the different environmental exposures. That is why the overall EAF is not the same as the sum of the separate environmental exposures. - Utah Data: Behavioral Risk Factor Surveillance System, Office of Public Health Assessment, Utah Department of Health - U.S. Environmental Protection Agency (EPA), Office of Air and Radiation, AIRS data Data Interpretation IssuesOdds ratios were obtained from a literature review for each environmental exposure. When available, proportions were used from Utah specific data. When Utah-specific data was not available, a national or study proportion was used. This could skew the results if Utah has a proportion exposed at a higher or lower rate than the national estimate. Because this is a new topic of discussion, some findings, mainly traffic exposure, had odds ratios that were not considered statistically significant because of the small sample sizes or few surveys asking questions about exposure. DefinitionThis report estimates the economic cost of childhood asthma that is attributable to the environment. This estimate is based on total cost of asthma. This includes direct health care costs and indirect costs. Indirect costs include costs associated with missed school days and lost wages for parents. The estimate is also based on an environmental attributable fraction, which estimates the proportion of childhood asthma that can be credited to the environment. The environment is being defined as outdoor and indoor pollutants from sources that could potentially be reduced. NumeratorThis Indicator Report contains the following measures: 1. environmental attributable fraction for childhood asthma among the child population, age 17 years or less 2. childhood asthma environmentally attributable costs How Are We Doing?The EPA recognizes secondhand smoke, mold, chemical irritants, and outdoor air pollution as common triggers for asthma. Asthma is one of the most common chronic diseases among children. The American Lung Association and Center for Disease Control and Prevention estimate that about 7.1 million children under the age of 18 are affected by asthma. According to the Environmental Protection Agency (EPA), children who reported currently having asthma has risen from 8.7% in 2001 to 9.4% percent in 2010. The Utah Asthma Program has estimated that the current prevalence of asthma among children ranges from about 2 percent in younger children to almost 10 percent among children ages 15-17. How Do We Compare With the U.S.?This was a one-time project collaborating with other states to calculate a state specific environmental burden of disease. The contributions of environmental factors vary by state and because of this, Utah's combined environmental attributable fraction (EAF) differed from others. In Utah, PM2.5 is the largest contributor to the total EAF. Page Content Updated On 04/15/2021, Published on 03/30/2022	<urn:uuid:81f69685-c2da-4eb1-b125-efcddff7951a>	{ "dump": "CC-MAIN-2022-49", "url": "https://epht.health.utah.gov/epht-view/indicator/view/EnvBurChiDis.Asth.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710924.83/warc/CC-MAIN-20221203043643-20221203073643-00489.warc.gz", "language": "en", "language_score": 0.9506957530975342, "token_count": 777, "score": 3.265625, "int_score": 3 }
The cutting edge of bomb detection technology may soon be a bug wearing a backpack. A team of engineers from Washington University in St. Louis is developing cyborg locusts that will be flown via remote control into hazardous areas, use their antennae to sniff for explosive chemicals, and send wireless alerts when they find them. The project is funded by the Office of Naval Research and is led by associate professor of biomedical engineering, Baranidharan Raman, who has spent years studying how locusts process smell. Raman says that human-engineered sensing devices are pretty basic compared to animal noses designed by mother nature. “Why reinvent the wheel?” Raman said in a statement. “Why not take advantage of the biological solution?” To create these biorobotic bugs, Raman tells Popular Science he and his colleagues plan to integrate three far-out sounding technologies. First, they’ve got to steer the locust into the right spot. To do this, they will tattoo the bug’s wings with a biocompatible silk that can convert light into heat. By targeting the tattoo with a laser, the direction of the locust’s flight can be controlled; more heat on the right and the bug flies left, and vice versa. Once the locust is in the danger zone, the researchers need to know what it’s smelling. By surgically implanting an electrode into the bug’s brain, they plan to hijack its antennae. When the locust smells something, the electrode will read the resulting electrical activity. Finally, they need to transmit the information from the locust to the operator. That’s where the tiny backpack comes in. The team will design a low-power, low-weight device worn on the locust’s back that can log the neural activity on a chip or send it wirelessly to the operator. All of these technologies have been tested individually, Raman says. Now they need to integrate them into a holistic, bionic-bug system. “The chemical sensing part of these insects is extremely well developed,” Raman said. “They can smell a new odor that comes into the environment within a few hundred milliseconds.” But the real key, he says, is the relative simplicity of the locust’s brain. That’s what allows it to be hijacked, which, if all goes right, will allow for remote explosive sensing. Raman believes that eventually cyborg locusts could be used for other sniff-centric tasks, even medical diagnoses that rely on smell.	<urn:uuid:085eab72-2fcb-4aae-9262-f764ec5455d5>	{ "dump": "CC-MAIN-2023-40", "url": "https://www.popsci.com/navy-funds-research-into-cyborg-locusts/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510697.51/warc/CC-MAIN-20230930145921-20230930175921-00727.warc.gz", "language": "en", "language_score": 0.9254271388053894, "token_count": 547, "score": 3.0625, "int_score": 3 }
The 10 largest cities in China together have more inhabitants than Germany, Austria and Switzerland as a whole. Some of these giant Chinese cities, like Beijing and Shanghai, are world famous, while most Europeans may not even be known by name. What the top cities in China have in common is that they can guarantee you unforgettable impressions of vibrant communities when you visit them. - Shanghai (Shanghai) With around 23 million inhabitants, Shanghai, located in the mouth of the Jangstekiang, about 90 km east of the East China Sea, is the No. 1 of the 10 largest cities in China. Shanghai is not only China’s largest industrial city and the most important container port location in the world, but is also considered the most modern and outwardly western metropolis of the People’s Republic of China. One of the main sights of the city is the famous waterfront “The Bund” with its numerous magnificent buildings from Shanghai as the center of the semi-colonial influence of western powers in China before 1949. More than 20 million inhabitants live in the Chinese capital Beijing, geographically belonging to the north China lowlands, of which more than 11 million live in the urban area proper. The biggest attraction in China’s center of power is the former palace complex of the Chinese emperors: the “Forbidden City”. - Guangzhou (Canton) The 11-million-inhabitant capital of the southern Chinese province of Guangdong (Kwangtung) Guangzhou, like Hong Kong, is one of the largest cities in the Pearl River Delta that flows into the South China Sea. Guangzhou, known as “China’s factory”, is an important industrial and commercial location and is known for its cuisine. The 11 million-strong city of Shenzhen, located in the neighborhood of Hong Kong in the Pearl River Delta, had less than 40,000 inhabitants at the end of the 1970s. The breathtaking population growth of Boomtown Shenzhen, now the Chinese center of the electronics industry, is the result of a gigantic drawing board city concept in a special economic zone. - Hong Kong The former British Crown Colony and now the Special Administrative Region of Hong Kong (7,000,000 inhabitants) has a special political status that gives Hong Kong citizens more political rights than usual in the rest of the People’s Republic. - Chongqing (Chungking) If one were to take the official administrative limits and population figures into account, Chongqing in the central Chinese region of Sichuan (Sezuan) would be the largest city in the world with almost 30 million inhabitants and an area of 82,000 square kilometers (for comparison: Austria is 85,000 square kilometers). Around seven million people live in the urban metropolitan area. - Nanjing (Nanking) With almost six million inhabitants in the urban area, the provincial capital of Jiangsu (Kiangsu) is the second largest city in eastern China. Six million inhabitants live in the actual urban area of Dongguan, which, like Guangszhou and Shenzhen, is one of the giant cities in the Pearl River Delta. The city of 5 million is the economic center of central China and is known for its crane pagoda dating from 223. The currently severe lung disease from China is causing a sensation. The 2019/2020 coronavirus epidemic that started in the Chinese city of Wuhan (Wikipedia report) is attributed to a previously unknown coronavirus. The city of Wuhan with eleven million inhabitants is, so to speak, the starting point for the epidemic. The Wuhan region is unfortunately particularly badly affected by the effects of the coronavirus. Thousands of people are infected. The corona virus rages much worse in hospitals in Wuhan than expected. A month ago, Wuhan was largely sealed off by the authorities to curb further spread. - Chengdu (Cheng-tu) The Sichuan city of Chengdu has almost five million inhabitants in the urban area. The prospering business location has surprisingly much greenery and is considered the “panda capital” of China.	<urn:uuid:4ea3c7e0-1235-485a-bacf-409e7571382a>	{ "dump": "CC-MAIN-2022-27", "url": "https://www.computerannals.com/the-10-largest-cities-in-china.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104672585.89/warc/CC-MAIN-20220706121103-20220706151103-00310.warc.gz", "language": "en", "language_score": 0.9426910877227783, "token_count": 881, "score": 2.765625, "int_score": 3 }
By: Claire McCarthy, MD, FAAP Did you know that every year more than 1,700 children are saved by organ donation? And did you know that there are more than 2,000 children waiting for an organ donation? Organ and tissue donation saves lives—and gives sight to the blind, hearing to the deaf, new faces or new hands to those who have had terrible accidents. It’s a donation that literally changes everything for the recipient; it’s a donation that gives life and hope in the truest way possible. But there aren’t enough donors. While every day about 79 people of all ages receive an organ donation, every day 22 people die while they wait for one. Organ donation isn’t always easy to talk and think about—because while some donations bone marrow or kidney donations) come from people who are alive and well, most (such as heart or lung donations) come from someone who is dying. Nobody wants to think about that. But we all do need to think about it—because there may come a time when the unthinkable happens and a doctor will come and ask us about organ donation. Time is of the essence when answering. That’s why it’s better to think about it and never have to answer the question than to not think about it and waste precious, life-saving time. Did you know that 8 lives can be saved by one donor? That’s a lot of lives to save. It doesn’t make the tragedy of losing someone we love any less—but saving lives is a beautiful way to honor our loved one, and let something good come of something unspeakably horrible. To learn more about organ donation, and register to be an organ donor yourself, visit About Dr. McCarthy: Claire McCarthy, MD, FAAP is a primary care pediatrician at Boston Children's Hospital, an Assistant Professor of Pediatrics at Harvard Medical School, a senior editor for Harvard Health Publications, and an official spokesperson for the American Academy of Pediatrics. She writes about health and parenting for the Harvard Health Blog, Huffington Post and many other online and print publications.	<urn:uuid:0e4298ef-d1a5-4dbe-8f25-072da7ac6412>	{ "dump": "CC-MAIN-2020-16", "url": "https://healthychildren.org/English/health-issues/injuries-emergencies/Pages/Organ-Donation.aspx", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370505550.17/warc/CC-MAIN-20200401065031-20200401095031-00359.warc.gz", "language": "en", "language_score": 0.9498847723007202, "token_count": 451, "score": 2.53125, "int_score": 3 }
< Return to Famous Methodists < Return to Famous Seventh-day Adventists The Religious Affiliation of Abolitionist, Black Activist From: Delbert Baker, "In Search of Roots" on "Roots: Adventist African-Americans" website on website of Oakwood College (a Seventh-day Adventist college in Huntsville, Alabama) (http://www.oakwood.edu/ocgoldmine/hdoc/blacksda/roots/ts1.html and http://www.oakwood.edu/ocgoldmine/hdoc/blacksda/roots/ts2.html; viewed 15 July 2005): Sojourner Truth (Isabella Van Wagener), the famous abolitionist, was believed to be a Seventh-day Adventist - through the efforts of Uriah Smith. Though her baptism by Smith is questioned by some historians, it is generally accepted that Sojourner Truth was acquainted with Advent teachings and accepted the Sabbath. She knew Ellen White, John Byington, Dr. J. H. Kellogg, and other prominent church leaders. She spoke at the Battle Creek Sanitarium and several other church gatherings. Her grave is in the Oak Hill Cemetery in Battle Creek, near the White family burial place. Webpage created 15 July 2005. Last modified 15 July 2005. We are always striving to increase the accuracy and usefulness of our website. We are happy to hear from you. Please submit questions, suggestions, comments, corrections, etc. to: email@example.com.	<urn:uuid:fc3226cb-f5cc-41db-9b1e-9679a1446c29>	{ "dump": "CC-MAIN-2016-26", "url": "http://www.adherents.com/people/pt/Sojourner_Truth.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783397428.37/warc/CC-MAIN-20160624154957-00039-ip-10-164-35-72.ec2.internal.warc.gz", "language": "en", "language_score": 0.9319164156913757, "token_count": 322, "score": 2.5625, "int_score": 3 }
Earth is on its way to the biggest mass extinction since the dinosaurs, scientists warn - The Washington Post: "Have humans damaged the Earth's ecosystems so severely that we're well on our way to the biggest mass extinction since the dinosaurs vanished 66 million years ago? And are we running out of time to reverse the negative impacts of our actions? Three scientists who have studied extinctions of thousands of species of vertebrates believe so, though others are skeptical of the doomsday-like findings. A new study published Monday paints a grim picture: The populations of nearly 9,000 vertebrate species, including mammals such as cheetahs, lions and giraffes, have significantly declined between 1900 and 2015. Almost 200 species have gone extinct in the past 100 years alone — a rate of two per year. The study says the losses are indicative of the planet's “ongoing six major extinction events” and has cascading consequences for human life on Earth. “This is the case of a biological annihilation occurring globally, even if the species these populations belong to are still present somewhere on Earth,” Rodolfo Dirzo, the study's co-author and a Stanford University biology professor, said in a news release. ...“I am an alarmist. My colleagues are alarmists. We're alarmed, and we're frightened. And there's no other way to put it,” he said..."	<urn:uuid:d0c0174c-7272-4a4e-bdd8-bba429636d9b>	{ "dump": "CC-MAIN-2017-47", "url": "https://muskegonpundit.blogspot.com/2017/08/earth-is-on-its-way-to-biggest-mass.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806258.88/warc/CC-MAIN-20171120223020-20171121003020-00371.warc.gz", "language": "en", "language_score": 0.9354246258735657, "token_count": 296, "score": 3.03125, "int_score": 3 }
Chapters 14 to 30 address economic issues - Australia's industries, some cross-cutting issues, and the macroeconomic perspectives. Chapters 15 to 24, 26 and 27 provide a detailed discussion of individual industries, their structure, performance and activities. Energy presents information on the energy sector - its resources, the supply and use of energy products, conservation initiatives and environmental issues. The export of energy products earned Australia $13,996m in 1998-99, representing 16% of the value of all exports in that year. In comparison, $4,529m was spent on energy imports, mainly crude oil and petroleum products. This chapter should be read in conjunction with Environment (see below), given the close links between the production and consumption of energy products and their environmental impacts. Agriculture presents a detailed picture of Australia's agriculture industry, including aspects such as land use, commodity production, livestock numbers and employment. Australian agriculture is a vital industry occupying a significant place in global rural trade, with wool, beef, wheat, cotton and sugar being particularly important. Australia is also an important source of dairy produce, fruit, rice and flowers. The chapter concludes with a Special Article on understanding Australia's agricultural exports data. The main features of two important primary industries in Australia, forestry and commercial fishing, are presented see Forestry and Fishing. The mining industry is profiled see Mining. Australia continues to rank as one of the world's leading mineral resource nations, and minerals exports are the nation's largest export earner. The manufacturing industry is discussed see Manufacturing. This chapter presents a range of data about manufacturing as a whole and its constituent industries. It is an important sector in the Australian economy, contributing about 13% of Australia's GDP and 12% of employment. However, the sector's share of Australian GDP has fallen over the past 20 years. The chapter includes an article on the importance of elaborately transformed manufactures to Australia's manufacturing production and exports. Construction provides an analysis of the construction industry and its activities. The Construction industry engages in three broad areas of activity: residential building (houses, flats, etc.), non-residential building (offices, shops, hotels, etc.), and engineering construction (roads, bridges, water and sewerage, etc.). A number of other parts of the Australian economy are also closely linked to the construction industry, including parts of the manufacturing, wholesale and retail trade and finance industries, in supplying components, fittings and furnishings, and in financing construction. The chapter contains two articles, on the construction industry's linkages with the Australian economy, and on the drivers of the demand for housing. A profile of Australia's service industries is included see Service Industries. These industries are the most significant and fastest growing component of the Australian economy. This chapter presents them in overview, and provides a range of statistical information for a selection of the service industries, with a particular focus on those surveyed in the ABS's rotating program of service industries collections. The chapter includes an article on retailing in the 1990s. Tourism presents statistics on Australia's tourism activities, both domestic and international. In an economic context, the effects of tourism are to generate economic activity and to transfer such activity between different parts of the economy. Tourism-related activity is now recognised as a major contributor to total economic activity. In particular, international tourism has experienced substantial growth in the past decade or so. The chapter includes an article on measures of tourism's contribution to the Australian economy. The transport industry and transport activities are discussed see Transport. Transport has great economic and social impact, generating substantial employment and contributing significantly to GDP, with numerous support industries ranging from automotive manufacturers to travel agencies. There are also social costs of transport - such as road accidents, traffic congestion, fuel emissions, aircraft noise pollution and shipping oil spills. The chapter includes a short article on the history of the airline Ansett Australia. Communications and Information Technology covers the communication services industries, which encompass telecommunication services, and postal and courier services. Communication services overall has been one of the fastest growing industries in Australia. The chapter also canvasses the use of information technology by businesses, farms and households. Financial System provides an analysis of Australia's financial system and its main institutions, markets and activities. Government Finance presents statistics on the the financial operations and financial position of the Australian public sector, comprising general government entities, public financial and public non-financial corporations. The chapter includes an article on accrual-based Government Finance Statistics. Two chapters discuss cross-cutting issues affecting the Australian economy. Environment discusses a range of contemporary environmental issues affecting Australia. These include environmental attitudes and behaviour in Australian households; the condition of Australia's freshwater resources; Australia's land resources; protecting the marine environment; and atmosphere and climate change. The chapter includes an article on the influence of lifestyles on environmental pressures. As indicated above, the chapter should be read in conjunction with Energy. Science and Innovation presents information on investment (in terms of human resources and expenditure) in research and development by broad sector, and on the incidence and impacts of innovation in Australian industry. The chapter concludes with a Special Article on research and development in the Information and Communications Industries. The macroeconomic perspectives The remaining three chapters focus on various macroeconomic perspectives on the Australian economy. Prices discusses a range of price indexes providing summary measures of the movements in various categories of prices. Price indexes are used extensively to analyse and monitor price behaviour, and to adjust government payments such as pensions. The chapter provides an outline of the major consumer and producer price indexes, their history, and their underlying concepts and methodology. It also outlines the ABS's producer price indexes in a Stage of Production framework, and output price indexes for selected services. The chapter includes an article on recent developments in producer and international trade price indexes, and concludes with a Special Article on analytical indexes measuring price impacts on the living costs of selected Australian household types. National Accounts provides a systematic summary of national economic activity, as embodied in Australia's system of national accounts. The system includes national income, expenditure and product accounts, financial accounts, the national balance sheet and input-output tables. At their summary level, the national income, expenditure and product accounts reflect key economic flows: production, the distribution of incomes, consumption, saving and investment. At their more detailed level, they are designed to present a statistical picture of the structure of the economy and the detailed processes that make up domestic production and its distribution. The chapter includes some summary national balance sheet measures, and two articles, on new volume estimates for health and education services, and a balance sheet for Australia in real or volume terms. International Accounts and Trade presents statistics on Australia's exports and imports of goods, international trade in services, international investment transactions, and the levels of Australia's foreign financial assets and liabilities. These statistics are used by economic analysts and policy advisers to monitor, evaluate and forecast developments in Australia's external trade and external sector accounts, to analyse patterns of trade and to assess types of transactions and financial claims and liabilities between Australian residents and non-residents. The chapter concludes with a Special Article on bilateral reconciliation studies of merchandise trade. 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NECK PAIN AND CAUSES The neck, or cervical spine, is a coordinated system of nerves, bones, joints, and muscles. This collective group is directed by the brain and the spinal cord, and it supports your head, allows for movement, and is designed for strength, stability and nerve communication. Any abnormalities, inflammation or injury can cause neck pain or stiffness. Many people experience neck pain periodically. In many cases, it’s due to poor posture, overuse, or as a result of muscle strain or soft tissue sprain. Sometimes, neck pain is caused by an injury from a fall, auto accident injury, contact sports, or a sudden force such as whiplash. In other situations, neck pain can indicate a serious injury or condition such as cervical degenerative disc disease, cervical stenosis, cervical arthritis, or cervical herniated disc. While not common, neck pain can also be a signal of a serious underlying medical issue, such as meningitis or cancer. ONSET OF NECK PAIN SYMPTOMS Neck pain symptoms can vary widely. The pain may just be a mild irritation, or it could be so severe that a person avoids any excessive movement. Often, neck pain is located in one spot and goes away on its own. In other situations, the pain becomes constant or radiates into other body parts, such as the head, shoulders, arms, hands and legs. The onset of pain can occur: - Slowly over time. Neck pain might start out as mild or only occur toward the end of a workday. But then it might recur and get worse with time. - Immediately following an injury. For instance, neck pain could start right after a bike accident or having slept awkwardly on the neck. - Delayed reaction after an injury. Neck sprain symptoms such as after an auto accident, might begin hours or a few days after the injury occurred. Some neck injuries can get worse over time. - Suddenly without any prior signs. Sometimes neck pain can start in the middle of a normal day for no apparent reason. Chiropractic Treatment for Chronic or Acute Neck Pain. NECK PAIN TREATMENT If you have any neck pain that continues for more than a week, is severe and interferes with your daily activities such as sleep, or is accompanied by other symptoms you need to seek treatment. Chiropractic care is a safe and effective treatment for neck pain. Dr. Chris Hummel has helped many patients recover from neck pain. Hummel Chiropractic provides adjustments and many chiropractic services that help manipulate the neck and relieve muscle stress, increase range of motion, and improve muscle strength. Our goal is to help you recover from injuries and conditions more quickly. For a free consult and evaluation, call us at 314-838-8780.	<urn:uuid:458b3329-fcd7-4bd7-a90c-76b7c1dcba6c>	{ "dump": "CC-MAIN-2018-17", "url": "http://www.hummelchiropractic.com/neck-pain/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125948950.83/warc/CC-MAIN-20180427021556-20180427041556-00098.warc.gz", "language": "en", "language_score": 0.9505568742752075, "token_count": 592, "score": 2.703125, "int_score": 3 }
LONDON - Cleaner rivers in England and Wales have helped many species of wildlife, the Environment Agency says. The last decade has been the best for rivers since the industrial revolution, it said. Record numbers of salmon and sea trout were found in the Mersey, Tyne and Thames, while otters returned to every region in England and Wales. The decade also saw the return of the water vole after a dramatic decline in the 1990s. Incidents of serious water pollution have more than halved since 2001. The River Thames won the International Theiss River Prize for outstanding achievement in river management and restoration earlier this year. Ian Barker, head of water at the Environment Agency, said: "The last decade shows how far we've come in reducing pollution and improving water quality and river habitats. "Rivers in England and Wales are at their healthiest for over a century, with otters, salmon and other wildlife returning to many rivers in record numbers in locations across the country." He added: "But there are still big challenges. Pollution from fields and roads needs to be tackled and the Environment Agency has plans in place to re-vitalise 9,500 miles of waterways between now and 2015."	<urn:uuid:a2f65633-f55e-41f8-bac8-fd162e1d5e4e>	{ "dump": "CC-MAIN-2017-13", "url": "http://news-science-news.blogspot.fr/2010_12_01_archive.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218190183.80/warc/CC-MAIN-20170322212950-00314-ip-10-233-31-227.ec2.internal.warc.gz", "language": "en", "language_score": 0.9618949890136719, "token_count": 252, "score": 2.828125, "int_score": 3 }
What are Dietary Supplements & Dietary Ingredients? Dietary supplements may be tablets, capsules, softgels, gelcaps, liquids, powders or bars containing dietary ingredients such as vitamins, minerals, herbs, other botanicals, amino acids; dietary substances to increase human total dietary intake like enzymes, organ tissues, glandulars; metabolites, concentrates, constituents or extracts of the above. They exclude tobacco, drugs and moieties for clinical trial investigations except where the article for investigation was used as a dietary supplement or food prior to investigation. As products for ingestion, dietary supplements are regulated as a special category of foods under the Dietary Supplement Health and Education Act (DSHEA) of 1994. Regulatory Compliance - Industry Obligations & FDA Oversight Manufacturers and distributors are typically exempt from premarket notification to the US Food and Drug Administration (FDA) for safety evaluations of their dietary supplements. FDA expects manufacturers to ensure they pre-register their facilities, domestic and foreign, pursuant to the Bioterrorism Act and that their dietary supplements are safe for consumption with no labeling bearing false or misleading claims. Manufacturers, packagers, labelers and holders of dietary supplements are subject to Dietary Supplement Current Good Manufacturing Practices (DS CGMP) to ensure their identity, purity, quality, strength and composition. Manufacturers are also responsible for any adverse event investigation and reporting to FDA. FDA’s Center for Food Safety and Applied Nutrition (CFSAN) is responsible for regulatory oversight of dietary supplements in the US and does so through inspections of manufacturers and distributors, the Internet, consumer and trade complaints, occasional laboratory analyses of select products, and adverse event reports to the agency. In addition to various, specific labeling compliance requirements such as a supplement facts panel, label claims can require regulatory filings to FDA (Table 1). There are different kinds of label claims. Health Claims are generally risk reduction claims comprising of a substance (whether a food, food component, or dietary ingredient) and a disease or health-related condition. Structure Function Claims address a role of a specific substance in maintaining normal healthy structures or functions of the body. Nutrient Content Claims describe the level of a nutrient in the product, using terms such as free, high, and low, or they compare the level of a nutrient in a food to that of another food, using terms such as more, reduced, and lite. No label claim can be intended to "diagnose, treat, cure or prevent any disease," because only a drug can legally make such a claim. Table 1: Dietary Supplement Label Claim Submissions \|Dietary Supplement Label Claim Regulatory Submission\|\| Health Claim Petition e.g. adequate calcium throughout life may reduce the risk of osteoporosis The 1990 Nutrition Labeling and Education Act (NLEA) provides for FDA to issue regulations authorizing health claims for foods and dietary supplements after reviewing and evaluating scientific evidence, either in response to a health claim petition or on its own initiative. Qualified Health Claim Petition FDA reviews petitions for qualified health claims where the quality and strength of the scientific evidence falls below that required for FDA to issue an authorizing regulation. If FDA finds that the evidence supporting the proposed claim is credible and the claim can be qualified to prevent it from misleading consumers, the agency issues a letter of enforcement discretion specifying the qualifying language that should accompany the claim and describing the circumstances under which it intends to exercise enforcement discretion for use of the claim in food labeling. Structure Function Claim Notification e.g. calcium builds strong bones, fiber maintains bowel regularity, antioxidants maintain cell integrity The Dietary Supplement Health and Education Act of 1994 (DSHEA) established some special regulatory requirements and procedures for using structure/function claims and two related types of dietary supplement labeling claims, claims of general well-being and claims related to a nutrient deficiency disease. General well-being claims describe general well-being from consumption of a nutrient or dietary ingredient. Nutrient deficiency disease claims describe a benefit related to a nutrient deficiency disease (like vitamin C and scurvy), but such claims are allowed only if they also say how widespread the disease is in the United States. Structure/function claims for dietary supplements may focus on non-nutritive as well as nutritive effects. Nutrient Content Claim Notification The 1997 Food and Drug Administration Modernization Act (FDAMA) provides for health claims based on an authoritative statement of the National Academy of Sciences or a scientific body of the U.S. government with responsibility for public health protection or nutrition research; such claims may be used 120 days after a health claim notification has been submitted to FDA, unless the agency has informed the notifier that the notification does not include all the required information. FDAMA does not include dietary supplements in the provisions for health claims based on authoritative statements. Consequently, this method of oversight for health claims (health claim notifications) cannot be used for dietary supplements at this time. The FDA intends to propose that health claims based on authoritative statements be permitted for dietary supplements. New Dietary Ingredient Notifications (NDIN) Dietary ingredients are considered new if they were not marketed in the US before October 15, 1994. Manufacturers and distributors that plan to market a new dietary ingredient (NDI) or a dietary supplement containing a new dietary ingredient that is in a chemically altered form (Appendix 1) from its natural form in food need to file a new dietary ingredient notification (NDIN) with the Division of Dietary Supplement Programs, Office of Nutrition, Labeling, and Dietary Supplements at FDA’s Center for Food Safety and Applied Nutrition (CFSAN) at least 75 days prior to commercialization. Except for trade secrets or confidential commercial information, the NDIN is publicized by FDA 90 days post filing. Copyright content in the NDIN can also be requested under the Freedom of Information Act (FOIA). FDA Consultant Services - Dietary Supplements / Dietary Ingredients Our suite of services encompasses all your regulatory compliance needs in relation to dietary supplements and dietary ingredients. - Current Good Manufacturing Practice (CGMP) compliance for Manufacturing, Packaging, Labeling, Quality Control Testing, Holding & Distribution Operations - Assessment as to qualification of a dietary ingredient as ‘New Dietary Ingredient’ subject to premarket NDIN filing for Manufacturers & Distributors - Filing New Dietary Ingredient Notifications (NDIN) for Manufacturers & Distributors - Electronic Adverse Event (AE) Reporting - Labeling Compliance (Supplement Facts Panel, Other Ingredient Labeling, etc.) - Health Claim Petitions - Qualified Health Claim Petitions - Structure Function Claim Notifications - Nutrient Content Claim Notifications Appendix 1 - Is my NDI Chemically Altered? Minor loss of volatile components, dehydration, lyophilization, milling, and formation of a tincture or a solution in water, a slurry, a powder, or a solid in suspension do not chemically alter an ingredient. Examples include: - Leaves or roots of a plant consumed as conventional food (e.g., broccoli or carrots) are dried and ground for sale in powder form. - A tincture is made by soaking pears in aqueous ethanol. The mixture is then milled and dried into a powder that is placed in a capsule. Processes that would likely be considered as involving chemical alteration include: - A process which makes or breaks chemical bonds such as hydrolysis or esterification, unless the bonds created by the process are reversed when the ingredient is dissolved in water (e.g., creation of a soluble salt) or during ingestion. - Removal of some components of a tincture or solution in water (e.g., by chromatography, distillation or membrane filtration), which changes the chemical composition of the mixture. - Use of solvents other than water or aqueous ethanol (tincture) to make an extract. Water and aqueous ethanol are specifically excluded from processes that chemically alter a food in the official legislative history of DSHEA. Other solvents alter the composition of the extract in significantly different ways, usually by extracting different types of constituents than are extracted using water and aqueous ethanol. - High temperature baking or cooking of an ingredient that has not previously been baked or cooked, unless the process causes only minor loss of volatile components with no other changes to the chemical composition of the ingredient. - Changing the manufacturing method for an ingredient such that the chemical composition is significantly different (e.g., changes that alter the composition of materials used to make the ingredient, use of a different solvent, use of a chromatographic matrix instead of a passive filter). - Application of nanotechnology that results in new or altered chemical properties of the ingredient. - Changing agricultural or fermentation conditions to alter the chemical composition of the ingredient, such as by sprouting garlic or fermenting yeast using a medium containing large amounts of sodium selenite to create large amounts of organic selenium compounds. - Fermentation using a fermentation medium different from the one used to make conventional foods in the food supply (e.g., use of a defined commercial growth medium to produce a microorganism previously made by fermenting milk into dairy products like yogurt or cheese). - Use of a botanical ingredient that is at a different life stage than previously used (e.g., making an extract from unripe instead of ripe apples or using the mycelium instead of the fruiting body of a fungus).	<urn:uuid:cb35f2e4-5d0a-426d-89bd-93619d10706d>	{ "dump": "CC-MAIN-2018-05", "url": "https://www.regulatoryheights.com/2015/05/17/dietary-supplements/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891886.70/warc/CC-MAIN-20180123091931-20180123111931-00139.warc.gz", "language": "en", "language_score": 0.9076351523399353, "token_count": 1964, "score": 2.5625, "int_score": 3 }
2015-08-12 'honour killing' the menace - a case study in tamil nadu parts of india, notably west bengal, honour killings ceased about a century ago, largely due to the activism and influence of reformists such as vivekananda,. 2018-06-11 an independent study says each year an estimated 900 people are murdered in india for bringing dishonour to their families, usually by falling in love and marrying outside their caste or within their sub-caste honour killings. 2016-03-22 india needs a strong law that will afford protection to self-choice partnerships and punish those who in the name of honour and tradition seek to obliterate that right yet government after government has dithered over it. 2018-03-29 scl, parent company of cambridge analytica, states in one of the documents that it completed a project on “honour killings and cultural change” in punjab, haryana, uttar pradesh and rajasthan between 2009 and 2010. 2016-07-18 9 high-profile honor killings we should all remember but honor killings are neither rare nor, the death of two newlyweds in india. 2016-10-01 social issues » honour killings in india honour killings in india to be young and in love has proved fatal for many young girls and boys in parts of north india as an intolerant and bigoted society refuses to accept any. Academiaedu is a platform for academics to share research papers. 2017-06-07 no special law or act is currently prevalent to deal with ‘honour killings’ in india if its an honour killing, currently standard provisions in indian penal code are applied, (ie) section 302 (murder) or section 120-b. 2018-05-06 find honour killings latest news, videos & pictures on honour killings and see latest updates, news, information from ndtvcom explore more on honour killings. 2012-09-25 government of india law commission of india various aspects relating to “honour killings” will be got examined, 14 as far as india is concerned, “honour killings” are mostly reported from.2014-11-20 india: parents held for 'honour killing' of delhi woman there are no statistics on the number of honour killings but,. Honor killing in india they said in india, honour killings happen with regularity in punjab, haryana and western uttar pradesh though there was no nationwide data on the prevalent of honour killings in india,. 2018-06-13 today, honor killing occurs in several different ways: in the pakistani province of sindh women suspected of dishonorable action are hacked to pieces in full view of community in the punjab province of india. 2018-06-05 find honour killing latest news, videos & pictures on honour killing and see latest updates, news, information from ndtvcom explore more on honour killing. 2015-01-06 family ‘honor kills’ indian newlyweds for marrying without parental consent the main reason that hindus perpetrate honor killings (and only in india, breitbart connect most popular. 2013-01-15 in a submission to india's supreme court, leaders of caste councils made a plea for greater understanding of those who kill their children for 'honour' but denied encouraging them their submission came amid widespread anger. 2013-10-15 honour killing – crime against mankind wwwiosrjournalsorg 3 \| page more than 1,000 young people in india have been done to death every year owing to 'honour killings. 2018-06-13 honour killing latest breaking news, pictures & news photos find honour killing news headlines, comments, blog posts and opinion at the indian express. 1 post published by nnlrj india during september 2013. Cambridge analytica whistleblower christopher wylie's first dossier of documentary evidence regarding the activities of the uk-based data theft-accused company prominently mentions india. Short essay on honour killing in india, every year women and men are subjected to honour killings,at termed rather not popular in some countries,but it is still a threat to the lives of mread the essay free on booksie short. 2018-06-06 'honour' killing and violence is an important learn about current international efforts in the area of 'honour' killings and the same gotra’: understanding khap-directed ‘honour killings’ in northern india. 2010-07-04 india news: more than 1,000 young people in india have been done to death every year owing to 'honour killings' linked to. 2018-06-13 “honour killings” are mostly carried out by relatives over the perceived damage to their honour when a girl decides to marry someone of her choosing or refuses to marry someone her india vs afghanistan test. 2015-05-14 ‘honor killing’ in india: couple lynched, burnt alive in eastern state of bihar honor killings are common in parts of india and pakistan, honor killings,. 2010-03-30 five indian men are sentenced to death for the 2007 murder of a couple who married against the wishes of village elders. 2015-08-31 honour crimes as gender-based violence in the uk india’ in welchman and hossain, ‘honour’ honour killings remain underreported and under-documented globally.Download 2018. Term Papers.	<urn:uuid:467ad36e-6c10-402e-a004-30943f6164c2>	{ "dump": "CC-MAIN-2018-30", "url": "http://ftessaynkkx.representcolumb.us/honour-killings-in-india.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676590046.11/warc/CC-MAIN-20180718021906-20180718041906-00613.warc.gz", "language": "en", "language_score": 0.9164037704467773, "token_count": 1164, "score": 2.65625, "int_score": 3 }
PHP, which stands for "Hypertext Preprocessor", is a server-side, HTML embedded scripting language used to create dynamic Web pages. Much of its syntax is borrowed from C, Java and Perl with some unique features thrown in. The goal of the language is to allow Web developers to write dynamically generated pages quickly. PHP offers excellent connectivity to many databases including MySQL, Informix, Oracle, Sybase, Solid, PostgreSQL, and Generic ODBC. The popular PHP-MySQL combination (both are open-source products) is available on almost every UNIX host. Being web-oriented, PHP also contains all the functions to do things on the Internet - connecting to remote servers, checking email via POP3 or IMAP, url encoding, setting cookies, redirecting, etc. Hypertext Preprocessor is a widely used, general-purpose scripting language that was originally designed for web development to produce dynamic web pages. For this purpose, PHP code is embedded into the HTML source document and interpreted by a web server with a PHP processor module, which generates the web page document. As a general-purpose programming language, PHP code is processed by an interpreter application in command-linemode performing desired operating system operations and producing program output on its standard output channel. It may also function as a graphical application. PHP is available as a processor for most modern web servers and as a standalone interpreter on most operating systems and computing platforms. PHP was originally created by Rasmus Lerdorf in 1995 and has been in continuous development ever since. The main implementation of PHP is now produced by the PHP Group and serves as the de facto standard for PHP as there is no formal specification. PHP is free software released under thePHP License. PHP (recursive acronym for PHP: Hypertext Preprocessor) is a widely-used open source general-purpose scripting language that is especially suited for web development and can be embedded into HTML. Instead of lots of commands to output HTML (as seen in C or Perl), PHP pages contain HTML with embedded code that does "something" (in this case, output "Hi, I'm a PHP script!"). The PHP code is enclosed in special start and end processing instructions that allow you to jump into and out of "PHP mode." The best things in using PHP are that it is extremely simple for a newcomer, but offers many advanced features for a professional programmer. MySQL is a relational database management system (RDBMS) that runs as a server providing multi-user access to a number of databases. The MySQL development project has made its source code available under the terms of the GNU General Public License, as well as under a variety of proprietary agreements. MySQL was owned and sponsored by a single for-profit firm, the Swedish company MySQL AB, now owned by Oracle Corporation. Members of the MySQL community have created several forks (variations) such as Drizzle, OurDelta, Percona Server, and MariaDB. All of these forks were in progress before the Oracle acquisition; Drizzle was announced eight months before the Sun acquisition. Free-software projects that require a full-featured database management system often use MySQL. Such projects include (for example)WordPress, phpBB, Drupal and other software built on the LAMP software stack. MySQL is also used in many high-profile, large-scale World Wide Web products, including Wikipedia, Google and Facebook. MySQL is the world's most popular open source database software, with over 100 million copies of its software downloaded or distributed throughout it's history. With its superior speed, reliability, and ease of use, MySQL has become the preferred choice for Web, Web 2.0, SaaS, ISV, Telecom companies and forward-thinking corporate IT Managers because it eliminates the major problems associated with downtime, maintenance and administration for modern, online applications. Many of the world's largest and fastest-growing organizations use MySQL to save time and money powering their high-volume Web sites, critical business systems, and packaged software including industry leaders such as Yahoo!, Alcatel-Lucent, Google, Nokia, YouTube, Wikipedia, and Booking.com. The flagship MySQL offering is MySQL Enterprise, a comprehensive set of production-tested software, proactive monitoring tools, and premium support services available in an affordable annual subscription. MySQL is a key part of LAMP (Linux, Apache, MySQL, PHP / Perl / Python), the fast-growing open source enterprise software stack. More and more companies are using LAMP as an alternative to expensive proprietary software stacks because of its lower cost and freedom from platform lock-in. MySQL was originally founded and developed in Sweden by two Swedes and a Finn: David Axmark, Allan Larsson and Michael "Monty" Widenius, who had worked together since the 1980's. More historical information on MySQL is available on Wikipedia. Crystal Planet Solutions, a Kolkata based Web development company have experienced and highly skilled PHP Programmer. As a website development company in Kolkata, India and also web designing company in Kolkata, India, Crystal Planet Solutions always use secured methods while concept building. Php, MySql, Ajax, Jquery are used to develop the applications.	<urn:uuid:f677b292-9cd6-445a-9479-e0a3b87694a7>	{ "dump": "CC-MAIN-2018-09", "url": "https://demo.appsbd.com/support-system/knowledge/details/4/.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814140.9/warc/CC-MAIN-20180222160706-20180222180706-00523.warc.gz", "language": "en", "language_score": 0.9319669604301453, "token_count": 1079, "score": 3.46875, "int_score": 3 }
This preview shows pages 1–2. Sign up to view the full content. This preview has intentionally blurred sections. Sign up to view the full version.View Full Document Unformatted text preview: Labor and Division of Labor Forces and Relations of Production Civil Society Class 1 VIII. Theory of History Class Struggle Bourgeoisie vs Proletariat Role of Ideas Dynamics of Change Contradiction Example: Rise of Capital from Feudalism Emergence and Role of Proletariat IX. Origin of Capital "Primitive Accumulation" Expropriation of Peasants Role of Force X. Capitalist Mode of Production Commodities Use-Value, Exchange-Value, Value Circulation of Capital M-C-M vs C-M-C Surplus Value XI. Production Labor-power Labor Process XII. Surplus-Value Necessary Labor-Time Absolute Surplus Value Relative Surplus Value Struggles over the Working Day XIII. Fetishism of Commodities 2... View Full Document - Summer '10	<urn:uuid:ef72ac69-405b-49df-94e1-896ca4cb1a78>	{ "dump": "CC-MAIN-2017-04", "url": "https://www.coursehero.com/file/5917854/SOC100REVMARX/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280891.90/warc/CC-MAIN-20170116095120-00151-ip-10-171-10-70.ec2.internal.warc.gz", "language": "en", "language_score": 0.6638470888137817, "token_count": 211, "score": 2.984375, "int_score": 3 }
From Python Nested Lists to Multidimensional numpy Arrays Dealing with multiple dimensions is difficult, this can be compounded when working with data. This blog post acts as a guide to help you understand the relationship between different dimensions, Python lists, and Numpy arrays as well as some hints and tricks to interpret data in multiple dimensions. We provide an overview of Python lists and Numpy arrays, clarify some of the terminologies and give some helpful analogies when dealing with higher dimensional data. Before you create a Deep Neural network in TensorFlow, Build a regression model, Predict the price of a car or visualize terabytes of data you’re going to have to learn Python and deal with multidimensional data. So this blog post is expanded from our introductory course on Python for Data Science and help you deal with nesting lists in python and give you some ideas about numpy arrays. Nesting involves placing one or multiple Python lists into another Python list, you can apply it to other data structures in Python, but we will just stick to lists. Nesting is a useful feature in Python, but sometimes the indexing conventions can get a little confusing so let’s clarify the process expanding from our courses on Applied Data Science with Python We will review concepts of nesting lists to create 1, 2, 3 and 4-dimensional lists, then we will convert them to numpy arrays. Lists and 1-D Numpy Arrays Lists are a useful datatype in Python; lists can be written as comma separated values. You can change the size of a Python list after you create it and lists can contain an integer, string, float, Python function and Much more. Indexing for a one-dimensional (1-D) list in Python is straightforward; each index corresponds to an individual element of the Python list. Python’s list convention is shown in figure 1 where each item is accessed using the name of the list followed by a square Bracket. For example, the first index is obtained by A:”0″; the means that the zeroth element of the List contains the string 0. Similarly, the value of A is an integer 4. For the rest of this blog, we are going to stick with integer values and lists of uniform size as you may see in many data science applications. Figure 1: Indexing Conventions for a list “A” Lists are useful but for numerical operations such as the ones you will use in data science, Python has many useful libraries one of the most commonly used is numpy. From Lists to 1-D Numpy Arrays Numpy is a fast Python library for performing mathematical operations. The numpy class is the “ndarray” is key to this framework; we will refer to objects from this class as a numpy array. Some key differences between lists include, numpy arrays are of fixed sizes, they are homogenous I,e you can only contain, floats or strings, you can easily convert a list to a numpy array, For example, if you would like to perform vector operations you can cast a list to a numpy array. In example 1 we import numpy then cast the two list to numpy arrays: import nunpy as np u=np.array([1,0]) v=np.array([0,1]) Example 1: casting list [1,0] and [0,1] to a numpy array u and v. If you check the type of u or v (type(v) ) you will get a “numpy.ndarray”. Although u and v points in a 2 D space there dimension is one, you can verify this using the data attribute “ndim”. For example, v.ndim will output a one. In numpy dimension or axis are better understood in the context of nesting, this will be discussed in the next section. It should be noted the sometimes the data attribute shape is referred to as the dimension of the numpy array. The numpy array has many useful properties for example vector addition, we can add the two arrays as follows: Example 2: add numpy arrays u and v to form a new numpy array z. Where the term “z:array([1,1])” means the variable z contains an array. The actual vector operation is shown in figure 2, where each component of the vector has a different color. Figure 2: Example of vector addition Numpy arrays also follow similar conventions for vector scalar multiplication, for example, if you multiply a numpy array by an integer or float: y=np.array([1,2]) y=2z y:array([2,4]) Example 3.1: multiplying numpy arrays y by a scaler 2. The equivalent vector operation is shown in figure 3: Figure 3: Vector addition is shown in code segment 2 Like list you can access the elements accordingly, for example, you can access the first element of the numpy array as follows u:1. Many of the operations of numpy arrays are different from vectors, for example in numpy multiplication does not correspond to dot product or matrix multiplication but element-wise multiplication like Hadamard product, we can multiply two numpy arrays as follows: u=np.array([1,2]) v=np.array([3,2) z=uv z:array([6,3]) Example 3.2: multiplying two numpy arrays u and v The equivalent operation is shown in figure 4: Figure 4: multiplication of two numpy arrays expressed as a Hadamard product. Nesting lists and two 2-D numpy arrays Nesting two lists are where things get interesting, and a little confusing; this 2-D representation is important as tables in databases, Matrices, and grayscale images follow this convention. When each of the nested lists is the same size, we can view it as a 2-D rectangular table as shown in figure 5. The Python list “A” has three lists nested within it, each Python list is represented as a different color. Each list is a different row in the rectangular table, and each column represents a separate element in the list. In this case, we set the elements of the list corresponding to row and column numbers respectively. Figure 5: List “A” two Nested lists represented as a table In Python to access a list with a second nested list, we use two brackets, the first bracket corresponds to the row number and the second index corresponds to the column. This indexing convention to access each element of the list is shown in figure 6, the top part of the figure corresponds to the nested list, and the bottom part corresponds to the rectangular representation. Figure 6: Index conventions for list “A” also represented as a table Let’s see some examples in figure 4, Example 1 shows the syntax to access element A, example 2 shows the syntax to access element A and example 3 shows how to access element A. Figure 7: Example of indexing elements of a list. We can also view the nesting as a tree as we did in Python for Data Science as shown in figure 5 The first index corresponds to a first level of the tree, the second index corresponds to the second level. Figure 8: An example of matrix addition 2-D numpy arrays Turns out we can cast two nested lists into a 2-D array, with the same index conventions. For example, we can convert the following nested list into a 2-D array: V=np.array([[1, 0, 0],[0,1, 0],[0,0,1]]) Example 4: creating a 2-D array or array with two access The convention for indexing is the exact same, we can represent the array using the table form like in figure 5. In numpy the dimension of this array is 2, this may be confusing as each column contains linearly independent vectors. In numpy, the dimension can be seen as the number of nested lists. The 2-D arrays share similar properties to matrices like scaler multiplication and addition. For example, adding two 2-D numpy arrays corresponds to matrix addition. X=np.array([[1,0],[0,1]]) Y=np.array([[2,1][1,2]]) Z=X+Y; Z:array([[3,1],[1,3]]) Example 5.1: the result of adding two numpy arrays The resulting operation corresponds to matrix addition as shown in figure 9: Figure 9: An example of matrix addition. Similarly, multiplication of two arrays corresponds to an element-wise product: X=np.array([[1,0],[0,1]]) Y=np.array([[2,1][1,2]]) Z=X*Y; Z:array([[2,0],[2,0]]) Example 5.2: the result of multiplying numpy arrays Or Hadamard product: Figure 10: An example of Hadamar product. To perform standard matrix multiplication you world use np.dot(X,Y). In the next section, we will review some strategies to help you navigate your way through arrays in higher dimensions. Nesting List within a List within a List and 3-D Numpy Arrays We can nest three lists, each of these lists intern have nested lists that have there own nested lists as shown in figure 11. List “A” contains three nested lists, each color-coded. You can access the first, second and third list using A, A and A respectively. Each of these lists contains a list of three nested lists. We can represent these nested lists as a rectangular table as shown in figure 11. The indexing conventions apply to these lists as well we just add a third bracket, this is also demonstrated in the bottom of figure 6 where the three rectangular tables contain the syntax to access the values shown in the table above. Figure 11: List with three nested, each nested list has three nested lists. Figure 12 shows an example to access elements at index A which contains a value of 132. The first index A contains a list that contains three lists, which can be represented as a rectangular table. We use the second index i.e A to access the last list contained in A. In the table representation, this corresponds to the last row of the table. The list A corresponds to the list [131,132,133]. As we are interested in accessing the second element we simply append the index ; Therefore the final result is A. Figure 12: Visualization of obtaining A A helpful analogy is if you think of finding a room in an apartment building on the street as shown in Figure 13. The first index of the list represents the address on the road, in Figure 8 this is shown as depth. The second index of the list represents the floor where the room is situated, depicted by the vertical direction in Figure 13. To keep consistent with our table representation the lower levels have a larger index. Finally, the last index of the list corresponds to the room number on a particular floor, represented by the horizontal arrow. Figure 13: Street analogy for list indexing For example, in figure 9 the element in the list A: corresponds to building 2 on the first floor the room is in the middle, the actual element is 332. Figure 14: Example of List indexing Street analogy for list indexing 3D Numpy Arrays The mathematical operations for 3D numpy arrays follow similar conventions i.e element-wise addition and multiplication as shown in figure 15 and figure 16. In the figures, X, Y first index or dimension corresponds an element in the square brackets but instead of a number, we have a rectangular array. When the add or multiply X and Y together each element is added or multiplied together independently. More precisely each 2D arrays represented as tables is X are added or multiplied with the corresponding arrays Y as shown on the left; within those arrays, the same conventions of 2D numpy addition is followed. Figure 15: Add two 3D numpy arrays X and Y. Figure 16: Multiplying two 3D numpy arrays X and Y. Beyond 3D Lists Adding another layer of nesting gets a little confusing, you cant really visualize it as it can be seen as a 4-dimensional problem but let’s try to wrap our heads around it. Examining, figure 17 we see list “A” has three lists, each list contains two lists, which intern contain two lists nested in them. Let’s go through the process of accessing the element that contains 3122. The third element A contains 2 lists; this list contains two lists in figure 10 we use the depth to distinguish them. We can access the second list using the second index as follows A. This can be viewed as a table, from this point we follow the table conventions for the previous example as illustrated in figure 17. Figure 17: Example of an element in a list, with a list, within a list nested in list “A” We can also use the apartment analogy as shown in figure 18 this time the new list index will be represented by the street name of 1st street and 2nd street. As before the second list index represents the address, the third list index represents the floor number and the fourth index represents the apartment number. The analogy is summarized in Figure 11. For example directions to element A would be 2nd Street , Building 1, Floor 0 room 0. Figure 18: Street analogy for figure 11 We see that you can store multiple dimensions of data as a Python list. Similarly, a Numpy array is a more widely used method to store and process data. In both cases, you can access each element of the list using square brackets. Although Numpy arrays behave like vectors and matrices, there are some subtle differences in many of the operations and terminology. Finally, when navigating your way through higher dimensions it’s helpful to use analogies.	<urn:uuid:23e68f4e-5804-4da1-bc5b-0f526c837df1>	{ "dump": "CC-MAIN-2020-05", "url": "https://cognitiveclass.ai/blog/nested-lists-multidimensional-numpy-arrays", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592394.9/warc/CC-MAIN-20200118081234-20200118105234-00357.warc.gz", "language": "en", "language_score": 0.8798660635948181, "token_count": 2956, "score": 3.265625, "int_score": 3 }
. Coloring Pages. August 15th , 2017. 5. Self Esteem and Confidence Improvement ==> Kids give themselves a huge boost when they successful start and complete any task or assignment. The same goes for educational coloring pages. As they regularly complete each coloring page, it builds positive self-esteem in them and their confidence level, causing them to increase with each coloring pages to print completed. 6. Rapid Knowledge of things ==> Like already said picture lessons are easily retained by children more than any other thing. When they have pictures to color (say an animal), they take notice of the lines, shape, form and names. This will help them recognize such picture next time they see it. Easy recognition of things helps build their overall knowledge with time. The list is endless. Every parent desires a rapid development for their children; it’s also part of their responsibility to ensure their children develop by taking them through the necessary tasks. Having understood the role coloring pages play in that child’s development, go and get free coloring pages now for your child’s development! In trying to use visual aids to teach children about animals, fruits, vegetables, alphabets and other common things taught both in school and at home, then coloring pages is undoubtedly the best tool to use to achieving the maximum result. First, it serves as an attraction catcher for the child and a means of having so much fun while learning. To some, it’s quite a simple and easy task to get free coloring pages and pictures but then the obvious results it produces are so numerous to mention. For your enlightenment, a list of such importance or benefits of educational coloring pages in children’s development and learning has been outlined below. Moral Education Through Coloring Pages ==>Christian parents can easily find many free Bible coloring pages online. Even if your family is not religious it is important for children to understand religious concept, icons, and events from the Bible. This is an issue cultural education, not just a moral foundation. In a broader perspective these images can be used as a starting point for conversation on moral topics in general. Of course coloring pages depicting Jewish, Hindu, Buddhist and even Humanist principles are freely available online. Beyond these simplistic and often jingoistic sources, a foundation for a broader moral education can be found if parents use a little creativity in their search. Many state government departments offer free couloring sheets promoting good citizenship. For example the State Department of Environmental Protection might offer activity pages promoting keeping the environment clean. Other important civic and moral lessons that can be taught via coloring are sharing, loyalty and self-discipline. Summing It All Up ==> Coloring pages are more than just a rainy day activity. They can be a great teaching opportunity for children’s motor skill, cognitive development and moral upbringing. As a parent, guardian or teacher of young children it is vital to make the most out this chance to fully engage the youngsters and help them fulfill their potential in a fun and creative manner. Well, if the coloring pages and books that Old People–those of us past the age of twenty-five–used back in the days before they invented weather and when we all knew what a telephone cord was are fading out of mind, they are being reborn on the Internet. Children’s coloring pages are all over the place online. A whole new dimension of coloring and drawing has been opened up with the advent of the Internet. When the Internet was still pretty new–anyone here old enough to remember those days? –only a few websites offered free, printable coloring pages, and most of these merely contained some rough sketches or produced teeny weeny pictures. But today one can find a multitude of websites from which you can print out high-quality coloring sheets on nearly any subject that you can imagine. You can find many clip arts with slightest modifications yet with different subject matters either, thus there is a continuing process of preparing, producing and using of these school clip arts by a lot of people. With everything else changing so fast, I believe it is valuable to retain some things essentially as they have ”always” been. If your little one is fascinated by Disney characters such as Donald Duck, Mickey Mouse or Tinker Bell, you can selectively choose to print coloring-pages on this particular theme. Cartoon characters tend to constantly fall in and out of fashion. If the current trend is that of Ben 10 or the Incredible, you can easily generate hundreds of printable coloring sheet based only on these cartoon characters. The minuscule effort it takes to compile an on demand coloring book is worth the smile on your child’s lips. All kids like to color, but there are important reasons to encourage and guide this activity beyond the simple hedonistic impetus to have fun. Coloring Builds Fine Motor Skills ==> Perhaps the biggest benefit children get from coloring pages of animals or their favorite cartoon characters is the development of fine motor skills. This includes learning the proper way to hold the crayon, marker or colored pencil they are using to draw with. When supervising young children learning how to color use gentle instructions to encourage them to hold the writing implement near the tip, cradled between the tips of their thumb, index finger and middle finger. Many children grab the crayon in their fist. Correcting this improper usage is an important first step towards real penmanship. Beyond the skill of holding a crayon or pencil properly, learning to keep the lines drawn on the coloring pages is another example of fine motor skills. This is a more advanced concept, and may well take several years for the child to fully be able to accomplish, so only positive comments should be made on your youngsters coloring attempts in this regard. It is better to have them enjoy coloring and want to do it often then become discouraged by negative feedback and harsh criticisms. kaboose.com – this is another great web site with a wealth of information that you can use including Thanksgiving coloring and craft ideas. They also have several other sections of their web site that focus on other holidays including Cinco De Mayo and Kwanzaa. Another great web site with a wealth of information that you can use including Thanksgiving coloring pages and craft ideas is papajan.com. They also have several other sections of their web site that focus on other holidays including Cinco De Mayo and Kwanzaa. apples4theteacher.com – with lots and lots of Thanksgiving pages as well as other holiday pages and resources for teachers and home schooling parents, this is a great web site to find help with all kinds of subjects from art to history to geography. Many think that teaching across the curriculum (incorporating all subject areas into a lesson plan) is a great way to help a child learn. This web site will certainly help in that area! The best part about Thanksgiving coloring pages and other holiday coloring pages is that not only can they be colored and displayed, but they can also serve as templates for other crafts. If you are looking for a picture of a pilgrim to make a craft from, look for Thanksgiving pages and use the picture as a guide. There are many other web sites out there with free printable pages. Just search with your favorite search engine and then pick the site that best fits your needs! Any content, trademark/s, or other material that might be found on this site that is not this site property remains the copyright of its respective owner/s. In no way does LocalHost claim ownership or responsibility for such items and you should seek legal consent for any use of such materials from its owner.	<urn:uuid:a82caeaf-fc92-4b9d-86e7-d2b6510c07e9>	{ "dump": "CC-MAIN-2021-43", "url": "https://ocsupfitness.com/28p0c8i1v/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585204.68/warc/CC-MAIN-20211018155442-20211018185442-00250.warc.gz", "language": "en", "language_score": 0.9453648924827576, "token_count": 1556, "score": 3.171875, "int_score": 3 }
2-4 years old Recommended age range: 2 to 4 years old Original idea: Natàlia Perarnau Illustrations: Susanna Sala Compatible with the Talking Pen In this English children’s book Betty explains to her friend Catty the fun after-school activities she participates throughout the week. Children will get to know Betty’s weekly calendar and discover objects related to each activity. With Betty’s Week, 2 to 4-year-old children will learn vocabulary related to the days of the week and after-school activities. With the Talking Pen, children will be able to listen to the story, carry out the additional activities at the end of the book and discover some surprising sounds.	<urn:uuid:24bb6604-2da0-46e2-8d7b-8d648764ae7b>	{ "dump": "CC-MAIN-2021-04", "url": "https://www.kidsandus.es/en/universe/learn-at-home/bettys-week.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703538082.57/warc/CC-MAIN-20210123125715-20210123155715-00044.warc.gz", "language": "en", "language_score": 0.9010334014892578, "token_count": 153, "score": 3.203125, "int_score": 3 }
Meghan Edwards \| March 01, 2012 Aided by Widder, an associate professor of architecture at the Rhode Island School of Design, Team New York devised the Solar Roofpod, a penthouse-type structure ideal for the flat tops of city mid-rises. A steel-framed dunnage system acted as a foundation while extending on all sides as a deck landscaped with plants irrigated by storm runoff. The single-story pod's steel frame accepted a variety of wall panels in poplar plywood and/or glass. Inside, a square core integrated a kitchen, an entertainment system for the living area, a Murphy bed, a bathroom, and storage. Appliances, electronics, and HVAC were entirely powered by the roof's photovoltaic panels in conjunction with an innovative system of thermal storage. Over the course of a year, instead of the competition's two weeks, Solar Roofpod could save $2,500-plus in utilities and keep 8,800 pounds of carbon dioxide out of the atmosphere.	<urn:uuid:03efb1ce-f149-42c1-a016-3e8a7ccfdd7b>	{ "dump": "CC-MAIN-2015-11", "url": "http://www.interiordesign.net/projects/detail/1978-back-to-school/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463181.39/warc/CC-MAIN-20150226074103-00232-ip-10-28-5-156.ec2.internal.warc.gz", "language": "en", "language_score": 0.930936872959137, "token_count": 209, "score": 2.796875, "int_score": 3 }
Collaborative Conservation Is Paying Off For The Sagebrush Ecosystem October 5, 2016 Photo above by Brianna Randall: Collaborative conservation means working with people to conserve the land that sustains us. Annie Shirley, rancher, and Nikki Rife, NRCS, worked together to enhance wildlife habitat and agricultural operations in eastern Montana. New joint report highlights continued sagebrush conservation partnerships that are working for wildlife and ranchers in the West Across eleven states and over 173 million acres in the American West, federal and state agencies, private landowners, and non-profit partners have united behind the common goal of conserving the greater sage-grouse, along with the 350 species — and millions of people — who depend on healthy, intact sagebrush range. This impressive conservation collaboration led to the historic decision by the U.S. Fish and Wildlife Service in September 2015 to not list the bird under the Endangered Species Act. Since then, the diverse partners have continued to work together on strategic projects, practices, and policies that are making a difference for wildlife and working lands. On the one-year anniversary of this unprecedented wildlife success story, many of the partners invested in sagebrush conservation created this joint 2016 report and an accompanying online story map. These new resources highlight recent collaborative efforts to protect habitat and the Western way of life in sagebrush country. The NRCS-led Sage Grouse Initiative was proud to contribute to this new report, detailing a few of our stories and scientific findings from the past year. Since 2010, SGI has engaged over 1,300 ranchers to conserve over 5 million acres of sagebrush habitat. We plan to maintain the momentum, as the NRCS has committed an additional $211 million of Farm Bill funding through 2018 to implement our SGI 2.0 plan. The new joint report was heralded by Department of Interior Secretary Sally Jewell as she stood alongside ranchers and state officials at a roundtable discussion September 21, making headlines across the nation. This Field & Stream story quotes SGI-enrolled rancher Pat O’Toole as he encourages continuing voluntary, incentive-based conservation practices: “We need to make sure there’s a future for agriculture in the West,” O’Toole noted. [Fellow rancher T. Wright] Dickinson agreed, citing the thousands of acres of open space managed by multi-generational ranchers who are playing a key role in protecting the core values of the western landscape—and vital sage grouse habitat. The health of rangelands within the sagebrush sea is dependent on ensuring that ranching families continue to have the opportunity to keep ranching. Check out the new Greater Sage-Grouse Story Map Read the 2016 joint report Greater Sage-Grouse Conservation and the Sagebrush Ecosystem: Collaborative Conservation At Work Read the Field & Stream blog One Year Later, Sage Grouse Collaboration Is Paying Off The Sage Grouse Initiative is a partnership-based, science-driven effort that uses voluntary incentives to proactively conserve America’s western rangelands, wildlife, and rural way of life. This initiative is part of Working Lands For Wildlife, which is led by USDA’s Natural Resources Conservation Service.	<urn:uuid:8952e871-1feb-49c6-8241-415685690617>	{ "dump": "CC-MAIN-2019-04", "url": "https://www.sagegrouseinitiative.com/collaborative-conservation-paying-off-sagebrush-ecosystem/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583739170.35/warc/CC-MAIN-20190120204649-20190120230649-00449.warc.gz", "language": "en", "language_score": 0.9194127917289734, "token_count": 670, "score": 2.671875, "int_score": 3 }
FOUR in 10 Tasmanians and nearly half of indigenous Tasmanians are making do on very low incomes. Almost 41 per cent of non- indigenous Tasmanians aged 15 and over had weekly incomes of $399 or less in 2011, according to Productivity Commission analysis of Australian Bureau of Statistics data. The national figure was 36.9 per cent. Indigenous people were doing worse, at state and national level. In Tasmania, 47.9 per cent of indigenous people were getting $399 or less per week. The figure was 49.4 per cent for all indigenous Australians. The proportion of indigenous Tasmanians on such low incomes was no surprise to Tasmanian Aboriginal Centre state secretary Ruth Langford. She suggested poverty resulted from inter- generational exclusion from opportunity. "These appalling statistics do not adequately tell the human story of generations of people living in abject poverty," Ms Langford said. "Nor do they tell of how people who have been excluded from equal opportunities become entrenched in a way of existence which is extremely difficult to break free from. "When I was growing up I didn't know anyone with a university degree." "University wasn't even something I considered or believed our family could afford." She said it took years of advocacy to get support services for indigenous students attending universities and taking up other skill development opportunities. "We now wait to see the benefits of a new generation of young Aboriginal people who know that access to opportunity is our human right."	<urn:uuid:84a53d69-444c-412a-9c44-db62d09c349e>	{ "dump": "CC-MAIN-2017-17", "url": "http://www.theadvocate.com.au/story/2252322/many-living-on-399-or-less-per-week/?src=rss", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917125719.13/warc/CC-MAIN-20170423031205-00160-ip-10-145-167-34.ec2.internal.warc.gz", "language": "en", "language_score": 0.9736650586128235, "token_count": 303, "score": 2.75, "int_score": 3 }
Date: May 1987 Creator: Golshan, Shahram Mohammad-Mehdi Description: A pair of nonidentical two-level atoms, separated by a fixed distance R, interact through photon exchange. The system is described by a state vector which is assumed to be a superposition of four "essential states": (1) the first atom is excited, the second one is in the ground state, and no photon is present, (2) the first atom is in its ground state, the second one is excited, and no photon is present, (3) both atoms are in their ground states and a photon is present, and (4) both atoms are excited and a photon is also present. The system is initially in state (1). The probabilities of each atom being excited are calculated for both the minimally-coupled interaction and the multipolar interaction in the electric dipole approximation. For the minimally-coupled interaction Hamiltonian, the second atom has a probability of being instantaneously excited, so the interaction is not retarded. For the multipolar interaction Hamiltonian, the second atom is not excited before the retardation time, which agrees with special relativity. For the minimally-coupled interaction the nonphysical result occurs because the unperturbed Hamiltonian is not the energy operator in the Coulomb gauge. For the multipolar Hamiltonian in the electric dipole approximation the ... Contributing Partner: UNT Libraries	<urn:uuid:38be8ba0-fe2d-42f2-aefa-ae6c84e02970>	{ "dump": "CC-MAIN-2016-36", "url": "http://digital.library.unt.edu/explore/collections/UNTETD/browse/?fq=untl_institution%3AUNT&start=5360&sort=creator", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982996875.78/warc/CC-MAIN-20160823200956-00051-ip-10-153-172-175.ec2.internal.warc.gz", "language": "en", "language_score": 0.9438335299491882, "token_count": 297, "score": 2.578125, "int_score": 3 }
Survivors Guilt Defined, Symptoms, Causes & How To Cope What is Survivor’s Guilt? Survivor guilt is a common experience following traumatic events in which others have died. Survivor guilt is a commonly-used term in both clinical descriptions and lay language and has been identified in a range of trauma-exposed populations, often linked to more severe post-traumatic mental health consequences. Guilt is a self-conscious affect and moral emotion characterized by negative self-evaluation and is a common post-traumatic experience. Survivor guilt typically arises in people who have been exposed to, or witnessed, death and have stayed alive, leading to emotional distress and negative self-appraisal. Often, survivors feel responsible for the death or injury of others, even when they had no real power or influence in the situation. Survivor’s Guilt Symptoms The extent and severity of a survivor’s guilt vary between people. Symptoms of survivor’s guilt can be both psychological and physical and often mimic those of PTSD. The most common psychological symptoms include: Common physical symptoms can include: - Appetite changes - Difficulty sleeping - Nausea or stomachache - Racing heart Survivor guilt can have a serious impact on a person’s life and functioning, suggesting that further research is needed to explore effective ways to help people deal with feelings of guilt. Survivors Guilt Causes Although anyone can experience survivor guilt, many people heal from trauma without ever experiencing guilt. There’s no definitive formula explaining why some people go on to feel guilty and others don’t, but experts believe the following factors can play a role. - Previous experience with trauma If you’ve experienced trauma, in childhood or at any other point in life, you could have a greater chance of experiencing survivor guilt. - Existing mental health symptoms According to the DSM-5, underlying mental health concerns, including depression and anxiety conditions, can increase the risk of guilt and other PTSD symptoms after trauma. - Personality factors Personality factors suggest a link between survivor guilt and submissive behavior. Researchers believe this could have an evolutionary component. In other words, you might behave more submissively in social situations if you: - Fear putdowns, threats, or other negative responses from peers - Believe your success or well-being keeps others from experiencing the same - Believe you’re better off than others Submissive behavior, then, effectively helps promote well-being for your social group as a whole. This could help explain why more socially submissive people often go on to develop survivor guilt when a traumatic event affects group well-being. Self-esteem can also play a part. Since low self-esteem often involves fixed ideas about your own abilities or sense of worth, it might fuel thoughts like: - Why did I survive? - I don’t deserve to be here. - If I had done something differently, that wouldn’t have happened. - I couldn’t stop it, so it’s all my fault. - Less social support The DSM-5 notes that social support, both before and after trauma, can help protect against PTSD. Loneliness can make any type of emotional distress worse since feelings you can’t share or otherwise express can easily become overwhelming. When you don’t have support from others, you might find yourself fixating on false beliefs about the trauma, including your own sense of responsibility. You might even assume others blame you, just as you blame yourself. - Unhelpful coping skills People cope with the effects of trauma in various ways. Some of these strategies have less benefit than others. It’s not uncommon to try to suppress or avoid memories of the trauma in order to escape unwanted emotions like guilt and sadness. You might also try to deny feelings of guilt entirely, or alternatively, give in to them by assigning and accepting blame you don’t deserve. In the absence of social support and other helpful coping strategies, you could also use alcohol or other substances to numb emotional distress and keep feelings of anxiety or depression at bay. Is Survivors Guilt a Disorder? Survivor guilt was once considered a symptom of Post-Traumatic Stress Disorder, according to DSM-III (Diagnostic and Statistical Manual of Mental Disorders, 3rd edition, American Psychiatric Association, 1980), reflecting the influence at the time of research focused on Vietnam war veterans, who reported high levels of survivor guilt. It was listed as an associated symptom of PTSD in DSM-IV-TR (APA, 2000), then removed in the most recent diagnostic criteria, DSM-5 (APA, 2013). Despite its previous diagnostic importance, the experience has been rarely studied systematically. Existing theoretical accounts are primarily psychoanalytic, derived from observational studies, and not empirically tested. Very few treatment studies have ever been published. Although PTSD models are relevant, not everyone who experiences survivor guilt will meet the diagnostic criteria for PTSD. For example, they may ruminate about a death of a loved one but not intrusively re-experience it. Also, the event may not meet Criterion A for a PTSD diagnosis (which, according to DSM-5 must involve either witnessing the death or, if indirectly experienced or learned about, the death must have been violent or accidental). For example, survivors of the COVID-19 pandemic (which, at the time of writing, has infected hundreds of millions of people worldwide, and killed over four million), may not develop PTSD but feel survivor guilt nonetheless. A model for survivor guilt should, therefore, be applicable to those with or without PTSD. Despite the high prevalence of survivor guilt in traumatized groups, few theoretical models have been developed to guide treatment. How To Cope Although feelings of guilt associated with surviving a life-threatening event can be painful and difficult to overcome, it is possible to address and cope with such feelings. It may be helpful to first acknowledge those feelings and recognize that they are both common and a natural part of the process of healing from grief. A self-care routine is also considered to be an important part of emotional healing. Self-care typically involves regular physical movement, soothing or relaxing activities, a nutritious diet, and plenty of rest. Support is also a crucial component of coping with survivor guilt. Speaking with others who shared the experience; attending a support group; or seeking help from a trusted mentor, adviser, or spiritual counselor can help an individual feel understood. Some may also find it helpful to find a way to memorialize or honor the deceased. When survivor guilt is so severe that it impacts a person’s ability to function in daily life, the support of a therapist or counselor may be recommended. A therapist can help individuals manage and process painful emotions and challenge distorted patterns of thinking that may contribute to guilt. After a traumatic event, acceptance can feel incredibly difficult. You have to accept the event itself, which might include acknowledging and coming to terms with the loss of loved ones or your way of life. But you also have to acknowledge and accept guilt, grief, and any other emotions born from that trauma. Emotional support from loved ones can make a big difference after a trauma. Friends and family can offer support by listening to your distress and reminding you that you weren’t to blame. If time doesn’t make much of a difference in feelings of survivor guilt, or any other emotional distress, talking to a therapist or other mental health professional is a good next step. A therapist can offer guidance with: - Exploring underlying factors contributing to guilt, such as feelings of personal responsibility - Working through depression, fear, anxiety, and other distress - Reframe and challenge negative thoughts around not just guilt, but also the trauma itself - Identifying helpful coping skills and putting them into practice When trauma happens, individuals can react in a few different ways. Some might adopt avoidance techniques so they do not need to face the effects that the trauma has produced, while others simply cannot stop ruminating about their traumatic experience. There is no wrong way to react to trauma, however, continuing to live with the negative effects of it can be damaging and lead to even more trauma. Within the United States, approximately 70 percent of adults have experienced one form of trauma within their lives. From that 70 percent, 20 percent end up developing posttraumatic stress disorder or PTSD. It is reported that over 13 million American adults are currently struggling with PTSD. If you or your loved one suffer from trauma symptoms and survivors guilt, professional trauma disorder treatment can become necessary. To learn more, contact us today at the We Level Up FL Treatment Facility, we provide utmost care with doctors and medical staff available 24/7 for life-changing and lasting recovery. We can help provide an enhanced opportunity to return to a fulfilling and productive life. 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Data is a big part of what we do. We are bound to make data-driven decisions and update or revise programs based on what the data tell us. However, it is possible to be so consumed with data that it interferes with learning. How well can a person engage and think on their feet if they’re consumed with recording data? The other downside of data is that it can hold the learner back from progressing. It may look like a student isn’t mastering any goals but a different type of data collection might do a better job of displaying it and preventing boredom and stagnancy. We feel strongly that the data should only support learning and never impede it. This is why it’s important to choose a method of data collection that allows for us to monitor and view change, that doesn’t hold the learner back, and that allows the therapist to engage and do good teaching! We try to emphasize that the child will learn more from good teaching than from good data. There are many ways to collect data. We’ll go over a few of our favourites: Rating scale data A rating scale is a way to describe behaviour along a continuum. It can describe level of independence with a task or resistance/compliance with an activity. We like to use rating scale measurement for early learners when we’re just starting out. During the time when the therapist and the student are getting to know each other, the relationship building and engagement (aka, pairing) is first and foremost. We would outline a few goals for the therapist to work on and then she can rate the child at the end of the session with how well he did that day. The ratings can then be graphed. Check out more on our Beginner Data Sheet and download a free copy. A rating scale is also a great measurement tool for group-based learning and NET (natural environment teaching). The therapist should be able to follow goals but without being too busy with a clipboard, clicker, or pencil. The quick rating scale allows us to track progress without it being too cumbersome. 2. Frequency and Duration The way we would choose to track behaviour data would usually be individualized depending on the student and the behaviour. A nice way to track negative behaviour is to use a partial interval recording (read more about Using Partial Interval Recording to Track Negative Behaviour). By checking off the minutes/times that negative behaviour is occurring, it also gives us information about duration and frequency which can then be graphed as well. 3. Probe Data Probe data means that we would take data on the first trial of a program and not on the rest. Teaching should still happen after the probe (especially if it was incorrect!). Mastery would be something like “3 correct responses in a row, across 2 different people”. Probe data can be great for moving students through programs who learn quickly and might only need a few exposures of the material. For example, when teaching “expressive labels”, we often put this on a probe data sheet so that multiple targets can be run at once and the child can move through it quickly. Caution: the downside of probe data collection is that therapists might not do as much “teaching” if there isn’t much data to record after the first response. 4) Trial-by-trial data Taking trial-by-trial data means that we would record data for each trial run (usually at least 10) and then get a percentage of correct responses. Mastery would usually be something like “80% or more for 2 days, across 2 people”. Some children need more exposure and the repetition and multiple trials are good for their learning. This ia also good for teaching generalized skills (eg: imitation) where that specific targets aren’t as important as the overall skill. Graphing the percentage tells us more information than probe data would. It’s not just about whether or not the trial was correct, but we can see if the curve is increasing or decreasing or if there are any other notable changes. As Behaviour Analysts, our skills lie in taking the strategies that we’ve mastered and applying them differently to each child. Make sure that the data collection method is helping your child learn, enabling you to update and observe progress, and makes it doable for the therapist, parent, or teacher to record data. Watch our YouTube video to find out more about the best data collection method to use when here!	<urn:uuid:18c37cd9-bde8-4e6a-9501-44fd2b858a20>	{ "dump": "CC-MAIN-2021-31", "url": "https://howtoaba.com/data-collection-method/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046152168.38/warc/CC-MAIN-20210727010203-20210727040203-00251.warc.gz", "language": "en", "language_score": 0.9495671391487122, "token_count": 928, "score": 3.546875, "int_score": 4 }
New Learning Model to Explain Issues in Biotechnology Jennifer Martin, CSREES Staff, (202) 720-8188 March 15, 2006 Ever wonder how biotechnology helps you? Or, how do they really make better tasting fruit? The University of Delaware (UD) is answering these questions, with the help of funding through a CSREES Higher Education Challenge grant. UD professors have created the Issues in Agricultural Biotechnology module, which allows people to more fully understand the generalities of biotechnology. The Web site includes a 9-minute animation that demonstrates the process of developing a sweeter tomato. These plants are called transgenic plants, meaning an extra piece of DNA has been inserted into the native DNA. The animation guides the viewer through the entire process in a simple, easy-to-understand format. The site also includes an Ask the Experts section, in which five experts in food safety, ethics, plant science, and animal science take a look at current issues in biotechnology. The section, presented in video format, covers such topics as what transgenics means to you, benefits and promises of biotechnology, and risks and ethical concerns associated with biotechnology. CSREES Higher Education Challenge grants address state, regional, national, and international educational needs; involve a creative or non-traditional approach toward addressing that need, which can serve as a model to others; encourage and facilitate better working relationships in the university science and education community; and result in benefits that will likely transcend the project duration and CSREES support. CSREES advances knowledge for agriculture, the environment, human health and well-being, and communities by supporting research, education, and extension programs in the Land-Grant University System and other partner organizations. For more information, visit http://www.csrees.usda.gov.	<urn:uuid:d560635f-dad1-48be-b2e3-e8c4c9df1d39>	{ "dump": "CC-MAIN-2015-11", "url": "http://www.csrees.usda.gov/newsroom/news/2006news/module.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936462099.15/warc/CC-MAIN-20150226074102-00207-ip-10-28-5-156.ec2.internal.warc.gz", "language": "en", "language_score": 0.9226061105728149, "token_count": 374, "score": 3.265625, "int_score": 3 }
Why analyze a firm’s profit-maximizing strategies under conditions of monopolistic competition and oligopoly? The types of firms we’ve covered so far—perfect competition and monopoly—are at opposite ends of the competition spectrum. A perfectly competitive market has many firms selling identical products, who all act as price takers in the face of the competition. If you recall, price takers are firms that have no market power. They simply have to take the market price as given. Monopoly arises when a single firm sells a product for which there are no close substitutes. We consider Microsoft, for instance, as a monopoly because it dominates the operating systems market. What about the vast majority of real world firms and organizations that fall between these extremes, firms that we could describe as imperfectly competitive? What determines their behavior? They have more influence over the price they charge than perfectly competitive firms, but not as much as a monopoly. What will they do? For example, consider these following questions: - Why do gas stations charge different prices for a gallon of gasoline? - What determines how far apart the prices of Colgate and Crest toothpaste can be? - Why did fast food restaurants start offering salads? - Why did McDonalds come up with the Big Mac sandwich? One type of imperfectly competitive market is monopolistic competition. Monopolistically competitive markets feature a large number of competing firms, but the products that they sell are not identical. Consider, as an example, the Mall of America in Minnesota, the largest shopping mall in the United States. In 2010, the Mall of America had 24 stores that sold women’s “ready-to-wear” clothing (like Ann Taylor and Urban Outfitters), another 50 stores that sold clothing for both men and women (like Banana Republic, J. Crew, and Nordstrom’s), plus 14 more stores that sold women’s specialty clothing (like Motherhood Maternity and Victoria’s Secret). Most of the markets that consumers encounter at the retail level are monopolistically competitive. The other type of imperfectly competitive market is oligopoly. Oligopolistic markets are those which a small number of firms dominate. Commercial aircraft provides a good example: Boeing and Airbus each produce slightly less than 50% of the large commercial aircraft in the world. Another example is the U.S. soft drink industry, which Coca-Cola and Pepsi dominate. We characterize oligopolies by high barriers to entry with firms choosing output, pricing, and other decisions strategically based on the decisions of the other firms in the market. In this module, we first explore how monopolistically competitive firms will choose their profit-maximizing level of output. We will then discuss oligopolistic firms, which face two conflicting temptations: to collaborate as if they were a single monopoly, or to individually compete to gain profits by expanding output levels and cutting prices. Oligopolistic markets and firms can also take on elements of monopoly and of more competitive market models. In a real sense, the models of monopolistic competition and oligopoly are combinations of the models of perfect competition and monopoly. As you progress through this module, think about the similarities and the differences between each of these models of market structure.	<urn:uuid:a9013fd4-1426-4380-906e-cf3264dc61ee>	{ "dump": "CC-MAIN-2021-21", "url": "https://biz.libretexts.org/Courses/Lumen_Learning/Book%3A_Microeconomics_(Lumen)/13%3A_Module_10%3A_Monopolistic_Competition_and_Oligopoly/13.1%3A_Why_It_Matters%3A_Monopolistic_Competition_and_Oligopoly", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991178.59/warc/CC-MAIN-20210516171301-20210516201301-00036.warc.gz", "language": "en", "language_score": 0.9481093287467957, "token_count": 671, "score": 3.484375, "int_score": 3 }
Creating the next generation of space innovators Canadian Space Agency announces winning student satellite projects May 4, 2018, Winnipeg, Manitoba Young Canadians are the innovators who will take the Canadian Space Program into the future. What better way to learn about space engineering than to design, build, launch and operate your own satellite? Post-secondary students from each province and territory have won the chance to design, build and launch into space their own CubeSat through the Canadian CubeSat Project. Today, Canadian Space Agency (CSA) astronaut Jenni Sidey unveiled the teams selected to participate in this new national student space initiative. The opportunity to work on a real space mission from start to finish, including operating the satellites and conducting science experiments in space, will help students learn about science and engineering. It will also give them useful experience and skills in project management, leadership, marketing and communications. This will equip them well for the jobs of the future. CSA experts, as well as representatives from the Canadian space industry, will guide the teams throughout the Canadian CubeSat Project, to optimize the success of each mission. This initiative is part of the Government of Canada's Innovation and Skills Plan, a multi-year strategy to create well-paying jobs for the middle class. "The CubeSat project is training Canada's next generation of innovators, engineers and astronauts. Congratulations to all the winning teams and their professors. These students are learning critical skills that will help them get the middle-class jobs of tomorrow. We can't wait to see these satellites launched!" - The Honourable Navdeep Bains, Minister of Innovation, Science and Economic Development "The Canadian CubeSat Project invites Canadian students to rise to the challenge of space, and after reading the winning proposals, I can say that they are ready to take it on. What better way to engage Canadian students in STEM activities than to give them an opportunity to take part in a real space mission!" - Dr. Jenni Sidey, Astronaut, Canadian Space Agency The Canadian Space Agency is awarding a total of 15 grants, ranging from $200,000 to $250,000. The CSA will also cover costs associated with the CubeSat launches. A total of 15 teams composed of 37 organizations will participate in the Canadian CubeSat Project, thanks to several inter-regional, inter-provincial and international collaborations that even include universities from Europe, Australia and the USA. Students must be at the post-secondary level, although several teams will be engaging younger students in their communities through outreach activities. It is expected that 532 students in all will work on this initiative. Once tested and ready for space, the 15 CubeSats will be launched and deployed from the International Space Station in 2020–2021. A CubeSat is a tiny, cube-shaped satellite measuring 10 cm × 10 cm × 10 cm. Report a problem or mistake on this page - Date modified:	<urn:uuid:8f626461-d29a-4879-8c63-805d3c6c7279>	{ "dump": "CC-MAIN-2021-17", "url": "https://www.canada.ca/en/space-agency/news/2018/05/creating-the-next-generation-of-space-innovators.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038119532.50/warc/CC-MAIN-20210417102129-20210417132129-00531.warc.gz", "language": "en", "language_score": 0.9407589435577393, "token_count": 603, "score": 3.015625, "int_score": 3 }
بررسی موانع برای استفاده و پتانسیل چوب برای ساخت اسکان در غنا \|کد مقاله\|\|سال انتشار\|\|مقاله انگلیسی\|\|ترجمه فارسی\|\|تعداد کلمات\| \|69364\|\|2005\|\|6 صفحه PDF\|\|سفارش دهید\|\|4299 کلمه\| Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت) Journal : Construction and Building Materials, Volume 19, Issue 5, June 2005, Pages 347–352 Timber, a renewable resource readily available in Ghana has structural, non-structural and decorative advantages as a building material. In recent times, however, it has been regarded as old fashioned and faces replacement by other “modern” materials. This research therefore examines the key barriers inhibiting the use and potential of timber for housing construction. Questionnaires were administered to the general public, timber processing firm and timber-constructed household and analysed using a descriptive statistical method. Key barriers to timber design and housing construction were then identified through semi-structured interviews with Architects. Timber house construction in Ghana has declined due to psychological and technical barriers. Psychologically, there is the fear of possible damage by insect and destruction by fire. Technical barriers that exist include depletion of the timber reserves, lack of design and detailing, ineffective treatment timber, and the absence of skilled tradesmen.	<urn:uuid:32d3dd85-0885-418e-bcfe-a90b7046b8d1>	{ "dump": "CC-MAIN-2017-43", "url": "http://isiarticles.com/article/69364", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824899.75/warc/CC-MAIN-20171021224608-20171022004608-00504.warc.gz", "language": "en", "language_score": 0.8022940158843994, "token_count": 403, "score": 2.515625, "int_score": 3 }
A profit and loss statement explained so that if you are new to business you can understand how this works. The basics of a Profit and Loss Statement is that the report begins with “Total Sales” disclosed net of Value Added Tax (VAT). The next figure to appear on the report is Cost of Sales or in other words, the amount that it cost you directly to make the “Total Sales” in the period under review, net of VAT and net of opening and closing stock. The resulting figure after deducting Cost of Sales from Total sales is the businesses Gross Profit and these figures are referred to as the “Top Line” – an example of the “Top Line” figures is, as follows: XYZ Company Profit and Loss Statement for the period ended 30 April 2009 £ £ Total sales 340,000 Cost of sales Opening stock 11,000 Purchases 120,000 Closing stock (13,500) _________ Cost of sales 117,500 ________ Gross profit 222,500 ====== Gross profit margin 65% In this example XYZ Company’s gross profit is £222,500 and the Gross Profit Margin is 65%, which is calculated as £222,500/£340,000 and means that for every £100 worth of product or services sold the business makes £65. The company’s gross profit is the profit that goes towards paying the overheads and expenses of the business, so it is crucial that a business makes a gross profit otherwise the owners might as well shut up shop and go home. This might be like stating the obvious to some people, but believe it or not, in my time of consulting with businesses I have come across businesses that are making a gross loss and they wonder why they are in so much debt! The second part of your Profit and Loss Statement is what is known as the bottom line figures, which includes the businesses overheads or expenses. The overheads include expenses such as employee wages, rent and rates, telephone charges, marketing and advertising costs, printing and stationery costs, bank charges and loan interest and so on. The overheads are those expenses that arise whether or not the business makes any sales – so for example, where the business rents it premises the rent will need to be paid each month regardless of whether the company makes any sales or not. This is how these costs are distinguished from the businesses cost of sales, whereby the cost of sales are only incurred as the business makes sales and except for buying the initial stock, if no sales are made then the business will not make any purchases. A further example of a profit and loss statement which includes overheads is shown below: XYZ Company Profit and Loss Statement for the period ended 30 April 2009 £ £ Total sales 340,000 Cost of sales Opening stock 11,000 Purchases 120,000 Closing stock (13,500) ________ Cost of sales 117,500 ________ Gross profit 222,500 Overheads* 150,000 ________ Net profit 72,500 ====== Net profit margin 21.3% * Normally the overheads would be split out to show each expense as a list, but for simplicity in this example I have amalgamated this figure into one total. When you deduct the overheads from the Gross Profit you get the businesses Net Profit or if the overheads are in excess of the gross profit the business would be suffering a net loss. This is okay and is normally expected with a new business for the first year or so, until the sales are to a level that produces a high enough gross profit which exceeds the overheads. The businesses Net Profit Margin in this example is 21.3% which is calculated as £72,500/£340,000. You should really be aiming at a Net Profit Margin of upward of 10% really, especially in a small business scenario. To learn how to improve your businesses Net Profit Margin you can take a look at the Profit Increase Software. If you are new to business and need some help then by all means email me at email@example.com and I will try to answer any questions you might have. Alternatively, you can visit my Business Forum and post your question there and join the business discussion.	<urn:uuid:c6fc08f2-5bc5-406f-8652-76379d5c26fa>	{ "dump": "CC-MAIN-2014-35", "url": "http://www.in-business.org.uk/profit-and-loss-statement-explained/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500835670.21/warc/CC-MAIN-20140820021355-00191-ip-10-180-136-8.ec2.internal.warc.gz", "language": "en", "language_score": 0.9539932012557983, "token_count": 873, "score": 2.859375, "int_score": 3 }
We have been working since 2009 to re-establish a bay scallop population to seaside bays where they have been functionally extinct since 1933. Scientists at the Eastern Shore Lab study the winter foraging ecology of two sea duck species: Surf Scoters and Long-tailed Ducks. This is one of the first research projects to examine both species simultaneously in Chesapeake Bay and in coastal bays along the Atlantic margin of the Delmarva Peninsula. This study will explore whether certain species of macroalgae, or seaweeds, could be integrated effectively into local oyster aquaculture industries. Live water quality monitoring from the ESL Pier at Wachapreague.	<urn:uuid:6eab4f5d-a2db-4c16-994c-e69bcf08fed9>	{ "dump": "CC-MAIN-2018-30", "url": "http://www.vims.edu/esl/research/index.php", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589417.43/warc/CC-MAIN-20180716174032-20180716194032-00543.warc.gz", "language": "en", "language_score": 0.9307329058647156, "token_count": 137, "score": 3.046875, "int_score": 3 }
WCMC-Q researchers have identified a region of the date palm genome linked to gender, making it possible for the first time to quickly and easily identify male and female trees, a crucial piece of information which will greatly facilitate additional genetic studies as well as cultivation and propagation. “Our evidence shows that date palm employs an XY system of gender inheritance similar to that of humans,” says Joel Malek, director of the genomics lab and senior author of the study, which was published online today by the journal Nature Biotechnology. “How date palm gender is determined has been a question for thousands of years with numerous theories presented in the past. We now have the first DNA sequence evidence that it is under genetic control though the gender control region appears quite small making its discovery difficult,” he adds. Date palm is a dioecious species, that is, individual plants are either male or female. Consequently, half of the seedlings grown for cultivation will be males and half will be females. Female trees bear the fruit, making them much more valuable than male trees, which serve only as pollinators. Early identification of the more valuable female trees is difficult because it takes about five to eight years for female seedlings to bear the distinguishing fruit. “A simple and reliable way to distinguish between male and female seedlings has long been sought not only for agricultural purposes but also to promote basic date palm studies, which have been hindered by dioecy and long generation times,” says Malek. Two years ago, he and WCMC-Q colleagues sequenced a draft version of the date palm genome. The WCMC-Q research team cooperated with the Biotechnology Center at the Ministry of Environment in Qatar which provided date palm samples to support their research. “Identifying the genes related to specific date palm characteristics will certainly help us find solutions to problems faced by date palm plantations in Qatar, especially as far as diseases affecting date palm trees are concerned.”, said Masoud Al-Marri, Director, Biotechnology Center, Ministry of Environment. “This research will also explore the unique characteristics of the date palm tree such as its tolerance to salinity and high temperatures, and ways of making other plants tolerate such extreme conditions by genetic modification, i.e. transferring genes from date palm trees to other plants,” he added. “The date palm represents a treasure of genes that can help other plants and trees survive harsh conditions. We would like to thank WCMC-Q team for their valuable research, and we look forward to more cooperation between the medical college and the Biotechnology Center at the Ministry of Environment,” he added. “This research will definitely benefit both agriculture and environment sectors. It will make it possible for the first time ever to quickly and easily identify male and female date palm trees, saving a lot of time and effort. This scientific breakthrough is an example of how we can harness modern technology for the advancement of science,” he concluded. “This project will contribute to a more complete understanding of the date palm genome, which, in turn, will provide tools for investigating useful traits, such as disease resistance and salinity tolerance,“ says Robert Krueger, horticulturist with the National Clonal Germplasm Repository for Citrus and Dates, who provided samples of backcrossed date palms for the research. The WCMC-Q research used samples that were part of a date palm breeding program carried out in California from 1948 to 1974 and incorporated into a national repository, which maintained the lines as part of a mission of conservation of genetic resources, says Krueger, who served as curator of the collection. The repository is operated by USDA’s Agricultural Research Service. “Use of the back crossed males greatly simplified our research because it gave us access to pure lines of male date palms,” says Malek. Varieties of dates are notoriously hard to identify even by experienced growers, he adds. “This project also validated the genetic identity of the backcrossed males as well as female varieties maintained in the US against same-named varieties from the Middle East. This reinforces the integrity of the collection after being maintained for many years in several different locations,” says Krueger. The date palm plays a significant role in agriculture throughout the Middle East, Northern Africa and Pakistan. The fruit is a major source of nutrition in the areas, and the tree itself plays an important role in the development of sustainable agriculture in many drought and saline-affected regions of the world. References in the Qur’an have kept alive the use of dates for medicinal purposes over the centuries.	<urn:uuid:5ca2816a-09aa-45ea-a9c5-53adbfa40906>	{ "dump": "CC-MAIN-2015-48", "url": "http://www.albawaba.com/wcmc-q-researchers-answer-millenia-old-date-palm-question-375980", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398456289.53/warc/CC-MAIN-20151124205416-00347-ip-10-71-132-137.ec2.internal.warc.gz", "language": "en", "language_score": 0.9502419233322144, "token_count": 960, "score": 3.078125, "int_score": 3 }
Daughters in My Kingdom: A Lesson Plan Series Dedicated to International Women’s Day Women’s suffrage is an important part of the history of Mormon women and the Relief Society. Because the majority of Mormon women in the nineteenth century were living in Utah territory, Utah history characterises Mormon Women’s suffrage. Thus, Utah history is the axis from which Mormon women’s history is cultivated, even outside of Utah, even outside of the United States. In the 1847 settlement of Salt Lake, women living in the Salt Lake area were allowed to vote by ballot. Though limited and not well documented, this is possibly the first time in US history where women voted in conjunction with men.(1) In 1870, Mormon women gathered to address a room of male reporters at a meeting in the old Salt Lake tabernacle. The women eloquently orated for the rights of women to practice their religion, a religion wherein, among other issues at hand, women were expected to raise their hands in vote to sustain church leaders.(2) Territorial legislature allowed Utah women the vote in 1870, but the 1873 Edmunds Act -aimed at persecuting polygamy- disenfranchised the vote from all practicing and sympathisers of polygamy, men and women alike.(3) The Edmunds Act was not as disempowering to church leadership as intended, so the more robust Edmunds-Tucker Act of 1887 was signed into law, nearly financially ruining the church, and disenfranchising all women in the Utah territory. The 1890 end of polygamy was followed by the 1891 Territorial vote wherein franchised men restored the vote to Utah women. At its inauguration as a US state in 1896, Utah was the third US suffrage state. (4) The 1870 tabernacle meeting is mentioned in Daughters in My Kingdom (DIMK), but only through the lens of the defence of polygamy. In this, it is sadly, yet wholly absent of the purpose of women’s suffrage to which the meeting was also dedicated(5). To be true, there was significant argument for Mormon women in this meeting to defend “Celestial Marriage,” which was often manifested by engaging in plural marriage. However, I think it is important to consider the property rights of women were also at stake, which brings in the invitation of a larger argument of historical application in social practice. In short, this meeting has considerable importance in the suffrage history of Mormon women, well beyond polygamy (6). Two years following this significant meeting (1872), the Mormon Women’s Exponent, a sentinel for Mormon women’s suffrage, was born. The first international women’s day was in 1909. At first a distinctly political event aimed at a suffragist and socialist ideology, it has developed tangs of romance, appreciation, and awareness for women across the globe, to educate and bring women together. Likewise, one of the purposes of Daughters in My Kingdom is to teach the history of the Relief Society, to bring appreciation and awareness of the historical contribution of Mormon women, even if only in a romanticized style. As Julie Beck said, “We study our history because it unites faithful women. The history of Relief Society is a Spirit-filled story of strong, faithful, purposeful women.” (7) The Exponent blog and Exponent II magazine is no stranger to addressing the contribution and concerns of women, as can be seen in any of our blog posts and magazine contributions. Indeed, we have addressed Daughters in My Kingdom in various posts, including Heather’s beautiful use of the text as a tool to teach English, an invitation to contribute to an overall lesson plan dedicated to the entire book by KellyAnn, and EmilyCC’s “Practical Applications” in both the blog and Exponent II. Suzette has suggested the book as a tool for teaching about women and sisterhood and in another blog, Ardis Parshall confessed her distraction from the text because of its high proportion of images. In these, it is clear that its uses and applications are developing within the world of Mormon women, often for good. With this in mind, the Exponent is executing a series of lesson plans dedicated to teaching and expanding the concepts in each chapter of Daughters in My Kingdom. This series is commencing on March 8 (AU-EST, which roughly is March 7 US-EST), International Women’s Day and ends on March 17 (US-EST), the 171st Anniversary of the Relief Society. In this marriage of International Women’s Day and the history of the Relief Society, we invite you to learn, engage and develop the history and concepts of Daughters in My Kingdom. These lesson plans are intended to assist Relief Society teachers who are specifically teaching DiMK, as well as for use as resources ascribed here, including use in Family Home Evenings, home teaching, visiting teaching and for men and women preparing to serve a mission. I also suggest that you write and record your own feelings on the book. Has it helped you feel more drawn to the women of the early church? Do you better feel you are a daughter in God’s kingdom? Happy International Women’s Day! - Hubert Howe Bancroft. History of Utah, 1540-1887. San Francisco: The History Company, 1889, 272. - Derr, Cannon, Beecher, Women of Covenant, Deseret 1992, 110-113. - Hinton, Wayne K. Utah, American Historical Press, 2000, 86-87. - Gordon, Sarah Barringer, The Mormon Question, University of North Carolina Press, 2002. - Tanner, Susan W., Daughters in My Kingdom, 46-47. - Basch, Norma, “Invisible Women: The Legal Fiction of Marital Unity in Nineteenth-Century America, Feminist Studies, Summer, 1979, 346-66. Shammas, Carole “Re-Assessing the Married Women’s Property Acts,” Journal of Women’s History, Spring, 1994, 9-30. Salmon, Marylynn, Women and the Law of Property in Early America, Chapel Hill & London, University of North Carolina Press, 1986. - Beck, Julie, Daughters in My Kingdom Note: The image used is of Sarah Granger Kimball. Kimball was the one who suggested that the women gather in her home to sew shirts for the men who were constructing the temples. After this meeting, the first Relief Society was organized. In her life, amongst other things, she served as General Secretary of the Relief Society under Eliza R. Snow, and was president of the Utah Women’s Sufferage Association. Her natural idological blending of dedication to Relief Society and women’s sufferage has made her into one of my favourite role models.	<urn:uuid:3cc1dd19-1388-42d6-911e-f34018492446>	{ "dump": "CC-MAIN-2017-43", "url": "http://www.the-exponent.com/daughters-in-my-kingdom-a-lesson-plan-series-dedicated-to-international-womens-day/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187828189.71/warc/CC-MAIN-20171024071819-20171024091819-00593.warc.gz", "language": "en", "language_score": 0.948792576789856, "token_count": 1432, "score": 3.921875, "int_score": 4 }
Join the Conversation To find out more about Facebook commenting please read the Conversation Guidelines and FAQs Pilgrim Pipeline would jeopardize local environment: Letter The people of New York need to do everything in their power to stop the Pilgrim Pipeline from being constructed. The Pilgrim Pipeline would be made of two parallel, 170-mile long pipes that, if approved, will transport explosive fracked oil through six New York counties along the New York State Thruway and into New Jersey. This pipeline would jeopardize the safety of the drinking water for millions of people. It threatens the safety of communities near the pipeline, and may affect property value. It is proposed to be built on both public and private land, and could have devastating consequences on the environment and wildlife including valuable wetlands and other fragile ecosystems. As federal regulations become looser, New York state needs to lead our nation in environmental protection and move towards safe, clean, renewable energy. The Pilgrim Pipeline would be a step backwards in moving New York towards becoming a leader in clean energy. As a student in New Paltz, I’m concerned about the effects the pipeline will have on this scenic area of the Hudson Valley. I’m concerned for the communities that will suffer the economic, ecological, and public health burdens this pipeline will bring. The Governor of New York and the Department of Environmental Conservation need to do everything in their power to get New York off of fossil fuels, and start investing heavily in energy efficiency along with the implementation of more wind and solar power. intern, NYPIRG (New York Public Interest Research Group, New Paltz	<urn:uuid:3a0a61c7-37d9-4850-8f85-37d9e18b7ec1>	{ "dump": "CC-MAIN-2018-13", "url": "https://www.poughkeepsiejournal.com/story/opinion/letters/2017/12/11/pilgrim-pipeline-would-jeopardize-local-environment-letter/920551001/?from=new-cookie", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647883.57/warc/CC-MAIN-20180322112241-20180322132241-00110.warc.gz", "language": "en", "language_score": 0.9367013573646545, "token_count": 330, "score": 2.625, "int_score": 3 }
Oskar Kokoschka, Gertrud and Arnold Schönberg, and Adolf Loos in Berlin’s Bristol Bar, 1927. “In the beginning was cladding. Man sought shelter from inclement weather and protection and warmth while he slept. He sought to cover himself. The covering is the oldest architectural detail.” Adolf Loos, The Principle of Cladding (stealing the clothes of Gottfried Semper).	<urn:uuid:80c4a772-e184-4827-95eb-2e31b4aea693>	{ "dump": "CC-MAIN-2021-04", "url": "https://continuity.msa.ac.uk/index.php/2006/09/03/gladrags/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703518201.29/warc/CC-MAIN-20210119072933-20210119102933-00444.warc.gz", "language": "en", "language_score": 0.8443907499313354, "token_count": 99, "score": 2.703125, "int_score": 3 }
–> A biography holds with-it the requirements of any good account. There might be dilemma love, hate, and voyage. All of the factors essential to inform a powerful narrative can be found in peoples lives as well as the functions that occur around them. However, your paper wont earn you the very best grade in case you basically express the reality. If youre striving to publish a fascinating and informative resource, listed here are five suggestions to help write a solid document. 1. Choose a fascinating topic. Clarify the specific situation and take it to be addressed by actions. If youre writing a resource for school, you most likely have the option of picking your matter. Is the topic somebody who the audience may realize, for example an actor, politician, or additional public amount, or somebody closer to home, just like a relative or buddy? In the event the reader doesnt realize the individual, ask yourself if you have something compelling concerning the subjects life that’s of distinct interest as possible grow upon. Or even, choose someone else since the topic to your paper. 2. Meeting or study your matter. See if you can access interview them, if you choose a person who is living and friendly. However, if your matter is not offered to for interview or speechpublic.com is lifeless, you will need to get the info that is necessary by performing investigation. Zainab: (thinking) today i am guaranteed to be the main one earning the prize. Collect the basic facts, including date and host to beginning, training, household, successes, and location and time of demise, if appropriate. Furthermore, check out any major events that took place in the subject’s time and use them to draw the smoothness of your matter out. Search for any affect that is possible your matter had on community and any historic importance. Be sure that whenever additional materials are referenced by you in a biography for college, the citation style that is correct is used by you. 3. Start your resource within an exciting approach. Specifics independently tend to be not wet and dull. Just because youre publishing a resource for university doesnt imply you ought to just express the facts. Alternatively, incorporate them or put them in intriguing tactics that are other. It’s a time of lovely statements. Most people connect on an emotional level above all with a resource. Recall, your starting is what captures the readers focus and sets the tone for your report. You could possibly elect to add a little known fact or a exciting function at the start. Be sure it’s appropriate and that it brings in to the body of one’s biography, if you do. 4. Choose the right tone. Before beginning to publish, think about your subjects lifestyle. Have the capacity to keep restrictions. Could it be a tale of catastrophe or triumph? Was your subjects living inspiring or gritty and black? You wish to generate a picture within your readers head that matches the existing feeling of these lifestyle. Use a tone that fits this appropriately. 5. Break up the components of your subjects life. Break up your subjects life-story into three or four components or time periods. Once youve completed this, you’ll find what can include additional fascinating sub-plots in the account. People will want to understand while in the simplest terms possible, what you’re doing. Choose a specified arc while in the account. You could possibly pick just an area of the subjects lifestyle if that is a defining second inside their development. For instance, your subject was an expert athlete or was involved during a warfare in a risky goal in case, you might want to write pretty much the period within their life. If you check with works by different creators within your resource, its essential that you report them precisely so that your viewer may verify the referrals. The citation type will be different based on the publishing format given to you by your faculty professor, another or whether APA. Your cited sources will incorporate the narrative and significance and standing. You can use format application for accuracy, if you’re uncertain of the proper structure on your citation design. REGARDING THE AUTHOR Mark Plaut will be the founding father of Research Point Software (RPS). The atmosphere from the fan helps a number of the surplus water to escape.eliminate. RPS offers a full package of easyto-use arrangement theme products offering APA and MLA style templates, freeing up time to concentrate on element while ensuring style precision. For more information, firewood onto or publish to: Reference Point Software isn’t associated with, supported by, or linked with the American Psychological Association (APA) or with the Modern Language Relationship (MLA).	<urn:uuid:a65f3645-c3e9-4768-b9d6-8d3033479b91>	{ "dump": "CC-MAIN-2016-30", "url": "http://bl4ace.uwl.ac.uk/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257824624.99/warc/CC-MAIN-20160723071024-00239-ip-10-185-27-174.ec2.internal.warc.gz", "language": "en", "language_score": 0.9341099262237549, "token_count": 964, "score": 2.734375, "int_score": 3 }
Mechanosensing and mechanoregulation are processes through which the cell responds to stress to maintain a homeostatic state. The fibroblast responds to stress through remodeling of the extracellular matrix (ECM), which includes expression of integrins. Work by Jay D. Humphrey, PhD, Yale University, New Haven, Connecticut, USA, and colleagues is unraveling the role of these processes and their contribution to the development and maintenance of aortic stiffness or large artery stiffness. Arterial stiffness (AS) has been established as an independent predictor of all-cause and cardiovascular (CV) mortality in hypertension [Laurent S et al. Hypertension 2001]. Humphrey reviewed work from their laboratory showing that circumferential AS can be preserved even when structural stiffness increases, largely through wall thickening. Excessive wall thickening reduces stress, but it attenuates reverse remodeling, suggesting ineffective mechanosensing. Despite the focus on intimal medial thickening, adventitial thickening can be dramatic and slow to reverse, particularly when inflammation is present. AS can cause hypertension. In terms of pathophysiology, Humphrey and colleagues have shown in the setting of intrinsic AS in mouse models that cells work to maintain a constant level of AS, but wall thickness is increased. Ultimately, blood pressure is increased, because there is a responsive increase in pulse wave velocity, earlier return of wave reflections in the cardiac cycle, and augmentation of pressures in the central region. In terms of mechanobiology, an insidious positive feedback loop has been shown, even in the presence of normal mechanoadaptations. An increase in arterial wall thickness occurs as compensation for an increase in blood pressure, which then increases structural stiffness, in models of induced hypertension. Inflammation appears to complicate this feedback loop, by maintaining the wall thickness. This suggests, says Humphrey, a dysfunctional mechanosensing and mechanoregulation of the ECM. In a mouse model in which the descending thoracic aorta (DTA) was excised, Humphrey and colleagues showed there is stored energy within tissue that is exposed to stress and strain, i.e., stretch and pressure on the vessels. Thus, they think the primary function of the aorta is to store elastic energy during systole that is used to augment flow during diastole. Mechanical homeostasis is sought at the subcellular level, in cytoskeletal filaments and fibroblast adhesions; at the cell, cell-cell, and cell-matrix level; and at the tissue and organ level, with altered geometry, structure, and properties and many pathophysiologic responses. Stretching smooth muscle cells or fibroblasts provides a mechanical stress that can affect many different pathways and ultimately lead to changes in matrix production and degradation and in cell phenotype, Including cell proliferation and contractility. Some of the affected pathways include changes in production of growth factors, stretch-activated channels, an increase in Angiotensin II production (showing it is also autocrine and paracrine in nature), and increased production of monocyte chemoattractant protein-1, which drives inflammation. Changes in contractile protein expression and integrins and their clustering also occurs, showing the cells are able to adapt their ability to sense and regulate the extracellular matrix. Angiotensin II has been shown to have a role in mechanotransduction pathways and in hypertension. Humphrey and colleagues infused Angiotensin II over a 1-month period into a mouse model and found that systolic, diastolic, and mean blood pressure reached a steady state within 2 weeks. In the DTA, at Day 28, nearly 80% of the wall had adventitial and medial thickening, compared with 20-25% at Day 0. They believe this thickening occurs because the media contains the elastin fibers which store the energy needed to recoil the vessel during systole, diastole, and normal flow. Also, because the adventitia becomes a protective sheath for the more fragile smooth muscle cells and elastin fibrin during the media stress caused by the increased blood pressure. Thus, most of the stress is borne by the adventitia, and this may explain the fibrotic response in adventitia, stated Humphrey. In this model, at about Days 14-21, the cells try to return to homeostasis. In another mouse model, Humphrey and colleagues found a precipitous loss of stored energy at 3-4 weeks and in circumferential stress, a maladaptive response, and that inflammation caused a “second hit” on top of hypertension that resulted in an added level of fibrosis, another maladaptive response [Bersi MR et al. Hypertension 2016]. In a select subgroup of animals, at 7 months after the Angiotensin II infusion was stopped there was a reduction in blood pressure, but circumferential stress and and wall thickness were not reversed. Therapeutically, Humphrey suggested a focus on arterial wall thickness, and raised the possibility of integrins as a target. To advance this field, the genetic basis of stiffness and early vascular aging must be better understood, along with elucidating the relations between elastic, muscular, and resistance arteries. Although challenging because of its complexity, the mechanisms of cellular mechanosensing and mechanoregulation of the extracellular matrix must be considered, along with the interactions between mechanobiology and inflammation, particularly within the adventitia and neotintima.	<urn:uuid:0d08560b-2183-4483-9041-8529a8ce5623>	{ "dump": "CC-MAIN-2019-43", "url": "https://www.eshonline.org/annual-meeting-posts/contribution-of-dysfunctional-mechanosensing-in-the-development-of-hypertension/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987833766.94/warc/CC-MAIN-20191023122219-20191023145719-00080.warc.gz", "language": "en", "language_score": 0.9403438568115234, "token_count": 1152, "score": 2.546875, "int_score": 3 }
Space scientists have debated the nature and origin of high energy ultra-luminous x-ray sources for years Space news (Oct. 28, 2014) – Space scientists have been looking at celestial objects called ultraluminous x-ray sources (ULXs) for years in search of answers to the mystery surrounding their nature and origin. Celestial bodies radiating enormous amounts of high-energy x-rays, astronomers have been studying three nearby ULXs changing thoughts and present theory on these energetic characters. Space scientists using the Chandra X-ray Observatory, Hubble Space Telescope, Swift Gamma-ray Burst Explorer and XMM-Newton Space Observatory have been studying two ULXs discovered in Andromeda galaxy (M31). The first is called CXOM31 and was discovered in 2009 using the Chandra X-ray Space Observatory. The second, XMMU, was discovered on Jan. 15, 2014 by the European Space Agency’s XMM-Newton spacecraft. Space scientists believe both ULXs they observe in Andromeda are binary star systems with a black hole rapidly accreting (consuming) material from its neighbor at a rate near the theoretical Eddington limit (the maximum accretion rate of a black hole). “There are four black hole binaries within our own galaxy that have been observed accreting at these extreme rates,” said Matthew Middleton, an astronomer at the Anton Pannekoek Astronomical Institute in Amsterdam. “Gas and dust in our own galaxy interfere with our ability to probe how matter flows into ULXs, so our best glimpse of these processes comes from sources located out of the plane of our galaxy, such as those in M31.” “As gas spirals toward a black hole, it becomes compressed and heated, eventually reaching temperatures where it emits X-rays. As the rate of matter ingested by the black hole increases, so does the X-ray brightness of the gas. At some point, the X-ray emission becomes so intense that it pushes back on the inflowing gas, theoretically capping any further increase in the black hole’s accretion rate. Astronomers refer to this as the Eddington limit, after Sir Arthur Eddington, the British astrophysicist who first recognized a similar cutoff to the maximum luminosity of a star.” “Black-hole binaries in our galaxy that show accretion at the Eddington limit also exhibit powerful radio-emitting jets that move near the speed of light,” Middleton said. “Although astronomers know little about the physical nature of these jets, detecting them at all would confirm that the ULX is accreting at the limit and identify it as a stellar mass black hole.” Space scientists operating NASA’s Nuclear Array (NuSTAR) have also found the brightest ULX on record near the center of galaxy Messier 82 (M82) 12 million light-years away. Called M82 X-2, they believe this particular object is actually a dead pulsating star called a pulsar, rather than a binary star system with a black hole accreting material from its neighbor. “Astronomers have found a pulsating, dead star beaming with the energy of about 10 million suns. This is the brightest pulsar – a dense stellar remnant left over from a supernova explosion – ever recorded. The discovery was made with NASA’s Nuclear Spectroscopic Telescope Array, or NuSTAR.” “You might think of this pulsar as the ‘Mighty Mouse’ of stellar remnants,” said Fiona Harrison, the NuSTAR principal investigator at the California Institute of Technology in Pasadena, California. “It has all the power of a black hole, but with much less mass.” This ULX being something other than a binary star system with an accreting black hole is surprising to astronomers. They’ll have to rethink present theories on the nature and origin of these mysterious celestial objects. “The pulsar appears to be eating the equivalent of a black hole diet,” said Harrison. “This result will help us understand how black holes gorge and grow so quickly, which is an important event in the formation of galaxies and structures in the universe.” “ULXs are generally thought to be black holes feeding off companion stars — a process called accretion. They also are suspected to be the long-sought-after “medium-sized” black holes – missing links between smaller, stellar-size black holes and the gargantuan ones that dominate the hearts of most galaxies. But research into the true nature of ULXs continues toward more definitive answers.” “We took it for granted that the powerful ULXs must be massive black holes,” said lead study author Matteo Bachetti, of the University of Toulouse in France. “When we first saw the pulsations in the data, we thought they must be from another source.” “Having a diverse array of telescopes in space means that they can help each other out,” said Paul Hertz, director of NASA’s astrophysics division in Washington. “When one telescope makes a discovery, others with complementary capabilities can be called in to investigate it at different wavelengths.” Space scientists will now use NASA’s complete array of astronomical equipment and spacecraft to look at how this dead star is able to radiate x-rays so intensely. Plans are for NuSTAR, the Swift Gamma-ray Burst Explorer, and Chandra X-ray Space Observatory to have a look at the weird behavior of M82 X-2. They’ll also start looking at other ULXs to see if they can find anymore that are pulsars, rather than a binary star system with an accreting black hole. This research could open a window of discovery on the true nature and origin of these energetic and enigmatic celestial objects. Visit here for more information about NuSTAR. Visit here to learn more about the Chandra X-ray Observatory. Look here for more information concerning the Swift Gamma-ray Burst Explorer. Visit here for more on the XMM-Newton Observatory. You can find more information on the Hubble Space Telescope here. You can find more information on all NASA missions here. Discover Einstein’s spacetime	<urn:uuid:d1eb23a6-3cc8-46cb-93c1-e50164baa55a>	{ "dump": "CC-MAIN-2020-29", "url": "https://spaceshipearth1.wordpress.com/category/ultra-luminous-x-ray-sources/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655889877.72/warc/CC-MAIN-20200705215728-20200706005728-00542.warc.gz", "language": "en", "language_score": 0.9247068762779236, "token_count": 1326, "score": 3.46875, "int_score": 3 }
Build-Your-Own Light opens the door for bright young minds to learn about the power and potential of clean energy. This STEM kit will teach you hands-on how to apply scientific concepts in real life, all while building your own customizable solar light. BYOL comes with three modular disks, a transparent cover, two USB cables, a whole bunch of LEDs and an activities booklet. To get started, just connect the solar panel and battery disks via the USB cables and the customizable LED light board will light up! Using a blend of exciting guided activities, science lessons and historical factoids, each chapter of the booklet focuses on a core concept that makes BYOL work. Exploring solar power, electricity, energy storage and artificial light, we follow along with the inventors and scientists as they make their discoveries, tracing how we got to now. For ages 7+! What’s in the box • Light board, battery, and solar panel disks • Top cover • 2 USB cables • 16 LED modules (red, green, blue, white) • Activity book • 75 lumens • 10 cool white + 6 RGB LEDs • Operating temp: 32ºF – 113ºF (0ºC – 45ºC) • 4 modes: low, medium, high, flashing • Battery level indicator • Lasts up to 24 hours on a single charge • Recharge via solar or quick-charge with USB (7 hours / 2-3 hours) • Rechargeable 1000 mAh Li-ion battery • Overcharge and over discharge protection • Overcurrent and short circuit protection • Diameter: 5 inches (12.7 cm) • Height: 5.6 inches (14.2 cm) $40.00 Regular Price	<urn:uuid:cf3469f2-7461-434b-9a9f-4c2ca1d190b7>	{ "dump": "CC-MAIN-2020-34", "url": "https://www.truffulaeco.com/product-page/solar-light-build-your-own-kit", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738960.69/warc/CC-MAIN-20200813043927-20200813073927-00116.warc.gz", "language": "en", "language_score": 0.8367147445678711, "token_count": 369, "score": 3.0625, "int_score": 3 }
Finest Native Trout Streams and Largest Mine Discharges The Shade Creek sub-basin of the Stonycreek River is a microcosm of all problems and opportunities offered by the waterways of Southwestern Pennsylvania. Shade Creek drains 98. 4 square miles, with many of its feeder streams beginning high on the Allegheny Ridge in Somerset County along the border with Bedford County. But while its northern tributary, Clear Shade Creek, offers some of the finest native, reproducing trout streams in the region, its southern tributary, Dark Shade Creek, has the two largest abandoned-mine discharges and some of the worst water quality in the entire Stonycreek watershed. Consider the resources: - Canoeists and kayakers run the lower reaches of Clear Shade and, despite the pollution, run Dark Shade and Shade Creeks in the spring and other periods of high run-off. The last 2 miles of Dark Shade are very steep, dangerous course, which, in the region, is considered second only to Paint Creek in difficulty. In canoeists' lingo, this section has Class 4 and 5 rapids, and Class 5 is the highest, most dangerous classification. The last 3 miles of Clear Shade from Windber Reservoir to its mouth near Route 160 is another very challenging course of Class 4 whitewater, and the mainstem Shade Creek offers an 11-mile solid Class 3 run. - Clear Shade Creek is one of the region's best trout fisheries and the only stream in the StonyCreek-Conemaugh Basin that has a Fly Fishing Only section. One of its tributaries, Piney Run, is classified by the Pennsylvania Fish & Boat Commission as a Wild Trout Stream because it flows through isolated private forest land. And both Piney Run and Cub Run contain native, Dark Shade, supports stocked trout and another, Beaverdam Run, has reproducing trout. But Dark Shade Creek, impacted by a century of pre-regulatory mining, is among the most acidic streams of comparable size in the Conemaugh River Basin, the Army Corps of Engineers found in a Basin Study. Dark Shade's impact is obvious far down stream. Shade Creek entering the Stonycreek River near Seanor can be as acidic as vinegar, and Shade and Dark Shade are nearly devoid of aquatic invertebrates, such as insects. That sterile, polluted environment is especially tragic when juxtaposed against Clear Shade Creek and its tributaries. Clear Shade begins in Gallitzin State Forest in the extreme northeast corner of Somerset County, high on Allegheny Ridge, which is the highest ridge formation in Pennsylvania. This ridge is a unique, geological boundary, also called the Allegheny Front, which marks the dividing line between the Appalachian Plateau Province to the west and the Ridge and Valley Providence, which stretches eastward to Central Pennsylvania. Temperatures are cooler on the ridge and the growing season is two to four weeks shorter than areas of Bedford County just three or four miles to the east. The weather is unpredictable and often severe, especially in the winter. Clear Shade flows through Ogletown, passes under Route 56, and re-enters the State Forest in an area designated Clear Shade Wild Area. The State Forest features several trails, which are also popular among cross-county skiers. The John P. Saylor Memorial Trail has s 12-mile northern loop and 6-mile southern loop that encompasses the Wild Area. The loops are joined by an 80-foot swinging footbridge over Clear Shade Creek. The Bog Path circles a bog-like wetland that formed after Babcock Lumber Co. clear-cut the area at the turn of the century and the site became saturated because old logging railroad beds cut off the natural drainage. Another trail, Boulder Trail, leads to Wolf Rock's, which jut out 20 and 30 feet high. And from Clear Shade Road, Fishermen's Path is a 1/4-mile trail providing access to Clear Shade Creek in the Wild Area. Clear Shade Creek is stocked by the Fish Commission and Windber Sportsmen's Club. It is widely acclaimed as one of the region's best trout fisheries, and a mile upstream of Windber Reservoir is designated for fly-fishing only. Soon after leaving the State Forest, Clear Shade is joined by Cub Run and just below Windber Reservoir by Piney Run. The Fish Commission describes Cub Run as "a totally remote tributary" in a heavy beech oak forest covered by a rhododendron canopy. The Commission says of Cub Run, "The invertebrates were extremely diverse and very numerous. Fishes included brown trout, brook trout and sculpin. Brown trout and brook trout are both reproducing." The Commission describes Piney Run virtually the same way. Naturally reproducing trout here are characterized by slow growth and a low percentage of legal fish (less than 10% are over 7 inches long). But trout observed in the Fish Commission survey ranged up to 14 inches in length - a nice size for a small, headwater stream. \|Historic Swamp and Mines The earliest, most celebrated settlement on Shade Creek was at a wetland near Cairnbrook known as Edmund's Swamp. A trading post built there by Edmund Cartlidge in 1745 was the first area landmark noted on maps. In 1758, Colonel Bouquet's forces built a fort in Edmund's Swamp in advance of General Forbes' expedition to attack Fort Duquesne during the French and Indian War. The Fort was a stopping point for civilian and military travelers, and a few hunters and farmers settled the area. Industrialization came in 1800, when a sawmill was built on Little Shade Creek. In 1807, an iron furnace built on Shade Creek was the first in Somerset County and reputedly the first west of Allegheny Ridge. The success of Shade Furnace led to the construction of Shade Forge in 1820 and Rockingham Furnace in 1841. Wolf hunter William Oldham built a water-powered grist mill on Shade tributary Piney Run in 1833. Others were erected on Miller Run in 1822 and Dark Shade Creek in 1814 and 1840. Fireclay was mined as early as 1909 and clay was strip-mined near Central City to the min-50s. Sandstone quarries and natural gas wells extracted minerals. But the wealthiest mineral in the Shade Creek watershed was coal. From when the first coal mine opened in 1820 on Little Shade Creek to the 1980s, coal mining was the largest industry. Area geology formed widespread outcroppings of coal, allowing many farmers to operate small mines during the winter to supplement their incomes by selling the fuel for home heating. In contrast to the one-man operations, Loyalhanna Coal and Coke Co. opened coal mines near Cairnbrook in 1912 and 1919. Reitz Coal Co. opened several in the Central City area in 1916. In 1943, strip mining came to the watershed with the opening of a mine on Laurel Run north of Central City. Most of the Clear Shade Creek Drainage area was spared the ravages of mining because of the Windber Water Authority's reservoir, built in 907 two miles upstream from Clear Shade's confluence with Shade Creek. The problem for these streams is not the mine drainage that destroys many area waterways, but acid precipitation. Pennsylvania's rain and snow is many times more acidic than neutral water. Underlying rocks on Allegheny Front are primarily conglomerate, sandstone and shale, which produce no alkalinity to buffer or neutralize acid precipitation. Because the ridge is so high, it gets more precipitation than the surrounding areas, both in summer and winter. The streams tend to be slightly acidic in the best of times (pH about 6.3) and, during spring snowmelt can be as acidic as orange juice (pH of 4.5). These acidic conditions limit the invertebrates such as insects that live in the water, and since fish eat invertebrates, acidity impacts the growth of fish. Trout also are a highly sensitive fish species, and the Fish Commission says these streams "should be considered fragile." While the upper part of Piney Run is classified as an Exceptional Value Cold Water Fishery, the Fish Commission has recommended that the entire length of Cub Run and Piney Run be upgraded to Exceptional Value, which affords higher protection. To improve and protect these exceptional streams, the state Bureau of Forestry re-graded their roads with limestone, which slowly dissolves and adds some alkalinity to run-off. Also, Mountain Laurel Chapter of Trout Unlimited, working with the Bureau and Fish Commission, plans to place 50 tons of Limestone sand along the banks of a small feeder stream bottom, which won't look natural but should give the stream some capacity to buffer the acid precipitation. Solving the problems on Dark Shade Creek will be far, far more difficult. Studies initiated through the efforts of the Stonycreek-Conemaugh River Improvement Project (SCRIP) identified and analyzed all abandoned-mine discharges in the 466-square mile Stonycreek River Basin. The two largest flows from old mines are both in the Dark Shade sub-basin. One discharge near Central City gushes 2,250 gallons per minute of water that's more acidic than vinegar (pH 3.3), making it arguably the worst discharge in the entire Stonycreek Basin. Another runs at 1,780 gallons per minute of water that's not as acidic but does have high iron concentrations. The impact of these and many other abandoned mine discharges essentially destroys aquatic life in both Dark Shade and its receiving stream, Shade Creek. Dark Shade Creek at Reitz had the second-highest concentration of iron of 38 Stonycreek basin sampling stations in the Army Corps study - 23150 micrograms in each liter of water. At its mouth, where Shade Creek enters the Stonycreek near Seanor, iron concentrations are substantially lower, in part because iron drops out on the streambed. But the process by which by which iron drops out of solutions creates more acid, so Stonycreek River with 18,000 gallons per minute of water that at times is as acidic as vinegar. Dark Shade could be the next target for a major remediation effort by SCRIP. Such an endeavor would potentially restore several miles of Dark Shade Creek and 11 miles of Shade Creek, which would enhance the canoeing and, if fully successful, create new fishing opportunities. Perhaps even more dramatic is the impact such a project could have on the mainstream of the Stonycreek River. SCRIP is working with the U.S. Soil Conservation Service, Pa Department of Environmental Resources and other partners on a major project to clean up six mine discharges on Oven Run, which enters the Stonycreek River about 7 miles upstream of Shade Creek. A similar effort on Shade Creek might enable the establishment of a bass fishery on the Stonycreek into the city of Johnstown.	<urn:uuid:83de838d-7bb0-4f4b-b470-97bb1b1a5823>	{ "dump": "CC-MAIN-2018-34", "url": "http://mltu.org/shadecreek.shtml", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221217909.77/warc/CC-MAIN-20180821014427-20180821034427-00663.warc.gz", "language": "en", "language_score": 0.9508904218673706, "token_count": 2274, "score": 2.71875, "int_score": 3 }
If you're a hothead, more than your relationships are at stake. People who are prone to angry outbursts and fits of rage have a significantly greater risk of developing heart disease than their calmer counterparts. Over the past decade, scientists have built a strong case for the link between anger and heart disease. In a six-year study of nearly 13,000 healthy middle-age adults, University of North Carolina researchers found that men and women who were highly anger-prone were much more likely to develop coronary artery disease or experience heart attacks than those who were slow to anger. Compared to subjects with the lowest levels of anger, the angriest folks in the study had roughly double the risk of coronary heart disease and nearly three times the risk of suffering a heart attack. The association between anger and cardiovascular disease held true even after the researchers adjusted for other major risk factors, including high blood pressure, elevated cholesterol levels, obesity and cigarette smoking. When it comes to heart health, anger may be just as dangerous for younger adults as it is for middle-age individuals. In a study of men and women ages 18 to 35, researchers at the Kaiser Permanente Medical Care Program reported that subjects who scored high on tests measuring anger and hostility were 2.5 times more likely to develop signs of heart disease than those with average or below-average scores. Doctors and scientists have long suspected that having a short fuse can endanger heart health and reduce life expectancy. Anger is associated with habits that increase the likelihood of developing heart disease, including smoking, low levels of physical activity and excessive use of alcohol. Recent research shows that anger also produces direct biological effects on the heart and arteries by triggering the release of adrenaline, cortisol and other stress hormones associated with the body's "fight or flight" response. High levels of stress hormones contribute to cardiovascular disease in several ways. Not only do they constrict blood vessels and boost blood pressure, they also enhance the clotting potential of the blood, increasing the likelihood that blockages will form in the heart's arteries. In addition to triggering the release of stress hormones, anger and other negative emotions can lead to increases in C-reactive protein (CRP), a substance linked to hardening of the arteries and a greater risk of heart disease. In a study of 127 healthy adults, Duke University scientists found that men and women who were more prone to anger, hostility and depression had CRP levels that were two to three times higher than those of their calmer, more contented counterparts. There's little doubt that venting your anger in the form of explosive outbursts and temper tantrums can be bad for your health, but completely holding it in can be just as deadly, especially for women. The results of a study published in the Journal of the American Medical Association showed that women who regularly suppressed their anger had death rates that were roughly twice as high as those who expressed their displeasure more openly. While negative emotions can be hazardous to your health, positive emotions appear to have the opposite effect. Experiencing happiness and engaging in laugher have been found to benefit the cardiovascular system in a number of ways. Happiness is associated with lower levels of stress hormones known to contribute to cardiovascular disease. In a three-year study of 216 men and women, scientists at the University College of London found that blood levels of cortisol were 32 percent lower in happier individuals than in those who harbored more negative emotions. Researchers at the University of Maryland Medical Center found that patients diagnosed with heart disease were 40 percent less likely to laugh in a variety of humorous situations compared to folks of the same age who were free of cardiovascular disease. Unlike their healthier, happier counterparts, the subjects with ailing hearts rarely used laughter as a means of dealing with negative emotions, and sometimes they failed to recognize humor altogether. Anger is a natural part of life, but expressing anger in positive, appropriate ways doesn't always come naturally. If tactics like counting to 10, talking things out or walking away from a potentially volatile situation don't seem to be working, getting professional counseling or participating in anger management classes can help. Developing an effective strategy to deal with anger will undoubtedly improve the quality of your relationships. Even better, it might just save your life. Rallie McAllister is a board-certified family physician, speaker and the author of several books, including "Healthy Lunchbox: The Working Mom's Guide to Keeping You and Your Kids Trim." Copyright 2009 Creators Syndicate Inc.	<urn:uuid:66a05ea3-39af-4c7f-93ed-23a5f6698d7f>	{ "dump": "CC-MAIN-2016-18", "url": "http://www.bendweekly.com/news/15927.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860122501.61/warc/CC-MAIN-20160428161522-00163-ip-10-239-7-51.ec2.internal.warc.gz", "language": "en", "language_score": 0.9644001126289368, "token_count": 919, "score": 2.859375, "int_score": 3 }
How solarpunk ideals can inspire the robots of tomorrow Image credit: Denisgo/Dreamstime Focusing on human-centric design principles could help fulfil visions of a future in which machines work hand-in-hand with humans to improve everyone’s quality of life. 'Solarpunk' is an art movement depicting a sustainable future where technology meets nature, the world is at peace and humans collaborate with robots to build a better quality of life. All of these ideals sound very Utopian, but with the fast-paced advancement of technology - and society’s urge to become greener - the future could easily resemble solarpunk if the correct steps are taken. If robots are envisioned as the turning point to reach this optimistic future, industry is currently heading in the right direction. We have seen robots take the place of pets, nurses, factory and retail workers - including ones that make good conversation. The latter, however, still creates hesitancy among people due to fear of the singularity, a hypothetical point at which technological growth becomes uncontrollable, with irreversible consequences for human civilisation. This feeling of distress is exactly the opposite of what solarpunk wants to achieve. According to the movement, robots should make human life more manageable and relieve them of burdensome tasks, not take over and eradicate all of humanity as many see it, thanks to Hollywood. What features should a robot have, if it’s going to live in harmony with humans and help society? The answer lies in having human-centric approaches. Robots interacting daily with people should favour functionality and respect for shared spaces. In some cases, the less space they use, the better. For example, in the case of robotic delivery fleets in college campuses and cities, robots are mindful of where pedestrians are. Their small shape and spacial awareness mean they don’t disrupt people or harm their mobility and they always yield the right of way. From a visual perspective, eye contact is known to develop trust, mutual respect and deeper attachments, so implementing it enhances bonding with humans. Nevertheless, crossing the line of looking too human produces the opposite effect. Often called the ‘uncanny valley’, robots that closely resemble people create negative responses. A friendly robot should be designed with enough human traits to create emotional connections, whilst staying wary of it not looking too realistic. Lastly, a robot’s colouring can help it blend or stand out according to its environment. For example, using robots in earthy tones at secluded retreats integrates them into their surroundings to avoid distractions. On the other hand, a robotic forklift might use a bright colour to stand out from the warehouse’s palette so no one gets in its way while at work. Besides the robot’s primary functions, secondary features should also strive to serve society. Circling back to robotic delivery fleets, while they roam around cities scanning walkways and possible paths to reach their destinations, they can also map out and report inaccessible areas or infrastructure damage. Government entities with access to this information can help improve cities in practical and cost-effective ways. Additionally, many robots are designed to be powered by electricity instead of fossil fuels. They are helping meet zero carbon-emission goals and opening the gates to a more sustainable future. Since some of them replace transportation solutions that use diesel fuel, their increased usage will mean fewer vehicles depending on fossil fuels. Robots’ dual capabilities must not be overlooked, but instead be emphasised to enhance people's lives. For this reason, bridging the gap between robots and humans has to be reiterated. Robots could allow humans to spend more time enjoying hobbies; nurturing curiosities; spending time with loved ones, or working on improving mental and physical health. The robotics industry should align its purpose with the solarpunk ideals to build robots that supply everyday needs, relieving people of straining and taxing tasks. The International Federation of Robotic Report predicts around 55 million units of household robots will be sold by the end of 2022. The idea is for more of them to be welcomed around every environment that humans inhabit. Some people might cringe at this prospect, which is why robotics companies should aim at turning these frowns upside down. Their ability to improve sustainable practices, increase efficiency and reduce costs are the same elements that humans are presently seeking. Educating people about the role robots can play in their well-being is a responsibility that the robotics industry should prioritise, including sensitising society to accept them as active parts of it. The solarpunk vision encourages technology to blend in with nature and human environments. With robots front and centre of this proposal, they should serve practical purposes on large and individual scales and create bonds with humans, making a more sustainable and enjoyable life possible with them. Felipe Chavez is CEO and founder of Kiwibot. Sign up to the E&T News e-mail to get great stories like this delivered to your inbox every day.	<urn:uuid:fbe38134-baf4-4f0b-8255-2eae6ea33696>	{ "dump": "CC-MAIN-2022-49", "url": "https://eandt.theiet.org/content/articles/2022/10/how-solarpunk-ideals-can-inspire-the-robots-of-tomorrow/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710237.57/warc/CC-MAIN-20221127105736-20221127135736-00233.warc.gz", "language": "en", "language_score": 0.9380107522010803, "token_count": 1020, "score": 2.859375, "int_score": 3 }
A in circle was accepted as a symbol of 3rd USA Army. Now this symbol is used as sign by many people, who consider themselves as an anarchist and sympathize with anarchist ideas. A writer, philosopher and producer of BBC company Peter Marshall said, that this symbol has an idea (developed by Peter Kropotkin and other anarchic theorists) about "Anarchy is Order" ("Anarchie ist Ordnung" and so on). You see, it's like, A in letter O, which are first letter of those words Anarchy and Order. Representation in codesEdit The symbol of capital "A in circle" in Unicode is represented as U+24B6 or e2 92 b6 in hexadecimal code. Decimal representation of the symbol in XML - Ⓐ The symbol of small "a in circle" in Unicode is represented as U+24D0 or e2 93 90 in hexadecimal code. Deciaml representation of the symbol in XNL - ⓐ	<urn:uuid:c7dfc500-629c-497d-bb83-711a4506eb69>	{ "dump": "CC-MAIN-2017-34", "url": "http://everything.wikia.com/wiki/A_in_circle", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886117874.26/warc/CC-MAIN-20170823055231-20170823075231-00034.warc.gz", "language": "en", "language_score": 0.9303537607192993, "token_count": 213, "score": 2.765625, "int_score": 3 }
There is a group of evolutionarily ancient ferns referred to as “Grape Ferns.” Although they are true ferns, they are only distantly related to the ferns growing today. They derive their common name from the resemblance of their (spore-producing) sporangia to a bunch of tiny grapes. Grape Ferns have two blades. One is sterile and does the photosynthesizing; the other is fertile and bears the grape-like sporangia. Different species of Grape Fern mature at different times during the summer. Leathery Grape Fern (B. multifidum; Sceptridium multifidum) is the largest of the Grape Ferns. Its triangular, sterile blade is very leathery and fleshy. If the fern is growing in full sun, the stalk of the sterile blade is usually quite short, and the branching, fertile blade rises above it. The spores on the fertile blade mature in late summer or early fall.	<urn:uuid:870beb79-d0ec-4b2b-9475-1699ad9ae495>	{ "dump": "CC-MAIN-2021-31", "url": "https://naturallycuriouswithmaryholland.wordpress.com/category/leathery-grape-fern/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153854.42/warc/CC-MAIN-20210729074313-20210729104313-00662.warc.gz", "language": "en", "language_score": 0.9407815933227539, "token_count": 203, "score": 3.421875, "int_score": 3 }
The First Things First Manifesto Written in 1963 and published in 1964 by Ken Garland along with 20 other designers, photographers and students, the manifesto was a reaction to the staunch society of 1960s Britain and called for a return to a humanist aspect of design. It lashed out against the fast-paced and often trivial productions of mainstream advertising, calling them trivial and time-consuming. It's solution was to focus efforts of design on education and public service tasks that promoted the betterment of society. The influence of the manifesto was quick to reach a wide audience and was picked up by The Guardian, which led to a TV appearance by Garland on a BBC news program and its subsequent publication in a variety of journals, magazines and newspapers. It was revisited and republished by a group of new authors in the year 2000 and labeled as the First Things First Manifesto 2000. Ken Garland's challenge to designers shifted the way that the design community approached many aspects of their profession.	<urn:uuid:ed0062b3-8b75-476d-8420-e2eb7637c3e5>	{ "dump": "CC-MAIN-2014-23", "url": "http://www.designishistory.com/1960/first-things-first/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997876165.43/warc/CC-MAIN-20140722025756-00193-ip-10-33-131-23.ec2.internal.warc.gz", "language": "en", "language_score": 0.9797586798667908, "token_count": 197, "score": 2.546875, "int_score": 3 }
The Finnish Retirement and Aging study FIREA of the University of Turku used accelerometers to study how the 24-hour movement behaviors (i.e., sleep, sedentary behavior, light physical activity and moderate-to-vigorous physical activity) change in relation to each other when a person retires. The results show an increase in the amount of sleep, which contributed to decreased amount of physical activity. The 24-hour activity behaviors can be divided into different sections, such as sleeping, sedentary time, light physical activity and moderate-to-vigorous physical activity. Increasing the time spent on one section will inevitably lead to a decrease in at least one other section, as there is a limited number of hours in a day. The study conducted at the University of Turku, Finland, used sensitive accelerometers and Compositional Data Analysis as the statistical method to study the simultaneous changes in these daily behaviors. When studying people who retired from manual work or the service industry, the amount of sleep and sedentary behavior increased in relation to physical activity. This change was stronger in women than in men. As for people who had retired from non-manual work, the proportion of sleep increased in relation to physical activity and sedentary time. Moderate-to-vigorous physical activity decreased more than light physical activity. “The decrease in the amount of physical activity is probably explained by the absence of activity related to work duties and commute to and from work when a person retires. These are replaced to some extent by sleep and, in the case manual workers, also sedentary time,” says primary author of the research article, Postdoctoral Researcher Kristin Suorsa. More moderate-to-vigorous activity to retirement days Previous research shows that replacing moderate-to-vigorous physical activity with any other movement behavior predisposes people to cardiovascular diseases and type 2 diabetes. “Based on our research, people who are retiring should aim to increase the amount of physical activity, particularly moderate-to-vigorous activity. At the same time, long periods of sedentary time should be avoided and sitting should be divided into shorter periods with frequent walking breaks,” says Suorsa. The FIREA study has compiled tips for more active retirements days on a video: The Finnish Retirement and Aging study (FIREA) was commenced at the University of Turku in 2013, and its main goal is to investigate the changes in living habits, health and functional capacity as well as the factors affecting them in the age of retirement. The study is led by Professor of Public Health and Epidemiology Sari Stenholm. The results are based on a population of 551 people working in the municipal sector who used a wrist-worn accelerometer around the clock for a week at the same time of the year before and after they retired. The accelerometer measures acceleration and allows the researchers to measure daily sleep, sedentary time, and physical activity. Source: Read Full Article	<urn:uuid:75dc06dc-25d8-4f3b-a95d-ece5fee4249e>	{ "dump": "CC-MAIN-2023-14", "url": "https://mypharmacynews.com/health-news/retiring-increases-amount-of-sleep-and-decreases-physical-activity/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950383.8/warc/CC-MAIN-20230402043600-20230402073600-00251.warc.gz", "language": "en", "language_score": 0.9372462630271912, "token_count": 642, "score": 2.703125, "int_score": 3 }
Most patients are used to hearing questions about their flossing habits from the dentist. “How often do you floss?” “Do you floss between every tooth?” “Do you experience discomfort or bleeding during flossing?” Almost universally, our Greenbelt dental patients dread these questions. In a recent video, Dr. Jay McCarl takes the time to answer some of the most common flossing questions patients ask him. Watch this informative video from McCarl Dental Group, or keep reading to find out more. Do I HAVE to Floss? The short answer is yes, you do. Flossing really is important. Between the teeth, food particles and bacteria are out of reach from your toothbrush. Without flossing, these particles remain stuck between teeth and form the acidic biofilm we commonly refer to as plaque. This leads to tooth decay and gum disease. Flossing removes detrimental plaque between teeth before it can harm oral health. Okay, but do I HAVE to Floss Every Day? Again, yes, you really should. Studies show that plaque can form crystals and harden to teeth creating tartar in as little as 12 hours. Tartar cannot be removed without professional cleaning, and is extremely damaging to teeth and gums. Flossing at least once a day prevents plaque from hardening. Additionally, unlike brushing, flossing doesn’t offer the instant gratification of teeth feeling better, but over time, consistent flossing does make teeth look and feel healthier. What Kind of Floss Should I Use? There’s no right answer to this question. Choosing a floss type is a matter of personal preference. First, we recommend patients look for floss that has the American Dental Association seal of approval. These flosses are sure to be made from safe, effective materials. Then, consider the space between teeth. Patients who have teeth that are close together may prefer waxed floss that makes it easier to move between teeth. Those who have wider gaps should look for a thicker, more fibrous floss (sometimes called super floss) to ensure they adequately clean between teeth. Flossers are a great option for younger patients, those with arthritis, or anyone who struggles with the dexterity to use traditional floss. How do I Floss Correctly? When it comes to flossing technique you only need to remember three things. 1) Floss on both sides of every tooth curving the floss around the tooth in a “C” shape. 2) Make sure your floss reaches all the way down between teeth and gums. 3) Be gentle. Gum tissue is soft. Floss carefully to prevent soft tissue damage and irritation. Schedule Your Dental Checkup in Greenbelt with McCarl Dental Group Start your flossing routine today. McCarl Dental Group promises you won’t regret it. When it’s time for your next dental checkup, call our Greenbelt dental practice to schedule your appointment. We can’t wait to tell you how great your gums are looking!	<urn:uuid:af8ac222-8e2d-48df-b97a-3751fe778c86>	{ "dump": "CC-MAIN-2018-22", "url": "https://www.mccarldental.com/blog/dentist-in-greenbelt/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794864405.39/warc/CC-MAIN-20180521142238-20180521162238-00231.warc.gz", "language": "en", "language_score": 0.93925940990448, "token_count": 651, "score": 2.515625, "int_score": 3 }
Treasury Secretary Credited for Greenbacks He Spurned\| August 12, 2013 Civil War Treasury Secretary Salmon P. Chase’s image appears on the first $1 notes, the so-called Second Issue Series 1862 greenbacks with plate date of Aug. 1, 1862. These notes were authorized by the Second Legal Tender Act of July 11, 1862, which provided for an additional $150 million in greenbacks, and altered the legal tender provision of this class of notes. Notes were no longer exchangeable for U.S. bonds, but were “receivable in payment of all loans made to the United States.” The new legislation also provided for small denomination notes because of the scarcity of small bills in the marketplace. As can be seen on the note’s face $1, $2, and $3 bills were anticipated. The counter at the center of the bill would highlight the note’s denomination. However, only $1 and $2 notes were issued. Legal Tender Notes were part of the federal government’s arsenal of financial tools used to finance the Civil War. These paper notes were fiat promises to pay, creations of the Washington, D.C. legislators and printing presses of American Bank Note Co. and National Bank Note Co. National Bank Note Co. prepared the plates for the $1 bill, both face and back, but printing was shared between the two firms. This is usually explained as providing a security for the notes’ issue, but was really just a way of rushing more notes into circulation in a given amount of time. According to author Gene Hessler, the Chase portrait was engraved by Joseph P. Ourdan based on a painting by Henry Ulke. The Friedberg reference lists nine varieties depending the company imprints, presence and location of the ABNCo monogram, absence or presence of the green tint protector patent date, and series details. Other catalogs enumerate the varieties slightly differently. All varieties bear the printed facsimile signatures of Treasurer Francis E. Spinner and Register Lucius E. Chittenden. All have a red Treasury seal. Notes were issued in series of 100,000 notes, with Series 1-284 known. Chambliss thus estimates total issue of approximately 23,351,000 notes. It’s somewhat ironic that Chase should appear on the greenback, since this former bank attorney had grave reservations regarding their issue when Congress was debating the legislation authorizing them. Chase expressed his ambivalence on the pending bill to Thaddeus Stevens, chairman of the House Ways and Means Committee, and his abhorrence to making paper notes a legal tender. “I now feel a great aversion to making anything but coin a legal tender in payment of debts,” he wrote. “It has been my anxious wish to avoid the necessity of such legislation. It is, however, at present impossible, in consequence of the large expenditures entailed by the war, and the suspension of the banks, to procure sufficient coin for disbursements; and it has, therefore, become indispensably necessary that we should resort to the issue of United States notes. “The making of them a legal tender might, however, still be avoided if the willingness manifested by the people generally, by railroad companies, and by many of the banking institutions, to receive and pay them as money in all transactions were absolutely or practically universal…” But this common consent could not be achieved, Chase felt, making this undesirable legislation imperative. Chase left Lincoln’s cabinet at the end of the fiscal year June 30, 1864, and was appointed Chief Justice of the U.S. by Lincoln several months later after his reelection. The president was relieved to have the thorn removed from his side, and cognizant that he would need Chase on the Supreme Court to ratify the government’s more dicey measures ventured by the chief executive under the cloak of “military necessity.” Lincoln desired Chase’s acquiescence. Sure enough the question of the legality of the legal tender legislation came up before the court. On Feb. 7, 1870, the Supreme Court with Chase writing the majority opinion ruled 4-3 in Hepburn v. Griswold that the legal tender acts were unconstitutional. A year later though, after Grant and the Senate had packed the court, the Supremes reversed themselves on May 1, 1871, upholding the acts 5-4, although Chase once again voted against them as part of the minority opinion. More Coin Collecting Resources: • Get exclusive collectors’ value packs at special discounts for investing in collectible coins, world coin collectors and North American coin collectors • Get the 2012 Coin of the Year – limited quantities remain! • Get them instantly! Buy digital editions of past issues of World Coin News, Coins Magazine and Coin Market eXpress! Add to: del.icio.us digg With this article: Email to friend Print Something to add? Notice an error? Comment on this article.	<urn:uuid:d5868b85-99ff-4ac2-b496-b52772c25353>	{ "dump": "CC-MAIN-2014-35", "url": "http://numismaster.com/ta/numis/Article.jsp?ad=article&ArticleId=27126", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500829754.11/warc/CC-MAIN-20140820021349-00270-ip-10-180-136-8.ec2.internal.warc.gz", "language": "en", "language_score": 0.9650467038154602, "token_count": 1044, "score": 2.53125, "int_score": 3 }
We've finally gotten confirmation of what caused as many as 100,000 people to die in London centuries ago. Thanks to DNA testing, for the first time, scientists have found evidence of the bacteria from London's Great Plague. Museum of London Archaeology researchers working at a mass burial site found the bacteria Yersinia pestis in the teeth of five out of the 20 skeletons sampled. "Ancient DNA is very vulnerable to contamination and suffers from full preservation. ... The teeth are like sealed capsules that preserve this information better than other parts of the skeleton," said Michael Henderson, senior human osteologist at the Museum of London Archaeology. Yersinia pestis has a looming reputation. Previous testing showed it was the bacteria behind the Black Death, which hit Europe in the 14th century and killed about 40 percent of the region's population. Nearly a fourth of London's population died in the plague of 1665. But don't worry, the bacteria would have died just days after the people did, so researchers won't be unleashing any new plagues by digging up the site. Other than piecing together history, it's good to know more about diseases like the plague to understand how it spreads, evolves and is similar to today's diseases. There's more to be done, however. Researchers also plan on doing isotopic analysis, which will help them understand where these individuals came from, what their diets were like and other possible diseases they may have contracted during their lives. Other findings also have been discovered at the site, and all findings will be published in a book set to be released next year.	<urn:uuid:4d2aead3-fe63-464a-84c4-51410184b785>	{ "dump": "CC-MAIN-2017-17", "url": "http://www.newsy.com/videos/researchers-discover-plague-bacteria-in-centuries-old-skulls/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120349.46/warc/CC-MAIN-20170423031200-00394-ip-10-145-167-34.ec2.internal.warc.gz", "language": "en", "language_score": 0.971754789352417, "token_count": 330, "score": 3.671875, "int_score": 4 }
Australia’s hottest year on record in 2013, along with the accompanying droughts, heat waves and record-breaking seasons, was impossible without the influence of human-caused global warming, scientists say. Research from the ARC Centre of Excellence for Climate System Science, published in five different papers in a special edition of the Bulletin of the American Meteorological Society, has highlighted the powerful influence of global warming on Australia’s climate. “We often talk about the fingerprint of human-caused climate change when we look at extreme weather patterns,” says Professor David Karoly of the University of Melbourne. “If we were climate detectives then Australiaâ€™s hottest year on record in 2013 wasn’t just a smudged fingerprint at the scene of the crime, it was a clear and unequivocal handprint showing the impact of human caused global warming.” In 2013, Australia had its hottest day, hottest month, hottest summer, hottest spring and then rounded it off with the hottest year on record. According to the research, the impact of climate change significantly increased the chances of record heat events in 2013. Looking back over the records, the researchers found global warming over Australia: - doubled the chance of the most intense heat waves - tripled the likelihood of heatwave events - made extreme summer temperature across Australia five times more likely - increased the chance of hot dry drought-like conditions seven times - made hot spring temperatures across Australia 30 times more likely. Australian National University researcher Dr Sophie Lewis says human-caused climate change is no longer a prime suspect, it is the guilty party. “Too often we talk about climate change impacts as if they are far in the future,” she says. “This research shows they are here, now.” The extreme year of 2013 is just the latest peak in a trend which has seen increasing bushfire days, the record-breaking warming of oceans around Australia, the movement of tropical species into temperate zones and the shifting of rain bearing storm tracks further south and away from some of the most important agricultural zones. Dr Sarah Perkins, of the University of New South Wales, says the most striking aspect of the extreme heat of 2013 is that this is only at the very beginning of the time when we are expected to experience the first impact of human-caused climate change. “If we continue to put carbon into our atmosphere at the currently accelerating rate, years like 2013 will quickly be considered normal and the impacts of future extremes will be well beyond anything modern society has experienced,” she says. NOW WATCH: Briefing videos Business Insider Emails & Alerts Site highlights each day to your inbox.	<urn:uuid:9544c6fa-8993-4f3f-9598-e4d9f133bdcb>	{ "dump": "CC-MAIN-2018-09", "url": "https://www.businessinsider.com.au/climate-detectives-track-down-the-culprit-of-the-recent-stinking-hot-weather-in-australia-2014-9", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891807660.32/warc/CC-MAIN-20180217185905-20180217205905-00748.warc.gz", "language": "en", "language_score": 0.9238077998161316, "token_count": 561, "score": 3.609375, "int_score": 4 }
Re: Finding brood? or other queen check methods (long) Royal jelly is whitish in color. And generally in the center of the cell, after the egg has hatched, you can see a tiny worm-like larvae. Sometimes when you can't see the eggs, because of light, age of your eyes, or whatever, you can see larvae that is several days old. That also tells you that you have a laying queen. Also, honey cells will be around the outside of the frame, brood generally in the center and toward the bottom. Imagine if you will a huge D laying on it's straight edge, in a frame. The arc of the D is pointed to the top of the frame, and the D is your brood nest. Outside the D to the edges of the frame is where honey and pollen is stored. The brood is kept in the middle, and toward the bottom of the frame generally speaking. When a queen really gets going and the colony is going gang-busters, in the center frames of a colony the brood will be side to side and top to bottom in the frame, and honey will be stored in other frames. "If all you have is a hammer, the whole world is a nail." - A.H. Maslow	<urn:uuid:5bd747ab-63d1-4e5a-bcd8-74cf1a4417e2>	{ "dump": "CC-MAIN-2016-22", "url": "http://www.beesource.com/forums/showthread.php?259690-Finding-brood-or-other-queen-check-methods-(long)&p=701819", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049273643.15/warc/CC-MAIN-20160524002113-00161-ip-10-185-217-139.ec2.internal.warc.gz", "language": "en", "language_score": 0.9416548609733582, "token_count": 259, "score": 2.75, "int_score": 3 }
Back To CourseEnglish 101: English Literature 11 chapters \| 110 lessons In Jane Austen's novel, 'Emma,' we are introduced to a wealthy young woman who prides herself in being a matchmaker. Although Emma has some success, she doesn't always choose wise matches for her friends, but she unexpectedly finds the love of her life along the way. The setting of Emma is a country estate called Hartfield, located sixteen miles from London in the small town of Highbury. Hartfield is a large home, with only two occupants - 21-year-old Emma and her elderly father. When the novel opens, Emma has recently experienced the loss of her beloved governess, Miss Taylor, who was really more of a friend than a governess. She had been with the family for 16 years, following the death of Emma's mother. Miss Taylor has left to get married to Mr. Weston, a man she met with the assistance of Emma's matchmaking skills. As the story opens, Emma feels a bit at sea, and somewhat lonely. She does, however, have a few close friends. One is Mr. Knightley, who is in his late 30s and lives about a mile from Hartfield. His brother is married to Emma's sister Isabella, so he is practically family. Emma also has a new friend in Harriet Smith, an orphan who lives at Mrs. Goddard's school for girls. The novel opens with these lines: 'Emma Woodhouse, handsome, clever, and rich, with a comfortable home and happy disposition, seemed to unite some of the best blessings of existence; and had lived nearly twenty-one years in the world with very little to distress or vex her' (Chapter One). Emma seems to have it all: beauty, brains, money, happiness and few worries. But through the course of the novel, Emma learns humility and gains maturity. As mentioned previously, Emma's father is elderly and a tad melancholy. He greatly misses his eldest daughter, Isabella, and feels sorry for her though she is happily married. When Miss Taylor leaves after her own wedding, his sadness increases. To Emma's credit, she tries to be cheerful and often brings a few local elderly, single women to visit him: Mrs. Bates, Miss Bates, and Mrs. Goddard. Harriet Smith and Emma become acquainted at one of the visits Emma hosts for her father, and soon become good friends. Harriet 'certainly was not clever, but she had a sweet, docile, grateful disposition; was totally free from conceit; and only desiring to be guided by any one she looked up to' (Chapter Four). Emma and Harriet are opposites in many ways. Emma is confident, established and wealthy; Harriet is unsure of herself, an orphan, and fairly poor. Harriet admires Emma so much that she forms her own opinions to match Emma's, and Emma loves this admiration. Harriet has spent two months with a family, the Martins, who live at Abbey-Mill-Farm, and she loves them very much. It soon becomes apparent that Harriet is quite interested in Mr. Martin, a good-hearted young man who pursues her and performs kind deeds like going out of his way to bring her walnuts. However, Emma wants a loftier match for her friend. Because of her success in uniting Miss Taylor and Mr. Woodhouse, Emma feels she is an expert matchmaker. She decides to discourage Harriet Smith from forming a relationship with Mr. Martin, but instead encourages her to focus on Mr. Elton, the village vicar. Mr. Elton is self-absorbed, and flatters himself to think that it is Emma who likes him, not Harriet. Emma does not suspect the misunderstanding at first, and is appalled when Mr. Elton reveals his love for her. Mr. Elton is humiliated by Emma's refusal, and scorns the idea that he could possibly be interested in Harriet. He leaves Highbury and finds a wife in Bath who is much like himself, pompous and tactless. Soon afterward, Mr. and Mrs. Elton attend the local ball, and both are rude to Harriet. Mr. Knightley observes their behavior and asks Harriet to dance, much to Emma's delight. Little does Emma realize that this act of kindness on Mr. Knightley's part causes Harriet to fall in love with him. A few days later, poor Harriet walks home only to be attacked by a group of gypsy thugs. Frank Churchill, the son of Mr. Weston, is coming to Highbury to visit his father and his secret love, Jane Fairfax. He notices the thugs and rescues Harriet. When Harriet mentions, cryptically, that she has fallen for someone above her station, Emma assumes she means she is in love with Frank Churchill. Frank Churchill intrigues Emma. She enjoys his flirtations, and feels flattered in his pretended interest in her. She even tries to talk herself into caring for him, and those around the couple feel there may be something developing between them. However, Frank Churchill is secretly engaged to the beautiful niece of Miss Bates, Jane Fairfax. Emma is a bit jealous of Jane, who is beautiful and accomplished, just not wealthy. It is about this time that Emma acts badly toward Miss Bates at a picnic. Miss Bates, humble and homely, tends to self-deprecate, and she prattles on about saying something dull. Emma replies that it may be difficult for Miss Bates to limit herself to saying just three dull things. When Mr. Knightly reprimands her later, his words pierce her heart. He says: 'It was badly done, indeed! You, whom she had known from an infant, whom she had seen grow up from a period when her notice was an honour, to have you now, in thoughtless spirits, and the pride of the moment, laugh at her, humble her - and before her niece, too - and before others, many of whom (certainly some) would be entirely guided by your treatment of her' (Chapter 43). Emma weeps, knowing he is right. The one person in her life who cares enough to confront her is Mr. Knightley. As the story comes to a conclusion, Frank Churchill's aunt dies, freeing him up to announce his engagement to Jane Fairfax. Initially, Emma feels stung because he led her on. Then, to Emma's great joy, Mr. Knightley unexpectedly reveals his love for her. They agree to stay on at Hartfield so as not to abandon her father. But Emma must reveal this to Harriet, who is heartbroken because she formed an attachment to Mr. Knightley at the ball. However, Harriet soon realizes that she has really loved Mr. Martin all along. Mr. Martin has bided his time, patiently pursuing Harriet until she says 'yes' to his proposal. Emma ruefully admits that she is not such a good matchmaker, after all, and gladly gives up that occupation for a new one - being the wife of her dearest friend and love, Mr. Knightley. Throughout the novel, Emma grows in humility and wisdom. She learns that the happiness in her life is a gift, and that not everyone enjoys the privileges she does. She sees that some people act badly, and that she can, too, if she is not careful. Best of all, she finds in her own heart the ability to love her best friend, Mr. Knightley. To unlock this lesson you must be a Study.com Member. Create your account Did you know… We have over 100 college courses that prepare you to earn credit by exam that is accepted by over 2,900 colleges and universities. You can test out of the first two years of college and save thousands off your degree. Anyone can earn credit-by-exam regardless of age or education level. To learn more, visit our Earning Credit Page Not sure what college you want to attend yet? Study.com has thousands of articles about every imaginable degree, area of study and career path that can help you find the school that's right for you. Back To CourseEnglish 101: English Literature 11 chapters \| 110 lessons	<urn:uuid:d44eb633-1bfe-413c-93bd-9b2bc51d9436>	{ "dump": "CC-MAIN-2015-18", "url": "http://study.com/academy/lesson/jane-austens-emma-summary-analysis-quiz.html", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246642012.28/warc/CC-MAIN-20150417045722-00280-ip-10-235-10-82.ec2.internal.warc.gz", "language": "en", "language_score": 0.9805812835693359, "token_count": 1690, "score": 3.234375, "int_score": 3 }
A recent media report from the United Kingdom (UK) highlights how the island nation is set to transform many of its aging rail line signal lights into a computer-based system. Effectively, as one BBC story notes, some of the busiest trains in the country will be turned over to computers by 2020. The downside of this turn towards computers is, as pointed out in this BBC article, it creates new vulnerabilities that can lead to previously impossible disasters. The software upon which the new system relies can be hacked, and, as an example, a system that is designed to tell the train to slow down to accommodate sharp turns or ending lines can be manipulated to tell the train to actually speed up, even as the program registers that everything is fine in the main control centre. This is similar to what happened with the Stuxnet attack on an Iranian nuclear facility. The centrifuges were told to spin faster and faster until they eventually broke, while, at the same time, the control systems were fed false information indicating that the system was operating correctly. These vulnerabilities — once impossible in a pre-digital age — are a part of the new reality. On the other hand, when things do go right, greater reliance on computers and the automation of tasks create huge efficiency gains, driving up profits and making things generally safer. These profits are good for the operators of a newly computer-reliant system. The heightened day-to-day safety that computers can provide should make routine accidents far less likely in the future. But, it is important for companies that turn more of their operations over to computers to remember that these profits are not just new monies that can go directly to the bottom line. A portion of these newly freed up funds need to go to 1) training personnel on the basics (and the not so basics) of IT security and 2) making sure that employees are, within reasonable bounds, happy. Here is why. Most, if not all, IT security professionals will tell you that the weakest point in any computer system’s security is the individual user. This point was made, for example, at the Global Conference on CyberSpace 2015 by the head of Europol. Even seasoned employees can be tricked into clicking a link in a phishing e-mail that infects a network with a virus. For more sealed off (i.e., air-gapped) computer systems, an unwitting employee can plug a compromised USB key into the system and infect an otherwise self-contained network. This is, again, what likely happened with Stuxnet. Stuxnet was a sophisticated virus that was designed to load itself onto any system it came into contact with. It would then scan the device looking for the programmable logic controllers that governed the centrifuge systems that it was designed to break. If it did not find the right systems, it would eventually delete itself, leaving no trace of its presence. This trick allowed the program to spread widely and to go undetected almost until the very point that it was introduced via an infected thumb drive to the Iranian nuclear plant’s computer system, eventually destroying upwards of one fifth of Iran’s nuclear centrifuges. In other words, computer viruses can be very cunningly designed and deliberately targeted. Often, as was the case with Stuxnet, people are the weak link in otherwise sound IT security systems. In the case of newly computer-reliant systems, such as the UK’s proposed rail plan, all these points lead, as IT security expert Graham Cluley puts it, to the danger “that staff will either be deliberately and clandestinely assisting attackers or — most likely — make poor decisions, such as plugging in a device that is malware-infected that could expose the system's security.” From a corporate point of view, the dual fact that a) the new systems have new vulnerabilities that are exploitable largely because of a company’s employees and b) the new systems create new profits suggests a rather straightforward solution. First, some of the monies that are freed up via digitization should be reinvested into training employees in IT security so that they are less likely to make poor decisions (i.e. clicking the link or plugging in the USB key) with serious consequences. Second, it is important for companies operating computer-reliant systems to pay their employees well and provide them with a positive work environment so they are happy and less likely to be malicious toward their company — and, by extension, ordinary citizens. Obviously, no amount of training or salary bumps and vacation time will make a computer system completely safe. The new risks of computer-reliant systems are here to stay. However, when the turn towards computers touches on pieces of key national infrastructure, spending some of the newly realized economic gains on proper training and employee remuneration can do nothing but help.	<urn:uuid:a97d486f-eb88-4bdc-b338-0342055fc725>	{ "dump": "CC-MAIN-2019-35", "url": "https://www.cigionline.org/articles/digitizing-national-infrastructure-new-cost-doing-business", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027323328.16/warc/CC-MAIN-20190825105643-20190825131643-00332.warc.gz", "language": "en", "language_score": 0.9642715454101562, "token_count": 991, "score": 2.625, "int_score": 3 }
At least one or more species of endangered animal can be found in the network of national park systems in America, so although rare, the chances of spotting endangered species are higher if you spend time in the parks. Parks in the Pacific West and Southwest regions have the greatest amount of endangered and threatened species; this list will aim to identify the best spots for viewing these amazing and rare creatures. Channel Islands, California Image courtesy of craig1black from Flickr – //www.flickr.com/photos/95368991@N00/1425154345/ The lakes, rivers, coats and mountains of California make the perfect habitat for bald eagles, and up until the 20th century records indicate that this endangered species bred all over the 8 channel islands, and ranked as the top marine aerial predator at the time. However due to persecution by humans and the introduction of DTT chemicals to the islands the birds were all but eliminated by the mid-1950s. Luckily the National Park Service (NPS) stepped in and with the help of the Montrose Trustees Restoration Program and the Institute For Wildlife Studies, in 2002 breeding bald eagles were introduced slowly to the islands. There are now nests in the channel islands again, and hope for this once-threatened population. Big Bend, Texas In Big Bend National Park, all habitats of endangered species are protected, meaning that all species of animal in the park, whether endangered or not is protected from human harm. The Chisos Mountains in the park seems to be the best spot for seeking out endangered types. The black bear, for instance had been previously extinct form the park for over 40 years, but since a small colony of the bears migrated across the Mexican border in the 1980’s, Chisos Mountains have been the place to spot them. Another resident of the Chisos range is the Mexican long-nosed bat. The bats migrate across the border in time for the bloom of specific plants, which they feed from. Image “Taken at the Burro Mesa Pouroff in Big Bend National Park in West Texas” – courtesy of danmachold from Flickr – //www.flickr.com/photos/55569773@N00/2973451076/ Rocky Mountain, Colorado In terms of quantity one of the most fruitful of America’s national parks in terms of endangered species spotting has to be the Rocky Mountain National Park. As well as a healthy list of birds including the bald eagle, whooping crane and Mexican spotted owl, and a great deal of fish in the many rivers, the park is also home to the Canada lynx, they look like a cross between a domestic cat and a bob-cat, although they are twice the size of the average domestic cat. Despite being spotted in the park, these cats are extremely rare, and it may be unlikely you’ll see one on your visit. Image “The Steller’s Jay is a jay native to western North America” courtesy of Alan Vernon. from Flickr – //www.flickr.com/photos/32541690@N02/5763438932/ The National Park System in America work hard to preserve the current list of threatened and endangered species by working with many agencies. Finding and monitoring these animals is key to their conservation, as is the public and visitor contribution. There are several ways visitors can help to preserve the habitat of endangered species within the parks, so while you visit, consider helping to fund projects to protect these creatures in their natural American habitat. Author Bio \| Geoffery is a passionate travel blogger residing in the UK. He enjoys sharing his travel adventures around the USA, he blogs on behalf of travel sites like audleytravel.com, Expedia and Thomas Cook. In his spare time he has also given guided national park tours around the USA.	<urn:uuid:321fe565-7ff4-4f86-8e52-f34ca997f16c>	{ "dump": "CC-MAIN-2022-21", "url": "https://travel.prwave.ro/american-national-parks-endangered-species/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662580803.75/warc/CC-MAIN-20220525054507-20220525084507-00480.warc.gz", "language": "en", "language_score": 0.9367017149925232, "token_count": 800, "score": 3.65625, "int_score": 4 }
In this section START OF Criminal justice START OF Police and your rights END OF Police and your rights END OF Criminal justice Changes to this area of law There have recently been changes to this area of law. We are working to review the information on this page and how these changes may affect you. Contact us to get help. You have the right to remain silent, whether you have been stopped in the street, have agreed to go to the police station or are under arrest. However, the police do have the power to ask you basic questions and in some situations you may be breaking the law if you refuse to answer. Some examples include: If you don’t want to answer questions or you’re not sure whether you must answer them, get legal advice. The police can approach you and ask questions at any time, but this doesn’t mean you have to answer all of them. It’s a good idea to find out why they want to talk to you. They can ask you to give your name and address, especially if they reasonably suspect you’ve broken the law. The officer must warn you that it’s an offence not to give them your correct name and address. The police have wider powers to identify you if they reasonably suspect that you're part of a criminal organisation. The police can use anything you say to them at any time. You don't have to be at a police station being interviewed for the information you provide to be used as evidence against you. There’s no such thing as 'off the record'. The police may use what you say to decide whether or not to arrest or charge you, and this may be used against you in court. You have the right to remain silent whether: There are some situations where the police can ask you questions and if you don’t respond you are breaking the law. If you don't want to answer questions and you're not sure if you have to, get legal advice. You can’t be forced to go to the police station unless you’re under arrest. Just because the police come to your home, or call you and ask you to come to the station, this doesn't mean you have to go with them. If the police aren’t giving you a choice about going to the station you can ask them if you’re under arrest. If you are not under arrest then you don’t have to go. Even if you go to the station, you still have the right to remain silent. See being arrested. Sometimes the police may tell you that you need to go to the station and make a statement on tape that you don't want to be interviewed —you don't have to do this. However, you may need to put in writing that you don't want to be interviewed. In some situations you will have to answer questions, or show the police things like identification or your licence. If you don't want to answer questions, and you're not sure whether you have to, get legal advice. You don’t have to agree to do an interview. If you’re a suspect, it’s usually best not to until you’ve had legal advice. The police will usually charge you anyway, whether you give an interview or not. When agreeing to a police interview you should be aware of the following: You should get advice from a lawyer about whether you should agree to a police interview. Legal Aid Queensland can’t provide you with a lawyer to go to the police station with you, but we can arrange for you to get legal advice to help you decide what to do. The police must delay starting the interview for a reasonable amount of time for you to contact a lawyer for legal advice. The amount of time depends on the circumstances, but it’s usually up to 2 hours. The police can hold you for up to 8 hours for questioning, unless they get permission from a magistrate to extend the time. You can talk to a friend, relative or lawyer before your interview. Before starting an interview the police have to make sure you understand what’s happening. You have a right to get a copy of any statement you make to the police or a copy of any recorded interview. If you are an Aboriginal or Torres Strait Islander person aged 17 or over, special laws apply for questioning you about indictable offences. The police must inform you of your right to communicate with a friend, relative or lawyer, and they must notify or try to notify a representative of a legal aid organisation to tell them that you are in custody. When in custody you should be given the opportunity to speak to someone who can help you with the interview before questioning starts, and they should be present during the interview. Generally, if you’re under 17 and being questioned by police about a serious offence, you must have a support person with you. The support person should be: You should get legal advice if you: We may give legal advice on most criminal law matters in Queensland. We can’t provide a lawyer to attend a police interview with you. If you’ve been charged with a serious offence or you have any urgent matter you can apply for legal aid , or find a private lawyer rather than waiting for a legal advice booking. The following organisations may be able to give you legal advice: Community legal centres —may give free preliminary legal advice and information on some criminal law matters. Most centres don’t provide legal representation. Contact them to find out if they can help. Queensland Law Society— can refer you to a specialist private lawyer for advice and representation. Important:If you’re charged with an offence, you should ask police prosecutions at the relevant court for a copy of your Queensland Police form 9 (QP9) — this is a written summary of the police version of why you were charged and what happened. You should get your QP9 before getting legal advice. You can get your QP9 from the police prosecutor on your first court date (the duty lawyer may be able to help you). If you can’t collect it on your first court date you’ll need to apply to police prosecutions for a copy. You’ll need to make a written request and show photo ID. These organisations may also be able to help. They don’t provide legal advice. State Penalties Enforcement Registry (SPER) is responsible for collecting and enforcing unpaid infringement notice fines, court ordered monetary fines and Offender Recovery orders issued in Queensland. You can make arrangements to pay fines weekly, fortnightly or monthly. Queensland Police Service Headquarters— investigates complaints about police misconduct and breaches of discipline. The internal complaints process is monitored by the Crime and Corruption Commission. Crime and Corruption Commission— investigates complaints about corrupt conduct and police misconduct, even where the original complaint has been made to Queensland Police. The organisation monitors the police internal complaints process and can take over investigations, if necessary. Queensland Courts provides information about the:	<urn:uuid:ba444c60-3d7f-45fa-afb0-44291637e6c8>	{ "dump": "CC-MAIN-2019-18", "url": "http://www.legalaid.qld.gov.au/Find-legal-information/Criminal-justice/Police-and-your-rights/Talking-to-the-police", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578605510.53/warc/CC-MAIN-20190423134850-20190423160850-00420.warc.gz", "language": "en", "language_score": 0.9530606269836426, "token_count": 1476, "score": 2.78125, "int_score": 3 }
This article is a continuation of our introductory article for Ceylon Cinnamon. Ceylon Cinnamon grows in the island of Sri Lanka. Therefore true cinnamon sticks are only grown and manufactured in Sri Lanka (formerly known as “Ceylon”). The other plant variety referred to as Cassia is also a rolled around piece from a bark of a tree. It is not rolled densely inwards like true cinnamon, but looks a bit like in the same family when observed by an ordinary person. Why is it called “Ceylon-Cinnamon” without naming it just “Cinnamon”, like in most cases with spices like cloves, black pepper, turmeric, ginger? Simply Cassia is not a variety of Cinnamon. It has a slightly similar appearance but a close observation can see the clear differences. Cassia stick has only one hard thick layer rolled inwards. But Ceylon Cinnamon sticks have so many soft thin layers rolled inwards and banded together. Cassia grows in abundance and Ceylon Cinnamon grown only in a limited land area. Therefore in the world retail grocery market Cassia is labeled as Cinnamon for marketing purposes and it is lower in price. Ceylon Cinnamon on the other hand is not produced in massive scale and is not available in large quantities (relative to Cassia production) in retail market places, and is quire expensive. Ceylon Cinnamon is also referred to as “Pure Cinnamon”, “True Cinnamon”, “Sri Lankan Cinnamon” to strike out the confusion caused by the retail store labelling. Properties of Cassia Cassia is from the tree called “Cinnamomum cassia ” (botanical name). It is said to be originated from China and is also referred to as Chinese Cinnamon. Cassia is reddish brown in color and appears to be a thick rolled sheet. It has a hot spicy taste and strong cut through aroma. The reason for this is that 90% of the oil content in Cassia is cinnamaldehyde. Cassia has high levels of Coumarin (a substance causing liver damage). Properties of Ceylon Cinnamon Ceylon Cinnamon is from the tree “Cinnamomum verum” (botanical name). The plant originates from the small island Sri Lanka (58km from the bottom tip of South India). Ceylon Cinnamon appears golden brown in color and is densely rolled with multiple thin sheets. It has a sweet plus spicy combinative taste and a exotic perfume type aroma. The cinnamaldehyde oil content in Ceylon Cinnamon is in the range of 50% and has very low Coumarin levels which avoids risk of liver damage.	<urn:uuid:7511b2b6-e965-411e-91bf-fb993f28683e>	{ "dump": "CC-MAIN-2023-06", "url": "https://gennspice.com/2022/10/13/ceylon-cinnamon-vs-cassia-cinnamon-can-we-call-cassia-a-cinnamon-variety/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499801.40/warc/CC-MAIN-20230130034805-20230130064805-00253.warc.gz", "language": "en", "language_score": 0.9353095889091492, "token_count": 556, "score": 3.15625, "int_score": 3 }
What is php? A beginner's guide This is a complete guide to the PHP programming language.,You will learn everything you need to know about php. What is PHP? PHP, which stands for "Hypertext Preprocessor," is a scripting language used in web development. PHP code can be embedded into HTML code, or it can be used in standalone form. In general, PHP code is executed on the server before the HTML page is sent to the client. This allows PHP scripts to perform complex operations before the page is even loaded. For example, a PHP script might connect to a database and retrieve data that is then used to populate the HTML page. PHP can also be used for creating dynamic content, such as images or PDF files. This makes it an ideal tool for developing websites that need to generate content based on user input, such as e-commerce sites or online form builders. Overall, PHP is a powerful and versatile scripting language that provides web developers with a lot of flexibility. A brief history of PHP In the mid-1990s, Rasmus Lerdorf wrote a series of Perl scripts to maintain his personal homepage. He named these scripts "Personal Home Page Tools", or "PHP Tools" for short. Lerdorf's scripts quickly gained popularity, and he began collaborating with other developers on a more formal PHP project in 1997. The PHP team released version 3 of the language in June 1998. This new version included several features that would become essential to PHP's success, such as built-in support for databases and HTML. Despite its humble beginnings, PHP has grown to become one of the most popular programming languages in the world. According to W3Techs, PHP is used by over 79% of all websites that use a server-side programming language. How PHP works PHP is a server-side scripting language that enables web developers to create dynamic content that interacts with databases. PHP is used in conjunction with HTML and CSS to create websites and web applications. When a user requests a web page that contains PHP code, the server processes the PHP code and generates the HTML output that is sent back to the user's web browser. The PHP code can be embedded in HTML code, or it can be used in conjunction with various templating engines and web frameworks. PHP code is executed on the server, which means that the code is processed before it is sent to the user's web browser. PHP code can be used to access databases and files on the server, or it can be used to generate dynamic HTML content. The benefits of PHP PHP is a versatile scripting language that provides a wide range of benefits for website development. Perhaps the most significant advantage of PHP is that it is free to download and use. This means that you can save money on website development costs by using PHP instead of other more expensive languages. In addition to being cost-effective, PHP is also easy to learn. Even people with little or no programming experience can pick up the basics of PHP relatively quickly. This makes it an ideal choice for small businesses or individuals who want to develop their own websites without having to hire a professional developer. PHP also has a number of built-in features that make it a powerful tool for website development. For example, PHP can be used to create dynamic web pages that interact with databases. This makes it possible to create sophisticated applications such as ecommerce sites and customer management systems. The drawbacks of PHP PHP is a scripting language that is widely used in web development. Despite its popularity, there are some drawbacks to using PHP. One of the main drawbacks of PHP is its steep learning curve. PHP has a lot of features and functions, which can be confusing for newcomers. It can take a long time to learn how to use all of PHP's features effectively. Another drawback of PHP is its performance. PHP is not as fast as other programming languages, such as C++ or Java. This can be an issue when developing large and complex applications. Finally, another drawback to consider is security. PHP is often used to develop websites and applications that store sensitive data, such as customer information or passwords. However, PHP has had some security issues in the past that have put this data at risk. Why choose php? When deciding which programming language to learn, it can be difficult to choose the right one. There are many different languages available, each with its own benefits and drawbacks. So, why choose PHP? PHP is a versatile language that can be used for creating dynamic websites and web applications. It is relatively easy to learn compared to other languages, and there is a large community of developers who can offer support and advice. Additionally, PHP is free to use and open source, so you don’t have to worry about licensing fees. If you’re looking for a language that is versatile, easy to learn, and has a large community of developers, then PHP may be the right choice for you. In conclusion,PHP is a versatile scripting language that can be used for a variety of purposes. It is easy to learn, and its syntax is similar to that of other popular programming languages. PHP can be used to create dynamic web pages, connect to databases, and process form data. With its wide range of features, PHP is an excellent choice for web development. Share This Post	<urn:uuid:5c1eb377-a086-468e-97a5-0a161156bfd8>	{ "dump": "CC-MAIN-2022-49", "url": "https://unqgpl.com/blog/98/what-is-php-a-beginners-guide", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710909.66/warc/CC-MAIN-20221202150823-20221202180823-00705.warc.gz", "language": "en", "language_score": 0.9443625211715698, "token_count": 1114, "score": 3.640625, "int_score": 4 }
Link #31: The Acid in River Rio Tinto Is as Strong as the Acid in Your Stomach! As explained earlier, the Spanish Armada of ships combined with the French under Napoleon Bonaparte fought a battle with the British naval juggernaut that was Admiral Nelson off the south western coast of Spain in Cape Trafalgar. In the south western region of Spain is something that is far more dangerous than the Spanish Navy. We give you the River Rio Tinto which is almost as acidic as the acid in your stomach! The Acid in the Red River Rio Tinto It’s true. The acidity of water in River Rio Tinto varies between pH 1.7 and pH 2.5. That’s even more acidic than the acid in your stomach (gastric acid). The gastric acid ranges from pH 1.5 to pH 3.5 and is used for digesting food inside the stomach, particularly proteins and amino acids. The River Rio Tinto originates from Andalusia’s mountains. Its acidic quality makes it unviable for humans to touch it for the fear of any number of health risks. The River Rio Tinto, however, has a rich history because it is also seen as a crucial component of the Bronze and Copper Ages. Why is the Rio Tinto so Acidic? The acidity of the Rio Tinto is a result of a number of things. The foremost of these is that it has been the site of mining for various human civilisations in history. It has been mined for a number of minerals such as iron, copper, gold and silver. The Rio Tinto region was first identified and mined by the Tartessans and the Iberians in 3000 BC. As the Rio Tinto region became famous in the world, it drew other cultures as well. First to come were the Phoenicians in 2800 BP who were followed by the Romans in 2000 BP. Visigoths and Moors also mined there in 1600 BP and 1300 BP respectively. In case you’re wondering what BP is, it stands for Before Present. This unit of measuring time is used when the time period cannot be recognised by radiocarbon dating. As the region was mined, mining related waste was dumped into the river which made it acidic and also gave it its distinctive red colour. Bacteria Live in That Acid! In recent years, evidence has been discovered that states that the acidity of the Rio Tinto is a result of more than human mining. In fact, scientists now believe that the real culprits for the acidity of the Rio Tinto are bacteria which live under its surface. These are unique bacteria in the water that feed on the sulphide and iron minerals in rocks on the riverbed of the Rio Tinto by the process of oxidisation. Because of these organisms, scientists from all over the world have compared the environment of the Rio Tinto to those of Mars and Europa, which is a moon of Jupiter. In fact, currently, the organisms in Rio Tinto are being studied by astrobiologists (people who study life in space). These astrobiologists believe that studying the bacteria in Rio Tinto will give them insights into the existence of life in extreme conditions in space and how it would function. Can you Guess the Next Link in the Chain? What will be the next link in our Chain of Facts? Think you might know? Scroll down to add a comment below with your best guess. You can view the full list of links in the chain here.	<urn:uuid:39b31a9b-9e9e-4f88-999b-9f0d3e169f1b>	{ "dump": "CC-MAIN-2024-10", "url": "https://ipfactly.com/rio-tinto/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473558.16/warc/CC-MAIN-20240221202132-20240221232132-00192.warc.gz", "language": "en", "language_score": 0.9431370496749878, "token_count": 735, "score": 3.03125, "int_score": 3 }
Make the desktop architecture like laptop with regards to Power Electronics. I think now RAM’s consume lower power. So every Desktop can come with a Li-ion Backpack based on some standard. 10Ahr 12V Rechargeable Battery. The entire Motherboard works on the 12V DC supply that uses Float Charging from mains. The supply to computer is always derived from battery, the battery being constantly replenished. The charger also supplies power to computer board over the battery itself. Many lighting/inverter systems use this. The SMPS now is only a intelligent charger. Other voltage levels with DC/DC converters from that 12V. 1 – A user can easily upgrade the 12 V bus, another 12 V battery with smart charger; gives a boost of backup time. Probably intelligent batteries can come with built in float chargers, so that they can they can be bussed to form a 12v Tiny power grid for home which includes solar cells. 2 – When just the backpack is used, power fails. Harddisk, Monitor etc. sent to standby, low power mode. CPU then goes to quiescent state. The RAM keeps all data intact but goes to a low power mode. Alternatively quickly write a RAM image on a Flash Layer Built over RAM. This makes the PC Impervious to Power Supply or UPS or other problems. Moves the desktop system to a 12 V standard. Drives desktop PC development to more Power Efficient designs. Easy integration into automobiles, bus, etc which have DC grid. Remote areas where no power is there. This will ensure desktops have a role in the future. The charger SMPS has 1A charging current for Battery and 3A max for Computer. Total 4A max. A SuperCap can be added parallel to the Battery for Extra Inertia. When power fails, in few seconds the system goes to standby. No program need to be closed. When power is restored they system comes up with windows and programs in the same positions of the last frozen state. When a UPS is used, the system does not go down at all. The UPS just consists of a 10A Charger and a 12V 20AHr Battery. If the house has a 24V DC bus which is battery supported too. Then this can be used. As 24V is being developed as a new standard for internal power distribution. EMerge Alliance. The PCs also can move to this manageable and safe standard for homes. delabs – 2010	<urn:uuid:b39e6232-ab46-430a-a3a5-dcb0bb32e373>	{ "dump": "CC-MAIN-2022-33", "url": "https://www.delabs.net/desktop-power-supply-immunity/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572021.17/warc/CC-MAIN-20220814083156-20220814113156-00688.warc.gz", "language": "en", "language_score": 0.930610716342926, "token_count": 517, "score": 2.84375, "int_score": 3 }
There are some great software games out on the market that can help your child learn and boost their brain. They are fun to play and keep your children learning all year long. They can be so entertaining that kids don’t realize that they are learning while they play. Math games are great to engage the mind and get those math essentials down. They can be fun and educational at the same time. Math is a critical skill that children need to develop. Computer games can be a great tool to enhance the learning experience.drinking games Early childhood learning games can give your child a head start before beginning school. They teach shapes, colors, letters, and numbers. They help with recognition and learning skills. They are easy to navigate and require very few computer skills to use. If your child can learn to use a mouse, he or she will be able to run most early childhood games. Software programs also give your children beginning computer skills. It’s amazing to see how fast a child can learn to use the computer or other electronic equipment. It seems like they are born with the knowledge now. When your children use software programs on the computer, they learn how to use the mouse. It also helps with beginning keyboard skills.nintendo 3ds games It’s easy to find software programs for different subjects with all different ages. A basic search on the internet will give you lots of choices. Always check the ratings and make sure that the software is compatible with your computer. Many websites will have a place for feedback from parents that have already tried the software. This can help you find something that works best for your child.Hornby Thomas The Tank Engine	<urn:uuid:1e4c2cd5-fe34-4fea-87d2-b51db9d300c9>	{ "dump": "CC-MAIN-2018-39", "url": "http://brummy80.com/computer-games/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267159938.71/warc/CC-MAIN-20180923232129-20180924012529-00321.warc.gz", "language": "en", "language_score": 0.9614121913909912, "token_count": 340, "score": 3.046875, "int_score": 3 }
What Is Anticipatory Anxiety? Anticipatory anxiety isn’t a monster that you can’t resist. It not special, nor is it a different kind of anxiety that requires some different approach. This is not an external, uncontrollable force. As with every other aspect of your anxiety issues, it comes from within. This is not a mystery Lets Break This Down - A panic attack involves being afraid. - Panic disorder is being afraid of being afraid. - Anticipatory anxiety is being afraid of being afraid of being afraid. In a nutshell, anticipatory anxiety is just the third layer of fear you add to your situation. You do this when faced with situations that you’d rather avoid, escape from, or hide from. You know that the way to overcome your driving anxiety is to drive, but you may say that you can’t because anticipatory anxiety has you “stuck”. There’s No Magic Tips and Tricks If you’re thinking that you have to find a way to eliminate anticipatory anxiety so you can get on with the work that needs to be done, you are mistaken. As with the rest of this problem we’re trying to solve, the goal is not to make it go away. The only way that this will go away is when you learn not to be afraid of the your own body, sensations, feelings and thoughts. If anticipatory anxiety has you struggling to get out the door to do your exposures, then the way to solve that problem is to get out the door to do your exposures. Sorry, there’s no magic wand here. What Can I Do? While you can’t wipe out anticipatory anxiety, you can learn to move through it so that you can get on with the work you know needs to be done. This involves a few different concepts: - Make a plan. If you have a plan for how you will get ready to “get out the door”, then you can execute that plan even when afraid. Don’t make it up as you go. This leaves you a way out and that is NOT what you want or need. - Learn to live mindfully and in the moment. You do not have to live the events you dread before they happen. By learning to live mindfully while executing your “pre game” plan, you can avoid the trap of speculating and trying to predict the future. - Accept that the only way to overcome anticipatory anxiety is to move THROUGH it and actually do the work required to face your fear and un-learn your bad brain habits. Join The Discussion Group My Links (social media, podcasts, etc.) Intro/Outro Music: "Afterglow" by Ben Drake (With Permission)	<urn:uuid:c206d7d3-91e8-4f5b-bd83-0300b23987d8>	{ "dump": "CC-MAIN-2020-16", "url": "https://theanxioustruth.com/anxiety-help-dealing-with-anticipatory-anxiety/", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371609067.62/warc/CC-MAIN-20200405181743-20200405212243-00113.warc.gz", "language": "en", "language_score": 0.9258425235748291, "token_count": 588, "score": 2.5625, "int_score": 3 }

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