Fantastic Fingers® Program Videos
The Fantastic Fingers® Fine Motor & Early Learning Program has 100 hands-on developmental activities to improve children's posture, fine motor & prewriting skills, develop attention, pre-reading, early numeracy skills & more.
If you haven't bought this product with the book, music & video access, you can view several free song & activity videos plus two short Fine Motor 101 training videos.
Watch the videos in order below following the developmental progression as outlined the book.
You can also watch by topic by selecting from these boxes.
Introduction to the Fantastic Fingers® Program - Ingrid explains the need for this program in schools & homes. She mentions some of the benefits for children today.
Fine Motor 101 Part 1 - How do children's fine motor skills develop from ages birth to six? This will alert you to when children's fine motor skills are delayed. It will help you to understand the need for a developmental approach.
Fine Motor 101 Part 2 - How can we help children have the foundations for good handwriting? This videos explains how the Fantastic Fingers® program covers important foundations or components for writing.
Parachute Pretend Track 1 - In this fun original song using a parachute (or sheet or tubes) the children really work the muscles in their shoulder region while they pretend to be snakes, dinosaurs, elephants & eagles.
This is followed by activities to develop core & upper body strength as well as counting.
See pages 16-19 & 88.
Ribbon Dance Track 2 - This song using ribbons is popular with children. While developing strength in their shoulder region, they learn about position in space concepts e.g. up & down & side to side. The activities which follow include games with balls & balloons. Use with pages 20-23 & 89-95 for the worksheets of the numeracy & literacy extension activities.
Wrist Rhymes Track 3 - This easy to teach action song builds strength in children's wrist muscles as they pretend to be different animals. Strong wrist extensor muscles provide stability for the hand. After the song effective fine motor activities are demonstrated. See pp 24-27 of the book. Use the animal character worksheets on pp 96-100 & also choose from pp 160-186.
Alphabet Fishing Track 4 - While the ABC song plays, the children strengthen their wrist muscles by fishing for letters or words as they wind in a string. Use with pp 28-31 & the worksheets specified for the extension activities which develop motor skills & teach numeral name & order, initial sounds, blending & simple addition.
Clever Caterpillar Track 5 - This is an original, well loved song about the life cycle of a caterpillar & develops very specific finger movements needed for good pencil control. The activities that follow on pp 32-35 increase strength in the fingers & improve cutting with scissors. Use the worksheets specified & see pp 72-74 for tips on making cutting easier.
Our Hands Track 6 - This song to the catchy tune of 'The Wheels on the Bus' uses actions in shaving foam or other media. While improving tactile sensory processing, children learn about early literacy concepts such top to bottom & left to right. Refer to pp 36-39 of the book for more including the extension learning activities.
Finger Song Track 7 - This song develops isolated finger movements important for manipulating a pencil & counting on the fingers during the early stages of addition & subtraction. The Fantastic Fingers® characters of Tricky Thumb & friends are introduced. Other activities are also demonstrated. See pp 40-41 & 38-39.
Five Fingers Track 8 - This song teachers children about their left & right hands. It's developmentally more advanced than the finger play from Track 7. The activity with the play dough is really simple to do & gives good sensory input while increasing finger strength. See pp 42-23 & pp 38-39 for the program sheet & extension activities.
Let's Go Track 9 - This little story introduces the Fantastic Fingers® characters Tricky Thumb, Patty Pointer, Mickey Middle, Roly Ring & Lulu Little. It teaches the finger names for holding the pencil in a good grip. Use this video with my free illustrated story called Let's Go - Learn Good Pencil Grip. See pp 44-45 & pp 75-76 for pencil grip tips.
I Love Popcorn Track 10 - You might know this song but the actions are new. Children who can touch their thumb to each finger tip in sequence are ready to control a pencil & start learning to write letters & numbers. See pp 46-49 of my book. There are some very important activities here & they should be repeated often until well mastered. Use the specified worksheets..
Five in the Bed Track 11 - Certain muscles in the forearm need to be strong. This is important for positioning the hand & wrist in the best position for writing & typing. The associated activities are fun to do. See pp 50-53 of the book. Activities teach counting, sequencing, subtraction, sentence making & final sounds while developing strength & the correct movement pattern.
Finger Drum Track 12 - This song develops isolated finger movements important for manipulating a pencil & counting on the fingers during the early stages of addition & subtraction. The Fantastic Fingers® characters of Tricky Thumb & friends are introduced. Other activities are also demonstrated. See pp 40-41 & 38-39.
Fantastic Fingers Track 13 - This video contains important activities for developing a dynamic pencil grip which means that the writing tool is controlled by small bending & stretching of the first three fingers (as opposed to the wrist or shoulder joint movement). The result is neat & speedy writing! See pp 58-59 & 56-57. Use the relevant worksheets provided.
Finger Tricks Track 14 - This is a good prewriting warm-up & it will take some practice to get all the actions. This song & the activities develop in-hand manipulation skills which are important for controlling the writing tool. Refer to pp 60-63 to teach the actions, associated games & extension activities (not shown in this video).
Writing Ready Track 15 - This action song teaches children how to sit correctly, has finger warm-ups & reminders on how to hold their pencil & position their page for writing. Use before writing activities. See the gross motor activities which develop strength in the core muscles. See pp 64-67 of the book for the complete instructions & the extension learning activities (not shown on this video).
Tip-Top Track 16 - Children need lots of practice working from top to bottom & left to right. This lively action song links the concept of top to bottom to the rain falling & is followed by pencil & paper games to reinforce this & other prewriting skills. See pp 68-70 & the worksheets on pp 156-187 of the book.
Let's Drive the Pencil Car - Song words:
Tricky Thumb & Patty Pointer play 'I Spy'
Jump on the Pencil Car, ready to fly
Mickey Middle slips behind for a ride
While Ring & Little Rascals go & hide
Ring & Little Rascals go & hide
One, two, three, let's drive the Pencil Car
Let's drive it nice & far, let's go, let's go, let's go


How would you know if you have a dead tooth? What does one look like?
A dead tooth is a tooth that does not have a nerve inside it. The nerve has died. Normally teeth DO have a nerve inside them. It's what tells you if your coffee is hot or your ice cream is cold!
I usually tell my patients that a tooth is a bit like a pencil. The nerve inside the tooth is like the pencil lead, running down the inside of the tooth.
It's possible for the nerve to die and shrivel up. This is then like a pencil with the pencil lead taken out, and a small space is left behind.
You might think that not having a nerve in a tooth would be OK, because then you can't get toothache. Well, it's true that the tooth itself cannot sense hot and cold anymore, but there is a problem with the little space left behind in the middle of the tooth.
It has dead tissue in it. This can provide a feast for bacteria, eventually leading to an infection within the tooth, and this infection can then leak out of the tip of the root.
A dead tooth that has not been treated could lead to a tooth infection.
Why do teeth have nerves in the first place?
To be honest, we don't know for sure. You'll have to ask the Creator about that! As a tooth is developing under the gum, it is actually the nerve that is laying down some of the "new tooth" substance, from the inside.
Once the tooth is fully formed, the nerve is pretty much redundant! But it remains in the middle of the tooth, sensing heat and cold. It can also tell you if you have a crack in your tooth.
Why does a tooth die? There are several possibilities;
Without a proper blood supply, the tooth nerve will start to die. Unfortunately, once this process starts, it cannot be stopped or reversed. Sometimes the tooth will become very painful as the nerve dies. This is called pulpitis. Sometimes the nerve can die quietly, without you feeling anything.
As with a knock or a blow on the tooth, once the nerve starts to die, it cannot be stopped or reversed. The nerve will die completely. Again, you will normally get a lot of toothache while this is happening, although sometimes the nerve can die without causing any pain.
This can put a very heavy load on one or two teeth. The tiny blood vessels at the tip of the root become compressed, reducing the blood supply to the nerve. If this happens very often (ie. every night), and severely enough, the nerve will eventually die.
So when the tooth is dead, there's no more pain?
Well, at some point the nerve finally dies completely, and when this happens then your toothache is gone. For a while.
Because NOW you have a tooth with a dead nerve inside it. Imagine you got severe frostbite on one of your toes. The blood supply is cut off. The toe dies. Just like your tooth nerve. But what happens then? Does your toe just stay the same?
No, the dead toe starts to rot. Bacteria can breed in there, because there is no blood supply and therefore no immune system. The same thing happens to a dead tooth nerve. It starts to rot, and becomes infected.
Then this infection starts to leak out of the tip of the root. The bone around the tooth root becomes infected, too. This is the start of an abscess. At first, the tooth will become tender to bite on. Then it will start to ache all the time. At this point you will need tooth abscess treatment.
The period of time that you have between the tooth dying and the abscess starting can vary a lot. Sometimes it will be a matter of days, and at the other extreme it could be several years!
This X-ray above shows black areas around the roots of the tooth in the middle of the picture. These dark areas are caused by the jawbone around the roots becoming thinner as a result of chronic infection.
What does a dead tooth look like?
Soon after a tooth dies, you cannot see any difference. It looks like any other tooth. But after a period of time, sometimes years, the tooth will start to get darker.
This darkening is caused by the tiny blood vessels in the nerve breaking down and leaking red blood cells. It's like a bruise. But with a tooth it gradually gets darker and darker as time goes by. And it's permanent. The tooth never gets lighter again on it's own.
It may be possible to lighten the color of the tooth with tooth whitening procedures, after a root canal procedure has been completed.
What is the treatment for a dead tooth?
There are only 2 treatments for a dead tooth. One is to have the tooth taken out. The other is to save the tooth with a root canal procedure.
If root canal treatment is done soon after the tooth dies, it usually prevents the tooth from becoming darker. It is also sometimes possible to lighten a tooth that has become darker by using a bleaching technique, as mentioned above. This usually gets the tooth a lot lighter in color, but it may not match your other teeth exactly.
Another method is to put a crown ("cap") or veneer over the tooth, to hide the dark color.
You may have heard your dentist use the words "vital tooth" or "non-vital tooth". It doesn't mean what you think. To be honest, these phrases are ingrained into dentist's brains at dental school, and we forget what they sound like to normal folk!
To a dentist, a "vital" tooth is a tooth with a healthy nerve inside it.
A "non-vital" tooth is a tooth that does NOT have a nerve inside it.
The word "vital" is being used in a similar way to "vitality", meaning life, being alive, or full of energy. It has nothing to do with being an important tooth! ALL teeth are important! The phrase "non-vital" just means that the tooth doesn't have a nerve. It may have already had a root canal treatment and be perfectly OK.
OR it might be a tooth with an untreated dead nerve.
If you think you have a dead tooth, get your dentist to check it out. Getting it treated sooner rather than later will help prevent it going dark, and also prevent an infection and abscess later on.
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Wild Asia: Journey to Save the Tiger
Tigers are an incredibly powerful and majestic creature. This species, specifically the Amur (or Siberian) tiger, is under threat in this rapidly changing world.
Join Blank Park Zoo as we welcome Dr. Jonathan Slaght, Project Manager for the Wildlife Conservation Society’s Russia Program, as he addresses the work the organization is doing to protect this animal. Dr. Slaght manages a research project that measures the impact of poachers on the Amur tiger. Poachers seek and kill the tiger for its stunning pelt, bones and other body parts, many of which are used as ingredients in traditional Chinese medicines.
The Russia Program looks at road closures and their impact on the access that poachers have to these animals. In 1920, there were an estimated 100,000 tigers in the wild. Today, their numbers hover in the low thousands, with only about 400 Amur tigers remaining. Dr. Slaght is also working to improve the scientific quality of wide-range surveys, which are used to find estimates of tigers remaining in the wild.
Dr. Jonathan Slaght has been traveling to Russia since 1992—when he was just 15 years old—and to the province Primorye in the Russian Far East since 1995. He has been involved in Amur tiger conservation in Russia since 2002. In addition to his work with tiger conservation, Dr. Slaght is considered one of the world’s foremost experts on Blakiston’s fish owl, an endangered species endemic to northeast Asia.
Dr. Jonathan Slaght of the Wildlife Conservation Society
Learn how Dr. Slaght and his organization are using camera monitoring and rehabilitation to protect and save the Amur tiger at Blank Park Zoo Thursday, April 3, 2014 as part of our Wild Asia Conservation Series.
The Wild Asia: Journey to Save the Amur Tiger event will include cocktails and appetizers, time to visit our Discovery Center exhibit and chat with Dr. Slaght.
Seating is limited - click here to purchase your tickets today!


Tourism has a significant impact on much of the world. From the host to the visitor, we are all in one way or another shaped by tourism. While tourism’s positive effects include job creation, poverty alleviation, education, environmental preservation, and cultural exchange, tourism’s negative consequences–crime, loss of cultural identity, environmental degradation, species endangerment, and global warming–have proliferated in the last 30 years.
To counteract tourism’s negative side, we need to discuss what sustainable community development means within communities affected by tourism. Such a discussion must also include the steps that can be taken to ensure that those communities flourish with tourism as one part of a whole, rather than rely solely on tourism. After all, the changes that tourism brings about can be part of any community’s growth into a sustainable community.


Will we ever be able to teleport? - Sajan Saini
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- TEDEd Animation
We described the uncertainty principle as the result of an unpredictable scattering between a photon and an electron, and this abbreviated description alludes to a subtle concept: the likelihood of finding a quantum particle anywhere in space is described by a probability function, where this function is formed by the combination of several wave functions. A helpful overview of the uncertainty principle can be found at the Hyper Physics website of Georgia State University or in this online lecture by Prof. J. Schombert at the University of Oregon. After reading up on quantum states and the uncertainty principle, you might check out two TED-Ed videos which give a very accessible explanation on quantum superposition and entanglement (by Josh Samani) and an overview ofthis Einstein’s so-called “spooky action” entanglement thought experiment (TED-Ed video on quantum entanglement by Chad Orzel). A very informative description of quantum entanglement can also be found in this Science News article. Then, challenge yourself and dig into the description of a sophisticated entanglement experiment in this Physical Review Letter by Shalm et al. Quantum physics describes the location of an electron as a probability density, but doesn’t provide an insight into how the electron moves between these various locations. Keeping this fundamentally fuzzy description of quantum particles in mind, does the description of entanglement as an interaction at-a-distance really seem that unusual?
A more expanded definition of the qubit, or quantum bit of data, is available in this Ars Technica article. Finally, the exact mechanism of quantum teleportation (which requires the transmission of two classical digital bits) can be explored with a little more technical insight in this Science article by A. Cho. For this in more rigorous detail check out this Nature letter by Riebe et al.
Sajan Saini is a former materials scientist and science writer. He directs the educational curriculum for AIM Photonics Academy at MIT and lectures at Princeton University. His writings have appeared in Coda Quarterly, MIT Ask an Engineer, and Harper's Magazine. For more on Sajan, please see: https://www.ted.com/profiles/5373010.
Scott Aaronson is the David J. Bruton Centennial Professor of Computer Science at the University of Texas at Austin. His research interests include quantum computing and theoretical computer science; he also writes a blog: http://www.scottaaronson.com.
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Physical geography (also known as geosystems or physiography) is one of the two major subfields of geography. Physical geography is that branch of natural science which deals with the study of processes and patterns in the natural environment like the atmosphere, hydrosphere, biosphere, and geosphere, as opposed to the cultural or built environment, the domain of human geography.
Within the body of physical geography, the Earth is often split either into several spheres or environments, the main spheres being the atmosphere, biosphere, cryosphere, geosphere, hydrosphere, lithosphere and pedosphere. Research in physical geography is often interdisciplinary and uses the systems approach.
Physical Geography can be divided into several sub-fields, as follows:
- Geomorphology is the field concerned with understanding the surface of the Earth and the processes by which it is shaped, both at the present as well as in the past. Geomorphology as a field has several sub-fields that deal with the specific landforms of various environments e.g. desert geomorphology and fluvial geomorphology, however, these sub-fields are united by the core processes which cause them; mainly tectonic or climatic processes. Geomorphology seeks to understand landform history and dynamics, and predict future changes through a combination of field observation, physical experiment, and numerical modeling (Geomorphometry). Early studies in geomorphology are the foundation for pedology, one of two main branches of soil science.
- Hydrology is predominantly concerned with the amounts and quality of water moving and accumulating on the land surface and in the soils and rocks near the surface and is typified by the hydrological cycle. Thus the field encompasses water in rivers, lakes, aquifers and to an extent glaciers, in which the field examines the process and dynamics involved in these bodies of water. Hydrology has historically had an important connection with engineering and has thus developed a largely quantitative method in its research; however, it does have an earth science side that embraces the systems approach. Similar to most fields of physical geography it has sub-fields that examine the specific bodies of water or their interaction with other spheres e.g. limnology and ecohydrology.
- Glaciology is the study of glaciers and ice sheets, or more commonly the cryosphere or ice and phenomena that involve ice. Glaciology groups the latter (ice sheets) as continental glaciers and the former (glaciers) as alpine glaciers. Although, research in the areas are similar with research undertaken into both the dynamics of ice sheets and glaciers the former tends to be concerned with the interaction of ice sheets with the present climate and the latter with the impact of glaciers on the landscape. Glaciology also has a vast array of sub-fields examining the factors and processes involved in ice sheets and glaciers e.g. snow hydrology and glacial geology.
- Biogeography is the science which deals with geographic patterns of species distribution and the processes that result in these patterns. Biogeography emerged as a field of study as a result of the work of Alfred Russel Wallace, although the field prior to the late twentieth century had largely been viewed as historic in its outlook and descriptive in its approach. The main stimulus for the field since its founding has been that of evolution, plate tectonics and the theory of island biogeography. The field can largely be divided into five sub-fields: island biogeography, paleobiogeography, phylogeography, zoogeography and phytogeography
- Climatology is the study of the climate, scientifically defined as weather conditions averaged over a long period of time. Climatology examines both the nature of micro (local) and macro (global) climates and the natural and anthropogenic influences on them. The field is also sub-divided largely into the climates of various regions and the study of specific phenomena or time periods e.g. tropical cyclone rainfall climatology and paleoclimatology.
- Meteorology is the interdisciplinary scientific study of the atmosphere that focuses on weather processes and short term forecasting (in contrast with climatology). Studies in the field stretch back millennia, though significant progress in meteorology did not occur until the eighteenth century. Meteorological phenomena are observable weather events which illuminate and are explained by the science of meteorology.
- Pedology is the study of soils in their natural environment. It is one of two main branches of soil science, the other being edaphology. Pedology mainly deals with pedogenesis, soil morphology, soil classification. In physical geography pedology is largely studied due to the numerous interactions between climate (water, air, temperature), soil life (micro-organisms, plants, animals), the mineral materials within soils (biogeochemical cycles) and its position and effects on the landscape such as laterization.
- Palaeogeography is a cross-disciplinary study that examines the preserved material in the stratigraphic record in order to determine the distribution of the continents through geologic time. Almost all the evidence for the positions of the continents comes from geology in the form of fossils or paleomagnetism. The use of this data has resulted in evidence for continental drift, plate tectonics and supercontinents. This in turn has supported palaeogeographic theories such as the Wilson cycle.
- Coastal geography is the study of the dynamic interface between the ocean and the land, incorporating both the physical geography (i.e. coastal geomorphology, geology and oceanography) and the human geography of the coast. It involves an understanding of coastal weathering processes, particularly wave action, sediment movement and weathering, and also the ways in which humans interact with the coast. Coastal geography although predominantly geomorphological in its research is not just concerned with coastal landforms, but also the causes and influences of sea level change.
- Oceanography is the branch of physical geography that studies the Earth's oceans and seas. It covers a wide range of topics, including marine organisms and ecosystem dynamics (biological oceanography); ocean currents, waves, and geophysical fluid dynamics (physical oceanography); plate tectonics and the geology of the sea floor (geological oceanography); and fluxes of various chemical substances and physical properties within the ocean and across its boundaries (chemical oceanography). These diverse topics reflect multiple disciplines that oceanographers blend to further knowledge of the world ocean and understanding of processes within it.
- Quaternary science is an inter-disciplinary field of study focusing on the Quaternary period, which encompasses the last 2.6 million years. The field studies the last ice age and the recent interstadial the Holocene and uses proxy evidence to reconstruct the past environments during this period to infer the climatic and environmental changes that have occurred.
- Landscape ecology is a sub-discipline of ecology and geography that address how spatial variation in the landscape affects ecological processes such as the distribution and flow of energy, materials and individuals in the environment (which, in turn, may influence the distribution of landscape "elements" themselves such as hedgerows). The field was largely founded by the German geographer Carl Troll. Landscape ecology typically deals with problems in an applied and holistic context. The main difference between biogeography and landscape ecology is that the latter is concerned with how flows or energy and material are changed and their impacts on the landscape whereas the former is concerned with the spatial patterns of species and chemical cycles.
- Geomatics is the field of gathering, storing, processing, and delivering of geographic information, or spatially referenced information. Geomatics includes geodesy (scientific discipline that deals with the measurement and representation of the earth, its gravitational field, and other geodynamic phenomena, such as crustal motion, oceanic tides, and polar motion) and GIS (a computer based system for capturing, storing, analyzing and managing data and associated attributes which are spatially referenced to the earth) and remote sensing (the short or large-scale acquisition of information of an object or phenomenon, by the use of either recording or real-time sensing devices that are not in physical or intimate contact with the object).
- Environmental geography is a branch of geography that analyzes the spatial aspects of interactions between humans and the natural world. The branch bridges the divide between human and physical geography and thus requires an understanding of the dynamics of geology, meteorology, hydrology, biogeography, and geomorphology, as well as the ways in which human societies conceptualize the environment. Although the branch was previously more visible in research than at present with theories such as environmental determinism linking society with the environment. It has largely become the domain of the study of environmental management or anthropogenic influences.
Journals and literatureEdit
Physical geography and Earth Science journals communicate and document the results of research carried out in universities and various other research institutions. Most journals cover a specific field and publish the research within that field, however unlike human geographers, physical geographers tend to publish in inter-disciplinary journals rather than predominantly geography journal; the research is normally expressed in the form of a scientific paper. Additionally, textbooks, books, and magazines on geography communicate research to laypeople, although these tend to focus on environmental issues or cultural dilemmas. Examples of journals that publish articles from physical geographers are: Template:Columns
Historical evolution of the disciplineEdit
Template:Cleanup From the birth of geography as a science during the Greek classical period and until the late nineteenth century with the birth of anthropogeography or Human Geography, Geography was almost exclusively a natural science: the study of location and descriptive gazetteer of all places of the known world. Several works among the best known during this long period could be cited as an example, from Strabo (Geography), Eratosthenes (Geography) or Dionisio Periegetes (Periegesis Oiceumene) in the Ancient Age to the Alexander von Humboldt (Cosmos) in the century XIX, in which geography is regarded as a physical and natural science, of course, through the work Summa de Geografía of Martín Fernández de Enciso from the early sixteenth century, which is indicated for the first time the New World.
During the eighteenth and nineteenth centuries, a controversy exported from Geology, between supporters of James Hutton (uniformitarianism Thesis) and Georges Cuvier (catastrophism) strongly influenced the field of geography, because geography at this time was a natural science since Human Geography or Antropogeography had just developed as a discipline in the late nineteenth century.
Two historical events during the nineteenth century had a great effect in the further development of physical geography. The first was the European colonial expansion in Asia, Africa, Australia and even America in search of raw materials required by industries during the Industrial Revolution. This fostered the creation of geography departments in the universities of the colonial powers and the birth and development of national geographical societies, thus giving rise to the process identified by Horacio Capel as the institutionalization of geography.
One of the most prolific empires in this regard was the Russian. A mid-eighteenth century many geographers are sent by the Russian altamirazgo different opportunities to perform geographical surveys in the area of Arctic Siberia. Among these is who is considered the patriarch of Russian geography: Mikhail Lomonosov who in the mid-1750s began working in the Department of Geography, Academy of Sciences to conduct research in Siberia, their contributions are notable in this regard, shows the soil organic origin, develops a comprehensive law on the movement of the ice that still governs the basics, thereby founding a new branch of Geography: Glaciology. In 1755 his initiative was founded Moscow University where he promotes the study of geography and the training of geographers. In 1758 he was appointed director of the Department of Geography, Academy of Sciences, a post from which would develop a working methodology for geographical survey guided by the most important long expeditions and geographical studies in Russia. Thus followed the line of Lomonosov and the contributions of the Russian school became more frequent through his disciples, and in the nineteenth century we have great geographers as Vasily Dokuchaev who performed works of great importance as a "principle of comprehensive analysis of the territory" and "Russian Chernozem" latter being the most important where introduces the geographical concept of soil, as distinct from a simple geological strata, and thus founding a new geographic area of study: the Pedology. Climatology also receive a strong boost from the Russian school by Wladimir Köppen whose main contribution, climate classification, is still valid today. However, this great geographer also contributed to the Paleogeography through his work "The climates of the geological past" which is considered the father of Paleoclimatology. Russian geographers who made great contributions to the discipline in this period were: NM Sibirtsev, Pyotr Semyonov, K. D. Glinka, Neustrayev, among others.
The second important process is the theory of evolution by Darwin in mid-century (which decisively influenced the work of Ratzel, who had academic training as a zoologist and was a follower of Darwin's ideas) which meant an important impetus in the development of Biogeography.
Another major event in the late nineteenth and early twentieth century will give a major boost to development of geography and will take place in United States. It is the work of the famous geographer William Morris Davis who not only made important contributions to the establishment of discipline in his country, but revolutionized the field to develop geographical cycle theory which he proposed as a paradigm for Geography in general, although in actually served as a paradigm for Physical Geography. His theory explained that mountains and other landforms are shaped by the influence of a number of factors that are manifested in the geographical cycle. He explained that the cycle begins with the lifting of the relief by geological processes (faults, volcanism, tectonic upheaval, etc.).. Geographical factors such as rivers and runoff begins to create the V-shaped valleys between the mountains (the stage called "youth"). During this first stage, the terrain is steeper and more irregular. Over time, the currents can carve wider valleys ( "maturity") and then start to wind, towering hills only ( "senescence"). Finally, everything comes to what is a plain flat plain at the lowest elevation possible (called "baseline") This plain was called by Davis' "peneplain" meaning "almost plain" Then the rejuvenation occurs and there is another mountain lift and the cycle continues. Although Davis's theory is not entirely accurate, it was absolutely revolutionary and unique in its time and helped to modernize and create Geography subfield of Geomorphology. Its implications prompted a myriad of research in various branches of Physical Geography. In the case of the Paleogeography this theory provided a model for understanding the evolution of the landscape. For Hydrology, Glaciology and Climatology as a boost investigated as studying geographic factors shape the landscape and affect the cycle. The bulk of the work of William Morris Davis led to the development of a new branch of Physical Geography: Geomorphology whose contents until then did not differ from the rest of Geography. Shortly after this branch would present a major development. Some of his disciples made significant contributions to various branches of physical geography such as Curtis Marbut and his invaluable legacy for Pedology, Mark Jefferson, Isaiah Bowman, among others.
Notable physical geographersEdit
- Eratosthenes (276Template:Spaced ndash194 BC), who made the first known reliable estimation of the Earth's size. He is considered the father of geodesy.
- Ptolemy (c.90Template:Spaced ndashc.168), who compiled Greek and Roman knowledge to produce the book Geographia.
- Abū Rayhān Bīrūnī (973Template:Spaced ndash1048 AD), considered the father of geodesy.Template:Verify source
- Ibn Sina (Avicenna, 980–1037), who formulated the law of superposition and concept of uniformitarianism in The Book of Healing.Template:Citation needed
- Muhammad al-Idrisi (Dreses, 1100Template:Spaced ndashc.1165), who drew the Tabula Rogeriana, the most accurate world map in pre-modern times.
- Piri Reis (1465Template:Spaced ndashc.1554), whose Piri Reis map is the oldest surviving world map to include the Americas and possibly Antarctica
- Gerardus Mercator (1512–1594), an innovative cartographer and originator of the Mercator projection.
- Bernhardus Varenius (1622–1650), Wrote his important work "General Geography" (1650), first overview of the geography, the foundation of modern geography.
- Mikhail Lomonosov (1711–1765), father of Russian geography and founded the study of glaciology.
- Alexander von Humboldt (1769–1859), considered the father of modern geography. Published Kosmos and founded the study of biogeography.
- Arnold Henry Guyot (1807–1884), who noted the structure of glaciers and advanced the understanding of glacial motion, especially in fast ice flow.
- Louis Agassiz (1807–1873), the author of a glacial theory which disputed the notion of a steady-cooling Earth.
- Alfred Russel Wallace (1823–1913), founder of modern biogeography and the Wallace line.
- Vasily Dokuchaev (1840–1903), patriarch of Russian geography and founder of pedology.
- Wladimir Peter Köppen (1846–1940), developer of most important climate classification and founder of Paleoclimatology.
- William Morris Davis (1850–1934), father of American geography, founder of Geomorphology and developer of the geographical cycle theory.
- Walther Penck (1888–1923), proponent of the cycle of erosion and the simultaneous occurrence of uplift and denudation.
- Sir Ernest Shackleton (1874–1922), Antarctic explorer during the Heroic Age of Antarctic Exploration.
- Robert E. Horton (1875–1945), founder of modern hydrology and concepts such as infiltration capacity and overland flow.
- J Harlen Bretz (1882–1981), pioneer of research into the shaping of landscapes by catastrophic floods, most notably the Bretz (Missoula) floods.
- Luis García Sáinz (1894–1965), pioneer of physical geography in Spain.
- Willi Dansgaard (1922–2011), palaeoclimatologist and quaternary scientist, instrumental in the use of oxygen-isotope dating and co-identifier of Dansgaard-Oeschger events.
- Hans Oeschger (1927–1998), palaeoclimatologist and pioneer in ice core research, co-identifier of Dansgaard-Orschger events.
- Richard Chorley (1927–2002), a key contributor to the quantitative revolution and the use of systems theory in geography.
- Sir Nicholas Shackleton (1937–2006), who demonstrated that oscillations in climate over the past few million years could be correlated with variations in the orbital and positional relationship between the Earth and the Sun.
- Stefan Rahmstorf (born 1960), professor of abrupt climate changes and author on theories of thermohaline dynamics.
- Environmental science
- Environmental studies
- Physiographic regions of the world
- Template:Cite book
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- Physiography by T.X. Huxley, 1878, full text, physical geography of the Thames River Basin
- Fundamentals of Physical Geography, 2nd Edition, by M. Pidwirny, 2006, full text
- Physical Geography for Students and Teachers, UK National Grid For Learning
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Published on Feb 16, 2016
The objective: To see if infants receiving the Long Chain Polyunsaturated Fatty Acids (LCPUFAs) such as Docosahexaenoic acid (DHA) and Arachidonic acid (ARA) have an affect on the development of visual, mental, and motor skills. It is hypothesized that the DHA and ARA will make a difference in the development of the infants. The infants that do receive the DHA and ARA will be able to perform more tasks on average that the group that does not
10 infants that received DHA and ARA through mother milk or Enfamil LIPIL acting as the variable group 10 infants that received formula that did not contain DHA and ARA acting as the control group Procedure- Acquire the twenty infants for testing and monitor their development for eighteen months.
Infants were tested in categories of mental, motor, and visual skills to see if DHA and ARA make a difference in brain and eye growth in sixty-three total activities.
Docosahexaenoic acid (DHA) and Arachidonic acid (ARA) help to stimulate eye and brain neurons therefore stimulating development and growth.
After the period of eighteen months, the infants that received the DHA and ARA amino acids via breast milk or Enfamil LIPIL showed faster development in visual, mental, and motor skills compared to the control group that did not receive DHA and ARA in the formula milk.
A thirty percent difference was noted between the variable and control groups. Nearly seven of ten infants from the variable group were able to complete the various tasks, versus only four of ten from the control group accomplished their tasks
It can be concluded that the infants that received Docosahexaenoic acid (DHA) and Arachidonic acid (ARA) are able to complete more tasks involving motor, visual, and mental skills than those infants who do not receive these vital acids.
DHA and ARA make a substantial difference in the visual and mental development of the infant.
In addition, these nutrients help the infant to be able to get a head start on life by stimulating their brain and eye neurons.
This project show the importance of amino acids in early development of infants to get a head start on life
Science Fair Project done By Asad H. Arastu.


- Students connect with other students throughout New Zealand, sharing ideas and learning
- Reading, writing and thinking skills improve
Students put their names forward to participate and the class then nominate 2 - 4 students to participate for that week. They are also making sure that everyone gets a chance to participate in chats.
This Wednesday's topic was a hit with students and before I knew it, more than half of the class were engaged in the chats, sharing their ideas.


Definition of physiological saline in English:
A solution of salts that is isotonic with the body fluids.
- The tail artery was cannulated with an intravenous catheter filled with physiological saline and heparin, and then connected to a pressure transducer (RP - 1500 Narco Biosystem).
- We then pumped in cold saline to observe the effects on heartbeat as the temperature dropped 20 degrees; and we dripped in various physiological salines to determine whether or not they would stop the heart from beating altogether.
- Previously, it has been shown that even the inhalation of physiological saline leads to a transient drop in FEV 1 in patients with CF.
Definition of physiological saline in:
- US English dictionary
What do you find interesting about this word or phrase?
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The DocBook XSL stylesheets support documents written in many languages. This support is made easier by the fact that XML itself supports Unicode, which includes characters for most of the world's languages. To write a DocBook document in a given language, you just have to identify a character encoding that expresses the language, and then indicate that character encoding in the XML declaration that must appear at the top of each XML file, such as
<?xml version="1.0" encoding="iso-8859-1"?>. You write the text of your document using that character encoding, and you use the standard DocBook tags (which have English names) to mark the XML elements. Then you just have to make sure the XSLT processor you use supports your encoding.
The language support in the DocBook XSL stylesheets is primarily for generated text that the stylesheets produce. For example, an English document should label a chapter with
Chapter 3, while a German document's chapter should be labeled
The XML document encoding does not tell the stylesheets what language the document is written in. You have to supply that information with either a
lang attribute in the document or a stylesheet parameter at processing time.
Indexing in DocBook XSL does not sort properly for non-English languages. But there is a customization available that does sort properly. See the section “Internationalized indexes”.
The preferred method of indicating language is by adding a
lang attribute with a language code value, usually on the document root element . This method records the language within the document itself, so it is clear to anyone examining the document. Also, the attribute triggers automatic processing in that language by the stylesheets. That means you don't have to indicate the language on the processing command line.
lang is one of the common DocBook attributes, it is permissible for all DocBook elements. The attribute applies to the element it is in, and all of that element's descendants. If one of the descendants has a different
lang attribute, then it overrides the ancestor's value for the scope of that descendant. For example, if a document's root element is
book, you can put a
lang attribute in the book start tag so it applies to the whole document. If one of your chapters is written in a different language, then it can have a
lang attribute whose value applies only to that chapter. The following example illustrates this usage.
<book lang="de"> ... <chapter> <title>Profil verwalten</title> ... </chapter> <chapter lang="en"> <title>Special Features</title> ... </chapter> <chapter> <title>Junk-E-Mails vermeiden</title> ... </chapter> </book>
In this example, the document root element sets the lang to
de (German) for the document. So the chapters
Profil verwalten and
Junk-E-Mails vermeiden are processed as German. But the
Special Features chapter has its own lang set to
en (English). So the second chapter is processed as English. Its label will be
Chapter in the chapter title page, the book's table of contents and any cross references to that chapter.
You can also indicate the language of a document at processing time by using a stylesheet parameter set to a language code. This is useful if you are processing a document that doesn't have a
lang attribute and you cannot edit it to add one, or if you want to override the attribute it does have. There are two stylesheet parameters that can be used to set the processing language:
l10n.gentext.language will override any lang attribute set in the
This parameter is only needed if the document is a single language
that is not English, and one of the following conditions.
It does not have a lang attribute.
The lang attribute it does have is wrong.
The lang attribute it does have is not one of those supported by the stylesheets.
l10n.gentext.default.language can be used in the same circumstances as the
parameter, but it won't override any lang attributes in the
stylesheet. It will apply only to those elements for which no lang
attribute applies. Thus if there is a lang attribute on the
document's root element, then the parameter will have no
If you wondering about the names of these parameters, you probably don't recognize the odd abbreviation
l10n, which is a lower case L followed by the number 10 and the letter n. This is an abbreviation of “localization” (the first and last letters, and 10 letters in between). It means the gentext strings are adapted to a particular locale in the world. This abbreviation is similar to
i18n, which is an abbreviation for “internationalization”.
As of this writing, DocBook XSL supports 45 languages. That means it has translations for the generated text strings in 45 languages. The translations are stored in XML files named for the language code, such as
fr.xml, etc. These are stored in the
common subdirectory of the stylesheet distribution. So if you want to check if a given language is supported, look in that directory for an XML file of that name. The top of each file looks like this:
<?xml version="1.0" encoding="US-ASCII"?> <l:l10n xmlns:l="http://docbook.sourceforge.net/xmlns/l10n/1.0" language="it" english-language-name="Italian">
language attribute identifies the language code. It is this attribute value that the stylesheet uses to match to a
lang attribute in a document. The filename just happens to have the same name. The
english-language-name attribute gives the language name in English for each language.
Most of the language codes are two-letters, named using the ISO 639 standard. A few have variations to reflect how a given language is used in a different country. For example the
pt_br language is for Portuguese as spoken in Brazil. The country codes that are used in the second part of the name are listed in the ISO 3166 alpha-2
When you specify a language code for your document in an attribute or parameter, you can use upper- or lower-case letters. If it has a country extension, you can use either dash or underscore as the separator. In all these cases the stylesheets will map the code to the supported value.
If you specify a country extension, and there is no translation for that extension, the stylesheet will fall back to using just the two-letter language code. If a two-letter code is not supported, then the stylesheets fall back to English.
In theory, DocBook XSL can support any language that can be expressed in Unicode. In practice, only 45 languages have translated text strings that the stylesheets can access. If you need a language that is not currently available, then you can make the translations and add them to your stylesheets. You should copy the English file
common/en.xml to a new language code XML file, and then translate the
text attributes in the file. The translations should use Unicode numerical character references for any non-ASCII characters.
The easiest way to add a new language to the stylesheets is to submit your translation to the DocBook XSL project for integration into the next release. Send email to the project admins at the DocBook SourceForge site. Then your new translation will be included in future stylesheet distributions. It also makes it available to other users, who can make contributions to it as well.
If you want to include your translation only in your own stylesheet, you need to do the following:
Copy the stylesheet file
common/l10n.xml to a new filename, such as
common/my-l10n.xml. It is best to keep it in the same directory because it references all the other language files in that directory.
Edit your new file to add a SYSTEM entity declaration to the DOCTYPE and an entity reference to the body of your copied file. Just copy similar lines from the file itself. The entity declaration should point to your new language file location, relative to the
<!ENTITY fy SYSTEM "../mystuff/fy.xml"> ... &fy;
Create a stylesheet customization layer if you don't already have one.
Add the following line to your customization file:
<xsl:param name="l10n.xml" select="document('../mystuff/my-l10n.xml')"/>
The path to your enhanced
my-l10n.xml file should be relative to your stylesheet customization file.
document() function loads your customized file into the stylesheet parameter
l10n.xml. That parameter is searched when looking for a
This arrangement is a bit awkward, and will need to be repeated with each new stylesheet release. It's best to complete the translation and submit it to the DocBook project.
|DocBook XSL: The Complete Guide - 3rd Edition||PDF version available|
Copyright © 2002-2005 Sagehill Enterprises


The continuum hypothesis has been unsolved for hundreds of years. In other words, can I answer it completely? By refuting the culturally responsible continuum (Lam, 2014), one can link the problem to the mathematical continuum, and it is possible to disproof the continuum hypothesis (Lam, 2018). To go ahead a step, one may extend our mathematical system (by employing a more powerful set theory) and solve the continuum problem by three conditional cases. This event is similar to the status cases in the discriminant of solving a quadratic equation. Hence, my proposed algorithmic flowchart can best settle and depict the problem. From the above, one can further conclude that when people extend mathematics (like set theory — ZFC) into new systems (such as Force Axioms), experts can solve important mathematical problems (CH). Indeed, there are different types of such mathematical systems, similar to ancient mathematical notation. Hence, different cultures have different ways of representation, which is similar to a Chinese saying: “different villages have different laws.” However, the primary purpose of mathematical notation was initially to remember and communicate. This event indicates that the basic purpose of developing any new mathematical system is to help solve a natural phenomenon in our universe.
The Development of Contextual Approach-Based Materials for Poetry Writing On Grade X Student In Sma Budi Murni 2 Medan (Published)
This research is based on the learning problems of class X students of SMA Budi Murni 2 that are still teacher-centered. This causes students not being able to study independently because of the lack of poetry text references used in poetry writing class. In addition, the student’s ability to write poetry texts is known to be low because the teaching materials used by teachers and students are still based on textbooks. The book is the only source of information for poetry text writing study. In learning to write poetry texts, teacher sometimes still use learning methods that tend to be monotonous, such as the use of discussion methods. This is known from the results of observations made by the researchers themselves. All poetry texts writing learning comes from textbooks. Based on the above problems, the researcher conducted a research development aimed at (1) to analyze the development process of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan, (2) to analyze the feasibility of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan, (3) to analyze the effectiveness of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan. The method adopted is the Research and development (R&D) proposed by Sugiyono, based on Borg and Gall. The trial subjects consisted of 3 students in individual test, 9 students in small group test, and 35 students in limited field test. The data collection technique used observation, interviews, questionnaire, and poetry text writing test. The research result shows that (1) material expert’s validation includes content feasibility with an average of 83,52% in “very good” criteria, presentation eligibility with an average of 87,5% in “very good” criteria, and language aspect with an average of 75% in “good” criteria, (2) graphyc design expert’s validation with an average of 83,46% in “very good” criteria, (3) teachers’ responses with an average of 88,23% in “very good” criteria, (4) individual test with an average of 77,77% in “very good” criteria, (5) small group test with an average of 80,10% in “very good” criteria, (6) limited field test with an average of 84,82% in “very good” criteria. The learning outcomes of student’s poetry writing before using the module was 74.28, while after using the module increased up to 85.57. The resulted difference between before and after the module usage is as much as 11.29. The implication of this study is that, the developed teaching materials may provide practical contributions in the implementation of the learning process for teacher. This is because the additional teaching materials provide convenience in the process of teaching.
Chronologically speaking, the view to syllabus design has been changed over the decades of development of the phenomenon of second language learning and teaching, as we go through from language centered methods to learner centered methods and to learning centered methods. An attempt was made in this paper to revisit the concept and the types of syllabus approaches in the realm of second language learning and teaching. Topics analyzed included, the definition of syllabus, the categorization of syllabi types, the introduction of an integrative approach to syllabus design and the presentation of the proposed model to syllabus design. In this paper, I focus on the traditional and critical approaches to syllabus design and introduce an integrative approach and finally I present the proposed model to teachers and syllabus designers to apply in practical contexts.
RESOURCE CAPACITIES SUPPORTING THEMATIC APPROACH IN TEACHING ECDE CENTRES IN UASIN GISHU COUNTY (Published)
Teachers are important resources in the teaching and learning process and should therefore be considered alongside other learning resources. They are the best recourses to be built into a particular teaching strategy designed to achieve a specific learning practice for instance thematic approach, without which can be administrative problem to head-teachers. Without adequate resource materials, it is a drawback to the implementation of new ideas and techniques. The study sought to investigate resource capacities of ECDE centers in supporting thematic approach in teaching in early childhood development centers in Eldoret Municipality. It was guided by Kurt Lewin’s Three Stages of Change Model developed in 1954. The study adopted the Descriptive Survey research Design. The target population comprised 266 respondents comprising of 164 ECDE teachers, 82 head teachers and 20 Educational Officials. Stratified sampling was used to select thirty schools out of eighty two schools; Public and Private Schools which translated to 30% of the total sample population. Purposive sampling was used to select all the head teachers to participate in the study while random sampling was also used to select one ECDE teacher. Instrumentation included the questionnaire, interview guide and document analysis. Data was collected and analyzed using descriptive statistics. Majority of the ECDC’s have inadequate resources and capacities both physical and human required supporting the implementation of thematic approach in teaching ECD children. The head teachers who supervise the curriculum in their schools are also not ECDE compliant hence, may not have be in a position to advice the teachers concerning the approach appropriately. The study recommended that ECDCs be equipped with adequate and developmentally appropriate materials and resources.
SERVICE STANDARDS MANUAL (Published)
As for the continued and rapid increasing of Dubai as one of the world most targeted areas for businesses and investments, transportation has become one of the main challenges that face decision makers in Dubai. RTA thus was established to unify responsibilities previously spread between several governmental departments (Dubai Municipality and Police Department). Moreover, RTA adopted decentralization by establishing 8 separate agencies and sectors in order to achieve highest levels of flexibility. The “RTA Service Standards Manual” governs the entire portfolio of existing and news services offered by RTA. The Manual is considered imperative to unify and standardize the varied approaches that are taken today in service development and monitoring
Investigation of Processing Conditions for Dietary Fiber Production from Cashew Apple (Anacardium Occidentale L.) Residue (Review Completed - Accepted)
Cashew is one of the most important plantation crops and widely grown in tropical areas as India, Brazil, Nigeria and Vietnam. Cashew apple (Anacardium occidentale L.) is not a true fruit, but swollen peduncle to which the nut is attached. Unlike cashew nut kernel, which has an indisputably exclusive fine taste and a commercial attractiveness of its own, cashew “apple,” despite its high nutritive values (high content of vitamin C and minerals, i.e., Ca, P, Fe) and economic potential, is virtually an unknown product in the consumer market. The edible cashew apple is the thick receptacle or “false fruit” to which the cashew nut or true fruit is attached. Cashew apple is considered as a waste in cashew nut processing industry. Various value added products such as juice, fenny, wine, dried cashew apple, syrup and jam can be prepared from cashew. Not many researches mentioned to cashew apple dietary fiber. So the aim of this research will investigate a new approach utilizing cashew apple residue to produce dietary fiber. By hydrolization, soluble fiber is pectin by enzym pectinase, carbohydrate by with following conditions ratio of cashew apple residue: water (1:6); pH 4.5; temperature for hydrolization 400C; enzyme concentration 0.3% (v/w), dietary fiber 87%.
This paper discusses a strategy and functional approach for the provision of low-cost housing for the urban poor in Nigeria. It notes the rapid rate of urbanization occurring in Nigeria, which is due mainly to massive rural-urban drift, and explosive urban population growth. A major consequence of this occurrence has been the deterioration of housing situation in the urban centres, manifested in severe shortages of housing units, and overcrowding in poor quality buildings that are situated in degraded environment. The urban poor constitute the vast majority of urban dwellers and they are in a disadvantaged economic position to build for themselves and are generally unable to make effective demand of existing housing. Housing this urban population is a major thrust of sustainable urban development. This paper asserts that a strategy for achieving the goal of adequately housing the urban poor is extensive mass housing development employing indigenous materials and methods, and involving the target population from policy making through programme execution. This is a bottom-up, participatory approach that will ensure the sustainability of the housing development. A case study, State Housing Estate, Oke-Ila, Ado-Ekiti, Nigeria in which indigenous materials were used in some buildings, was examined in the paper. The paper also looks at experiments with indigenous materials in the construction of model low-cost houses, and these include the Pampomani Housing Estate in Maiduguri, Borno state, Nigeria, and Yakatsari resettlement scheme in Kano, Nigeria. The paper examines earth architecture as a relevant indigenous technology and recommends its use in housing the teeming poor majority in Nigerian urban centres.


Project start date: 01/07/2021
Project end date: 31/12/2022
NESP funding: $300,000 (GST-exclusive)
Australia is home to more than 1,900 species and ecological communities that are listed as threatened (Critically Endangered, Endangered or Vulnerable) under the Environment Protection and Biodiversity Conservation Act 1999 (EPBC Act). This number will increase significantly during the life of this second phase of the National Environmental Science Program (NESP), due to climate change and the 2019–20 bushfires.
In addition, there are more than 150 species – only some of which are listed as threatened – that are listed as migratory under the EPBC Act in response to Australia’s responsibilities under the global Convention on the Conservation of Migratory Species of Wild Animals (Bonn Convention) and several bilateral agreements. All these listed entities are deemed by the Australian Government to be matters of national environmental significance.
The Resilient Landscapes Hub has been charged with leading the cross-cutting ‘Threatened and migratory species and threatened ecological communities’ initiative to support policy development, program management and regulatory processes to protect Australia’s environmental assets in terrestrial, Ramsar and marine environments. This project will provide the research foundation for this initiative and will also identify projects that will be undertaken by the hub to address the cross-cutting initiatives coordinated by the other 3 NESP hubs.
NESP cross-cutting initiatives:
This project is being led by Professor Helene Marsh from James Cook University.
For further information, contact firstname.lastname@example.org or email@example.com.
Examples of potential research users
This list will be developed further through the co-design process.


Many bat-workers make recordings of bat calls they hear in the field, either so they can have a second attempt at identifying a bat at home, with a glass of something warming or, in the case of frequency division or time expansion detectors, to look at calls using Batsound or other call analysis software. I thought this would be an opportune moment to look at the connections between the detector, the recording equipment and the computer. It seems simple enough, but there are a few easy errors, which are less obvious than might be expected.
To understand how to connect things properly we first need to understand a couple of techy things about jack plugs and sockets:
There are several types of audio jack plugs, but virtually everything we are interested in uses 3.5mm jacks. There are two types: mono and stereo. The stereo plug is connected to three wires: one common and one for each of two audio channels (normally used to create that "close your eyes and visualise the orchestra" effect by producing slightly different versions of a music track in each ear). The mono plug has only two wires and, you've guessed it, only one audio channel.
Where it gets slightly tricky is that the mono and stereo jacks are the same size and fit into sockets intended for one another.
There are four types of audio socket found on bat detectors and recording equipment:
2. Line out (often labelled record) is the same as audio out, but with a steady volume, unaffected by the volume control.
3. Line in (also called audio in or sound input) is the socket on the recorder or PC through which the equipment receives audio.
4. Microphone in is similar to audio input, but is easily overloaded, as microphones produce very low level audio.
That's the geek stuff over. So, why does it matter? Most bat detectors are mono. As the two types of jack plug are interchangeable it doesn't really matter which we use. In fact it's helpful that they're interchangeable as it means stereo headphones can be used. A bog-standard stereo jack to stereo jack lead can be bought at Comet to connect the detector to a digital audio recorder, minidisc recorder or cassette recorder. Incidentally, avoid cassette recorders: the tape speed falls as the battery runs down, turning Common Pipistrelle calls into Nathusius' ones.
It's always advisable to connect the line out soocket on the detector to the line in socket on the recording equipment. That way, the machines take care of the audio levels and we can get on with looking at bats. Life being the way it is, some machines don't have these sockets, so we have to get a bit sneaky.
If there's no line out (or record) socket on the detector, it's necessary to use the headphone socket (and plug the headphones into the recorder's headphone socket, so we can hear what's happening), but it's necessary to make a few experimental recordings to work out what level the detector volume needs to be set to, to produce the clearest recordings.
If there's no line in on the recorder then it's necessary to use the microphone in socket, taking care not to overload it by having the detector volume set too high. The recorder's automatic level control will cause the background white noise to increase when there;s no sound, but it should drop the moment a bat is picked up.
The Bat-Box Duet
Things get more complex when using a Duet. These are excellent detectors, allowing the user to listen to a heterodyne detector, whilst recording what the user hears and the sound from a frequency division detector, one on each stereo channel. This permits later computer analysis. Admittedly, the sonograms produced are not quite as perfect as those made with recordings from a time expansion detector, but they're usually good enough for most purposes and it's much easier to use (anyway, how many hobby bat-workers can afford to pay a grand for a time expansion detector?)
The Duet achieves it's cleverness by using the two stereo channels: left for the frequency division audio and right for the heterodyne audio. As long as the recording equipment is also stereo then a standard stereo jack to stereo jack lead can be used. However, some digital audio recorders only have a mono microphone input. If you put a stereo jack in here the machine will record a weird amalgam of the output of both detectors. A cable which splits the stereo into the two mono outputs is required - see below. You need to go to a specialist shop like Tandy or Maplin, or if you're handy with a soldering iron, make one yourself.
The other difficulty comes when you replay the bat calls into a computer. If you don't have a line in socket on your computer the microphone socket may work, but it will be mono, rather than stereo, so the same cable is required.
Incidentally, if you're buying a minidisk recorder for use with a bat detector, check the line in socket carefully. Most have some sort of audio input, even if there's no line in socket, but a generation of minidisk players exists where the line in socket is a weird digital thing which looks like a 3.5mm jack socket, but simply doesn't work, except to record from other digital equipment.
Of course, all this should soon be academic, as we move towards bat detectors with built-in memory cards. Hopefully that will make redundant the geeky knowledge I acquired from my youth, spent making dodgy cassette recordings of LPs......
The BCT have published a useful guide to recording with digital equipment: http://www.bats.org.uk/helpline/documents/Digitalrecordingwithbatdetectors_005.pdf
More about the Bat-Box Duet: http://www.batbox.com/duet.html
My website: plecotus.co.uk
Finally, if you follow any advice here, you do so at your own risk.


MLK Day is an all-American holiday
Each year, there are local events commemorating the life, the words and, most importantly, the dream of the Rev. Dr. Martin Luther King Jr.
These events honor the ideas of King, who spoke of not judging people by the color of their skin but by the content of their character.
The same King who spoke for political, social and economic equality for blacks.
The same King who led the tumultuous civil rights movement through the 1950s and ’60s.
These events celebrate the strides that have been made in equal rights for all Americans, no matter their race, since the days of King.
These events will note the travails that remain regarding race within our nation.
King’s “I Have a Dream” speech will be mentioned, quoted and read. The speech ranks as one of the most eloquent and powerful speeches in American history.
In that speech, King spoke of many things, including, “I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. … I have a dream that my four little children will one day live in a nation where they will be judged not by the color of their skin, but by the content of their character. …”
While enormous strides have been made in integration from schools and theatres to the workplace and restaurants, even with the election of a black president, the MLK events likely won’t reflect such integration.
The majority of these events will be attended by black participants while many whites stay away.
Why such a disparity? It is hard to say.
Perhaps it is because whites do not feel welcome or they do not believe the events are for them.
But this situation is not unique to any particular area. Throughout the nation, by both blacks and whites, Martin Luther King Day is largely perceived as a “black holiday.”
What an ironic injustice for the day commemorating the man who spoke of blacks and whites sitting together at the table of brotherhood.
Martin Luther King wasn’t just a great African-American.
He was a great American.
Martin Luther King Day isn’t an African-American holiday.
It is an American holiday to honor a man who asked America to keep its long-held promise that all men are created equal.
Martin Luther King is a man for all Americans as the day commemorating him is a day for all Americans to reflect on the nation’s past, but also think of its future.


If you ask physicians about the most serious health problems faced by older patients, they will usually list significant medical conditions like heart disease, diabetes or cancer. But ask the patients, and they will complain more about sensory deprivation — the loss of vision and hearing.
This information makes a recent report by the Centers for Disease Control and Prevention particularly alarming. A survey of 11,503 adults over the age of 40, who were known to have mild to moderate visual impairment, found that 39.8 percent did not have an eye examination in the previous year due to no insurance or the cost.
Thirty-five percent did not seek eye care because they felt that they did not need it, and 4.5 percent said they could not get an appointment.
Those over the age of 65 and on Medicare obviously used lack of insurance as a reason much less frequently (23.3 percent). Remarkably, 43.8 percent of Medicare recipients felt they did not need to see an eye doctor, compared to 32.9 percent for those under age 65. Men were less interested in eye exams (41.7 percent) compared to women (28.7 percent).
People seeking eye care varied by state. In Massachusetts, 21.6 percent of those under the age of 65 did not feel the need for eye care; in Tennessee, it was 60.4 percent. For Medicare recipients, 61 percent did not seek care in Massachusetts, compared to 25.4 percent in Florida.
This information should be an urgent wake-up call for public health officials, health care providers and the population at large. Vision is perhaps the most precious of all our sensory functions. Often occurring insidiously over time, loss of eyesight is a cause of functional dependency and poor quality of life. Most importantly, for many conditions, appropriate medical management can prevent blindness. For younger people, a visit to the ophthalmologist or optometrist primarily evaluates visual acuity and the need for glasses, but it always includes screening to identify the common causes of eye disease — cataracts, glaucoma, macular degeneration and retinal disease. Although some primary care physicians can evaluate eyesight and measure eye pressure, the level of skill required for an accurate evaluation is exclusively the domain of the ophthalmologist or the optometrist, who is trained in all aspects of assessing vision and screening for eye diseases.
The most common cause of significant visual loss is a cataract, a painless clouding of the lens of the eye that interferes with the transmission of light to the back of the eye or retina. Common symptoms include blurred vision, seeing rings around lamps and trouble driving at night. Surgery is needed if vision is impaired sufficiently and interferes with daily functions. Testing for glaucoma is critically important, as vision loss progresses so slowly that a serious problem may not be identified until virtual blindness is present. Glaucoma is caused by increased eye pressure that damages the optic nerve, impairing the ability to transmit visual images to the brain. Untreated, there is a gradual loss of peripheral vision, which eventually leads to total blindness. The disease is easily diagnosed by measuring eye pressure and treated with drops to lower pressure.
Sometimes surgery is needed. Macular degeneration results in damage to the retina. In direct contrast to glaucoma, central vision is lost, but peripheral vision remains intact. Learning to look at objects out of the side of the eye can be achieved by low vision rehabilitation.
While the cause is unclear and there’s no cure for macular degeneration, treatment with vitamins, laser therapy and visual aids can be helpful. Most patients have a benign, gradually progressive disease, but some kinds can progress very rapidly (wet macular degeneration).
Many patients with diabetes develop blindness due to blockages of tiny vessels in the retina (at the back of the eye). This leads to scarring and overgrowth of fragile new vessels that are prone to bleeding and retinal detachment. Regular eye examinations are critical.
No matter your age, remember that eye examinations are essential. Not only will serious medical conditions be identified early, but just as importantly, you will also learn what you need to do to assure optimal eye health.
Written by DR. DAVID LIPSCHITZ, Creative Syndicate


Madison Avenue Medicine
excerpted from the book
how health care in America became
big business - and bad medicine
by Donald L. Bartlett and James
Broadway Books, 2006, paper
Each year, the U.S. Department of Health and Human Services conducts
a nationwide survey on the medical well-being of the American
people. The 2003 study, like the ones before it, showed that most
of us think we are in good health. In fact, 35.5 percent of those
questioned assessed their health as "excellent," and
another 31.9 percent labeled it "very good." Similar
findings a year earlier buttressed the underlying health statistics
that prompted Surgeon General David Satcher to sound a positive
note. "In many ways," Satcher said, "Americans
of all ages and in every racial and ethnic group have better health
But if two-thirds of the population rates
their health as excellent or very good, how is it that so many
of us are sick? In fact, by some accounts we may be the sickest
people on the face of the planet. At least that's what we're being
told by television and radio reports and commercials, newspaper
and magazine articles and advertisements, medical foundations,
universities, and the health care community itself. The numbers
"Approximately one hundred million
Americans have excessive levels of total cholesterol," the
American Heart Association warns. "More than sixty million
American adults experience GERD [gastroesophageal reflux disease],"
according to FDA Consumer. "Ten million individuals are estimated
to already have [osteoporosis] and almost thirty-four million
more are estimated to have low bone mass," the National Osteoporosis
Foundation claims. "About 3.8 million kids have Attention
Deficit Hyperactivity Disorder (ADHD)," the American Academy
of Pediatrics reports. "More than nineteen million Americans
suffer from some kind of anxiety disorder," the Anxiety Disorders
Association of America contends. "Somewhere between forty-five
million and sixty million Americans now have the genital form
of [herpes]," maintains Drug Topics. "An estimated twenty-five
million adults have incontinence... significant enough to make
it difficult for them to maintain good hygiene and carry on ordinary
social and work lives," the Harvard Medical School reports.
There's more: The Johns Hopkins Medical
Institutions say thirty-five million people have irritable bowel
syndrome. The American Association of Clinical Endocrinologists
says thirteen million Americans have thyroid disease. Medical
Devices & Surgical Technology Week says nine million men suffer
from benign prostatic hyperplasia (BPH), a noncancerous enlargement
of the prostate gland. The CDC says nearly seventy million adults
suffer from chronic joint pain. Biotech Business Week says more
than two million Americans have atrial fibrillation, a common
arrhythmia that can result in an abnormally fast heart rate. The
American Liver Foundation says twenty-five million people have
a liver disease. NBC's Today Show says two million people have
hyperhidrosis, a genetic problem that causes abnormal sweating.
The National Institutes of Health says twelve million people have
chronic obstructive pulmonary disease and twenty-four million
have impaired lung function.
Then there's latent tuberculosis infection,
ten to fifteen million people; male impotence, thirty million
men; rosacea, fourteen million people; eating disorders, eleven
million; fibromyalgia (chronic pain in muscles and tissues around
joints), six million; obesity, sixty million;
Alzheimer's, four million; chronic headaches,
forty-five million; psoriasis, seven million; peripheral arterial
disease, thirty-four million; hypertension, fifty million; clinical
depression, eighteen million; peptic ulcers, twenty-five million;
chronic kidney disease, twenty million; allergies, forty million;
sleep disorders, seventy million; restless legs syndrome, twelve
million; and excessive menstrual bleeding, ten million women.
To be sure, this litany overlaps in certain
areas. Some of the 58.4 million with high blood pressure most
likely are among the sixty million with cardiovascular disease.
On the other hand, this list is far from complete, omitting scores
of diseases, disorders, and conditions from cancer to chronic
fatigue syndrome. If all those said to be suffering from some
ailment are taken into account, it's estimated there are more
than 1.5 billion sick people in the United States-or five times
the population. Assuming one-third are in the "excellent"
health they claim, then two out of every three people you pass
on the street are walking around with at least eight different
Are Americans really that sick? Of course
not. So what's going on here? Simply put, it is in the best interest
of a market-driven medical system to make you think you are sick,
or soon will be, or worry you over the possibility. The grossly
exaggerated numbers are in the best interest of everyone-everyone
except the public. For drug companies that offer multiple pills
for every affliction, real or imagined, they mean billions of
dollars for the bottom line, which helps explain why they are
the country's most profitable businesses year in and year out.
For doctors and hospitals, those inflated numbers mean more billions
in revenue. For Madison Avenue, newspapers, magazines, television,
and radio, they mean billions in advertising revenue and commissions,
as well as increased ratings and sales. For testing laboratories
and manufacturers of expensive diagnostic equipment, such as MRI
machines, they mean more billions in revenue. For special-interest
groups, they mean billions in permanent funding for a bloated
health care bureaucracy. For members of Congress, they mean campaign
contributions and positive headlines as lawmakers wage a perpetual
crusade on behalf of the sick. For celebrities raising funds for
their favorite disease, they mean endless publicity and generous
As more individuals are encouraged to
ask their doctors to examine them for conditions they don't have
and treat them for nonspecific ailments, they become an ever-growing
drain on public and private funds. The United States already wastes
tens of billions of dollars on needless visits to doctors' offices,
unnecessary or excessive medical tests, over-diagnosis, over-treatment,
needless surgical procedures, and the unwarranted dispensing of
prescription drugs on a titanic scale, thereby turning the country
into the world's pill capital.
The personal price tag for all this is
staggering. The paychecks of workers continue to shrink as they
are compelled to pick up a larger share of health insurance premiums
and co-pays. People with serious diseases are priced out of the
insurance market. Companies tired of relentless health care cost
increases are scaling back or canceling coverage for their employees
and retirees. Saddest of all, the truly sick, the aged, the infirm,
and families dealing with catastrophic illnesses are forced into
poverty and bankruptcy.
A lot of money is being made by striking
fear in the hearts of Americans that they will die prematurely
unless they rush out and buy the latest medication. Few are profiting
more from this tactic than the pharmaceutical companies, which
hold the patent on profitability. New York-based Pfizer Inc.,
the world's largest pharmaceutical company, posted a 28.4 percent
return on revenue in 2002. That was some
I four times better than ExxonMobil Corporation,
nearly nine times better than Wal-Mart Stores, and more than thirty-one
times better than General Motors Corporation.
On a scale no one could have foreseen,
the drug companies have enlisted the expertise of Madison Avenue
to sell you their wares. Using techniques advertising has perfected
over decades to entice consumers to buy soap, cereal, beer, perfume,
and dog food, the drug companies are transforming the way we look
at medicines and fattening their own profits in the process.
From 1994 to 2000, spending for consumer
drug advertising rocketed from $266 million to $2.5 billion-a
whopping 840 percent increase. Sales of prescription drugs shot
up from $79 billion in 1997 to $164 billion in 2002. At the present
pace, sales will reach a quarter-trillion dollars by 2007. As
a result of this runaway spending, overpriced prescription drugs
are driving up health care costs for everyone. 'While drugs account
for just 10 percent of the nation's total health care bill, they
are the fastest-growing component. Between 1993 and 2002, spending
for hospital care went up 52 percent and outlays for physician
services increased 69 percent. But prescription-drug spending
climbed three to four times faster-spiraling to 217 percent. This
trend is likely to accelerate as the Medicare drug benefit takes
effect fully in 2006, and Congress refuses to abandon a legislative
policy that makes American consumers pay the highest prices in
the world for prescription drugs.
The commercials are powerful, convincing, and, most of all, manipulative.
If you're feeling perfectly healthy at the crack of dawn, by day's
end you will certainly wonder if you might be suffering from one
or more of the many maladies that are the subject of ads appealing
to people's insecurities.
... Madison Avenue counts on the basic
instincts of Americans to look for a quick fix, hoping that after
taking in a couple of commercials you will begin gulping multiple
pills so that you can enhance your sex life, calm your anxieties,
postpone the aging process, reduce your blood pressure, heighten
your concentration, build thicker bones, improve your blood flow,
sleep more restfully, dull the pain in your shoulder, and slash
your cholesterol to prevent heart disease-even though one-third
of all people who die of heart disease actually have low cholesterol.
The medical mantra "Ask your doctor" has become one
of Madison Avenue's most successful catchphrases ever. "Ask
your doctor about Imitrex." Or "Ask your doctor about
adding Plavix." Or "Ask your doctor about getting relief
with Zelnorm." Or "Ask your doctor about Celebrex."
Or "Ask your doctor about Zocor." Or "Ask your
doctor if prescription Prevacid is right for you." Or "Ask
your doctor about new
once-a-day Wellbutrin XL." The unrelenting
commercials pitching pills for the treatment of everything from
arthritis to high cholesterol end with the ubiquitous phrase.
The commercials play on the trust that patients have in their
doctors. Many doctors, in turn, say that when patients ask for
a certain medicine by name, they feel pressured to prescribe it.
Truth to tell, doctors sometimes have
little more independent understanding than you do about a particular
drug. They derive their knowledge largely from advertisements
similar to the ones that you see and from information supplied
by the drug companies directly. An army of sales representatives,
carrying armloads of samples, descend on doctors' offices daily.
In addition, the companies hold seminars, take doctors to dinners,
and distribute lucrative fees for serving as "advisors."
The purpose of the ads and the personal contact is to sell a product,
not to discourage its use by dwelling on what could go wrong.
The drug companies spend many more billions of dollars on this
marketing effort than on advertising.
While physicians read many of the reports
on clinical trials or studies in medical journals, no one can
read and absorb them all. There are not enough hours in the day
to keep abreast of all the studies involving all the drugs that
are available-and also see patients.
That's why doctors are as susceptible
to advertising as you are. And always have been ...
Harry Loynd ,Parke-Davis & Company CEO in the 1940s
"Pills are to sell, not to take."
"If we put horse manure in a capsule,
we could sell it to 95 percent of these doctors."
... the picture of the U.S. health care system today, thousands
of individual entities heading off in many directions on missions
that frequently conflict. It's really no system at all. Rather,
it's a stunningly fragmented collection of businesses, government
agencies, health care facilities, educational institutions, and
other special interests wasting tens of billions of dollars and
turning the treatment of disease and sickness into a lottery where
some losers pay with their lives.
The United States has 6,000 hospitals
and tens of thousands more freestanding medical centers, nursing
homes, kidney dialysis centers, laboratories, MRI facilities,
pharmacies, and medical schools. Each maintains its own computer
system. Some can talk to one another; most can't. Overlying these
are hundreds of HMOs, private insurers, and government plans.
There's Medicaid for the very poor, Medicare for everyone over
sixty-five years of age, TRICARE and the Veterans Administration
for the military, and a hodgepodge for everyone else. Each insurer
has its own system of co-pays, deductibles, and spending limits.
Each produces thousands of pages of impenetrable language setting
forth the medical expenses it will pay, the ones it won't, and
those that fall somewhere in between.
Then there are thousands of special interests,
from the American Cancer Society to the American Medical Association,
from the Pharmaceutical Research and Manufacturers of America
(PhRMA) to the American Organ Transplant Association, each with
its own agenda. Each wages an individual campaign to shape health
care policy by manipulating public opinion through TV newspapers,
magazines, and radio. Each seeks to grab a piece of the health
care pie. Out of all these thousands of self-interested entities,
not one speaks for what's best for American health care overall.
And that explains why U.S. health care
is second-rate at the start of the twenty-first century and destined
to get a lot worse and much more expensive.
The simplest and most cost-effective remedy would be to provide
universal coverage and to create one agency to collect medical
fees and pay claims. This would eliminate the staggering overlap,
duplication, bureaucracy, and waste created by thousands of individual
plans, the hidden costs that continue to drive health -care out
of reach for a steadily growing number of Americans.
Under a single-payer system, all health
care providers-doctors, hospitals, clinics-would bill one agency
for their services and would be reimbursed by the same agency.
Every American would receive basic comprehensive health care,
including essential prescription drugs and rehabilitative care.
Anyone who needed to be treated or hospitalized could receive
medical care without having to wrestle with referrals and without
fear of financial ruin. Complex billing procedures and ambiguities
over what is covered by insurance would be eliminated.
Radical? We already have universal health
care and a single-payer system for everybody aged sixty-five and
over: It's called Medicare. For years, researchers, think tanks,
citizens' groups, and health care professionals have advocated
a similar plan for the rest of the population. Study after study
has concluded that the most practical and cost-effective way to
provide quality health care and to restrain costs is a singlepayer
system, but no plan has ever come close to adoption because of
fierce opposition by the powerful health care lobby.


When your child struggles with reading or reading comprehension, it can “rollover” into other areas of their education. Struggles with reading can even affect their playtime and extracurricular activities.
Having good reading skills and comprehension is essential to your child and their success in everything they try. Too many children pass opportunities or fall behind their peers because they do not have the reading skills they need for the tasks at hand. All of this can be changed.
Helping your child build solid reading skills can help them excel in every area of their lives. Your child can improve their skills regardless of their age, how much they are currently struggling, or their lack of interest. Your child’s lack of interest in reading is most likely due to having problems with their reading skills.
Tips For Improving Reading Skills At Any Age
1. Make Sure The Reading Is Interesting To The Reader.
To improve reading skills, you need to make sure that the reading material you begin with is interesting to the reader. Go to your local library and find books in your child’s reading level about a subject that they are interested in. This can make a significant difference in helping you help your child develop better reading skills. Once reading skills improve, you can move over to more of the educational material because they will have more confidence about reading this type of material.
2. Take Turns Reading Out Loud
Read out loud to your child and have them read out loud to you. When you read out loud, you are giving your child a real advantage in improving reading comprehension. They can hear how words are pronounced, learn how to use the words in different contexts, and even start to understand the content better by hearing different voice fluctuations. This also gives you a chance to help your child with pronunciations and definitions of words when they read out loud to you.
3. Set An Example
When your child sees you taking time to read, they will associate reading as something good. Parents can even take this one step further and create a reading time for both of you. Set a time where you and your child can leisurely read together\., have a snack, curl up on the couch, sit outside in the nice weather, whatever gives you both pleasure, and just be together and read. It has a real positive effect on your child, and it also gives you some special bonding time.
4. Consider A Reading Tutor
Sometimes your child will benefit from the help of a reading tutor. Many children love the personal one-on-one work with a teacher. Working with a reading tutor for just an hour or two each week can help your child excel at reading and improve comprehension. A reading tutor can ensure that your child is meeting their goals and improving their reading skills, making it easier for your child to excel in school and in any other area of their life.


To our readers
National Laboratory Site Environmental Report for Calendar
Year 2009 is an overview of environmental monitoring
activities conducted on and in the vicinity of the Idaho
National Laboratory (INL) Site from January 1 through
December 31, 2009. This report includes:
- Effluent monitoring
and environmental surveillance of air, water, soil,
vegetation, biota and agricultural products for
radioactivity. The results are compared with historical
data, background measurements, and/or applicable
standards and requirements in order to verify that the
INL Site does not adversely impact the environment or
the health of humans or biota.
- A summary of
environmental management systems in place to protect
air, water, land and other natural and cultural
resources impacted by INL Site Operations.
- Ecological and other
scientific research conducted on the INL Site which may
be of interest to the reader.
addresses three general levels of reader interest:
- The first is a brief
summary with a "take-home" conclusion. This is presented
in the "Chapter Highlights" text box at the beginning of
each chapter. There are no tables, figures or graphs in
the highlights. A lay person with little knowledge of
science may comfortably read the Chapter Highlights.
- The second level is a
more in-depth discussion with figures, summary tables
and summary graphs accompanying the text. The chapters
of the annual report represent this level, which
requires some familiarity with scientific data and
graphs. A person with some scientific background can
read and understand this report after reading the
section entitled "Helpful Information."
- The third level
includes links to supplemental and technical reports and
websites that support the annual report. This level is
directed toward scientists who would like to see
original data and more in-depth discussions of the
methods used and results.
We want to make the INL Annual Site Environmental
Report (ASER) more useful to its readers.
Please take a few minutes
to let us know if the report meets your needs.
INL ASER Survey
to Stoller ESER, the contributors to the annual report
include DOE-ID, BEA, CWI, NOAA, and USGS. Links to their websites
may be found on this page or in the CD provided with the
hard copy of this report.