The world of concrete can be an unknown territory for anyone who doesn’t work with it. Many homeowners have many questions to ask about concrete in general. We want to answer concrete’s frequently asked questions to ensure you’re prepared for all your custom concrete creations.
Are cement and concrete the same thing?
For some reason, people tend to think that cement and concrete are the same things. They’re two different things; however, cement is used to make concrete. Without cement, there wouldn’t be the another.
Cement is a powder substance that is mixed with water to bind items together. For example, it’s used to hold bricks in place or bare wires. The use of cement has been around for about 12 million years.
Concrete is created by mixing water, cement and gravel. When it’s poured out, it can form and create a solid material. The creation of the concrete gave us sidewalks, buildings and concrete floors.
Should temperature be taken into account when installing concrete?
The best temperature to install concrete is at room temperature. . Experts recommend avoiding extreme temperatures. If concrete is installed in extreme climates, it’ll end up costing you more.
Cold temperatures will cause the concrete to freeze. Extremely hot temperatures will evaporate the water. In both conditions, the hydration process will slow down and stand still.
Why does concrete crack?
The most frequently asked question about concrete, why does it crack? Concrete is a strong and long-lasting material that can be used for homes to building bridges. Some conditions will result in causing damage and breakage on the concrete.
One reason is there was too much water added when mixing the concrete together. When excess water is used in the mixture, it will weaken the concrete, making it easier to be prone to cracks.
Rapid drying of concrete can also result in causing concrete to crack. The hydration process requires a day for the concrete to withstand any pressure put on it.
How long does it take for concrete to set?
Concrete never stops curing. Over the years concrete gets stronger and stronger. Concrete is measured at full strength after 28 days. After 24 to 48 hours, concrete will harden enough for footprints not to show. Still, at this time, you should avoid any heavy machinery to be set on it.
Is it safe to put salt on concrete safe?
Salt itself isn’t harmful to concrete, but the effects of salt are problematic. Concrete over time will weaken from the effects. As the salt melts the ice, the water will make its way into the pores. When the water freezes it will expand inside the pores causing cracks. It can even result in potholes. The best solution is to use gravel or calcium chloride.
How do you clean a stain left on concrete?
Concrete can get stained like other flooring when it’s not cleaned up in time. If there’s a spill, make sure to wipe it with a dry towel to clean the spill before it can soak into the concrete pores. When stains form, it’s recommended to use ammonia, baking soda or evens soda to remove the stains.
Leave no question unasked when you hire one of the best concrete professionals. At Custom Concrete Creations, we can answer all your concrete questions before and after installing your concrete floors.


what is Triax geogrid？
Triax geogrid is a type of geosynthetic material that is used in the construction of roads, embankments, retaining walls, and other structures to provide reinforcement and stability. It is made from a high-strength polymer material that is used to interlock with soil particles and create a strong, durable foundation. Triax geogrid is typically used in conjunction with other materials, such as soil, concrete, or asphalt, to create a composite structure that is able to withstand the loads and forces that it will be subjected to. It is also used to help control erosion and slope stability in areas where soil is prone to movement or erosion.
Triax geogrid manufacturers:Anhui Zhonglu Engineering Materials Co.Ltd
Is headquartered in Hefei City, Anhui Province, China, with a registered capital of 102.6 million yuan.
The company is committed to providing one-stop engineering products and solutions to customers around the world.
Application of Triax geogrid
Triax geogrid is used in a variety of applications in the construction industry, including:
- Road construction: Triax geogrid is often used to reinforce the base of roads, particularly in areas with weak or unstable soil. It helps to distribute the loads applied by vehicles and reduce the risk of settlement or failure of the road structure.
- Embankment reinforcement: Triax geogrid can be used to reinforce the slopes of embankments, helping to prevent erosion and slope instability.
- Retaining walls: Triax geogrid can be used to reinforce the soil behind retaining walls, helping to prevent failure and ensuring the stability of the wall.
- Slope stabilization: Triax geogrid is often used to stabilize slopes in areas prone to erosion or landslides. It helps to interlock with soil particles and create a stable foundation.
- Landfill construction: Triax geogrid is used in the construction of landfills to reinforce the base and sides of the landfill, helping to prevent failure and ensure stability.
- Railroad track construction: Triax geogrid is used to reinforce the base of railroad tracks, helping to reduce the risk of settlement and failure of the track.


Sign language is often thought of in the context of the d/Deaf community. However, there are many situations where sign language is beneficial to people who aren't Deaf or hard of hearing. There are a few intellectual and physical disabilities where research has shown that sign language can be beneficial in communication. Here's our list of reasons people use sign language other than hearing loss.
Children with autism can struggle with the spoken language. Sign language is another option for communication. Research shows that sign language may help with speech development, social interaction and learning new words. Many signs are visually associated to the object they are referring to. These visual associations can help someone with autism communicate.
2. Apraxia of Speech
Apraxia of Speech is a motor speech disorder which affects the messages from the brain reaching the mouth. This makes it difficult for a person to move their lips, tongue and says sounds correctly. Using both sign language and voicing to talk can help a person remember the motor process for that word. For someone with Apraxia of Speech sign language can benefit them emotionally and socially.
3. Cerebral Palsy
Cerebral Palsy can affect the way a person moves their mouth, jaw and head as well as the rest of their body. This can make speaking and eating quite difficult. Speech therapy along with sign language can help improve communication for a child with Cerebral Palsy.
4. Down Syndrome
Down Syndrome is a genetic condition caused by having an extra chromosome and causes some delay in development and some level of learning difficulty. Sign language can help babies, toddlers and children with Down Syndrome improve their communication skills. It can support in the development of expressive language, functional communication, and social skills.


We are already seeing such viruses emerging.
Monkeypox, a previously rare and potentially fatal virus caught from rodents, is spreading through central Zaire.(31) Between 1981-1986 only 37 cases were known, but there have been at least 163 cases in one eastern province of Zaire alone since July 1995. For the first time, humans are transmitting the disease directly from one to the other.
An outbreak of hantavirus infection hit southern Argentina in December 1996, the first time the virus was transmitted from person to person.(32) Previously, the virus was spread by breathing in the aerosols from rodent excrement or urine.
New highly virulent strains of infectious bursal disease virus (IBDV) spread rapidly throughout most of the poultry industry in the Northern Hemisphere, and are now infecting Antarctic penguins, and are suspected of causing mass mortality.(33)
New strains of distemper and rabies viruses are spilling out from towns and villages to plague some of the world's rarest wild animals in Africa:(34) lions, panthers, wild dogs, giant otter.
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On Monday, November 26, 2012 the stained glass piece titled “Giniigaaniimenaaning” was installed and unveiled in Ottawa. The stained glass window in Centre Block of Parliament was commissioned to recognize the survivors of Indian Residential Schools and their families, as well as the Prime Minister’s historic Apology in 2008. Below is the full description of the piece and its meaning.
Giniigaaniimenaaning (Looking Ahead)
“The story begins in the bottom left corner of the glass, with your eye moving upwards in the left panel to the top window, and flowing down the right window to the bottom right corner. The glass design tells a story. It is a story of Aboriginal people, with our ceremonies, languages, and cultural knowledge intact; through the darkness of the residential school era; to an awakening sounded by a drum; an apology that spoke to the heart; hope for reconciliation; transformation and healing through dance, ceremony, language; and resilience into the present day.
The title of the piece is “Giniigaaniimenaaning” translated into English means, “Looking Ahead”. The title is in Anishinaabemowin (Ojibway) and includes, within the deeper meaning of the word, the idea that everyone is included and we are all looking ahead for the ones “unborn”.
TOP – In 1990, Phil Fontaine, then Grand Chief of the Assembly of Manitoba Chiefs, and later National Chief of the Assembly of First Nations, became one of the first Aboriginal leaders to speak publicly about the abuses he suffered as a child at residential school. The shattered glass represents the breaking of the silence in the 1980s as survivors from all over Canada began to speak openly about what happened to them at the schools. The broken glass also represents the shattered lives, shattered families and shattered communities that resulted from the government policy of forced assimilation. The drum dancer sounds the beginning of the healing. The circles moving up and out from behind the drum represent the transformation that governments and churches made, from taking initial positions of denial, to acceptance, and finally to acknowledgement and admission, paving the way for an apology. The snow falls and the moon glows from a northern sky. The dove with the olive branch brings an offering of hope for the beginning of reconciliation and the renewal of the relationship between Aboriginal peoples and the rest of Canada.
MIDDLE – This section of the window represents the “sad chapter” of the residential schools era, where more than 150,000 children were forcibly removed from their homes and often subjected to unimaginable and horrific abuses. As Prime Minister Stephen Harper stated in the Statement of Apology on June 11, 2008, the objective of the residential schools was to “remove and isolate children from the influence of their homes, families, traditions and cultures.” The children shown here are taken from historical photographs, with artist renditions of other children. The building, rendered from a photograph of the Shubenacadie Indian Residential School, is included because often these buildings represented the institutionalized system of abuse and assimilation. Children were not permitted to leave and, therefore, the buildings became their prisons. The lines that cross over the children represent the silencing of the children who were unable to speak about the abuses they were enduring.Bottom
BOTTOM – The ancestor smokes in the sacred lodge. From the west (represented by the button blanket motif) to the east (represented by the sky dome motif), our ceremonies, languages, and traditional knowledge were intact. This section represents the time before residential schools existed. Important ceremonies marking the transition from childhood to adulthood, such as the strawberry fast, were taught and practiced. Harvesting blueberries, learning about medicines and knowledge of plants and animals were passed from one generation to the next. Beadwork and beautiful artwork, reflecting our pride, adorned our clothing and sacred items. The roots represent connection to the earth and to our ancestors. It is expected that, when rendered in glasswork, the colours and white/clear glass circles, or crystals, will give the bottom section an ethereal feel as they will glow from the darkness.
This section commemorates the official Statement of Apology to former students of Indian Residential Schools on June 11, 2008, by Prime Minister Stephen Harper.
On that day from coast to coast to coast, Aboriginal people gathered in community centres and homes to watch the Prime Minister give the statement, and to watch as their own leaders made their historic responses on the floor of the House of Commons.
Reaction to the Apology ranged from skepticism to gratefulness, marked by tears of relief, that finally the hurt that individuals carried was being acknowledged and an apology was being made. Regardless of how individuals reacted to the Apology, mostly everyone was moved emotionally, as Prime Minister Harper spoke the words, “The Government of Canada sincerely apologizes and asks the forgiveness of the Aboriginal peoples of this country for failing them so profoundly.”
In this panel, symbols representing Inuit, First Nations and the Métis Nation are featured alongside the iconic maple leaf. Canada, as represented by the maple leaf, is shown among the Aboriginal icons as a way to symbolize the hope expressed on that day by the Aboriginal leaders in their official response on the floor of the House of Commons. On behalf of all Aboriginal people, Indigenous leaders graciously accepted the apology from the Prime Minister.
TOP – As in the left panel, circles emerge and transform into a fully visible sun. The sun rises and represents not only transformation, but more importantly, as Mary Simon, then President of the Inuit Tapiriit Kanatami (ITK); said in her official reaction on the floor of the House of Commons, “I am filled with optimism… a new day has dawned, a new day heralded by a commitment to reconciliation and building a new relationship with Inuit, Métis and First Nations.”
The lines flowing from the sun are meant to convey the concept of moving from the present into the future. The colours embody the colours used within different medicine wheels, sundance and Midewin lodges and the Métis sash (yellow, black, red, white, green, and blue). Together with the left panel, sun and moon represent the cycle of life, seasons, and change.
The jingle dress is a sacred healing dress that is now common throughout North America. In this panel, the jingle dress dancer is an Elder who is a survivor of the residential school. She is dancing for the healing of all the people and for future generations.
MIDDLE – In this section, the colours and lines move us soundly into the present day and thinking about the future. The young mother embraces her baby in a traditional moss bag. The child is back with her mother, as she should be, representing children being raised by their parents and the breaking of the cycle of abuse. Her grandfather sings a traditional song signifying the restoration of songs, dance, ceremonies, and languages.
Within this panel are the following words: Kisakihitin (“I love you” in Cree), Gizhawenamin Niichaanis (“I love you my child” in Anishnaabemowin), Nagligiivagit (“I love you” in Inuktitut), Kesalul (“I love you” in Mi’kmaq). Many victims of residential schools were unable to tell their own children they loved them, and many children never heard those words from their parents. Embedding these words within the glass solidifies the existence and use of Aboriginal languages.
BOTTOM – The circle is complete. Presently, traditional ceremonies take place throughout the year. The grandmother sits in the lodge smoking her pipe for her grandchildren. Potlach ceremonies take place and Salmon and Sturgeon ceremonies are on-going. The sundance lodges are erected and the Midewin lodges are no longer whispered about but are now out in the open. Puberty ceremonies are being practiced. Traditional knowledge about medicines is being taught. From east to west, the foundations of our cultures are being brought back and made whole. There is hope; there is a new respect for Aboriginal cultures within the rest of Canada as we are witness to our own strength and resilience.
The land is integral to our being. We consider the land sacred. Although it is not obvious, Mother Earth is the foundation of the stained glass design represented by the shape of a woman.
So many of our traditions, culture and ceremonies, and indeed our very way of life, is based on connection with the land and interconnection with the spirit of the Earth, that it would be remiss to design something concerning our people, without including the earth in some form.”
Summary by Christi Belcourt
Additional information & videos can be found here: https://www.aadnc-aandc.gc.ca/eng/1332859355145/1332859433503


Personal hygiene is how you care for your body. This practice includes bathing, washing your hands, brushing your teeth, and more.
Every day, you come into contact with millions of outside germs and viruses. They can linger on your body, and in some cases, they may make you sick. Personal hygiene practices can help you and the people around you prevent illnesses. They can also help you feel good about your appearance.
Learn more about why hygiene is so important, the best ways to practice it, and how you can change your habits to make yourself feel and look better.
Each person’s idea of personal hygiene differs. These main categories are a useful place to start for building good hygiene habits:
Wash your hands after you use the restroom. Scrub with soap for 20 to 30 seconds, and be sure to clean between your fingers, on the back of your hands, and under your nails. Rinse with warm water, and dry with a clean towel.
If you don’t have running water or soap, an alcohol-based hand sanitizer will also work. Use one that’s at least 60 percent alcohol.
Personal preference may dictate how often you wish to shower, but most people will benefit from a rinse at least every other day. Showering with soap helps rinse away dead skin cells, bacteria, and oils.
You should also wash your hair at least twice a week. Shampooing your hair and scalp helps remove skin buildup and protects against oily residues that can irritate your skin.
Trim your nails regularly to keep them short and clean. Brush under them with a nail brush or washcloth to rinse away buildup, dirt, and germs.
Tidying your nails helps you prevent spreading germs into your mouth and other body openings. You should also avoid biting your nails.
Good dental hygiene is about more than just pearly white teeth. Caring for your teeth and gums is a smart way to prevent gum diseases and cavities.
Brush at least twice a day for 2 minutes. Aim to brush after you wake up and before bed. If you can, brush after every meal, too. Floss between your teeth daily, and ask your dentist about using an antibacterial mouthwash.
These two steps can help prevent tooth decay and eliminate pockets where bacteria and germs can build up.
If you’re not feeling well, you should take steps to keep from spreading germs to others. This includes covering your mouth and nose when sneezing, wiping down shared surfaces with an antibacterial wipe, and not sharing any utensils or electronics. Also, immediately throw away any soiled tissues.
Germs on your hands can easily enter your body through your mouth, nose, eyes, or ears. Wash your hands:
- when you handle food
- before you eat
- if you handle garbage
- when you sneeze
- any time you touch an animal
Likewise, wash your hands after changing a baby’s diaper, helping someone clean themselves, or when cleaning a cut or wound.
Good personal hygiene will help your kids stay healthy, ward off illnesses, and build better self-awareness.
It’s never too early to start teaching hygiene. You can wipe down your child’s hands after changing their diapers or before eating, brush their teeth and gums before bed, and get them into a daily bath routine. This helps you begin the process and slowly teaches them as they grow and take over the process.
Here’s a list of hygiene activities, how you can introduce them, and when is a good time to start:
You can begin brushing your baby’s teeth and gums the moment the first tooth pops up. They can brush their own teeth by about 3 years old. However, you may have to stay with them to guarantee they’re doing a good job and brushing long enough.
Play a 2-minute song when it’s time to brush teeth. That will let your little one know how long they have to brush, and they’ll get used to the process. Likewise, you may have to continue flossing for them until they’re older and can handle that task better, around age 7.
You’ll be giving your baby baths regularly, but by about age 5, they should be able to handle this task on their own. As they’re growing and you’re supervising bath time, you should take the opportunity to teach about washing all the different body parts, especially:
You can also use this time to teach them how to wash their hair without getting suds in their eyes — and what to do if they do.
Wipe your baby’s hands with a warm washcloth before mealtime, after eating, and after changing a diaper. During potty training, make washing hands an integral step in the process.
You can teach your child to sing the ABC song while they wash — it’s 20 seconds long, which is an ideal washing time.
Make it a priority to ask your child to wash their hands any time you’d like to encourage good hygiene, like before meals, after playing outside, after petting an animal, or after being near a sick friend.
You’ll clip your child’s nails when they’re a baby, but as they grow older, you can help them care for their own nails. Encourage your children to wash under their nails at each shower — a fun nail brush will help. Then, sit down with them weekly after a shower for a trim. Your nails are softer and clip more easily after a shower.
By age 7, most children should be up for the task alone.
Good personal hygiene habits are directly related to less illnesses and better health. Poor personal hygiene habits, however, can lead to some minor side effects, like body odor and greasy skin. They can also lead to more troublesome or even serious issues.
For example, if you don’t wash your hands frequently, you can easily transfer germs and bacteria to your mouth or eyes. This can lead to any number of issues, from stomach viruses to pink eye.
Not brushing your teeth can lead to teeth issues and plaque buildup. Poor dental care is also a risk factor for several serious health issues, including heart disease.
Poor hygiene habits can also affect your self-esteem. Looking and feeling presentable can give you a confidence boost and a sense of pride in your appearance.
Other conditions may be prevented or the risk minimized by practicing good personal hygiene. These are some examples:
If you want to improve your personal hygiene or help a child develop better habits, these strategies might be helpful:
If you can’t remember to do things like shower, wash your hair, clip your nails, or brush your teeth, set a reminder on your phone. The cue will push you to the activity, and over time, you’ll begin to do it yourself.
Hang a reminder in the bathroom to wash your hands after using the toilet. Put a little sign by the plates or bowls in the kitchen to cue yourself to wash your hands before eating. These signs can help jog your memory and improve your habits. They can help both you and your children.
Practice makes perfect
It takes time to learn a new habit. Start with a new habit at the beginning of the week and make it your priority. Practice it for a week or two. When you feel comfortable with it, add a new one. Overtime, you’ll establish the habits you wish to have.
Is it better to shower in the morning or at night?
The decision to shower in the morning or at night is mainly based on personal preference. Some people feel that a morning shower helps them “wake up” and improves alertness. It may also make you feel calm and fresh for the day ahead, and that may decrease inflammation and the stress hormone cortisol. Others prefer to take a shower or bath in the evening as a form of relaxation and to remove any dirt, germs, or allergens before going to bed. Some experts assert that bathing at night helps one sleep better.
Individuals should consider their personal bodies and preferences. For instance, if you tend to sweat during sleep, a morning shower might be best. However, if you tend to hit the snooze button until you’re running late, consider a nighttime bathing routine to avoid being rushed. Some people choose to bathe twice a day. However, this might dry out your skin. The choice is yours, just be sure to build a healthy personal hygiene habit.
Deborah Weatherspoon, PhD, RN, CRNAAnswers represent the opinions of our medical experts. All content is strictly informational and should not be considered medical advice.
Building good personal hygiene habits takes a lifetime of learning and honing. Caring for yourself in these manners is good for your physical health as well as your mental health. If you find it difficult to adapt to these practices, talk with your doctor or dentist.
Sometimes, explanations and demonstrations are a good jump-start for taking better care of yourself. This is especially true for kids. A doctor can better explain the consequences of not caring for yourself, and a parent can use them as backup for building habits that will last a lifetime.


A SILESIAN (Polish/Central European) WHEEL-LOCK BIRDING RIFLE (TSCHINKE), CIRCA 1640-50
Arms and armor are rarely associated with art. However, they were influenced by the same design sources as other art forms including architecture, sculpture, goldsmiths’ work, stained glass and ceramics. These sources had to be adapted to awkwardly shaped devices required to perform complicated technical functions. Armour and weapons were collected as works of art as much as military tools.
This wheel-lock rifle has a mechanism that enabled it to be carried loaded. The jaws of the lock clamped a piece of flint or a piece or pyrites designed to rub against the rough edge of the wheel projecting into the pan. The wheel was revolved at speed by a tightly coiled spring, wound by a separate spanner, and released when the gun’s trigger was pulled causing sparks to ignite the gunpowder in the breech.
Sketches for wheel-locks were made by Leonardo da Vinci but their first common use was in Germany in around 1520 and they continued in use until the late seventeenth century. They were the first devices to fire guns mechanically and accelerated the development of firearms by negating the need for long and dangerous ‘match’ cords which had to be kept dry.
As technical devices wheel-lock guns attracted princely collectors. Many are finely chiseled and engraved as works of art, some even on their insides, to be taken apart and reassembled at pleasure. The stocks were also often decorated with fine bone and horn inlays drawing on the skills of furniture makers and engravers. Wheel-lock guns were expensive, however, and most ordinary gunners were equipped with the older style match-locks until well into the seventeenth century.


Confidence therapy is a type of therapy that focuses on helping individuals develop and improve their confidence levels. The therapy can take different forms depending on the practitioner and the specific needs of the individual.
Some techniques used in confidence therapy include:
Cognitive-behavioral Therapy (CBT): CBT is a type of therapy that helps individuals identify and challenge negative thoughts and beliefs that may be contributing to low confidence levels. It aims to replace negative self-talk with more positive, realistic, and helpful thoughts.
Mindfulness-based Therapy: This type of therapy can help individuals develop a greater sense of self-awareness and self-acceptance, which can increase confidence levels.
Role-playing and Visualization: These techniques can be used to help individuals practice and visualize successful outcomes in different scenarios, which can help increase confidence levels.
Exposure Therapy: This technique involves gradually exposing individuals to situations that they find challenging or anxiety-provoking in a controlled environment, which can help them build confidence and overcome their fears.
Group Therapy: Group therapy can provide a supportive environment for individuals to share their experiences and challenges, receive feedback and encouragement from others, and learn from the experiences of others.
Solution-focused Therapy: This approach focuses on identifying and building on an individual’s strengths, skills, and resources, rather than on their problems or weaknesses. It can help individuals develop a sense of self-efficacy and confidence in their ability to solve problems and achieve their goals.
Hypnotherapy: This technique involves inducing a trance-like state to help individuals access their subconscious mind and develop more positive beliefs and attitudes about themselves.
Expressive Therapies: These are creative therapies that use art, music, movement, or other forms of self-expression to help individuals explore their feelings, improve their self-awareness, and build confidence.
Assertiveness Training: This training can help individuals develop the skills and confidence to communicate their needs, opinions, and boundaries effectively and respectfully.
Positive Psychology Interventions: These interventions focus on developing positive emotions, thoughts, and behaviors, and building a sense of meaning and purpose in life. They can help individuals develop a more optimistic and resilient outlook, which can increase confidence levels.
The choice of technique used in confidence therapy will depend on the individual’s specific needs and goals, as well as the therapist’s training and expertise. It is important to work with a qualified and experienced therapist who can tailor the therapy to your unique needs and help you achieve your goals.


One's self-concept (also called self-construction, self-identity, self-perspective or self-structure) is a collection of beliefs about oneself. Generally, self-concept embodies the answer to "Who am I?".
Self-concept is distinguishable from self-awareness, which refers to the extent to which self-knowledge is defined, consistent, and currently applicable to one's attitudes and dispositions. Self-concept also differs from self-esteem: self-concept is a cognitive or descriptive component of one's self (e.g. "I am a fast runner"), while self-esteem is evaluative and opinionated (e.g. "I feel good about being a fast runner").
Self-concept is made up of one's self-schemas, and interacts with self-esteem, self-knowledge, and the social self to form the self as whole. It includes the past, present, and future selves, where future selves (or possible selves) represent individuals' ideas of what they might become, what they would like to become, or what they are afraid of becoming. Possible selves may function as incentives for certain behavior.
The perception people have about their past or future selves relates to their perception of their current selves. The temporal self-appraisal theory argues that people have a tendency to maintain a positive self-evaluation by distancing themselves from their negative self and paying more attention to their positive one. In addition, people have a tendency to perceive the past self less favorably (e.g. "I'm better than I used to be") and the future self more positively (e.g. "I will be better than I am now").
A hidden curriculum is a side effect of schooling, "[lessons] which are learned but not openly intended" such as the transmission of norms, values, and beliefs conveyed in the classroom and the social environment. It should be mentioned that the breaktime is an important part of the hidden curriculum.
Any learning experience may teach unintended lessons. Hidden curriculum often refers to knowledge gained in primary and secondary school settings, usually with a negative connotation where the school strives for equal intellectual development (as a positive aim). In this sense, a hidden curriculum reinforces existing social inequalities by educating students according to their class and social status. The unequal distribution of cultural capital in a society mirrors a corresponding distribution of knowledge among its students.
Dumbing Us Down → The book proposes that radical change is needed to the American educational system to turn around the negative socialization that children receive. John Taylor Gatto...He was named New York City Teacher of the Year in 1989, 1990, and 1991, and New York State Teacher of the Year in 1991.


Good news! The best way to prevent shoulder pain is to use proper body mechanics. This is something you have likely heard about for the back, but it is just as important for your the rest of your body. So here are a few tips on how to protect your shoulders and prevent shoulder pain/injury.
1. Before you raise your arms up overhead, turn your thumbs upward.
2. Before you raise your arms overhead, sit/stand up tall.
3. Avoid lifting heavy objects higher than shoulder height (use a step stool if needed).
4. Be careful not to twist your shoulders when you are holding something heavy (especially with one hand).
5. Your shoulders are in their most stable position when your arms are down, with your elbows close to your waist. This is the position they should be in if you are lifting or carrying something heavy.
6. Avoid repetitive overhead lifting of heavy objects (this can be a big problem at work, if your work station is not ergonomic).
7. In general, practice good posture, which aligns your spine, shoulder blades and shoulders. When sitting or standing upright, your shoulders should be be resting in a vertical line below your ears.
8. If an activity starts causing you shoulder pain, stop it immediately. Then modify how you do that activity the next time. If it is hurting and you continue to do it the same way, it will likely get worse and may cause more serious tissue damage.
Tune in tomorrow for more shoulder tips.
Do you have any comments about shoulder pain you have experienced in the past and what helped you?


Jennifer Rowntree (Manchester Metropolitan University) and Hayley Craig (University of Manchester) have had their study on grassland species and genetic diversity published in Journal of Ecology. Jennifer tells us more about the paper in the article below, and you can also read the Manchester Metropolitan University press release.
We are currently experiencing a ‘biodiversity crisis’ and large numbers of species are in decline (e.g. Hallman et al. 2017). However, it is not always clear what we mean by biodiversity, making it hard to demonstrate why a ‘biodiversity crisis’ matters. ‘Biodiversity’ is partly the number and abundance of different species, but is it also variation within species, including variation in genetically determined traits. Our Journal of Ecology paper looks at the role that species and genetic diversity play in grasslands such as hay meadows.
Hay meadows can be high in biodiversity both within and among species. Where you have lots of species, you also have lots of species interactions. Species interactions are the basis of ecological communities and provide us with many important ecosystem services (e.g. pollination, decomposition) as well as determining the long-term stability of a habitat. We know from previous studies (Rowntree et al. 2014, Whitham et al. 2003, Zytynska et al. 2010) that both the type of species present and genetically determined differences among individuals of certain species can influence the outcome of species interactions and hence the composition and structure of ecological communities.
Yellow rattle (Rhinanthus minor) is a parasitic plant found in many temperate hay meadows, such as those in the UK. It attaches to the roots of its hosts, extracting nutrients through haustoria, but has green leaves and photosyntheses, producing at least some of its carbon autonomously. Infection by yellow rattle usually reduces the growth and fertility of its host species, and it is a generalist parasite that attaches to many different hosts, often simultaneously. Yellow rattle is quite well known to reduce the competitiveness of grasses, allowing less competitive plants to colonise an area. It is therefore promoted in the restoration of species rich grasslands as it is a parasite that while harming its specific hosts, has positive benefits on the wider community in terms of biodiversity.
With this research, we tested whether artificial hay meadows with high plant species diversity were better able to resist infection by the parasitic plant yellow rattle. We also looked to see if increasing levels of genetic diversity in the parasite made it better able to become established in the grassland.
We did this by planting 150 pots in total with either nineteen (75 pots) or five (75 pots) species of plants that are commonly found in mesotrophic (neither acidic nor calcareous) meadows across the UK. We then planted 100 of these pots with yellow rattle either from a single seed source (50 pots) or from multiple seed sources (50 pots). As functional group diversity can influence interactions between yellow rattle and its hosts, we controlled the relative abundance of grasses, legumes and non-leguminous forbs across all treatments. We ran the experiment for two years and harvested above ground biomass each year, which we separated into the three functional groups. We also monitored establishment and growth of the parasitic plant.
We found that in meadows with high species diversity, the parasite had more difficulty becoming established than in meadows with fewer plant species. However, when the parasites had higher levels of genetic diversity, the density of infection increased and the parasites became established more easily, especially in the longer term (Figure 4). Therefore, species diversity protected the host plant community from infection by the parasite, but genetic diversity helped the parasite to become established.
We showed that in hay meadows, biodiversity both within and among species is important for regulating levels of infection by a parasite. This information is potentially useful for meadow restoration projects using yellow rattle, as planting in low diversity patches and using genetically diverse seed sources of the parasitic plant should promote establishment. We also showed that patterns of yellow rattle occurrence across multiple years within grasslands (where the parasite appears to move in waves across the community, as modelled by Cameron et al. (2009), could be explained by the relative species diversity of the host community and genetic diversity of the parasite.
Jennifer Rowntree, Manchester Metropolitan University, UK
Read the full paper online: The contrasting roles of host species diversity and parasite population genetic diversity in the infection dynamics of a keystone parasitic plant and the Manchester Metropolitan University press release.


Modules – A better Understanding of Dimension
Right now everyone is working on modules in the Design Foundation Course. After creating more or less flat 2D reliefs this was the next step in understanding dimension. It’s really quite different from simply drawing something on paper.
There are a lot of new things one has to consider when going 3D! First of all you have to design your object with modular attributes. In this phase I made many quick sketches and made some modules out of paper on the fly to test their functionality. That’s were most mistakes can be found (and should be since it’s really time consuming to do everything all over again because you overlooked something). The second step is creating the construction draft. It’s best to use the computer for this part. It’s much more precise. Step three is choosing the right material (I used 250 g/m² copy paper and regular glue). In order to test the full range of combinations you’ll need at least 20 modules.
In my point of view the most important part is the designing phase. If you make mistakes here everything you produce later on is meaningless in the end. That’s why you shouldn’t miss out on the testing phase! Although you can’t find every possible flaw you sure can avoid making major mistakes making all your efforts worthless. When I created my modules initially they did look sturdy but after constructing a few bigger units I realized the connections were too unstable. Therefore I had to redesign everything and start all over again 🙁
But now everything works out just fine 🙂


What caused these empires to rise?
The European empires mainly, the Spanish, English, and Ottoman empires at some point in history reached their height of dominance in particular between the 15th century and 19th century. Several reasons can be attributed to their dominance to their dominance firstly, their rulers who were willing to do anything to ensure that their kingdoms were dominant. Secondly, they had large armies that could conquer other territories easily in their world expedition. Thirdly, their system of governance was near perfect that the soldiers gave their all in a time of battle to see their empires grow. Fourthly, the countries were wealthy, and they right finance big wars without affecting their economy. Finally, the nations were strategically placed for trade with outside world with deep harbors.
Characteristics that enabled them to become Cohesive
Some of these empires mainly the Spanish and English empires were willing to do anything to see that they won their wars. Some of the fighting strategies that thy used were divided and rule that they could insight their enemies fight against each other to weaken themselves. Such mechanisms would make it easy for them to conquer their enemy easily. Economic, growth was another characteristic as the industrial revolution pushed the Empire trade routes and market around the world. Similarly, new imperialism enables the nations to expand their empire across the world in areas such as Africa, Asia, and America.
Martin Luther Reforms
Martin Luther helped create national identities and modern day European nations. He believed that people should not pay the churches and receive forgiveness of their sins and the church was not enough to get an individual a gate pass to heaven. Such activities he achieved through religious reform where he changed his allegiance from Roman Catholic to Protestant. This gave birth to catholic and Protestant empires in Europe.


Students take on the role of an expert witness in a lake sturgeon poaching trial. Using a variety of data sets they identify the need to visually represent data in order to find
trends and make predictions, and provide evidence based reasoning to explain their findings
in a fish poaching case study.
Hydropoly: A Decision Making Game
Students play a board game to hone their decision-making skills. Through the various choices posed in the game, they are asked to consider both economic and environmental well being in making decisions.
Rival for Survival
This game presents real-life choices involving exotic species found in the Great Lakes, such as zebra mussels and purple loosestrife. Students are to analyze a situation related to ecology and make an environmentally sound decision. After playing the game, students organize what they learned into a concept map.


Have you noticed? Despite Australia’s on-going fire disaster, there are no shortage of reports telling us to … relax – it’s nothing new, and that it’s the fault of not enough hazard-reduction burning. And certainly, it’s nothing to do with global warming, which by increasing temperature, has exacerbated what would already be an extreme drought.
The total area burnt in the current fires is now 8.4 million hectares. However, various pundits keep emphasising that as long ago as 1851, Victoria’s ‘Black Thursday’ bushfires burnt “five million hectares” – a figure often paired with “a quarter the size of Victoria!” (as an example, this from The Australian). Their point is that a large, early fire in Australia, somehow diminishes the importance of what we are seeing now.
Clearly a large amount of Victoria burnt in 1851 – but elementary scepticism demands, where did this oft-repeated figure of ” five million hectares” come from? It’s important, because it is being compared directly with the current, carefully mapped, burnt areas. Finding an original source seem elusive. For example, ‘Wikipedia‘ references the Year Book Australia 2004, which seems to go back to the Department of Sustainability and Environment’s ‘Major bushfires in Victoria’ http://www.dse.vic.gov.au where we find that “a quarter of what is now Victoria (about five million hectares)”, but which isn’t referenced further to any authority.
The only attempt at a map of the 1851 Black Thursday fires that I know of appears in Paul Collins’ 2014 (highly recommended) book ‘Burn: the epic story of bushfire in Australia‘. However, the area which he shows as covering what I would say was the core of the Black Thursday fires is 2.07 million hectares. Collins indicated two much smaller fires on the coast and two distant, inland fires, beyond which nothing is known except reports that something burnt. The total burnt area on Collins’ map is 2.67 million hectares. Collins does not quote that “five million hectare” figure, but does state that “actual area of fire” is “probably much larger”. The Black Thursday fires were clearly huge, but the point is – we appear to have no accurate figure for how much they burnt .
Whatever area was burnt in 1851, simply comparing areas burnt is not a helpful way of ranking fires. For example, some other historical fires have burnt much greater areas, but I think they have mostly been in grassland, savanna or shrubland. The Black Thursday fires appear to have been largely forest, so in that sense, may be more comparable with what’s happening now (which certainly include more than just forest). But in 1851, Victoria did not have a bushfire fighting service and, as far as I know, no aerial water-bombers. A more realistic comparison with 1851 would be the area which would have burnt this season – without the massive fire-fighting efforts.
So, was the extent of the 1851 Black Thursday fires a result of ‘greenie’ policies that stopped people doing hazard reduction (control) burns to remove undergrowth? Very definitely not.
More seriously, could the fires have been the result of eliminating the Aborigines? In the early 19th century, and under normal circumstances, Aborigines would have been burning a lot. The practice of Aboriginal burning mainly entered western consciousness with the 1969 paper by Rhys Jones on ‘Fire stick farming’, and more recently in Bill Gammage’s book ‘The Biggest Estate on Earth, How Aborigines made Australia‘). The primary reason for this ‘cultural burning’ was to maintain biodiversity. Cool burning created a landscape mosaic of small patches of differently-aged vegetation. To some extent, the burning was also to maintain low fuel levels in the vegetation (This aspect of the burning may have been to replace the effects of megafaunal extinction thousands of years earlier -see Tim Flannery’s ‘The Future Eaters‘). However, whether this corresponds to what is currently called ‘Hazard Reduction’, or ‘Control Burning’, is more arguable, as Aboriginal management may not have allowed the appearance of hazard in the first place (It’s also pays not to generalise – Australia is a big place and with an extremely diverse range of indigenous cultures).
But by 1851, relations between Aborigines and European settlers in Victoria had been deteriorating for over a decade. A frontier war had begun and Aborigines were being steadily dispossessed. Was this enough to significantly decrease Aboriginal burning, and consequently, for dangerous amounts of fire-prone undergrowth vegetation to establish?
The situation in Victoria immediately before the 1851 fires was described by William Howitt (1854), shortly after he had experienced them first-hand:
“Both natives and colonists, who camp out in the bush, make fires, and leave them burning when they go away … you may see scores of these fires, as you travel through the forest, still burning. The trunks of trees will indeed burn for weeks… I have myself seen bullock drivers make a fire at noon to cook their dinners as they halted on the road, go away and leave it burning, and in less than half an hour afterwards it has caught the grass, and has spread over an inconceivable extent of the forest. In a few hours such a fire with a breeze will have raged through miles of forest; and will not stop till its progress is averted by a river , a road, or a clear valley destitute of long grass. You see, as you travel on, constant evidences of these fires sweeping along the mountains to the very tops, clearing everything but the largest and most solid trees before them.”
“Besides these accidental causes, now incalculably increased by the tens of thousands of diggers who are traversing the country in all directions, and who make fires at every halting-place, the natives set fire to the bush to drive out the game, which they stand prepared to attack in its flight; and also to destroy the long dry grass, and make it give place to young sweet grass” (Transcript from John Blay 2009).
So short answer – probably not. Even if Aboriginal presence had decreased, the impact of settlers had increased vastly. Their burning wasn’t carried out with the benefit of thousands of years of experience, but it seems that in 1851, every man and his dog was setting fire to whatever they could. There was no effective law, and certainly no greenies to stop them. It’s hard to imagine that there has ever been a time in Australia when more ‘fuel’ was being burnt, as soon as it was possible to burn it. If Australia needs the results of an ‘experiment’ to see what wholesale hazard-reduction burning will do, it has one. Despite all that burning -Australia still had one of its biggest fires in historical times. Perhaps not everyone recognises a difference between ‘cultural burning’ and ‘hazard reduction burning’, but those who do, would say that hazard reduction burns are hotter. While they remove fuel in the short term, it’s widely understood that they simultaneously trigger, or maintain, a cycle of thick, hazardous understory growth. The dilemma seems to have been understood by some by the time the 1939 fires came along.
So, apart from fuel levels possibly being initiated by European burning practice, why were the Black Thursday fires so extensive? William Howitt (1854) was pretty blunt:
“the country was this year visited with an extraordinary and intense and long-continued drought” and then …. “one of these hot winds came”.
That is, the effects of a climate extreme over-rode the effects of fuel-reduction. That’s what’s going on now.
Conditions now are so bad, after a long drought and extreme heat, that fuel is no longer the controlling factor. As Keeley and Syphard (2019) have proposed for Californian fires, we ought to distinguish between “fires that are clearly dominated by anomalously high fuel loads from those dominated by extreme wind events.”
Howitt may have had that figured out, back in 1854.
Howitt, W. 1854. Black Thursday -The great Bush Fire of Victoria. Cassell’s Illustrated Family Paper, 1 (6). London, Saturday , February 4, 1854. The link will take you to John Blay’s transcription on his web site.
Jones, R. 1969. Firestick farming. Australian Natural History, 16:224–23.
Keeley, J.E. and Alexandra D. Syphard, A.D. 2019. Twenty-first century California, USA, wildfires: fuel-dominated vs. wind dominated fires. Fire Ecology, 15:24 https://doi.org/10.1186/s42408-019-0041-0


Medical Detoxification is a process whereby individuals are systematically withdrawn from addicting drugs in an inpatient or outpatient setting, typically under the care of a physician. Detoxification is sometimes called a distinct treatment modality but is more appropriately considered a precursor of treatment, because it is designed to treat the acute physiological effects of stopping drug use. Medications are available for detoxification from opiates, nicotine, benzodiazepines, alcohol, barbiturates, and other sedatives. In some cases, particularly for the last three types of drugs, detoxification may be a medical necessity, and untreated withdrawal may be medically dangerous or even fatal.
Detoxification is not designed to address the psychological, social, and behavioral problems associated with addiction and therefore does not typically produce lasting behavioral changes necessary for recovery. Detoxification is most useful when it incorporates formal processes of assessment and referral to subsequent drug addiction treatment.


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Home > Patients & Visitors > DAISY Award Nomination > Continuous Glucose Monitoring
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When you test your blood sugar, you learn your blood sugar level at that time. But you can't tell what's happening to your blood sugar the rest of the time—especially overnight. A continuous glucose monitor, or CGM, can do that for you. It reports on your blood sugar at least every 5 minutes, day and night. And it sounds an alarm if it sees that your levels are headed out of range.
A CGM has three parts. You wear one part—the sensor—against your skin. It has a tiny needle that stays under your skin. A transmitter is attached to the sensor and constantly reads your blood glucose level. It sends this information to the other part of the monitor, a wireless receiver that you (or a caregiver such as a parent) wear on your belt or in your pocket.
At any time, you can look at the receiver and see what your glucose level is. You can see if your level is going up or down—and how fast. You can download the information to your computer and see the trends and patterns of your glucose levels.
You note on the receiver when you eat, do exercise, and take insulin. That way you can see how those activities affect your blood sugar throughout the day and night.
All this detailed information gives you and your doctor a better idea of what your treatment needs are.
Continuous monitors are not as accurate as standard meters. At least once or twice a day, depending on the type of monitor you buy, you will have to prick your finger and use your standard meter to confirm what the CGM is telling you.
A CGM is constantly measuring your blood sugar. This information helps some people who have diabetes make decisions about what to eat, how to exercise, and how much medicine to take. Using a CGM has been shown to give people with type 1 diabetes better control of their blood sugar levels, with fewer low blood sugar emergencies.
The alarm feature of a CGM can be set to alert you if your blood sugar is quickly going up or down, or if you have a blood sugar level out of your target range. This is helpful for people who have problems knowing when they have low blood sugar (hypoglycemic unawareness). Parents, partners, or caregivers can be alerted when your blood sugar is dropping quickly while you are asleep.
CGMs also work with some glucose meters and some work with insulin pumps.
You're most likely to be successful with a CGM if:
Health Tools help you make wise health decisions or take action to improve your health.
Other Works Consulted
Juvenile Diabetes Research Foundation Continuous Glucose Monitoring Study Group (2008). Continuous glucose monitoring and intensive treatment of type 1 diabetes. JAMA, 359: 1–13.
Juvenile Diabetes Research Foundation Continuous Glucose Monitoring Study Group (2009). The effect of continuous glucose monitoring in well-controlled type 1 diabetes. Diabetes Care, 32(8): 1378–1383.
ByHealthwise StaffPrimary Medical ReviewerE. Gregory Thompson, MD - Internal MedicineKathleen Romito, MD - Family MedicineSpecialist Medical ReviewerRhonda O'Brien, MS, RD, CDE - Certified Diabetes Educator
Current as ofMay 22, 2015
Current as of:
May 22, 2015
E. Gregory Thompson, MD - Internal Medicine & Kathleen Romito, MD - Family Medicine & Rhonda O'Brien, MS, RD, CDE - Certified Diabetes Educator
To learn more about Healthwise, visit Healthwise.org.
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Diamonds and Gemstones come in every hue, tone, and saturation.
They are born of the earth, becoming something exquisite when cut and polished.
Their beauty is everlasting and can be found in the unique work created by Sorrel Sky jewelry artists.
Amethyst is a purple quartz gemstone that comes in a wide tonal range from lavender to deep plum. The Roman gods prized amethyst as a talisman to ward off the intoxicating power of Bacchus (the god of wine). Great thinkers like Leonardo da Vinci believed that amethyst could dissipate evil thoughts and quicken the intelligence. Amethyst is the birthstone for February.
Blue Topaz is a shade found rarely in nature, but is today the most common color. After raw topaz is extracted from the earth and cut, it is irradiated to brown and heated to sky blue. This enhancement process is permanent. The Greeks believed that topaz had the power to increase strength and make its wearer invisible before a time of emergency. Other legends say that topaz dispels all enchantment and helps to improve eyesight.
Citrine is a yellow quartz gemstone whose name is derived from the French word for lemon. Brazil is the leading producer of naturally mined citrine. Most citrine is created by heating amethyst or smoky quartz to a brilliant yellow-orange color. In ancient times, citrine was carried as a protection against snake venom and evil thoughts. Citrine is the alternate birthstone for November.
Diamond is the hardest material known to man and derives from the ancient Greek word adamas meaning invincible. Diamond is celebrated for the purity of its brilliance. Diamonds are graded based upon cut, carat weight, color, and clarity. Cut describes the way a diamond is shaped and polished into a gem. Often diamond cut is confused with “shape.” Carat weight measures the mass of the diamond. One carat = 200 milligrams. Clarity is a measure of internal defects called inclusions. Diamonds are graded on a scale ranging from flawless to imperfect. Diamond is the April birthstone.
Peridot comes in shades of spring green and was prized by the Ancient Egyptians 3,500 years ago. In Hawaiian legend, peridot is the divine tears wept by the goddess Pele. Peridot has been credited with a host of magical powers and healing properties, such as protection against nightmares and warding off evil. Peridot is the August birthstone.
Sapphire is one of nature’s most durable gemstones. Ancient Persian rulers believed that the earth rested on a giant sapphire and its reflection colored the sky. The Latin name Sapphiru means blue. Sapphire is most familiar as a blue stone, but Sapphire may come in many other shades from pink to golden, orange to twilight. Sapphire has long symbolized a pledge of trust and loyalty and is popular for engagement rings. Sapphire is the September birthstone.


The search for super-particles continues!
20 March 2017 | By
Many of the most important unanswered questions in fundamental physics are related to mass. Why do elementary particles, which we have observed and measured at CERN and other laboratories, have the masses they do? And why are they so different, with the mass of the top quark more than three hundred thousand times that of the electron? The presence of dark matter in our universe is inferred because of its mass but, if it is a particle, what is it? While the Standard Model has been a tremendously successful theory in describing the interactions of sub-atomic particles, we must look to even larger masses in search of answers and, potentially, new supersymmetric particles.
Many theories that go beyond the Standard Model, like supersymmetry (SUSY), suggest that some of the things missing from the current theory can be explained by the existence of undiscovered "partners" of the known elementary particles. Just as we know that particles, like the electron, can also have "anti"-particles, like the positron, SUSY predicts that each particle also has a super-partner; for leptons, there would be "sleptons", for quarks, "squarks", and so on. It is possible that dark matter is composed of one of these new particles.
While these super-partners are like their Standard Model counterparts in many ways, they must differ in one thing: their mass. Since we have yet to observe any of these super-partners it is likely that, if they exist, they are even heavier than we’ve been able to probe in the past. With the LHC energy of proton-proton collisions increased to 13 TeV, data collected by the ATLAS experiment provide the perfect opportunity to search for these massive super-particles.
Using the full Run 2 dataset collected to date, ATLAS has just completed a new search for evidence of SUSY.
Using the full Run 2 dataset collected to date, ATLAS has just completed a new search for evidence of SUSY, specifically searching for the production and decays of squarks and gluinos, the super-partner of the gluon. In these SUSY events, the pair-produced super-particles decay to quarks, potentially W and Z bosons, and neutralinos – a stable particle that escapes detection and could explain the identity of dark matter in the universe. To infer the presence or absence of super-particles, ATLAS analysts examined events containing high momentum jets of particles, coming from the decay of heavy super-particles, and a large amount of missing momentum resulting from escaping neutralinos. This information is combined into specialized kinematic observables, like the "effective mass" shown in Figure 1. As the name suggests, this variable is sensitive to the masses of potential super-particles produced in a proton-proton collision, with signals expected to appear as localized excesses of events on an otherwise steeply falling background.
The search failed to observe evidence of SUSY particles in the ATLAS data, but the null result is still informative. The absence of any significant excess of events is interpreted as constraints on potential SUSY scenarios, which could describe our world. An example of such a constraint is shown in Figure 2, where exclusion limits on the SUSY particle masses in events with squark and gluino production are summarized. While evidence of SUSY remains elusive, this search further restricts its prospects, with SUSY particle masses excluded up to 2 TeV and models with potential dark matter particles up to 1 TeV. And so the question remains: are super-particles out there? And if so, how massive are they?
- Search for squarks and gluinos in final states with jets and missing transverse momentum using 36 fb−1 of 13 TeV proton-proton collision data with the ATLAS detector (ATLAS-CONF-2017-022)
- Presentation at Moriond Electroweak Conference by Emma Siam Kuwertz: "Pushing limits on generic squarks and gluinos at LHC at 13 TeV"
- See also the full lists of ATLAS Conference Notes and ATLAS Physics Papers.


The photographs taken by a machine are the remnants of one the first successful attempts
at exploring our nearest celestial neighbour.
So far yet so close: NASA Lunar Orbiter Photographs
All photographs are available for purchase. Prices upon request. For further information please send an email to: firstname.lastname@example.org
Mapping the surface of a planet does not sound impossible nowadays. But what if we were to go back in history by about half a century? The Lunar Orbiter missions, launched by NASA in 1966 through 1967, provided humanity with an invaluable trove of knowledge about the Moon’s landscape. Different parts of the satellite’s surface were laboriously documented by five spacecrafts during this period. These were the first images from the lunar orbit that included photographs of both the Moon and the Earth.
The photographs taken by a machine for an astronomical research mission are the remnants of one of humankind’s first successful attempts at exploring our nearest celestial neighbour. These monochromatic images display our rocky satellite’s surface from different angles and altitudes and with variations in lighting. Some show the Moon in its near-entirety, clearly revealing the “border” between day and night. Stark contrast of shadows and light on the contoured wasteland reveal gaping black holes: the craters that the missions were surveying. The images convey the silent immensity of outer space. In some, we see the Earth from a lunar perspective: proof of how isolated our Blue Marble really is. We are presented here with an altogether unique aesthetic, made possible by the perfect geometries of our celestial bodies, the play of light and shadow and the historically monumental nature of the Orbiter missions.
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Museum of Moving Image - Envisioning 2001: Stanley Kubrick's Space Odyssey Queens Museum - Bruce Davidson: Outsider on the Inside The Morgan Library and Museum - Beethoven 250: Autograph Music Manuscripts by Ludwig van Beethoven Chateau de Versailles - Fountains Shows and Musical Gardens


Tribal art > African Statues > Statue Mangbetu
Ancestor figure Mangbetu Nebeli (N° 18140)
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Woman's Figure associated with fertility.
Souvent represented in a noble and graceful attitude, the female statues of the Mangbetu are probably ancestors of the clan. The geometric patterns traced evoke the body paintings and tribal scarifications of the Mangbetu, similar to those of the Asua pygmies with whom the tribe had relations. The latter varied depending on the circumstances. The fan hairstyle was sported by the Mangbetu: from an early age, children were compressed from the cranial box by means of raffia ties. Later, the Mangbetu their hair on wicker strands and applied a headband to the forehead to extract the hair and produce this particular headdress that accentuates the lengthening of the head. The ancient names beli these figures of ancestors stored out of sight and comparable to those belonging to their secret society nebeli .
Semi-mate Brown Medina. Ochre residual inlays.
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|Estimated dating||circa 1960|
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LAWRENCE — A University of Kansas anthropology researcher has helped community members in western Kenya develop the first dictionary of their local Ekegusii language.
It's a Bantu language that has had trouble surviving with Kiswahili and English as Kenya's national languages.
"Ethnically there is a large number of Ekegusiis, but people who actually claim competency in the language that is currently associated with them is relatively low," said Carlos Nash, an assistant professor of linguistic anthropology and language technology.
Nash aided the Kenyan authors, Kennedy Bosire and Gladys Machogu, with production of the dictionary that translates Ekegusii words, terms, idioms and local proverbs into English.
The dropping off in use of local languages in Africa is a major fear today, he said. The British occupation of Kenya in the early 1900s introduced English to the region, but most Kenyans were bilingual in English and their local language until Kenya gained its independence in the 1960s. Most people born since then speak Kiswahili and English.
Strict policies now only allow students to learn Kiswahili and English in school in second grade and beyond. There is still a relatively large elder population in the region who still do speak only Ekegusii.
"We have heard major concerns from the community that a lot of children were not learning the language any longer," Nash said. "They were having difficulty speaking to grandparents."
Nash originally became involved in the project in 2008 as a doctoral student at the University of California Santa Barbara and through CoLang: Institute on Collaborative Language Research (formerly InField), which provides training for linguists on a wide range of skills in community-centered language documentation.
Ekegusii has a tonal system, and CoLang researchers needed a phonologist to help decipher it. Nash spent time in Kenya collecting data, reaching out to the community there and helping provide Bosire and Machogu with the necessary tools they needed to produce the dictionary, which included technology and help with graphic design and formatting, for example. The project follows a model of anthropological research known as empowerment.
"Yes, we do research on the community, and yes, we do research for the community," Nash said. "But we also do research with the community in a sense that we train them to be able to produce academic knowledge for their own goals. So we're there to empower native speakers to save their own languages."
As Nash's academic research related to the Ekegusii tonal system continues, Bosire and Machogu were able to publish the dictionary in June 2013. They released it in Mombasi, Kenya's third largest city, and in Kisii, the authors' hometown.
The response has been positive. Kisii Governor James Ongwae publicly supported the effort and contributed funds to create a cultural center and cultural activities to foster various cultural groups in the area. Schools and libraries are getting the dictionary.
Nash hopes to build on the momentum in coming years to expand it to learning materials in Ekegusii to help children prior to second grade learn the language. There is a low literacy rate in the area, and Ekegusii is mostly just spoken.
"For most of them this is probably one of the first times they've seen a major print work of their language," he said.
And now they can read and see the meaning behind Ekegusii proverbs such as "Abarami ikubu riateka," which in English means: "Those who use foul language are like a burst rotten egg."
"It's actually more than a dictionary. It's a cultural product," Nash said. "They put everything in here that they found valuable within the culture. For them it was more about grasping or solidifying part of their identity."
Retracing the cultural history of the Ekegusii is part of his research on the language's tonal system. He considers the Ekegusii as probably a couple of different Bantu groups that have come together through migration, and there are features in the language he sees preserved that other Bantu languages have lost. It's also appears to be closely tied to a local language in Tanzania, so he is working to dig deeper and continues to do a typological analysis on understanding the history of Bantu languages.
Preserving endangered languages around the world is the mission of CoLang. KU played host to the 2012 CoLang institute, which Arienne Dwyer, a professor of linguistic anthropology, secured with a National Science Foundation grant, and she invited Nash to serve with her as co-director. The University of Texas at Arlington will host the 2014 institute in June and July.
"Languages are a product of the human mind, and anthropologists are interested in it and understanding why it is that the mind is so flexible to produce something this way and then also produce a compatible product in another way. It lets us understand who we are better," Nash said. "From a humanistic side, language is an aspect of our identity. For many of these people, if they lose their identity, not only do they lose that sort of sense of self, but they also lose part of their culture. There are things that our language preserves about our culture, and so for them, it's that culture and identity aspect that is important to keep."


Throughout history, the term “law” has been defined in many ways. In a broader sense, it can refer to a system of rules and regulations that are enforceable by social institutions. Law also has a range of synonyms including rule, canon, statute, ordinance and precept.
Legal theory generally focuses on the attributes of law and its ability to impose normative goals. For example, the concept of “natural law” emerged in ancient Greek philosophy as a way of defining a principle governing action and procedure. It then made its way into mainstream culture in the writings of Thomas Aquinas.
The idea of “law” can also be viewed as a set of rules that are enforced by governmental institutions. It can also be viewed as a set that serves to preserve individual rights, protect minorities from majorities and maintain peace within a nation.
A variety of legal systems serve these purposes more effectively than others. Those systems include civil law and religious law. Regardless of the particular system, the concept of “law” is a central feature of the modern legal system.
There are a number of important differences between these systems. For example, civil law legal systems are usually shorter and more focused on judicial decisions. Religion-based legal systems, such as Islamic Sharia, are explicitly based on religious precepts.
Modern lawyers must acquire a degree in law, usually a Bachelor of Laws, or a Master of Legal Studies. Modern lawyers also typically need to pass a qualifying examination to be licensed to practice law.


US Naval Aviation Training Division
Martin Baltimore World War 2 US airplane
Original aeroplane identification poster, 1942
Built by the Glenn L Martin Company in the United States it was used during World War II almost exclusively in the Mediterranean and Middle East theatre. The first aircraft were delivered to Britain in 1941. Although 1575 were produced, no aircraft has survived intact – although the wreckage of several is known to exist.
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Bucchero, the Etruscan pottery
Bucchero ware, fired to homogeneous black, is a characteristic type of Etruscan pottery, unique in the entire Mediterranean. Bucchero workshops operated in many Etruscan centres from the 7th century BC. Their products are sometimes easily identifiable: for example, the shape of the amphora with broad flat handles (1) is typical of Caere. The wall of the vessel is extremely thin, the surface is glossy black, illustrating the quality of early bucchero ceramics.
Bucchero vases are generally plain, but decoration in relief is not uncommon either. The decoration of the two vessels from Clusium was created with a negative mould (2–3), and the animal frieze encircling the footed cup from Tarquinia (4) was impressed with a cylinder seal. Workshops in Orvieto typically filled the grooves of the decoration with lime (5). Bucchero was produced outside Etruria as well, in Campania under Etruscan hegemony (6). Shapes assimilated from Greek pottery are also frequent (3, 6).
Bucchero vases were exported in large quantities in the 7th and 6th centuries. As opposed to other Etruscan pottery types, they were on demand not only in the western part of the Mediterranean, but also in Hellas. The kantharos (7–9) was so popular that – influenced by bucchero examples – the shape also spread all over Greece, becoming one of the attributes of Dionysos.


Pearl shells, known as riji or jakuli in the Bardi language, are associated with water, spiritual powers and healing due to the luminous shimmering quality of their surfaces. Bardi equate the light reflecting off the shells to lightning flashes, which are prominent during the monsoon, and to lights flashing off the cheeks of the Rainbow Serpent, who is closely linked to water and rain.
The tradition of interlocking designs etched into the surfaces of pearl shells is distinctive in Aboriginal art. The incised designs are highlighted with a mixture of ochre and resin, which is rubbed into the grooves. Decorated and plain pearl shells are used for rain-making and magical purposes, for trade, in ceremonies and as personal adornments such as necklaces or pubic covers when they are worn attached by belts or necklaces of hairstring.
Riji originate around Broome, in the west Kimberley region. They are objects of great value and have been exchanged along ancient trade routes over vast areas of the continent. They appear as far afield as Yuendumu in the desert, south-eastern Arnhem Land, Queensland and South Australia. Often plain pearl shells are decorated further along trade routes, far from their place of origin.


Like Picasso, with his extraordinary etchings or engravings, linocuts or lithographs, Braque, Chagall, Miro, Soulages, Chillida, Dali, Alechinsky or Giacometti, like so much of other Masters in the art of the print, used several graphic technical of expression; as other terms related to the world of the print (which gathers the whole of these techniques), they are here briefly presented to you.
Click on the following links to access definitions.
The term “print” refers to an image created by means of :
Stone for lithograph
A copper needle for etching, aquatint, engraving, drypoint and mezzotint.
Wood for woodcutting or linoléum for linocutting.
A silk screen for screenprint or serigraphy
After the signature of the approval contract (bon à tirer) the next stage is the production of a few limited editions. The printing can be carried out on different grades of paper. The artist always signs the work carried out.
We do make the distinction between original printing and interpretation printing.


Historical photography shows more than reality; it depicts a moment in time when future is uncertain, and yet the moment portrayed may never know its participation in history.
The Taikang Space gallery in Beijing opens an exhibition that reflects one such extraordinary moment in China’s recent history. “Home for Photography Learning: The Friday Salon, 1977-1980” shows a series of works involved in The Friday Salon, a cultural phenomenon that took place in an assigned two-bedroom accommodation of an employee of the Division of Repair and Maintenance of the Beijing Film Studio and amateur photographer, Chi Xiaoning. In a way it was a “studio affair” as most of the students were children of the Film Studio’s staff and teachers were the Studio’s photographers. At its peak, the home or workshop had more than 40 students and caught the attention of the police, as too many bicycles had pilled up at the front door.
During the Cultural Revolution, Mao Tse tung had forced 17 millions of young people in urban areas to work on the land in mountain areas, known as the Down to the Countryside Movement. With the end of the movement, the returning youth experienced a process of readjustment and were eager for knowledge, especially for the arts, but had nowhere to go. The workshop offered them a rare opportunity of education and practice of photography for nearly three years. Then It gradually dissolved, as teachers got busy with other activities, and students went about to find jobs related to publishing, film and arts.
The exhibition also showcases the cameras used at the time, hand-made photo albums, reference books, lecture notes, and projectors.
* Image on slider: “An old man”, by Chi Xiaoning, 1979


|Zuni Indian Legends
Zuni Indian Creation Legend
In Zuni myth, before humans were fully
formed, they lived underground, in the
dark. When they finally emerged to the
surface through a series of caverns,
they had to shield their eyes, which, like an owl's, were unused to daylight. The world had
been covered with water; it was damp and wracked by earthquakes. The humans lived on
an island surrounded by water, preyed upon by strange monsters that rose up from the
Two mythical brothers, twin children of the Sun, realized that the world needed to be
dried out and solidified lest the humans succumb to the monsters. Wielding a magic shield,
a rainbow, and arrows of cosmic lightning, the two ignited a tremendous conflagration.
The fire raged over the face of the earth, scorching it dry and hardening the ground.
But now, on the newly dry land, powerful predatory animals, with their talons and sharp
teeth, threatened to multiply and devour the human beings, who were so much weaker. So
the two brothers strode across the world, blasting mountain lions and other creatures
with lightning. "We have changed you into rock everlasting," they proclaimed, as they
struck the animals with their lightning--thlu! Yet the petrified creatures retained the
heart and "magic breath of prey" that had made them powerful, and they became
we-ma-we, or fetishes, helpers that would serve people instead of devouring them.
Zuni Indian Cooked People Legend
Those who are to be human beings, Cooked People or Daylight People, exist within the
earth at a dark and crowded place four levels below the present surface. The Sun Father
(Yatokka taccu) commands that his sons (Ahayuta, the warrior twins) lead the emergence
of the people into the daylight.
The people have no mouth openings. Their fingers and toes are webbed, and they have
horns and tails. The warrior twins slit mouth openings in the people's faces, cut their
webs to form fingers and toes, and cut off their horns and tails.
A priest's son and daughter are sent to find a place where the people may live. The sister
and brother commit incest; their children are the koyemshi. The people travel about
looking for a place to live. A water strider, an insect that skates on the surface tension
of water, places its feet at the edges of the world.


Researchers of the Universitat Politècnica de València in Spain have developed a new sensor system able to quickly and non-destructively detect the risk of corrosion in the concrete structure of buildings and do so when the first symptoms appear.
The information provided by this system, which has been patented by the UPV, is of particular significance for building safety. It enables any necessary intervention to be made sufficiently in advance, reducing, at the same time, repair and maintaining costs.
The system also includes a pulse voltammetry unit, which provides information on the intensity of the corrosion for every point in the network of sensors of the structure analyzed, and specific software for analyzing the electrical response from each sensor.
Today, the most common way to determine the corrosion speed of the rebar in a reinforced concrete structure is based on destructive techniques, for which it is necessary to expose the rebar at a certain distance in order to electrochemically measure the intensity of the corrosion. It is then necessary to repair the area with mortars.
Its benefits include a reduction in the time and cost of the diagnosis of the structure. In addition, it is able to register in real time the state of maintenance and the speed of corrosion of the rebar at several points of the structure, even in non-accessible areas.
The system could be installed both in new constructions and restoration projects. In the first case, it must be incorporated when the concrete is poured in those areas of the structure most exposed to corrosion caused by humidity, carbon dioxide or chlorides, among others. In restoration projects, it permits a non-destructive control and monitoring of the effectiveness of the restoration.
Miguel Alcañiz, Román Bataller, José Manuel Gandía, José Enrique Ramón and Juan Soto, researchers at the Centre for Molecular Recognition and Technological Development (IDM, in Spanish), together with Manuel Valcuende, from the Grupo de Recuperación del Patrimonio Cultural of the Universitat Politècnica de València have taken part in the development of this project.
reprinted from materials provided by Asociación RUVID


Following on from my last post about Conway’s nimbers, here’s how to perform an Elgamal style encryption and decryption. Recall that if is a finite group generated by of order , then Alice chooses as her private key any number and publishes as her public key. For security, we assume that the discrete logarithm problem is intractably difficult in ; that is, given and , there is no easy way to find . Messages are converted to elements of the group. If is one such message, Bob sends it to Alice by first creating a random "message key" , and computing
as the ciphertext.
Alice decrypts the ciphertext by computing . This works because
For the nim-field, choose a proper subfield of order consisting of all integers less than . Consider the cyclic group and suppose is a generator. Then all the above operations carry across. The nice thing here is that as group elements are all non-zero integers less than , encoding a message as a group element will be very easy, and decoding a group element to a message likewise. For example, treating as a binary file with length less than , its bits can be interpreted as the base 2 digits of an integer less than .
Finding a generator can be done by trial and error. We start by noting that as all integers less than form a proper nim-subfield, any generator of must be at least as great as . Assume that can be fully factored, and that its prime factors are . Then is a generator if none of the values
As an example, choose so that . This is a small number as far as secure cryptosystems go, but will suffice for a demonstration:
sage: load nimbers.py sage: from nimbers import NimberField sage: F = NimberField() sage: n = 6 sage: N = 2^(2^6) sage: ps = [p for p,e in factor(N-1)] sage: ps [3, 5, 17, 257, 641, 65537, 6700417]
Now to find a generator:
sage: while true: ....: a = F(randint(2^(2^5),N)) ....: if [a^((N-1)/p) for p in ps].count(1)==0: ....: print a ....: break ....: 10797286954115293541
(Your number may differ.)
Now to create private and public keys:
sage: A = randint(1,N);A 2836502683176700913 sage: B = a^A; B 18427739260935308684
Note that although and look like innocuous integers, appearances can be deceiving:
sage: parent(A) <type 'int'> sage: parent(B) NimberField
Now choose a message and encrypt it:
sage: m=10^20 sage: k=randint(1,N);k 4367144432619252418 sage: C = [a^k,B^k*m] sage: C [12922178036391740664, 212996673669914038023930158560151735676]
Decryption can be done in one line:
sage: C/C^A 100000000000000000000
It works out, as we’d expect. I don’t know, however, any of the following:
- Is this system secure: that is, are discrete logarithms intractable in the nim-field?
- Are there fast methods for multiplication and inversion in the nim-field?
- Is this system likely to be any more efficient than using the prime field ?
- Are there cryptosystems which are particularly suited to using the nim-field?
As far as I know, nobody has investigated the nim-field from the algorithmic, computational or cryptographic viewpoint.


of "Gold in the Hills"
in the Hills Melodrama:"
"World's Longest Running Melodrama"
longest continually-running melodrama in the world
began with modest roots on March 28, 1936, by Julia Arnold on a U. S.
Army Corps of Engineers barge that had been redesigned to resemble a
riverboat and renamed the Dixie Belle.
in the Hills," an 1890s-era melodrama, was written in 1930 by J.
Frank Davis. The play was set in the New York Bowery and
featured a classic "good" versus "evil" plot.
the years, hundreds of volunteers have comprised a cast of cancan
dancers, Nell (the heroine farm girl), John (the hero farm boy), the
villain and his accomplice.
1948, "Gold" moved to the Sprague,
the largest and most powerful sternwheel towboat ever launched, which
had been decommissioned and purchased by the City of Vicksburg to
serve as a floating theater and river-related museum. When the Sprague
burned in 1974, the play was performed in a number of places until a
new theater was built in 1977.
matter what obstacles arise, "Gold in the Hills" delights
audiences every year who come to cheer and clap for the hero and
heroine, boo the villain (often throwing peanuts at him), and sing
along with the cast.
to Home Back
to Murals Page


Math problem scanner
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Math problem scanner can be a helpful tool for these students. How to solve partial fractions is a process that can be broken down into a few simple steps. First, identify the factors that are being divided. Next, determine the order of the fractions. Finally, apply the appropriate formula to solve for the unknowns. By following these steps, you can quickly and easily solve for partial fractions. However, it is important to note that there is more than one way to solve partial fractions. As such, you may need to experiment with different methods in order to find the one that works best for you. But with a little practice, you'll be solving partial fractions like a pro in no time!
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Solving by square roots is a mathematical process for finding the value of a number that, when squared, equals a given number. For example, the square root of 9 is 3, because 3 squared (3 x 3) equals 9. In general, the square root of x is equal to the number that, when multiplied by itself, equals x. Solving by square roots can be done by hand or with the help of a calculator. The process involves finding the value of one number that, when multiplied by itself, equals the given number. This value is then used to determine the answer to the original problem. Solving by square roots is a useful tool for solving many mathematical problems.
How to solve an equation by elimination. The first step is to understand what an equation is. An equation is a mathematical sentence that shows that two things are equal. In order to solve an equation, you need to find the value of the variable that makes the two sides of the equation equal. There are many different methods of solving equations, but one of the simplest is called "elimination." Elimination involves adding or subtracting terms from both sides of the equation in order to cancel out one or more of the variables.
A trinomial is an algebraic expression that contains three terms. The most common form of a trinomial is ax^2+bx+c, where a, b, and c are constants and x is a variable. Solving a trinomial equation means finding the value of x that makes the equation true. There are a few different methods that can be used to solve a trinomial equation, but the most common is factoring. To factor a trinomial, you need to find two numbers that multiply to give the product of the two constants (ac) and add up to give the value of the middle term (b). For example, if you are given the equation 2x^2+5x+3, you would need to find two numbers that multiply to give 6 (2×3) and add up to give 5. The only numbers that fit this criteria are 1 and 6, so you would factor the equation as (2x+3)(x+1). From there, you can use the zero product rule to solve for x. In this case, either 2x+3=0 or x+1=0. Solving each of these equations will give you the values of x that make the original equation true. While factoring may seem like a difficult task at first, with a little practice it can be easily mastered. With this method, solving trinomials can be quick and easy.
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Differences in memory performance in old age
Some people show up to a high age has a remarkable memory performance, while others suffer a considerable loss of memory. Now, it was investigated why these differences in memory performance occur in the progressive age and how it can be prevented.
In a study at Stanford University, was to determine which factors have an influence on how well we can remember in old age. The results of the study were published in the English journal “eLife”.
After the memory automatically?
Even in totally healthy people a discount is the end of memory is often an expected part of aging. But such a weakening memory is by no means inevitable. Some people have also in the upscale age is still a very good memory.
Differences in memory performance were investigated
“The study of these differences between individuals is crucial for the understanding of the complexity of brain aging, including the question of how resilience and durability can be promoted,” says study author Alexandra Trelle, at Stanford University, in a press release.
How did the memory retrieval processes of older people?
Based on studies, which had focused on younger people, the research group studied in the framework of the Stanford Aging and Memory Study of memory in healthy, older adults. The Team found that the memory retrieval processes in the brains of older adults can look very similar, as previously in the brains of young adults of the processes observed. In people with greater difficulties to remember, were the instructions on these processes, however, are considerably smaller.
Activity of the whole brain was measured
Through a better understanding of memory function in older adults will one day say, hopefully, earlier and more precise prior allows, when memory failures occur, and when there is an increased risk for dementia is present, report the researchers.
What was studied?
For the study of one hundred part were participants between the ages of 60 and 82 years, their brains using magnetic resonance imaging scanning while they viewed words paired with pictures of famous people and places. These Participants were then testing with words asked during a Memory to recall the associated picture. The analyses of the MRI images of the Gehrins focused not only on the extent of the activity, but also on the memory information contained in the Patterns of brain activity.
What was done the memory test?
With the memory test, the ability should be evaluated, to remember certain associations between elements of an event. This is a Form of memory, which is often influenced disproportionately by the aging process, report researchers.
Memory is a neural time travel
The research group found that the brain processes that support memory in older adults are similar to those in younger groups of the population. If people remember, there is an increase in hippocampal activity, along with the recovery of activity patterns in the cortex, were present when the event was first experienced. This means that the journey includes Remind a quasi-neural time, which includes the Repeat of Patterns that were previously established in the brain.
What has been the role of the Hippo-campus activity?
The Team was able to actually say on the basis of the information contained in Patterns of brain activity to predict whether a Person would remember a specific time or not. The researchers found that memory declined in age, on average. It was noticeable, however, regardless of age, with greater hippocampal activity, and recurrence was associated in the cortex with better memory performance. This was true not only for the during the MRI Scans carried out memory test, but also for memory tests, which were carried out on a different day of the study.
What is the goal of future research?
It is clear that the functional magnetic resonance imaging of brain activity during memory retrieval find stable differences between individuals and on the health of the brain may indicate, reports the researchers. The current study lay the Foundation for many future studies of the memory of older adults in the cohort of the Stanford Aging and Memory Study. The ultimate goal was to develop new and sensitive instruments to identify persons at increased risk for Alzheimer’s disease, before significant memory loss occurs. (as)
Authors and source of information
This Text meets the requirements of the medical literature, medical guidelines, as well as current studies and was examined by doctors and Medical scientists.