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This Smartboard Notebook presentation Lesson Plan contains a 24 slides on the following topics of Environmental Awareness: Balance of Nature, Pollution, Pollution Example, Technology and the Environment, Pollution Classification, Air Pollution, The Carbon Cycle, Sources of Emissions of Air Pollutants, CO2 Content of Earths Atmosphere is Increasing, The Greenhouse Effect, Acid Rain, Water Pollution Sources, Ground Pollution Sources, Energy Pollution, Human Population Growth, Human Population Density, Renewable Resources, Nonrenewable Resources, The Future My presentations have been made to be both informative on curricular topics and visually stimulating for all students. 100% of my students prefer to receive and discuss new topics via Notebook/PowerPoint (compared to reading textbooks, lectures, or copying information off of the board). I have found that this method works extremely well with both mainstreamed and inclusion students. When I taught in a traditional HS, I provided a notebook with all the slides for students who needed to take a second look at a slide or were absent for the day. A free product preview of this entire Smartboard Notebook presentation is available. An Outline and other resources on this topic can be purchased separately. Environmental Awareness PowerPoint Presentation Environmental Awareness PP Notebook for Smartboard Environmental Awareness Notes Outline Lesson Plan Environmental Awareness Unit Vocabulary Lesson Plan Global Climate Change PowerPoint Presentation Global Climate Change Notes Outline Lesson Plan Environmental Awareness Homework Environmental Awareness Test Prep © Lisa Michalek The Lesson Guide

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http://www.teacherspayteachers.com/Product/Environmental-Awareness-Smartboard-Notebook-Presentation-Lesson-Plan-71466

2013-05-25T12:51:46Z

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About the Museum Inspired by the mineral wealth of the gold rush, the State of California began documenting the state’s mining history and mineral resources over a century ago. This fascinating collection, which started in San Francisco, is now exhibited at the Mining and Mineral Museum in Mariposa, an historic gold country town. Like many historic sites that are located along Highway 49, it has a rich and colorful history. The museum became a California State Park in 1999. The Mining and Mineral Museum contains thousands of unusual gems and mineral specimens, old mining artifacts, and a replica of a hard rock mining tunnel for visitors to explore. But not all the rocks are down-to-earth. The museum also exhibits rocks from space, commonly known as meteorites. One of the favorite displays is the Fricot Nugget, a rare crystalline gold specimen that weighs more than 13 lbs. The central vault area also features the Museum’s finest specimens including the official state gem, Benitoite, a very rare sapphire-blue gemstone first found in California. The West Wing showcases an antique model of a stamp mill representing an important part of California’s mining heritage. The stamp mill captured small amounts of gold from the ore extracted by miners. Another look into the past is an exhibit of a miniature mining town crafted from petrified wood. Today the golden state continues to prosper from its unique geographical landscape and rich resources. Discover how much mineral wealth still exists in our everyday lives.

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http://www.southernyosemitemuseums.org/csmmm/index.php

2013-05-23T05:46:26Z

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1794 Wilkinson Map of Upper Saxony, Germany Description: A finely detailed first edition 1794 map of Upper Saxony, in what is now Mitteldeutschland, by Robert Wilkinson. In 1180 Duke Henry the Lion fell, and the medieval Duchy of Saxony dissolved. The Saxe-Wittenberg lands were passed among dynasties who took the tribal name Sachsen (Saxons) upstream as they conquered the lands of the Polabian Slavs further up the elbe. The Polabian Slavs had migrated to this area of Germany in the second half of the first millennium A.D., and had been largely assimilated by the Holy Roman empire by the time this map was made. Today, the German government recognizes some 60,000 'Sorbs,' or descendants of the Polabian Slavs, who have retained their language and culture. The map covers from the Baltic Sea in the north to Bohemia to the south, and from Lower Saxony in the west to Silesia, Poland to the east. engraved by Thomas Conder for the 1794 first edition of Robert Wilkinsonís General Atlas. Date: 1794 (dated) Source: Wilkinson, R., A General Atlas being A Collection of Maps of the World and Quarters the Principal Empires, Kingdoms, and C. with their several Provinces, and other Subdivisions Correctly Delineated., (London) 1794 First Edition. Cartographer: Robert Wilkinson (fl. c. 1768 - 1825) was a London based map and atlas publisher active in the late 18th and early 19th centuries. Most of Wilkinson's maps were derived from the earlier work of John Bowles, one of the preeminent English map publishers of the 18th century. Wilkinson's acquired the Bowles map plate library following the cartographer's death in 1779. Wilkinson updated and tooled the Bowles plates over several years until, in 1794, he issued his fully original atlas, The General Atlas of the World. This popular atlas was profitably reissued in numerous editions until about 1825 when Wilkinson died. In the course of his nearly 45 years in the map trade, Wilkinson issued also published numerous independently issued large format wall, case, and folding maps. Wilkinson's core cartographic corpus includes Bowen and Kitchin's Large English Atlas (1785), Speer's West Indies (1796), Atlas Classica (1797), and the General Atlas of the World (1794, 1802, and 1809), as well as independent issue maps of New Holland (1820), and North America ( 1823). Wilkinson's offices were based at no. 58 Cornhill, London form 1792 to 1816, following which he relocated to 125 Frenchurch Street, also in London, where he remained until 1823. Following his 1825 death, Wilkinson's business and map plates were acquired by William Darton, an innovative map publisher who reissued the General Atlas with his own imprint well into the 19th century. Click here for a list of rare maps by Robert Wilkinson. Cartographer: Thomas Conder (1747 - June 1831) was an English map engraver and bookseller active in London during the late 17th and early 18th centuries. From his shop at 30 Bucklersbury, London, Conder produced a large corpus of maps and charts, usually in conjunction with other publishers of his day, including Wilkinson, Moore, Kitchin, and Walpole. Unfortunately few biographical facts regarding Conder's life have survived. Thomas Conder was succeeded by his son Josiah Conder who, despite being severely blinded by smallpox, followed in his father's footsteps as a bookseller and author of some renown. Click here for a list of rare maps by Thomas Conder. Size: Printed area measures 10 x 8.5 inches (25.4 x 21.59 centimeters) Condition: Very good. Minor marginal soiling. Original platemark visible. Blank on verso. Code: UpperSaxony-wilkinson-1794 (to order by phone call: 646-320-8650)

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2013-05-26T03:29:20Z

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Oldest-known Tyrannosaur Reported By American Museum Of Natural History Paleontologist An American Museum of Natural History scientist and his colleagues have described the oldest-known tyrannosaur, a new presumably predatory dinosaur that sported a strange combination of features, including a large, fragile crest on its head that would have made the animal attractive to mates but vulnerable in a fight. The team has named the new dinosaur Guanlong wucaii, with the generic name derived from the Mandarin word for "crowned dragon" and the specific name referring to the rich colors of the rocks in the Junggar Basin in northwestern China where the specimens were found. The nine-foot-long specimen (and another skeleton of the same animal also described in the new research paper) is from the Late Jurassic Period and is about 160 million years old. Most tyrannosaur specimens, except a few fragments, date only to the later period in geologic timethe Cretaceous. None of the previously discovered tyrannosaurs are as old as G. wucaii, including a 130-million-year-old, relatively primitive, feathered tyrannosaur, Dilong paradoxus, reported by Museum scientists and colleagues in 2004. G. wucaii now displaces D. paradoxus as the most primitive tyrannosaur found to date. The wide variety of features found in G. wucaii as well as in coelurosaurs, a larger, related group of bird-like theropod dinosaurs to which it belongs, suggests that traits in these animals were modified dramatically as theropod dinosaurs changed over time. The G. wucaii specimen that will be used as the baseline for scientists studying it in the future was a 12-year-old adult when it died. It possibly was trampled by the second specimen, a 6-year-old juvenile, described in the new research. The crest on G. wucaii's head was filled with air sacs and is comparable to the exaggerated ornamental features found on some living birds such as cassowaries and hornbills. The crest was about one and a half millimeters thick, about as thick as a tortilla, and it measured about two and a half inches high. The new finding is described in the journal Nature by Mark A. Norell, Curator in the Division of Paleontology at the American Museum of Natural History; Xing Xu, Chengkai Jia, and Qi Zhao of the Institute of Vertebrate Paleontology and Paleoanthropology in Beijing; James M. Clark of George Washington University; Catherine A. Forster of Stony Brook University; Gregory M. Erickson of Florida State University; and David A. Eberth of the Royal Tyrrell Museum (Drumheller, Alberta, Canada). Dr. Xu is also a research fellow at the American Museum of Natural History, and Drs. Clark, Forster, and Erickson are also research associates at the Museum. "The discovery of this basal tyrannosaur is giving us a much broader picture of the diversity in this group and its ancestors, and is suggesting new interpretations for ornamental structures in these animals and others," Dr. Norell said. Guanlong wucaii fossil The skeleton of G. wucaii resembles those of more derived, or advanced, tyrannosaurs, except that the new dinosaur had three fingers (one more than is found in advanced tyrannosaurs) and is much smaller than the advanced tyrannosaurs that followed, including, of course, Tyrannosaurus rex. The front teeth and other skull and pelvic features of G. wucaii suggest that it was an intermediate animal in the evolutionary route between primitive coelurosaurs and tyrannosaurs. A mathematical analysis of the relationships among these dinosaur groups and their close relations confirms that G. wucaii is the most primitive tyrannosaur known, or is the first branch on the tyrannosaur family tree. "Guanlong shows us how the small coelurosaurian ancestors of tyrannosaurs took the first step that led to the giant T. rex almost 100 million years later," Dr. Clark said. The crest on G. wucaii is comparable to the exaggerated ornamentation of a peacock's tail or the large horns on Irish elks. Among modern animals from beetles to bison, horns are almost always used to attract mates, compete with rivals, or allow animals of the same species to recognize each other. The crest on G. wucaii is too thin to have provided much protection. So the crest on G. wucaii likely was used for display or mate recognition, not defense. "On one hand, Guanlong looks like just what paleontologists have been expecting for a primitive tyrannosaur," said Dr. Xu. "On the other hand, no one expected that a tyrannosaur would bear a crest like this, large and delicate. Even after so many great discoveries, we have to say there is still a lot we don't know about dinosaurs. They are really a diverse group of animals." The work on G. wucaii was funded by the Special Funds for Major State Basic Research Projects of China, the National Natural Science Foundation of China, the National Geographic Society, the Chinese Academy of Sciences, the National Science Foundation of the USA, and the American Museum of Natural History. Media Inquiries: Department of Communications, 212-769-5800

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2013-05-23T11:40:34Z

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Toads on the Japanese island of Ishima seem to be losing their evolutionary battle with snakes. Most snakes, and indeed most other animals, avoid eating toads because of the toxins in their skin. Rhabdophis tigrinus snakes, however, not only tolerate the toxins, they store the chemicals for their own defensive arsenal. Deborah Hutchinson at Old Dominion University in Norfolk, Virginia, US, and colleagues, found that snakes on Ishima had bufadienolide compounds - toad toxins - in their neck glands, while those snakes living on the toad-free island of Kinkazan had none. The snakes are unable to synthesise their own toxins, so they can only have derived bufadienolide compounds from their diet. Hutchinson's team confirmed this by feeding snake hatchlings either a toad-rich or a toad-free diet. Toad-fed snakes accumulated toad-toxins in the nuchal glands on the back of the neck; snakes on a toad-free diet did not. "Rhabdophis tigrinus is the first species known to use these dietary toxins for its own defence," says Hutchinson. Fight or flight What is more, when attacked, snakes on different islands react differently. On Ishima, snakes stand their ground and rely on the toxins in their nuchal glands to repel the predator. On Kinkazan, the snakes flee. "Snakes on Kinkazan have evolved to use their nuchal glands in defence less often than other populations of snakes, presumably due to their lack of defensive compounds," says Hutchinson. Moreover, baby snakes benefit too. The team showed that snake mothers with high toxin levels pass on the compounds to their offspring. Snake hatchlings thus also enjoy the toad-derived protection. Journal reference: Proceedings of the National Academy of Sciences (DOI: 10.1073/pnas0610785104) If you would like to reuse any content from New Scientist, either in print or online, please contact the syndication department first for permission. New Scientist does not own rights to photos, but there are a variety of licensing options available for use of articles and graphics we own the copyright to. Have your say Only subscribers may leave comments on this article. Please log in. Only personal subscribers may leave comments on this article

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2013-05-20T22:26:52Z

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We begin this course by focusing first on the end, the outcome you hope to achieve as a parent. ❖ JOURNAL: 1. Your child as an adult Imagine your children growing older and older until they are adults, no longer living at home. Let’s say a friend of your adult child approaches him or her and asks, “As you think back to your childhood, what did your mother and father stand for? What difference did they make in your life because they were your mother and your father? What did you learn from this person?” Your adult child pauses for a moment to think before responding. Now imagine how he would respond to that friend. Imagine the conversation. Write down what you hope he would say. Next: Core purpose

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2013-05-22T08:01:06Z

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by Anne Trafton, MIT News Office Cambridge MA (SPX) Jan 14, 2013 MIT engineers have created a new polymer film that can generate electricity by drawing on a ubiquitous source: water vapor. The new material changes its shape after absorbing tiny amounts of evaporated water, allowing it to repeatedly curl up and down. Harnessing this continuous motion could drive robotic limbs or generate enough electricity to power micro- and nanoelectronic devices, such as environmental sensors. "With a sensor powered by a battery, you have to replace it periodically. If you have this device, you can harvest energy from the environment so you don't have to replace it very often," says Mingming Ma, a postdoc at MIT's David H. Koch Institute for Integrative Cancer Research and lead author of a paper describing the new material in the Jan. 11 issue of Science. "We are very excited about this new material, and we expect as we achieve higher efficiency in converting mechanical energy into electricity, this material will find even broader applications," says Robert Langer, the David H. Koch Institute Professor at MIT and senior author of the paper. Those potential applications include large-scale, water-vapor-powered generators, or smaller generators to power wearable electronics. Other authors of the Science paper are Koch Institute postdoc Liang Guo and Daniel Anderson, the Samuel A. Goldblith Associate Professor of Chemical Engineering and a member of the Koch Institute and MIT's Institute for Medical Engineering and Science. Previous efforts to make water-responsive films have used only polypyrrole, which shows a much weaker response on its own. "By incorporating the two different kinds of polymers, you can generate a much bigger displacement, as well as a stronger force," Guo says. The film harvests energy found in the water gradient between dry and water-rich environments. When the 20-micrometer-thick film lies on a surface that contains even a small amount of moisture, the bottom layer absorbs evaporated water, forcing the film to curl away from the surface. Once the bottom of the film is exposed to air, it quickly releases the moisture, somersaults forward, and starts to curl up again. As this cycle is repeated, the continuous motion converts the chemical energy of the water gradient into mechanical energy. Such films could act as either actuators (a type of motor) or generators. As an actuator, the material can be surprisingly powerful: The researchers demonstrated that a 25-milligram film can lift a load of glass slides 380 times its own weight, or transport a load of silver wires 10 times its own weight, by working as a potent water-powered "mini tractor." Using only water as an energy source, this film could replace the electricity-powered actuators now used to control small robotic limbs. "It doesn't need a lot of water," Ma says. "A very small amount of moisture would be enough." If used to generate electricity on a larger scale, the film could harvest energy from the environment - for example, while placed above a lake or river. Or, it could be attached to clothing, where the mere evaporation of sweat could fuel devices such as physiological monitoring sensors. "You could be running or exercising and generating power," Guo says. On a smaller scale, the film could power microelectricalmechanical systems (MEMS), including environmental sensors, or even smaller devices, such as nanoelectronics. The researchers are now working to improve the efficiency of the conversion of mechanical energy to electrical energy, which could allow smaller films to power larger devices. Massachusetts Institute of Technology Powering The World in the 21st Century at Energy-Daily.com |The content herein, unless otherwise known to be public domain, are Copyright 1995-2012 - Space Media Network. AFP, UPI and IANS news wire stories are copyright Agence France-Presse, United Press International and Indo-Asia News Service. ESA Portal Reports are copyright European Space Agency. All NASA sourced material is public domain. Additional copyrights may apply in whole or part to other bona fide parties. Advertising does not imply endorsement,agreement or approval of any opinions, statements or information provided by Space Media Network on any Web page published or hosted by Space Media Network. Privacy Statement|

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2013-05-21T10:14:31Z

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St. John Bosco On January 31, the Catholic Church celebrates the feast of Saint John Bosco, also known as Saint Don Bosco, founder of the Salesian Society. Early Life of St. Don Bosco John Bosco was born to humble beginnings, as Giovanni Melchior Bosco, to poor parents in a little cabin at Becchi, a hill-side hamlet near Piedmont, Italy in 1815. He was barely over two years old when his father died, leaving him and his brothers in the care of his mother, Margaret. The early years of John’s life were spent as a shepherd, but from an early age he craved studying and had a true desire to live the religious life. He’d received his first instruction at the hands of the parish priest and displayed a quick wit and retentive memory. Though he often had to turn away from his books to work in the field, John did not ignore his vocation. Ministry of St. John Bosco Finally, in 1835, John was able to enter the seminary at Chieri, and after six years was ordained on the eve of Trinity Sunday. From here, he went to Turin and began his priestly labors with zeal. An incident soon occurred which truly opened John to the full effort of his mission. One of John’s duties was to visit the prisons throughout the city. These visits brought to John’s attention the children throughout the city, exposed each day to dangers of both physical and spiritual nature. These poor children were abandoned to the evil influences surrounding them, with little more to look forward to than a life that would lead them to the gallows. John made up his mind to dedicate his life to the rescue and care of the unfortunate outcasts. John Bosco began first by gathering the children together on Sundays, to teach them the catechism. The group of boys became established as the Oratory of St. Francis de Sales; as it grew and spread around the world, it became known as the Salesian Society. John in time also began to teach classes in the evening, and children who worked in factories by day would come to study as the factories closed for the day. The future St. Dominic Savio was among the students. John also founded the Salesian Congregation, which was composed of both priests and lay people who wished to continue the work he had begun. He also wanted to expand his apostolate to young girls. John, along with the woman who would become St. Maria Domenica Mazzarello, founded the FMA, the Congregation of the Daughters of Mary Help of Christians. Education, above all education about loving the Lord, was a primary focus of John’s life work. He spent his free time, including time he should have been sleeping, to writing and popularizing booklets of Catholic teaching for ordinary people. Of John Bosco’s education style, the Catholic Encyclopedia writes: “John Bosco's method of study knew nothing of punishment. Observance of rules was obtained by instilling a true sense of duty, by removing assiduously all occasions for disobedience, and by allowing no effort towards virtue, how trivial so ever it might be, to pass unappreciated. He held that the teacher should be father, adviser, and friend, and he was the first to adopt the preventive method. Of punishment he said: 'As far as possible avoid punishing . . . try to gain love before inspiring fear.' And in 1887 he wrote: 'I do not remember to have used formal punishment; and with God's grace I have always obtained, and from apparently hopeless children, not alone what duty exacted, but what my wish simply expressed.' " By the time of John’s death in 1888 there were 250 houses of the Salesian Society in all parts of the world, housing and educating 130,000 children. John Bosco was declared venerable in 1907 and was canonized in 1934.

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2013-06-20T09:23:22Z

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Study Finds Inhaled Insulin Effective in Type 1 Diabetes Miami, FL (June 27, 2005) -- Scientists at the University of Miami Leonard M. Miller School of Medicine have announced that inhaled insulin works just as well at controlling blood sugar levels as injected insulin, suggesting that daily pre-meal insulin injections may soon be a thing of the past for patients with type 1 diabetes. The study’s findings are published in the July issue of the journal Diabetes Care. In the six-month study, 328 patients with type 1 diabetes received their regular twice-daily injections of long-acting insulin, and were randomized to receive either inhaled insulin before each meal, or subcutaneous regular insulin before each meal. “This research shows that inhaled insulin before meals works exactly the same as injected insulin before meals, even in people who do not make any insulin on their own,” said Jay Skyler, M.D., professor of medicine at the Diabetes Research Institute at the Miller School of Medicine, lead investigator and author of the study. “The lungs are an ideal target for delivery of a substance like insulin,” said Dr. Skyler. “Think of it this way, the surface area of the lungs is about the same as a tennis court, and it is only one cell in thickness, enabling the insulin to get where it needs to go very quickly.” It’s estimated that of the 18 million Americans who have diabetes, more than one million are diagnosed with the autoimmune form of the disease, or type 1 diabetes. In type 1 the body’s cells that produce insulin have been destroyed, and daily insulin injections are needed to sustain life. Researchers have long been looking for an alternative to insulin therapy by injection, which greatly impacts a patient’s quality of life . In order for patients with type 1 diabetes to achieve control of blood sugar levels (which helps minimize but not prevent the longterm complications of the disease), they must adhere to a strict regimen of insulin injections, particularly around mealtime. Many patients often reject multiple injections because of the discomfort, burden and inconvenience, so an effective alternative to the injections would not only be welcomed by these patients, but would likely result in better patient compliance and lower public health care costs. The proof-of-concept study that inhaled insulin was a viable treatment option was published in the February 3, 2001, issue of the prestigious journal The Lancet by Dr. Skyler and colleagues. “This study, however, is the best demonstration to date that inhaled insulin can be substituted for pre-meal insulin in patients with type 1 diabetes,” Dr. Skyler said. “It could mean a significant improvement in quality of life for individuals currently living with the disease.” The inhaled insulin used in this study – Exubera – is currently under review by the Food and Drug Administration, and could be approved by the end of the year. Jeanne Antol Krull

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2013-05-20T11:46:11Z

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Lupus is an autoimmune disease, meaning that the body's own immune system attacks its own tissues. This may lead to inflammation, swelling, pain and tissue damage. Patients with lupus may experience more serious conditions later on that may include problems with the kidneys, heart, lungs and nervous system. The exact cause of lupus is not fully understood. Some scientists and researchers believe that people may be born with genes that affect their immune system and how it works. These people may be more likely to get lupus. Lupus is not contagious. Triggering Lupus Flares What triggers lupus flares in one patient may not trigger lupus in another. Patients are encouraged to speak with a doctor to determine what may trigger their lupus attacks, although they should also be aware of certain environmental triggers. Possible triggers include ultraviolet light (especially from the sun), hormones, certain medications and chemicals such as trichloroethylene. Smoking may lead to lupus and may worsen the condition, while infections such as Hepatitis C, cytomegalovirus and parvovirus may trigger lupus as well. Epstein-Barr virus has been attributed to lupus in children. Patients are encouraged to learn more about lupus and its possible causes. A licensed healthcare professional is the best resource for further information involving lupus. SkinCareGuide.com also offers further information about lupus, its symptoms and its treatments.

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2013-05-23T18:32:03Z

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What you do speaks so loudly that I cannot hear what you say. [Ralph Waldo Emerson] In any presentation, body language -- also known as non-verbal communication -- can strengthen your message or undermine it. Your audience reads clues from a myriad of things about you other than what you say: how you stand; your facial expressions; gestures; eye contact. And if these non-verbals are distracting or conflict with your intended message, the audience will be heavily influenced by what they see rather than what they hear. When the eyes say one thing, and the tongue another, a practiced man relies on the language of the first. [Ralph Waldo Emerson] Picture this: let's say you are attempting to persuade an audience to pursue a healthier lifestyle. Your presentation is filled with facts and engaging stories about the benefits of eating fruits and vegetables, getting exercise and reducing stress. But you don't make eye contact, you stand with your arms crossed in front of your chest and you frown frequently throughout the presentation. Even though your message is strong and flows logically, your body language is telling the audience that you're not confident and enthusiastic about your topic. So why should they be? How you stand, hold your body and move around the presentation area can communicate confidence and competence [or the opposite] to your audience. Researchers at Northwestern and Harvard have studied what happens when you place your body in positions that project power -- arms open wide and feet apart. They discovered that these power poses trigger a rise in testosterone, a hormone associated with confident, assertive behavior, and a decrease in cortisol, the stress hormone, when the positions are held for as little as two minutes. Adapting their findings to a presentation, these power positions are: - standing tall, feet shoulder width apart and chest out - arms away from your sides and uncrossed, open and expansive - arms outstretched to the audience at about chest height So for your next presentation strategically employ body language to show your comfort and self-assurance. Focus on regularly throwing your shoulders back and extending your arms away from your body. Incorporate this stance into your presentation prep, especially if this is not a normal body position for you. By the time you get in front of the audience, the hormone adjustment combined with the rehearsal will have your body language projecting your increased confidence. For more information on this research, here is an informative and entertaining video presentation from one of the researchers, Amy Cuddy, who believes we can learn a lot from Wonder Woman. flickr/pullip_junk C.C. 2.0

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2013-05-19T10:16:56Z

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|Era||developed into Koiné Greek by the 4th century BC| |Writing system||Greek alphabet| Map of Homeric Greece Ancient Greek is the form of the Greek language used during the periods of time spanning the c. 9th – 6th century BC, (known as Archaic), the c. 5th – 4th century BC (Classical), and the c. 3rd century BC – 6th century AD (Hellenistic) in ancient Greece and the ancient world. It was predated in the 2nd millennium BC by Mycenaean Greek. The language of the Hellenistic phase is known as Koine (common) or Biblical Greek, while the language from the late period onward features no considerable differences from Medieval Greek. Koine is regarded as a separate historical stage of its own, although in its earlier form, it closely resembled the Classical. Prior to the Koine period, Greek of the classic and earlier periods included several regional dialects. Ancient Greek was the language of Homer and of classical Athenian historians, playwrights, and philosophers. It has contributed many words to English vocabulary and has been a standard subject of study in educational institutions of the West since the Renaissance. This article primarily contains information about the Epic and Classical phases of the language. The origins, early form and development of the Hellenic language family are not well understood because of the lack of contemporaneous evidence. There are several theories about what Hellenic dialect groups that may have existed between the divergence of early Greek-like speech from the common Proto-Indo-European language. They have the same general outline but differ in some of the detail. The only attested dialect from this period1 is Mycenaean, but its relationship to the historical dialects and the historical circumstances of the times imply that the overall groups already existed in some form. The major dialect groups of the Ancient Greek period can be assumed to have developed not later than 1120 BC, at the time of the Dorian invasion(s), and their first appearances as precise alphabetic writing began in the 8th century BC. The invasion would not be "Dorian" unless the invaders had some cultural relationship to the historical Dorians; moreover, the invasion is known to have displaced population to the later Attic-Ionic regions, who regarded themselves as descendants of the population displaced by or contending with the Dorians. The Greeks of this period considered there to be three major divisions of all the Greek people—Dorians, Aeolians and Ionians (including Athenians), each with their own defining and distinctive dialects. Allowing for their oversight of Arcadian, an obscure mountain dialect, and Cyprian, far from the center of Greek scholarship, this division of people and language is quite similar to the results of modern archaeological-linguistic investigation. One standard formulation for the dialects is:2 West vs. non-west Greek is the strongest marked and earliest division, with non-west in subsets of Ionic-Attic (or Attic-Ionic) and Aeolic vs. Arcado-Cyprian, or Aeolic and Arcado-Cyprian vs. Ionic-Attic. Often non-west is called East Greek. The Arcado-Cyprian group apparently descended more closely from the Mycenaean Greek of the Bronze Age. Boeotian had come under a strong Northwest Greek influence, and can in some respects be considered a transitional dialect. Thessalian likewise had come under Northwest Greek influence, though to a lesser degree. Pamphylian, spoken in a small area on the south-western coast of Asia Minor and little preserved in inscriptions, may be either a fifth major dialect group, or it is Mycenaean Greek overlaid by Doric, with a non-Greek native influence. Ancient Macedonian was an Indo-European language closely related to Greek, but its exact relationship is unclear because of insufficient data: possibly a dialect of Greek; a sibling language to Greek; or a close cousin to Greek, and perhaps related to some extent, to Thracian and Phrygian languages. The Pella curse tablet is one of many finds that support the idea that the Ancient Macedonian language is closely related to the Doric Greek dialect. Most of the dialect sub-groups listed above had further subdivisions, generally equivalent to a city-state and its surrounding territory, or to an island. Doric notably had several intermediate divisions as well, into Island Doric (including Cretan Doric), Southern Peloponnesus Doric (including Laconian, the dialect of Sparta), and Northern Peloponnesus Doric (including Corinthian). The Lesbian dialect was a member of the Aegean/Asiatic Aeolic sub-group. All the groups were represented by colonies beyond Greece proper as well, and these colonies generally developed local characteristics, often under the influence of settlers or neighbors speaking different Greek dialects. The dialects outside the Ionic group are known mainly from inscriptions, notable exceptions being fragments of the works of the poetess Sappho from the island of Lesbos and the poems of the Boeotian poet, Pindar. After the conquests of Alexander the Great in the late 300's BC, a new international dialect known as Koine or Common Greek developed, largely based on Attic Greek, but with influence from other dialects. This dialect slowly replaced most of the older dialects, although Doric dialect has survived to the present in the form of the Tsakonian dialect of Modern Greek, spoken in the region of modern Sparta. Doric has also passed down its aorist terminations into most verbs of Demotic Greek. By about the 500's AD, the Koine had slowly metamorphosized into Medieval Greek. |Archaic local variants| |In other languages| The pronunciation of Post-Classic Greek changed considerably from Ancient Greek, although the orthography still reflects features of the older language (see W. Sidney Allen, Vox Graeca – a guide to the pronunciation of Classical Greek). For a detailed description on the phonology changes from Ancient to Hellenistic periods of the Greek language, see the article on Koine Greek. The examples below are intended to represent Attic Greek in the 5th century BC. Although ancient pronunciation can never be reconstructed with certainty, Greek in particular is very well documented from this period, and there is little disagreement among linguists as to the general nature of the sounds that the letters represented. [ŋ] occurred as an allophone of /n/ used before velars and as an allophone of /ɡ/ before nasals. /r/ was probably voiceless when word-initial (written ῥ) |Close||i iː||y yː| |Close-mid||e eː||o oː| /oː/ raised to [uː], probably by the 4th century BC. In verb conjugation, one consonant often comes up against the other. Various sandhi rules apply. - Most basic rule: When two sounds appear next to each other, the first assimilates in voicing and aspiration to the second. - This applies fully to stops. Fricatives assimilate only in voicing, sonorants do not assimilate. - Before an /s/ (future, aorist stem), velars become [k], labials become [p], and dentals disappear. - Before a /tʰ/ (aorist passive stem), velars become [kʰ], labials become [pʰ], and dentals become [s]. - Before an /m/ (perfect middle first-singular, first-plural, participle), velars become [ɡ], nasal+velar becomes [ɡ], labials become [m], dentals become [s], other sonorants remain the same. Certain vowels historically underwent compensatory lengthening in certain contexts. /a/ sometimes lengthened to [aː] or [ɛː], and /e/ and /o/ become the closed values [eː] and [oː] and the open ones [ɛː] and [ɔː] depending on time period. Greek, like all of the older Indo-European languages, is highly inflected. It is highly archaic in its preservation of Proto-Indo-European forms. In Ancient Greek nouns (including proper nouns) have five cases (nominative, genitive, dative, accusative and vocative), three genders (masculine, feminine and neuter), and three numbers (singular, dual and plural). Verbs have four moods (indicative, imperative, subjunctive, and optative), three voices (active, middle and passive), as well as three persons (first, second and third) and various other forms. Verbs are conjugated through seven combinations of tenses and aspect (generally simply called "tenses"): the present, future and imperfect are imperfective in aspect; the aorist (perfective aspect); a present perfect, pluperfect and future perfect. Most tenses display all four moods and three voices, although there is no future subjunctive or imperative. Also, there is no imperfect subjunctive, optative or imperative. There are infinitives and participles corresponding to the finite combinations of tense, aspect and voice. The indicative of past tenses adds (conceptually, at least) a prefix /e-/, called the augment. This was probably originally a separate word, meaning something like "then," added because tenses in PIE had primarily aspectual meaning. The augment is added to the indicative of the aorist, imperfect and pluperfect, but not to any of the other forms of the aorist (no other forms of the imperfect and pluperfect exist). There are two kinds of augment in Greek, syllabic and quantitative. The syllabic augment is added to stems beginning with consonants, and simply prefixes e (stems beginning with r, however, add er). The quantitative augment is added to stems beginning with vowels, and involves lengthening the vowel: - a, ā, e, ē → ē - i, ī → ī - o, ō → ō - u, ū → ū - ai → ēi - ei → ēi or ei - oi → ōi - au → ēu or au - eu → ēu or eu - ou → ou Some verbs augment irregularly; the most common variation is e → ei. The irregularity can be explained diachronically by the loss of s between vowels. In verbs with a prefix, the augment is placed not at the start of the word, but between the prefix and the original verb. For example, προσ(-)βάλλω (I attack) goes to προσέβαλoν in the aorist. The augment sometimes substitutes for reduplication; see below. Almost all forms of the perfect, pluperfect and future perfect reduplicate the initial syllable of the verb stem. (Note that a few irregular forms of perfect do not reduplicate, whereas a handful of irregular aorists reduplicate.) There are three types of reduplication: - Syllabic reduplication: Most verbs beginning with a single consonant, or a cluster of a stop with a sonorant, add a syllable consisting of the initial consonant followed by e. An aspirated consonant, however, reduplicates in its unaspirated equivalent: Grassmann's law. - Augment: Verbs beginning with a vowel, as well as those beginning with a cluster other than those indicated previously (and occasionally for a few other verbs) reduplicate in the same fashion as the augment. This remains in all forms of the perfect, not just the indicative. - Attic reduplication: Some verbs beginning with an a, e or o, followed by a sonorant (or occasionally d or g), reduplicate by adding a syllable consisting of the initial vowel and following consonant, and lengthening the following vowel. Hence er → erēr, an → anēn, ol → olōl, ed → edēd. This is not actually specific to Attic Greek, despite its name; but it was generalized in Attic. This originally involved reduplicating a cluster consisting of a laryngeal and sonorant; hence h₃l → h₃leh₃l → olōl with normal Greek development of laryngeals. (Forms with a stop were analogous.) Irregular duplication can be understood diachronically. For example, lambanō (root lab) has the perfect stem eilēpha (not *lelēpha) because it was originally slambanō, with perfect seslēpha, becoming eilēpha through compensatory lengthening. Reduplication is also visible in the present tense stems of certain verbs. These stems add a syllable consisting of the root's initial consonant followed by i. A nasal stop appears after the reduplication in some verbs.4 Ancient Greek was written in the Greek alphabet, with some variation among dialects. Early texts are written in boustrophedon style, but left-to-right became standard during the classic period. Modern editions of Ancient Greek texts are usually written with accents and breathing marks, interword spacing, modern punctuation, and sometimes mixed case, but these were all introduced later. - Ὅτι μὲν ὑμεῖς, ὦ ἄνδρες Άθηναῖοι, πεπόνθατε ὑπὸ τῶν ἐμῶν κατηγόρων, οὐκ οἶδα: ἐγὼ δ' οὖν καὶ αὐτὸς ὑπ' αὐτῶν ὀλίγου ἐμαυτοῦ ἐπελαθόμην, οὕτω πιθανῶς ἔλεγον. Καίτοι ἀληθές γε ὡς ἔπος εἰπεῖν οὐδὲν εἰρήκασιν. Transliterated into the Latin alphabet using a modern version of the Erasmian scheme: - Hóti mèn humeîs, ô ándres Athēnaîoi, pepónthate hupò tôn emôn katēgórōn, ouk oîda: egṑ d' oûn kaì autòs hup' autōn olígou emautoû epelathómēn, hoútō pithanôs élegon. Kaítoi alēthés ge hōs épos eipeîn oudèn eirḗkasin. Using the IPA: - hóti men hymêːs, ɔ̂ː ándres atʰɛːnáioi, pepóntʰate hypo tɔ̂ːn emɔ̂ːn katɛːgórɔːn, oːk óida; egɔ̌ː dôːn kai autos hyp autɔ̂ːn olígoː emautôː epelatʰómɛːn, hǒːtɔː pitʰanɔ̂ːs élegon. kaítoi alɛːtʰés ge hɔːs épos eːpêːn oːden eːrɛ̌ːkasin. Translated into English: - What you, men of Athens, have learned from my accusers, I do not know: but I, for my part, nearly forgot who I was thanks to them, since they spoke so persuasively. And yet, of the truth, they have spoken, one might say, nothing at all. Another example, from the beginning of Homer's Iliad: Μῆνιν ἄειδε, θεά, Πηληϊάδεω Ἀχιλῆος οὐλομένην, ἣ μυρί’ Ἀχαιοῖς ἄλγε’ ἔθηκε, πολλὰς δ’ ἰφθίμους ψυχὰς Ἄϊδι προΐαψεν ἡρώων, αὐτοὺς δὲ ἑλώρια τεῦχε κύνεσσιν οἰωνοῖσί τε πᾶσι· Διὸς δ’ ἐτελείετο βουλή· ἐξ οὗ δὴ τὰ πρῶτα διαστήτην ἐρίσαντε Ἀτρεΐδης τε ἄναξ ἀνδρῶν καὶ δῖος Ἀχιλλεύς. The study of Ancient Greek in European countries in addition to Latin occupied an important place in the syllabus from the Renaissance until the beginning of the 20th century. Ancient Greek is still taught as a compulsory or optional subject especially at traditional or elite schools throughout Europe, such as public schools and grammar schools in the United Kingdom. It is compulsory in the Liceo classico in Italy, in the gymnasium in the Netherlands, in some classes in Austria, in Croatia in klasicna gimnazija and it is optional in the Humanistisches Gymnasium in Germany (usually as a third language after Latin and English, from the age of 14 to 18). In 2006/07, 15,000 pupils studied Ancient Greek in Germany according to the Federal Statistical Office of Germany, and 280,000 pupils studied it in Italy.5 Ancient Greek is also taught at most major universities worldwide, often combined with Latin as part of Classics. It will also be taught in state primary schools in the UK, to boost children’s language skills,678 and will be offered as a foreign language to pupils in all primary schools from 2014 as part of a major drive to boost education standards, together with Latin, Mandarin, French, German, Spanish, and Italian.9 Ancient Greek is also taught as a compulsory subject in Gymnasia and Lykia in Greece.1011 Ancient Greek is often used in the coinage of modern technical terms in the European languages: see English words of Greek origin. Modern authors rarely write in Ancient Greek, though Jan Křesadlo wrote some poetry and prose in the language, and some volumes of Asterix have been written in Attic Greek12 and Harry Potter and the Philosopher's Stone has been translated into Ancient Greek.13 Ancient Greek is also used by organizations and individuals, mainly Greek, who wish to denote their respect, admiration or preference for the use of this language. This use is sometimes considered graphical, nationalistic or funny. In any case, the fact that modern Greeks can still wholly or partly understand texts written in non-archaic forms of ancient Greek shows the affinity of modern Greek language to its ancestral predecessor.14 An isolated community near Trabzon, Turkey, an area where Pontic Greek is spoken, has been found to speak a variety of Greek that has parallels, both structurally and in its vocabulary, to Ancient Greek not present in other varieties.15 As few as 5,000 people speak the dialect but linguists believe that it is the closest living language to Ancient Greek.1617 - Exploring the Ancient Greek Language and Culture (competition) - Greek alphabet - Greek declension - Greek diacritics - Mycenaean Greek language - Koine Greek - Medieval Greek - Modern Greek - Greek language - List of Greek phrases (mostly Ancient Greek) - List of Greek words with English derivatives - Imprecisely attested and somewhat reconstructive due to its being written in an ill-fitting syllabary (Linear B). - This one appears in recent versions of the Encyclopædia Britannica, which also lists the major works that define the subject.page needed - Roger D. Woodard (2008), "Greek dialects", in: The Ancient Languages of Europe, ed. R. D. Woodard, Cambridge: Cambridge University Press, p. 51. - Palmer, Leonard (1996). The Greek Language. Norman, OK: University of Oklahoma Press. p. 262. ISBN 0-8061-2844-5. - Ancient Greek 'to be taught in state schools' - "Primaries go Greek to help teach English" - Education News - 30 July 2010. - "Now look, Latin's fine, but Greek might be even Beta" TES Editorial © 2010 - TSL Education Ltd. - More primary schools to offer Latin and ancient Greek, The Telegraph, 26 November 2012 - Asterix speaks Attic (classical Greek) - Greece (ancient) - Areios Potēr kai ē tu philosophu lithos, Bloomsbury 2004, ISBN 1-58234-826-X - Akropolis World News, and Tech news in Ancient Greek - Jason and the argot: land where Greek's ancient language survives, The Independent, 3 January 2011 - Against all odds: archaic Greek in a modern world, University of Cambridge - Archaic Greek in a modern world video from Cambridge University, on YouTube - P. Chantraine (1968), Dictionnaire étymologique de la langue grecque, Klincksieck, Paris. - Athenaze A series of textbooks on Ancient Greek published for school use - Hansen, Hardy and Quinn, Gerald M. (1992) Greek: An Intensive Course, Fordham University Press - Easterling, P & Handley, C. Greek Scripts: An illustrated introduction. London: Society for the Promotion of Hellenic Studies, 2001. ISBN 0-902984-17-9 |Wikibooks has a book on the topic of: Ancient Greek| |Ancient Greek test of Wikipedia at Wikimedia Incubator| |For a list of words relating to Ancient Greek, see the Ancient Greek language category of words in Wiktionary, the free dictionary.| |Greek Wikisource has original text related to this article:| - Online Greek resources Dictionaries, grammar, virtual libraries, fonts, etc. - Ancient Greek Swadesh list of basic vocabulary words (from Wiktionary's Swadesh list appendix) - A more extensive grammar of the Ancient Greek language written by J. Rietveld - Recitation of classics books - Perseus Greek dictionaries - Greek-Language.com Information on the history of the Greek language, application of modern Linguistics to the study of Greek, and tools for learning Greek - Free Lessons in Ancient Greek, Bilingual Libraries, Forum - A critical survey of websites devoted to Ancient Greek - Ancient Greek Tutorials Berkeley Language Center of the University of California - A Digital Tutorial For Ancient Greek Based on White's First Greek Book - New Testament Greek - Acropolis World News A summary of the latest world news in Ancient Greek, Juan Coderch, University of St Andrews

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Core Ecological Concepts Core Ecological Concepts Understanding the patterns and processes by which nature sustains life is central to ecological literacy. Fritjof Capra says that these may be called principles of ecology, principles of sustainability, principles of community, or even the basic facts of life. In our work with teachers and schools, the Center for Ecoliteracy has identified six of these principles that are important for students to understand and be able to apply to the real world. Recognizing these core ecological concepts is one of the important results of our guiding principle, "Nature Is Our Teacher," which is described in the "Explore" section of this website. We present them again here for the guidance they can provide to teachers as they plan lessons as part of schooling for sustainability. All living things in an ecosystem are interconnected through networks of relationship. They depend on this web of life to survive. For example: In a garden, a network of pollinators promotes genetic diversity; plants, in turn, provide nectar and pollen to the pollinators. Nature is made up of systems that are nested within systems. Each individual system is an integrated whole and — at the same time — part of larger systems. Changes within a system can affect the sustainability of the systems that are nested within it as well as the larger systems in which it exists. For example: Cells are nested within organs within organisms within ecosystems. Members of an ecological community depend on the exchange of resources in continual cycles. Cycles within an ecosystem intersect with larger regional and global cycles. For example: Water cycles through a garden and is also part of the global water cycle. Each organism needs a continual flow of energy to stay alive. The constant flow of energy from the sun to Earth sustains life and drives most ecological cycles. For example: Energy flows through a food web when a plant converts the sun's energy through photosynthesis, a mouse eats the plant, a snake eats the mouse, and a hawk eats the snake. In each transfer, some energy is lost as heat, requiring an ongoing energy flow into the system. All life — from individual organisms to species to ecosystems — changes over time. Individuals develop and learn, species adapt and evolve, and organisms in ecosystems coevolve. For example: Hummingbirds and honeysuckle flowers have developed in ways that benefit each other; the hummingbird's color vision and slender bill coincide with the colors and shapes of the flowers. Ecological communities act as feedback loops, so that the community maintains a relatively steady state that also has continual fluctuations. This dynamic balance provides resiliency in the face of ecosystem change. For example: Ladybugs in a garden eat aphids. When the aphid population falls, some ladybugs die off, which permits the aphid population to rise again, which supports more ladybugs. The populations of the individual species rise and fall, but balance within the system allows them to thrive together.

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A tilt table test is used to determine if you are prone to sudden blood pressure drops or slow pulse rates when your position changes. Your physician will order a tilt table test if you have fainting spells, severe lightheadedness or dizziness that forces you to lie down. What Is a Tilt Table Test? Fainting or severe dizziness occurs for different reasons, from nervous system reactions to dropping blood pressure. A tilt table test involves being tilted with your head up at a variety of angles for a period of time. The test shows how your heart rate and blood pressure respond to these changes in position. When your test begins, a nurse will start an IV in your arm. You will lie down on the tilt table flat on your back and be connected to monitors to check your heart rate, blood pressure, breathing and oxygen levels throughout the test. Safety straps will be securely placed across your chest and legs to hold you in place. The first part of the test is a quiet period. The table will then be slowly tilted to a standing position, with your head up. Since you are strapped in, you will be supported in this position. The technician will check you at several additional positions and then return you to a flat position. You will be awake during the entire test, but it is important to remain quiet and still. During the test, you might feel lightheaded or sick to your stomach, or experience dizziness, heart palpitations or flutters, vision changes or possibly even faint. It is important that you tell your nurse or doctor about any symptoms you are experiencing right away. The second part of your tilt table test starts once you have been given medication, such as nitroglycerine or Isuprel, to stress your heart. The medication is given slowly in your IV and closely adjusted based on your body’s reaction. The medication could make you feel jittery, nervous or as though your heart is beating faster. You will be tilted again with the additional medications used to try to provoke any abnormal response. These symptoms will diminish as the medication wears off. What to Expect During Your Tilt Table Test Preparing for Your Procedure Do not eat or drink anything for at least four hours prior to your tilt table test. Check with your physician to determine if any of your medications should be avoided for the days leading up to your scheduled test. Make sure to bring all of your medications, as well as any herbal or dietary supplements and over-the-counter medications, to the test with you. On the day of the test, do not wear any jewelry or bring any valuables with you. You will be asked to wear a hospital gown during the test. It is important to bring an adult to drive you home after the test is complete, because you will not be allowed to drive. During Your Procedure Follow the technologist’s instructions closely and make sure to hold completely still. If you feel very uncomfortable and cannot go on during the test, it will be stopped. If you faint during the test, the test will also be stopped. Your tilt table test and recovery will take about three hours to complete. After Your Procedure It is important to rest for several hours once your tilt test is complete. You can eat and drink regular foods right away. You should start to feel normal again within 15 minutes of the test concluding, but you will remain tired. A report of your tilt table test will be sent to your physician, who will contact you to discuss your results. Ohio State’s Ross Heart Hospital OSU Heart Center at University Hospital East To schedule your appointment, please call 614-293-ROSS or 888-293-ROSS.

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Preface by Lewis Lehrman "I have always thought that all men should be free; but if any should be slaves, it should be first those who desire it for themselves, and secondly , those who desire it for others. When I hear anyone arguing for slavery, I feel a strong impulse to see it tried on him personally," President Lincoln told an Indiana Regiment passing through Washington less than a month before his murder.1 Mr. Lincoln thought deeply on the subject of liberty. He knew it was a vital but fragile concept, which needed to be nurtured. Nearly a decade earlier, in the midst of furor over the Kansas-Nebraska Act, Mr. Lincoln had said in Peoria, Illinois: "Little by little, but steadily as man's march to the grave, we have been giving up the old for the new faith. Nearly eighty years ago we began by declaring that all men are created equal; but now from that beginning we have run down to the other declaration, that for some men to enslave others is a 'sacred right of self-government.' These principles cannot stand together. They are as opposite as God and Mammon; and whoever holds to the one must despise the other."2 A few months earlier, he had written some notes – perhaps for a speech not given: "Most governments have been based, practically, on the denial of equal rights of men, as I have, in part, stated them ours began, by affirming those rights. They said, some men are too ignorant, and vicious, to share in government. Possibly so, said we; and, by your system, you would always keep them ignorant, and vicious. We proposed to give all a chance; and we expected the weak to grow stronger, the ignorant, wiser; and all better, and happier together."3 Liberty was the cornerstone of the Republic, enshrined in Declaration of Independence. It was the cornerstone of republican government and a bulwark for the growth of democracy elsewhere. In the Peoria speech, Mr. Lincoln said: "This declared indifference, but, as I must think, covert real zeal, for the spread of slavery, I cannot but hate. I hate it because it deprives our republican example of its just influence in the world; enables the enemies of free institutions with plausibility to taunt us as hypocrites; cause the real friends of freedom to doubt our sincerity; and especially because it forces so many good men among ourselves into an open war with the very fundamental principles of civil liberty, criticizing the Declaration of Independence, and insisting that there is no right principle of action but self-interest."4 Mr. Lincoln did not believe that under then current law slavery could be abolished where it already existed. But morally and constitutionally, Mr. Lincoln believed it must and couldbe restricted where it did not exist. In an 1858 speech in Chicago, Mr. Lincoln said: "If we cannot give freedom to every creature, let us do nothing that will impose slavery upon any other creature."5 In Kansas in early December 1859, Mr. Lincoln said "There is no justification for prohibiting slavery anywhere, save only in the assumption that slavery is wrong."6 In Hartford on March 5, 1860, Mr. Lincoln said: "If slavery is right, it ought to be extended; if not, it ought to be restricted – there is no middle ground."7 Mr. Lincoln's respect for work was fundamental for his disdain for slavery. William Wolf wrote in The Almost Chosen People: "Lincoln felt strongly about the essential importance of labor to society and liked to make it concrete by referring to the injunction on work in Genesis. He had known in early life what it meant to earn bread in the sweat of his brow. He was offended by the arrogant complacency of the planter interests and especially by their mouthpieces in the clergy."8 Mr. Lincoln understood that fundamental to one's attitude toward slavery was one's willingness to let others' sweat on one's behalf. Indeed, work was as fundamental a value as freedom, argued Mr. Lincoln. In 1854, Mr. Lincoln wrote: "The ant, who has toiled and dragged a crumb to his nest, will furiously defend the fruit of his labor, against whatever robber assails him. So plain, that the most dumb and stupid slave that ever toiled for a master, does constantly know that he is wronged. So plain that no one, high or low, ever does mistake it, except in a plainly selfish way; for although volume upon volume is written to prove slavery a very good thing, we never hear of the man who wishes to take the good of it, by being a slave himself."9 "I believe each individual is naturally entitled to do as he pleases with himself and the fruits of his labor, so far as it in no wise interferes with any other man's rights," said Mr. Lincoln in Chicago in July 1858.10 "Work, work, work, is the main thing," once wrote Mr. Lincoln in a letter.11 Relatively early in his political career, Mr. Lincoln had declared: "In the early days of the world, the Almighty said to the first of our race "In the sweat of thy face shalt thou eat bread"; and since then, if we except the light and the air of heaven, no good thing has been, or can be enjoyed by us, without having first cost labour. And, inasmuch [as] most good things are produced by labour, it follows that [all] such things of right belong to those whose labour has produced them. But it has so happened in all ages of the world, that some have laboured, and others have, without labour, enjoyed a large proportion of the fruits. This is wrong, and should not continue. To [secure] to each labourer the whole product of his labour, or as nearly as possible, is a most worthy object of any good government. But then the question arises, how can a government best, effect this? In our own country, in it's present condition, will the protective principle advance or retard this object? Upon this subject, the habits of our whole species fall into three great classes – useful labour, useless labour and idleness. Of these the first only is meritorious; and to it all the products of labour rightfully belong; but the two latter, while they exist, are heavy pensioners upon the first, robbing it of a large portion of its just rights. The only remedy for this is to, as far as possible drive useless labour and idleness out of existence. And, first, as to useless labour. Before making war upon this, we must learn to distinguish it from the useful. It appears to me, then, that all labour done directly and incidentally in carrying articles to their place of consumption, which could have been produced in sufficient abundance, with as little labour, at the place of consumption, as at the place they were carried from, is useless labour."12 Perhaps as a young man, Mr. Lincoln had done his share of useless labor to last a lifetime. Mr. Lincoln did what was necessary and he expected others to do the same. His work ethic was fundamental to his attitudes toward slavery. A man had the right to the fruits of his labors – and an obligation to pursue his labors to the best of his ability. And the rewards of hard work were important in politics as well – one reason that the 1849 appointment of Justin Butterfield to the federal Land Commissioner's post so disturbed Lincoln. Butterfield hadn't worked in the election and rewarding him for his lethargy was bad politics and bad government. Liberty, work, and justice were closely connected concepts for Mr. Lincoln. "The world has never had a good definition of the word liberty, and the American people, just now, are much in want of one. We all declare for liberty; but in using the same word we do not all mean the same thing. With some the word liberty may mean for each man to do as he pleases with himself, and the product of his labor; while with others the same word may mean for some men to do as they please with other men, and the product of other men's labor. Here are two, not only different, but incompatable [sic] things, called by the same name – liberty. And it follows that each of the things is, by the respective parties, called by two difference and incompatable [sic] names – liberty and tyranny," Mr. Lincoln told the U.S. Sanitary Commission Fair in Baltimore on April 18, 1864. "The shepherd drives the wolf from the sheep's throat, for which the sheep thanks the shepherd as his liberators, while the wolf denounces him for the same act as the destroyer of liberty, especially as the sheep was a black one. Plainly the sheep and the wolf are not agreed upon a definition of the word liberty; and precisely the same difference prevails to-day among us human creatures, even in the North, and all professing to love liberty. Hence we behold the processes by which thousands are daily passing from under the yoke of bondage, hailed by some as the advance of liberty, and bewailed by others as the destruction of all liberty. Recently, as it seems, the people of Maryland have been doing something to define liberty; and thanks to them that, in what they have done, the wolf's dictionary, has been repudiated," continued Mr. Lincoln.13 Mr. Lincoln's philosophy was often revealed in letters designed for publication. One such letter was to Kentucky editor Albert G. Hodges in April 1864. President Lincoln began: "I am naturally antislavery. If slavery is not wrong, nothing is wrong. I cannot remember when I did not so think and feel, and yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially upon this judgment and feeling."14 Mr. Lincoln understood that he could not act outside of the powers granted by the Constitution. The most powerful tool Mr. Lincoln had was the doctrine of military necessity that he used to proclaim emancipation on January 1, 1863. Mr. Lincoln's view on slavery did not depend on the Constitution alone, but were firmly rooted in the Declaration of Independence. He strongly believed that slavery was wrong – whatever the law stated. "If slavery is right, all words, acts, laws, and constitutions against it are themselves wrong, and should be silenced and swept away," said Mr. Lincoln in a speech in New Haven in early March 1860 in which he addressed the arguments of slavery's defenders: "If it is right, we cannot justly object to its nationality – its universality; if it is wrong, they cannot justly insist upon its extension – its enlargement. All they ask we could readily grant, if we thought slavery right; all we ask they could as readily grant, if they thought it wrong. Their thinking it right, and our thinking it wrong, is the precise fact upon which depends the whole controversy. Thinking it right, as they do, they are not to blame for desiring its full recognition as being right; but thinking it wrong, as we do, can we yield to them? Can we cast our votes with their view, and against our own? In view of our moral, social, and political responsibilities, can we do this? Wrong as we think slavery is, we can yet afford to let it alone where it is, because that much is due to the necessity arising from its actual presence in the nation."15 The necessity was linked to constitutional provisions associated with the birth of the Union. No President, except in the gravest national emergency, could act alone outside the constitution. Mr. Lincoln also realized that the pursuit and protection of liberty required a long struggle. After President Lincoln issued the Emancipation Proclamation, New York Governor Edwin D. Morgan visited the White House. Mr. Lincoln told Morgan, who was also chairman of the Republican National Committee: "I do not agree with those who say that slavery is dead. We are like whalers who have been long on a chase – we have at last got the harpoon into the monster, but we must now look how we steer, or, with one 'flop' of his tail, he will yet send us all to eternity."16 Mr. Lincoln realized that freedom depended upon Union – but he also realized that some supporters of Union opposed the actions he had taken to grant freedom to Southern slaves. He addressed these critics in an open letter to Union supporters meeting in Springfield, Illinois in September 1863. You dislike the emancipation proclamation; and, perhaps would have it retracted – You say it is unconstitutional – I think differently. I think the constitution invests it's [sic] commander in chief, with the law of war in time of war – The most that can be said, if so much, is that slaves are property. Is there – has there ever been – any question that by the law of war, property, both of enemies and friends, may be taken when needed? And is it not needed whenever taking it, helps us, or hurts the enemy? Armies, the world over, destroy enemie's property when they can not use it; and even destroy their own to keep it from the enemy – Civilized beligerents do all in their power to help themselves, or hurt the enemy, except a few things regarded as barbarous or cruel – Among the exceptions are the massacres of vanquished foes, and non combattants, male and female. Biographers John G. Nicolay and John Hay wrote: "Admitting the general principle of international law, of the right of a belligerent to appropriate or destroy enemies' property, and applying it to the constitutional domestic war to suppress rebellion which he was then prosecuting, there came next the question of how his military decree of enfranchisement was practically to be applied. This point, thought not fully discussed, is sufficiently indicated in several extracts. In the draft of a letter to Charles D. Robinson he wrote, August 17, 1864: 'The way these measures were to help the cause was not to be by magic or miracles, by inducing the colored people to come bodily over from the rebel side to ours.' And in his letter to James C. Conkling of August 26, 1863, he says: 'But negroes, like other people, act upon motives. Why should they do anything for us if we will do nothing for them? If they stake their lives for us, they must be prompted by the strongest motive, even the promise of freedom. And the promise, being made, must be kept.'"17 Long after Mr. Lincoln first issued the Draft Emancipation Proclamation, Mr. Lincoln met with two Wisconsin politicians. It was August 1864. Former Governor Alexander W. Randall and Judge Joseph T. Mills visited with President Lincoln at the Soldiers' Home on the outskirts of Washington. It was a low point in Union military fortunes and the President's political fortunes. Foes and friends alike seemed determined to deprive President Lincoln of a second term. So embattled did the President seem that Randall urged him to take a vacation from the conflict for two weeks. Mr. Lincoln said that "two or three weeks would do me good, but I cannot fly from my thoughts; my solicitude for this great country follows me where I go."18 The President then discussed with his Wisconsin visitors both the political situation and the impact of emancipation on the conflict. President Lincoln make it clear that by defending the Union, black soldiers had earned their freedom: "We have to hold territory in inclement and sickly places; where are the Democrats to do this? It was a free fight, and the field was open to the War Democrats to put down this rebellion by fighting against both master and slave long before the present policy was inaugurated. Clearly, President Lincoln was not about to forget the loyalty of black soldiers or the disloyalty of Confederate ones. Judge Mills wrote: "I saw the President was a man of deep convictions, of abiding faith in justice, truth, and Providence. His voice was pleasant, his manner earnest and emphatic. As he warmed with his theme, his mind grew to the magnitude of his body. I felt I was in the presence of the great guiding intellect of the age, and that those 'huge Atlantean shoulders were fit to bear the weight of mightiest monarchies.' His transparent honesty, republican simplicity, his gushing sympathy for those who offered their lives for their country, his utter forgetfulness of self in his concern for its welfare, could not but inspire me with confidence that he was Heaven's instrument to conduct his people through this sea of blood to a Canaan of peace and freedom."20 Historian Don E. Fehrenbacher wrote of President Lincoln's Emancipation Proclamation: "In a sense, as historians fond of paradox are forever pointing out, it did not immediately liberate any slaves at all. And the Declaration of Independence, it might be added, did not immediately liberate a single colony from British rule. The people of Lincoln's time apparently had little doubt about the significance of the Proclamation. Jefferson Davis did not regard it as a mere scrap of paper, and neither did that most famous of former slaves, Frederick Douglass. He called it 'the greatest event of our nation's history.'"21 Historian James M. McPherson wrote: "Lincoln left no doubt of his convictions concerning the correct definition of liberty. And as commander in chief of an army of one million men armed with the most advanced weapons in the world, he wielded a great deal of power. In April 1864 this army was about to launch offensives that would produce casualties and destruction unprecedented even in this war that brought death to more Americans than all the country's other wars combined. Yet this was done in the name of liberty – to preserve the republic 'conceived in liberty' and to bring a 'new birth of freedom' to the slaves. As Lincoln conceived it, power was the protector of liberty, not its enemy – except to the liberty of those who wished to do as they pleased with the product of other men's labor."22 According to Fehrenbacher, "There are two principal measures of a free society. One is the extent to which it optimizes individual liberty of all kinds. The other is the extent to which its decision-making processes are controlled ultimately by the people; for freedom held at the will of others is too precarious to provide a full sense of being free. Self-government, in Lincoln's view, is the foundation of freedom."23 Fehrenbacher wrote that President Lincoln "placed the principle of self-government above even his passion for the Union. More than that, he affirmed his adherence to the most critical and most fragile principle in the democratic process – namely, the requirement of minority submission to majority will."24 Mr. Lincoln was resolved to preserve the Union. "I expect to maintain this contest until successful, or till I die, or am conquered, or my term expires, or till I die, or Congress or the country forsakes me." Hay and Nicolay were young men who lived and worked at the White House. They had a front row seat for the drama of emancipation. They noted in their ten-volume biography that if "the Union arms were victorious, every step of that victory would become clothed with the mantle of law. But if, in addition, it should turn out that the Union arms had been rendered victorious through the help of the negro soldiers, called to the field by the promise of freedom contained in the proclamation, then the decree and its promise might rest secure in the certainty of legal execution and fulfillment. To restore the Union by the help of black soldiers under pledge of liberty, and then for the Union, under whatever legal doctrine or construction, to attempt to reenslave them, would be a wrong to which morality would revolt."25 Slavery was the cause. Disunion was the symptom. President Lincoln chose to administer emancipation as the treatment the Union required. Emancipation ultimately was the just penalty for rebellion and the reward for black military service in restoring the Union. Liberty was both a right conferred by the Declaration of Independence and an obligation of the Union incurred by the service of black soldiers. John Hope Franklin wrote that "no one appreciated better than Lincoln the fact that the Emancipation Proclamation had a quite limited effect in freeing the slaves directly. It should be remembered, however, that in the Proclamation he called emancipation 'an act of justice,' and in later weeks and months he did everything he could to confirm his view that it was An Act of Justice."26 By recruiting black soldiers and employing them in combat, the government secured a moral obligation to black Americans which President Lincoln clearly understood. But the contract was not just moral. It was practical. President Lincoln wrote Charles D. Robinson in the summer of 1864: "Drive back to the support of the rebellion the physical force which the colored people now give and promise us, and neither the present nor any coming Administration can save the Union. Take from us and give to the enemy the hundred and thirty-, forty, or fifty thousand colored persons now serving us as soldiers, seamen, and laborers and we cannot longer maintain the contest."27 Black soldiers were literally fighting for their own freedom "Emancipation and the enlistment of slaves as soldiers tremendously increased the stakes in this war, for the South as well as the North," wrote historian James M. McPherson. Southerners vowed to fight 'to the last ditch' before yielding to a Yankee nation that could commit such execrable deeds. Gone was any hope of an armistice or a negotiated peace so long as the Lincoln administration was in power."28 Mr. Lincoln's course of action was slow but deliberate – designed to effect a permanent rather than a temporary change in the status of slavery in America. Nicolay and Hay saw that clearly: "The problem of statesmanship therefore was not one of theory, but of practice. Fame is due Mr. Lincoln, not alone because he decreed emancipation, but because events so shaped themselves under his guidance as to render the conception practical and the decree successful. Among the agencies he employed none proved more admirable or more powerful than this two-edged sword of the final proclamation, blending sentiment with force, leaguing liberty with Union, filling the voting armies at home and the fighting armies in the field. In the light of history we can see that by this edict Mr. Lincoln gave slavery its vital thrust, its mortal wound. It was the word of decision, the judgment without appeal, the sentence of doom."29 Historian LaWanda Cox wrote of Mr. Lincoln's actions on emancipation "On occasion he acted boldly. More often, however, Lincoln was cautious, advancing one step at a time, and indirect, exerting influence behind the scenes. He could give a directive without appearing to do so, or even while disavowing it as such. Seeking to persuade, he would fashion an argument to fit the listener. Some statements were disingenuous, evasive, or deliberately ambiguous."30 In a letter to Kentucky editor Albert G. Hodges, for example, Mr. Lincoln somewhat disingenuously said, "I add a word which was not in the verbal conversation. In telling this tale I attempt no compliment to my own sagacity. I claim not to have controlled events, but confess plainly that events have controlled me. Now, at the end of three years struggle the nation's condition is not what either party, or any man devised, or expected, God alone can claim it. Whither it is tending seems plain. If God now wills the removal of a great wrong, and wills also that we of the North as well as you of the South, shall pay fairly for our complicity in that wrong, impartial history will find therein new cause to attest and revere the justice and goodness of God."31 Mr. Lincoln may not have controlled events, but he did a pretty good job trying to steer them. Mr. Lincoln himself never claimed to be a liberator – but he did believe in liberation. President Lincoln told Interior Department official T. J. Barnett in late 1862 "that the foundations of slavery have been cracked by the war, by the rebels...and the masonry of the machine is in their own hands."32 Black historian Benjamin Quarles wrote in Lincoln and the Negro: The Lincoln of the White House years had deep convictions about the wrongness of slavery. But as Chief Magistrate he made a sharp distinction between his personal beliefs and his official actions. Whatever was constitutional he must support regardless of his private feelings. If the states, under the rights reserved to them, persisted in clinging to practices that he regarded as outmoded, he had no right to interfere. His job was to uphold the Constitution, not to impose his own standards of public morality. Historian David Potter wrote: "In the long-run conflict between deeply held convictions on one hand and habits of conformity to the cultural practices of a binary society on the other, the gravitational forces were all in the direction of equality. By a static analysis, Lincoln was a mild opponent of slavery and a moderate defender of racial discrimination. By a dynamic analysis, he held a concept of humanity which impelled him inexorably in the direction of freedom and equality."34 Abolitionist Frederick Douglas understood this commitment. In his 1876 speech dedicating the Freedmen's monument in Lincoln Park east of the U.S. Capitol, Douglass said: "His great mission was to accomplish two things: first, to save his country from dismemberment and ruin; and second, to free his country form the great crime of slavery. To do one or the other, or both, he needed the earnest sympathy and the powerful cooperation of his loyal fellow countrymen. Without those primary and essential conditions to success his efforts would have been utterly fruitless. Had he put the abolition of slavery before the salvation of the Union, he would have inevitably driven from him a powerful class of the American people and rendered resistance to rebellion impossible. From the genuine abolition view, Mr. Lincoln seemed tardy, cold, dull, and indifferent, but measuring him by the sentiment of his country – a sentiment he was bound as a statesman to consult – he was swift, zealous, radical and determined."35 Historian Allen C. Guelzo noted: "When Frederick Douglass arrived at the White House in August, 1863, to meet Lincoln for the first time, he expected to meet a 'white man's president, entirely devoted to the welfare of the white men.' But he came away surprised to find Lincoln 'the first great man that I talked with in the United States freely who in no single instance reminded me of the difference between himself and myself, or the difference of color.' The reason Douglass surmised, was 'because of the similarity with which I had fought my way up, we both starting at the lowest rung of the ladder." This, in Douglass's mind, made Lincoln 'emphatically the black man's president.'"36 In undated notes to himself, foreshadowing the sublime Second Inaugural which Mr. Lincoln wrote: "The will of God prevails. In great contests each party claims to act in accordance with the will of God. Both may be, and one must be wrong. God can not be for, and against the same thing at the same time. In the present civil war it is quite possible that God's purpose is something different from the purpose of either party – and yet the human instrumentalities, working just as they do, are of the best adaptation to effect His purpose. I am almost ready to say this is probably true – that God wills this contest, and wills that it shall not end yet. By his mere quiet power, on the minds of the now contestants. He could have either saved or destroyed the Union without a human contest. Yet the contest began. And having begun He could give the final victory either side any day. Yet the contest proceeds."37 Mr. Lincoln had no doubt about maintaining the contest until victory for "in giving freedom to the slave, we assure freedom to the free."38

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How Massive Can Stars Be? Stars Just Got Bigger: 300 Solar Mass Star Uncovered The existence of these monsters -- millions of times more luminous than the Sun, losing weight through very powerful winds -- may provide an answer to the question “how massive can stars be?” A team of astronomers led by Paul Crowther, Professor of Astrophysics at the University of Sheffield, has used ESO’s Very Large Telescope (VLT), as well as archival data from the NASA/ESA Hubble Space Telescope, to study two young clusters of stars, NGC 3603 and RMC 136a in detail. NGC 3603 is a cosmic factory where stars form frantically from the nebula’s extended clouds of gas and dust, located 22,000 light-years away from the Sun. RMC 136a (more often known as R136) is another cluster of young, massive and hot stars, which is located inside the Tarantula Nebula, in one of our neighboring galaxies, the Large Magellanic Cloud, 165,000 light-years away. The team found several stars with surface temperatures over 40,000 degrees, more than seven times hotter than our Sun, and a few tens of times larger and several million times brighter. Comparisons with models imply that several of these stars were born with masses in excess of 150 solar masses. The star R136a1, found in the R136 cluster, is the most massive star ever found, with a current mass of about 265 solar masses and with a birth weight of as much as 320 times that of the Sun. In NGC 3603, the astronomers could also directly measure the masses of two stars that belong to a double star system, as a validation of the models used. The stars A1, B and C in this cluster have estimated masses at birth above or close to 150 solar masses. Very massive stars produce very powerful outflows. “Unlike humans, these stars are born heavy and lose weight as they age,” says Paul Crowther. “Being a little over a million years old, the most extreme star R136a1 is already ‘middle-aged’ and has undergone an intense weight loss program, shedding a fifth of its initial mass over that time, or more than fifty solar masses.” “Its high mass would reduce the length of the Earth’s year to three weeks, and it would bathe the Earth in incredibly intense ultraviolet radiation, rendering life on our planet impossible,” says Raphael Hirschi from Keele University, who belongs to the team. These super heavyweight stars are extremely rare, forming solely within the densest star clusters. Distinguishing the individual stars -- which has now been achieved for the first time -- requires the exquisite resolving power of the VLT’s infrared instruments. The team also estimated the maximum possible mass for the stars within these clusters and the relative number of the most massive ones. “The smallest stars are limited to more than about eighty times more than Jupiter, below which they are ‘failed stars’ or brown dwarfs,” says team member Olivier Schnurr from the Astrophysikalisches Institut Potsdam. “Our new finding supports the previous view that there is also an upper limit to how big stars can get, although it raises the limit by a factor of two, to about 300 solar masses.” Within R136, only four stars weighed more than 150 solar masses at birth, yet they account for nearly half of the wind and radiation power of the entire cluster, comprising approximately 100 000 stars in total. R136a1 alone energizes its surroundings by more than a factor of fifty compared to the Orion Nebula cluster, the closest region of massive star formation to Earth. Stars between about 8 and 150 solar masses explode at the end of their short lives as supernovae, leaving behind exotic remnants, either neutron stars or black holes. Having now established the existence of stars weighing between 150 and 300 solar masses, the astronomers’ findings raise the prospect of the existence of exceptionally bright, “pair instability supernovae” that completely blow themselves apart, failing to leave behind any remnant and dispersing up to ten solar masses of iron into their surroundings. A few candidates for such explosions have already been proposed in recent years. Not only is R136a1 the most massive star ever found, but it also has the highest luminosity too, close to 10 million times greater than the Sun. “Owing to the rarity of these monsters, I think it is unlikely that this new record will be broken any time soon,” concludes Crowther.

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Nerve Function Tests for Evaluating Low Back Problems Topic Overview Back to top The nerves that carry messages to and from your legs come from your low back. By checking your muscle strength, your reflexes, and your sensation (feeling), your doctor can tell whether there is pressure on a nerve root coming from your spinal column. He or she can often also tell which nerve root is involved. Muscle strength tests can detect true muscle weakness, which is one sign of pressure on a nerve root. (Sometimes leg weakness is actually due to pain, not pressure on a nerve.) Most people who have herniated discs that cause symptoms also have some nerve root compression. Specific muscles receive impulses from specific nerves, so finding out which muscles are weak shows your doctor where nerve roots are being compressed. See a picture of the lumbosacral region, from which nerve root compression usually originates. Muscle strength tests include: - Hip flexion. You sit on the edge of the exam table with your knees bent and feet hanging down. Then you lift your thigh up off the table while your doctor pushes down on your leg near your knee. (This test can also be done while you are lying on your back.) If your painful leg is weaker than the other leg, you may have nerve root compression at the higher part of your low back, in the area of the last thoracic and the first, second, and third lumbar vertebrae (T12, L1, L2, L3 region). - Knee extension. While in the sitting position, you straighten out your knee while your doctor pushes down on your leg near your ankle. If your painful leg is weaker than the other leg, you may have nerve root compression at the second, third, or fourth lumbar vertebrae (L2, L3, or L4 region). - Ankle dorsiflexion. While you are in the sitting position, your doctor pushes down on your feet while you try to pull your ankles upward. If there is weakness in one leg, the ankle will give way to the downward pressure. This is a sign of possible nerve root compression at the level of the fifth lumbar vertebra (L4 or L5 region). - Great toe extension. While you are in the sitting position, your doctor pushes down on your big toes while you try to extend them (bend them back toward you). If there is weakness in one leg, its big toe will give way to the pressure. This is a sign of possible nerve root compression at the level of the fifth lumbar vertebra (L5 region). - Plantar flexion power. You stand and rise up on your toes on both feet and then on each foot separately. Toe raises are difficult, if not impossible, to do if a particular nerve region is compressed. This is a sign of possible nerve root compression at the level of the first sacral vertebra (S1 region). Just as your muscles receive signals through certain nerves, other nerves carry signals back to your spinal cord from specific sections of your skin and other tissues. Testing your sense of feeling helps your doctor find out what nerve root may be compressed. Your sense of feeling may be tested in several ways. Your doctor will probably ask you to close your eyes during this testing, because it's easy to imagine the feeling if you can see the test being done. Testing may include touching your skin lightly with a cotton ball or pricking your skin lightly with a pin. |Area of skin||Nerve level| |The front of your thigh||L1, L2, L3, L4| |The inside of your lower leg, from the knee to the inner ankle and arch||L4| |The top of your foot and toes||L5| |The outside of your ankle and foot||S1| Tendons attach the muscles to the bones. Reflexes are little movements of the muscle when the tendon is tapped. A reflex can be decreased or absent if there is a problem with the nerve supply. To test your reflexes, your doctor will use a rubber hammer to tap firmly on the tendon. If certain reflexes are decreased or absent, it will show what nerve might be compressed. Not all nerve roots have a reflex associated with them. - Patellar tendon reflex. You sit on the exam table with your knee bent and your foot hanging down, not touching the floor. Your doctor will use a rubber hammer to tap firmly on the tendon just below your kneecap. In a normal test, your knee will extend and lift your foot a little. A decreased or absent reflex may mean that there is compression in the L2, L3, or L4 region. - Achilles tendon reflex. You sit on a table with your knees bent and feet hanging down, or you may be asked to lie down on your stomach with your legs straight and your feet off the edge of the exam table. Your doctor will use a rubber hammer to tap firmly on the Achilles tendon, which connects the muscle at the back of your calf to your heel bone. In a normal test, your foot will move as though you were going to point your toes. A decreased or absent reflex may mean that there is compression in the S1 region. Credits Back to top |Primary Medical Reviewer||William H. Blahd, Jr., MD, FACEP - Emergency Medicine| |Specialist Medical Reviewer||Robert B. Keller, MD - Orthopedics| |Last Revised||December 14, 2011| Last Revised: December 14, 2011 Author: Healthwise Staff To learn more visit Healthwise.org © 1995-2013 Healthwise, Incorporated. Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.

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Boffin dubs global warming 'irreversible' Environmental researchers are such downers Economies may rise and fall every few decades or so, but at least the hard work we've put into global warming is "irreversible" on the human time scale. That's according to research from a team of US environmental scientists published today in the journal Proceedings of the National Academy of Sciences. The report claims that even if all carbon emissions could somehow be halted, the CO2 changes to Earth's surface temperature, rainfall, and sea levels will keep on truckin' for at least a millennium. "People have imagined that if we stopped emitting carbon dioxide that the climate would go back to normal in 100 years or 200 years," said study author Susan Soloman. "What we're showing here is that's not right. It's essentially an irreversible change that will last for more than a thousand years." Oh, for the job security of a carbon dioxide molecule. The scientists say the oceans are currently absorbing much of the planet's excess heat, but that heat will eventually be released back into the air over the course of many hundreds of years. Carbon concentrations in the atmosphere today stand at about 385 parts per million (ppm). Many environmental scientists have a vague hope of stabilizing CO2 in the atmosphere at 450ppm if major changes in carbon emissions are instituted post-haste. But according to the study, if CO2 peaks at 450-600ppm, the result still could include persistent dry-season rainfall comparable to the 1930s North American Dust Bowl in zones including southern Europe, northern and southern Africa, southwestern North America, and western Australia. If carbon dioxide in the atmosphere reaches 600ppm, expansion of warming ocean waters alone (not taking into account melting glaciers and polar ice sheets) could cause sea levels to rise by at least 1.3 to 3.2 feet (0.4 to 1.0 meter) by the year 3000. The authors claim to have relied on many different climate models to support their results. They said they focused on drying of particular regions and thermal expansion of the ocean because observations suggesting humans are contributing to climate change have already been measured. So remember readers: an extra hour to your car ride today may help make it a warm, sunny day at the London coral reef for your grateful descendants no matter what those UN hippies try. ®

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http://www.theregister.co.uk/2009/01/28/global_warming_irreversible/

2013-05-18T05:31:37Z

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en

Feline Infectious Peritonitis, often-abbreviated "FIP," is a disease in the cat, which often affects the lining of the chest and/or abdomen. There is still a lot not known about this disease. It has been recognized since the 1960's and is much more complex than many of the other cat diseases. It is currently thought that FIP is the second biggest killer of cats, second only to Feline Leukemia. The disease is definitely contagious from cat to cat, but we do not know exactly how it is spread. The virus may be shed in the saliva, urine, and feces of infected cats. Most infections are thought to occur through the mouth or nose. It is often seen later in other cats in a household once a positive case has been diagnosed. Signs of FIP often develop very slowly over a period of months. Early signs are very vague and mimic other diseases. Loss of appetite, high fever, and labored breathing are often the first signs. As the disease progresses, signs include very difficult breathing, distended abdomen, weight loss, and emaciation. Death will eventually occur from suffocation caused by a buildup of fluid in the chest restricting the ability of the lungs to inflate with air. There are no known cures for FIP at this time. It is FATAL! Sometimes treatment is available that can provide temporary relief in some cats, however it does not reverse the course of the disease and in the end treatment is not successful. The following recommendations will help control the disease: - Isolate infected cats to prevent the spread if they are not euthanized. - Practice good hygiene and sanitation with adequate cleaning of food and water bowls. - If you have a cat testing positive for FIP, do not bring a new cat into the household as long as that cat is present. Thirty days after that cat is no longer present, other cats in the household should be tested for the disease before you adopt any new cat possibly exposing them to the disease. Disinfecting with 4 ounces of Clorox in one gallon of water is effective in killing the virus. - Never allow your cat to live outside.

<urn:uuid:80a21f59-db80-432e-ba2f-a4abb0c97640>

CC-MAIN-2013-20

http://fergusonanimal.com/resources_fip.shtml

2013-05-18T08:25:57Z

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en

Northern Territory Acceptance Act 1910 (Cth) The Governor-General assented to this law on 16 November 1910, providing for the transfer of the Northern Territory to the Commonwealth as the third Commonwealth territory, after Papua, and the Federal Capital Territory. Territorians were strong supporters of Federation in the 1898 referendum but both the South Australian and Commonwealth parliaments were less decided on the issue of the transfer of the Territory to the new Commonwealth. Although the initial proposal by Premier Frederick William Holder was made in April 1901, it was not until December 1907 that the two governments executed a formal agreement for the transfer. Though South Australian Premier Tom Price secured enactment of the necessary Surrender Act in March 1908, the Commonwealth Act was slow in coming. Deakin and his advisors disagreed with some provisions of the South Australian Act. No sooner was that problem solved than the Deakin government fell to the Labor Opposition under Andrew Fisher. The Fisher Ministry, preoccupied with Labor's social aims, put aside the question of Territory transfer. In May 1909 Deakin, at the head of the newly-created Fusion Party, returned to power. Five months later the Fusion ministry brought the Northern Territory Acceptance Bill into the House of Representatives. Most Members conceded that, for reasons of defence and development, the Commonwealth should acquire the Territory; but beneath the debate lay a deep sense of uneasiness born of the South Australian experience. Deakin alone expressed a bright pan-Australian vision. The Bill did not pass in 1909, for the Senate delayed it until it lapsed. When Andrew Fisher's Labor Ministry reintroduced the measure in 1910, Deakin threw the whole force of his influence behind it. The Bill passed and from 1 January 1911 the Northern Territory became the exclusive responsibility of the Commonwealth of Australia. South Australian laws remained in force, subject to any later changes by the Commonwealth. Donovan, Peter, A Land Full of Possibilities: A History of South Australia's Northern Territory , University of Queensland Press, Brisbane, 1981. Powell, Alan, Far Country: A Short History of the Northern Territory , Melbourne University Press, Melbourne, 1996. Detail from the cover of the Northern Territory Acceptance Act 1910 (Cth). |Long Title:||An Act to provide for the Acceptance of the Northern Territory under the Authority of the Commonwealth and for the carrying out of the Agreement for the Surrender and Acceptance. (No. 20 of 1910)| |No. of pages:||10 + cover; page 10 is blank| |Medium:||Parchment cover, blue silk ribbons, untrimmed pages| |Measurements:||29 x 22.5 cm| |Provenance:||House of Representatives| |Features:||Signatures on p.1 and p.9| |Location & Copyright:||National Archives of Australia| |Reference:||NAA: A1559/1, 1910/20|

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CC-MAIN-2013-20

http://foundingdocs.gov.au/item-did-52.html

2013-05-21T10:42:21Z

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en

C++ is an object-oriented enhancement of the C programming language and is becoming the language of choice for serious software development. C++ has crossed the Single Book Complexity Barrier. The individual features are not all that complex, but when put together in a program they interact in highly non-intuitive ways. Many books discuss each of the features separately, giving readers the illusion that they understand the language. But when they try to program, they're in for a painful surprise (even people who already know C). C++: The Core Language is for C programmers transitioning to C++. It's designed to get readers up to speed quickly by covering an essential subset of the language. The subset consists of features without which it's just not C++, and a handful of others that make it a reasonably useful language. You can actually use this subset (using any compiler) to get familiar with the basics of the language. Once you really understand that much, it's time to do some programming and learn more from other books. After reading this book, you'll be far better equipped to get something useful out of a reference manual, a graphical user interface programming book, and maybe a book on the specific libraries you'll be using. (Take a look at our companion book, Practical C++ Programming.) C++: The Core Language includes sidebars that give overviews of all the advanced features not covered, so that readers know they exist and how they fit in. It covers features common to all C++ compilers, including those on UNIX, Windows NT, Windows, DOS, and Macintosh. Comparison: C++: The Core Language vs. Practical C++ Programming O'Reilly's policy is not to publish two books on the same topic for the same audience. We'd rather spend twice the time on making one book the industry's best. So why do we have two C++ tutorials? Which one should you get? The answer is they're very different. Steve Oualline, author of the successful book Practical C Programming, came to us with the idea of doing a C++ edition. Thus was born Practical C++ Programming. It's a comprehensive tutorial to C++, starting from the ground up. It also covers the programming process, style, and other important real-world issues. By providing exercises and problems with answers, the book helps you make sure you understand before you move on. While that book was under development, we received the proposal for C++: The Core Language. Its innovative approach is to cover only a subset of the language -- the part that's most important to learn first -- and to assume readers already know C. The idea is that C++ is just too complicated to learn all at once. So, you learn the basics solidly from this short book, which prepares you to understand some of the 200+ other C++ books and to start programming. These two books are based on different philosophies and are for different audiences. But there is one way in which they work together. If you are a C programmer, we recommend you start with C++: The Core Language, then read about advanced topics and real-world problems in Practical C++ Programming.

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CC-MAIN-2013-20

http://www.amazon.ca/C-Core-Language-Doug-Brown/dp/156592116X

2013-05-20T12:24:34Z

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en

Looking east down Fourth Street in busy central San Rafael, it's hard to imagine that mission orchards and vineyards producing fruit in abundance once spread from east of the Mission to Irwin Street. The Mission San Rafael Arcángel was founded in 1817 as an asistencia, a hospital to which San Francisco's Mission Dolores sent Indians to recover from illness. San Rafael's temperate climate made it an ideal spot for healing. San Rafael Arcángel became a true mission in 1822, one of the last to be founded by the Franciscans in California. The friars taught the Indians to raise animals and grow fruits and vegetables. The natural springs on the hill above the mission provided irrigation for the orchards, vineyards and fields of wheat, barley, corn, beans and peas. Eventually the mission became self-sustaining, with a surplus of produce to trade. By 1828, 1,140 Miwoks lived at the mission and tended its plants and livestock. San Rafael Arcángel was also the first mission to be secularized in 1834 when the Mexican government dismantled the mission system, seizing the land and other assets from the Franciscans. General Mariano Vallejo, who administered the transition, hauled away most of the mission's livestock, vines and trees to his property in Sonoma. Another recipient of the bounty was General John Bidwell, who stated in a letter published in the May 1888 Overland Monthly, “It was in 1848 that I went to San Rafael to get pear trees and grape vines. I obtained them from Don Timoteo Murphy, who for many years under Mexican rule had been the Administrator of the mission.” According to Betty Goerke, author of Chief Marin: Leader, Rebel, and Legend, some native people returned to work the orchards and gardens after secularization. Time, however, treated both the mission grounds and the Indians harshly. Recalling Mission Pears In its heydey, the mission was known for its delicious pears. Several eyewitness narratives survive from various points in the mission orchard's history. Charles Lauff, a Marin pioneer, describes what he saw in 1845 in a series of his reminiscences in the San Rafael Independent, Jan 25 - May 23, 1916: “I remember in 1845 when I came to the county with General Fremont it was in the autumn, and the pears were ripe on these trees. They had quite a large orchard that extended from C Street to the Hotel Rafael. The trees were planted in a straight row, and grapes were planted between the trees. The fruit was excellent and we carried some away with us. The General, who was a very talkative fellow, remarked that the pears were the first fruit that he had tasted in several years.” Lauff also mentions the state of the pear trees in 1916: “The old pear trees back of the Masonic building, at the southeast corner of Fifth and De Hiery Streets, San Rafael, were planted by the Mission Fathers in 1817, and they have borne fruit every year since. They never require pruning and the fruit is quite palatable.” In another account in the San Rafael Independent, August 14, 1917, Juan Garcia mentions the mission orchards: "My father, Corporal Rafael Garcia, was in charge of the building of the Mission San Rafael. "All the land from B Street east along Fourth Street and north of Fourth Street was planted in fruit and grapes by the missionaries. The orchards were intact thirty years ago and the first property owners to cut into the orchard were Hepburn Wilkins, Douglass Saunders, Oliver Irwin and others. "The same pear trees planted by the Mission Fathers can be found back of the Masonic Hall today, and there are several back of the Herzog property on Fourth Street, opposite Cijos Street. There is also one, still bearing fruit, back of the Magnes lot on Fourth Street.” In his 1880 History of Marin County, J.P. Munro-Fraser provides another description of the aging orchard: “Contiguous to the mission there was a vast orchard and garden that extended from the Wilkins' place down to the thoroughfare known as Irwin street and from thence to the Marsh land. “Standing at the lower end of the town, a little below the court house, are a dozen or more trees, gnarled in appearance, grey with time and bowed with age, which, without their clothing of foliage, have all the appearance of good old oaks that have stood the brunt of battle with many a fierce gale. These are the remains of the pear trees which formerly stood in the ancient mission orchard.” By the late 1800s, development had encroached on the orchard and fields to where the Sausalito News, September 16, 1892 reported: “Ever since San Rafael began to build streets and houses the ancient trees grew alone by the main thoroughfare, always an object of historical interest and curiosity. A week or two since they were cut down, with the exception of a few smaller ones in the rear, and now sections of the trunks, fully three feet or more in diameter, may be seen on the sidewalk. They will be preserved as curiosities to show how large fruit trees may grow in California.” Pear Promoter George D. Shearer The remaining pear trees were not totally neglected. George D. Shearer, a prominent Realtor, auctioneer and owner of the “Everything Auction House and Storage Company,” took an interest in the old mission pear trees. The Sausalito News of May 19, 1893 reported that George D. Shearer would supervise the Marin County Excursion to the World's Fair, which left San Francisco on June 1, 1893. "Be sure you see George at once and secure a good berth. Have you seen what he puts up in his overland lunch baskets? Oh my!” The paper read. Shearer may have placed mission pears in his lunch baskets, as he brought a load of the pears to exhibit at the Chicago World's Fair. He also exhibited a slab of the largest remaining pear tree. In the ensuing years, Shearer continued to exhibit the nearly century-old pears in fairs and exhibitions around the state, including San Francisco's Panama-Pacific Exhibition in 1915. Shearer died in 1923, and without a promoter, the pear trees also disappeared. With construction of the El Rey Apartments in the 1929, all but one tree was destroyed. It stood in a courtyard behind the El Rey Apartments at 845 Fifth Avenue next to the Masonic Building on Lootens Place. Saving the Trees A pear from the tree was exhibited as a museum artifact at a meeting of the Marin County Historical Society on September 20, 1939. The society also owned a branch from one of the original pear trees donated by Mary (Mrs. Thomas) Wintringham. Wintringham's daughter, Georgia, described in a 1966 letter to historian Lucretia Little her memories of the last trees: "There was a row just inside the fence on the lot back of the Masonic Building before the apartment house on the corner of Fifth Avenue was built. My mother tried to get people interested in buying the lot, turning it into a playground and saving the trees but was unable to get enough people enthused." Last Pear Tree Destroyed In late 1963, workers ripped out this last remaining tree. According to the report by Alton S. Bock in the January 2, 1964 Marin Independent Journal, Harry Albert, son of Jacob Albert, had purchased both the Marin Municipal Water District building on Fourth Street and the El Rey Apartments. He planned to use the rear of the properties for a parking lot and needed to add a driveway between the El Rey Courtyard and the Masonic Building. Sometime in December 1963, the tree was destroyed to make way for the driveway. Albert had planned to save the tree, but he died before he made those plans known. John C. Oglesby, a 10-year resident of the El Rey Apartments who had long watched over the tree from his apartment window, discovered too late that the tree was gone. A civil engineer and former Marin County surveyor, Oglesby rushed to the dump to see if he could save a bit of the tree but found no remains. The news saddened San Rafael residents who valued the last living remnant of the old mission. Mabel J. (Mrs. Albert) Siemer wrote in a letter to the editor of the Independent Journal: "My husband built the El Rey Apartments and felt very badly about having to sacrifice the trees, but at that time no one seemed to want them. He did have the one tree transplanted to the rear court of the El Rey, where as you know it continued to bear pears. "At that time he had a gavel of the old wood made and it was presented to the of San Rafael where I hope it is being used." Saved by Graftings Thinking all the trees lost, residents perked up when they learned that the pears lived on thanks to the forethought and talents of nurseryman Richard Lohrmann, founder in 1909 of a nursery in San Rafael's West End. Lohrmann had taken a graft from one of the trees back in 1929 when the trees were destroyed to make way for the El Rey Apartments. He grafted the mission pear onto a tree that produced both a German variety and a French variety. “I called up the editor, Craemer, and I told him that it was not a lost cause because we still had a tree in the nursery and I would graft them over for the following year and then I would give them to various people. And I was successful. I think I grafted about twenty or so trees and I gave one for Mrs. Moya del Pino; one I planted in front of the Catholic Church. It’s still standing there.” Pear Trees Planted In 1965 Karl Untermann gave one of the trees to Saint Rafael Church. He planted it with Rev. Thomas Kennedy and eighth graders Connie Croker and Kenny Andres of St. Raphael School, during 'plant a tree week.' That tree no longer stands. Yet another of the grafted trees still thrives next to the Jose Moya del Pino Library, home of the Ross Historical Society, in the Marin Art and Garden Center. Untermann produced about 20 trees, so other grafted mission pears may be growing in the county. Karl Untermann purchased his Uncle Lohrmann's nursery and operated it as West End Nursery until he turned it over to his son Tom in 1990. Now Tom and his son Chris continue the family nursery business and can be proud of their family's role in saving San Rafael's mission pear. Several of the photographs were provided by the . If you are interested in purchasing these photographs or others from their collection please call 415-382.0770x3 or email firstname.lastname@example.org. Other resources were provided by the Anne T. Kent California Room of the Marin County Library.

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CC-MAIN-2013-20

http://sanrafael.patch.com/groups/around-town/p/history-san-rafael-arc-ngel-mission-pears-saved-with-graftings

2013-05-18T18:50:56Z

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en

In 1508 da Vinci started a large sized cartoon sketch in charcoals as a study for a painting commissioned by King Louis XII of France. Now known as The Virgin and Child with St. Anne and St. John the Baptist, the painting in charcoals was created on eight sheets of paper that have been glued together to form one large sheet. Depictions of the Virgin and Child separately with either St. Anne or St. John the Baptist were popular themes during the Italian Renaissance. As with many of Leonardo da Vinci’s later works, the cartoon remains unfinished and now hangs in the National Gallery in London. In honor of the da Vinci: The Genius exhibition at MOSI, we asked local artists of all ages to contribute pieces of art inspired by the works of DaVinci. This cartoon was the inspiration for two very different interpretations of DaVinci’s work. The first of the pieces inspired by this work was painted by a local Tampa Artist named Greg Latch. About the Artist: Greg Latch Greg Latch liberated his aspirations of becoming a basketball player at a young age upon noticing the attention that artist’s received. His skill has evolved from triumph in a 6th grade art competition, to drawing for his church at an older age to his da Vinci inspired work displayed at MOSI today. You can view more of his work at latchart.com. The second piece was created by a 12th grade high school artist named Cady Gonzalez from Wiregrass Ranch High School. This inspired piece of art was created using a selection of charcoals, just as Leonardo da Vinci would have done. These two very different interpretations of the same piece of art help to show how the work of a Renaissance master still influences the art of our modern age. Leonardo da Vinci was considered one of the finest painters of Renaissance Italy and was known for his subtle shading and careful treatment of faces to bring forth all of the beauty of the human form into his art. The two interpretations of da Vinci’s creation can be seen in the MOSI Founder’s Hall before you enter the da Vinci: The Genius exhibit.

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CC-MAIN-2013-20

http://mositampa.blogspot.com/2010/03/inspired-by-davinci-art-exhibition-at.html

2013-05-25T20:43:42Z

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en

So now the task of gathering information on endangered species begins. And the first task in gathering information is to look for the ‘best’ sources of information on endangered species around the world. And that is how I plan to spend this next month; looking for credible sources of information about endangered species. This would include international bodies like CITES or the IUCN and government sources from countries around the world like the Fish andWildlife Service (FWS) in the United State. There are also a number of non-government sources of endangered species information like the World Wildlife Fund (WWW) or the Wildlife Conservation Society (WCS). And then there are projects that were created by individual scientist like Jane Goodall, or by concerned individuals like Peter Mass, who created the ‘The Sixth Extinction’ website (a wonderful ‘extinction’ resource). And then there are also the zoos and aquariums around the world, that both house endangered species and work to protect them in the wild. The San Diego Zoo is such a facility. Anyone who knows me knows I spend A LOT of time at the San Diego Zoo. It is one of my favorite places to be in the world. And in fact, I am in San Diego at this moment ‘gathering’ information to launch this part of the ‘Endangered Earth Journal’ and ‘a Tiger Journal’. I’m not sure exactly how many endangered species can be found at the San Diego Zoo, but I have counted over 60. And every endangered species at the zoo has a sign at their enclosure with habitat information and also information why the animal is endangered. Now, it would be easy to just leave it at that, but here is where it gets interesting. And it’s where the ‘gathering’ of endangered species information can get complicated. The San Diego Zoo has a Spectacled Bear on exhibit (see picture above). And according to the sign at the enclosure, the Spectacled Bear is ‘endangered’ (see image below). However, according to the CITES, and the US Fish and Wildlife (FWS), it is not listed as endangered (see the endangered species list at Bagheera - under 'B' for bear not 'S' for Spectacled). When I asked an animal keeper about this this discrepancy, she explained –correctly- that often times the status of an animal might be endangered in one part of their range, and not in another. Or, that the status of an animal changes so quickly, the information is hard to keep track of. And that’s exactly right. Information about the status of endangered species is hard to keep track of, but is also hard to gather (and expensive). To complicate that, there is often time no agreement between some of the ‘major’ endangered species organizations what the exact status of an animal is (see FWS and CITES for examples on this). So is the Spectacled Bear endangered - or not. I don't know yet. But I do plan to persue that in a future journal entry. But, for the purpose of this journal, and for my goal of updating the Bagheera and Endangered Earth websites over the course of this next year, the point is clear; gathering information about endangered species from expert sources around the world, will not necessarily be an simple task. But it is an important one. The 'status' of an animal (vulnerable - endangered - critically endangered) determines the level of protection it receives under many of the laws written to protect endangered animals. And those animals that are 'endangered' deserve -and need- all the protection they can get. For more information about endangered animals go to Bagheera. For more information about endangered tigers go to Tigers in Crisis.

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CC-MAIN-2013-20

http://www.endangeredearthjournal.com/2011/10/gathering-endangered-species.html

2013-05-22T00:50:15Z

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en

Nag Panchami, or Nagarapanchami, is the worship of Naga or Snakes and is an important festival in North and East India in Shravan month. Snakes are an indispensable part of Hindu religion and the two of the most popular Gods in Hinduism – Lord Vishnu and Lord Shiva – are closely associated with serpents. Lord Vishnu has the several hooded Snake Ananta as his bed and Lord Shiva wear snakes as his ornament and this close association has deep symbolic meaning. In 2011, Nag Panchami date is August 4. Nag Panchami is observed at two different times. It is observed on the fifth day after Purnima in Ashar Month in Eastern parts of India and the festival is known as Nagpanchami Manasa Devi Ashtanag Puja. The important Nag Panchami which is observed through out India falls on the fifth day after Amavasi in Shravan month. Manasa Devi, the snake goddess, is worshipped on this day in Bengal, Orissa and several parts of North India. Special idols of Goddess Manasa are made and are worshipped during this period. Fasting on Nag Panchami People also observe Vrata – some communities fast during the daytime and eat food only after sunset. Some people avoid salt on the day - food is consumed without salt. Deep fried things are avoided on the day. Some communities in South India have an elaborate oil bath on the day. There is a belief that unmarried women who undertake Nagpanchami Vrat and do the puja and feed snakes will get good husbands. Nag Panchami is Guga Navami in Punjab and a huge snake is made from flour and is worshipped on this day. Legend has it that Lord Krishna overpowered the huge black snake Kalia that terrorized his village on this day. The monsoon season is at is peak during the Shravana Month (July – August). The snakes move out of their burrows, which are filled with water, and occupy spaces frequented by human beings. So it is widely believed that Nag Panchami is observed to please the Snake Gods and avoid snake bites during this season. In many places, two idols of snakes are drawn on both sides of doors using cow dung on this day. Five-hooded idols are worshipped in many regions. The idol of five-hooded snake is made using mud, turmeric, sandal and saffron. Milk is offered to the snake idols and in some extreme form of worship people feed milk to live cobras. The festival of Nag Panchami is yet another example of the influence of Mother Nature on Hinduism. It also shows the need for human beings to respect animals, which play an important role in the survival of human beings. You may also like to read

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CC-MAIN-2013-20

http://www.hindu-blog.com/2008/07/nag-panchami-manasa-devi-nagpanchami.html?showComment=1249507583058

2013-05-19T09:47:26Z

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en

Struts Dispatch Action (org.apache.struts.actions.DispatchAction) is one of the Built-in Actions provided along with the struts framework. class enables a user to collect related functions into a single Action. It eliminates the need of creating multiple independent actions for each function. Here in this example you will learn more about Struts Dispatch Action that will help you grasping the concept better. Let's develop Dispatch_Action class which is a sub class of org.apache.struts.actions.DispatchAction class. This class does not provide an implementation for the execute() method because DispatchAction class itself implements this method. This class manages to delegate the request to one of the methods of the derived Action class. An Action Mapping is done to select the particular method (via Struts-Configuration file). Here the Dispatch_Action class contains multiple methods ie.. add() , edit() , search() , save(). Here all the methods are taking the same input parameters but each method returns a different ActionForward like "add" in case of add() method , "edit" in case of edit() etc. Each ActionForward is defined in the struts-config.xml file (action mapping is shown later in this page). Here is the code for Action Class. Developing an Action Class (Dispatch_Action.java) Developing an ActionForm Class Our form bean class contains only one property "parameter" which is playing prime role in this example. Based on the parameter value appropriate function of Action class is executed. Here is the code for FormBean ( DispatchActionForm.java): Defining form Bean in struts-config.xml file Add the following entry in the struts-config.xml file for defining the form bean Developing the Action Mapping in the struts-config.xml Here, Action mapping helps to select the method from the Action class for specific requests. Note that the value specified with the parameter attribute is used to delegate request to the required method of the Dispath_Action Class. <forward name="add" path="/pages/DispatchActionAdd.jsp" /> <forward name="edit" path="/pages/DispatchActionEdit.jsp" /> <forward name="search" path="/pages/DispatchActionSearch.jsp"/> <forward name="save" path="/pages/DispatchActionSave.jsp" /> Developing jsp page Code of the jsp (DispatchAction.jsp) to delegate requests to different jsp pages : |<%@ taglib uri="/WEB-INF/struts-bean.tld" prefix="bean"%> <%@ taglib uri="/WEB-INF/struts-html.tld" prefix="html"%> <TITLE>Dispatch Action Example</TITLE> <H3>Dispatch Action Example</H3> <p><html:link page="/DispatchAction.do?parameter=add">Call Add Section</html:link></p> <p><html:link page="/DispatchAction.do?parameter=edit">Call Edit Section</html:link></p> <p><html:link page="/DispatchAction.do?parameter=search">Call Search Section</html:link></p> <p><html:link page="/DispatchAction.do?parameter=save">Call Save Section</html:link></p> Add the following line in the index.jsp to call the form. <html:link page="/pages/DispatchAction.jsp">Struts File Upload</html:link> Example demonstrates how DispatchAction Class works. Building and Testing the Example To build and deploy the application go to Struts\Strutstutorial directory and type ant on the command prompt. This will deploy the application. Open the browser and navigate to the DispatchAction.jsp page. Your browser displays the following DispatchAction page. Selecting Call Add Section displays the following DispatchActionAdd.jsp page Selecting Call Edit Section displays the following DispatchActionEdit.jsp page Selecting Call Search Section displays the following Selecting Call Save Section displays the following DispatchActionSave.jsp page If you are facing any programming issue, such as compilation errors or not able to find the code you are looking for. Ask your questions, our development team will try to give answers to your questions.

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CC-MAIN-2013-20

http://roseindia.net/struts/struts-dispatch-action.shtml

2013-05-19T02:44:45Z

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en

squamous cell carcinoma (SKWAY-mus sel KAR-sih-NOH-muh) Cancer that begins in squamous cells. Squamous cells are thin, flat cells that look like fish scales, and are found in the tissue that forms the surface of the skin, the lining of the hollow organs of the body, and the lining of the respiratory and digestive tracts. Most cancers of the anus, cervix, head and neck, and vagina are squamous cell carcinomas. Also called epidermoid carcinoma.

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Understanding Heartburn -- the Basics What Is Heartburn? Despite its name, heartburn has nothing to do with the heart. Some of the symptoms, however, are similar to those of a heart attack or heart disease. Heartburn is an irritation of the esophagus that is caused by stomach acid. This can create a burning discomfort in the upper abdomen or below the breast bone. With gravity's help, a muscular valve called the lower esophageal sphincter, or LES, keeps stomach acid in the stomach. The LES is located where the esophagus meets the stomach -- below the rib cage and slightly left of center. Normally it opens to allow food into the stomach or to permit belching; then it closes again. But if the LES opens too often or does not close tight enough, stomach acid can reflux, or seep, into the esophagus and cause the burning sensation. Occasional heartburn isn't dangerous, but chronic heartburn or gastroesophageal reflux disease (GERD) can sometimes lead to serious problems. Heartburn is a weekly occurrence for about 20% of Americans and very common in pregnant women. What Causes Heartburn? The basic cause of heartburn is a lower esophageal sphincter, or LES, that doesn't tighten as it should. Two excesses often contribute to this problem: too much food in the stomach (overeating) or too much pressure on the stomach (frequently from obesity or pregnancy). Certain foods commonly relax the LES, including tomatoes, citrus fruits, garlic, onions, chocolate, coffee, alcohol, caffeinated products, and peppermint. Dishes high in fats and oils (animal or vegetable) often lead to heartburn, as do certain medications. Stress and lack of sleep can increase acid production and can cause heartburn. And smoking, which relaxes the LES and stimulates stomach acid, is a major contributor.

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2013-05-19T02:09:32Z

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About Site Map Contact Us |A service of the U.S. National Library of Medicine®| On this page: Reviewed August 2007 What is the official name of the IRGM gene? The official name of this gene is “immunity-related GTPase family, M.” IRGM is the gene's official symbol. The IRGM gene is also known by other names, listed below. Read more about gene names and symbols on the About page. What is the normal function of the IRGM gene? The IRGM gene provides instructions for making a protein that plays an important role in the immune system. This protein is involved in a process called autophagy, which cells use to surround and destroy foreign invaders such as bacteria and viruses. Specifically, the IRGM protein helps trigger autophagy in cells infected with certain kinds of bacteria (mycobacteria), including the type of bacteria that causes tuberculosis. In addition to protecting cells from infection, autophagy is used to recycle worn-out cell parts and break down certain proteins when they are no longer needed. This process also plays an important role in controlled cell death (apoptosis). How are changes in the IRGM gene related to health conditions? Where is the IRGM gene located? Cytogenetic Location: 5q33.1 Molecular Location on chromosome 5: base pairs 150,226,084 to 150,228,230 The IRGM gene is located on the long (q) arm of chromosome 5 at position 33.1. More precisely, the IRGM gene is located from base pair 150,226,084 to base pair 150,228,230 on chromosome 5. See How do geneticists indicate the location of a gene? in the Handbook. Where can I find additional information about IRGM? You and your healthcare professional may find the following resources about IRGM helpful. You may also be interested in these resources, which are designed for genetics professionals and researchers. What other names do people use for the IRGM gene or gene products? See How are genetic conditions and genes named? in the Handbook. Where can I find general information about genes? The Handbook provides basic information about genetics in clear language. These links provide additional genetics resources that may be useful. What glossary definitions help with understanding IRGM? You may find definitions for these and many other terms in the Genetics Home Reference Glossary. See also Understanding Medical Terminology. References (5 links) The resources on this site should not be used as a substitute for professional medical care or advice. Users seeking information about a personal genetic disease, syndrome, or condition should consult with a qualified healthcare professional. See How can I find a genetics professional in my area? in the Handbook.

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en

Ok, hist of sci people out there, help me out: In Hilchot Yesodei Hatorah chapter 3, Maimonides lays out the geocentric model of the cosmos, epicycles and all. At 3:8, he notes that Earth is about 40 times larger than the moon, the sun is about 170 times larger than Earth, the sun is the largest of the "stars" (a category that includes planets too), and Mercury is the smallest. Comparing this with the actual data we know now, the sun is of course larger than any of the planets, and Mercury is the second smallest of the heavenly bodies known at that time (the moon is smaller). The sun's radius is 109 times Earth's radius, so the Rambam's number is pretty decent, within a factor of 2. Earth's radius is 3.67 times the radius of the moon, so that figure is considerably further off (by an order of magnitude). The ratio of Earth's volume to the moon's volume is 49, much closer to the Rambam's number of 40 (and he doesn't actually specify which dimension he's talking about), though if we understand the Rambam's ratios to be about volume rather than linear dimension, then the sun-to-Earth ratio is thrown way off. So my question is this: HOW THE HECK DID HE KNOW? (And by "he", I mean the Rambam himself, or ancient Greek astronomers, or medieval Arab astronomers, or wherever he's getting his data from.) Even if the moon number is considerably further off than the sun number, it's still an impressive feat to know that the moon is smaller than Earth (by any amount) even though the sun is much larger (by an amount that he basically got right) and the sun and moon are the same apparent size in the sky. He knew that the sun was farther away than the moon (which can be reasonably inferred from the sun's (apparent) orbital period being longer), which would mean that the sun is larger than the moon if they're the same apparent size, but it's not clear how he got any sort of quantitative relationship between those sizes (the ratio he gives between the sizes of the sun and the moon doesn't have any obvious mathematical relationship to the ratio of their orbital periods), let alone how he could compare either of them to the size of the Earth. (Did he have some version of Kepler's Third Law?) I know that Eratosthenes measured the circumference of the Earth, but did pre-modern astronomers have any sense of how far away the sun or other celestial bodies were? And as for the sizes of the planets (the ones we would call planets, not the sun and the moon), how could anyone resolve any finite sizes, rather than just seeing them as points of light? I can't blame him for thinking the moon is larger, but how did he know that Mercury is smaller than Venus, Mars, Jupiter, and Saturn? Pardon me if these questions are ignorant; I would be fascinated to know the answers. Thanks!

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2013-05-24T08:44:06Z

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Emery County Historical Society President Evelyn Huntsman welcomes speaker Steve Taylor. The Emery County Historical Society met at the Museum of the San Rafael to learn about Paiute Indians from Steve Taylor of Fremont, Utah. Evelyn Huntsman opened meeting with a welcome to all who came. She then proceeded to play on the piano several songs from the 1940s. Val Payne came forward and discussed the reasons for joining the Old Spanish Trail Association. This is Americas 15th National Historic Trail and in 2002, Congress added The Old Spanish Trail route to the National Historic Trails System. Bernice Payne introduced historian Steve Taylor a native of Fremont. Fremont is named after John C. Fremont. Taylor has been studying for several years about Indians, Spanish Slave Traders, Trappers, The Old Spanish Trail, and teaching Utah History. The topic this night was the Paiute Indians. Taylor started out with the question of, what caused the Paiute Indians to disappear from the high plateau regions in the first half of the 19th century? What were the circumstances around the Paiute Indians? He then defined the High Plateau region and the various valleys, mountains and mountain passes. He described what the Paiute Indians were like. They were very poor and easily preyed upon by other tribes such as the Utes, and by the slave traders. The Paiutes made a very sparse living off the land and had no horses. They frequently killed horses of the people traveling through their valley for food. Taylor mentions the various trappers explorers and traders that went through Utah, such as Jedediah Smith, Daniel Hawks, Wolfskill and Yount, Parley P. Pratt, Kit Carson, the Indian Agent Edward Fitzgerald Peel, and John C. Fremont. He described from their journals and diaries the hardships they encountered and their contact with the Indians. Which in the case of the Paiute was minimal. The Paiute Indians would send up smoke signals to warn other tribes of intruders into the valley where they lived. The Black Hawk War was precipitated by stopping the slave traders from bartering for Indian slaves in Utah by the Mormon court in Salt Lake City. The Utes trading with the Spanish goes back into the 1600s. There is evidence to suggest that extensive slave trade was going on during that period of time. The trade evolved around horses, Navajo blankets, the Old Spanish Trail and slaves. Taylor pointed out, in order for the slave trade to really function you had to have a commodity (people that can be taken into slavery) and you had to have a market. The Paiute Indians were the commodity. They were readily available. The market was the strong demand for Indian slaves in Santa Fe and in California. Girls brought $200-250 and boys about $150. This was Chief Walker's principle means of operating. Chief Walker would take Paiute slaves to California and come back along the Old Spanish Trail with horses and mules. Prior to the Spanish Trail being established he did not have a market. The Old Spanish Trail is the road that was used to get the commodity to market. The Spanish would take Paiute Indians from the Ute Indians and market them in Los Angeles. They would then do the same thing on the way back to Santa Fe. The second component of this lucrative trade was the horse trade. They could at that time buy horses and mules in California for $10-15 each and sell them in Missouri for $400-500 each. They moved as many as 4,000 head of horses at a time across the trail. These Spanish traders would also take Navajo blankets from Santa Fe to the market in Los Angeles. On the way back they would bring horses and mules. It is believed that the influx of settlers into the region and the Spanish slave trade along the Old Spanish Trail wiped out the Paiutes in the high plateau region. There is still a small group of Indians in Grass Valley that ended being called the Koosharem Band with their headquarters there. These Gopher Paiute Indians are a last remnant of the Black Hawk War. At the end of this lecture Taylor gave out a list of publications from which he gained the information he presented.

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2013-05-24T02:20:56Z

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The Holocaust in Croatia After the German invasion of Yugoslavia in April 1941, the country was divided between Germany and its allies, Italy, Bulgaria, and Hungary. The regions of Croatia (not including the Adriatic coast which is today part of Croatia) and of Bosnia and Herzegovina were united into a puppet state – the so-called Independent State of Croatia - that was ruled by the Croatian fascist Ustaša movement. The Ustaša immediately embarked on a campaign "to purge Croatia of foreign elements". Hundreds of thousands of Serbs were expelled or sadistically murdered in camps established by the Ustaša. The concentration of Jews in camps began in June 1941. By the end of that year about two thirds of Croatia's Jews had been sent to Ustaša camps, where most of them were killed on arrival. In August 1942 and May 1943 the Germans deported the remaining Jews from Croatia to Auschwitz. 30,000 out of Croatia’s 37,000 Jews perished in the Holocaust.

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Filed under: Comfort at Camp, Preparation & Readiness, Uncategorized CAMPSITE POWER Chapter 4 – Converting Battery Power to Household Power We have been exploring different ways to generate renewable power for a camper’s 12 volt batteries. But, we have not devoted any time explaining how to change the power we have generated and stored in our 12 volt batteries into 120 volt household power. Reading Chapter 4 will give you the basics on the inversion process and the equipment needed. I am sure most everyone is aware that a camper’s 12 volt system is direct current. This means the electrons flowing in a wire only go in one direction – from negative to positive. 120 volt household power is alternating current. This means the electrons change their direction of flow sixty times per second. Appliances designed to work on 12 volts DC will not operate on 120 volts AC. So, we must do something to change the electrical power stored in a 12 volt battery to 120 volts AC. We can accomplish this with a device called an inverter. Don’t confuse this with the converter that is standard equipment on your camper. The converter changes 120 volt household power to 12 volts DC to recharge your battery and power 12 volt appliances. A converter brings voltage down, an inverter brings voltage up. Inverters are available as little pocket units that plug into a vehicle’s 12 volt power socket (cigarette lighter) that provides up to 100 watts of household power for low current devices like laptop computers and electric shavers. Inverters that can provide power over 100 watts are best directly connected to a battery. These inverters can range all the way up to a whopping 5,000 watts. In Chapter two I explained the relationship between voltage and current (amperage) and how they are related to power. I also told you that energy could neither be created nor destroyed – It can only be converted. This fact is what makes the use of inverters somewhat tricky. The television in our camper is rated to use 200 watts of power at 120 volts. The 200 watts is equal to 1.66 amperes at 120 volts. If I want to convert the voltage from 12 volts DC to 120 volts AC the power will stay the same – 200 watts. But, 200 watts from a 12-volt battery is equal to 16.66 amperes of current! That’s right, to get the same power the current (amperage) is increased by at least a factor of 10 (just like the ratio of 120 volts to 12 volts). I can power our TV from a 500 watt inverter connected to four 50 amp-hour sealed AGM batteries in a near-by cabinet for about 10 hours. Less if I use the satellite receiver or DVD player. That translates to about five nights at 2 hours per night. Actually, not all that bad! If you are lost at this point, do not worry. Just remember that when inverting battery power to household power the amps taken from the battery will increase by 10 times the 120-volt amperage. Inverters in campers are rarely used to power air conditioners. Both the size of the inverter and the needed battery bank would be tremendous. But, inverters are sometimes called upon to power a small microwave or hand held hair dryer. When plugging a camper’s power cord into the outlet of an inverter it is important to be sure the camper’s refrigerator is set to GAS, the converter is turned off or unplugged and the electric heating element (if you have one) in your water heater is turned off. In this set-up 12 volt appliances and lights will continue to draw from the batteries and their current must be added to any life-span computations for the attached inverter. Use of inverters for coffee makers, electric heaters, and toasters is possible, but extremely inefficient. Again, the size of the battery bank to sustain power for any reasonable time would have to be extremely large. Large translates to 600 or more pounds of added battery weight, which often causes an overloaded camper. Selecting the size of an inverter is not just a matter of picking out one with a high number. The more power an inverter supplies the larger the battery cables will need to be. A 2,000 watt inverter will use up to four copper cables the diameter of your thumb. That’s some pretty big (and expensive) wire! Since a 2,000 watt inverter can draw up to 167 amps from a battery bank your battery life will be very short. A 100 amp hour battery will probably provide no more than ½ hour of power. It will take a 45 watt solar panel array like we explored last week about 44 hours of direct sunlight to replace the energy used in that ½ hour. So, I hope you can see what I mean when I say taking that much power from an inverter is inefficient! My advice is to NOT plan on powering a microwave oven from an inverter unless it is rated under 700 watts and you have at a minimum a 1,200 watt inverter and four golf cart batteries capable of delivering 240 amp hours of power. Even then, your total cooking time will be limited to approximately 2 hours at the most. It will all depend on the battery temperature and starting state of charge. Inverters over 1,500 watts are usually only found in large motor homes that have sufficient space and extra weight capacity for batteries. Lastly, you will find most inverters sold as “Modified Sine Wave” and others as “Pure Sine Wave”. The inverters using a modified sine wave output are less expensive and may cause synchronous motors like those found in fans to hum or buzz. Television sets that do not have adequate line filtering may also have a buzz in the audio. Microwave ovens will produce less cooking power from a modified sine wave inverter. The pure sine wave inverters are closer to the household power your appliances are designed to use and will operate more efficiently from a pure sine wave. While they are 3 to 4 times more expensive, their use will translate to longer battery life and better appliance operation. Still, a modified sine wave inverter will work satisfactorily in a budget installation. No appliances or equipment should be harmed by plugging them into this type of inverter. For those that may be curious, we carry 34 sealed absorbed glass mat batteries supplying a total of 2,500 amp hours of power. This allows us to run our modified 6,000 BTU bedroom air conditioner from a 1,500 watt inverter for at least three nights before recharging. I hate to sleep on sweaty sheets in 90 plus degree weather! But, you must keep in mind that our batteries have a combined weigh of over 2,500 pounds. That’s when an ex-semi tractor as a RV hauler is really nice. The extra battery load just makes the truck ride smoother. We have 3 inverters; a 500 watt to power the entertainment center, a 3,000 watt for all of the camper’s electrical outlets and a 1,500 watt for the bedroom air conditioner. Next week we will begin to explore portable generators. We will look at both inverter and synchronous designs and weigh the pros and cons of each. Until then, Happy Camping Trails to Everyone! Last 5 posts by Professor95 - Got an iPad? Drive a RV? Check out this new GPS app from Rand McNally! - January 10th, 2013 - OLD GAS PRESSURE LANTERNS - Restoring My Past - January 3rd, 2013 - IT WAS THE NIGHT BEFORE CHRISTMAS (Revised by...... well, ME!) - December 16th, 2012 - IT'S FINALLY HERE! (The 2013 Good Sam RV Travel Guide & Camp Ground Directory) - December 12th, 2012 - CAMPFIRE STORIES - "Broken Down on the Key Bridge" - November 16th, 2012

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2013-05-22T14:18:02Z

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Loading the player ... Ms. Wyatt's 4th Grade Class Eden Elementary School Pell City School System Students in Ms. Wyatt's Class at Eden Elementary School went on a hunt to find objects that are transparent, translucent, and opaque. This video defines the terms transparent, translucent, and opaque. The video also shows pictures of objects that fit each term. Aligned to the following ALEX lesson plan: Translucent, Transparent, and Opaque Objects Content Areas: Science Alabama Course of Study Alignments and/or Professional Development Standard Alignments: [S1] (4) 3: Recognize how light interacts with transparent, translucent, and opaque materials.

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About the Program The U.S. Department of Energy (DOE) Wind Program is committed to developing and deploying a portfolio of innovative technologies for clean, domestic power generation to support an ever-growing industry, targeted at producing 20% of our nation's electricity by 2030. What We Do The Program's activities are leading the nation's efforts to accelerate the deployment of wind power technologies through improved performance, lower costs, and reduced market barriers. The Program works with national laboratories, industry, universities, and other federal agencies to conduct research and development activities through competitively selected, directly funded, and cost-shared projects. Our efforts target both land-based and offshore wind power to fully support the clean energy economy. Why It Matters Greater use of the nation's abundant wind resources for electric power generation will help the nation reduce emissions of greenhouse gases and other air pollutants, diversify its energy supply, provide cost‐competitive electricity to key regions across the country, and reduce water usage for power generation. In addition, wind energy deployment will help stimulate the revitalization of key sectors of the economy by investing in infrastructure and creating long-term, sustainable skilled jobs. Reducing the Cost of Renewable Energy The Wind Program is committed to helping the nation secure cost-competitive sources of renewable energy through the development and deployment of innovative wind power technologies. By investing in improvements to wind plant design, technology development, and operation as well as developing tools to identify the highest quality wind resources, the Wind Program serves as a leader in making wind energy technologies more competitive with traditional sources of energy and a larger part of our nation's renewable energy portfolio. Securing Clean, Domestic Energy The Wind Program is contributing to the nation's role as a leader in renewable energy technology development by promoting domestic manufacturing of wind power technologies. Wind energy is a clean, domestic power source that requires little to no water and creates no air pollution when compared to more traditional energy sources. The Program works to ensure that wind energy technologies are environmentally responsible by analyzing the environmental impacts of wind energy, observing species' interactions with wind turbines, and researching opportunities to mitigate or eliminate any impacts where they may exist. Enabling the Renewable Energy Market By working with industry, federal and international partners, and national laboratories, the Wind Program seeks to understand and address market barriers such as environmental impacts, project siting and permitting processes, and wind's potential effects on our nation's air space and waterways. These efforts will help wind power continue on its trajectory to being a competitive, cost-effective part of our nation's renewable energy portfolio. Harnessing Energy Where our Nation Needs it Most Wind energy presents a unique opportunity to harness energy in areas where our country's populations need it most. This includes offshore wind's potential to provide power to population centers near coastlines, and land-based wind's ability to deliver electricity to rural communities with few other local sources of power. By working to deploy wind power in new areas on land and at sea and ensuring the stable, secure integration of this power to our nation's electrical grid, the Wind Program contributes to the delivery of clean, renewable energy throughout the nation. The Wind Program funds research and development activities at the following national laboratories:

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It is one of the great pleasures of an art lover to open a book about art that actually includes full-colour plates. That was important to author Marylin McKay too. She couldn’t be more delighted with how Picturing the Land: Narrating Territories in Canadian Landscape Art, 1500-1950 turned out. Published by McGill-Queen’s University Press, it’s a handsome and comprehensive volume that takes a look at Canadian landscape art over five centuries. Dr. McKay, professor in NSCAD’s Division of Historical and Critical Studies, worked on the book over a period of four years, spending time in archives and visiting galleries from coast to coast. A specialist in Canadian art, she says Canadians might be surprised by one of her conclusions, namely that Canadian art, and specifically the art of Tom Thomson and the Group of Seven, isn’t uniquely Canadian at all, but rather a reflection of the larger art movements prevalent in Western society. “I think they got a lot of good press,” she says of the eight artists whose work has come to be regarded as iconic Canadiana today. “They came along at the right time, when Canadians were looking for a nationalist art. People were able to see it as unique when in fact it fits into a broader picture.” More interesting, she says, might be the differences between French and English Canadian landscape painting. For example, a painting of a farm by an English Canadian artist might represent “a cozy retreat from the city,” she says, while a similar scene for a French Canadian could be something quite different: an affirmation of French culture, rural living and a way of holding on to a way of life under threat by assimilation. Clearly, Picturing the Land is more than pretty pictures, but a critical, sophisticated and perhaps surprising look at how social, economic and political conditions influence art and how art is regarded. The book is one of five shortlisted titles for the Canada Prize in the Humanities, which recognizes outstanding scholarly works in the humanities. The prize is valued at $2,500 and will be presented at a special ceremony on Friday, March 30 at the Musee des beaux-arts in Montreal. The nominees are chosen from works support by the Canadian Federation for the Humanities and Social Sciences’ Awards to Scholarly Publications Program and are selected by a jury of scholars from across the country. Dr. McKay is also the author of A National Soul: Canadian Mural Painting, 1860s-1930s. Picturing the Land is available at Chapters in Halifax’s Bayers Lake Business Park or by ordering online through Amazon.ca, Chapters.Indigo.ca or the publisher McGill-Queen’s University Press. | || | Picturing the Land: Narrating Territories in Canadian Landscape Art, 1500 to 1950 (left) and Professor Marylin McKay (below).

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A world war is a war affecting the majority of the world's major nations. World wars usually span multiple continents, and are very bloody and destructive. The term has usually been applied to two conflicts of unprecedented scale and slaughter that occurred during the 20th century. They were the First World War, also known as the Great War (1914–1918) and the Second World War (1939–1945). Origins of the term The term "World War" was coined speculatively in the early 20th century, some years before the First World War broke out, probably as a literal translation of the German word 'Weltkrieg' The Oxford English Dictionary cites the first known usage as being in April 1909, in the pages of the Westminster Gazette. It was recognized that the complex system of opposing alliances—German Empire - Austria-Hungary - Italy vs. French Third Republic - Russian Empire - United Kingdom of Great Britain and Ireland - Serbia was likely to lead to a global conflict in the event of war breaking out. The fact that the powers involved had large overseas empires virtually guaranteed that a conflict would be global, as the colonies' resources would be a crucial strategic factor. The same strategic considerations also ensured that the combatants would strike at each others' colonies, thus spreading the fighting far more widely than in the pre-colonial era. Prior to 1939, the European war of 1914–1918 was usually called either the World War or the Great War. Only after the start of hostilities in 1939 did the World War become commonly known as the First World War. This is easily observed today when visiting the numerous First World War monuments and memorials to be found throughout Europe and North America. Such memorials, most of which were constructed in the 1920s plainly refer to the World War or Great War. Occasionally, a contemporary marker will indicate 1919 as the year the war ended (e.g., The World War, 1914-1919) which refers to the date of the Treaty of Versailles as the official end of the war rather than the Armistice in 1918 which in effect ended the actual hostilities. In 1933, Simon & Schuster published a photographic history of the war, edited by playwright and war veteran Laurence Stallings, with the title The First World War. A feature-length documentary film, also written by Stallings and titled The First World War, was released in November 1934. Three months before World War II began in Europe, Time magazine first used the term "World War I" in its issue of June 12, 1939, when comparing the last war with the upcoming war. The term "Second World War" was also coined in the 1920s. In 1928, US Secretary of State Frank B. Kellogg advocated his treaty "for the renunciation of war" (known as the Kellogg-Briand Pact) as being a "practical guarantee against a second world war". The term came into widespread use as soon as the war began in 1939. Time magazine introduced the term "World War II" in the same article of June 12, 1939, in which it introduced "World War I," three months before the start of the second war. Other languages have also adopted the "World War" terminology; for instance, in French, the two World Wars are the Guerres Mondiales; in German, the Erste und Zweite Weltkrieg; in Russian the мировые войны; and so on. Earlier worldwide conflicts Other examples suitable to be classified as world wars in terms of their intercontinental and intercultural scope were the Mongol Invasions leading to the Mongol Empire, which spanned Eurasia from China, Japan, and Korea to Persia, Mesopotamia, the Balkans, Hungary and Russia, and the Dutch-Portuguese War from the 1580s to the 1650s, which was fought throughout the Atlantic, Brazil, West Africa, Southern Africa, the Indian Ocean, India and Indonesia. Dutch-Portuguese war, the first intercontinental resource war. Other wars in earlier periods that saw conflict across the world have been considered world wars by some, including the War of the Spanish Succession (1701-1713)Seven Years' War (1756–1763); Winston Churchill called it "the first world war" in A History of the English-Speaking Peoples, the French Revolutionary Wars (1792–1802) and the Napoleonic Wars (1803–1815). These, however, were confined to the European powers and their colonial empires and offshoots. The Asian powers were not involved (counting the Ottoman Empire as a European power in this instance). Prior to the late 19th century, the concept of a world war would not have had much meaning. The Asian powers of China and Japan did not act outside their own continents, and they certainly did not conduct affairs on an equal footing with the European powers; China was the target of European colonialism while Japan remained isolationist until the 1850s. The European conflicts of earlier centuries were essentially quarrels between powers which took place in fairly limited, though sometimes far-flung, theaters of conflict. Where native inhabitants of other continents were involved, they generally participated as local auxiliaries rather than as allies of equal status, fighting in multiple theaters. For instance, in Britain's wars against France, Native Americans assisted both European powers on their own ground rather than being shipped to continental Europe to serve as allied troops there. By contrast, during the World Wars, millions of troops from Africa, Asia, North America and Australasia served alongside the colonial powers in Europe and other theatres of war. Characteristics of the World Wars The two World Wars of the 20th century took place on every continent on Earth save Antarctica, with the bulk of the fighting taking place in Europe and Asia. They involved more combatant nations and more individual combatants than any other conflicts. The World Wars were also the first wars to be fought in all three terrestrial elements—ground, sea and air—and depended, more than in any previous conflict, on the mobilization of industrial and scientific resources. They were the first instance in which the doctrine of total war was fully applied, with drastic effects on the participants. Many of the nations who fought in the First World War also fought in the Second, although not always on the same sides. Some historians have characterized the World Wars as a single "European civil war" spanning the period 1914–1945. This is arguably an oversimplification, as the European aspect of the Second World War might never have happened had Adolf Hitler not come to power. It also overlooks the war in the Far East caused by Japan's programme of territorial expansion, which started independently of events in Europe. The World Wars were made possible, above all else, by a combination of fast communications (such as the telegraph and radio) and fast transportation (the steam ship and railroad). This enabled military action to be coordinated rapidly over a very wide area and permitted troops to be transported quickly in large numbers on a global scale. Effects of the World Wars The two World Wars of the 20th century caused unprecedented casualties and destruction across the theaters of conflict. The numbers killed in the wars are estimated at between 60 and 100 million people. Unlike in most previous conflicts, civilians suffered as badly as or worse than soldiers, and the distinction between combatants and civilians was often erased. Both World Wars in comparison (estimated data) ||World War I ||World War II ||4 M km² ||22 M km² The outcome of the World Wars had a profound effect on the course of world history. The old European empires collapsed or were dismantled as a direct result of the wars' crushing costs and in some cases the defeats of imperial powers. The modern international security, economic and diplomatic system was created in the aftermath of the wars. Institutions such as NATO, the United Nations and the European Union were established to "collectivise" international affairs, with the explicit aim of preventing another outbreak of general war. The wars also greatly changed the course of daily life. Technologies developed during wartime had a profound effect on peacetime life as well—for instance, jet aircraft, penicillin, nuclear energy and electronic computers. Since the Second World War was ended in August 1945 by the atomic bombings of Hiroshima and Nagasaki, there has been a widespread and prolonged fear of a Third World War between nuclear-armed superpowers. The fact that this has not come to pass has been attributed by many to the devastating and essentially unwinnable nature of nuclear warfare, with the end result being the extermination of human life or, at the very least, the collapse of civilization. When asked what kind of weapons would be used to fight World War III, the physicist Albert Einstein replied: - I don't know with what weapons World War III will be fought, but World War IV will be fought with sticks and stones. Subsequent world wars Some groups define "world war" such that the Cold War should be termed a world war. Others claim that the current "War on Terrorism" is a world war. The Project for the New American Century holds both views, calling the Cold War "World War III" and the War on Terrorism "World War IV", this was also agreed by Jean Baudrillard. However, these characterizations have attracted little support and have not been agreed upon by the majority of historians. - ^ Online Etymology Dictionary entry for World War - ^ "War Machines," Time, June 12, 1939.

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CC-MAIN-2013-20

http://www.bookyards.com/categories.html?type=books&category_id=243

2013-05-24T09:12:14Z

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en

Definition of Cervidae 1. Noun. Deer: reindeer; moose or elks; muntjacs; roe deer. Generic synonyms: Mammal Family Group relationships: Ruminantia, Suborder Ruminantia Member holonyms: Cervid, Deer, Cervus, Genus Cervus, Genus Odocoileus, Odocoileus, Alces, Genus Alces, Dama, Genus Dama, Capreolus, Genus Capreolus, Genus Rangifer, Rangifer, Genus Mazama, Mazama, Genus Muntiacus, Muntiacus, Genus Moschus, Moschus, Elaphurus, Genus Elaphurus Click the following link to bring up a new window with an automated collection of images related to the term: Cervidae Images Lexicographical Neighbors of Cervidae Literary usage of Cervidae Below you will find example usage of this term as found in modern and/or classical literature: 1. The Archaeological Journal by British Archaeological Association (1908) "Four harpoons and two small implements made of the horns of cervidae from the Grotte de Reilhac. (§) precise position in the deposits—most of them having ..." 2. The White River Badlands by Cleophas Cisney O'Harra (1920) "cervidae Until 1904 nothing was known of the ancestral deer within the region of the White River badlands. In that year Mr. Matthew described a fragmentary ..." 3. Bulletin of the American Museum of Natural History by American Museum of Natural History (1904) "Lateral toes usually better developed than in preceding group. Horns postorbital. cervidae. Deciduous branching antlers. ..." 4. The Collected Scientific Papers of the Late Alfred Henry Garrod by Alfred Henry Garrod, William Alexander Forbes (1881) "Neither in any of the American cervidae, except C. leucotis, nor in Rangifer ... and differs from the cervidae generally. In C. leucotis they are so. ..." Other Resources Relating to: Cervidae

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CC-MAIN-2013-20

http://www.lexic.us/definition-of/cervidae

2013-06-19T06:09:16Z

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708142388/warc/CC-MAIN-20130516124222-00051-ip-10-60-113-184.ec2.internal.warc.gz

en

As teachers, we have received extensive training to understand student behavior. But, even with years of teaching experience and a bag full of tricks, student behavior can make or break a classroom environment. So, what's the solution to this age-old problem? Don't try to tackle behavior on your own. Understanding behavior takes teamwork. Involve students' families in the process. Click on the pictures above for a handout that can be used to educate families. This handout addresses the following topics: Is Behavior a Sign? What are Typical Behaviors? What are Some Behavioral Signs? How to Steer Towards Positive Behavior. Plus, there is a "parent toolkit" with tips and resources. Here are some additional resources to help communicate with students' families. Looking for a weekly behavior report template…click here Need a behavior report with more than one week on a page…click here Need a more detailed means to communicate behavior issues with parents…click here Plan this field trip NOW!!!! 1 hour ago

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CC-MAIN-2013-20

http://firstgradefactory.blogspot.com/2011_12_01_archive.html

2013-05-22T00:49:37Z

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368700984410/warc/CC-MAIN-20130516104304-00000-ip-10-60-113-184.ec2.internal.warc.gz

en

Partitions in a computer system are logical spaces in a hard disk, which are created to separate the system files and data files. The motto behind keeping the system files away from the data files is to ensure that there is enough space for virtual memory paging and swapping. Another benefit of this separation is that if one of the non-system drives gets corrupted, the other partitions remains safe. Yet, corruption to partitions is unbearable as it creates a lot of trouble and the worst part is that partitions fall prey to corruption quite often. Corruption could loom the partition because of various reasons, like power outages, improper system shutdown, damaged system files, virus infections, software failure, malfunction, etc. Because of corruption issue, you may come across following error message, saying: Operating system not found Missing Operating System Eruption of this error message restricts user to boot his Windows XP operating system and consequently stops you from accessing the system...

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CC-MAIN-2013-20

http://www.programmersheaven.com/user/johnwilson/blog/tags/windows+data+recovery+software/

2013-06-18T04:34:37Z

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en

An important new study from the Laboratory for Developmental Genetics at USC has confirmed cytomegalovirus (CMV) as a cause of the most common salivary gland cancers. CMV joins a group of fewer than 10 identified oncoviruses — cancer-causing viruses — including HPV. The findings, published online in the journal Experimental and Molecular Pathology over the weekend, are the latest in a series of studies by USC researchers that together demonstrate CMV's role as an oncovirus, a virus that can either trigger cancer in healthy cells or exploit mutant cell weaknesses to enhance tumor formation. Lead author Michael Melnick, professor of developmental genetics in the Ostrow School of Dentistry of USC and Co-Director of the Laboratory for Developmental Genetics, said the conclusion that CMV is an oncovirus came after rigorous study of both human salivary gland tumors and salivary glands of postnatal mice. CMV's classification as an oncovirus has important implications for human health. The virus, which has an extremely high prevalence in humans, can cause severe illness and death in patients with compromised immune systems and can cause birth defects if a woman is exposed to CMV for the first time while pregnant. It may also be connected to other cancers besides salivary gland cancer, Melnick added. "CMV is incredibly common; most of us likely carry it because of our exposure to it," he said. "In healthy patients with normal immune systems, it becomes dormant and resides inactive in the salivary glands. No one knows what reactivates it." This study illustrates not only that the CMV in the tumors is active but also that the amount of virus-created proteins found is positively correlated with the severity of the cancer, Melnick said. Previous work with mice satisfied other important criteria needed to link CMV to cancer. After salivary glands obtained from newborn mice were exposed to purified CMV, cancer developed. In addition, efforts to stop the cancer's progression identified how the virus was acting upon the cells to spark the disease. Thus, the team not only uncovered the connection between CMV and mucoepidermoid carcinoma, the most common type of salivary gland cancer, but also identified a specific molecular signaling pathway exploited by the virus to create tumors, being the same in humans and mice. "Typically, this pathway is only active during embryonic growth and development," Melnick said, "but when CMV turns it back on, the resulting growth is a malignant tumor that supports production of more and more of the virus." The study was conducted by Melnick with Ostrow School of Dentistry of USC colleagues Tina Jaskoll, professor of developmental genetics and co-director of the Laboratory for Developmental Genetics; Parish Sedghizadeh, director of the USC Center for Biofilms and associate professor of diagnostic sciences; and Carl Allen at The Ohio State University. Jaskoll said salivary gland cancers can be particularly problematic because they often go undiagnosed until they reach a late stage. And since the affected area is near the face, surgical treatment can be quite extensive and seriously detrimental to a patient's quality of life. However, with the new information about CMV's connection to cancer comes hope for new prevention and treatment methods, perhaps akin to the development of measures to mitigate human papilloma virus (HPV) after its connection to cervical cancer was established. Jaskoll added that the mouse salivary gland model created to connect CMV to cancer might also be used to design more effective treatments. "This could allow us to have more rational design of drugs used to treat these tumors," she said. Melnick said that in the not too distant future, he expects much more information about viruses and their connections to cancer and other health issues seemingly unrelated to viral infection to emerge. "This should be a most fruitful area of investigation for a long time to come," he said. "This is just the tip of the iceberg with viruses." Source : University of Southern California

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CC-MAIN-2013-20

http://www.biologynews.net/archives/2011/11/15/researchers_confirm_new_cancercausing_virus.html

2013-05-18T19:03:37Z

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en

Virtual Reality: Resurrecting The Original Canoes and Kayaks of North America Edwin Tappen Adney spent six decades studying and reproducing the aboriginal canoes of North America—a lifetime’s worth of work that nearly went unheralded. Adney’s obsession began at age 20, when documented the construction of a New Brunswick Malecite birchbark canoe in the 1880s. From then on, traditional canoes consumed Adney’s life. By the time he was 81, he’d traveled across the continent multiple times and recorded the lines of hundreds of canoes. After several false starts, he died before he had a chance to complete a book on the subject. Fortunately, then-Smithsonian Institution curator Howard Chappelle resurrected Adney’s work and in 1964, The Bark Canoes and Skin Boats of North America was released. As Adney hoped, it became the definitive work on the subject-lavishly illustrated with plan drawings and diagrams for canoes and sea kayaks (Chappelle’s specialty) from across present-day Canada, the United States and Greenland. The book has said to have “[saved] the craft from oblivion,” inspiring a new generation of birchbark canoe- and skin-on-frame kayak-builders across the continent. Among those influenced by Adney and Chappelle’s work is Grand Marais, Minn.’s Bryan Hansel. A photographer, paddler, and blogger at paddlinglight.com, Hansel has build eight cedar-strip paddlecraft of his own, and has aspirations to build more. Lacking a place to undertake his annual winter boat-building project, Hansel has dedicated this winter to reproducing and modernizing the canoes and kayaks of Adney and Chappelle, and making detailed plans available online for modern wood-strip builders. His plan is to transfer Adney and Chappelle’s research “into a form that’s useable for modern cedar-strip construction.” Hansel imports Adney and Chappelle’s measurements into Delftship Pro, a nautical engineering software program that generates three-dimensional models and exact measurements to create plywood forms for modern boat-building. So far, Hansel has made several plans available for free download on his website, including an 1895 Malecite St. John River canoe and an 1898 Passamaquoddy ocean canoe. A new canoe or sea kayak plan will be posted on paddlinglight.com each week. Ultimately, Hansel’s goal is to breathe new life into the canoes and sea kayaks of The Bark Canoes and Skin Boats of North America and other long-forgotten designs. He hopes to live vicariously through the experiences of those who take on the challenge of bringing these boat designs-many of which haven’t been made in over a century-back to life. “I think it’s a great experiment in archaeology,” says Hansel. “If we go back and try to build these boats we’ll get a better feel for what the original designs were like. It will give us a chance to compare them to the boats we’re paddling now.” – Conor Mihell

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CC-MAIN-2013-20

http://www.canoekayak.com/canoe/virtual-reality-original-canoes-and-kayaks-of-north-america/

2013-05-19T18:27:48Z

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368697974692/warc/CC-MAIN-20130516095254-00051-ip-10-60-113-184.ec2.internal.warc.gz

en

The population growth that we have increases the production of waste materials on earth. Though there are different waste management processes that have been conducted to minimize our waste still, it grows every day. Landfills are now being subject for disapproval by environmentalist and the residents who will be greatly affected in building of dump sites in their area. Since having landfills in the area can be a cause of health issues and pollution that will greatly affect the environment and population. Recycling facilities are being created to solve the landfill concern that we have nowadays. The recycling facility are responsible for receiving, separating and preparing recyclable waste materials that will be used to produce a new product or selling it to manufacturers. But even if there is a recycling facility, landfill can still be useful because that is where the waste materials are stocked. There are different kinds of recycling facility but clean and dry facility is generally used to distinguish the types of waste materials. Wet recycling facility is also being utilized nowadays for specific wet or liquid types of waste material. Clean recycling facility is the composition of waste materials that are already separated from the municipal solid waste before it reaches the facility. The waste materials are already sorted according to certain specification and processed accordingly. The process may include shredding, drying crushing, compacting and preparing for shipment to the market. Dirty recycling facility on the other hand, is the facility that accepts mixed waste materials. After receiving the mixed waste material, it is being separated and segregated to its different types through mechanical or manual sorting. The sorted waste materials that can be recycled will undergo the processing procedure and the other mixed waste materials will be disposed to a different kind of facility such as landfill. Dirty recycling facility can be a great challenge since it requires more labor and expensive than having a clean recycling facility. Though having a dirty recycling facility provides higher recovery rates than a clean recycling facility since it can recover more waste materials that can be recyclable. Compared to a clean recycling facility, the sorting process is already conducted from the source of the waste material whereas in a dirty recycling facility, they are the ones who also do the sorting process to which, they can have a greater control in selecting the waste materials that can be recycled or sell to the market.

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CC-MAIN-2013-20

http://tgeg-asia.blogspot.com/2012/01/recycling-facility.html

2013-05-25T05:31:10Z

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en