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I. The Humiliation of Etiqutte As a form of social control, etiquette is one of the best. It is a largely unverbalized but widely understood system of rules for social interaction which distributes power and governs social distance and intimacy. While the Emancipation Proclamation unshackled the Black population from the legal ownership of Whites, it did not free them from the rules of racial etiquette forced upon them by custom and enforced by violence and disenfranchisement. Not only did this system of etiquette (which set rules for glances, sidewalk positioning, the use of titles, the volume of the voice, handshaking rituals, and more) keep the Black person "in his place," it also made the Whites feel the superiority which they were increasingly desperate to maintain. "The etiquette gave a moral sanction to slavery and racism and reassurance to members of the master race. By demanding not only deference from the black, but connivance also, by insisting that the black not only accept his inferior status but also act as if he too believed in it--for this is what the fawning ritual of race relation required--the white man was asking for and receiving confirmation that his subjugation of the Negro was right and proper." [Arther Sheps in the introduction to Bertram Wilbur Doyle's book The Etiquette of Race Relations in the South. New York: Schocken Books, 1971. (Originally published in 1937). Quotation taken from page xii.] . . . . . . . . . . . II. Informal Rage and Extra-legal Violence Southern Whites reluctantly conceded their defeat in the Civil War which led to the abolition of slavery and the constitutional enfranchisement of the Black person, but they would not tolerate the idea nor the experience of the equality of the Black person to the White person; instead they strictly enforced a racial etiquette based on a theory of Black inferiority to White supremacy which forced Black deference and self-humiliation. Violation of these norms--even before the years of legislated Jim Crow--was met with the retribution of violence. Fear of a violation of these norms, fear of "the assertive Negro," was perhaps the greatest impetus for the legislation of segregation laws in the first place. Even the thought of a Black person to share the dinner table with a White person was enough tinder for the racist rage. "Like the strengthened taboo against sex between white women and black men, taboos against eating and drinking with blacks remained strong in the postemancipation South and, for many white southerners, became deeply ingrained. 'If anything would make me kill my children, it would be the possibility that niggers might sometime eat at the same table and associate with them as equals," one woman told Clifton Johnson in 1904.'" [Jennifer Ritterhouse, Growing Up Jim Crow: How Black and White Southern Children Learned Race. Chapel Hill, NC: The University of North Carolina Press, 2006. Quotation taken from page 42.] . . . . . . . . . . III. Effectual Re-enslavement Between the Civil War and World War II, at least 100,000 Black people were "leased" as convicts: the re-enslavement of a people promised freedom by their country, then imprisoned on flimsy accusations such as "illegal voting," and sold to the cruel owners of burgeoning industries in the South, forced to labor in inhumane conditions, earning neither their wage nor their freedom. "If workers tried to flee, Smith [former Georgia state senator and expansive business owner] relied on deputy sheriffs to recapture them and his own overseers to inflict brutal punishments. 'They had dogs to trail them with so they always got caught, and then the whipping boss beat them almost to death,' Hill said. 'It was awful to hear them hollering and begging for mercy. If they hollered "Lord have mercy" Marse ["Master"] Jim didn't hear them, but if they cried, "Marse Jim have mercy!" then he made them stop the beating. He say, "The Lord rule Heaven, but Jim Smith ruled the earth." " [Douglas A Blackmon, Slavery by Another Name: The Re-Enslavement of Black Americans from the Civil War to World War II. New York: Doubleday, 2008. Quotation taken from page 91.] . . . . . . . . . . IV. The Courageous Christian In this era of unprecedented racial equality in the history of the United States, it is impossibly difficult to accurately imagine the pressure that all people experienced (even in the North) to concede to the prevalent racism, to indulge the popular sentiment of prejudice, to give up the movement for Black suffrage, to be quiet in the face of political disenfranchisement and regularly published hate speech and all too common violence perpetrated and sad neglect of a downtrodden population. But this easy road was not the road of the true Christian. Despite the harsh social and economic consequences, the Christian was not to compromise with the oppressive racial etiquette or the intimidating political movements. "No matter what the gain or the loss, we must act nobly and courageously in the sight of God and our Saviour. Let us as Christians who accept the principle that all men, white and black, are free and equal, adhere to this principle, and not be cowards in the face of the world, and in the face of the heavenly intelligences. We should treat the colored man just as respectfully as we would treat the white man. And we can now, by precept and example, win others to the true course." [Ellen G. White, Manuscript 7, "The Colored People." (1896) Quoted on page 111 of Ronald D Graybill's book E. G. White and Race Relations. Washington, D.C.: Review & Herald, 1970.] . . . . . . . . . . . V. And today? . . . .

Stretching is an important activity NutraPure Fungus Clear in order to maintain your flexibility, it gives you the ability to move your joints without causing any injuries, with age the tendons which are connecting muscle to bone start to get more short and more limited, which restricts your flexibility, and affects your movement so they becomes less faster, and you find big difficulties to stand up straightly, and your stride when you walk becomes more shorter. However if you practice some stretching activities like stretching the rear thigh, your hip, and calf muscles this will have a good affect on your flexibility. Flexibility is important for good position, it affects the way how your body looks when you stand up, for example if you have short and tight muscles at your neck then this will push your head to angle forward. If you have tight shoulders and chest then your shoulders bend inward. If you have a tight lower back so your back will look curved, by practicing a scheduled stretching plan you get rid of pain and you feel more comfortable, especially in your lower back. As soon as you begin doing the stretching activity you will notice that the pain has gone. The stretching activities can also maintain your muscle balances. For example if the muscles of your front thigh are big, and those of your rear thighs are closely and they have lack of physical strength, in such situation your body will rely on your front thighs more that it should be. Stretching can help you balancing the weight of your body, and gives you the ability to move so easy and with a great fluidity.

Matt 25: 14-30, psalm 8 Some Christians believe that our salvation is a bus ticket to heaven, and what we do while we wait for the bus makes little difference. The parable of the talents makes it clear this belief is false. Instead, like the servants in the parable, we will be held accountable for our stewardship of our lives while we wait for Christ’s return. Christians who limit stewardship to tithing or even understand stewardship as the godly management of their time, talent, and treasure are still missing something. We have lost the idea of “whole-life stewardship” taught in the Scriptures. Kent Wilson of the Acton Institute suggests a more complete definition of stewardship, describing it as, …the faithful and efficient management of property or resources belonging to another in order to achieve the owner’s objectives. Note the last phrase, “in order to achieve the owner’s objectives.” We must know God’s objectives in order to achieve them. To know what those objectives are, we must go back to the Garden of Eden. Moses divides the creation story into two stages within the first chapter of Genesis. In the first stage, God creates something out of nothing (Genesis 1:1-2). In the second stage, the six days of creation, God forms and fills what he has created. - Days 1-3, God forms the heavens and the earth. - Days 4-6, he fills the heavens and the earth with inhabitants. - Then on the seventh day God rests from his work. At the end of each of the first five days, God looks at his handiwork and announces that it is good. But at the end of his work of creation, at the end of the sixth day, “God saw all that he had made, and it was very good” (Genesis 1:31). Here we find the first hint of God’s original intent for his creation. The purpose of God was to be glorified by his creation. This is why God describes it as “very good.” As a great painting reflects the glory of the master artist, God created everything for his glory, including man, the crown jewel of creation. Does this mean that God created the world so that he could become more glorious in himself? No. God created the world and everything in it to display his glory, that it might be known and praised by creation (Psalm 8). To be effective stewards of all that God has given us, we must achieve the owner’s original objective — to bring glory to himself. Spend a few moments meditating on Psalm 8 and the marvelous glory of our majestic Lord.

Bengaluru : The medicine that can delay your diabetes is right on your coffee table. ‘Cafestol’, a bioactive substance found in coffee, could help delay the onset of Type-2 diabetes, improve cell function and insulin sensitivity in laboratory mice, according to a study carried out by a team of scientists in Denmark. This is yet another research finding that has driven coffee from its universal role as a breakfast beverage into the list of items that can be recommended for a healthy diet and lifestyle. For instance, recently researchers at the University of Southern California in the US — in a study of more than 180,000 participants — found that drinking coffee could lead to a longer life. Researchers have also earlier identified substances in coffee that could help reduce the risk of developing diabetes but ‘cafestol’ is one substance that has so far been untested. In their study, the researchers wanted to see if ‘cafestol’ would help prevent or delay the onset of Type-2 diabetes in mice. The findings have been reported in the American Chemical Society Journal of Natural Products. According to the authors, “the finding could spur the development of new drugs to treat or even prevent the disease”. For their study, the scientists chose a model of mice — called KKAy mice — that are prone to develop diabetes. Forty-seven male mice were randomly divided into two groups — treatment and control groups. While all the mice consumed normal diet, the mice in the treatment group were fed daily with ‘cafestol’ for 10 weeks. The animals in the control group were not given ‘cafestol’. At the end, blood samples for fasting glucose, glucagon and insulin as well as liver, muscle and fat tissues for gene expression analysis were collected. The researchers isolated islets of Langerhans — which produce insulin — and measured their insulin secretory capacity. “After 10 weeks of intervention, fasting plasma glucose was 28-30% lower in ‘cafestol’ group compared with the control group,” the researchers report. “Fasting glucagon was 20% lower and insulin sensitivity improved by 42% in the high-cafestol group. Cafestol increased insulin secretion from isolated islets by 75-87% compared to the control group.” The researchers conclude their results show that cafestol possesses anti-diabetic properties in mice. “Consequently, cafestol may contribute to the reduced risk of developing Type-2 diabetes in coffee consumers and is a good candidate for drug development to treat or prevent the disease in humans.”

Located close to the banks of the Panama Canal, with a surface of 22,104 hectares (55,000 acres) of tropical humid forest and just 20 minutes away from Panama City and 40 from Colon, this park is the habitat of more than 1,300 plants and 100 animals. It has been recognized internationally because it has one of the richest bird diversities around. There is also a lot of history involving this park: the Spanish conquerors after the discovery of America in 1492. How to get there From Panama City you take the Madden road to Gamboa, a small town alongside the Panama Canal. That will take 25 minutes. All the services (hotels, restaurants, tour operators, car rental) you may require can be obtained in Panama City. The park offers you guides for the trails What to do and Where to go? The humid forest of this park offers a variety of activities like fishing, eco-studies, bird watching and hiking along the many trails of the park. El Charco, Camino del Oleoducto and Camino de la Plantación are some of the many trails you could find and a world record of bird appearances has been set here with 525 different species in a single day. The cultural and historic aspect of this park can be seen on the Camino de Cruces Trail and at the Chagres river which in the colonial days were used as a way to transport the gold and silver from Peru to the many and famous Fairs that took place in Portobelo (near Colon). The Camino de Cruces trail will take about four hours

A study of over 550 patients who were admitted to and discharged from the Johns Hopkins Hospital suggests that special nurse-pharmacist teams that are trained to look over patients’ medication lists to track down discrepancies between patients’ lists of medications they are taking at home and medication they are taking in the hospital can reduce medication errors. The researchers behind this study believe that their program could make hospital patients safer and relieve physicians from the job of reconciling all their patients’ medication lists. Rather, nurses would consult with pharmacists to verify that the list of medication the hospital has on admission and discharge matches up with the list the patient is taking at home. The reason for this program is to minimize the risk of adverse drug interactions for patients. According to a report in the Journal of Hospital Medicine, about 40 percent of cases studied showed discrepancies between lists of drugs that patients said they were taking when they were admitted to the hospital, medications they got at the hospital, and those drugs they should be taking upon discharge. So many patients are taking prescription medications and over-the-counter drugs that, when they arrive at the hospital, they often do not recall all of the medication names or the dosages they are taking. However, to minimize adverse drug interactions, it is critical for nurses and doctors to know what drugs patients are taking before they administer another drug. Because patients don’t always remember correctly and doctors don’t always have the time necessary to research every pill a patient takes, medication mistakes occur. Researchers believe that, if nursing teams and consulting pharmacists are allowed dedicated time to research a patient’s medication lists, patients’ medication errors will be fewer and patients will be safer. Additionally, researchers believe that hospitals will be glad that patients are being readmitted less frequently.

- Jun 25, 2018 - 1. Promote seed germination NAA and 6-BA. Chinese orchids such as Orchid opening in the spring and Orchid opening in the fall are fine and their seed coats are thick, with a layer of impervious, airtight membrane material covering the surface. Its embryos are incompletely developed embryos, containing only lipids as a storage nutrient, conventional seeding is difficult to germinate. Only under sterile conditions, germination can be achieved with the aid of a suitable culture medium. Adding 0.1 mg/L sodium naphthaleneacetate and 0.01 ml 6-ba solution in the sowing medium promoted the rapid germination of the seeds of Orchid opening in the spring and fall. 2. Promote cuttings take root Iba-k. White orchids are not easy to reproduce with seeds, and the rate of reproduction is also low by means of splicing and pressing, and the use of cuttings for seedlings is better. From mid-June to early July, on the mother trees of 2 years old or above, select the old, thick, well-developed, disease-free pest-free, and full-grown buds of the current year. The cutting length is 10-15cm, and the upper part of each ear retains 1-2 pieces. Leaves, cut into horseshoe shape at the lower end, cut 30-50 sticks into bundles, fasten with 500mg/L iba-k solution, and insert with the hoe. NA-NAA. Soaking with 200mg/L sodium naphthenate solution for 24h can also promote rooting of white orchids. 3. Regulate bulbous development 6-ba. When the temperature in the early spring gradually rises, wash the Chunlan offspring and immerse the pseudobulb and root in 100-200mg/L 6-ba liquid for 10-12 hours. The sprout is sprouting. 4. Promote the growth of orchid 7-ba. Applying 1% 6-ba lanolin to the roots of orchids can promote adventitious buds. During the growth period of Dendrobium nobile, budding heads are coated with the same medicinal solution, which helps to form high-position buds. 5. promote flowering Triacontanol. The orchid is relatively young in its infancy. Generally, seedlings need to be cultivated for more than 12 months to bloom. Use of plant growth regulators such as triacontanol can promote early flowering. The method is: using 0.1 mg/L triacontanol milk powder to spray the whole plant of orchid seedlings once a month for 3 times in succession to promote early flowering. Gibberellin. In late August to mid-September, the whole plant of Orchid opening in the spring was sprayed with 200 mg/L of gibberellic acid solution for 3-4 times (1 week interval) to promote flower bud growth and flowering in advance (10-15 days earlier than normal flowering period). 6, extend the potted flower viewing period NA-NAA. The flowering period can be prolonged by spraying the 50mg/L sodium naphthaleneacetate solution at the buds of orchids. At the same time, it is also possible to use steam fertilizer produced by China Chemicals. Spraying once every 10 days during the flowering period can make the leaves green, increase the number of flowers, increase the resistance, and extend the flowering period.

In the chapter Reading Poetry Today in her book 52 Ways of Looking at a Poem, published in 2002 by Chatto and Windus, Ruth Padel talks about modern poetry published in Britain that is written in English. She promises to show how, technically, the sound supports the sense (p6) in a partnership; to show how a poem hangs together (p13). Ms Padel gives apparent authority to her discussion and technical analysis by making some generalised references to English poetry since early medieval times when ‘Rhyme’ – [that is true end-rhyme] – was ‘poetry’ (p10), and says that the desire to see rhyming ‘rules’ as the main thing bossing poetry about like a train timetable runs deep. It is difficult to accept the authority of someone who can state that ‘Rhyme was ‘poetry’. Ms Padel does say though English poetry has also always depended on stress and rhythm too, but she quite fails to properly present the principles of measured versification and alliteration as the other formative elements in early medieval poetry. However, Ms Padel does also talk about classical Greek and Latin poetry, to show or to suggest how well she understands the techniques of metre in other languages from antiquity. She is able to tell us that there is a long and shining history of poetry that does not rhyme. Homer did not rhyme (p14). This is, it may be suggested, part of an argument or project to show that end-rhyme is not now, nor ever was, a necessary or defining characteristic of English poetry. Ms Padel also wishes to persuade us that she has mastered all the intricacies of the regular patterning of the alternation of long and short, stressed and unstressed syllables (p11) in ancient Greek and in English poetry. This leads her to make such curious pronouncements as this: All poets today have to be aware of their relation to the iambic pentameter. It is a natural and ancient resource of the language (p15). Both these statements are false. Ms Padel’s whole dissertation in that book proceeds by means of such dubious generalisations. In truth, ‘the iambic pentameter’ is no more than an idea that may be imported into prosodical discussions. In her essay called The Journey or the Dance? and subtitled On Syllables Belonging to Each Other published in Poetry Review vol 96:2 Summer 2006 Ms Padel takes further her own notions as to how ‘the sound supports the sense’ in poetry. We must ask what poetry she is talking about and of what era. Here is her opening paragraph: Ezra Pound called the process of making a poem “the dance of the intellect among the words”. Charles Olsen refined that. “The dance of the intellect”, he said, “is among the syllables”. The syllable, “the minim and source of speech”, is the “king and pin” of poetry. Worry, he told poets about “the syllable, that fine creature”. It is the syllable, not rhyme and metre, that “leads the harmony on”. This highly metaphorical paragraph ends with a sentence which provides Ms Padel with a text and some sort of categorical statement on prosody and poetics which is predicated on metaphor. We don’t know who has formulated it, Olsen or Padel or both; but there it is.. We might take it to refer to all poetry or poetry-like things in all languages at all times, and to infer that rhyme and metre were and are secondary characteristics of all poetry. We are not told. In a section of the essay entitled ‘The syllable, that fine creature’ Ms Padel’s thesis continues with paragraphs about the Latin origins of the word syllable, a discussion which, though interesting in itself, is spurious to the technical discussion of English poetry, and which brings her to this apparently analytic and technical statement about poetics that is presumably applicable to all ‘poems’ in all languages in all eras: “Syllables rule and hold the line”, said Olsen. “Listening for the syllables is everything”. Here it might be pointed out that in her 52 Ways of Looking at a Poem she declares that the beat is the essential feature of any line of poetry (p65). This quote from Olsen is a metaphorical statement having little or no practical meaning, or a meaning so generalised as to be useless in a thesis on poetics. Syllables don’t rule or hold anything. Olsen’s everything is an absurd intensifier of nothing in particular. Ms Padel then gives a demonstration of this vague and all-encompassing ‘theory’ of poetics and prosody, claiming that one particular syllable rules R S Thomas’s poem ‘Blackbird’. It could be debated as to whether or not this piece of writing, set out in irregular lines without any system of end-rhyme, is a poem at all; but we are not invited to bring such considerations to bear. Ms Padel does not choose to discuss this poem in terms of rhyme, Greek ‘feet’, ‘beat’, ‘stress’, ‘metre’ and so forth. She simply gives a complex and interesting analysis of ‘sound and sense’, shall we say, which is incontrovertible because it is so personal and conjectural. We are not to be told what is this poet’s or this poem’s relation to the iambic pentameter. The essay’s second section is headed ‘Relationships of Syllables’. It begins with the easy statement that Poetry in English today is wonderfully various. At least we have some limitation of the field of study. It may be in this section of the essay that we find Ms Padel’s summation of her manifesto as a practitioner of what she thinks is the craft of English poetry. Here is her first paragraph in full: Poetry in English today is wonderfully various, but all good poems, mainstream, modernist, mad or sane, work by harmonising syllables, playing with them, laying them cheek to cheek. That is how poems get words to feel right together and so produce ~ well, Olsen used the word beauty. Syllables, he said, let words “juxtapose in beauty”. We might just as well say, “in meaning” or “in music”. It is the relationships of syllables that makes music, beauty and meaning. The music is the meaning. The meaning is the music. The paragraph says nothing objective about technique in poetry except perhaps in so far as the formulation harmonising syllables may be a principle of technique which Ms Padel intends to explicate in due course. The rest of the paragraph is metaphorical ‘blather’, hers and Olsen’s, which we might extend for ourselves by setting down a couple of sentences of our own: The meaning is the beauty. The beauty is the music. And we may ask this question: if in Ms Padel’s strange world of cheek to cheek syllables, poems somehow get words to feel right together, may not letters and novels and adverts for washing-powders do so in the same way? Although the word meaning occurs four times in the paragraph we don’t know what Ms Padel means by it. What can be meant by the statement that It is the relationship of syllables that makes music, beauty and meaning? It is certainly true that the relationship of the three syllables in the word ‘syllables’ is the basis for our cognition of the word; but this is probably not quite Ms Padel’s meaning of meaning here. We must read on. Here is the next paragraph: This has been true of good poems since Homer. “Harmony” comes from the Greek word harmottein, “fit together”. It may have referred originally to how you “made” the string’s pegs “fit” in the lyre. But harmonia soon came to mean how you tuned your lyre, what “mode” you tuned it to. Then it became an image of all things working together. Chorus members in a dance and song. Citizens in the city, humours in the body. (Orpheus draws everything and everyone to him, brings them together.) It was a key Greek image, medically, socially, morally. In a line of Greek poetry, the “fitting together” of syllables makes the metrics, the meaning and beauty. Rather suddenly considerations of ancient Greek poetics are put before us. No reason is given for doing so. What is the relevance of ancient Greek syllabics to English? There just seems to be a vague implication and the throwing in of the name Homer for effect. There is no development of any principle of ‘harmonising syllables’. There is a vague allusion to musical matters ~ peg, lyre, mode. There is, however, at the end a clear if general assertion about Greek poetry that might be applied to all of what in English we call poetry. What is interesting here is that the term music, as used in the previous paragraph, and made identical in some mysterious way with beauty and meaning, has been replaced by metrics. Perhaps we are coming to something objective and concrete about metre after all, despite the statement in the first paragraph that metre in no way leads the harmony on. Here is the next paragraph: The big difference from us is that in rhythms of Greek poetry before the Byzantine period, stress did not matter, whereas in English poems stress is what we listen for. A musician recently told me tango is the only dance where the dancers follow the melody not the beat. If that is true it flies against the habit of the modern Western ear which says Find order, meaning and pattern by the beat. What a ‘dance’ Ms Padel is leading us indeed. After we have assimilated the awkward syntax of The big difference from us we may see that she seems to be reintroducing us to the paradox and potential ambiguity spoken of in her essay on the first poem in her book 52 Ways of Looking at a Poem. For the time being let us put aside the assertion that in rhythms of Greek poetry before the Byzantine period, stress did not matter, where in English poems stress is what we listen for, while we concentrate on avoiding the irrelevant distraction of Ms Padel’s introduction of matters to do with dancing, and on working out that she was not talking about a fruit drink. Now we may link that last sentence to the first to register some vague connection in Ms Padel’s poetics between rhythm, stress, order, meaning, pattern and beat which may just have some theoretical, concrete, technical link to the term metrics as used in the previous paragraph. Ms Padel continues: The accents on Greek words had nothing to do with the rhythm of a line, which was based on the number of feet and syllable-count: the patterning of long and short. In an English line, the beat is the ordering principle. A poet can gather syllables up like flowers, squash them all into the vase of the foot and it doesn’t matter. As long as you have five beats in a pentameter, never mind the count. But Greek poetry was stricter. You could substitute some syllable patterns for others, but only in some places in the line. And only in metres where the line is always the same (epic’s dactylic hexameter, the iambic hexameter of tragic dialogue). Lyrics, where lines kept changing, were much more exacting. We must be careful here. Ms Padel’s argument, in so far as she is making any coherent argument at all, is obscured by some poor writing. In the penultimate sentence (which is not a true sentence, having no main verb) the phrase the same has no definite meaning. We would further observe that, in the fourth sentence, the count has no particular reference. Then the third sentence is a metaphorical diversion and distraction, and a rather ugly bit of ‘blather’. Now let us deal with some matters of substance. Ms Padel’s assertion in her first sentence that The accents on Greek words had nothing to do with the rhythm of the line must be questioned even if we do not pursue it further in this paper. Ms Padel is here and in subsequent paragraphs in her essay indicating a close acquaintance with and knowledge in the field of ancient Greek verse, though she does not provide us with references or authorities. We may note that in her essay on the first poem in her book 52 Ways of Looking at a Poem she says (p64): How ancient Greeks felt about their long syllables, we cannot know. But Greek verse was sung, or accompanied by a musical instrument, and a lot of it by dancing too. The dancers’ movements mirrored the syllable-patterns very precisely. So musical time must, in some sense, have played a part in the way they felt, too, about syllable-length. This begs many questions. How is it that, if Ms Padel does not know How ancient Greeks felt about their long syllables, she has such apparently certain knowledge about their verse and song and dance? One can, however, certainly agree with her closing sentence here in which she says that musical time must have had something to do with performance. The concept of ‘musical time’ necessarily involves the concept of ‘beat’. Now, in that last quoted paragraph in the essay under consideration here, Ms Padel talks of the accents on Greek words (in lines that may have been sung and danced) having nothing to do with the rhythm of the line, nor, we must infer, with the singing or dancing of the lines, nor with the music to which they were sung and danced. This is contrary to what we know of music and song and dance and to our understanding of human-nature and psychology in general. If there were speech-stresses on ancient Greek words when they were sung and danced, how could the ear of performer or musician or audience not perceive them and take them into account? The stresses or stressed syllables or beats would necessarily stand out in some sort of rhythm or pattern: this is in the nature of human perception. If we search this paragraph for concrete technical discourse to further the argument as to what gives order, meaning and pattern to English verse, we find that the word metres is used only of Greek poetry, just as the word metrics is used in the second paragraph. Then we can consider the second sentence in the paragraph presently under review. It is simple and categorical: In an English line, the beat is the ordering principle. Let us keep this statement salient while at the same time noting that beat is not yet directly linked to any notion of metre or metrics except through the word ordering. (Order was linked to meaning in the previous paragraph; and meaning was linked to metrics in the paragraph before that.) Let us see how the next paragraph furthers our understanding of metrics, meaning, order, and pattern in poetry in ancient Greek or modern English: This was such a delicate structure that the art of understanding it waned with the art of composing it. Later Greek philologists invented line divisions (“colometry”) to explain it; but they come long after the poets and are not authoritative. Some lyrics, particularly for solo voices, were astrophic: complex, wayward, stanza-less, like jazz cadenzas. Choral lyric was mainly strophic. Stanzas came in pairs and every syllable of the second, the antistrophe, mirrored those of the first, the strophe, exactly. This is “responsion”: the syllables correspond, antistrophe “answers” strophe, which means “turn”. The antistrophe was a “turn back”. The patternings of syllable, intricate as the Alhambra, were expressed in melody and dance: the chorus made responsion clear by singing the strophe to (say) the right, performing gestures meanwhile, then turning to sing the antistrophe at the left, mirroring the gestures exactly. The poet ordered it all. Wrote the music, trained the chorus. Euripides was composer and choreographer (and singer), with a deeply physical musical relationship to the words of which he was the architect. We must first determine what the words this and it refer to in the first sentence. They would seem to refer to something in the final sentence of the previous paragraph, Lyrics where lines kept changing, were much more exacting. However, there is no singular subject here. Perhaps Ms Padel has left out a term at the beginning of the sentence. To compensate for this uncertainty we will supply The writing of … and change were to was. Then we will change structure to business in the first sentence of the paragraph now under review, and we may proceed. Ms Padel first tells us that the arts of writing and of understanding the writing of ancient Greek lyrics waned. She then says that later Greek philologists provided explanations of the lyric art which lacked authority. She then proceeds in the rest of the paragraph to give us her own apparently authoritative guide. Has she written a book or articles on these matters? How did she research it? What were her authorities? We may give Ms Padel the benefit of the doubt here; but we must still ask to what argument this paragraph is meant to contribute. In previous paragraphs we had some talk about metrics, metres, stresses and beats. This is the next paragraph: In our poetry, it is still syllables that make words feel right together, but we use the speech-stress of syllables in a word to feel the order of a line. The ear listens for a beat among the syllables. Syllables say hello over the stanzas and lines and so relate significantly the words they inhabit. This is a superb piece of Padelian obfuscation. In our poetry could refer to the whole 1,300 year history and tradition of English poetry, or simply to modern poetry; but I think that she means in modern English poetry. The concept of syllables making words feel right together is a quite useless technical or critical one. To this concept is linked another, that of feeling the order of a line. How is this feeling done? Why are speech-stress and word singular nouns? Now we are told that The ear listens for a singular beat among the syllables. The Syllables start to say hello to each other from the words that they inhabit, before somehow getting cheek to cheek. This ‘blathering’ discourse is utterly useless for prosodic purposes. It is a distraction and a diversion from Ms Padel’s true intellectual purpose. Further, how is this series of metaphorical statements meant to link to the previous paragraph in the argument? What Ms Padel is up to, we suggest, is this: she is as it were performing a conjuring trick. We should still have in memory her one clear, categorical prosodic statement: In an English line, the beat is the ordering principle. By using the word beat in the paragraph under discussion she may hope that we think she is herself bearing this principle in mind. But in fact she is going to make it disappear in a welter of what might be called ‘syllababble’. Objective notions of metrics and measure are disappearing and never were a serious part of her argument. She has actually presented us in this paragraph with a version of the previously-stated principle: In our poetry…we use the speech-stress[es] in [the] word[s] to feel the order of the line. However, what we actually see and hear most saliently in the paragraph is the word syllables four times. Now, we were prepared for this in Ms Padel’s subtle way by the occurrence in the previous paragraph of every syllable, the syllables correspond and the patterning of syllable (a strange locution) in a sort of ‘subliminal advertising’ campaign; but what is becoming of metres or metrics? This is how she continues: They may do this by repeating rhythmic patterns (say, a combination of dactyls), but it is above all vowel sounds that hold a poem together and establish its harmony. You can’t sing a consonant: you sing vowel sounds. (Consonants divide them). Vowel sounds generate most types of rhyme (except for consonant rhyme), and rhyme is one of the central things by which words get to belong together. Rhyme satisfies the ear. (Our ear: ancient Greeks would have none of it). That is the point of rhyme. It ties a bow on things, musically and emotionally, by making a relationship between two words which then feels right and significant. See how at first Ms Padel makes a feint as it were towards metrical and prosodic matters: rhythmic patterns…dactyls. Then, however, we are presented with a new categorical statement of principle: It is above all vowel sounds that hold a poem together and establish its harmony. This is a replacement for In an English line, the beat is the ordering principle. Ordering has been more or less replaced by hold…together and harmony. Ms Padel’s argument has relied much on the use of the terms music and harmony which have not been analysed or given any specific meaning or usage in the context of a discussion of prosody and poetics. Principles of metre or ‘measure’ were never examined in relation to those terms music and harmony. They were thus minimised and removed from the argument. This was to be expected after the statement in the first paragraph in the essay, that: It is the syllable, not rhyme and metre that “leads the harmony on”. The concept or principle of rhyme is to be dealt with somewhat differently. Ms Padel’s next paragraph reads: We all get fed up with people asking “Do you use rhyme?” Poets use rhyme all the time: half-rhyme, consonant rhyme, vowel rhyme, internal rhymes, random rhymes, words which echo each other from inside one line and across to another, even across stanzas. Oh and there’s end-rhyme too. Rhyme is a fundamental way of making words greet each other. It is one way, but not the only way of getting syllables to make relationships between words. We may set aside the first sentence as perhaps somewhat vain and ill-tempered. We have been prepared for the muddle that we encounter here by the statement in previous paragraph, Vowel sounds generate most types of rhyme (except for consonant rhyme), together with the technically useless metaphorical statements involving bows and feelings which follow it. English dictionaries generally agree in telling us that in its primary usage the noun ‘rhyme’ means ‘identity of terminal sounds in lines of verse or in words’. (This particular statement of usage is from a Collins dictionary). Ms Padel now as it were takes the stage as a juggler tossing up different and multi-coloured balls.. We have here an extraordinary mixture of terms which may or may not be accepted usages. We might try to work out a scheme of proposed logical relationships between them; but we don’t even know if Ms Padel’s use of end-rhyme accords with the usage above. The use of the anthropomorphic term greet suggests that she does not have a logical system worked out. Let us make some examination of the terms with which we are presented. It would seem from Ms Padel’s provision of terms that in a ‘poem’ rhyme may occur between words (or parts of words) anywhere inside one line and across to another such line, or even across stanzas. There may, of course, be end-rhyme between any two or more lines in a ‘poem’. (It is amusing to see how end-rhyme is the last of Ms Padel’s ‘types of rhymes’ to be mentioned: it was, we recall, the old rules for its use that were responsible, in her opinion, for bossing poetry about like a train timetable. Now we may consider the term consonant rhyme. This suggests that between all occurrences of any particular consonant or group of consonants in a ‘poem’ there will be rhyme. Further, the term vowel rhyme suggests that the same may be said of any particular vowel-sound in a ‘poem’. It is difficult to know how this may relate easily to the matter of syllables with which the essay begins. Though the Ts in the words ‘tut’ and ‘tat’ may all be thought by Ms Padel to rhyme, they do not constitute syllables. Nor do the ‘rhyming’ As in ‘tat’ and ‘pap’. Nevertheless, it would seem that, in her scheme of things, these pairs of words would, as well as having rhyme between the repeated consonants, each inevitably cause or carry a half-rhyme if they occurred anywhere in a ‘poem’ ~ or indeed perhaps in any other sort of literature. How, one wonders, could such a scheme be systematised? The long-practised technique of systematic end-rhyme has been ‘demonstrated’ by Ms Padel to be one of no particular or especial use. In the rest of the piece Ms Padel uses four more poems on which to exercise her craft of assessing what may be patterns of corresponding or like sounds which may or may not in some way support the words as statements about real or imaginary situations. One of the poems employs some true ‘end-rhyme’; but this fact is not noted by Ms Padel in her analysis of the meaning and aesthetic qualities of this piece. Nor are matters of metre or ‘measure’ dealt with in any of them. The original dictum, In an English line, the beat is the ordering principle, is not one that informs Ms Padel’s working practices. This raises again the question: What English ‘poetry’ is Ms Padel talking about? She discourses upon ancient Greek poetry, and on ‘the iambic pentameter’; but later she abandons such formal considerations. As we have seen, she began the second part of the piece with the words: Poetry in English today is wonderfully varied. However, Ms Padel’s prosodical methods, as evidenced in the examination that she makes of five poems ‘in English today’, would seem to lack a proper foundation. It would appear that she is trying to redefine English poetry to suit her own partial predilections. She concentrates all her attention on what are and have been, for the 1,300 years that English poetry has been written, secondary and not defining characteristics. Ms Padel talks a lot about Greek verse, but she has nothing to say about centuries of Old and Middle English verse. For hundreds of years poetry was written in English in predominantly four-beat lines by makers in no direct way guided by theories of ancient Greek prosody. The making was done according to some other simply rhythmic and metrical principles of which Ms Padel appears to have no grasp. How then can she be trusted to tell us how much of the poetry in English today with which she deals is truly ‘poetry’ at all? Her theories and defining principles should apply to all English poetry. I am not saying that Ms Padel’s attention to the ‘harmonisation of syllables’ ~ or whatever we might call it ~ in modern ‘poetry’ is necessarily wrong or unfruitful: she does draw attention to interesting patterns and links. However, such verbal techniques have always been used in other forms or modes of literature as well as poetry and are thus, I would again assert, secondary and not defining characteristics of poetry. Their judicious use may make a poem into a better one; but they will not make something into a poem if it does not have the primary characteristics of one. I would thus conclude that Ms Padel’s essay does not deal truly with poetry, and that I could not dance to her ‘tune’ on the journey. Or am I just being a dunce? However, I must add that this business worries me. Ms Padel, as you know, has been Chair of the Poetry Society. The Society is in part publicly funded. It organises the so-called National Poetry Competition and is closely involved in the organisation of the so-called National Poetry Day. Some of its members, particularly its Trustees (as members of its committee are called), go out to enlighten the nation, ‘to advance public education in the study and use of poetry’. The question is: what ‘poetry’ is referred to? This Society, which cannot provide me, as a member, despite repeated requests, with any useful definition of the terms ‘poetry’ or ‘poem’, is seriously in need of scrutiny. Permission to reprint material from ‘Poetry Review’ has not been granted.

The lack of clean and affordable drinking water is a worldwide problem. For the world’s poor, clean water is a basic necessity that is often not available. Well developed countries are hardly better, where the available drinking water can often be unpleasant or unsafe. COMMERCIALLY BOTTLED WATER IS NOT AN EFFECTIVE SOLUTION. Even in poor countries, this can cost between US$1 and US$0.20 per liter. Often, 25% of a family’s gross income goes to bottled water. In Mexico, the market for bottled water exceeds US$8 billion per year. Trucking bottled water from large bottlers fills the roads with diesel trucks and the air with pollution. Plastic water bottles fill landfills and the oceans.

Romantic Circles Gallery The Volcanic District Bounded by the Rivers Nette and Bruhl on the Lower Rhine Depicting roughly 35 miles of the Eifel mountain range, this topographic map is color coded to indicate rock type. Volcanoes are depicted by sets of lines, each which culminates in a circle to indicate the crater. Also depicted are small towns, landmarks, and rivers. In the center of the image, Laacher See is shown with numerous, ring-like shapes in and around the water-filled crater. The key, showing which colors represent which rocks, is found along the lower portion of the map, while the compass rose is in the upper left. Copyright 2009, Memorial Library, University of Wisconsin, Madison Hibbert, Samuel. History of the extinct volcanoes of the basin of Neuwied on the Lower Rhine (Edinburgh: W. and D. Laing, 1832). Height (in centimeters): Width (in centimeters): Printing Context"The Volcanic District" was engraved for the book History of the Extinct Volcanoes in 1831 shortly after Charlotte and Samuel Hibbert-Ware surveyed the lands surrounding Laacher See. A copy of their topographic map is now owned and available to the public in Memorial Library at the University of Wisconsin—Madison. Associated EventsThe Accomplishments of Samuel Hibbert-Ware For his accurate surveys of the Shetland Islands (in which he found vast iron deposits), the Society of Arts awarded Samuel Hibbert with the Iris Gold Metal. During the early 1820s, Samuel Hibbert-Ware’s reputation as a geologist increased significantly due to this prestigious award. The sell of his book (Survey of the Shetland Islands) financially enabled him to focus on surveying land, and he later performed a survey of Laacher See (D. Hudson, The Royal Society of Arts 84). Associated PlacesLaacher See This supervolcano in western Germany is characterized by the enormous magma chamber beneath its crater. The chamber is so large that if it were to erupt, the size of the blast would be thousands of times larger than that of Mount Vesuvius’ eruption in 79 AD. Such an eruption would wipe out European civilization, and would perhaps bring about a new ice age by blocking the sun's light with ash. When the Hibbert-Wares surveyed the land around Laacher See, they could not completely understand what they were mapping—Samuel Hibbert-Ware only theorized that Laacher See was a volcano. Even today, the Laacher See has been so little researched that scientists cannot predict if the volcano will erupt tomorrow or millennia from now. Charlotte and Samuel Hibbert-Ware were pioneers in research concerning Laacher See and supervolcanoes in general (B. Scharf and S. Bjork, Eifel Maar Lakes 52-73). Eifel Mountain Range This large mountain range, running through western Germany and parts of Belgium and Luxemburg, contains many volcanoes, including Laacher See (B. Scharf and S. Bjork, Eifel Maar Lakes 12). This archipelago off the northern coast of Scotland was the subject of numerous studies by Samuel Hibbert-Ware; most significantly, he found vast amounts of iron on the islands. His surveys of these islands gave him the skills and prestige necessary to study Laacher See later in life. Today the islands form the border of the North Sea and the Atlantic Ocean (H. Haswell-Smith, The Scottish Islands 211). Associated TextsUntitled (Plate VIII) in the book History of the Extinct Volcanoes of the Basin of Neuwied on the Lower Rhine by Samuel Hibbert-Ware SubjectAn illustration in History of the Extinct Volcanoes of the Basin of Neuwied on the Lower Rhine (by Samuel Hibbert-Ware), this image gives a topographical depiction of the volcanoes in the Eifel mountain range. SignificanceThis topographical portrayal of the Eifel mountain range suggests that Romantic culture was developing a more scientific interest in volcanism. The image evokes neither the sublime nor the picturesque, yet the book it illustrates—a scientific work concerning the origins of volcanoes—sells very successfully. FunctionCharlotte Hibbert-Ware was the widow of William Scott, receiver of customs in the Isle of Man. Her second husband, Samuel Hibbert-Ware, had also been previously married—his first wife died after giving birth to their third child in 1822. After five years of marriage, Charlotte and Samuel traveled to Germany where they surveyed the Eifel mountain range together. Charlotte etched this image at the end of their journey. The original function of the piece was to help her husband and the rest of the scientific community understand volcanism in the Eifel mountain range. The book in which the image is published, History of the Extinct Volcanoes, offers Samuel’s hypotheses concerning the origins of the mountain range's multiple volcanoes, including Laacher See. BibliographyBenezit, Emmanuel. Dictionary of Artists. Paris: Grund, 2006. Breining, Greg. Supervolcano: The Ticking Time Bomb. St. Paul, MN: Voyageur P, 2007. Evans, Joan. A History of the Society of Antiquaries. London: Oxford UP, 1956. Haswell-Smith, Hamish. The Scottish Islands. Edinburgh: Canongate, 2004. Hudson, Derek. The Royal Society of Arts, 1754-1954. London: Murray, 1954. Mayer, Ralph. HarperCollins Dictionary of Art Terms and Techniques. New York, N.Y: Harper Perennial, 1991. Scharf, Burkhard W., and Sven Björk, eds. Limnology of Eifel Maar Lakes. Stuttgart: E. Schweitzerbart’sche Verlagsbuchhandlung, 1992. Sutton, C. W. “Ware, Samuel Hibbert- (1782–1848).” Oxford Dictionary of National Biography. Ed. H. C. G. Matthew and Brian Harrison. Oxford: OUP, 2004. 2 Apr. 2009 http://www.oxforddnb.com/view/article/13197. Long TitleHistory of the Extinct Volcanoes of the Basin of Neuwied on the Lower Rhine / by Samuel Hibbert W. and D. Laing

Don Quixote: Hero or Fool? Don Quixote is a heroic figure for many people nowadays, a dreamer who fights against odds and remains faithful to his noble goals. His death is the tragic end of an idealist crushed under the weight of reality. When he first set out as knight-errant, Don Quixote wanted to revive the past glories of chivalry by imitating the deeds of famous knights (especially Amadís of Gaul), and thereby earn eternal fame. Implicit in this dream was the desire to be seen as a chivalresque hero who redressed injustices, and protected the needy, including damsels, widows, and orphans (Part I, e.g. chapters 1, 9, 11). The trouble is that Don Quixote was following an impossible vision because knights-errant were youthful super humans from distant times and places, and he was a contemporary 50 year-old, low-born noble (hidalgo) from the arid wastes of La Mancha in Spain. As a result, his “chivalric” adventures are a parody and demythification of those encountered in romances of chivalry. Don Quixote did become famous, but for all the wrong reasons: for his misadventures rather than his heroic deeds. Don Quixote’s adventures are in many cases pure slapstick and make us laugh, as they did early readers of the novel. However, heroism –especially of the kind found in epic verse or in romances of chivalry— is serious business and laughter undermines it. Don Quixote wanted to be taken seriously, but people laughed at him or, at best, expressed amazement that a mad man could sometimes hold rational discussions. Laughter in Don Quixote takes many forms, from the humour of bodily functions (e.g. Sancho vomiting and suffering diarrhoea at the same time, I, 17) to subtle irony (Sancho’s superiority as governor over his social superior, the duke, II, 44-55). At the time Cervantes was writing, laughter’s uplifting, therapeutic was widely recognised, but it was also commonly held that laughter could not issue from the actions of nobles but from lower members of society. For example, Francisco de Cascales, a contemporary of Cervantes, wrote that los hechos de los principales y nobles caballeros no pueden induzir a risa. ?Pues quien? Los hombres humildes: el truhan, la alcahueta, el mozo, el vejete… Si un principe es burlado, se agravia y ofende… Todo lo qual es puramente tragico. Segun esto, la gente baxa es la que engendra risa. Tablas poéticas (pub 1617). “The deeds of the high-born and nobles cannot provoke laughter. Who can? Humble people: rogues or buffoons, go-betweens, young fellows, foolish old men…If a prince is mocked, he is insulted and offended… all of which leads to tragedy. So, the low born are the ones who provoke laughter.” By the standards of the time, Don Quixote is a vejete, an old man whose actions are ridiculous. And being an hidalgo –the lowest rank of nobility– was not a saving grace. By this time, hidalgos were a discredited lot, ridiculed for their pretensions and their general uselessness in society. Heroes, for early 17th-century society by and large, were still expected to engage in valiant exploits. A dictionary by Cervantes’s contemporary, Sebastian de Covarrubias, the Tesoro de la lengua castellana o española, 1611, defines heroic action as follows: Como hecho heroico, vale ilustre, grande: dixose de la palabra “heros, herois” que cerca de los antiguos significava tanto como hombres que, no embargante fuesen mortals, eran sus hazañas tan grandiosas que parecian tener en si alguna divinidad (“Heroic action, i.e. illustrious or great, comes from the word ‘heros, herois,’ which for the ancients referred to men who, even if they were mortals, were so magnificent in their deeds that they seemed to partake of divinity.” Such a description cannot apply to Don Quixote. His deeds are not magnificent however much he would like to think they were. How is it, then, that Don Quixote is now viewed as a hero by so many? It’s largely a change of taste and philosophy beginning with 18th-century rationalism. In England the book was subject to several critical editions and a proliferation of translations. English readers sided with Don Quixote, seeing him as a lovable, albeit flawed character, and their laughter is tinged with sympathy rather than ridicule. These are the first steps leading to the 19th-century romantic view of Don Quixote as hero, a knight of indomitable spirit, firm in his noble beliefs against all odds. To be seen as a hero would undoubtedly please Don Quixote, and in view of his rejection of the world of chivalry and all it stood for on his deathbed, he might also be satisfied with the romantic interpretation of his heroism. (Don Quixote would undoubtedly object to the view that he is a dangerous fundamentalist. See Don Quixote: Knight-errantry and Religion.) Still, since the 1960s there have been many who urge a reappraisal of an uncritical acceptance of Don Quixote as a hero, and argue for a return to the view of the book’s earliest readers that Don Quixote is a comical figure. They object to the disregard for the novel’s comic dimensions and to the downplaying of Cervantes’s stated purpose: to parody romances of chivalry. Followers of this position have been called “hard” critics, while those opposed are known as “soft” critics. There are those who fall into neither camp, who might be called “perspectivists” or “relativists.” It is puzzling how readers can arrive at such diametrically opposed views of Don Quixote and by extension of the novel itself. Hero or fool? Does it have be either/or? Cervantes himself , whether consciously or not, seems to suggest an answer in the episode of the barber’s shaving basin (bacía) Part I, 21. Don Quixote was convinced it was the magic helmet (yelmo) of Mambrino (the “soft” view), Sancho that it was nothing more than a shaving basin (the “hard” position). Later, Part I, 25, Don Quixote compromises and allows that “what looks like a barber’s basin to you, looks like Mambrino’s helmet to me, and it may look like something else to someone else.” In Part I, 44, Sancho comes up with a clever solution, calling it a baciyelmo, a “basinhelmet.” Can we apply that analogy to Don Quixote itself? “What for you is a funny book is for me a serious book.” Or even better, it’s a “funnyserious” work. Whether Don Quixote is hero or fool or something in between – “herofool?”–makes for a lively debate for which there is unlikely to be total agreement. Allen, J. J Don Quixote. Hero or Fool Gainesville, Florida Part I 1969, Part II 1979 Close, Anthony J The Romantic Approach to Don Quixote: A Critical History of the Romantic Tradition in Quixote Criticism 1978 Close, Anthony J A Companion to Don Quixote London 2008 Mancing, Howard Cervantes’ Don Quixote: A Reference Guide Westport, CT 2006 Russell, Peter “Don Quixote as a Funny Book” in Modern Language Review, 64(1969): 312-26

Rotational mechanics or sometimes called rigid body dynamics is very important and tough topic of mechanics. So there will be no rush to cover the concepts and sufficient practice will be there. This session covers definition of rotation, rotation of rigid body about a fixed line, kinematics of rotation, relation between linear motion of particle and its rotation, torque of a force about the axis of rotation. Pre - Reading for Rotational Mechanics-l Class notes (center of mass, momentum and collision) Homework for Rotational Mechanics-l Mechanics by D.C Pandey Concepts of physics by H.C.Verma Fundamental of physics by Resnick Halliday Walker Problems in General Physics by I. E. Irodov

Dental implants normally involve the placing of an artificial root, made of titanium, in the jaw to serve as an anchor for a replacement tooth. The bone grows around the root so that the implant becomes securely integrated into the bone structure. A crown that matches the surrounding teeth is then placed over the artificial root. Implants can be a long-term solution for anyone wanting to replace missing teeth, close unsightly gaps, or secure unstable Implant-supported replacement teeth look, feel and function like natural teeth, and great techniques mean they now last as long or even longer than your own teeth, provided that they are cared for. Using the latest technology, we can install some dental implants in just one hour.

Hello Sixth Graders and welcome to your first year of Middle School. Sixth grade is the year when your school experience changes and when you take on more responsibility for your learning and for your school. The sixth grade will be an exciting, challenging fast-paced year for you. Read on to discover some of the activities you will do. RELIGION: The sixth grade course is a study of the Old Testament. Bible Study is an important element of this course. A list of required prayers recited individually is due by year's end. Students prepare and lead the class in prayer services at the end of each unit. The study of religious vocations occurs during the month of October. Students prepare for a written exam on the vocation unit with results sent to the Archdiocesan Vocation Office. An all-city sixth grade Vocation Fair is then hosted by the Vocations Office. In November, students research and dress the part of a canonized saint for All Saints Day. All sixth graders participate in the Living Stations during Holy Week. It is the sixth grade spiritual gift to the parish during Lent. SOCIAL STUDIES: The sixth grade studies the Ancient World and the beginnings of Western Civilization. Note taking is an integral part of Middle School learning. Students are required to construct maps throughout the year creating their own personal atlases. Activities include an archaeology lesson, trials under Hammurabi's code, Egyptian fashions, mummies, pyramids and achievements, Greek mythology skits, Roman challenges, and Medieval 3-D castles. Olympic units are coordinated with PE classes. Other units investigated include ancient China, Japan, and African area studies. Students begin the writing of historical research papers. BOYS TOWN SKILLS: Boys Town skills are taught as part of a religion lesson and then integrated throughout the day. During Catholic Schools Week a mix-it-up day is held at lunch to enrich the unity of the students in the Middle School. Drop-everything-and-Dance is another activity to shake up the day and re-enforce Boys Town socialization skills. "BOYS TOWN SKILLS" is a school-based intervention strategy that focuses on managing behavior, building relationships, and teaching social skills. It uses a preventive-proactive approach to create and to encourage respectful staff-student relationships by changing the way schools address student behavior." *Sixteen essential skills are developed throughout the year with Boys Town suggested role-play activities. * Using this Boys Town Education Model helps us create the positive, learning climate that our students deserve and allows us the full teaching time we need. *The students at our school will be treated with dignity and respect at all times. As the adult community, we will model respectful behavior for the students by speaking in calm voices, using appropriate proximity, maintaining pleasant facial expressions, and establishing and maintaining eye contact. *Classroom rules and consequences will be displayed in an obvious place in all classrooms. All procedures are consistent with the Girls and Boys Town Model. SAFETY PATROL: The sixth grade serve as crossing guards for the school body. All students participate. Duty rotation depends on the class size. A picnic is held at the end of the year for duty served.

1. Registers in the CPU A 'register' is a type of memory inside the CPU. Registers are used to hold temporary data while a software program is running. As the CPU processes the data, the software program will shift the data in and out of the registers. It is much faster to shift data to and from the registers rather than in and out of the cache or RAM (Random Access Memory) and so this speeds up the processing time. There are many registers available inside the CPU, some of which have a specific name and purpose. Challenge see if you can find out one extra fact on this topic that we haven't already told you Click on this link: Writing software and Registers

Inclusive tennis is a key strand through the tennis coaching pathway and is embedded within the Level 1 and 2 qualifications. During the Level 3 qualification all coaches complete the Disability Awareness Course which raises awareness of the different types of disabilities and covers information on how to coach players with different abilities in an effective and appropriate way. The course provides practical tools to work successfully with the different types of disabilities, both separately and in integrated sessions. All coaches on the Disability Awareness course will receive a copy of the Disability Coaching Resource, a vital resource for any coaches who wish to deliver an inclusive tennis programme. The Disability Awareness Course is also open to coaches who have not completed it previously. To search for upcoming Disability Awareness Courses please use the LTA’s Find a Course search. For coaches looking to further develop their inclusive approach to tennis the Tennis Foundation run CPD (Continuing Professional Development) courses for each impairment (physically impaired, deaf & hearing impaired, blind & visually impaired and learning disability). Each CPD course will improve coaches’ knowledge, confidence and delivery of tennis for that specific impairment. Courses will be shown here once confirmed. - Disability Tennis Coaching Resource - Guide to Visually Impaired Tennis (for an accessible version of this Guide please click here) – is for players, coaches and tournament organisations and provides information on how people can get involved in the sport, sight classifications/divisions, the rules of the game and coaching guidance…it is a one-stop-shop for all things VI tennis. - Tennis Wheelchair Setup and Maintenance Guide (for an accessible version of this Guide please click here) – is for coaches and players who want to know more about maximising performance by adapting the wheelchair to suit the needs of the participant. The Guide provides tips on how you can make changes to the wheelchair setup to: improve comfort, increase court speed, increase shot power and reduce the risk of injury. - Deaf Tennis Coaching Factsheet (for an accessible version of this document please click here) – is for coaches, volunteers and the tennis workforce and provides information and advice on coaching tennis to people who are deaf or hard of hearing. - Learning Disability Tennis Coaching Factsheet (for an accessible version of this document please click here) – is for coaches, volunteers and the tennis workforce and provides information and advice on coaching tennis to people who have a learning disability or difficulty. - Physically Impaired Tennis Coaching Factsheet (for an accessible version of this document please click here) – is for coaches, volunteers and the tennis workforce and provides information and advice on coaching tennis to people have a physical impairment including those who play in a wheelchair. - Visually Impaired Tennis Coaching Factsheet (for an accessible version of this document please click here) – is for coaches, volunteers and the tennis workforce and provides information and advice on coaching tennis to people who are blind or partially sighted. - Sports Coach UK provides factsheets and resources for different impairments including: learning, hearing, physical (wheelchair and amputee) and visual. Tennis Foundation’s Coach Grant Scheme The Tennis Foundation’s Coach Grant Scheme provides grants up to a maximum of £200 for people with a disability who would like to gain a coaching qualification in tennis. Applications for the next round of grants will be open again shortly – to register your interest email email@example.com. (Coach Grant Application Form 2018) (Click here for an accessible version of the Coach Grant Application form). How have people benefitted from a Tennis Foundation grant… Andrea Weston (wheelchair user) Since receiving the grant Andrea has: - Supported the delivery of tennis sessions within venues in Cornwall. - Become a top 100 player in Women’s wheelchair tennis. - Been named one of the UK’s ‘Women of the Year’. “The grant and subsequent coaching qualification has improved my communication and confidence. I also feel I have gained more respect around my local tennis club”. Ciaran McCarthy (deaf) Since receiving the grant Ciaran has: - Delivered tennis festivals for over 75 young deaf participants. - Become a part-time coach at Batchwoods Sports Centre. “I feel more confident on the back of my Level 2 tennis coaching qualification and hopefully it will help Batchwoods to set up disability tennis activity at the centre”. Marc McCarroll (wheelchair user) Marc competed in the wheelchair tennis events at the London 2012 and Rio 2016 Paralympics and has recently retired from the sport. His goal is to become a tennis coach and the grant scheme has helped him to achieve this. Since the grant for his Level 1 tennis coaching qualification Marc has: - Completed a Level 3 tennis coaching qualification. - Delivered Tennis Foundation wheelchair camps and Push2Podium (talent ID) festivals. - Supported the GB Invictus Games Wheelchair Tennis team.

The leaves in the forest are turning colors and falling. The vase-shaped Witch Hazel shrubs have yellowing leaves and it has blooming yellow flowers! This native understory shrub is going along with the fall program and its flowers can be easily overlooked amidst the backdrop of yellowing leaves. It is hard to believe that it has just produced these fresh yellow flowers while every other plant around is going into winter dormancy. The cold actually helps preserve the flowers, and they stay on longer, giving the plant a whole month-long flowering period. We are cultivating one, and it is a great ornamental shrub that provides plenty of aesthetic beauty to the wintering landscape. In the photo above can be seen the old seed capsules that have ejected the seeds, possibly 25 feet away! We have a friend who has heard them popping the seed capsules while hiking deep in the forest. The twigs were used as divining rods, which means they were employed to find water. The bending sticks was called Wiche in Middle English. While no connection to witches, this blooming shrub around Halloween has our imaginations going. Deeper into the forest we ventured and we climbed a hillside, off the more populated trail. It got darker and darker very suddenly. We looked up through a massive thicket of AAAAAAAAAAAUUUUUUUUGGH!!!!!!!! – Japanese Maple! Run for the hills! No! The hills are covered with them. They are everywhere! We’re trapped! The leaves are shading out everything in sight! They are growing like mad! They’ve cross-pollinated! They are reverting to the straight species just like found in the wild in Japan, Korea, China and parts of Mongolia and Russia! The straight species is not a pretty sight in the natural forest of the Wissahickon Valley. Let’s not panic, while this is a creepy place, there is still a native plant here and there. At least for now. The native plants may be able to lead us out of this horrifying scene. What is more frightening is that if we make it out of here and tell local homeowners about our terrifying experience, they could be dismissive or even hostile. How will we ever explain to them the horrors of escaped Japanese maples in the natural lands without them getting a bit itchy? These trees are beloved garden ornamentals. It costs hundreds of dollars to have a small one in your yard. In some neighborhoods it seems as if they are required plantings! How will we ever explain in the simplest of language that an ornamental cultivar that everyone has in their yard and has a beautiful shape and deep red leaves is now a potential hazard to our natural forests? That it seeds itself prolifically, and it is highly variable outside of cultivation, resulting in green leaves and a non-compact shape and an adaptability to a variety of conditions. Without any predation (Deer have no taste for it), these conditions are ripe for this plant to become an invasive. Looking ahead, the future of the lands we come across in life are always facing serious challenges, and when it comes to this emerging invasive, Japanese Maple, it is easy to visualize whole invasions that wipe out native forests in the next 100 years. The Sanguine Root recommends against planting this tree. We survived the invasion of our Sunday afternoon in the Park. We had a Japanese Maple in our yard, which has been removed. We find them frequently in Morris Park, and we yank them out of the soil, and let them die and decompose on the surface of the forest floor, where they will hopefully become a native plant . It is heartbreaking sometimes when we walk through a degraded forest in an urban setting. We set out on a sunday looking for good times and a happy woodland only to find weeds from other continents filling up the forest floor, with the remaining native trees cracked, broken and stunted by invasive vines introduced as ornamentals. Our hearts sink heavier when the shrub layer is dominated by the invasive Euonymus alatus, an Asian shrub introduced as an ornamental that has jumped the fence and is rapidly expanding into forests all around our region. This shrub shades out the native understory, allowing non-native shade tolerant plants to grow. The invasive Euonymous alatus, commonly referred to as the Burning Bush also has a native counterpart, the Euonymous Americana! This is the Strawberry bush, The hearts- bursting -with -love, or our favorite common name, the Hearts-a-bustin’. So we are exploring the new and improved trail at Kitchen’s Lane in The Wissahickon Valley Park this fine October afternoon. We are noting the invasives in this one area that are stifling the forest. We notice that as we get closer to a neighborhood, the more invasives there are. Wouldn’t it be great if the folks on this adjacent block could get together and learn about this forest and try to rescue it from this blight? It is even more heart breaking to see that grass-clippings, Christmas trees, and garden waste are dumped into the forest as if this is somehow improving it. The garden waste ends up spreading into the forest whatever trendy exotic plant the horticultural industry has people believing is a must-have. The usual suspects, Pakisandra, English Ivy, Vinca Vine and the Burning Bush. We wonder what used to grow here. We see some blooming Asters and Goldenrod trying to make it past the invasives and begin to feel better. We most certainly did not come here to be depressed about all of the problems, but to see the beauty in nature. We must find the pathway of beauty, and that was on our path! Suddenly through the thickets we found the Hearts-a-Bustin’, the native Euonymus Americana! They were glowing like bright red orbs. Isabelle, isnt this the native Euonymus… Immediately upon inspection Isabelle began to sing the song Hearts-a-Bustin’ , written by Billy Joe Shaver as performed by Jimmie Dale Gilmore. We found out about this plant through this song, which we heard on Whyy’s Fresh Airprogram, but had never actually seen one until this special day. “Hearts-a-bustin’ is a beautiful flower growing down by the river It is the formation of the fruit, not the flower that gives this native shrub its many engaging common names. Seeing a whole colony of them was heart-warming. How to tell the difference between the native Euonymus americanus and the invasive exotic Euonymus alatus: The top picture is the native americanus. It has a green stem. The picture below is the invasive alatus. It has corky wings on the green stem, usually at 90 degree intervals around the round stem. There are differences in the fruits, flowers and leaves, but the most obvious one is the “wings” on the alatus, which can be attributed to its other common name, the Winged euonymus. The difference in the fruit is that the native Strawberry Bush has its fruit in a distinct cluster, topped with the bright pink show-stopping shell, that hints at a strawberry. The non-native Burning Bush displays its fruit as individual red berries. The leaves, if exposed to sunlight, turn bright red in the fall, hence its common name. This characteristic has invited interest from the horticultural industry for use as an ornamental. Having escaped from the parking lot of the interstate rest stop, and gas stations across the northeast, it has invaded many a forest where it does not display any ornamental features. Instead, it grows wild, takes over and rapidly shades out native plants, creating an ugly impenetrable thicket . We wish the horticultural industry would promote the native shrub, which we believe is very elegant and stunning. American expats lounging about in Parisian gardens. They live rent-free just because they are unique and exotic Americans. The Parisians lust for them and they show off their prized Americans every chance they can. The Americans feel perfectly content and justified in their exalted status here in France. They are not treated as well in America. They are often brushed to the side in favor of some Asian ornamental plant. This American vine has got the best apartment in town, with the best view. All because it has a beautiful fall color, a deep crimson red, and exotic blue berries on a red stem. It is a great ground cover as well, not to mention its attractive leaves which are highly ornamental. This is a loved American vine in Paris. The above pictured Virginia creeper is often brushed aside while the Parisian native vine English Ivy, Hedera helix, gets the hot real estate in Philadelphia. As the saying goes, the grass is always greener on the other side. The Parisians love this fast growing very straight and tall American tree with orange and green tulip shaped and sized flowers. It is easy to see from the French perspective that if well-placed, our Tulip Poplar could be an excellent specimen tree. In this location, there are no buildings that will be damaged from the branches that will inevitably break off in the future. It was so much fun to see our Tulip Poplar being celebrated in Paris. This vine is so common throughout Paris and the south of France that it could be misinterpreted as a native very easily. The Campsis radicans vine speaks French with a perfect accent for every region of the country it is grown. It has been introduced and cultivated in France since the 1700s. There are even cultivars of this vine that were originated in Europe! It is loved in France and it loves France! In the south of France, there are old vines with stems six inches in diameter! A botanical Francophile to be sure. We did not see any evidence of it escaping cultivation or becoming invasive either. (but then again, who knows what will happen in the bigger picture). With all of the fanfare and the hype around this plant in France, we cannot ignore the bright red tubular shape of the flower, designed in the process of evolution for the pollinating Hummingbird, a bird that is found only in North America. This is a botanical feature of the plant that is a dead give-away of its North American nativity. As a garden ornamental, the Americans are not very enthusiastic about the Trumpet vine. ( if we are wrong on this in a regional context, please speak up, we want to know the truth). The fact that the French love this plant is somewhat endearing, however we remain skeptical because it is not a native plant to this part of the world. It could still become invasive. The above picture is the Sweetgum. here it is being proudly displayed as an ornamental in the distinguished Paris suburb of Le Raincy. We ran across this tree in our adventures. We had taken the Parisian commuter train called the RER to the train station of Le Raincy, a town we had been to many times, the home of Isabelle’s brother. However we had never arrived in Le Raincy from the RER before, and we immediately were lost. We were invited for dinner and we wanted to be on time so there would be no waiting or associated anxieties. We get off the train at the station and we find ourselves in a part of town unfamiliar to us, but full of great architecture. But now we were even more lost. A kind 70+ year longtime resident of Le Raincy directed us in the right direction and even walked with us for 10 blocks until she tired. She sent us toward our destination in this magnificent suburb just east of Paris. We felt so welcome. We were still lost and it was getting late. Dinner was in just five minutes! We viewed and photographed the Campsis radicans, the American trumpet vine along the way, and we stopped at a Jewish grocery and bought a bottle of kosher Bordeaux. Now, we were still lost and completely on our own to find the right street. Isabelle saw the American Sweetgum, liquidamber stryaciflua, in the planted -up median between the tram and the street. (Now we were in familiar territory, because we know this tram line quite well). If Sean sees this we will be sidetracked and even more late. He will want to take pictures, inspect the leaves, the bark, the fruits- I know this tree just from a glance. It was getting dark and we were now running late for dinner and still officially lost, despite finding our familiar tram line. However, the American Sweetgum was planted all along the roadway, between the tram tracks and the automobile road. Sean finally noticed the American sweetgum and immediately stopped in his tracks. Pointing emphatically. Isnt this the Liqiuidamber stryaciflua? The Sweetgum? Yes, I believe it is. Said Isabelle. The picture was taken and the fruit was observed in haste and within minutes we found ourselves in familiar territory, finding the street Isabelle’s brother lives on. Only five minutes late! Just long enough to identify an American plant in France. So there we have it, The French love our Liqiudamber stryaciflua, the Sweetgum. The Pokeweed is as American as Ben Franklin, our most famous American in Paris. It has been introduced in Europe for so long that it is found throughout the continent. The dark juice from its berries has be reportedly used as ink to write drafts of the Declaration of Independence. Ben Franklin was a printer and must have known about this plant. Pokeweed is found throughout France, along the railroad tracks, in gardens as weeds and in cultivation. This plant more than any other, is a living articulation of the long and detailed history between France and the United States of America. The French have fully embraced our Staghorn sumac as an ornamental. It is everywhere. This is a great large shrub that is almost completely ignored in America. It is left on the side of the road as a weed. From time to time it is found in an ornamental position in the States. In Philadelphia it has been brought into cultivation as an ornamental along the new Schuylkill River Park in Center City. It is great to ride bikes or walk along this section of the river and see the magnificent specimens of Staghorn Sumac being presented as ornamental beauties, only to cross the river at the Art Museum and see them growing as uninvited weeds along West River Drive, just a few paces away! It is somewhat amusing to see plants that Americans dismiss in favor of Asian ornamentals being exalted in Europe. However it’s the same story on the other side of the pond. There was a point in time when having a unique and different plant in your yard was a sign of status, and this boosted the importation of foreign plants. This practice has been carried to such an extreme that it is almost expected to have foreign plants in your yard, so much so that fines are being exacted upon those that grow native plants! The cultural aesthetic of landscaping is dominated by plants that may look pretty in our yards, but can become severe pests in the natural areas we live amidst, and we are seeing this pattern unravel in France . For the most part at this time, most of the invasives in France are Asian ornamentals that have behaved for a few years and then have suddenly gone berzerk, like the Butterfly bush or the Tree- of -Heaven. Our native plants introduced in France, in the bigger picture, are at risk of becoming the next ugly Americans.

Applied Behaviour Analysis (ABA) considers all people unique. It is the design, implementation, and evaluation of environmental contexts to produce socially significant improvement for any individual. It includes the use of direct observation, measurement, and analysis of the relations between environment and behaviour. It uses the analysis of the environment to produce practical change for the individual. It is based on the belief that an individuals behavior is determined by past and current environmental events in conjunction with organic variables (i.e. genetics). It focuses on explaining behavior in terms of external events that can be manipulated rather than internal constructs that are beyond our control. Over the past 30 years, several thousand published research studies have documented the effectiveness of ABA across a wide range of: It is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior (Baer, Wolf & Risley, 1968; Sulzer-Azaroff & Mayer, 1991). “Socially significant behaviors” include reading, academics, social skills, communication, and adaptive living skills.Adaptive living skills include gross and fine motor skills, eating and food preparation, toileting, dressing, personal self-care, domestic skills, time and punctuality, money and value, home and community orientation, and work skills.

The World at 7,67 billions The world’s population is expected to have grown to more than 7.67 billion people by early 2019. That is 83 million more than the year before. This was announced by the German World Population Foundation (DSW) on Friday in Hannover. The African population in particular experienced strong growth. There, today’s population will nearly double by 1.3 billion people by 2.5 billion people according to current United Nations forecasts by 2050. ‘One of the main reasons for population growth in sub-Saharan Africa is the high number of unwanted pregnancies’, said DSW chairwoman Renate Bähr. One in two women can not do that, even if they want to. ‘As a result, women on average have to put a child on the world more than they want.’ Reasons are poor information, no contraception, no good health care and the lack of equal rights for women. As a development organization in the countries concerned, DSW provides family planning opportunities. Young people are the main target group of the projects.

Central Park West #1 - John Coltrane - Piano Lesson In this lesson we’re going to learn the chord changes to the jazz ballad “Central Park West,” by pioneering saxophonist John Coltrane, from his 1964 album “Coltrane’s Sound.” Central Park West is a great ballad because it has a concise form, and a simple, lyrical melody, and yet the harmony travels to several different key areas that feel quite fresh and unexpected. The structure is based on a sequence of ii-V-I’s, all based around the different degrees of a single chord. In this lesson, we’ll go through the harmonic form, look at the root position voicings, and then move on to two sets of guide tone voicings.

In 1992, over 1700 of the world's leading scientists came together to publish an article titled, "World Scientists' Warning to Humanity." These independent researchers, among them the majority of world's living Nobel Laureates in the sciences, authored the paper to introduce the public to the possibility of environmental catastrophe, should "business as usual" levels of environmental degradation continue. They hoped to inspire world leaders to take serious efforts to curb environmental degradation. However, a second notice issued this past November states that in the quarter-century since the 1992 article was published, not enough action has been taken to stop environmental degradation. Similar to the 1992 warning, over 15,000 independent scientists from more than 180 countries came together in 2017 to publish this second warning to the world: "World Scientists' Warning to Humanity: A Second Notice." The main issues cited by the original 1992 paper were the rapid depletion of atmospheric ozone (essentially, Earth's sunscreen) by chlorofluorocarbon (CFC) emissions, the overexploitation of resources in the planet's oceans and soils, deforestation, and the beginnings of what scientists are now calling the sixth mass extinction. To fix these problems, the leading global researchers of the 1990s described the need for "five inextricably linked areas [to be] addressed simultaneously." The researchers recommended an end to human activities like greenhouse gas emissions, pollution, and deforestation, and more sustainable management of natural resources. They also promoted the reduction of global poverty, lessening the environmental problems – such as unchecked pollution, poaching, and illegal logging – that frequently come alongside it. Finally, the scientists called for stabilization of global population growth and for gender equality, especially in regards to women's reproductive rights. In 1992, global population was estimated to peak between 12.5 and 14 billion people – a number far greater than researchers hypothesized the world's resources could support. To curb this growth, scientists called for women to have full control over their reproductive decisions, as well as better access to education and family planning. These resources have lowered birth rates in developing countries and could help reduce stress on the Earth's ecosystems. Despite these pieces of advice, however, in the quarter of a century since scientists published the warning, and the suggestions for how to best heed it, only one piece of these larger environmental issues has been fully addressed: limiting the harmful CFC emissions that created a hole in the ozone layer in the late 1900s. CFCs are chemical compounds that were a common ingredient refrigerants and aerosols throughout the late 20th century. Though they are largely considered harmless at ground level, they cause significant damage when emitted into the atmosphere. They react with ozone molecules to create oxygen and chlorine monoxide, which reacts with ozone alongside CFCs to break up more ozone molecules. Ozone is necessary for protection from the sun's powerful rays, and when CFCs are released into the atmosphere, they eventually form a hole in the ozone layer. The discovery of this issue prompted international response, culminating in the 1987 Montreal Protocol, which banned CFCs in the 46 signatory countries. Today, all of the world's 197 governing bodies have ratified the plan. Despite the success of the Montreal Protocol, the other problems outlined in the original warning have only worsened. This lack of success is what prompted scientists, on the 25th anniversary of the original article, to publish "A Second Notice" to humanity. One of the authors of this second warning, environmental science and ethics expert Dr. Eileen Crist, says the issue of CFCs creating an ozone hole was more easily fixed by the international community than other forms of atmospheric pollution, like greenhouse gas emissions. "Banning CFCs was not so hard. CFCs were coming out of a particular sector of the economy and…at the moment where they were looking [to phase] out CFCs, there was a readily available alternative." Crist maintains that banning CFCs pales in comparison to the issue of stopping climate change – a direct result of greenhouse gas emissions from burning fossil fuels. "The entire global economy – both in terms of energy use and materials use – is utterly beholden to fossil fuels," Crist said. "All you have to do is look around you: your environment [is] full of plastic and it's full of energy that is using fossil fuels… it's a much bigger problem to solve." Though "A Second Notice" does include a list of suggestions to tackle the planet's prevailing environmental issues, the first half of this paper serves as comprehensive summary of the continued failures (and single success) of the past 25 years: the steady increase in greenhouse gas emissions and human population, and the staggering drop in wildlife abundance and forest cover. Just as the original paper warned humankind that "a great change in our stewardship of the earth and the life on it is required" to prevent environmental catastrophe, this year's follow-up warning cautioned, "Soon it will be too late to shift course away from our failing trajectory, and time is running out." In order to truly solve the environmental problems wracking the planet, Crist maintains, humankind must be proactive rather than reactive: instead of focusing on ways to fix present and future damage, people need to focus on stopping the destruction right now. Dr. Mohammed Alamgir, an expert in ecosystem services and another co-author of "A Second Notice," agrees. "We need to change our own behavior when it comes to reproduction, when it comes to the consumption of foods…[and] power," Alamgir said. "We have to work together…politicians can't fix everything. They should play the major role, but individuals have a responsibility." Despite the fact that, in most respects, the world ignored scientists' first warning 25 years ago, Alamgir remains optimistic about the future of the planet. "If we look back at the first warning in 1992, after 25 years we definitely didn't do enough, but it's not true that we didn't do anything at all…We had success in [fixing] ozone layer depletion…in decreasing the reproduction in some parts of the country, to reducing deforestation in some parts of the world and reducing poverty," Alamgir insisted. "Definitely, we are hopeful." Researchers suggest that destruction can be mitigated by protecting wilderness areas, rewilding regions with apex predators, promoting dietary shifts towards mostly plant-based foods, and more – and by calling for the world's governing institutions to do the same. In the article's conclusion, Alamgir, Crist, their six fellow co-authors, and their over 15,000 scientific peers note, "We must recognize, in our day-to-day lives and in our governing institutions, that Earth with all its life is our only home."

Obstacles & Helps to Self-Understanding* Mary Ann Mattoon "I get the neck of the chicken; I get the plate with the crack." So begins a popular song from the 1940s. Its words express the feelings that result from a "complex." This particular complex brings a feeling of being at the bottom of the importance ladder. The words also suggest that the feeling is "projected"--assuming that family and friends see the person as unimportant, worthy of only the least desirable food and dishes. The word "complex" is used to identify a variety of situations. An apartment complex is a cluster of living units. A sports complex provides simultaneous athletic activities, such as swimming, tennis and basketball. The late President Eisenhower spoke of the "military/industrial complex"--a cluster of organizations and institutions. Psychological complexes are clusters of related thoughts, feelings, memories and impulses; many of them have been "repressed"--pushed out of consciousness. These complexes put false ideas into our heads--about ourselves, other persons and situations. Complexes may tell us, for example, that we are unlovable, unattractive or incompetent. Sometimes we refer to such concerns as "hangups." In psychobabble, the word "issue" has come to mean complex more than its older meaning of a disputed matter. The most widely known complex, probably, is the "inferiority complex." It was identified by Alfred Adler, one of Sigmund Freud's early associates, in the first decade of the twentieth century. Adler attributed emotional problems to the fact that that each of us has an "organ inferiority"--a weakness or defect in some part of the body. A complex forms to compensate for the weakness. For example, "Ted" had been small in stature as a boy, with arm muscles too weak to throw a baseball well enough for him to play in Little League. Consequently, he felt powerless. As an adult he became obsessed with the desire to be boss, to exert power. According to Adler's theory, this desire expresses Ted's need to compensate for his feeling of inferiority, a need that arises from his small stature and is aggravated by his weak throwing arm. A few years before Adler identified the inferiority complex, Freud had discovered a complex that he believed to affect everyone--at least every male--beginning in childhood. He named it the "Oedipus complex," harking back to a Greek myth. (Oedipus had been abandoned as an infant, and did not know his origins. Meeting his biological father as a stranger who tried to force Oedipus from his path, Oedipus killed his father. Later he met and married-inknowingly--his widowed mother.) Freud believed that each boy, at about four or five years of age, desires his mother sexually and wishes to get rid of his father. The boy's mental conflict--he also needs his father--produces the "oedipal situation" which, if not resolved, will be a life-long problem. The corresponding situation for a girl--desire for her father and antipathy for her mother--has come to be known as an "Electra complex." (Electra, in another Greek myth, wanted her mother killed in order to avenge her father's death, which had occurred at the hands of the mother and her lover.) Varieties of Complexes Not everyone has an Oedipus or Electra complex. Indeed, data from many cultures suggest that the Oedipus complex may be culturally determined. In some cultures, for example, the father plays a small part in a child's life; the mother's brother is the primary adult male. As Jung discovered, moreover, even in Western culture a boy does not necessarily fall in love with his mother (as Freud had it) and, thus, compete with his father. Some boys have mainly negative feelings about their mothers and cling to their fathers, to some other adult or--worst of all--to no adult. In many families fathers favor their sons over their daughters, inviting the sons to share the father's interests, such as in sports such as hunting, fishing and football. Conversely, some girls' more positive attachment is to their mothers, along with--often--a negative response to their fathers. Indeed, psychologists increasingly consider the girl's positive attachment to mother as the natural one. Perhaps Freud's generation found girls resenting their mothers' unwillingness or inability to assert themselves in the face of a patriarchal society. More common than Oedipus/Electra complexes are inferiority but, it now seems clear, they are not necessarily related to organ inferiority. Moreover, not all complexes reflect perceived inferiorities. Jung, using a word association test and clinical observation, found that individual temperaments and experiences result in a wide variety of complexes. Indeed, the contents of complexes are as varied as human experiences. We can have complexes about love, status, intelligence, competition winning, being recognized, money, food, addictions, honor, and so on, and so on, and so on. Each complex produces a "knee-jerk" reaction to certain sets of circumstances. For me, being ignored (or feeling that I am) easily brings a feeling of resentment. For example: I am in a small group, start to say something and someone else speaks at the same time. The group attends to the other person. I feel put down, insulted. I want to leave the room but, more likely, I withdraw from the conversation, interrupt as soon as possible--or demand to be heard. Most of us have some complex about money: a persistent feeling of being deprived because we are not wealthy, of guilt because we have more than our neighbors or of fear that we cannot earn enough to support ourselves and our dependents. Out of our money complex, we may spend too much or too little. We may be stingy or so generous that we endanger our own welfare. We may worry about money so much that we become depressed or even cannot function in the jobs we need for earning money. Or we may flip back and forth between contradictory spending practices. My money complex fits well the old adage, "penny-wise and pound foolish." I keep my not-very-expensive clothes until they are worn out ("waste not, want not") and refuse to patronize expensive restaurants ("millions of people are starving")--but travel freely in the United States and elsewhere, and give repeatedly to many causes. Many complexes are destructive to our self-esteem. For example, we may think of ourselves as unable to think analytically; we assign ourselves a label. "Lame-brain," for example, may identify a "stupidity complex." Similarly, we may be unable to take a suggestion without getting angry, because of a "criticism complex." An acquaintance of mine calls herself "a bear of very little brain" (borrowed from A.A. Milne's Winnie the Pooh). Despite this humorous way of identifying her complex about intelligence, she demonstrates it by getting angry when someone challenges an idea-any idea-that she has. It is easy to get the impression that all complexes play a negative role in our lives. However, many complexes have effects that give us positive feelings. They make us feel good, stir us to enthusiastic responses or make us eager to undertake an unusual enterprise or experience. But such a complex can have negative effects. A high school classmate of mine had an "adventure complex." He was eager for the excitement and challenge of combat service, so volunteered for the navy long before he would have been drafted. He saw combat in the war and, when it was over, stayed on as a non-commissioned officer. He seemed to be hoping for further adventure comparable to his war experience. Thus, his adventure complex prevented him from exploring other avenues for which he had ability. Similarly, an "achievement complex" motivates some of us to prodigious amounts of socially-useful, productive work. We get accolades from people around us but pay a price in having too little time for family, friends, recreational activities and, potentially, in health. Positive complexes are pleasant to have, at least for a while, but they can give us the illusion that we can expect great results from little effort or that life can be always pleasant. The resulting disappointment is painful. Both "positive" and "negative" complexes consist of a collection of mental and emotional contents that are not under conscious control. Our egos can neither produce the state nor squelch it; they can only decide--perhaps--whether to express the accompanying emotion. Both categories carry value as well as difficulties. The examples here include a preponderance of the "negative," perhaps, because such complexes seem more common and certainly are more noticeable, because of the accompanying pain. Categories of Complexes Jungians speak of various categories of complexes. Each category is rooted in a particular archetype (see Ch. 3). Major categories include: father, mother, brother, sister, hero, child and animus or anima. Because of its archetypal root the significance of each complex, its numinosity and some of its contents arise out of the collective unconscious. In many instances--but not all--it is possible to perceive a direct connection between the observable complex--manifested in attitudes and behaviors--and the underlying archetypal figures. A father complex can be positive, resulting--for example--in a respectful attitude toward men of the father's generation. Thus, a young man or woman may adapt readily to working for a particular employer. Then, growing older, the young person may identify with the father archetype; becoming super-concerned with being protective and maintaining structure and justice. Or, the father complex can be negative, perhaps leading to a distrust of older males, including one's own father. For example, as a high school student, I was on the debate team. The coach was trained in public speaking, but not in debate. My father, a lawyer, had been a skilled college debater and tried, on occasion, help me to improve my skills. My negative father complex made it impossible for me to listen to him. Another person with a negative father complex is likely to be resistant to hierarchical organizations: corporations, religious institutions or the military. Such a person is likely to refuse to work in a corporation, to see all churches as dogmatic, and--whatever his or her attitude toward war, to avoid anything military. This attitude may hamper the person's career, which may depend on participation in one or another of such bodies. An authority complex can derive from the father complex.. (No matter the gender of the authority figure, authority is considered to be an aspect of the archetypal father.) Sometimes the complex is manifested in an individual's desire and effort to be boss or to be the ally of a strong leader. The leader may take the form of a charismatic public official, a spell-binding preacher, a street gang leader--or a Hitler. A positive mother complex can lead to an exceptional capacity for strong bonds with women and, in a female, a positive feeling about herself as a woman. A negative mother complex can result in a persistent dependency on older or stronger personalities, out of a desire to experience the mothering that may have been missed in childhood. Mothers, in many cultures, are expected to be accepting and nurturing. A woman I know has received a minimum of nurturing from her mother and has developed an intense fear of being abandoned. Thus, she has an "abandonment complex" intertwined with her negative mother complex Her fear keeps her in a state of anxiety. Because of her over-eagerness to be accepted, she tends to drive away friends and lovers. Only recently have Jungians begun to pay attention to brother and sister complexes. Since even only children have cousins (usually), playmates and classmates; sibling figures are a universal experience--the stuff of archetypes. People with positive sibling complexes have unusual ability to relate to peers of both genders. Moreover, a close relationship with a sibling can help to make up for lacks in parental nurturing. A fairly well-known expression is "sibling rivalry." If the parents are not reasonably even-handed with all their children, rivalry can lead to a complex that produces exaggerated, life-long destructive competitiveness. With luck, however, siblings and, hence, the sibling complex can challenge a person in a way that strengthens ego development. When the parents are elderly or deceased, the comradeship that is possible between siblings may be strengthened. Then, rivalrous siblings can become mutually respectful.. Just as the father, mother and sibling complexes take different forms, so does the hero complex. It can lead--positively--to taking initiative and being adventurous or--negatively--to foolhardiness and bravado. The child complex can provide a person with playfulness and creativity--or feeling helpless and victimized. It arises out of the developmental processes described in Chapter 4. In non-Jungian theories of psychology and psychotherapy the child complex has become known as the "inner child." The animus complex, when it functions constructively, helps a woman to be appropriately assertive and able to cope with the world of structure that is a domain of the animus (See Ch. 4). It shows itself as an ability to reflect, deliberate and take initiative. When this complex takes a negative cast, the woman can be opinionated and power-driven. A man's anima complex helps him to form personal relationships, to be compassionate and gentle. A negative anima complex is likely to make him moody and self-righteous. Animus and anima complexes affect the choice of mates. A primarily negative complex often leads to selecting a mate to match. A primarily positive animus or anima can help a person to choose a mate who has admirable qualities that complement one's own. Even though each complex has an archetypal basis (is rooted in the collective unconscious), we do not all express our complexes in the same way. Each of us is likely to be especially subject to certain archetypal forces that cause us distress but, as we develop psychologically, we find other archetypes to be congenial and the basis for constructive, even creative action. Thus, a person with an authority complex may have difficulty in being a member of a group but, by channeling the desire to be "in charge," may become a creative, democratic leader--one who is authoritative but who considers the wishes of other persons. How Do Complexes Behave? Jung described complexes as seeming "to delight in playing impish tricks. They slip the wrong word into one's mouth, they make one forget the name of the person one is about to introduce, they cause a tickle in the throat just when the softest passage is being played on the piano at a concert, they make the tiptoeing latecomer trip over a chair with a resounding crash." Such slips reveal the distorted view of ourselves and of the world that complexes give us. For example, we may be convinced that everyone we meet is determined to show up our stupidity, criticize our every move, order us around, defeat us in our best efforts or rob us of our financial resources. In contrast, we may believe firmly that we are destined to be millionaires or "household names" as artists, public officials or athletes. Thus, complexes can give us an illusion of control over our lives, or the lack of such control. Complexes are powerful. We do not have them; they have us. When a complex is active, one is said to be "in" it. I am probably in a complex when I think that an idea or perception is "self-evident": for example, when I claim that "It is obvious what 'they' are trying to do." Similarly, when someone disagrees with my "take" on a situation and I feel insulted, angry, agitated, defensive. Then I may say that the other person "doesn't know what he is talking about." If I am enthusiastic about a plan or new idea and someone says "Simmer down, don't get so excited," I can feel thwarted. Or I can become still more optimistic, even grandiose. A complex's archetypal roots are the source of its excessive emotionality. The rageful demagogue and the rageful rebel, although opposite in their stances, share an emotionality that is typical of complexes. Moreover, one emotion may lead to another. For example, a certain woman has a "failure complex." When she makes a mistake, she berates herself severely. Much of the time she lives in fear that she will be fired from her job. To counteract this fear she gets angry at her employer--who has the power to fire her. She is also grouchy out of anger at her co-workers, whom she perceives to be more self- confident than she is. Their irritation at her grouchiness makes her feel unsupported by them and, thus, more fearful. A man in her office suffers from a similar complex but, instead of making verbal attacks on his co-workers, he retreats into sullen silence. He forgets an appointment with a friend who is successful; the friend's presence would stir the man's envy and, hence, his anger and anxiety. Despite the frequent destructiveness of complexes, sometimes they act constructively, such as in heightened sensitivity to the sufferings of others. Another man, who comes from an underprivileged background, has a "poverty complex," but it contributes to his sympathizing deeply with the poor and has motivated him to help homeless people in finding housing. It is important to keep in mind that not all emotions are complex-determined. Other experiences that set off emotions include: fear of actual danger, anger at injustice to oneself or others, sadness at the loss of a loved person or a prized possession, joy over a new love, enthusiasm about a creative project. How Do We Get Complexes? It is normal to have complexes. Everyone has experiences that carry emotional impact and, consequently, leave deep impressions on the psyche. Indeed, much of the "raw material" of complexes is in the sufferings and joys of childhood. Just as they lack physical stamina, young children lack psychological strength to cope with powerful emotions. These emotions distort their perceptions of life. The result is a set of complexes that persist into adulthood. Many of our complexes have originated in experiences with our parents. Even if they were kind and loving in general, their responsibilities--paid work, household tasks, illnesses, emotional problems, griefs and other distractions--made the parents not always available to us. Consequently, as infants and young children we sometimes experienced delays and deprivations in receiving food, comfort and other gratifications that were necessities to us or at least strongly desired. Complexes formed in us around the feelings of frustration, disappointment, anger and sadness from such occasions. My complex about being ignored (mentioned earlier), for example, may have arisen out of my family's "pecking order": Father did most of the talking at the dinner table, followed by my mother and brother, with me last. (Since I was considered to be "shy," it may not have occurred to the three of them that I had anything to say.) At other times, we may have been over-protected, indulged and rewarded to a degree that encouraged us to expect more than we could realize in the world outside the family. These expectations are raw material for complexes that develop later than early childhood. Another source of complexes is the tendency of children to see their parents as powerful and wise. Yet they may have given us negative, destructive messages: that we were obstreperous, stubborn, lazy, temperamental--whatever was inconvenient to them. Or they may have given us the message that our abilities and possibilities were unlimited, invariably superior to those of other people. When we are adults, we carry burdensome self-doubts or exaggerated self-confidence (or some of each) based on such messages. As growing children, it was difficult for us to relinquish the image of powerful, wise, truthful parents. We needed this image to be lived out; our identities were tied up with our families. Thus, in order for me to think well of myself, I tend to assume that I must be the offspring of acceptable people Even if we gave up this image of our parents, we absorbed their judgments, including the verdict that we were either wicked or super-special. An alternative view of the parents, that they did not tell the truth, would make us the offspring of liars--and therefore still exceptionally bad. The feelings--such as dread and disappointment--based on these erroneous ideas remain in the unconscious. Then the child-become-adult can live for many years on the basis of a distorted self-perception. Not all complexes result from parental messages. Some arise from experiences outside the home, in childhood or later, such as failures, exceptionally easy successes, being rejected or adulated, life-threatening situations which one barely escaped, severe griefs or supreme joys. An example of such a formative experience of the outside world is that of living through a major war, even as a civilian. I was in my teens when the United States entered World War II. My brother and my boyfriend were both infantrymen in that war. Both returned safely but with memories of their agony at seeing their comrades shot down beside them in battle. I had experienced great anxiety for the young men's safety over the many months that they were in combat and was deeply pained by what I heard of their experiences. Over the succeeding decades, each time the nation was in serious conflict with other nations, I found myself more deeply distressed than were most of the people around me. The power of my response is an indication of a complex. Its effect is destructive in that it made me feel isolated and helpless as an adult. It is constructive in that it has given me energy for long-range work toward peaceful solutions of conflicts, especially those among ethnic groups and nations. Typology as a Factor in Complexes Typology (see Ch. 2) is a factor in some complexes. In that case, a person's pain is likely to be associated with the "inferior" (least developed) function. The inferior function is our "Achilles heel"; it often gets us into trouble. When we are called upon to use it, we can feel totally inadequate. (Since everyone has an inferior function, having one does not make you inferior.) When a person has dominant intuition, the inferior function is sensing. A person in such a situation is likely to have a "facts and figures" complex, hating to balance a checkbook and anxious in seeking the way around an unfamiliar city. Another person with inferior sensing may have a "body complex": standing in awe of physical prowess or disregarding bodily symptoms. For instance, a friend told me that, when engrossed in a project, she sometimes gets a headache. Only an hour or two later does she realize that she is hungry. In our culture, many people expect men to be able to think. A man who has difficulty in thinking analytically may consider himself to be mentally slow. Such a man can have superior intelligence but, when called upon to think--especially if he must do so quickly--he feels inept, the victim of an "I hate math" complex. I am best acquainted with my own inferior function--intuition. I feel earthbound and dull in the company of highly intuitive friends. When I try to plan for the future, I have negative intuitions--seeing only problems and obstacles. We can call this an "obstacles complex." The third function is also quite undeveloped: for me, feeling. When called upon to make a decision, especially in a limited time, I have great difficulty because of uncertainty about what is the most important among conflicting values. I can be said to have an "indecisiveness complex." Identifying a Complex How do I know that I have a particular complex? I can notice what stirs my powerful emotional reactions, especially what I am defensive about: what idea I turn into a dogma or about what practical matter I insist forcefully "That's the way it ought to be done." For example, everyone ought to eat all the food on one's plate, not waste money on expensive restaurants, dress for the weather more than for fashion, contribute money to causes that I consider worthy, and vote in every election. This complex is akin to one of control: wanting others to share my values, so that I don't have to feel conflicted about them. Another such complex indicator may occasion the words "That's just the way it is." A man whose business is in difficulty may tell his wife that he fears he will lose "everything": his savings, his business and his status as a leader in the community. His wife, characteristically, tries to reassure him of his worth as a person regardless of how much money he makes. He may shout at her, "You may not like the fact that the world revolves around money and earning power, but that's just the way it is." We can surmise that the man has a money complex and perhaps a status/power complex. Other Markers of Complexes 1) Whom do I love or hate, and for what qualities? I am likely to love or hate someone in whom I see qualities that I like or dislike about myself. 2) About what projects or causes am I a fanatic? If I am fanatical (not just enthusiastic or even passionate), my emotional response comes from deep in the unconscious psyche, thus has archetypal intensity--the core of a complex. 3) Which of life's challenges make me "fall apart"? When I become unable to function, my ego is not in control and my psychic energy (See Ch. 8) has fallen into the "black hole" of the unconscious psyche. 4) What situations make me become belligerent, spend money foolishly, make imaginary speeches to myself, whine and ask everyone for advice? Again, my ego has lost its effectiveness; I am at the mercy of unconscious forces. When a Complex is Touched 1) We are likely to experience more emotion than our best judgment says is warranted. 2) We may experience less such emotion, presumably from suppression or repression of our true feelings. 3) We are likely to have a strong feeling of inadequacy. 4) We may feel gripped by a compulsion that we cannot control. 5) We are likely feel angry when someone talks encouragingly. 6) We are tempted to speak or act precipitously. 7) We may talk harshly to ourselves or to other persons. 8) We consider our perceptions to be self-evident and refuse to listen to another point of view. 9) We may see a situation euphorically--as "perfect" or highly romantic. What avenues have we for discovering complexes? As we have seen, strong emotion is one. Projection is another; we can spot our complexes when we perceive our feelings and thoughts as originating in (caused by) another person or an outer situation. Pro-jection means "throwing forward." Like a film projector; the unconscious psyche throws an image onto a screen. In psychological terms, one person (the "projector") perceives in another (the "screen") a thought or feeling that belongs to the projecting person (the "film image"). A man's song from the popular musical play, "South Pacific" (by Rodgers & Hammerstein) expresses a powerful projection: Some enchanted evening / You may see a stranger Across a crowded room. And somehow you know / You know even then That somehow you'll see her again and again.... Who can explain it / Who can tell you why? Fools give you reasons / Wise men never try. Some enchanted evening / When you find your true love When you feel her call you / Across a crowded room Fly to her side / And make her your own Or all through your life you will dream all alone. Although the recipient of the projection is a stranger, the character Emile "knows" that he will see her "again and again." He claims that a fool gives reasons, but wise men don't try. At the risk of being considered (by Rodgers and Hammerstein) to be a fool, I am venturing a guess that Emile has an inner image of an ideal woman (his anima; see Ch. 4). Such a powerful image clearly originates in the unconscious psyche. Indeed, it almost certainly arises, in part, from the anima archetype and, thus, from the collective unconscious. Something about Nellie's appearance impels Emile to project onto her the entire image. He assumes that she matches his image and that "making her his own" will prevent his being alone for the rest of his life. Even the most romantic observer probably knows that life does not work so smoothly. Nellie can't/won't fulfill all of Emile's expectations; there will be difficulties. But the moment is a magical one that virtually everyone would like to experience. This desire makes the projection irresistible. At the sight of someone who resembles our inner image of the person we long for, passionate desire flares up for that person. The flare-up is in response to the desired person's physical appearance, facial expressions, way of standing or walking, voice, accent and verbal expressions; many or all of these are attractive. From them we assume agreeable qualities of personality and character and find ourselves "in love." Later, we may discover that the beloved lacks many of the assumed qualities, sometimes the most important ones. With such a discovery, the connection may break--or a true relationship may begin (See Ch. 6). The projection has an impact on the projector, but also on the projectee (the recipient of a projection). A song by Bob Dylan describes the way a projection feels from the point of view of the person who "catches" one: in this case a man receiving an unwelcome projection from a woman. He finds himself to be seen by her as quite different from his own image of himself: Go away from my window / Go at your own chosen speed. I'm not the one you want, Babe / I'm not the one you need. You say you're looking for someone / Never weak but always strong, To protect you and defend you / Whether you are right or wrong; Someone to open each and every door. But it ain't me, Babe / No, no, no; it ain't me, Babe. It ain't me you're looking for, Babe. Via the song, the man expresses his unwillingness to live out the woman's demands, which he lists: always strong, protective of her whether she is right or wrong, and capable of "opening doors" for her. Varieties of Projections Not all positive projections carry the intensity and eroticism of being in love. Some projections lead to enjoying the company of a peer: a person who shares one's values and interests. Such companionships may develop into true friendships (See Ch. 6). Or a young person's interest in history, or chemistry, may develop out of a positive projection on the teacher of that subject. Indeed, a young physician had chosen a specialty--proctology--which many people would consider unpleasant. When asked why, the young man said, "I liked the professor I had in that specialty." Just as some complexes are positive and others negative, so it is with projections. When I find myself thinking that a new acquaintance dislikes me, I must ask myself whether I have negative feelings toward that person. Other negative projections assume, with little evidence, that a certain person has specific qualities that we dislike. For example, the projection may make us see that other person as selfish or snobbish, "reactionary" or a "knee-jerk liberal." During the 1996 presidential election campaign, the news media reported that House speaker Newt Gingrich "whined" that President Clinton had made Gingrich exit by the back door of Air Force One. A columnist pointed out, "Clinton may be guilty of many things, but bad manners are not among them; that's the kind of stunt Gingrich himself would have pulled." She called this incident one of a "pattern" of "accusing others of that of which he is himself guilty; the shrinks call it projection." Projections, like complexes, tend to be long-lasting, even when we learn facts to the contrary. Most persistent are projections based on experiences with our parents. But many facets of a parent's personality are not evident to a child. For example, the father may seem to be all-powerful and all-wise because the home life revolves around him. Some families see to it that the young son or daughter does not learn of the father's failing in business, being discharged from his job, or doing something unwise outside the home. As adults, we may observe more of the father's failings, but we still may persist in seeing him as more powerful than he ever was. Effects of Projections Projections can have paradoxical effects. "Positive" projections, which can bring euphoric feelings, and open the way to relationships, also can sow the seeds of the destruction of those relationships. For example, in projecting exaggerated strengths and virtues on her husband, a woman may overlook the fact that he has weaknesses and negative qualities as well. Her eventually-disappointed expectations can arouse such anger at him that she seeks a divorce. Indeed, many marriages begin with each partner assuming that the other will be the perfect lover and friend, and will provide for all one's needs. When the original passion cools and expectations of each are not met, both may feel betrayed. Each assumes that the other is at fault: being inconsiderate or purposely withholding the expected actions and attitudes. This phenomenon is aggravated by the fact that projections tend to make us exaggerate how much we know about a person or situation. For example, in a relationship--whether with parent, sibling, lover, or friend--a person often has a sense of knowing the other thoroughly. After all, the two have confided in each other--their hopes and fears, sorrows and joys. They have shared experiences: adventures, laughter and quarrels. Each knows some of the other's hurts, satisfactions, desires. Each can surmise or intuit some of what is withheld or lies hidden in the unconscious of the other. But no matter how long they have been acquainted, the two do not know everything about each other. Supposing that they know all gets in the way of learning more. Recognizing Our Own Projections Sometimes our perceptions seem self-evident; "anyone" would see what we see. Then we hit a snag. The person we are observing denies what we perceive. We begin to suspect that we are projecting. I may believe, for example, that my friend is angry at me, even though she has not said so. I ask her if she is angry; she says she is not. Although it is possible that she may be refusing to admit her anger, I must look at the possibility that I am projecting. Perhaps I am angry at her. Or I may feel guilty about being inconsiderate and project the anger that I would feel if someone treated me that way. Or...or...or. Another indication that we are projecting is our not wanting to check out contradictory information or challenge our impressions, perhaps for fear of discovering an unwelcome truth. That truth could force us to give up a love--or a hate. The "unchallengeable" perception is likely to be a projection. It is not surprising that we are reluctant to give up a love, especially a love that is returned. But it may be surprising that we do not want to give up a hate. In my experience, it is easier to endure hating (which puts me in a rather superior position) than to admit, more accurately, that I am envious or resentful (either of which can put me in a "one-down" position). A complicating factor in recognizing projections is that for every projection there is a "hook" on which to hang the projection; that is, a grain of truth in it. For example, Martha may show a degree of kindness and compassion that is not unusual. An acquaintance, who has a "kindness complex" (an exaggerated need for kindness) sees Martha's moderate kindness (the hook) and projects that Martha is saint-like. Negative projections also find hooks. For instance, an outburst of anger (the hook) may support a perception/projection that the (temporarily) angry person is generally "hostile." Subsequent experiences may challenge a projection. For example, I was invited to dinner at the home of a colleague in a distant city (when I was there for a conference) for whom I had once done a favor. The seemingly cordial welcome occasioned my projection that she was friendly to me. To my amazement--and disappointment--she barely spoke to me at subsequent conferences. With a stronger positive projection, I might have felt betrayed rather than just disappointed. The projections that we receive can be valuable in giving us insight into ourselves. Before I entered training to become an analyst, I had a job in which I supervised two other employees and many volunteers. One day a friend visited me in my office and witnessed an interaction between me and my secretary. My friend turned to my secretary and said, "Doesn't she [meaning me] make you feel as if you have goofed?" In my dismay and chagrin, I began to realize that, in my anxiety to do an efficient job, I had not been sufficiently aware of the feelings and concerns of other people. (The projection was that I could "make" another person feel a particular emotion. The hook was that I had behaved in a hurtful manner.) Some of the most destructive individual projections (and the complexes out of which they arise) are seen in personal violence and abuse. An adult who abuses a child probably sees in that child some of the adult's undeveloped qualities. Among the possibilities are envy for the child's spontaneity and innocence, along with anger at the child's demands; the adult comes to feel inadequate, is not aware of the envy but is possessed by it. A comparable situation pertains when a man beats his wife or abuses her verbally. He sees in her an adult rival, and he wants power over her. He may envy her what he sees as the privilege she has of being gentle and non-competitive. Or he may see in her the mother who neglected or abused him. There are other factors in personal abuse that do not arise specifically out of projection onto the abused person. They include self-loathing (projection onto one's own shadow) and rage at society in general. In such cases, the object of the projection can be anyone who is handy. The collective violence of war, immeasurably more destructive, thrives on collective projections. For example, during the Second World War, propaganda in the United States included drawings of mean-looking soldiers labeled as "Japs" (Japanese) and "Huns" (Germans). Thus, we were encouraged to view our adversaries as sub-human and incurably hostile to us. There was a hook for the projection in the atrocities that the Japanese had perpetrated in China and the Germans' unprovoked invasions of other European countries, both before the War began in 1939 and the United States entered it in 1941, but the inevitability of the hostility was unsubstantiated. Complexes and Projections as Helps to Growth As they have been described thus far, complexes and projections often get in the way of effective action. They distort our perceptions of ourselves and of outer reality, complicate our relationships and interfere with achieving our goals in life. Indeed, they give us unnecessary pain and discomfort. Is there a cure? No one can avoid having complexes or giving and receiving projections. But an emotional jolt can bring a particular complex or projection to consciousness and, with luck, modify it. Out of my friend's visit to my office, for example, my complex about wanting to be the efficient administrator was made clear. I gained a new awareness of my effect on my secretary and on other people. I began to treat her more as an equal. In turn, she found in me less of a hook on which to project the "mean boss" image. Thus, complexes and projections can enhance our psychological development. This enhancement begins when we know that complexes and projections exist and, especially, when we can identify our own. Having identified a complex, however, we are likely to want to hide it from ourselves or even to get rid of it. Yet, if we want to know ourselves better and to become more complete, we must discover what purpose the complex serves. What will we gain if we follow that twisted and murky road of discovery, a road that leads into unknown territory? Won't it just upset us, make us feel bad? Almost certainly, we will experience suffering. And it won't lead to a state of bliss. Nevertheless, the struggle has its payoff, in increased consciousness and sense of meaning in life. Complexes and projections do not become completely conscious, but we can extract some of their value and modify the attached pain and power. We can modify some complexes by conscious effort, fueled by the emotional jolt. For example, Barb sees her friend Emily as wise (projects wisdom on her). In seeking to make a decision, Barb asks Emily for advice. Emily fails to utter words of wisdom. Barb gets angry and withdraws, hurt and disappointed. The emotional jolt forces her to reflect on the conflict. Eventually she recognizes her own "lack of wisdom" complex. She makes more effort to seek out her own judgments and give them credence. She gains by feeling better about herself, as well as taking pressure off the friendship. But knowing facts about ourselves is not enough for psychological development. We need to expand our personalities by "integrating" our complexes and the projections that reveal them. (To integrate a content means to acknowledge it fully, to feel the pain of it, then find its value.) By giving up our egos' illusions that we are fully aware of ourselves, we can discover inner resources. We will know ourselves better when we are acquainted with qualities, feelings and ideas that have been repressed. Instead of allowing a complex to hold these contents hostage, we admit them into consciousness and, thus, open the way to their being transformed. The energy that is released can be used more productively than when it was locked in the unconscious psyche. Suffering our complexes consciously can help us restore to awareness the experiences on which the complexes were built. Although those experiences have caused us pain, they have value for understanding ourselves and for guidance in living our lives. For example, if we reach the wounded child within us, we feel again what that child felt, in the face of parents who seemed infallible. Then our adult egos can challenge the complex which says that our parents are superhuman and always right. After we accept the fact of their faults, we can see that our own deficiencies are not heinous crimes and we can accept ourselves, including our faults. The process is akin to binocular vision; seeing an object--or a situation--from two angles gives a more accurate perception of its size and of its distance from the observer. Uncovering the "superhuman parent" complex helps us as adults to correct the naive view of the world that we had as children. We must acknowledge, for example, that there is evil in the world, a force that cannot be conquered even by the best parents. An example is the horror of neighbors killing neighbors in Bosnia (because they were of different religions). Without such acknowledgment, a part of ourselves lies dormant and our lives are poorer because we do not challenge the evil that destroys elements of life that we value. Further, we will not have touched the archetypal layer of the psyche, which connects us with the deeper aspects of life and humanity, including the evil aspects. The "superhuman parent" complex has its counterpart in us as parents and parent-figures. When I feel unable to cope, I may "turn into" my authoritarian father. Challenging that complex and thus experiencing the frightened, wounded child within can help us to have more empathy for the fear and pain in actual children. Variations on the parent complexes are legion. Each of these complexes (mother and father), however, is likely to be primarily positive, or primarily negative. A negative father complex, for example, has made me feel that men are harsh, judgmental, emotionally violent and unwilling to work cooperatively. When I came to see these impressions as embedded in a complex, I began to notice that some men are gentle and helpful. Eventually (with the help of a male friend) I found an "inner, positive father" who helped me to think for myself without being dogmatic, to cope with the world, to persevere in difficult tasks and to work with male colleagues. Thus, I was aided by resources that had been buried in my complex. An additional value in discovering our woundedness is that of finding a truer sense of our capabilities. For example, there may be someone like Jim in your workplace. A "take charge" person, he usually assumes the lead in accomplishing a task. Another of your co-workers, Hans, resents what he perceives as Jim's bossiness. But in response to Hans' expressing his anger, other members of the work group state that they see him as bossy. Grudgingly at first, he acknowledges to himself that he likes to be in charge and resents anyone who gets in his way. He can see that he has a "boss complex." He suffers from this realization, but his suffering has a value. It releases the energy for him to adopt practices of effective, democratic management. In this way, he may discover that he values creative leadership and that he has some ability for it. Other complexes can unveil a positive potential that is different from that of one's rival. This possibility is exemplified in the experiences of two women. Alice is able to participate ably in intellectual discussions about politics. She articulates her ideas clearly and speaks in a way that elicits positive responses from people. Sometimes she wins them over to her point of view. Janet, because of her "ignorance" complex, is envious. She says that she never knows enough to contribute to such a discussion. If she identifies this complex, eventually she can correct some of her self-depreciation. For example, she is well-versed in literature and can learn to articulate what she knows, perhaps complementing Alice's knowledge. In order for complexes to contribute to our development, however, we usually have to suffer discomfort from them. When Tim shouted at his wife that the world revolves around money and power, his angry feelings brought an opportunity for psychological development. He could ask himself, for example, whether money was actually his top priority. Or did his shouting express other people's values which intimidated him but conflicted with his own? If he values compassion and a simple life-style and can acknowledge to himself that he does, he may be able to accept having more limited funds and to look for an occupation that puts less emphasis on money and power. He must suffer, however: from his anger, then from his conflict of values and, perhaps, from the sacrifice of status and material comforts, for the sake of a more satisfying work life. It is easy to see how negative complexes cause us pain. More difficult to recognize is the suffering attached to positive complexes. It is likely to be there, however. For example, a woman of my acquaintance has a highly positive father complex which suggests to her that all adult males are honest and caring. She has had to learn--painfully--that they are not. Although, as I mentioned earlier, a positive father complex can enhance the possibility of finding a congenial husband, it is possible for such a complex to contribute to a woman's getting into a marriage that is destructive to her. Despite all our effort and suffering, complexes cannot be completely integrated or even modified. Nevertheless, they contribute to the structure of our personalities, forming part of our identities, especially our vulnerability, without which we would not be human. Indeed, they enrich our lives by connecting us with our woundedness and finiteness; in turn, they open us to compassion for others' sufferings. Eleanor Roosevelt, for example, evidently suffered throughout her life from the complexes that grew out of her insecurity as a physically unattractive and rejected child. Out of her suffering, however, grew her life-long passion for helping people who were victims of poverty and discrimination. A related source of enrichment is the release of creativity through connecting us to the deeper levels of human nature, to the soul. The creativity in each of us is so connected. An example is the "wounded healer"--a person who, by suffering consciously his or her own wounds, has a healing effect on other people. Whatever the specific complex, projections as such can contribute to psychological growth. Because of projections, our perceptions differ from other people's perceptions. The differences are likely to produce interpersonal conflict and, consequently, emotional discomfort. When the discomfort is severe enough, we have to reflect. Out of our reflections we may come to see the situation differently and to reconsider our original perception. The projection has been challenged, even partially dissolved; that is, withdrawn. We have enlarged our perceptions of reality. An example is found in the song quoted earlier, Bob Dylan's "It Ain't Me, Babe." The singer objects to the projection placed on him by the woman in his life. He tells her that he cannot fulfill her expectations, such as being "never weak but always strong." Neither can he "protect you and defend you, whether you are right or wrong." When the woman acknowledges the situation, feels her disappointment and accepts the fact that she cannot have a long-term relationship with this man, the projection begins to be withdrawn. With luck, she then accepts responsibility for using her own strength and abilities to protect herself and be the one to "open each and every door." Thus, she integrates the qualities that she had projected. (The value of projecting and withdrawing projections for building true relationship will be discussed in Chapter 6.) Clearly, we can make use of unconscious obstacles to help us reach self- understanding and growth. The process requires effort, suffering and perseverance but it is rewarding in the end. There is no formula for the integration of complexes and withdrawal of projections. However, there are available tools in the form of attitudes toward our psychological "raw material" and toward our experiences. A few guidelines can be identified: 1. Let yourself feel your strong emotions, no matter how uncomfortable they make you. 2. Keep "chewing on" your thoughts and emotions until they let you entertain some new ideas or feelings. 3. Ask yourself repeatedly: What is it all about? Why does this have me by the tail? 4. Notice any images that come to mind. Do they depict what you would like to do about your discomfort? 5. Imagine what it would be like to be free of the troubling feelings and perceptions. Would you have lost anything? Would you have gained anything? Harding, M. Esther. The 'I' and the 'Not-I' Jacobi, Jolande. Complex/Archetype/Symbol, pp. 6-30. Von Franz, Marie-Louise. Projection and Re-Collection in Jungian Psychology. Whitmont, E.C. The Symbolic Quest, Chapter 4. *Copyright ©Mary Ann Mattoon The above article is a revised version of Chapter 7 and 8 of Jungian Psychology in Perspective. (The Free Press, 1985) by Mary Ann Mattoon and is printed here with the kind permission of the author. About the Author Mary Ann Matoon, Ph.D., has been a practicing Jungian analyst since 1965. A licensed clinical psychologist, she is also Clinical Professor of Psychology at the University of Minnesota. In addition to Jungian Psychology in Perspective she is author of Understanding Dreams (Spring Publications, 1984 and Jungian Psychology after Jung (The Round Table Press, 1994). She has edited four editions of the Proceedings of the International Congress of Analytical Psychology and is author of numerous articles and book reviews as well as chapters in books edited by others.

Washington: The answer to whether alien life exists may be hiding inside our own body! According to a new theory, human genetic code is embedded with a "designer label" that may be an indelible stamp of a master extraterrestrial civilisation that preceded us by many millions or billions of years. Researchers Vladimir I shCherbak of al-Farabi Kazakh National University of Kazakhstan, and Maxim A Makukov of the Fesenkov Astrophysical Institute, hypothesise that an intelligent signal embedded in our genetic code would be a mathematical and semantic message that cannot be accounted for by Darwinian evolution. Calling it "biological SETI", shCherbak and Makukov argue that the scheme has much greater longevity and chance of detecting alien life than a transient extraterrestrial radio transmission, the `Discovery News` reported. "Once fixed, the code might stay unchanged over cosmological timescales, in fact, it is the most durable construct known. Therefore it represents an exceptionally reliable storage for an intelligent signature. "Once the genome is appropriately rewritten the new code with a signature will stay frozen in the cell and its progeny, which might then be delivered through space and time," the researchers wrote in the journal Icarus. They said in order to pass the designer label test, any patterns in the genetic code must be highly statistically significant and possess intelligent-like features that are inconsistent with any natural know process. Researchers said their detailed analysis of the human genome displays thorough precision-type orderliness in the mapping between DNA`s nucleotides and amino acids. "Simple arrangements of the code reveal an ensemble of arithmetical and ideographical patterns of symbolic language," said researchers. The scheme includes the use of decimal notation, logical transformations, and the use of the abstract symbol of zero. "Accurate and systematic, these underlying patterns appear as a product of precision logic and nontrivial computing," researchers wrote. This interpretation leads to a far-fetched conclusion that the genetic code, "appears that it was invented outside the solar system already several billions years ago," endorsing the idea of panspermia - that Earth was seeded with interstellar life.

Norwegian Language and Culture An amazing Norwegian experience. In the Norwegian course at Agder folkehøgskole you have the opportunity to gain fluency in the Norwegian language, make lifelong friends and and explore the Norwegian culture. Norwegian language course Classroom The Norwegian course is suitable for beginners and for students with little previous knowledge of the language. The first semester we focus on basic grammar and use of everyday language in both oral and written production. In the second semester the students build upon their vocabulary and grammatical skills to further expand their knowledge of the language. The course includes: 15 lessons Norwegian a week 2 hours a week of conversational practice in Norwegian with a fellow Norwegian student. a wide variety of elective subjects, ranging from art and sports to knitting and photography Become proficient Norwegian language users We use a wide range of teaching methods to ensure that the students will be proficient in the Norwegian language by the end of the school year. The course includes several excursions to historical, cultural and natural sites each semester. The course level is indicated with the help of the Common European Framework of Reference for Languages (CEFR) and is equivalent to Level A1/A2 in the first semester and level B1/B2 in the second semester. The school will assist sudents who want to test their proficiency in Norwegian at the end of the schoolyear. Explore Norway and Scandinavia Two studytrips are included in the Norwegian programme. In 2014/15 our adventures wil take us to some of the most beautiful and extraordinary sites in Norway. We will: - go hunting for Northern Lights in Tromsø - go dogsledding in the Arctic region - hike to Preikestolen and enjoy the magnificant view of Lysefjorden - go skiing in the popular ski resort at Hovden - see unique cultural and historical sites in Scandinavia´s major cities The study trips are designed to increase the students understanding of the Norwegian culture, geography and history, as well as to stimulate the development of the Norwegian language. Immerse yourself in Norwegian culture Living in a boarding school where the majority of the students are Norwegian, international students have an unparalleled opportunity to practice their newly acquired language skills and immerse themselves in the Norwegian lifestyle.

The freestanding minaret now associated with the church of San Juan was constructed with its mosque (no longer extant) in 930 during the reign of the first Spanish Umayyad caliph 'Abd al-Rahman III (912-961 C.E.) It is square in plan and constructed of brick and stone with double horseshoe-arched windows on each face. The voussoirs of the arches are constructed of alternating brick and stone. Small stone columns topped by Corinthian capitals and plain impost blocks divide each window. The remains of diminutive white stone columns are visible above two of the windows. It and the church it stands beside are owned by the religious order Esclavas de Jesús. King, Geoffrey. 1996 ed. "Spain." In Architecture of the Islamic World. London: Thames and Hudson, p. 212-213.

Recently we experienced the coldest weather in our area so far this season. Some areas were 32 degrees or less, while others were slightly warmer. How did your plants do? If you haven’t checked them, I suggest you do to look for any symptoms of cold damage. Symptoms to look for include: - Obvious death, especially herbaceous types. - Blackening or browning of foliage or spotting/streaking. Later hopefully these leaves will fall off. If not, there will be some die back of your plants. - Limb or twig die back on shrubs or trees. - Split bark and/or oozing of sap, particularly with azaleas and citrus. - Flower buds fail to open or drop off. - On trees and cold sensitive shrubs starting at the tip of a branch working backwards, check the color of cambium tissue just below the bark. If cambium is white or green your plant is ok. If brown/black , that portion of cambium is dead. I suggest using your finger nail or a small knife to check this out. - Notes: Cold temperatures can affect all or just parts of a plant and symptoms may not show up till later in the spring. - Temperatures do not have to be 32 degrees or less to damage plants. I’ve seen some affected by 35-36 degrees. - By the way, now is a good time to also check your trees as they leaf out for any needed corrective pruning. What to do if your plants are damaged by the cold? - Don’t panic. Examine your plants to determine the extent of damage. You may find some damage; however, the prospects for survival may be brighter than you think. - Don’t prune. Why? If done too soon it could force out new growth, which can be killed or seriously injured by any future cold weather. - Wait and see what happens. Plant recovery is often very slow. Except for palm fronds, don’t remove any dead leaves. They can provide some protection and delays new growth. If the plant retains its dead leaves over a long period of time, this usually indicates that the plant has suffered some serious damage. Dead palm fronds should be removed to avoid possible bacterial infection. - Maintain good cultural practices, especially watering. But don’t fertilize until after you see new growth developing. What can you do to prevent or reduce cold damage? - Maintain good culture, especially proper watering, pest control, pruning, and fertilizing, etc., at the proper times. - Avoid any heavy/severe pruning after Oct 1st, especially if it has a high nitrogen number which is used to generate new growth. - Know you plants cold hardiness. - Avoid planting cold sensitive plants, especially tropicals. If you insist on planting them, do so in containers which can easily be moved into your home or garage prior to arrival of any cold spell. Remember, plants left outdoors in pots are more likely to be cold damaged than similar plants in the ground. - Use cold hardy or native plants, which require little or no cold protection. - During our winter months, keep an eye on weather forecasts, particularly when there is a high pressure zone and a full moon. That’s usually when we get cold damage. I personally also watch Southern Alabama’s weather. When they get cold, usually we will too in the next 24-48 hours, which gives you adequate time to prepare for the cold. - If you cover your plants, I suggest doing at least a day before cold weather arrives. Don’t cover with sheets, plastic film, etc. Instead use something heavier or thicker, such as blankets, beach towels, old carpet remnants wrapped around a plant, and held in place by a black plastic garbage bag slipped over the top, or old thick walled packing/shipping boxes. Remember – you want to completely cover your plant – not just its top. If you have limited materials to cover your plants, it’s best to protect the base of the plant. The upper growth may be injured, but the plant should recover. As for frost cloth/bags, they only raise the temperature around the plant 4-8 degrees and should not touch any part of the plant. As a last resort, thoroughly water your plants, preferably a day before the cold weather arrives, and after the freeze has passed. Doing so will help keep heat in your soil and protect the roots and reduce desiccation of plant parts from drying out. I’m often asked how long should I keep plants covered to protect them from the cold. I leave mine on until the freeze passes, (seldom more than 4-5 days here). I’m also asked how low the temperature gets before plant damage occurs. My answer is that there are a lot of variables to consider such as size, type, how long it’s been planted, etc. Many herbaceous plants can be damaged at 35 degrees, especially if there is a cold wind blowing. Woody plants such as trees and shrubs, unless they are tropical, should have minimal damage. Citrus can withstand temperatures to the mid 20’s. Your lawn can withstand temperatures of 18-20 degrees. If you have an in ground irrigation system, remember to turn it off the initial day of the expected freeze. Turn it back on after the freeze passes. Click here for several IFAS publications on cold protection.

These brain facts dispel many brain myths based on outdated knowledge. Learn how the brain works, for better (or worse). All facts cite original references. There are a lot of myths and misinformation about the brain that pass as brain “facts.” This is somewhat understandable: The study of the human brain is one of the least explored areas in science and even experts agree that there is more we don’t know about the brain than we currently do know. (1) In recent years, our knowledge of the brain has exploded — most of what we know about the brain has been discovered in just the last 15 years. So the real brain facts haven’t always entered mainstream awareness yet. (2) This is a newly expanded and updated article. We will continue to update this as new information comes to light, but for right now, here are 72 fascinating brain facts, all backed by the latest science. Human Brain Facts by the Numbers The most complex manifestation of intelligence that we know of resides between our ears. Here are some incredible numerical facts about the human brain. 1. The typical brain comprises about 2% of the body’s total weight, but uses 20% of its total energy and oxygen intake. (3) 3. Ninety minutes of sweating can temporarily shrink the brain as much as one year of aging does. (6) 4. Your brain weighs about three pounds. Sixty percent of the dry weight is fat, making the brain the most fatty organ in the body. (7) 5. Twenty-five percent of the body’s cholesterol resides within the brain. Cholesterol is an integral part of every brain cell. Without adequate cholesterol, brain cells die. (8) 6. No one knows for sure, but the latest estimate is that our brains contain roughly 86 billion brain cells. (9) 8. A piece of brain tissue the size of a grain of sand contains 100,000 neurons and 1 billion synapses, all communicating with each other. (12) 9. All brain cells are not alike. There are as many as 10,000 specific types of neurons in the brain. (13) 10. Your brain needs a constant supply of oxygen. As little as five minutes without oxygen can cause some brain cells to die, leading to severe brain damage. (14) 11. Babies have big heads to hold rapidly growing brains. A 2-year-old’s brain is 80% of adult size. (15) 12. As any parent can attest, teenage brains are not fully formed. It isn’t until about the age of 25 that the human brain reaches full maturity. (16) Related on Be Brain Fit — Top 15 Brain Supplements for a Mental Edge 14. Your brain generates about 12-25 watts of electricity. This is enough to power a low-wattage LED light. (19) 15. There’s a reason the brain has been called a “random thought generator.” The average brain is believed to generate up to 50,000 thoughts per day. (20) 16. Every minute, 750-1,000 milliliters of blood flows through the brain. This is enough to fill a bottle of wine or liter bottle of soda. (21) Fun Facts About Brain Size Size matters with some things, but with the brain, bigger doesn’t always mean better or smarter. 18. In general, men’s brains are 10% bigger than women’s, even after taking into account larger body size. However, the hippocampus, the part of the brain most strongly linked with memory, is typically larger in women. (24) 19. Albert Einstein’s brain weighed 2.71 pounds (1,230 grams) — 10% smaller than the average of 3 pounds (1,400 grams). However, the neuron density of his brain was greater than average. (25) 20. Neanderthal brains were 10% larger than our Homo sapiens brains. (26) 21. While humans have the largest brains proportional to body weight of all animals, we don’t have the biggest brains. That distinction belongs to sperm whales with 17-pound brains. (27) 22. Human brains have gotten significantly smaller over the past 10-20,000 years. The lost volume is equivalent to the size of a tennis ball. (28) 23. The hippocampus, the part of the brain considered the “memory center,” is significantly larger in London cab drivers. This is due to the mental workout they get while navigating the 25,000 streets of London. (29) What Can a Brain Supplement Do for You? What would your life be like if: - Your thinking were sharper - Your attention more focused - Your mood more balanced - You had energy to burn The right brain supplement can help you do that. We're careful about anything we recommend. It must be effective, evidence-based, and safe. This nootropic ticks all the boxes. Take a look. Deane & Dr. Pat The Effects of Modern Lifestyle on the Brain Our modern lifestyle is changing our brains. And it’s not all for the better. 27. Technology has forced most of us to be prodigious multitaskers. But your brain can’t learn or concentrate on two things at once. What it can do is quickly toggle back and forth between tasks. But doing so decreases your attention span, ability to learn, short-term memory, and overall mental performance. (34, 35) Related on Be Brain Fit — Why Your Memory Is Bad and What to Do About It 28. Unexpectedly, millennials (aged 18 to 34) are more forgetful than baby boomers. They are more likely to forget what day it is or where they put their keys than their parents! (36) 29. Attention spans are getting shorter. In 2000, the average attention span was 12 seconds. Now, it’s 8 seconds. That’s shorter than the 9-second attention span of the average goldfish. (37) 30. Brain cells cannibalize themselves as a last ditch source of energy to ward off starvation. So, in very real ways, dieting, especially low-fat diets, can force your brain to eat itself. (38) 32. Relying on GPS to navigate destroys your innate sense of direction, a skill that took our ancestors thousands of years to develop and hone. When areas of the brain involved in navigation are no longer used, those neural connections fade away via a process known as synaptic pruning. (40, 41, 42) Brain Facts Update: Myths Debunked Rapid advancements in neuroscience means that information gets outdated fast. This is one reason that there’s a lot of misinformation and myths floating around about the brain. New evidence has shown that these commonly accepted brain “facts” are not true. 34. There is no such thing as a left-brain or right-brain personality/skill type. We are not left-brained or right-brained; we are “whole-brained.” (See #33) 35. In spite of what you’ve been told, alcohol does not kill brain cells. What excessive alcohol consumption can do is damage the connective tissue at the end of neurons. (45) 36. The “Mozart effect” has been debunked. While listening to certain kinds of music can improve memory and concentration, there’s nothing unique about listening to Mozart. (46) Related on Be Brain Fit — How Music Affects the Brain 37. You may have heard that we have more brain cells than there are stars in the Milky Way, but this is not true. Best-guess estimates are that we have 86 billion neurons while there are 200-400 billion stars in the Milky Way. (47) 38. It’s often said that there are 10,000 miles of blood vessels in the brain when, actually, that number is closer to 400 miles. Still, a substantial amount! (48) 39. Contrary to the prevailing medical belief, having high total cholesterol is not bad for your brain. (See #5) In fact, high cholesterol actually reduces your risk of dementia. (49) 40. Until recently, it was a “fact” that you were born with a set level of intelligence and number of brain cells. But it has since been discovered that your brain has the capacity to change throughout your lifetime due to a property known as brain plasticity. The brain can continue to form new brain cells via a process known as neurogenesis. (50) Facts About the Brain and Memory It was once thought that the brain recorded memories like a camera, but this is not how memory works. Rather than being discrete recordings of experience, memory-making is more akin to the creation of improvisational jazz. 41. Memory is better thought of as an activity rather than being associated with a specific area of the brain. Any given memory is deconstructed and distributed in different parts of the brain. Then, for the memory to be recalled, it gets reconstructed from the individual fragments. (51) 42. Your brain starts slowing down at the ripe old age of 24, but peaks for different cognitive skills at different ages. In fact, at any given age, you’re likely getting better at some things and worse at others. An extreme case is vocabulary skills which may peak as late as the early 70s! (52, 53, 54, 55) Related on Be Brain Fit — 36 Proven Ways to Improve Your Memory 44. It’s generally believed that people with exceptional memories are born that way, but this is rarely the case. Most memory masters will tell you that having an outstanding memory is a skill they developed by employing the best memory techniques. (57) "Stack" Your Supplements for Peak Performance Peak performance comes easier with the right supplements, in the right combinations. Start with a broad foundation to restore nutritional deficiencies. Then stack specific ingredients to optimize energy, sleep, digestion, and other high-value benefits. A regimen of core performance formulas can help make "PEAK" possible. See how it works. Deane & Dr. Pat Facts About Brain Form and Function The human brain’s design and function are uniquely amazing. 45. Human brain tissue is not dense. It’s very fragile — soft and squishy similar to the consistency of soft tofu or gelatin. (58) 46. The brain produces a half cup of fluid every day. It floats in this bath of cerebrospinal fluid which acts as a shock absorber to keep the brain from being crushed by its own weight. (59) 47. Sometimes half a brain is a good as a whole one. When surgeons operate to stop seizures, they remove or disable half of the brain in a procedure known as a hemispherectomy. Shockingly, patients experience no effect on personality or memory. (60) 48. Your brain has a pattern of connectivity as unique as your fingerprints. (61) 49. Although pain is processed in your brain, your brain has no pain receptors and feels no pain. This explains how brain surgery can be performed while the patient is awake with no pain or discomfort. Headache pain feels like it starts in your brain, but is caused by sensations from nearby skin, joints, sinuses, blood vessels or muscles. (62, 63) 50. Brain freeze sure feels like pain in the brain but is an example of referred pain emanating from the roof of the mouth. Fortunately, brain freeze does not freeze brain cells because frozen brain cells rupture and turn to mush. (64, 65) 51. The brains of introverts and extroverts are measurably different. MRIs reveal that the dopamine reward network is more active in the brains of extroverts while introverts’ brains have more gray matter. (66, 67, 68) Related on Be Brain Fit — Dopamine Deficiency, Depression and Mental Health 52. According to research done at Cambridge University, the order of letters in a word doesn’t matter much to your brain. As long as the first and last letters are in the right spot, your brain can rearrange the letters to form words as fast as you can read. This is why you can easily make sense out of this jumble of letters: Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Pretty amazing! (69) How The Human Brain Compares to a Computer The human brain is usually compared to the most advanced technology of the day. You might be surprised to learn that, in every way it’s been tested, the brain is still far superior to the most powerful computers in existence. 53. Your brain’s storage capacity is considered virtually unlimited. It doesn’t get “used up” like RAM in your computer. (72) 54. The latest research shows that the brain’s memory capacity is a quadrillion, or 1015, bytes. Astoundingly, this is about the same amount needed to store the entire internet! (73) 55. The human brain is capable of 1,016 processes per second, which makes it far more powerful than any existing computer. (74) 56. Researchers involved in the AI Impacts project have developed a way to compare supercomputers to brains — by measuring how fast a computer can move information around within its own system. By this standard, the human brain is 30 times more powerful than the IBM Sequoia, one of the world’s fastest supercomputers. (75) 57. Japan’s K computer is one of the most powerful computers in the world. When programmed to simulate human brain activity, it took 40 minutes to crunch the data equivalent to just one second of brain activity. (76, 77) Evidence Our Brains “Could Be Better” You’ve seen plenty of evidence so far that our brains are truly amazing! But the brain can also work in ways that are illogical, fallible, and counterproductive. 59. Memories are shockingly unreliable and change over time. Emotions, motivation, cues, context and frequency of use can all affect how accurately you remember something. This includes “flash bulb memories” which occur during traumatic events. (81, 82) 61. Think you’re in control of your life? Don’t be so sure. Ninety-five percent of your decisions take place in your subconscious mind. (85) 62. A blood-brain barrier protects your brain by preventing many foreign substances in your vascular system from reaching the brain. But the barrier doesn’t work perfectly and many substances sneak through. Nicotine rushes into the brain in a mere 7 seconds. Alcohol, on the other hand, takes 6 minutes. (86, 87) 63. Our brains crave mental stimulation, sometimes to a fault. Men especially would rather give themselves electric shocks than sit quietly in a room and think! (88) 64. Synesthesia is a condition where stimulation of one sense automatically evokes a perception of another sense. People with synesthesia might “taste” words, “smell” sounds, or see numbers as colors. While it’s not known exactly why this occurs, the prevailing theory is that these brains have hyper-connectivity between sensory areas in the brain. (89, 90) 65. The human brain is extraordinarily complex and consequently can go awry in some spectacular ways. Some of the strangest disorders include exploding head syndrome disorder (hearing phantom explosions in your head), Capgras syndrome (thinking loved ones have been substituted by impostors, robots or aliens), and Cotard’s syndrome (believing you are dead). (91) 66. Savant syndrome is a condition where those with serious mental disabilities have an “island of genius.” The most common areas of genius fall into one of these categories: music, art, mathematics, mechanical, or spatial skills. (92) 67. Most savants are born that way, but a brain trauma can cause acquired savant syndrome where ordinary people suddenly develop genius-level abilities they didn’t have before. (93) 68. Brain cells need a constant supply of fuel to stay alive, yet they lack the ability to store energy. Fortunately, there’s a backup system. Your liver breaks down stored fat to produce ketone bodies that can be used as a substitute fuel when commonly-used blood glucose is not available. (94, 95) Brain Facts That Are Just Plain Weird And there are some facts that may just make you smile at the seemingly miraculous wonder that is our brain. 69. The brain in your head isn’t your only brain. There’s a “second brain” in your intestines that contains 100 million neurons. Gut bacteria are responsible for making over 30 neurotransmitters including the “happy molecule” serotonin. (96) See Amazon for best selection & value Related on Be Brain Fit — Serotonin Deficiency: Signs, Symptoms, Solutions 70. Some scientists believe zombies could actually be created. They think it’s possible that a mutated virus or parasites could attack the brain and rapidly spread throughout large populations, essentially causing a “zombie apocalypse.” (97, 98) 71. It’s not your imagination. Users of Apple devices really are different than those who use Android products. MRIs reveal that Apple products stimulate the “god spot” in their users’ brains — the same part of the brain activated by religious imagery in people of faith. (99) 72. Few facts about the brain are as strange as the posthumous story of Albert Einstein’s brain. The pathologist who performed Einstein’s autopsy kept the brain in a jar in his basement for 40 years. Eventually, he made a cross-country trip with the brain in a Tupperware container to deliver it to Einstein’s granddaughter. You can read the full story about one of the most bizarre road trips ever in Driving Mr. Albert: A Trip Across America with Einstein’s Brain. (100) Human Brain Facts: Take the Next Step The facts are clear. The human brain is a marvelous, if imperfect, organ. We hope that this knowledge compels you to a greater appreciation and deeper sense of responsibility for the care of your brain. To learn more about any of the brain facts in this article, click on the citation links (those numbered links at the end of a paragraph). In the webpage that appears, you’ll find the study, recognized authority, or expert opinion that supports and expands on that fact.

Welcome to our lesson for July 2, the Parable of the Good Samaritan. What a wonderful story about what it means to be a neighbor and our responsibilities as followers of The Way to help those around us. If you’re at FBC Greenville, you might want to include time in your morning to go visit the Good Samaritan statue near the remembrance garden. Here are some wondering questions. I’d love to share the children’s responses in our weekly newsletter. Thank you for writing down their responses. 1. I wonder who is the neighbor to the person who was hurt, had everything taken from him, and was left by the side of the road half dead? 2. I wonder what would happen if the person finding the injured traveler were a child? 3. I wonder what it means to be a neighbor. 4. I wonder if you’ve ever had anyone be a neighbor to you like this Samaritan was to the hurt man. 5. I wonder if you’ve ever been the one who was the Good Samaritan? Idea Sparkers for our Gift to God Time Here are some ideas for the parable itself: 1. Make get well cards as a way to help others, like the Good Samaritan in the story 2. Act out the story. 3. Make a collage or drawing on who is our neighbor. 4. Make a collage or drawing on How I Can Be a Good Samaritan. 5. You could also go with the What Would Jesus Do theme. Make a bracelet with WWJD, or a mural of the story, or act out scenes of different conflicts and ask the question, “What would Jesus do?” 6. If you’ve visited the Good Samaritan statue, why not ask the children if they’d like to try to make their own with play dough or quick dry clay? See more art response ideas at my Pinterest Page, here. Thanks for all you do!

These three problems reinforce the concepts of Greatest Common Factor and Least Common Multiple learned in yesterday's lesson. Teaching Note: Greatest Common Factor is a prerequisite skill for today's lesson. My classroom is normally set up in six groups of 4-5 students. In today's engagement activity, I will provide each of the six groups with 27 cubes presented as a set of 12 and a set of 15. I will then ask the students to create a rectangle with each set of cubes using the following criteria: The rectangle created with each set of cubes needs to use all of the cubes. In addition, both rectangles need to be created with the same number of rows. Once the student have figured out how to create the rectangles, I will ask the following questions: As I listen to to my students answer these questions, I am looking for students to tell me that they can represent what they see in the following ways: If I do not receive this response from my students, I will use more probing and strategic questions to help them arrive to this conclusion. For example, I might offer a leading questions like: In today's instructional piece, I want to truly help my students understand the concept of distributive property. To do this, I will first present the students with the actual explanation/definition of the distributive property. I share some of the teaching moves that I will use with my students in my Distributive Property video. The distributive property involves the operations of multiplication and addition or multiplication and subtraction. When we use the distributive property, we are multiplying each term inside the parentheses with the term outside of the parentheses. The distributive property, which is displayed below, holds true for all real numbers a, b, and c. Also notice that, if you view the formula in the opposite direction, we are just taking out the common factor of a. Let's start with a simple application in arithmetic: 5(3 + 5) Using the distributive property, we simplify as follows: 5(3) + 5(5) = 15 + 25 = 40 During the presentation of this explanation, I want to drive home the meaning of the word distribute and how it applies to this situation. I want to make sure that my students see that the factor on the outside of the parenthesis is being distributed evenly among the terms on the inside of the parenthesis. After providing my students with this definition/explanation, I will ask them how does the activity that we completed today apply to the distributive property. It is my hope that they will see that the number of rows are representative of the a in the example above and that the number of columns are representative of the b and the c in the above example. Next, I will complete one example to ensure their understanding of the presented material. The example I will use is 16 + 24 Using the above expression, I will demonstrate to students how to factor using the distributive property. I want to make sure that the students understand the following: For example, 16 and 24 have a common factor of 2, 4, and 8... all of these factors can be used but, we should be using the greatest common factor at all times therefore, To try out this concept of distributive property, I will have my students complete the following 4 problems from Try It Out: Factor the following expressions using distributive property. 1.) 21 + 12 2.) 28 + 16 As my students work on problems 1 and 2, I am on the lookout for whether or not my students identify the greatest common factor before factoring. Use the distributive property to simplify the following expressions. 3.) 5(4 + 7) 4.) 9(7 + 3) I hope that my students are careful when following the algorithm for distributing. There may be some students who distribute the number that is on the outside of the parenthesis to the first term on the inside of the parenthesis only. I like to start with arithmetic expressions, even though we are breaking order of operations, because my students are able to check their own work. While my students are completing these problems, I will be traveling the room checking their work for accuracy. Should I find that several students are making similar mistakes then, I will take the time to reteach and/or address any misconceptions. To explore the Distributive Property a little more deeply further, my student will complete this Exploration Worksheet. I will ask them to complete this work in pairs. The problems in this worksheet are similar to the work completed for the Try It Out section of the lesson. They will need to factor using the distributive property and they will also have to use the distributive property to simplify an expression. In this activity, I also ask my students to show what is happening in each problem using an area model. To close out this lesson, I will have selected student pairs to come to place their work underneath the document camera. They will need to explain what they did to solve the problem that they are presenting. They will be expected to do the following: The observing students will need to ask questions and critique the work of their peers. I will also be asking questions and critiquing the work. The type of questions that I will be asking will be strategic in nature, designed to provoke thought and and aide in students in being thorough and precise in their explanations. Questions that I might ask to promote thoroughness and precision:

When medical researchers study the migraine condition, they often focus on systemic issues. Migraines are caused by vascular and neurochemical irregularities, but there is also a strong behavioral factor associated with migraine episodes. In 2009, researchers from the University of Manitoba in Canada took a close look at more than 4,000 German patients who were diagnosed with at least one mental health disorder. This research study revealed that 11 percent of the patients surveyed had also been diagnosed with migraines, a percentage that is actually lower than in populations that have not been diagnosed with emotional conditions. That migraines can occur in patients who have been clinically diagnosed with mental disorders can be explained with one neurochemical theory of enzymes that fail to deliver messages to the brain that prompt certain physiological and behavioral reactions. The University of Manitoba study also took a look at the causal relationship between migraines and two common emotional disorders: anxiety and depression. As expected, many patients who live with the migraine condition experience a certain level of anxiety as they fear the onset of a terrible headache episode. This anxiousness can turn into depression after just one episode, and it can become recurrent. When looking at health statistics of migraine patients, we will find depression and anxiety in more than 80 percent of patients, and this percentage is even higher among patients who suffer from chronic migraines preceded by an aura phase. In many cases, dealing with migraines for many years is bound to cause anxiety and depression, but this is not always a behavioral causality. Migraines and DepressionA typical scenario among chronic migraine patients involves the following: - The patient feels stressed - A visual or auditory aura develops - Anxiety sets in at the thought of an impending episode - A headache sets in - The patient feels depressed afterward If you think that the scenario above is simply a behavioral pattern, you need to consider genetic studies that have determined that some people are born with a gene arrangement that can influence both migraines and depression. The anxiety part is mostly behavioral, but the migraines and depression are more likely to be of a neurochemical nature. In other words, patients who suffer from migraines from an early age are likely genetically predisposed to also suffer from depression. For this reason, some physicians prescribe antidepressants to migraine patients who do not exhibit symptoms of depression. Studies have shown that the flow of serotonin not only causes depression but also migraines. Stress and Bipolar Behavior Some migraine patients are known to experience deep mood swings that correlate to serotonin depletion, which can be measured in their urine. When serotonin levels plummet, a person's behavior can turn manic depressive. Some migraine patients are able to channel their anxieties positively, and they may seem like very happy people before they suffer from headache episodes. When their serotonin decreases to unhealthy levels, they may even consider suicide since they do not feel any reward in continuing to live. This bipolar behavior is a reality for many migraine patients, and it can be controlled to a certain extent with medications and behavioral modification therapy. Stress has a strong causal relationship with the migraine condition and its behavioral impact. Stress is the most common trigger of migraine episodes, and it also exacerbates anxiety and depressive episodes. The worst thing that a person who suffers from both migraines and emotional imbalances can go through is continuous stress. Thankfully, stress is an outside factor that can actually be controlled by patients to a great extent. Stress itself is not a problem in and of itself; how we allow it to impact our lives is the issue. This is especially the case with migraine patients, who must learn to reason that feelings are not facts, and that their reactions to stress can actually determine their quality of life.

Yoga is the practice of gentle moving and combines three elements: asanas (the physical poses and dimensions), controlled breathing and a short period of deep relaxation and meditation. Growing research supports yoga can help decrease symptoms of depression and anxiety and increase overall mental health. Using these elements, our bodies form a relaxed state and increase the endorphins that flow in our brains. Ashley Turner, licensed psychotherapist and yogi, claims “Yoga is a psychology — the whole practice helps us work with the nature of the mind, the nature of being a human, how emotions live in our bodies, how they affect our behavior and our minds,” says Turner, who reveals that yoga helped her recognize and cope with her own low self-esteem. “This course is reclaiming the deeper roots of the practice, not just asana — the mental and emotional benefits.” Here are 5 ways yoga benefits your mental health: - It helps build self-confidence Unmanaged and chronic stress have a profound effect on self-confidence. Chronic stress causes mood and appetite changes. Over time, these symptoms can lead to overeating and overall discomfort in our body’s appearance. Yoga promotes the strength and flexibility in our bodies. Long-term yoga practice can increase these factors and therefore increase self-esteem. Nothing like feeling strong and happier about ourselves when we look and feel good! In a four-year qualitative study conducted by Marc B. Schure,John Christopher, and Suzanne Christopher, students indicated that their response to fear, anxieties, doubts and other negative emotions became simpler to let go of. Many stated their sense of awareness increased, allowing more positive feelings to enter their lives. These same participants experienced greater empathy towards others. - Helps tame our stress response In 2008, researchers at the University of Utah presented results from a study with yoga and pain. Their results noted “that people who have a poorly regulated response to stress are also more sensitive to pain. Their subjects were 12 experienced yoga practitioners, 14 people with fibromyalgia (a condition many researchers consider a stress-related illness that is characterized by hypersensitivity to pain), and 16 healthy volunteers.” Our stress and pain tolerance are closely related. - Improves mood Research suggests yoga improves our mood. According to a Harvard Health study, “at the end of three months, women in the yoga group reported improvements in perceived stress, depression, anxiety, energy, fatigue, and well-being. Depression scores improved by 50%, anxiety scores by 30%, and overall well-being scores by 65%. Initial complaints of headaches, back pain, and poor sleep quality also resolved much more often in the yoga group than in the control group.” If you’ve ever tried your hand at yoga, you’ve probably felt a similar sense of increased overall well-being – it works. Yoga is a gentle art and should be practiced with care and gratitude towards your body. The effects yoga has on mental health are growing. Experience for yourself and notice the profound effects yoga has on overall mind, body and soul. Subscribe to BuddhiBox and get a monthly box delivered with all the yogi wellness essential to inspire you to get your Buddhi on the mat! Subscribe now: www.buddhiboxes.com/subscribe-yoga Brown RP, et al. “Sudarshan Kriya Yogic Breathing in the Treatment of Stress, Anxiety, and Depression: Part II — Clinical Applications and Guidelines,” Journal of Alternative and Complementary Medicine (Aug. 2005): Vol. 11, No. 4, pp. 711–17.

Hyperspectral imaging for food quality analysis and control provides the core information about how this proven science can be practically applied for food quality assessment including information on the equipment available and selection of the most appropriate of those instruments. Applications of hyperspectral imaging to food quality and safety hyperspectral imaging is a powerful tool for the identification of key wavebands in the development of online automated multispectral imaging systems consequently it finds widespread use in research for the development of multispectral inspection tools. Hyperspectral imaging provides the opportunity to apply this approach to new applications and provides a unique way to measure for example the distribution of moisture and fat in complex food samples states dr martin whitworth principal scientist at campden bri responsible for leading image analysis research. Hyperspectral imaging for food quality analysis and control details based on the integration of computer vision and spectroscopy techniques hyperspectral imaging is a novel technology for obtaining both spatial and spectral information on a product. Hyperspectral imaging technology a non destructive tool for food quality and safety evaluation and inspection applications in the food industry for quality and safety evaluation and inspection these hyperspectral imaging for food quality analysis and control academic press elsevier san diego california usa 496 pp isbn 978 0 How it works: 1. Register a Free 1 month Trial Account. 2. Download as many books as you like ( Personal use ) 3. No Commitment. Cancel anytime. 4. Join Over 100.000 Happy Readers. 5. That's it. What you waiting for? Sign Up and Get Your Books.

Featured Journal Content Nov 24, 2018 Volume 392 Number 10161 p2237-2324 The state of vaccine confidence Heidi J Larson On Oct 17, 2018, WHO reported 52,958 measles cases in the European region since the beginning of 2018, which is more than double the 23 757 cases reported for Africa in the same period.1 The USA reported about 80 000 influenza deaths and a record high of over 950 000 influenza-related hospital admissions during the winter of 2017–18. 2 Overall, seasonal influenza vaccination coverage in the USA in adults was only 37·1%, 6·2% lower than the 2016–17 season.3 In Europe, 29,464 of the measles cases were in Ukraine,4 where a combination of anxieties about vaccine safety, historic distrust in government, and a health system needing reform5n converged to create fertile ground for the outbreak. In England, too, by the end of October, 2018, there were 913 measles cases,6 largely among teenagers and young adults who missed their childhood measles, mumps, and rubella vaccination because of parental anxieties over a decade ago. The 2018 European measles outbreak should not be a surprise. In 2016, a global study on vaccine confidence found that vaccine scepticism was highest in Europe. 7 There were more than 37 measles-related deaths reported in countries across Europe in the first half of 2018, with the highest number of deaths in Serbia at 14. 8 Complex determinants of vaccination, such as alternative health beliefs, politics, histories, trust, relationships, and emotions, contribute to the overall stagnation of childhood and adult vaccine uptake globally. Vaccine anxieties are not new, but the viral spread of concerns, reinforced by a quagmire of online misinformation, is increasingly connected and global. Although the USA reported only 143 measles cases by early October, 2018,9 there are growing anti-vaccine networks and vaccine refusals and increasing numbers of non-medical vaccine exemptions.10 In 2015, after an outbreak in California, measles spread across multiple US states, causing 188 cases largely among those who were unvaccinated.9 This outbreak became a tipping point for pro-vaccine parents who organised a movement to overturn the personal-belief exemption in California. The emotional appeal of a young boy named Rhett with leukaemia, dependent on others to be vaccinated, lent a powerful voice to the movement and the State Assembly passed the senate bill. Vaccine critics share emotional stories and personal testimonies using YouTube and Facebook as platforms. In this case, the story of Rhett was a powerful way to change minds in support of vaccination. In Italy, concerned teachers similarly mobilised to urge the government to keep compulsory vaccination intact because they did not want unvaccinated children in the classroom. 11 Initiatives like these need to be championed as examples to motivate others. What else can be done? The international public health community and national immunisation programmes have increasingly acknowledged the seriousness of growing vaccine hesitancy. In November 2011, the WHO Strategic Advisory Group of Experts (SAGE) on Immunization expressed concerns about growing vaccine reluctance and the Working Group on Vaccine Hesitancy was set up in March, 2012. 12 In February2013, the US National Vaccine Advisory Committee established the Vaccine Confidence Working Group. 13 These groups have produced analyses on the drivers of vaccine hesitancy and strategies to shift the tide of reluctance. In Europe, the European Commission is supporting a joint action involving 23 countries to strengthen vaccination efforts, with a key focus on vaccine hesitancy,14 and the European Centre for Disease Prevention and Control produced a Catalogue of Interventions Addressing Vaccine Hesitancy, 15 among other reports investigating the issue. These initiatives have changed the policy landscape and created an openness for political and programmatic changes. But investments and other actions are needed to move analyses into action. First, investment is needed at local levels to monitor public sentiments and fund the resources to respond. Although there are some common vaccine concerns and anxieties globally, specific local issues will differ. Resources are needed for immunisation programmes to undertake local research to better understand specific issues and to identify the key influencers and the emerging issues before they become crises. Second, investment is needed for piloting and implementing strategies to find out what works best. There is a wealth of new research and proposed solutions to address vaccine hesitancy and build confidence. Many of these suggested interventions, such as motivational interviewing, innovative uses of social media, mapping and engaging trust networks, need to be trialled in different contexts to understand what works and then tailored to be taken to scale. Third, dialogue, including through social media, is important. Public health officials too often shy away from social media, but they and other relevant stakeholders need to go where the discussions are happening and where influence is being leveraged. Social media engagement can help.16 Fourth, more opportunities need to be created—eg, in clinics and schools—for parents and other stakeholders to discuss their questions and concerns. The power of listening and dialogue should never be underestimated.17 Having someone available to answer questions in clinic waiting rooms or in community settings can help mitigate anxiety and allow hesitant parents to feel that their concerns are being listened to. Finally, more support is needed for those on the front line of questioning. If there are good listening mechanisms—whether face-to-face discussions in clinics or other settings or through media monitoring— anticipating questions and preparing answers in advance can support health-care workers and officials who are confronted with difficult questions.18 Although there are some positive initiatives to address vaccine hesitancy, the spread of misinformation is moving quickly and boldly, appealing to emotions and heightening anxieties. Building vaccine confidence goes beyond changing an individual’s mind. The dissenting voices have become highly connected networks, undermining one of the most effective disease prevention tools. We need globally and locally connected positive voices and interventions that are vigilant, listening, and have the resources and capacity to respond. [Citations available at title link above]

You want your child to learn to code. Your child isn’t that interested. It’s quite common. Many parents ask us if we have ammunition that they can use to convince their child to learn to code. Something they can show their kids. That is why we have compiled these videos that will move your child to consider learning to code. Best way to engage someone is to start with where their current interests lie. That is why this list is organized based on interests. 1. For Everyone! The video that started the coding for kids revolution. Starring Bill Gates, Mark Zuckerberg, will.i.am, Chris Bosh, Jack Dorsey, Tony Hsieh, Drew Houston, Gabe Newell, Ruchi Sanghvi, Elena Silenok, Vanessa Hurst, and Hadi Partovi. (5 mins) 2. Dance & Code “For the longest time, code was completely separate from dance. I never really put them together. And they were two completely different worlds until a few years ago when I got the idea to combine code and dance to create iLuminate.” 3. Videogame & Code “I make a lot of things with code but they all go into one thing, which is a video game. There is more to video games that throwing a football around or driving a fast car. The great thing about making a video game is that it encompasses just about every creative activity that you can imagine.” 4. Animation & Code “There is a million things you can do with code in animated films. You can use code to make a leaf flutter. You can make a giant head of red curly hair that moves appropriate with the character. You can make water. You can make schools of fish with code. You can have a car drive on a road with code. You can make cloth that moves with the characters. There are so many things you can do with it. It goes on and on and on”. 5. Fashion & Code “I live in New York and I work at the intersection of fashion and technology. In order to dream big in the field of future fashion, it is essential to know a little bit about code. In the future, clothing will be fully responsive to our bodies. The building blocks of all of these innovations are having an understanding of code. I truly believe that if you get involved with code now you will be able to help build the future of the fashion industry.” 6. Music & Code “If you want to make beats, I would start off putting loops together. It is sort of like you are building something in legos. You are putting together a whole bunch of things to build one song. I am wondergirl and my music is made with code.” After viewing this, if your child gets inspired to learn to code, explore if CodeWizards is right for them.

So Close and Yet So Far Whether you’re a motivated traveler or you’re just starting to discover the joys of exploration, there are some places on the planet you’ll probably never see with your own eyes. These top seven remote destinations are so secluded, inhospitable or hard to get to that you’ll most likely never visit them. - Java, Indonesia The city of Java, Indonesia, is located on one of the most active volcanos in Indonesia. The infamous Merapi volcano erupts twice per year on average, leaving homes and lives ravaged. Despite the imminent risk of a large volcanic explosion, approximately 500,000 still live within the volcano’s immediate vicinity. - Pitcairn Island, United Kingdom The island of Pitcairn is the largest one in the Pitcairn archipelago in the United Kingdom. It’s a small piece of land that’s only about 4.5 square kilometers (just under three miles). The first Pitcairn Island settlements were founded in the late 18th century. Now, only about 50 people make the island their home. There are no consistent means of transportation leading to and from the island, so it’s difficult for tourists to explore it. - La Rinconada, Peru Few settlements in the world are as extreme as La Rinconada, Peru. This small, rugged town is located 5,100 meters above sea level, in the middle of the Alps. The original settlers who founded the area were attracted by the discovery of gold ore. Surprisingly, the tough little town continues to grow steadily, despite extremely harsh conditions, thin air and lack of a developed sewer system or water supply. If you wish to visit this cold, gold-hungry town, you will need a guide. It’s nearly impossible to find the town on your own. - Tristan da Cunha, United Kingdom Hidden on a remote island in the southern part of the Atlantic Ocean, the Tristan da Cunha settlement is one of the United Kingdom’s most well-kept secrets. Only about 250 people live here, and it’s not difficult to see why. Although the island is picturesque, it is located more than 3,300 km (2,050 miles) from South America’s coast and more than 2,800 km (1,700 miles) from South Africa’s coast. Those who currently live on the island descended from the original settlers. Island residents only rarely see outsiders, when the occasional researcher or tourist visits the island by air or fishing boat. - Motu, China The only thing connecting the Motu settlement to the rest of China is a rickety, 200-meter long suspension bridge. Avalanches and mudslides destroyed all other roads that once allowed access to the isolated town. Unyielding Tibetan mountains frame the area and prohibit access from any route other than the bridge, which was built more than 100 years ago. Locals believe the area is so difficult for outsiders to reach because it’s sacred. - Verkhoyansk, Russia Verkhoyansk, Russia, is so cold that political exiles have long been sent there as punishment for their crimes. More than 1,100 people live in this city, which has been named the coldest city in the world. The average annual temperature is -18.6 degrees Celsius. The coldest recorded temperature in the city was -67.6 degree Celsius (in February 1892). Despite its frigid climate, local residents love the city and many refuse to leave. - Ciudad Juarez, Mexico Ciudad Juarez, Mexico, may not be that difficult to get to, but it is one of the most inhospitable cities on the planet for tourists. The city is quite literally owned by large criminal groups that regularly get involved in large, violent clashes. Every day, an alarming amount of crimes and murders are reported, with many affecting regular citizens and tourists. Share your experiences in our comments section below!

What is Cultural Evolution? Cultural evolution is the change of culture over time. If we define culture as "information capable of affecting individuals' behavior that they acquire from other members of their species through teaching, imitation and other forms of social transmission,” cultural evolution is fundamentally just the change of culture over time. The core idea of cultural evolution is that cultural change constitutes an evolutionary process that shares fundamental similarities with – but also differs in key ways from – genetic evolution. As such, human behavior is shaped by both genetic and cultural evolution. The same can be said for many other animal species; like the tool use of chimpanzees or Caledonian crows or the complex social organization of hives for ants, bees, termites, and wasps. The members of this society study culture change using the concepts and methods pioneered by Darwin in the nineteenth century and subsequent evolutionary theorists. In this conception, culture constitutes a system of inherited variation that changes over time in response to various directional and non-directional processes. Societies can be thought of as a population of individuals that we can characterize in terms of the frequency of the cultural variants individuals express in the population at any point in time or as patterns of cultural variation among individuals within groups. As time progresses, many factors impinge upon the population to change the frequency of the cultural variants expressed in the population, including selection-like transmission biases, natural selection, migration, drift, transformation and invention. For example, someone in the population may either invent or acquire from another society a new and better skill, such as a new way to make string and rope that is faster than the currently common technique and results in stronger cordage. This new skill will tend to increase in the population, perhaps because (a) users can sell more cordage than competitors and use the resulting proceeds to rear larger families who then perpetuate the new technique; and also because (b) unrelated individuals become aware of the new skill and its success and imitate those who have this skill. To study cultural evolution formally from this perspective means we must set up an analytical accounting system to keep track of the increase or decrease in the frequency of cultural variants in order to establish the causes of frequency change. There are a variety of ways this is done by researchers across the biological and social sciences, as well as the humanities. The concrete reasons for cultural changes in a particular population are almost endlessly complex and diverse. To achieve some generalizable knowledge, we typically impose a taxonomy that collects the diverse concrete reasons into classes with similar dynamic properties. The impact of skill on the size of family one can raise may be attributed to “natural selection.” The processes of selectively imitating people who display a successful variant might be attributed to “biased transmission” or “cultural selection.” Biases, in turn, come in many varieties. A new form of speech, for example, might be acquired from someone we consider prestigious or charismatic. Other processes may have no inherent direction, such as cultural drift (by analogy to genetic drift). Even good evolutionists sometimes speak in terms of evolutionary “forces,” such as natural selection and biased transmission, as if they were similar to gravity. As an analogy, this usage is harmless enough, but it certainly should not be taken literally. The force of gravity is a deep, universal physical law. Evolutionary forces are the outcome of diverse processes which interact to influence survival and reproduction. They have enough in common to permit a relatively small set of mathematical models, with roughly similar structure, to fit the data. Under closer examination, however, evolutionary forces have none of the universality and tidiness of the inverse square law and universal gravitational constant, and are to this day the focus of ongoing study. The forces of cultural evolution are no exception.. The “forces” usage often troubles humanists and scientific historians, who usually stick close to the details of particular cases of cultural variation and cultural change. Past attempts to formulate laws of history have had a checkered record, to say the least. Accordingly cultural evolutionists are well aware of the differences between concrete instances of genetic or cultural evolution and the abstraction involved in synthetic analyses based on the estimation of evolutionary forces. Even if reasonably robust findings emerge from our collective efforts, they are unlikely to fit any particular case perfectly. As well as the study of changes in cultural variation within populations (cultural ‘microevolution’), we can also study cultural evolution over long time periods and at or above the level of the society (cultural ‘macroevolution’). There are many methods for doing the latter. Some cultural domains, such as languages, can form tree-like ‘phylogenies’ similar to the ancestral lineage of a species. This is Darwin’s notion of ‘descent with modification’. The comparative method can, given some quite stringent assumptions, be used to compare cultural variation across societies taking into account shared history. Population-dynamic models from ecology can be adapted to study the dynamics of human societies, and optimality modeling can be used to identify behavioural optima as these shift over time and differ among individuals. Ideally, micro-level and macro-level work will be pursued within the same framework as in the biological sciences, rather than as separate endeavors as they so often are in the social sciences and humanities. Our membership is comprised of researchers and practitioners from a wide variety of fields. We study cultural evolution using tools that look inward at cognitive and social learning processes (as occurs in the cognitive and behavioral sciences), as well as those that look outward at emergent social processes (as might be done in sociology, history, economics, or the humanities). We strive to be inclusive of this diversity for methodologies, tools, and data sets while recognizing the importance of a Darwinian approach to the change processes involved in each circumstance. To learn more about cultural evolution, you can explore the resources we provide here on our website. You are also encouraged to become a member of this society if you have not already done so.

Primary source collections exploring topics in history, literature, and culture developed by educators — complete with teaching guides for class use. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee. To give feedback, contact us at email@example.com. You can also suggest a primary source set topic or view resources for National History Day.

Today I want to explain how to draw a car in simple steps, you must know that a car is complicated to draw, but once you understand the universal system, you will be easier to splash any type and model of car. We will start with a car positioned at three quarters the model that we will have to draw is what you see below: The first step you will have to perform is first to draw the table top with a simple horizontal line and then draw a flat oval suspended in the air. See the image below: The next step will be to splash the front bonnet trying to identify the mid-line, you must know that the cars are perfectly symmetrical so it is very important to draw a central line to have a reference point and to draw the whole body symmetrically. Now you have to draw the wheels that have the same thickness from this point of view and you have to draw only three because the fourth is covered and then you can not see, you will skip the position of the headlights and you will delineate the profile of the car. Now you will trace the roof line and the back of the bodywork. Now you will have to delete the unnecessary lines of construction and be careful not to delete the main ones of the design, you will have to have a result similar to what you see below. Now you have to start drawing details such as the door handles, the windows, the light clusters, the bumper, and darken the tire and the shade under the car. Continue designing the details by adding the interior of the passenger compartment paying attention to darken it for good, the lines that make up the design of the car, the emblem of the front with the chrome grille and the alloy circles. Finally you will complete the whole with the chiaroscuro to the bodywork that will help you to give a more real and voluminous aspect.

Eponyms are normally assigned in recognition of exceptional contributions to a field, usually posthumously. There are at least seven programming languages which have been named eponymously, including: - occam – after William of Ockham, 1285-1347 and “Ockham’s Razor”; - Pascal – Blaise Pascal, 1623-1662; - Ada – Ada Lovelace (Augusta Ada King-Noel, Countess of Lovelace), 1815-1852; - Erlang – Agner Krarup Erlang, 1878-1929; - Haskell – Haskell Brooks Curry, 1900-1982; - Goedel/Gödel – Kurt Gödel, 1906-1978; - Turing – Alan Mathison Turing, 1912-1954. I was taken aback to be invited to try out a newly-released high-level programming language, the brainchild of Stephen Wolfram (1959-), marketed by his eponymous corporation, Wolfram Research, and already named Wolfram after him. Developed from the language used in Mathematica, another commercial product of Wolfram Research, it is now being offered in a range of packages, as priced here and here. Disappointingly, it is being offered only under an ‘Adobe Tax’ model, in which you have to pay rent to the vendor in order to be able to use their product. It is not cheap either: the non-commercial ‘Wolfram Programming Lab’, designed to teach programming, has a free cloud-only version, but otherwise starts with a Standard edition costing £15 per month, billed annually (that’s £180 per year, plus taxes), and brings you a maximum of 1,000 Wolfram/API calls per month. If you want to undertake commercial development, then you will need one of the Development Platform packages, such as the Developer at £20 per month billed annually (£240 per year, plus taxes) with 1,000 Wolfram/API calls per month, or the recommended Producer package for £70 per month (£840 per year, plus taxes) with 2,000 Wolfram/API calls per month. The restriction on Wolfram/API calls is particularly odd, and harks back to time-sharing computer systems, when jobs were billed by CPU time. The gist is that this is the first programming language that, the more you use it, the more you must pay. The number of calls offered by the developer packages seem paltry compared with various editions of Mathematica, for which the standard monthly allowance is 6,000 Wolfram/API calls. While I wish Stephen Wolfram every success with these products, and his continuing self-promotion, I shan’t be taking up his offer, nor signing up to pay his implementation of Adobe Tax. Perhaps that really does deserve its own eponym of Wolfram Tax.

Eve was deceived. Adam chose his wife above the Word of God and rebelled. God never intended Adam and Eve to experience evil. He desired they only know Him and enjoy Him forever. God wanted them, as He wants us, to fully and intimately know and experience good without the knowledge and experience of evil. Instead of the promised freedom, they had knowledge of the bondage of death. Adam and Eve now had the full knowledge of good and evil. And the eyes of them both were opened. Nothing externally changed with them. Yet they knew that they were naked. “So what?” They were naked before they ate the fruit and they were still naked. There were no other humans to see their nakedness. Except perhaps for the serpent, the animals did not care. The Lord God had created them and understood them intimately. So why was their first reaction to make aprons of fig leaves? There in the garden, what was wrong with being naked? The Scriptures do not say, they felt they were naked, but that they knew they were naked. Though they certainly felt shame, the important fact was not the change in the way they felt. Rather it was a change in their understanding. “Upon this they perceived that they were become naked to one another; and being ashamed thus to appear abroad, they invented somewhat to cover them; for the tree sharpened their understanding; and they covered themselves with fig-leaves; and tying these before them, out of modesty, they thought they were happier than they were before, as they had discovered what they were in want of.” Josephus The most important point in understanding this passage is not available in English. The Orthodox Jewish Bible contains a number of transliterations of critical words. And they were both arummim (naked ones), the adam and his isha [woman, wife], and were not ashamed. Now the Nachash [Serpent] was more arum (cunning, crafty, wiley) than any beast of the sadeh … And the eyes of them both were opened, and they knew that they were eirummim (naked ones); Bereshis 2:25-3:1& 7 Orthodox Jewish Bible Now the man and his wife were both naked (nude) and were not ashamed. Now the serpent was more crafty (shrewd) than any beast of the field …Then the eyes of both of them were opened, and they knew that they were naked; (nude) Genesis 2:25-3:1 & 7 (NASB) I added the words “nude” and “shrewd” to point out that in Hebrew this is the same word in all three places. In the LXX (Septuagint) they are different words, so we know that the English translations are correct for meaning. The LXX and the various translations have the correct meaning, but they miss the important word play. The serpent was also naked (nude) and Adam and Eve were also crafty (shrewd). The serpent was crafty in the sense of naked. We use the word “naked” or “candid” the same way today, as in “the naked truth,” meaning complete and unembellished. Now the serpent was more naked (secondary meaning) than any beast of the field. Yet what he told Eve, though designed to sound honest and truthful, was completely dishonest. This word play also explains the embarrassment of Adam and Eve. They understood that they were tricked, deceived. English poetry uses rhymes and meter to create images and convey meaning. This is illustrated in the above use of “nude” and “shrewd.” To a lesser extent it uses homophones, words that sound alike but have different meanings, such as road and rode. In the Romeo and Juliet example above, “a grave man,” the word “grave” meaning both “serious” as in seriously injured, and “dead” or in a grave. Hebrew poetry relies much more heavily on wordplays and homophones and the original Hebrew words are a strong example of that. “Partly, whilst ye were made a gazingstock both by reproaches and afflictions; and partly, whilst ye became companions of them that were so used.” (Hebrews 10:33) From ISBE “In Hebrews 10:33, ‘gazingstock’ is the translation of theatrizo, ‘to bring upon the theater,’ ‘to be made a spectacle of,’ ‘made a gazing stock both by reproaches and afflictions’; compare 1 Corinthians 4:9, theatron ginomai, where Paul says the apostles were ‘made a spectacle unto the world,’ the King James Version margin ‘(Greek) theater.’ The reference in both instances is to the custom of exhibiting criminals, and especially gladiators, men doomed to death, in theaters. ‘In the morning men are exposed to lions and bears; at mid-day to their spectators; those that kill are exposed to one another; the victor is detained for another slaughter; the conclusion of the fight is death.’ (Seneca, Ep. vii, quoted by Dr. A. Clarke on 1 Corinthians 4:9). We are apt to forget what the first preachers and professors of Christianity had to endure.” Adam and Eve were therefore made aware that they were exposed, nude, to the entire spiritual world. Possibly spiritual beings, such as Angels, had been observing them all along, and those in rebellion with Satan were already jealous of their relationship with God and lustful over them, watching them the way wild beasts and gladiators in the arena sized up their future prey or opponents. Graham Hancock (In Supernatural: Meetings with the Ancient Teachers of Mankind) has a different point of view which actually might support this. In His book Supernatural, he believes that the fruit Adam and Eve ate “sharpened their understanding” (Josephus) through a psychotropic effect. In some way it gave them what we would call a “high” that opened doors to spiritual understanding. There is an anthropological and archaeological theory, briefly outlined in Chapter One, that seems to offer at least a partial answer to this question. According to this theory prehistoric rock and cave art around the world expresses mankind’s first and oldest notions of the supernatural, of the “soul”, and of realms of existence beyond death – notions that took shape in “altered states of consciousness” most likely brought on by the consumption of psychoactive plants. It allowed them to “see” things that our material eyes cannot see, such as angels with them in the garden. This position also believes that it required personal discipline, and a level of maturity which they did not have yet. One example of this is when the king of Aram sent troops to Dothan to capture Elisha and surrounded the city. “Horses and chariots and a great army” arrived at Dothan “by night and surrounded the city. Now when the attendant of the man of God had risen early and gone out, behold, an army with horses and chariots was circling the city. And his servant said to him, “Alas, my master! What shall we do?” So [Elisha] answered, “Do not fear, for those who are with us are more than those who are with them.” Then Elisha prayed and said, “O LORD, I pray, open his eyes that he may see.” And the LORD opened the servant’s eyes and he saw; and behold, the mountain was full of horses and chariots of fire all around Elisha.” 2 Kings 6:14-17 NASB Real is not the same as material. Elisha and his servant could see very real horses and chariots of firs. There were real, but not material. The dreams of Pharaoh, Joseph and Nebucadnezzar were all real, but not material. Each of these dreams predicted events that came to pass. When God finished creating the heavens and the earth at the end of the sixth day, everything was “very good.” Psychotropic plants and the tree of knowledge of good and evil were created “very good.” Cars and aircraft are good but we do not want four year olds driving or piloting them. Adam and Eve were not yet ready for these experiences. The Book of Enoch is not considered inspired but it is believed to have been written in ancient times. It speaks about spiritual beings who observed Heaven and also Earth, and could look at God’s and man’s activities there. It also hints at what may have been Satan’s original rebellion. From Chapter 2 1. “All who are in the heavens know what is transacted there … without transgressing the commands, which they have received.” 2. “They behold the earth, and understand what is there transacted, from the beginning to the end of it.” From Chapter 5 “But you endure not patiently, nor fulfill the commandments of the Lord; but you transgress and calumniate his greatness; and malignant are the words in your polluted mouths against his Majesty. You withered in heart, no peace shall be to you!” 5. “Therefore your days shall you curse, and the years of your lives shall perish; perpetual execration shall be multiplied, and you shall not obtain mercy.” If this is correct, that fallen angels observed and lusted after Adam and Eve, then the eyes of both of them were opened, and they knew that they were naked. Genesis 3:7 NASB means that Adam and Eve for the first time understood lust. The inadequate sewing of fig leaves together shows their feeble attempt to control lust. God not only agreed that Adam and Eve correctly understood the situation, but showed them that there was nothing they could do to atone for their sin. The LORD God killed an animal, an animal they had been able to talk to, but which had to die to provide an adequate covering. This leather covering was necessary to atone for their sin as well as to hide their nakedness. Also, they knew that they were naked the same way that later Adam knew his wife Eve and she bore children. The word “knew” is the same word in both instances. Adam understood lust. Let no man say when he is tempted, I am tempted of God: for God cannot be tempted with evil, neither tempteth he any man: But every man is tempted, when he is drawn away of his own lust, and enticed. Then when lust hath conceived, it bringeth forth sin: and sin, when it is finished, bringeth forth death. James 1:13-15 The immediate result of Adam eating the fruit was the understanding of sexual lust. The overwhelming desire to cover their nakedness is explained by the tradition of other spiritual beings walking in the garden. These other beings had already seen Adam and Eve naked, but Adam had just unleashed lust on the universe. Perhaps Adam opened a pathway or at least a means of communication between our universe and this nonmaterial world of evil. Perhaps this gives us the real identity of the “Ancient teachers of mankind” Graham Hancock speaks of. Excerpted From Conflict of the Ages, Part Two The Origin of Evil in the World That Was (Coming soon from Findley Family Video Publications). Image from Wikimedia Commons: An artifact known as the “Adam and Eve Tablet” was excavated from Iraq in 1846 and is now part of the British Museum collection. It is dated to be from 2200 BC and is identified as a Sumerian seal tablet. It includes a man and a woman seated on either side of a tree, with a serpent also present in the image.

Pasicles of Thebes Pasicles of Thebes (Greek: Πασικλῆς ὁ Θηβαῖος; 4th century BC) was a Greek philosopher and brother of the Cynic philosopher Crates of Thebes. He attended the lectures of his brother Crates, but he is otherwise connected with the Megarian school of philosophy, because Diogenes Laërtius calls him a pupil of Euclid of Megara, and the Suda calls him a pupil of an unknown "Dioclides the Megarian." Pasicles is said to have been the teacher of Stilpo, who became leader of the Megarian school. Thus we have the implausible (although not impossible) situation of Pasicles teaching Stilpo, Stilpo teaching Crates, and Crates teaching Pasicles. Crates named his son Pasicles.

22 essay question words and how to. Faith, Reason, and Civilization: An Essay in Historical Analysis:. A “ what” question will usually land you in the world of endless description, and while some description is often necessary, what you really should focus on is your thinking, your analysis, your insights. How to Write a Five Paragraph Essay Writing a Five Paragraph HISTORY Essay. We offer information on World War 2 History, World War 2 Facts, World War 2 Weapons, World War 2. The first - - and by far the more important!In other words, you are expected to treat history and historical questions as a historian would. How do I structure an A- Level History essay? Advice on writing style. Therefore, you must consider what it is you want to say, and use description to make that point. History Long Essay Question - Kaplan. Historical Causation: Historical thinking involves the ability to identify, analyze and evaluate multiple cause- and- effect relationships in a historical context, distinguishing between the long- term and proximate. Could someone like give an example of analysing whould help if its with my exam board but if not, its ok. Instead of considering and using the information that the document contains as “ evidence” to explore broader historical issues or contexts, the student' s focus stays squarely on the author and the text. Most writing in art history involves formal analysis of at least one work of art. Follow the instructions below to redeem the access code found in the. All History essays aim to be analytical and offer evidenced and reasoned critical discussions and conclusions, based on learning and research, rather than mere narratives or. Analyse, Explain, Evaluate. Writing about History | Writing Advice - Advice on Academic Writing When writing a historical research paper, your goal is to choose a topic and write a paper that. They can be explicit or implicit and it is not unusual for an essay question to have more than one instruction word. Analyzing an Historical Document. If we are talking about a historical topic or some sort of scientific fact, then your supporting evidence will evidently be facts taken from previous findings. This type of evidence requires analysis. Unit 1 is the more essay style one, but during my pracises I always fall short because of time! Lone Star College System 5000 Research Forest Drive, The Woodlands, TX. Writing History Essays - John Curtin Prime Ministerial Library Writing your own history essays is challenging, but need not be difficult and can be really interesting if you know the right technique. The word history comes from the Greek word historía which means " to learn or know by inquiry. History essays test a range of skills including historical understanding, interpretation and analysis, planning, research and writing. Welcome to the American Perspectives Volume I eText Website for Houston Community College. Writing a history essay - OSC IB Blogs. Consider these the primary ingredients for in- class and take- home essay exams, as well as for most essay assignments. Everything you need to get started teaching your students about racism, antisemitism and prejudice. History is far more than a collection of facts. Retaking unit 2 which is a source based exam. It takes time and thought to write a good History essay. Briefly introduce the reader to the subject. To write an effective essay,. The DBQ, or document- based- question, is a somewhat unusually- formatted timed essay on the AP History Exams: AP US History, AP European. Assignment Option 1. This essay assignment asks you to practice a key skill taught in the literature surveys: the ability to draw on relevant historical or critical knowledge to analyze and interpret the literary works studied. American culture and art to comment on America' s history of colonizing Native. BLOODY TIME AHHHHH! Chapter 6: Essay- writing course for students of history − contextual. If, for example, you got a six out of seven and missed one point for doing further document analysis, you won' t need to spend too much time studying how to. If your answer consists of analysis as well as description, is clearly. Provide an insightful comment that establishes your basis for analysis. Look in depth at each part using supporting arguments and evidence for and against as well as how these. AP US History Essay Writing Guidelines and Tips - Lake County. Speeches that move and inspire from all of History. Title Length Color Rating : Descriptive Essay - The Baseball Diamond - The Baseball Diamond Many people don' t understand the point in playing baseball. Primary texts, your grasp of the conceptual, formal and historical issues and frameworks relevant. However, if you are writing a literary analysis essay, then most likely your evidence will be quotes from the story.A critical analysis presents a careful examination of one author' s rendition of an event,. How To Write a Good History Essay | History Today Hence the first paragraph – or perhaps you might spread this opening section over two paragraphs – is the key to a good essay. Writing a Source Commentary – Musings. It is useful to begin by considering why essay- writing has long been the method of choice for assessment in history.So it' s no surprise that a common assignment in a History degree is to write a source commentary or analysis. Taking Exams | Department of History | College of Liberal Arts. This guide doesn' t attempt to help you write either descriptive or analytical essays, but rather helps you see how the two types differ. To write history well - - and to write an essay exam well - - requires you to present an argument, to offer an interpretation based upon an analysis of all the relevant evidence you. ( Example: “ The Civil War, occurring between the years 18, was the most devastating conflict in American history. Writing a history essay - Alpha History An essay is a piece of sustained writing in response to a question, topic or issue. Unfortunately, a good essay does not just consist of writing all you know on a given topic; at A- Level, examiners tend to insist on tricky things like answering the question, analysis rather than narrative and inclusion of. This is just one approach to writing history essays – if you are doing well with your current method, keep things as they are. Date Published: November. This will help you develop a better understanding of the movie. It was indicated that the presyllabus may serve as the basis for designing. It highlights the key features of planning, structuring and writing an essay. Alternative assignments of this sort can be worrying, since they' re self- evidently rather different from a standard essay. These twin goals are usually best achieved by ensuring that your essay performs two basic functions ( your. My first piece of advice to. 1 Introduction and rationale. Describe, explain, evaluate) that will tell you how to analyse the topic? Example: “ In determining whether the Civil War. Analyse, Break an issue into its constituent parts. Read and learn for free about the following article: Required works of art for AP* Art History. Chapter 5 proposed an instructional framework for designing academic writing courses, and outlined a presyllabus for the academic essay. How to avoid writing in the first person in analytical essays or. Writing an Art History Essay - Ivy Tech that can be a claim ( e. Higher history – essay writing - Kinross High School Written your essay clearly, using historical terms and appropriate language. The technique of document analysis outlined below is. , an interpretation about the meaning of a work of art) can be at heart of an essay. Describe, explain, evaluate) that will tell you how to analyse the topic? Example: “ In determining whether the Civil War. Analyse, Break an issue into its constituent parts. Read and learn for free about the following article: Required works of art for AP* Art History.Formal Analysis Paper Examples - Department of Art and Design Papers and Projects · Guidelines for Analysis of Art · Formal Analysis Paper Examples · Guidelines for Writing Art History Research Papers · Oral Report Guidelines · Art History Prizes · Annual Arkansas College Art History Symposium · Fast Facts. Very often, themes depicted in films are linked to various events. This process is called historiography— the skills and strategies historians use to analyze and interpret historical evidence to reach a conclusion. As several other answers have pointed out, there are really two different things going on in an academic or analytical context.How to Write a DBQ Essay: Key Strategies and Tips. A document may be of various types: a written document, a painting, a monument, a map, a photograph, a statistical table, a film or video, etc. The basic high school multi- paragraph essay should be. Analytical Essay Writing: Topics, Outline | EssayPro. Philosophy essay writing guide — School of Historical and. So what does writing this sort of assignment entail?How to analyze in a history essay. Formal Analysis Paper Example 1 Formal Analysis Paper Example 2 Formal Analysis Paper Example 3. Differences between Descriptive and Analytical Essays – The. How to analyze in a history essay.6500 MAPS | HELP | JOBS | ACHIEVING THE DREAM |. Unit 2 Poverty and public health. How to Approach the AP U. It is because of the emphasis on evaluation and analysis in the writing of history, that it is essential to acknowledge sources used in your work through. However, there may be some of you looking for fixes for your essays. Edexcel AS level history: How to analyse in history essay?Essay can one analyze a. O What are the question' s key analysis terms ( e. An archive of presidential campaign commercials from 1952 to the present, organized by year, type, and issue, with teacher resources and playlists by experts. Writing Essays in History - Macquarie University. Analytical Paragraph | History Hub - Austin Community College Analytical Paragraphs are at the heart of history essays and research papers and most other things you write to demonstrate you can think and know what you' re talking about. Choose whichever option seems most interesting to you. Anything from the past that helps us learn what happened, and why, is a document. Instruction words tell you what to do. Thesis: a strong. Database of example history essays - these essays are the work of our professional essay writers and are free to use to help with your studies. To answer the question or analyze the problem, you must assess evidence and present an informed point of view, not merely give an. Essays are commonly used for assessing and evaluating student progress in history. Writing Historical Essays: A Guide for Undergraduates. To write a great, well- structured essay, you need to have a good hold on question words and understand what they require you to do in your essay writing. Analytical Paragraph | History Hub - Austin Community College Analytical Paragraphs are at the heart of history essays and research papers and most other things you write to demonstrate you can think and know what you' re talking about. Choose whichever option seems most interesting to you.How to write a history essay - University of Sussex A History essay is a piece of written work in response to a particular question or issue. Examples of instruction words used in History essay questions include: ' analyse', ' discuss', ' evaluate',. In other words, a student builds an interpretation ( an argument) about an artwork and uses observations of that artwork to support her or his. Essay topics are generally framed as questions to be answered or problems to be analyzed. Most research papers will also require these elements. How to analyze an historical document - Marianopolis Analyzing an Historical Document.On reading a good first paragraph, examiners will be profoundly reassured that its author is on the right lines, being relevant, analytical and rigorous. | MyTutor When writing a history essay the basic structure that you learnt at GCSE can be employed at A- Level: Introduction - Point 1- Point 2 - Point 3 - C. Database of FREE history essays - We have thousands of free essays across a wide range of subject areas. However, whether a. Be aware, for example, that " evaluate" does not mean the same thing as " describe, " and neither is the same as " compare/ contrast, " or " analyze. Modern secondary works might, for example, contain an up- to- date summary of the perceived narrative of the events with which they are dealing, and a detailed analysis of the importance and/ or context of those events. Say, you are writing about a horror. Art History and Theory Essay.

Alzheimer's disease is one of the most debilitating and widespread diseases on the planet. The condition starts in many of the aged with short-term memory loss, followed gradually by more severe mental deficits. No cure exists, and what treatments are available only slow the progression of the disease. Alzheimer's afflicts the great and small with equal devastation. President Ronald Reagan and actor Charlton Heston both died of the disease. Alzheimer's is as devastating to caregivers in Houston, usually spouses and children, as it is to those suffering from it. Management of the disease takes up a significant portion of health care costs because of the need to take care of elderly patients who increasingly become unable to care for themselves. Physically, Alzheimer's is characterized by a buildup of two proteins called beta-amyloid and tau, which causes brain helper cells to form neurofibrillary tangles. Researchers do not know for sure why this process starts with some people and not others. Nor are they certain what role the tangles play in wreaking havoc on the brain. However, medical researchers have determined that using antibodies and activating the body's immune system to attack the tau proteins will in turn clear away the beta-amyloid plaques that inhibit brain function in Alzheimer's patients. The trick is getting the antibodies and immune cells past the blood-brain barrier. The BBB blocks certain toxins from entering the brain from the bloodstream; however, it also stops drugs that might help treat Alzheimer's and certain cancer tumors. Back in 2015, researchers at the Queensland Brain Institute in Australia used an ultrasound to temporarily open the blood-brain barrier in mice. Antibodies rushed through the temporary breach to activate a type of microglia that devoured the beta-amyloid. Later, the Australian researchers were able to do the same with antibodies that targeted the tau proteins. The mice showed a marked improvement in their ability to traverse a maze. Starting in June 2017 the first human trials began at the Sunnybrook Health Science Centre in Toronto, Canada. Phase One of the study will consist of six Alzheimer's patients between the ages of 50 and 85. If the treatment causes an improvement in cognitive function in the human patients, an effective treatment for a disease that afflicts tens of millions of people worldwide will have been developed. Opening the blood-brain barrier will not necessarily result in an instant cure. However, it will allow researchers to test a variety of immunotherapies and drugs that could treat not only Alzheimer's but a wide variety of other brain diseases, including inoperable tumors. Success would be a great quantum leap forward in the treatment of these ailments.

A hangover is a group of unpleasant signs and symptoms that can develop after drinking too much alcohol. As if feeling awful weren’t bad enough, frequent hangovers are also associated with poor performance and conflict at work. Signs & Symptoms: Hangover symptoms typically begin when your blood alcohol drops significantly and is at or near zero. They’re usually in full effect the morning after a night of heavy drinking. Depending on what and how much you drank, you may notice: Fatigue and weakness Headaches and muscle aches Poor or decreased sleep Increased sensitivity to light and sound Dizziness or a sense of the room spinning Decreased ability to concentrate Mood disturbances, such as depression, anxiety and irritability Hangovers are caused by drinking too much alcohol. A single alcoholic drink is enough to trigger a hangover for some people, while others may drink heavily and escape a hangover entirely. Various factors may contribute to a hangover. For example: Alcohol causes your body to produce more urine. In turn, urinating more than usual can lead to dehydration often indicated by thirst, dizziness and lightheadedness. Alcohol triggers an inflammatory response from your immune system. Your immune system may trigger certain agents that commonly produce physical symptoms, such as an inability to concentrate, memory problems, decreased appetite and loss of interest in usual activities. Alcohol can cause your blood sugar to fall. If your blood sugar dips too low, you may experience fatigue, weakness, shakiness, mood disturbances and even seizures. Alcohol causes your blood vessels to expand, which can lead to headaches. Alcohol can make you sleepy, but your quality of sleep will decrease. This may leave you groggy and tired. Alcoholic beverages contain ingredients called congeners, which give many types of alcoholic beverages their flavor and can contribute to hangovers. Congeners are found in larger amounts in dark liquors, such as brandy and whiskey, than in clear liquors, such as vodka and gin. How To Cure: Drinking water is the best way to get rid of hangover symptoms. Alcohol depletes water from the body and you need to rehydrate your body by drinking water at regular intervals. Also, water dilutes the impurities left in your stomach. Aim to drink at least eight to 10 glasses of water throughout the day. Along with water, you can drink a few glasses of electrolyte-replenishing sports drinks. Note: Dont drink caffeinated beverages, as they contribute to dehydration. Lemon can help get rid of the after-effects of excessive drinking like queasiness, dizziness, sensitivity to light and sound, and muscle pain. Lemon helps rebalance the body, by controlling the blood sugar level and altering the pH level. Add two teaspoons of fresh lemon juice and one teaspoon of honey to a glass of warm water. Stir well and drink it down slowly. Do this as soon as you wake up, as well as two or three times more throughout the day. Due to excessive drinking, lots of potassium gets drained from your body. To help replenish potassium as well as lost electrolytes, one simple solution is to eat bananas. They are a very good source of potassium. Also, bananas help calm the stomach and boost your energy level. Eat one or two bananas with your breakfast after a night of heavy drinking to alleviate hangover symptoms. You can also opt to prepare a banana milkshake sweetened with honey.

Sepsis is one of the most prevalent but misdiagnosed, deadly diseases and has been established as a global priority by the World Health Assembly (WHA), the decision-making body of the World Health Organization (WHO). Its high mortality and financial impact have been well described, and early recognition is critical as timely intervention reduces mortality. Despite its significant global impact, awareness of sepsis has been historically poor. Sepsis is a multifaceted host response to an infecting pathogen that may be significantly amplified by endogenous factors. If left untreated, it may lead to the functional impairment of one or more vital organs or systems. Although big steps forward have been made, the pathophysiological mechanisms for organ dysfunction are not entirely known but it has become apparent that infection triggers a much more complex, variable, and prolonged host response, involving early activation of both pro- and anti-inflammatory responses. Sepsis has variable clinical presentations depending on the initial site of infection, the causative organism, the pattern of acute organ dysfunction and the underlying health status of the patient. In recent years, it has become clear that the most important aspect of the management of patients with sepsis is early recognition so that administration of antibiotics, source control measures and effective resuscitation strategies can be started as soon as possible after onset. There is general consensus that early recognition and timely treatment largely determine outcome of sepsis. Sepsis mortality can be reduced considerably through the adoption of early recognition systems. Sepsis is often diagnosed too late. To enable early interventions being effective, the diagnosis must be made as early as possible and treatment must be started early. The ability to identify septic patients who are at high risk for subsequent organ dysfunction and mortality, starting from pre-hospital care and emergency department, is crucial since timely recognition and appropriate, effective treatment substantially improves survival. This highlights the need for all healthcare workers to be vigilant about sepsis, so that the diagnosis can be made as early as possible. Despite decades of sepsis research, no specific therapies for sepsis have emerged. Without specific therapies, management is based on control of the infection and organ support. Early antibiotics, timely source control and prompt fluid resuscitation support of vital organ function are the cornerstones for the treatment of patients with sepsis. Although updated sepsis/septic shock guidelines and bundles recommending early diagnosis and prompt institution of therapy aiming to prevent progression to organ(s) dysfunction(s), this syndrome continues to be a challenge worldwide. The disease burden of sepsis is a global issue. However a precise estimate of the global epidemiological burden of sepsis is difficult to ascertain. Although the rate of mortality related to sepsis has been declined in high income countries, the mortality of sepsis in low and middle income countries, which occupy most of the world’s population, remains high or may be rendered such due to the lack of epidemiological data. Sepsis is a burdensome condition worldwide in terms of morbidity, mortality and financial cost to health systems. Its global nature calls for a global response, both in the geographic sense and across the whole range of sectors involved. There is urgent need to implement global strategies to monitor sepsis morbidity and mortality from a global perspective. On Friday, May 26th, 2017, the World Health Assembly and the World Health Organization made sepsis a global health priority, by adopting a resolution to improve, prevent, diagnose, and manage sepsis adopting sepsis as a global priority.

The creation of matter during the “Big Bang” is apparently due to the asymmetric decay of electrically neutral leptoquark-antileptoquark particle pairs, in which the antileptoquarks decay at a slightly faster rate than the leptoquarks. The leptoquarks in these decays (which are electrically neutral due to the fractionally charged quarks) are also colorless (in the limit of “asymptotic freedom”), due to the great compressive force exerted by the “X” IVB. A leptoquark antineutrino is also produced in this decay, balancing the baryon number charge of the eventual proton. This neutrino is a “dark matter” candidate. The interaction is the initiating example of a general class of reactions between symmetric primary energy fields and asymmetric secondary or “alternative” information fields. THE ORIGIN OF MATTER AND INFORMATION (revised Sept., 2010) John A. Gowan (Note to readers: the reactions presented in this paper, and the “X” IVB and the “leptoquark” particles, are hypothetical. For a guide to the particles, both “real” and speculative, see the “Particle Table“. For a more comprehensive overview of this subject, see: “The Higgs Boson and the Weak Force IVBs“. This paper treats only the asymmetric decay of electrically neutral leptoquark-antileptoquark pairs.) - Table of Contents: During the first moments of the birth of our Cosmos (the “Big Bang”), all the matter of our Universe was produced by an asymmetric reaction between matter and antimatter involving the quarks and color charges of the strong force, and the leptons and Intermediate Vector Bosons (IVBs) of the weak force. The reaction requires the asymmetric decay of a matter-antimatter pair of “leptoquarks”, which are neutral with respect to both electric and color charge (“leptoquarks” are very massive, internally fractured leptons). This asymmetric decay is “mediated” or catalyzed by the weak force IVB “X“, and can be represented succinctly by the reaction equation below (in which antiparticles are underlined): X(Lq ) x Lq —–> baryon + vlq + (energy) where Lq indicates a leptoquark and vlq a leptoquark antineutrino. We can also write this reaction in a more specific and complete form as: X[(Lq x Lq) (vlq x vlq )] —–> bbt + vlq + bb X[(Lq x Lq) (vlq x vlq )] —–> bbt + vlq + bb + bb X[(Lq x Lq) (vlq x vlq )] —–> bbt + vlq + bt+ +u– + vu 1) where the left-side reactants are: -) “Lq” represents an (electrically neutral) antileptoquark whose quarks are compressed so tightly (by the “X” IVB) that their color charge has vanished; -) “(Lq x Lq)” represents an electrically neutral leptoquark-antileptoquark pair (leptoquarks are also “color” neutral); -) “(vlq x vlq )” represents a leptoquark neutrino-antineutrino pair (particle-antiparticle pairs are shown in brackets with an x between them to indicate their linkage – the lower-case “linking x” not to be confused with the “X” IVB); (neutrinos are the pure, “bare”, or explicit form of “identity” or “number” charge – the weak force charge sometimes referred to as “flavor”). 2) the reaction is mediated by: -) an Intermediate Vector Boson (IVB) of the weak force, “X“, which catalyzes the reaction by forming the complex X[(Lq x Lq ) (vlq x vlq )], in which the members of the complex are brought into such close spatial proximity by the X that they can exchange, neutralize, or otherwise cancel each other’s charges. In this case the vlq identity charge of the neutrino particle pair annihilates the anti-identity charge of Lq in the leptoquark particle pair. (See similar weak force reaction mechanisms in: “The Particle Table” and “The ‘W’ IVB and the Weak Force Mechanism.”) The “X” IVB can also be thought of as the quantized expression of a unified force “symmetric energy state” (the GUT symmetric energy state) in which quarks and leptons have merged their otherwise separate identities. (See: “The Higgs Boson and the Weak Force IVBs“.) 3) the right-side products of this reaction are: -) “bbt”, the unreacted leptoquark carried over from the left side (originally “Lq”), whose quarks have expanded under their mutually repulsive (electrical and quantum mechanical) forces to reveal their color charges. By the simple expansion of its internal, latent, or nascent quarks (perhaps in concert with the rapidly expanding early Universe), this particle has transformed itself from a “colorless” leptoquark to a “colored”, normal, electrically neutral, heavy baryon (hyperon) containing the bottom (b) and top (t) heavy quark species (“flavors”); it will eventually decay to the ground state proton (via the much lighter “W” IVB). -) “vlq“, an antileptoquark neutrino, liberated from the X complex when its partner (vlq) annihilated with the anti-identity charge of the antileptoquark Lq. The presence of “vlq” balances the baryon number charge of the newly formed matter baryon (bbt); -) energy, in the form of some electrically neutral meson (bb) or meson pair (bb x bb), or some other electrically neutral combination of decay products such as the positively charged meson (bt+), the negatively charged muon (u-), and the muon antineutrino (vu). This is all that remains of the antileptoquark Lq, which being electrically neutral, and with its color charge vanished due to the compression of its quarks by the X (in the limit of “asymptotic freedom”), will simply convert its neutralized mass-energy to lighter particles in some energy, momentum, charge, and spin conserving combination, and self-annihilate, once its conserved number charge has been canceled by the leptoquark neutrino “vlq”. The reaction begins with a symmetric matter-antimatter pair of electrically neutral leptoquarks and a symmetric matter-antimatter pair of leptoquark neutrinos. The source of both is the (real or virtual) particle “sea”, the unlimited reservoir of symmetric, particle-antiparticle pairs of all kinds created by the interaction of light with the metric of spacetime (these particle pairs are real or virtual depending upon the energy density and temperature of their spacetime environment). From this symmetric mixture we nevertheless produce, via the mediation of the X, an asymmetric product – an unpaired matter hyperon (which will decay to a proton, electron, and electron antineutrino), and an unpaired antileptoquark neutrino, which remains unchanged to balance the “identity” or baryon number charge of the hyperon and its eventual decay product, the proton. The asymmetric character of the weak force is expressed in the decay of just one member of the leptoquark-antileptoquark pair, rather than both. What we actually expect is that this decay occurs slightly more often than its antimatter counterpart (for reasons unknown), thus producing a surplus of matter baryons. The electrical neutrality of the leptoquark pair is crucial to the success of the reaction, as an electrically charged pair (Lq- x Lq+) would immediately annihilate each other. This electrical neutrality is the reason why this reaction requires a composite particle whose constituent quarks can sum their fractional charges to zero electric charge (as in the neutron). The quark-lepton-IVB system also requires a Higgs scalar boson to select the appropriate force unification domain and associated IVBs (since there are more than one – GUT (X) or electroweak (W). While the quantized weak force transformation mechanism may seem dauntingly complex, no doubt this is nevertheless the simplest system which is capable of breaking the primordial symmetry of light and its particle-antiparticle pairs in a repeatable and invariant fashion, producing the atomic matter of our material Universe. Just as crucial to the success of this reaction as its electrical neutrality is the internal symmetry of the conserved color charge. Because the gluons which carry the color charge are composed of color-anticolor charge pairs in all possible combinations, the gluon field as a whole sums to zero color. The color field will sum to zero physically if the quarks are sufficiently compressed, yet return to full (explicit) color charge when the compressive forces are relaxed and the quarks expand under the influence of their mutually repulsive forces (both electric and quantum mechanical). This symmetry property allows the antileptoquark to effectively vanish, via the weak force “X” IVB and leptoquark neutrino (essentially, the process of “proton decay”), when its quarks are compressed and the color charge is only implicit. However, the same mechanism prevents such total decays when the quarks separate and the color charge becomes explicit (because neutrinos do not carry and hence cannot cancel the conserved color charge). It is the role of the X IVB to effect the compression of the quarks, vanishing the color charge (the effect is the limiting case of the principle of “asymptotic freedom” (Politzer, Gross, and Wilczek 1973) – (2004 Nobel prize). Hence the antileptoquark can vanish in the high temperature, energy-dense environment of the Big Bang, but the quarks of the leptoquark (the particle-pair partner which does not decay), simply expand (as the Universe expands and cools) under their mutually repulsive forces to reveal their conserved color charge. By simply expanding its quarks, the remaining “singlet” leptoquark is transformed into a heavy, neutral baryon which can only decay partially (to the ground state proton), but cannot vanish completely, as its color charge can neither be neutralized by, nor transferred to, any alternative charge carrier (no leptons carry color charge, and mesons carry only complementary color-anticolor charges). To become a baryon, the leptoquark must only resist decay long enough that the ambient compressive forces of the Big Bang become insufficient to prevent the expansion of its quarks, a very short time indeed in the rapidly expanding and cooling early Universe. For a short time during the early Universe, the X IVB will be indistinguishable from the very dense primordial metric. After the Universe expands and cools, however, the energy density of the X will be greater than that of the ambient metric, and energy to produce it will have to be borrowed (in accordance with the usual quantum mechanical rules governing the lifetime of Heisenberg virtual particles). The asymmetry in the weak force reaction creating matter is very small (on the order of one part per ten billion). In most reactions, the leptoquarks will be electrically charged and simply annihilate each other; of those in which the leptoquark partners are neutral, most will annihilate each other anyway, or decay simultaneously despite their electrical neutrality. A few neutral leptoquarks will decay asymmetrically (without their partners also decaying) via the X and leptoquark neutrino, but a few more antileptoquarks will decay asymmetrically by an analogous antimatter route. It is this slight imbalance (for which there is no explanation) that produces all the matter of the present Universe. Matter and antimatter are evidently not perfectly symmetrical opposites, at least not in their interactions with the weak force IVBs. Even though matter and antimatter are produced in symmetric pairs, they do not decay symmetrically: there is some unknown, subtle difference between them which affects their rate of weak force decay and creates the material Cosmos (Cronin 1981). The hypothetical “Higgs” scalar boson is presumed to endow the IVBs with mass, and through them, the elementary particles also. The actual conversion of free energy to quantized mass forms such as the IVBs, quarks, and leptons is thought to be “scaled” or “gauged” by the “Higgs”. This particle is actively being sought at the largest accelerators; its mass is thought to lie between 100 and 1000 proton masses. (See: Science vol. 315, 23 March, 2007 page 1657.) As mentioned above, the quantized Higgs boson is necessary to scale or “gauge” the interaction in a repeatable and invariant fashion to the appropriate force unification energy level (the GUT or the electroweak), a symmetric energy state in which the separate identities of the quarks and/or leptons are merged and hence can be transformed, swapped, or exchanged simply in the normal course of events by the resident IVBs. (See: “The Higgs Boson and the Weak Force IVBs“.) The crucial role of the neutrino in the creation of particles must also be emphasized. The neutrino is the alternative charge carrier for the “identity” charge, a symmetry debt of light which accrues from the “anonymity” of light. All photons (quanta of light) are alike – they have no individual identity, one cannot be distinguished from another – hence their “symmetry of anonymity”. The elementary particle spectrum, however – the leptonic series of electron, muon, tau, and (perhaps) leptoquark – are distinguishable one from another: they are not alike, they occupy different “rungs” on the quantum “ladder” or “spectrum” of massive leptonic elementary particles, and their antiparticles are also distinguishable by their opposite charge and/or spin. Hence the symmetry/information debt of “identity” is in contrast to the photon “sea” of anonymity and is carried by elementary particles as a charge, where it is usually referred to as the conserved “number” charge of the leptons and baryons (all baryons carry one and the same number or identity charge, that of their leptonic ancestor, the leptoquark (vlq). Leptoquark neutrinos have never been observed because proton decay has never been observed). The leptoquark (or baryon) antineutrino is an excellent candidate for the “dark matter” of the universe. The conservation of light’s various symmetries is required by Noether’s Theorem. The charges of matter are the symmetry debts of light. ”Identity” or “number” charge is the symmetry debt of the weak force, recording and conserving the broken symmetry of light’s anonymity. (See: “Symmetry Principles of the Unified Field Theory“.) In the massive leptons, including the leptoquark, this identity charge is said to be “hidden”, or in its “implicit” form. The neutrino is the “explicit” or “bare” form of identity charge. As such, the neutrino functions as an alternative carrier of identity charge, which otherwise could only be carried by the particle itself, or neutralized by its antiparticle. It is because this charge is specifically “identity” that it alone, among all other charges, must have its own unique carrier. In contrast, the universal electric charge can be carried by, or transferred to, any other lepton, baryon, or meson, and color charge can be carried by any quark. But identity, being specific to each “rung” of the elementary particle quantum “ladder” (spectrum), requires a carrier specific to that rung, either the particle itself or its specific neutrino. (Note that the identity charge carried by the electron, muon, tau, and baryon, while different from each other, are exactly the same within each particle type; hence it is quite possible for one electron to swap identities with another electron, as in reactions mediated by the “Z” IVB, but identities cannot be exchanged between different types of elementary particles – an electron cannot swap identities with a muon, for example. When a muon decays to an electron, the identities of both particles are conserved or neutralized by their separate neutrinos, a reaction requiring the mediation of the “W” IVB). Without the neutrino, there would be no material Universe, as there would be no alternative carrier for identity charge – only particles and antiparticles could carry this charge and the system would be “stuck” with particle-antiparticle pairs which could only annihilate each other. Manifestation requires “information”, which in its essential character is asymmetric – otherwise it is not “information”. In the particle realm, the fundamental bit of information is “identity”. Particles can manifest only because their identity can also be carried by neutrinos, which provide a conserved alternative to the usual antiparticle carriers. These alternative carriers maintain the essential features of the original symmetry by balancing or neutralizing the identity charge of the manifest particle such that overall identity still sums to zero, as it did in the particle-antiparticle pair: identity is simply carried in two different forms, one “hidden” or implicit in the particle, one “bare” or explicit in the neutrino. (Whether or not neutrinos have mass makes no difference to their role as the alternative, “bare”, or explicit carrier of identity charge; most charges are in fact carried by massive particles. If the leptoquark neutrino is (very) massive, it may account for the “missing mass” or “dark matter” of the Cosmos.) Recent observations suggest that neutrinos “oscillate” among their several identities; in this they are somewhat similar to their massive leptonic counterparts which exchange identities among themselves (and with particle-antiparticle pairs in the virtual particle “sea”), but which require the mediation of the “W” IVB and their specific neutrinos to do so. Despite these “oscillations” or excursions into “identity” space, only an electron neutrino can cancel or neutralize an electron’s hidden identity charge; hence neutrinos must revert to type in any interaction with a specific lepton – perhaps another example of a quantum mechanical “collapsing wave function”. (See: Science Vol. 313, 21 July, 2006 page 291.) Because all particles are derived from the interaction of light with the structural metric of spacetime, the virtual particle “sea” will contain any asymmetry embedded in light, spacetime, or their interaction. The only asymmetry we know of in either light or spacetime is the potential time asymmetry; in light the component of time is implicitly expressed as “frequency”. In virtual particle pairs the potential for asymmetry is expressed as “information” in the form of various charges, which in unpaired “real” particles we characterize as the conserved symmetry debts of light. It is likely that the IVB particles are “metric” in origin, “string-like” particles (as in the particles of “string theory”), which are composed of a compressed dimensional matrix requiring a huge binding energy to maintain – the source of the IVB’s enormous mass-energy (the W is about 80 times more massive than the proton). This compressed metric, derived from (or identical to) the dense metric of the early Universe, is the mechanism which enables the IVBs to bring particles into such close spatial proximity that they can exchange charges, swap identities, or create new ones without violating the applicable conservation laws. Being derived from the metric, the asymmetric principle (if any) embedded in the IVBs must apparently be time. The time asymmetry is reflected in the differential rate of decay of leptoquarks vs antileptoquarks. The view we adopt here is that the mass of the “W” recreates the dense metric of the electroweak force unification era, when all leptons shared a single generic “flavor” or identity, and similarly, all quarks shared a single generic flavor. The “X” IVB recreates the still higher level, more energetic GUT force unification era, when all leptons and quarks merged their generic identities in the more inclusive “family” identity level of fermions (the “leptoquark era” during which the strong and electroweak forces were joined). The Higgs boson is the quantized particle which selects between these eras or force unification symmetric energy states, “gauging” or “scaling” the appropriate energy level or symmetry domain, while the IVBs do the transformation work (there is a distinct Higgs for each era). This complex weak force particle creation and transformation mechanism is necessary to ensure that the elementary particles created today are the same in all respects as those created eons ago during the “Big Bang” – charge invariance and charge and symmetry conservation require no less. (See: “The Higgs Boson and the Weak Force IVBs“.) Like the “X”, the “W” is a heavy “metric” particle, but much less massive (see: “The Particle Table“). Both X and W have the similar role of bringing ordinary particles very close together within their spatially compressed metrics. The very massive X compresses quark triplets, the less massive W incorporates baryons, mesons, or leptons requiring alternative charge carriers into complexes with leptonic virtual particle-antiparticle pairs that can provide carrier leptons (or with mesons which can supply quark colors and “flavors”). Similarly, the Z brings particles so close together that (if they are compatible), they can swap identities (or simply scatter or bounce off each other). In all cases, the IVBs essentially provide a bridge between the virtual particle “sea” of the vacuum and real particles, such that real particles can exchange charges and energies with the unlimited information resources of the “sea”, and thus effect their “real world” decays and transformations. (See: The Weak Force “W” Particle as the Bridge Between Symmetric (2-D) and Asymmetric (4-D) Reality The fact that both leptons and hadrons have equivalent whole quantum unit electric charges is evidently due to their common origin in the spacetime “vacuum”. Leptons and hadrons of all kinds can be produced as either virtual or real particles from the vacuum in high-energy collisions between cosmic rays and atomic particles in our atmosphere, or in similar high-energy collisions in earth-bound laboratory accelerators. The leptonic unit electric charge (of the electron, for example) is evidently what our electromagnetic universe is prepared to bestow upon all her massive elementary particles, of whatever kind, at least in their allowed “ground” states. While quarks carry electric charge in fractional amounts (-1/3, +2/3), they are only allowed to manifest when combined in whole quantum charge units, either as baryons or mesons. The origin of the quarks and their partial charges and gluon field is most readily understood as the product of a fractured primordial lepton (a “leptoquark”). It is also possible that an ultra-hot primordial “soup” composed of quark-antiquark pairs and lepton-antilepton pairs existed which reassembled (upon cooling) into barons and antibaryons. Following matter-antimatter annihilations, nothing remained but a few heavy neutral baryons which decayed as modeled above to produce hyperons with their charge-balancing leptonic alternative charge carriers – one lepton per charged baryon. In the leptoquark scenario, the conceptual difficulty is splitting the primordial elementary leptons; in the “quark soup” scenario, the conceptual difficulty is why the primordial universe should produce both quarks and leptons. This problem is surmounted if the primordial leptons are simply split, producing leptoquarks with an internal gluon field, the latter in response to quantum mechanical and symmetry demands to maintain (at least the outward appearance of) whole quantum units of charge by permanently confining the fractionally charged quarks. It should be noted that the bestowing (by the “vacuum”) of a uniform and universal quantum unit of electric charge upon all types of massive elementary particles is perfectly commensurate with our hypothesis that the origin of electric charge is due to the asymmetry of time vs the symmetry of space. Massive particles must have a time dimension to accommodate their variable and relative energy accounts, but this descent into dimensional asymmetry is mightily resisted by the spatial metric or electromagnetic vacuum, which creates massive particles only in particle-antiparticle pairs such that they annihilate each other instantaneously via their opposite electric charges, thereby restoring and protecting the spatial symmetry of the vacuum in accordance with Noether’s theorem. The electric charge is dimensional in origin, a symmetry debt of the vacuum or the spacetime metric carried by any and all massive particles which enter the 4th temporal dimension, violating in so doing the symmetry of light and space from which they originated, and to which, sooner or later, they must return through the good offices of electric charge and matter-antimatter annihilations. The charges of matter are the symmetry debts of light. The general principle at work in this reaction, which is significant for the origin of matter, information, and the systems they produce, is the interaction of two fields, one symmetric (the color charge of the strong force and quarks – the mass-energy carriers) and one asymmetric (the weak force IVBs and the leptonic field of alternative charge carriers – the information or charge carriers). The action of the asymmetric field is necessary to reveal the information content embedded in both fields. We see the same principle at work in the dimensional conservation domains of light and matter, where the intersection of symmetric space with asymmetric time (an intersection which produces gravitation), reveals a specific “location” in the symmetric field of space. “Location” is the fundamental information “bit” in the dimensional realm (as indicated by the character of gravity), just as “identity” is the fundamental information bit in the particle realm (as indicated by the character of the weak force). The information bit “location” (requiring time) is the anchor point of Einstein’s “Interval”. The asymmetric potential is embedded in the symmetric field from the beginning, as is time in spacetime, “frequency” (time) in light, the information content of the virtual particle “sea” in the vacuum, and the hidden or implicit “identity” charge in particles (which become explicit as neutrinos). Thus the manifest world is a revelation of the information potential and content of the symmetric unmanifest world, as exposed by the action of its own embedded asymmetric energy component or field. By such means is pure energy converted into conserved charges and information. It is of interest to note that between the metric warpage of gravity and the “bare” or explicit identity charges of the neutrinos, spacetime contains a complete record of the location, mass, and identity of every elementary particle within its conservation domain – and within historic spacetime resides a causal memory of every event. This is the “Akashic Record” of occult tradition, and the basis for the notion of universal “karma”. The role of alternative forces and charge carriers is thoroughgoing and absolutely essential to breaking the initial symmetric energy state of the universe, which begins with light, the spacetime metric, and elementary particle-antiparticle pairs. Alternative forces and charges are usually local transformations of global parameters. The crucial role of embedded alternative forces has long been recognized in philosophical systems of thought. In religious terms and symbolism, the “devil” is necessary so that God may manifest; the role of “evil” in the world is to energize the good. The “soul” is an alternative form of personal identity, the physical realm is an alternative form of the spiritual realm, etc. Holographic models of reality are modern extensions of these ancient ideas. 1) Mass is an alternative (local) form of electromagnetic energy which allows the conservation of energy in the time dimension and the transformation of light to particles. 2) Charge is an alternative (local) form of symmetry which allows the conservation of symmetry in the time dimension and the transformation of light to “information”. 3) Entropy is an alternative form of energy which allows the transformation of light to space, space to time, time to history, and energy to “work”. 4) Time is an alternative (local) form of space and entropy which allows the transformation of the absolute motion of massless light to the relative motion of massless particles, and the transformation of acausal space to causal history (historic spacetime). The causal integrity of history is an alternative form of the energetic unity of space. 5) Gravity is an alternative (local) form of the spacetime metric which allows the transformation of space and the spatial entropy drive of free energy (the intrinsic motion of light), to time and the historical entropy drive of bound energy (the intrinsic motion of time), and vice versa. Gravity converts a global, spatial metric to a local, historical metric, so that (by means of the time dimension so created) energy may be conserved in the relative realm of matter no less than in the absolute realm of light (the compound conservation domain of spacetime). Gravity creates time by the annihilation of space and the extraction of a metrically equivalent temporal residue. Gravity ultimately restores metric and energetic symmetry via the conversion of mass to light – as in the stars and Hawking’s “quantum radiance” of black holes. 6) Magnetism is an alternative form of electricity conserving the invariance of electric charge and allowing its relative motion. 7) Leptoquarks are an alternative form of leptons which allow the transformation of elementary leptonic particles into sub-elementary quarks and composite baryons. 8) Gluons are an alternative form of light which allow the transformation of whole leptonic charge units into fractional quark charge units. 9) IVBs are alternative forms of force unity symmetry states which allow the transformation of virtual particles into real particles (and vice versa), and the creation and destruction of (single) elementary particles. 10) Leptons, neutrinos, and mesons are alternative charge carriers (for electric charge, identity charge, and quark partial charges) which allow the transformation of virtual baryons, quarks, and leptons into “real” (temporal) atomic matter. 11) The material universe is an alternative form of the light universe, which allows the energy content of light to express itself in terms of (locally) conserved information and charge, atomic matter, and material systems, including life. 12) Life is an alternative form of matter which has achieved consciousness, self-awareness, and a personal identity and agenda. Life is the information pathway by which the universe explores itself and extends its creative potential and information content. Weak Force, Intermediate Vector Bosons (“IVBs”) Section IV: Introduction to the Weak Force The “W” Intermediate Vector Boson and the Weak Force Mechanism (pdf file) The “W” IVB and the Weak Force Mechanism (html file) Global-Local Gauge Symmetries of the Weak Force The Weak Force: Identity or Number Charge The Weak Force “W” Particle as the Bridge Between Symmetric (2-D) and Asymmetric (4-D) Reality The Strong and Weak Short-Range Particle Forces Section XVI: Introduction to the Higgs Boson The “Higgs” Boson and the Spacetime Metric The “Higgs” Boson and the Weak Force IVBs: Part I The “Higgs” Boson and the Weak Force IVBs: Parts II, III, IV “Dark Matter” and the Weak Force Section XVIII: The Strong Force: Two Expressions The Particle Table H. D. Politzer. 1973. Phys. Rev. Lett. 30: 1346. D. J. Gross and F. Wilczek. 1973. Ultraviolet Behavior of Non-Abelian Gauge Theories. Phys. Rev. Lett. 30: 1343. Cronin, J. W. 1981. CP Symmetry Violation – the Search for its Origin. Science 212: 1221. H. D. Politzer. 1973. Phys. Rev. Lett. 30: 1346. D. J. Gross and F. Wilczek. 1973. Ultraviolet Behavior of Non-Abelian Gauge Theories. Phys. Rev. Lett. 30: 1343. Cronin, J. W. 1981. CP Symmetry Violation – the Search for its Origin. Science 212: 1221. Gross, Politzer, Wilczek: Science: 15 October 2004 vol. 306 page 400: “Laurels to Three Who Tamed Equations of Quark Theory.” Suggested Additional Reading: “The Origin of Matter”. James M. Cline, American Scientist, March-April 2004, Vol. 92, No. 2, Pages 148 – 157.

Casuarius australis was the only avi-faunal type secured during Kennedy's ill-fated expedition in 1848, from Rockingham Bay to Cape York, when so many valuable lives were lost. Singularly enough its early history is associated with the second, third and fourth Curators of the Australian Museum, which was the first Institution to receive a specimen. For my purpose it will be necessary to transcribe the following extracts relating to Casuarius australis. The existence of a Cassowary inhabiting Australia was first made known in 1849 by the late Mr. Wm. Carron, Botanist to the Kennedy Expedition, who remarks in his "Narrative" November 4th (1848):— "This morning Jackey went to examine a scrub through which we wanted to pass, and while out, shot a fine Cassowary; it was very dark and heavy, not so long in the leg as the common Emu, and had a larger body, shorter neck, with a large red, stiff, horny comb on its head; Mr. Wall skinned it, but from the many difficulties with which he had to contend, the "kill was spoiled before it could be properly preserved." Referring to this specimen the following is the gist of Gould's remarks in his "Handbook to the Birds of Australia" under the name of Casuarius australis, Wall....

“Tausret: Forgotten Queen and Pharaoh of Egypt” by Richard H Wilkinson is due in March from Oxford University Press, and is about Tausret who “was the last pharaoh of the 19th dynasty (c. 1200 BCE), the last ruling descendent of Ramesses the Great, and one of only two female monarchs buried in Egypt’s renowned Valley of the Kings.” Not strictly speaking within the subject area of the site, but the recent posts about Hatshepset via Florence Farr‘s Egyptian Magic make this book about one of the other known female Egyptian rulers something of interest and this caught my eye. “Though mentioned even in Homer as the pharaoh of Egypt who interacted with Helen at the time of the Trojan War, she has long remained a figure shrouded in mystery, hardly known even by many Egyptologists. Nevertheless, recent archaeological discoveries have illuminated Tausret’s importance, her accomplishments, and the extent of her influence. Tausret: Forgotten Queen and Pharaoh of Egypt combines distinguished scholars whose research and excavations have increased our understanding of the life and reign of this great woman. This lavishly illustrated book utilizes recent discoveries to correctly position Tausret alongside famous ruling queens such as Hatshepsut and Cleopatra, figures who have long dominated our view of the female monarchs of ancient Egypt. Tausret brings together archaeological, historical, women’s studies, and other approaches to provide a scholarly yet accessible volume that will be an important contribution to the literature of Egyptology — and one with appeal to both scholars and anyone with an interest in ancient Egypt culture.”

Ohrid - City of light Location of Ohrid Ohrid - a city in the southwestern part of Macedonia, on the northeast coast of Lake Ohrid, which also has its name based on the city. Ohrid and Lake Ohrid are one of the main tourist destinations in Macedonia. Due to the large number of churches and monasteries, the city is known as the Balkan and European Jerusalem. Ohrid is also known as the "city of light", a literal translation of its old name, Lychnidos. The Ohrid region is included in the UNESCO World Heritage. Modern Ohrid is the heir of the ancient Lychnidos. History of the city of Ohrid According to the data, the city is first mentioned 2,400 years before the new era. Lychnidos was on the Via Egnatia, the oldest and most significant Roman traffic route in the Balkans. Briggs and Enchelians are the oldest population, which can be identified by its name in the wider area of Ohrid Lake. Briggs are the same as the Phrygians. After the Third Macedonian War against King Perseus, Lychnidus became the main Roman base in the northern regions of Macedonia. This is the time when it was most popular. The latest news for Lychnidos is the news of its demolition. In an earthquake, according to historical sources, on 29 and 30 May 526, dozens of thousands of people were killed in Lychnidos. Then the city is no longer mentioned in historical sources. The Ohrid region at the end of the 6th century was exposed to mass Slavic colonization. The Ohrid region until the 30s of the 7th century was completely colonized by the Slavic tribe Berziti. Lychnidos has since been named Ohrid. The activities of the holy brothers Clement and Naum in Ohrid In the second half of the 8th century the Ohrid region became an attractive area for the Bulgarian state. During the Bulgarian tsar Boris I Mihail, the Macedonian territories in a military-administrative respect were included in several "komitats", and it was also in the komitat which covered the Ohrid and Devol areas. In 886, Clement, after a short stay in the Bulgarian court, was sent to Macedonia with an important state mission. He was sent to an area called Kutmichevica as a teacher. The area covered Southwestern Macedonia and Southern Albania, with the main cities of Ohrid and Devol. As a teacher and bishop Clement together with Naum laid the foundations of the so-called Ohrid literary school. Owing to the activities of Clement and Naum, the city grew up in one of the most developed and well-known medieval Slavic cultural centers in the second half of the 9th century. Ohrid - a religious and educational center for all Slavic peoples In the time of Emperor Samuel, it became a religious center and the capital of the kingdom. Its fortresses still stand high above the city even today. In the autumn of 1015, the Byzantine Emperor Basil II succeeded in seizing Ohrid, but the fortress remained under the rule of the Emperor John Vladislav, the successor of Gavrilo Radomir, the son of King Samuel. Emperor Basil II Murderer of Bulgarians allowed it to remain the seat of the Ohrid Archbishopric. Ohrid was not only the most important city in the region, it was also the most important educational center and source of literacy for all Slavic peoples. It is the home of the oldest university in Europe (9th century), while in the place Plaoshnik, near the city is the restored church of St. Clement, the findings of which point to the fact that there was a university from the 13th century. During the Fourth Crusade, the Ohrid region in 1204, together with other southwestern Macedonian areas, was included in the Thessaloniki Latin Kingdom. In 1334, the Serbian king Dusan took over the cities of Ohrid, Prilep and Strumica. In 1378 the Church of the Holy Virgin Peribleptos/Sveta Bogorodica Perivlepta (St. Clement) was built. More information about Ohrid can be found on this website.

The smallest four toes of each foot have three bony segments connected by two joints. Hammertoe is a deformity in which one or more of the small toes develops a bend at the joint between the first and second segments. The tip of the toe turns downward, making it look like a hammer or claw. The second toe is the one most often affected. hammertoe may be more likely to occur when the second toe is longer than the first toe or when the arch of the foot is flat. Shoes that narrow toward Hammer toe the toe may make your forefoot look smaller. But they also push the smaller toes into a flexed (bent) position. The toes rub against the shoe, leading to the formation of corns and calluses, which further aggravate the condition. A higher heel forces the foot down and squishes the toes against the shoe, increasing the pressure and the bend in the toe. Eventually, the toe muscles become unable to straighten the toe, even when there is no confining shoe. A hammertoe may be present but not always painful unless irritated by shoes. One may have enlarged toe joints with some thickened skin and no redness or swelling. However, if shoes create pressure on the joint, the pain will usually range from pinching and squeezing to sharp and burning. In long standing conditions, the dislocated joints can cause the pain of arthritis. Your healthcare provider will examine your foot, checking for redness, swelling, corns, and calluses. Your provider will also measure the flexibility of your toes and test how much feeling you have in your toes. You may have blood tests to check for arthritis, diabetes, and infection. Non Surgical Treatment Your doctor will decide what type of hammertoe you have and rule out other medical conditions. Treatment may range from more appropriate footgear to periodic trimming and padding of the corn. Cortisone injections may be indicated if a bursitis is present. Antibiotics may be utilized in the presence of infection. Removable accommodative pads may be made for you. Your podiatrist may recommend a surgical procedure if your hammertoes are not helped by the conservative care methods listed above. Surgery for hammertoes is performed to help straighten your crooked toe. Your surgery will be performed in your podiatrist?s office or at a hospital, depending on the severity of your hammertoe. A metal pin is sometimes used to help your affected toe maintain its straight position during your recovery.

Butterfly Wing Scale Digital Image Gallery Small Apollo Butterfly The small apollo butterfly, described by entomologists as Parnassius phoebus, is a high ranging insect that frequents small brooks and riparian corridors in the mountains of western North America, Asia, and Europe. Due to environmental constraints, the small apollo butterfly must complete an entire generation in a very short period of time, generally from late June to late August. Highly fecund, adult females may lay as many as 1,000 eggs, but few of them will make it to maturity and successfully reproduce. Small apollo butterflies demonstrate various means of defense to increase their chances of survival. Although the species lacks the visually distracting hind wing extensions characteristic of its family, Papilionidae, the undersides of their hind wings feature pairs of false red eyespots. When threatened, the butterflies spread their wings wide to display the eyespots, make convulsive movements with their wings, and create a scratching sound by rubbing their hind legs against the undersides of the wings in hopes of deterring predation. If a predator attacks despite the defensive behavior, it may regret the decision. The body fluids of the butterfly species irritate the skin of humans and render them unpalatable to birds and other predators. An interesting behavioral characteristic of small apollo butterflies prevents sperm competition among potential male mates. The male butterflies emerge about nine days earlier than the females and actively patrol an area in search of a mate. Soon after the females emerge, often even before they are able to fly, mating occurs. Afterwards, the male leaves a sphragis, or small white pouch, at the tip of the female's abdomen. The waxy secretion contains sperm and important nutrients, which increase the chances of successful fertilization. The sphragis also acts as a wax seal that prevents the fertilized female from mating again. Habitat destruction associated with skiing resorts, road building, and residential developments has taken its toll on this stunning alpine butterfly species. Once damaged or destroyed, the crucial food plants of the small apollo butterfly larvae are slow to recover. In Germany's Alps, the small apollo butterfly species is listed as endangered and is protected from collection. However, subspecies from other regions are captured and reared for commercial sale to butterfly enthusiasts. Morphic and geographic variation, a brief adult lifespan, and the difficulty of capturing the adults in their mountainous terrain, make small apollo butterflies quite valuable. Small Apollo Butterfly Images in Reflected Light Wing Scales and Fur - Black and white wing scales highlighted by a soft layer of white fur make this an exquisite image. The reflected light lends an opalescent quality to the delicate scales. False Red Eyespot (Low Magnification) - This low magnification image displays one of the false red eyespots located on the underside of a small apollo butterfly wing. The lepidopteran displays the markings when it feels threatened in an attempt to deter an attack. False Red Eyespot (High Magnification) - The false red eyespot is displayed under an increased level of magnification in this photomicrograph and appears even more like a glowing red eye. Cynthia D. Kelly, Shannon H. Neaves, Laurence D. Zuckerman, and Michael W. Davidson - National High Magnetic Field Laboratory, 1800 East Paul Dirac Dr., The Florida State University, Tallahassee, Florida, 32310. Questions or comments? Send us an email. © 1995-2019 by Michael W. Davidson and The Florida State University. All Rights Reserved. No images, graphics, software, scripts, or applets may be reproduced or used in any manner without permission from the copyright holders. Use of this website means you agree to all of the Legal Terms and Conditions set forth by the owners. This website is maintained by our

More on power and cooling The cooling of servers used to be taken care of exclusively by large computer room AC (CRAC) units stationed at the side of a building. These units pumped cold air under the floor and then fed it up to servers via perforated tiles. But server density increased to the point where more cooling was required. Vendors introduced a variety of products: Localized spot coolers that could be stationed near to hot spots as well as liquid-based cooling solutions harnessing water or a refrigerant that could be taken right to the server. The problem with most of these approaches, though, has been the price tag. That's why Facebook and other organizations are looking to slash costs by combining outside air with evaporative cooling. Facebook is building a 147,000 square foot facility in Prineville, Ore. that meets the rigorous U.S. Green Building Council requirements for Leadership in Energy and Environmental Design (LEED) Gold certification. It will also have a Power Usage Effectiveness (PUE) rating of 1.15. A PUE of 2.5 is regarded as decent for a data center. To give some reality on what that means, a 1.15 PUE basically indicates that for every 115 watts going to the data center, 100 watts goes to the computing equipment, and only 15 watts goes to the infrastructure. "The facility will be cooled by simply bringing in colder air from the outside," said Facebook vice president of technical operations, Jonathan Heiliger. "This feature will operate for between 60 percent and 70 percent of the year. The remainder of the year requires the use of the evaporative cooling system to meet temperature and humidity requirements." The evaporative cooling system in place at Facebook is based on fogging technology. Used for decades in building cooling and humidification, it is being supplied by Mee Industries. "This system evaporates water to cool the incoming air, as opposed to traditional chiller systems that require more energy-intensive equipment," said Heiliger. "This process is highly energy efficient and minimizes water consumption by using outside air." When the air outside is cool enough, it is pumped into the facility to cool it. During the summer months, when temperatures climb, fogging is used to cool the air. "The capital cost, operating expense and parasitic load of evaporative cooling are a tiny fraction of those of traditional chiller units," said Thomas Mee III, CEO of Mee Industries. "Fogging systems can be part of a new data center design or can be installed in existing data centers, often without requiring a shutdown of the air handling equipment." Fogging uses the natural cooling power of evaporation to achieve better control of temperature and humidity. Side benefits include the elimination of static electricity and suspending of airborne dust. For those afraid of water getting into contact with the computer equipment, the good news is that it is kept well away. Water is piped into the ducting system and released into the incoming air via an array of nozzles that create a fine mist. The water droplets produced measure only a few microns in diameter enabling them to be suspended in the air and thus bring the temperature down significantly. According to Mee, a high-pressure fogging system contains elements such as a high-pressure pump, a demineralized water system, piping, filters and fog nozzles. Demineralized water at 1,000 to 2,000 pounds per square inch (psi) is fed to a series of fog nozzles installed inside the air duct. These nozzles have an orifice diameter of around six-thousandths of an inch. Water jetting out of them is broken into as many as 5 billion micron-sized droplets per second. Operating costs are relatively low. A typical fog system uses about one horsepower for every 700 pounds of water per hour. The evaporation of one pound of water at room temperature removes around 1100 BTUs, and each horsepower of pumping removes about 770,000 BTUs/Hour, which equates to more than 64 tons of cooling. Thus, a fogging system with a 7.5 HP motor could potentially replace a 500 ton chiller. With companies such as Facebook leading the way to lower cost cooling, expect to see more of these fogging systems showing up in data centers in the near future. Drew Robb is a freelance writer specializing in technology and engineering. Currently living in California, he is originally from Scotland, where he received a degree in geology and geography from the University of Strathclyde. He is the author of Server Disk Management in a Windows Environment (CRC Press).

With all the talk about the vaccines babies need, it's easy to overlook the vaccines that teens need. But there are four vaccines that should be on your parental radar as your teenager gets ready to head back to school, as reported on Today.com and recommended by the Center for Disease Control and Prevention. Teens should get vaccinated against bacteria that can cause meningitis. It's likely that a child got a dose of the vaccines at 11 or 12, and is recommended that they get a second dose at high-school age. Bacterial meningitis kills one in 10 of those infected and in another 20 percent causes severe disabilities, including the amputation of limbs. The human papillomavirus or HPV vaccine protects against viruses that cause a range of cancers and genital warts, and most adults eventually get infected with the virus. There's a new vaccine that protects against nine different strains of the virus, which are responsible for about 15 percent of cervical cancers. The combined tetanus, diphtheria and pertussis vaccine is the adult version of the shot all kids got in elementary school. Teens who got five doses already in early childhood of the Tdap vaccine are still at risk for whooping cough, and also need a booster for the tetanus and diphtheria. Also, pregnant women should get a Tdap shot because it can protect their newborn until the baby is old enough to get vaccinated.

Heavy Equipment Philippines: What Operators Should Know What are the necessary guidelines that every heavy equipment operator should know? - Grade reading - Soil identification - Site layout - Safety procedures - Heavy equipment maintenance Operating heavy equipment in the Philippines is not as simple as it looks. A lot of people see it as just driving a bulldozer or pressing the buttons on a complex machine to operate a crane. In reality, every piece of heavy equipment is operated by trained individuals. There are simple operating panels and complex, computerized ones—each having their own set of parameters. But aside from operating heavy equipment, which is usually done via apprenticeship where a budding operator works under a more experienced veteran for a certain period of time, you should also be knowledgeable about a few other things that pertain to the operation of heavy equipment. With that in mind, here are a few regulatory aspects that every heavy equipment operator should know! The grade of a landform or constructed line refers to the tangent of the angle of that surface to the horizontal. Basically, grade reading is the process of identifying a flat, horizontal foundation, and based on that calculating slopes all around it. The higher the degree of tilt, the steeper it is. In civil engineering, Grading is the work of ensuring a level base or a base with a specific slope that is for construction work. It is commonly heard in construction projects such as foundations, the base course of a road, or a landscape and gardens. You’ll never find a construction project that does not—in any way—alter the base ground or soil. An extra foundation is usually put over it and sometimes, that consists of multiple layers. Working in one construction site does not mean working with a single type of soil. Although to the common man, any kind of dirt is mostly just soil, for a heavy equipment operator in the Philippines, there might just be around 2 or 3 types of soil down there. Different types of soil should be handled differently because some of them are more difficult to work than others. Aside from their own characteristics, you should also take into consideration the condition of when you’re handling the soil. Even if it’s just dirt, under specific circumstances, they become easier, or harder to handle! For the benefit of those who know little about the types of soil used in construction, here’s a list of some of the more common ones: - Rocks such as limestone, granite, sandstone, and shale are known for their high bearing capacity. - Chalk is commonly used for strip foundations. - Gravel and sand are also good for strip foundations A construction site isn’t always large and full of space. Sometimes, some construction projects are too small for some heavy equipment. As an operator, you should know as soon as you see the place which heavy equipment can fit, or better, is the most suitable for the job. Another reason why the site layout of a project is important is that it can help you with planning out maneuvers around the construction site. Going around a construction site full of other workers and materials can be very tricky unless there’s a dedicated way around for heavy equipment. Along with the step-by-step procedure of operating a heavy equipment, an operator should also know all of the safety procedures needed in using one. From pre-operation setup rituals to on-site reminders, an operator should be heavily knowledgeable about such procedures. Typical safety precautions when riding a vehicle is enforced here. Simply wearing a seatbelt, and always keeping an eye on what’s in front and around you. But of course, there are more things to consider. Because of the size of heavy equipment, they are naturally a workplace hazard if not operated properly. Heavy Equipment Maintenance No matter how little a bulldozer, a crane, or a forklift in the Philippines is used, maintenance is always something that should be prioritized. The heavy equipment isn’t magical. With the amount of work that it does and how dirty it can get, it would be in need of regular maintenance. Maintenance is incredibly important for heavy equipment because most of the time, their inner mechanisms are very complex. A simply jammed cog or a loose wire can become detrimental to its work efficiency. The maintenance that heavy equipment gets usually dictates its lifespan as well. A well maintained heavy equipment can easily reach around 10 to 15 years, while one that receives one can reach its limits as early as 5 years in. Handling a heavy equipment takes skill. Operators aren’t only trained and mentored to be able to use them properly, but they also undergo certain lessons about safety procedures and other important parts of the construction project such as grade reading and site layouts. When it comes to heavy equipment, the more knowledgeable and prepared you are, the better. So be sure to at least have an idea of the ones mentioned above! If you are in the Cebu area and are currently looking for high-quality heavy equipment, don’t hesitate to contact or visit the local MULTICO branch for first-rate products and services!

- Robert Flaherty’s Oidhche Sheanchais:The First Film in Irish The year 2015 will mark eighty years of Irish-language film. Although many in the field of Irish Studies are aware of George Morrison’s Mise Éire (1959), Bob Quinn’s Poitín (1978), and Tom Collins’s Kings (2007), there has been little detailed discussion in English-language scholarly publications of the first Irish-language film, Robert J. Flaherty’s Oidhche Sheanchais (1935)—largely because the film was long thought to have been lost. When the Irish government announced its intention to commission such a film two years before the premiere, newspapers reported that the title would be “The Seanachie.” Oidhche Sheanchais means “a night of storytelling” and under current orthographic practice would be spelled as “Oíche Sheanchais.” Other English-language versions of the title have included “Storyteller’s Night,” “Night of the Storyteller,” and “The Story Teller.” For many years, the film’s whereabouts were uncertain, at best; those few researchers who have made brief references to it over the years generally refrained from commenting on the film’s availability. After the turn of the present century, Nollaig Mac Congáil (2003), Brian Ó Catháin (2004), and Brian Winston (2010) each clearly indicated what was suspected for decades, that the film was nowhere to be found in any public archive.1 The presumption that the film was lost was dramatically unsettled in 2012, however, when Harvard University library staff created a Library of Congress MARC record for Oidhche Sheanchais that enabled library patrons and researchers to query the holding in the online catalogue. The MARC record was added on December 11, 2012. Once appearing online, the record could also be viewed in the international WorldCat listing of available media. The fact that Harvard University had a copy did not come as a great surprise, [End Page 68] however; on January 22, 1934, the Irish Press—the strongly republican newspaper founded by Eamon de Valéra—noted that the university had ordered a copy.2 From the online catalog listing, one can see that the library had stored the film, which was on highly flammable nitrate stock, in a locked metal box. The record further contained the restriction that the film could not be shown for profit nor could “ownership be transferred” from Harvard to a third party. This was undoubtedly stipulated at the time of acquisition, as the film was ordered before it was actually released to cinemas. Once its existence was confirmed, scholars began contacting the library to view Oidhche Sheanchais. Access to the film was restricted during the years 2013 and 2014 as preservation work was underway. The end product of the preservation was a stabilized original, now available in 35mm and digital copies. Viewers can choose between viewing with or without newly added subtitles. The new print was first shown in Bologna, Italy, at the Il Cinema Ritrovato film festival on July 3, 2014, with a Harvard and Dublin screening expected to follow early in 2015. In the future, the film will be available for loan from Harvard. Copies will also be held in the archives of the Irish Film Institute and the Irish National Folklore Collection. Oidhche Sheanchais is a short film of about ten minutes, and it was largely misunderstood in its own day, chiefly because of traditions and taboos surrounding the Irish language in the twentieth century. Additionally, as a result of the past inaccessibility of the film, scholars have necessarily been vague in discussing the film (if they discussed it at all); later discussions tended to reinforce this vagueness. A number of misunderstandings regarding Flaherty’s film have been repeated over the years. Appearing at the beginning of the era of sound film, the black-and-white movie was shown in Dublin cinemas for the first time on St. Patrick’s Day in 1935, and played at the Grafton and Carlton Cinemas. The front page of the March 15, 1935, issue of the Irish Press indicated that the film was also to open in Cork on the same day as the Dublin premiere. An advertisement in the Irish Press two months earlier identified B. Cowan, G...

So when it comes to media representations, where’s the line between (a) humorous glimpses into a multicultural world and (b) offensive, hateful generalizations about marginalized groups? Can humor about a marginalized group actually be a healthy way of promoting diversity? Clearly, stereotypes can be dangerous because at their worst, they provide “evidence” that a marginalized group of people is inferior, therefore justifying the marginalization. In Nazi Germany, stereotypes about Jews were used as justification for discrimination and eventually for concentration camps. In the United States, D.W. Griffith’s 1915 epic silent film (and Ku Klux Klan propaganda piece) Birth of a Nation promoted stereotypes than African-American men were dangerous, corrupt rapists and thieves. These attitudes fueled the “need” for Jim Crow laws and other forms of racial discrimination.

Avocado, Butter Fruit, Makhanphal ( Grown through seeds ) - Plant With this purchase you will get: Description for Avocado, Butter Fruit, Makhanphal ( Grown through seeds ) The avocado (Persea americana) is a tree that is native to South Central Mexico, classified as a member of the flowering plant family Lauraceae. Avocado (also alligator pear) additionally refers to the tree s fruit, which is ... It is known as "butter fruit" in parts of India and goes by the name Planting and care An accurate soil test will tell you where your pH currently stands. Acidic (sour) soil is counteracted by applying finely ground limestone, and alkaline (sweet) soil is treated with ground sulfur. Caring for Avocado - Prune plant every spring and destroy all old or diseased plant material. - Wear elbow-length gloves that are thick enough to protect your hands from thorns or a clumsy slip, but flexible enough to allow you to hold your tools. - Always wear safety goggles; branches can whip back when released. November to February Typical uses of Avocado Special features: Fruit plant Ornamental use: It is used for the ornamental plant. What Customer says ? Want to tell us your experience with this product ? Just login and add your comments Grown in coco-peat and hence requires less water while being relatively insect free. What a great experience from start to finish. Very nice plants...looking so beautiful..thanku nurserylive? Attractive plants for pot culture Good growth and 90% germination Any query about avocado, butter fruit, makhanphal ( grown through seeds ) - plant

Download pdf file – plants we eat word search A large part of plants we eat is made up of plants or parts of a plant. In fact, plants contain many foods that help us live healthily. The leaves of edible plants provide our body with vitamins and minerals. There are roots that provide important nutrients to those who consume them, such as carbohydrates, vitamins and minerals. The stems edible provide nutrients to consume, such as vitamins, water and minerals. There are flowers that should not be eaten because they are poisonous. However, in other countries they eat the petals of roses and drink tea from flowers. Plants with flowers, although they are not vegetables that are grown for consumption, can be very good companions in your garden. To begin with, all flowers add aesthetic value as their shapes and colors will give this space a more cheerful and more beautiful appearance. They will also aromatize the garden or the garden with a mixture of very pleasant smells. On the other hand, associating them with some edible plants helps us with the care of the garden: it limits the weeds, it moves away the insects that can become pests for our plants and attracts insects that are beneficial for them. Flowering plants produce fruits within which their seeds are. These will give rise to a new plant plants we eat word search summer holidays plants we eat word search summer holiday word search pro plants we eat word search pro summer holidays summer holidays plants we eat word search answers so fresh and so clean plants we eat word search plants we eat word search clouds word search

This post was originally published on blogspot.com on February 3, 2012 In this post I will discuss the pros and cons of the colonization of Mars. The colonization of Mars is considered by some as the holy grail of human space exploration. Since the end of the second World War many plan for manned missions to Mars are proposed and also the possibility to establish permanent human settlements on the Red Planet is regularly discussed by Space enthusiasts. Until the 1970s the Moon and Mars were the logical locations for the first human colonies in our Solar System. Because both celestial bodies are relatively easy to reach (a manned mission to other solar systems would take several thousands years with current technology). But at the end of the 1960s scientists like Gerard O’Neill started to explore the possibilities of free space habitats and their designs gave way to a new approach to Space colonization. The main problem with the colonization of both the Moon as Mars, is the small gravitation of these bodies. Especially in case of the Moon, this would give serious problems for human health, however it is currently unknown of Mars’ gravity would be sufficient for humans. In space habitats the problem of low gravity is solved by centrifugation. O’Neill e.a. proposed to use lunar and asteroidal resources to build space habitats. The advantage of this is that both the Moon as asteroids have a low escape velocity compared to Earth, while Mars’ escape velocity is roughly half Earth’s. This is one, among many others, reason why we of Republic of Lagrangia are in favor building space habitats in the Lagrange points of the Sun-Earth system. Although manned Mars missions are a recurrent theme, no such mission has been undertaken. Main reason for this is (shortsighted) politics, not science and technology. Actually it is estimated that the US government has wasted a few times more money in Iraq and Afghanistan, than the price of a manned mission to our Red Neighbor. But we have to ask ourselves if despite the abundant, and therefore cheap, recourses of the Near Earth Asteroids, there is potential for colonizing Mars. First I would say that regardless of any advantage of space habitats over Mars, there will be people who want to settle on the Red planet, simply because of planetary chauvinism. But there is a good reason for colonizing Mars, I will discuss them later in this post. From a technical point of view colonization of Mars, is not that difficult (the biggest problem with any manned mission is the trip itself). Actually, one can argue that Mars is easier to settle than the Moon. As Zubrin argues in this article Mars possesses all the elements necessary for human civilization. Therefore Martian colonists will not dependent on importation from Earth as much as Lunar colonists. Main problem with populating the Red planet, is establishing habitats in which people can function in a normal way. Well one can make domed cities by using Martian made glass or plastic. Another solution is building subsurface structures. In both cases the habitats will be filled with breathable air. If we have livable habitats on Mars, than the next big problem is power supply. For the colonization of Mars there are essentially two sources of energy: nuclear and solar power. Since Mars is farther away from the sun, it reserves only 42 percent of the amount of solar as Earth. Deposits with relatively high concentration of thorium and uranium should exist on Mars. These elements can be used for Martian fission reactors, further Zubrin states that the percentage of deuterium is five times higher than on Earth (mainly because deuterium is heavier than normal hydrogen, and therefore possesses a higher boiling point). This can be used as fuel for nuclear fusion reactors. Both fission and fusion power not only produce electricity, but also provide colonists with heath for their habitats. Although Mars only receives half as much solar power than Earth, solar power is the most promising candidate for powering Martian colonies. Since our planet receives every hour more energy, than the annual global energy consumption, we can safely assume that solar power is able to provide enough energy for Mars. By solar power most people will think of large parts of Mars covered with solar arrays, however it will be more efficient to build solar power satellites in orbit around Mars. In orbit SPSs will receive sun light nearly continuously and the can be made arbitrarily large. Further, by beaming the harvested energy through high intensity microwaves, less Martian surface is needed for power generation. Since the escape velocity of Mars is roughly half Earth’s, it doesn’t make sense to build SPSs from Martian resources. In the 1970s it was proposed to construct SPSs for use in near earth space from lunar material, in order to circumvent high launching costs from Earth. Happily there several small bodies in near Mars space: first have the two moons of Mars, which are believed to be captured asteroids. And there are also Mars trojans, a family of asteroids orbiting the L4 and L5 points of Sun-Mars system. The moons and trojans can not only provide resources for SPSs, but can also deliver huge amounts of volatiles for Martian and other Space colonists. Despite the technical feasibility of the colonization of Mars, he have to ask why we should do it. In this article, Eric Drexler provide several arguments against the colonization of Mars. In essence the main contra argument is that Mars has a too high escape velocity to be competitive with asteroidal mining schemes. And since mining would be the prime motive for Martian settlement, this seems to be the end the Martian Dream. Due the relatively large travel time between Earth and Mars, tourism is unlikely to become a big drive settling the red planet. For the space tourist industry Lunar colonies are more attractive, since the Moon can be reached in just a few days. However there is one reason for colonizing Mars worth to be considered, Zubrin argues that Mars could produce food for colonies in the Asteroid belt. Crops can easily be grown on the red planet. We have only the build greenhouses and launch sites. Question is whether this should be necessary. Assuming that the first settlers in the Asteroid belt are mainly involved in mining, they have to import their food. In order to launch food from Earth to the asteroid belt we need to overcome Earth’s gravity (escape velocity) and we need energy to change from the orbit of the Earth around the Sun to the Belt (delta V). For Mars both the escape velocity as the delta V are lower, so transporting food from Mars to the Belt consumes less energy and is therefore cheaper. However if we assume that before the Belt man will first colonize Near Earth asteroids, we have to consider the possibility of transporting food from them to the Belt. Well, free space habitats have zero escape velocity, while delta V is roughly the same as for transport from Earth. Despite its technical feasibility, we of Republic of Lagrangia believe that colonizing our Red Neighbor should only happen, if ever, after the colonization of the Lagrange points of the Earth-Sun system.

Stankov, L. (2016). Individual differences within the psychological atlas of the world. Personality and Individual Differences,94 180-188. United Kingdom: Pergamon Press Ltd.. Retrieved from https://doi.org/10.1016/j.paid.2016.01.027 This paper presents findings based on 8883 participants from 33 countries. It employs mixture modeling (latent profile analysis) to classify individuals into latent classes/groups. The analyses are based on 12 factor scores from the domains of social attitudes (3 factors), social axioms (5 factors) and social norms (4 factors). Five latent classes were identified and most countries tend to have individual members from each class. The three largest groups consisting of 75% of the total number of participants differed in terms of the mean levels on factor scores. Group 1, labeled Liberal, had low mean factor scores on 11 out of 12 measures. Group 2, labeled Moderate, had average factor scores and Conservative Group 3 had high scores. Participants from each group were more common in some and less common in other countries. European countries plus Australia and Canada had the largest number of individuals belonging to Liberal Group 1. Conservative Group 3 had large number of individuals from South Asia and South-East Asia, Sub-Saharan Africa and Latin America. All other countries in our sample, including the USA, Russia and China had the largest number of people from the Moderate Group 2. Institute for Positive Psychology and Education Access may be restricted.

Several hikers in Arizona were killed this summer when they engaged in strenuous activity during the hottest part of the day. And an Indiana landscape crewman died when his body temperature soared to 108 degrees after he worked for nine hours in the direct sun, in 110 degree heat. These deaths are especially tragic because they could have been avoided if the victims had taken steps to avoid heat exhaustion – the precursor to heat stroke, potentially leading to death. Heat stroke affects people engaged in recreation, at home, and on the job. What’s more, workplace heat exhaustion is a significant problem, with agencies such as the Occupational Safety and Health Administration (OSHA) working diligently to educate workers about the risks of heat-related deaths. Operations involving high air temperatures, radiant heat sources, high humidity, direct physical contact with hot objects, or strenuous physical activities can lead to heat-related illness. Heat can strike any time of the year, in virtually any location, as it did last October when temperatures soared over 100 degrees across California. It gets hot in my doghouse. I wish I could install central air. With fall weather and associated slightly cooler temperatures, people have the tendency to grow complacent about heat exhaustion. But the risks are not relegated to a few summer months or tropical locations. The following headlines illustrate the point: - Bizarre September Heat Wave continues in Oklahoma. - Heatwave hits London capitol. - Los Angeles hotter than Palm Springs due to odd heatwave. - Bay Area braces for a hot weekend. - Glasgow is set for mini heat-wave. Heat Exhaustion – How to Spot it and Stop it The first step to heat exhaustion prevention is to pay attention to how your body feels and make sure you drink plenty of liquids. Next, heed these signs and contributing factors: - Muscle cramping, weakness, and clammy skin are telltale signs of heat exhaustion, according to the Centers for Disease Control & Prevention (CDC). - If you aren’t sweating enough in heat, take notice. Dehydration occurs when the body cannot properly regulate internal temperature. - In high heat, monitor alcohol use, as it can interrupt body heat regulation and cause dehydration. Seems like there are lots of reasons to refrain from imbibing. Personally, I prefer water. - Watch what you wear. Excessive clothing can impact the body’s ability to regulate temperature. “Dressing for the weather” is vital to prevent this type of overheating. Babies and small children are at an increased risk of quickly developing heat exhaustion if they are overdressed. Heat Stroke – the Warning Signs After heat exhaustion comes heat stroke – a condition wherein death can occur in the absence of swift action. For example, a construction worker in North Naples, Florida recently succumbed to heat stroke after working on a roof in 90-degree heat. Symptoms that suggest the onset of heat stroke - Red, hot, dry skin, unlike the clamminess that often accompanies heat exhaustion - Cessation of sweating, despite heat - Seizures and general confusion/disorientation - Rapid heartbeat and shallow breathing At-home treatment for heat stroke includes wetting the victim’s skin, fanning him to increase air circulation, and possibly even submerging the person in a tub filled with ice. Heat stroke often requires a speedy trip to the emergency room, so the patient can receive specialized care. Once a person is unconscious or the body temperature reaches 104 degrees or higher, every minute counts. Don’t forget to watch your pets for signs of heat stroke. Cats and dogs can suffer from heat stroke. Avoid long walks during the middle of the day and pack plenty of cold water for your dogs. But don’t forego the walk all together. We love to walk it at night. If your pooch is excessively panting, has sticky saliva, shows signs of dizziness, and/or vomits, cool your pet as soon as possible. In California, a bill is being considered which would protect someone who breaks a window to rescue a dog in a hot car. This bill makes sense to me, since we can’t open the car door ourselves and our coats keep us extra hot. Remember that safety is a daily priority. Maintaining a state of preparedness is essential for every month of the year, no matter the temperature. A convenient and affordable way to make sure you are prepared for disasters and emergencies of virtually every kind is to subscribe to the RJWestmore Training System by Universal Fire/Life Safety Services, which has been designed to help improve and save lives. For more information about the best system out there, or to subscribe, click here.

Master AP Calculus AB & BC Part II. AP CALCULUS AB & BC REVIEW CHAPTER 3. Limits and Continuity LIMITS INVOLVING INFINITY You can learn a lot about a function from its asymptotes, so it’s important that you can determine what kind of asymptotes shape a graph just by looking at a function. Remember that asymptotes are lines that a graph approaches but never reaches, as the graph stretches out forever. The two kinds of asymptotes with which you should concern yourself are vertical asymptotes and horizontal asymptotes; in the graph below of g(x), x = —2 is a vertical asymptote and y = 4 is a horizontal asymptote. Some students are confused by this diagram, since g(x) actually intersects the horizontal asymptote. “I thought a graph can’t hit an asymptote,” they mutter, eyes filling with tears. A graph can intersect its asymptote, as long as it doesn’t make a habit of it. Even though g intersects y = 4 at (2,4), g only gets closer and closer toy = 4 after that (for x > 2), and g won’t intersect the line out there near infinity—it’s the infinite behavior of the function that concerns us. It’s the same with the criminal justice system—if you cross paths with the law a couple of times when you’re very young, it’s not that big a deal, but as you get much older, the police tend to frown upon your crossing them again. Vertical asymptotes are discontinuities that force a function to increase or decrease without bound to avoid an x value. For example, consider the graph of In this case, the function has an infinite discontinuity at x = 1. As you approach x = 1 from the left, the function decreases without bound, and from the right, you increase without bound. In general, if f(x) has a vertical asymptote at x = c, then or —∞. This is commonly called an infinite limit. This terminology is slightly confusing, because when/has an infinite limit at c, f has no limit at c! Example 7: Determine which discontinuities of are caused by vertical asymptotes. Solution: To begin, factor p(x) to get Because the denominator of a fraction cannot equal zero, p is discontinuous at x = —2 and —3. However, using the factoring method, exists and equals Therefore, the discontinuity at x = —2 is removable and not a vertical asymptote; however, x = —3 is a vertical asymptote. If you substitute x = —3 into the p, you will get —1/0. Remember, a constant divided by zero is the fingerprint of a vertical asymptote. Horizontal asymptotes (or limits at infinity) are limiting heights that a graph approaches as x gets infinitely large or small. Consider the graph below of As x gets infinitely large (the extreme right side of the graph), the function is approaching a height of 2; in fact, the same is true as x gets infinitely negative (the left side of the graph). In this case, we write The AP Calculus test often features problems of the type and there is a handy trick to finding these limits at infinity of rational functions. We’ll begin with a generic example to learn the technique. TIP. A rational function will always approach the same limit as x→∞ and x→—∞. Example 8: Evaluate Solution: Let A be the degree of f(x) and B be the degree of g(x). • If A > B, then the limit is ∞. • If B > A, then the limit is 0. • If A = B, then the limit is the ratio of the leading coefficients of f(x) and g(x). This technique only works for rational functions when you are finding the limit as x approaches infinity, and although it may sound tricky at first, the method is quite easy in practice. NOTE. Remember that the degree of a polynomial is its highest exponent, and the coefficient of the term with the highest exponent is called the leading coefficient. Example 9: Evaluate the following limits. Because the degree of the numerator is greater than the degree of the denominator (4 > 2), the limit is ∞. In other words, the function does not approach a limiting height and will reach higher and higher as x increases. The degree of the numerator is 3, since and the degree of the denominator is 5. Since the denominator’s degree is higher, the limit is 0. The degrees of the numerator and denominator are both 4, so take the ratio of those terms’ coefficients to get a limit of —7/5. Example 10: Give the equations of the vertical and horizontal asymptotes of NOTE. Remember: If limit equals ∞, there technically is no limit, since ∞ is not a real number. Solution: The horizontal asymptotes are easy to find using the technique of the previous two examples. The degrees of the numerator and denominator are equal, so Therefore, k has horizontal asymptote y = 2. In order to find any vertical asymptotes, begin by factoring k: From this, you can see that k has discontinuities at x = 4 and 8. To determine which represents an asymptote, substitute them both into k. k(4) = 0/0 and k(8) = 76/0. Thus, x = 8 is an infinite discontinuity, and x = 4 is a point discontinuity, as verified by the graph. Directions: Solve each of the following problems. Decide which is the best of the choices given and indicate your responses in the book. 1. Explain how horizontal and vertical asymptotes are related to infinity. 2. If m is an even function with vertical asymptote x = 2 and draw a possible graph of m(x). 4. Given a and b are positive integers, f has horizontal asymptote y = 2, and f has vertical asymptote x = 3: (a) Find the correct values of a and b. (b) Find the point of removable discontinuity on f. 5. Draw a function g(x) that satisfies all of the following properties: • Domain of g is (—∞,—2) ∪ (—2,—∞) • g has a nonremovable discontinuity at x = —2 • Range of g is [—3,∞) • g has one root: x = —4 ANSWERS AND EXPLANATIONS 1. When a function approaches the vertical asymptote x = c, the function values either increase or decrease without bound (infinitely); for example: A horizontal asymptote occurs when a function approaches a fixed height forever as x approaches infinity (for example: ). 2. Because m is even, it must be y-symmetric, and, therefore, have a vertical asymptote at x = —2 as well. Furthermore, must also equal 0. Any solution must fit those characteristics; here is one: 3. (a) Because the degree of the denominator is greater than the degree of the numerator, the limit at infinity is zero. (b) The numerator and denominator are both of degree 3 (since ), so take the corresponding coefficients to find the limit of . Note that the radical remains around the 7. 4. (a) If / has vertical asymptote x = 3, we can find a. Remember the vertical asymptote fingerprint: a zero in the denominator but not in the numerator. The denominator equals zero when 32 — a2= 0. 32 - a2 = 0 a2 = 9 a = 3 (since a has to be positive according to the problem) Substitute a into the fraction to give you If f has horizontal asymptote y = 2, then The numerator and denominator have the same degree, so the limit is b/2 = 2. Thus, b = 4. (b) Substituting both b and a gives you Factor completely to get The (x + 3) factor can be eliminated, meaning that Since x = —3 is a discontinuity at which a limit exists, f is removably discontinuous at the point (—3,5/6). 5. This problem is pretty involved, and all solutions will look similar to the graph below. In order to get the range of [—3,∞), it’s important that The graph must also reach down to and include the height of —3, although it need not happen at (—6, —3) as on this graph.

« What if… ? THE WORLD WAS DIGITIZED? » How sensors are already capturing and using data First, people heard of the ‘cloud’. They were told of the wonderful things it could do with data. But then they began to realize the ‘cloud’ was not a magical place in the sky. They visited the data centers that housed the ‘cloud.’ What an energy hungry monster it was! They wanted the wonder – and more of it – but not at that price. Enter Sensing Labs, a startup ready to digitize the real world, affordably. To reduce the cost and carbon footprint of data, four entrepreneurs with a bit of time on their hands began to examine how to take data centers out of the equation, as far as possible. The Montpellier-based founders of Sensing Labs predicted a growing hunger for data – which if unmanaged could become prohibitively expensive and environmentally unfriendly. Their innovation was to seek out existing technologies to reduce the cost of processing IoT (Internet of Things) data. They developed sensors with their own intelligence to do most of the work themselves, without depending on energy gobbling data centers. Using embedded software, Sensing Labs made a product that can capture and process data, before compressing and encrypting it for secure low-cost long-distance transport. Sensing Labs’ range of sensors monitor outdoor variables such as temperature, light, and moisture, as well as indoor factors such as energy consumption and machine maintenance. The sensors’ role is first to capture the data, like a regular sensor, then compress it and select the cheapest mode of transfer via long distance radio signals over LPWA networks (Sigfox or LoRa). The encrypted data is then sent to a customized web platform. The data analytics reported by Sensing Labs will finally allow clients to use their own computer to consult a range of variables – from the exact source of a water or gas leak, to the energy efficiency of buildings, or to find out whether fields will require additional irrigation. The possibilities for reducing cost and optimizing performance are enormous – and Sensing Labs has clients across a range of industries from smart buildings (energy consumption, temperature), to agriculture (luminosity, soil moisture) and industry (monitoring, preventive maintenance). Sensing Labs’ robust and easy-to-install products are designed to last 20 years, in all conditions. They are recognized by the LoRa Alliance, and approved by SigFox. In nine months of trading, Sensing Labs has attracted more than 60 clients and established distribution agreements in six European countries. The company expects sales to top €1 million this year, rising to €6 million in 2018. Sensing Labs is currently preparing for a second funding round after successfully raising €500,000. Editor: Business France, Jan 2017

Sign language is a language of conveying meaning and getting across message with the help of body language, lip movements, hand movements, expressions in the face, etc. With practice, people converse fluently using the sign language. This was commonly developed in deaf communities which consisted of friends, interpreters, and families of deaf people, and also people who are deaf or hard of hearing. Like how the spoken language differs from region to region even this differs though people using different sign languages can communicate easier than when people using different languages meet. There are many different sign languages which have developed over a period of time. The complex spatial grammar of the languages differs from that of the spoken language and it can be used to discuss any topic, from the simple and concrete to the lofty as well as abstract. There are hundreds of types existing in the deaf communities across the world while most of them have no recognition status at all! They are as rich as oral language in every possible way and linguists have proclaimed them to be fit to be classified as true languages. The signs are mostly arbitrary and they mostly do not have any visual relationship to the word referred to. Manual alphabets are used mostly for proper names and technical or specialized vocabulary. The many unique linguistic features which emerge from the languages’ ability are to produce the meanings in different parts of the visual field simultaneously. People are usually mistaken in the sense that they think a sign language depends on the oral languages entirely and that they are actually oral languages which are spelt out in action. This language exploits the unique features of the visual medium because the oral language being linear only one sound can be made or received at a time whereas in this language a whole scene can be taken in at once as it is visual. Several channels of information can be expressed simultaneously. Parents of deaf children should introduce the language to the ward as early as possible. The earlier the child is exposed to sign languages and begins to acquire language will result in better development of the ward’s communication skills. Researchers say that the first six months are the most crucial stage to the development of a child’s language skills. Screening for deafness and partial hearing losses have to be executed on all new borns before they leave the hospital or maximum within the first month of life. Becoming fully competent in any language a person exposure to that language must begin as early as possible and definitely before school age. In an occasion where the existence of deaf people are high enough a single deaf sign language is taken up by an entire local community. Countries may have two or more of this language but an area that contains more than one oral language can have only one it.

Earth’s oceans are having a rough go of it these days. On top of being the repository for millions of tons of plastic waste, global warming is affecting the oceans and upsetting marine ecosystems in potentially irreversible ways. Coral bleaching, for example, occurs when warming water temperatures or other stress factors cause coral to cast off the algae that live on them. The coral goes from lush and colorful to white and bare, and sometimes dies off altogether. This has a ripple effect on the surrounding ecosystem. Warmer water temperatures have also prompted many species of fish to move closer to the north or south poles, disrupting fisheries and altering undersea environments. To keep these issues in check or, better yet, try to address and improve them, it’s crucial for scientists to monitor what’s going on in the water. A paper released last week by a team from MIT’s Computer Science and Artificial Intelligence Laboratory (CSAIL) unveiled a new tool for studying marine life: a biomimetic soft robotic fish, dubbed SoFi, that can swim with, observe, and interact with real fish. SoFi isn’t the first robotic fish to hit the water, but it is the most advanced robot of its kind. Here’s what sets it apart. It swims in three dimensions Up until now, most robotic fish could only swim forward at a given water depth, advancing at a steady speed. SoFi blows older models out of the water. It’s equipped with side fins called dive planes, which move to adjust its angle and allow it to turn, dive downward, or head closer to the surface. Its density and thus its buoyancy can also be adjusted by compressing or decompressing air in an inner compartment. “To our knowledge, this is the first robotic fish that can swim untethered in three dimensions for extended periods of time,” said CSAIL PhD candidate Robert Katzschmann, lead author of the study. “We are excited about the possibility of being able to use a system like this to get closer to marine life than humans can get on their own.” The team took SoFi to the Rainbow Reef in Fiji to test out its swimming skills, and the robo fish didn’t disappoint—it was able to swim at depths of over 50 feet for 40 continuous minutes. What keeps it swimming? A lithium polymer battery just like the one that powers our smartphones. It’s remote-controlled… by Super Nintendo SoFi has sensors to help it see what’s around it, but it doesn’t have a mind of its own yet. Rather, it’s controlled by a nearby scuba-diving human, who can send it commands related to speed, diving, and turning. The best part? The commands come from an actual repurposed (and waterproofed) Super Nintendo controller. What’s not to love? Previous robotic fish built by this team had to be tethered to a boat, so the fact that SoFi can swim independently is a pretty big deal. Communication between the fish and the diver was most successful when the two were less than 10 meters apart. It looks real, sort of SoFi’s side fins are a bit stiff, and its camera may not pass for natural—but otherwise, it looks a lot like a real fish. This is mostly thanks to the way its tail moves; a motor pumps water between two chambers in the tail, and as one chamber fills, the tail bends towards that side, then towards the other side as water is pumped into the other chamber. The result is a motion that closely mimics the way fish swim. Not only that, the hydraulic system can change the water flow to get different tail movements that let SoFi swim at varying speeds; its average speed is around half a body length (21.7 centimeters) per second. Besides looking neat, it’s important SoFi look lifelike so it can blend in with marine life and not scare real fish away, so it can get close to them and observe them. “A robot like this can help explore the reef more closely than current robots, both because it can get closer more safely for the reef and because it can be better accepted by the marine species.” said Cecilia Laschi, a biorobotics professor at the Sant’Anna School of Advanced Studies in Pisa, Italy. Just keep swimming It sounds like this fish is nothing short of a regular Nemo. But its creators aren’t quite finished yet. They’d like SoFi to be able to swim faster, so they’ll work on improving the robo fish’s pump system and streamlining its body and tail design. They also plan to tweak SoFi’s camera to help it follow real fish. “We view SoFi as a first step toward developing almost an underwater observatory of sorts,” said CSAIL director Daniela Rus. “It has the potential to be a new type of tool for ocean exploration and to open up new avenues for uncovering the mysteries of marine life.” The CSAIL team plans to make a whole school of SoFis to help biologists learn more about how marine life is reacting to environmental changes. Image Credit: MIT CSAIL

- Some questions frequently asked by houseowners : can someone help me with these math questions? please!? ♥ my daughter is a good student and has so far this year gotten straight a's in math. today she brought home a worksheet she got a zero on and i am trying to find out how to help her but i do not remember how to do the math problems. here is a couple examples: it's on scientific notation. write each number in scientific notation: 16,000 find each product: 345*100 write each number in standard form: 3.25*10(4) this 4 is actually like its squared you know the number is small slightly above the 10. if anyone can help it would be greatly appreciated i just want to help her understand so she can study for a upcoming test. thanks a bunch guys! ok i think i understand how to show her now but how do i do a problem that has a decimal such as: find each product: 65.2*10.

The documentary ‘Kanraxël’ was first described to me as a film about multilingualism. Set in Agnack, Senegal, it is common for children to grow up speaking six or more languages. My task was to create secondary school lesson plans and resources to accompany the film. The project made me think about my own relationship to languages. Firstly, that I only speak English. And secondly, a realisation that the other languages in my family have been lost due to colonisation, migration and assimilation practices. ‘Kanraxël’ is a pedagogical gift. The film is a perfect resource to get young people to explore the benefits of multilingualism, but it also has themes that reach beyond MFL (Modern Foreign Languages). At its core, ‘Kanraxël’ celebrates language acquisition as a powerful resource. As an economics teacher, this concept of ‘language as resource’ interested me. Further, I was keenly aware from my own teaching that resources such as ‘Kanraxël’ aren’t often available for use in schools. To put it bluntly, there will be students in English secondary schools who may never work from a case-study set in an African country outside of a Geography lessons (and maybe not even there). I therefore became interested in the film’s use in the classroom beyond the topic of multilingualism. To this end I produced six lessons for Key Stages 3 and 4 that link to current curricula in the subjects of Geography, MFL, PSHE and Economics. These one-hour lessons use short clips from the film to explore themes ranging from the causes and benefits of multilingualism, to migration, supply and demand and infrastructure development. Other resources include a range of essay and discussion topics suitable for Key Stage 5 students based on viewing the entire film. These essay topics cover a range of subject areas including Languages/Linguistics, Geography, Sociology, Religious Studies, Philosophy, Economics, History and Media Studies. The aim of these KS5 resources is to challenge students to extend their thinking, research and writing, whilst also deepening their A-Level knowledge and practice. All these teaching resources are now freely available on the Kanraxël website: https://www.kanraxel.uk/schools The website, which also contains free teaching resources for universities, will be launched on February 20th 2018 at an event hosted by the Royal Anthropological Institute: “When multilingualism is your mother tongue – the documentary Kanraxël and associated teaching resources”. After an introduction to the film and the teaching resources, the film Kanraxël will be screened. Registration on Eventbrite for this event is free, but compulsory. Come and join us to reflect on multilingualism as a mother tongue not only in urban centres, but as a world-wide reality!

How battery energy storage could help businesses cut power costs Ontario has been bleeding manufacturing jobs since the 2008 recession, and high-priced electricity is a root cause: That’s the finding of a recent report from The Fraser Institute, a non-partisan Canadian research organization. According to this organization, Ontario’s manufacturing output fell by 18 percent and manufacturing employment fell by 28 percent between 2005 and 2015. What drove businesses out of the province? “Ontario now has the highest electricity costs among all Canadian provinces and some of the highest costs in North America,” noted a 2017 research write-up. “In 2016, large industrial consumers (with a power demand of five megawatts and monthly consumption of 3,060 megawatt hours) in Toronto and Ottawa paid almost three times more than consumers in Montreal and Calgary and almost twice as much as consumers in Vancouver.” Relief in storage One of the biggest drivers of high electricity rates for Class A customers is global adjustment, a billing component often computed based on how much the customer’s peak demand contributes to provincial peak demand. Consequently, lowering peak electricity use delivers significant savings on electric bills for Class A customers. Battery energy storage systems (BESS) help these Class A organizations lower peak demand because they can charge the battery in off-peak hours and discharge when peak occurs. By using the BESS in this way, analysts at Aegent Energy Advisors estimate that a Class A customer could slash global adjustment as much as $500,000 annually per avoided megawatt. While those savings are impressive, they must be balanced against the cost of installing a BESS itself. Right now, there is an absence of standards governing the requirements associated with hooking battery energy storage systems up to the grid. That means power providers can require customers to implement costly grid-protection technology even when it’s not needed. On a power trip Called “transfer trip,” the technology in question is a system that sends a “shut off” or trip command from a substation to a remote circuit breaker when utility power lines must be de-energized for maintenance or repairs. Utilities use these systems when they have a lot of distributed energy resources – like large, customer-owned storage installations – that could put power back onto lines that must be de-energized for worker safety. Here’s the problem: Battery systems used for mitigating global adjustment never feed back onto the grid. They’re designed to serve their owners’ loads only. This makes transfer trip technology unnecessary. It’s also time-consuming and expensive. When organizations must support transfer trip technology before they can hook a BESS onto the grid, it can add between 10 and 30 percent to the cost of a BESS installation. In addition, it extends implementation time by as much as six months. And as noted earlier, this technology generally isn’t necessary at all. Spark Power has created a detailed brief explaining why utilities may want to add transfer trip requirements for BESS, as well as why regulators should stabilize the rules by imposing some common-sense standards. For more information, please contact firstname.lastname@example.org.

Chapter 21 Transaction Processing Concepts Part I Transaction Concepts The concept of transaction provides a mechanism for describing logical units of database processing A transaction is typically implemented by a computer program that includes database commands such as retrievals, insertions, deletions, and updates. A transaction groups SQL statements so that they are either all applied to the database, or they are undone from the database. Oracle Database assigns every transaction a unique identifier called a transaction ID. Transaction Processing System Definition: Is a system with large database and hundreds of users executing transactions concurrently Examples: An airline reservations, banking system, purchasing system, and many others These systems require high availability and fast response time for hundreds of concurrent users Introduction to Transaction Processing A database system is classifying according to the number of users who can use the system to: Single-User System: Multiuser System: At most one user at a time can use the system. Many users can access the system concurrently. Concurrent execution of processes is either: Interleaved processing: Concurrent execution of processes is interleaved in a single CPU Parallel processing: Processes are concurrently executed in multiple CPUs. Interleaved processing vs. Parallel Processing Introduction to Transaction Processing A Transaction: A transaction (set of operations) may be stand-alone specified in a high level language like SQL submitted interactively, or may be embedded within a program. Transaction boundaries: Logical unit of database processing that includes one or more access operations (read -retrieval, write - insert or update, delete). Begin and End transaction. An application program may contain several transactions separated by the Begin and End transaction boundaries. Introduction to Transaction Processing SIMPLE MODEL OF A DATABASE (for purposes of discussing transactions): A database is a collection of named data items Granularity of data - a field, a record , or a whole disk block (Concepts are independent of granularity) Basic operations are read and write read_item(X): Reads a database item named X into a program variable. To simplify our notation, we assume that the program variable is also named X. write_item(X): Writes the value of program variable X into the database item named X. Introduction to Transaction Processing READ AND WRITE OPERATIONS: Basic unit of data transfer from the disk to the computer main memory is one block. In general, a data item (what is read or written) will be the field of some record in the database, although it may be a larger unit such as a record or even a whole block. read_item(X) command includes the following steps: Find the address of the disk block that contains item X. Copy that disk block into a buffer in main memory (if that disk block is not already in some main memory buffer). Copy item X from the buffer to the program variable named X. Introduction to Transaction Processing READ AND WRITE OPERATIONS (cont.): write_item(X) command includes the following steps: Find the address of the disk block that contains item X. Copy that disk block into a buffer in main memory (if that disk block is not already in some main memory buffer). Copy item X from the program variable named X into its correct location in the buffer. Store the updated block from the buffer back to disk (either immediately or at some later point in time). Sample Transactions Sample Transactions Concurrent Transactions Introduction to Transaction Processing Why Concurrency Control is needed: The Lost Update Problem This occurs when two transactions that access the same database items have their operations interleaved in a way that makes the value of some database item incorrect. Concurrent execution is uncontrolled: (a) The lost update problem. Execute the schedule by assuming that X=50 and Y=50 Introduction to Transaction Processing Why Concurrency Control is needed: The Temporary Update (or Dirty Read) Problem This occurs when one transaction updates a database item and then the transaction fails for some reason (see Section 21.1.4). The updated item is accessed by another transaction before it is changed back to its original value. Concurrent execution is uncontrolled: (b) The temporary update problem. Introduction to Transaction Processing Why Concurrency Control is needed: The Incorrect Summary Problem If one transaction is calculating an aggregate summary function on a number of records while other transactions are updating some of these records, the aggregate function may calculate some values before they are updated and others after they are updated. Concurrent execution is uncontrolled: (c) The incorrect summary problem. Introduction to Transaction Processing Why Concurrency Control is needed: Unrepeatable Read Problem If one transaction reads different values for the same database item within the same session Introduction to Transaction Processing Why recovery is needed: Whenever a transaction is submitted to a DBMS for execution, the system is responsible for making sure that either all the operations in the transaction are completed successfully and recorded permanently in the database, or that the transaction does not have any effect on the database or any other transactions. Types of Failures 1. A computer failure (system crash): A hardware, software, or network error occurs in the computer system during transaction execution. Hardware crashes are usually media failures—for example, main memory failure. 2. A transaction or system error: Some operation in the transaction may cause it to fail, such as integer overflow or division by zero. Failure may also occur because of erroneous parameter values or may be interrupted by the user. Introduction to Transaction Processing Types of Failures (Cont.) 3. Local errors or exception conditions detected by the transaction: Certain conditions that may cancel the transaction for example, data may not be found or a condition such as insufficient account balance in a banking database. 4. Concurrency control enforcement: The concurrency control method may decide to abort the transaction to be restarted later, because it violates serializability or because several transactions are in a state of deadlock (see Chapter 22). 5. Disk failure: Some disk blocks may lose their data because of a read or write malfunction or because of a disk read/write head crash. This may happen during a read or a write operation of the transaction. 6. Physical problems and catastrophes: Such problems include; power or air-conditioning failure, fire, theft, overwriting disks or tapes by mistake. Transaction and System Concepts A transaction is an atomic unit of work that is either completed in its entirety or not done at all. For recovery purposes, the system needs to keep track of when the transaction starts, terminates, and commits or aborts. Transaction states: Active state Partially committed state Committed state Failed state Terminated State State Transition Diagram Illustrating the States for Transaction Execution Transaction and System Concepts Recovery manager keeps track of the following operations: begin_transaction: This marks the beginning of transaction execution. read or write: These specify read or write operations on the database items that are executed as part of a transaction. end_transaction: This specifies that read and write transaction operations have ended and marks the end limit of transaction execution. At this point it may be necessary to check whether the changes introduced by the transaction can be permanently applied to the database or whether the transaction has to be aborted because it violates concurrency control or for some other reason. Transaction and System Concepts Recovery manager keeps track of the following operations (cont): commit_transaction: This signals a successful end of the transaction so that any changes (updates) executed by the transaction can be safely committed to the database and will not be undone. rollback (or abort): This signals that the transaction has ended unsuccessfully, so that any changes or effects that the transaction may have applied to the database must be undone. Transaction and System Concepts Recovery techniques use the following operators: undo: Similar to rollback except that it applies to a single operation rather than to a whole transaction. redo: This specifies that certain transaction operations must be redone to ensure that all the operations of a committed transaction have been applied successfully to the database. Transaction and System Concepts The System Log Log or Journal: The log keeps track of all transaction operations that affect the values of database items. This information may be needed to permit recovery from transaction failures. The log is kept on disk, so it is not affected by any type of failure except for disk or catastrophic failure. In addition, the log is periodically backed up to archival storage (tape) to guard against such catastrophic failures. Transaction and System Concepts The System Log (cont): T in the following discussion refers to a unique transaction-id that is generated automatically by the system and is used to identify each transaction: Types of log record: [start_transaction,T]: Records that transaction T has started execution. [write_item,T,X,old_value,new_value]: Records that transaction T has changed the value of database item X from old_value to new_value. [read_item,T,X]: Records that transaction T has read the value of database item X. [commit,T]: Records that transaction T has completed successfully, and affirms that its effect can be committed (recorded permanently) to the database. [abort,T]: Records that transaction T has been aborted. Transaction and System Concepts Commit Point of a Transaction: Definition a Commit Point: A transaction T reaches its commit point when all its operations that access the database have been executed successfully and the effect of all the transaction operations on the database has been recorded in the log. Beyond the commit point, the transaction is said to be committed, and its effect is assumed to be permanently recorded in the database. The transaction then writes an entry [commit,T] into the log. Transaction and System Concepts Commit Point of a Transaction (cont): Force writing a log: Before a transaction reaches its commit point, any portion of the log that has not been written to the disk yet must now be written to the disk. This process is called force-writing the log file before committing a transaction. Desirable Properties of Transactions ACID properties: Atomicity: A transaction is an atomic unit of processing; it is either performed in its entirety or not performed at all. Consistency preservation: A correct execution of the transaction must take the database from one consistent state to another. Isolation: A transaction should not make its updates visible to other transactions until it is committed; this property, when enforced strictly, solves the temporary update problem and makes cascading rollbacks of transactions unnecessary (see Chapter 21). Durability or permanency: Once a transaction changes the database and the changes are committed, these changes must never be lost because of subsequent failure.

China has become the world’s largest producer of photovoltaic glass. In addition to meeting the domestic market demand, China’s photovoltaic glass exports have also grown rapidly. According to the statistics of China Photovoltaic Industry Association, in January 2016, China’s photovoltaic glass exports to Japan, the United States, Europe and other international markets, the number of about 129,900 tons, accounting for about one-third of total photovoltaic glass production, 7.74 year-on-year. If PV glass is exported in the form of PV modules, the export volume will far exceed this ratio. At the same time, China’s PV glass imports in January 2016 were only 934 tons. According to statistics, in 2015, 93% of the world’s crystalline silicon battery modules use photovoltaic glass produced in China. From the installed capacity of PV modules, from 2010 to 2014, the global PV module installed capacity grew at an annual rate of 28.2%, from 17.2GW in 2010 to 46.5GW in 2014. In the same period, the compound annual growth rate for China’s PV modules was 106.9%, from 0.6GW in 2010 to 10.6GW in 2014. In terms of PV module production, from 2010 to 2014, the global compound annual growth rate of PV module production was 21.1%, from 22.3GW in 2010 to 48.1GW in 2014. In the same period, China’s PV module production increased from 10.8GW in 2010, and in 2014 it was 34.5GW, with a compound annual growth rate of 33.7%. As mentioned above, as the global installed capacity of photovoltaic power generation and the annual production of photovoltaic modules continue to grow steadily in the coming years, the demand for photovoltaic glass will continue to grow. With its reliability, safety, versatility and resource adequacy, photovoltaic energy has become one of the world’s most recognized renewable energy sources in the context of accelerating global consumption of fossil fuels such as coal and oil. Become the main pillar of the future global power supply. In the decade from 2005 to 2015, the annual compound growth rate of global PV installed capacity was about 42%. According to the prediction of the Joint Research Center of the European and American Commissions, by 2050, photovoltaic power generation will account for 25% of global power generation, to 2100. This ratio may increase to 64%.

Class time is so precious; I hate to waste it on students’ looking for papers, so I try to limit the papers and keep them organized. Here are some ways to keep the chaos contained. - Binders are great because students can add and subtract papers, and reorganize as needed. - Go for the slim binders. They’re less expensive, and, the tight space forces students to clean through their papers more frequently. - Create a few sections, not more than three. You don’t want to make it too complicated. It’s supposed to save time and focus effort, not become the focus of effort! - Bring out the recycling bin: Regularly encourage students to go through their binders and get rid of papers that are they are not going to look at again. My criteria questions are: Is this paper important? Why? Will I study it again? - Binders are a tool for test prep. Before every test, have students go through their binders and decide what they need to study. They can tag the important papers with stickies. (And any extraneous paper can go in the recycling bin.) A Sample Binder from My Class: Up front: Before the first section a. Name and number. Student copy and complete the information in the front of their books. This book belongs to _________. If found please call _______________. b. Class calendar We circle the days of class and write in any important holidays, projects, or field trips. c. School numbers. Person to call when absent. Person to call for homework assignments (for example: a learning buddy). School computer password. School cancellation number. Section 1: Class Notes This is the current content unit we are studying at the moment. Students can place all current class notes, handouts, homework and writing work in this section, from front to back. Section 2: Word Study Here students maintain their vocabulary lists and spelling lists. Section 3: Study Again This section has all the highlights from previous units. Because we know recycling is essential and that students need to touch on old learning to keep it active, I encourage students to study these pages intermittently. To ensure students do the studying, I integrate material from prior units in tests and quizzes. What about homework assignments? Students put a bright little sticky on each homework assignment whether it is in the textbook or on a handout in their binder. They place the sticky so it sticks out like a tab. This makes it super easy for everyone to locate homework papers at home and in class. At the end of each class, as when getting the next class assignment, students remove the stickies from their finished homework and re-paste the stickies.to their new assignment pages.

New research has found most people think driverless cars programmed to sacrifice their passengers for the greater good are a good idea – but that not many would drive their family around in one. Driverless cars are already being tested on Australian roads. Volvo has held driverless vehicle trials in South Australia, with that state introducing legislation covering driverless vehicles in 2015. However, ethicists are still grappling with how they would handle in a crash. Should they run over pedestrians to protect the occupants of the car? Or veer off the road to save the pedestrian but kill the car’s passengers? A new study, published in the journal Science, has found that 76% of people surveyed said it was “more moral” for driverless cars to be programmed to choose to save the lives of pedestrians – even if the only other option was to cause its passengers to die instead. Most people would like others to buy cars programmed to save the lives of pedestrians, but would themselves prefer to ride in a driverless car that protected its own passengers at all costs, the researchers found. The results were drawn from six online surveys of 1,928 people in the US between June and November 2015. “Over the six studies the results were the same: people always had a strong moral opinion,” said researcher Jean-François Bonnefon. He said neither he nor his research team colleagues, Iyad Rahwan and Azzim Shariff, expected people would have such a strong and “utilitarian” approval of self-sacrifice. Survey participants were asked to imagine they were passengers in an autonomous vehicle (AV) programmed to minimise the number of casualties in an accident, then rank how moral it was for the car to choose to sacrifice them to save pedestrians. They were then asked to rate their preference on a scale ranging from self-protection to a response aimed at saving the lives of others. “Before, these kinds of moral dilemmas had no urgency but now we find ourselves having to decide,” said Bonnefon. The study showed that the number of lives saved influenced how moral people thought the AV was and, in turn, increased the confidence people had in their answer. But people were at best lukewarm when it came to actually buying a car programmed to save others, and their interest decreased further if a family member was also a passenger. The researchers also asked respondents how likely they were to buy a driverless car if the government enforced programming aimed at saving the lives of others. The level of interest in buying an autonomous vehicle was decreased by two thirds, compared to when there was no regulation as all. The study noted that AVs have the potential to increase traffic efficiency, reduce pollution, and reduce accidents but the survey results suggest regulation enforcing programming aimed at saving pedestrian lives was not popular. “Our results suggest that such regulation could substantially delay the adoption of AVs, which means that the lives saved by making AVs utilitarian may be outnumbered by the deaths caused by delaying the adoption of AVs altogether,” the researchers warned. David Tuffley, Senior Lecturer in Applied Ethics and Socio-Technical Studies at Griffith University, said there was no practical reason why driverless cars could not be programmed to do the least harm possible. “It is likely that the car makers will deal with the apparent moral dilemma by programming the autonomous vehicle to find, if possible, that middle ground and act in the best interests of all stakeholders,” he said, but added that it’s always difficult to predict how a crash may play out. “Anyone who has been in a serious accident knows how chaotic and unpredictable outcomes can be. I was in a serious accident once and I thought I would be killed for sure, but was not - through sheer good fortune.”

Peonies have a rich history in China, Japan, Europe and North America. In North America they have been grown mostly as a decorative plant but in China, Japan and Europe they have also been used for medicinal purposes. They are also widely used in art and design work Plants come in rootstock, as potted plants and as trees. They have many colors but red, pink and white are still the popular colors. Tips for Peony care - It can take up to three growing seasons for a peony to reach maturity. Proper planting will help the peony to bloom quicker - You can keep the flowers from flopping over by placing a special round peony stake over the foliage. A tomato cage will also work. As the plant grows in the spring and summer you do not see the cage - If you want bigger blooms cut off all of the buds, except for the one on the tip. This will mean you have fewer flowers overall. - Don’t worry if you see ants crawling on your peonies. Ants are attracted to a sticky, sweet liquid on the buds and will not harm your plants. I do check carefully for ants before I bring the plants into the house. Add a peony to your garden. It will quickly become one of your favorite plants. Check this article for instructions on how to plant peonies: http://thegardenersrake.com/how-to-plant-and-care-for-a-peony-plant This link will take you to the history of the peony plant: http://www.paeonia.com/html/peonies/history.htm Tags: Peony plant history, peony medicinal use, peony plant old fashioned favorite

At The Rurban Village we believe in conservation and preservation of resources and energy. We have made an effort to make The Rurban Village a site where Eco Sustainability is priority. If we use water wisely at all times, more water will be available to us and to plants and wildlife and future generations in the years to come. Following are a a few steps that The Rurban Vilage has taken to conserve and preserve water: - Drip Irrigation facilities Drip irrigation is a technique in which water flows through a filter into special drip pipes, with emitters located at different spacing. Water is distributed through the emitters directly into the soil near the roots through a special slow-release device. Thereby utilizing water efficiently and promoting conservation and preser - Rain Water Harvesting Our special ditches and water pumps are places in such a way to collect and utilize the rain water in and efficient manner. - Water Mutkas for reuse Water purification is a task. We therefore use mutkas and the process of sedimentation to purify water to be utilized for purposes such as watering plants where our drip irrigation can not reach and certain other purpose. Thereby avoiding use of potable water by reusing water.

Dental floss is a tool you should use daily to remove food and bacteria buildup from in between your teeth. Many people don’t like to floss or don’t make it a priority because they don’t see the importance of it, or don’t know how to floss correctly. Brushing cleans the surface of your teeth, but flossing cleans the gaps between your teeth where bacteria often hide. If you don’t floss, you are more likely to have plaque build-up, which can lead to cavities, tooth decay, and gum disease. How Often Should You Floss? Take your time and floss correctly because if you try to do this quickly, you will miss a lot of the bacteria and debris you need to clean out and remove. It is better to floss at least once a day and to do it slowly so that you clean your entire mouth verses hurriedly flossing several times a day. Types of Dental Floss The dental care aisle is filled with many types of floss in the grocery stores or drugstores. There are different types of floss but they all use some type of thread or ribbon. If you have difficulty using the traditional floss or flossers, they do make automatic flossers that will clean the spaces between your teeth for you. Remember, flossing your teeth daily helps improve your general health as well as your dental health. I hope this Tooth Talk has helped and call Integrity Dental Care, PLLC (615) 445-8700 or email email@example.com with any questions you may have.

Together is a new resource for anyone affected by pediatric cancer - patients and their parents, family members, and friends.Learn More Medical records document a patient’s health information. They often include a patient’s health history, medications prescribed, allergies and conditions, immunization status and test results such as X-rays, laboratory tests or other diagnostic studies. Medical records also include general information such as a patient’s date of birth, gender and ethnicity as well as information given to or received from a family physician, dentist, or other specialist during an examination. While many doctors still keep paper notes, increasingly providers use electronic medical records to keep this information in a centralized place that can be shared with other providers. In the U.S., the law limiting who can see medical records is known as the Health Insurance Portability and Accountability Act of 1996, or HIPAA. Specifically, once a patient turns 18, a patient needs to give written permission for anyone else to see his or her medical record – even parents. Medical information can be used and shared with the following people or groups: Yes. While parents and guardians typically need to request copies of medical records on a child’s behalf, patients in the United States have the right to see their medical records and get copies of them. Medical records can be confusing for those who aren't trained to read them. If you do look at your records on your own, consider writing down things you want to ask your provider later – including highlighting or writing out questions that you can review with your provider on your next visit. Patient portals are becoming increasingly common as a way for healthcare providers to provide patients with access to their medical record. A patient portal is a secure online website that gives patients with an internet connection or smartphone 24-hour access to personal health information, using a secure username and password. Patient portals allow patients to view everything from recent doctor visits and medications, to immunizations, allergies, discharge summaries and lab results. Many allow patients to schedule appointments, email their health care providers and request refills of prescription information. If you need to access a hard copy of your own medical record, the process usually starts with contacting the doctor who has the information you are looking for – for instance, a family doctor or specialist. Many health care providers will ask patients, parents or guardians to fill out an authorization form including dates of treatment or service, the information being requested (i.e., X-rays, test results) and whether the party is looking for a copy of the records or simply permission to view them. Health care providers have up to 30 days to provide copies of medical records, though most are provided within 5 to 10 business days and earlier if needed immediately. Patients may be charged a fee to cover the cost of having copies made or mailed. While health care providers can say no to requests for records, it almost never happens. In those rare instances, a doctor's office is often concerned for the patient’s privacy or well-being. But if health care providers deny access to records, they are required to give the reasons within 30 days in writing – after which patients have the right to ask for the decision to be reviewed again. For more information about the appeals process and rights, you can visit the Department of Health and Human Services website. Patients have the right to ask for a correction if they find a mistake in their medical records or notice something missing. Your doctor's office will explain how they address changes to your records and what you need to do to request a change. By law, health care providers have 60 days to make a change or deny the request. Yes – parents have access to their child’s medical records until the child is 18. For mental health records—such as notes taken by a therapist takes during counseling—the age when parents no longer have access to a child's medical records is 15 or 16, depending on the state. However, there are a few exceptions. First, many states now defer to healthcare providers to decide whether to tell parents when it comes to information about sex or drug use. Second, parents cannot see a teen's medical records if they've agreed the child can see a provider confidentially. And third, health care providers also may determine that it is not in a teen's best interest to give information to parents, even if a child is younger than 18. After patients reach 18, their parents cannot see their medical records by law without written consent. If patients want their parents to have access to their records after 18, they will need to sign a document authorizing them to do so, just as they would with anyone else. A personal medical record (PMR), sometimes called a “personal health record,” is simply a collection of information about your health. Keeping a PMR for a child with cancer is a great idea, as it allows families to bring a comprehensive history of their child’s health to visits with specialists, new doctors, or the emergency room. While there are several apps that help patients keep records of their most important information, it's still best to keep a paper copy of the most important information with you, just in case there's an emergency. For a child with cancer, your PMR should include: Reviewed: June 2018

Digital Crayon: Article 8 – Sustainablity by David Epstein, December 3, 2012 posted by David Epstein, AIA, LEED AP Sustainability, Green Schools, Environmental Design – it goes by many names these days. Everybody wants it for their schools, but few schools understand what it means and the level of commitment required to make it happen. We believe sustainable design is a great fit for schools because it creates healthy productive environments that help students excel and are resource and earth-friendly facilities that are durable and energy efficient. With so many schools teaching environmental stewardship and global citizenship, it is a unique opportunity demonstrate its commitment to these concepts. At its highest level, we can create buildings that teach these fundamental ideas through their thoughtful design. We use the LEED (Leadership in Energy and Environmental Design) Green Building Rating System as the starting point in our discussions. Over the past several years, it has become the defacto green building credential. It provides a useful conceptual framework by which to assess environmental design opportunities at a school. LEED is divided into five primary categories: Sustainable Sites, Water Efficiency, Energy and Atmosphere, Materials and Resources and Indoor Environmental Quality. There are also Innovation and Regional credits available as well. In each of the five categories, there are credits that are mandatory and some that are optional. The idea is to select the credits that make sense for your project. Each credit is documented and reviewed by the LEED accrediting group. Based on the number of credits accepted, a project can receive a Certified, Silver, Gold or Platinum certification. What does LEED look for? In Sustainable Sites, credits are available for projects to be located in dense area near mass transit, on brownfield sites, to maximize open space and restore habitat. LEED also encourages responsible storm water management. This is a big issue when storm water runs on the surface or in pipes directly to nearby waterways, carrying pollutants, fertilizers and pesticides with it. In this case, green design is about being good for the environment. Implementation costs money and there is no financial payback. This is when commitment to the goals of sustainability is strictly about environmental impact and the future of our communities. The Water Efficiency credits encourage the reduction of potable water use for landscaping, wastewater and process water use. The Energy and Atmosphere section addresses energy performance, and is where the mother lode of credits are available. Central to LEED’s approach to energy performance is the use of a computer energy model, that predicts the building’s energy performance. This interactive tool allows the design team to optimize the building performance by looking at the interrelationship of the building design envelope, HVAC systems, and site orientation. On-site renewables and green power are also encouraged. The Indoor Environmental Quality section tends to start quite a conversation, especially in international schools. Here LEED shows its U.S. bias, where mechanical ventilation in classrooms is common. In most of the world, however, it is not. In these places, ventilation is achieved with operable windows. The issue becomes in the winter, when the heat is on and windows are closed. The same is true in the summer with schools that have split system air-conditioning, which does not bring in fresh air. We breathe in oxygen and exhale carbon dioxide. In these sealed environments, the carbon dioxide level can build up resulting in drowsiness. We believe effective ventilation strategies in all temperature conditions are key to creating healthy, productive environments. LEED is but one path to making our buildings more sustainable. In the UK, they use a similar system called BREEAM. In any case, we always the welcome the opportunity to talk more about this important issue, so don’t hesitate to chime in. Next Article – Article 9 – School Safety and Security Last Article – Article 7 – Technology in Schools

Bengalese finches were domesticated from the white-rumped munia. The date of domestication is unknown but it occurred in oriental Asia. They have lighter plumage than their wild counterparts with mostly light brown feathers, a blacker tail and cream lower body. Juveniles are lighter brown and grey with light striping for camouflage. The Bengalese finches will breed throughout the year. This finch species has a distinctive courtship routine that the male performs on approach to the female. He lowers his head with his neck feathers ruffled, which shows off his fanned out tail. Then he moves towards her, twisting from side to side with a bounce at the end. Finally he puffs out his feathers and sings. If he is accepted he will help the female build the nest by bringing material to her nest site. Once the female has built the grass nest both male and female defend it. Chicks become independent at 35 to 38 days old. Bengalese finches are known to be excellent foster parents and very successful breeders. The diet of the Bengalese finch is made up of seeds, mainly from grasses. Their wild counterparts are regarded in some areas as pests for eating rice and millet crops. The wild ancestor, the white-rumped munia, is classified as Least Concern by the IUCN. This bird is regarded as common throughout its range despite capture for the pet trade and continued domestication.

The first Earth Day was 46 years ago and today we sign one of the most historic agreements on climate change ever. Earth Day wasn’t originally on this date, April 22, at all. In 1969 at a UNESCO conference in San Francisco, activist John McConnell presented the idea of having a day focused on caring for the Earth on the first day of spring in the northern hemisphere: March 21. April 22 became the date we celebrate Earth Day due to a teach-in about environmental issues arranged by U.S. Senator Gaylord Nelson on this date in 1970. Senator Nelson was later awarded the Presidential Medal of Freedom, the highest civilian award, for his environmental activism and founding of the holiday. On December 12, 2015, 195 countries of the 21st Conference of the Parties of the United Nations Framework Convention on Climate Change approved the Paris Agreement by consensus. Described in Article 2, the agreement’s aim is threefold: “(a) Holding the increase in the global average temperature to well below 2 °C above pre-industrial levels and to pursue efforts to limit the temperature increase to 1.5 °C above pre-industrial levels, recognizing that this would significantly reduce the risks and impacts of climate change; (b) Increasing the ability to adapt to the adverse impacts of climate change and foster climate resilience and low greenhouse gas emissions development, in a manner that does not threaten food production; (c) Making finance flows consistent with a pathway towards low greenhouse gas emissions and climate-resilient development.” Each country is responsible for its own “nationally determined contribution” towards this aim. France’s foreign minister and head of the Paris Conference, Laurent Fabius, said this “ambitious and balanced” plan is a “historic turning point” in the goal of reducing global warming. You can watch the historic signing of the Paris Agreement live. You can also become a citizen signer, adding your voice to the “millions already calling for global climate action,” reminding leaders that on this Earth Day 2016, people around the Earth have joined to defend and care for it. Whether you sign the agreement or not, we must take action to protect our world. How will you pledge to be more sustainable in 2016? By the end of this year, UGACR will have planted over 40,000 trees in our quest to become carbon neutral. Of course, alone, each of us cannot accomplish a feat like this, but, as a Fit4Earth student from San Jose told me during the sustainability workshop I taught last week, “Our actions are but a drop of water, but the ocean would be less without it.”

If you can’t stand the heat… We are coming into some of the year’s key races and with them the most intense heat of the summer. As we always say, race preparation needs to be as specific as possible in order to maximize your results. This specificity does not only apply to your workouts, but also the environmental conditions. If you are going to be racing in a hot environment, you also need to do at least some of your training in a hot environment so the body has a chance at acclimatization. Several physiological changes take place within the body in response to heat. Evaporation of sweat from the skin is the body’s primary method of cooling. Blood flow is redirected away from the working muscles to vessels just below the skin where heat can more easily escape. This change in blood flow impairs the muscles’ ability to obtain oxygen and dispose of waste and also reduces cardiac filling. The latter effect comes along with a reduced stroke volume, requiring a compensatory increase in heart rate at any effort in order to maintain cardiac output. All of these conditions can diminish exercise performance. The good news is that there are also corresponding adaptations to the above effects. Several adjustments take place within the first few days of heat exposure and acclimatization is nearly complete within 10-14 days, although it may take up to two months for complete adaptation to occur. The first changes to take place are those related to the cardiovascular system. Increased sodium retention helps to increase plasma volume. This helps to increase stroke volume as blood flow is split between skin and muscles and heart rate can return to normal levels. The next period of adaptation features thermoregulatory adaptations such as increased sweat rate, earlier onset of sweating and less sodium lost through sweat. As these thermoregulatory adaptations reach their peaks, the cardiovascular adaptations begin to fade away since they are no longer necessary. The time for complete acclimatization to take place varies among individuals. Athletes with higher levels of fitness will tend to adapt faster because their bodies are accustomed to the internal heat stress that occurs during normal training. Less fit athletes have not subjected themselves to the same degree of stress, so adaptation will be a bit slower. Climate also has an effect on adaptation, with differences appearing between hot-humid and hot-dry environments. This is because high humidity prevents effective sweat evaporation, so cooling is less effective than it would be in a dry environment at the same temperature. In order to foster adaptation, it is necessary to spend gradually more time exercising in the heat. Passive heat exposure (like saunas) has been shown to be much less effective for inducing heat acclimatization. Initially, exercise sessions should be kept relatively short and be completed at lower intensity. As you near the end of the initial 10-14 day adaptation period, workout duration should gradually return to normal. Once adapted, you should be ready to resume normal training in terms of both volume and intensity. It is not necessary to exercise in the absolute hottest parts of the day, but training should be done in conditions that are warmer than normal. Excess fluids and electrolytes will do nothing to help speed up the acclimatization process, but dehydration and insufficient electrolyte replacement can negate the adaptations the body is trying to complete. Although excesses are not helpful, acclimatization will result outdoors, athletes needing to artificially create heat stress should wear heavier clothing that will increase sweat rate while still permitting normal evaporation to occur. The next time you need to compete in the heat, remember these three key points: 1. Adaptation requires about 10-14 days. 2. You need to spend more time exercising in a warm environment. 3. Include adequate fluid and electrolytes to support adaptation, but not too much.

Conventional wisdom is that a central bank can anchor the long-run rate of inflation to a target of its own choosing. This belief is evident where ever a government has charged its central bank with a “price stability” mandate (commonly interpreted nowadays as keeping a consumer price index growing on average at around 2% per annum over long periods of time). What exactly is the mechanism by which a central bank is supposed to control the long-run rate of inflation (the growth rate of the price-level)? And is it really the case that a central bank can defend its preferred inflation target without any degree of fiscal support? Asking these questions reminds me of the old joke of an economist as someone who sees something work in practice and then asks whether it might also work in theory. In the present context one might point to the success that central banks have experienced with inflation-targeting. It works! And remember how the Fed under Paul Volcker (Chair from 1979-87) slew the 1970s inflation dragon with its Draconian anti-inflation policy? What else do we need to know? Well, how did Volcker do it exactly? The conventional view is that Volcker tightened monetary policy sharply by contracting the rate of growth of the monetary base (which paid zero interest at the time). The unexpected shortfall in bank reserves led to a sharp increase in short-term interest rates and a severe recession (1981.2-1982.4). As is typically the case in a recession, the rate of inflation fell, a phenomenon commonly attributed to the decline in aggregate demand for goods and services as unemployment rises and as incomes fall. (click to enlarge) But what kept the inflation low after the recession ended? Why did the inflation rate continue to decline as the economy grew (and as the unemployment rate fell)? It’s hard to argue that inflation expectations were declining. While inflation expectations fell with inflation from 1980-82, the median one-year-ahead inflation forecast from the University of Michigan survey remained flat at around 3% for the rest of Volcker’s tenure. Although we have no direct market measure of long-term inflation expectations for that period, the 10-year treasury yield is probably not a bad proxy. And while the 10-year yield does decline in the 1981-82 recession, it remains elevated relative to historical (low inflation) norms and begins to rise in 1983 from just over 10% to 13.5% in 1984. (click to enlarge) One could argue, I suppose, that the Volcker Fed kept inflation in check by raising its policy rate aggressively against signs of rising inflation expectations (the Fed had by this time abandoned targeting monetary aggregates). Thus, despite a growing economy, the Fed’s interest rate policy kept realized inflation in check, even as expected inflation remained elevated. Then, in the second half of 1984, long-term yields (long-term inflation expectations) began to decline. Shortly after, the Fed’s policy rate declined as well. Inflation continued to decline modestly. All the while, the economy continued to grow (the unemployment rate continued to decline). Why did inflation remain low and why did inflation expectations decline? One could argue, I suppose, that the aggressive action taken by the Fed in the first half of 1984 (not to mention the even more aggressive actions taken earlier in Volcker’s tenure) finally convinced markets that the Fed was committed to keeping inflation low. This had the effect of keeping short-term inflation expectations low, which motivated wage and price setters to factor in lower cost increases. And it had the effect of lowering long-term inflation expectations, driving long-bond yields lower (as bondholders require less compensation against the loss of purchasing power of money due far in the future). The decline in longer-term inflation expectations c. 1984-85 also evident in the median 5-10 year forecast of inflation from the University of Michigan survey. (click to enlarge) So that’s the basic story. A central bank that credibly promises to snuff out any hint of rising inflation (and inflation expectations) can keep inflation anchored at a preferred long-run target of its choosing. Ironically, the threat of raising the short-term interest rate against inflationary pressure is what keeps nominal interest rates low. Moreover, if a central bank can credibly commit to a long-run inflation target, the effect is to keep longer-term bond yields low as well. The fact that things didn’t work out so smoothly for Volcker early in his regime was because the Fed lost credibility in the 1970s and this credibility took time to rebuild. I think there’s a lot of merit to this view. But I still have a nagging doubt that U.S. fiscal policy had little or anything to do with Volcker’s success at keeping inflation low. What exactly am I talking about–didn’t Volcker accomplish his goal despite the Reagan deficits? People tend to remember the famous Reagan tax cut (the Economic Recovery Act of 1981). The deficit grew very rapidly soon after because of the tax cut, but also because of the severe recession and also to some extent because of the Fed’s high interest rate policy (which increased the interest expense of government debt). But as Justin Fox points out here, people frequently forget about the tax increases that came steadily throughout the Reagan administration (and into the Clinton years.) (click to enlarge) As the diagram above shows, the year-over-year growth rate of nominal debt in April 1983 hit a peak of about 22%. The growth rate of debt turned around sharply after that, dropping to 14% in July 1984. After popping briefly to 17.5% in October of 1984, it started to decline, slowly at first, and then more sharply in 1986. The ups and downs in the picture probably do not matter as much as the underlying trends. What matters is whether people generally believe fiscal policy to be anchored in the sense of keeping the long-run rate of nominal debt growth low. (Note: another notion of “anchored” fiscal policy corresponds to keeping the debt-to-GDP ratio stable, even though stability of this ratio is consistent with any inflation rate). If the claim is that the Volcker Fed could have lowered inflation permanently without fiscal accommodation, then it could have done so with debt continuing to grow indefinitely at (say) 20% per annum. There would have been no reason to reverse the Reagan tax cuts! So, the thought experiment is this: suppose that the political pressure to reduce the Reagan deficits was absent. Could Volcker have kept inflation low? Who knows what would have happened to economic growth. It may have gone up, down, or roughly followed the path it took. Let’s take the middle ground and assume that growth would have remained unaffected. Let us further assume that the U.S. government is never going to default on its debt. (There is, of course, no reason for why a sovereign government issuing debt constituting claims against the currency it issues need ever default. If default does occur, it is a political decision and not an economic one.) Alright, so now we have nominal debt growing at 20%. Suppose inflation does not change and suppose inflation expectations remain anchored. Then the Fed will have no reason to raise its short-term interest rate. And bondholders will have no reason to demand higher long-term yields. But lo, then there’s a free lunch at hand. The government can simply use its paper to finance its expenditures without resorting to taxes. At best this might hold for a highly depressed economy, but it seems unlikely to hold for the case we are considering (robust economic growth and low average unemployment). Something has to give. But what? If inflation and interest rates don’t budge, then the public is being asked to hold an ever-increasing quantity of debt at the same real (inflation-adjusted) rate of interest. Assuming that the foreign sector doesn’t fully absorb it, the increasing level of debt must crowd out domestic investment at some point. The private sector will attempt, at this point, to attract funding by offering higher returns on its debt-offerings. How does the real yield on government bonds rise if the nominal interest rate and inflation remain fixed? Is the Fed supposed to increase its policy rate in the face of declining investment (crowding out)? One thing to keep in mind is that the permanent tax cuts will have made the private sector wealthier. It seems likely that at some point, they will want to spend this wealth. Of course, in aggregate, the public cannot dispose of the government bonds it holds–the bonds can only pass hand-to-hand. But this smells like a classic “hot potato” effect — people will try to spend their wealth, driving the price-level higher (reducing the real value of the outstanding government debt). So, suppose that inflation starts to rise (along with expectations of inflation). In response, the Volcker Fed increases its policy rate sharply and restates its commitment to keeping inflation anchored. The effect of the rate increase might be to slow economic growth and keep inflation in check for a while. But remember, the fiscal authority doesn’t care in this thought experiment–it just keeps printing debt as rapidly as ever. The inflationary pressure has to return. So the Volcker Fed raises its policy rate again. And again. And again. And again. This is not going to work. It is of some interest to note that Volcker himself did not appear to believe that the Fed could unilaterally keep inflation low. At least, I say this judging by the way he often criticized the Reagan administration for its loose fiscal policies. According to Volcker 1982 (see here), huge government deficits were responsible for high interest rates (the Fed’s high-interest policy). In other words, fiscal policy was responsible for the price-level pressure that necessitated the Fed’s high-interest rate policy. The clash between the Fed and the administration at that time makes for some interesting reading (see also here). In light of the recent shift in fiscal policy, one wonders whether a similar conflict might be in the works in the not too-distant future. (click to enlarge)

There are characters from children’s literature that have become universal because they exemplify worth and meaning that go beyond the youthful context for which they were created; among these Pinocchio deserves a special place. In fact, this character has become emblematic, embodying better than any other the metamorphosis of a puppet into a human being. The tale was recounted in 1881 in a pamphlet published in Il Giornale per i bambini (The Children’s Newspaper) by Carlo Lorenzini, called Collodi, a playwright and journalist who was also responsible for some censorship within this publication for children. A poor woodworker, Mastro (Master) Geppetto (a diminutive of Joseph, carpenter and celibate father par excellence), has the idea to sculpt a moving marionette puppet and to take it along his routes to make his fortune. From his colleague Mastro Antonio (called Cherry because of his red nose) he receives a wood log that the latter was unable to work. Indeed, this block of wood presents strange characteristics from the start. Master Geppetto begins to fashion his piece of wood, giving it the appearance of a child. But the moment it is finished, the puppet begins to misbehave, stealing Geppetto’s wig and sticking out his tongue at him. The puppet is ready to confront life. Marvelling at the extraordinary abilities of his Pinocchio to speak and walk, Geppetto decides to send him to school, making sacrifices on his behalf as if for his own child. Thus begins the series of misadventures that will carry Pinocchio from one encounter to the next, until he meets a young girl with turquoise hair: a magical figure, part fairy, part mother or sister, who sometimes takes care of him and protects him and sometimes punishes him. Originally, the story was to have ended at Chapter XV: Pinocchio, chased by the bandits, seeks refuge in a cabin in the woods where the blue-haired fairy tells him that everyone is dead and no one can help him. The bandits hang him from an oak tree; Pinocchio turns back into the block of wood he was at the beginning of the story. This conclusion inserts itself into the vein of ordinary cruelty in children’s fables (ogres devouring small children, unworthy parents, wicked stepmothers …). Pinocchio’s death is, however, symbolic; it constitutes a prelude to a rebirth, in an initiatory journey that has at its end the search for knowledge and human attributes. In fact, Collodi’s editor and his young readers demanded that Pinocchio’s death not signal the end of the puppet’s adventures. Collodi took up the character again, and over the course of new ordeals we find Pinocchio once more on the trail of his father Geppetto, who, for his part despairing at the idea of never seeing Pinocchio again, has departed across the ocean toward America. It is at this point in the narrative that we encounter the shark (Italian: Il terribile Pescecane, a mile-long, five-storey-high fish), in whose belly Geppetto and Pinocchio are reunited. The puppet is, in the end, transformed into a real boy of flesh and blood; the metamorphosis is complete. The Character in Modernity It may seem strange that in this moment of hyper-technological culture, far from the cultural moment of the 19th century in which Pinocchio was born, the most famous puppet in literature has not been forgotten but remains a source of inspiration for a number of artists. He has inspired filmmakers from Walt Disney in 1940, to Luigi Comencini in 1972, to Roberto Benigni in 1999 – and let us not forget Steven Spielberg, whose protagonist in Artificial Intelligence (2001), a child-robot who wants to become human, is clearly a reference to Collodi’s character. Theatrical adaptations include Carmelo Bene’s Pinocchio (1980); the dreamlike and magical version by Tonino Conte (1996) with scenery and costumes created by Lele Luzzati for the Teatro della Tosse in Genoa; or Pinocchio, storia di un burattino (Pinocchio, A Puppet’s Tale) at the Piccolo Teatro in Milan, directed by Stefano de Luca (1997), which fully demonstrates the imprecise and mysterious dimension, the incomplete aspect of the puppet constructed by old Geppetto. More recently, Pinocchio nero (Black Pinocchio, 2004) by Marco Balianin, with the Teatro delle Briciole, was staged with twenty youths from Nairobi. Living in the great landfills in the slums of the Kenyan capital and referred to as chokora (meaning garbage), these children became the protagonists of a story; for the space of one uncommon theatrical creation, they reclaimed their dignity as mindful human beings, thus closely embodying the arc of the Pinocchio narrative (see Society and Puppets – Social Applications of Puppetry). Revisiting the tale, Jean Cagnard composed Bout de bois (Block of Wood), which La Compagnie Arketal Cannes staged in 2004 in the form of a journey from “box-island” to “box-island” – that is, several small theatres and landscape paintings that opened onto each of the puppet’s adventures. Even in China, the China Puppet Art Troupe (Zhongguo Muou Yishutuan) has added Pinocchio to its repertoire. Finally, the literary and psychoanalytic interpretations of the Pinocchio theme are numerous; see for example Giorgio Manganelli, Pinocchio: un libro parallelo (Pinocchio: A Parallel Book, 1977). Pinocchio’s voyage is emblematic of a search for identity, but also draws together a number of elements that belong to that troubled boundary between the inanimate and the human, a boundary that can be breached by crossing a path sown with deaths, rebirths, and metamorphoses. At what moment does the block of wood, the burattino, join the ranks of human beings? When does he learn to obey laws and social codes? When does he reunite with his father Geppetto? And does he recognize his origin and his identity through the acknowledgment of this filial bond? And when, finally, does he become aware of death? These are perhaps the questions that have been and are still responsible for the puppet’s popularity. This children’s fable in fact raises the question of the boundaries of what defines the human, a theme that has reclaimed all its importance in the present day. - McCormick, John, with Alfonso Cipolla and Alessandro Napoli. The Italian Puppet Theater – A History. Jefferson (NC): McFarland & Co., 2010.

This article needs additional citations for verification. (June 2014) (Learn how and when to remove this template message) |Highest governing body||Varies by nation| |Nicknames||Trotting race, pacing race| |Mixed gender||yes for human drivers and trainers, horses may be separated by sex in some individual races, but not all| |Equipment||horse, sulky, horse harness| |Country or region||Worldwide| Harness racing is a form of horse racing in which the horses race at a specific gait (a trot or a pace). They usually pull a two-wheeled cart called a sulky, occupied by a driver, although in Europe, jockeys riding directly on saddled trotters (trot monté in French) is also conducted. In North America, harness races are restricted to Standardbred horses, although European racehorses may also be French Trotters or Russian Trotters, or have mixed ancestry with lineages from multiple breeds. Orlov Trotters race separately in Russia. The light cold-blooded Coldblood trotters and Finnhorses race separately in Finland, Norway and Sweden. Standardbreds are so named because in the early years of the Standardbred stud book, only horses who could trot or pace a mile in a standard time (or whose progeny could do so) of no more than 2 minutes, 30 seconds were admitted to the book. The horses have proportionally shorter legs than Thoroughbreds, and longer bodies. Standardbreds generally have a more placid disposition, due to the admixture of non-Thoroughbred blood in the breed. The founding sire of today's Standardbred horse was Messenger, a gray Thoroughbred brought to America in 1788 and purchased by Henry Astor, brother of John Jacob Astor.[unreliable source?] From Messenger came a great-grandson, Hambletonian 10 (1849–1876), who gained a wide following for his racing prowess. However, it is his breed line for which he is most remembered. The lineage of virtually all North American Standardbred race horses can be traced from four of Hambletonian 10 sons. Races can be conducted in two differing gaits – trotting and pacing. The difference is that a trotter moves its legs forward in diagonal pairs (right front and left hind, then left front and right hind striking the ground simultaneously), whereas a pacer moves its legs laterally (right front and right hind together, then left front and left hind). In continental Europe, races are conducted exclusively among trotters, whereas in Australia, Canada, New Zealand, the United Kingdom and the United States races are also held for pacers. Pacing races constitute 80% to 90% of the harness races conducted in North America. Pacing horses are faster and (most important to the bettor) less likely to break stride (a horse which starts to gallop must be slowed down and taken to the outside until it resumes trotting or pacing). One of the reasons pacers are less likely to break stride is that they often wear hobbles (straps connecting the legs on each of the horse's sides). The belief that hobbles are used to create this gait is a common misunderstanding. The pace is a natural gait for many horses, and hobbles are an aid in supporting the gait at top speed; trotting hobbles (which employ a different design, due to the difference in the gait) are becoming increasingly popular for the same reason. Most harness races start from behind a motorized starting gate. The horses line up behind a slow-moving, hinged gate mounted on a motor vehicle, which then leads them to the starting line. At the line, the wings of the gate are folded up and the vehicle accelerates away from the horses. Another kind of start is a standing start, where there are tapes or imaginary lines across the track behind which the horses either stand stationary or trot in circles in pairs in a specific pattern to hit the starting line as a group. This enables handicaps to be placed on horses (according to class) with several tapes, usually with 10 or 20 meters between tapes. Many European – and some Australian and New Zealand – races use a standing start. The sulky (informally known as a "bike") is a light, two-wheeled cart equipped with bicycle wheels. The driver (not a "jockey", as in thoroughbred racing) carries a light whip chiefly used to signal the horse by tapping and to make noise by striking the sulky shaft. There are strict rules as to how and how much the whip may be used; in some jurisdictions (like Norway), whips are forbidden. For exercising or training, the drivers use what is known as a "jog cart," which is a sulky that is heavier and bulkier than a racing unit. The Prix d'Amérique is considered to be the number-one trotting race in the world. It is held annually at the gigantic Vincennes hippodrome in eastern Paris late in January. The purse for the race in 2016 is 1 million euros, with approximately half of that to the winner. The horses are entered in the race based on life-time earnings, unless they have qualified by performing well in the preceding six qualifying races. Sweden is "the locomotive" of harness racing in Scandinavia. It's a professional all-year event, even at very high latitudes during the winter. In Sweden there are 33 racing tracks, and in Finland 43. For comparison there are only three thoroughbred racetracks in Sweden. One of them (Jägersro) is a combined thoroughbred and standardbred track, while another is only used once every year. So the only "pure" thoroughbred track in Sweden is Bro Park. At Solvalla in the suburbs of Stockholm the premier Standardbred mile race is held in late may every year, Elitloppet (the Elite race). Other important annual races are Svenskt travkriterium, a race restricted to three-year-olds, also hosted at Solvalla. Swedish Trotting Derby (open for the best four-year-old horses) hosted in September at Jägersro in Malmö. The latter race track also hosts the Hugo Åbergs Memorial, which is an international race open for all horses. A betting game called V75 is the number one game to bet on. The winner of seven (pre-decided) races (with 12 or 15 horses) is to be picked. One single "row" is very cheap to play, but people usually play large systems, picking the winner in one or two of the races and several horses in the other races. The price for a system grows rapidly if many horses are picked in a race. Price for one "row" is 1 SEK (approx 0,12 euro) but if, for instance, betting on 2, 5, 1, 7, 7, 1 and 4 horses in the seven races the price multiplies as 2 x 5 x 1 x 7 x 7 x 1 x 4 = 1960 SEK (approx 205 euro). The bettors win money if they get all seven, six or five horses right within the system. But the difference between picking all 7 winners and just five is huge, in terms of money to win. V75 races are of distances 1640 m ("short"), 2140 m ("normal"), 2640 m ("long") and rarely 3140 m ("extra long"). The race track's length most usually is 1000 meters (inner track) with two long sides and two curves. Horses run counterclockwise. The horses are classified by how much prize money they have gained through the entire career of the horse. The classifications are from the lowest and upwards: - Class III - Class II - Class I - Bronze division - Silver division - Gold division - There is also a seventh class, for mares only. But mares also belong to one of the other six classifications. Stallions (and castrated geldings) are considered a little better in general. In pure mare horse races, horses from higher classification get 20, 40 or up to 60 meter extra to run. Distance addition occurs also in races between classes. An example of such a race could be Silver division against Class II. In such case the Silver Division horses must run 60 m behind the less experienced Class II horses. Some races use the mobile starting gate as seen in the United States. Other races (for up to 16 horses) use a circular starting system. Horses with post positions 1 to 5 are in the first wave, 6-12 or 15 are in the second wave. In volt start good starting numbers (which automatically turn in to certain positions) are 1, 3 and 5 (slightly better than 2 and 4). But numbers 6 and 7 (who start in the second volt together with number 8 and higher) may get up a better speed after the turn-around but before the starting whistle sounds. Horses may have different initial speed, but must not exceed the starting line before the start signal sounds. Horses number 6 and 7 can both get a better speed at the starting line, and there are no horses in front of them. Due to this number 6 and number 7 are known as "running tracks" at volt starting. Horses 8, 9, 10, 11, 12 and 13, 14, 15 have all horses in front of them. But to get advantage of the "running tracks" the horse must be "a fast starter". The start of the races and the starting position (which equals a certain number as explained previously) are indeed important, independent of the start method. A very good horse in a race with weak opponents but with a bad start number (like 12 or higher) may not become the prime favorite due to the bad starting position, especially at short distance. After the start the drivers fight to get a good running position. How well this succeeds depends on the horse, the starting position and how the opponents drive their horses. Due to the sulky width and the oval race track overtaking is a far more difficult manoeuver to achieve, in comparison with gallop racing. The "running position fight" during start and the beginning of the race usually ends in the first turn. After the initial fight for good running position, the horses usually form two rows or tracks. Good running positions are the leading position of the inner track or the second (or third) place in the outer track. This is explained with the fact that the outer track is close to 15 meter longer per lap, front running is always heavier compared with just follow behind (just like in cycling). Positions in the inner track behind the leader may appear the best. But as described before, overtaking is not an easy manoeuver. And horses in the inner track may very well be trapped all the way to the finish, due to the horses and sulkies in the outer track. On the other hand, if an opening in the outer track appears close to the finish line, such a horse have had "an easy ride" with much strength left to give. On short distance (1640 meter), the horse that gets the leading position of the inner track has a very good chance to be the winner. At longer races (with rather even competitors) running positions like second or third in the outer track have good chances, especially if the inner track horses get trapped behind a weakening front horse. Though all kind of trot betting in terms of money, is the most popular type of betting in Sweden, attendances at the races don't correspond to this. Even when "the V75 circuit comes to town" attendance rarely exceeds 5000 people. Larger crowds only gather at the biggest races. Trot racing as a sport is often considered dull, but when combined with betting it can rapidly get interesting. The huge popularity of trot betting in Sweden "spills over" to the neighboring Norway (11 racing tracks), Finland (43) and Denmark (9). Other countries in Europe Almost all North American races are at a distance of one mile (1,609 m). Most races are run on tracks constructed solely for harness racing (some with banked turns), but a few tracks conduct both harness and Thoroughbred flat racing. North American harness horses earn a "mark" (a record), which is their fastest winning time at that distance. Harness races involve a good deal of strategy. Though the vast majority of races are one mile, races are contested on several different size tracks. The most common are 1/2 mile, 5/8 mile, and 1 mile tracks. Certain horses are better on the smaller tracks and others are better on the 1 mile tracks because of the fewer number of turns. Also, on the shorter tracks early speed is important, while the longer stretch run of a mile track favors horses with late speed for come-from-behind wins. Usually, several drivers will contend for the lead away from the gate. They then try to avoid getting "boxed in" as the horses form into two lines – one on the rail and the other outside – in the second quarter-mile. They may decide to go to the front; to race on the front on the outside ("first over", a difficult position); or to race with "cover" on the outside. On the rail behind the leader is a choice spot, known as the "pocket", and a horse in that position is said to have a "garden trip". Third on the rail is an undesirable spot, known on small tracks as the "death hole". As the race nears the three-quarter mile mark, the drivers implement their tactics for advancing their positions – going to the lead early; circling the field; moving up an open rail; advancing behind a horse expected to tire and so on. Harness horses accelerate during the final quarter-mile of a race. The finish of a harness race is exciting, and often extremely close. The judges have a photo-finish camera to help them determine the order of finish if needed. Until the 1990s harness tracks featured a rail on the inside, much like the one at Thoroughbred tracks. This "hub rail" was replaced with a row of short pylons (usually of a flexible material), which mark the inside boundary of the course. This change was mainly for safety reasons; it allows a driver to pull off to the inside of the course if necessary, such as when their horse breaks stride but they cannot move to the outside due to being boxed in, thus avoiding injury to himself, his horse, and other competitors. This change allowed another innovation, "open-stretch racing". (As of 2011 open-lane racing is not universal.). An additional lane is available to the inside of where the rail would have been. If the race leader is positioned on the rail at the top of the homestretch, that leader is required by rule to maintain that line (or move further out), while horses behind the leader can move into the open lane with room to pass the leader if possible. This solves a common problem, in which trailing horses are "boxed in" (behind the leader, with another horse outside). It makes races more wide-open, with potentially higher payoffs — and more attractive to bettors. Australia and New Zealand Australian racing differs from North American racing in that metric distances are used, generally above the equivalent of one mile and horses are classed by how many wins they have. Another large difference is that in Australian racing the leader does not have to hand up the lead to any horse that challenges, often leaving a horse parked outside the leader in the "death seat" or simply "the death" (known as "facing the breeze" in New Zealand), as this horse covers more ground than the leader. Australian racing generally has more horses in each race; a field of 12 or 13 is not uncommon. This generally means that with the smaller tracks a "three wide train" starts as the field gets the bell at signal their final lap. New Zealand racing is quite similar to that of Australia. Many horses are able to easily "cross the Tasman" and compete as well on either side of the sea that separates Australia and New Zealand. In both New Zealand and Australia the same system of an 'open lane' operates, although in Australia it is called a 'sprint lane' and in New Zealand a 'passing lane'. These lanes do not operate on all tracks and have been a point of argument between many industry participants. Modern Starting gates used in Australia now include Auto start. This innovation allows the starter to concentrate on the actual horse's positioning during the "score up". The modern Starting gates use only a driver for steering the vehicle and a starter in the rear to observe the race and call a false start if required. The start speed, acceleration, score up distance, and gate closing are controlled via a computer system, which takes control of the vehicle and provides a printout at the end of the score up. Some harness racing clubs have been granted additional funds for the installation of the AVA computerised mobile barriers. United States and Canada Important annual races include the Hambletonian for 3-year-old trotters, the Little Brown Jug for 3-year-old pacers, and the Breeders Crown series of twelve races covering each of the traditional categories of age, gait and sex. The Hambletonian is part of the Triple Crown of Harness Racing for Trotters and the Little Brown Jug is part of the Triple Crown of Harness Racing for Pacers. Important Canadian races include the Gold Cup and Saucer at Charlottetown Driving Park, North America Cup (for pacers), the Canadian Pacing Derby, and the Maple Leaf Trot. The harness racing industry conducts an annual Grand Circuit, which includes many of the most prestigious races for both pacers and trotters. Founded in 1871 and first conducted in 1873 at four tracks, the Grand Circuit now visits 17 tracks as of the upcoming 2012 season. The most notable harness tracks in North America are the Meadowlands Racetrack in New Jersey, Yonkers Raceway in Yonkers, New York, The Red Mile in Kentucky and Woodbine Racetrack and Mohawk Raceway, both in Ontario. Since 1947, the "United States Harness Writers" Association annually votes for the "Harness Horse of the Year." Since inception, a pacer has received the honor 31 times and a trotter 26 times. Australia and New Zealand The marquee event of Australasian racing is the Inter Dominion Series, which includes a pacing series and a trotting series. The series is held yearly and rotated around the Australian State Controlling Bodies and once every four years the Inter Dominion Championships are held in New Zealand. The major events for open age pacers in Australia are the Miracle Mile Pace, A.G. Hunter Cup, Victoria Cup and the Australian Pacing Championship. The most prestigious events for three year olds including the Victoria Derby, the New South Wales Derby and the Australian Derby. For the younger horses there are series that stem from yearling sales including the Australian Pacing Gold and an Australasian Breeders Crown. In New Zealand the major races include the Auckland Cup and the New Zealand Cup as well as the Noel J Taylor Memorial Mile and the New Zealand Messenger Championship for four-year-olds. There are also the New Zealand Derby and the Great Northern Derby for three year olds, and the Dominion and Rowe Cup for trotters. The Harness Jewels raceday (the end-of year championships for two-, three- and four-year-olds) takes place in late May/early June The leading harness racing nations in Europe are France, Italy and Sweden, and the sport is fairly popular in most northern European countries. Practically all races in Europe are trotting races. The Prix d'Amérique at Vincennes hippodrome near Paris, France is widely considered to be the most prestigious event of the European racing year. Other notable races include the Elitloppet one-mile race in Solvalla track near Stockholm, Sweden and Gran Premio Lotteria di Agnano in Naples, Italy. A yearly Grand Circuit tour for the top trotters includes a number of prestigious European races. All notable racing nations also host their own highly regarded premier events for young horses. Monté (races to saddle) have recently been introduced in larger scale in Sweden and Norway, to increase interest and recruitment to the sport. Saddled events are also commonplace in France and though less frequent, they are not considered exceptional in other European trotting nations. - "New to racing: A history of the Standardbred". Standardbred Canada. 2014. Retrieved 2014-06-27. - "The Standardbred". The Gaited Horse Magazine. Archived from the original on 2006-04-30. Retrieved 2006-09-14. - "A history of the Standardbred horse". Standardbred Pleasure HorseOrganization of New Jersey, Inc. 2005. Archived from the original on 2014-02-17. Retrieved 2014-06-24. - "America's original pastime". United States Trotting Association. 2011. Retrieved 2011-02-05. - "The Horse In Sport". The International Museum of The Horse. Archived from the original on 2006-07-16. Retrieved 2006-09-14. - "World Trotting Conference 2003". Standardbred Canada. 2002. Archived from the original on 2006-08-23. Retrieved 2006-09-14. - "Standardbred Canada glossary". Standardbred Canada. 2011. Retrieved 2011-02-05. - "Prix d'Amérique - Opodo". Prix d'Amérique - Opodo. Retrieved 2015-11-23. - "AVA computerised mobile barrier". AVA Integrity. 2011. Retrieved 2011-02-06. - "Ministerial media statements". Government of Australia. 2011. Archived from the original on 2011-03-17. Retrieved 2011-02-06. - "Grand Circuit announces 2012 schedule". United States Trotting Association. January 16, 2012. Retrieved 2012-02-16. |Wikimedia Commons has media related to Harness racing.| - The Horseman And Fair World - Harness Central Australian News - Harnesslink Harness Racing Portal - Global News - Harness Edge Harness Racing News - United States Trotting Assoc. - Standardbred Canada - New Zealand Harness Racing - The Journal of French Trotting - Harness Racing Video produced by Wisconsin Public Television

Testing and Accountability In North Carolina, standardized testing is an integral part of the educational experience for all students. When the integrity of the testing program is maintained, results generated from the program are valid. The Testing and Accountability department is responsible for the administration and reporting of scores for all state-mandated testing, including End-of-Grade Tests, End-of-Course Tests, NC Final Exams, PreACT, ACT, ACT WorkKeys, State Identified Language Proficiency Testing, National Assessment of Educational Progress, and Alternate Assessments. Directed by our Regional Testing Coordinator, the department scans, scores, analyzes, and reports test scores to the Department of Public Instruction, local schools, administrators, and teachers. The Department of Public Instruction uses our data to calculate our status on two accountability measures: Performance Composite, and Growth. The schools distribute these results to students and parents or guardians. Dr. Terrence McAllister Assistant Superintendent of Learning Services

1.1 Explain the Teachers Role & Responsibilities in Education & Training Within further or adult education a teacher adopts many roles and they vary from one learning establishment to another. But in most establishments teachers are responsible for the student’s progress in their studies and their well-being. Although no two individuals are the same, it is the way a teacher implements these tasks that may make them an effective teacher. The role of the teacher has alway been considered a provider of information where the teacher was considered the subject matter expert and knew everything there was to know about the subject they were teaching. The image we all had of a classroom was ...view middle of the document... One of the main responsibilities of the teacher in education is as an information provider, to pass on their knowledge and understanding of a subject or topic. Whether this be in providing in depth lectures on a subject or a more practical based approach that may include demonstrations. A teacher providing information can be a way of passing on new information within their specified field that is not available in dated texts. It is important that the teacher appreciate any input from his or her students, whether the answer is correct or not and will instil confidence and motivation from within the student and help their learning experience. The teacher must have the ability to plan their lectures or sessions effectively so organisation is key factor of a teachers skill set. Working alongside the curriculum, teachers need to have a creative side and try to incorporate activities and techniques that will aide the learner and be stimulating at the same time. That said the teacher must also remain flexible and be prepared to change the activity quickly if it is not achieving the desired outcome or if learning is not moving forward in a positive direction. 
A teacher therefore needs to be knowledgeable in their field and have a way of translating that information to a level that their students will understand. If the teacher is not confident in their field how do they expect the student to learn from the course. They should where possible encourage two way communication on the subject in hand. However, the teacher should not profess to know it all, but to be willing to learn from the students as well, particularly in adult education where the students will have a great deal of life experience which can be tapped into during the lesson. It is also important that the teacher be skilled in assessing, evaluating and identifying the needs and varying learning styles of their students they will be teaching. Understanding the learning styles of their students can assist the teacher in planning their...

Look at a map of South America, and you will notice that the Amazon River generally follows a line just south of the equator. It flows across the northern part of South America, from the Andes in Peru, through Colombia and Brazil, to the Atlantic Ocean in the east. The region drained by this long river is vast, extending several hundred kilometers north and south of the Amazon River itself. This region, also known as the Amazon basin, is mainly in Brazil. The Amazon region of Brazil is covered by the world's largest tropical rainforest, containing beautifully colored parrots, many species of monkeys, as well as other animals and plants not found anywhere else. Most of the rainforest is impassable, except for along the rivers, streams, and few highways. As the Amazon River flows eastward, it is joined by many branches, and grows deep and wide. What is the main topic of this passage?

Hydrologists study the dynamics of water systems in the Earth's crust. The data obtained from their research is used to solve issues of water scarcity, quality, maintenance, management and to measure environmental influences on water systems. Post to over 100+ job boards. Reach over 150 million candidates. Completely free trial, no credit card required. Hydrologist Job Description Template We are looking for highly analytical researchers who are comfortable undertaking both office and field work. Hydrologists can expect to wade in waters to collect soil and water samples, analyze a variety of water-related data sources, create data models to make predictions about water scarcity and floods and produce highly detailed reports based on their findings. Hydrologists combine quantitative rigor with environmental curiosity to become water scientists. They adopt a holistic approach to studying water by placing it at the intersection of water, society and government policy. - Evaluating concerns around dam safety, local water projects and hydroelectric power plants. - Determining water pollution levels. - Doing field work to collect water and soil samples. - Measuring water properties to determine pH levels, volume and flow. - Modeling data to predict the occurrences of floods, pollution and water scarcity. - Determining the best means of water maintenance, management and conservation. - Making use of historical data on water usage. - Producing written reports based on research findings. - Bachelor's degree in Geosciences, Engineering or related field. - Master's degree is preferable. - Proficient in mathematics and statistics. - Trained in data modeling and forecasting. - Knowledge of environmental law and government policy. - Experience with digital mapping software. - Excellent written and verbal communication. - Highly analytical mindset. - Good interpersonal skills.

The parable of two eagles and a vine, ver. 1 - 10. The application of it, ver. 11 - 21. A promise to raise the house of David again, ver. 22 - 24. |17:2||A riddle - A dark saying. The house of Israel - The remainders of the house of Israel, whether of the ten, or of the two tribes.| |17:3||A great eagle - Nebuchadnezzar king of Babylon is compared to a great eagle, the king of birds, swift, strong, rapacious.Great wings - Mighty provinces on each side of his kingdom.Long winged - His kingdom was widely extended. Full of feathers - And full of people. Divers colours - Who were of divert nations, languages and manners. Lebanon - Jerusalem the chief city of the country where this great, fruitful and pleasant hill was. And took - Took, captive and carried away with him the king of Judah, Jehoiachin.The cedar - The nation.| |17:4||The top - Both the king of Judah, now eighteen years old, and the nobles and chief of the land. Into a land - Babylon, which was a city of mighty trade.| |17:5||The seed - Mattaniah, whom he called Zedekiah.Planted - Settled him on the throne of Judah. As a willow - The prophet compares this new made king to a willow, which grows no where so well as near great waters.| |17:6||Of low stature - They grew and flourish, while they owned their state tributary to Babylon. Toward him - Nebuchadnezzar as their protector, and sovereign lord. The roots - All the firmness, fruitfulness, and life of this state, was in subjection to him.| |17:7||Another - The king of Egypt. This vine - Zedekiah, his nobles and people. Did bend - Sought his friendship.Shot forth - Sent ambassadors, and trusted to the power of Egypt.Water it - That they might add to their greatness, as trees grow by seasonable watering them. By the furrows - Alluding to the manner of watering used in Egypt, by furrows or trenches to convey the water from the river Nile.| |17:8||Was planted - By Nebuchadnezzar, in a very hopeful condition, where it might have been fruitful, and flourished.| |17:9||Say - Tell them what will be the issue of all this, and tell it to them in my name. It prosper - Shall Zedekiah and his people thrive by this? Pull up - Utterly overthrow this kingdom. Cut Off - Put to the sword the children of Zedekiah, and of the nobles. The leaves - All the promising hope they had shall vanish. Without great power - The king of Babylon shall do this easily, when it is God that sends him.For God needs not great power and many people, to effect his purposes. He can without any difficulty overturn a sinful king and kingdom, and make no more of it than we do of rooting up a tree that cumbers the ground.| |17:10||Yea - Suppose this vine were planted by the help of Egypt.The east wind - When the king of Babylon, who like the blasting wind comes from the north - east, shall but touch it, it shall wither.In the furrows - Even amidst its greatest helps, to make it flourish.| |17:15||He - Zedekiah. Shall he break - Can perjury be the way for deliverance?| |17:18||Given his hand - Solemnly confirming the oath.| |17:20||Plead - I will punish him.| |17:21||All - Not strictly, but the greatest part.| |17:22||The highest branch - Of the royal seed; of the highest branch that is heir to the throne; namely, the Messiah. An high mountain - Upon mount Zion. Eminent - Not for outward splendor, but for spiritual advantages.| |17:23||In the mountain - In Jerusalem. All fowl - All nations.In the shadow - There they shall find peace and safety.| |17:24||The trees - The great ones on earth. The high tree - The kingdom of Babylon, which was brought low indeed, when overthrown by Darius and Cyrus.|

Definition – What is the meaning of Rhizome? A rhizome alludes to the adjusted stem of a plant that has a tendency to develop evenly rather than vertically. Rhizomes become under the dirt and new development may every so often grow at various edges. Since it is found under the ground, a typical misguided judgment is that the rhizome is a piece of the root. In any case, it is really a stem that develops underneath the surface of the ground. Rhizomes assume a vital part in spread and multiplication since they have the ability to attack the space beside the parent plant, thus promising the presence of crisp new shoots. Rhizome explained by Bud Bionics In plant science, there are a few distinct kinds of rhizomes. For instance, a sort of rhizome known as rootstock is frequently utilized as a part of plant engendering, particularly with regards to orchids, cannas, lilies of the valley, and asparagus. Rhizome engendering is really the most prominent type of agamic proliferation in expansive hectares of horticultural land. A few plants, in any case, can frame stems under the surface of the ground without fundamentally shaping rhizomes. Cases incorporate tubers, sprinters, corms, and globules

- Sermon Notes The Battle Belongs to the Lord As we come to Exodus chapter 17, we find Israel in the desert. They were set free from slavery in Egypt; they crossed the Sea on dry land, they saw the defeat of the Egyptian army when they tried to pursue Israel and were drowned with the Sea came rushing back over them. They came to bitter waters and grumbled only to discover that God was Jehovah Rapha, the God who heals when He healed the bitter water and made it sweet. They then came to Elim where there were twelve springs and seventy date palms. They camped there for some time. After they left Elim, they traveled into the wilderness of Zin. There they grumbled against the Lord because they had no meat, there was not enough food. But God said He would rain down bread from heaven and would test them to see if they would walk in the instruction of the Lord. Israel then traveled to Rephidim. Once again there was no water and they grumbled against the Lord. But again, God provided miraculously. He had Moses strike the rock of Horeb and water came out of it that they might drink. You see a picture of Christ in each of these places. Jesus said, “I am the Bread of Life, coming down out of heaven.” He said, “I am the Living Water, come unto Me all who are thirsty.” At Rephidim, however, they faced a different challenge; the Amalekites came and attacked them. At Rephidim Israel had their first actual battle. There are many lessons for Israel in this story and many lessons for us as well. I. Our Greatest Battle is Within - God didn’t take Israel directly into the Promised Land by way of Gaza, the area of the Philistines, lest they change their minds when they see war and return to Egypt. They were not ready to face war. They were weak in faith and weak in general. - They needed to be transformed.They came out of Egypt where they lived as slaves. They didn’t know how to live as free men before God. - There is transformation needed in our lives as well.Their journey through the wilderness was a school of discipleship.God is also bringing us through a school of discipleship. A. The flesh makes many troubles - The battle with the Amalekites appears to be completely unprovoked. We can surmise several possible reasons, however, and they all have to do with the desires driven by the flesh. - They were descended from Esau and perhaps still carried a grudge that Jacob, the father of the Jews, had been chosen by God to receive the blessing of Abraham instead of Esau their father. - It is more likely that they believed Jacob stole that blessing and were now opposed to them as a people. They will become an adversary generation after generation. - The Amalekites’ might also have been concerned that more than 2 million people were crossing the desert and drinking their water. - The flesh has strong desires and thirst is one of them.The only way to survive in the desert is to master the water. The Amalekites, like other desert people, would have developed cisterns, many secretly hidden. - The Israelites appeared at Elim where there were 12 springs. When they move to Rephidim, fresh water gushes forth from the rock of Horeb. Israel is taking the water! Illus- Water is more valuable than oil. And we know there’s a lot of oil in that region. In Genesis we read about the area of Sodom and Gomorrah where there were many tars pits, in other words, oil -- ‘black gold,’ Texas tea.’ But what do you do with oil in the desert? You need water. It’s amazing how expensive a simple bottle of water can be.I remember being at an airport looking for something to drink. I was shocked to see water was more expensive than grapefruit juice. - The flesh has strong desires, it desires water.It craves after food.It has sexual desire. Enmity, jealousy, strife, pride, all of these are from the flesh and cause many troubles. - The flesh has no righteousness, it has no morality, it has no discernment.It simply wants. Romans 7:18, For I know that nothing good dwells in me, that is, in my flesh; for the willing is present in me, but the doing of the good is not. Illus – The Amalekites were descendants of Esau and Esau was a picture of the simple, base desires of the flesh. When he came from the fields desperately hungry, he willingly traded his birthright for a bowl of stew. - The flesh resists any attempt to control it. Illus – This can be seen in a young child.Before they can discern right or wrong, they want what they want, and they want it now.And if you resist them, you will have a battle on your hands. Romans 8:7, because the mind set on the flesh is hostile toward God; for it does not subject itself to the law of God, for it is not even able to do so, B. God is doing a new work - God was teaching Israel to trust the Lord; that He would give them what they needed. - When they grumbled against the Lord because they had no food, God gave them manna, but just enough for each day. They must learn to walk in the instruction of the Lord. - When they grumbled for water, God had Moses strike the rock of Horeb with his staff that they might know that it is the Lord who provides. - The rock of Horeb is a picture of Christ. 1 Corinthians 10:4, Our fathers all did drink of the same spiritual drink; for they drank of that spiritual Rock that followed them; and that Rock was Christ. App –When Christ died on the cross in our behalf, the Rock was struck! From the Rock of Christ come waters of new life. Galatians 2:20, I have been crucified with Christ; and it is no longer I who live, but Christ lives in me; and the life which I now live in the flesh I live by faith in the Son of God, who loved me and gave Himself up for me. - This flesh is just a tent to dwell in temporarily, but while we live in this tent, we are to master over it. God is doing a new work. C. Know when you’re weak - Before the Amalekites brought this frontal attack, they had used a despicable method of troubling the Hebrews.They had circled around behind and picked off the stragglers who were weak. - This is made clear in the book of Deuteronomy… Deuteronomy 25:17-18, Remember what Amalek did to you along the way when you came out from Egypt, how he met you along the way and attacked among you all the stragglers at your rear when you were faint and weary; and he did not fear God. - We are most vulnerable when we are spiritually weakest. Illus – Many people struggle with their flesh when they’re driving, but I notice that when I am stressed because I’m late, that my flesh is most vulnerable.Instead of being in the Spirit, I’m convinced there is a “traffic conspiracy” against me. - The wilderness is a school of discipleship.Israel needed to grow in their relationship to God and to learn to trust him for their every need. - We also must grow spiritually, to gain strength in our relationship to God so we master the desires of the flesh. Illus – At a conference in Africa, I asked several pastors what their response would be if someone said they were struggling with lustful thoughts. Would they believe that that person was filled with a demon?Indeed, they did. But it is not a demon that causes the person to have sexual desires, just like it is not a demon that causes people to desire chocolate cake.What we need is more discipleship, to grow spiritually in the Lord, so that the Spirit within us controls. 2 Corinthians 5:14, for the love of Christ controls us… II. Know Your Part and God’s Part - Moses instructed Joshua to choose some men and go out and fight against the enemy. - But what happens next in this story is critical to understand for our own spiritual victory. - Notice that there are two aspects of this victory; there is what is happening on the battlefield, and what is happening at the top of the hill where Moses stood with his arms lifted up and the staff of God in his hands. A. Our part is diligence - When they were being pursued by the Egyptian army, they panicked. They were not prepared for war, especially against one of the greatest armies in - Moses shouted to the people, “Do not fear! Stand by and see the salvation of the Lord which He will accomplish for you today. The Lord will fight for you while you keep silent.” - But here, against the Amalekites, God instructs them to take up arms and stand against them. We have a part to play in our relationship to God and our spiritual victory. - And God is involved in all of it. Psalm 127:1-2, Unless the Lord builds the house, they labor in vain that build it. Unless the Lord guards the city, the watchman watches in vain. It is vain for you to rise up early, to retire late, to eat the bread of painful labors, for it is He who gives to His beloved even while He sleeps. - God was the provider of their daily manna, but they had to walk in the instruction of the Lord. They had to go out each morning and take just enough for each day. On the Sabbath they were to trust the Lord by not going out after manna at all. - There is a powerful aspect of faith in doing what God is asking us to do – our part. Illus – Many years after this when Israel had settled into the Promised Land, they had a king named Saul who was instructed to destroy the Amalekites entirely, even the flocks were to be destroyed. Yet after the battle, when the prophet Samuel arrived, he asked Saul if he had done what he had been instructed to do. “Yes,” Saul answered, “I have carried out the command of the Lord.” “What then is this bleating of sheep that I hear with my ears?” Samuel asked. “These were taken to sacrifice to the Lord,” was the answer. 1 Samuel 15:22, “Has the Lord as much delight in burnt offerings and sacrifices as in obeying the voice of the Lord? Behold, to obey is better than sacrifice, and to heed than the fat of rams.” - Be faithful to do what God has asked you to do, and do it with all our might… Ecclesiastes 9:10, Whatever your hand finds to do, do it with all your might. B. God’s part – He is our banner - Here Israel learned a new name for God – He is Jehovah Nissi; God is our banner. - Joshua’s battle plan was not enough. - Moses went to the top of the hill and lifted up his hands to God. It was expression of God’s presence with them was the key to their victory. - But his hands grew weary; whenever his hands fell, the Hebrews began to lose in battle.When he listed his hands again, the Hebrews gained ground against - So Aaron and Hur came alongside of Moses and lifted up his hands while Moses sat on a rock between them.And the Hebrews saw a great victory against the Amalekites that day. - The hands lifted up are a picture of surrender, of giving glory and honor to God, to trust in him in prayer. Illus – When we lift our hands in worship, we say the same. - Learn to encourage others.We need people in our lives that will lift up our hands when we are discouraged, when we grow weary. But we also need to be willing to be an Aaron or Hur in someone else’s life as well. - Live a surrendered life. The staff was a picture of Moses failure, but became a symbol of God’s power.Our humility, our faith trusts in God. Illus – Jehovah Nissi, our Banner, can be seen in the importance of the US flag to many people. It represents the power and valor of our nation… the land of the free and the home of the brave. When we see the flag and hear the anthem, it brings tears to our eyes, even more is God our banner and our allegiance is with Him. The Battle Belongs to The Lord January 6, 2019 Do you like things new like New Year? See, for me, I love the New Year because it's like opportunity, like what is God going to do this year. I love new things. When we think about New Year, oftentimes of course, we make New Year's resolutions. I mentioned this Wednesday that typically our New Year's resolutions oftentimes have something to do with our physical being. In other words, like we're going to lose some weight. "This year for sure, I'm going to lose that 20 pounds I've been meaning to lose for five years. This year I mean it," or "I'm going to work out. This year, I mean it. I'm going to work out. I'm going to get to the gym, I'm going to do it this year." Oftentimes, it's like that, or "I'm going to get organized. This year for sure, I'm going to get organized." The thing is, the soul is the most important part about us. If we want to set goals, to me, spiritual goals are the most important things we can set because these bodies of ours, though it's good to lose weight. It's good to go to the gym. I have no problem with that. That's good but these bodies of ours, we're not taking with us. We are leaving them behind. Amen to that. Well, you got to take care of it. Well, you got to take care of it, but the soul you are taking. You're taking your soul with you to heaven. That makes it the most important part of you. Therefore, what we do in the soul, the strengthening that God wants to do in the soul, in the inner man, is the key to what God would do for us this year. I'm convinced we need to draw nearer and grow stronger in our faith. He tells us the key. Faith comes by hearing and hearing by the word of Christ. We need to grow deeper in the word and so I'm thankful for the commitment that verse by verse, chapter by chapter, we're going to have God's Word to speak life and draw nearer to the Lord this year. Amen. Let's get into His word as we go. Through God uses the word to show us things about ourselves. When we look at what God is doing in the history of Israel, there's a lot to apply for our own lives as well because He is transitioning, He's transforming them, they got to change. They got to move from what they were. He brought them out of Egypt as slaves, but they've got to change. That mentality that they had in their lives is going to impact them all their lives unless something changes. Really, this is a story that we're going to look at about God and what he would do to bring about that transformation in our lives. In Exodus 17, we get to this point, Israel is now in the desert, they've been set free from their slavery. One of the greatest miracles of the Old Testament, they crossed through the sea on dry land, one of the greatest miracles. Then, the Egyptian army was destroyed when they pursued after them and the sea rushed over them and drowned them. Then, after that, they were in the desert, they were in the wilderness, they were thirsty and they found water but it was bitter water. They started grumbling against the Lord, but that's when they discovered a new name for God. He is Jehovah Rapha, the God who heals as He healed that bitter water and made it sweet. There's a message to it. That tells us that they came to Elim where there were 12 springs and 70 date palms. It's like His picture of rest and restore and refresh, the big picture. They stayed there for some time, but God continued to move them. Then, they travelled into the Wilderness of Sin. They're getting nearer and nearer, they're heading towards Mount Sinai, a great event where God is going to give them the law. They travel into the Wilderness of Sin and there, they grumble against the Lord because there was not enough food. God then did one of the great miracles of the Old Testament, becomes the theme when he gave them manna. Manna was like a flake-like, bread-like substance that they would go out every morning. It felt like dough. They would go and bring it in and they could bake it or boil it or cook it in various different ways. It was sweet. It was God's provision, a miracle every day. That's the God's provision for them, manna. He said it tasted sweet and like coriander seed. It's like Krispy Kreme doughnuts but good for you, really tasty, flavorful, you'll long for it. Then, they came travelling farther. Once again, there was no water. They grumbled against the Lord testing. It says they tested the Lord, "Is God with us or not?" Again, God provided miraculously as Moses was instructed to take his staff and to strike the rock and then when he struck the rock, then it burst forth and came forth with fresh water, fresh living water. Now, this is important because in each of these events, he's showing us Jesus Christ and the provision of God in answering their needs. See? Because it's not just about water, it's not just about bread, it's about what God is doing. It's about picture of Christ Jesus that, "I am the bread of life coming down out of heaven." Then He said, "I am the living water. Come unto me all who are thirsty," because He's speaking to the need, not just of the need for water, bread, of the soul. The soul has great longing and great need. Then, they come to Rephidim. Rephidim, they face a completely different challenge, they are attacked. The Amalekite people came out in a frontal attack against them. Here, Israel has their first banner, but here, they learn a new name of God and a new provision for what God would do in their lives. That's a great lesson for us. Let's read it. Exodus 17, we start in verse 8. We'll cover the other verses Wednesday at our verse-by-verse study. Verse 8, Amalek came, fought against Israel at Rephidim. Moses said to Joshua-- This is the first time we meet Joshua. He will play significantly into the history in the story of Israel and in many ways, he's a picture of Jesus Christ himself. In fact, his name is exactly the same name, Jesus and Joshua have the same name, one's Hebrew, one's Greek. We've kind of Englified it, Englishified it. That's a new word, I made that up. We've Englishified it because in the Greek, his name is Iēsous. We made it Jesus, but it's almost a transliteration. His name in the Hebrew-- Now remember, Hebrew has no J, so it would be Yah, so Yahshua is his literal name in the Hebrew. You've heard the expression likely, Yahshua Ha Mashiach, Jesus the Messiah, that literally is Joshua the Messiah. It's a picture of Jesus Christ. We'll hear more about Joshua as we read through the story. Moses said that Joshua, "Now, choose men for us. Go out, fight against Amalek. For tomorrow, I will station myself at the top of the hill with the staff of God in my hand." Joshua did as Moses told him and he fought against Amalek and Moses and Aaron and Hur went to the top of the hill. It came about that when Moses held his hand up, that Israel prevailed, and when he let his hand down, Amalek prevailed. There's a point to this. It's not just the hand. There's nothing magical about the hand, something God is doing which we'll see. Moses' hands became heavy and they took a stone and put it under him. He's hand- he's had Aaron and Hur supported his hands, one on one side, one on the other, thus his hands were steady until the sun set. Joshua overwhelmed Amalek and his people with the edge of the sword. Then the Lord said to Moses, "Write this down." We're glad he did. That's why we have what we're having to read now. Write this in a book as a memorial and recite it to Joshua that I will utterly blot out the memory of Amalek from under heaven. Moses built an altar there and he named it Jehovah-Nissi, the Lord is my banner. He said, "The Lord had sworn it. The Lord will have war against Amalek from generation to generation." We know this is true in the history of Israel. We know that in fact it was true. The new name is established over them. He is our banner. It's a very powerful story in the history of Israel, a lot of lessons for us to learn. We have to recognize that it's about transformation. God is doing a work now, transforming Israel from the slaves that they were into a people that going to walk with God and have faith and to begin to live as men who are free in God. This is important because when we are saved, we come out of the world and we bring a lot of the world with us. The key now is to understand that God doesn't want to leave you in the condition in which He found you, He wants to transform and the work is done inside. I. Our Greatest Battle is Within See, this is important to recognize, what God is doing because the greatest battle is, in fact, within. The greatest battle. There's a lot of external things and external problems and things we face, but inside, the greatest battle is within. It tells us a lot's needed to be changed here with Israel. One of the things that we see right away, He did not take them right from Egypt right directly into the Holy Land. There is a straight path. There's actually a highway. They could have taken right to the Holy Land, but they would have encountered the Philistines and immediately face war. They were not ready for war. They were weak in faith and they were weak in general. There's a lot that God would have to do in them. They need to be transformed. They came out as slaves. They need to learn to live as men of faith. Us too, we need transforming and it's the wilderness experience for them that becomes the school of discipleship. For us, we're in a school of discipleship too. The experiences of life, the ups and downs, the struggles, the troubles, the challenges. A.The flesh makes many troubles God uses those things as a school of discipleship. To do what? To transform us from the inside because the greatest problem and the greatest battle is internal, inside. This flesh of ours gives us fits. In fact, let's just say it straight up, the flesh makes many troubles and there's a work that God needs to do. Because you can see the problem also. In the Amalek people, the Amalekite people, the problem can be sorted right from their history. Why are they doing this? This is a completely unprovoked attack. There is no reason to attack Israel unless we understand something. They're related. The Amalek people and Israel are like cousins. They are the descendants of Esau, Israel being the descendants of Jacob, Esau and Jacob were twins, remember? Esau was born first making him the oldest even by a few minutes, but nevertheless, typically, the oldest would be the patriarch, he would be the inheritor of the wealth and the power of the father, but God made a prophesy. While they were in the womb, that the older would serve the younger and that the younger would be the one of power and the blessings of Abraham would flow through him. Now, the descendants of Esau, the Amalekite people, they attack Israel, unprovoked. Were they carrying a grudge? Grudges are of the flesh, the problem's inside. Carrying a grudge that their father had been chosen instead of Esau. More likely, they believed Jacob stole the blessing, you stole it and now they're going to be an adversary. In fact, we know in the history of Israel, they became an adversary, generation after generation. Then also, they may well have been concerned that this large group of people, perhaps two million plus are going to the desert taking their water. What are you doing, invading our land, taking our water? The flesh has strong desires and thirst is one of them. The only way to survive in the desert is to master the water. I remember several trips back when we were in Israel. We're going again this September and we've gone many times, but I remember one trip. We went out into the desert. We took the whole group out and it was a great experience because you can really get a sense of what it would be like travelling year by year in the desert. Often times, they would travel through Al Wadi. Al Wadi is a dry river bed, and they pointed out to us, there're these cisterns, these hidden secret places where there's water. You've got to understand the mastery of the water. You can be sure that they're concerned. Here comes Israel. They go to Elim where there are 12 springs and they take the water, then they go into the Wilderness of Sin, and somehow someway, water comes out of the rock. They're taking the water. Water is more valuable than oil. Did you know that? When you get a bottle of water, you're paying more for that water than you're paying for gasoline. We know there's a lot of oil in that region. We know that as a fact, right? In fact, it told us in the book of Genesis, that up in the area of Sodom and Gomorrah, around the area of the Dead Sea, it says that there were many tar pits. In other words, there was oil. Black gold, Texas tea. Who knows where that's from? Okay, you're old. That's what I can say. What are you going to do with oil in the desert? For them, they need water. It's amazing how expensive water can be. I remember I was in the airport one time, I needed something to drink, of course everything is expensive in the airport but I was shocked because the bottle of water was something like, I don't know, $2.50 and next to it was grape fruit juice like $1.89. I'm thinking, wait just a minute here, there's a lot more involved in making grape fruit juice but water so expensive. The craving of water. See, to the desert, and water are a great picture because there's a longing. It's not just about water, that's not the point. There's more, it's about the craving and the flesh has many cravings. It craves water, it craves food, it has sexual desires but also enmity, jealousy, strife, pride. All of these things come from flesh. And all of these things cause many troubles in our lives. The need is to be changed on the inside. See, the flesh has no righteousness. The flesh has no morality, the flesh has no discernment. It just wants, it wants what it wants. Romans 7:18, Paul says the same thing, ''I know that nothing good dwells in me that is in my flesh, for the willing is present but the doing of good is not.'' The Amalekites are descendants from Esau, Esau, I tell you is a picture of the simple-based desires of life. Just want, me want. Remember the story, right? Esau was an outdoors man and Jacob was more of a mamma's boy, literally, actually stayed in the house, right? Esau is out in the fields all day, he had been out hunting. He comes back at the end of the day famished. See, the drive of the flesh, there's no discernment, there's no morality, just wants. Me want. He sees Jacob, he's making this stew, it's a red stew. You can imagine you're famished, it smells delicious and so he comes in and he says, ''Give me some of that red stew there.'' Jacob says to him, ''Sell me your birthright for it.'' Your birthright for a bowl of stew? That doesn't compute. That's not right. That's not a fair exchange, but Esau says, ''What good is my birthright if I die of starvation.'' Which is a complete exaggeration, but Jacob presses it further and says, ''Swear it, swear it,'' and he did. He swore it and gave away his birthright for a bowl of stew. Do you know how many people give away their birthright of what God wants to do over a bowl of stew? I mean that in a spiritual analogy. When you think about what people give up for the little that they gain, the flesh, I tell you gives us many fits, it gives us many troubles and the flesh will resist any attempt to control it. It will resist any attempt to control it. All you have got to do is look at a young child, before a child can discern wrong or right, you can see in them that they simply want, they just want, they want what they want and they want it now. ''I want the chocolate boat, daddy, and I want it now.'' That's like a spoiled child of the flesh. Just want. That's what Paul is referring to in Romans 8:7, "The mind that is set on the flesh is hostile toward God." It doesn't subject itself to the law of God. It's not even able to do so. What we see then is that God is doing a new work. God is doing something about the need to be transformed in the inner man, God's doing something. B.The flesh makes many troubles He's doing a new work. He's teaching Israel to trust God, that He would meet their need. The cravings of the soul, the cravings of life, let God meet them. When they grumbled against God because they had no food, He gave the manna but just enough for each day, that they would have to trust God every day, that they would walk after God for their daily sustenance. The cravings, the desires, let God meet them. When they grumbled for water, God had Moses strike the rock with his staff and water gushed forth that they might know that God is the one that will meet your need. Bread is not about water, it's about God meeting the need. That's why Moses said to Israel later in Deuteronomy, "God gave you bread, manna in the desert, that you might know that man does not live on bread alone, but by every word that proceeds from the mouth of God." It's not about the bread, just like it's not about the water, it's about what God is doing. It's like when Jesus came to the woman at the well and He said to her, "If you knew who asked you for water, you would have asked Him and He would have given you living water. For whoever has living water will never thirst, it will spring up in his soul to eternal life. She said, "Give me this water that I might not thirst again and come back to this well to draw, give me this water." Here's an answer, I just think this is an amazing response. She says, "Give me this water, Sir." He responds, "Okay, go get your husband." Now, that to me, is a very strange response. "Give me this water, sir." He says, "Go get your husband." She said, "I don't have a husband." He answered, "You have rightly said that you have no husband, for in fact, you had five husbands and the man you are now with is not your husband." She said, "Sir, I perceive that you are a prophet." She then heard Him as He began to speak about the Spirit and life, the spirit of truth, he who worships in Spirit and truth, God is the one who transforms the soul and He began to speak to her life. It's not about the water, it's about what God is doing. For that water is in fact Christ Himself. Paul said it exactly so in 1 Corinthians 10:4, "Our Fathers all did drink--" Listen to this verse, "Our Fathers all did drink of the same spiritual rock. For the drink of that spiritual rock that followed them and that rock was Christ." When Christ died on the cross, He was struck, you could say, for us. That rock brings forth newness of life. We can now live. Jesus says, "I've come that you have life and have it abundantly to the full." We crave, we have so much desire, there's something missing in the soul. "I've come that you have life. I will satisfy the deepest longing of your life, the deepest desires of your soul. I've come that you have life but you'll find that life in God's provision." Galatians 2:20, "I have been crucified with Christ, and it is no longer I who live but Christ lives in me, and the life which I now live in this flesh, I live by faith in the Son of God, who loved me and gave Himself up for me." That is a great verse right there. See, this flesh, it gives us so much fits. This flesh is just a temporary tent to dwell in, but while we're in this tent, we must master over it. God is doing something about it. He's doing a new work. Therefore, we need to understand the condition of our soul. Like, what's the condition of your soul? It's important to recognize because it's part of the story. C.Know when you’re weak See, you need to know when you're weak. We need to recognize and know when you're weak. See, before the Amalekites brought this frontal attack, we understand from the book of Deuteronomy that they actually use a despicable method of troubling the Hebrews. What they did was this, they circled around behind and they picked off the stragglers that were weak, just picking them off, picking them off, picking them off, troubling, troubling, troubling, picking them off, picking them up. We know this right out of Deuteronomy 25:17-18. He said, "Now remember what Amalek did. What he did to you along the way when you came out from Egypt. How he met you along the way and attacked among you all the stragglers at your rear when you were faint and weary, and he did not fear God like you should have. That's an interesting part of the story. When people are weak, they're vulnerable to the enemy picking them off. When they straggle behind, they're vulnerable to the enemy picking them off. See, we got to recognize the importance of strength and our faith, our relationship, because our flesh can make us weak spiritually. When your flesh for example is tired, if you're tired, you're maybe a hungry or angry or whatever the word is, your flesh, it's easier to start getting irritated in the flesh. You're weak, your flesh can start having trouble. Given your fits, gives you trouble. I remember when I was younger, I'm getting older so I hope I'm learning this lesson but when I was older, I tried to fit so much in the day that I was often running from thing to thing to thing and I was often late because I had a good reason. I was trying to fit many things into my day and I'm late and as I'm late, now I'm driving stressed, which makes the flesh weak and vulnerable and you get more irritated when people start doing stuff in traffic. Are you with me on this one? I started thinking, "You know what? There is a traffic conspiracy because when I'm in this lane, it's the slow lane and everybody they're going faster in that lane." I think, "Okay, I'll get over there in that lane." As soon as I get over there in that lane, that's the lane that slows down and that lane starts going faster. Has this ever happened to you? I'll tell you there's a traffic conspiracy, but you start getting irritated. If you're tired, you're weak, you're not eating or you're sick, you start saying things you should not say to the people that you love, you should not say because you're weak, and so the enemy, it's easy to pick you off. The wilderness is a school of discipleship, they needed to learn, we need to learn, we need to learn. We need to grow spiritually. We need to gain strength to master the desires, the cravings, and the longings of the soul. I remember I was at a conference in Africa, it was a pastor's conference and we had opened it up to the pastors of the community. We at one point had a question-and-answer session and we were answering different questions and I decided at one point to pose a question to them. I said, "If someone came to you, and they said that they were struggling with lustful thoughts, that's a weakness of the flesh and they're struggling with lustful thoughts." I said, "Would you believe that that person was filled with the demon? Would you blame that on a demon filling them, the demon of lust?" Many of them said, "Yes." This is a very common thinking. This is a very common thing in Africa. "Yes," but I said, "It's not a demon that causes a person to have sexual desires. Just like it's not a demon that causes a person to desire chocolate cake or vanilla ice cream. The problem is the flesh, the cravings and the desires." What we need is to grow in the Spirit, to grow spiritually, the inner man within needs to be strengthened that in that strength, it masters the flesh. That's the transformation, that's the work of transformation. II.Know Your Part and God’s Part 2 Corinthians 5:14 says, "The love of Christ controls us, compels us. You grow closer to the Lord, the Holy Spirit begins to move in power in your life. We need to grow. Then we got to see this part in the story of Exodus 17, know your part and God's part. Your part, God's part. Moses instructed Joshua to choose the men, go out and fight against them, but what happens in the story is critical because there are two aspects to the victory. There's what's happening on the battlefield and there's what's happening on the top of the hill where Moses stood with his arms lifted up and his staff in his hand. A.Our part is diligence There's two things happening and both are critical to understand. Our part, God's part. Our part is diligence. Now, what's interesting is that God is doing something different here. He did not bring them up straight into the area of the Promised Land to the Philistines because they would have encountered war. They're not ready for war. They’re weak in general and they're weak in faith. Then the Egyptian army comes out to pursue them. A Dixie cloud of dust approaching as the mass of one of the greatest armies of the world is now bearing down on them. God does something interesting. He does something different here than He did back there. See, they saw the army of Egypt, the people panicked. Moses shouted, “Don't fear. Do not fear. Stand by and watch. See the salvation of the Lord which He will accomplish for you today. The Lord will fight for you while you keep silent. You will do nothing. God will do it all.” That's what He did with that, but now He's doing something different here against the Amalekites, Amalekites God instructs them to take up arms. Take their stand. You be involved. We have a part to play in our relationship to God and in our spiritual victory, but God is involved in all of it. Can I give you a verse? I tell you it's one of my favorite verses in the Bible. Actually, it's two versus but they show us our part and God's part and you can't separate them, our part, God’s part. Psalm 127:1-2, “Unless the Lord builds the house, they labor in vain who build it.” This really a great verse, because it shows us both, our part, God's part. Unless the Lord's involved in it, unless the Lord's blessing it, unless the Lord’s over it, it's in vain. Goes on. Unless the Lord guards the city, the watchman watches in vain. Put a watchman on the wall. Put a watchman on the wall. Have them watch over the city, but unless the Lord's guarding that city, won't help. Do it, put a watchman. You can't just say, “Well, I guess the Lord’s watching, so no need for a watchman." No, put a watchman on the wall. Your part. Watch, but believe that God is part of the thing. See, because He'd been- He has His verse, “It is vain for you to rise up early, to retire late, to eat the bread painful labor’s, for it is He who gives to His beloved even while he sleeps.” I love that verse. If there are people who would say, “I'm going to do this thing. I'm going to do it on my own. I'm going to get up early. I get up earlier than anyone. I will do this thing.” God says, vain. “I will work so long. I will work all day long. I will retire late. I will work longer and harder than anyone.” God says, vain. "I will eat the bread of painful labors, I will survive. I will pull this up by my own bootstraps. I am the man.” God says, vain, vain. Unless the Lord builds it, unless the Lord does it, it’s in vain. Don't you know He says, "It is He who gives to His beloved even while he sleeps"? God's at work blessing your life while you're sleeping. You're going to discount God's hand in your life, must not. The key, our part, God’s part. God was the provider of their daily manna, but they had to walk in the instruction of the Lord. They had to go out each morning and bring in just enough for that day. Their part. On the Sabbath, they were not to go out at all. Get a double portion a day before. Trust me. I provide. I provide. All your work, all your efforts will come to naught without me. There's an aspect of faith in doing what God asked you to do. Your part. It's like many years after this. Okay, there's a story. Israel is now settled into the Promised Land. They had King Saul over them and King Saul had been instructed by Samuel the prophet to destroy the Amalekites, same people. Destroy the Amalekites completely even the flocks were to be destroyed. After the battle, the Prophet Samuel comes and says to Saul, “Did you do what God instructed you to do?” He said, “Yes, I have carried out the command of the Lord.” Samuel said, “Well, what then is this bleating of sheep that I hear my ears?” "Oh, those sheep? Those sheep, you're talking about those sheep. Well, you see those sheep, I decided to keep those sheep separate.” “Why would you do that? That's not what God said. God said even the sheep are to be destroyed. Why did you do that?” “Well, I did it because I want to offer God a sacrifice.” See, how you put honorable thing to it. Then we learned this great lesson. This is a spiritual lesson. 1 Samuel 15:22. Listen to this lesson because it's so powerful. “Has the Lord as much delight in burnt offerings and sacrifices as in obeying? Obey the voice of the Lord. Behold, it is better to obey, is better than sacrifice, and to heed is better than the fatter rams." Be faithful, your part, be faithful to what God asks you to do. In Ecclesiastes 9:10 says, "Whatever your hand finds to do, do it with all your might, your part." B.God’s part – He is our banner Don't for one moment think that you are pulling yourself up by your bootstraps, because that is vain. Your part is diligence. That's for sure. God's part is He is Jehovah-Nissi. He is our Banner. Joshua's battle plan is not enough. Moses goes to the top of hill. He lifts his hands to God. It's an expression of dependence to worship, a prayer. God was with him. His hands will grow weary. How long can you hold your hands? See, Moses is not fighting. Moses is not striking with the sword. He's holding his hands. It's an expression of need, humility, of honor to God. How long can you do it? How long can I do it? You get tired. You grow weary. The flesh grows weary. They help him. They've found a rock and then Aaron and Hur came and they helped him. It's a great picture of this, but the picture is that of God being Jehovah-Nissi. When his hands were lifted up, Joshua and Israel prevailed. If he put his hands down, it was an expression of not trusting, no longer needing God and Amalek prevailed. We need God, put their heads back up, its expression of prayers and expression of God's presence. He's our Jehovah-Nissi. It means God is our banner, banner might be compared to like a flag. The flag of the United States represents the nation, the power of the nation, the valor, the character. I don’t know about you but I have a lot of respect for the flag. We stand when the flag, we put our hands over our hearts. Say the pledge of allegiance to the flag. It's inspiring. We sing that song, The Star-Spangled Banner. It's very inspiring. Even the song is inspiring. "Oh, the rockets’ red glare. The bombs bursting in air gave proof through the night that our flag was still there. Oh, say does that star-spangled banner yet wave or the land of the free and the home of the brave," so inspiring. Then the jets fly over. [growls] [laughter] There's power, but God is our banner. How much more should that inspire when we recognize that He is the banner over us and His banner over us is love? It's God's part to watch over, to bless. God's hand on our lives is what we need. It's the relationship of faith that strengthens us and helps us to understand how to walk this life. We need to understand it. God is transforming us, and part of that transforming is to understand that we've got to have God involved in all things that we're doing. We need His blessing. We need His hand. We need Jehovah-Nissi. Exodus 17:8-16 NASB

Central Board of Secondary Education (CBSE) is well-reputed for its standard educational structure and comprehensive pattern of examination. The CBSE board maintains advanced features by updating examination pattern according to current requirements and its prescribed syllabus. Exam pattern is important for preparation for the board exams as it explains the weightage of each chapter which in-turn gives a student an overall idea of how much time he/she should spend on a particular chapter. The following is the list which contains detailed information of CBSE Class 10 exam pattern, course structure and the blueprint of the syllabus. Read further to get a clear picture:

Bringing Women's Rights Back into the Human Rights Movement Human Rights Dialogue 1.10 (Fall 1997) "Efforts, East and West, to Improve Human Rights Assessments" September 5, 1997 The mainstream international human rights movement has evolved with a particular focus on a specific group of civil and political rights expressed in the Universal Declaration of Human Rights (UDHR). It has strongly advocated freedom of speech, religion, and association, and it has effectively campaigned against the repression of these rights by torture, unfair trial, political imprisonment and extrajudicial execution. While these issues are theoretically gender-neutral, in fact they have a disproportionate impact on men: most political prisoners in the world are men. There are other civil and political rights and some economic, social, and cultural (ESC) rights set forth in the UDHR that have a far more significant impact on women. Equality Now was formed in 1992 to protect and promote these human rights. The organization uses the proven strategies of the human rights movement to address violations that disproportionately affect women, such as rape, domestic violence, trafficking of women, denial of reproductive rights, female genital mutilation, and other forms of violence and discrimination against women. Historically, these violations have often been dismissed as “cultural.” The fact that South Africa allowed only whites to vote generated an international campaign fueled by outrage, whereas the fact that Kuwait allows only men to vote has gone virtually unnoticed. The notion that human rights violations against women are acceptable cultural practices is a manifestation in itself of discrimination that allows “culture” to be defined by those largely responsible for violations. Women in Kuwait demonstrated during the last election to protest the denial of their voting rights. In all cultures there are women working to promote respect for their fundamental human rights. It may only be the courageous few who articulate the silent concerns of others, but these few also represent their culture. The aspiration for equality is a universal phenomenon. Many activists and international lawyers consider women’s rights to be an emerging area of international law. But the fact is that the right to equality under the law and equal protection of the law was included in the UDHR. Other rights affecting women contained in the UDHR include rights to freedom of movement, to ownership of property, to free choice of employment, to education, and to participation in the political process. The UDHR even includes the right to consensual marriage. So these human rights are not new; it is the human rights movement’s recent attention to them that is new. And this attention is a reflection less of new legal analysis than of the persistent efforts of women’s rights activists within and outside the human rights movement. It is not difficult to assess women’s rights, as some contend. The difficulty is a matter of resources, not a matter of methodology. Back in the mid-1980s, the feminist writer and activist Robin Morgan surveyed 70 countries around the world. The resultant book, Sisterhood is Global, included information on women with respect to education, literacy, life expectancy, political participation, representation in the work force, proportionality of wages, and laws relating to marriage, divorce, family, reproductive rights, sexual harassment, violence against women, and prostitution. Only recently have certain human rights groups taken up such issues as the trafficking of women, female genital mutilation, and domestic violence in some countries. But they do not yet comprehensively and systematically address the human rights of women in their annual international surveys. The hope is that as more resources become available for international women’s rights, more comprehensive and systematic monitoring will take place. Because violations against women often reflect converging political and economic forces, greater attention to human rights violations against women will naturally erode the rigid differentiation of civil and political rights from ESC rights. By including concern for violations of the economic and social rights of women and girls in its research and actions, Equality Now hopes to speed this process. The right to education, for example, is denied to girls in many developing countries. Depriving girls of education is not a human rights violation that falls neatly into a civil and political or economic, social, and cultural rights category. The cause is both economic and political: lack of resources for educational programs and gender discrimination. In such circumstances additional resources for education will not necessarily reverse the situation. Similarly, removing restrictions on girls’ education will not necessarily result in the education of more girls unless there are additional resources. To address all aspects of the right to education, and other rights with an economic aspect, the human rights movement must develop the capacity to assess the allocation of public resources. This type of monitoring, while new, is not inherently difficult. Equality Now is also working to break down the public/private distinction traditionally drawn by the human rights movement. Historically the private sphere of action has been excluded from the agenda of the human rights movement, even though it is equally protected by the UDHR. The distinction has left the private sphere, where many human rights violations against women take place, beyond scrutiny, and is used to justify inattention to violence against women. For example, although human rights organizations have in recent years taken up the issue of rape as a weapon of war, they are still reluctant if not unwilling to address the issue of rape as a weapon of control in civil society. As a result of police nonresponsiveness, rape, like domestic violence, is carried out with systematic impunity in the “private spheres” of many countries. When other human rights are at stake, silent acquiescence by law enforcement authorities in the face of violations has been challenged by the human rights movement. The movement’s denunciation of police nonresponsiveness to death squad activities in authoritarian regimes around the world, for example, strongly supported the individual right to political dissent. Yet the movement has not equally championed the underlying human rights targeted by violence against women, such as the right to personal freedom. What full integration of women’s rights would mean for the international human rights movement is no less than a reconceptualized human rights framework. The hierarchy that has been imposed on the UDHR by the human rights movement has tainted public perceptions of the universality of human rights and played into the hands of governments that try to evade responsibility for human rights violations through charges of bias or double standards. A reconceptualized framework would not distinguish civil and political rights from ESC rights. It would not distinguish between public and private spheres of action. It would effectively free the UDHR from a hierarchy that favors some rights over others without clear justification. The UDHR represents a broad and balanced conception of human rights. With more support, organizations working for women’s rights and for economic and social rights can help create an equally broad and balanced human rights movement. This would be a fitting way to commemorate the 50th anniversary of the Universal Declaration of Human Rights.

Durham scientists working with NASA have discovered supermassive black holes are hidden behind clouds of gas and dust close to our own galaxy. Scientists believe these huge black holes lurk at the centres of most big galaxies, but many are hidden from the view of most telescopes. Now astronomers at Durham University have confirmed that two of these destructive giants have been lurking behind thick layers of gas and dust at the heart of galaxies near the Milky Way. Working with experts at Southhampton University and using NuSTAR, a space-based telescope belonging to NASA, they followed a trail of high-energy X-ray emissions generated by the black holes as they feed on surrounding material. One of them was found at the centre of the NGC 1448 spiral galaxy, and closely examined in a study led by Ady Annuar, a postgraduate researcher in Durham’s Department of Physics. NGC 1448 is one of the nearest large galaxies to our Milky Way at 38 million light years away. It’s close to us in terms of the wider universe, but since one light year is about six trillion miles, the black hole is still fairly far away. But since gas and dust kept this active black hole from our sight, it’s possible there could be others still to be found, perhaps even closer to home. Ady Annuar said: “These black holes are relatively close to the Milky Way, but they have remained hidden from us until now. “They’re like monsters hiding under your bed. “Their recent discoveries certainly call out the question of how many other supermassive black holes we are still missing, even in our nearby Universe.” The other black hole was studied by scientists in Southampton, in a galaxy called IC 3639, 170 million light years away. Researchers confirmed that the areas around both black holes, described as the “central engine” or nucleus of the galaxies, are incredibly bright, but a doughnut-shaped region of thick gas and dust obscures them from view. These “active galactic nuclei” are so bright because particles in the regions around the black hole get very hot and emit radiation. In order to spot the black holes, scientists had to watch for the reflected X-rays of these particles escaping from behind the dust.

In an Art History course, students can explore the site to fuel their own study, or teachers can incorporate works that represent specific artists, media, or movements in teacher-directed lessons. In a Studio Art course, teachers may want to use the site to model different styles that students will learn about and apply to their own works of art. For United States or World History courses, students can take virtual tours of historical sites or museum exhibits related to an event. Environmental Science teachers may want to have their students watch videos or examine artifacts to explore national parks. Regardless of the subject area, teachers can direct students to the site for research that would add to a more complex view of a time period or area of study. Teachers will be specifically interested in the Favorites feature of Google Arts & Culture, which allows both teachers and students to create custom collections. Teachers should also check out the Themes section, which features expertly curated resources, including readings. These resources may inspire lessons or units, or students could be invited to explore and choose one theme to use as a springboard for a research project. Also, make sure to check out the Nearby filter: It displays the collections closest to your region. This can be an excellent way to familiarize students with all the great art within their reach.Continue reading Show less Google Arts & Culture is both a website and an iOS or Android app that provides free access to art collections from around the world. The site is well-organized and easy to navigate. The search tool allows users to explore by museums' collections or themes and to filter by movement, artist, historical event, historical figure, medium, and more. In addition to basic searches, you can find the latest news related to museums, collections, and events as well as locate nearby places to visit in person (with media of their collections). There are layers and layers of resources, from visual media of artifacts to virtual tours (familiar to users of the now defunct Google Art Project) to "stories," which provide written context to a series of artifacts. When students dig into a historical event, for instance, they'll find curated stories, images, artifacts, and timelines from a wide range of collections. The site also includes links to interactive experiments that demonstrate the interplay between technology, art, and science. Beyond just exploring, users can "favorite" what they find and create their own collection, which could align with a specific classroom activity or assignment. The "Is Your Portrait in a Museum?" feature, which is exclusive to the app, went viral in early 2018. This feature allows users to take a selfie and get matched with paintings from the app's library. Students are likely to love this feature, but beyond discovering some artists the learning potential is slim. This feature has also been criticized for offering few decent matches for people of color. There's no doubt that incorporating more art and culture into the classroom -- no matter the subject -- is good for learning. Google Arts & Culture makes this easier, providing teachers and students with an incredible collection of resources that will enhance any lesson, activity, or assignment. The challenge for teachers is that it's completely up to them as to how to best use the site to support student learning. While the site's collections are easily browsable and well-curated with tons of compelling material, there are no lesson plans or even an introductory tutorial to introduce what's on offer. That being said, the curated collections will readily offer connections to your existing curriculum, and could also inspire new lessons or units. The thematic collections themselves (blending all types of media and commentary) can give students a model for how to do their own curatorial work in an Art History or History class. In terms of learning, there are a few standout offerings. The virtual tours of museums and sites, videos, experiments, and artifacts are particularly engaging for students. The Favorites feature can allow teachers to share curated media with students, or enable students to create collections to demonstrate knowledge. Pairing this curation with writing assignments could be fruitful. For schools that don't regularly take field trips or aren't close to many museums, the museum-based browsing can offer a fair approximation. There aren't any teacher reviews yet. Be the first to review this tool.Write a review

Joule Heating Simulations Tutorial Fanny Griesmer January 29, 2013 One of the classic multiphysics couplings in engineering and science is Joule heating, also called resistive heating or ohmic heating. Some Joule heating examples include heating of conductors in electronics, fuses, electric heaters, and power lines. When a structure is heated by electric currents, the device can reach high temperatures and either structurally degenerate or even melt. The design challenge is to remove this heat as effectively as possible. COMSOL eases these challenges by providing a specialized multiphysics interface for Joule heating, allowing for quick and easy definition of the phenomenon and even includes the ability to model convection for removing the heat. Here, we’ve produced a video resource for you to see how you can effectively simulate Joule heating using COMSOL Multiphysics. The 2-chapter video tutorial demonstrates how to model the Joule heating of a fuse, seeking to answer the question: “Will it blow?”. Chapter 1: Build Model and Add Materials Chapter 2: Add Physics and Solve Model Shown in the Joule Heating Videos In these tutorials, Linus Andersson from the Global Technical Support Team here at COMSOL will show you how to couple the direct current electrical current in a fuse on a circuit board to the heat transfer in it and the surrounding system. Copper lines or traces feed the fuse, which is made of aluminum, and we’re interested in if we will exceed the melting-point of aluminum (933 Kelvin), or if the convection cooling will be adequate. Chapter 1 walks you through building the model and adding the appropriate materials and their properties. As you will see, the material properties are selected from the built-in Material Library, but you could also use your own material or even experimental data from an external source, such as Excel®. The second chapter of the video series completes the simulation by demonstrating how to add the physics and solve the model. The solved model depicts the temperature profile of the fuse ranging from room temperature to the maximum temperature in the fuse. Spoiler alert: the fuse will melt. Also shown are the electric potential profile and the norm of the current density.

Course Hero. "The Maltese Falcon Study Guide." Course Hero. 20 July 2017. Web. 20 Jan. 2019. <https://www.coursehero.com/lit/The-Maltese-Falcon/>. Course Hero. (2017, July 20). The Maltese Falcon Study Guide. In Course Hero. Retrieved January 20, 2019, from https://www.coursehero.com/lit/The-Maltese-Falcon/ (Course Hero, 2017) Course Hero. "The Maltese Falcon Study Guide." July 20, 2017. Accessed January 20, 2019. https://www.coursehero.com/lit/The-Maltese-Falcon/. Course Hero, "The Maltese Falcon Study Guide," July 20, 2017, accessed January 20, 2019, https://www.coursehero.com/lit/The-Maltese-Falcon/. Hammett's themes often illustrate opposing ideas that pull back and forth at each other like a tug of war. These polarizing ideas pit the novel's characters against each other. Sam Spade is one of the first hard-boiled detectives to appear in fiction, and he lives up to the definition of the term. A hard-boiled detective is tough, cynical, and no-nonsense—a so-called manly man. His clients come first and foremost, and he will fight to get the job done for them. The hard-boiled detective raises some important questions for readers. Is his moral ambiguity justifiable? How can a good man be so bad, or is it the other way around? Is he a model of masculinity or an example of its limitations? Is his cynical view of the world around him entirely accurate? There is a whiff of tragedy around the hard-boiled detective, who is often world-weary from having witnessed too much of the dark side of human nature in the form of betrayal, greed, deception, and murder. Cynical and unsentimental, Spade sees the world for what it is: cruel, corrupt, and dangerous. The only moral code he trusts, for better or worse, is his own. Fittingly the hard-boiled detective is often a solitary guy. Because he sees the world so clearly Spade believes, not without reason, that he can understand and manipulate whatever context he finds himself in. However, this does not come without risk to himself. He often has to tough out damage and loss alone. In Chapter 18 he asserts, "I've had to tell everybody from the Supreme Court down to go to hell," and he struggles with having Brigid arrested at the end of the novel, likely losing a chance at actual love. Hard-boiled detectives are antiheroes, and they demonstrate some decidedly immoral tendencies. Spade is a morally ambiguous character, riding a razor-thin line between right and wrong, and he is not afraid to get his hands dirty if it gets results. He resorts to violence if necessary, choking Joel Cairo and smashing Wilmer Cook's hands. He plays clients against each other to make more money and is not aboveboard with the police, for whom he has contempt. And because he can attract women effortlessly with his sexual charisma, he uses this attraction to manipulate them for his own ends, such as cheating with his partner's wife to spite him. He's a heavy drinker and smoker, too, though it doesn't seem to cloud his thinking or slow his punch. Finally an important aspect of the hard-boiled detective's persona is the way he speaks. Whether he sounds gruff, flippant, or bitter, Spade lets off a series of sharp one-liners that show how he always knows the score. "Everybody has something to conceal," he remarks, summing up the world of the novel, which is filled with deception and lies. When Brigid O'Shaughnessy tells Spade he's bad, "worse than [he] could know," Spade responds, "Oh, it's all right. Only it wouldn't be all right if you were actually that innocent. We'd never get anywhere." Deception is a way of life in The Maltese Falcon, many of whose characters are criminals who lie, cheat, steal, or kill to get what they want. They form alliances and either trick each other or work as partners to trick someone else. The result is a shifty world in which it is hard to tell what is true or false from moment to moment, or whom to trust. Brigid O'Shaughnessy, for example, is practiced in the art of deceit. Her sexuality is her weapon, which she uses to get what she wants and to keep others from knowing the truth about her schemes. A habitual liar, every story she tells Sam Spade proves to be untrue, from the alias she uses when she first meets him (as Miss Wonderly) to her role as a cold-blooded murderer. She also lies about her partnerships. At various times she is either working behind the scenes with a partner like Thursby or Cairo, or she is doing something behind their backs and not letting them know. For example, when she gets her hands on the Maltese falcon, she gives it to Captain Jacobi in Hong Kong so that Cairo and Gutman don't find out. In Chapter 9 Brigid complains to Spade that she is tired "of lying and thinking up lies" and not being able to distinguish "what is a lie and what is the truth," but she continues her scheming until the bitter end, unable to stop manipulating reality to her advantage. It makes sense that criminals are deceptive in this way, but almost everyone else in the novel is also deceptive to some degree. In fact there is a broad spectrum of deceit in The Maltese Falcon. On the low end of this spectrum are characters who help Sam Spade, like the hotel clerks and hotel detectives who offer information to him on the sly, such as a guest's whereabouts. Sam Spade's secretary, Effie Perine, trusts her boss completely. When he tells her to lie for him, she does so without hesitation. On the opposite end of the spectrum are ruthless, sadistic Casper Gutman, who will sell out his closest companions to save himself, and Brigid O'Shaughnessy, a femme fatale who shoots Spade's partner Archer in cold blood. Spade himself is a morally ambiguous figure who lands somewhere in the middle of the spectrum. Manipulating reality is key to creating a successful deception. What characters know or do not, say or choose not to say, dictates how much power they have in any given situation. Spade, for example, never stops scanning whatever situation he is in, deciding what to withhold or share with others in order to gain some kind of advantage. As a private investigator, it is incumbent upon him to sometimes mask the truth in order to obtain information. He is not lying to hurt anyone but to uncover the truth, and he does a fine job of seeing through the deceptions of others, like Brigid's seductions. However, Spade is very talented at manipulating the truth himself. Spade's method is to control the flow of information—when it is concealed and when it is revealed. It is often difficult to discern not only what he knows but also when he knows it. Spade changes his facial expressions at will, going blank so others can't read how he is thinking or feeling: "His face did not indicate that he was thinking about anything." Spade can lie quite effortlessly, as he often does to the police, to cover his actions or the actions of his sketchy clients. In Chapter 7 he brings Cairo and Brigid to his apartment so he can learn more about the statuette, but when the police show up unexpectedly and want to come inside, he lies to them about the fact that Brigid and Cairo are there. Lieutenant Dundy mistrusts Spade, and rightly so: "You've got away with this and ... that, but you can't keep it up forever," he warns, but Spade continues his successful deceptions. Sometimes Spade is deceptive purely for personal gain, too. As the novel opens he is having an affair with Iva, his partner's wife. Later he plays off two clients against each other to see who will give him more money and attempts to cut a shady, but lucrative, deal with the villainous Gutman for the Maltese falcon statuette. Readers are challenged, throughout the novel, to decide when Spade goes too far with his deceptions, developing sometimes an uncomfortable resemblance to some of the criminals he pursues. When she can't offer Sam Spade a lot of money to help her find the Maltese falcon, Brigid O'Shaughnessy makes a different offer: "Can I buy you with my body?" The quintessential femme fatale, Brigid is a seductive woman with a hidden agenda, and she leads to nothing but trouble for the men who fall under her spell. Brigid pretends to be helpless and vulnerable to secure male protection, then ruthlessly manipulates the man for her own ends. And Brigid is resourceful: if one strategy fails she will try another, like sleeping with her prey to distract him from learning the truth. Like a clever author herself, she can juggle multiple plot lines, carrying out multiple deceptions at the same time. The Maltese Falcon often relies on gender stereotypes to represent sexuality. Along with Cairo, whose homosexuality is linked to his criminality in a derogatory fashion in the novel, Brigid's promiscuity represents a deficit, not an asset. This is a classic double standard. There is no male cultural equivalent for the femme fatale, who symbolizes the fear of female sexuality as a dangerous, deadly force. Spade's use of his sexuality to control the women in his life is not always presented as admirable, but it also enhances his masculinity, adding to his charisma as a hard-boiled detective and therefore a male icon. Brigid's sexuality does not enhance her character in a positive way. On the contrary it makes her appear as a cold, callous man-eater, and it is not surprising that she turns out to be the villain of the piece. Brigid and Spade are caught between their feelings for each other and the reality of their situation. He is a detective trying to uncover the truth, and she is a criminal trying to cover her crimes. Spade hands Brigid over to the police for the murder of Miles Archer but admits he may love her, saying, "You'll be out again in twenty years. You're an angel. I'll wait for you." Brigid says she loves Spade, but she is such a twisted woman it is hard to know whether her love for him is genuine. Right up to the end the femme fatale is someone who cannot be trusted.

By Steve Drake - More than 1 in 4 black households have zero or negative net worth - In 2016, black families had a median net worth of $17,600 In the last several years, there has been a real and concerted effort to bring Universal Basic Income (UBI) to the forefront. UBI is a system of wealth distribution where people would receive a guaranteed livable income that would meet basic human needs. Google (GOOGL -1.82%) futurist and director of engineering, Ray Kurzweil, predicts Universal Basic Income will be widespread by 2030. Tech giants such as Tesla’s (TSLA -2.36%) Elon Musk and Facebook’s (FB -2.19%) Mark Zuckerberg have even supported the idea, as well. Why This Matters: For years, technology thought-leaders and pundits have discussed the idea and emergence of UBI in the United States. As artificial intelligence (A.I.) begins to replace human workers in a variety of work settings, the appeal of UBI among political and business leaders, nonprofits and others has grown. According to a 2017 report by the Economic Policy Institute, average wealth for white families is seven times higher than the average wealth for black families. Median white wealth is twelve times higher that than of median black households. Lastly, more than one in four black households have zero or negative net worth, compared to less than one and ten white families in the same category. By providing a basic income, UBI could level the financial playing field in the African American community, after generations of income inequality. In 2016, white families had a median net worth of $171,000, compared with $17,600 for blacks and $20,700 for Hispanics. Put another way, nearly half of black and Hispanic households had a net worth of less than $50,000 in 2016, compared with about a fifth of whites, according to a 2017 report from the Federal Reserve. What’s Next: In Stockton, California a city with a 14% African American population, will launch a UBI program in the fall of 2018. Over in Chicago an alderman last month submitted legislation for a UBI plan and Hawaii is considering the idea of a statewide UBI. CBx Vibe: “Tune In” Massari Feat. Afrojack & Beenie Man

Origin of Chaldaic Examples from the Web for chaldaic Historical Examples of chaldaic He is the author of the famous Chaldaic paraphrase of the Pentateuch.The Trial of Jesus from a Lawyer's Standpoint, Vol. II (of II) Walter M. Chandler The last time I saw him I asked him to write me something in Chaldaic.My Life Lectureships for Hebrew, Arabic, and Chaldaic proposed in 1311, 11. Lectureships for Hebrew, Arabic, and Chaldaic proposed in 1311, iv. He spoke in Chaldaic, using the idiom that a Greek would not understand.Istar of Babylon Margaret Horton Potter

In a recent blog for the Institute for New Economic Thinking (INET), Economist and Director of SCEPA’s Sustainability project Lance Taylor documents the rise in inequality with the rise of “monopoly” firms. A “monopoly” firm is traditionally defined as a firm that uses its market power to artificially inflate consumer prices. In a paper by Taylor and and NSSR Economics PhD candidate Ozlem Omer, “Where Do Profits and Jobs Come From?,” they find these firms more often suppress wages for their workers, which has led to more inequality in the United States. At the same time, employment has been growing slowly over the past four decades. An increase in productivity, as well as globalization and robots in production, has contributed to the slow growth in jobs. Together, lower wages and slow job growth have intensified inequality. The macro-level view also shows a shift of employment towards low-productivity jobs, like education and food services, which holds down wages and job opportunities. The increase in inequality aligns with austerity policies that hurt workers’ bargaining power. Firms can constrain wages for workers by exerting their buying power in the job market. Stalemates at the National Labor Relations Board also hurt workers’ bargaining power. The structural problems, along with increasing “monopoly” power for firms, require widespread reform to overturn the United States’ growing inequality.

All the elements for success Name: Irène Joliot-Curie Fields: Chemistry – radioactivity and nuclear physics Claim to fame: Nobel Prize for the generation of artificial radiation from stable elements The daughter of two of the most famous scientists of all time, Irène Joliot-Curie (1897-1956) emerged from the shadow of her parents‘ accomplishments to find success in her own right. Teaming up with her husband, Frédéric Joliot, she broke new ground in the study of radioactivity and nuclear physics. Radioactivity in the blood Irène Curie was born on 12 September 1897, a few months before her parents Pierre and Marie discovered radium. Rather than sending their children for formal schooling, the Curies and their friends banded together to form ‘The Co-operative’, which brought together many of France’s foremost academics to teach each other’s children. Irène was taught in this manner until 1912 when she went to the Collège Sévigné to take her baccalaureate. In 1914, she enrolled at the Sorbonne’s Faculty of Science, but her studies were soon interrupted by the outbreak of World War I. In love and war During the war, Irène served as a nurse radiographer, working with her mother in mobile field hospitals. They used primitive X-ray equipment, made possible by the work of Pierre and Marie Curie. These machines were a huge help to doctors in locating shrapnel in wounded soldiers, but exposed both Irène and her mother to large doses of radiation. As an uneasy peace broke out across Europe, Irène returned to Paris and her studies. Her doctoral thesis, completed in 1925, focused on the alpha rays of polonium, the second element discovered by her parents. Irène carried out her research at the Radium Institute (now the Curie Institute), founded by her mother. It was here that she met a young scientist named Frédéric Joliot who said of Irène: “With her cold appearance, her forgetting to say hello, she didn‘t always create sympathy around her at the laboratory. In observing her, I discovered in this young woman, that others saw as a little brutish, an extraordinary, poetic and sensitive being.” The pair married in 1926. The following year, their daughter Hélène was born, and in 1932 they had a son, Pierre. A nuclear alliance The Joliot-Curies forged a strong partnership both inside and out of the research laboratory. They worked together on natural and artificial radioactivity, transmutation of elements and nuclear physics. Their greatest breakthrough came in 1934 when the couple managed to generate the first artificial radioactivity from stable elements. This was achieved by using alpha particles to bombard aluminium, magnesium and boron, in separate experiments. From the aluminium, they were able to produce radioactive phosphorus, from the boron, a radioactive form of nitrogen, and from the magnesium, silicon. This work led to Irène and Frédéric being awarded the Nobel Prize in chemistry. Already chair of nuclear physics at the Sorbonne, Irène was made a professor in the Faculty of Science in 1937. She continued to work on the actions of neutrons on the heavy elements, making advances that were to prove an important step in the discovery of nuclear fission. At the same time, she had developed an interest in politics, having been appointed Under-secretary of State for Scientific Research in 1936. In particular, Irène was devoted to furthering the advancement of women both socially and educationally. She was a member of the National Committee of the French Women’s Union and of the World Peace Council. A Swiss interlude In 1939, war broke out once again. Fearing the impact of their work falling into the wrong hands, the Joliot-Curies locked away their research on nuclear fission in the vaults of the Académie des Sciences, where it remained for a decade. During World War II, Irène fell ill with tuberculosis and was forced to go to Switzerland to convalesce, leaving her family in Paris. Missing them dreadfully, she risked the dangerous journey to France several times in order to see them. More than once this meant detention by German troops at the border. After the war, Irène was made director of the Radium Institute and Commissioner for Atomic Energy in 1946. In this latter role, she contributed to the construction of the first French atomic pile (nuclear reactor) in 1948, and also worked out the plans for a large centre for nuclear physics at Orsay. Irène never saw the completion of this project as, on 17 March 1956, she died from leukaemia, caused by exposure to radioactive elements in the course of her work. The work done by Irène and Frédéric Joliot-Curie on synthesising new radioactive elements built on the discoveries made by Irène’s parents and broke remarkable new ground. Prior to this, no one had ever succeeded in creating artificial radioactive materials and the advance meant that radioactive materials, increasingly used in medicine, could be produced quickly, cheaply and in large quantities. The Joliot-Curies were rewarded for their efforts with the Nobel Prize for chemistry in 1935. Irène’s later work on nuclear particles represented an important step towards the achievement of nuclear fission. She was instrumental in the establishment of France’s first nuclear reactor and a centre for nuclear physics. Amongst countless accolades, Irène was made an Officer of the Legion of Honour in 1939.